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This KIDS COUNT fact book details statewide and county trends in the well-being of North Dakota's children. The statistical portrait is based on indicators of children's well-being in seven areas: (1) population; (2) family composition; (3) economic condition; (4) child care; (5) child health; (6) education; and (7) children at risk. The report begins with information on the methodology of the data collection and includes discussion of criteria for data selection, data presentation, and data limitations. An overview presents statewide findings related to each of the above areas and delineates their implications for low-income rural children and their families. The bulk of the report then presents data for 8 geographical regions of the state, followed by statewide data, regional data, and profiles for each of the state's 53 counties, including multi-year trend data. The final section provides indicator definitions and data sources, and summarizes policy changes in each area that could improve the odds of rural families' economic security. Important findings include decreases in the number of children in the state, increases in the percentage of children living in single parent families, little change in the child poverty rate, decreases in the number of licensed child care providers, little change in the percentage of low-weight births, increases in the average expenditures per student, and increases in the number of children affected by domestic violence. (KB)

This document is a curriculum guide for middle school and junior high school family and consumer sciences courses in North Dakota. The guide is organized in 16 sections. The first section provides a rationale for a middle-level family and consumer sciences curriculum and identifies nine major areas of study to be covered by the curriculum. It is followed by a scope and sequence for these nine areas, outlining the skills taught in each unit. The following 10 sections explain the curriculum outline and provide a curriculum outline for the 9 thematic areas: Future Homemakers of America; communication and relationship skills; decision-making skills; personal health issues; family issues; resource management; employment skills; technology; and community service. Each of the outlines includes key ideas, learning outcomes, learning activities, and suggested resources. A listing of 49 general resources follows. The last three sections include sample lesson plans, a discussion of student assessment, with examples and a list of 19 resources; and 36 World Wide Web resource addresses. (KC)

The number of public high school districts in North Dakota declined from 256 to 186 during 1970-94; 22 school districts were eliminated in the last 5 years of that period. A survey was conducted in eight communities (four pairs) that had gone through school district consolidation and school closing during 1991-94. Community populations in 1994 ranged from 45 to 696, and 6 communities had experienced recent population declines. Schools that closed had 47-97 students in their last year, while consolidated schools had 75-677 students in 1994. Responses were received from 601 of 2,190 residents surveyed and covered perceived reasons for school consolidation; impacts on community social infrastructure, retail trade, and quality of life; consequences for students; and ease of transition. In the past 10 years, participation in community organizations increased in host (receiving) communities and declined in vacated (school-closing) communities, while retail trade and number of businesses declined in both types of communities. Quality of life scores did not differ by type of community before consolidation, declined in both types after consolidation, and were considerably lower in vacated communities than in host communities after consolidation. Both groups felt that students were better off academically and socially after consolidation, and that having public meetings was the most important factor in easing the process of consolidation. (Contains 19 references and many data tables and figures. Appendices contain enrollment and employment data for North Dakota, interview questions, and the survey questionnaire.) (SV)

This handbook identifies the instructional models found to be effective for distance education using the Interactive Video Network (IVN) system. Each model is summarized briefly and followed by specific suggestions for the use of the model over the IVN system. For each model, information is given on instructor responsibility prior to, during, and as a follow-up to the lesson. Instructional models profiled are the following: advance organizer; concept attainment; direct instruction; dyads or groups; inductive thinking; inquiry training; jurisprudential; memorization; role playing; and synectics (analogies). The handbook also includes instructions for working in visual formats, suggestions to the teacher, and a bibliography listing 29 references for the various models. (KC)

Designed to acquaint students with the facilities and resources of the North Dakota State University (NDSU) Library, this library manual is divided into 24 chapters: (1) The Main Library; (2) Reference Room; (3) Periodical Indexes; (4) Infotrac Academic Index; (5) Abstracts and Two-Step Indexes; (6) Locating Periodicals; (7) Newspaper Indexes and Current Events Reference Sources; (8) Dictionaries; (9) Encyclopedias; (10) Almanacs; (11) Biographies; (12) Atlases and Maps; (13) The Online Catalog; (14) Term and Subject Searches Using the Online Catalog; (15) Online Catalog Advanced Techniques; (16) Locating Books; (17) Library of Congress Subject Headings; (18) Library of Congress Classification System; (19) How to Check Out Books and Other Circulation Procedures; (20) How to Locate Reserve Readings; (21) Interlibrary Loan; (22) Government Publications; (23) North Dakota Institute for Regional Studies and the NDSU Archives; and (24) Summary. Individual chapters contain information on library policies and services; a schedule of library hours and floor plans showing the location of different departments; descriptions of various reference sources and instructions for using them to locate information, including printed materials, an automated database stored on a compact disk, and the online catalog; lists of materials in various categories; and examples. The final summary notes that the manual does not cover everything the library has to offer and encourages students to ask the librarians at the reference desk for assistance. (BBM)

