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This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the beef production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, assumptions underlying the standards, and performance skill levels. Presented next are skill standards for 63 tasks typically performed in the following areas of beef production: accident and emergency procedures; feeding and watering; sanitation; calving; neonatal and young stock care; restraint and behavior; other health/production procedures; cattle identification, parasite/pest control; moving and breeding cattle; and record keeping. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements; and (3) assessment criteria. Appended are the following: a diagram of the site for administering injections to cattle; a beef production glossary; a glossary of education-related terms; lists of Illinois Occupational Skill Standards and Credentialing Council, Agricultural and Natural Resources Subcouncil, and Beef Production Cluster Development Committee members; and a list of necessary workplace skills. (MN)

These two publications offer parents information on food choices for children and children's weight. The first publication is a guide that lists, for each of the five food groups, which foods should be eaten often, sometimes, or rarely in order to maintain good health. The food groups are: (1) milk and milk products; (2) meats, poultry, fish, eggs, beans, and nuts; (3) fruits and vegetables; (4) breads and cereals; and (5) sweets, fats, and snack foods. The guide also provides suggestions for preparing foods in ways that reduce fat in the diet. The second guide briefly lists eight practices that parents can undertake, and eight practices that parents should avoid, in their efforts to prevent their children from developing weight problems or to help their children grow into their natural weight. The practices relate to parental affection, eating habits, and physical activity. (BC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for meat processing occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 18 units: general safety precautions; sanitation; meat processing industry; livestock purchasing; slaughtering; carcass grading; wholesale cutting; retail beef cutting; retail pork cutting; retail veal and beef-calf cutting; retail lamb and mutton cutting; miscellaneous meat merchandising; tools and equipment; customer service; marketing; product handling; business management; and employability skills. (NLA)

These two publications offer parents information on food choices for children and children's weight. The first publication is a guide that lists, for each of the five food groups, which foods should be eaten often, sometimes, or rarely in order to maintain good health. The food groups are: (1) milk and milk products; (2) meats, poultry, fish, eggs, beans, and nuts; (3) fruits and vegetables; (4) breads and cereals; and (5) sweets, fats, and snack foods. The guide also provides suggestions for preparing foods in ways that reduce fat in the diet. The second guide briefly lists eight practices that parents can undertake, and eight practices that parents should avoid, in their efforts to prevent their children from developing weight problems or to help their children grow into their natural weight. The practices relate to parental affection, eating habits, and physical activity. (BC)

Designed to meet the job-related metric measurement needs of food preparation, baking, meat cutting students, this instructional package is one of five for the home economics occupations cluster, part of a set of 55 packages for metric instruction in different occupations. The package is intended for students who already know the occupational terminology, measurement terms, and tools currently in use. Each of the five units in this instructional package contains performance objectives, learning activities, and supporting information in the form of text, exercises, and tables. In addition, suggested teaching techniques are included. At the back of the package are objective-based evaluation items, a page of answers to the exercises and tests, a list of metric materials needed for the activities, references, and a list of suppliers. The material is designed to accommodate a variety of individual teaching and learning styles, e.g., independent study, small group, or whole-class activity. Exercises are intended to facilitate experiences with measurement instruments, tools, and devices used in this occupation and job-related tasks of estimating and measuring. Unit I, a general introduction to the metric system of measurement, provides informal, hands-on experiences for the students. This unit enables students to become familiar with the basic metric units, their symbols, and measurement instruments; and to develop a set of mental references for metric values. The metric system of notation also is explained. Unit 2 provides the metric terms which are used in this occupation and gives experience with occupational measurement tasks. Unit 3 focuses on job-related metric equivalents and their relationships. Unit 4 provides experience with recognizing and using metric instruments and tools in occupational measurement tasks. It also provides experience in comparing metric and customary measurement instruments. Unit 5 is designed to give students practice in converting customary and metric measurements, a skill considered useful during the transition to metric in each occupation. (HD)

