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This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the row crop production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 36 tasks typically performed by workers involved in row crop production. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: follow accident/emergency procedures; operate equipment; repair equipment in the field; handle, plan, and produce crops; and manage crop production. The following items are appended: list of standard tool box components; glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Agriculture and Natural Resources Subcouncil, and Row Crop Production Cluster Standards Development Committee members; Agriculture and Natural Resources Subcouncil Row Crop Production cluster skill standards recognition proposal; and list of necessary workplace skills. (MN)

Britain's National Vocational Qualifications (NVQs) are work qualifications that measure what an employee or potential employee can do as well as how much he or she knows and understands about a particular job. Used as written proof of usable workplace skills that can be put to profitable use by an employer, NVQs range from basic Level 1, for everyday routine tasks, up to Level 5 professional skills, providing a way to develop skills and build a career ladder that benefits both employer and employee. This packet contains NVQ competency lists for the following jobs: (1) agriculture, levels 1-4 (crop and livestock production and livestock management); (2) agriculture and commercial horticulture, levels 1-4 (mechanized field crop production and crop management); (3) commercial horticulture, levels 1-3 (fruit crop production, intensive crop production, mushroom crop production, and nursery stock production); and (4) environmental conservation, levels 2-4 (landscape and ecosystems). (KC)

This curriculum guide is designed to help teachers to present a course that emphasizes the interrelationship of science and technology and the impact of this technology on agriculture and agricultural products. The guide contains six units that each contain some or all of the following basic components of a unit of instruction: objective sheet, suggested activities for the teacher, answers to assignment sheets, written test and answers, unit evaluation form, teacher supplements, transparency masters, information sheets, assignment sheets, student supplements, job sheets, and laboratory sheets. The units cover the following topics: (1) introduction to biotechnology; (2) genetics and genetic engineering; (3) impacts of biotechnology; (4) biotechnology in plant science; (5) biotechnology in animal science; and (6) microbial biotechnology in agriculture. Supplemental materials include information on use of the publication; a student competency profile sheet; an instructional/task analysis; a list of related and academic workplace skills; a tools, equipment, and materials list; 31 references; and a 124-term glossary. (KC)

This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains six units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed to enter the agricultural business as a crop producer. Within the outline are three levels of items: core (required, the basis for state vocational competency tests); advancing (needed to advance in an occupation); and futuring (needed to enter and remain in a given occupation 3 to 4 years from now). The units cover the following: (1) general safety precautions; (2) crop production; (3) agricultural mechanics; (4) business management; (5) marketing; and (6) employability skills. (KC)

This manual is designed to help agricultural education students to determine and provide the proper kinds and amounts of nutrients for the field crops they produce. The manual provides many learning situations regarding field crops--for example, determining nutrient needs, diagnosing nutrient shortages, and selecting and applying fertilizer and lime. The manual contains seven chapters that cover the following topics: crop nutrient requirements; soil chemistry and plant nutrient absorption; determining nutrient needs of crops; nutrient sources; fertilizer selection; fertilizer application; and lime selection and application. Each chapter includes objectives, practical applications, student exercises, science and mathematics concepts, and key terms, as well as information sheets illustrated with line drawings. A bibliography lists 12 suggested readings and 6 slide sets covering course content. (KC)

This resource guide provides teachers of grades 4-6 with ideas and materials to integrate agricultural concepts into classroom activities. The guide is organized into six categories: math, science, language arts, social studies, fine arts, and health/nutrition/safety. Each category contains 10 lessons organized in the following topic order: agribusiness, production agriculture, product technology, food processing, environmental science, horticulture, agriculture mechanics, agriculture economics, agriculture careers, and Illinois agriculture and general agriculture. Each lesson has been correlated with the Illinois learning standards, and a chart lists individual lessons and related standards. Each lesson also includes background information that may be used by the teacher in preparing a class presentation or discussion. Complete instructions for the lesson plan activities include a list of necessary materials, procedures, related activities, and discussion questions. Student activities can be increased or decreased as appropriate for age and grade level. Worksheet masters are included that can be used as homework, quizzes, or individual assignments. Final sections of the document outline careers in agriculture and list contact information for Illinois county farm bureaus. (Contains an index.) (TD)