The series of programmed teaching guides for the enterprise analysis of selected enterprises was prepared by the participants in a Farm Management Education In-Service Workshop at North Dakota State University. The guide should be useful to teachers of adult Farm Managment classes in helping to teach farmers to make a thorough analysis of the particular enterprise under study. Each of the 10 units is presented in a question and multiple answer format showing how to evaluate the enterprise and how to determine what changes should be made to increase its effectiveness. The following topics are covered by the workshop participants for enterprise analysis: alfalfa hay, corn, oats, sunflower production, wheat, beef breeding, dairy, feeder cattle, complete hog enterprise, and hog finishing enterprise. The guides are keyed to a textbook on Farm Business Analysis used in the North Dakota Farm Business Management Educational Program. (Author/EC)

U.S. Bureau of the Census data show that in 1980, Native Americans resided in all but five counties in North Dakota, with the greatest concentration in the counties containing reservations (35.3% in Rolette County, which contains the Turtle Mountain Reservation). Nearly 63% were under 25 years of age; 53.6% of these between 5 and 17. The median age was 19.1 years, nearly 10 years younger than the state median of 28.3 years. Almost 44% of men and 34.7% of women were single. Fertility levels for Native American women were much higher than for North Dakota women in general. The crude death rate mirrored that of whites (8.7 deaths per thousand), but infant mortality was greater among Native Americans. In 1980, 28.7% of all Native Americans in North Dakota aged 25 or over had completed fewer than 9 years of formal education. The labor force participation (52.5%) was lower than the 61.4% statewide for persons aged 16 and over, with 19.2% unemployed, or four times the state rate. The largest proportion (26.2%) of Native Americans were employed in service occupations, with the average income, in 1979, $12,975, compared with $20,473 for all families. Almost 40% of all Native Americans were impoverished in 1979, more than three times the level of impoverishment for North Dakota in general. Statistical data are appended. (JMM)

This workbook in library skills is designed to acquaint students with the facilities and resources of the North Dakota State University Library. Each chapter includes a brief discussion of the topic and a worksheet. The following topics are covered: (1) library tour; (2) the online catalog; (3) term and subject searches using the online catalog; (4) advanced use of the online catalog; (5) locating books; (6) how to check out books and other circulation procedures; (7) how to locate reserve readings; (8) reference room; (9) dictionaries; (10) encyclopedias; (11) almanacs; (12) biographies; (13) periodical indexes; (14) locating periodicals; (15) newspaper indexes and current events reference sources; (16) "Resources in Education" (RIE); and (17) interlibrary loan. (MES)

The Inquiry Process curriculum module is part of a consumer education series (grades 9-14, adults; including elderly) that emphasizes a process approach with a spiral organization. The process approach helps the student in a changing consumer world to function rationally and in a manner consistent with personal values, while the spiral organization emphasizes recurring experiences with the same basic processes as well as progressive process development and expansion. Eighteen pages of inquiry process assessment items are included for teachers to use for student pre-assessment and lesson planning. The inquiry module involves six objectives: (1) recognizing a problem, (2) considering tentative solutions (hypothesizing), (3) clarifying terms, (4) collecting data, (5) analyzing data, and (6) applying a conclusion to new situations. A section in the guide is devoted to each of these six objectives and clarifies the objectives and and consumer competency with sample teacher-learner dialogue that includes both suggested teacher response and possible learner response. Teachers may decide to administer a post-assessment which is identical to the pre-assessment. (EA)

The Action Process curriculum module is part of a consumer education series (grades 9-14; adults, including elderly) that emphasizes a process approach with a spiral organization. The process approach helps the student in a changing consumer world to function rationally and in a manner consistent with personal values, while the spiral organization emphasizes recurring experiences with the same basic processes as well as progressive process development and expansion. Seven pages of action process assessment items are included for teachers to use for student pre-assessment and lesson planning. The action process module involves six objectives: (1) recognizing issues, (2) considering evidence and alternative actions, (3) clarifying consumer actions, (4) organizing evidence and selecting actions, (5) analyzing actions and accepting consequences, and (6) initiating and evaluating action. A section in the guide is devoted to each of these six objectives and clarifies the objectives and consumer competency with sample teacher-learner dialogue that includes both suggested teacher response and possible learner response. Teachers may decide to administer a post-assessment which is identical to the pre-assessment. (EA)

