scientific, trade and technical employers in the …Feeds, Ingredients, Additives, and Food and Drug Regulations 70 Grain Grading 75 Grain Handling, Warehousing, and Merchandising

DOCUMENT RESUMEED 029 961 VT 008 079

Grain, Feed. Seed. and Farm Supply Technology. A Suggested 2-Year Post High School Curriculum.Office of Education (DHEW). Washington. D.C.Report No-OE-81014Pub Date Dec 68Note-194p.Available from-Superintendent of Documents. U.S. Government Printing Office. Washington, D.C.. 20402 (FS5.28121014. $1.50)

EDRS Price ilF-$0.75 HC Not Available from EDRS.Descriptors-*Agricultural Education. Agricultural Supplies. *Agricultural Supply Occupations. *AgriculturalTechnicians. Bibliographies. Cooperative Education. Course Descriptions. *Curriculum Guides. EducationalEquipment. Educational Facilities. Instructional Materials. Post Secondary Education. ProfessionalAssociations. Program Administration. Program Description% Program Development. Program Evaluation.*Program Guides. Records (Forms)

The increasing need for skilled agricultural technicians for the grain, feed, seed.and farm supply industry resulted in preparation of this suggested curriculum guideto aid in 'planning. developing, and evaluating post-high school programs. The guideincludes: (1) suggested course outlines with examples of texts and references. (2)sequence of technical education procedure. (3) laboratory layouts with equipment andcosts. (4) a discussion of library, faculty and student services. and (5) a selected listof scientific, trade and technical societies. Consultants, advisors, owners andemployers in the industry, elevator operator managers. and administrators andteachers in schools of technology provided suggestions to the agricultural andtechnical education specialist in the occupations section of the Division of Vocationaland Technical Education who authored the document. Sections are: (1) The Grain,Feed. Seed. and Farm Supply Industry. (2) The Technician Education Program. (3) TheCurriculum. (4) Course Outlines. (5) Facilities. Equipment and Cost. (6) Selecting LibraryMaterials. and (7) Bibliography. Sample instructional materials and occupationalexperience forms are provided in the appendixes. (DM)

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION 0E-81014

\ GRAIN, FEED, SEED, AND

FARM SUPPLY TECHNOLOGYA Suggested 2-Year Post High School Curriculum,j

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

U. S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE WILBUR J. COHEN, Secretary

9 Office of Education (i).L4 0s3) HAROLD HOWE II, Commissioner

:13,)

07) °

.PNWMPlawew.00.

December 1968

SUPERINTENDENT Or DOCUMENTS CATALOG No. FS 5.281:81014

U.S. GOVERNMENT PRINTING OFFICE

WASHINGTON: 1968

For sale by the Superintendent of Documents, U.S. Government Printing OfficeWashington, D.C. 20402 Price $1.50

, ^

FOREWORDTHE TECHNOLOGICAL changes affecting agriculture, including farming

and the agricultural businesses and industries serving the farmer, have createda need for a larger number of highly skilled technicians in the grain, feed, seed,and farm supply industry. Not only must this industry offer highly sophisticatedtechnical services to the farmer as it provides such supplies as feeds, seeds, fertilizers,and chemicals; but also the industry must purchase, process, and distribute productsof the farm through the market channels to consumers throughout the world.

This suggested curriculum guide was prepared to aid in planning and develop-ing programs in the States to meet the Nation's increasing need for skilled tech-nicians for the grain, feed, seed, and farm supply industry.

i

The guide offers suggested course outlines with examples of texts and refer-ences?sequence of technical education procedure, laboratory layouts with equip-ment and cost, discussion of library, faculty, and student services, and a selectedlist of scientific, trade, and technical societies. It is designed to assist school admin-istrators, advisory committees, supervisors, and teachers who will be planning anddeveloping new programs or evaluating existing programs in feed, grain, seed, andfarm supply technology. Although the indicated level of instruction is pok highschcol, the sequence of course work may well start at any grade level wherestudents have the prerequisite background, and it may be adapted for use intraining employed adults.

This guide was developed by agricultural and technical education specialistsin the Occupations Section of the Division of Vocational and Technical Education,U.S. Office of Education. The basic materials were prepared by Raymond M.Clark, Professor of Education, Michigan State University, for the Grain and FeedDealers National Association, Washington, D.C., pursuant to a contract with theOffice of Education.

Many useful suggestions were received from special consultants, advisors,owners, and employers in the industry, elevator operation managers, and adminis-trators and teachers in schools of technology. Although all suggestions could notbe incorporated, each was considered carefully in the light of the publication'sintended use. In view of this, it should not be inferred that the curriculum iscompletely endorsed by any one institution, agency, or person.

The technical accuracy of the instructional materials is due largely to thework of a group of 30 outstanding specialists in the grain and feed industry andin technical education, many of whom comprised a special advisory committee ofthe Grain and Feed Dealers National Association.

These persons thoroughly reviewed these materials separately or in conferencewith the agricultural and technical specialists of the Occupations Section.

GRANT VENNI

Associate Commissioner for Adult,Vocational, and Library Programs

in

ACKNOWLEDGMENTSTHE U.S. OFFICE OF EDUCATION, Division of Vocational and Technical

Education, recognizes the valuable assistance and contributions made in detailedreviews of the publication by the following persons:

Raymond B. Bohnsack, Director of Financial Services, Farm Bureau Serv-ices, Inc., Lansing, Mich.

C. G. Brunthaver, Director of Research, Grain and Feed Dealers NationalAssociation, Washington, D.C. (Now the Director of Research, CookGrain, Inc., Memphis, Tenn.)

Ralph W. Canada, Head, Agricultural Section, Vocational Educe:on, ColoradoState University, Fort Collins, Colo.

Raymond M. Clark, Professor, College of Education, Michigan State Uni-versity, East Lansing, Mich.; Coordinator of the Project.

C. W. Dalbey, Chief, Agricultural Education Department, Public Instruction,Des Moines, Iowa.

Carl G. Devin, Dean, Vocational Technical Division, Treasure Valley Com-munity College, Ontario, Oreg.

Alvin Donahoo, Executive Secretary, Minneapolis Grain Exchange,Minneapolis, Minn.

George Greenleaf, Executive Vice President, Ohio Grain and Feed DealersAssociation, Worthington, Ohio.

William J. Keating, Counsel for Public Affairs, Grain and Feed DealersNational Association, Washington, D.C.

Harvey Kiser, Director of Research, Grain and Feed Dealers NationalAssociation, Washington, D.C.

Donald Mattison, President, Gramco, Inc., Cattaraugus, N.Y.; Chairman,Grain and Feed Dealers National Association Feed and Farm SupplyCommittee.

Verlon C. Meyer, Director of information Services, Grain and Feed DealersNational Association, Washington, D.C.

Alvin E. Oliver, Executive Vice President, Grain and Feed Dealers NationalAssociation, Washington, D.C.; Director of the Project.

R. E. Patterson, Dean of Agriculture and Director of the Texas AgriculturalExperiment Station, College of Agriculture, Texas A & M University,College Station, Tex.

Herbert Pettigrove, Professor, Executive Secretary, Michigan Crop Improve-ment Association, Michigan State University, East Lansing, Mich.

Gilbert Porter, Manager, Animal Nutrition and Health Products, AlliedChemicals Corporation, New York, N.Y.

Robert Skinner, Executive Vice President, Iowa Grain and Feed DealersAssociation, Des Moines, Iowa.

Robert Zinn, Sales Manager, Producer Service, Peavey Company,Minneapolis, Minn.

iv

The Office of Education also acknowledgecriticism by administrators and staff members

Arizona Western CollegeYumA, Ariz.

Canton Community CollegeCanton, Ill.

Chillicathe Area Vocation SchoolChillicathe, Mo.

Flint Hills Area Vocational-Technical School

Emporia, Kans.

Joliet Junior CollegeJoliet, Ill.

Keonosha Vocational-Technicaland Adult School

Keonosha, Wis.

Michigan State UniversityEast Lansing, Mich.

Montcalm Junior CollegeStanton, Mich.

Mt. San Antonio CollegeWalnut, Calif.

Northeastern Junior CollegeSterling, Colo.

s with appreciation the constructiveof the following institutions:

Sheridan CollegeSheridan, Wyo.

State Board for VocationalEducation

Agriculture EducationDes Moines, Iowa


Agriculture EducationMontgomery, Ala.


Agriculture EducationSpringfield, Ill.

Thompson School of AppliedScience

Durham, N.H.

Treasure Valley Community CollegeOntario, Oreg.

Willmar Area Vocational SchoolWillmar, Minn.

^

CONTENTS

1-,

ForewordPage

iiiAcknowledgments ivThe Grain, Feed, Seed, and Farm Supply Industry 1

General Considerations 1

Special Abilities Required by Technicians 1

Activities Performed by Technicians 3

The Technician Education Program 151515161717

1717181818191919

20The Curriculum 21

Brief Description of Courses 23First Semester 23

2324.2526

Occupational Experience Training 26CuiTiculum Content and Relationships 28

Sequence in Terms of Understanding 28Sequence in Terms of Preparation for Occupational Experience 28Preparation for More Technical Courses 29Concepts of Employer-Employee Relationships 29

Emphasis on Safety 29Planning the Schedule 29Suggested Continuing Study :30

Course Outlines 31Basic Science Courses 32

Applied Animal Biochemistry 32Applied Animal Nutrition 36Soil Science I : Fertility 42

Specialized Technical Courses 48Agricultural Chemicals 48Applied Animal INsbandry I: Beef, Sheep, Dairy 55Applied Animal Husbandry II: Swine, Poultry, Horses 60

FacultyQualifi zations of the InstructorIdentifying and Recruiting InstructorsIn-Service Instructor Education

Student Selection and ServicesHigh School PreparationPersonal RequirementsGuidance and CounselingPlacement

Laboratory Facilities and EquipmentTextbooks, References, and Visual AidsScientific and Technical Societies, TradeLibrary Content and UseAdvisory Committees

Associations, and Grain Exchanges

Second SemesterThird SemesterFourth SemesterOptional Courses

vi

PageCrop Production 65Feeds, Ingredients, Additives, and Food and Drug Regulations 70Grain Grading 75Grain Handling, Warehousing, and Merchandising 79Operations I: Purchasing, Financial Control 86Operations II: Functions of Management, Financing 91Physical Facilities and Care of Equipment 95Retail Farm Supply Merchandising 100Seed Production, Preparation, and Analysis 105Soil Science II: Fertilizers 110Structure of the Grain, Feed, Seed, and Farm Supply Ind ustry 117

General Courses 121Agricultural Economics and Marketing 121Business Law 125Communications I: Written, Graphic 127Communications II: Oral, Illustrated 130Salesmanship 134Seminar : Personal Relationships, Personal Finances, and Management 138

Facilities, Equipment, and Costs 141Planning Facilities 141

Laboratory Facilities 143Office and Storage Space 143

Planning Equipment 143Audio-Visual Equipment 143Biochemistry Equipment 144Suggested Laboratory Equipment 144

Summary of Laboratory and Equipment Costs 146Selecting Library Materials 147Bibliography 148

Books and Booklets 148Perbdicals 171

Appendix IA Selected List of Scientific and Technical Societies, Trade Associations, and Grain

Exchanges 173

Appendix IISample Instructional Materials 178

Typical Material for a Unit of Instruction 178Sample Laboratory Report 178Text and Reference Materials 178Teaching Guide 178

Appendix IIIOccupational Experience Forms 181

Plan of Occupational Experience Program 181Mon thly Report of Occupational Experience 182Summary Report of Occupational Experience 183Elevator Trainee Evaluation 185

THE GRAIN, FEED, SEED, AND FARM SUPPLY INDUSTRY

General ConsiderationsThe grain producing segment of the agricultural

industry is a large and important component ofAmerican agriculture. Production of grain and thedevelopment and marketing of improved hybridstrains of grain is a highly sophisticated, technicallyoriented industry. Grain production is increasinglydependent upon scientifically applied fertilizers,herbicides to kill weeds, growth accelerators, insecti-cides, fungicides, and pesticides to accomplish thephenomenal output of today's scientific grain pro-ducers.

Buying, storing, transporting, selling, processing,and marketing of grains for human and animal con-sumption is another large part of the industry whichis closely related to the production of grains.

Many of the same agencies, organizations, em-ployers, and people involved in grain buying, market-ing, and processing also are involved in supplyingthe farmer's need for seed, fertilizer, chemicals,pesticides, and other necessary supplies. Thus thegrain, feed, seed, and farm supply industry is verylarge, is represented in all of the States in the Union,and is rapidly becoming more sophisticated andtechnical. This is a service industry which is increas-ingly requiring large numbers of trained technicalassistants to serve in the buying, handling, andprocessing of grain and in the farm supply agencies.Many of these are large cooperatives, and many areindependent business enterprises which buy, sell,process, and service. Because of the impact of sophis-ticated technology, it is increasingly necessary that

technical assistants be trained in greater numbers tomeet the needs of this important industry.

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FIGURE 1.---A $200,000 country elevator where technicianswill work. More than 20,000 farm supply firmsof varioustypes, sizes, and servicesare located throughout the UnitedStates.

Special Abilities Required by TechniciansGraduates of this technician curriculum can ex-

pect to find employment in many areas of the grain,feed, seed, and farm supply industry. Each of theseareas may require somewhat different abilities anddifferent specialized knowledge and skills for a suc-ceriul career. Most of these abilities can be devel-oped by continued study on the job or in part-timestudy. Some of the major job opportunities for thetechnicians are as

( 1) Sales and Service Technicianstechnicallytrained members of the grain, feed, seed, andfarm supply organization capable of aiding

.,

1

managers in purchasing, storing, displaying,selling, delivering, and servicing of products.

(2) Manufacturers' Sales and Service Techni-ciansrepresentatives of the manufacturersand distributors of special seed and of agricul-tural chemicals such as fertilizers, pesticides,and herbicides. These technicians are capableof selling and servicing the special productsof the manufacturers or producers to thegrain, feed, seed, and farm supply organiza-tions and, in some cases, of assisting customerswith technical service.

(3) Feed Processing and Merchandising Techni-cianscapable assistants to the managers offeed compounding and processing plants.They must have an understanding of qualitycontrol of grains and other raw materials;the processing, packaging, and marketing offeed products; and the management of suchoperations.

Because of the urgent need for highly skilled tech-nicians, the Grain Feed National Dealers Association(the largest of several organizations and associationsconcerned with the industry) undertook a contractwith the U.S. Office of Education for developingthis currkulum to /reflect the opportunities; qualifi-cations, and capabilities required by the technicians,and with the ultimate objective of assisting theStates in initiating programs to provide an adequatesupply of these skilled assistants.

In two studies, representatives of the industry wereasked regarding the competencies, understandings,'and abilities needed by workers in the industry. Inone study,1 representatives of the feed industry wereasked to use a four point scale in rating competenciesunder these nine headings: processing, sales, service,office, public relations, purchase, transportation,research, and maintenance.

In the other study,2 ratings were requested on afour-point scale from managers, assistant managers,elevator men, and clerical workers. They were askedto repczt the need for a number of understandingsand abilities.

The two studies indicated the importance placedon a high degree of technical knowledge and skill.The need for highly trained, competent personnelfor the grain, feed, seed, and farm supply industrycan therefore hardly be overemphasized.

In addition to the preceding studies, members ofan advisory panel participated in a 3-day meetingin which they reported on the knowledge, skills, andabilities needed by technicians in their industry.

The course outlines, laboratory recommendations,bibliographies, teacher qualifications, and other

1Raymond M. Clark, Vocational Competencies Neededfor Employment in the Feed Industry. (Bureau of Educa-tional Research Services, No. 22, Michigan State Univer-sity, College of Education, East Lansing, Mich. 48824)January 1965 (Mimeographed).

2Elwood Jackson Mabon, Competencies in AgricultureNeeded by Males in Country Elevator Grain Marketing.(Iowa State University) 1964.

2

recommendations included in this publication arebased on the recommendations of the advisory paneland the two studies mentioned.

The technician working in the grain, feed, seed,and farm supply industry must be capable of workingand communicating directly with the managers,scientists, and operating personnel in his specializedwork, of satisfactorily performing work for his em-ployer, and of growing into positions of increasingresponsibility. In addition, the graduate technic:.should be an active, well-informed member of society.

Technicians must have the following specialabilities:

1. Proficiency in the use of the disciplined andobjective scientific method in practical appli-cation of the basic principles, concepts, andlaws of physics and chemistry, and/or thebiological sciences as they comprise the scien-tific base for the individual's field of tech-nology.

2. Facility with mathematics: ability to use alge-bra and trigonometry as tools to develop,define, or quantify scientific phenomena orprinciples; and, when needed, an understand-ing of, though not necessarily facility with,higher mathematics through analytical geom-etry, calculus, and differential equations, ac-cording to the requirements of the technology.

3. A thorough understanding and facility in useof the materials, processes, apparatus, proce-dures, equipment, methods, and techniquescommonly used in the technology.

4. An extensive knowledge of a field of specializa-tion with an understanding of the applicationof the underlying physical or biological sciencesas they relate to the engineering, health, agri-cultural, industrial processing or research activ-ities that distinguish the technology of the field.The degree of competency and the depth ofunderstanding should be sufficient to enablethe individual to establish effective rapportwith the scientists, doctors, managers, research-ers, or engineers with whom he works and toenable him to perform a variety of detailedscientific or technical work as outlined by gen-eral procedures or instructions, but requiringindividual judgment, initiative, and resource-fulness in the use of techniques, handbookinformation, and recorded scientific data.

5. Communication skills that include the abilityto record, analyze, interpret, and transmit facts

and ideas with complete objectivityorally,graphically, and in writing.

Activities Performed by TechniciansA list of activities, some combinations of which

any technician must be prepared to perform, follows:

1. Applies knowledge of science and mathe-matics extensively in rendering direct tech-nical assistance to physical and/or biologicalscientists, engineers, or medical personnelengaged in scientific research and experimen-tation.

2. Designs, develops, or plans modifications ofnew products, procedures, techniques, proc-esses, or applications under the supervisionof scientific, engineering, or medical person-nel in applied researCh, design, and develop-ment.

3. Plans, supervises, or assists in installation, andinspects complex scientific apparatus, equip-ment, and control systems.

4. Advises regarding the operation, mainte-nance, and repair of complex apparatus andequipment with extensive control systems.

5. Plans production or operations as a memberof the management unit responsible for effi-cient use of manpower, materials, money,equipment, or apparatus in mass productionor routine technical service.

6. Advises, plans, and estimates costs as a fieldrepresentative of a manufacturer or distribu-tor of technical apparatus, equipment, serv-ices, and/or products.

7. Assumes responsibility for performance oftests of mechanical, hydraulic, pneumatic,electrical, or electronic components or sys-tems in the physical sciences; and/or fordeterminations, tests, and/or analyses of sub-stances in the physical, agricultural, biolog-ical, medical, or health related sciences; andprepares appropriate technical reports cover-ing the tests.

8. Prepares or interprets engineering drawingsand sketches or writes detailed scientific speci-

3

fications or procedures for work related tophysical and/or biological sciences.

9. Selects, compiles, and uses technical infor-mation from references such as engineeringstandards; handbooks; biological, agricul-tural, medical and health related proceduraloutlines; and technical digests of researchfindings.

10. Analyzes and interprets information obtainedfrom precision measuring and recording in-struments and/or special procedures and tech-niques and makes evaluations upon whichtechnical decisions are based

11. Analyzes and diagnoses technical problemsthat involve independent decisions. Judgmentrequires, in addition to technical know-how,

Students Learn . . . IN THE LABORATORY

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FIGURE 2.When he completes his program, this youngman will be a grain, feed, a:,1 seed technician.

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substantive experience in the occupationalfield.

12. Deals with a variety of technical problemsinvolving many factors and variables whichrequire an understanding of several technicalfields. This versatility is a characteristic thatrelates to breadth of applied scientific andtechnical understanding, the antithesis ofnarrow specialization.

Technicians in the grain, feed, seed, and farmsupply industry in a two-year post high school pro-gram will be prepared to do such tasks as:

1. Formulate and test new rations under super-vision.

2. Test the performance of new varieties of seeds.3. Grade grain, and test and label seed accord-

ing to State and Federal regulations.

4. Prepare advertisements for local newspapers.5. Prepare displays of merchandise for the farm

supply center.

6. Recommend fertilizer programs based onreports of soil testing laboratories.

7. Sell seed, feed, and farm supplies either onthefarm or in the farm supply center.

8. Handle grain in accordance with acceptedpractices in terms of sanitation, conditioning,and safety.

9. Process grain to maintain or improve grade,preserve quality, and prepare it for shipment.

10. Operate the grain handling, storage, andprocessing equipment in an approved mannerand consistent with acceptable safety prac-tices.

11. Direct the business operation of the plantunder the policies and objectives of diemanager.

12. Compute the formulation of agricultdralchemicals and fertilizers needed to supplyrecommended applications.

Performance of such activities requires: (1)knowledge of nutrition, fertilizers, varieties, rations,

and feed ingredientfi; (2) presenting demonstrationswith grain, feed, and seeds; (3) performing demon-stratio,,s with company products; (4) selling com-pany products and performing services for the cus-tomer in line with company policy; and (5) oper-ating the plant and its equipment in accordance withapproved practices and acceptable safety standards.

Persons trained in this program will be able toperform the technical operations of the businesssuch as testing grain and seeds for moisture; sam-pling grain, seeds, and feeds; inspecting fields ofseed for purchase; conditioning grain at the plant;and many other similar activities.

. . . OCCUPATIONAL EXPERIENCE

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FIGURE 10.Seed technicians analyzed, packaged, and stored this seed. Their work will largely determine the success offarmers who buy this seed.

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FIGURE 19.This technician student recognizes healthygermination in seeds.

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FIGURE 20.Technicians must accept responsibility. Theymust be accurate in grading grain.

FIGURE 21.The grade determines the price. This studentwill be an expert.

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FIGURE 22.When this man graduates, he will know howto grade and label seeds accurately.


FIGURE 23.Technicians buy beans and grain.They must have excellent judgment.

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FIGURE 24.Student loads bull: fccd truck. Students alsolearn to advise customers regarding feeds for livestock andpoultry.

THE TECHNICIAN EDUCATION PROGRAMTechnician education programs are devoted to

preparing highly specialized personnel who must becapable of performing many tasks requiring specialskills, and who must be nearly professional in educa-tion, attitude, and competence. These programsprovide a carefully structured, rigorous study of basicand scientific principles and supporting mathematicsplus an intensive, laboratory-oriented program ofinstruction. This program is required to provide(1) the knowledge of applied principles, and of thematerials, processes, procedures, techniques, andmodern measuring and control devices; and (2) theability to communicate with and assist the engineer

r-or scientist engaged in research, development, pro-duction, or scientific or medical service work. Thetraining programs are generally designed for 2 yearsof intensive post high school study, but many tech-nical and some comprehensive high schools providetechnical and related vocational education in thisfield.

This curriculum guide provides, an intensive 2-year, full-time program of study for students plan-ning to enter the grain, feed, seed, and farm supplyindustry at the technician level. The courses in theplan of study are designed and organized to providea knowledge of the applied biological and physical

sciences, the principles of economics and relateddisciplines, together with the development of skillsnecessary for successful performance in the industry.

Work at the technician level in the grain, feed,seed, and farm supply industry requires a broadcomplex of knowledge, understandings, and abilitiesranging from applied biochemistry, soil science, andanimal nutrition to the science and art of raisingcrops, livestock, and poultiy. Steps in buying prod-ucts from farmers and moving them through thechannels of processing and trade until they reachthe consumer and the steps in purchasing and dis-tributing the supplies needed by the farmers forproduction and operation are included. Involved inthese understandings, abilities, and skills are theprinciples and practices related to the biological andphysical sciences; the principles of economics, dis-tribution, and credit; as well as the principles andpractices involved in the organization and operationof the business and in the management of personnel.

This 2-year curriculum concentrates on the pri-mary need to prepare individuals for responsibletechnical positions in the industry. It provides for ahigh degree of specialization which is essential forthe preparation of individuals for technical levelwork.

FacultyThe effectiveness of the curriculum depends to a

large extent on the competence and enthusiasm ofthe teaching staff. It is important for instructorsselected for this program to have a sound back-ground of experience in the area of their specialtyand also to be able to relate the specialized field tothe needs of the students and the requirements ofthe industry. It is essential for students to be taughthow to make application of knowledge and under-standing to situations they are likely to encounter inthe industry.

The problem of identifying and recruiting quali-fied instructors is a very real one. Some instructorswill be found in industry and may be available forteaching in subject-matter areas of their specialty ona part-time basis. Present vocational or academicteachers with an understanding and appreciation ofthe '1:dustry may be available for the program. Asprograms develop, it will be necessary for teacher

15

education institutions to undertake the training ofspecialized instructors for the technical aspects ofthe curriculum.

Qualifications of the InstructorAs nearly as possible, the faculty members needed

for this program should meet the following qualifi-cations:

1. The instructor should be expert in the area inwhich he is to teach.

If he is to prepare students for technician levelv.,ork, he should be well trained in his field and beable to adjust his teaching to the needs of the perti-nent occupation; for example, the instructor ofApplied Animal 1Vutrition would adapt the coursecontent to the needs of the feed industry.2. Ties instructor should be experienced in the in-

dustry for which the training is given.

11

Instructors in such related subjects as animal bio-chemistry or communications should be able to helpstudents make specific application of the content ofthese courses to the needs of technicians in theindustry for which they are training.

3. The instructor should have the ability to applytechniques of teaching.

Stu, lents need to understand the relationship of aspecific subject to the total program in which theyare enrolled. Methods of presenting materials, moti-vating students, developing student activities, andhelping them evaluate progress are all abilities re-quired of the instructors.

It is desirable for the faculty to be skilled in theselection and use of materials which are most appro-priate for instruction. Laboratory exercises, fieldtrips, use of resource persons, and demonstrations,as well as the more common charts, filmstrips, andeducational films, will be valuable aids in the train-ing program.

The development of the personal aspects of theemployee should be uppermost throughout the pro-gram, with emphasis on human relations, employer-employee relations, customer relations, and personaltraits of the individual. (For specific outline, seepage 138.)

The occupational experience program will befound one of the most desirable instructienal devices,particularly if the program is to provide experienceswhich are not otherwise available to the student.To make the occupational experience most bene-ficial, instructors must be able to work closely withemployers and students to develop a well-coordinatedprogram.

4. It is desirable for the instructor to possess a B.S.or M.S. degree.

Nearly all community colleges and similar insti-tutions have a minimum basic requirement of abachelor's degree for their instructors. In someStates, a master's degree is the basic prerequisite.Deviations may be made from this requirement forinstructors in specialized vocational-technical pro-grams where experience and knowledge of the spe-cific business and industry are essential. For manyprograms, it is advisable to recruit instructors fromthe industry even though they may lack the suggestedacademic requirements.

10.1.

16

5. The instructor should possess a certificate toteach in the public schools of the State in whichhe is employed.

States which require certificates for instructors incommunity colleges or universities generally issue"special certificates" for instructors of vocational-technical subjects who a c recruited from industryand business on the basis of their special qualifica-tions.

Identifying and RecruitingInstructors

Since instructors have not been prepared insubject-matter fields or in professional educationprograms for teaching courses for the grain, feed,seed, and farm supply industry, it is likely that theonly sources of instructors in the next few years willbe industry or land-grant agricultural colleges.Some individuals can be secured either "on loan"from their present assignments or by means of agree-ments (contracts) with their institutions to teachspecified courses. Some individuals who have retiredfrom industrial positions and who are physically andmentally alert may be recruited as part-time instruc-tors in areas of work in which they have had success-ful experience.

Teachers of vocational agriculture and of voca-tional business courses may also be recruited asinstructors. These instructors will need special helpfrom school administrators, teacher-educators, andindustry representatives to adapt their teaching tothe needs of the trainees. Among this group, somewill have had experience in the industry and be in aposition to do an excellent job of teaching in thearea.

For the related work, such as communications andanimal biochemistry, the services of instructors whoare well qualified in their fields may be used. Theseinstructors should be able to present the subject-matter content particularly applicable to the grain,feed, seed, and farm supply industry.

In some situations, it will be advisable to have ateam of instructors. This will be particularly truewhen instructors are recruited from the industry orsecured by contract from a land-grant institution.For example, for a sequence of courses such asApplied Animal Biochemistry; Applied AnimalNutrition; and Feeds, Ingredients, Additives, and

4

Food and Drug Regulations different instructors arelikely to be used. In this case, it will be necessaryfor one individual to coordinate the total programso that the students will be conscious of a well-organized, integrated program.

In-Service Instructor EducationVocational-technical programs need to be kept

up to date if they are to be effective. Therefore,programs of in-service education must be developed

k. and used to help instructors keep abreast of progress.In-service education has two major aspects:1. To update instructors in terms of new develop-

ments in the industry.2. To update instructors in terms of professional

education.In some cases, in-service education may be offered

by experts in a field related to the grain, feed, seed,

and farm supply industry, such as research workersfrom agricultural colleges or industry and specialistsin a specific area in which instructors need help.

In other cases, in-service education may be pro-vided by faculty members of a teacher educationinstitution. They may be called upon to help in-structors with teaching methods, use of instructionalmaterials, planning instructional procedures, evalua-tion, and the like.

Coordination of in-service education programshas been recognized as a function of vocationalteacher education in many States. The coordinatordetermines the needs of groups of instructors forin-service education, organizes a program, andcarries it out with the help of appropriate specialists.In some cases, these specialists work as a team, andin other cases, they work individually with relation-ships among their respective tasks identified by thecoordinator.

Student Selection and ServicesThe effectiveness and success of the program will

be measured by the quality of its graduates. It istherefore essential that those who are admitted tothe program have a high degree of interest and moti-vation. Students should show some evidence ofmaturity and real purpose when they apply foradmission.

High School PreparationThe program is designed for high school gradu-

ates, although provision may be made for the admis-sion of students who are not graduates of a highschool. For students who are planning a 4-year highschool course of study to prepare for this technician.program, the following sequences of courses aresuggested:

English: 3 years, with as much emphasis as pos-. sible on written and spoken communication

Mathematics: through algebra and geometryScience: 2 years or moreSocial science: 2 yearsVocational agriculture: 2 to 4 years, includ-

ing an integrated program in agriculturalthechanics

In addition, courses in bookkeeping, salesmanship,drawing, and business organization are helpful.

It is recognized that some applicants for the pro-gram may not meet all of the above requirements.In such cases, the school offering the technical train-ing may find it necessary to provide sufficientprerequisites to bring the enrollees up to standards.It is important for the school to maintain sufficientlyhigh standards so that graduates will be able toperform satisfactorily on the job.

Personal RequirementsThe advisory panel for the preparation of this

curriculum guide strongly recommended that stu-dents who wish to enroll undergo a complete physicalexamination. The reaction of individuals to dustfrom grain and feed operations and the physicalrequirements of some jobs in the industry are suchthat students should be aware of the pioblems beforeexpending time and money to complete the training.The advisory panel especially recommended an eyeexamination, particularly for color blindness; judg-ing the quality of grain requires normal vision.

Students entering this program should have ac-ceptable attitudes toward work, including a sense ofresponsibility to the employer, a willingness to do areasonable day's work, and the ability to get alongwith others.

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Guidance and CounselingEffective guidance and counseling are essential.

It is important for the students to be aided in select-ing educational and occupational objectives consist-ent with their interests and aptitudes. Wheneverpossible, institutions offering technical programsshould consider the use of standardized or specialtests to assist in student selection, placement, andguidance. A student should be advised to revise hiseducational objectives if he appears more suited toother pursuits, either by lack of interest or by lackof potential to make satisfactory progress in theprogram.

PlacementThe graduates of the program should be assisted

in finding suitable employment. Placement person-nel must be aware of the needs of the indu.stry andacquaint prospective employers with the qualifica-tions of the graduates. The placement function isextremely valuable to the students, the institution,and the industry. The school also has a responsi-bility for the follow-up of employed graduates. Theperformance of these graduates indicates the effec-tiveness of the program. In addition the alumnican provide a helpful advisory service to the school.

Laboratory Facilities and EquipmentThe laboratories suggested in this guide are

planned for classes of 16 students and for semestersof 17 weeks, with 16 weeks of actual dass andlaboratory work.

Laboratories and equipment for teaching shouldmeet high standards of quality since the objectivesand strength of the program lie in providing validlaboratory experience along with adequate occupa-tional experience and a sound basic understandingof principles and practices of the industry.

Adequately equipped laboratories with sufficientfacilities for all students to perform the laboratorywork are required for these courses. The trainingprogram should provide experiences in the widevariety of activities characteristic of the industry.

Variety and quality of equipment and facilitiesare more important than quantity. Laboratoryequipment and facilities represent a major elementof the program's cost; they are indispensable if train-ing objectives are to be met.

In the selection of laboratory equipment, the needfor each item should be established. Instructorsmust be aware of the limitations of the equipmentin terms of teaching stb. nts to work in the environ-ment they are likely to encounter in the industry.They need to know that the purpose of many of thelaboratory experiences is to teach principles. Expen-sive apparatus may not always be required. In somecases, the simpler laboratory equipment may if moreeffective.

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The possibility of renting laboratory equipmentmay be investigated by the local school or by theState vocational education office. The advisorypanel assisting with the development of this guideindicated in a discussion that rental of equipmentto be housed in the school laboratory would prob-ably be impractical. It was suggested, however, thatarrangements might be made to rent the facilitiesof a local farm supply center when it is not open forbusiness.

Such an arrangement would require very carefulsupervision in terms of safety for students, plant,and equipment. A member of the staff of the farmsupply center should be present whenever the classis using the center for training purposes.

The lists of equipment suggested in this guide(beginning on page 143) indicate a fairly extbrz 'yelaboratory program. If an adequate occupationalexperience program is included, some of the moreelaborate equipment might be omitted. Care mustbe exercised to make sure that adequate equipmentand space are available for teaching.

The number of units purchased, the particularindustry emphasis, and the ingenuity of the instruc-tors will play a major part in governing the selectionand cost of the laboratory equipment.

Throughout the program, emphasis should beplaced on the basic principles by which the industryfunctions.

AP"

Textbooks, References, and Visual Aids

Textbooks, references, and visual aids for teachingany technology must constantly be reviewed andsupplemented in light of (1) the rapid developmentof knowledge in the fields and (2) the results ofresearch in methods of teaching.

New textbooks will reflect new methods of teach-ing scientific principles and applications as fast ascurrent educational research becomes applicable.Extensive research in methods of teaching in the useof educational media for teaching will undoubtedlybring about changes in teaching materils and meth-ods. It is therefore necessary for instructors toconstantly review and evaluate new texts, references,and visual materials and to adopt those that repre-sent improvement over those presently in use for theprogram.

From the reference books listed in the Bibliog-raphy and with the unit descriptions, suitable textsshould be selected. For some courses, it will benecessary for the instructor to supplement a textwith a variety of reference materials since there is no

single source which adequately covers the necessarysubject matter of the course. On the other hand,there undoubtedly are unlisted books that are excel-lent and that should be included for appropriatecourses.

Before an instructor undertakes any of the coursesin the curriculum, he should familiarize himself withthe texts, references, and other instructional medialisted here, plus any others he may find. He thenwill be able to select those most appropriate for theneeds of his students and the program.

Visual aids and other instructional media such astape recordings will also be of help in many teachingsituations. Included in the guide are suggested film-strips, slides, recordings, and educational motionpictures. Since new visual aids are constantly becom-ing available from many sources, it is su:4: ested thatinstructors make careful selections from those listedin this guide as well as from new productions whichare appropriate for the program.

Scientific and Technical Societies, Trade Associations, and GrainExchanges

Scientific and technical societies, trade associa-tions, and grain exchanges are an important sourceof instructional materials. Such societies provide intheir publications and in their programmed meet-ings a continuing disclosure of new concepts, proc-esses, techniques, and equipment. They are probablythe greatest single means by which persons engagedin applying a particular body of knowledge can keep

abreast of new developments.Instructors in technical programs should be en-

couraged to become active members of scientific andtechnical societies, associations, and grain exchangesto help keep abreast of new developments and to

foster acquaintance with persons most interested inthe field.

Early in their training, students need to becomeaware of the literature and purposes of scientific andtechnical societies, trade associations, and exchangesrelated to the grain, feed, seed, and farm supplyindustry. The literature of these organizationsshould become an important part of the study mate-rials throughout the program. A list of theseorganizations is included in Appendix 1.1 Instruc-tors should review this list and secure as manypublications as possible.

Library Content and Use

Rapid changes in technological science and prac-tice make it imperative that students learn to useand retain an association with the library. The

1See also: U.S. Department of Health, Education, andWelfare, Office of Education. Scientific and TechnicalSocieties Pertinent to the Education of Technicians (Tech-

19

school should provide a library staffed by competentlibrarians and well stocked with current and perti-nent books, pampniets, bulletins, scientific and tech-

nical Education Program Series No. 7, PS 5.280:80037)Washington, D.C. 20402: Superintendent of Documents,U.S. Government Printing Office, 1965.

nical journals, basic references, visual and audiomaterials, and trade journals.

In any evaluation of a technical education pro-gram, the qualifications of the librarian, the physicallibrary facilities, the quality and quantity of content,and the organization of the library give tangibleindication of the strength of the program.

Instruction in this program is library oriented.Students should learn the use of a library and formthe habit of using it as a tool in the learning process.This helps to develop a professional attitude in thestudents and assists them in using libraries as ameans of keeping abreast of developments in arapidly changing technology.

Instructors must keep the students constantlyaware of the extent to which the use of the library isa part of the curriculum. Teachers should also assistthe students in planning their studies. Studentsshould divide their time among their courses so thatthey can do justice to their total program ratherthan concentrating on one course while neglecting

others. Assignments calling for the use of the libraryenables the students to understand the resourcesavailable in libraries and how they relate to theirfield of work. Open-book examinations provideexcellent and objective experiences for the studentsin relation to the use of the library.

The library contains the books required as refer-ences, and every attempt should be made to insureextensive Use of these facilities. It is suggested thatthe texts and references and at least some of thematerials listed in the Bibliography and visual aidslists be used for starting the library. In addition,it is suggested that the library not only subscribe toa number of trade and scientific journals but alsobe placed on the mailing lists of appropriate U.S.Government bureaus and departments, agriculturalexperiment stations in land-grant colleges and uni-versities, and appropriate industrial concerns relatedto the industry. These materials will be useful forstudents in many areas of work related to agricul-ture and the biological sciences.

Advisory Committees

For a technology program such as this, it is veryimportant that a committee be appointed to giveadvice concerning the program. The committee willbe made up of representatives of the industry andof related business and industry located in thevocational-technical district, area, or State for whichtrainees are to be provided.

The committee will be important to the successof the program. Members will be able to provideinformation regarding numbers of trainees needed,and specific abilities needed by the trainees to be ofmost help to employers; and they will be helpful inthe placement of graduates. The committee willalso aid in recruiting students for the program andin providing assistance and facilities for field trips,

20

training stations for occupational experience, andin recommending facilities and equipment neededfor laboratory activities. In addition, the advisorycommittee is an important asset in improving thestatus of occupations in the industry. The advisorycommittee will also assist in the orientation ofstudents in terms of the needs of the industry.

Regardless of the size or nature of the area thecommittee is to represent, members should be ap-pointed by the responsible educational authority andapproved by the governing board. The duties andresponsibilities of the advisory committee should beclearly understood so that conflicts will be avoidedand maximum service rendered.

THE CURRICULUMA 2-year curriculum must concentrate on primary

needs if it is to prepare individuals for responsibletechnical positions in modern industry. It must berealistic and pragmatic in its approach. The cur-riculum suggested in this bulletin has been designedit-

to provide maximum technical instruction in thescheduled time.

,..

-.3

To those who are not familiar with this type ofeducational service (or with the interests and goalsof the students who elect it), the technical programoften appears rigid and restrictive. While modifica-tions may be necessary in individual institutions, thebasic structure and content of this curriculum shouldbe maintained.

This curriculum includes (1) basic science courses;(2) specialized technical courses for the grain, feed,seed, and farm supply industry; (3) communicationscourses; and (4) occupational experiences. Thebasic science courses provide applications of scien-tific principles and, therefore, must be carefully co-ordinated with the specialized technical courses atall stages of the program. The sequence of coursesis specially arranged to contribute uniquely towardthe final objective of graduating a competent tech-nician. Each course must be directly integrated intothe curriculum. If close correlation of courses is notmaintained, the curriculum will not provide thedepth of understanding required by modern grain,feed, seed, and farm supply technicians.

The following chart suggests a program of post-high school training for the grain, feed, seed, andfarm supply industry. Courses are designed on asemester basis, with each semester assumed to be 17weeks, including 1 week for examinations and non-class activities. Four semesters are planned, which(with a satisfactory program of occupational experi-ence) will cover a period of 2 years. Adaptationscan readily be made to a qar--er or trimester pro-gram.

It will be advantageous to check with the advisorycommittee and to schedule the semesters of classwork in such a way as to provide the most desirableoccupational experience possible. For example, ifstudents need occupational experience in Septem-

21

ber, October, and November, one semester of classwork may be offered during the summer months.

Note also that the chart suggests the time to bespent for class, laboratory, and outside study foreach subject. It is assumed that class periods may beconducted as discussions at appropriate times. Lab-oratory periods for such classes as Grain Gradingwill follow the traditional pattern of practice, study,and evaluation. Other classes may profitably use alaboratory period; for example, classes studyingprices might use laboratory periods to prepare chartsand graphs to illustrate the analyses they have madeof prices. This type of laboratory is highly desirableas a means of helping students learn to apply theirfindings in practical situations. It is becomingincreasingly popular in courses dealing with eco-nomic and marketing data. Laboratory periods mayalso be used for field trips and for other class activi-ties which require more time than the traditionalperiods.

Sections of the United States vary in their majoragricultural products. These differences haveprompted the inclusion of optional courses. Whereappropriate, these may be substituted for courses orparts of courses to provide the proper emphasis forthe region being served by a specific program.

The relative importance of individual courses willdepend on the main agricultural products of theterritory served by the school. School administratorsand instructors should use the advisory committee tohelp them choose courses a-id units within some ofthe courses that should be emphasized in a localprogram.

The courses Applied Animal Husbandry 1 andApplied Animal Husbandry II are designed to pro-vide instruction in as many or as few of the live-stock enterprises found in the area in which gradu-ates are likely to find employment. In some parts ofthe United States, instruction might concAr trate ondairy and poultry enterprises, while in owe sectionsemphasis might be placed on the beef and swineinterests.

Note, however, that the basic science courses areessential and should be retained regardless of othersubstitutions.