This resource guide provides teachers of grades K-3 with ideas and materials to integrate agricultural concepts into classroom activities. The guide is organized into six categories: math, science, language arts, social studies, fine arts, and health/nutrition/safety. Each of the categories contains 10 lessons organized in the following topic order: agribusiness, production agriculture, product technology, food processing, environmental science, horticulture, agriculture mechanics, agriculture economics, agriculture careers, and Illinois agriculture and general agriculture. Each lesson has been correlated with the Illinois learning standards, and a chart lists each individual lesson and related standards. Each lesson also includes background information for the teacher to use in preparing a class presentation or discussion. Complete instructions for the lesson plan activities include a list of necessary materials, procedures, related activities, and discussion questions. Student activities can be increased or decreased as appropriate for age and grade level. Worksheet masters are included that can be used as homework, quizzes, or individual assignments. Final sections of the document outline careers in agriculture and list contact information for Illinois county farm bureaus. (Contains an index.) (TD)

Describes classroom use and effectiveness of "The Bean Files," an internet package that uses humorous stories to introduce students to life on a wheat-sheep farm in the Mediterranean climate areas of Australia. The focus of the program is on the role of legume-cereal rotations in the farming system and the science underpinning this agricultural practice. (WRM)

Discusses current biological research related to plants, including rootless plants, cellulose synthesis, plant identification in forensic science, and plant chemistry. Contains 19 references. (WRM)

This training manual, the third volume in a four-volume series of curriculum guides for use in training Peace Corps agricultural development workers, deals with crops. The first chapter provides suggested guidelines for setting up and carrying out the crops component of the agricultural development worker training series. Included in the second chapter are lesson plans covering the following skill areas: the agricultural environment, crop production management principles, units of measure, soil management and fertilizer use, water management, insect control, disease and nematode control, weed control, vegetable production, and traditional field crops. The third chapter consists of a series of technical resources covering basic vegetable production practices from garden planning through harvest. Provided in the appendix are skill goals and objectives, a supply and equipment list, sample planting instructions, a sample field notebook page, and an exam. (MN)

This manual, developed for use by Peace Corps volunteers, attempts to help development counselors to understand the needs of remote-area groups and to provide for those needs through effective self-help projects. The projects covered are those that can solve most effectively, on the village level, the most pressing problems. The manual is written in as nontechnical language as possible and provides background information and step-by-step directions for many projects, illustrated with line drawings. Topics covered by the manual are agronomy, horticulture, entomology, animal husbandry, veterinary medicine, agriculture, home industries, self-help engineering (making tools and equipment), and measurements and conversations. In addition, a background information section is provided for the counselor, dealing with cultural anthropology, sociology, education, and the effects of climate on plant and animal growth. (KC)

This manual was prepared for use by Peace Corps trainees and volunteers as a resource in gaining understanding and knowledge of basic irrigation principles and practices. It is intended as a practical handbook that can be understood by a generalist, with subject areas limited to those observed as being of most frequent concern to volunteers in their project activities in irrigation in agricultural programs abroad. Many of the irrigation problems, exercises, and equipment descriptions have been developed from on-the-job experiences of volunteers. The manual is organized into five units that cover the following topics: irrigation principles, water measurement, irrigation water control, draining, and irrigation planning and special information related to irrigated crop production and relevant problems. Units consist of information in a step-by-step format, illustrated by line drawings. Appendixes to the manual contain an explanation for irrigation implements and plans for animal-drawn implements useful in field preparation for irrigation. A reading list completes the document. (KC)

This curriculum guide includes teaching packets for 12 areas of study to be included in a core curriculum for 11th-grade or third-year students enrolled in rural agricultural programs in Illinois. Each problem area includes some or all of the following components: suggestions to the teacher, teacher guide, competency inventory, information sheet, student worksheets or assignment sheets with key, demonstrations, job sheets, transparencies, a discussion guide for transparencies, and sample test questions and teacher key. The 12 problem areas of study in this guide are grouped into seven units. Unit A, on orientation to agricultural occupations, contains one problem area, exploring agricultural occupations and careers. In the second unit, on leadership and citizenship, planning and conducting community service programs and becoming acquainted with rural agricultural organizations are covered in the problem areas, while the third unit covers supervised occupational experience. In the fourth unit, on livestock science, problem areas are maintaining livestock health and planning and evaluating livestock confinement systems. The fifth unit, on crop science, contains the problem areas of handling pesticides and maintaining and improving forage crops and pastures. In the sixth unit, on soil, science, and conservation of natural resources, conserving soil, water, and wildlife resources are covered in two problem areas. The final unit, on horticulture, provides instructional materials on growing small fruits and fruit trees. Suggestions to the teacher on ways to use the materials are included in the guide. (KC)