These individualized self-paced student materials for a high school/postsecondary-level course for meatcutters are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The five-chapter course discusses the knowledge required of meatcutters to perform their tasks efficiently. (Chapter 1 has been deleted due to military-specific materials.) Chapter 2, Operation and Maintenance of Meatcutting Equipment, covers use of knives, knife pouches, the butcher's steel, handsaws, boning hooks, dough cutters, and sharpening stones. Chapter 3, Receipt and Storage, discusses check-in procedures for meat received; in what forms beef, veal, lamb, pork, and poultry are received; and where, when, and how to store these meats. Chapter 4, Processing and Preparing Meats, discusses characteristics of meats, bone structure, meat processing, barbecuing meat and poultry, and salvaging procedures. Chapter 5, Wrapping and Pricing Retail Meat Cuts, explains proper packaging and display procedures and equipment and supplies needed. Chapter 6, Meat Department Management, covers four general areas: equipment, planning and scheduling, inspections and evaluation, and tests and pricing procedures. Contents include texts and practice exercises in each chapter, an eighty-question volume review exercise (no answers available), and practice exercise answers. (YLB)

This teachers guide presents lesson aids on how to buy food for home economics or consumer education in high school or adult education courses. An introductory section explains how to get the supplementary materials (publications, films, and slides/filmstrips), what the contents and objectives of these materials are, suggestions for lesson preparation, and background materials for the instructor. Topics of the lessons are meat, dairy products, eggs, poultry, fresh fruits and vegetables, canned and frozen fruits and vegetables, and more for your money. Each of these lessons contains a list of objectives, materials to use, suggestions for teaching, glossary, and quizzes. (CT)

This is a series of five modules, each of which consists of six 3-hour classes in food preparation for nonmanagement personnel from institutional food services. Topics of the modules are breads and breakfasts, meats, vegetables and salads, extended meats and meat alternatives as sources of protein, and desserts. Included in each module are management of work, adjusting and following standardized recipes, preparing and proportioning food, the nutritional contribution of food, caring for and operating equipment, safety, sanitation, and motion economy. Also provided are guidelines for preparing and presenting the lessons and student handouts. The lessons are designed for use in a course involving lecture, demonstration, actual hands-on class activities, and audio-visuals. (MN)

Developed as part of the Marine Corps Institute (MCI) correspondence training program, this course on meats and meat cookery is designed to help the Marine cook to identify, handle, process, and serve meats, poultry, fish, and shellfish. Introductory materials include specific information for MCI students and a study guide (guidelines to complete the course). The 13-hour course consists of five chapters or lessons. Each unit contains a text and a lesson sheet that details the study assignment and sets forth the lesson objective. A written assignment is also provided. Topics covered in the lessons include beef and veal; pork, lamb, and other meats; fish and shellfish; poultry products; and principles for cooking meats, poultry, fish, and shellfish. (YLB)

This booklet is intended to help mainstreamed mentally retarded, emotionally disturbed, or learning disabled high school students acquire a basic understanding of the responsibilities and working conditions of meat cutters and to practice basic math skills necessary in the occupation. The first section provides a brief introduction to the occupation by focusing upon those job tasks of a meat cutter with which the student is likely to be familiar. The next two sections deal with the work environment of the typical meat cutter and the training, education, and experience needed for the occupation. Exercises addressing basic math skills used by meat cutters are provided. Various suggestions are listed for students interested in further exploring the occupation of meat cutter. A glossary and answer sheet conclude the booklet. (MN)

This document contains objective tests for each topic in the Meatcutting Workbook, Part 2, which is designed for apprenticeship meatcutting programs in California. Each of the 30 tests consists of from 5 to 65 multiple-choice items with most tests containing approximately 10 items. The tests are grouped according to the eight units of the workbook: breaking and cutting meat; jobbing; sausage, cured meats, and convenience foods; mathematics; meat packaging and handling; market operation; safety and sanitation; and workers' legal rights and benefits. (YLB)

This student text is designed for use by Air Force personnel enrolled in a self-study extension course for meat cutters. Covered in the individual chapters are careers in meat processing, operation and maintenance of meat cutting equipment, receipt and storage, procedures for processing and preparing meats, techniques for wrapping and pricing retail meat cuts, guidelines for grading and cooking meats, and meat department management. Each chapter contains a series of lessons and exercises at the end of each lesson. Answers to the exercises and a volume review exercise are provided. (MN)

