Standard 3b—Career Majors

Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Core Business/Information Systems

1. Basic Business Understanding

Students:

• demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business-related numerical information.

This is evident, for example, when students:
s explain the meaning of basic business and global economic terms
s provide examples of typical problems (e.g., declining sales, outdated hardware) that could arise in a business and explain how steps in the decision-making process could be used to solve such problems
s use spreadsheet software to forecast expenses for a business for three consecutive years
s interpret a 10-year graph of the Gross National Product (GNP) or Gross Domestic Product (GDP)
s demonstrate an understanding of basic international business concepts
s identify and locate major cities and trade regions throughout the world.

2. Business-Related Technology

Students:

• select, apply, and troubleshoot hardware and software used in the processing of business transactions.

This is evident, for example, when students:
s use touch keyboarding techniques to produce business documents (e.g., letters, memorandums, reports)
s use the components of various business technologies (e.g., CPU, disk drive, CD-ROM, modem, fax machine, scanner)
s enter data into various technological systems, using a variety of input devices (e.g., handwriting, keyboard, mouse, scanner, voice recognition)
s produce business documents and reports, using appropriate technology (e.g., business letter/word processing; business graphs and charts/spreadsheet and graphics software; inventory control reports/hand-held bar code scanners)
s use word processing software to prepare a form letter and do a mail merge soliciting customers for a simulated business
s use electronic media (e.g., e-mail, Internet/World Wide Web, fax) to communicate internationally.

3. Information Management/Communication

Students:

• prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today’s international service-/information-/technological-based economy.

This is evident, for example, when students:
s compose and produce simple business documents (e.g., letters, memos, reports)
s prepare and deliver a three-minute oral presentation using at least one visual aid (e.g., marketing research report, stock market analysis)
s identify and interpret positive/negative facial expressions and other body language indicators
s identify and explain how and why specialized communication tools are used (e.g., voice mail, electronic mail, beepers, pagers)
s use simple electronic databases and spreadsheet information systems to manage a membership list or prepare a payroll ledger
s recognize challenges in business related to people speaking various languages
s identify international cultural similarities and differences and explain their relationship to international trade.

4. Business Systems

Students:

• demonstrate an understanding of the interrelatedness of business, social, and economic systems/subsystems.

This is evident, for example, when students:
s identify and explain the social, organizational, economic, business, and technological systems that stimulated the transition from an agricultural-based economy through an industrial-based economy to the current service-/information-/ technological-based economy
s identify and explain aspects of basic systems that typically function in a business enterprise (e.g., administrative, financial, marketing)
s diagram the components (input, processing, output, feedback) of a typical business system and explain what documents/-materials/ products are used in each component (e.g., billing, legal, marketing)
s explain and provide examples of the interrelationship of the free enterprise system and the marketing concept
s identify basic features of the sole proprietorship, partnership, corporation, and franchise systems, and decide which form of organization would be best for given situations
s identify the currency systems of major countries and calculate currency exchange transactions.

5. Resource Management

Students:

• identify, organize, plan, and allocate resources (e.g., financial, materials/facilities, human, time) in demonstrating the ability to manage their lives as learners, contributing family members, globally competitive workers, and self-sufficient individuals.

This is evident, for example, when students:
s explain the need for and the steps incurred by a business in setting goals and priorities to meet company objectives
s identify and discuss the process for constructing a simple operating budget for a specific purpose in a small business (e.g., advertising budget)
s list and explain various personal and business needs related to banking, investments, and insurance (e.g., personal checkbook, mutual funds, life insurance)
s explain various paycheck deductions (e.g., federal and State taxes, FICA)
s open and use personal savings and checking accounts
s assist Red Cross personnel in scheduling student volunteers for participation in a local blood donor event.

6. Interpersonal Dynamics

Students:

• exhibit interpersonal skills essential for success in the multinational business world, demonstrate basic leadership abilities/skills, and function effectively as members of a work group or team.

This is evident, for example, when students:

s outline essential personal attributes/attitudes for successful interpersonal relationships (e.g., appearance/cleanliness, integrity, punctuality, dedication/commitment)
s explain the many benefits inherent in a business with a culturally diverse workforce
s demonstrate an understanding of how the traditions of various major cultures affect international business practices
s use a case study to illustrate how a business might use a team approach, flextime, or job sharing in its daily operations
s list the key elements necessary to facilitate a business-related meeting
s teach a classmate how to reconcile a checking account or how to use telecommunications software
s participate in a job interview.

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Specialized Business/Information Systems

1. Basic Business Understanding

Students:

• demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business-related numerical information.

This is evident, for example, when students:
s explain and interpret advanced business and economics terms associated with their occupational cluster of study (e.g., reading and interpreting articles in business publications)
s develop a viable solution(s) for a case problem in a business simulation
s conduct a research project and make a presentation illustrating how the "law of supply and demand" applies to the local community
s use accounting or spreadsheet software to prepare an income statement and balance sheet for a simulated service business
s use appropriate software to produce several types of graphs (e.g., bar, pie) of the operating budget for the school district, the school store, or a local business for each of the past five years and provide an analysis of the financial trends
s describe the impact of international business activities on the local, regional, national, and international economies.

2. Business-Related Technology

Students:

• select, apply, and troubleshoot hardware and software used in the processing of business transactions.

This is evident, for example, when students:
s use advanced touch keyboarding techniques to produce complex business documents pertinent to the occupational cluster of study (e.g., purchase orders, newsletters)
s apply user manuals to set up and troubleshoot hardware devices and software programs
s integrate applications and files from various technologies/operating systems (hardware and software) to produce complex, business-quality products and documents (e.g., Apple OS files to MS-DOS files; integrating graphics into a newsletter)
s conduct a research project and provide a report about the various technologies used at a variety of local businesses
s evaluate which telecommunications technologies/methods are most appropriate for various given international business situations.

3. Information Management/Communication

Students:

• prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today’s international service-/information-/technological-based economy.

This is evident, for example, when students:
s compose/produce a multipage, complex business memorandum or business sales letter
s prepare and deliver a persuasive sales presentation and effectively handle customer questions and objections in a simulated situation
s use specialized communication tools, such as voice and electronic mail systems, at typical business productivity standards
s participate in a panel discussion on a business topic which will be critiqued for communication effectiveness
s analyze the effectiveness of individuals communicating in an international business environment, given a specific situation.

