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This statistical brief provides a follow-up assessment of the changing demographic and economic landscape of the Midwest between 1980 and 1990. Latino population growth in the Midwest during the 1980s was modest, but since the region's other groups experienced minimal or negative growth, Latino growth accounted for over half the Midwest's total population growth. The bulk of Latino population growth was in the Chicago metropolitan area and was overwhelmingly due to Mexican immigration. Latinos sustained a significant decrease in real income and a correspondingly significant increase in poverty during the decade, while the region's Whites experienced a more moderate economic decline, and Blacks sustained a devastating blow. The Midwest suffered a severe economic setback during the period; median household income in the Midwest began the 1980s higher than that for the nation but ended the decade lower. While Latinos continued to trail Blacks and Whites in educational attainment, the data were downwardly biased by the inclusion of large numbers of lesser-educated recent immigrants. Since 1990, immigration and internal migration have brought large numbers of Latinos to rural areas, suggesting that Chicago may be losing its traditional attraction for such migrants. This shift was due to the growth of the meat processing industry in the rural Midwest. (Contains 11 references, 31 charts and figures based on census reports, and notes. Five figures deal with percentage of high school graduates for racial groups and Hispanic subgroups in the Midwest and United States.) (TD)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter agriculture products processing occupations. These 23 units are included: 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, mutton, and goat cutting; miscellaneous meat merchandising; dairy and other pasteurized products; eggs; processed foods; fish and fish products; fruits and vegetables; grains; preservation of agricultural products; customer service; marketing; product handling; and business management . The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in agriculture products processing occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies for agriculture products processing occupations. (YLB)

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)

Designed to aid States in planning and developing two-year post-high school programs in veterinary science technology, the curriculum guide presents a suggested curriculum for a training program in veterinary science technology, with an option in meat inspection and regulatory technology effective in the fourth semester of the training period. Part 1, Veterinary Science Technology Program, provides general information on the emergence and development of this career, occupational opportunities, type of education needed, and activities performed by technicians, as well as various aspects of the training program. Part 2, Curriculum, outlines the four-semester curriculum and provides brief course descriptions. Adaptations for a cooperative education plan and continuing study are described. Approximately half of the document consists of Part 3, Course Outlines, which offers content, procedures, and resources for the technical specialty courses, auxiliary and supporting technical courses, mathematics and science courses, and general courses. The concluding section covers general planning, land requirements, laboratory facilities and equipment, acquisition of equipment and estimated costs, and a cost summary. A bibliography and a selected list of scientific, trade, and technical societies concerned with veterinary science technology are also included. (EA)

The program planning guide for agricultural products was written to assist Applied Biological and Agricultural Occupations (ABAO) teachers in enriching existing programs and/or to provide the basis for expansion of offerings to include additional materials for the cluster areas of meat and meat byproducts, dairy processing, fruit and vegetable processing, and grain and grain byproducts. Each guide includes the following components: an introduction (brief discussion of the subject matter); sample job titles and cluster areas (major job titles, D.O.T. numbers, O.E. numbers, and information about salaries, educational requirements, and career advancement opportunities); competencies for cluster areas and for job titles, stated as behavioral objectives; a core course outline (a representative sample of how a curriculum should be constructed, including references); sample teaching plans designed for one to five days in length (comprising cluster areas, unit titles, problem areas, a brief introduction, student performance objectives, a detailed outline of instructional content, learning activities, special materials and equipment, and student references). Also included are: specific and selected references; a brief description of school facilities; lists of equipment, supplies, and audiovisual materials; and a partial list of ways to increase teacher competencies. (BP)

The report is a composite of competency interviews and a compilation, evaluation, and analysis of data on agricultural products occupations (bakery, dairy, meat, and flour milling industry job titles). The study was conducted to obtain information which would identify the knowledge, skills, and attitudes needed by employees in selected job titles in the aforementioned industries in Montana. This was done through the use of competency statements, a competency instrument, and rating sheets used by trained interviewers. Responses were obtained from employees or supervisors, coded, and mean ratings were determined and ranked. The probability values were also ranked. The results of the rankings of personal qualities competencies, supervisor competencies, and the selected job title competencies are presented in table form. It was concluded that the research model satisfactorily yielded the data necessary for the purpose of the study. It was also concluded that, although the competencies for the job titles were defined broadly, the competencies rated were important to the particular job titles studied. The need for various competencies varied across the four industries--some were common to all, others were more specific. (The questionnaire, competency instrument, and pertinent forms and correspondence are appended.) (AG)

Focusing on food merchandising occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include bartenders, cooks and chefs, dining room attendants, dishwashers, food counter workers, meatcutters, waiters/waitresses, occupations in the restaurant industry, and occupations in retail foodstores. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This document contains objective tests for each lesson in the Meatcutting Workbook, Part I (see note), which is designed for apprenticeship programs in meatcutting in California. Each of the 36 tests contains from 10 to 45 multiple-choice items. The tests are grouped according to the eight units of the workbook: the apprentice meatcutter; applied arithmetic; tools and equipment; weighing, packaging, and labeling; meat and fish as foods; meat from farm to table; inspection, classification, and grading; and meat sales promotion. (KC)

This document is a workbook for apprentices learning the meatcutting trade in California. The workbook is divided into eight units covering the following areas: the apprentice meatcutter; applied arithmetic; tools and equipment; weighing, packaging, and labeling; meat and fish as foods; meat from farm to table; inspection, classification, and grading; and meat sales promotion. Each unit contains three to nine lessons; and each lesson provides an introductory question section covering the material to be learned in the lesson, topics for discussion, and a study guide. Some lessons have suggested study assignments. A glossary and a list of instructional materials complete the workbook. (KC)

