Sex chat oms with no membershio need

General - intortaation contained in chapter 1 includes definitions of vocational and, distributive education; philosophy , objectives, and benefits of^ -the "distributive Education program.? i r * • / \^ • •» n\can be ex t r eme ly ) h e 1 p f jo^ to. Em|3hasis is placed on the deve L^^me n-t of attitudes and skills, A. V — : ^ =" r ) Instruction is offered at the postsec Tondary and adult education ievel3. such bus ij T esses as retail'and wholesale trade :^ fin an ce, insurance , « and raal estate; services and service trades; manufacturing; transport at j^on and utilities; and communications.

Co^ord inators ; *Marketing; * ' • Postsedondary Education; *Program Administration; Program Development; Program Implementation; Public ^ Relations; Secondary Education; Student Organizations; Student Placement; Student Recruitment; *Teacher Responsibility ; IDENTIFIERS ' Distributive* Education Clubs of America; Louisiana ABSTRACT This guide on marketing and distributive education cooperative education is designed to assist the beginning , teacher-coordinator with the resource material| he/she will need and to pfrovide experienced teacher -Coordinators and administrators with a feady ifefference on current procedures and jpractices. * See' that dues are collected and State and N^ional dues are sent in. To advisors of such \c hap t e r s it is re commend e d that the As section for the High School c Tit tzt ci r\r\ be followed . CHAPTER VI f / ADULT "classes 'Adult -Distributive Education is ^ p^occupational instruction in marketing, merchandisihg, and management. to prepare individuals to enter, to progress in, or to improve competencies in, distributive occupations.

ED 213 939 DOCUMENT RESUME GE 031 674 AUTHOR TITLE INSTITUTION' PUB. E.; And Others Handbook for Marketing and Distributive Education Teacher-Coordinators in Louisiana. 2) Instruction is li'kely to b e- le s s' e f f ic ien t when class membership is'stoo diversified. Time schedule — this should not be prepared until ^ after consultation with those who know the ' ^ working conditions which are likely to affect attendance at an evening school. Course content 1) Should be determined by a f unc t iona 1 'afialy s i s . Should seek to^ develop the working a-bility needs of the individual on tfis job. 1) S^hould be conducted in the place most '^suitable for effective work (e,g., school building, trade as^ o c ia t i o n 'rooms , retail board offices). Qontinuous a) Scheduled for distributive workers who can leave their daily employment for instruction, b^) Gives supplementary instruction in distributive in a series^ ^ ^ of brief meetings over an extended period of time. Automobiles Chemicals and Allied Products Personal Services Repair Services Transporta t ion Sales Correspondence Sales Promotion " - / , Sales Managers' Conference - ' Salesmanship Salesmanship f o,r the Foreign-Born Selling Banking Services Selling Retail Advertising Service Station Merchandising- • Shoe Merchandising Showcards Sh rink age Control Sporting Gcvods Store Stationery Merchandising ^ . 2 • Quali f icat ioos : Teachers of evening and part-time extension classes shall be graduates of an approved high school and may be issued a vocational certificate (Trade Certificate) valid for one year upon the recommen-^ dation of the directo.r of distributive education and the s.upervisor of teacher training.

Chapter 4' is a general guide to the curriculum and suaaests units of iastruction for on***-, tun- and curriculum and suggests units of instructijon for one^, two- , «x*v. (YLB) ************************************** * Reproductions suppl'ied by EDRS are the best that can be made * * ^ from the original document.^ ^ i * ************************************** ***********^^^^^^^^^^^^^^^^^^^^^^ STATE DEPARTMENJ OF EDUCATION OF LOUISIANA 1982 y This document has b^n reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality • Points of view or opinions stated m this docu rnent do not necessarily represent o Hiciat NIE position Of policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 3 • BLdr Ia TO THE EDUCATIONAL'RESOURCES INFORMATION CENTER (ERIC) " Prepar'ed by Office of Vocational Education N. - — orke rs 'f rom either the s ame distributive occuffation or ^ith similar j ob ,dut i e s * o r 'o rob lems . ^ 'Marketing in 'Our Economy Ma'rkj,t ing New Products-^ M-atheraa,tics' of Distribii'tion Merchandis irig Plumbing , Su'p pile's Ptinting Probl-emi^.^j^ Music ] ^ - Mer dhandis ing Merchdndis iog Merchandis ing Merchandis ihg Information)' Your Comtn^Mty (Touris t Courtesy and Oral Communication in Busin-ess Paint and Wallpaper Sales Persopality Development for Salespeople Petroleuiji Merchandising Pre-Holiday Salesmanship PTinci'ples of Business Law y' Principles of Management Pr-inciples of Marketing Principles of Sales Promotion ' problems in Distribution Professional Tour Guide Training Psychology of Selling Public Re.lat^Public Relations for Retail Employees Rea 1 Estat e Law • Raal Estate Problems Real Estate Sales and Brokerage Receiving and Marking Buying Principles -and Techniques Credit Corjtrol ' Management * Merchandising lonnel Problems lumer Prob Te-ms IGO VI. 3 ERIC b c d Sales Check Training Sales Clinics (The extent of the imagination is only limitation of sales c Tinic tropics.) a . De'f in i t ion Part-time instructors are teachers of related distributive subjects employed as neede.d on an hourly basis.