4. Business Systems

Students:

• demonstrate an understanding of the interrelatedness of business, social, and economic systems/subsystems.

This is evident, for example, when students:
s analyze the effects that changes in internal and external influences (e.g., human resources, suppliers, government, technology, customs/traditions) have on various business systems
s identify, describe, and diagram systems and subsystems associated with typical businesses in the occupational cluster of study
s plan, implement, analyze, and modify systems and subsystems for a student-operated school store or business in which students are employed
s describe the international monetary system, including the International Monetary Fund, World Bank, and Eurocurrencies.

5. Resource Management

Students:

• identify, organize, plan, and allocate resources (e.g., financial, materials/facilities, human, time) in demonstrating the ability to manage their lives as learners, contributing family members, globally competitive workers, and self-sufficient individuals.

This is evident, for example, when students:
s participate on a team to develop a mission statement, goals, objectives, and an annual work plan for a DECA or Future Business Leaders of America (FBLA) chapter
s demonstrate through simulation how an individual business raises capital by selling stock
s visit a bank and meet with a business loan officer to discuss the process involved in applying for a small business start-up loan
s develop a simple budget proposal to refurnish and/or remodel an office or small retail business
s diagram and explain an organizational chart of a small corporation
s identify organizations, government agencies, and other resources that a small or medium-sized business might use to investigate international trade opportunities.

6. Interpersonal Dynamics

Students:

• exhibit interpersonal skills essential for success in the multinational business world, demonstrate basic leadership abilities/skills, and function effectively as members of a work group or team.

This is evident, for example, when students:
s interact congenially, harmoniously, and effectively with comembers of a school club, community youth leadership organization, or business in which they are employed
s plan and implement a meeting between class representatives and the principal to discuss concerns/needs of the class
s survey the personnel policies of a business and develop a report on employer requirements/guidelines
s interview students for positions in a simulated business
s teach a ninth-grade class how to read the stock page
s serve as a negotiator on behalf of the vice principal and students in the handling of student code-of-conduct violations
s identify potential human relations problems/conflict areas in a company with a multinational workforce.

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Experiential Business/Information Systems

1. Basic Business Understanding

Students:

• demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business-related numerical information.

This is evident, for example, when students:
s participate effectively with coworkers, supervisors, suppliers, customers, and others in an employment experience related to their occupational cluster of study
s solve problems/make decisions for a business in which they are employed or for a student-managed school store
s use application software to prepare purchase orders, record inventory received, and maintain accounts receivable/payable records for a business through a Cooperative Occupational Education or a General Education Work Experience Program
s plan an itinerary, make reservations, and prepare a travel expense report for supervisors in a volunteer community service experience
s conduct research, prepare a chart, and make a presentation about the sales volume and market share for a local business
s evaluate and compare the overall effectiveness of global marketing plans for several companies in the community conducting international business
s develop a business plan for an international business venture based on an analysis of current economic statistics.

2. Business-Related Technology

Students:

• select, apply, and troubleshoot hardware and software used in the processing of business transactions.

This is evident, for example, when students:
s use business-related hardware and software to process transactions in an employment setting related to the student’s occupational program (e.g., order-processing technology to assist customers in an auto parts store or CD-ROM software to identify retail outlets for customers)
s demonstrate the ability to set up, maintain, and troubleshoot a fax machine or computer system in a simulated or real employment environment
s use vendor "help lines" to solve business technology hardware and software problems in an employment or volunteer experience
s conduct a research project to determine the cost-effectiveness of recently upgraded production technology installed at their place of employment, and make a presentation about the project, using state-of-the-art software and media tools
s conduct a study and write a proposal to justify the expense of adding new business-related equipment to the school office (e.g., fax machine, electronic mail or voice mail system).

3. Information Management/Communication

Students:

• prepare, maintain, interpret/analyze, and transmit/distribute information in a variety of formats while demonstrating the oral, nonverbal, and written communication skills essential for working in today’s international service-/information-/technological-based economy.

This is evident, for example, when students:
s use local, regional, national, and/or international telecommunications networks to obtain and/or communicate business information for a capstone project
s facilitate a panel discussion as part of an employment experience
s prepare and deliver a 10-minute oral presentation using a variety of visual aids on an employment or volunteer experience
s develop/produce complex, business-quality documents (e.g., business letters, inventory reports, financial/accounting reports, proposals, advertising/sales brochures) for a capstone business simulation, a work experience situation, or a community service project
s communicate effectively with coworkers and supervisors during an employment or volunteer experience at a company or organization involved in international business
s participate in the public speaking competitive event at a local, State, regional, and/or national leadership conference of DECA or FBLA.

4. Business Systems

Students:

• demonstrate an understanding of the interrelatedness of business, social, and economic systems/subsystems.

This is evident, for example, when students:
s contribute to the effective operation of various systems and subsystems (e.g., office support system, data processing system, computer programming systems) during an employment experience in a Cooperative Occupational Education or a General Education Work Experience Program
s develop a system/subsystem modification to enhance productivity during an internship experience in a community service organization
s start a student-owned and -managed small business through the Junior Achievement program or other school-sponsored program.

5. Resource Management

Students:

• identify, organize, plan, and allocate resources (e.g., financial, materials/facilities, human, time) in demonstrating the ability to manage their lives as learners, contributing family members, globally competitive workers, and self-sufficient individuals.

This is evident, for example, when students:
s use application software to prepare federal and State income tax returns
s develop an operating budget for the year for a school-sponsored extracurricular organization or the DECA or FBLA chapters
s use calendar-type software to design a student work schedule for a student-operated school store or a business in which students are employed through a Cooperative Occupational Education or a General Education Work Experience Program
s assist in planning a conference for a business or community service organization.

6. Interpersonal Dynamics

Students:

• exhibit interpersonal skills essential for success in the multinational business world, demonstrate basic leadership abilities/skills, and function effectively as members of a work group or team.

This is evident, for example, when students:
s participate in a job performance and attitude evaluation as part of an employment experience
s participate in the job interview competitive event at a local, State, regional, and/or national DECA or FBLA leadership conference
s facilitate a team or work group meeting during an employment or volunteer experience
s conduct a training session for new employees during an employment experience or in a student-operated school store
s conduct a study comparing different approaches to managing human resources in several community businesses involved in international trade.

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Core Health Services

1. Academic Foundations

Students:

• apply knowledge/skills acquired in academic subjects to the health care environment.