Prepared for food manufacturers, this publication contains instructions for calculating the contribution that a meat or poultry product makes toward the meal pattern requirements of child nutrition programs. It also contains instructions on how to apply for and obtain the approval for a label containing a child nutrition statement. These procedures supersede all other instructions, written or oral, that the Food and Nutrition Service of the United States Department of Agriculture (USDA) may have provided. Procedures outlined in the manual apply only to meat and poultry products under the USDA Federal Meat and Poultry Inspection Program administered by the Food Safety and Inspection Service. In addition to information concerning meat and poultry, the publication includes some information about vegetables, bread, and fruit. Selected yield data for commonly used foods are provided, as are sample child nutrition label statements. (RH)

This manual establishes policies and procedures for the Child Nutrition (CN) Labeling Program, a voluntary federal program run by the United States Department of Agriculture. The program is responsible for reviewing a product formulation to determine the contribution a single serving of that product makes toward the child nutrition meal pattern requirements. Meal pattern requirements specify foods and minimum amounts that must be served in institutions participating in child nutrition programs (for example, the school lunch program). Procedures described here apply to juice drinks and juice drink products and to food products served in main dishes that contribute significantly to the meat or meat alternate component of the meal pattern. These guidelines were developed to assist food service directors in determining the actual contribution of commercially prepared items such as beef patties and combination items (burritos, pizza, etc.) toward meal pattern requirements. This manual also specifically details information on the development of the CN Labeling Program; eligibility criteria to be met for products to receive a CN Label Statement; instructions on how to identify a CN label; penalties for misusing the CN logo; the advantages of using CN labeled products; what a CN label does not mean; the basis for crediting meat, poultry and seafood products; and how to submit a label application. (CB)

Intended for secondary vocational agriculture teachers, this curriculum guide contains a course outline and a resource manual for a seven-unit food processing course on meats. Within the course outline, units are divided into separate lessons. Materials provided for each lesson include preparation for instruction (student objectives, review of teaching materials, materials required), presentation of lesson (content outline, suggested student activities), and lesson examination. The resource guide contains annotations of resources suitable for use with each of the seven units in the meats course. For each unit, the resources are divided into these five categories: texts, pamphlets, slides, filmstrips, and charts. Each annotation contains these types of information: title, summary of contents (including number of pages), and source (publisher or developer, address, and telephone number). The seven units cover meat identification, buying meat, nutrition, meat cookery, meat processing, meat grading and evaluation, and animal slaughter. (YLB)

This curriculum guide contains instructional materials for a program that provides students with job skills in meat and poultry processing. The curriculum consists of 10 units that cover the following material: orientation to meat and poultry processing; maintaining plant facilities; equipment and equipment maintenance; purchasing livestock for slaughter; livestock slaughter; quality and yield grading; fabricating carcasses and box meat; poultry processing; curing, smoking, and sausage making; and pricing and marketing aspects of meat products. Each of the instructional units includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for the instructor, extensions and options, information sheets, student supplements, transparency masters, instructional supplements, activity sheets, job sheets, practical tests, written test, and answers to assignment sheets and written test. Units focus on measurable competencies and are meant to be used for more than one class period. A basic skills documentation matrix correlates skills with units of instruction. (KC)

This document on food marketing for supermarket special departments contains both a student's manual and an answer book/teacher's guide. The student's manual contains the following 11 assignments: (1) supermarkets of today; (2) merchandising; (3) pharmacy and cosmetics department; (4) housewares and home hardware; (5) video/camera/electronics departments; (6) health foods; (7) floral/gift departments; (8) deli/bakery departments; (9) catering and takeout; (10) specialty meats and seafood; and (11) courtesy services. Each assignment may include objectives, questions, activities, and figures. The teacher's guide contains two parts: using supermarket special departments for independent study and classroom instruction; and answer key. The first part contains six sections related to supermarket special departments: assignments and objectives; marketing education essential elements related to content; tasks done on the job in food marketing; key competencies based on the National Curriculum Framework; information on Distributive Education Clubs of America competition; and sample training plans. The answer key contains answers to all assignment questions and examples of some assignment activities. (NLA)