The Decision Process curriculum module is part of a consumer education series (grades 9-14; adults, including elderly) that emphasizes a process approach with a spiral organization. The process approach helps the student in a changing consumer world to function rationally and in a manner consistent with personal values, while the spiral organization emphasizes recurring experiences with the same basic processes as well as progressive process development and expansion. Eight pages of decision process assessment items are included for teachers to use for student pre-assessment and lesson planning. The decision process module involves six objectives: (1) recognizing a decision-problem, (2) considering alternatives, (3) clarifying alternatives, (4) predicting consequences, (5) analyzing alternatives, and (6) ordering alternatives. A section in the guide is devoted to each of these six objectives and clarifies the objectives and consumer competency with sample teacher-learner dialogue that includes both suggested teacher response and possible learner response. Teachers may decide to administer a post-assessment which is identical to the pre-assessment. (EA)

The introductory guide and the four related consumer education curriculum modules were developed by North Dakota State University in response to the U. S. Office of Education's request for materials to help learners function in their roles as consumers. The modules are adaptable to various content areas and for use with learners of varying abilities, ages (grades 9-14, adults; including elderly), and socioeconomic/cultural backgrounds. Designed with a process approach and a spiral organization, the modules will continue to remain useful regardless of changes in products, product standards, services, legislation, and regulations. Behavioral objectives and mastery of competencies are emphasized; inquiry, valuing, decision, and action have been identified as the primary processes for consumer competency. The introductory guide describes the development of the modules, field testing and revision, and adaptations for different groups. The included eight-page behavior inventory was developed to diagnose the level of the learner's behavior and attitudes. Approximately half of the document lists and describes the materials which the authors reviewed (curriculum guides, readings, periodicals and newsletters, evaluation guidelines, bibliographies, instructional units, learning packages, and teaching aids and materials) and offers additional sources of information. (EA)

The Valuing Process curriculum module is part of a consumer education series (grades 9-14; adults, including elderly) that emphasizes a process approach with a spiral organization. The process approach helps the student in a changing consumer world to function rationally and in a manner consistent with personal values, while the spiral organization emphasizes recurring experiences with the same basic processes as well as progressive process development and expansion. Fourteen pages of valuing process assessment items are included for teachers to use for student pre-assessment and lesson planning. The valuing process module involves six objectives: (1) recognizing value components, (2) considering value-relevant behavior, (3) clarifying values exemplified, (4) hypothesizing about value sources, (5) analyzing value alternatives, and (6) examining value preferences. A section in the guide is devoted to each of these six objectives and clarifies the objectives and consumer competency with sample teacher-learner dialogue that includes both suggested teacher response and possible learner response. Teachers may decide to administer a post-assessment which is identical to the pre-assessment. (EA)

The seven interpersonal relations units in the consumer education guide are: Expressing Satisfaction or Dissatisfaction with Consumer Goods and Services, What to Do in Case of a Financial Crisis, Bridging the Generation Gap, Rebellion, Emotions, Discovering Myself, and Dual Role (homemaker/wage earner). Grade levels of the units, are beginner-intermediate, intermediate, and advanced level. Unit materials provide objectives, learning activities, evaluation ideas, work experiences/Future Homemakers of America (FHA), and instructional aids. Learning experiences are divided further into three stages: sensitization (gaining attention and interests of students), integration (teaching), and extension and reinforcement (reinforcing learning and stimulating application of learning). (EA)

This guide presents the policies and procedures used by the North Dakota State University Libraries for indexing "The Forum," a daily newspaper serving eastern North Dakota and western Minnesota. The guide includes lists of material to be included and excluded, timetables for updating the index, duties of the editor and the library clerk, rules for compiling the index (general, headlines, names, punctuation, and qualifiers), and rules for indexing obituaries (general and names). Step-by-step instructions for producing weekly, monthly, and annual reports using the Procite bibliographic software program and converting the monthly and annual reports to Word Perfect 5.1 are also provided. (KRN)

This secondary curriculum guide is comprised of three jobs (units of instruction) designed to introduce students to vocational agriculture. An introductory section lists the jobs included in the guide, intended use, unit objectives, and references. Jobs included are (1) Recognizing the Importance of Agriculture, (2) Understanding the Vocational Agriculture Program, and (3) Exploring Careers in Agriculture. Each job unit is comprised of the following parts: objectives, guide questions, references, interest approach, key facts, student learning activities, and transparency masters. (LRA)