This is evident, for example, when students:
s identify and describe science concepts (anatomy and physiology, biology, chemistry, physics, growth/development) as they apply to biotechnology equipment and health care
s write an essay describing the importance of understanding science concepts in health careers
s perform mathematical conversions of temperature readings.

2. Health Care Systems

Students:

• understand the current health care system and its impact on health careers.

This is evident, for example, when students:
s list services provided by the health care system
s tour a local general hospital and prepare a report of various services provided
s identify social and economic factors that affect health care delivery
s explain the relationship of economics and health care in our society.

3. Health Maintenance

Students:

• develop knowledge of the concept of optimal health and identify factors that affect health maintenance.

This is evident, for example, when students:
s describe the physical, mental, and social aspects of health and their interrelationship
s demonstrate good personal health habits to promote physical, mental, and social health
s make a list of their current physical activities and identify how these activities contribute to optimal health
s identify specific community resources involved in the promotion of health
s discuss feelings resulting from school/group social involvement
s develop an individual plan for ideal physical, mental, and social health.

4. Legal and Ethical Responsibilities

Students:

• know the importance of performing their role in the health care system in accordance with laws, regulations, policies, ethics, and the rights of clients.

This is evident, for example, when students:
s demonstrate equitable treatment of all people
s differentiate between legal and ethical rules
s identify and describe client rights and confidentiality
s obtain and discuss the "Patient’s Bill of Rights" from a local health care agency
s contrast licensure and certification in a selected career area and discuss limitations of each
s develop a code of ethics for the class.

5. Safety

Students:

• identify safety hazards in a health care setting and prevent illness or injury through safe work practices.

This is evident, for example, when students:
s describe fire hazards and other safety hazards and their impact on the health care environment
s define and discuss universal precautions and regulatory guidelines such as those developed by the Occupational Safety and Health Administration (OSHA)
s identify principles of good body mechanics
s discuss procedures/protocols used in classroom emergencies
s list general principles of first aid and their adaptation to the health care environment
s invite a safety officer from a health care agency to speak to the class.

6. Communications

Students:

• communicate information in a variety of formats and media.

This is evident, for example, when students:
s use basic medical terminology appropriately
s discuss the importance of effective communication in the health care field
s access electronically produced information commonly used in a health care setting
s demonstrate differences between verbal and nonverbal communication and the impact on consumers of health care
s demonstrate various communication methods used to give and obtain information
s role-play effective communication involving health care workers.

7. Interpersonal Dynamics

Students:

• interact effectively and sensitively with all other members of the health care team in order to provide high-quality client care.

This is evident, for example, when students:
s work cooperatively in a group and respect the diversity of classmates
s role-play team membership skills (e.g., cooperation, leadership, and listening) and apply them to the health care hierarchy
s discuss the impact of client diversity on health care.

8. Technical Skills

Students:

• identify procedures within their scope of practice and job description and perform them accurately and in a timely fashion.

This is evident, for example, when students:
s identify technical skills for a specific job within the health services area
s demonstrate basic patient/health care skills such as measuring a client’s blood pressure.

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Specialized Health Services

1. Academic Foundations

Students:

• apply knowledge/skills acquired in academic subjects to the health care environment.

This is evident, for example, when students:
s apply life sciences and mathematical concepts in a work-site situation
s conduct laboratory tests on body fluid samples
s write an informative, persuasive essay on a health care topic
s research and discuss different cultural responses to health and illness.

2. Health Care Systems

Students:

• understand the current health care system and its impact on health careers.

This is evident, for example, when students:
s describe the American free enterprise system and its effect on the health care system
s describe how social, political, or economic factors affect delivery of health care services in a health care agency.

3. Health Maintenance

Students:

• develop knowledge of the concept of optimal health and identify factors that affect health maintenance.

This is evident, for example, when students:
s describe the effects of alcohol, tobacco, and drugs on health (physical, mental, and social)
s identify and describe risk behaviors that can jeopardize optimal health
s research the effects of stress on health
s explain preventative health practices (e.g., stress management, good nutrition)
s analyze the effects of risk behaviors for the individual, family, community, and world
s develop a plan that accommodates nutritional needs, stress management, and physical activity.

4. Legal and Ethical Responsibilities

Students:

• know the importance of performing their role in the health care system in accordance with laws, regulations, policies, ethics, and the rights of clients.

This is evident, for example, when students:
s describe legal/ethical rules and responsibilities of workers within the health delivery system and determine what constitutes liability
s describe the consequences of legal and ethical wrongdoing in the health care field
s extract and analyze legal documentation from a case study.

5. Safety

Students:

• identify safety hazards in a health care setting and prevent illness or injury through safe work practices.

This is evident, for example, when students:
s implement methods of preventing accidents in classroom and work-site situations
s use principles of infection control according to OSHA requirements in simulated health care situations
s complete a first aid course
s cite examples of safe practices in a health care work site.

6. Communications

Students:

• communicate information in a variety of formats and media.

This is evident, for example, when students:
s ask appropriate questions to assess the level of understanding of others
s use appropriate medical terminology in work-related situations
s demonstrate ability to ask for clarification as necessary and to report/record accurately information in a work-related situation.

7. Interpersonal Dynamics

Students:

• interact effectively and sensitively with all other members of the health care team in order to provide high-quality client care.

This is evident, for example, when students:
s demonstrate the ability to assume the role of leader, recorder, and team member in a health care work setting.

8. Technical Skills

Students:

• identify procedures within their scope of practice and job description and perform them accurately in a timely fashion.

This is evident, for example, when students:
s provide direct care for clients in a health care setting
s use equipment and instruments according to manufacturer guidelines and facility policy and procedure
s organize assignments and their own work.

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Experiential Health Services

1. Academic Foundations

Students:

• apply knowledge/skills acquired in academic subjects to the health care environment.

This is evident, for example, when students:
s select a patient and relate his/her specific illness to science concepts that are involved
s compute medication dosages.

2. Health Care Systems

Students:

• understand the current health care system and its impact on health careers.

This is evident, for example, when students:
s prepare insurance forms for services rendered in a health facility
s participate in a debate involving current and proposed national health care policies.

3. Health Maintenance

Students:

• develop knowledge of the concept of optimal health and identify factors that affect health maintenance.