These 17 teacher modules are part of a curriculum dealing with food management, production, and services that was developed for use in secondary and postsecondary vocational programs in Tennessee. Covered in the individual modules are hand cutlery, breakfast items, grain products, vegetables, salad dressing, meats, stock, soups, sauces, garnishes, appetizers, cakes, and cookies. Each module contains the following components: a cover page that indicates the module name and competency area; a competency statement; a list of tasks addressed in the unit; specific student performance standards; performance objectives and enabling objectives; individual, group, and enrichment process sheets; a pretest; a student guide sheet; information sheets; worksheets; a posttest; a final checkout performance evaluation; a worksheet and evaluation key; and a list of resource items. (MN)

This module on identifying and cutting of meat and by-products is the third of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify ways to determine meat freshness and tenderness; bone structures which determine names of cuts; primal and retail cuts of beef, veal, pork, lamb, mutton, and chicken; and edible and inedible by-products. Contents include list of module objectives; pretest; four sections on (1) meat appearance and bone structure, (2) primal meat cuts, (3) retail meat cuts, and (4) animal by-products; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. (YLB)

This module on job classification, tools, sanitation, and safety is the second of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify job classifications in a retail meat market; proper use and maintenance of meat cutting hand tools; power equipment, its usage, and cleaning procedures; sanitation procedures; and meat market safety rules. Contents include list of module objectives; pretest; five sections on (1) meat cutters, (2) hand tools, (3) power equipment, (4) sanitation, and (5) safety; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. (YLB)

This module on meat grades and classes is the first of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify classes and grades of beef, veal, pork (hog), chicken, turkey, mutton, and lamb; to identify methods of preserving poultry and fish and seafood; and to identify forms in which fish and seafood may be marketed. Contents include list of module objectives; pretest; five sections on (1) beef and veal, (2) pork, (3) poultry, (4) lamb and mutton, and (5) fish and seafood; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. (YLB)

These eight learning modules provide text, illustrations, and exercises on a variety of nutritional and dietetic topics. The first two modules were prepared by Lisa Henn to instruct older adults in the various food sources of caffeine and fiber and in the harmful effects of caffeine and the dietetic importance of fiber. The third module was designed by Penny Donne to familiarize health care workers with methods and associated problems of weight reduction. The fourth and fifth modules were prepared by Carolyn H. Gustafson. One is addressed to dietetic assistants and the general public and describes how to determine the amount of uncooked meat needed for three-ounce individual portions. The other provides hospital dietitians with a method for modifying recipes to yield a varying number of servings. The sixth module, by Lee Weller Callaway, teaches dietetic technicians and other interested persons about the fundamental components of regular, soft, full-liquid, and clear-liquid diets. The seventh module was designed by Evelyn S. Burgess to instruct nurses and dietetic assistants in the components of low-sodium diets prescribed for hypertension. The eight module, by Minda S. Graff, teaches nurses and nurse's aides to plan one-day menus for patients on a 0.5 gram sodium-restricted diet. Each module provides sequential reinforcement exercises with immediate feedback and a post-test with answers. (JP)

This publication provides an introduction to meat processing for adult students in vocational and technical education programs. Organized in four chapters, the booklet provides a brief overview of the meat processing industry and the techniques of meat processing and butchering. The first chapter introduces the meat processing industry and addresses concerns about the need for meat processors in the future and techniques used in the slaughterhouse, as well as providing diagrams of meat cuts. Chapter 2 describes what happens to meat after it reaches the retail market and explains necessary hygiene procedures. Chapters 3 and 4 cover the evaluation and grading of beef and pork, with illustrative photos. Each chapter contains evaluation questions at the end. The final pages of the publication contain a photo essay on the behind-the-counter activities of a retail meat market. (KC)

Part of a series of eight student learning modules in vocational agriculture, this booklet deals with evaluation of livestock. It contains sections on carcass evaluation, the evaluation of performance and production, and the design of livestock production facilities. Each of the first two sections has a glossary, and all three conclude with a quiz. (PLB)

This trainer's guide is intended to assist supervisors of work-based career training projects in helping students become familiar with meat processing--livestock at the stockyards, meat packers (wholesalers), and butcher shops--to the cooked state and to become familiar with the different joints (cuts or parts) of beef, lamb, and pork. The guide is one of a series of core curriculum modules that is intended for use in combination on- and off-the-job programs to familiarize youth with the skills, knowledge, and attitudes necessary for success in the workplace. Included in the guide are the following components: project information, a summary of the content and approach of the guide, supervisor's notes, background information, lists of tasks and core skills, an action plan that includes suggested learning activities, supervisor and trainee review sheets, and an assessment form. (YLB)