They also promised pe^rm-anen X full-time employment when the. * Finally, sales training could be made c o jn.c iden t a l' w ifh store' practice: the b-asic subjeci matter w^s the exact, problems and situations The girls met in their everyday expl^ences on the-selling floor. Khb PONSIBILITY Readily carries out assigned tasks. The Role ^of the Employer as Instructor , You should acquaint, the employer with the role he is to play as a job-training instructor. For a , program of Vork to be effective it must be developed by the chapter membership.

^ Rela t ed^^j^^s t rue t ion in secondary schools. ' Once management was :sold on training saleswomen, two approaches were tjied before they\hif on the idea of cooperative' ! Second, they tried pre-employment' trailing with a promise that the girls would be hired.du^ng rush per^pds and paid

General - intortaation contained in chapter 1 includes definitions of vocational and, distributive education; philosophy , objectives, and benefits of^ -the "distributive Education program.? i r * • / \^ • •» n\can be ex t r eme ly ) h e 1 p f jo^ to. Em|3hasis is placed on the deve L^^me n-t of attitudes and skills, A. V — : ^ =" r ) Instruction is offered at the postsec Tondary and adult education ievel3. such bus ij T esses as retail'and wholesale trade :^ fin an ce, insurance , « and raal estate; services and service trades; manufacturing; transport at j^on and utilities; and communications. Co^ord inators ; *Marketing; * ' • Postsedondary Education; *Program Administration; Program Development; Program Implementation; Public ^ Relations; Secondary Education; Student Organizations; Student Placement; Student Recruitment; *Teacher Responsibility ; IDENTIFIERS ' Distributive* Education Clubs of America; Louisiana ABSTRACT This guide on marketing and distributive education cooperative education is designed to assist the beginning , teacher-coordinator with the resource material| he/she will need and to pfrovide experienced teacher -Coordinators and administrators with a feady ifefference on current procedures and jpractices. * See' that dues are collected and State and N^ional dues are sent in. To advisors of such \c hap t e r s it is re commend e d that the As section for the High School c Tit tzt ci r\r\ be followed . CHAPTER VI f / ADULT "classes 'Adult -Distributive Education is ^ p^occupational instruction in marketing, merchandisihg, and management. to prepare individuals to enter, to progress in, or to improve competencies in, distributive occupations.ED 213 939 DOCUMENT RESUME GE 031 674 AUTHOR TITLE INSTITUTION' PUB. E.; And Others Handbook for Marketing and Distributive Education Teacher-Coordinators in Louisiana. 2) Instruction is li'kely to b e- le s s' e f f ic ien t when class membership is'stoo diversified. Time schedule — this should not be prepared until ^ after consultation with those who know the ' ^ working conditions which are likely to affect attendance at an evening school. Course content 1) Should be determined by a f unc t iona 1 'afialy s i s . Should seek to^ develop the working a-bility needs of the individual on tfis job. 1) S^hould be conducted in the place most '^suitable for effective work (e,g., school building, trade as^ o c ia t i o n 'rooms , retail board offices). Qontinuous a) Scheduled for distributive workers who can leave their daily employment for instruction, b^) Gives supplementary instruction in distributive in a series^ ^ ^ of brief meetings over an extended period of time. Automobiles Chemicals and Allied Products Personal Services Repair Services Transporta t ion Sales Correspondence Sales Promotion " - / , Sales Managers' Conference - ' Salesmanship Salesmanship f o,r the Foreign-Born Selling Banking Services Selling Retail Advertising Service Station Merchandising- • Shoe Merchandising Showcards Sh rink age Control Sporting Gcvods Store Stationery Merchandising ^ . 2 • Quali f icat ioos : Teachers of evening and part-time extension classes shall be graduates of an approved high school and may be issued a vocational certificate (Trade Certificate) valid for one year upon the recommen-^ dation of the directo.r of distributive education and the s.upervisor of teacher training. Chapter 4' is a general guide to the curriculum and suaaests units of iastruction for on***-, tun- and curriculum and suggests units of instructijon for one^, two- , «x*v. (YLB) ************************************** * Reproductions suppl'ied by EDRS are the best that can be made * * ^ from the original document.^ ^ i * ************************************** ***********^^^^^^^^^^^^^^^^^^^^^^ STATE DEPARTMENJ OF EDUCATION OF LOUISIANA 1982 y This document has b^n reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality • Points of view or opinions stated m this docu rnent do not necessarily represent o Hiciat NIE position Of policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 3 • BLdr Ia TO THE EDUCATIONAL'RESOURCES INFORMATION CENTER (ERIC) " Prepar'ed by Office of Vocational Education N. - — orke rs 'f rom either the s ame distributive occuffation or ^ith similar j ob ,dut i e s * o r 'o rob lems . ^ 'Marketing in 'Our Economy Ma'rkj,t ing New Products-^ M-atheraa,tics' of Distribii'tion Merchandis irig Plumbing , Su'p pile's Ptinting Probl-emi^.^j^ Music ] ^ - Mer dhandis ing Merchdndis iog Merchandis ing Merchandis ihg Information)' Your Comtn^Mty (Touris t Courtesy and Oral Communication in Busin-ess Paint and Wallpaper Sales Persopality Development for Salespeople Petroleuiji Merchandising Pre-Holiday Salesmanship PTinci'ples of Business Law y' Principles of Management Pr-inciples of Marketing Principles of Sales Promotion ' problems in Distribution Professional Tour Guide Training Psychology of Selling Public Re.lat^Public Relations for Retail Employees Rea 1 Estat e Law • Raal Estate Problems Real Estate Sales and Brokerage Receiving and Marking Buying Principles -and Techniques Credit Corjtrol ' Management * Merchandising lonnel Problems lumer Prob Te-ms IGO VI. 3 ERIC b c d Sales Check Training Sales Clinics (The extent of the imagination is only limitation of sales c Tinic tropics.) a . De'f in i t ion Part-time instructors are teachers of related distributive subjects employed as neede.d on an hourly basis.