This is evident, for example, when students:
s contact community health agencies to determine the services provided and present this information to the class
s measure and report a client’s vital signs or other indicators of health status
s access appropriate community resources to help resolve health problems for clients in a health services environment
s conduct classes for diabetic clients
s give a presentation to an elementary school class about preventative health practices such as nutrition, stress management, or dental care.

4. Legal and Ethical Responsibilities

Students:

• know the importance of performing their role in the health care system in accordance with laws, regulations, policies, ethics, and the rights of clients.

This is evident, for example, when students:
s demonstrate legal and ethical behavior in caring for clients with communicable diseases
s comply with legal requirements for documentation of care.

5. Safety

Students:

• identify safety hazards in a health care setting and prevent illness or injury through safe work practices.

This is evident, for example, when students:
s participate in a first aid competition in a local or State competitive events conference of Health Occupations Students of America or Vocational Industrial Clubs of America (HOSA/VICA)
s demonstrate specific first aid techniques
s prevent accidents by using principles of body mechanics when caring for hospitalized clients
s wear protective equipment while working with dental clients
s handle specimens and chemicals appropriately.

6. Communications

Students:

• communicate information in a variety of formats and media.

This is evident, for example, when students:
s record results of serological examinations
s adapt communication to the individual needs of a client within the health care system
s respond to concerns and fears of a nursing home client.

7. Interpersonal Dynamics

Students:

• interact effectively and sensitively with all other members of the health care team in order to provide high-quality client care.

This is evident, for example, when students:
s interact effectively with clients, coworkers, and supervisors in a health-care-related situation
s deal with differences in opinion in work-related situations by showing respect for the point of view of others.

8. Technical Skills

Students:

• identify procedures within their scope of practice and job description and perform them accurately in a timely fashion.

This is evident, for example, when students:
s recognize abnormal results and take action consistent with level of training and scope of practice
s monitor and evaluate work to ensure continuous improvement.

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Core Engineering/Technologies

1. Foundation Development

Students:

• develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.

This is evident, for example, when students:
s research current labor and working condition laws as per OSHA rules and regulations
s use materials, tools, instruments, equipment, and procedures safely in a laboratory
s research and record data through use of computerized information services such as the Internet and World Wide Web
s use general carpentry-related vocabulary to order building materials for a simple construction job
s use simple engineering-related mathematical/scientific concepts to construct a simple series/parallel electrical circuit
s provide examples of simple problems that managers/employees need to solve, and explain the steps in the problem-solving process
s describe how ethics are applied in the world of work.

2. Technology

Students:

• demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services.

This is evident, for example, when students:
s identify the components of a system (input, process, output, monitor, comparison) and draw a labeled model in block diagram form indicating how the system components are linked
s identify and use software programs for specific applications such as word processing, database management, graphics, and telecommunications
s demonstrate how a person can use sensory experience to monitor the output of some technological systems (e.g., toaster, traffic control, heating, smoothness of a finish, stereo system, food quality)
s demonstrate how subsystems can be used as comparison devices (e.g., thermostat, photocell switch, sonar focusing in cameras)
s explain the relationship of rapidly changing technology to global competition, job creation and obsolescence, and societal impact
s describe an educational program appropriate to the requirements for one job (e.g., technician, engineer, or technology education teacher)
s identify transferable skills that might be necessary for continued employment
s use the computer and a variety of input devices (e.g., handwriting, keyboard, mouse, stylus, scanner, voice) as tools to process information and to assist in making decisions.

3. Engineering/Industrial Processes

Students:

• demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.

This is evident, for example, when students:
s relate the fundamental principles of flight to aircraft performance
s apply simple engineering-related mathematical concepts and interpret numerical data from computerized automotive engine diagnostic equipment
s demonstrate a basic understanding of troubleshooting and repair of electrical failures in refrigerators and freezers
s plan sequence of part layout based upon blueprint information.

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Specialized Engineering/Technologies

1. Foundation Development

Students:

develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.

This is evident, for example, when students:
s engage in biomedical laboratory activities, such as use of living material, construction of devices, and use of working models, charts, graphs, technical drawings, sketches and illustrations, mathematical equations, and computer simulations
s find and apply mathematical/scientific formulas necessary to calculate electrical resistance, aerodynamic lift, and torque
s retrieve automotive engine data specifications, using industry computerized data-retrieval systems
s participate in various competitive events at a local, State, or national VICA (Vocational Industrial Clubs of America) conference.

2. Technology

Students:

• demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services.

This is evident, for example, when students:
s use materials, tools, instruments, equipment, and procedures safely in a laboratory to model technological systems in a range of engineering, technical, and/or trade occupations
s identify resources needed for specific energy conversion processes
s assemble a computer-controlled technological system
s program or input an existing program, and operate a computer-based system to follow a sequence of steps or instructions
s create block diagrams, sketches, and drawings of original technological systems that include the system monitor and control components
s identify and explain the components of various technologies used in the engineering/technical environment (e.g., torque meters, meteorological maps, optical disks, frequency counters).

3. Engineering/Industrial Processes

Students:

• demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.

This is evident, for example, when students:
s apply the decision-making/problem-solving process to develop solutions for a labor relations dispute
s diagnose computer hardware failure, using appropriate software and electronic testing equipment
s read and interpret technical manuals to determine the location of an automotive electrical fault
s lay out a building foundation, using a transit
s install a basic 220-volt line in a newly framed section of a house
s diagnose an automotive engine problem.

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Experiential Engineering/Technologies

1. Foundation Development

Students:

• develop practical understanding of engineering technology through reading, writing, sample problem solving, and employment experiences.

This is evident, for example, when students:
s converse intelligently and effectively with industry representatives and employers/employees, using technical language associated with the occupational cluster of study
s apply complex computational procedures and concepts used in setting up an assembly line
s explain the causes and physiological effects of working in a fast-paced manufacturing assembly line.

2. Technology

Students:

• demonstrate how all types of engineering/technical organizations, equipment (hardware/software), and well-trained human resources assist and expedite the production/distribution of goods and services.

This is evident, for example, when students:
s demonstrate ability to set up, maintain, and repair various machines, hardware, and devices, using a variety of resources (e.g., manuals, vendor hotlines, electronic equipment) and adhering to all OSHA safety rules and regulations
s demonstrate ability to accomplish high-level engineering/technical tasks through a variety of experiences (e.g., computer simulations, capstone projects, community-based projects, work-based experiences)
s use computers to design simple systems from engineering sketches.