Grain, Feed, Seed, and Farm Supply CurriculumOutline

Hours per Week

First SemesterClass Laboratory

OutsideStudy Total

Crop Production 2 6 4 12

Soil Science I: Fertility 2 6 4 12

Applied Animal Biochemistry 1 6 2 9Structure of the Grain, Feed, Seed, and Farm Supply

4Industry 3 0 6 9

Communications I: Written, Graphic 3 2 6 11

Total Hours 11 20 22 53

Second SemesterGrain Grading 1 6 2 9Soil Science II: Fertilizers 2 6 4 12

Applied Animal Nutrition 3 4 6 13

Agricultural Economics and Marketing 3 0 6 9Communications II: Oral, Illustrated 3 2 6 11


Third SemesterRetail Farm Supply Merchandising 3 4 6 13

Feeds, Ingredients, Additives, and Food and DrugRegulationc 3 4 6 13

Operations I: Purchasing, Financial Control 3 2 6 11

Applied Animal Husbandry I: Beef, Sheep, Dairy 2 4 4 10

Seminar: Personal Relationships, Personal Finances, andManagement 2 2 4 8


Fourth Semester r .

Grain Handling, Warehousing, and Merchandising ______ 3 4 6 13

Operations II: Functions of Management, Financing ____ 3 2 6 11

Agricultural Chemicals 3 2 6 11

Salesmanship 1 6 2 9Physical Facilities and Care of Equipment 1 8 2 11


Optional courses which may be substituted by the school administrator where approprlam

Seed Production, Preparation, and Analysis 1 6 2 9Business Law 3 0 6 9Applied Animal Husbandry II: Swine, Poultry, Horses 2 4 4 10

2 2

\

)t

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Brief Description of Courses

First SemesterCROP PRODUCTION

This course is designed to develop the understand-ings and abilities in crop production needed by em-ployees of the grain, feed, seed, and farm supplybusiness as they select, recommend, sell, and servicematerials sold by their firms to customers in the area.Included are units dealing with (1) food produc-tion, (2) classification of crops, (3) factors deter-mining the choice of the species and the variety,(4) crop management practices, (5) harvestinggrain and feed crops, (6) certified seed, and (7)plant growth factors.

Laboratory projects deal with identification ofvarious kinds of crops and their seeds, identificationof weeds affecting crops, with an introduction toherbicides used in their control, the calibration ofmachinery used in crop production, and an analysisof field productivity characteristics.

SOIL SCIENCE I: FERTILITYThis basic soil science course is designed to provide

the background necessary for the student to work inthe fertilizer department of the farm supply center.The course provides knowledge of soil classificationand crop adaptation; productivity characteristics ofsoil; the relation of environmental factors such asdrainage, temperature, and the like to production;plant nutrients; relation of, fertility to pH level;soil tests and their interpretation; and the impor-tance of micro-nutrients.

APPLIED ANIMAL BIOCHEMISTRYThis basic science course familiarizes the student

with the application of biochemistry to the processesof digestion and the supplying of energy to livestockand poultry. An understanding of essential nutri-ents in animal feeds and the ability to interpret feedformulas will be developed.

STRUCTURE OF THE GRAIN, FEED,SEED, AND FARM SUPPLY INDUSTRY

This course gives the student a broad overview ofthe total industry, including grain, feed, seed, fer-tilizer, and agricultural chemicals. The student will

23

become acquainted with the function of the farmsupply center in the total industry. The types ofbusiness organizations and the place of the terminalelevator, the processor, and the exporter are in-cluded. Information on transportation as it affectsthe industryis also presented. An attempt is madethroughout to develop an understanding of the how,what, and why of the development of the industryin terms of its present pattern.

COMMUNICATIONS I: WRITTEN,GRAPHIC

This course deals primarily with the preparationof written materials. Development of the ability towrite letters, scripts, promotional materials, andsummaries of demonstrations and instructions aswell as practice in the use of graphic materials areincluded. The student is also taught to preparepersonal records relating to employment and per-sonnel records needed by the industry.

Second Semester,

GRAIN GRADINGThis course is designed to prepare the student to

grade grain according to the United States GrainStandards Act as administered by the United StatesDepartment of Agriculture. The course developes(1) an understanding of the purpose of grain grad-ing, (2) an understanding of the practices of thegrain trade regarding grades, (3) an understandingof the Federal regulations regarding standards forgrain for human consumption and for use as feed,and (4) the technical ability to grade grain accord-ing to the standards promulgated by tin. Secretaryof Agriculture. Food and drug regulations regard-ing residues of agricultural chemicals are included.The student completing this course should be ableto sample and grade grain with a high degree ofaccuracy.

SOIL SCIENCE II: FERTILIZERSThis course includes material needed by the em-

ployee who is responsible for recommending, formu-lating, selling, and applying fertilizer for customersas well as material for the employee who follows upon the customers to check on the effectiveness of the

fertilizer. Included in the course are units on (1)fertilizer requirements, (2) soil moisture and plantgrowth, (3) fertilizers of the soil, (4) soil micro-organisms, (5) sources of raw materials, (6) formu-lation of fertilizers, (7) reconunending a fertilizer,(8) method of application, (9) loss of fertilizer,(10) storage of fertilizer, (11) lawn and gardenfertilizer, and (12) use of micro-nutrients.

APPLIED ANIMAL NUTRITIONThis basic applied science course is designed to

acquaint the student with the classification of for-ages and grains as feeds, the nutrients needed toprovide for growth in livestock and poultry, thefactors related to feed efficiency, and the techniquesof formulating feeds adjusted to the productionneeds of the customer. This course provides basicinformation needed by processors, salesmen, andservicemen in meeting the requirements of livestockand poultry producers for suitable feeds.

AGRICULTURAL ECONOMICS ANDMARKETING

The course is designed to help the student under-stand the application of economic principles toagricultural distribution. Emphasis is placed onlaws of supply and demand, price determinants, andthe role of the middleman in the market. Elementsof production and an analysis of cost factors affect-ing production and distribution are also included.

The effect of government policies on the marketand their influence in causing changes in marketprocedures, the need for grades and grading, and ananalysis of grades of agricultural commodities areincluded.

COMMUNICATIONS II: ORAL,ILLUSTRATED

The second semester of the communicationssequence deals with oral communication and thedevelopment and use of visual materials to supportthe oral presentation. Included is work in oral com-munication in small groups, in committees, and withlarge groups. Emphasis is placed on the importanceand use of communications in business. Laboratoryperiods are devoted to the preparation and use ofvisUal materials in oral communication. These willinclude the preparation of drawings, sketches, trans-parencies, models, specimens, and the like,

24

Third SemesterRETAIL FARM SUPPLYMERCHANDISING

The course deals with merchandising at the farmsupply center. It is designed to develop a maximumof understanding and ability to (1) make a marketsurvey, (2) build an advertising calendar, (3) pre-pare an advertising budget, (4) write advertise-ments, (5) construct displays for use at the farmsupply center or at community events such as countyfairs, and (6) plan and use promotion days.

FEEDS, INGREDIENTS, ADDITIVES,AND FOOD AND DRUGREGULATIONS

This course deals with the technical work of thefeed mill-farm supply center wh. re formulating andmixing feed rations for customers are practiced.Selection of ingredients to provide specified amountsof nutrients, use of feed additives such as mineralsand antibiotics, and types of feeds to recommend fordifferent classes of animals and for different pur-poses are important parts of the course. Appro-priate food and drug regulations of the State andFederal governments are also studied. Laboratoryperiods are planned to provide experience in formu-lating feeds for various purposes and for appropriateclasses of livestock. Alternative ingredients are con-sidered in formulating feeds.

OPERATIONS I: PURCHASING,FINANCIAL CONTROL

This course is part of a sequence covering twosemesters. It deals with the methods of operation ofthe elevator and farm supply center. The coursecovers methods of (1) purchasing, margins, markup,and pricing; (2) using the accounting system; (3)budgeting; (4) inventory control; and (5) creditcontrol. Class sessions are designed to help thestudent understand the principles involved in theaspects of business operation included in the course.Laboratory sessions give the student an opportunityto study and apply principles to actual methods andpractif e 4 the business.

APPLIED ANIMAL HUSBANDRY I:BEEF, SHEEP, DAIRY

This course deals with the application of recom-mended animal husbandry management techniques

essential for success in the beef, sheep, and dairyenterprises. It is important for those employed inthe grain, feed, seed, and farm supply industry toknow their customers' practices. In some cases, em-ployees will be able to recommend changes in man-agement that will improve profits for the producerand the firm. In other cases, problems may bereferred to the veterinarian, specialists employed bythe feed manufacturer who may be available throughthe dealer to serve customers; or the Federal Exten-sion Service.

The course is organized in the following unitsdealing specifically with the beef, sheep, and dairyenterprizes: (1) management for success; (2)breeds and breeding; (3) housing beef, sheep, anddairy; (4) disease and parasite control; (5) avoidingaccidents; (6) feeding; and (7) systems of manage-ment.

SEMINAR: PERSONALRELATIONSHIPS, PERSONALFINANCES, AND MANAGEMENT

This seminar is designed to assist the student inapplying for a job and in managing his affairs as anemployee. Included is training in basic principles ofeconomics, personal finances, savings, and invest-ment. Preparation of applications for jobs, demon-strations and practice for interviews, and study ofjob descriptions are also essential parts of theseminar.

Fourth SemesterGRAIN HANDLING, WAREHOUSING,AND MERCHANDISING

The course is designed to acquaint the studentwith the steps in movement of grain from the farmthrough the country .elevator and in the steps ofmerchandising grain by the country elevator. Thestudent should develop an understanding and appre-ciation of the functions performed at each step inthe movement of the grain, including prudent ware-housing. In addition, he should become aware ofthe factors influencing the market under a free enter-prise system. The course includes nineteen divisions,with suggested laboratory projects related to therespective units.

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OPERATIONS II: FUNCTIONS OFMANAGEMENT, FINANCING

This is the second semester of a two-semestersequence dealing with problems of operation of theelevator or farm supply center business. It includes(1) types of business organization and sources ofcapital, (2) functions of management, (3) depre-ciation of buildings and equipment, and (4) insur-ance. Class sessions are designed to provide thestudent with an understanding of the principles in-volved in the aspects of business operation includedin this part of the two-semester sequence. Labora-tory sessions are designed to give him an opportunityto study and apply principles to actual practice andmethods in the business.

AGRICULTURAL CHEMICALSThe course. deals with the use of herbicides, insec-

ticides, fungicides, and nematocides; and externaland internal parasites of livestock, poultry, and pets.Types of materials, the methods of use, and safetymeasures to be followed are emphasized throughoutthe course. Much stress is placed on the studentdeveloping ability to interpret and to explain tocustomers the directions for use and the cautions tobe observed with the products.

SALESMANSHIPThis course is designed to provide the student a

maximum of opportunity to apply the principles ofsalesmanship. Role playing is suggested as a majormethod of providing the practice. Included in thecourse are units on (1) the purpose of selling; (2)the salesman; (3) locating and qualifying prospects;(4) customers, their needs and wants; (5) steps inmaking a sale; and (6) sales promotion and adver-tising helps for the salesman.

PHYSICAL FACILITIES AND CAREOF EQUIPMENT

The cowse will acquaint the student with thefacilities and equipment commonly found in thegrain, feed, seed, and farm supply centers typical ofthe area. Emphasis is placed on the arrangement offacilities for efficient and safe operation and on theadjustment, maintenance, and operation of equip-ment. Laboratory activities include planning anddrawing layouts of buildings on the site, planning

flow of material, practicing the adjustment andmaintenance of various kinds of equipment, andkeeping adequate records on the operation and per-formance of each machine.

Optional CoursesSEED PRODUCTION, PREPARATION,AND ANALYSIS

This course provides training in the techniquesof selection, storage, and conditioning of seeds.Duplication of subject matter with courses dealingwith grain grading is avoided by placing emphasisin this course on special techniques necessary for theseed trade. The student will have an opportunityto practice the cleaning, sampling, labeling, treating,and testing for germination of forage and grainseeds.

BUSINESS LAWThis course is designed to develop an understand-

ing of principles of business law as they apply to thegrain, feed, seed, and farm supply business at coun-

try points. Included are lecture-discussion periodsin which the student studies, identifies, analyzes,and prepares instruments commonly used in thebusiness. Units covered include (1) the importanceof an understanding of business law, (2) contracts,(3) negotiable instruments, (4) public liability,(5) product liability, (6) employee relations, and(71 Federal and State laws and regulations regard-ing the industry.

APPLIED ANIMAL HUSBANDRY II..SWINE, POULTRY, HORSES

It is important that technicians in the grain, feed,seed, and farm supply industry be familiar with theapplication of animal husbandry and poultry man-agement techniques essential for success with swine,poultry, or horse enterprises so that they may be ableto recommend changes in management that willimprove customers' profits. This course is organizedin the following units: (1) successful managementof swine, poultry, and horse enterprises, (2) breedsand breeding, (3) housing, (4) disease and parasitecontrol, (5) avoiding accidents, (6) feeding, and(7) systems of management.

Occupational Experience TrainingOccupational experience is provided by the place-

ment of a student in a job with a carefully selectedemployer member of the grain, feed, seed, and farmsupply industry. The primary purpose of coopera-tive occupational experience is the development ofcompetence in the student. In many instances, occu-pational experience will be a prerequisite for em-ployment. Experience in some phases of the grain,feed, seed, and farm supply industry is likely to bepreferred by employers. In any case, they will beinterested in evidence of satisfactory attitudes on thepart of prospective employees.

When occupational experience programs arearranged, the coordinator from the school meets witheach employer to plan an experience program whichwill supplement the training the students receive inthe class and laboratory. This permits students togain experience with machinery and equipment notavailable at the school and to become familiar withsome aspects of the business operation in which theyneed additional experience.

The work experience aspect of the training pro-gram should be as much a part of the curriculum

26

as the class and laboratory work. The plans shouldbe carefully worked out with the advisory commit-tee, the instructional staff, and the coordinators.Included in the plans should be guides for the occu-pational experience program for students and state-ments regarding the responsibilities of the student,the employer, and the coordinator. It is suggestedthat appropriate credit be given for occupationalexperience, the same as for other aspects of thetraining program.

Suggestions for organizing the occupational ex-perience program may be secured from vocationaleducation directors ia State departments of educa-tion. Sample forms are included in Appendix III.

Essentially, the occupational experience plan uti-lizes the work situation as a "school laboratory";the skills are developed under supervision, while therelated instruction is provided in the school. Thecooperative plan involves:

1. Related instruction in school. In some situa-tions, this may be given on the same day thatthc occupational experience is obtained. Forexample, classes may begin at 2 p.m., leaving

the student available for an occupationalexperience program in the morning. In theprogram described in this guide, however, theschool instruction and the cooperative experi-ence would be given in alternate semesters.

2. Selected training stations. The coordinatorfrom the school must make sure that the train-ing station will provide an adequate, up-to-date situation for the training.

3. Planned program. A planned program ofinstruction is essential. If the suggested coursesin this guide are followed, the occupationalexperience program would be developed tosupplement the program being provided in theclassroom and laboratory. The plan shouldindicate a step-by-step outline of what is to belearned and whether it is to be learned in theclassroom or at the training station. The planshould be developed jointly by the instructor-coordinator and the training station sponsor.

4. On-the-job supervision. This requires the as-signment by the training station sponsor of anexperienced employee, supervisor, or managerto be directly responsible for the occupationalexperience of the student.

5. Adequate coordination time. Adequate timemust be allocated for the coordinator to workwith the training station sponsor and thestudent to make sure that the occupationalexperience program is maintained at a highlevel of quality and efficiency.

6. School policy. The school must adopt andmaintain a well-defined policy regarding theoccupational experience program. This policyestablishes minimum standards for trainingstations, responsibilities of the instructor-coordinator, and standards for the progress ofstudents.

7. Organized program records. Well-organizedprogram rec-,rds are necessary to evaluate theprogram. Records should include the historyof the training program, reports of progress,reports of the instructor-coordinator and ofthe training station sponsor. Follow-up rec-ords of graduates should be kept current.

8. Advisory council. An advisory council madeup of representatives of the industry, togetherwith school administrators and others, is essen-tial for the success of the occupational experi-

27

ence program. The advisory council will beable to recommend times of the year whenstudents could best be placed in a business forexperience. It can do much to inform thecommunity about the program and to help setadequate standards for its operation.

9. Employer-student employee agreements. In allcases, the students should be treated as begin-ning employees. The agreement with the em-ployer should provide for wages and otherbenefits commensurate with those of any otherbeginning employee with equal expelience andability.

To assure an understanding of the occupationalexperience program, agreements involving the pro-gram should be in writing and signed by the em-ployer, the student, and the coordinator represent-ing the school. In some programs, parents of thestudents are also asked to approve the agreement.This may be desirable to help bring about completeunderstanding regarding the program. The follow-ing kinds of items may be incorporated into theagreements. Additional suggested materials on occu-pational experience are in the appendix.

I. GoalTo give the student occupational experience

which will enable him to acquire skills and gainpractical knowledge necessary in the grain, feed,seed, and farm supply industry.

II. GeneralThe on-the-job training period for the grain, feed,

seed, and farm supply industry course is fromto

The training program is arranged on an individ-ual basis between the student, the manager, and thecourse coordinator.

On-the-job '..raining agreements may be termi-nated by either the employer, the student, or thecoordinator for sufficient reason. It is understoodthat a minimum of 2-weeks' notice will be given toall parties and that all measures will be taken toassure fair treatment to all concerned.

While in occupational training, the student isregistered at the school and is subject to the juris-diction and discipline of the school. The student isrequired to submit a monthly report due on thefifth of each month following the month reported.

III. Student ResponsibilitiesThe student agrees , to work with his selected

organization for the period of occupational trainingunless terminated according to Paragraph 3 of"General."

The student agrees to conform to the normal workhours of the organization. (It may be necessary towork longer hours during a busy season.)

The student is expected to:a. Perform in deed and word to the employer's best

interest.

b. Perform all duties requested by the employercheerfully and to the best of his ability.

c. Refrain from discussing his employer or his busi-ness without permission and certainly never tohis detriment.

d. Report to work on time.e. Be neat in appearance and properly dressed

for work.f. Le courteous at all times.g. Be a credit to himself, his employer, and the

school.

h. Complete all reports and forward them to thecoordinator by the fifth of each month.

i. Collect information necessary for a detailedfinal report which will evaluate his placementactivities.

The student will advise the coordinator of hishome address and inform him of any change.

The student will request permission from theemployer and coordinator before taking time offduLlirg the occupational training period.

IV. Employer ResponsibilitiesThe employer agrees to employ the student for

the occupational training period unless terminatedas by Paragraph 3 of "General."

The employer agrees to pay the student the start-ing wages agreed upon. Increases in pay may begiven as the employer sees fit.

The employer should give the student the oppor-tunity to work on different jobs during the trainingperiod in order that he may acquire skills and be-come familiar with the various phases of business.

The employer is expected to counsel with thestudent at various times during the training periodso that the student will have an opportunity toquestion the employer relative to various operations.

The employer agrees to notify the coordinatorregarding any problems that may develop relativeto the student's conduct or period of employment.

The employer agrees to submit an evaluation ofthe trainee at the end of 3 weeks, 3 months, and atthe end of the training.

V. Coordinator's ResponsibilitiesThe coordinator is expected to be present when

the placement training program is being developed.

The coordinator will counsel with the studentand the employer once each 2 weeks to determinethe student's progress and to advise relative to hisprogram of study.

The coordinator will strive to promote harmonyand cooperation between the employer, the student,and the school. His services are available in anyway that may be beneficial to the training program.

Curriculum Content and RelationshipsSequence in Terms of

UnderstandingIt is important to recognize the need for a sound

sequence of courses for the training of technicians.The courses listed in this guide are designed to beoffered in the sequence sho wn in the Grain, Feed,Seed, and Farm Supply Curriculum outline, to aidthe student's understanding of the subject matter.It is desirable to precede the Applied Animal Hus-bandry I and Applied Animal Husbandry IIcourses with Applied Animal Biochemistry; AppliedAnimal Nutrition. Feeds, Ingredients, Additives,and Food and Drug Regulations can be taught

28

concurrently with Applied Animal Husbandry I.School administrators and instructors should becautious, in changing course sequences when modi-fication of the program is being considered.

0'

Sequence in Terms ofPreparation for Occupational

ExperienceA second consideration for sequential position of

courses is that of preparation for occupational ex-perience. The order of courses suggested here shouldprovide the student with an understanding andappreciation of the total industry and its importance

V.

in the economy. At the same time, the suggestedsequence will provide training in some of the funda-mental technical aspects of the business so that thestudent will be able to function satisfactorily whenhe is placed for occupational experience after thefirst or second semester of his program.

Understanding by the student of the contributionoccupational experience can make to his trainingmay also be developed through the suggested

sequence of courses. Regardless of where periods ofoccupational experience are placed, the student willdiscover after the first semester some aspects of theindustry in which he needs experience that cannotbe adequately provided in the school laboratories.

Preparation for More TechnicalCourses

A careful examination of the suggested coursesequence, together with the suggested course out-lines and laboratory projects, will indicate the impor-tance of planning a sequence of courses from the

more basic foundation courses to the more technicalcourses. Such courses as Soil Science I, Soil ScienceII, Crop Production, Applied Animal Biochemistry,Communications I, Communications II, and others

in the first and second semesters should provide asound basis for the more technical courses, Opera-tions I; Operations II; Grain Handling, Warehous-

ing, and Merchandising; Feeds, Ingredients, Addi-tives, and Food and Drug Regulations; and othersappearing in later semesters.

Concepts of Employer-EmployeeRelationships

The communications courses, as well as Structureof the Grain, Feed, Seed, and Farm Supply Industryand others, will provide a sound basis for desirableemployer-employee relationships during the occu-pational experience and on the job following gradu-ation. The suggested laboratory projects are de-signed to develop understanding of desirable rela-tionships and responsibilities, as well as the skill andability necessary in the subject area.

Emphasis on SafetyPrinciples of safety should be taught as an integral

part of each course dealing with the operation ofthe plant or equipment. The hazards in the grain,feed, seed, and farm supply industry are somewhatunique, particularly in terms of explosions, fire, andthe use of chemicals. The nature of the operations,in the grain and feed business particularly, involves

dust which may be very explosive. It is importantto practice safety in regard to personnel and equip-ment at all times. This involves use of proper equip-ment and protective devices for cleaning and fuzni-gating bins, operating machinery, and processingmaterials.

Emphasis on safety is particularly appropriate inthe courses Physical Facilities and Care of Equip-ment and Agricultural Chemicals. Safety also must

be stressed in such courses as Seed Production, Prep-aration, and Analysis; Feeds, Ingredients, Additives,and Food and Drug Regulations; and Grain Han-dling, Warehousing, and Merchandising.

When students visit industrial or business firmson field trips or for class instruction, it is importantthat the school authorities make sure that there isadequate insurance against accidents and injuriesto students or damage to equipment and facilitiesof the firm.

Students and instructors also need to be madeaware of the responsibility of the industry concern-ing pollution of air and/or water such as may be

caused by dust and smoke from feed-processing

plants.

Planning the ScheduleThe courses are designed for 17-week semesters,

with 16 weeks of actual class attendance. A typicalprogram for the first semester would include 11hours of class work, 20 hours of laboratory work,and 22 hours of outside work, or a total of 53 hoursa week. Other semesters include 51, 55, and 55hours of work.

29

In the limited class time the student will not be

able to master all the necessary material. Therefore,the 2 hours of outside study have been scheduled for

each hour of class. The instructors should makespecific assignments for outside study to help thestudent master the essential material.

u_

Suggested Continuing StudyA 2-year curriculum must concentrate on the basic

knowledge and skill necessary for employment andcannot cover in depth all the subjects pertinent tothe technology or even touch upon some importantrelated subjects. The graduate can keep abreast ofsome technological developments by reading currentliterature, but here he can only build on the founda-tion provided by his curriculum. Formal continua-tion or supplementary courses provide the most effi-cient and practical means for the graduate tech-nician to add important related areas of knowledgeand skill to his initial education. They have the

30

advantage of systematic organization of subject mat-ter, disciplined and competent teaching, class dis-cussion, and they may be scheduled for evening orSaturday hours outside the working day.

Some suggested continuation-study programs forgraduates of this curriculum indude the following:

Chemistry and biochemistry Animal nutritionAgricultural economics Agricultural marketingBusiness management and Soil chemistry

supervision Soil physicsPlant nutrition TransportationGrain merchandising Specialized courses inEntomology fertilizer

COURSE

The courses which follow provide a practical andattainable coverage of the field and have been re-viewed by experienced instructors in successful tech-nician training programs and by experts represent-ing employers of skilled technicians in grain, feed,

seed, and farm supply businesses.

It is expected that these courses be modified in

some measure to fill the needs defined by local ad-visory committees and to take advantage of specialinterests and capabilities of the teaching staff in anyparticular institution, but the implied level, quality,and completeness of the program should not be com-promised.

At the end of the description of each course is alist of text and reference materials. Each should beanalyzed for its content and pertinency, and newand more suitable ones should be substituted if theyare available. The information needed to cover aparticular course in technician educating curricu-lums, particularly the technical specialty courses, is

almost never available in one textbook; hence, themultiple listing of references. They usually shouldbe considerably augmented by current materials from

OUTLINES

31

manufacturers, trade journals, technical societies,

and suppliers of apparatus and services in the special

field of applied science being studied.

Suggested visual aids are listed for many courses.Each should be used when pertinent and when itsuse will teach more efficiently than any othermethod. Excessive showing of films at the expenseof well-prepared lectures and demonstrations is tobe avoided. The suggested outside-study periodsmay well be used instead of class lecture time for theshowing of some films. All visual aids should beexamined by the instructor before they are shown.

It is expected that the experienced instructor willmake liberal use of charts, slides, models, samples,

and specimens which illustrate special technical

aspects of the subject; these should be up-datedregularly.

Laboratory time listed for each course means totalhours devoted to the subject per week; this time isto be used in effective increments and not neces-sarily in a single session. Instructions given underthe heading "Laboratory Projects" are meant forthe students, unless otherwise specified.

Basic Science Courses

ROplied Animal BiochemistryHOURS REQUIRED

Class, 1; Laboratory, 6,

COURSE DESCRIPTIONThe course is designed to give students sufficientbackground in chemistry and biochemistry toenable them to understand the principles ofanimal nutrition and the feeding of suitablerations for Ea* animals and poultry. Sincemany of the students who enroll in the grain,feed, seed, and farm supply prograin will haverelatively little hackgrOW in chemistry, it willbe desirable to begin this coiire 4vhJ some ofthe elementary aspects of general Chemistry aildto move rather quickly into the phases a bio-chemistry dealing with digestion and nutritionof farm animals and poultry.

The instructor keeps in mind that the objectiveof this course is to provide students with a basisfor developing understanding and skill neces-sary to balance rations. They must recognizethe importance of suitable feeds for the diges-tive systems of animals, and they must under-stand and appreciate the importance of theessential elements, vitamins, minerals, and hor-mones in the efficient production of livestockand livestock products.

The laboratory work which is suggested for thisprogram is designed to help meet the aboveobjectives. The chemical tests for determiningnutrients in feedstuffs should make studentsaware of the sources of data they will use, butthey need not become expert in performing thetests.

Due to the high cost of the equipment neededfor laboratory tests, it would be desirable toorganize the class into groups to rotate througha series of laboratory projects rather than tohave each student perform the same activity atthe same time. An alternative may be for groupsof students to perform specific projects as ademonstration before the class.

In both the class sessions and in the laboratorysessions, the instructor should continually indi-cate to students the practical application ofthe subject matter to the feeding and nutrition

32

of iivestait ariti potlitry. Instruction must alsoemphasize the responsibility of the farm supplycenter staff to be well-Wormed regarding feed-ing problerit.

MAJOR DIVISIONS

i. Introduction, -Review, and.Background in Chemistry __ 2 6

II. Chemistry of Digestion ____ 2 12III. Determining Nutrients in

Feedstuffs 2 32IV. DigesOility 4 ,Feedstuffs 3 16V. Storing 4110 Releasing Energy 3

VI. Role Of EsSential 0011eiiis 4 20

Hours

at60

id

Total hogts 16 96

Division 1, Introduction, Review, and Backgroundin Chemistry

A. Unit of Instruction1. Nature of matter2. Compounds, elements, and mixtures3. Atoms, atomic weights, molecular weights4. Oxygen, hydrogen, solutions5. Electron theory, atomic energy

6. The periodic table, formation of com-pounds from elements

7. Chemical equations, acids, bases, salts8. Ionization, conductors and non-conduc-

tors of electricity9. Standard solutions, titration

10. Nitrogen, ammonia11. Carbon, oxides, and acids of carbon

B. Laboratory ProjectsThe teacher reviews simple laboratory proj-ects from general chemistry to help studentsrecall fundamentals such as:1. Metric system of weights and measures2. Nature of matter3. Chemical equations4. Acids, bases, salts

5. Basic compounds of carbon such as carbondioxide, sugar, starches, alcohols

Division II. Chemistry of Digestion

A. Unit of Instruction1. Digestion of starches and sugars

a. Release of energy

b. By-products

2. Digestion of fatsa. Release of energyb. By-products

3. Digestion of proteinsa. Function of protein in animal nutritionb. By-products of protein digestion

B. Laboratory Projects

1. Secure some small very young animals suchas rabbits or white rats. Place them inindividual cages and feed them completerations. Record the weight of each animaldaily, and also record the weight Of feedeach has eaten (amount offered minusamount left uneaten) . Compute theamount of feed required per pound ofgain. Compare the feed efficiency withthat indicated in the literature for meat-producing animals.

2. Prepare a chart tracing the digestion ofstarches and sugars through the digestivetract of an animal or bird. Show thedigestive juices that act on the material,the products resulting from each, the re-action (acid or base), and the point inthe digestive system where this digestiontakes place. Indicate the point at whichthe nutrients are taken into the animal'sbody and where they are assimilated.

3. Repeat for fats.

4. Repeat for proteins.

5. For each of the above, indi the use towhich these products may Le put afterthey have been assimilated into theanimal's body.

6. Obtain from a slaughter house the diges-tive tracts of ruminants, poultry, andswine. Trace the passage of feed througheach digestive tract. Sketch each tract andexplain why ruminants are able to usemore roughage and fiber than swine andpoultry.

33

Division III. Determining Nutrients in FeestuffsA. Unit of Instruction

1. Crude protein determinationa. Protein in feedstuffsb. Protein equivalent in urea

2. Carbohydrate determination3. Fat determination4. Mineral determination5. Interpretation of the feed tag information

to the customer

B. Laboratory Projects1. Obtain a sample of feed. Analyze the

sample in the laboratory for fats, nitrogen,N-free extract, fiber, and ash. Comparethe results with the average of similar testsreported in the text and reference books.Convert the nitrogen in the feed sampleto protein. How would this feed be labeledin terms of nutrients? Repeat for commongraim and forages of the area and for by-product feeds, as time will permit.

2. Repeat the preceding tests after differentstudents have been assigned differentqualities of grain and forage so that com-parisons may be made of the nutrientsand fiber in each sample.

3. Collect tags or labels from a number ofprepared feeds for livestock or poultry.Sort out the tags stating, " . . . per cent ofprotein from non-protein sources." Com-pute the amount per ton of urea in thesefeeds.

4. Write a report one would use as an em-ployee of a farm supply center to explainthe meaning of the items on the feed tagat a meeting of livestock feeders. Includein the report an explanation of the feedsto be fed with the urea to assure efficientuse of the urea by the animal.

5. Select a grain or feed common in thearea and run a protein test with the Udyprotein analyzer. Compare the resultswith those obtained by others in the classfor the same kind of material. Also com-pare the various kinds of material tested.

6. Repeat the above tests using grains whichwere:a. Planted at different times, such as

early- and late-planted barley

1

b. Harvested at different stages ofmaturity

c. Fertilized with different amounts ofplant nutrients

d. Grown from different varieties7. Secure a number of baby chicks (or white

rats) . Divide them in two groups. Selecta ration deficient in Vitamin D. Feedthis ration to one group and the sameration supplemented with Vitamin D tothe second group. Keep a record of thecondition, gain in weight, feathering ofchicks or hair coat of rats, and feed effi-ciency for a period of six weeks. Preparea written report as one would if he werean employee reporting on a demonstrationof feeds he had for sale. Ilustrate thepaper with photographs, if possible.

Division IV. Digestibility of Feedstuffs

A. Unit of Instruction1. Methods of determination2. Factors determining digestibility3. Significance of digestibility determination

B. Laboratory Projects1. Take a field trip to an experiment station

or farm to observe experimental work be-ing conducted on the digestibility of feeds.What controls are required to get accurateresults with this kind of research?

(Note: If laboratories conducting thistype of research are not available, studentsmay be assigned to study results of suchresearch and to prepare a report showingdigestibility of feeds commonly found inthe area. The report should also indicatehow all of the intake of an animal isaccounted for and how the output of theanimal is checked.)

2. Select a by-product material that is notnormally a satisfactory feed for livestockor poultry. Prepare a report to describehow the product may be treated chem-ically and made more digestible, therebybecoming a satisfactory feed ingredient.

Division V. Storing and Releasing EnergyA. Unit of Instruction

1. Building cells (growth and replacement)

34

2. Storing energy in plants and animalsa. Endosperm, roots, tubersb. Fats in animals

3. Release of energy by cellsa. Oxidationb. Waste products

B. Laboratory Projects1. Use a table of data and record the energy

values for the major grains and foragesof the crops grown in the area. Preparea chart showing the transformation ofenergy to the plant tissues. What is thevariation of the energy value per poundof grain or forage? If one wanted to fur-nish more energy to an animal while add-ing a minimum of bulk, what feeds wouldhe choose?

2. Make a diagram showing how the energyof a feed crop might be released in the air,or released when fed to an animal. Thediagram may be made as part of a carbon-or nitrogen-cycle chart, as a chemicalequation, or by other means. What con-ditions must be present for the release ofthe energy when energy is released in theair, or when energy is released in theanimal?

3. Select one kind of farm animal or poultry.Prepare a talk which will describe howthe animal gets and stores energy and alsowill show how the energy is released bythe animal. Explain what the releasedenergy is used for. Draw conclusions asto the environmental factors a livestockor poultry producer must consider to havean efficient enterprise.

What losses of energy occur in theprocess of feeding grain to meat-producinganimals or birds which are used for humanconsumption as compared with the humanconsumption of the grain itself?

Division VI. The Role of Essential ElementsA. Unit of Instruction

Analyze the function, source, importance, andmethod of administering each of the follow-ing essential elements to livestock and poultry:

1. Calcium 4. Cobalt 7. Hydrogen2. Carbon 5. Copper 8. Iodine3. Chlorine 6. Fluorine 9. Iron

10. Magnesium 13. Oxygen 16. Sodium11. Manganese 14. Phosphorus 17. Sulphur12. Nitrogen 15. Potassium 18. Zinc

B. Laboratory Projects1. Check with a local veterinarian to find

animals or birds suffering from deficiencysymptoms of one of the essential elementsin the ration. Arrange to observe theseanimals over a period of time while theyare being treated, or arrange to treatthem; report the effects of the treatmentin a written report. If possible, take be-fore and after photographs for use in thereport or for use in making a bulletinboard display of the project.

2. Make a list of the "essential elements"which are necessary for growth and pro-duction in animals or poultry. Indicatethe function of each in the nutrition ofthe animal or bird, and suggest the sourceof the element for each class of livestockand poultry.

3. Take a field trip to a beef feedlot or to abroiler plant to observe the effect of usinghormones on the production of the live-stock or poultry. If possible, observe thedifference in performance of treated anduntreated animals and birds. Prepare areport for the manager of a feed depart-ment in a farm supply center on the useof hormones for meat animals and birds.

TEXTS AND REFERBNCESAlbanese, Newer Methods of Nutritional Biochem-

istry, With Applications and Interpretations.Benne, "Agriculture from the Chemical Viewpoint,"

Better Crops with Plant Food., "Chemistry in the Cornfield," Better Crops

with Plant Food., "The Factories that Feed Us," Better Crops

with Plant Food.Comber and others, An Introduction to Agricultural

Chemistry.Conn and Stumpf, Outlines of Biochemistry.Farm Chemicals Handbook.Feed Additive Compendium.Graham and Cragg, The Essentials of Chemistry.Johnston, Laboratory Manual for Biochemistry:Mallette, Althouse, and Clagett, Bio-Chemistry of

Plants and Animals.

35

Metz, The Chemistry and Technology of Cereals asFoods and Feeds.

Oppe, Laboratory Manual, Chemistry.Pigman, The Carbohydrates, Biochemistry, Physi-

ology.Schmidt-Neilsen, Animal Physiology.Sarum, Fundamentals of General Chemistry.White, Chemical Background for the Biological

Sciences.Young and Porter, General Chemistry.

VISUAL AIDSFilmsCoronet Instructional Films, 65 East South Water

Street, Chicago, Ill. 60601.Acids, Bases, and Salts. 21 min., 16 mm., color,sound.Chemical Changes All About Us. 13Y2 min.,16 mm., color, sound.

Farm Film Foundation, 1425 H Street, N.W., Wash-ington, D.C. 20005.

Careers in Chemistry. 134 mM., 16 mm., color,sound.

McGraw-Hill Book Company, Inc., Text-Film De-partment, 330 West 42nd Street, New York,N.Y. 10036.

Chemical Change. 12 mM., 16 mm., color, sound.Chemical Organization of the Cell. 30 min., 16mm., color, sound.From Atoms to Organisms. 30 mhr., 16 mm., color,sound.Metabolic Diversity. 28 min., 16 mm., color, sound.

National Educational Television Film Service,Audio-Visual Center, Indiana University,Bloomington, Ind. 47401.

Carbon and Its Compounds. 30 min., 16 nun.,black and white, sound.

U.S. Department of Agriculture, Graduate School,Room 1022, South Building, U.S.D.A., Wash-ington, D.C. 20250.

Nutrition: Chemistry of Life. 53 min., 16 mm.,black and white, sound.

Filmstrips and SlidesDow Chemical Company, Audio-Visual Center,

Abbott Road Building, Midland, Mich. 48641.Chemicals Vital to Our Food Supply. 20 mM.,35 mm., color, with disc.

Encyclopaedia Brittanica Films, 1150 West WilmetteAvenue, Wilmette, Ill. 60091.

Acids and Bases. 49 frames, 35 mm., color.

Applied Animal Nutrition

HOURS REQUIREDClass, 3; Laboratory, 4. Prerequisite: AppliedAnimal Biochemistry

COURSE DESCRIPTIONThis course is designed to develop an under-standing of the essentials for good nutrition forlivestock and poultry. The kinds of feeds com-monly used, the suitability for the kind and ageof the animals and birds, and the purpose of thefeeding program are factors which the techni-cian must consider as he prepares recornmenda-tions for specific feeding operations. The coursewill also develop an understanding of the kindsof feeds suitable for ruminants a: comparedwith non-ruminants and will create an aware-

4,1,

!-Arik`4-15

ness of these differences when considering theeconomic aspects of livestock feeding.

The laboratory periods will be used in identify-ing suitable feeds in terms of nutrient require-ments znd price of ingredients, demonstratingeffectiveness of feeds using pens of animals orbirds, znd in preparing feeding recommenda-tions fcr a number of situations typical of thegeographic area in which instruction is beinggiven.

During the laboratory sessions, assign projectsto students which will give them experience inpreparing recommendations and reports of feed-ing trials and experiences in conducting feedingdemonstrations using a variety of rations. Suchactivities may be coordinated with the Commu-nications II class in which students preparetalks and make visuals to illustrate them.

2.1

4

M111..E1.,.

lilt

4 \

AIL

FIGURE 25.Biochemistry technician tests samples of feed for crude protein.

36

MAJOR DIVISIONS

I. Classification of Feeds ___II. Nutrients _____________

HI. Feed Efficiency _______-___IV. Suitability of Feeds --___._V. Formulation of Feeds --____

Total hours _____-Division I. Classification of Feeds

A. Unit of Instruction1. Classification as:

a. Roughagesb. Concentratesc. Fiberd. Supplement

Hours

ClassLabor-atory

8 12

10 12

10 10

8 10

12 20

48 64

2. Classification in terms of nutrientsa. Proteins, amino acidsb. Carbohydratesc. Mineralsd. Fatse. Vitamins

3. Classification in terms of energy values

B. Laboratory Projects.1. Take a field trip to a local feed dealer or

farm supply center where feeds are sold.Make a list of the feeds which are offeredfor sale. If possible, obtain samples ofthese for use in the laboratory togetherwith a copy of the information on thelabel of the prepared feeds.

2. List all farm-grown grains, forages, andother crops used for feed of livestock andpoultry. Samples of these may also beobtained for use in the classroom.

3. Classify each of these feeds in terms of itsenergy value. In each case, list the feedsin order of the value for which they areclassified. Roughages and concentratesmay be placed in different classiaationlists.

4. Secure samples of hay and of each kindof silage produced in the area. Judge thequality of each of these, and arrange themin descending order in terms of theirapparent feeding value.

37

5. Classify the samples of feeds that havebeen collected into groups in terms of con-tent of specified minerals; for example,those feeds high in calcium and those high

in iron.

Division II. Nutrients

A. Unit of Instruction

1. Nutrients for growth

a. Proteins

b. Energyc. . Minerals

d. Vitaminskindse. Protein from non-protein sources

2. Nutrients for productiona. Milk and eggsb. Meatc. Woold. Work

B. Laboratory Projects1. Take a field trip to a dairy herd, beef

feedlot, or other enterprise where live-stock or poultry are being fed. Make arecord of the kind and amount of hay,silage, or other roughage being fed. Esti-mate the quality of the roughages. Alsodetermine the kind and quality of concen-trates being fed. If commercially preparedfeeds are fed, obtain data on them from

the label. If farm-grown grains mixedwith protein supplements are fed, recordthe amounts of each per ton of feed. Also

estimate, as accurately as possible, thecondition and quality of the farm-growngrains.

2. After returning to the laboratory, deter-mine whether or not the ration is supply-

ing the necessary nutrients including pro-tein, net energy, fats, vitamins, and min-

erals. If it is likely that certain nutrientsare lacking, make a list of these and sug-,gest supplements to correct the deficiency.

3. The teacher assigns each member of theclass to prepare a talk on nutrition of aspecified kind of livestock. The talk rnaybe planned as one to make before a groupof farmers by a representative of a farmsupply center. Students may design and

use charts, graphs, or other visuals to illus-trate the talk. If possible, this projectmay be coordinated with CommunicationsII, and the visual material may be devel-oped as a project in that course. However,the subject matter and accuracy of thematerial should be cleared in the nutritioncourse.

4. Students may prepare a scrapbook of pic-tures and articles from magazines dealingwith nutrition. A section of the scrapbookmay deal with nutritional deficiencies andanother section with results of good nutri-tion. Assignments may be made in termsof one kind of livestock or poultry, or interms of all kinds of livestock common tothe area.