||

General - intortaation contained in chapter 1 includes definitions of vocational and, distributive education; philosophy , objectives, and benefits of^ -the "distributive Education program.? i r * • / \^ • •» n\can be ex t r eme ly ) h e 1 p f jo^ to. Em|3hasis is placed on the deve L^^me n-t of attitudes and skills, A. V — : ^ =" r ) Instruction is offered at the postsec Tondary and adult education ievel3. such bus ij T esses as retail'and wholesale trade :^ fin an ce, insurance , « and raal estate; services and service trades; manufacturing; transport at j^on and utilities; and communications.

Co^ord inators ; *Marketing; * ' • Postsedondary Education; *Program Administration; Program Development; Program Implementation; Public ^ Relations; Secondary Education; Student Organizations; Student Placement; Student Recruitment; *Teacher Responsibility ; IDENTIFIERS ' Distributive* Education Clubs of America; Louisiana ABSTRACT This guide on marketing and distributive education cooperative education is designed to assist the beginning , teacher-coordinator with the resource material| he/she will need and to pfrovide experienced teacher -Coordinators and administrators with a feady ifefference on current procedures and jpractices. * See' that dues are collected and State and N^ional dues are sent in. To advisors of such \c hap t e r s it is re commend e d that the As section for the High School c Tit tzt ci r\r\ be followed . CHAPTER VI f / ADULT "classes 'Adult -Distributive Education is ^ p^occupational instruction in marketing, merchandisihg, and management. to prepare individuals to enter, to progress in, or to improve competencies in, distributive occupations.