3. Engineering/Industrial Processes

Students:

• demonstrate knowledge of planning, product development and utilization, and evaluation that meets the needs of industry.

This is evident, for example, when students:
s apply complex computational procedures and concepts necessary for managing a construction work site
s construct manufacturing design diagrams, using CADD equipment in an employment setting
s use mathematical concepts to calculate fuel consumption for a planned cross-country flight
s write a report on safety procedures regarding the disposal of hazardous waste found on the work site
s apply work-flow scheduling and standardized performance-measuring systems to specific job categories (e.g., construction)
s set up and mill flat surfaces at compound angles with respect to each other.

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Core Human and Public Services

1. Ethical/Legal Responsibilities

Students:

• demonstrate professional, ethical, and legal responsibilities toward customers.

This is evident, for example, when students:
s define ethics and confidentiality in the classroom, home, community, and workplace
s develop and implement a code of ethics for the classroom and potential work environment
s treat all people equally and respect the diversity and special needs of customers.

2. Communication

Students:

• demonstrate effective communication skills needed to meet the expectations of human and public services consumers.

This is evident, for example, when students:
s demonstrate listening skills
s demonstrate skill in oral and written communication
s use alternative and current communication techniques, such as sign language, pictures, and technology
s demonstrate differences between verbal and nonverbal communication.

3. Sanitation

Students:

• demonstrate a knowledge of the principles of sanitation used to prevent the transmission of disease-producing microorganisms from one person/object to another.

This is evident, for example, when students:
s model behaviors that demonstrate understanding of basic principles of sanitation
s recognize the importance of developing good habits of personal hygiene.

4. Human Growth and Development

Students:

• understand the process of human growth and development and its influence on client needs.

This is evident, for example, when students:
s identify the stages of the life cycle and/or skill-level abilities of customers of human and public services
s identify and develop processes as needed to serve customers based upon their cognitive, social, emotional, and physical development.

5. Interpersonal Dynamics

Students:

• demonstrate how to interact effectively and sensitively with others.

This is evident, for example, when students:

s work cooperatively in a group
s understand the importance of accepting individual differences and special needs.

6. Safety

Students:

• provide safe environments for others.

This is evident, for example, when students:
s identify safety hazards in the home, workplace, and other environments
s anticipate fire hazards through an awareness of dangerous conditions and take preventive measures.

7. Thinking/Problem Solving

Students:

• solve problems, set goals, and make decisions in order to provide services to best meet the needs of others.

This is evident, for example, when students:
s identify steps in critical thinking and goal-setting processes
s identify steps in problem solving
s demonstrate the application of personal problem-solving skills
s identify and use a variety of methods, tools, and resources to meet the needs of customers.

8. Personal Resource Management

Students:

• apply personal and resource management skills.

This is evident, for example, when students:
s identify multiple demands of family members’ roles and suggest strategies to balance work and family roles
s describe qualities critical to workers in human and public services careers
s recognize the importance of personal time management
s describe the need for personal money-management skills
s identify resources available to the individual to facilitate self-employment.

9. Wellness

Students:

• exhibit and promote a positive image of wellness.

This is evident, for example, when students:
s know the food groups as described in the food pyramid and use this information to plan nutritious meals
s practice good personal habits to promote physical, mental, and social health
s describe the physical, mental, and social aspects of health and their interrelationship
s describe techniques for coping with and managing stress in the home, school, work, and community environment
s develop proactive and healthy responses to changes in one’s life and an attitude that will foster positive mental growth.

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Specialized Human and Public Services

1. Ethical/Legal Responsibilities

Students:

• demonstrate professional, ethical, and legal responsibilities toward customers.

This is evident, for example, when students:
s describe ethical wrongdoing and breach of confidentiality as related to workplace behavior in the food service industry
s advocate equal treatment of all people and strive to reach all people at their own level regardless of their limitations
s assure confidentiality of data while using current technology in the classroom and/or workplace
s analyze and distinguish between various classifications and designations of offenses under local, county, State, and federal laws (e.g., violations, misdemeanors, felonies)
s participate in a work-based learning program for students interested in the legal profession.

2. Communication

Students:

• demonstrate effective communication skills needed to meet the expectations of human and public services consumers.

This is evident, for example, when students:
s identify the purposes of communication in elder-care services and factors that influence the communication process
s prepare and deliver presentations, using creativity and initiative to seek the most effective resources
s identify the impact of electronic communication on FBI agents
s use interactive electronic communication (Internet/World Wide Web) effectively among coworkers to reschedule a meeting
s participate in the Illustrated Talk STAR event (Students Taking Action for Recognition) at a local, State, or national FHA/HERO leadership conference
s seek the most effective tools to communicate with social services customers so that all might benefit from services
s write technical communications in a clear, concise, and legible manner for use in public and private security occupations.

3. Sanitation

Students:

• demonstrate a knowledge of the principles of sanitation used to prevent the transmission of disease-producing microorganisms from one person/object to another.

This is evident, for example, when students:
s practice sanitation methods needed to prevent the spread of disease in the environment.

4. Human Growth and Development

Students:

• understand the process of human growth and development and its influence on client needs.

This is evident, for example, when students:
s describe stages of the life cycle (prenatal, infancy, childhood, adolescence, adult, middle age, elderly)
s demonstrate basic techniques for appropriate care of a toddler

5. Interpersonal Dynamics

Students:

• demonstrate how to interact effectively and sensitively with others.

This is evident, for example, when students:
s demonstrate effective interpersonal speaking and listening skills
s demonstrate effective interpersonal communication, using a variety of tools
s approach difficulties in personal and/or work-related situations with respect for others’ points of view
s examine the Americans with Disabilities Act and discuss implications for private security law enforcement.

6. Safety

Students:

• provide safe environments for others.

This is evident, for example, when students:
s correct safety hazards in personal and/or work environments
s explain potential workplace safety hazards to others in relation to OSHA guidelines.

7. Thinking/Problem Solving

Students:

• solve problems, set goals, and make decisions in order to provide services to best meet the needs of others.

This is evident, for example, when students:
s make informed decisions and set goals as they relate to self, family, and workplace
s determine the effects on the customer and/or environment of personal habits and make appropriate adjustments in habits.

8. Personal Resource Management

Students:

• apply personal and resource management skills.