This coordinator's guide for a module on cook's helpers, one of seven individualized units about restaurant occupations, has been developed for students enrolled in cooperative part-time training and employed in a commercial restaurant. Included in the first part of the guide are a progress chart, suggested teaching procedures, answers to the student assignment sheets and unit test, a job description and alternate titles, and a study guide objective. The second half of the guide consists of a series of information and assignment sheets dealing with the following topics: cooking terms and definitions, baking terms and definitions, cooking utensils and equipment, reading measurements, reading labels, commercial cooking equipment, cooking methods, methods of cooking meats, methods of cooking vegetables, baking breads, cakes and icings, baking cookies and pastries, and general cleaning. A unit test concludes the guide. (MN)

These two units are designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. The first unit, on meat identification, is to be taught as part of the first year of instruction in agricultural science, while the second unit, advanced meats, was prepared for use with 11th- and 12th-grade students in advanced livestock and marketing classes. The first unit consists of four lessons designed to develop competencies needed in meat identification. These lessons include: (1) introduction to meat classification, grading, and career opportunities; (2) identification of beef wholesale and retail cuts; (3) identification of pork wholesale and retail cuts; and (4) identification of lamb wholesale and retail cuts. The second unit contains three lessons designed to develop competencies in meat grading, evaluation and judging, and inspection. Each unit contains the lessons, unit objectives, competencies to be developed, motivational technique or interest objectives, study questions, references, teaching procedures, information sheets, activities, competencies, evaluation, and answers to evaluation questions. (KC)

This unit is designed to aid teachers in lesson planning in the secondary agricultural education curriculum in Missouri. Intended to be taught to ninth-grade students of vocational agriculture, the unit contains six lessons for developing competencies needed in poultry production. The lessons are as follows: (1) the importance of the poultry industry, (2) selection and evaluation of poultry, (3) feeding poultry, (4) housing and equipment for poultry, (5) maintaining flock health, and (6) marketing poultry and eggs. The unit is made up of the six lessons, unit objectives, competencies to be developed, motivational technique or interest approach, resources and references, evaluation techniques, and evaluation checklist. Lessons include lesson objectives, study questions, references, teaching procedures, information sheets, activities, competencies, evaluation, and answers to evaluation questions. (KC)

Intended as a first-year curriculum for apprentice meat cutters, this text focuses on retail meat cutting. Topics covered in the 24 chapters are background and purpose of apprenticeship, job preparation, general layout of the meat department, operational procedures, beef structure and evaluation, retail cuts and cooking methods, beef forequarter: cutting and merchandising for retail, beef hindquarter: cutting and merchandising for retail, lamb: cutting and merchandising for retail, veal: cutting and merchandising for retail, poultry: cutting and merchandising for retail, merchandising homemade sausage, seafood, frozen foods, salesmanship, service case operation, self-service case operation, conversion of out-of-code fresh meat products, pricing meats, and commercial bribery. Each chapter is divided into three general parts: an introduction that sets forth the major topics and main objectives, the informative material, and a chapter summary. Tests for each chapter and answer keys are attached. (YLB)

This guide is intended for use in a consumer education course designed to teach consumers to get the most out of their dollar when shopping for and preparing food. The kit is divided into a series of sections containing activities and fact sheets that are designed to guide the consumer through a successful shopping trip. The following topics are covered: the business of food (procedures for completing a one-day food record; Canada's Food Guide; and penny pincher ideas for use in purchasing and preparing bread and cereal products, meat and fish products, meat alternatives, fruits and vegetables, milk and milk products, and convenience foods); things to consider before going to the store (shopping lists, some food for thought, ways of stretching one's meat dollar, and alternatives to meat); the grocery store game (label talk, the food label game, prices, examples of grading, grades for canned fruits and vegetables, brand names and labeling games, no-name brands versus brand names, and a case for comparison); techniques for analyzing purchases (becoming a market master and buying food); and more ingredients (too much sugar, information on additives, common food additives and their use, salt and health, breakfast cereals, ways to use leftovers, fast foods, and food advertisements). (MN)