ED 213 939 DOCUMENT RESUME GE 031 674 AUTHOR TITLE INSTITUTION' PUB. E.; And Others Handbook for Marketing and Distributive Education Teacher-Coordinators in Louisiana. 2) Instruction is li'kely to b e- le s s' e f f ic ien t when class membership is'stoo diversified. Time schedule — this should not be prepared until ^ after consultation with those who know the ' ^ working conditions which are likely to affect attendance at an evening school. Course content 1) Should be determined by a f unc t iona 1 'afialy s i s . Should seek to^ develop the working a-bility needs of the individual on tfis job. 1) S^hould be conducted in the place most '^suitable for effective work (e,g., school building, trade as^ o c ia t i o n 'rooms , retail board offices). Qontinuous a) Scheduled for distributive workers who can leave their daily employment for instruction, b^) Gives supplementary instruction in distributive in a series^ ^ ^ of brief meetings over an extended period of time. Automobiles Chemicals and Allied Products Personal Services Repair Services Transporta t ion Sales Correspondence Sales Promotion " - / , Sales Managers' Conference - ' Salesmanship Salesmanship f o,r the Foreign-Born Selling Banking Services Selling Retail Advertising Service Station Merchandising- • Shoe Merchandising Showcards Sh rink age Control Sporting Gcvods Store Stationery Merchandising ^ . 2 • Quali f icat ioos : Teachers of evening and part-time extension classes shall be graduates of an approved high school and may be issued a vocational certificate (Trade Certificate) valid for one year upon the recommen-^ dation of the directo.r of distributive education and the s.upervisor of teacher training.

Chapter 4' is a general guide to the curriculum and suaaests units of iastruction for on***-, tun- and curriculum and suggests units of instructijon for one^, two- , «x*v. (YLB) ************************************** * Reproductions suppl'ied by EDRS are the best that can be made * * ^ from the original document.^ ^ i * ************************************** ***********^^^^^^^^^^^^^^^^^^^^^^ STATE DEPARTMENJ OF EDUCATION OF LOUISIANA 1982 y This document has b^n reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality • Points of view or opinions stated m this docu rnent do not necessarily represent o Hiciat NIE position Of policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 3 • BLdr Ia TO THE EDUCATIONAL'RESOURCES INFORMATION CENTER (ERIC) " Prepar'ed by Office of Vocational Education N. - — orke rs 'f rom either the s ame distributive occuffation or ^ith similar j ob ,dut i e s * o r 'o rob lems . ^ 'Marketing in 'Our Economy Ma'rkj,t ing New Products-^ M-atheraa,tics' of Distribii'tion Merchandis irig Plumbing , Su'p pile's Ptinting Probl-emi^.^j^ Music ] ^ - Mer dhandis ing Merchdndis iog Merchandis ing Merchandis ihg Information)' Your Comtn^Mty (Touris t Courtesy and Oral Communication in Busin-ess Paint and Wallpaper Sales Persopality Development for Salespeople Petroleuiji Merchandising Pre-Holiday Salesmanship PTinci'ples of Business Law y' Principles of Management Pr-inciples of Marketing Principles of Sales Promotion ' problems in Distribution Professional Tour Guide Training Psychology of Selling Public Re.lat^Public Relations for Retail Employees Rea 1 Estat e Law • Raal Estate Problems Real Estate Sales and Brokerage Receiving and Marking Buying Principles -and Techniques Credit Corjtrol ' Management * Merchandising lonnel Problems lumer Prob Te-ms IGO VI. 3 ERIC b c d Sales Check Training Sales Clinics (The extent of the imagination is only limitation of sales c Tinic tropics.) a . De'f in i t ion Part-time instructors are teachers of related distributive subjects employed as neede.d on an hourly basis.

They also promised pe^rm-anen X full-time employment when the. * Finally, sales training could be made c o jn.c iden t a l' w ifh store' practice: the b-asic subjeci matter w^s the exact, problems and situations The girls met in their everyday expl^ences on the-selling floor. Khb PONSIBILITY Readily carries out assigned tasks. The Role ^of the Employer as Instructor , You should acquaint, the employer with the role he is to play as a job-training instructor. For a , program of Vork to be effective it must be developed by the chapter membership.