This is evident, for example, when students:
s demonstrate ways to balance work and family roles (e.g., strategies to reduce work and family conflicts)
s conduct a self-evaluation to identify personal qualities compatible with a career in the appearance-enhancement industry
s explain factors that lead to successful money management in the appearance-enhancement industry
s describe how a knowledge of available resources and their use enables an individual to become independent/self-sufficient.

9. Wellness

Students:

• exhibit and promote a positive image of wellness.

This is evident, for example, when students:
s plan diets for human and public service customers that take into account nutritional needs as described in the food pyramid
s adapt menus for special dietary needs and make them acceptable in a variety of cultural situations.

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Experiential Human and Public Services

1. Ethical/Legal Responsibilities

Students:

• demonstrate professional, ethical, and legal responsibilities toward customers.

This is evident, for example, when students:
s exhibit positive behaviors such as reliability, integrity, and responsibility, and abide by agency expectations for personal conduct
s provide equitable treatment for all consumers of child care services
s obtain a permit to operate a food concession for a student leadership activity
s use student leadership activities to demonstrate active citizenship and affect public policy.

2. Communication

Students:

• demonstrate effective communication skills needed to meet the expectations of human and public services consumers.

This is evident, for example, when students:
s exhibit an awareness of multicultural needs of customers of elder-care services
s demonstrate creativity and initiative to use alternative resources to communicate effectively with social services customers
s know and use the correct terminology and procedures necessary for effective inter- and intra-workplace communication (e.g., internal and external food service customers)
s use current technology to communicate effectively with coworkers, supervisors, and consumers
s use interactive electronic communication to contact a public official regarding a policy issue.
s practice use of standard communication equipment as employed in the law enforcement and security fields (e.g., radio, fax, e-mail).

3. Sanitation

Students:

• demonstrate a knowledge of the principles of sanitation used to prevent the transmission of disease-producing microorganisms from one person/object to another.

This is evident, for example, when students:
s employ sanitation principles as they relate to the food industry
s practice all safety and sanitation procedures required by State board standards for hair cutting.

4. Human Growth and Development

Students:

• understand the process of human growth and development and its influence on client needs.

This is evident, for example, when students:
s develop a plan to open a child care center with special consideration of program goals, child development, sequential learning concepts, and program evaluation
s apply the concept of nurturing to human and public services occupations by volunteering to work in a child care facility
s participate in the Focus on Children (STAR) event at a local, State, or national FHA/HERO leadership conference.

5. Interpersonal Dynamics

Students:

• demonstrate how to interact effectively and sensitively with others.

This is evident, for example, when students:
s observe and discuss interdependent relationships and cooperative behaviors between employer/employee, employee/ employee, and employer/consumer
s demonstrate and provide services to customers, using a variety of approaches that indicate an understanding of human nature
s contribute to a positive environment which enables all groups to be productive and fulfilled
s solve group problems effectively in work-related situations
s participate in the Food Service-STAR event at a local, State, or national FHA/HERO leadership conference
s demonstrate diligence, patience, empathy, and tenacity when serving all private security/law enforcement customers.

6. Safety

Students:

• provide safe environments for others.

This is evident, for example, when students:
s develop and follow procedures to provide a safe environment in a child care facility
s develop ideas for improving existing evacuation procedures for a local child care facility.

7. Thinking/Problem Solving

Students:

• solve problems, set goals, and make decisions in order to provide services to best meet the needs of others.

This is evident, for example, when students:
s apply critical thinking and goal-setting processes in a variety of human and public services occupational situations
s apply a problem-solving process and take reasoned action to meet consumer and client needs.

8. Personal Resource Management

Students:

• apply personal and resource management skills.

This is evident, for example, when students:
s employ effective coping strategies for self and others to handle developmental or situational changes
s describe cost-effective strategies in a human and public services career
s implement strategies to avoid waste in the appearance-enhancement industry (e.g., duplication of services, damage to equipment)
s use effective coping strategies when handling stressful situations.

9. Wellness

Students:

• exhibit and promote a positive image of wellness.

This is evident, for example, when students:
s apply nutritional concepts to meet the needs of human and public service customers
s demonstrate the ability to access appropriate community resources to help resolve health problems for clients in a human services environment
s use personal resources and skills to cope with change and other stresses in the work, school, home, and community environment.

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Core Natural and Agricultural Sciences

1. Basic Agriculture Foundation Development

Students:

• demonstrate a solid base of knowledge and skills in natural and agricultural sciences.

This is evident, for example, when students:
s explain knowledge and skills necessary for a broad range of careers in natural and agricultural sciences
s explain the meaning of agricultural business, science, and technology terms
s use simple agricultural-related mathematical concepts and interpret data in agricultural-related applications (e.g., profit/loss, inventory, income/expense)
s use simple agricultural-related science concepts and interpret data (e.g., wise use of natural resources, basic plant and animal nutrition, and principles affecting growth and reproduction)
s explain the concept of social, ethical, and legal responsibility, especially as it relates to agriculture and ecology
s provide examples of simple problems that managers/employees need to solve and explain the steps in the problem-solving process.

2. Agriculture-Related Technology

Students:

• demonstrate the ability to use technology to assist in production and distribution of food goods and services of today’s agricultural industries.

This is evident, for example, when students:
s identify the components of technologies used in the agricultural business environment (e.g., mechanical, chemical, biological, informational)
s select appropriate agricultural software for specific applications
s develop the application of specific agricultural technology to a selected agricultural career (e.g., biotechnology).

3. Information Management and Communication

Students:

• prepare, maintain, interpret, and disseminate quantitative and qualitative pieces of information relating to the natural and agricultural sciences.

This is evident, for example, when students:
s describe the communication process
s demonstrate listening skills
s demonstrate skill in oral and written communication (e.g., prepare a speech and enter an FFA local public speaking contest)
s signify differences between verbal and nonverbal communication
s use a computer to compose, input, format, and print simple business letters, memos, reports, and agricultural marketing information
s prepare and deliver a three-minute oral presentation (using natural or computer-generated voice), using at least one visual aid for a specific agricultural purpose (e.g., agricultural-related research report, sales presentation)
s identify positive/negative facial expressions and other body language indicators
s use various communications tools including telephone, fax machine, voice mail, electronic mail, and the Internet.

4. Agriculture Business Systems

Students:

• demonstrate an understanding of the interrelationship between agricultural businesses and organizations designed to produce products, services, and information.