This handbook, developed for training Peace Corps volunteers, reviews the basic principles that underlie sound grazing land management and indicates the application of these principles for livestock production in the tropics and subtropics. The handbook is made up of three technical series bulletins. The first bulletin covers management of rangelands and other grazing lands of the tropics and subtropics for support of livestock production. Topics included in this section are land use and livestock, the natural resources base of permanent grasslands, coping with restraints affecting forage production, the elements of productive grassland management, measuring productivity of rangelands and other permanent grasslands, and estimating feed requirements of ruminant livestock in tropical and subtropical regions. The second bulletin explains how to grow "Leucaena leucocephala," a plant that can be used for livestock feed, among a multitude of other uses. The final bulletin discusses combined crop/livestock farming systems for developing countries of the tropics and subtropics and offers suggestions for improving the profitability of such systems. Materials in the handbook are illustrated with line drawings and photographs. (KC)

This manual presents a simple, step-by-step description of irrigated rice production in Sierra Leone. It is geared specifically to the role and needs of Peace Corps volunteers who, since the mid-1970s, have worked as agricultural extension agents in the Sierra Leone Ministry of Agriculture and Forestry. The manual is designed to serve both as a training manual, complementing the curriculum taught during preservice training, and as a field guide that contains a ready source of technical information during the growing season. The 18 chapters in the manual cover the stages of rice plant growth, seed selection and preparation, land preparation, fertilizer, insect pest prevention, diseases of rice, weed control, harvesting, threshing, drying, and storage. References and a glossary complete the manual. (KC)

This manual, prepared for use by Peace Corps volunteers in developing countries, has been designed as an on-the-job reference for soil management and fertilizer use at the small farmer level. It provides information on yield-boosting techniques, especially in the areas of soil conservation, organic and chemical fertilizer use, and the safe and appropriate use of agricultural chemicals. The text is written in a "how to" format, in as nontechnical language as possible, and takes a problem-solving approach to soil management and fertilizer use. Organized into nine sections, the text covers the following topics: soil basics, spotting and fixing soil physical problems, seedbed preparation, soil fertility basics, determining fertilizer needs, how to use organic fertilizers and soil conditioners, chemical fertilizers, liming soils, and salinity and alkalinity problems. An appendix to the manual provides conversion tables, composition of common fertilizers, information on soil moisture content, erosion control approaches, and hunger signs in common crops. (KC)

This manual, prepared for use by Peace Corps volunteers, provides background information and practical knowledge about crop production. The manual is designed to convey insights into basic crop production, principles, and practices. Primary emphasis is given to providing explanations and illustrations of soil, plant, and water relationships as they affect crop production. The content is presented in as nontechnical language as possible. Each of the seven units of the text are complete, substantially self-contained, and provide information, tables, and illustrations. The units cover the following topics: soils, plants, entomology, cereal crops, pulse crops, sugar and fiber crops, and oil crops. A glossary of terms used in agronomy completes the manual. (KC)

This manual, primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills, deals with traditional field crops. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, bibliography, and list of references. (MN)

This curriculum guide can be used by secondary and postsecondary agriculture, technology, and marketing instructors to decide what and how to teach about agricultural business organization and management, especially in Iowa. The guide consists of five instructional units: (1) agribusiness organization and management; (2) livestock sales and service; (3) crop sales and service; (4) agricultural equipment sales and service; and (5) horticultural sales and service. Each unit provides instructional plans that include the technical information that should be taught. Each instructional plan includes the following elements: a problem to be studied; interest approach; study questions; learner needs, basic skills, and thinking skills to be stressed; student learning activities; conclusions to be drawn; references; and supplemental teaching materials and activities. The supplemental teaching materials include transparency masters, activities, and information sheets. (KC)

This booklet gives a brief overview of energy use patterns in vegetable production and gives examples of cutting the cost of energy in fertilization, weed management, insect pest management, irrigation, harvesting, use of equipment, and greenhouses. Finally, energy use recordkeeping is discussed. (BB)