^ Rela t ed^^j^^s t rue t ion in secondary schools. ' Once management was :sold on training saleswomen, two approaches were tjied before they\hif on the idea of cooperative' ! Second, they tried pre-employment' trailing with a promise that the girls would be hired.du^ng rush per^pds and paid $1.00 per" day: This f"4becaus Tthe girls could not try out what they were learning. In 1907 a- few progressive store ma.nagers, following Filene's examp Le d f f e red .' I. I paru-time ^employment to the gir JLs who were' taking t-h;e course at a wage of $3.00 weekly. E Does work without direction and on his own volition INSTRUCTIONS Ability to follow instructions PUNCTUALITY Consider times late. j 4 ■ .\ QUANTITY OF WORK Compare wi-th other em- ployees of equal age, length of service, and hours on the iob. 4 78 DIDIVIDUAL STUDENT WQRK RECORD Distributive Education, High, School, Store Address Total Hours Total Sales * Total Salary i_ f Savings i K. It^_^hould represent tf'he thinking and ^approval of 4g^majority of DECA chapter members.

The Georgev Reed Act of 1^29 V'ided additional funds, 3. It should be q\i'i(fk and easy to fill out, but itrshould provide enough inf ormatio'ir to start the screening process. Ob tain approval for the survey i torn the princip^al. Make announcements explaining Distributive Education and the survey. \ ' Hold^and open house for prospective students and for, faculty members. Promote an understanding of the benefits derived from full participation In the chapter program and instill enthusiasm for the program in the ^ students. Many chapters .assess membership dues to help financfe various chapter activities. See that all memlj.ers, old and new, have an op- " portunity to participate! See thaj: each chapter memb/er accepts his or her responsibilities and tries to do\his or her share . Advise the s e 1 1 in g up 'of adequate recor\ds'and a c c o u n t's .

.00 per" day: This f"4becaus Tthe girls could not try out what they were learning. In 1907 a- few progressive store ma.nagers, following Filene's examp Le d f f e red .' I. I paru-time ^employment to the gir JLs who were' taking t-h;e course at a wage of .00 weekly. E Does work without direction and on his own volition INSTRUCTIONS Ability to follow instructions PUNCTUALITY Consider times late. j 4 ■ .\ QUANTITY OF WORK Compare wi-th other em- ployees of equal age, length of service, and hours on the iob. 4 78 DIDIVIDUAL STUDENT WQRK RECORD Distributive Education, High, School, Store Address Total Hours Total Sales * Total Salary i_ f Savings i K. It^_^hould represent tf'he thinking and ^approval of 4g^majority of DECA chapter members.

The Georgev Reed Act of 1^29 V'ided additional funds, 3. It should be q\i'i(fk and easy to fill out, but itrshould provide enough inf ormatio'ir to start the screening process. Ob tain approval for the survey i torn the princip^al. Make announcements explaining Distributive Education and the survey. \ ' Hold^and open house for prospective students and for, faculty members. Promote an understanding of the benefits derived from full participation In the chapter program and instill enthusiasm for the program in the ^ students. Many chapters .assess membership dues to help financfe various chapter activities. See that all memlj.ers, old and new, have an op- " portunity to participate! See thaj: each chapter memb/er accepts his or her responsibilities and tries to do\his or her share . Advise the s e 1 1 in g up 'of adequate recor\ds'and a c c o u n t's .

