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Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community service implications of aging. The course uses lectures, selected readings, films and other visual aids, field trips, and discussion, together with resource persons from related fields. Instruction covers 18 to 30 course hours scheduled in three-hour sessions with whatever frequency the class prefers. Instructional costs average $20 per class hour plus $10 per hour for services of a Director-Mentor. The course was offered 15 times in 12 communities, with a total enrollment of 484, during the first two fiscal years. Curriculum development and promotional work at a November 1968 workshop and at one-day workshops involving additional schools, led to broader participation during 1969-70 (17 programs in 14 communities for 514 enrollees). (Testimonials, cost analyses, and a bibliography are included.) (LY)

Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community service implications of aging. The course uses lectures, selected readings, films and other visual aids, field trips, and discussion, together with resource persons from related fields. Instruction covers 18 to 30 course hours scheduled in three-hour sessions with whatever frequency the class prefers. Instructional costs average $20 per class hour plus $10 per hour for services of a Director-Mentor. The course was offered 15 times in 12 communities, with a total enrollment of 484, during the first two fiscal years. Curriculum development and promotional work at a November 1968 workshop and at one-day workshops involving additional schools, led to broader participation during 1969-70 (17 programs in 14 communities for 514 enrollees). (Testimonials, cost analyses, and a bibliography are included.) (LY)

Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community service implications of aging. The course uses lectures, selected readings, films and other visual aids, field trips, and discussion, together with resource persons from related fields. Instruction covers 18 to 30 course hours scheduled in three-hour sessions with whatever frequency the class prefers. Instructional costs average $20 per class hour plus $10 per hour for services of a Director-Mentor. The course was offered 15 times in 12 communities, with a total enrollment of 484, during the first two fiscal years. Curriculum development and promotional work at a November 1968 workshop and at one-day workshops involving additional schools, led to broader participation during 1969-70 (17 programs in 14 communities for 514 enrollees). (Testimonials, cost analyses, and a bibliography are included.) (LY)

Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community service implications of aging. The course uses lectures, selected readings, films and other visual aids, field trips, and discussion, together with resource persons from related fields. Instruction covers 18 to 30 course hours scheduled in three-hour sessions with whatever frequency the class prefers. Instructional costs average $20 per class hour plus $10 per hour for services of a Director-Mentor. The course was offered 15 times in 12 communities, with a total enrollment of 484, during the first two fiscal years. Curriculum development and promotional work at a November 1968 workshop and at one-day workshops involving additional schools, led to broader participation during 1969-70 (17 programs in 14 communities for 514 enrollees). (Testimonials, cost analyses, and a bibliography are included.) (LY)

Aided by the Georgia Community Continuing Education Service (State Agency, Title 1, Higher Educational Act of 1965), the University of Georgia Council on Gerontology induced Georgia colleges and universities to cooperate to help practitioners and community leaders learn about the sociological, physiological, psychological, economic, and community service implications of aging. The course uses lectures, selected readings, films and other visual aids, field trips, and discussion, together with resource persons from related fields. Instruction covers 18 to 30 course hours scheduled in three-hour sessions with whatever frequency the class prefers. Instructional costs average $20 per class hour plus $10 per hour for services of a Director-Mentor. The course was offered 15 times in 12 communities, with a total enrollment of 484, during the first two fiscal years. Curriculum development and promotional work at a November 1968 workshop and at one-day workshops involving additional schools, led to broader participation during 1969-70 (17 programs in 14 communities for 514 enrollees). (Testimonials, cost analyses, and a bibliography are included.) (LY)

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

xvii, 565 pages : 23 cm

xvii, 565 pages : 23 cm

xvii, 565 pages : 23 cm

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Aging Services is an instructional program that prepares individuals to perform tasks involved in providing personal care to elderly clients under the supervision of qualified staff members. This personal care includes management of their health, home, retirement, recreational needs, dietary needs, and safety needs. A student completing this program could be employed in nursing homes, home health agencies, homemaker agencies, assisted living facilities, or adult day care centers, or as an in-home sitter. Students who complete this program are eligible to take the Homemaker examination administered through the Mississippi Department of Education, Office of Vocational and Technical Education. The curriculum references the National Health Care Skill Standards. Appended are: (1) National Health Care Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The secondary program in Custodian/Caretaker Services prepares individuals enrolled at the Mississippi School for the Deaf for entry-level employment or continuing education in a variety of fields in the horticulture and business maintenance industry. Students enrolled in the program participate in a variety of instructional activities including lectures, discussions, laboratory experiences at the school, and work-based learning activities in the field such as field trips and shadowing experiences according to his/her Individualized Education Program (IEP). Students also receive supplementary instruction and reinforcement of learning through activities in the Junior National Association of the Deaf (Jr. NAD). Content areas covered in the two-year program may require three years due to the nature of the IEP. Custodian/Caretaker Services I (Horticulture) topics include: plant structure and growth, plant propagation, pest management, residential/commercial care, floristry, greenhouse crops and management, vegetable production, and plantscaping. Custodian/Caretaker Services II (Landscape and Building Maintenance) topics include: nursery/landscape plants, landscape maintenance, plant identification, turfgrass installation and maintenance, building maintenance safety, floor and upholstery care, and bathroom care. Appended are: (1) Proposed Standards for Mississippi Agriculture Education Programs; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)

This study investigated the effect of a semester-long aging and adult development course that included an intergenerational, service-learning component on attitudes toward older adult men and women, aging anxiety, and interest in occupations that serve older adults among individuals training for careers in healthcare and social services. It also investigated the relationship between quality of intergenerational contact and ageist attitudes as well as differences in attitudes toward older adult men and older adult women. Data collection occurred across two semesters. Participants were 70 undergraduates from healthcare and social service majors. Attitudes improved and aging anxiety declined over the semester; interest in occupations serving older adults did not change. Quality of intergenerational contact was related to attitudes and occupational interest at pre-test and post-test. Implications for teaching as well as service-learning are discussed.