5. Some sections of the United States lackcertain micro-nutrients in the soil and inthe feed crops grown on that soil; forexample, there is a deficiency of cobalt inthe soils of some areas. Students maysecure an outline map of the UnitedStates and mark in the areas with suchmineral deficiencies. These areas may bemarked in colors and coded to the defi-cient mineral. When the map is com-pleted, record the mineral supplementwhich should be provided the livestock inthe area. Samples of the mineral may bemounted in vials on the map and the mapsaved for use in displays.

6. Secure baby chicks or laboratory animals,such as white rats. Divide these into twogroups, and feed one group a normalration and the second group a ration verydeficient in protein. Record the rate ofgrowth and the condition of the twogroups over a period of 6 to 8 weeks.After the feeding period is completed, pre-pare a written report showing the plan ofthe demonstration, reviewing the availableliterature on the subject, reviewing thedata, and presenting the conclusions con-cerning the demonstration.

(Note: The project may be conductedas a class project, and it may be expandedas much as facilities and time will permitby the addition of pens of animals beingfed rations deficient in other nutrients.)

Division HI. Feed Bffidency

A. Unit of Instruction1. Relation to disease and parasite infection2. Relation to animal breeding

3. Relation to management practices


1. Prepare a chart showing the pounds offeed per pound of gain which can be ex-pected for meat-producing animals andpoultry. For dairy cows and laying hensindicate the pounds of feed per 100

pounds of milk and pounds of feed perdozen eggs, respectively. From the studyin biochemistry and from literature, makea list of feeding practices which may im-prove the feed efficiency of livestock andpoultry.

2. 'Fake one or more field trips to livestockor poultry feeders in the area. Note theage of the livestock or poultry being fedand determine the feed efficiency of theoperation. Compare the feed efficiency(pounds of feed per pound of gain) foryounger animals as compared with olderanimals or birds of the same b..ded.

38

3. Assume that you are a feed salesman whois interested in his customers making gooduse of the feed he supplies. Make a check-list of practices of the farmer which wouldaffect the results he would get from yourfeed. Prepare a written report explainingthe relationship of these practices to thesuccessful use of the feed.

4. If suitable housing is available, secureabout 100 baby chicks or some weanlingpigs, beef calves, or other meat-producinganimals or birds. Feed them for a lengthof time depending on the kind of animalsor birds that are used. Keep a carefulrecord of all feed expended and of thegain in weight. Compute the pounds offeed per pound of gain. Compare theresults with the average and with a recom-mended standard.

Write a report of this demonstration asif carrying out the project as a feed sales-man.

Division IV. Suitability of Feeds

A. Unit of Instruction1. Ruminants---ability to:

a. Digest bulky feeds

b. Convert unsuitable materials into foodfor human consumption

2. Non-ruminantshorses, swine, poultryuse considerable amounts of materialalready suitable for human consumption

3. Relative cost of feeds suitable for rumi-nants and Lon-ruminants


1. Prepare a list of feeds which are suitablefor each age, class, and kind of livestockand/or poultry :-und in the area.

2. The teacher assignsEach member of the ror problem dealingfeeds and gives it toThe students may assurtomer and feed salesrna,..

in pairs.. a questionability ofto answer.

.oles of cus-Each student

is responsible kr deveioping a real ques-tion and for finding a satisfactory answerto his partner's question. Questions andanswers may be presented before the class.Following are two of many questions thatmight be developed:

a. What can I feed my riding horses tomake them have better coats of hair?

b. What should I feed my beef breedingcows to carry them through the winteras economically as possible, consistentwith production of a healthy calf crop?

3. Study the results of feedilig trials in wbichfree choice of several different feeds wasoffered to livestock or poultry. Did thesetests indicate any differences in the palata-bility of the feeds? If possible, conduct atest with laboratory animals, pigs, calves,or chicks to test the palatability of two ormore feeds. This may be done by offeringthe feeds by free choice or by offering onefeed to one group of animals and anotherfeed to a second group of the ,ame kindof animals. In either case, keep a recordof the amount of feed consumed and therate of gain of the animals or birds.

39

Division V. Formulation of Feeds

A. Unit of Instruction1. To balance roughages

a. Hay, legumes, or grassb. Silagec. Other, as straw, hay, and silage com-

bined

2. To meet specific needs as:a. Age of animal or birdb. Purpose of the feeding program

(1) breeding stock(2) production of meat, milk, eggs,

and woolc. Nutritional health of animals

(1) minerals(2) vitamins(3) amino acids

d. To balance farm-grown grains

B. Laboratory Projects1. Assume you are a salesman/serviceman

for a farm supply center in a beef-feedingarea. A beef feeder who raises his owncorn asks for advice on a feeding program.Plan a ration for him to use his corn andto supplement the corn with other suitablefeeds to get his cattle ready for market asefficiently as possible. (Note: Additionalinformation may be needed. If so, writeout the questions, and for this projectdraft an answer as a basis for makingrecomme ndations. )

2. The teacher assigns individual studentsor small groups to prepare an exhibit inwhich ingredients for a complete dailyration for a specified kind of animal orbird are displayed; for example, for 100laying hens, for a 1,600-pound dairy cowgiving 80 pounds of 3.5 per cent milkdaily, or other appropriate problems.

3. Plan a concentrate mixture to recommendto a man who has a herd of Holsteincows averaging 15,000 pounds of 3.5 percent milk annually. The farmer hasalfalfa hay and corn silage. Recommendthe amount of roughage and the amountof concentrate to feed these cows. (Note:Variations of the above problem shouldbe assigned to include beef, lambs, broil-ers, turkeys, laying hens, and swine and

to include systems of feeding practiced inthe area. Include breeding herds andflocks as well as those being fed formarket.)

4. Prepare a talk for a meeting of beef feed-ers explaining what can be done withrations to increase feed intake of theanimal. Illustrate the talk with sui:ablevisual material in the form of charts, pic-tures, or slides. (Note: Similar assign-ments may be made for any class of live-stock or poultry common to the area.)

5. Assume you are a feed salesman/service-man in a local farm service center. Youare asked to call on a prominent livestockor poultry farmer to give advice on feed-ing. The animals (or birds) do not lookthrifty, and are not producing as theyshould. In terms of the material to datein the courses, what information shouldbe nbtained before suggestions are made?Make a list of the possible nutritional orfeeding problems which are likely to causethe trouble.

Using these problems as the 1,-e, writethe symptoms one might expect, and sug-gest a remedy in terms of a more suitablefeeding program.

TEXTS AND REFERENCESAcker, Animal Science and Industry.

American Feed Manufacturers Association, FeedProduction Handbook.

, Proceedings of the Cornell Confetence forFeed Manufacturers.

Beaton and McHenry, Nutrition: A ComprehensiveTreatise.

Blaxter, The Energy Metabolism of Ruminants.Block, Amino Acid Handbook: Methods and Results

of Protein Analysis.

Casida and others, Relationships and Applicationsin the Production of M eat, Milk, and Eggs.

Crampton, Applied Animal Nutrition: The Useof Feedstuffs in the Formulation of LivestockRations.

Cunha, Swine Feeding and Nutrition.E. I. Dupont de Nemours and Company, Inc., Digest

of Research on Urea and Ruminant Nutrition.Feed Bag Red Book, Buyers Guide.

40

Heuser, Feeding Poultry.

Jones and others, The Effect of Storage of Grains onTheir Nutritive Value.

Maynard and Loosli, Animal Nutrition.

Midwest Feed Manufacturers Association, MidwestCurrent Nutritional Problems Clinic, Kansas City,Missouri.

Miller, Composition of Cereal Grains and Forages.Miller and Hoefer, Swine Technology; Introdvetory

Animal Nutrition.Mitchell, Is Animal Protein an Essential Constituent

of Swine and Poultry Rations?

Mo!gan and Lewis, Nutrition of Pigs and Poultry.Morrison, Feeds and Feeding.

Munro and Allison, Mammalian Protein Metabo-lism.

National Academy of Sciences, Composition of Con-centrate By-Product Feeding Stuffs.

, Joint United States- Canadian Tables ofFeed Composition.

, Nutrient Requirements of Beef Cattle., Nutrient Requirements of Dairy Cattle., Nutrient Requirements of Dogs., Nutrient Requirements of Foxes and Minks., Nutrient Requirements of Horses.

Nutrient Requirements of, LaboratoryAnimals.

, Nutrient Requirements of Poultry., Nutrient Requirements of Rabbits., Nutrient Requirements .4 Sheep., Nutrient Requirements of Swine.

Neurath, The Proteins: Composition, Structure, andFunction.

Scheraga, Protein Structure.

Seiden, The Handbook of Feed Stuffs: Production,Formulation, Medication.

Sheehy, Animal Nutrition.

Sinclair, Essential Fatty Acids.

Tribble, Feed Flavor and Animal Nutrition.

Underwood, Trace Elements in Human and AnimalNutrition.

U.S. Department of Agriculture, AgriculturalResearch Service, Effect of Soils and Fertilizerson Nutritional Quality of Plants.

Wilkie, Distillers Grain Manual.

VISUAL AIDS

FilmsRalston Purina Company, 835 South Eighth Street,

St. Louis, Mo. 63102.The Rumen Story. 25 min., 16 mm., color, sound.

41

U.S. Department of Agriculture, Graduate School,Room 1022, South Building, U.S.D.A., Washing-ton, D.C. 20250.

Nutrition: Chemistry of Life. 53 min., 16 mm.,black and white, sound.

Soil Science I: FertilityHOURS REQUIRED

Class, 2 ; Laboratory, 6.

COURSE DESCRIPTIONThe course is designed as a basic course in soilscience to be followed by Soil Science II: Fer-tilizers. The two courses in sequente will pre-pare students for employment as technologistsin the fertilizer department of a farm supplycenter.

In this course students acquire knowledge andability to judge the adaptability of the soil tocrops and to understand the factors which needto be considered in determining the capabilityof the soil for crop production.

The course develops an understanding of thefactors affecting plant growth. Plant nutrientswill be considered as well as the special needsof some plants for micro-nutrients. The role ofmicro-nutrients in efficient crop productionassumes greater importance as yields increaseand new limiting factors of production are dis-covered.

Since this is one of the beginning courses in thesuggested series, some of the laboratory projectscould be related to other subjects to help thestudents develop an understanding of the re-quirements of the industry and the relationshipto the subject matter. This may be accomplishedby assigning preparation of reports, buildingdisplays, talks, and the like, as means of havingstudents report the development of their knowl-edge of soil science. The emphasis will be onthe development of knowledge of the subjectmatter of soils. At the same time, these activi-ties may help integrate the content of variouscourses in the minds of the students.

MAJOR DIVISIONS

I. SoilII. Soil Classification

IIL Land UseIV. Soil Productivity

Characteristics

Hours

ClassLabor-

atory2 64 82 8

2 8

42

V. Crop Adaptation 2 6VI. Drainage and Irrigation 3 8

VII. Tillage 3 12

VIII. Liming, Soil Acidity, andSoil Alkalinity 3 10

IX. pH and Plant Adaptability 3 10X. Plant Food Elements 3 10

XI. Diagnostic Methods for De-termining Soil Deficiencies 3 10

XII. Factors Affecting PlantGrowth 2 0

Total hours 32 96

Division I. SoilA. Unit of Instruction

1. Formation of soil2. Components of the soil

B. Laboratory ProjectsThe teacher assigns each student an area nearthe school which he may use for laboratoryprojects in this course. If the region is vari-able, it will be desirable for each plot to in-clude each of the typical soil types and slopes.1. Draw a map of the area indicating

approximate boundaries of soil types,streams, and slopes. Indicate approximatedegree of slope, vegetation, present fieldboundaries, roads, permanent buildings,wells, and other installations.

2. Secure samples of the soil types in thearea, and place in sample bags or sealedcans. Be sure each sample is labeled toindicate itc, origin.

3. In the laboratory study each soil type thatwas collected and indicate on the map theorigin of each soil sample.

4. Dry the soil samples in the air. Shake thesoil sample through soil sieves, and exam-ine and weigh the portion of the samplethat accumulates on each screen. Com-pute the percentage by weight of eachseparate sample. Make a bar graph show-ing the accumulated portion of each sepa-rate sample. Compare the different soiltypes in the area. Also compare the soiltypes which other members of the classhave collected.

Classify the soil in terms of estimatedproductivity. What is the relation of per-centage of fine soil particles and the esti-mate of productivity?

Division II. Soil Classification

A. Unit of Instruction1. Soil monoliths

2. Soil categories and types

3. Land usea. Soil management of each capability

unitb. Agricultural uses versus other uses

B. Laboratory Projects1. The teacher assigns pairs of students the

task of making a soil monolith of at leastone type of soil and to label the horizoof the soil. Each student may prepare areport indicating the origin of the soilfrom which the monolith was made anddescribing the characteristics of each hori-zon of the monolith in terms of sizes ofparticles, drainage of the soil, depth ofsurface layer, and estimated productivityof the soil.

2. Locate each of the soil monoliths in thesoil triangle and label each one to indicateits type. Arrange the soil monoliths inthe group according to their soil type.Examine each group and write a descrip-tion of the soil type represented by thegroup of monoliths.

3. Take a field trip to an area which wasassigned to one of the students. Classifythe soils present in the area into one ofthe eight soil capability units into whichthe United States Soil Conservation Serv-ice classifies soils.

4. Locate the various soil capability units onthe map of the area. Prepare a reportindicating:a. Reasons for classifying each capability

unith. Recommendations for management of

each capability unitc. Recommendations for the use of each

capability unit; i.e., recreation, graz-ing, forest, row crops.

43

Division III. Land UseA. Unit of Instruction

1. Agriculture versus other uses2. Management of capability units

a. Upland soilsb. Organic soils

B. Laboratory ProjectsUsing the map of the assigned area, selectparts of the area that are predominantly capa-bility class No. 1, capability class No. 2, capa-bility class No. 3. Prepare a suggested man-agement program for each of the classes ofland that should be used for farming. Indi-cate the kinds of crops, fertilization, landmanagement practices to follow, and any spe-cial conservation practices needed.

Division IV. Soil Productivity CharacteristicsA. Unit of Instruction

1. Slope2. Stoniness3. Erosion and erosion control measures4. Texture5. Moisture6. Organic matter7. Soil reaction8. Available plant nutrients9. Frost-free days

B. Laboratory Projects1. For each of the identified land capability

classes prepare a list of soil productivitycharacteristics. Be as specific as possible,indicating slope per hundred feet and veryhigh to very low for such items as erosionor stoniness.

2. Secure weather data for the area showingaverage rainfall by months, average num-ber of days of sunshine by months, averagedates of last killing frost in spring andfirst killing frost in fall. Using thesedata, prepare a chart showing dates forplanting spring crops and dates when thecrops should be harvested in the fall.These data may be recorded on the map.

Division V. Crop AdaptationA. Unit of Instruction

1. Soil factors2. Climatic factors3. Economic factors

B. Laboratory Projects1. Using the data accumulated from earlier

laboratory projects, make a list of thecrops adapted to the soils of the area forwhich the map was prepared. Are cropsadapted to this soil type now growing onthe appropriate soil?

2. Make a list of the crops adapted to thearea climate. Compare this list with thelist for No. 1 above. Are some of thesame crops on both lists? Are some cropsadapted to the soil type but not to theclimate and vice versa?

3. Explain crop adaptation in terms of soilfactors, climatic factors, and economicfactors in writing. Explain why a com-bination of these factors determines whatcrops will be grown in an area.

Division VI. Drainage and IrrigationA. Unit of Instruction

1. Soil adaptation2. Relation to liming needs and alkali

response3. Fertilizer response and means of appli-

cationB. Laboratory Projects

1. On the map identify areas near the schoolwhere the limiting factor to high produc-tivity is lack of water during the growingseason. Prepare a plan for irrigating theland and recommend crops that would bemost profitable under irrigation. Preparean analysis of cost of irrigation and anestimate of increased income from thehigher valued crops. Would it be feasibleto invest .in the irrigation system?

2. An alternative to the above project wouldbe to identify areas that would be moreproductive if drained. Plan a drainagesystem and prepare an analysis of costsand returns from its installation.

3. Prepare a mport with recommendationsfor applying fertilizer through irrigationwater. Indicate the kind of equipmentneeded. Determine the methods of apply-ing corrcct amounts of fertilizer. Includea plan for determining when supplementalplant food is needed during the irrigationseason.

44

Division VII. Tillage


1. Minimum versus other tillage2. Relation of moisture to tillage practices

a. Compaction of soil(1) crops and equipment(2) effect on yield

b. Amount of moisture related to tillagemethods

B. Laboratory Projects1. Prepare a series of flip charts showing a

comparison between costs and returns forgrowing specified crops using minimumtillage and conventional tillage methods.

2. Secure samples of soil such as clay, clayloam, silt loam, and others. Divide eachsample into two parts and place each partin a shallow pan. Moisten the two por-tions of each sample with equal amountsof water. Stir one portion thoroughly andsmooth the surface. Leave the other por-tion unstirred. Allow the samples to dry.Describe the condition of each portion foreach type of soil. Compare the treatmentgiven these soils with the practice of till-ing the soil when the moisture content ishigh.

3. Secure a summary of -esearch data froman agricultural expert .., nt station or fromsome other reliable source. Prepare a talkon tillage, using overhead transparenciesmade from the research data to illustratethe talk.

Division VIII. Liming, Soil Acidity, and SoilAlkalinity

A. Unit of Instruction1. Causes of soil acidity and soil alkalinity2. Importance of lime for:

a. Modifying pHb. Plant food

3. Liming and availability of plant nutrientsa. Nitrogenb. Phosphorusc. Potassiumd. Micro-nutrients

4. Kinds and sources of limea. Relative costsb. Relative value

B. Laboratory Projects1. Use the samples of soil taken from the

area you mapped earlier in the course,and run a pH test on each of these. Writean interpretation of these tests, indicatingthe relationship of the readings to thecrops that might be grown successfully.

For soils with low pH compute theamount of lime needed to raise the pH tosuccessfully grow alfalfa or clover. Recom-mend the source of lime that would bemost economical for the area. For soilswith high pH compute the amount ofacidifying materials to adjust pH toappropriate levels.

2. Prepare a demonstration which will illus-trate the relation of lime to the availabilityof the major plant food nutrients in thesoil.

3. Refer to laboratory project No. 1. Preparea chart for display in a farm supply storeto show customers the sources of lime suit-able for use on their soil and the cost ofeach per unit of calcium.

Division IX. pH and Plant Adaptability

A. Unit of Instruction1. Indicated by flora

a. Plants

b. Weeds

2. Optimum pH for optimum species growth

3. Choosing adapted crops versus modifyingthe pH

B. Laboratory Projects1. Visit fields where the pH is quite variable.

List the plants found on the soil in whichpH is high and the plants on the soil inwhich pH is low; classify as crops orweeds.

Map the low and high pH groups onthe area map and indicate the weed plantsand the crop plants characteristic of theareas.

2. Suggest a series of crops which might begrown on a soil with relatively low pHand a series which might be grown on asoil with pH 6.5-7.5. Prepare a written

45

report in which appropriate crops are sug-gested for the soils of different pH ranges.

3. Prepare estimates of cost and income fromthe recommended crops for -tIle low pH'soils as compared with the costs and re-turns for modifying the pH of the soil andchoosing crops adapted to a higher pHrange.

Division X. Plant Food ElementsA. Unit of Instruction

1. N:zrogena. Function in plant growthb. Forms of nitrogen suitable for plant

foodc. Application of nitrogen

2. Phosphorusa. Function in plantsb. Forms of phosphorus availablec. Application of phosphorus

3. Potassiuma. Function in plant growthb. Forms of potassiumc. Potassium-magnesium ratiod. Application of potassium

4. Sulphur5. Micro-nutrients

a.b.c.d.e.f.

BoronZincIronManganeseMagnesiumMolybdenum

g. Copper (in organic soils)

B. Laboratory Projects1. Grow some plants until they have pro-

duced true leaves. Transplant a plant toeach of three jars filled with quartz sand.Keep the plants watered with solutions ofplant food from which one of the nutri-ents is missing. Observe the plants andrecord the symptoms of nutrient deficien-cies as they appear.

2. Take a trip to a field where crops andweeds can be observed. Check for evi-dences of plant nutrient deficiency. Re-cord deficiency symptoms. Take soil andplant tissue samples from these spots.

3. Upon returning to the laboratory, checkthese soil samples and the plant tissuesby applying appropriate tests. Comparethe observations of plant deficiency withthe results of the two tests. Is there acorrelation between the two observations?

Assume an outside salesman for a farmsupply center had made the observations.Prepare a report for the manager in whichthe salesman recommends a procedure forselling fertilizer and/or lime to the ownerof the land.

4. Prepare the materials needed to presentthe observations to the farm owner ormanager to show him evidence of the needfor fertilizer and lime.

Division XL Diagnostic Methods for DeterminfogSoil Deficiencies

A. Unit of Instruction1. Soil tests

a. Sampling soil

b. Soil testing laboratories

c. Interpreting soil tests

2. Tissue testing

3. Strip plots4. Deficiency symptoms

B. Laboratory Projects1. Visit an official soil testing laboratory.

Study the procedures followed in the lab-oratory and the report that is prepared onthe soil samples submitted. Note also theprocedures used in making the soil tests.Are conditions controlled more accuratelythan in the school laboratory?

2. Each student may secure copies of severalsoil testing reports with the identificationremoved. Upon returning to their ownlaboratory, students may prepare fertilizerrecommendations to meet the needs ac-cording to the soil tests made.

3. Plant a series of demonstration plots nearthe school where the effectiveness of lim-ing and of plant nutrients can be shown.Ha ve adequate check plots and plan thesize of plots to fit the machinery availablefor planting and harvesting.

46

4. The teacher organizes the class into com-mittees to plan and conduct an openhouse to observe the plots- at appropriatetimes during the year. This program maysimulate an open house that might be heldat a farm service center to show demon-stration plots which The center staff hasset up for promotion of its products.

Division XII. Factors Meeting Plant GrowthUnit of Instruction

1. Water2. Light3. Air4. Temperature5. Plant food

6. Soil reaction

7. Control of diseases8. Control of insects9. Genetic factors

TEXTS AND REFERENCEScferger, introductory Soils.

Astkman and Brady, The Nature and Properties ofSods',

Co* Soil Management for Conservation andProduction.

Donahue, Soils: An Introduction to Soils and PlantGrowth.

Klingebiel and Montgomery, Land Capability Clas-sification.

Knuti, Korpi, and Hide, Profitable Soil Manage-ment.

Russell, Soil Conditions and Plant Growth.

Worthen and Aldrich, Farm Soils, Their Fertiliza-tion and Management.

VISUAL AIDS

FilmsIowa State University, Audio-Visual Department,

Ames, Iowa 50010.

Soil T est. 22 min., 16 mm., color, sound.

Nationg Plant Food Institute, Film Department,1700 K Street, N.W., Washington, D.C. 20006.

The Big Test. 15 min., 16 mm., color, sound.

Union Pacific Railroad, Omaha, Neb. 68101.It's Time to Irrigate. 10 min., 16 mm., color,sound.

;

1

i

, I

b.

*

Filmstrips and SlidesUniversity of Illinois, Vocational Agriculture Serv-

ice, Urbana, Ill. 61801.

Collecting and Preparing Soil Samples for Test-ing. 36 frames, 35 mm., black and white, silent.

How and Why Do Soils Differ? 2: frames, 35nun., black and white, silent.

Preparing and Using Soil Monoliths. 66 frames,35 mm., black and white, silent.

Soil Moisture. 19 frames, 35 mm., black andwhite, silent.

Soil Structure. 69 frames, 35 mm., black andwhite, silent.

Soil Texture. 85 frames, 35 mm., black and white,silent.

47

Mr-.. I

S' 1' -., . 'MICIIIMMI--..--t

v

FIGURE 26.Student learns soil technology from soil mono-liths. He can recommend fertilizers and technical soilmanagement based on his understanding of the soil.

Specialized Technical Courses

Agricultural ChemicalsHOURS REQUIRED

Class, 3; Laboratory, 2. Prerequisites: AppliedAnimal Husbandry 1 and Crop Production.

COURSE DESCRIPTIONThis course is designed to acquaint the studentswith agricultural chemicals, primarily thoseused as herbicides, insecticides, fungiddes, andnematocides and those used for internal andexternal parasites of livestock and poultry.Students need to be aware of the fact that in-creasing use of agricultural chemicals to controlgrowth of plants, insects, and parasites hasmade problems of residues increasingly acute.Further research and new discoveries will makeit necessary for the technician employed in thegrain, feed, seed, and farm supply industry tohave experience and ability in preparing andusing agricultural chemicals. These proceduresmust be in accordance with recommendationsof manufacturers and in line with the regula-tions of the State and Federal Food and DrugAdministrations and of the U.S. Department ofAgriculture.

The development of these abilities requires athorough knowledge and ability to computedilutions of materials either in water for sprayson weeds, crops, or fruits; in feeds or in drink-ing water for livestock; and in terms of activeingredients per acre.

Calibration of equipment to apply requiredamounts, per acre is also an essential skill. Thiswill require the ability to *eigh and measurerelatively small, quantities on laboratory equip-ment.

The use of chemicals for control of internal andexternal parasites on livestock and poultry isalso an important area of understanding for thetechnician in a farm supply center where sutlimaterial is handled. Approved practices in theuse of these materials, including methods ofadministering the material, dosage, and precau-tions to follow are all essential.

The instructional program that involves agri-cultural chemicals includes laboratory activities

48

to provide students with actual practice andexperience in preparing the materials for use,computing quantities of material to use, cali-brating equipment, and applying materials fol-lowing recommended procedures. Since theactual use of agricultural chemicals may re-quire application during a season when classesare not in session, arrangements may be madefor some practice to be given in the laboratory.This is particularly true for herbicides, insecti-cides, and fungicides, where application maybe made on a very few plants in a growingbench.

For practice in use of chemicals for controllinginternal parasites of livestock and poultry, it willbe desirable to take field trips to feedlots or toherds and flocks on farms. The kind of live-stock to be treated and the material to be usedmust be adjusted to the requirements of thearea.

In all cases, teachers and students must keep inmind that the purpose of the instructional pro-gram, including the suggested laboratory activi-ties, is to qualify the students to serve farmersand others who wish to purchase and use agri-cultural chemicals. It is important to stress thispoint in instruction and to make sure that stu-dents thoroughly understand the safe use andstorage of appropriate chemicals.

MAJOR DIVISIONSHours

ClassLabor-

atory

I. Labels and Directions 8 10

II. Herbicides 14 6

III. Insecticides 4 3

IV. Fungicides 4 3

V. IgernatOCides 2 1

VI. External Parasites ofLivestock and Poultry 6 3

VII. Internal Parasites ofLivestock and Poultry 6 6

VIII. Safe Storage of Chemicals _ 0

Total hours 48 32

Division I. Labels and DiiectionsA. Unit of Instruction

1. Kinds of information on the labelsa. List of ingredients

b. Percentage of active ingredientsc. Directions for application

( 1) rate

(2) method(3) timing(4) cautions to be followed

2. Responsibility of employees to call to theattention of the customer:a. Directions on the labelb. Contents of the packagec. Methods of usingd. Safety precautigns (using masks, dis-

carding empty packages, storing mate-rials)

B. Laboratory Projects1. Secure the labels from packages of insecti-

cides, fungicides, nematocides, materialsfor controlling external parasites and forcontrolling internal parasites of livestockand poultry.

2. Make a list of these materials and indicatefor each:a. Trade nameb. Active ingredientsc. Time, rate, and method of applicationd. Residue tolerancee. Safety precautions

3. Using the directions on the package, workout the computations to determine :

a. The amount of the packaged materialto provide a given amount of activeingredient

b. Amount of packaged material to useper gallon or per pound when thedirections indicate amount per 100gallptis or per ton

c. Amount oi insectkide to add per tonfwilizer to provide recommended

amount Of itioFtipiFlp pPir twit, Viiknfertilizer is to be gt a Oven11.0

49

d. Amount of insecticide and fungicideto mix with 1 gallon of wate l. for aspray for ornamental plants, whendirections on the package are for givenamounts of each per 100 gallons ofwater

Division II. HerbicidesA. Unit of Instruction

1. Types of herbicidesa. Use of eachb. Selectivity of eachc. Residual effects of each

2. Application of each typea.

b.

c.

RateTiming of applications

State and Federal laws and regulationsd. Custom applicatione. Use of herbicide-fertilizer mixtures

(1) computing formulation(2) compatibility of materials(3) computing rate of application

3. Sources of information regarding use ofherbicides

B. Laboratory ProjectsSome of the laboratory projects suggestedhere may require several weeks for comple-tion. After the program gets underway, itmay be possible for a class to observe resultsof demonstrations of a previous class, whileat the same time starting a demonstration foruse by a succeeding class.

1. Construct a chart showing for all vegeta-tion the herbicides available for control-ling weeds in each of the local crops andin lawns. Show commercial name of theproduct, active ingredient, time of appli-cation, rate of application, and any spe-cific safety precautions to be observed.

2. Take a trip to observe the weed popula-tion in a crop. Identify the weeds in termsof the herbicides which would be effectivein their control. Prepare a written recom-mendation for controlling the weeds byusing a selective herbicide which will notdamage the crop. After the recommenda-tion has been checked and approved, pre.

I

,

1

,

pare the herbicide and make the appli-cation. Leave a check strip untreated andcheck results periodically. Record resultsand prepare a report of the total project.Be sure to include in the report the costof treatment per acre and estimated re-turns per dollar of investment in the

herbicide.

3. Select a lawn near the school, idcn ''',7 theweeds growing in the lawn, and preparea project to demonstrate the use of herbi-cides to control the weeds and improvethe lawn. If Soil Science II has been com-pleted, include in the plans a program fordemonstrating the effectiveness of ferti-lizer as well as herbicides. By applyingthe fertilizer in strips running one direc-tion and the herbicide in strips runningthe other direction, effectiveness of thefertilizer, of the herbicide, and of the twoin combination can be observed.

Observe the results of the demonstra-tion over a period of several weeks andprepare a report of the demonstration.The report represents a sample of onethat an employee would prepare for themanager of a farm supply center.

4. Select an area where it is desirable to killall vegetation; for example, in the drive-way of a farm supply center, around thewalls of an elevator, or other similarplaces. Select the proper chemical, meas-ure the area, and compute the volume ofprepared material needed and the amountof the chemical needed. Prtipare the mate-rial and make the application. Observethe results over a period of 2 to 4 weeksand prepare a report on tile results.

5. Prepare a recommended weed controlprogram for the type of farm or ranch inthe area.a. Determine or estimate the acreage of

each crop.

b. Compute the amounts of herbicideneeded to apply the necessary amountsof actual chemical per acre and recom-mend the:(1) mcthod of applying the herbicide(2) dilution to be made

(3) rate of application of the mix-ture to provide the desired amountof active ingredient

Division III. InsecticidesA. Unit of Instruction

1. Types c,i. insecticides used to control:a. Sucking insectsb. Chewing insectsc. Pests on livestock and poultryd. Insects in stored graine. Corn ear worm, corn borer, and others

f. Flies2. Use of insecticides

a. Where each is usedb. What residual effects result

3. Application of each insecticidea. Rateb. Timing of applicationresidue prob-

lemsc. Laws and regulations governing appli-

cationd. Custom application of insecticides

4. Sources of information regarding use

B. Laboratory Projects1. Make a collection of common sucking

insects of the area in which the school islocated. Mount the insects, label eachspecies with common and scientific names,and indicate one or more chemicals whichmight safely be used to control it. Notethat some chemicals might be very effec-tive in killing the insects but that theyproduce residues that are not allowableunder State or Federal food and drugregulations.

2. Make a collection of plant tissue dam-aged by chewing insects. Mount and labeleach specimen with the kind of insectthat probably caused the damage. As anemployee of a local firm that sells agricul-tural chemicals, prepare written recom-mendations for a farmer to help avoidserious damage from a prevalent chewinginsect. Be specific as to material to use,method of preparing it, and method,time, and rate of application. Also pro-vide an analysis of cost of material, num-ber of applications, and the returns thatthe farmer might reasonably expect from

50

his investment. Include any precautionswhich are necessary to protect the farmer,livestock, crop, or the firm.

3. Working as a class, prepare a list of chew-ing insects that cause extensive damagein the area. Include insects that invadelawns, fruits, ornamental shrubs andplants, and farm crops. After the list iscomplete, students may work individuallyor in small groups to prepare charts show-ing thc chemicals they recommend forcontrol. Indicate the time, rate, methodof application, and safety precautions tobe observed.

4. Students may work individually or insmall groups to prepare charts showinglife cycles of chewing insects. Suggest themethod of control most appropriate foruse at the vulnerable point in the life cycleof the insect. (Note: Materials preparedin the above project may be saved andcombined with materials prepared in otherprojects in this course for displays at openhouses or for use in the salesmanship andcommunications courses.)

Division IV. FungicidesA. Unit of Instruction

1. Types of fungicides to control:a. Fungus diseases on plantsb. Fungus infections of animals and

poultryc. Seed-borne fungus infections

2. Where each kind of fungicide is used3. The residual effects from the use of each

kind4. Safety precautions in using each kind5. Application of each kind of fungicide

a. Rateb. Timing of applicationsc. Tolerance to mixing with other chem-

icals such as insecticides

B. Laboratory Projects1. Take a trip to observe evidence of fungus

infection in forage or grain crops, in fruits,and vegetables, in ornamentals, and inlawns and gardens.. Collect specimens ofthe infected plants and label the speci-mens, indicating the type of fungus infec-tion.

51.

2. Secure untreated seeds known to be in-fected with a seed-borne fungus. Dividethe seeds in two packages. Treat onepackage of seeds with a recommendedfungicide. Plant both packages of the seedin a growing bench or in plots near theschool. Care for the plants in the normalway and observe the effects of the seedtreatment as the plants grow through theseedling stage to maturity. Prepare a re-port of the demonstration, making appli-cation of the results to the financial re-turns to be expected from seed treatmentfor a similar commercial crop.

3. The teacher divides the class into groups.Each group collects additional specimensof fungus infection in a group of plantswhich are important locally; for example,one group might study fungi infecting thefarm crops, and another group mightstudy the fungi infecting the fruits. Eachgroup of students may prepare a charttogether with written recommendationsfor use at a farm supply center in the area.The chart would show the typical fungusinfection; recommended material for con-trol; time, rate, and method of applica-tion; and any special recommendations orcautions to be observed. The writtenrecommendations would be prepared asa handout for tin customers. They wouldalso provide instructions for use of therecommended fungicide.

Division V. NematocidesA. Unit of Instruction

1. Types2. Use3. Application4. Sources of information regarding nemato-

cides

B. Laboratory ProjectsTake a trip to a farm or a greenhouse wherearrangements have been made to demonstratetreating the soil for nematodes. Observe themethods and techniques used in makingthe treatment. Note the recommendationsregarding temperature and soil conditions.Prepare a written report similar to one whichwould be provided to the manager of a farm

supply center who had sent an employee on asimilar field trip.

Division VI. External Parasites of Livestock andPoultry

A. Unit of Instruction1. Flies

a. Species affecting livestock and poultryb. Materials used for controlc. Techniques of using the materials

2. Lice3. Mites4. Sources of information regarding use of

control materials

B. Laboratory Projects1. List the major external parasites of live-

stock and poultry in the area. Take a tripto observe methods used by a producerto control one or more of the parasitesaffecting the animals or birds. In someareas this may mean a visit to a dairyherd; in another area, to a broiler plantor to a swine herd. Prepare a reportof sound practices observed and recom-mended changes in the practices of thefarmer.

2. Select one kind of external parasite com-mon locally. Make a chart or postershowing the life cycle of the parasite andindicate the point or points at which itmay be controlled. Check with a localfarm service center manager for materialsavailable for use in control of the parasiteand indicate on the chart each of thepoints where attacks can be made, thematerials to be used, and the methods ofusing them.

3. The class may take a field trip to observedipping, spraying, or dusting livestock orpoultry to control external parasites. Stu-dents may assist in preparing and apply-ing the materials

Division VII. Internal Parasites of Livestock andPoultry

A. Unit of Instruction1. Roundworms infesting livestock and

poultrya. Species of roundworms affecting each

kind of livestock and poultry

52

b. Materials used to control roundwormsc. Techniques of using the materials

2. Flatworms infesting livestock and poultrya. Species of flatwormsb. Materials used to control flatwormsc. Techniques of using the materials

3. Bots in horses4. Warbles in cattle5. Sources of information regarding use of

chemicals for control


1. Visit a local livestock or poultry enter-prise where students may participate in athorough cleaning of the barns and/orequipment used in the production enter-prise. Note the materials used for clean-ing the buildings and equipment and themethods of using the materials. Preparea report of the trip, indicating the pur-pose of cleaning the buildings and equip-ment, the materials used, and the meth-ods of application. Note how the practiceof cleaning the building and equipmentmay assist in controlling some species ofparasites of livestock and poultry.

2. Each member of the class may "post" ananimal or bird to find internal parasites,particularly in the intestine. Birds oranimals may be secured from local slaugh-ter plants or from local producers. Stu-dents shall identify the type of internalparasites present. Each student is to pre-pare a written report indicating the typesof parasites found and the probable sourceof infection.

3. As an alternative to No. 2, take a fieldtrip to a farm, a slaughter plant, or aveterinarian's laboratory where a veteri-narian will demonstrate "posting" a birdor an animal to discover infestation withinternal parasites. Samples of the para-sites may be collected and preserved in astandard pickling solution.

4. Students 'may work in small groups onselected assignments or as individuals toprepare charts showing the life history ofeach of the internal parasites common inthe area. These might include tapeworms,

several species of roundworms, liver flukes,and trichina.

5. Each group of students may draft recom-mendations for the control of the parasitein the species of livestock with which thegroup is concerned. Recommendationsmay include control by several methodssuch as a drench, drinking water, feed, orby other means; as well as by sanitarypractices such as drainage, sanitary equip-ment, and rotation of grazing land.

6. Take trips or tours with a recognized spe-cialist in animal and/or poultry parasites(a veterinarian, Extension Service veteri-narian from the State land-grant college,a specialist from the local farm supplystore, or one of his suppliers) to observelocai herds and flocks. Note the evidenceof infestation with parasites, both internaland external. Record the symptoms whichthe specialist uses as evidence and therecommendations for avoiding or control-ling the infestation.

7. Prepare a report of the above field tripsor tours. Indicate for each case the symp-toms observed and the recommendedmaterials for control.

8. Assume the role of a serviceman for afarm supply center in the area. Select alivestock or poultry producer and preparea program of parasite control to recom-mend to him. Inditate the materialsneeded, the rates of application, the pre-cautions to observe, and the methods ofuse. Include in the report an analysisbased on the best evidence available ofthe economic benefits to the producer ifhe will follow the recommendations.

9. Secure chicks, pigs, or other small animalsthat are infested with internal parasites.Place these in two groups in the labora-tory. Treat one group with recommendedmaterials and leave the second group un-treated. Record feed consumed, rate ofgain, and feed conversion for 8 to 12weeks; and compute the differences infinancial returns. Complete a report anemployee would prepare if the project hadbeen conducted for the manager of a farmsupply center.

53

Division VIII. Safe Storage of ChemicalsUnit of Instruction

1. Storage placesa. Farm storeb. Supply warehousec. On the farm

2. Disposal of empty containers3. Factors related to safe storageproduc

and personsa. Humidityb. Temperaturec. Chemical fumesd. Compatibility of chemicals

4. Facilities for storage

TEXTS AND REFERENCESAndus, Plant Growth Substances.

Good and Taylor, Chemical Control of Plant-Parasitic Nematodes.

Hanna, Handbook of Agricultural Chemicals.Manufacturing Chemists Association, Agricultural

Chemicals: What they Are, How They Are Used.

Rose, Crop Protection.

Society of Chemical Industry, Fungicides in Agricul-ture and Horticulture.

Thomson, Agricultural Chemicals.

U.S. Department of Health, Education, and Welfare;Food and Drug Administration, Livestock Men,Farmers, Feedlot Operators: When You UseMedicated Feeds, Follow Pre-Slaughter With-drawal Rules.

, "Medicated Feed Current GoodManufacturing Practice Regulations," Code ofFederal Regulations.

, A Message for Food Warehouse-,men, Poultry Men, Poultry and Egg Producers:When You Use Medicated Feeds, Follow Pre-Slaughter Withdrawal Rules.

VISUAL AIDS

FilmsChevron Chemical Company, Ortho Division, 200

Bush Street, San Francisco, Calif. 94104.Prescription for Safety. 18 min., 16 mm., color,sound.

Dow Chemical Company, Audio-Visual Center,Abbott Road Building, Midland, Mich. 48641.

Chemicals Vital to Our Food Supply. 20 min.,16 mm., color, sound.The Enemy Underground. 12 min., 16 torn., color,sound.Quack GrassThe Perennial Guest. 11 min, 16mm., color, sound.Thief in the Soil. 10 min., 16 mm., color, sound.

E. I. Dupont de Nemours and Company, ic,, Indus-trial Chemicals Division, Wilmington, Del.19801.

Unseen Harvesters. 28.4 min., 16 innt, color,sound.

Shell Chemical Company, 50 West 50th Street, NewYork, N.Y. 10020.

Insect Pests of Alfalfa. 15 min., 16 am, color,sound.Insect Pests of Corn.sound.

Sterling Movies, U.S.A.,York, N.Y. 10022.

20 min., 16 am, color,

375 Park Avenue, New

54

A New Day in Corn. 20 min., 16 mm., color,sound.

U.S. Department of Agriculture, Office of Informa-tion Services, Washington, D.C. 20250.

The Impact of Pesticides. 11 min., 16 mm., blackand white, sound.Safe Use of Pesticides. 21 min., 16 mm., color,sound.

Velsicol Chemical Company, 341 East Ohio Street,Chicago, Ill. 60611.

Soil _Insect Control. 17 min., 16 mm., color, sound.

Filmstrips and SlidesManufacturing Chemists Association, 1825 Connec-

ticut Avenue, N.W., Washington, D.C. 20009.Facts About Pesticides. 100 frames, 35 mm., color,sounddisc, 1 side, 12-inch, 33 1/3 r.p.m., 13 min.Points on Pesticides. 77 frames, 35 mm., color,sounddisc, 1 side, 12-inch, 33 1/3 r.p.m., 13 min.

Applied Animal Husbandry I:Beef, Sheep, Dairy

HOURS REQUIREDClass, 2; Laboratory, 4; Prerequisite: AppliedAnimal Nutrition.

COURSE DESCRIPTIONTechnicians in the grain, feed, seed, and farmsupply industry need an understanding andsome skill in the husbandry techniques of thevarious livestock and poultry enterprises com-mon to their area. This ;.s essential if they areto make recommendations regarding the use offeeds, livestock, and poultry supplies; parasiteand disease control materials and equipment;and other products distributed by their farmsupply center.

This course is part of a sequence of two courses,each covering one semester. This course dealswith husbandry and management techniquesfor beef, sheep, and dairy enterprises. A uniton feeding is included since it is an importantaspect of animal husbandry. However, onlylimited time has been allocated to the subjectmatter of feeding, because it has been coveredin the earlier courses entitled Applied AnimalNutrition and Feeds, Ingredients, Additives,and Food and Drug Regulations.