In an effort co provide che most reliable h'andbook possible only experienced voca/fional C e a ch e r - c o o V d in a C o r s and Ceacher- l^ucacors were used in ics d e ve*l o pme R t . ^ / Office af Vocational Educatioq Louisiana State Department ( * of Educat ion' \ ^ ERIC 12 CHAPTER I « * * DISTRIBUTIVE EDUCATION IN LOUIS-IANA A. It means haw to work effectively, but it also includes related knowledge, understandings, and skills which will contribute to a satisfying and useful life of employment in a selected- occupation. 4) If the s-tudent seeks employment 'on his, own ' the coordinator should": a; give student a list of possible training establishments: b) advise the student dn proper attitude to the job interview;, *. Coordination refers to 'those activities which result in class instruction pertrnent to the job activi-ties of the student. |^ In t r oduc t ion to members, v October ' - ^ Talk to^P*. Article on f und-rais ing ^ act iv^t ies In Iqcal paper and" school paper . "'^ ' •» • * • * " N.ewspaper article in local papers, school paper arid The Distribator on displays.^ Advisory committee meeting. These conferences are held in different cities each year. Every chapter should have several copies of the Official DECA Handbooks for ready reference. The general pu-rpose fareas and completes the program better prepared'to enter 1:he world of full-ti'me employment than the non-participating student. , * \ Ob j ecc ives o'C Distributive Education arer * V 1 1. " ' she^Ld tr'of J^r T Management wanted nothing Finally Mrs. Frequen^cy of coordination visits : A regular plan of visitation should be worked out. Fr5m the job you should secure and use practical problems around which instruction may be built and ways whereby y'ou may help 'each student do better. ^You should'be seen in the training establishment only when you hava something to do there, some real Reason for being there. TDo not make correctiojis on the floor, but arrange to Mo ^s O'^^in a private con'f e r enc^^' in School the next day. after he has mastereci th'e initial routine, and you wish to encourage the use o f- me r qh andi s e information or other* 'techniques stressed in c^lasa. Get app|toval of superintendent oti publicity director for**^tire publicity program, or e ac K/pub 1 i c i ty iteii#lis*^it is*, released, ^2 Continually give credit, w as possible . Publicize* wha\ fi^as been done more than what is being v P J^ned . fiie .success of any'DE(f A chapter might be summarized by the state- *ment: "Plah You r 'Work--Then Work Your Plan." First of all, it must be ^ under s too d that a program of work will not just happen. Special commendation goes also to members of 'the w r i t in g t 3 anj who^ worked diligent^ly to rna Ve* this sjpublicationarealfity. partially by appropriations Ky the Federal government. It provides an advisory service on 'training problems. It results in gr e a Ce r ^p r od u.c t i vi't y per employee. It provid'es the opportunity for a junderstand- ' ing of employees and their'problems. It reduces personnel turnover^through better seflection and trainin•g^ ' ^ To the General Public : 1. Education contributes to an improved st^andard of living' through better service, lower * ^ sell:tog costs, and general impr'ovement of marketing, merchandising, at TTl, management practices. ^ It contributes to improved shop^ping conditions in: ^ I. -It contributes uo the development of'better citizensh'ip 1 I, E.2' ERIC 20 i History of Distributive Education . Prince set a'interest- ing the store management and the salesgirls in her plan. They'asked: What proof, can you giv.e us that your, idea will work? E'ffective coordination results in satisfactory relationships among the employer, the school, and the student-trainee. Through coordination, you make sure that the student uses on thejob the skills he is learning in the classroom. Observe inconspicuously to find things to coofirtend and things to correcj:. Program of Work: ' Ixi general, those activities most effectively supporting the real purpose of the educational program tend to have the greatest meaning for the individual and the^ch^pter. Application for Distributive Education , Evaluation of Tra^ining Stations. The George-Deen « Act of 1936, wh i ch .p r o v i ded matching Federa^l* funds to the States on* a graduated scale, included monies for training in the distributive Occupations fo'i: the first time. ^ The Ge.orge-Barden Act of 1946l increased the amount of 'Bed^al appropriations and also auth^ri^ed the use of Federal funds for gu^i dance and teacher train- ing iij the service fields and for research in vocational education. Do gift wrapping a^t Christmas for students and faculty. Have a bowling party, ^ Plan and conduct orientation fo V -new students tfave. Hold local DECA competition and^ let winners represent^ Chapter at the State CDC. Counsel with individual members and committees on prob lems . i V Hi SAMPLE FORMS TORM Suggested Milea^ge Report Community Survey., Distributive Education Student Survey. The George-Ellzey Act of 1 9 34 exteqjded the Federal -appropriations for a' three-y-ear period* 4. The Act of August 8, 1956, provided for vocational ^education in the fisherie^s trades and industry and -^he distributive occupations therein. The Vocati T)nal Education Act of 19 63 was designed to assist States in Che improvement and extension of existing vocational programs. The Vocational Education Am^e n dm€;r A: s of 1968 made pfo vision for funds to assist and. t f'O^ ro p e r ly conducted and used,, the student survey wi JLl aid the coordinator in screen- ing applicants as well as serve as a form of publicity for the' program. Notices should be placed on bulletin boards and given to teachers. Duplicate the survey questionnaire and pass it out ^ ^ to prospective students. Remember to invi'te the members of the Advisory Commit- ^ te^ and the school administration. A major portion of revenue,, if allowed by local administration —may be .derived from, fund raising ac t i vi t i es ' and h m projects i. are held regularly and conducted in a business-like manner (use . Guide and advise the ,chapter officers in process- ing, using, and protecting the standard minimum chapter equipment (creed, charter, banne r , gave 1) .

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