This is evident, for example, when students:
s identify and describe social, organizational, and technological systems that have resulted from the increased efficiency of the agricultural sector (e.g., agricultural demographics, production, environmental issues)
s identify the major systems that typically are found in the agricultural business sector (e.g., aquatic and animal production, lawn and greens maintenance, crop production, marketing and governmental regulations)
s diagram the major components of a typical agricultural system (e.g., pesticide management, supplemental irrigation, animal and aquatic nutrition, animal and aquatic health)
s understand that the purpose of agricultural business organizations is to satisfy the demands of consumers within the constraints of governmental regulations and moral obligations as well as to operate at a profit
s categorize agricultural businesses as either production, distribution, or service enterprises and identify distinguishing systems characteristics of each
s identify and explain different systems of agricultural business ownership (e.g., proprietorship, partnership, corporation, cooperative, franchise, limited partnership, joint venture).

5. Resource Management

Students:

• demonstrate the ability to manage personal time, business, and financial resources.

This is evident, for example, when students:
s identify types of resources available
s identify the need for the basic skills of planning, organizing, and setting goals and priorities in a business
s explain the importance of time management
s identify the uses agricultural businesses make of human, capital, natural, and information resources and explain how these resources interrelate to make the organization’s products and/or services more valuable
s identify the basic components of budget preparation in an agricultural business and develop an awareness of banking services, the use of credit, and various components of money-management skills.

6. Interpersonal Dynamics

Students:

• demonstrate the interpersonal skills and abilities needed to function within a sophisticated and sometimes complicated agricultural environment.

This is evident, for example, when students:
s recognize the essential personal requirements for working in an agricultural business (e.g., appearance, integrity, punctuality, dedication, commitment)
s report on the benefits of cultural diversity in the workforce
s interact with other students in a meeting to discuss an agricultural-related topic
s recognize the value of the team approach in solving problems.

7. Safety

Students:

• demonstrate awareness of the importance of safety and accident prevention in all agricultural situations.

This is evident, for example, when students:
s recognize that agricultural jobs are among the highest in incidence of accidents
s identify safety hazards present in agricultural situations and describe the safety precautions required to prevent accidents
s identify potential safety hazards
s describe mechanical hazards
s describe chemical hazards
s recognize safety devices (e.g., roll bars on tractors) placed on equipment or located in an area for emergency use.

GO TO CONTENTS

Specialized Natural and Agricultural Sciences

1. Basic Agriculture Foundation Development

Students:

• demonstrate a solid base of knowledge and skills in natural and agricultural sciences.

This is evident, for example, when students:
s identify and demonstrate a knowledge of animals, plants, tools, and equipment in the student’s agricultural program
s use computer software to apply mathematical formulas necessary for normal agricultural business operations (e.g., calculating proportions, discounts, income/expenses, inventory, and net worth)
s apply a knowledge of science to understand the principles of keeping plants and animals healthy, growing, and reproducing; applying basic biological principles and techniques to increase production efficiency
s explain the need for a balanced ecological environment
s apply the decision-making/problem-solving process to develop solutions for simulated agricultural business problems.

2. Agriculture-Related Technology

Students:

• demonstrate the ability to use technology to assist in production and distribution of food goods and services of today’s agricultural industries.

This is evident, for example, when students:
s demonstrate knowledge of agricultural technologies to monitor the progress of a plant reproduction activity
s use computer software to calculate animal rations
s complete a comprehensive agricultural business research project, using appropriate technologies to collect, assess, analyze, synthesize, and present research findings
s provide rationale for use of technology while considering economic factors in a job or project (e.g., calculation of time required for equipment and software).

3. Information Management and Communication

Students:

• prepare, maintain, interpret, and disseminate quantitative and qualitative pieces of information relating to the natural and agricultural sciences.

This is evident, for example, when students:
s conduct research and prepare in writing an extensive agricultural-related report integrating both text and graphics
s develop and produce complex agricultural-related documents (e.g., production and marketing reports, inventory reports, budgets/financial statements, advertising/sales materials), using appropriate manual and electronic tools
s prepare for and participate in a panel discussion on an agricultural issue to be videotaped and critiqued
s use sophisticated communications equipment to send and receive agricultural communications/correspondence regionally, nationally, and internationally (e.g., telephone, fax, electronic mail)
s use local and wide-area communications networks to obtain and exchange agricultural information on a regional, national, and international basis (e.g., the Internet)
s prepare an agricultural presentation to a community organization, using multimedia hardware/software to integrate graphics, audio, and video.

4. Agriculture Business Systems

Students:

• demonstrate an understanding of the interrelationship between agricultural businesses and organizations designed to produce products, services, and information.

This is evident, for example, when students:
s identify and explain how agricultural business systems can be affected by internal and external conditions (e.g., change in resources, supply and demand, risk, government controls, technology, social customs, consumer preferences and weather)
s demonstrate an understanding of the various subsystems within an agricultural enterprise and their interrelationship and interdependence (e.g., finance, procurement, international trade, environmental issues, production operations).

5. Resource Management

Students:

• demonstrate the ability to manage personal time, business, and financial resources.

This is evident, for example, when students:
s develop a mission statement, a set of goals and objectives, and an operating structure for a simulated or real agricultural business
s conduct a self-evaluation to identify personal compatibility with the agricultural career field selected for study
s describe the steps involved in starting a small business (e.g., lawn care—researching the number of homes in a community, average income level, equipment necessary, feasibility of business success)
s research and explore careers, identifying the steps in the job selection process, and refining human relations skills
s identify various sources of income and investments, categorize expenses, use a variety of banking services, and identify the various resources for consumer protection
s work with agencies serving agriculture (e.g., U.S. Department of Agriculture, State Agriculture and Markets, Environmental Conservation)
s complete a supervised occupational work experience.

6. Interpersonal Dynamics

Students:

• demonstrate the interpersonal skills and abilities needed to function within a sophisticated and sometimes complicated agricultural environment.

This is evident, for example, when students:
s understand how an agricultural business uses a team approach to solve problems and operate the business
s survey the personnel policies of a local agricultural enterprise to identify employee requirements and personnel standards
s participate in local, State, and national FFA meetings or contests
s demonstrate understanding of and sensitivity to working in a multicultural workforce (e.g., customs, beliefs, language, family life of migrant workers).

7. Safety

Students:

• demonstrate awareness of the importance of safety and accident prevention in all agricultural situations.