Instructors must be familiar with the geographicareas in which students are likely to find em-ployment. They may then place greater em-phasis on the study of the more important live-stock enterprises of the area their students willbe serving.

MAJOR DIVISIONS

L Management for OptimumProfit with Beef, Sheep, andDairy Enterprises

II. Breeds and BreedingIII. HousingIV. Disease and Parasite ControlV. Avoiding Accidents

VI. FeedingVII. Systems of Management

Total hours

Hours

ClassLabor-atory

4 86 124 104 105 101 08 14

32 64

55

Division I. Management for Optimum Profit withBeef, Sheep, and Dairy Enterprises

A. Unit of Instruction1. Factors of production essential in the

enterprisea. Landb. Facilitiesc. Labord. Management

2. Economic factors affecting managementdecisionsa. Markets for productsb. Sources of feeding, breeding, and pro-

duction stockc. Adjusting feeding programs to markets

and to grades of animals

3. The art of managementa. Regularityb. Observation of individual animalsc. Adoption and use of a system of feed-

ing and husbandry

B. Laboratory Projects1. Visit a local beef, dairy, or sheep enter-

prise. Determine the reasons the managerhas chosen the breed, the practices fol-lowed in the management of the enter-prise, the products produced, and themethod of marketing.

2. Using the data obtained on the field trip,plan an alternative feeding plan for thekind of livestock and for the situation.For example, substitute more corn foralfalfa hay in feeding dairy cows, or barleyfor corn in fattening cattle or lambs.

Prepare a budget showing an estimateof feed consumed, value of product, andreturns over feed costs under the systemobserved and the alternative plan.

3. Assume you are employed in a local farmsupply center. A customer asks for a rec-ommended feeding p,ngram to preparehis cattle for market. Prepare an exhibitwhich shows a feeding and managementprogram for the customer who has:a. Dairy-type steersb. 1,000 head of choice-grade beef cattlec. 5,000 head of cross-bred lambs

Division II. Breeds and BreedingA. Unit of Instruction

1. Breeds of beef cattle, dairy cattle, andsheepa. Adaptation of each breed to:

( 1) climate( 2) parasites and diseases( 3) markets for animals and products(4) feed supply

b. Economical production of desiredproducts

2. Breeding of beef cattle, dairy cattle, andsheep for:a. Productionb. Resistance to disease and parasitesc. Adaptation to environmentd. Market demands

B. Laboratory Projects1. Visit local beef, dairy, and sheep enter-

prises. Record the breeds of cattle andsheep observed, and compare the observa-tions with reports showing breeds in theschool area. Data may be secured fromreports of dairy herd improvement asso-ciations (for dairy), artificial breedingorganizations, breed associations, andother sources.

Record the kinds of feeds used to feedlivestock observed on these field trips.Identify the kind of production which isthe objective of the enterprise; for ex-ample, beef calves on a range are beingproduced as feeder cattle, whereas beefcalves in a feedlot are destined for slaugh-ter. While these may be the same cattle,the production objectives of the two enter-prises are different.

2. Visit a slaughter house where arrange-ments have been made to evaluate cattleon the hoof and to examine and evaluatecarcasses from these cattle. Prepare awritten report showing the relation of theevaluation of the live animals with thecarcass evaluation.

3. Prepare a report in which a comparisonis made between the carcasses observedand the carcasses of cattle that have beenselected through several generations for ahigh percentage of the more costly cuts ofmeat.

56

4. Prepare a chart showing a comparison be-tween the returns over feed costs for dairycows producing 14,000 to 16,000 poundsof milk and those producing 8,000 to10,000 pounds of milk per year. If thedifferences in production are due to breed-ing, what are the returns per year for thebetter breeding? (Assume a 100-cowherd.)

Division III. Housing

A. Unit of Instruction1. Ventilation related to health and produc-

2. Humidity related to health and produc-tion

3. Lighting related to production

4. Temperature range for optimum produc-tion

5. Methods of heat lossa. Evaporationb. Radiationc. Convection

6. Controlled environmenta. Advantagesb. Costs and returnsc. Equipment needed

B. Laboratory Projects1. Plan housing for dairy, beef, or sheep

enterprises. Assume the role of an em-ployee of a farm supply center. Preparea presentation to make to a farmer show-ing the kind of housing recommended forhim. If you are planning housing for beefcattle to be fed in the feedlot for market,plan the layout of the pens and an effi-cient feeding system. Illustrate the pres-entation with charts and diagrams orother kinds of materials to show the light-ing, ventilation, temperature control, andother environmental factors recommended.

2. Observe a feeding system for dairy cowshoused in a pen-type barn. Prepare areport showing how the system operatesand how the manager is assured that allthe cows will get enough feed to maintainproduction.

tion

3. Observe the methods followed by livestockfeeders using bulk feeds and feeding beefcattle with a mechanized system. Preparea sketch of the system which one coulduse before a group of livestock feederswho are considering installation of such asystem.

Division IV. Disease and Parasite Control

A. Unit of Instruction1. Program for control of brucellosis

a. Test and slaughterb. Vaccinationc. Interstate shipment

2. Program for control of mastitisa. Operation of equipmentb. Avoiding injuryc. Test

3. Program for control of tuberculosisa. Test and slaughterb. Interstate shipment

4. Control of parasitesa. External parasites

(1) identification(2) treatment

b. Internal parasites(1) methods of prevention(2) symptoms(3) treatment

5. Relationship with the veterinarian forcontrol of disease and parasites

B. Laboratory Projects1. At a laboratory, observe the testing of

samples to detect brucellosis in dairy cows.

2. Assume the role of an employe of a farmsupply center in the State. Prepare anewsletter to the customers which de-scribes the benefits of having a brucellosis-free herd of cattle. Explain the losses thatmay accrue to them as a result of brucel-losis in their herds. List reasons why themanager and staff in the farm supplycenter must be interested in the controlof livestock diseases and parasites.

3. Visit a dairy herd to study the milkingequipment. Check the vacuum line andthe pulsators on the milker and observethe milking. Note how the cows were pre-

pared for milking, the time the machinewas on each cow, and the possible sourcesof irritation of the udder from the opera-tion of the machine. Determine the rela-tionship of mastitis incidence to udderirritation.

4. Assume the role of an employe in a farmservice center. Prepare recommendationsto make to a dairyman coming to thestore asking for a remedy to treat hiscows for mastitis. Include recommenda-tions for medication, for checking equip-ment, and for examining and testing cowsfor indication of mastitis. In the state-ment, be sure to establish a relationshipbetween the veterinarian and the business.

Division V. Avoiding AccidentsA. Unit of Instruction

1. Avoiding firesa. Heat lampsb. Lightningc. Electrical firesd. Smoking

2. Avoiding injuriesa. Wires and obstructionsb. Predators

3. Avoiding poisons and chemical hazardsa. Sprays and spray materialsb. Treated seeds and feed grainsc. Residuesd. Empty packages of poisonous products

B. Laboratory Projects1. Take a trip to a dairy herd or a flock of

sheep. List hazards which represent po-tential danger to the livestock, such aspotential fire hazards, loose wires, nails,sharp projections, machinery or equip-ment into which animals may be pushedand bruised, and any other hazards youmay discover.

2. Students may prepare a set of slides anda written script to describe common haz-ards to cattle or sheep. The class mayoutline the script, and committees may beassigned to get the slides for a specificsection of the script.

3. The teacher assigns student committeesto prcpare an exhibit for display at a

community event describing potentialhazards to cattle or sheep in the commu-nity and prompting practices to eliminatethe hazards.

Division VI. FeedingUnit of Instruction

1. Essential for production2. Essential for halth3. Relationship to the course, Feeds, Ingre-

dients, Additives, and Food and DrugRegulations

Division VII. Systems of Management

A. Unit of Instruction1. Beef cattle enterprise

a. Cow-calf enterpriseb. Beef feeding enterprise

(1) length of feeding period( 2) weights of finished cattle(3 ) markets for finished cattle(4) seasonal production of finished

cattlec. Production of breeding stock

2. Dairy cattle enterprisea. Purpose of production

(1) fluid milk(2) butter, cheese, powdered milk,

otherb. Loose housing systemc. Stanchion systemsd. Production of breeding stock

3. Sheep enterprisea. Purpose of prodtmtion

(1) wool(2) production of feeder lambs(3) lamb feeding enterprise

b. Seasonal productionc. Continuous production

B. Laboratory Projects1. Take trips to observe the management

systems being followed by beef, dairy, andsheep husbandmen.

2. Prepare a series of reports describing thesystems which have been observed. De-scribe the daily routine of handling theenterprise in terms of feeding, milking ofthe dairy cattle, time for breeding for pro-duction of stock, and practices to avoiddiseases and parasites.

58

Also report the management practicesin terms of plans to provide a continuousflow of product to market, showing ad-justments for seasonal fluctuations of pro-duction or of demand. Include in thereport information on seasonal fluctua-tions and availability of feed, rangepastures, and other factors.

3. The teacher organizes the students intopairs and assigns one student in the pairsthe role of a beef, sheep, or dairy farmeror rancher, describing his situation in asmuch detail as possible. Then he assignsthe other student the role of a salesman/serviceman for a farm service centerinterested in selling feed and supplies tothe producer. This student then preparesa presentation he will make to the pro-ducer. This may be supplemented withsketches, pictures, research data, in othermaterials. The student assigned the roleof producer prepares for the interview byfinding all possible reasons for maintain-ing present status, particularly in termsof defending present programs and prac-tices as being successful.The students make these presentationsbefore a group of potential students inhigh scho31s, citizen groups, or at com-munity gatherings where a demonstrationof student activities is appropriate.

A.

TEXTS AND REFERENCESAcker, Animal Science and Industry.Cassard and Juergenson, Approved Practices in Feeds

and Feeding.Cole, Introduction to Livestock Production, Induct.

ing Dairy and Poultry.

Clark and others, Demonstrations in Dairy.Crampton, Applied Animal Nutrition: The Use of

Feedstuff s in the Formulation of Livestock Rattons.

Davis, Modern Dairy Cattle Management.Dykstra, Animal Sanitation and Disease Control.

Ensminger, Animal Science.

, Sheep and Wool Science.

Iowa State University Press, Midwest Farm Hand-book.

Juergenson, Approved Practices in Beef CattleProduction.

Kays, Basic Animal Husbandry.

Mahadaven, Dairy Cattle Breeding in the Tropics.Mason, World Dictionarav of Breeds, Types, and

Varieties of Livestock.Maynard and Loos Animal Nutrition.McKinney, The Sheep Book.

Morrison, Feeds and Feeding.

Nordby, Beeson, and Fourt, Livestock Judging Hand-book.

Sek len, Insect Pests of Livestock, Poultry and Pets.

Snapp and Neumann, Beef Cattle.U.S. Department of Agriculture. Cattle Lice: How

To Control Them.

VISUAL AIDS

FilmsAmerican Soybean Association, Hudson, Iowa 50643.

Tomorrow's Food Pc...ver. 27 min., 16 mm., color,sound.

59

Farm Film Foundation, 1425 H Street, N.W.,Washington, D.C. 20005.

Dynamics of Animal Agriculture. 26 mM., 16 mm.,color, sound.

More Beef at Less Cost. 10 min., 16 mm., color,sound.

Modem Talking Picture Service, Inc., 3 East 54thStreet, New York, N.Y. 10022.

Design for Better Beef. 38 mM., 16 mm., color,sound.

University of Nebraska, Audio-Visual InstructionCenter, Lincoln, Nebr. 68508.

Control of Cattle Lice. 8 min., 16 mm., black andwhite, sound.

Filmstrips and SlidesCalifornia Polytechnic College, Sa

Calif. 93401.Fat Lamb Projects. 65 frames,silent.

n Luis Obispo,

35 nun., color,

Applied Animal Husbandry II:Swine, Poultry, Horses

HOURS REQUIREDClass, 2 ; Laboratory, 4. Prerequisite: AppliedAnimal Nutrition.

COURSE DESCRIPTIONTechnicians in the grain, feed, seed, and farmsupply industry need an understanding andsome skill in the husbandry techniques of thevarious livestock and poultry enterprises com-mon to their area if they are to make recom-mendations regarding the use of feeds, livestock,and poultry supplies; parasite and disease con-trol materials and equipment; and other prod-ucts distributed by their farm supply center.This course is part of a sequence of two courses,each covering one semester. This course dealswith husbandry and management techniquesfor swine, poultry, and horse enterprises. A uniton feeding is included since it is an importantaspect of animal and poultry husbandry. How-ever, very limited time has been allocated to itsince the subject matter of feeding has beencovered in earlier courses entitled AppliedAnimal Nutrition and Feeds, Ingredients, Addi-tives, and Food and Drug Regulations.Instructors must be familiar with the geographicareas in which students are likely to find em-ploymmt. They may then place emphasis onthe study of the more important livestock andpoultry enterprises of the areas their studentswill be serving.

MAJOR DIVISIONS

I. Management for OptimumProfit with Swine, Poultry,and Horse Enterprises

II. Breeds and BreedingIII. HousingIV. Disease and Parasite ControlV. Avoiding Accidents

VI. FeedingVII. Systems of Management

Total hours

Hours

ClassLabor-atory

4 86 124 104 105 101

8 14

32 64

60

Division I. Management for Optimum Profit withSwine, Poultry, and Horse Enterprises

A. Unit of Instruction1. Review unit in Animal Husbandry I re-

lated to management for success.

a. Factors of production in the enterpriseb. Economic factors affecting manage-

ment decisions

c. The art of management

2. Need for specialization in livestock pro-duction

a. Cost of facilities needed, reduce per-unit cost by larger volume

b. Need for large volume of productionto keep costs per unit low

c. Need for specialized knowledge andability

B. Laboratory Projects1. Take a trip to a local swine, poultry, or

horse enterprise. Determine the reasonswhy the manager has chosen the breed,the practices followed in the managementof the enterprise, the products produced,and the method of marketing.

2. Using the data obtained in No. 1, plan analternative feeding program for the kindof livestock and for the situation. Forexample, substitute more corn for wheatfor feeding laying hens, or barley for cornfor fattening swine or lambs. Prepare abudget showing an estimate of feed con-sumed, value of product, and returns overfeed costs under the system observed andunder the alternative plan.

3. Assume the role of an employe in a localfarm supply center. A customer asks fora recommendation for a feeding programto prepare swine for market. Prepare anexhibit which shows a feeding and man-agement program for the customer whohas:

a.

h.

c.

25,000 laying hens

Feeder -igs of excellent breeding

iell-bred turkeys

itable of 50 riding horses to berented to vacationers.

Division H. Breeds and Breeding

A. Unit of Instruction1. Breeds cf swine, poultry, and horses

a. Adaptation of each breed to:(1) climate(2) parasites and diseases(3) market demands and uses(4) feed supply

b. Economical production of desiredproducts

2. Special breedsRepeat No. 1 for suchbreeds as are of economic importancelocally.

B. Laboratory Projects1. Visit local swine, poultry, or horse enter-

prises. Record the breeds of swine, poul-try, and horses observed, and compare theobservations with reports showing breedsin the area served by the school. Recordthe kinds of feeds you have seen used onthese trips and identify the kind of pro-duction which is the objective of eachenterprise.

2. Make arrangements to visit a slaughterhouse to evaluate swine on the hoof andto examine and evaluate carcasses of thesame animals. Prepare a written reportshowing the relation of the live animalevaluation with the carcass evaluation.

3. Prepare a report in which a comparison ismade between the carcasses that have beenobserved and the carcasses of swine thathave been selected through several gen-erations for a high percentage of costlycuts of meat.

Division III. HousingA. Unit of Instruction

1. Factors affecting health or productiona. Ventilationb. Humidityc. Lightingd. Temperature rangee. Methods of heat loss

( 1) evaporation(2) radiation!(3) convection

61

f. Controlled environment(1) advantages(2) costs and returns(3) equipment needed

B. Laboratory Projects1. Assume the role of an employe in a farm

supply center. Prepare a presentation tomake to a farmer recommending the kindof housing suitable for either swine, poul-try, or horses. Illustrate the presentationwith charts or other kinds of materials toshow the lighting, ventilation, tempera-ture control, and other environmentalfactors to be recommended.

2. Observe a local feeding system for swine.Prepare a report showing how the systemopera tes and how the manager is assuredthat all the pigs will get enough feed tomake maximum gains.

3. Observe the methods followed by a live-stock feeder using bulk feeds and feedingpoultry with a mechanized system. Pre-pare a sketch of the system one could usebefore a group of poultrymen who areconsidering installation of such a system.

Division IV. Disease and Parasite ControlA, Unit of Instruction

1. Program for control of swine diseasesthrough:a. Vaccinationb. Test and slaughterc. Observing interstate shipment regula-

tions2. Program for control of diseases in poultry

through:a. Vaccinationb. Medicationc. Sanitation

3. Program for control cf parasites through:a. Sanitationb. Treatment

B. Laboratory Projects1. Visit a veterinary laboratory where swine

or poultry are. being examined for diseases.Observe evidence of such diseases as bogcholera, tuberculosis, and others prevalentlocally.

1

2. Assume the role of an employe of a farmsupply center in the State. Prepare anewsletter to bc sent to customers whichdescribes the benefits of a disease-freeherd of swine or flock of poultry. Explainthe losses that may accrue to the customeras a result of tuberculosis in his swine herdor poultry flock. List reasons why themanager and staff of the farm supply cen-ter must be interested in the control oflivestock diseises and parasites.

3. Visit poultry enterprises to study the flockmanagement practices. Note the practicesfor prevention of cannibalism in the flock.Also note the equipment used for main-taining high quality in egg production.

4. Assume the role of an employe in a farmservice center. Prepare a recommendationto make to a poultryman who is producingbroilers and who comes to the store askingfor advice on feeding and sanitation prac-tices. Include in the recommendationssuggestions for sanitation, medication,equipment to be used, and also sugges-tions for feeding the flock. Be sure toestablish a relationship with the veteri-narian if diagnosing or treatment of dis-eases is to be recommended.

Division V. Avoiding Accidents

A. Unit of Instruction1. Avoiding fires

a. Heat lampsb.. Lightningc. Electrical firesd. Smoking

2. Avoiding injuriesa. Wires and other obstructionsb. Predators

3. Poisons and chemical hazardsa. Sprays and fumigantsb. Seeds treated with poisons mixed in

feed grains

c. Residuesd. Empty packages which contained

poison

62

B. Laboratory Projects1. Visit swine herd or a stable of horses.

List all potential hazards such as firehazards, machinery or equipment againstwhich animals may be pushed and bruised,or any others you may discover.

2. Prepare a set of slides and a written scriptto describe common hazards to swine,poultry, or hr.rses in the area. The classmay outline the script, and a committeemay be assigned to get the slides for aspecific section of the script.

3. Assign students in committees to preparean exhibit for display at a communityevent, describing potential hazards toswine, poultry, or horses in the communityand promoting practices to eliminate thehazards.

Division VI. FeedingUnit of Instruction

1. Feeding for production2. Feeding for health3. Relationship to the course, Feeds, Ingre-

dients, Additives, and Food and DrugRegulations

Division VII. Systems of ManagementA. Unit of Instruction

1. Swine enterprisea. Feeder pigb. Swine feedingc. Production of breeding stock

2. Poultry enterprisea. Purpose of production

( 1) eggs(2) broilers(3) turkey meat

b. Battery systemc. Floor systemd. Breeding stock production

3. Horse enterprisea. Purpose of production

( 1) riding horses for recreation( 2) riding horses for range work(3) ponies for pets(4) training school

b. Breeding stock production

B. Laboratory Projects1. Observe the management systems being

followed by swine, poultry, and horsehusbandmen.

2. Prepare a series of reports describing thesystems which have been observed. De-scribe the daily routine of handling theenterprise in terms of feeding, time ofbreeding of the production stock, andpractices to avoid diseases and parasites.Report on the management practicesnoted in terms of plans to provide a con-tinuous flow of the product to the market,adjustment to seasonal fluctuation ofproduction or of demand, seasonal fluc-tuations, and availability of feed andrange pastures.

3. The teacher organizes the students intopairs and assigns one student in the pairsthe role of a swine, poultry, or horsefarmer or rancher, describing the situationin as much detail as possible. Then heassigns the other student the role of asalesman/serviceman for a farm servicecenter interested in selling feed and sup-plies to the producer. This student thenprepares a presentation he will make tothe producer. This may be supplementedwith sketches, pictures, research data, orother materials. The student assigned therole of producer prepares for the interviewby finding all possible reasons for main-taining the present status, particularly interms of defending present practices asbeing successful.

4. The studen ts make these presentationsbefore a group of potential students inhigh schools, citizen groups, or at com-munity gatherings where a demonstrationof student activities is appropriate.

TEXTS AND REFERENCESAcker, Animal Science and Industry.Amstutz and others, Diseases of Swine.

Anthony and Lewis, Diseases of the Pig.

Biddle and Juergenson, Approved PracticesPoultry Production.

Bundy and Diggins, Poultry Production.

in

63

Card, Poultry Production.Carroll, Krider, and.Andrews, Swine Production.

Cole, Introduction to Livestock Production, Includ-ing Dairy and Poultry.

Dykstra, Animal Sanitation and Disease Control.

Ensminger, Animal Science.

, Swine Science.

Heuser, Feeding Poultry.

Iowa State University Press, Midwest Farm Hand-book.

Kays, Basic Animal Husbandry.

Marsden and Martin, Turkey Management.

Maynard and Loosli, Animal Nutrition.

Miller and Hoefer, Swine Technology; IntroductoryAnimal Nutrition.


Nordby, Beeson, and Fourt, Livestock JudgingHandbook.

Seiden, Insect Pests of Livestock, Poultry and Pets.

Springer Publishing Company, Poultryman's Man-ual: Flock Management and Chicken Diseases.

Tobin and Arthur, Dynamics of Adjustment in theBroiler Industry.

VISUAL AIDS

FilmsFarm Film Foundation, 1425 H Street, N.W.,

Washington, D.C. 20005.Increased Income From Hogs. 10 min., 16 mm.,color, sound.Life Cycle Housing for Hogs, 20 min., 16 mm.,color, sound.

Iowa State University, Film Production Unit, Ames,Iowa 50010.

Livestock Insects. 19 min., 16 mm., color, sound.Probing for Profits. 18 min., 16 ram., black andwhite, sound.

Michigan State University, Audio-Visual Center,East Lansing, Mich. 48823.

Hog Feeding. 14 min., 16 mm, black and white,sound.

Modern Talking Picture Service, Inc., 3 East 54thStreet, New York, N.Y. 10022.

Acres of Cages. 20 min., 16 nun., color, sound.

Ohio State University, Audio-Visual Center, Colum-bus, Ohio 43212.

This Business of Turkeys. 17 min., 16 mm., color,sound.

Ralston Purina Company, 835 South Eighth Street,St. Louis, Mo. 63102.

Hen Makes an Egg. 18 min., 16mm., color, sound.Union Pacific Railroad, Department of Livestock

and Agriculture, Omaha, Nebraska 68101.Saving Little Pigs. 10 min., 16 mm., color, sound.

University of Minnesota, Audio-Visual EducationalService, Minneapolis, Minn. 55101.

Hogs for Profit. 35 min., 16 mm., color, sound.

University of Wisconsin,Madison, Wisc. 53706.

Producing Quality Eggs.sound.

Audio-Visual Library,

14 mM., 16 mm., color,

Filmstrips and SlidesCalifornia Polytechnic College, San Luis Obispo,

Calif. 93401.Fat Lamb Projects. 65 frames, 35 mm., color,silent.

University of Illinois, Vocational Agriculture Serv-ice, Urbana, Ill. 61801.

External Parasites of Swine. 48 frames, 35 mm.,black and white, silent.

64

Crop ProductionHOURS REQUIRED

Class, 2; Laboratory, 6.

COURSE DESCRIPTIONEfficient crop production is basic to the successof the grain, feed, seed, and farm supply in-dustry. It is through the application of moderntechnology to the production of crops that theunprecedented food and fiber production of theNation has developed. Technicians who areemployed in the grain, feed, seed, and farmsupply industry need a sound basic knowledgeof crop production practices and techniques,since they are called upon to recommend andsupply the materials that make productionpossible. These employees often recommendthe kinds and varieties of crops to grow, thefertilization and liming practices, the culturalpractices, as well as the harvesting and storagepractices to be followed. Problems of disease,insect, and weed control need to be recognizedand appropriate chemicals suggested for pre-vention or control.

Crop Production is designed to provide the basictraining needed by the technician. Instructorsmust be aware of the relationship of CropProducaon to Soil Science I, Soil Science II,Communications I, Communications II, andother courses. To understand crop manage-ment one must recognize the importance of fer-tilizers, chemicals, and harvesting techniques.However, the specific technical aspects of thesemust be included in other courses in theprogram.

The laboratory projects suggested for CropProduction deal with a number of studentactivities which may require several laboratorysessions to complete. This will make it possiblefor students to carry forward two or moreprojects.

It is also suggested that some projects in CropProduction be Mated to work in other coursessuch as Communications I and CommunicationsII. This will wquire dose coordination andcooperation between instructors of the courses,but it will provide students with more realisticsituations for their laboratory work.

65

MAJOR DIVISIONS

I. Food ProductionII. Classification of Crops

III. Factors Used in Choosing aSpecies and the Variety

IV. Crop Management PracticesV. Harvesting Grain and Feed

CropsVI. Certified Seed

VII. Plant Growth Factors

Total hours

Hours

ClassLabor-atory

2 64 32

6 12

8 12

5 10

2 12

5 12

32 96

Division I. Food ProductionA. Unit of Instruction

1. Worlda. Population growthb. Needsc. Land resources and production poten-

tial2. United States, State, and local

a. Trendsb. Types of farms and management

(farm business)c. Economical farms

B. Laboratory Projects1. Compare world population trends, food

production trends, and land resourcesavailable for food production. Draw con-clusions regarding the need for food overthe next 25 to 50 years.

2. Secure summaries of farm account recordsfor the local type of farming area or forthe farm enterprises common to the area.Analyze these records and compare thehigh-income group with the average (orwith the low-income group) in terms ofaccepted measures of farm managementefficiency.

Division II. Classification of CropsA. Unit of Instruction

1. Foragea. Legumes

(1) uses(2) varieties

b. Grasses(1) uses( 2 ) varieties

2. Kinds of grain cropsa. Varietiesb. Uses: Seeds, feeds, food, commercial

products, and by-products3. Cash crops and special crops ( feed, food,

commercial products, and by-products)4. In terms of nutrients

a. Meat versus crop productsb. Dairy versus crop products

5. Land usea. Agricultural versus otherb. Acre value and cropping management

B. Laboratory Projects1. Collect and label samples of crops. Indi-

cate identifying characteristics of each.2. Make a chart showing recommended

varieties of each crop for the area.3. Indicate classification of crops according

to use for:a. Grazingb. Roughagec. Grain for feed, food, other

4. Identify and label weeds commonly foundin the crops grown in the locality. (Thesemay be dried and mounted as a perma-nent collection.) Indicate the crop inwhich each weed is a serious problem andrecommend a method of control. If theuse of an herbicide is recommended, indi-cate the time, rate, and method of appli-cation, together with all safety practicesto be observed.

5. Select a major crop grown in the locality.Make a chart or diagram showing theutilization of the crop and the end prod-ucts derived from it.

6. Prepare a written report showing the fac-tors one would consider and the sourcesof information he would use if he wereasked to make recommendations to afarmer-customer of a local farm supplycenter. As part of the report, describe atypical farm situation for the area andprepare a set of recommendations as tocrops to raise, varietie.s to use, and man-agement practices to follow. Indicate ineach case the basis for the recommenda-

tions. (Note: This project may be carriedover into Units III and IV, since some ofthe information needed for a thorough jobwill be covered in these units.)

Division III. Factors Used in Choosing a Speciesand the Variety

A. Unit of Instruction1. Growing season

a. Frost-free daysb. Length of daysc. Night and day temperatures

2. Land factorsa. Soil typesb. Soil surface contourc. Soil moistured. Annual and growing season precipita-

tione. Wind and water erosion

3. Economic factorsa. Demandb. Value per acrec. Ease and cost of marketing

B. Laboratory Projects1. Select two different geographic areas of

the United States. Show the factors in-fluencing the choice of major crops foreach area. Do this by preparing a tablewith charts and maps or by writing areport.

2. For the local area indicate the differencesin crops grown and list for each the fac-tors which cause the differences in choices.

3. Prepare a series of reports showing thedata for factors used in choosing speciesand variety. For some items show therange. (Example: Range in temperature,first week in June in different years.)Based on these data indicate the speciesand varieties of crops recommendedlocally.

Division IV. Crop Management Practices

A. Unit of Instruction1. Rotation or crop sequence2. Fertilizer recommendations

a. Soil testingb. Tissue testsc. Flora observationcrop and weeds

66

d. Plant nutrients(1) required by plants for maximum

yields(a) lime(b) fertilizers(c) micro-nutrients

(2) time, placement, and method ofapplication

3. Control of plant diseases and insectsa. Chemical controls

(1) State and Federal regulations(2) food and drug control(3) methods of using chemicals

(a) rate(b) time(c) safety practices

b. Cultural controls(1) drainageirrigation(2) seed-bed preparation and man-

agement practicesc. Weed control

(1) cultivation(2) plant competition(3) herbicides

(a) function(b) time-rate(c) caution(d) cost and return(e) plan of use

d. Seeding(1) quality of seed to use(2) use of treated seed, handling left-

over treated seed(3) rate or plant populationdate,

depthB. Laboratory Projects

1. Observe crop management practices oflocal successful farmers. Note the se-quence of crops grown and the practicesfollowed with regard to fertilizers, greenmanure, and cover crops. Secure dataregarding yield and quality of each of themajor crops grown.

2. Using the data secured on the field trips,compute the amount of plant nutrientsrequired by the crops to produce the yieldand quality observed. For one of thefarmers visited, prepare a recommenda-tion for the use of fertilizer and limewhich will either maintain or improve his

67

average yields. Include some suggestedrecommendations regarding soil tests andtissue tests to be used and the time,method, and rate of application of fer-tilizer and lime. Make an analysis of thefinancial returns the farmer might expectby following the recommendations.

3. Prepare a display to show farmers the safeuse of chemicals they commonly use tocontrol plant diseases and/or insects ontheir crops. In the exhibit, emphasize theneed to adhere to State and Federal regu-lations regarding the use of the chemicals.

4. Assume you are employed by the managerof a local farm supply center and havebeen asked to prepare a script for a set ofslides or a TV program to describe recom-mended cultural practices for one of themajor crops in the area. If possible, com-bine this project with one in a communi-cations class. Scripts may be evaluated bystudents, teachers, and farm service centermanagers. If facilities are available, oneor more may be accepted for production.

5. Collect soil from the surface, and 1 inch,2 to 3 inches, 4 to 5 inches, and 7 to 8inches below the surface. Place each ofthese samples approximately 1 inch deepin a box or shallow pan, and place in aseed germinator or other place wheregrowing conditions are good. Protect eachsample from drying out. Count the weedplants that appear in one week and intwo weeks. Prepare a report showing therelation of germination of weeds to thedepth they are found in the soil. Includein the report an analysis of what happenswhen soil is worked after an herbicide isapplied.

Division V. Harvesting Grain and Feed CropsA. Unit of Instruction

1. Equipmenta. Operation

( 1) quality of product( 2) efficiency and effective operation

b. Maintenance2. Conditioning crops at harvest

a. Drying crops in the field and on thefarm

b. Storing crops on the farm( 1) relation of moisture and tempera-

ture to grain quality(2) ventilation and aeration(3) types of storage

(a) silos(b) hay mows(c ) bins(d) granaries

B. Laboratory Projects1. Visit a farm machinery dealer where har-

vesting equipment for the major grain andfeed crops of the area is available. Usingthe operator's manual for the machines,determine adjustments which may bemade to control quality of each productand those for efficient operation of theequipment.

2. Observe equipment and facilities neededon a farm for storing grain and feed crops.Record the types of storage available, theaeration and drying equipment recom-mended, and the methods of using theequipment.

3. Prepare recommendations for harvestingand storing a selected major grain or feedcrop locally. Include recommendationsregarding moisture content at harvest andmethod of storing and handling on thefarm. Indicate capacities of equipmentand facilities needed for specified amountsof grain or feed crops under the differentconditions that are likely to be encoun-tered.

Division VI. Certified SeedA. Unit of Instruction

1. State program2. Field inspection3. Processing equipment4. Eligible processors5. Laboratory analysis and certification

B. Laboratory Projects1. Observe and practice field inspection of a

crop being grown for certified seed. Notethe field conditions which would be con-sidered by an official inspector. If pos-sible, the teacher should invite an officialinspector to check and evaluate the obser-vations of the class members.

68

9. Visit a certified seed producer, and notethe equipment he uses and the practiceshe follows in handling seed before delivery.

3. Prepare a report showing the step-by-stepprocedure and process followed in produc-ing, processing, and distributing certifiedseed. Indicate the points where inspec-tions and analyses are made and the safe-guards used to assure a superior product.

Division VII. Plant Growth FactorsA. Unit Of Instruction

1. Water2. Air3. Light4. Temperature5. Plant food6. Soil reaction7. Control of disease and insects8. Genetic factors

B. Laboratory Projects1. Using a growing bench in a greenhouse

or a lighted growing bench in a labora-tory, select plants of major crops of thearea for demonstrations such as thefollowing:a. Response of plants to water (range

from very dry to flooding)b. Response of plants to light ( length of

light periods, frequency of light peri-ods, intensity of light, color of light,etc.)

c. Response of plants to air (cover someplants to exclude air and add CO2for some)

d. Response of plants to temperature(level of temperature, changes in tem-perature)

e. Response of plants to plant food (levelof fertility, response to micro-nutrients)

f. Response of plants to pH of the soil

TEXTS AND REFERENCESBonner and Galston, Principles of Plant Physiology.Burger, Laboratory Studies in Field Crop Science.Christensen and Kaufmann, Spoilage in Stored

Grain.

Clark and Churchill, Demonstrations in Farm Crops.Galston, The Life of the Green Plant.Hughes, Heath, and Metcalfe, Forages.

Hughes and Henson, Crop Production.

Leonard and Martin, Cereal Crops.Meyer, Anderson, and Bohning, Introduction to

Plant Physiology.

Rose, Crop Production.

Sutherland, Report of Seventeenth Hybrid CornResearch Conference.

U.S. Department of Agriculture, Power To Produce.

, Seeds., Economic Research Service, The Effect of

Weather and Technology on Corn Yields in theCorn Belt,1929-1962.

Walsh and others, Corn from Bag to Bin.

Whythe, Crop Production and Environment.Wilsie, Crop Adaptation and Distribution.

Wilson, Grain Crops.

Woodford and Evans, Weed Control Handbook.

VISUAL AIDS

FilmsAmerican Soybean Association, Hudson, Iowa 50643.

Grow Soybeans Not Weeds. 26 min., 16 mm.,black and white, sound.

Farm Film Foundation, 1425 H Street, N.W.,Washington, D.C. 20005.

Agricultural Research and You. 28 min., 16 mm.,color, sound.

I

69

Breeding Corn for Today's Farming. 15 min.,

16 mm., color, sound.Great Story of Corn. 30 min., 16 mm., color,sound.

Geigy Agricultural Chemicals, Saw Mill River Road,Ardsley, N.Y. 10502.

A Way With Weeds. 22 min., 16 mm., color,sound.

National Plant Food Institute, 1700 K Street, N.W.,Washington, D.C. 20006.

Bread From Stone. 17 min., 16 mm., color, sound.North Dakota State Wheat Commission, Bismarck,

N.D. 58510.Hard Red Spring Wheat. 20 min., 16 mm., color,sound.

Shell Chemical Company, 50 West 50th Street, NewYork, N.Y. 10020.

Insect Pests of Alfalfa. 15 min., 16 mm., color,sound.


Safe Use of Pesticides. 21 min., 16 mm., color,sound.

Filmstrips and SlidesAmerican Potash Institute, 1102 16th Street, N.W.,

Washington, D.C. 20036.Safe and Efficient Fertilizer Placement. Forty2 x 2 frames, 35 mm., color, silent.

Feeds, Ingredients, Additives,and Food and Drug Regulations

HOURS REQUIREDClass, 3; Laboratory, 4. Prerequisites: AppliedAnimal Biochemistry and Applied AnimalNutrition.

COURSE DESCRIPTIONThis course is designed to build on the contentof the course, Applied Animal Nutrition, andto develop the ability to formulate feeds forlivestock and poultry. Consideration is given tothe factors of choice of ingredients in relationto cost and suitability for the purpose intended.Upon satisfactory completion of the course,students will be able to formulate feeds for allkinds, ages, and classes of livestock and poultry.Hens being fed for egg production and dairycows being fed for milk production will requirefeeds suited to these purposes as contrasted withthe feeds required for feeding beef cattle, swine,or lambs for slaughter.

The students will be given a working knowledgeof feed medication, including a study of feedadditives approved for use; of how to obtainclearance for the use of additives; and of solv-ing problems of chemical residues in meat,milk, and eggs.

The Division of Industry Advice, Bureau ofEducation and Voluntary Compliance, U.S.Food and Drug Administration, has assisted inthe preparation of a suggested list of topicswhich needs to be covered in relation to theprogram of food and drug regulations. Theseare included in Division V of the outline. It issuggested that instructors cover these itemsthoroughly and that references and subjectmatter of this unit be kept up to date.

The practice of farmer-customers asking thestaff at the local feed mill to prepare a feed tosupplement the roughage available on the indi-vidual farms is likely to continue for many years.This practice will require that the technicianin the farm supply center must understand therelationship of roughages and farm-growngrains and be able to provide a sound supple-mental feed for the customer.

70

MAJOR DIVISIONS

I. IngredientsII. Feed Additives

III. Feeds: Their FormulationIV. Planning Rations for Various

Classes of Livestock andPoultry

V. Regulations for the Industry

Hours

Labor-Class atory

6 126 129 12

9 2418 4

Total hours 48 64

Division I. IngredientsA. Unit of Instruction

1. Selection of ingredients for:a. Nutrientsb. Fiberc. Palatabilityd. Cost

2. Selection of alternative ingredients tomeet the label specificationsa. Price differentialb. Availabilityc. Processing costs

3. Selecting grades of an ingredient to meetlabel specificationsemphasize the effectof :

a. Varietyb. Climatic conditionsc. Harvesting and storage conditionsd. Moisture

4. Use of computer in formulating feeds

Laboratory Projects1. Use the list of feeds sold in the local farm

supply center, which was prepared forApplied Animal Nutrition. Add to thelist as many feeds as possible consideringby-product materials available. Secureprices for each of the feeds on the list.Classify the feeds in terms of major nutri-ents, fiber, minerals, and vitamins eachwould provide.

2. The teacher divides the class into groupsof two or three students, and assigns eachgroup the development of an exhibit offeed ingredients which will furnish one ofthe major nutrients which is:a. High in energy

B.

J.

w

VP

a

(

b. High in a specific mineralc. Important for some other characteristic

3. The above exhibit may be expanded toindicate the relative cost of a nutrientfrom each of the ingredients in the exhibit.

4. Students may use the list of feed ingredi-ents they developed in No. 1 to preparecharts which show the palatability of eachfeed ingredient for a specified kind of live-stock or poultry. As an alternative, a dis-play to indicate palatability by means ofcartoons of animals eating a palatable feedand avoiding an unpalatable feed mightbe made.

5. Students may be assigned one class oflivestock for which they should list seriesof feed ingredients. These should showalternative roughages, grains, sources ofproteins, energy feeds, and minerals. Em-phasis should also be placed on palata-bility and suitability for the animalsassigned. The assignment can be carriedout by preparation of charts, by exhibitsof samples of the feeds with appropriatelabels, or by other methods which theinstructor or students may devise.

Division IL Feed AdditivesA. Unit of Instruction

1. Mineralsa. Minerals commonly fed ; their- purposesb. Relation of soil- fertility to minerals in

feed2. Medication and antibiotics

a. Ingredients commonly added(1) purpose of each(2) cautions to use

b. Relation of medication in feeds todiagnosing animal health conditions(1) Food and Drug Administration

regulations(2) relation to veterinarian(3) liability of the firm

B. Laboratory Projects1. Prepare a list of minerals commonly defi-

cient in feed ingredients and the kinds ofanimals needing these minerals. Indicatethe chemical compound or special feedingredient which may be used to providethe needed mineral. Display samples of

71

sources of the needed minerals. Label eachone to indicate the mineral it will furnishin the feed.

2. Formulate a mineral mixture for specifickinds of livestock common in the area.Weigh the amounts of the chemical com-pounds which might be mixed in a ton offeed to provide the needed minerals. Forlivestock needing a mineral mixture fedseparately, weigh and place in separatecontainers in a display the amounts of eachcompound needed to provide 100 poundsof suitable mineral mixture.

3. Check with the manager of the local farmsupply center to determine:a. The materials he offers customers to

meet the mineral requirements for live-stock and poultry. Make a record ofthe kinds of material, the mineralsprovided, and the recommended meth-ods of using the material.

b. The minerals listed on the labels ofthe commercial feeds sold by the farmsupply center.

4. The teacher assigns groups of two or threestudents to prepare skits which present thefacts regarding the use of medication infeeds for livestock and poultry. One groupmay show the relation of the manager a'the farm service center to the veterinarianregarding medication in feeds. Anothermay show the relation of Food and DrugAdministration regulations to the use ofantibiotics or other additives in the feed,including permits required for using feedadditives. Other groups may select othertypes of problems, and their skits may beused to provide the answers they havefound through their study. The skits maybe presented before local businessmen,local veterinarians, and other guests.

5. The students prepare a chart showing thecommon ailments and hazards to beefanimals on the range. The chart may listthe common ailments and be accompaniedby pictures or sketches of the character-istic effect on the animal and a picture orsketch of the cause; for example, one ofthe items might consist of a picture of aplant poisonous to cattle and a sketch of

the characteristic symptom in the animal,together with the name of the plant.

Division III. Feeds: Their FormulationA. Unit of Instruction

1. Balancing feedsa. Provide needed energyb. Provide desirable ratio of protein,

carbohydrate, and fat(1) amino acids(2) energy values

c. Provide suitable bulk and fiber2. Adjusting feeds to available roughage3. Providing needed minerals and vitamins4. Selecting suitable supplements for farm-

grown grains and roughagesa. Using prepared pre-mixb. Using industry-manufactured concen-

tratesB. Laboratory Projects

Build on the materials developed in the lab-oratory projects in Divisions I and II of thiscourse. Develop a tentative feed for a classof livestock or poultry common in the area.Select the ingredients which will provide theneeded nutrients and minerals palatable andsuitable for the kind of livestock or poultrybeing considered.