This secondary curriculum guide is comprised of thirteen jobs (units of instruction) that focus on the area of leadership development. An introductory section lists the jobs included in the guide, intended use, unit objectives, and references. Among the jobs included are (1) Examining the History of the Future Farmers of America (FFA); (2) Understanding the FFA Creed; (3) Examining the Traditions and Principles of the FFA; (4) Determining Types of Supervised Occupational Experience Programs; (5) Participating in Chapter Meetings and Activities; (6) Using Parliamentary Procedure; (7) Presiding Over Meetings, Banquets, Committees, and Other Functions; and (8) Preparing and Delivering Speeches and Demonstrations. Each job is comprised of the following parts: objectives, guide questions, references, interest approach, key facts, student learning activities, and transparency masters. (LRA)

This secondary curriculum guides is comprised of two jobs (units of instruction) designed to introduce students to Agribusiness. An introductory section lists the jobs included in the guide, intended use, unit objectives, and references. Jobs included are (1) Understanding the Importance of Agribusiness and (2) Defining Types of Business Organizations. Each job unit is comprised of the following parts: objectives, guide questions, references, interest approach, key facts, student learning activities, and transparency masters. (LRA)

This document is a teacher's guide for a unit in vocational agriculture for college freshmen. It is intended to be used for 20 hours of instruction as an introductory course on the crop industry. It provides a broad background of the industry, including production, marketing, processing, and transportation, with emphasis on identifying major crops and their uses. It also covers the first phases of the production cycle. (Subsequent units in plant science and crop production build upon this unit.) The objectives of the unit are to help students to develop an understanding of the functioning of the crop industry; an ability to identify primary plant parts, major North Dakota crops and their uses, and prohibited and restricted noxious weeds; in addition to the ability to determine seed quality and to prepare seed for planting. The unit is divided into material for six jobs, as follows: (1) examining the crop industry; (2) identifying plant parts; (3) identifying major North Dakota crops and their uses; (4) identifying weeds; (5) determining seed quality; and (6) preparing seed for planting. Each of the jobs includes objectives, guide questions, references, an approach to interest students, key facts about the content of the material, worksheets, and transparency masters. (KC)

This document is a teacher's guide for a unit in tractor and machinery safety for college freshmen. It is intended to be used for 10 hours of instruction for freshmen who are intending to work on or around machinery. Safety hazards directly and indirectly related to many types of machinery are covered in addition to tractors. The objectives of the unit are to help students to develop an understanding of farm accident prevention and the ability to identify types of tractors and machinery and the use of each, to operate a tractor safely, and to perform basic tractor and truck maintenance. The unit is divided into material for four jobs, as follows: (1) identifying types of tractors and machinery; (2) understanding farm accident prevention; (3) operating a tractor safely; and (4) maintaining tractors and trucks. Each of the jobs includes objectives, guide questions, references, an approach to interest students, key facts about the content of the material, and transparency masters. The material can be used to fulfill student requirements for the Tractor Operator's Training Certificate if certain provisions are met. (A student manual coordinated to the unit is available.) (KC)

This document is a teacher's guide for a unit in the college animal science curriculum. It is intended to be used for 20 hours of instruction for freshmen as an introduction to animal science. It explores the livestock industry and builds a foundation for livestock selection. The unit's objectives are to help the student develop an understanding of the history, importance, and functions of the livestock industry, and the ability to identify animal parts, select livestock, and to identify breeds of livestock. The unit is divided into material for six jobs, as follows: (1) examining the history of the livestock industry; (2) recognizing the importance of the livestock industry; (3) understanding the functioning of the livestock industry; (4) identifying animal parts; (5) selecting livestock and giving reasons for the selection; and (6) identifying breeds of livestock. Each of the jobs includes objectives, guide questions, references, an approach to interest students, key facts about the content of the material, student learning activities, and transparency masters. A list of the names and addresses of breeding associations for beef, swine, sheep, dairy cattle, and horses is included as part of job six. (KC)

This document is a teacher's guide for a unit in the college metalworking curriculum. It is intended to be used for four weeks of instruction for freshmen as an introductory course in metalworking. The unit is designed to give the student basic knowledge, fundamentals, and skills in metalworking. The unit's objectives are to develop in students the abilities to identify various types of metals and their uses, to interpret plans used in cold metalworking, to identify and use metalworking tools, and the ability to solder. The unit is divided into material for four jobs, as follows: (1) identifying types of metal; (2) interpreting plans; (3) identifying and using metalworking hand tools; and (4) soldering. Each of the jobs includes objectives, guide questions, references, an approach to interest students, key facts about the content of the material, student learning activities, worksheets, and transparency masters. (KC)