This booklet gives a brief overview of energy use in orchard crop production, and gives examples of cutting costs of fertilization, irrigation, weed management, pest management, high density crops, frost protection, and equipment use. (BB)

This booklet gives a brief overview of energy use in field crop production and gives examples of cutting costs of fertilizer use, irrigation, grain drying, tobacco drying, forate production, and tractor and truck use. Recordkeeping is also discussed. (BB)

Ethanol and blends of ethanol and gasoline (such as gasohol) offer a near-term fuel alternative to oil. The focus of this handbook is upon the small-scale production of ethanol using farm crops as the source of raw materials. Provided are chapters on ethanol production procedures, feedstocks, plant design, and financial planning. Also presented are decision and planning worksheets and a sample business plan for use in determining whether or not to go into ethanol production. Emphasis is on providing the facts necessary to make informed judgments rather than recommending particular production processes. (Author/WB)

This agricultural curriculum guide on horticulture for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of instruction; and a listing of references. Concepts covered include orientation to horticulture, terminology, plant classification, horticulture mechanics, pest control, plant propagation, field preparation, and soils. Classroom activities are combined with gardening experiences. Appended materials include lesson plans, student activities, and tests. (CT)

These units of instructional materials and teaching aids are the final three of a series of eight designed for use in rural agriculture programs for students in grades 9 and 10. Covered in the unit on soil science and conservation of natural resources are collecting soil samples and applying soil sample test results. Growing vegetables and beautifying the homestead are examined. Discussed next are such aspects of agricultural mechanics as identifying, fitting, and using hand tools; using selected power tools; developing safe work habits in agricultural mechanics; and developing basic carpentry skills. Each of these units or problem area packets includes some or all of the following components: suggestions to the teacher, a content outline, a teacher's guide, information sheets, student worksheets or assignment sheets and keys, demonstrations, job sheets, transparencies, a discussion guide for the transparencies, and sample test questions and a teacher's key. (The remaining units are available separately--see note.) (MN)

These units of instructional materials and teaching aids are part of a series of eight designed for use in rural agriculture programs for students in grades 9 and 10. Covered in the unit on livestock science are understanding the livestock industry, identifying breeds of livestock and poultry, selecting livestock, and feeding livestock. Identifying crop and weed seeds, judging the quality of grain for seed and for market, growing corn, and growing soybeans are discussed in the unit on crop science. Each of these units or problem area packets includes some or all of the following components: suggestions to the teacher, a content outline, a teacher's guide, information sheets, student worksheets, assignment sheets and keys, demonstrations, job sheets, transparencies, a discussion for the transparencies, and sample test questions and a teacher's key. (The remaining units are available separately--see note.) (MN)

Each section contained in this packet is necessary for designing an effective program of agriculture education. The curriculum guide that is developed from this model should include the same sections. The model includes: (1) community description; (2) school description; (3) goals and objectives of education in agriculture; (4) evaluation policy; (5) development procedures for an advisory committee; and (6) unit outlines. Unit outlines are examples of Iowa's vocational education in agriculture programs, which are intended to help students apply communications, situational analysis, and problem-solving skills to agricultural work settings. Each unit contains the following information: course name; unit name; unit objectives; introduction/situation; unit sequence--problem area(s), lesson title, and lesson objectives; and unit evaluation. Section I contains six units: home landscape maintenance; house plant propagating and care; turf management; windbreaks; fruit and vegetable crops; and potted mum production. Four units in section II cover these topics: agriculture processing--meats; biological farming; daily personal skills; and farm law. Section III includes six units: tomato production; strawberry production; sweet corn production; lawn care; pasture management; and corn production. Topics in section IV are as follows: chain saw safety; arc welding; farm wells; water quality; plumbing; and liquid petroleum gas. Section V contains eight units: hunting and hunter safety; predator control and trapping; game bird production; beekeeping/honey production; small animal pets; animal rights in veal production; dairy production; and beef production. (NLA)

Designed to accompany the preceding student text (which deals with the role of corn in the Seneca, Pawnee, and Hopi tribes), the teaching guide contains a suggested sequence of activities and needed supplementary information along with an indication of the student text they follow. Sections include: farming notes; basic needs activities; house descriptions; Navajo and Pueblo farming; matrilineal descent activity; summary matrix and discussion questions comparing the way the Seneca, Pawnee, and Hopi tribes grow and preserve corn; oral history; answers to concluding questions; and seven "corny" games. (AH)