Division IV. Planning Rations for Various Classesof Livestock and Poultry

A. Unit of Instruction1. Dairy cattle

a. Milking cowsb. Calvesc. Heifersd. Dry cowse. Sires

2. Beef cattlea. Beef cow herdb. Range cattle

(1) winter feeding of dry range breed-ing herds

(2) winter feeding of cow herds inhumid regions

c. Feedlot cattled. Calvese. Sires

3. Swinea. Brood sowsb. Weanfing pigs

72

c. Feeder pigsd. Sires

4. Sheepa. Feeder lambsb. Brood ewesc. Range ewes and lambsd. Rams

5. Poultrya. Laying flockb. Broilersc. Turkeys

6. Horses

B. Laboratory ProjectsThe purpose of this division of the course isto develop the ability to formulate rations formany different kinds of situations encoun-tered in feeding livestock and poultry. Thelaboratory portion of this unit should be de-voted to the computation of rations for manydifferent situations and for all kinds of live-stock and poultry. Ages of the animals orbirds being fed, purposes for feeding, marketssupplied, and relative costs and effectivenessof ingredients should be considered. Theinstructor will provide students many prob-lems emphasizing points to be taught andproviding practice in the development ofrations.

Division V. FDA Regulations for the IndustryA. Unit of Instruction

1. Development of U.S. Fond and DrugLaws

2. Responsibilities of the Food and DrugAdministration

3. The Federal Food, Drug, and CosmeticAct

4. FDA activities to promote compliancewith the law

5. FDA organization and liaison with otheragenciesa. Trade organizationsb. Federal government agenciesc. State feed and food agencies

6. Food additive regulationsa. Sub-part A, Generalb. Sub-part B, Food and Food Productsc. Sub-part C, Drugsd. Sub-part D, Hazardous Substances

7. Registration of medicated feed mixers

8. Drug classifications, new and not new;certifiable antibiotics and minerals

9. Current drug regulations10. Certifiable antibiotic regulations11. Application form, FD 180012. Exemptions for antibiotic drugs13. Feed mill inspectionschecklist14. Good manufacturing practices15. Packaging and labeling16. Color treatment of seeds17. Pesticide tolerances and exemptions18. Food and drug pesticide residue program

B. Labmatory ProjectsSecure a set of the following forms of theUnited States Food and Drug Administra-tion:1. FD 472. Carriers Receipt Sample2. FD 482. Notification of Inspection3. FD 483. List of Observations4. FD 484. Receipt of Samples5. FD 1800. Medicated Feed ApplicationEach student may be assigned a situationrelated to the feed manufacturing industryfor which he will complete each of the forms.Each student may prepare a report explain-ing the purpose of the Food and Drug Admin-istration and the use of the forms for fulfillingtheir purposes.

TEXTS AND REFERENCESAltschul, Processed Plant Protein Feedstuffs.

American Feed Manufacturers Association, ParticleReduction, Proportioning, Mixing, ContaminationControl.

, Pelleting and Related Subjects., Short Course for Local Feed Mills, 1962.

Bassen, The FDA Organization.

Beeson, "Formulating High-Urea Supplements,"Feed and Feeding Digest.

Brackett, Feeding Aueromycin to Poultry.Brensike and Vosloh, Price Spreads for Formulated

Poultry Feeds in Illinois.Cassard and juergenson, Approved Practices in

Feeds and Feeding.Crampton, Applied Animal Nutrition: The Use

of Feedstuffs in the Formulation of LivestockRations.

Distillers Feed Research Council, Distillers Feeds:Their Importance to the U.S. Economy.

73

Eichers and Hangas, Mobile Feed Milling byCooperatives in the Northwest.

Ewing, Poultry Nutrition, for the Use of Feed Manu-facturers, Feed Dealers, Feed Salesmen and Serv-ice Men, Veterinarians, Hatcherymen, Breedersand Poultrymen.

Feed Additive Compendium.

Feed Production School, Inc., Proceedings of theFeed Production School, Kansas City, Missouri.

Golden, Registration of Medicated Feed Producers.Hangas, Mobile Feed Milling by Cooperatives in

Michigan and Wisconsin.

Harold, New Drug and Certifiable Antibiotic Regu-lations.

Herder, Farmers' Preferences for Formula Feeds.Hodges, Livestock-Feed Relationships, 1909-1963.

Hoeting, Packaging, Labeling and Related Subjects.The Premarketing Clearance Concept.

Hutton, King, and Boucher, A Least Cost BroilerFeed Formula.

Lee, FDA's Inspection and Regulatory Program.McFarland, Federal-State Relations.Merck and Company, Inc., Microingredients in

Feeds, a Mixing Manual.

Moore, Feed Milling and Mixing in North CentralTexas.


Nakada, Symposium on Current Good Manufac-turing Practices, Regulations, Medicated Feeds.

National Academy of Sciences, Composition of Con-centrate By-Product Feed:ag Stuffs.

Schneider, Feeds of the World: Their Digestibilityand Composition.

Seiden, The Handbook of Feed Stuffs: Production,Formulation, Medication.

Sherwood, The Feed Mixers Handbook.

Titus, The Scientific Feeding of Chickens.

U.S. Department of Health, Education, and Wel-fare; Food and Drug Administration, "AntibioticDrugs," Federal Register.

, FDA,What It Is and Does.

, FDA's Pesticide Residue Program.

Federal Food, Drug, and CosmeticAct: General Regulations for Its Enforcement,Title 21, Part 1.

1

, , "Food Additive Regulations," Codeof Federal Regulations.

, General Principles of Food Sanita-,Hon.

, , Handling of Food Grains.

"Medicated Feed Current GoodManufacturing Practice Regulations," Code ofFederal Regulations.

A Message for Food Warehouse-men, Poultry Men, Poultry and Egg Producers:When Y ou Use Medicated Feeds, Follow Pre-Slaughter Withdrawal Rules.

Poultrymen, Poultry and Egg Pro-ducers: When You Use Medicated Feeds, FollowPre-Slaughter Withdrawal Rules, Keep DrugResidues Out of Poultry, Meat and Eggs.

, ,The Veterinarian and FDA.Vosloh, Ingredient Handling by Feed Manufac-

turers: Capital and Labor Requirements.

Wilcox, Caution in Using Feed Additives for LayingBirds.

, Caution in Using Feed Additives for Swine.

74

VISUAL AIDS

FilmsFarm Film Foundation,

Washington, D.C. 2000More Beef at Less Cost.sound.

Modern Talking Picture Service, Inc., 3 East 54thStreet, New York, N.Y. 10022.

Design for Better Beef. 38 min., 16 mm., color,sound.


Safe Use of Pesticides. 21 min., 16 mm., color,sound.

1425 H Street, N.W.,5.

10 min., 16 mm., color,

Filmstrips and SlidesU.S. Department of Health, Education, and Wel-

fare, Educational Media Branch, Washington,D.C. 20250.

FDA Regulations and Inspections in the FeedIndustry. Fifty-five 2 x 2 slides, color, mimeo-graphed script.

Grain GradingHOURS REQUIRED

Class, 1; Laboratory, 6. Prerequisite: CropProduction

f:OURSE DESCRIPTIONThe primary purpose of this course is to developthe ability to grade grain of all kinds. Whileemphasis will be placed on the kinds of graingrown in the State, students should be able tograde any kind of grain grown in the UnitedStates with a high degree of accuracy by thetime they have finished the course.

The class sessions in this course will developunderstanding of the aspects of grain gradingpromulgated by the U.S. Department of Agri-culture, some of the Food and Drug Adminis-tration regulations regarding grain, and thelike. The trading rules and arbitration systemof the Grair and Feed Dealers National Asso-ciation should be understood by the students interms of their effects upon the industry andin terms of their acceptance by the industry.

The students should become increasingly awareof the relationship of practices they studied inCrop Production to the quality of grain pro-duced. This may be studied in terms of theeconomic returns at the farm and also in termsof its effect on the costs and returns at thecountry elevator. The effect of production prac-tices will be traced through the industry to theultimate consumer.

The students will investigate other relationshipsto help them discover the effect of environ-mental factors on the grade of grain produced.Such factors as amount of sunshine during thegrowing season, rainfall, flooding, temperature,and frosts at harvest time may be considered.The effect of summer fallow, irrigation, andother practices as they affect environmentalconditions may also be studied.

It is suggested that students in laboratory ses-sions make up samples of grain to representspecific grades. This is an excellent device tohelp them to recognize grade determining fac-tors. It is also a satisfactory way for the instruc-tor to accumulate a variety of samples quickly.After the initial collection of samples has been

75

gathered, the assignment may continue and thesamples thus obtained used to renew the collec-tion. Acquiring the ability to determine accur-ately the grade of grain will take many hoursof practice with numerous samples of the differ-ent kinds. As much time as possible should bedevoted to this activity.

Successful instructors in this field suggest lab-oratory exercises in grain grading early in thecourse, with work in contamination, moisturetests, and other factors affecting grades beingintroduced from time to time. This procedurewill help students to recognize and evaluatetheir own progress and will minimize, the feel-ing of repetition that may develop as a result ofconstant practice without the introduction ofnew factors.

Instructors suggest that from time to time stu-dents be given the opportunity to review thegrading of species already covered, as well asbeing introduced to new species. In this way,students are more likely to recognize the appli-cation of such factors as moisture, contamina-tion, and weight per bushel in grading variousspecies.


ClassLabor-atory

I. Grain Grades ________-- 6 10II. Grading Wheat 1 20

III. Grading Corn __________ 1 20N. Grading Barley _________ 1 10V. Grading Oats ___ _______ 1 8

VI. Grading Soybeans _______ 1 8VII. Grading Rye ___________ 1 6

VIII. Grading Other Crops __-- 4 14

Total hours ------ 16 96

Division I. Grain GradesA. Unit of Instruction

1. Federal grades and their function.2. Establishing and/or changing the grade

or factors

3. Federal grade on a car of grain4. Appeal and its use5. Loading a car for shipment

6. Recording grades7. Use of light for grading

a. Equivalent of north lightb. Sun and shadowc. Color blindness

8. Sampling grain for gradinga. Carb. Truckc. Barged. Mechanical sampling

9. Theory of sampling

10. Computing percentages for grain grading1 i. Effect of temperature changes on grade

of graina. Movement of grain from cold to

warm areasb. Relation of temperature and moisture

to condition of grain12. Cause, effect, and control of each factor

determining a gradeB. Laboratory Projects

1. Visit an elevator wheze grains grownlocally are purchased from farmers. Ob-serve the sampling of a truckload of grainand the procedure used by the staff in theelevator to determine the grade.

2. Prepare a chart showing the factors to beconsidered in grading grain grown locally.Use pictures or drawings on the chart toaid in identifying the factors to be con-sidered in the grading.

3. Prepare a series of cards on which aremounted:a. A specific class of grain

b. Common damage found in the grainc. Types of contaminants found in the

grainThese can be mounted in a thin line ofglue applied to the card. Each studentshould complete a file of all of the classesof grains with some of the common factorsdetermining grade.

4. The students receive a series of factorswithout samples of grain. Using the fac-tors, they may determine the grade ofgrain represented by the factors. The pur-pose of this project is to acquaint studentswith the factors determining grade and to

emphasize the need for clear and accuratethinking regarding the factors.

5. Secure a report from one of the majorgrain markets and determine the prices ofgrains of specified grades.

6. Observe the loading of a car of grain.Upon returning to the laboratory, preparea written report on the preparation of thecar for loading.

7. Visit an elevator or grain storage whereeach student may take a sample of grainand/or seed. Secure samples from sacks ofseeds, from trucks of grain being deliveredto the elevator, from a storage bin, or fromother sources. Each student must be ableto take an acceptable sample for determin-ing the grade of grain for analyzing.

8. The students should use a chart to checkthemselves or other class members forevidence of color blindness and to beassured that they can recognize colors inthe grains they will be grading. No at-tempt at diagnosis should be made. Ifthere is suspicion of color blindness, thestudent should be referred to a physician.Each student should examine the samplesof grain under different lighting condi-tions in the laboratory. The teachershould make records of the observationsby the students so that they will recognizethe necessity of using an appropriate lightfor grading grain.

Division II. Grading WheatA. Unit of Instruction

1. Classes of wheata. Characteristics of each classb. Use or purpose of each class

2. Market grades of wheat

3. Factors determining grade of wheata. Test weight and cause of variationb. Moisture test and influence of mois-

ture on gradec. Contamination

(1) rodent damage(a) identifying damage and con-

tamination(b) preventing damage

(2) insect damage(a) kinds and identification

76,

(b) types of damage

(c) prevention of insect damage(d) treatment of grain for insects(e) use of X-ray to detect insect

infestation(3) seed treatments

(a) materials used(b) dangers to man and animals(c) why found in commercial

graind. Other factors cause, control, and

commercial evaluation4. Special gradesfunction, control, and

commercial evaluation

B. Laboratory ProjectsI. Begin grain grading practice with samples

of wheat After becoming proficient inthis, begin to work with samples of otherkinds of grains. The instructor may obtaingrain of known grades from grain ex-changes or from grain submitted for arbi-tration. These may be used for testingpurposes. "Boderline" samples should beused near the close of the semester afterstudents have become quite proficient atgrain grading.

The instructor should work closely witheach student during this part of the lab-oratory program. The students shouldcheck the grades they have placed on eachsample of grain with the instructor priorto the close of each laboratory period.

2. Secure samples of grain from local farmsources. Check as many samples as pos-sible to identify rodent damage and con-tamination.

3. Examine several samples of each kind ofgrain for insect damage and for the pres-ence of insects.

4. After several samples have been examinedfor rodent -contamination and for insectdamage, examine samples for both con-taminants at the same time. Record thefindings for each sample and check find-ings with the instructor at the close ofeach class period.

77

5. After becoming familiar with the manygrade-determining factors, grade as manysamples as time will allow. If officialgrades are available for the samples, checkyour grades against the official grades.

6. Make up samples of wheat to a specifiedgrade. A quantity of wheat may be madeavailable to the class and each studentasked to make his sample using this wheatas a base. Store each sample in an appro-priate container and label it. The stu-dents (or the instructor) may index thesesamples for future use in quizzes or forclass work.

Divisions III Through VIII.A.

B.

Unit of InstructionRepeat the same format as in Division II forwheat. Students need to become familiar withsimilarities and differences in the factorsdetermining grades of each species and classof grain produced in the United States.

Laboratory Projects1. The teacher should provide opportunity

for reviewing the grading of each speciesat frequent intervals. The laboratory peri-ods must progressively introduce factorsdetermining grade and provide opportuni-ties to identify the newly introduced fac-tors. These new factors must be evaluatedin comparison with those the studentslearne-1 to identify earlier.

2. Secure id prepare samples of grains inthe way .auggested for the laboratory proj-ects in Division II. This project shouldhelp emphasize the factors determininggrade for each class of grain. Include thefollowing in the project:

a. Use a common base to prepare sam-ples showing specific grades of grain.

b. Prepare and catalog several samplesshowing the grade and the factorswhich determined the grade. The in-structor needs two to three dozensamples representing each class. Thiswill make it possible for students towork on new samples at each labora-tory session. The experience of devel-oping the samples will help studentsfix grade characteristics in their minds.

TEXTS AND REFERENCESChristensen and others, Malting Barley Grade

Factors.

, Spring Wheat Grade Factors.Kansas State University, Department of Flour, Feed

and Milling Industries, Conference on StoredGrain Insects and Their Control.

Musil, Identification of Crop and Weed Seeds.U.S. Department of Agriculture, Agricultural Mar-

keting Service, Grain Grading Primer., Consumer and Marketing Service, Agricul-

tural Marketing Act of 1946, As Amended., Official Grain Standards of the

United States.

, United States Grain Standards Act,As Amended.

Whitehair, Bohannon, and Enix, Corn KernelDamage.

Whitehair, Cleavinger, and Enix, Soybean KernelDamage.

Whitehair and Enix, Oat Kernel Damage.

VISUAL AIDS

FilmsU.S. Department of Agriculture, Office of Informa-

tion Services, Washington, D.C. 20250.Eradicating the Khapra Beetle. 13 min., 16 mm.,color, sound.Grain Sampling. 30 min., 16 mm., color, sound.

Filmstrips and SlidesScedburo Company, 618-626 West Jackson Boule-

vard, Chicago, Ill. 60606.

78

CornGrain Grading. Fifty-seven 2 x 2 slides,color, 35 mm.Grain Sorghums. (Number of frames not given)35 mm., color.OatsGrain Grading.given) 35 mm., color.SoybeansGrain Gradin35 mm., color.WheatGrain Grading.35 mm., color.


Grain Sanitation. 54 frames, 35 mm., black andwhite, silent.

University of Minnesota, Audio-Visual Library,Minneapolis, Minn. 55101.

Reducing Losses From Grain Storage. Ten 2 x 2slides, 35 mm., color.

(Number of frames not

g. Fifty-eight 2 x 2 slides,

Seventy-four 2 x 2 slides,

FIGURE 27.These students are studying to become highlyskilled grain grading technicians.

Grain Handling, Warehousing,and Merchandising

HOURS REQUIREDClass, 3 ; Laboratory, 4. Prerequisite: Agricul-tural Economics and Marketing.

COURSE DESCRIPTIONThe course is designed to acquaint the studentswith the complete cycle of movement of grainfrom the farm through the country elevator,grain storage, and merchandising to the con-sumer.

Problems of grading and pricing for purchasefrom the farmer, keeping in touch with themarkets, hedging, and merchandizing are cov-ered in the course. Units dealing with the prob-lems of storing grain are included. These in-clude such subjects as grain sanitation, aeration,drying, and cleaning.

Units on hedging are included in the courseentitled Agricultural Economics and Marketing,as well as in this course. Duplication will beavoided by teaching the theory and practice ofthe use of the futures markets in AgriculturalEconomics and Marketing and the use of hedg-ing as a tool of the elevator operator in GrainHandling, Warehousing, and Merchandising.Safety practices are included as part of the pro-gram, particularly as they apply to grain stor-age, cleaning of bins and equipment, and fireprevention.

Trade and arbitration rules are included to helpstudents to develop an understanding of themeans by which the industry sets its own stand-ards. It has been stated that the grain and feedindustry exhibits high ethical standards in itsbusiness transactions. This is made possible bythe acceptance of the Trade and ArbitrationRules to which the members of the Grain andFeed Dealers National Association subscribe.In the units dealing with safety, grading at thecountry elevator, and others, instructors andstudents will find a close relationship to units inother courses. Duplication of content is not in-tended. For example, the unit on fire preventionin this course will deal with practices necessaryto avoid fires in grain storages. The unit onfire prevention in Physical Facilities and Care

79

of Equipment will deal primarily with methodsof preventing and of extinguishing fires, par-ticularly in terms of preventing fires caused byfaulty equipment. Selection and use of equip-ment for extinguishing fires is included in thecourse entitled Physical Facilities and Care ofEquipment.

Staff members of the U.S. Food and DrugAdministration have contributed a major por-tion of the material for Division V of this out-line. Instructors should make sure that studentsthoroughly understand the significance of Foodand Drug Administration regulations and 'thatthey appreciate the importance of abiding bythese regulations.

New developments in technology to meet Foodand Drug Administration requirements, as wellas changing laws, policies, and practices of thegovernment in relation to. storage, CommodityCredit Corporation, transportation rates, andothers, make it imperative that instructors keepthe references and subject matter of this unitup-to-date.

MAJOR DIVISIONS

Hovrs

ClassLabor-

atoryI. Receiving 2 6

IL Grading at CountryElevators ____________ 2 6

III. Flow of Grain ThroughCountry Elevator ____ 4 6

N. Storage 4 8V. Grain Sanitation ______ 4 8

VI. Safety in Grain Storage _ 1 2VII. Fire Prevention _______ 1 0

VIII. Warehouse Laws ______ 1 2IX. Operating Under the

Uniform Grain StorageAgreement 2 2

X. Contracts with the Agri-culture Stabilization andConservation Service(ASCS) for Loading andUnloading Binsites 2 2

XI. Grain Bank Operations _ 2 4XII. Merchandising Grain 3 4

XIII. Loading Trucks and Cars 2 4

XIV. Methods of Selling 4 4XV. Hedging as a Tool for

Country Elevators 3 0XVI. An Understanding of

Grain Merchandising inTerminal Markets 3 0

XVII. Transportation as Partof Grain Merchandising _ 3 2

XVIII. Trading Rules for GrainContracts 3 2

XIX. National Arbitration Rules 2 2

Total hours 48 64

Division I. ReceivingA. Unit of Instruction

1. Weighinga. Proper weighing and care of the scalesb. Prevention of theft

2. Truck sampling3. Preparation of scale ticket4. Flow of truck traffic to prevent delay

B. Laboratory Projects1. Take a field trip to a local elevator or

farm supply center where each studentmay:a. Weight a load of grain as it is received

from the producerb. Prepare a scale ticketc. Sample the load of grain for determi-

nation of grade2. Make a sketch of the movement through

the plant of trucks bringing grain intothe country elevator. Locate the delayingfactors in. limiting the volume intake ofgrain. Prepare a report indicating whatmight be done to minimize delays.

Division II. Grading at Country ElevatorsA. Unit of Instruction

1. Moisture testing2. Dockage testing3. Other factors (Refer to the course Grain

Grading for technique and for skill indetermining grades.)

B. Laboratory Projects1. Using the samples obtained in laboratory

project No. 1, Division I, run tests todetermine grade of the grain.

80

2. Prepare an itemized analysis showing howprice of the grain can be determined. Theanalysis is determined from a basic pricefor a specific grade. It will show loss ofweight due to moisture and dockage, costof drying and cleaning, storage costs,margin required, and other factors to beconsidered.

Division III. Flow of Grain Through CountryElevatorA. Unit of Instruction

1. Dump pits (kinds: gravity, conveyor,other)

2. Elevator legs and/or conveyors3. Distributor4. l3ins5. Scales6. l3inning,7. Loading cars or trucks8. Cleaning equipment9. Dryer

B. Laboratory Projects1. Take a field trip to visit one or more

country elevators. Study and make noteson the kinds of equipment used in movinggrain through the elevator.

2. Prepare a flow chart showing the move-ment of grain through the elevator. Pre-pare an explanation of the operation ofmoving the grain; show how the equip-ment is used, how and where grain isstored, and how it is prepared for ship-ment to the market.

Division IV. StorageA. Unit of Instruction

1. Types of storage: flat, upright; advan-tages, disadvantages

2. Storage facilities constructed of concrete,steel, wood, other

3. Costs of storage4. Hot-spot detection5. Aeration6. Grain drying7. Conditioning grain by turning

B. Laboratory Projects1. Take a field trip to a nearby country eleva-

tor to observe a grain storage operation.

One or more field trips are recommendedto observe the following:a. Upright storage and flat storageb. Devices for detecting hot spots in

stored grainc. Aeration equipment and its operationd. Grain turning equipment and its oper-

ation2. Compute the weight loss incurred by dry-

ing grain to a safe moisture percentagefor storing. Use data secured from thelocal elevator or other data typical of thearea. For example, if corn is receivedfrom the farm at 30 per cent moisture,what will be the loss in weight on 1,000bushels of the farmer's corn when it isdried to 15.5 per cent moisture? Usingdata from laboratory project No. 2, Divi-sion II, recommend the percentage pricecut of No. 2 yellow corn which should bepaid the farmer for his corn.

Division V. Grain SanitationCheck the course in Grain Grading for tech-niques of identifying many of the items ofthis unit. The purpose is to learn to recognizethe importance of these in the grain handling,warehousing, and merchandising program.

A. Unit of Instruction1. Preservatives2. Fumigants3. Checklists for grain sanitation4. Rodent control5. Bird control6. Insect Control7. FDA requirements and inspections


1. Using current prices, compute the loss dueto a decrease of one grade because of fail-ure to maintain appropriate grain sanita-tion practices.

2. Take a field trip to a grain warehouse andrecord the practices used in maintainingappropriate grain sanitation. Upon re-turning to the laboratory, prepare a check-list to recommend for use in inspectinggrain storage for sanitation practices.

Division VI. Safety in Grain StorageA. Unit of Instruction

Instructors should avoid duplication of sub-

81

ject matter and student activities included inthis unit and in the course Physical Facilitiesand Care of Equipment. Consider specialsafety hazards and practices particularly char-acteristic of grain handling and warehousing.1. Safety practices to avoid injury to workers

in relation to:a. Using equipmentb. Good housekeepingc. Environmental hazards

(1) adequate light(2) fumes, chemical dusts, others(3) ventilation

2. Safety practices to avoid damage to graina. Correct adjustment of equipmentb. Proper storagec. Other practices (many included in

other units of this course)3. Color coding for safety

a. Identifying hazardous spotsb. Marking stairs, ladders, safety zonesaround machines

4. Safety practices in fumigation and incleaning binsa. Proper kind of maskb. Proper equipment when working in

bins5. Safety practices in terms of appropriate

clothing

B. Laboratory ProjectsThe available time for laboratory work maybe combined with laboratory time dealingwith safety available in Physical Facilities andCare of Equipment. Suggested laboratoryprojects include the following:1. Demonstrations by experts on selection of

cannisters for protection against specifiedmaterials when fumigating grain storage.

2. Demonstrations by experts on how to wearprotective masks.

3. Preparation of charts and posters empha-sizing safety practices in grain storage.

4. Demonstration or field trip to observesafety practices followed by employeesworking in grain bins.

Division VII. Fire PreventionUnit of Instruction

1. Common causes of fires in grain storages2. Electrical devices to avoid fires

a. Magnetic switches in electrical linesb. Electric panels to identify motors that

are runningc. Warning signals such as bells and

hornsd. Automatic switches activated by heat,

pressure, and humidity3. Use of fire fighting equipment in grain

storagea. Sprinkler systemsb. Fire extinguishersc. Water barrelsd. Fire doors

Division VIII. Warehouse LawsA. Unit of instruction

1. State warehouse laws2. U.S. Warehouse Act

13. Laboratory ProjectsSecure voided copies of the warehouse receiptfor grain form. Each student may be assigneda description of a load of grain for whichhe is to prepare a facsimile of a warehousereceipt.

Division IX. Operating Under the Uniform GrainStorage AgreementA. Unit of Instruction

1. Country Warehouseman's Contract withCommodity Credit Corporationa. General provisionsb. Key sections of the Contract

( 1 ) purpose(2) basis on which grain is stored or

handledobligation to maintain stocks inwarehousewarehouse receipts and certifi-catesresponsibility for condition ofgrainloadout requirementssettlement for loadoutinsurancebonds, records, inspections, andreports

2. Grain handled under the Uniform GrainStorage Agreementa. General provisionsb. Warehouse-stored loan or purchase

agreement grain

( 3 )

(4)

(5 )

(6)( 7)(8)(9)

On141,

82

3. Farm-stored loan or purchase agreementgrain

B. Laboratory ProjectsSecure copies of Form CCC Grain 50 Com-modity Delivery Notice from the countyAgriculture Stabilization and ConservationService office. Complete the form for a spe-cified lot of grain as if you were an employeeof a local grain elevator company.

Division X. Contracts with ASCS for Loading andUnloading Einsii:es

A. Unit of Instruction1. Grain from CCC binsites

a. Filling and emptying binsb. Moving through country warehousesc. Rejection of "actionable" carsd. Settlement for "actionable" cars

B. Laboratory ProjectsSecure copies of the contract for loading andunloading binsites from the State ASCSoffices. Complete the form for a specified lotof grain as if you were the manager of a localgrain elevator.

Division XI. Grain Bank OperationsA.

B.

Unit of Instruction1. Advantages2. Disadvantages3. OperationsLaboratory Projects1. Take a field trip to a farm supply center

that provides a grain bank service to itscustomers. Secure information on num-ber of customers using the service, returnsto the farm supply center for the service,cost of operating the service, and theadvantages and disadvantages to th.: farmsupply center for supplying the service.

2. Assume you are employed by a farm sup-ply center and assigned to make a studyand recommendations regarding the intro-duction or continuation of a grain bankservice. Also assume the same kind ofdata that were secured in laboratory proj-ect No. 1, or use data supplied by theinstructor.Prepare a paper in which data and recom-mendations regarding the establishmentor continuation of the grain bank arepresented.

Division XII. Merchandising GrainA. Unit of Instruction

1. Following the markets2. Market discounts and premiums3. Purchasing grain from farmers and settle-

mentsB. Laboratory Projects

1. List the ways by which the manager of acountry elevator is able to keep in touchwith the market. The teacher assigns eachstudent to one of the ways of keeping intouch with the market and investigatesit thoroughly in terms of:a. Frequency of market reports during the

dayb. Scope of the reportsWhat factors

that influence the market are reported?c. Significance of the reports

Write an evaluation of this method ofkeeping abreast of the market

2. After reports of all of the ways of keepingin touch with the market have been given,each student may outline his recommenda-tions for a local manager to keep in touchwith the market.

3. Each student may prepare a chart forone or more kinds of grain, showing theamount of the discounts that are assessedand the factors causing the discounts. Thechart should show the amount of pre-miums which are given and the factorswhich justify the piremiums.

Division XIII. Loading Trucks and CarsA. Unit of Instruction

1. Preparation of bill of lading2. Inspection of cars to determine condition3. Preparation of cars for loading

4. Loading of cars, including large coveredhopper cars

B. Laboratory Projects1. Take a field trip to a local grain elevator

where a car of grain is to be loaded. In-spect the car for condition and preparethe car for loading. Make sure there areno leaks in the car where grain may escapeand that the condition of the car is suchthat the grain will not be damaged whilein movement.

83

2. Observe and report the method of loadingand sealing the car. Describe the equip-ment used, the time and labor required,and the method of distribution of thegrain in the car to assure uniformitythroughout.

3. Observe and report the method of loadingtrucks for hauling grain. Describe theequipment used, the time and labor re-quired, and the method of distributionof grain in the truck to assure uniformitythroughout.

Division XIV. Methods of SellingA. Unit of Instruction

1. Direct sales: truckers, farmers, processors,others

2. To-arrive sales3. On track4. Through commission merchants

B. Laboratory Projects1. Assume you are employed by the manager

of a local elevator and assigned to studyand recommend the method of sellinggrain best suited to the operation. Makean analysis of the average prices and therange of prices that might have bem real-ized during the past 3 years under differ-ent methods of selling. Calculate the costsinvolved in the different methods and therisks under the different methods. On thebasis of the analysis, together with anysupporting data from other sources, pre-pare recommendations for the manager.Illustrate the report with appropriatetables, graphs, and charts.

2. The teacher appoints committees of stu-dents and assigns each committee one ofthe methods of selling grain. Each com-mittee may prepare a skit to demonstratehow grain is sold under the method the i

committee is demonstrating.

Division XV. Hedging as a Tool for CountryElevators

Unit of Instruction1. Definition2. Purpose3. Hedging and speculation4. Cash and future pricc relationship

a. Basis

,

i

b. Cash and future price in deliverymonth

c. Cash and future prices over timed. Price relationship over spacee. The country basisf. Factors affecting basis

5. The mechanics of hedging6. Kinds of elevator hedge

a. Storage hedgeb. Coverage of cash sale. ahead of harvestc. Coverage of cash sale during marketing

seasond. Hedges to defer pricing to farmers

7. Basis patterns8. Tools of hedging

a. Price and basis datab. Spread tablesc. Basis chartsd. Long and short records

9. Space management program

Division XVI. An Understanding of Grain Mer-chandising in Terminal Markets

Unit of Instruction.1. Cash grain sales at grain exchange2. Terminal operations and merchandising

Division XVII. Transportation as Part of GrainMerchandising

A. Unit of Instruction1. Railroad grain freight rates

a. Accessorial chargesb. Transitc. Demurrage

2. Truck rates3. Barge rates

B. Laboratory Projects1. Compare the rates for transportation of

grain by different methods available inthe area.

2. Use an outline map of .the United Statesto trace the flow of grain from major pro-duction areas to the areas where it is uti-lized or exported. Examples might be:a. Movement of wheat from the Dakotas

to Great Lakes ports and the St.Lawrence Seaway

b. Movement of feed grains from Iowaand Illinois to the Southeast to feedlivestock

c. Movement of wheat from Nebraskaand Kansas to Gulf ports for export.

In each of the cases prepare a statementto show how transportation rates influencethe movement of grain.

3. Prepare a step-by-step checklist showingthe process of ordering transportation.List the steps in preparing and loading acar or truckhow it is directed to move,how it is consigned, how the grain isfiney accepted by the purchaser, andhow he pays for it.

Division XVIII. Trading Rules for Grain ContractsA. Unit of Instruction

1. Trade rules defineda. Grain rulesb. Feed rules

2. Importance of rulesa. Ethical basis of rulesb. Use of the rules to facilitate buying

and selling of grain and feed3. Function of the Grain and Feed Dealers

National Association in establishing, mod-ernizing, and enforcing the trade rules.

B. Laboratory ProjectsStudents may be assigned in pairs: one mem-ber may represent a seller; the other, a buyer.Each seller may be assigned to sell a specifiedquantity of a grain or feed. The buyer maybe assigned to buy the grain or feed. Eachpair may then prepare a demonstration toshow how the rules of the Association applyin the purchase of grain or feed. They maydemonstrate the use of telephone and tele-graph in the transaction, show how agree-ments are confirmed, and indicate the itemsto be included in the agreement.

Division XIX. National Arbitration RulesA. Unit of Instruction

1. Arbitration rules defined2. Function of the Association in establish-

ing and maintaining the use of arbitrationrules

3. How arbitration rules are used

B. Laboratory ProjectsUsing the same assignment as in DivisionXVIII, each of the selected pair of studentsmay select a point of disagreement in their

84

transaction and demonstrate how the dis-agreement might be resolved using the Arbi-tration Rules of the Grain and Feed DealersNational Association.

TEXTS AND REFERENCESBonnett, Hedging and the Banker.Chicago Board of Trade, Corn Futures.

, Grain Sorghum Futures.

, Hedging Highlights.

, Marketing Grain Throughchange.

, Oat Futures.

, Rye Futures.

, Soybean Futures.

, Soybean Meal Futures.

, Soybean Oil Futures.,Wheat Futures, Basic Facts and Sources.

Eiland and Sorenson, Economics of Grain Dryingat Kansas Local Elevators.

Grain and Feed Dealers National Association, Arbi-tration Rules of the Grain and Feed DealersNational Association.

, The Case of the Semi-Loaded Semis, a CaseHistory of a Recent Grain Swindle.

, nade Rules of the Grain and Feed DealersNational Association.

Herder, Feed Grain Bank Operations in Kansas.Hieronymus, Hedging for Country Elevators.

New York Clearing House Association, WarehouseReceipt Financing.

a Grain Ex-

.

85

Sampson Construction Company, Inc., Grain Stor-age Through the Centuries.

Schonberg, The Grain Trade: How It Works.Slay and Hutchinson, Receiving Rice from Farm

Trucks at Commercial Dryers.Sogn, Grain Merchandising at the Country Elevator.

U.S. Department of Agriculture, Suggested Guidefor the Use of Insecticides To Control InsectsAff ecting Crops, Livestock and Household Pets.

, Commodity Credit Corporation, UniformGrain Storage Agreement.

, Economic Research Service, Cost of Storingand Handling Grain in Commercial Elevators,1964-65.

, Farmer Cooperative Service, Economics ofFlat Grain Storage Facilities in Kansas.

U.S. Department of Health, Education, and Wel-fare; Food and Drug Administration, GeneralPrinciples of Food Sanitation.

, Handling of Food Grains.

VISUAL AIDSFilmsAmerican Cyanamid Company, Agricultural Divi-

sion, 6100 East 65th Street, Kansas City, Mo.64133.

Protecting Our Grain Reserves..sound.

Millers National Federation, 309Boulevard, Chicago, Ill. 60606.

WheatFood for the World. 28color, sound.

16 mm., color,

West Jackson

min., 16 mm.,

Operations I: Purchasing,Financial Control

HOURS REQUIREDClass, 3 ; Laboratory, 2. Prerequisite: Agricul-tural Economics and Marketing.

COURSE DESCRIPTION0 perations I: Purchasing, Financial Controlrepresents the first semester of a two-semestersequence. It is designed to acquaint the stu-dents with the application of principles to theoperation of a local elevator and farm supplycenter. The first semester deals with a study ofpurchasing and the problems of determiningmargins, markup, and pricing that are associ-ated with getting the goods ready for sale to thecustomers. Such problems as determining whatto buy, identifying suppliers, determining terms,dating, and delivery agreements are includedas part of the work on purchasing.The study of controls in terms of operation ofthe business involves development of an under-standing of the kinds of controls and how thesecan be used. The accounting system can pro-vide information on which a number of con-trols can be based. Students should be givenan opportunity to analyze data from accountingsystems gathered from farm supply centers andto identify the items which can be used by man-agers and others for making decisions as to theoperation of the business.Laboratory sessions will give students an oppor-tunity to prepare purchase orders, to analyzeterms under which goods are purchased, toidentify suppliers of merchandise associatedwith the farm supply business, and to plan thepurchases for a typical farm service center for aperiod of 3 months to 1 year.Computing ratios to measure efficiency of thebuiihess, planning methods of control of credit,and identifying and using other control methodswill provide practical laboratory activities forthe units on control of the business operation.


Labor-Class atory

I. Purchasing Supplies, Mar-gins, Markup, and Pricing __ 6 6

86

II. Purchasing and Selling Prod-ucts from Farmers 4

III. Using the Accounting System 10 6IV. Budgeting 10 8V. Inventory Control 9 8

VI. Credit Control 9 4

Total hours 48 32

Division I. Purchasing Supplies, Margins, Markup,and PricingA. Unit of Instruction

1. Purchasing functiona. Establishing buying policies for the

firm by determining:( 1 ) objectives of the firm( 2)

( 3)( 4)

( 5)

sources of supplybreath of offeringsneeds and wants of customerslikely shifts in buying by cus-tomers

b. Determining goods customers wantquantity and quality(1) record of past sales( 2) credit records( 3) suggestions of customers and sup-

pliers(4) trade papers

c. Determining quantity to purchase( 1) the period for which buying is

done(2) estimated sales(3) present inventory(4) inventory to be carried over

(5) preparation of a purchasingbudget

d. Purchasing the goods(1) sources of supply

(a) middlemen(b) manufacturers(c) growers

(2) terms of sale(a) discounts(b) datings(c) other terms of sale

(3) the purchase order(a) information needed on order

form(b) advantages of firm using own

purchase order form

(c) advantage of using vendor'sorder form

(d ) transfer of tii".3i. when title changesii. consignment buying

iii. returns of merchandise tovendor

2. Marginsa. Definitionb. Computation

3. Markupa. Definitionb. Computationc. Relation to margin

4. Pricing merchandiserelationship of sales,prices, risk cost, costs of goods, markup,and expenses of operation to profits

B. Laboratory Projects1. Each student may choose a product com-

monly sold in farm supply centers in thearea. He should secure purchase orderforms, terms of sale, delivery dates, billsof lading, and the like. These may befurnished by the instructor from a supplyin the laboratory or limy be secured byeach student from the appropriate sburces.

The student shculd complete each ofthe forms for the product he has chosen.When alternative plans of payment areoffered, an analysis of the advantages anddisadvantages of the different plans arewritten by the student.

2. Take a field trip to a local elevator andfarm supply center. Committees of classmembers may be assigned, or students maywork individually, to prepare a list of theitems sold at the center. Upon returningto the class, the lists may be combined tomake a complete list of items sold.

3. Using catalogs and other literature, makea list of sources of the items.

4. Each student may select a group of relateditems such as fertilizers and fertilizeringredients or others, and prepare a pur-chase order for his goods. He should indi-cate the terms, date for submitting theorder, date he expects delivery, methodof transportation and delivery, and thequantity of each item he orders. Emphasis

37

should be placed on completeness, accur-acy, and judgment displayed by the stu-dent regarding the decisions he has made.

5. A student may use a table to determinethe markup based on cost necessary toprovide a specified percentage margin.Using the items for which he has preparedpurchase orders, he may estimate the mar-gin as a per cent of selling price whichthe business will need. He will then com-pute markup over cost of the item todetermine selling price.

Division II. Purchasing and Selling Products fromFarmersA. Unit of Instruction

1. Determining paying pricea. Market and price information

(A) sources of information( 2) using the information

b. Sampling and grading produce( 1) taking samples(2) using results of tests and grades

in pricingc. Risk-bearing costs

( 1) minimizing riskhedging(2) market fluctuations( 3) storage, handling costs

2. Selling the graina. Market channelsb. Transportation modesc. Processing, blending

3. Financing the purchase and selling of

graina. Use of seasonal creditb. Relation to banks and bankers

B. Laboratory ProjectsStudents may select a product such as wheatwhich is grown in the community.

1. Describe the steps in receiving grain atthe elevator and moving it into channelsof trade. These steps should include sam-pling, grading, financing, and shiftingrisk.

2. Prepare an estimate of the amount ofmohey the manager of the local elevatorwould need to have available to pay farm-ers for grain at harvest. Describe howmoney can be secured and what securitywill be required.

Division III. Using the Accounting System

A. Unit of Instruction1. Financial analysis

a. Financial statements( 1) the balance sheet

(a) assets(b) liabilities(c) nct worth

( 2) the operating statement(a) gross margin(b) operating expenses

i. wagesii. workmen's compensation

iii. electricityiv. interestv. maintenance and repairs

vi. telephonevii. advertising and promotion

viii. depreciationix. insurancex. taxes

b. Using financial ratio analysis tomeasure:( 1) liquidity(2) efficiency(3) profitability positions

c. Comparison with records from similarbusinesses

2. Developing a financial control systema. Essentials of a financial control system

(1) establishing profit centers(2) establishing budgets for each

profit center(a) volume(b) gross margin( c) expense(d) net incomeselecting most important controlpointsestablishing operating standardsmaking use of management byexception principle

(6) facili* te flow of information(7) aid in decision-making process

b. Developing needed materials(1) departmentalized breakdown

(a) sales(b) inventories( c) cost of goods sold(d) gross margins

(3)

(4)

(5)

88

,

-

(2) determining monthly and year-to-date comparisons to previous yearand to budget(a) operating statement(b) balance sheet( c) sheets showing summary of

all data(d) control charts or graphs

B. Laboratory Projects1. Take a field trip to an elevator and farm

supply center in the area. Observe thebookkeeping and accounting system in usein the business. Upon returning to thelaboratory, prepare a report on the kindsof information which the accounting sys-tem could provide.

2. As an alternative to the field trip, or anadditional laboratory project, each studentmay be given the financial records of afarm supply center for the year. Use theserecords to compute each of the controlitems for the manager of the business andindicate recommendations for operatingthe business based on the analysis.

3. Secure accounting data from a dataprocessing system. Using these data, pre-pare an analysis of each of the controlitems recommended for the manager toconsider in making adjustments in hisbusiness.