Designed for use in farm business management adult programs, this marketing curriculum includes six teaching lessons and professional staff products. The following topics are covered in the lessons: introduction to marketing; interpretation of price/demand/supply cycles and fundamental outlook trends (carryover/projections/disappearance); farmers' marketing alternatives to the cash grain market; using the futures market and understanding the function of the commodity exchanges; farmers' marketing alternatives using the futures market for hedging; and factors to consider in reaching a marketing (selling) decision. Also included is a special assignment dealing with development of a written marketing plan. Each unit contains sections on student objectives; transitions between units; the lesson itself (including attention focusers, suggested teaching strategies, key questions, and learning activities); a summary; an at-the-farm activity; lists of needed learning resources; references; and visuals for the curriculum. Also appended to the curriculum are a variety of charts, tables, problems, and handouts. (MN)

Intended to provide about 10 hours of instruction to first-year vocational agriculture students, this instructional unit introduces students to the horticulture industry, provides a broad background of horticultural practices, and covers many skills that can be directly applied by students in their projects. Topics of the individual sections of the unit are examining the field of horticulture; establishing and maintaining lawns; planting, pruning, and maintaining trees and shrubs; planting and growing a garden; and beautifying homes and farms. Included in each section are the objectives of the section, guide questions, references, an interest approach, key facts, and student learning activities. Transparency masters are included in each section. Among the activities suggested are projects involving guest speakers, field trips, actual hands-on experiences, and participation in a student farmer's market cooperative. (Other units in this series are available separately--see note.) (MN)

Demographic and economic characteristics of racial minorities (American Indian, Eskimo, Aleut, Black, Japanese, Chinese, Filipino, Korean, Vietnamese, Asian Indian or other) in North Dakota in 1980 are presented, using U.S. Bureau of the Census data. Between 1970 and 1980, the number of racial minority residents increased by 8,900 (48.6%), with the largest gain among the American Indians (40%). Males slightly outnumbered females overall. Half of these residents were under 20, with only 5.3% over 60 years of age. With the exception of the Vietnamese, American Indians, Eskimos, and Aleuts, racial minorities had higher educational attainment levels than Whites in the state in 1980, with 61.2% of Asian Indians over the age of 24 having completed 4 years of college. Fertility levels were higher among most racial minorities than those for the general population of North Dakota women. In 1980, 45% of racial minority men, and 31.3% of women were single. Of those 16 years old and over, 57.5% participated in the labor force. Individual minority rates of participation vary considerably (87.1% for Blacks and 52.5% for American Indians). Service occupations employed the largest numbers. Unemployment was 17.1% for combined racial minority groups, more than three times the rate for all North Dakotans. Median household average income varied significantly: $8,173 for Vietnamese, and $25,625 for Filipinos. Nearly 40% of American Indian, Aleut and Eskimo persons were impoverished. Statistical data are included. (JMM)

Demographic and economic characteristics of Spanish Americans in North Dakota in 1980 are presented, using data from the Bureau of the Census. Statistics show 3,902 Spanish Americans were living in North Dakota (0.6% of the state's population): 59.4% were Mexican; 6.3% Puerto Rican, 1.5% Cuban, and 32.8% of other Spanish descent, with more males overall. Of the total Spanish American population, 50.7% were under 20 years of age, and 58.1% of these were under 10 years of age. The median age was 19.8 years, compared with 28.3 years statewide. About 24.1% of all Spanish American women and 37.2% of the men were single. Fertility levels for Spanish American women were higher than those for North Dakota women. In 1980, 28.3% of all Spanish Americans (over 25 years of age) had completed fewer than 9 years of formal education. Cubans had the highest labor force participation rate among Spanish Americans (94.9% of those 16 and over), while persons of other Spanish descent had the lowest. In North Dakota, 13.4% of all Spanish Americans in the civilian labor force were unemployed, more than twice the rate for state residents. Service occupations employed the most Spanish Americans. Median income was $12,323--compared with $18,023 statewide; 23.8% fell below the poverty level. (JMM)

This handbook is intended for use as a general guide by student teachers and supervising teachers in planning student teaching experiences in vocational agriculture. Section A is an introduction. It discusses the student teaching experience, defines selected terms, and lists objectives specific to student teaching. Section B lists criteria for selection of student teaching centers. Sections C, D, and E list responsibilities of the Department of Agricultural Education and teacher educators, supervisory teachers, and student teachers. To assist supervising teachers, a checklist of activities to be carried out with student teachers is provided. Sections F and G discuss reports to be completed by student teachers and supervising teachers. Copies of all necessary forms are provided. A selected bibliography is appended. (YLB)