Developed to provide an understanding of the magnitude of the role of corn, referred to as Mother Corn in the cultures of the Seneca, Pawnee, and Hopi tribes, the student text provides information on the tribes' basic lifestyles and the way they grew and used corn in three different parts of the United States. The section on the origin of corn provides an historical background on corn, including where it comes from, the mystery of its origin, how it grows, what it needs to grow, and where to get Native corn seed. Each tribe's section includes: (1) a description of their environment, home, livelihood, and lifestyle; (2) various methods used to prepare their fields, plant, harvest, and store their corn; and (3) short stories about the life of that tribe before European contact. Additionally, the text provides a U.S. map showing tribes that use corn, traditional legends, games, songs, chants, and corn recipes from the Pawnee, Hopi, Seneca, and other tribes. A glossary of terms and a bibliography conclude the guide. (AH)

This curriculum guide includes teaching packets for 21 problem areas to be included in a core curriculum for 10th grade students enrolled in a rural agricultural program. Covered in the four units included in this volume are crop science (harvesting farm crops and growing small grains); soil science and conservation of natural resources (understnading soils, judging land-use capability, buying and using fertilizers); horticulture (identifying trees, shrubs, and flowers; propagating plants sexually and asexually; and growing and caring for indoor plants); and agricultural mechanics (developing arc and acetylene welding skills, surveying in agriculture, and developing basic shop skills). Each problem-area packet includes some or all of the following components: suggestions to the teacher, teacher's guide, information sheet, student worksheets or assignment sheets and key, demonstrations, job sheets, transparencies, discussion guide for transparencies, and sample test questions and teacher's key. (MN)

Developed for use by vocational agriculture teachers in Iowa, this instructional unit provides information about the growing and marketing of sod for lawns. This document is one of three manuals making up a single package. (The other two are Christmas Tree Production and Marketing and Sod Production and Marketing). The manual includes an instructional plan and related technical information. The instructional plan features objectives, interest approach, a listing of materials needed, and teaching procedures. The technical information section provides concise information related to sod production and marketing. A reference list is included for teachers wishing additional information on the topic. Transparency masters and activity sheets are provided and coded to the unit. A list of 10 slides for use with the instructional materials is also provided. Eleven fact sheets from the Iowa Cooperative Extension Service discuss various aspects of turfgrass care. (KC)

This report summarizes some selected characteristics of the feed manufacturing industry based on the results of a mail survey of U.S. feed manufacturing establishments to obtain information about structural characteristics of the industry in 1984. These characteristics are compared with those reported earlier from the 1975 survey to provide insights about structural changes in the industry between 1975 and 1984. One section discusses structural characteristics that apply to all formula feed production, including number of feed mills and location, size of operation, ownership structure, methods of distribution, and transportation. The next section discusses specific characteristics of formula feed production, including primary and secondary production, type of livestock feed, kinds of primary feed, form of feed, and feed ingredients used to manufacture primary feed. Labor productivity is briefly covered in the final section. Appendix tables 1-16 contain comparative statistics at the regional level. Tables 17-53 cover state details for the 1984 survey. (YLB)

This report contains 121 tables that estimate the costs of production of various commodities on United States farms in 1986. The report first assesses costs and returns on a per-unit basis, such as one acre or one animal, under three sections of a budget: cash receipts, cash expenses, and economic costs. The budgets are based on national weighted-average estimates of all costs associated with the particular enterprise. The 1986 summary is followed by an explanation of account structure, the procedures and methodology used, how to use the data, and the budgets themselves. Some of the highlights of the report are the following: (1) production costs and the costs of investing in machinery and buildings declined in 1986; (2) these reductions combined with higher government payments to moderate declines in the value of commodities at the marketplace; (3) cash receipts per acre fell for all crops except peanuts, sugar beets, and sugar cane; (4) declining feed costs and higher hog prices helped many hog producers' returns exceed expenses; (5) sheep ranchers saw strengthened returns mainly because of reduced expenses; (6) the drop in feed costs helped beef producers improve net cash returns despite their lowest receipts since 1978; (7) U.S. farmers planted about 5.6 million fewer acres; total crop production declined: feed grain output fell 8 percent, oilseed output dropped 6 percent, and food grain output fell 13 percent. (KC)