Division IV. BudgetingA. Unit of Instruction

1. Importance, definition, and purpose of abudget

2. Establishing goals for budgeting as basedon :a. Area potentialb. Previous experiencec. Anticipated expansiond. Changing technology

3. Preparation of a budgeta. What needs to be known

( 1) cost-analysis data(2) anticipation of future costs

b. Product mix( 1) deciding what products to carry( 2) relationship of costs and returns

c. Forecasting sales volume. ( See unit onmarket survey in Retail Farm SupplyMerchandising.)

w

B. Laboratory ProjectsSecure complete annual financial statementsand annual reports of a farm supply centerbusiness for at least 2 years. Using the datafrom these reports, prepare a complete budgetfor the coming year. In the budget, indicatefor each department of the business at leastthe following items: total sales, total cost ofgoods sold, gross commodity profits, other in-come, total gross profits, total operating costs,and net operating proceeds. In addition, thebudget should indicate unit volume of eachitem to be sold, estimated price, and expectedtotal sales. In the same way, it should indi-cate estimated income from services. Whenthese items 'lave been prepared in detail foreach department of the business, they may beconsolidated to provide a budget for the totalbusiness.

Division V. Inventory ControlA. Unit of Instruction

1. Keeping perpetual inventory on all majoritems

2. Inventory turnoverfactors contributinga. A well-developed merchandising planb. A clean, well-lighted, attractive facilityc. Limiting brandsd. No duplicate inventory linese. A definite plan for checking physical

inventories against booksf. Inventory stocks well balanced in

relation to salesg. Mark down of "dead" items

3. Reducing inventory shortagea. Plan for receiving merchandiseb. Merchandise inventory used internallyc. Avoiding pilferage, errors in or failure

to bill merchandise, breakage, spoilage,shrinkage, obsolescence

d. Accurate physical inventorye. Care in use of discountsf. Providing for accurate weights and

measuresMaking regular physical inventorychecks

B. Laboratory Projects1. Take a field trip to a local elevator and

farm supply center, where arrangementshave been made for the class to take aphysical inventory. Divide the class into

89

groups, and assign each group to makethe inventory of a department of the busi-ness. If data are available, compare thephysical inventory which the class hascompiled with the perpetual inventorykept by the firm.

2. The teacher divides the class into groups.He assigns each group to assume the roleof a staff member in a farm service centerto prepare recommendations as follows :a. Make written recommendations re-

garding ways to improve the inventoryturnover and suggest margin as a percent of selling price for items havingdifferent rates of turnover.

b. Make written recommendations for aprogram to reduce inventory shortagein the farm supply center.

Division VI. Credit ControlA. Unit of Instruction

1. Philosophy of credit as a sales tool2. Establishment of a policy for extending

credit3. Evaluating credit risks

a. Character referencesb. Net Worth statementsc. Credit bureau servicesd. Determining limitation of extension of

credite. Aging analysis of accountsf. Cost of creditg. Sources of agricultural credit for the

patron4. Discounting accounts receivable5. Responsibility for the extension of credit

B. Laboratory Projects1. Take a field trip to a local credit bureau

to determine the kinds of credit informa-tion available regarding customers in thearea.

2. Secure application-for-credit forms froma local bank, copies of a net worth state-ment ( with identification removed) , andreports from the credit bureau on thesame individual. These may be collectedand filed by i-I-P teacher for use by classmembers. The teacher organizes the classinto committees of three to four to evalu-ate the credit of an applicant and to makea recommendation as they would to the

-

manager of a farm supply center if theywere his employees.Examine the accounts receivable of a localfarm supply business, and prepare recom-mendations for the manager regardingeach one. Prepare a written recommenda-tion regarding a policy for handling creditaccounts for the business.

(Note: Records from business firmsmay often be secured for use by students,provided all identification is removed.This may necessitate not only removal ofnames but also modification of some ofthe items in the records.)

TEXTS AND REFERENCESAmerican Feed Manufacturers Association, Manage-

ment Guide: Livestock, Dairy, Poultry.Bailey, Farm Supply Operations of Cooperative

Grain Elevators in Texas., Inventory Management by Selected Farm

Supply Co-ops, Area 5.

, Sound Credit Policy; Credit Control inSelected Retail Farm Supply Co-ops.

Banshack, "Inventory Management," Feed andFeeding Digest.

Bradford and Scanlon, Controlling Open AccountCredit in Feed Cooperatives.

Chapin and Hassett, Credit and Collecting Prin-ciples and Practice.

Credit Management Handbook.Gabarins, Operations, Practices and Costs of Selected

Mixed Feeds.

Gibson and Haynes, Accounting in Small BusinessDecisions.

Hall, New Country Elevators; Influence of Size andVolume on Operating Costs.

Kansas State University, Planning Feed HandlingSystems.

90

Lasser, How To Run a Small Business.

Mather, Handbook on Major Regional CooperativesHandling Supplies.

Mattison, "A Successful Tight Credit Policy," Feedand Feeding Digest.

Minneapolis Grain Exchange, The Farmer WantsTo Know About the Use of Credit for Productionand Marketing.

Phillips, Feed Industry Financing and Contract Pro-grams in Iowa and Surrounding States.

Managing for Greater Returns in the Grain,Feed and Other Retail Businesses Serving Agri-culture.

Richey and Johnson, Factors To Be Consideredin Locating, Planning and Operating CountryElevators.

Smith and Gresham, Budgeting for the Farm SupplyBusiness.

Smith and others, The Farm Supply Industry.U.S. Department of Commerce, Bureau of the Cen-

sus, United States Census of Agriculture; Farms,Farm Characteristics, Farm Products.

Yager, Cooperative Country Elevators in Montana.

,

FIGURE 28.Technician class on field trip examinesfinancial control records with manager.

Operations II: Functions ofManagement, Financing

HOURS REQUIREDClass, 3; Laboratory, 2. Prerequisite: 0 pera-tions I ; Purchasing, Financial Control.

COURSE DESCRIPTIONThe second semester of the course covers thefunctions of management and finance as appli-cable to the operation of a farm supply andelevator business. During this semester thestudent will develop an understanding of therelationship of management to the total businessoperation. The student will recognize that man-agement is an essential part of the businessorganization and that many responsibilitiesshould be delegated to the staff. This will re-quire an understanding of the responsibility ofkey staff people for providing data and recom-mendations which can be used by the managerin reaching decisions.

Principles and alternative methods of reachingdecisions, of communication between managerand staff, and between staff members are to beemphasized.

Field trips, resource persons from business andindustry, and records and reports will helpstudents gain experience during laboratory ses-sions in the preparation of materials for themanager.

MAJOR DIVISIONS

I. Types of Business Organiza-

Hours

ClassLabor-

atory

tions and Sources of Capital _ 20 12II. Functions of Management __ 13 10

III. Depreciation of Buildings andEquipment 10 6

IV. Insurance 5 4

Total hours 48 32

Division I. Types of Business Organizations andSources of CapitalA. Unit of Instruction

1. Corporation, cooperative, partnership, in-dividual ownership

91

a.b.

OrganizationFinancing(1) raising money through sales of

stock(a) common(b) preferred

(2) raising money through issuingbonds(a) kinds of bonds(b) costs of money raised by

sales of bonds(3) raising money by borrowing from

banksc. Who assumes the risk and receives the

profitsd. Who owns the businesse. Who can vote in the organization

B. Laboratory Projects1. Take field trips to visit two or more of the

major types of business organization. Pre-pare a written report describing the typesof business organizations found in theUnited States. On the basis of the infor-mation you receive from the field trips andthe study and observation, explain howeach type of organization might raisemoney for capital improvement.

2. Prepare a chart, flannel graph, or othervisual to show the organization of a cor-poration and/or a cooperative. Indicatelines of authority and responsibility in thechart.

3. Bring in the financial page of a newspaperor other source and ..dentify names ofcompanies having:a. Preferred stocks listedb. Common stocks listed.c. Bonds listedFor the common stock, the preferredstock, and the bonds answer the followingquestions:a. What assets are available to in

each case?b. What returns are made on each?c. In case of liquidation of the business,

indicate the order in which the threeliabilities are normally pcid.

For the point of view of the business,what are the advantages and disadvan-tages of each of the three methods of

raising money for capital improvement?What governmental controls are placedon raising capital by issuing stocks orbonds?

4. (Note: Review Division III, OperationsI: Purchasing, Financial Control, "Use ofthe Accounting System," as preparationfor the activities suggested in the follow-ing laboratory project.)

Invite a banker to visit the class todescribe the way in which a farm supplycenter borrows from a bank for capitalimprovement. Ask him to compare bor-rowing from the bank with raising moneyby sale of bonds or stocks.

Prepare a recommendation for theboard of directors of a farm supply centerfor raising money for a particular capitalimprovement. Show estimates of cost ofthe investment and the returns to berealized.

Division II. Functions of ManagementA. Unit of Instruction

1. Planninga. What ioroducts and services to provideb. What combination of resources to usec. Capital requirementsd. Labor requirementse. Facilities neededf. Policy for the business

2. Organizing the business by:a. Departmentsb. Determining the kind and number of

jobsc. Determining the organizational struc-

tured. Writing job descriptionse. Measuring performance

3. Personnel practices and proceduresa. Applications for positionsb. Hiring practicesc. Discipline among employees

4. Directing the businessa. Delegating responsibility and authorityb. Using specialists

(1) consultants(2) college people(3) supply people(4) trade associations

c. Giving directions

92

B.

5. Coordinatinga. Communication, formal (See Commu-

nications I and Communications IIon how to prepare communicationdevices. Here emphasis is on whatdevices to use.)(1) letters(2) oral(3) public address system(4) intercom system(5) bulletin board

b. Communication as it affects discipline,loyalty, and cooperation

6. Controla. Major areas to be controlledb. Setting goals and standardsc. Identifying trouble spotsd. Determining solutions to problemse. Taking timely action

7. The role of the managera. Providing dynamic leadership

(1) to the staff(2) in the community

b. Building an image of the firm and theindustry(1) ethics and trade standards(2) honesty in business transactions(3) contribution to the community

Laboratory Projects1. Prepare a presentation to the manager

showing estimates of additional capital,labor, and facilities needed to add a serv-ice or related item for the public. Userecords of sales by departments or inven-tory turnover or both to support the needfor the additional service or item. Presentfacts the manager would need to helpreach a sound decision.

2. Prepare an adequate organization chartfor a farm supply center to serve a com-munity in the State. Identify each kindof job in the organization and prepare ajob description. Indicate whether jobs areseasonal or permanent.

3. Prepare recommendations for the man-ager indicating lines of communicationswithin the organization making sure thatall individuals are kept properly informed.

4. Assume you are employed by a farm serv-ice center as a key employee. Outline the

personnel policies for the manager tofollow in dealing with the employees inthe plant. Prepare a report to be sub-mitted to the manager in which thesepolicies are outlined. Describe the proce-dure for explaining such policies to theemployees.

5. Students may be assigned to committeesof two or three. The committees mayassume that they represent employees ofa farm supply center. Each may be as-signed a specific aspect of personnel man-agement and may discuss the problem inline with policies as suggested in laboratoryproject No. 4. A report of the committeerecommendations may be prepared andpresented. As an alternative, if time per-mits, each committee may present an oralreport before the class.

Division III. Depreciation of Buildings and Equip-ment

A. Unit of Instruction1. Determination of depreciation rates

a. Straight-line depreciationb. Sum of digitsc. Declining balanced. State and Federal lawsdepreciation

requirements2. Providing for obsolescence

B. Laboratory Projects1. Make an inventory of the buildings and

equipment in a local farm supply centeror country elevator business.

a. Determine the approximate cost ofeach item on the list and estimate thelife of each item.

b. Establish a method of depreciationand a rate of depreciation for eachitem on the list.

c. Prepare a table showing annual depre-ciation for each item on the list. Thismay be presented in the form of achart.

2. Invite a manager of a farm service centerin the area or an expert on depreciationto visit the class as a consultant on depre-ciation schedules.

93

Division IV. InsuranceA. Unit of Instruction

1. Fire and explosion2. Health and accident3. Liability4. Business interruption5. Tornado or flood6. Product liability7. Workmen's compensation

B. Laboratory Projects1. Using the organization chart prepared in

a previous project, make a list of thetypes of insurances that should be carriedto protect the firm from disasters such asfire, flood, business interruption or otherlosses.

2. Assume you are employed in a local grain,feed, seed, or farm supply business. Pre-pare a list of insurances for the managerstating the amount of protection to becarried, the cost of the insurance, and themajor provisions of the recommendedpolicies. (Note: The assumptions maderegarding the business need to bestated. These may be developed by thestudent or furnished by the instructor.)

TEXTS AND REFERENCESAnthony, Management Accounting: Principles.Bierman, Financial and Managerial Accounting, an

Introduction.

Bohnsack, "Key Indicators and Cost Analysis forElevator and Farm Supply Businestes."

Bonneville, Organizing and Financing Business.

Bradford and Scanlon, Controlling Open AccountCredit in Feed Cooperatives.

Corbin, Accounting and Economic Decisions.

Credit Management Handbook.Dale, Managerial Accounting in the Small Company.Easton and Newton, Accounting and the Analysis of

Financial Data.

Ettinger and Golieb, Credits and Collections.

Gibson and Haynes, Accounting in Small BusinessDecisions.

Johnson, Financial Management.

Lewis, Accounting Reports for Management., Financial Analysis for Management.

1)

r

i

e

Manuel, Improving Management of Farmer Coop-eratives.

Prather, Financing Business Firms.Preston, Managing the Small Independent Business.Purdue University, Agricultural Experiment Station,

A Financial and Business Analysis of IndianaGrain Elevators.

94

Stolte, "College Researchers Offer Valuable Man-agement Tips," Feed and Feeding Digest.

Trock, Costs of Grain Elevator Operation in theS pring W heat Area.

Wilson and Smith, Managing the Farm Supply Busi-ness; Ten Areas.

,

v

,,

Physical Facilities and Care ofEquipment

HOURS REQUIREDClass, 1; Laboratory, 8. Prerequisite: 0 pera-

tions I : Purchasing, Financial Control.

COURSE DESCRIPTIONThe course is designed to give students practicein planning the layout of buildings, driveways,and facilities on a site. It is designed to planthe flow of materials in a plant and the safeoperation of a plant and equipment, in termsof workers, customers, buildings, products, andequipment.

Maintenance of equipment and buildings,proper adjustment of equipment, and use ofmanuals for specific machines are included aslaboratory activities in the program.It is important for students in this course togain a concept of the overall operation of aplant in terms of the efficient use of equipmentand labor. An appreciation of the relation ofefficient operation to the profits of the firmshould be developed. Students are to be en-couraged to look ahead to the next 15 to 25years to visualize changes they would recom-mend as remodeling is done or as present build-ings and major pieces of equipment are replaced.Using a local situation will give students a con-crete problem on which to work. The instructorand school administrators need to have a clearunderstanding with the manager about thework their students will be allowed to do.

When field trips are to be made in the eveningwhile the plant is closed to the public, it will beessential that all fire prevention rules be strictlyenforced. It will be necessary to have a memberof the staff from the local plant present to helpwith the instruction and to make sure equip-ment is properly adjusted for the next day'soperation.

A study of the buildings, equipment, andarrangement of machinery in the buildings isessential for students who wish to study the flowof materials and the problems of maintenancefrom a ph actical point of view. Students shouldstudy the situation from an objective point ofview rather than criticize the present facilitiesin the community.

95

Responses from a large number of consultantsin the grain and feed industry indicate thattechnicians would not be expected to possessshop skills for the repair of equipment. It isimportant, however, for these employees tounderstand problems of maintenance and ad-justment of equipment, and safety in its opera-tion.The laboratory sessions in this course should bedevoted largely to a study of the flow of mate-rials, the proper layout of equipment in thebuildings, the most desirable arrangement ofbuildings on the site, and the use of the man-uals for the adjustment of individual Machines.The work may be conducted in the school lab-oratories and facilities for grain and feed opera-tions and for seed processing.

MAJOR DIVISIONS

I. General Layout of CountryElevators, Feed Mills, and

Hours

ClassLabor-

atory.

Farm Supply Facilities 2 20IL Kinds of Equipment Com-

monly Found in CountryElevators, Feed Mills, Seedand Farm Supply Stores 4 22

III. Maintenance of Equipment _ 2 24IV. Maintenance of Storage

Facilities . 2 22V. Maintenance of Buildings 2 22

VI. Efficient Use of Equipment _ 4 18

Total hours 16 128

Division I. General Layout of Country Elevators,Feed Mills, and Farm Supply Facilities

A. Unit of Instruction1. Elevator2. Grain storage bins3. Feed mills4. Farm store and office5. Fertilizer storage and loading facilities6. Location of other facilities such as fenc-

ing, lumber, petroleum7. Driveways8. Location of firefighting facilities9. Location of facilities in relation to rail-

road, siding, and main highways

1

B. Laboratory Projects1. Visit a farm supply center, and work in

pairs to get dimensions of buildings, dis-tances between buildings, and widths ofdriveways. Make a sketch of the layoutof the facilities showing location of eachbuilding in relation to railroads, highways,firefighting facilities, and other services.

2. Review the references deeling with layoutof farm supply centers. Prepare a sketchof a layout as one would have it if it couldbe rebuilt at the present time.

3. Trace the Movement of trucks deliveringgrain from farmers to the elevator, themovement of trucks and cars of customerspurchasing supplies, and the movementof trucks delivering goods to the farmsupply center. Locate and list factorslimiting efficient operation.

4. Prepare a chart showing where to locatefirefighting equipment in the layout vis-ited by the class. Locate the kind of fire-fighting equipment at each point. Showthe route for fire department apparatuson the grounds and the location of firehydrants available. Points of access tobuildings must be considered both inbasements and in elevated areas.

5. Plan a layout of a farm supply store andoffice to provide for the kind of businessyou envision during the next 15 to 25years in the area. In the sketch, providefor offices for the manager and other staffmembers, for the clerical staff, for displaysand sales room, for a laboratory ( if itshould be located in the farm supply storebuilding), and for other facilities whichwill be needed. Chart the anticipatedflow of traffic. Plan the layout for maxi-mum efficiency and convenience.

Division II. Kinds of Equipment Commonly Foundin Country Elevators, Feed Mills, Seed andFarm Supply Stores

A. Unit of Instruction1. Grain and seed handling and processing

equipmenta. Dump pitb. Elevator leg and conveyorsc. Aera tiond. Drying

96

e. Grain grading (screens, scales, other)f. Moisture testingg. Seed cleaningh. Seed packagingi. Seed treatingj. Blending

2. Feed processing equipmenta. Grindersb. Mixersc. Pelleting machinesd. Conveyorse. Binsf. Packaging equipment

3. Materials handling equipmenta. Lift trucksb. Delivery trucksc. Conveyord. Loading and unloading equipment

4. Weighing equipmenta. Truck scalesb. Package scalesc. Weight-per-bushel scalesd. Laboratory scales

5. Equipment relationships to:a. Horsepower requirementsb. Speed and pulley sizec. Leg speeds and capacityd. Electricity, wire-size, and loade. Bin sizef. Building materials, cost, insurance,

and maintenanceB. Laboratory Projects

1. Take a field trip to a nearby elevator andfeed mill to discover the kinds of equip-ment located in various buildings makingup the center. If possible, each studentshould make a complete inventory. If itis more feasible, students may be assignedin groups to inventory the feed mill de-partment equipment, the grain elevatordepartment equipment, the fertilizer de-partment equipment, and others. Capa-city of each piece of equipment should benoted.

2. Upon returning to the laboratory, eachstudent may be supplied with a completeinventory of equipment at the plant. Stu-dents may then be assigned many differentkinds of problems. Suggested sampleproblems include:

a. Compute the bushels of grain per hourthat can be elevated to bins with theelevator facilities at the plant.

b. Compute the speed of the elevatorwith the present motor and pulley sizeson the equipment.

c. Compute the capacity of the grainstorage bins in the plant.

d. Determine the quantity of feed grainsand supplement that might be proc-essed per 8-hour day with the presentfeed mill equipment.

e. Estimate the bushels of grain that needto be dried per day at harvest timeand check this against the capacity ofdriers in the plants.

f. Identify bottlenecks in the process ofbuying and processing grain and ofprocessing feeds. What investmentwould be required to eliminate thebottlenecks?

3. Check the fire insurance rates for similarbuildings built of wood, steel, and con-crete. Using these rates, secure an esti-mate of the cost of construction of eachkind of building and its estimated life.Compute which building would be mosteconomical to build today. Compareinsurance costs versus the necessary in-vestment based on type of building con-struction.

Division III. Maintenance of EquipmentA. Unit of Instruction

1. Safety practices and opera'aonment to prevent:a. Injury to workersb. Damage to productc. Damage to equipmentd. Damage to the plante. Fi 1 and accidents

(1) eliminating fire hazards(a)

(b)

( c)

(d)( e)

(0

of equip-

dust control, avoiding dustexplosionsavoiding overheated motorsand slipping beltsavoiding electrical sparksprohibiting smokingusing safety shields on lampsavoiding welding dangers

97

B.

(2)(3)

(4)

(5)

(g) investigating and studyingmethods to control "spread offire" through the building,conveyors, and spouting

housekeeping to avoid accidentssafe practices with chemicals(a) use of masks(b) avoiding contamination of

grain, feed, and seeds

safe practices with delivery truckssafe practices with machinery usedin custom operations

(6) safe practices with electriealequipment, switches, fuses, andcontrolssafety checks(a) maintaining and periodically

checking all safety equipment(b) cleanliness of buildings and

equipment to avoid fires andexplosions

(c) checking heating, ventilation,and air conditioning equip-ment

(d) organizing and carrying outsafety campaignssafety codingtraining employees in whatto do in case of fire or acci-dent

2. Adjustment of equipmenta. Use of the manualb. Making adjustmentsc. Kinds and uses of controls

(1) automatic(2) manual

3. Servicing the equipmenta. Use of the manualb. Lubricationc. Controls: electrical, hydraulic, manuald. Methods of cleaning equipment

Laboratory Projects1. Take a field trip to a country elevator or

a feed mill in which the most up-to-datesafety devices are used and where thesafety practices of the personnel are thebest that can be found. Students may beassigned to the role of safety specialist forthe firm. They may then inspect the

(7)

(e)

(f)

plant, making note of all the safety devicesthey can discover.

2. Upon returning .to the classroom eachstudent maj describe the safety devices hehas discovered and explain the kind ofhazard against which they protect. Forpurposes of reporting, students may in-clude devices to protect against such haz-ards as those caused by electricity, lifttrucks, delivery trucks, grain and feedprocessing and handling equipment.

As an alternative they may report ondevices to combat hazards of injury toworkers, fire hazards, hazards to products,and equipment hazards.

3. Take a field trip to a grain elevator, feedmill, or fertilizer plant (preferably duringthe hours the plant is not open for com-mercial business). Make adjustments onone or more of the machines in the plant.

(Note: While practice on the adjust-ment of machines may be given in thelaboratory, the practice on machines inthe plant will be a valuable experience.If facilities are available, this field tripmay be repeated several times to give stu-dents an opportunity to work on a numberof different machines.)

4. Invite a representative of a local fire de-partment to describe the types of fireextinguishers and where they might beused in the elevator and feed mill. Havehim demonstrate the effectiveness of eachkind on the types of fires for which eachis suitable. For example, shallow pans ofoil may be ignited and the fire extin-guished with appropriate extinguishers todemonstrate relative effectiveness. Thefireman may also demonstrate the methodof checking each kind of fire extinguisherfor proper working order.

Each student may assume that he isemployed by the manager of the localfarm supply center. One of his duties is toserve as the plant safety inspector. Eachstudent may prepare a report he wouldmake to the manager with his recommen-dations for the kinds and locations of fireextinguishers for the plant.

Division IV. Maintenance of Storage FacilitiesA. Unit of Instruction

1. Cleaning storage facilities2. Applicators for treating by:

a. Fumigatingb. Dustingc. Spraying

B. Laboratory Projects1. Students may take a field trip where they

may observe a demonstration of the propersafeguards for cleaning one or more stor-age buildings. The teacher should empha-size the necessities for thorough work, foraccuracy in the use of cleaning and fumi-gating materials, and for proper protectionwhen using chemicals.

2. Make a list of fumigants and sprays usedto clean bins in the local grain storagefacilities. Include residue tolerance of theFood and Drug Administration and omitany fumigants not approved by graininsurance companies.

3. If possible, take a field trip to a localelevator where a demonstration of lower-ing a man into a grain bin can be given.The teacher should emphasize the obser-vation of all safety precautions.

Division V. Maintenance of BuildingsA. Unit of Instruction

1. Concrete buildings2. Sizes and specifications of joists and beams

for loads to be carried3. Wood preservation4. Materials handling

B. Laboratory Projects1. Draw the floor plan for one of the build-

ings at the local elevator, feed mill, orfarm supply center showing the dimen-sions and locations of various areas,machines, electrical outlets, sprinkler sys-tem pipes, plumbing equipment, and con-veyor tubes.

2. Using the sketch, indicate the points atwhich maintenance problems are likely toappear, the nature of the problems, andthe suggested remedies.

3. Sources and kinds of materials for doingthe anticipated maintenance work should

98

_

be accumulated. So far as possible, theeffectiveness of items should be tested inthe laboratory.

Division VI. Efficient Use of EquipmentA. Unit of Instruction

1. Effect of hours of use per day2. Records to be kept on equipment

a. Hours of use per dayb. Volume of work donec. Cost of operationd. Cost of repairs

(1) parts(2) labor(3) lost time

e. Inventory of equipmmt3. Requisitioning and inventorying parts and

suppliesB. Laboratory Projects

1. Use the inventory of equipment securedearly in the course. Check catalogs anddetermine the cost (new) of each machineon the inventory. Annual depreciationmay be estimated for each machine anddepredation cost per hour may be deter-mined for various estimated hours per dayof use. What is the cost to a finn of abrealcdown of a machine? What is theloss from idleness of other machines andlabor due to the breakaown of onemachine?

2. Prepare a written report with recommen-dations for minimizing idle time of ma-chines and labor.

3. Assume the role of a man in charge ofmaintenance at a local elevator, feed mill,or farm supply center. As a final labora-tory project for the course write a com-plete plan with recommendations for themaintenance of the plant including safety,efficient layout and operation, and cus-tomer convenience and service.

TEXTS AND REFERENCESAnderson and Alcock, Storage of Cereal Grains and

Their Products.

Bouland and Smith, A Small Country Elevator forMerchandising Grain.

Bruce and others, Planning Grain Elevators for theSoutheast.

99

Consolidated Catalogs and Engineering Bluebook.

Cotton, Pests of Stored Grain and Grain Products.

Hall, Processing Equipment for AgriculturalProducts.

Kline and Converse, Operating Grain AerationSystems in Hard Winter Wheat Area.

Michigan Millers Mutual Insurance Company, FirePrevention in Grain Plants.

Mill Mutual Fire Prevention Bureau, Employee'sFire Prevention Manual; Fire Prevention-Protec-tion Programs for Grain and Milling Properties.

, Spontaneous Heating in Feeds, Grains andHay.

Pfister and Clark, Farm Fire Safety.

Stz:vens and Schoeff, Prevention of Fire and DustExplosions in Feed Mills, Flour Mills, and GrainElevators.

U.S. Department of Agriculture, Agricultural Mar-keting Service, Method and Equipment for BulkTreatment of Grain Against Insects.

VISUAL AIDS

FilmsAetna Life Affiliated Companies, 151 Farmington

Avenue, Hartford, Conn. 06115.Lifting, Man's Age Old Problem. 14 min., 16mm., color, sound.stop Them Before They Start. 141/2 min., 16 mm.,color, sound.

Association of Mill and Elevator Mutual InsuranceCompanies, 2 Riverside Plaza, Chicago, III,60606.

Before Your Mill or Elevator Burns. 20 min, 16mm., color, sound.Fire Fighting in Country Elevators. 20 mhi., 16mm., color, sound.

National Board of Fire Underwriters, 85 John Street.,New York, N.Y. 10038.

Above and Beyond. 12 min., 16 mm., black andwhite, sound.Are You Sure? 14% min., 16 mm., color, sound.

University of Minnesota, Audio-Visual Service,Minneapolis, Minn. 55101.

slip Form Construction of Concrete Grain Eleva-tors. 28 min., 16 mm., color, sound.

Retail Farm SupplyMerchandising

HOURS REQUIREDClass, 3; Laboratory, 4. Prerequisite: Commu-nications II: Oral, Illustrated; and AgriculturalEconomics and Marketing.

COURSE DESCRIPTIONThis course is designed to prepare studentsto merchandise supplies commonly distributedthrough farm supply centers. The content ofthe course includes practical aspects of merchan-dising except salesmanship, which is covered ina course offered in the fourth semester. RetailFarm Supply Merchandising shouid be pre-requisite to Salesmanship.

The major emphasis in the course is on makinga market survey, building an advertising calen-dar, preparing an advertising budget, writingadvertisements, designing displays, and plan-ning and carrying out promotion days.

After the market survey has been completed,the students may act as farm supply center staffmembers planning an advertising calendar forthe year. It is suggested that the calendar indi-cate two or more items commonly sold eachmonth by a local farm supply center. Eachstudent may select one of these items (prefer-ably not more than two students choosing itemsfor any one month) and use it in his projectduring the remainder of the semester.

In succeeding laboratory sessions he will planand prepare the advertising, build the displays,and plan the total promotion of his item ofmerchandise. At the same time, he will have anopportunity to observe and discuss the presenta-tions of each of the other members of the class.Preparing the advertising and displays requiresthat the student determine what media he willuse. He will investigate costs of different adver-tising media, prepare all of the materials, andpresent them for the criticism of the class.Assign each student a space in the laboratorywhich he may use throughout the semester tobuild a display. Suitable materials should beused for building and decorating the display.In addition, it is assumed that many appropriateproducts of farm supply centers in the area may

100

be featured in the advertising and in displaysprepared by the students.

Invite resource persons in advertising and dis-play to discuss and demonstrate principles ofpromotion of products.

Near the close of the semester, a "promotion"day may be planned by the class for which busi-nessmen of the area could be invited to seethe displays and other projects and to offer theircomments and evaluation of the projects.As a final step in the course and to provideorientation for the course entitled Salesmanship,each student may prepare and demonstrate asales preumtation for his product. Record thepresentation so that it can be used for com-parison during the salesmanship course.


ClassLabor-atory

I. Making a Market Survey ___ 9 14H. Building an Advertising

Calendar 9 4III. Building an Advertising

Budget 9 4IV. Writing Advertisements 9 18V. Preparing Displays 9 18

VI. Planning Promotion Days 3 6

Total hours 48 64

Division I. Making a Market SurveyA. Unit of Instruction

1. Defining the trade area2. Determining the sales potential

a. Numbers of livestockb. Acres of each crop growne. Production of each class of livestock

and cropd. Past years' consumption of feed, fer-

tilizers, and chemicals in the territorye. Estimated changes next year, next 5

years3. Analyzing the competition

a. Services providedb. Pricesc. Productsd. Programs offerede. Leadership

4. Determining customer needsa. Type of farmingb. Trends in productionc. Purchasing habitsd. Product and service demands

5. Developing a program to provide:a. Products customers wantb. Services customers demand

B. Laboratory Projects1. Identify a trade area. Several alternative

projects may be used:a. Students may secure information from

the manager of the local farm supplycenter which may be used to identifythe trade area of the local business.

b. Each individual student may interviewdifferent managers of farm supplycenters in a portion of the State.

c. The students might identify a hypo-thetical farm supply trade area withthe school as a center. The trade areashould be clearly identified on a gridmap of the locality.

2. Students may use census data and othersources of information to determine thepotential volume and kind of supplies tobe used in the territory. Each studentmay carry through the complete analysis,or students may be assigned to analyze aportion of the total potential.

Division II. Building an Advertising CalendarA. Unit of Instruction

1. Products to emphasize each montha. Seasonal demand for farm production

suppliesb. Point of purchase display plans

2. Inventories to be moveda. To make more efficient use of spaceb. To avoid obsolescence

3. Days of the week to feature certain itemsa. Store trafficb. Buying habits of customers in the store

and on the farmc. Timing advertisement to attract most

people4. Featuring complementary items

a. Name-brand promotions with tie-insb. Combinations in which one item sug-

gests another5. Key farm income periods

101

B. Laboratory ProjectsConstruct an advertising calendar. Use thedata from the market survey and prepare alist of two or three farm supply items to befeatured each month. This may be done bythe class assuming the role of the staff mem-bers in a farm supply center. When the cal-endar is completed each student may selectthe product he will merchandise. The teacherschedules the merchandising program foreach month so that no two students areassigned the same product.

Division III. Preparing an Advertising BudgetA. Unit of Instruction

1. Selecting advertising mediaa. Kinds of media

newspaper, display, classifiedmagazineprogram announcementsdirect mail; letters, cards, packageinserts, leafletsradiotelevisionoutdoor posters, painted signs,electric signs, signs on billboardsand trucks

(8) car cards(9) handbills(10) shopping news(11 ) inside posters

b. Cost of each kind of media2. Steps In building the budget

a. Deciding amount to be allocated foradvertising

b. Using data from previous year todetermine:(1) distribution of sales by month;) cost of advertising in each medium

by departmentc. Developing program for promotion of

goods and servicesd. Distributing amounts

(1) to each medium to be used(2) to season of the year

B. Laboratory ProjectsPrepare an advertising budget. Each studentshould develop a budget for advertising hisproduct. It should indicate the money to bespent for different kinds of advertising. In-clude the displays to be built and the adver-

(1)(2)

(3)(4)

(5)(6)

(7)

thing to in Prepared. The teacher givesstudents a summary of the preyious years'record of sales by departments and other data,Or Whes estimates on which to base budgets.Compile a mitt/wary of individual budgets torepresent the total Meal-Iodising budget forthe year.

Division IV. Writing the AdvertisementsA. Unit of Instruction

1. The advertisement should:a. Attract attentionb. Arouse interestc. Create desired. Result in action

2. Developing the advertisementa. The headline: attracting attention,

arousing interestb. The illustration: providing produd

information, creating desirec. The copy: providing product informa-

tion, creating desire, ind4cing action.d. The layout: arrangement, size, spacinge. Store name, address, phone, and hours

3. Cooperative advertising: its uses, advan-tages, disadvantages

4. Regulations of the Federal Trade Com-mission

B. Laboratory Projects1. Make a collection of advertisements from

farm papers, magazines, newspapers,handbills, and other sources. Prepare ascore card for evaluating the advertise-ments and rate each advertisement. Iden-tify the strong points of the advertisement.

2. Plan an advertising program in terms ofindividual budgets. The cost of each typeof advertising media should be determined.This plan should be written up for reviewby other students and the instructor. Pre-pare advertisements to indude design,message, pictures, and illustrations, aswell as other specifications. Specify thetime the advertisement will run, its size,and where it will be used.

3. Secure the advertising material for theproduct from the manufacturer. Plan anadvertisement for the local newspaper.

Division V. Preparing DisplaysA. Unit of Instruction

1. Principles of display

102

2. Matkrials for displaya. Background materialsb. Actgal Altosc. Lightsd. Motioris'e. Specimensf. Poster6 and picturesg. jive ohjectsi plants, aithnftig, chicks,

etc.

3. Making displays4. Exhibits at fairs

tt ;.community event.

B. Laboratory Projects1. Visit a series of store windows, displayS at

a fair, or at other piaces Where, displaysare availabie. Make notes regarding eachdisplay. Indicate attractive teattireS, whOethods are used to act attention andto develop igterest, what Materials areused, and what iiietetiaildise is featured.Evaluate mah exhibit in iertns of theapplkatiOtt of the principles Of display.

21 Students may work individually or inpairs to ifitit display artists for retail busi-nesses. Each student should get all of theinformation possible regarding the stepsfollowed in planning and making a dis-play. Such information as the followingwill be important to the students for use.in later projects.

a. Sources and kinds of materials forbuilding displaysbackgrounds, turn-tables, lights, and stands

b. Sources of ideas regarding arrange-ment of materials, color, lights, andother factors

c. Best use of spaced. When and what to display

3. Observe an artist setting up a display inthe store window or on the floor of a retailstore. Invite him to the school laboratoryto demonstrate setting up a display usingmaterials sold by a local faiin supplycenter.

4. Each student should prepare a display ofhis product in tin laboratory. He shouldbe encouraged to use materials furnishedby companies and those prepared by him.While the student has been assigned tomerchandise one product, he should be

r11

encouraged to include related products inthe display where these are appropriate.The displays may be evaluated by repre-sentatives of the industry or by advertisingspecialists at an open house or promotionday near the close of the semester.

Division VI. Planning Promotion DaysA. Unit of Instruction

1. Purpose of promotion days2. Time of year to put on a promotion day3. Program to present4. Committees of staff to appoint

B. Laboratory Projects1. Plan a promotion day similar to the

"appreciation days" cornmonly used bylocal farm supply centers. The class mem-bers may assume the role of a staff mem-ber of a farm supply center to plan andcarry out the program. Representativesof the grain, feed, seed, and farm supplyindustry in the area may be invited, aswell as the faculty of the school, to reviewthe work of the class. The displays maybe evaluated by professional display artists.

2. As a means of relating the Retail FarmSupply Merchandising course with Sales-manship, each student may prepare a salespresentation of his product. This may bepresented before the class. Tape record-ings of each presentation will be usefulfor study by the students in Salesmanship.

TEXTS AND REFERENCESDe Jen, Visual Presentation Handbook for Business

and Industry.

103

Frye, Boyd, and Westfall, Advertising Proceedingsand Practices of Agricultural Commodity Groups

Garrett, Ethics in Business.

Grain and Feed Dealers National Association,"Guideposts for Successful Retail Advertising,"Feed and Feeding Digest.

Hotchkiss, An Outline of Advertising.

Phillips, Managing for Greater Returns in the Grain,Feed, and Other Retail Businesses Serving Agri-culture.

Phillips and Duncan, Retailing Principles andMethods.

Reich, Feldman, and Levy, Basic Retailing.U.S. Department of Commerce, Bureau of the

Census, United States Census of Agriculture;Farms, Farm Characteristics, Farm Products.

Van Riper, Words at Work in Advertising.

Walters, Snider, and Sweet, Readings in Marketing.Wingate and Schaller, Techniques of Retail Mer-

chandising.

Young, Techniques of Advertising Layout.

VISUAL AIDS

Filmstrips and SlidesChevron Chemical Company, 200 Bush Street, San

Francisco, Calif. 94120.Merchandising Fertilizer as a Service to Farmers.Twenty-seven 2 x 2 slides, color, mimeographedscript.

University of California, Audio-Visual Center,Berkeley, Calif. 94720.

Planning Y our Exhibit. One-hundred-six 2 x 2slides, color.

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FIGURE 29.Farm supply center technicians also serve urban and suburban dwellers.

101

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.41

Seed Production, Preparation,and Analysis

HOURS REQUIREDClass, 1; Laboratory, 6. Prerequisite: CropProduction.

COURSE DESCRIPTIONMany kinds of seeds are produced throughoutthe United States. Their importance for suc-cessful crop production cannot be overempha-sized. This course is designed to provide thenecessary training to prepare technicians to test,grade, treat, and label seeds in conformity withState and Federal regulations for labeling,

The use and adjustment of seed cleaningmachinery and the cleaning of machinery toavoid contamination are important parts of thecourse. Also included are methods of cleaningseeds to bring them to desired standards of

The technician employed in a farm servicecenter will be called upon for advice by seedproducers. The course provides experience inthe inspection of fields for seed certification andin the testing and analysis of seeds for certifica-tion.

This course aims to prepare persons who cangive accurate advice regarding production ofhigh quality seeds rather than inspectors offields for seed certification. Laboratory periodsshould provide experience necessary to enableemployees to prepare the best possible seed frcthe stocks which are available from producets.For this reason, emphasis in the laboratory ses-sions is placed on the analysis and evaluation ofseeds and on the storage and handling practicesfor maintaining their quality.

MAJOR DIVIWNS

I. Species and Varieties orHybrids

II. Storage of SeedsIII. Diseases of SeedsIV. Weed SeedsV. Processing and Cleaning

VI. Steps in Processing

Hours

ClassLabor-atory

2 202 10

2 10

2 10

2 12

2 12

105

VII. Seed Quality 2 12VIII. Seed Injury 2 10

Total hours- 16 96

Division I. Species and Varieties or HybridsA. Unit of Instruction

1. Development of varieties and hybrids oflegume seed, grass seed, grain, and cashcrop seed

a. Distinguishing characteristicsb. Usesc. Quality

B. Laboratory Projects1. Secure samples of seeds of all the legumes,

grass seeds, grains, and cash crops grownin different areas of the United States.Observe each of these seeds under a mag-nifier and list the distinguishing character-istict for the species. These distinguishingcharacteristics may be placed on a largechart and kept for future reference. Asan alternative, sketch the distinguishingcharacteristics in addition to observingthem under the magnifier.

2. Students may be given as many samplesas time will allow. These may first beidentified and then analyzed for mixturesof legumes, grass, and other crop or weedseeds.

Division IL Storage of SeedsA. Unit of Instruction

1. Moisture to temperature relationship andits influence on viability of seeds

2. Ventilation of seeds in storage3. Insects in stored seeds

B. Laboratory Projects1. Secure samples of seeds that have been stored

under different conditions of temperature,moisture, or ventilation and for differentperiods of time, as 1 year, 2 years, orlonger. Test the germination of the seedsand keep a record of the conditions underwhich they were stored. Make compari-sons between storage conclaions and via-bility of the seeds.

2. Secure samples of seeds from farmers ofthe area or from local farm supply centers.Examine each sample for evidence of in-sect damage or for the presence of insects.

3. Write a report describing the kinds ofstorage one would recommend for theseeds distributed by a local farm supplycenter. Recommend a type of storage thatmaintains high viability in the seedsoffered for sale.

Division III. Diseases of SeedsA. Unit of Instruction

1. Seedling diseasesa. Seed treatments

(1) regulations(2) effectiveness(3) labeling(4) dangers of application(5) contamination in commercial

grainb. Seed-borne diseases controlled by

treatmentc. Seed-borne diseases not controlled by

treatmentB. Laboratory Projects1. Take a field trip to a commercial seed house

where arrangements have been made toobserve seed treatment processes. Observethe materials being med for treatment,the method of treating, and the precau-tions observed.

2. Secure a sample of seeds and divide it intothree parts. Leave one part untreated.Treat the second part using. the recom-mended rate of treatiug and treat thethird portion using double the recom-mended rate. Plant the seeds from eachpart. Observe the seedlings over a periodof 6 to 8 weeks. Record evidence thatthe treatment:a. Affected germinationb. Decreased incidence of seedling dis-

ease

3. Secure a s'ample of seeds with a moisturecontent of 16 to 17 percent. Divide intofour parts. Treat one of the parts accord-ing to the directions for the chemical usedand test the treated and untreated seedsfor germination. Keep the treated andone of the untreated parts in suitable stor-age for later treatment. The other twoparts should be brought to 13.5 to 14 per-cent moisture. Treat one part and test

106

both for germination. Keep these samplesin suitable places for later testing. Pre-pare a report showing the effect of seedtreatment on seeds which are high inmoisture as compared with similar seedswith lower moisture content

4. Test the effect on germination of treat-ment of seeds with broken or damagedmed coats.

5. Prepare a label for a package of treatedseeds meeting the requirements of govern-ment regulations for labeling.

6. Assume you are employed by a farm sup-ply store. Prepare a newsletter for thecustomers describing the availability fromthe store of treated seeds. Explain theadvantages of the seed treatment, thevarieties offered, and the reason thefarmer would profit by using these seeds.