This is evident, for example, when students:
s interpret information and correctly apply it for safe agricultural product use
s identify potential hazards in personal and work-related environments
s develop safety rules for use in an agricultural class, shop, business, and laboratory
s describe and use the class, shop, and laboratory safety rules and regulations
s pass the certification test for pesticide application.

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Experiential Natural and Agricultural Sciences

1. Basic Agriculture Foundation Development

Students:

• demonstrate a solid base of knowledge and skills in natural and agricultural sciences.

This is evident, for example, when students:
s communicate and work with others in school/laboratory simulations, work-based activities, agricultural experience programs, and FFA activities
s apply computer technology and concepts necessary for managing/working in a typical agricultural enterprise related to the occupational cluster of study (e.g., interpretation of markets and marketing data to make decisions on production in the agricultural industry)
s develop policies for internal business use in complying with social, legal, ethical, and privacy requirements (e.g., personnel, safety)
s use decision-making/problem-solving skills to assist a local business/organization to develop a plan for protecting an area in a flood plain through conservation
s apply concepts of safety essential to individuals and society when directing the use of hazardous materials (e.g., maintain emergency protection areas, specialized equipment and clothing)
s identify the appropriate education required to enter a variety of careers in agriculture.

2. Agriculture-Related Technology

Students:

• demonstrate the ability to use technology to assist in production and distribution of food goods and services of today’s agricultural industries.

This is evident, for example, when students:
s demonstrate the ability to set up, maintain, and repair various agricultural-related technological devices, using a variety of resources (e.g., manuals, vendor help lines, training courses or computer technology)
s apply technological knowledge and skills from the core and specialized levels, using hands-on learning experiences in more than one situation (e.g., work-based experiences in gathering pollen and hand-pollinating plants, calibrating a fertilizer spreader).

3. Information Management and Communication

Students:

• prepare, maintain, interpret, and disseminate quantitative and qualitative pieces of information relating to the natural and agricultural sciences.

This is evident, for example, when students:
s apply the core- and specialized-level skills of information management and communications knowledge through a variety of experiences, such as school/laboratory simulations, community-based projects, work-based activities, and agricultural experience programs.

4. Agriculture Business Systems

Students:

• demonstrate an understanding of the interrelationship between agricultural businesses and organizations designed to produce products, services, and information.

This is evident, for example, when students:
s identify the various organizations with regulatory responsibilities for an agricultural enterprise area in which students have expressed a career interest (e.g., USDA, State Agriculture and Markets, Soil Conservation Services (SCS), ASC, OSHA)
s design or modify a system for a particular need within a community business/organization related to a chosen occupational cluster (e.g., establishing hydroponic system for plant production)
s apply core- and specialized-level skills and knowledge of systems in a variety of experiences (e.g., school/laboratory simulations, capstone projects, community-based projects, work-based activities, and agricultural experience programs).

5. Resource Management

Students:

• demonstrate the ability to manage personal time, business, and financial resources.

This is evident, for example, when students:
s identify, prioritize, and continually update occupational goals and develop a plan to achieve those goals
s describe cost-effective strategies in developing and maintaining personnel (e.g., providing housing, food, and financial incentives for employees)
s develop a job search portfolio which might include a resume, interviewing strategies, employment opportunities, education and training requirements, compensation desired, etc.
s open a checking account and use bank services, develop a financial plan that will help achieve goals, obtain credit and prepare federal and State agricultural income tax returns, and use consumer protection agencies
s work with agricultural agencies involving cooperatives and government
s design an employee work schedule to use human resources effectively (e.g., scheduling dates for lawn care applications).

6. Interpersonal Dynamics

Students:

• demonstrate the interpersonal skills and abilities needed to function within a sophisticated and sometimes complicated agricultural environment.

This is evident, for example, when students:
s apply core and specialized levels of knowledge and skills through a variety of experiences with others (e.g., school/laboratory simulations, student leadership organization activities, community-based projects, work-based activities, and agricultural experience programs)
s identify and employ coping strategies in handling developmental changes for self and others
s demonstrate the ability to teach/train a coworker in the use of computer software to establish and maintain a harvesting work schedule.

7. Safety

Students:

• demonstrate awareness of the importance of safety and accident prevention in all agricultural situations.

This is evident, for example, when students:
s apply the core and specialized levels of knowledge and skills through a variety of experiences (e.g., school/laboratory simulation, student leadership organization activities, community-based projects, work-based activities, and agricultural experience programs)
s identify potential hazards to oneself and others in an agricultural-related environment
s demonstrate practices which will prevent accidents
s describe the appropriate State and national laws that pertain to agricultural safety
s develop solutions to correct safety hazards
s are prepared to make timely and accurate decisions in the event of an accident
s establish a safety program for an agricultural enterprise.

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Arts/Humanities

Career areas—dance, music, theatre, visual arts, and writing—in the creative and performing arts receive some attention in performance indicators, sample tasks, and student work referenced in Learning Standards publications for The Arts, English Language Arts, and Health, Physical Education, and Home Economics. Within these career areas, the key ideas will include aspects of creation, performance, production, dissemination, and preservation. Career major panels being convened in conjunction with the State Advisory Council on School-To-Work and the State Departments of Labor and Education will provide further direction for the arts/humanities career major area. Career areas in the arts/humanities that interface with other career major areas (such as engineering/technologies—architecture, or human and public services—education) are referenced in the Draft Framework for Career Development and Occupational Studies. The areas listed here are not intended to be inclusive but to serve more as a sampling.

Dance

• performance
• choreography
• lighting/costume design
• therapy/fitness
• aesthetics*

Music

• composition
• performance
• education
• business - production/promotion
• technical - manufacturing/sound production
• research/history

Theatre

• playwrighting
• acting
• directing
• set design
• backing/sales/promotion
• criticism

Visual Arts

• fashion and apparel
• TV broadcasting & media arts
• architecture
• interior/textile design
• industrial design
• arts management
• visual artistry

Writing

• fiction/nonfiction
• technical/journalism
• advertising/public relations
• media - book/magazine editing
• publishing/retailing
• corporate communications
• library and information services

(*Career areas, in some instances, are clearly not restricted to the area under which they appear; e.g., "aesthetics" is appropriate to all categories.)

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The content of this page is available to the public from the New York State Education Department at www.nysed.gov.
The linkage and formatting of the page is ©1998 by Kraig D. Pritts