This manual is designed to provide Peace Corps trainers with suggested guidelines on the presentation of a nutrition-oriented household food production training program to community-level field workers. The manual describes and discusses simple, low-cost, local resources that may be available to the community. When applied through a home garden, these resources can help ensure a continuous supply of food and therefore improved health. The information presented attempts to reflect the realities of a typical rural situation in the humid tropics in which a trainee will most probably work. The manual is organized in three sections. The first section provides a listing of the tasks that need to be done in order to conduct a workshop. Also included is a complete bibliography for all reference materials needed and samples of invitation letters, evaluations, and other items. The second section contains the schedule and an outline for each session in the training program. Written in the form of lesson plans, the session outlines suggest topics and activities and some problem-solving assignments. The final section is designed to provide the trainee with a general outline for producing crops in a mixed garden system. An appendix contains numerous references for additional study. (KC)

Written in Spanish, this manual, which deals with traditional field crops, is primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, a four-page bibliography, and a list of six references. (CML)

Written in French, this manual, which deals with traditional field crops, is primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, a four-page bibliography, and a list of six references. (CML)

This manual was written as a guide for state migrant education recruiters who need to be familiar with the nature of seasonal and temporary work performed by Louisiana's migrating agricultural workers and fishing industry laborers. It is intended to teach recruiters about the agricultural and fishing activities necessary for raising and harvesting crops or fish and the time of the year in which they generally occur. The main purpose of this guide is to provide each migrant education recruiter with a precise and accurate vocabulary of work activities, for use in interviewing workers, fishers, growers, and processors. This should increase the recruiter's ability to determine migrant education program eligibility and strengthen documentation for the program. The agriculture section of the book includes information on 23 different crops, including cotton, rice, pecans, soybeans, sugar cane, hay, fruits, Louisiana citrus, strawberries, blueberries, crawfish, trees, fish farms, livestock, turf grass, nursery crops, vegetables, poultry, Christmas trees, tobacco, peaches, grain crops, and dairy products. The fishing section includes information on fish and shellfish. (TES)

This booklet provides information on raising beef cattle through profiles of two families, the Ritschards of Colorado and the Schuttes of Missouri. Through descriptions of daily life for these families, the booklet discusses the way of life on modern beef cattle farms and the problems and decisions faced by farmers. The booklet explains how agriculture fits into the national economy and illustrates major economic concepts: supply and demand, impact of technology, division of labor, and the role of government in farming. Through the daily activities of these families, the booklet provides information on the skills, lifestyle, income, and values needed by persons who are successful in such a career. The booklet is illustrated with photographs of the families at work on their farms. (KC)

This booklet, one in a series about life on modern farms, describes the daily life of the Don Riffel family, wheat farmers in Kansas. Beginning with early morning, the booklet traces the family's activities through a typical harvesting day in July, while explaining how a wheat farm is run. The booklet also briefly describes the wheat growing operation of Stan Timmermann of Oregon and the wheat harvesting business of Buster Finneman of North Dakota. Although the booklet focuses on wheat farming, it includes discussion of major topics that are common to all of the booklets: (1) farming as a business, (2) the impact of technology on farming, (3) the increasing specialization in farming, (4) the role of government in agriculture, (5) the diversity in farming, (6) the interdependence between agriculture and the rest of the economy, and (7) the way of life of farmers and their families. The booklet is illustrated with black and white photographs. (KC)

This booklet provides information on corn and hog farming on a small farm through a profile of a farm family. According to the profile, John and Mary Miller and their three children are a comfortable family operating a corn and hog farm in Iowa. John, the principal farmer, uses a variety of skills in management, veterinary science, soil science, agriculture, computers, business, and science as he goes about his tasks of breeding and raising hogs and raising corn for their feed. Mary, his wife, leads a typical suburban life, driving the children to school functions, teaching piano lessons, being available for farm errands, preparing meals, and doing housework. The children are engaged in school activities and planning to further their education. The booklet uses a description of the typical daily activities of this family to provide information on the work skills, lifestyle, income, and values needed by persons who are successful in such a career. The booklet is illustrated with photographs of the Millers at work and recreation on their farm. (KC)