Division IV. Weed SeedsA. Unit of Instruction

1. Kinds and identificationa. Characteristics for separation from

seeds( 1 ) size( 2 ) shape( 3 ) characteristic of the seed coat

B. Laboratory Projects1. Collect samples of weed seeds common to

the area. Study the characteristics of eachof these and identify them. Relate theseeds to their respective plants by securinga chart from a farm chemical supplier orseed supplier showing pictures of theweeds and their seeds. Prepare a set ofslides to assist in identification.

2. Secure samples of farm grown grass orlegume seeds. Sort a sample, moving theweed seeds to one side and the grass orlegume seeds to the other side. Sketch theweed seeds and compare them with thelegume or grass seeds in terms of size,shape, and seed coat. Describe a devicewhich would separate the seeds mechan-ically.

Division V. Processing and CleaningA. Unit of Instruction

1. Basis of separationa. Size of seed

b. Specific gravity of seedc. Length of seedd. Shape of seede. Texture and characteristics of seed

coat2. Equipment

a. Types and kindsb. Function and efficiencyc. Cleaning and care

3. Testing shrink and ability to process seedsusing :a. Hand sieves and screensb. Table models

B. Laboratory Projects1. Use the machines in the laboratory to

separate weed seeds from seed samples.Recheck the sample by hand sorting asample of the seeds. Compute the effec-tiveness of machine cleaning.

2. Repeat No. 1 using legume seeds, grassseeds, and grain and cash crop seeds, astime will allow. Prepare a label for eachsample showing the percentage of con-tamination before and after cleaning withthe appropriate machine.

3. Use the manual and adjust the machinesin the laboratory. Test the efficiency ofeach machine at each setting in cleaninga sample of seed. Consider the factors ofimportance when setting the machine forcleaning a specific lot of seeds.

4. Repeat for each of the seed cleaningmachines in the laboratory.

5. Secure several samples of seeds; checkeach sample using the table model equip-ment in the laboratory to determineshrinkage from removal of foreign mate-rial. Observe the ability of the machinesto remove foreign material. Record theresults for each sample.

Division VI. Steps in Processing

A. Unit of Instruction1. Perfect adjustment of machine2. Constant checking for adjustment3. Sampling and checking efficiency4. Treatingvalue and use

a. Inoculationb. For diseasec. For insects

107

d. Coloring regulation5. Packaging6. Labeling

B. Laboratory Projects1. Each student is assigned several samples

of seeds representing legumes, grasses,grains, and cash crop seeds commonlyfound in the area.a. Determine the amount of shrinkage

incurred if the seeds were purchasedfrom a farmer in the area.

b. Determine the ability of the availablemachinery (in the laboratory or at thelocal farm supply center) to clean theseeds to an acceptable standard.

c. Clean the seeds to an acceptable stand-ard in line with your estimate, adjust-ing the machines for the process.

d. Prepare the information which shouldappear on the label when the seeds arecleaned and packaged.

e. Present a record of the original seeds,the material removed, and the analysisof the finished product.

2. Using selected packages of the seeds fromthe above project, treat for inoculation,diseases, and insects. Treated seeds sub-ject to the Food and Drug Administrationregulation on coloring must be colored toconform to the regulation.

3. Clean the equipment to avoid contami-nation of succeeding samples of seeds

through foreign materials, mixtures ofseeds or chemical residues. The teacherassisting students to inspect machines afterthey are cleaned, rotating this assignmentamong the students.

Division VII. Seed Quality

A. Unit of Instruction1. State and Federal seed laws2. State seed certification standards

a. Field standardsb. Seed standards

3. Varietal mixtures, other crops, weed seeds,uniformity, color, diseases

4. Sampling5. Analysis procedures6. Germination

a. Standard germination

b. Paper-doll germinatorsc. Petri dishesd. Care with large seeded legumese. Checking with soilf. Cold test for corng. Dormancy in seeds

B. Laboratory Projects1. Observe field inspection for seed certifica-

tion. Each student may be assigned aportion of a field to inspect, and thencompare his findings with the officialinspection report.

2. Take a field trip to a State seed certifica-tion laboratory. List the factors used inthe laboratory inspection for certifiedseeds. Each student may secure a sampleof seed to analyze for conformity to Stateseed certification standards. Compare thefindings with the official report.

3. Take a field trip to the State seed controllaboratory to observe the procedures usedfor control of seed quality. Secure sam-ples of seeds which each student mayanalyze and compare with the findings ofthe laboratory. Compare the methods ofthe State seed control laboratory and theseed certification laboratory.

4. Test several samples of seeds for germina-tion. The cold test and standard germina-tion test may be used for corn. Comparestandard germination tests, paper-dolltests, and others using seeds from the samesample.

Division VIII. Seed InjuryA. Unit of Instruction

1. Seed damage in:a. Harvestb. Handlingc. Storage

B. Laboratory Projects1. Collect samples of seeds showing damage.

Identify the cause of each kind of damage.Prepare a chart showing kinds of damageoccurring in harvesting, handling, andstorage. Show the causes in each case.Indicate the method to use to avoid dam-age. Illustrate the chart with picturesand sketches.

108

2. Visit a farm where seeds are being har-vested. Check damage to the seeds fromthe harvester (combine or other machine)and make adjustments to correct thecause of damage. Prepare a newslettersuitable for a farm supply center to sendto customers which will give directions foravoiding damage to grain or seeds at har-vest time. Include in the letter sugges-tions for avoiding or minimizing damagedue to the weather at harvest time.

3. Visit a commercial seed house where seedsare being conditioned. Collect samples ofthe seeds and examine them for damagedue to handling in the plants. Determinethe causes of the damage and prepare areport to the manager explaining thenature of the damage and the method forcorrecting it.

4. Visit a farm supply center or seed storagewarehouse. Note possible ways in whichseeds may be damaged in storage. Preparean exhibit to show methods of storage toavoid damage to the seeds.

TEXTS AND REFERENCESCereal Millers Handbook.Cotton, Pests of Stored Grain and Grain Products.Heckendorn and Sutherland, Report of the Nine-

teenth Hybrid Corn Industry-Research Confer-ence.

International Crop Improvement Association, Mini-mum Seed Certification Standards.

Simmons, Feed Milling and Associated Subjects.Sutherland, Report of Seventeenth Hybrid Corn

Research Conference.

U.S. Department of Agriculture, Seeds.

, Agricultural Research Center, State NoxiousWeed Seed Requirements Recognized in Adminis-tration of Federal Seed Act.

VISUAL AIDS

FilmsCrop Quality Council, 828

Minneapolis, Minn. 5540Man Against a Fungus. 3sound.

Midland Bank Building,1.

5 min., 16 mm., color,

..

.

,

E. I. Dupont de Nemours and Company, Inc., Indus-trial and Chemicals Division, Wilmington, Del.19801.

Lost Harvest. 20 min., 16 mm., color, sound.

Farm Film Foundation,Washington, D.C. 200

Breeding Better Corn.sound.

1425 H Street, N.W.)05.

27/2 min., 16 mm., color,

109

Breeding Corn formm., color, sound.Great Story of Csound.

Today's Farming.

orn. 30 min., 16

15 min., 16

mm., color,

Virginia Crop Improvement Association, Blacksburg,Va. 24060.

For a Seed Has Sprouted. 27 min., 16 nun., color,sound.

Soil Science II:HOURS REQUIRED

Class, 2 ; Laboratory,Science I: Fertility.

Fertilizers

6. Prerequisite: Soil

COURSE DESCRIPLONThe course is designed to prepare students forwork in the fertilizer departments of farm sup-ply centers. Materials included will develop theability to formulate fertilizers in bulk plants andto interpret soil tests for the purpose of makingintelligent recommendations regarding fer-tilizers.

Soil testing is included in this course, along witha very brief review of soil types, to develop inthe students an understanding of the basic mate-rials and methods from which recommendationsare made. Official soil testing laboratories areavailable throughout the United States, sothat it is not desirable in this program totrain students to be expert soil testers. How-ever, it is essential that they understand howsoil tests are made, that they are able to inter-pret the tests to their customers, and that theirinterpretations are technically correct.The laboratory projects are planned to developunderstanding of fertilizers and their use fromthe point of view of an employee in a businessserving the farmer. In this very rapidly chang-ing aspect of the industry, students and em-ployees as well as managers need to be con-stantly alert to the new discoveries and tech-niques which are revolutionizing the industry.Instructors study current literature to keep theirlibraries and equipment up-to-date and to keepabreast of the changing technology of the fer-tilizer industry. Instructors, both in class sec-tions and in the laboratory sections, encouragestudents to review current literature, bulletins,and magazines from fertilizer manufacturersand distributors to make sure that their recom-mendations are based on the latest availableinformation.


Labor-Class atory

I. Soil Moisture and PlantGrowth 2 8

110

-

II. Fertilizer Requirements forPlant Growth 2 14

III. Fertilizers of the Soil 4 14

TV. Soil Micro-Organisms andFertilizer Availability 3 6

V. Sources of Raw Materialand Production of Fertilizers 3 2

VI. Formulation of Fertilizers 4 12

VII. Recommending a FertilizerIncluding Lime 3 8

VIII. Methods of Application ofFertilizers 3 14

IX. Loss of Fertilizer 2 4X. Storage of Fertilizers 2 4

N I. Lawn and GardenFertilizers 2 6

XII. Use of Micro-Nutrients 2 4

Total hours 32 96

Division I. Soil Moisture and Plant GrowthA. Unit of Instmction

1. Soil moisture-holding capacity

2. Wilting co-efficient

3. Draining and irrigating for optimummoisture

4. Relation of organic materialr t Laboratory Projects

1. Select two mineral soils, one low inorganic matter and one high in organicmatter. Plant beans, corn, or other cropseeds in flower pots in each of the soils.When true leaves have developed, do thefollowing:a. Place some of the plants growing in

each soil in a pan of water up to thelevel of the soil.

b. Place others in a pan with water upabout 1 inch in the pot.

c. Place others where they will be keptmoist but well drained.

d. Record the effect of the treatments onthe plants.

2. Select mineral soils as in 1 above and plantbeans, corn, or other crop seeds in thesame way. When true leaves have devel-oped, do the following:a. Provide check plants with normal

amounts of water each day.

A,

i

I:

,

i

1

i

b. Give another group a limited amountof water each 3 days, approximatelyone third that given the check plants.

c. Give the third group approximatelythe same amount of water as the secondgroup, but provide it only once eachweek.

d. Record the effect of the drought peri-ods on the growth of the plants.

3. Make a demonstration to simulate flood-ing. Cover plants with water for periodsof 1 day, 3 days, and 7 days; then drain.Record the effect of flooding on thegrowth of the plants.

4. Compare the effects of the treatmentsbetween the twc soils.

Division II. Fertilizer Requirements for PlantGrowthA. Unit of Instruction

1. Roots2. Tops3. Seeds

B. Laboratory Projects1. Prepare a chart showing the major nutri-

ents necessary for the growth of roots.tops, and seeds in plants. Do this bysketching a plant and labeling the foodelements most important for the produc-tion of each part of the plant.

2. Draw a map of a selected field for a soiltesting project. On the map show thecontours of the field and indicate the dif-ferences in soil types. Locate points onthe map where soil samples are to betak nr. Take the soil samples as indicatedon the map.

3. Test the soil samples for N. P. K. Recordresults on a form furnished by theinstructor.

Division III. Fertilizers of the SoilA. Unit of Instruction

1. Soil type and fertilizer elements availablea. Phosphorusb. Potashc. Nitrogend. Calciume. Micro-nutrients

111

B. Laboratory Projects1. In cooperation with one or two other

students make a soil monolith of a soiltype that is typical of the area. Preparea report on the soil type, indicating thekinds of fertilizer elements normally foundin the soil type and those that are likelyto be deficient in that soil.

2. Collect fresh tissues of plants grown onthe soil types that have been studied, runtissue tests on the material, and recordthe results. Compare these actual resultswith those that were anticipated.

3. Set up a demonstration in the labora-tory with one plant in each of fiveearthenware jars. Use jars approximately2 gallons in size and with an opening onthe side near the bottom. Plant the plantsin clean quartz sand. Water the plantswith distilled water in which a fertilizermixture minus one element has been dis-solved. Observe the evidence of a nutrientdeficiency over a period of a few weeks.

Division IV. Soil Micro-Organisms and FertilizerAvailability

A. Unit of Instruction1. Soil type and activity of organisms

a. Phosphorusb. Nitrogenc. Potashd. Calcium

B. Laboratory Projects1. Collect samples of soil from as many local

soil types as possible. Determine the per-centage of organic matter in each sampleof soil. Compare the percentage of or-ganic matter found in the samples.

2. Take a sample of soil from an area knownto be productive. Cover it with plastic orsome other material to prevent drying ofthe soil, and arrange to aerate it daily.Place part of the sample in a refrigeratorfor 2 weeks; place another part of thesample at optimum temperature for cropgrowth for the same period ; and place athird portion at a high temperature, 800to 90° C., also for 2 weeks.

Remove each portion and immediatelytest for N. P. K. List any evidence notedof a relationship between temperature

and the availability of plant nutrients.Explain results.

Duplicate this project using other soiltypes to compare in terms of type andpercentage of organic matter.

Division V. Sources of Raw Material and Produc-tion of FertilizersA. Unit of Instruction

1. Dry fertilizersa. Phosphorusb. Nitrogen ( forms and sources)c. Potashd. Calciume. Micro-nutrients

2. Liquid fertilizers3. Anhydrous ammonia

B. Laboratory Projects1. Use an outline map of the United States

to locate the areas from which elementaryingredients are obtained for fertilizer pro-duction. The sources of different mate-rials may be identified by colors. Formaterials which are normally imported,show the import routes approaching theUnited States and label to indicate thecountry of origin.

2. Locate on the map the major areas wherethe fertilizer components are processed tomake fertilizer ingredients.

3. Visit a local bulk fertilizer plant and listthe fertilizer ingredients being- used to for-mulate fertilizer. Determine the percent-age of plant nutrients in each of theingredients.

4. Use the data obtained on the field trip tocompute the amount of each fertilizeringredient to use to prepare a fertilizerwith a specific formula.

5. Secure a fertilizer recommendation bul-letin from the State agricultural experi-ment station. Using this bulletin, com-pute the plant food ingredients needed tomake the fertilizers which are recom-mended for the soil types and soil testsmade in earlier projects.

Division VI. Formulation of FertilizersA. Unit of Instruction

1. Dry and liquida. Meaning of N. P. K. and N, P205,

K20 in the formula (dual labeling)

112

B.

DivisLiA.

b. Mixingc. Storage

2. Relation to manurebarnyard and greenLaboratory ProjectsI. Secure plant food elements found in the

liquid fertilizer solutions commonly usedin the area. Compute the quantity of eachneeded in preparing mixtures of specifiedratios of plant food.

2. List the sources of micro-nutrients andindicate the crops which are most likelyto respond to them. Make a chart onwhich are listed the crop, the micro-nutrients needed, and the carrier orcarriers of each.

3. Visit a local fertilivr distributor who sellsand applies anhydrous ammonia. Listhow the distributor determines the amountof nitrogen being applied per acre.

4. Write a report which describes the kindof storage facilities a farm supply centerwould need to store dry fertilizer ingredi-ents and the kind of storage needed tostore liquid fertilizer ingredients.

ion VII. Recommending a Fertilizer Includingme

B.

Unit of Instruction1. Interpretation of soil tests2. Cropping program3. Dry, liquid, or anhydrous

a. Starterb. Completec. Supplemental

4. Maximum production desired5. Cost per unit of plant nutrientsLaboratory Projects1. Secure a number of soil test results from

a county or regional soil testing labora-tory. Assume you are employed by a localfarm service center where customers bringreports of soil tests and ask for a recom-mended fertilizer program. Select as manyof these reports as time will permit andwrite for each One the recommendationsfor a fertilizer program. Include the plantfood ratio ; the rate, time, placement, andmethod of application; and recommenda-tions for supplemental applications dur-ing the season. Include recommendations

for fertilizer applications on succeedingcrops in the rotation or crop sequence.

2. Prepare recommendations as in No. 1 forfertilizer applications and other practicesfor specified production of local majorcrops. For example, if you are selectingcorn as a typical local crop, recommendthe ratio, rate of application, and time ofapplication of the fertilizer, the plantpopulation, planting dates, and otherpractices needed to produce a specifiedoptimum yield of corn.

3. Review the available literature and pre-pare a summary which shows the impor-tance of lime for maintaining optimumpH for crops grown. Also show therelation of lime in the soil to availabilityof plant nutrients.

4. Use records of the soil tests made earlierto recommend the application of lime forthe locai production of major crops.

5. Recommend a fertilizer that will givespring-planted crops a quick start whilethe soil is still too cold for action ofbacteria to release nitrogen.

6. Secure an area where plots can be laidout to demonstrate the effect of fertilizersand lime. Determine what should beshown and plant a series of plots to dem-onstrate results that are needed. Includecheck plots against which to make com-parisons.

7. Obtain the prices per ton of fertilizerssold locally, together with the analysis ofeach one. Compute the cost per unit ofplant food for each of the analyses avail-able.

Division VIII. Methds of Application of Fer-tilizer

A. Unit uf Instruction1. Broadcast2. Drilling3. Irrigation water4. Combination of broadcast and drilling5. Spraying6. Time of application7. Placement8. Cost and returns

113

B. Laboratory Projects1. Visit a farm machinery dealership to study

the machines available for applying fer-tilizer. Obtain a series of pictures or colorslides to illustrate the machines and pre-pare a written report to accompany thepictures, describing how fertilizers areapplied by each one and explaining theadvantages of each in such terms as thecost of application and placement of thefertilizer.

2. Assume you are employed as a farm serv-ice advisor at the local farm supply center.Prepare a report to submit to the managerregarding the advisability of the firm'sproviding a custom service for the appli-cation of fertilizer. Explain how the fer-tilizer would be applied and include rec-ommendations for applying some of thefertilizer by broadcasting and some bydrilling. Indicate recommendations forapplying supplemental fertilizer on a cus-tom basis.

3. Assume you are an outside salesman sell-ing fertilizer locally. Prepare a map of thelocal area showing the boundaries of thetenitory beyond which it would not beeconomical to deliver fertilizer- Computeman-hours and truck cost for deliveringfertilizer within the territory. Computethe costs on a basis of radii 1 mile apartand extending to the practical boundariesof the territory. Provide the necessaryassumptions such as:

a. Form of the fertilizer, as dry, liquid, orother

b. Size of truckc. Margin for the fertilizerRecommend delivery rates for successivemile radii and prepare a chart for use at afarm supply center to indicate the deliverypolicy to customers.

4. Assume the same position as in No. 2.Prepare copy for a brochure to mail toyour customers and others in the servicearea showing the costs and returns theycan reasonably expect from the use of fer-tilizer applied according to recommenda-tions. Supply supporting data in the

brochure, along with pictures which illus-trate experiences of neighbors.

5. The class visits a farm wheye a fertilizerapplicator is available. The teacher as-signs a committee of the class to demon-strate a metho4 of calibrating the fertilizerapplicator. The teacher repeats this dem-onstration by using other committees andkinds of applicators.

Division IX. Loss of FertilizerA. Unit of Instruction

1. Leaching2. Erosion3. Volatilization4. Tied up by the soil and pH5. Action of soil micro-organisms

B. Laboratory Projects1. Visit a field that has been affected by

erosion. Secure samples of soil from por-tions of the area which are eroded andfrom areas which are not eroded. Testthe samples for nitrogen, phosphorus, andpotash; and compare the plant nutrientsfrom the eroded soil and from the soilwhich is not eroded. Prepare a reportexplaining the findings.

2. Collect samples of the drainage waterfrom a tile-drained field and test forN. P. K. Determine the loss of plant foodby leaching.

3. Prepare a demonstration as follows: Placefilter paper in two funnels and fill withquartz sand. Pour a well-colored but weaksolution of gentian violet dye into one ofthe funnels and a similar solution of eosindye into the other funnel. Make a 0.1per cent solution of gentian violet and a0.5 per cent solution of eosin to serve asa stock solution. Dilute 5 ml. of the stocksolution in 500 ml. for the demonstration.Be careful not to pour too much of thedye solution into the funnels but enoughto go through and into the beaker below. .

Note that the gentian violet comes throughclear, and the eosin solution comes throughcolored. The charge of the gentian violetis positive; the charge of the eosin is nega-tive. This indicatcs that the surface ofthe quartz particles has a negative charge,

114

since it absorbed the gentian violet butallowed the eosin to pass through. Addsome distilled water to the funnels to showthat the gentian violet is not washed out,whereas the stain on the sand from theeosin dye can be washed through.

Add equal amounts of gentian violetand eosin dye solutions to a sample of soilin a flask. Shake well and then pour outinto a funnel fitted with a filter paper.The positively charged particles of thegentian violet are absorbed by the soil andthe negatively charged particles of theeosin are not.

When a fertilizer such as KNO3 isapplied, the K+ can be retained, but theNO3 can be readily leached out. Appli-cation can be made to practical soil man-agement by relating soil texture and thenature of the fertilizer used. Nutrients infinely textured soils are less susceptible toleaching than those in coarsely texturedsoils.

Prepare supplementary materials toaccompany the preceding demonstrationand prepare a presentation to make tofarmers to emphasi...-: the importance ofadequate soil and fertilizer management.

4. Prepare a demonstration to show thecation exchange in acid soils when limeis added. An effective demonstration maybe developed as follows: Place filter paperin each of two funnels and fill the funnelswith an acid soil; leach the soil in one ofthe funnels with a 1/10 percent solution ofpotassium nitrate (1 gram in 1,000 gramsof water) ; leach the soil in the other fun-nel with distilled water; and add a fewdrops of soil-tex indicator to both leach-ates.

The pH of the leachate from the soilwhere the potassium nitrate salt was usedwill be relative low. This is because theions in the solution replaced the exchange-able hydrogen ions and combined withthe nitrate ions to form nitric acid. Thisreplacement did not occur in the distilledwater because the water does not containany cations tcr act as replacing ions. Soilsare acid due to the presence of hydrogen

ions on the clay particles. The additionof lime will cause an exchange to takeplace so that the hydrogen ions will bereplaced by calcium ions.

Prepare a demonstration, together withsupplementary materials, such as charts,specimens, and fertilizer materials, for apresentation before a meeting of farmers.Emphasize the importance of adequateliming of acid soils for efficient cropproduction.

Division X. Storage of Fertilizers

A. Unit of Instruction1. Storage conditions2. Storage life3. Reconditioning4. Safety precautions

B. Laboratory Projects1. Visit a local farm supply center where

fertilizers are sold. Study the storagefacilities used to store bulk fertilizer in-gredients, liquid fertilizers, and bag fer-tilizers. Ask the manager what storageproblems he encounters in each case andwhat storage conditions he needs tomaintain.

2. For each of the fertilizer ingredients, pre-pare a record of storage life for thematerial and describe the reconditioningwhich will be needed if the material is tobe used in the next season.

3. Prepare recommendations for the man-ager describing the safety precautions hemust observe in the storage and in thehandling of all kinds of fertilizers.

Division XI. Lawn and Garden FertilizersA. Unit of Instruction

1. Lawn and garden applicationa. Formulationb. Time

B. Laboratory Projects1. Prepare a lawn fertilization program for

a year. Recommendations to include arefertilizer analysis, rate of application per1,000 square feet, and supplemental treat-ments to support an excellent lawn. Sup-plemental treatments include insect andweed control treatments, irrigation ordrainage, and mowing.

115

2. Using appropriate ingredients, computethe formulation to use to make the recom-mended fertilizer.

3. Prepare the recommended fertilizer andapply it on a portion of the school lawn,following approved practices'. Observe thelawn once a week and Word the obset-vations regarding the Affectiveness of thefertilizer treatment.

4. Recommend the analysis of fertilizer forgardens in the area and tompute theamounts of ingredients needed to preparethe fertilizer. Include the micro-nutrientsdeficient in local soils.

5. Prepare a quantity of fertilizer andarrange for a local demonstration in oneor more gardens. At the close of the sea-son prepare a written report on the effec-tiveness of the fertilizer formula.

Division XII. Use of Micro-NutrientsA. Unit of Instruction

1. Detection of need2. Kind and amount to use3. Time of application

B. Laboratory Projects1. Bring in specimens of growing plants

which are deficient in one or more plantnutrient. Use pictures to help identifythe elements which are deficient. Mountthe collection on cards or embed in plasticto provide a permanent collection.

2. Obtain plants which consistently showmicro-nutrient deficiencies; make arrange-ments to treat a portion of them in thefield, leaving an untreated check. Applythe micro-nutrients with a spray on theleaves or in the soil and keep a recordover a period of 3 to 4 weeks.

TEXTS AND REFERENCESBerger, Introductory Soils.

Clark and Foth, Understanding Our Soils.Douglas, Harre, and Johnson, Fertilizer Trends-

1964, Including TVA's Fertilizer Activities.

Eichers, Bulk Fertilizer Blending in Upper Midwest.Hignett, Bulk Blending of Fertilizers: Practices and

Problems.

Markham, The Fertilizer Industry, A Study of anImperfect Market.

rsi

McVicker, Bridger, and Nelson, Fertilizer fech-nology and Usage.

Shepard and Mahn, Fertilizer Situation.

Sprague, Hunger Signs in Crops.

Tennessee Valley Authority, Change and Challenge.

, Facts About the Fertilizer Business.

,The Fertilizer Dealer.

, New Developments in Fertilizer Technology.

U.S. Department of Agriculture, Agricultural Re-search Service, Effect of Soils and Fertilizers onNutritional Quality of Plants.

'VISUAL AIDS

FilmsAmerican Potash Institute, 1102 16th Street,

Washington, D.C. 2006.3

Good Alfalk gequires Good Fertility. 10 .min.,

16 mm., color, sound.Growing Alfalfa Successfully. 25 min., 16 mm.,

color, sound.

Farm Film Foundation, 1425 H Street, N.W.,Washington, D. C. 20005.

How To Use Nitrogen Solutions. 14 min., 16mm., color, sound. (Not available in the FarWest.)How To Weed While You Fertilize. 14 min., 16mm., color, sound. (Not available in the FarWest.)Nitrogation Is Good News. 18 min., 16 mm.,color, sound. (Not available in the Far West.)

Modem Talking Picture Service, Inc., 3 East 54thStreet, New York, N.Y. 10022.

Nature's Need for Nitrogen. 25 min., 16 mm.,

color, sound.Out of the Earth. 28 min., 16 mm., color, sound.

National Plant Food Institute, Film Department,1700 K Street, N.W., Washington, D.C. 20006.

The BigTest. 15 min., 16 mm., color, sound.

Deeper Acres. 28 min., 16 mm., color, sound.

The LandLegacy and Promise. 31 min., 16mm., color, sound.

What's ln the Bag? 18 min., 16 mm., color, sound.

116

Union Pacific Railroad, Omaha, Nebr. 68101.

It's Time to Irrigate. 10 min., 16 mm., color,sound.

Washington State University, PUllman, Wash. 99163.

Water Movement in the Soil. 27 min., 16 mm.,color, sound.

Filmstrips and SlidesAmerican Potash Institute, 1102 16th Street, N.W.,

Washington, D.C. 2Fertilizer Application35 mm., color.Potash Deficiency Sy,color.Potassium Hunger Sy

0036.for Top Profits.

mptoms.

mptoms.

48 frames,

22 frames, 35 mm.,

Forty 2 x 2 slides,mm., color.

SOW Fertility and Soybeans. forty-two 2 x 2 slides,

35 mm., color.Sucoe9ul AlfalfaYou Can Grow it. Forty 2 x 2slides', 35 mm., color.len More Bushels of Soybeans. Fifty-one 2 x 2sfitle4, 35 mm., color.

National Fertilizer Solutions Association, 910 Leh-

mann Building, Peoria, Ill. 61602.Don't Be an Idiot. Ninety-three 2 x 2 slides, 35mm., color, mimeographed script or tape.Rapid and Safe Handling of Fertilizer Solutions.Sixty-two 2 x 2 slides, color, 35 mm., with tape ormimeographed script.

11111iL_

Flamm 30.Technician students practice with modernsoil testing equipment.

Structure of the Grain, Feed,Seed, and Farm Supply IndustryHOURS REQUIRED

Class, 3.

COURSE DESCRIPTIONThe course is designed to give begix..3.ing stu-dents an overview of the industry they are enter-ing. They will develop an understanding of thegeographic areas of production throughout theworld, the relationship of these areas of produc-tion, the economic inter-relationships of themany segments, of the industry, and a conceptof the importanee of the industry to the economyof the nation.The services performed at each step in the cycleof food production are examined in the course.These include the services rendered to farmersthrough the sale of fertilizers, chemicals, seeds,and other supplies. Services performed in thepurchase of farm produce and the steps in mov-ing these from country points through the mar-ket channels to consumers are emphasized.The location of many segments of the industry,such as terminal elevators, manufacturingplants, and processing establishments are dis-cussed. Their relationships to transportationroutes, to centers of supply, and to centers ofpopulation are analyzed.Current trends in integration, both vertical andhorizontal, are also included in the units.It is suggested that instructors assist in build-ing an extensive library of references for thiscourse. There are no suitable textbooks cover-ing the total field; however, instructors will finda fairly large number of publications listed inthe bibliography from which course materialsmay be developed. In addition, it is suggestedthat the agricultural colleges of State land grantinstitutions be contacted for materials whichmay be available in the State.

MAJOR DIVISIONSClass Hours

I. The Country Elevator and FarmSupply Store 8

II. The Terminal Elevator 7III. Manufacturers as Part of the In-

dustry Structure 7IV. Export as Part of the Industry

117

StructureV. Transportation : Influence on the

Industry StructureVI. Structure of the Fertilizer

IndustryVII. Trade Associations: A Part of the

Industry Structure

6

6

8

6

Total hours 48Division I. The Country Elevator and Farm Supply

StoreUnit of Instruction

1. What is expected of employees2. Types of country elevators and farm supply

storesa. Grain handling businessesb. Grain storage elevatorsc. Multi-complexes (including elevator and

farm supply business)d. Farm supply business with no elevator

3. Number of country elevators and farm sup-ply storesa. Number of each typeb. Classified by size of business

4. Location of the business' in relation to:a. Areas of productionb. Transportation routesc. Centers of population

5. Services performed by the country elevatorand farm supply storea. Serves as an outlet for farm grain

(1) purchase of grain(2) conditioning of grain(3) storage of grain

b. Serves as a source of supply of grain foxterminal elevators, processors, and others

c. Serves as a source of supply for farmersand ranchers

(1) feeds and feed supplements(2) fertilizers(3) agricultural chemicals(4) seeds(5) other supplies

6. Ownership of the country elevator and/orfarm supply storea. Individual ownershipb. Partnershipc. Corporation

(1) line company(2) single or multiple-unit corporation

14

1,

d. Cooperative(1) line cooperative(2) single or multiple-unit cooperative

7. Types of integrated organizationsa. Integration definedb. Horizontal integrationc. Vertical integration

8. The changing structure of the country ele-vator and farm supply storea. Changes in the variety of lines

(1) new lines of merchandise and serv-ices to local customers

(2) changes in functions performed inthe total distribution pattern

(a) direct selling(b) more functions of the terminal

elevator assumed by the countryelevator

(c) changes in storage of grain(more stored at local points)

b. Influence of government binsitesc. Influence of farm processing, drying, and

feed mixing

Division II. The Terminal ElevatorUnit of Instruction

1. Types of terminal elevatorsa. Storage warehousesb. Export housesc. Supply sources for processors

2. Number of terminal elevatorsa. Number of each typeb. Classification according to size of busi-

ness (capacity)3. Location of terminal elevators in relation to:

a. The areas of productionb. Transportation routesc. Centers of population

4. Function of terminal elevatorsa. Assemble and store grainb. Process grainblend, condition grainc. Supply grain to domestic and export

trade5. The changing structure of the terminal

elevatora. Effect of the changing CCC storage oper-

ationsb. Competition of the country elevators for

the terminal functionc. Economics of operation

Division III. Manufacturers as Part of the IndustryStructureUnit of Instruction

1. Feed manufacturersa. Types

( 1) large, centralized manufacturingplants

(2) small, regional operators serving anumber of outlets in a region

(3 ) local operators mixing feed for localfarmer-customers

b. Number of feed manufacturers of eachtype

c. Location of feed manufacturing plantsin relation to:

(1) source of material(2) market outlets(3) transportation routes

d. Function and services of feed manufac-turing firms(1) formulate feeds for the trade(2) use by-products from flour, brew-

ing, and other industries(3) kinds and quantities of grain used

e. The changing structure of the manufac-turing industry(1) changes in size and location of feed

manufacturing plants(2) changes in degree of integration of

manufacturing plants(a) horizontal integration(b) vertical integration (backward

and forward)2. Flour mills

a. Types(1) large, centralized mills( 2) small, regional mills serving a num-

ber of outletslocal operators manufacturing flourfor a small territory

b. Number of flour mills of each typec. Location of flour Mill plants in rejation

to:( j ) source of materials(2) Market otigets(3) transportation routes

4. Function and services of flour manuf4p-turing firms(1) formulate flour for the tradeflour

adapted to specific purposes

118

(3)

(2) kinds and quantities of grain usede. The changing structure of the flour mill-

ing industry( 1) changes in size and location of flour

milling plants(2) changes in degree of integration of

plants3. Cereal manufacturers (same format as

above)

4. Brewers (same format as above)

Division IV. Export as Part of the IndustryStructure

Unit of Instruction1. Types of export operations

a. Export firms with facilities in the UnitedStates and foreign countries

b. Export firms without facilities in foreigncountries

2. Number of exporters of each type3. Location of export operations in relation to:

a. Source of materialsb. Transportation routes and rates

4. Function and services of the export industrya. Volume of grain produced in the United

States that is exportedb. Assemble, condition, and ship export

grain(1) buy it from a terminal(2) export firm owns elevators

5. The changing structure of the export opera-tionsa. Effects of CCC operationsb. Effec: of freight rates on location of oper-

ations

Division V. Transportation: Influence on theIndustry StructureUnit of Instruction

1. History of the development of transportationin the United Statesa. Influence on the structure of the grain,

feed, and fertilizer businessb. Relation of development of transporta-

tiön q ttie development of major areasof grain, forage, ana livestock production

2. Intf*no ff gpvernplent polcies and sub-Sidies op the evoliii,i4ri qf tonspoatiotiit affects grain, feed, live.-Ock, anti lOctilIzerindusOte.

119

3. The present relationship of structure of thegrain industry and transportation

Division VI. Structure of the Fertilizer IndustryUnit of Instruction

1. Sources of industry supplya. Nitrogenb. Phosphorusc. Potash

2. Types of processing plantsa. Plants producing fertilizer ingredients

( 1) ammonia and nitrogen compounds(2) phosphate compounds(3) potash compounds

b. Plants formulating complete fertilizers( 1) central plants(2) bulk mixing plants

3. Number of processing plantsa. Central plantsb. Bulk mixing plants

4. Location of plants in relation to:a. Source of materialb. Market outlets (centers of use)c. Transportation

5. Types of retail outletsa. Farm service centerb. Direct sales, manufacturer to farmerc. Specialized fertilizer dealers

6. The changing nature of retail outletsa. Bulk plantsb. Liquid and slurry fertilizersc. Anhydrous ammoniad. Custom applicatione. Dealer services

( 1) soil tests, or recommendations basedon tests

(2) fertility, cropping program(3) serving as a source of information

for farmers7. Use of fertilizer in:

a. United Statesb. Individual Statesc. The area served by the local businessd. Percentage of acreage of crops on which

plant nutrients are used

Division VII: Trade Associations: A Part of theIndustry StructureUnit of Instruction

1. Trade associations serving:a. The grain industry

b. The feed industryc. The seed industryd. The fertilizer industry

2. Types of associations serving each of theabove segments of the industry

3. Functions of each type of trade association

TEXTS AND REFERENCESChicago Board of Trade, Commodity Markets and

the Public Interest.Freeman, Changes in Total Market Structure and

Implications of these Changes: Project 1964.Graves and Kline, Receiving Grain at Country

Elevators.

Haldeman and others, Grain Transportation in theNorth Central Region, an Economic Analysis.

Heid, Changing Grain Market Channels.

Lamer, The World Fertilizer Economy.

Mildius and DeLoach, Interstate Trucking ofExempt Agricultural Commodities, California.

Miller and Nelson, Relationship between the GrainProcessing Industries and Federal Anti-TrustLaws.

Nakamura and Hieronymus, Structure of the Soy-bean Processing Industry.

Richey and Johnson, Factors To Be Considered inLocating, Planning Lnd 0 perating Country Ele-vators.

Schonberg, The Grain Trade: How It Works.Steen, Flour Milling in America.

Wheat Flour Institute, From Wheat to Flour, TheStory of Man . . . In d Grain of Wheat.

Wright, Changes in Transportation Used by CountryElevators in North Central Region, 1958-63.

, Transportation and the Grain Industries.

VISUAL AIDS

FilmsSterling Movies, U. S. A., 375 Park Avenue, New

York, N.Y. 10022.The Grain Merchants. 30 min., 16 mm., color,sound.


Agricultural Lif elines. 13 min., 16 mm., color,sound.

General Courses

Agricultural Economics andMarketing

HOURS REQUIREDClass, 3. Prerequisite: Structure of the Grain,Feed, Seed, and Farm Supply Industry.

COURSE DESCRIPTIONThe course is designed to develop an under-standing of basic principles of economics andthe ability to apply these principles to the dis-tribution and marketing of grain, feed, seed,and farm supplies. An understanding of therole of the middleman in the distribution ofagricultural supplies and the marketing of farmproducts is essential for satisfactory performanceby many who will be employed as technicians inthe industry.

The services performed by those middlemen whoassemble products from the farm and who sup-ply materials to the farm are essential in theeconomy. Those who are preparing for employ-ment in the industry need to be aware of thefunction and to understand the relationship ofeconomic principles to the success of this aspectof the national economy.

The role of government is a very importantinfluence on the total agricultural distributionsystem. Historically, the government has takenan active part in controlling monopolies, as wellas in farm programs designed to control produc-tion, stabilize prices, and provide for a coninu-ous flow of farm products to the market. Theinfluence of these types of government programson the economic system needs to be understoodby students who are in training for technicianpositions in the grain, feed, seed, and farmsupply industry.Emphasis needs to be placed on the influenceof government taxation and spending programsand their effect on agricultural production anddistribution. The student needs to be able tounderstand and evaluate these influences on theindustry for which he is training.This course should provide the student with asound basis for the course, Grain Handling,Warehousing, and Merchandising, scheduledfor the third semester.

MAJOR DIVISIONS

121

I. The Supply of Agricultural Prod-ucts (Feed Grains, Food Grains,Oil Crops, Livestock, andPoultry)

II. The Demand for AgriculturalProducts (Feed Grains, FoodGrains, Oil Crops, Livestock, andPoultry)

III. Functions of MarketingIV. Market PricesV. Futures Trading

VI. International Marketing BarriersVII. Vertical Integration in

Agricultural Marketing

Class Hours

7

7

8866

6

Total hours 48

Division I. The Supply of Agricultural Products(Feed Grains, Food Grains, Oil Crops, Live-stock, and Poultry)

Unit of Instruction1. Areas of production

a. Worldb. United States

2. Changing production patternsa. Worldb. United States

3. Supply as affected by national and inter-national agricultural programsa. International

(1) pricing policies(a) International Wheat Agreement(b) International Grain Agreement

(2) economic integration(a) European Economic Commu-

nity(b) European Free Trade Area

(3) Agency for International Develop-ment

b. National price support operations

Division II. The Demand for Agricultural Products(Feed Grains, Food Grains, Oil Crops, Live-stock, and Poultry)

Unit of Instruction1. Consumption by areas of the world2. Per capita consumption by countries

3. Factors affecting consumptiona. Tasteb. Population

(1) world population by areas( 2) projection

c. Price(1) elasticity of demand(2) substitutes and complements

d. Income(1) dasticity of demand(2) cross-elasticity of demand

4. Increasing consumption of agricultural prod-uctsa. School lunchb. Food stampc. Agricultural Trade Development and

Assistance Act of 1954d. Agency for International Developmente. Christian Rural Overseas Programf. Promotion efforts

(1) U.S. Feed Grains Council(2) Great Plains Wheat(3) Farm Bureau

5. The question of surpluses and starvationa. Reasons for the situation

(1) buying power of nations(2) habits and prejudices about foods

b. How much food is needed to feed theworld

c. How much excess supply of food is therein the world

Division III. Functions of MarketingUnit of Instruction

1. Merchandisinga. Planningb. Placec. Timed. Quantitiese. Pricef. Qualityg. Buyingh. Selling

2. Assembly of marketable quantitiesa. Convenienceb. Cost

3. Riska. Shifting, lessming, assuming

122

b. Price(1) quality deterioration(2) place(3) human

4. Financinga. Types of financing needs

(1) working capital(2) consumer credit(3) capital expenditure

b. Seasonal nature of capital needsc. Methods of financing and sources of

funds

5. Storagea. Economic characteristics of storage

(1), working stocks(2) seasonal nature of production(3) effect on price fluctuation

b. Types of storagec. Public warehousesd. Factors influencing location of storagee. Regulations of warehousing

(1) The Uniform Warehouse ReceiptsAct(a) purpose of the act(b) States which do not have ware-

housing acts(c) advantages and disadvantages

of State warehousing acts(2) The U.S. Warehouse Act

6. Transportationa. Important cost of marketingb. Competitive nature of transportationc. Transportation industries

(1) rail(2) truck(3) barge(4) air

d. Interstate Commerce Commission andtransportation regulation(1) 1958 Transportation Act and its

effect on transportation competition.(2) national transportation policy

e. Effect of transportation routes, practices,and policies on competitive position ofmarketing firmsTransit and its effect on marketingEffect of changing transportation costs

f.

g.