These national standards are intended to serve as a guide for the establishment of thorough and complete apprenticeship programs to produce trained retail meatcutters to carry on the tradition of quality in the retail meatcutting industry. Covered in the individual sections are the following topics: definitions, the National Joint Apprenticeship Committee, local joint apprenticeship committees, equal employment in apprenticeship, term of apprenticeship, probationary periods, transfer of apprentices, apprenticeship agreements, ratio, wages, credit for previous experience, hours of work, related instruction, accident prevention, work experience, examination, instructors, certificates of completion, adjustment of differences, amendments to local joint programs, the relationship of apprenticeship standards to bargaining agreements, obligations of apprentices, and registration of programs. Various federal laws and regulations affecting the employment of apprentices are explained. Appended to the standards are a schedule of the work procedures of retail meatcutters and a discussion of recordkeeping systems for apprentice programs. (MN)

This document is a workbook for apprentices learning the meatcutting trade in California. It is divided into eight units covering the following areas: 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. A unit contains 3 to 8 topics with a total of 38 topics included. Each topic provides an introductory question section covering the material to be learned in the lesson, informative material, study assignment, and a study guide. A list of recommended instructional materials and a glossary complete the workbook. (YLB)

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)

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 packet contains an instructor guide and student reference for a course in introduction to animal products. The curriculum contains the following six lessons: (1) importance of animal products; (2) beef; (3) pork; (4) lamb and mutton; (5) poultry products; and (6) dairy products. The instructor guide includes the following: objectives, competencies, motivational techniques, teaching procedures, other activities, activity sheets, transparency masters, evaluations, answers to evaluations and activity sheets, references and teaching aids, and materials and equipment lists. For ease of use, the guide includes competencies and objectives at the beginning of the guide as well as incorporated within each lesson. A competency profile is provided in the front of the guide for convenient recordkeeping. Fourteen references are listed. The guide incorporates the needed components to aid agriculture teachers to implement Vocational Instructional Management System (VIMS), a framework to use in planning and organizing to ensure excellence in Missouri's vocational education system by focusing greater attention on the management of teaching and learning. The student reference contains information sheets and summaries for each of the lessons. (KC)

This packet contains an instructor guide and student reference for a course in introduction to swine production. The curriculum contains the following seven lessons: (1) introduction to the swine industry; (2) breeds of swine; (3) principles of swine selection; (4) production systems; (5) herd health; (6) herd management; and (6) industry concerns. The instructor guide includes the following: objectives, competencies, motivational techniques, teaching procedures, other activities, activity sheets, transparency masters, evaluations, answers to evaluations and activity sheets, references and teaching aids, and materials and equipment lists. For ease of use, the guide includes competencies and objectives at the beginning of the guide as well as incorporated within each lesson. In addition, 23 references are listed. A competency profile is provided in the front of the guide for convenient recordkeeping. An appendix lists eight swine associations with addresses and telephone numbers for further information. The guide incorporates the needed components to aid agriculture teachers to implement Vocational Instructional Management System (VIMS), a framework to use in planning and organizing to ensure excellence in Missouri's vocational education system by focusing greater attention on the management of teaching and learning. The student reference contains information sheets and summaries for each of the lessons. (KC)

This packet contains an instructor guide and student reference for a course in introduction to beef production. The curriculum contains the following seven lessons: (1) introduction to the beef industry; (2) breeds of beef cattle; (3) principles of beef cattle selection; (4) production systems; (5) herd health; (6) herd management; and (7) industry issues. The instructor guide includes the following: objectives, competencies, motivational techniques, teaching procedures, other activities, activity sheets, transparency masters, evaluations, answers to evaluations and activity sheets, references and teaching aids, and materials and equipment lists. For ease of use, the guide includes competencies and objectives at the beginning of the guide as well as incorporated within each lesson. A competency profile is provided in the front of the guide for convenient recordkeeping. In addition, 14 references are listed. An appendix includes 12 beef cattle associations with addresses and telephone numbers for further information. The guide incorporates the needed components to aid agriculture teachers to implement Vocational Instructional Management System (VIMS), a framework to use in planning and organizing to ensure excellence in Missouri's vocational education system by focusing greater attention on the management of teaching and learning. The student reference contains information sheets and summaries for each of the lessons. (KC)

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)

Designed for use with high school juniors, this agribusiness curriculum for city schools contains twenty-four units of instruction in the areas of agricultural processing and companion animals. Among the units included in the curriculum are (1) The Meat Processing Industry, (2) Retail Cuts of Meat, (3) Buying Meat and Portion Control, (4) Dairy Processing, (5) Companion Animal Physiology, (6) Companion Animal Nutrients, and (7) Diseases of Companion Animals. Each instructional unit includes objectives, suggested activities, information sheets, assignment sheets, job sheets, transparency masters, a test, and answers to the test. (LRA)

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)

Recommended for use with students in grades 4-6, this audiovisual kit focuses on the role of the livestock industry in history and economics. A brief historical survey of the origin of cattle and hogs in the United States relates the livestock industry to the growth and expansion of the country. A look at two modern livestock operations introduces students to three key economic concepts: factors of production, the market system, and specialization. Although the kit is intended to be used with filmstrips and cassettes, complete narration and black-and-white reproductions of all frames in the filmstrips are included in the first of four teachers' guides. Also included are a bibliography, glossary, and film pre- and postviewing activities. Each of the other guides treats one of the three concepts (production, marketing, and specialization) in depth and includes student objectives, activity ideas, extension activities, corresponding activity masters, and answer keys. (LH)

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)