7. Standardizationa. Reasons forgrading

(1) facilitate werchandising(2) communication between producer

and consumerb. Grading and standards performed under

the Agricultural Marketing Act of 1946c. United States Grain Standards Act

(1) major provisions of the Act(a) use of grades(b) requirements for inspection

( 2) how grade standards are establishedand changed

( 3) Federal-State-local coordination ingrain grading work

8. Market informationa. Importance and source of:

( 1) USDA market information reports( 2) other market information

b. Obtaining information on firms, prod-ucts, and area by analysis of internal rec-ords, products, territory, and customers

c. Additional information through directresearch methods such as surveys, obser-vation, experiments

Division IV. Market PricesUnit of Instruction

1. Purpose of pricea. Recording exchange valueb. Equating the forces of supply and de-

mandc. Reflecting the net effect of changes in

supply and demandd. Allocating of resources

2. Price formationa. Determination under pure competitionb. Determination under imperfect competi-

tionc. Price discoveryd. Relation between cash and futures prices

3. Commodity prices (optional)a. Livestock and meatb. Dairyc. Poultry and eggsd. Fats and oilse. Grain

4. Price changesa. Long-time trendsb. Cyclicalc. Seasonal variations

123

Division V. Futures TradingUnit of Instruction

1, History of futures trading2. Why futures trading developed3. Economic function of futures trading4. Regulation of futures trading

a. Exchange rules and regulationsb. The commodity exchange authority

5. The role of the price speculator6. Relationship of cash and futures prices7. Futures trading concepts

a. A futures contractb. Hedgingc. Cash basisd. Futures deliverye. Futures carrying chargesf. Inverse carrying chargesg. Spreadingh. Margins

8. The use of futures markets by marketingfirmsa. Assistance in financing stocksb. Protection against price changec. Earning of carrying chargesd. Effect of futures markets on farm prices

Division VI. International Marketing BarriersUnit of Instruction

1. Principle of comparative advantage2. Trade restrictions

a. Tariffsb. Quotasc. Subsidiesd. Non-tariff barriers

Division VII. Vertical Integration in AgriculturalMarketing

Unit of Instruction1. Reasons for vertical integration2. Nature of integrated operations3. Degree of integration in agriculture in the

United States

TEXTS AND REFERENCESAyre, Effects of State and Local Regulations on

Interstate Movement of Agricultural Products byHighway.

Bowling, Southworth, and Waugh, Marketing Poli-cies for Agriculture.

Brown, Increasing World Food Output: Problemsand Prospects.

, Man, Land and Food.Chicago Board of Trade, "Hedging Symposium for

Country Grain Elevator Operators," SymposiumProceedings.

, Steer Carcass Beef Futures.

Clark, Tousley, and Clark, Principles of Marketing.Corley, Grain Transportation in the Northwest.Crisp, Marketing Research.

Erdman, "Problems in Establishing Grades for FarmProducts," Journal of Farm Economics.

Frederick, Using Public Warehouses.Hieronymus, Uses of Grain Futures Markets in the

Farm Business.

Highsmith and Jensen, Geography of CommodityProduction.

Hunter, Cost of Operating Exempt For Hire MotorCarriers of Agricultural Commodities.

Koh ls, Marketing of Agricultural Products.Larson, Agricultural Marketing.

Lock lin, Economics of Transportation.

Mackie, Foreign Economic Growth and MarketPotentials for U.S. Agricultural Products.

Mortenson, Modern Marketing of Farm Products.New York Clearing House Association, Warehouse

Receipt Financing.

Phillips, The Economics of Regulation.

Phillips, Feed Industry Financing and Contract Pro-grams in Iowa and Surrounding States.

Roy, Contract Farming, U. S. A.Shepherd, Marketing Farm Products: Economic

Analysis.

Snowden and Donahoo, Profitable AgriculturalMarketing.

Sorenson, Agriculture Market Analysis.

Soule, Taber, and Kirkwood, Vertical Integrationin the Broiler Industry on the Delmarva Peninsulaand Its Effect on Small Business.

Thompson, Transportation of Poultry Feed Ingredi-ents from the North Central States.

Thornsen, Agricultural Marketing.

124

Thomsen and Foote, Agricultural Prices.

U.S. Department of Agriculture, Contract Farmingand Vertical Integration in Agriculture.

, Economic Research Service, Changes inAgriculture in Twenty-Six Developing Nations,1948-1963.

"Grain MarketingA GeneralDescription."

Waite and Trelogan, Agriculture Market Prices.Waugh, Readings on Agricultural Marketing.

Wilcox and Cochrane, Economics of AmericanAgriculture.

Working, Price Erects of Futures Trading.

VISUAL AIDS

FilmsChicago Board of Trade, 131 West Jackson Boule-

vard, Chicago, Ill. 60604.After the Harvest. 27 min., 16 mm., color, sound.

Millers National Federation, 309 West JacksonBoulevard, Chicago, Ill. 60606.

WheatFood for the World. 28 min., 16 mm.,color, sound.

Minneapolis Grain Exchange, 150 Grain ExchangeBuilding, Minneapolis, Minn. 55415.

Grain ExchangeInstrument of Freedom. 25min., 16 mm., color, sound.

National Education Television Film Service, Audio-Visual Center, Indiana University, Blooming-ton, Ind. 47401.

The Role of the Market. 30 min., 16 mm., blackand white, sound.

Sterling Movies, USA, 43 West 61st Street, NewYork, N.Y. 100

Mar Ldplac e, U.white, sound.The Speculator.

23.

S. A. 20 min., 16 mm., black and

30 min., 16 mm., color, sound.

Filmstrips and SlidesChicago Board of Trade, 131 West Jackson Boule-

vard, Chicago, Ill. 60604.Hedging. 22 frames, 35 mm., color.

Business LawHOURS REQUIRED

Class, 3.

COURSE DESCRIPTIONThis course is designed to develop an under-standing of the principles of business law asthey apply to the grain, feed, seed, and farmsupply industry. Employees in a farm supplycenter need to understand the responsibilitythey have for meeting the requirements of thelaw so far as the business is concerned. Theymust also be aware of the nature of contractsand negotiable instruments. Ouestions of pub-lic liability and of product liability are impor-tant to the business and to each employee.

The course is planned to teach students thebasic fundamentals of legal responsibility and isnot intended to prepare them as expert legaladvisors. It is suggested that resource personsbe used to assist in many aspects of the course.Representatives of local grain, feed, seed, andfarm supply businesses .may be invited to dis-cuss specific aspects of business law with thestudents. Members of the legal profession maybe called upon to assist the class with appro-priate questions ; and other business and profes-sional persons may assist with problems withwhich they are particularly familiar.

The business law aspects of employee relationsand of Federal and State regulations regardingthe industry are also important parts of thecourse. Students may review the literature whichis available for these units. Resource personsmay also be available to work with them onspecific problems.

The instructor should make full use of materialsfrom his State regulatory agencies, and he shouldbe sure that material on Federal regulations iskept up-to-date.

MAJOR DIVISIONSClass Hours

I. Importance of Business Law ___ 3II. Contracts 6

III. Negotiable Instruments 8IV. Public Liability 10V. Product Liability 9

VI. Employee Relations 6

125

VII. Federal and State Laws Re-garding the Grain, Feed, Seed,and Farm Supply Business

Total hours

6

48

Division I. Importance of Business LawUnit of Instruction

1. Responsibility of employees to the firma. Helping the firm comply with regulationsb. Avoiding acts which would embarrass the

firm

2. Responsibilities of the firm to:a. Employeesb. Customersc. Business associatesd. Government

Division II. ContractsUnit of Instruction

1. Classification of contractsa. New elevator construction and remod-

elingb. Formal and simple contractsc. Enforcibilityvalid, voidd. Compliance--executed or executorye. Reciprocal obligations

2. Essentials of a contracta. An agreement, both offer and acceptanceb. Supported by considerationc. Have capacity to contractd. Have a legal objective

Division III. Negotiable InstrumentsUnit of Instruction

1. The negotiable instruments law (UniformAct)

2. Types of negotiable instrumentsa. Promissory notes

( 1) mortgagerelation to title( 2) title-retaining note(3) bonds(4) collateral(5) certificate of deposit(6) judgment notes

b. Bills of exchange (drafts)( 1) inland bill of exchange( 2) sight draft and time draft(3) trade acceptance(4) banker's acceptance

c. Checks(1) cashier(2) traveler(3) bank draft

d. Negotiable instruments and negotiabledocuments distinguished(1) negotiable instruments

(a) a form of contract(b) was issued for a consideration(c) may be transferred by negotia-

tion(2) negotiable documents defined

(a) bills of lading(b) warehouse receipts(c) some other credit instruments(d) order bill of lading(e) order warehouse receipts

Division IV. Public LiabilityUnit of Instruction

Liability for:a. Customers' .property while at the place of

businessb. Safety of customers while on the premisesc. Safety of employeesd. Accident off the premises

Division V. Product LiabilityUnit of Instruction

1. For articles sold to customersa. Feedsb. Chemicalsc. Fertilizersd. Other products

2. For injury to customers while using articlessold by the firm

3. For loss of production or sales due to prod-ucts sold to customers

Division VI. Employee RelationsUnit of Instruction

1. Contracts for employmenta. Oral contractsb. Written contractsc. Breach of employment contracts

i

,

2. Responsibility for acts of employeesa. Representation of goodsb. Agreement regarding terms of salec. Agreement regarding extension of ciedit

Division VII. Federal and State Laws Regardingthe Grain, Feed, Seed, and Farm Supply Busi-ness

Unit of Instruction1.. Laws governing grain and seed grading

a. U.S. Grain Standards'Actb. Federal Seed Actc. State laws

2. Laws governing transportationInterstateCommerce Act .

a. Interstate and intra-state regulationsb. Exempt and non-exempt agricultural

products3. Laws and regulations governing drugs and

other contaminantsa. Federal Food, Drug, and Cosmetic Actb. State feed laws

4. Laws and regulations governing storage ofgrainsa. U.S. Warehouse Actb. State warehouse laws

5. Laws and regulations pertaining to personnela. Fair Labor Standards Actb. Social Security Actc. Child Labor Lawd. Fair Employment Practices Act

126

TEXTS AND REFERENCESChrist, Fundamental Business Law.Fisk and Snapp, Applied Business Law.Houghteling, The Legal Environment of Business.Leavy, Law for the Small BusinessMan.Weissman, Law in a Business Society,

Wilcox, Caution in Using Feed Additives for Swine.Wyatt and Wyatt, Business Law, Principles and

Practices.

Communications I: Written,Graphic

HOURS REQUIREDClass, 3; Laboratory, 2.

COURSE DESCRIPTIONProblems of communication plague many indi-viduals and staffs in business and industry.This course is designed to help alleviate thecommunications problem in the grain, feed,seed, and farm supply industry so far as writtencommunication is concerned. CommunicationsII, offered in the second semester, will empha-size oral communication.

Communications I is organized with 3 hours ofclass and 2 hours of laboratory a week. Theclass hours will emphasize writing techniques;the organization and presentation of writtenmaterials; and the fundamentals of sentencestructure, grammar, and spelling which arenecessary for proficiency. The laboratory hourswill be used for instruction and practice inpreparing graphic materials for use in illustrat-ing the written text.

While an ideal situation would be for an indi-vidual well qualified in the written and graphicportions of the course to serve as the instructor,it is more likely that two individuals, each quali-fied in one aspect of the course content, will beneeded. Course material must be coordinatedand integrated for students.

MAJOR DIVISIONS ,

I. Personal Communication in

Hours

ClassLabor-atory

Business 3 2

II. Preparation of WrittenReports 14 14

III. Preparation of Letters toCustomers 3 0

IV. Preparing Advertisements 6 4

V. Preparing News Releases 12 2

VI. Preparing Radio and TVScripts 10 10

Total hours 48 32

Division I. Personal Corninunication in Business

A. Unit of Instruction1. Records to be kept by individuals

a. Record of activities: time clock, travel,expenses, personal data, sales

b. Organization of individual records2. Personnel records

a. Wageb. Sick leave, accidentc. Employment

B. Laboratory ProjectsI. Examine types of records which may be

kept by individuals in relation to their jobin a business. Make a list of the itemsbest reported in a narrative form and thosebest reported in a tabular form.

2. Prepare a form on which to record theactivities of employees of a farm supplycenter that can best be reported in t.aularform. As this form is developed, give spe-cial consideration to:a. Lettering, spacing, and ease of inter-

preting the informationb. Kinds of information which can be

recorded in tabular form

Division II. Preparation of Written ReportsA. Unit of Instruction

1. Kinds of reportsa. Researchb. Salese. Reports of interviews with customersd. Reports by secretaries of meetings

2. Planning the reporta. Purpose of the reportb. Organizationc. Writing and illustrating the reportd. Conclusions and recommendations

3. Use of dictating equipment4. Preparing and using sketches, diagrams,

pictures, graphs, and tables in reportsB. Laboratory Projects

1. Secure a copy of at least three kinds ofwritten reports related to the grain, feed,seed, and farm supply industry. Thesemay be research reports, sales reports, re-ports of interviews with customers, orother kinds of reports related to the indus-try. Reports should be selected whichmight be made more attractive by theaddition of illustrative materials.

127

Prepare illustrations for each kind ofreport. Examples might be: the use ofgraphs in a research report, the use ofcartoons in a report of an interview witha customer, or the use of tables in present-ing the results of sales work. Emphasisshould be given by the instructor and stu-dents to the selection of appropriate mediaand to techniques of preparation as theseactivities are being carried out, This willinclude attention to the selection andconstruction of graphs, tables of data,pictures, cartoons, sketches, and line draw-ings.

2. Technicians are often called upon to takeminutes of meetings, particularly thoseconducted according to parliamentaryprocedure. Each student may attend ameeting and take minutes as if he werethe secretary. These minutes should in-clude the material normally required inminutes of meetings conducted accordingto parliamentary procedure.

Division III. Preparation of Letters to CustomersUnit of Instruction

1. Purposesa. Inform about a productb. Personal business lettersc. Service to customer

2. Organization of the letter3. Spelling, grammar, punctuation

Division IV. Preparing AdvertisementsA. Unit of Instruction

1. Kinds of written advertisementsa. Classifiedb. Program activitiesc. Handbillsd. Displays in newpsaperse. Posters

B. Laboratory Projects1. Collect samples of different kinds of

advertisements and mount these in a note-book. Classify the advertisements bytypes. Prepare a written report describingeach type of advertisement and explainwhere each type is used, estimating itseffectiveness.

2. Select one of the advertisements from thecollection and demonstrate how the de-

128

sign of the advertisement could be adaptedfor advertising a product sold in a localfarm supply center.

3. Prepare a layout for a poster advertise-ment, including the lettering, the sketches,and other material to be included in theposter.

Division V. Preparing News Releases

A. Unit of InstructionI. What makes news material

a. Timelinessb. Reader interest

2. Characteristics of a news releasea. Who, what, why, where, when, howb. Kinds of releases

3. Pictures to accompany news releases

B. Laboratory ProjectsCover a news event and take photographs tosuit the point of view of the story. For ex-ample, if people are to be featured, theirphotographs should be taken. If a process orpractice in agriculture is to be featured, thepictures should emphasize it.

Division VI. Preparing Radio and TV Scripts

A. Unit of Instruction1. Radio scripts

a. Selecting suitable topicsb. Preparing the script

2. TV scriptsa. Selecting the subjectb. Developing the audioc. Developing the visuals

B. Laboratory ProjectsSelect a topic to be developed and presentedvia TV. Prepare the audio portion of thescript and prepare and collect visual mate-rials such as specimens, charts, posters, ob-jects, and pictures to be used in the presenta-tion. The program may then be presentedbefore the class, with the student using hisillustrative materials along with his writtenscript. Since the emphasis in this course ison the preparation of written materials andthe illustrative materials to accompany them,the suggestions offered by class membersshould center primarily around these aspectsof the presentation.

TEXTS AND REFERENCESArkin and Colton, Graphs; How To Make and Use

Them.Aurner, Effective Engiih for Business.

Dejen, Visual Presentation Handbook for Businessand Industry.

Friend and Hefter, Graphic Design.

Herold, ATA Advertising Production Handbook.Longyear, Type S pecimens for Layout, Printing and

Lettering.Lutz, Graphic Presentation Simplified.Maurello, How To Do Pasteups and Mechanicals:

The Preparation of Art for Reproduction.Redfield, Communication in Management: The

Theory and Practice of Administrative Commun-nication.

Rogers) Graphic Charts Handbook.Taylor, An Introduction to Cartooning.

United States Government Correspondence Manual.

United States Government Correspondence Manual,

Part I, Preparation of Correspondence.United States Government Correspondence Manual,

Part II, Style Practices.United States Government Correspondence Manual,

Part III, Preparation of S pecialDocuments.

VISUAL AIDS

FilmsEncyclopaedia Britannica Films, 1150 West Wilmette

Avenue, Wilmette, Ill. 60091.Making Yourself Understood: Introduction to

Communication. 14 min., 16 mm., black andwhite, sound.

Purdue University, Audio-Visual Center, Lafayette,

Ind. 47907.Capital Letters. 21 min., 16 mm., black andwhite, sound.

129

Filmstrips and SlidesJam Handy Organization, 2821 E. Grand Boulevard,

Detroit, Mich. 48211.Capital Letters. 21 frames, 35 mm., color, silent.

Communications II: Oral,Illustrated

HOURS REQUIREDClass, 3; Laboratory, 2. Prerequisite: Commu-nications I: Written, Graphic.

COURSE DESCRIPTIONThis is the second semester of a sequence deal-ing with communications. In this semester, em-phasis will be placed on the development ofabilities in oral communication, together withpreparation and use of materials to illustrateoral presentations.

Laboratory sessions will provide students anopportunity to develop visual materials for usewith oral presentations. These will includecharts, posters, models, specimens, slides, motionpictures, still pictures, and transparencies.

The class sessions will be devoted to prepara-tion of oral communications, techniques of oralpresentation, and the development of principlesand practices appropriate for prospective em-ployees in the industry.

In this semester, as in the previous one, it maybe desirable to assign one instructor for the lab-oratory periods and another for the class periods.The laboratory periods may be devoted largelyto projects illustrating the presentations. Thiswill require a teacher skilled in preparation ofvisual materials and in using these materials toemphasize the major points to be orally pre-sented.

If two instructors are used for this program, itmust be emphasized that coordination of thework of the class and laboratory is essential.

MAJOR DIVISIONS

I. Conversation in Small GroupsII. Public

III. Oral Communication in theBusiness

IV. Identifying Needs andOpportunities for OralCommunication

V. Visual Communication

Total hours

Hours

ClassLabor-atory

12 812 8

10 6

8 46 6

48 32

130

Division I. Conversation in Small Groups

A. Unit of Instruction1. Leading the conversation to a subject2. How to carry on a conversation3. How to involve all participants4. How to be a good listener5. Conversation in staff committees6. Conversation in community service com-

rnittees

B. Laboratory Projects1. Prepare a device to illustrate how conver-

sation may be directed among individualsin small groups. For example, place thegroup in a circle and toss a ball amongthe individuals or illustrate the process bymeans of a chart. Use your initiative toinvent a means of illustrating the prin-ciple involved.

2. Choose a topic for a committee discussion.Prepare material to illustrate the pointsyou want to make in the presentation.Keep in mind the kind of group in whichyou are participating so that the materialwill be appropriate for the occasion.

Division II. Public SpeakingA. Unit of Instruction

1. Assuring effective:a. Compositionb. Deliveryc. Use of visual materials

B. Laboratory Projects1. Each student may select a topic appro-

priate for an employee of a local farmsupply center to present at a communitymeeting of farmers. The talk may be out-.lined, and the student may then preparethe visual materials to accompany the talk.These may be charts, slides, or overheadtransparencies. The talk may be givenbefore the class. Class members shouldhave the opportunity to suggest improve-ments.

2. Select an appropriate seasonal topic for aTV presentation. Prepare the script, in-cluding lie ; dio and visual portions of

ver. Confer with a programdirek 1 the local TV station to findout colors that can best be used forvisual materials on TV. With this in

mind, prepare a set of charts to illustratethe TV program. Present the programin thi! class. Invite representative farmersand businessmen as guests. Solicit com-ments and criticisms. If it is appropriateand desirable in the community, studentsmay conduct a contest. The two or threebest programs may be presented over alocal TV station by one of the farm supplycenters.

Division III. Oral Communication in the BusinessA. Unit of Instruction

1. Clinics with customers

2. Clinics with staff members

3. Sales meetings4. Demonstrations5. Conducting a business meeting using

proper parliamentary procedure6. Using the telephone for business trans-

actions

B. Laboratory Projects1. Select a timely subject dealing with the

promotion of an appropriate product soldby a farm supply center in the area. Pre-pare a script and set of slides which mightbe used by the local business in the pro-motion of the product. Record your oralpresentation on a tape recorder and pre-sent the program to the class for criticism.

2. The teacher divides the class into groupsof two or three. Each group may preparea demonstration of a process or a practicewhich is appropriate for the area. Thedemonstration will involve both explana-tion and doing. Ask the class members tocriticize the presentation.

3. Take a field trip to observe demonstrationplots of crops or fertilizer or feeding trialswith livestock. Prepare a visual presenta-tion of the demonstration to be given togroups which did not have an opportunityfor first-hand observation.

4. Each student may be called upon to con-duct a piece of business following ap-proved parliamentary procedure. Theitems of business may be assigned and themeeting may bc conducted to dcmonstratecorfect parliamentary procedure.

131

5. Students may be assigned in pairs to dem-onstrate acceptable telephone courtesy.Demonstration suggestions:a. The sale and purchase of a carload of

grain by telephone. Demonstrate anacceptable method or an undesirableform by confusing the terms, beingindefinite, or by being incomplete interms of the agreement.

b. How the farm center employee wouldrespond to a customer who is dis-pleased and angry about a transactionor a service.

c. How a salesman might service a cus-tomer who calls in an order.

Division IV. Identifying Needs and Opportunitiesfor Oral Communication

A. Unit of Instruction1. Means of informing customers

a. Announcement of new productsb. Success storiesc. Market newsd. Research reportse. Demonstrations

B. Laboratory Projects1. Obtain a report of research in agriculture

or in agriculturat business. Prepare anillustrated talk for the employees of thelocal farm supply centers explicating theresults of the research and interpretingthem in terms of their effect on local busi-ness.

2. Study the most recent market news reportswhich are applicable to the area. Preparea large chart which will interpret the find-ings for the customers of a local farmsupply center. Present the chart beforethe class with an explanation of the con-clusions. Afterwards, the chart may beoffered to the local farm supply centerfor use in the sales room.

Division V. Visual CommunicationA. Unit of Instruction

1. Use of the camera to obtain pictures for:a. Printingb. Televisionc. Group meetings

2. Use of projection equipmenta. Motion picture

b. Slide projectorc. Overhead projector

B. Laboratory ProjectsNote: The following projects may be usedto complete the laboratory project; suggestedin Division III, Section B, No, 3.

1. Secure a camera, either through the schoolor through your own resources, and learnhow to use it. Take one or more black andwhite pictures. These may be of your ownchoosing or they may be specifically as-signed in terms of subject and purpose.Display the prints, and invite a resourceperson in the communfty to evaluate thepictures in terms oi the assignment.

2. As a member of a committee of two orthree students take color slides or moviesto fit a planned script. The class mayreview and evaluate their effectiveness forthe purpose assigned.

3. Prepare materials and make overheadtransparencies to illustrate a preparedtalk. Transparencies may be produced byany of the standard equipment availableat the school.

TEXTS AND REFERENCESBender, Clark, and Taylor, The FFA and You.DeJen, Visual Presentation Handbook for Business

and Industry.

Dooher and Marquis, Effective Communication onthe Job; A Guide to Employee,Communicationfor Supervisors and Executives.

Hartsell and Veenendaal, Overhead Projection.Hoffman, Public Speaking for Business Men.

Kemp, Planning and Producing Audio-Visual Mate-rials.

Micken, Speaking for Results: A Guide for Businessand Professional S peakers.

Reager, Y ou Can Talk Well.

Robert, Robert's Rules of Order.Rogers, Graphic Charts Handbook.

Strauss and Strauss, New Ways to Better Meetings.Thomas and Swarthout, Integrated Teaching Mate-

rials: How To Choose, Create and Use Them.

VISUAL AIDS

FilmsAmerican Telephone and Telegraph Company, 195

Broadway, New York, N.Y. 10007.Manner of Speaking. 28 mM., 16 mm., color,sound.Telephone Courtesy. :5 min., 16 mm., black andwhite, sound.

Coronet Instructional Films, 65 East South WaterStreet, Chicago, Ill. 60601.

Improve Your Pronunciation. 11 min., 16 mm.,color, sound.Listening Skills: An Introduction. 11 mM., 16mm., color, sound.nrliamentary Procedure in Action. 13 min., 16mm., black and white, sound.Ways to Better Conversation. 10 min., 16 mm.,color, sound.

Encyclopaedia Britannica Films, 1150 West WilmetteAvenue, Wilmette, Ill. 60091.

How To Conduct a Discussion. 22 min., 16 rnm.,black and white, sound.Making Yourself Understood: Introduction toCommunications. 14 min., 16 mm., black andwhite, sound.Mr. Chairman: The Fundamentals of Parliamen-tary Law. 13 min., 16 mm., black and white,sound.

International Film Bureau, 332 South MichiganAvenue, Chicago, Ill. 60604.

Facts About Projection. 17 min., 16 mm., color,sound.

Round Table Productions, 321 South Beverley Drive,Beverley Hills, Calif. 90212.

Engineering of Agreement. 28 min., 16 mm., blackand white, sound.

Filmstrips and SlidesAssociation of American Railroads, 815 17th

Street, N.W., Washington, D.C. 20006.Railroads and Communication. 36 frames, 35mm., color, silent. Eastman Kodak Company,Rochester, N.Y. 14604.About Cameras. Forty-seven 2 x 2 slides, 35 mm.,color.Hold the Camera Steady. Thirty 2 x 2 slides, 35mm., color.

132

Take Good Pictures. Sixty-seven 2 x 2 slides, 35mm., color.

Things Inside and Outside Your Camera. Sixty-one 2 x 2 slides, 35 mm., color.

Which Pictures Are Good Pictures? Twenty-eight2 x 2 slides, 35 nun., color.


Effective Use of Visuals in Agriculture. 16 frames,35 mm., color, silent.

TAPESPaul S. Amidon and Associates, Minneapolis, Minn.

55402.Each tape is 15 minutes in duration and is accom-panied by student response booklets and charts."Attentive Listening" "Perceptive Listening""Critical Listening" "Purposeful Listening""Deductive Listening" "Retentive Listening""Evaluative Listening" "Stabilization of"Keeping Your Listening Skills"

Listening Alive" "What Is Listening?"

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11

SalesmanshipHOURS REQUIRED

Class, 1; Laboratory, 6.

COURSE DESCRIPTIONThe course is designed to teach retail and serv-ice salesmanship to students. The purposes ofselling and the qualities needed by an individualare discussed briefly, including the necessity ofknowing the product, the contribution of thesalesman to the firm, and the sources of infor-mation available to the salesman. While it isimportant for the student to understand theseaspects of sales work, by far the greatest amountof course time should be spent in learning thecharacteristics of customers and in learning andpracticing actual sales techniques. It is vital forthe outside salesman to have completed a tech-nician program related to the products he is tosell to be expert as a salesman.The job of the inside saksman is no less impor-tant to the success of the business. He too mustbe an expert technician as well as an expertsales and service man as he serves his customers.Role playing is one of the most satisfactorymethods of teaching salesmanship. Studentsmay work in pairs alternating as customer andsalesman. Assign problems such as product tobe sold and characteristics of the customer. Thesalesman must demonstrate all of the stepsin selling, including the pre-approach, the ap-proach, getting attention, getting the interestof the customer, explaining how the productwill benefit the customer, giving the customerassurance, and closing the sale.The course has been outlined and the time hasbeen allocated for individual units so as to pro-vide all the time possible to practice salesman-ship. Provision for as many opportunities aspossible to demonstrate before the class is neces-sary. The instructor may wish to limit eachpresentation to allow ample time for discussionof the presentation.


Labor-Class atory

I. Purpose of Selling 1

IL The Salesman 1 2

III. Sales Promotion and Adver-tising Helps for the Salesman 1 2

IV. Locating and QualifyingProspects 1 8

V. Customers: Their Needs andWants 1 12

VI. Steps in Making a Sale 11 72

Total hours 16 96

Division I. Purpose of SellingUnit of Instruction

1. Vital to the success of the business2. Service to the customer and to the com-

munity

Division II. The SalesmanA. Unit of Instruction

1. Essential traits needed by a salesmana. Characterb. Human qualitiesc. Mental qualitiesd. Appearancee. Maturity

2. Contribution of the salesman to thebusinessa. Improving profitsb. Increasing salesc. Holding present customersd. Securing new customerse. Building store trafficf. Encouraging broader product useg. Credit and collection assistanceh. Building good willi. Inventory controlj. Assuring steady profit and work

3. Knowing the merchandisea. What to know

(1) background of firm making theproduct

(2) company policies related to selling(3) product history(4) development of the product(5) product performance(6) the competition

b. Sources of information(1) training programs(2) trade magazines, catalogs, and

manuals(3) business and technical publica-

tions

134

(4)

(5 )

(6)(7)

industry researchresearch by experiment stationsand research centersexperi mces of customerscompetitive publications and re-ports

B. Laboratory ProjectsThe teacher assigns pairs of students to dem-onstrate specific qualities of a salesman. Onemember may serve in the role of the customerand the other may serve in the role of thesalesman. The teacher assigns pairs to dem-onstrate different characteristics. They dem-onstrate correct and incorrect techniquessuch as good versus poor grooming and poorproduct knowledge versus excellent productknowledge.

Division III. Sales Promotion and AdvertisingHelps for the Salesman

A. Unit of Instruction1. How advertising and promotion help the

salesman

2. How advertising helps the customer3. Coordinating advertising and sales pro-

motion with the sales presentation. (Alsosee units in Communications I and ././ andRetail Farm Supply Merchandising.)

B. Laboratory ProjectsPrepare a suggested advertisement for feed,fertilizer, or some other product commonlysold at the farm supply center to run in thelocal newspaper. Prepare a sales presentationto show how the advertisement is used tohelp with the sale.

Division IV. Locating and Qualifying Prospects


1. Locating prospects

a. Personal observation and inquiries(1) using newspapers to discover

names of prospects( 2) observation of farms in the ter-

ritory(3) records of calls at the farm supply

store(4) inquiries to identify outstanding

farmers, feeders, and grain andfeed producers

135

B.

b. Contacts in the community( 1)( 2)

(3)

social contactsservice clubsother community organizationsand activities

(4) names of prospects from thosecalled upon

c. Influential people in the communityd. Cold canvass

2. Qualifying prospectsa. Authority to buyb. Financial capacityc. Satisfactory credit rating

Laboratory Projects1. In groups of two to four, attend specific

community meetings for the purpose ofcompiling a list of prospective customersfor a farm supply center. Assume the rolesof salesmen, discovering potential cus-tomers without divulging the purpose.

Upon returning to the laboratory, eachstudent reports the experience and pre-sents a list of prospects, giving pertinentdata about each.

2. Examine newspapers covering the areaserved by the school and list pmspectivecustomers for the farm supply centerwhich may be gleaned from the papers.

Write plans for contacting these pros-pects, explaining the method of makingthe contacts and presenting the materialto be used. For example, if plans are tosend letters, include a sample letter; ifplans are to use the telephone, include aplan for what will be said. If the planincludes other methods, be sure to describethese in detail. A committee of studentsmay select from the plans a number whichmay be demonstrated for the class bymeans of role-playing techniques.

Division V. Customers: Their Needs and WantsUnit of Instruction1. Product benefits2. Primary, selective, and patronage motives3. Rational versus emotional motives4. Basic motivations

a. Profitb. Safetyc. Ease and convenienced. Performance and durability

A.

B. Laboratory Projects1. Select a list of items commonly sold in a

farm supply center in the locality. Indi-cate for each item the motive whichwould dominate in causing a customer topurchase the item. If you believe thatdifferent individuals would act from dif-ferent motives, indicate the motives; andwrite a description of the differences inthe individuals being considered.

2. Visit a local store. Without interfering,try to identify and record the motives thatprompted customers to buy.

3. Prepare a demonstration to show how toappeal to a customer who would be moti-vated by the "ease and convenience"motive, the "safety" motive, or the "profit"motive.

Division VI. Steps in Making a SaleA. Unit of Instruction

1. Obtaining information concerning thecustomera. Kind of information needed

(1) kind of business(2) size of business(3) condition of business activity(4) income of the customer

sources of incomefamilyowner, tenant, landlordcommunity organization member-ship

(9) fraternal affiliations(10) ambitions(11 ) accomplishments

b. Sources of information(1) records of the firm(2) other salesmen(3) county courthouse(4) local editor, banker, barber, credit

bureau2. Getting the attention of the customer

a. Establishing a friendly relationshipb. Showing interest in the prospectc. Being complimentaryd. Learning additional information to

help make a better presentation3. Interesting the customer

a. Conversation on things of interest tobuyer

(5)(6)(7)(8)

136

B.

b. Using samples of the productc. Using results of demonstrations, re-

search, and experience4. Explaining how the product will benefit

the customer and appeal to his motives5. Providing examples of:

a. Successes others have had with theproduct

b. Tests, demonstrations, or research6. Closing the salesuggesting :

a. Volume purchaseb. Immediate deliveryc. Starting the benefits at once

7. Inside versus outside sellinga. Importance of eachb. Opportunity to practice the steps in

selling(1) number of items to sell; outside

salesman is limited in number ofitems he can carry

(2) volume of product to sell; volumeis not limited for either; outsidesalesmen usually are attemptingto sell more of one item

(3) service aspects of outside sellingversus inside selling(a) sales routes(b) servicemen representing the

firmLaboratory Projects1. Select one or more potential customers in

the territory and record the informationnecessary for planning an effective salesapproach.

2. Identify the characteristics of the poten-tial customer on which a salesman couldcapitalize in making a sales approach.Prepare a brief analysis of the customerand explain why the product could besold to him.

3. Using another student in the class, dem-onstrate how to proceed in gatheringinformation about a potential customerfrom the people of his community. A.skthe class to criticize the procedures.

4. Use the steps in making a szle indicatedin the course outline. In cooperation withanother class member, prepare a role-playing demonstration in which one actsas the salesman and demonstrates a

411

tat

"method of getting the attention of a cus-tomer." Various demonstrations may beused to show different techniques. Thedemonstrations would be performed be-fore the class; class members may be askedto criticize. Repeat for each of the stepsin making a sale.

5. Visit local stores as a customer and observethe techniques of the sales personnel.Develop a list of responses a sales personmight make (such as thanking the cus-tomer) and check the list after leavingthe store. The teacher should make acomposite list when ali the students havecompleted the activity.

6. In cooperation with another student pre-pare and demonstrate the sale of a prod-uct. Class members may observe and offercriticisms and suggestions. Repeat manytimes using a variety of presentations andmethods, and with the "customer" play-ing the role of a different kind of indi-vidual in each case. The "customer" mayassume increasingly difficult roles so thatthe salesman will be challenged to solveincreasingly difficult problems.

7. A variation of the role playing may befor the instructor or a resource personfrom a local business to play the role ofthe customer and to offer suggestions atthe close of the demonstration.

8. The teacher continues the role-playingprocedure by assigning a problem to eachpair of students. One student may assumethe role of a farmer and the other that ofan outside salesman.

It is suggested that assignments behypothetical in terms of association withany local inlividuals, but real in terms ofthe problems presented. An examplemight be to sell a contract to furnish feedo a large ca ttle feeder in the area. Thecattle feeder may be described as a pro-gressive feeder but suspicious of salesmenand of the quality of their products.Other problems suited to the area of theschool may be deveoped. In addition,other types of potential customers may bedescribed by the teacher so that studentsmay have an opportunity to practice sales

137

presenta tions adapted to many differentkinds of customers.

9. After each demonstration, the studentswrite an analysis of the sales presentationand offer suggestions for improvement.

10. Using the data obtained about potentialcustomers in the market survey conductedin the course Retail Farm Supply Mer-chandising, prepare a sales presentation,present it to the class, and assume a salehas been completed. Write the kind ofreport a salesman would make to his storemanager, showing the results of the saleand any other information that might beuseful in making future sales.

TEXTS AND REFERENCESAlexander, Direct Salesman's Handbook.

Arnet, How To Develop a Million Dollar SalesPresentation.

Buskirk and Buskirk, Management of the Sales Force.

Canfield, Salesmanship, Practices and Problems.

Greif, Modern Salesmanship.

Haas and Perry, Sales Horizons.

Logan, Training Retail Salespeople.

Russell, Beach, and Buskirk, Textbook of Salesman-ship.

Stolte, "Introduction to Feed Sales-Man-Ship,"Feed and Feeding Digest.

, "Overcoming Objections to Selling Feed,"Feed and Feeding Digest.

Sutton, The Technique of Selling.U.S. Department of Commerce, Bureau of the

Census, United States Census of Agriculture;Farms, Farm Characteristics, Farm Products.

U.S. Small Business Administration, "Managing -toSell," Administrative Management Course Pro-gram.

Whiting, The Five Great Problems of Salesmen andHow To Solve Them.

Wingate and Nolan, Fundamentals of Selling.

VISUAL AIDSFilmsEncyclopae iia Britannica Films, 1150 West Wilmette

Avenue, Wilmette, Ill. 60091.The Importance of Selling. 19 min., 16 min.,black and white, sound.

Seminar: PersonalRelationships, Personal Finances,

and ManagementHOURS REQUIRED

Class, 2; Laboratory, 2. Prerequisite: Commu-nications II: Oral, Illustrated; AgriculturalEconomics and Marketing.

COURSE DESCRIPTIONThis seminar is designed to assist the studentin applying for a job and to provide under-standing of basic economic principles related tohis personal finances as he enters the workingforce. It is suggested that students be given anopportunity to prepare application forms andletters of application for positions. Also, theymay examine copies of applications of othersand evaluate them. In the latter case, the iden-tity of the applicant may be concealed. Theforms may be examined by means of a projectoror by giving copies to each student. Letters ofapplication may be prepared and studied in asimilar manner.

Interviews may be demonstrated by a role-playing procedure, using prospective employersor others to interview students in front of theclass. Reports of experiences of students whohave had interviews may also be included.

The period just prior to securing the first job isan appropriate time for students to leari someof the basic principles of economics and how toapply them in their personal lives. For thispurpose, students may study principles and, inthe laboratory periods, prepare budgets, planinvestments and savings, learn to analyze andcompute the cost of credit, and the like.

MAJOR DIVISIONS

I. Getting a jobIL Functions of Supervision

III. Functinns of' EmployeesIV. In-Service Training of Em-

pbyeesV. Customer Relations

VI. Personal IncomeManagement

Hours

ClassLabor-

atory4 10

4 0

3 6

3 0

4 0

6 8

VII. Insurance, Personal Invest-ments, and Social Security__ 8 8

Total hours 32 32

Divis;on I. Getting a JobA. Unit of Instruction

1. What employers wanta. Desirable attitude toward the job

(1 ) willingness to work(2 ) ability to get along with others

(human relations)(3 ) characteristics of leadership(4) teamwork

b. Ability necessary to do the job(1) carry out the policies of the firm(2 ) follow the best safety practice at

all times( 3) project the .best possible image

of the firmc. Adequate training for the job

(1 ) competent for the present job( 2) ability and willingness to progress

through:(a) further training for promo-

tion(b) retraining to keep abreast of

new technology

2. Applying for the joba. Types of interviewsb. Prepring and presenting credentials

( 1) personal data: name, address,age, marital status, health,military service

( 2) education: schools attended,major courses

( 3) work experience: place of em-ployment, kind of work, length ofemployment

(4) references(5) hobbies

c. Understanding job description;d. Writing letten of application

B. Laboratory Projects1. Cooperate with another student in a role-

playing exercise. One student may assumethe role of employer; the other that ofcandidate for a job in the farm supply

138

store or country elevator. A local manager(or personnel director) may serve as aresource person and demonstrate inter-view procedures. The instructor or schooladministrator may play the role of theemploy& to demonstrate interview proce-dures.

2. One 2-hour laboratory period may bespent preparing the credentials and appli-cations for a job. If a job description isavailable, make sure the application is inline with it.

3. If time permits, students may evaluate thewritten credentials of each other to dis-cover the most acceptable methods ofpreparing credentials. The documentsmay be projected on a screen (with namesblocked out if desirable) .

Division II. Functions of SupervisionUnit of Instruction

1. Techniques of supervision of employeesa. Delegation of responsibility and au-

thorityb. Accountability of employeesc. System of awards

2. Labor-management relationsa. Promotion policiesb. Worker grievancesc. Wages, benefits programd. Legal regulations ( wages and hours,

child labor, nond iscrimination)

Division III. Functions of EmployeesA. Unit of Instruction

1. Responsibility to management to:a. Perform assigned tasks in a satisfactory

mannerb. Carry out the policy of managementc. Do an adequate day's workd. Keep management informed on:

(1) working conditions( 2) safety conditions

condition of productcondition of machinery, build-ings, and equipment

e. Project desirable company image2. Responsibility for self-improvement

a. Aware of need for keeping up-to-dateb. Recognizing the need for self-improve-

ment

(3)(4)

139

c. Accepting the opportunity for self-improvement(1) self study(2 ) in-service training

B. Laboratory ProjectsThe teacher organizes the class into groupsof two to four. He assigns each group a dif-ferent project appropriate to the unit of in-struction, or he assigns the same project to all.Examples :

a. One group may prepare a demonstrationto call the manager's attention to an un-safe situation in the plant.

b. Another group might demonstrate selectedways of projecting an image of the firm inthe community. Included might be:(1) demonstration of proper dress and

grooming(2) panel discussion on desirable conduct

outside working.hours(3) field trip to observe employee activi-

ties related to creation of image of theindustry

Division IV. In-Service Training of EmployeesUnit of Instruction

1. Orientation of new workers to the job2. Participation in programs for up-dating

workers to new:a. Productsb. Techniques and equipmentc. Uses for a productd. Government regulations and policiese. Economic situations

3. Where to get in-service traininga. In-plant training offered by the firmb. Short courses, summer schools, insti-

tutes offered by universities and voca.tional-teohnical centers

c. Adult evening school programsd. Private technical institutions

Division V. Customer RelationsUnit of Instruction

1. Handling customer complaints2. Serving the customer3. Neat appearance4. Product information5. Neat building and grounds6. Off-duty responsibility to the firm7. Other

Division VI. Personal Income ManagementA. Unit of Instruction

1. Consumptionthe core of economics2. Economics defined3. Personal and family budgeting4. Analytical buying

a. Applying quality standardsb. Consumer's research and similar aids

5. The use of credit6. Housingown or rent

B. Laboratory Projects1. Prepare a personal or family budget in

line with anticipated income.

2. Select an item (car, boat, television), andcompute the cost of credit by several meth-ods of financing. Prepare a set of chartsfor a presentation showing the variationin cost of credit.

3. Prepare a comparison of two or more simi-lar items in terms of quality and cost.Work in pairs, and set up a display toillustrate advantages of one item. over theother.

Division VII. Insurance, Personal Investments, andSocial SecurityA. Unit of Instruction

1. Insurance defined2. Life insurance

a. Group, industrial, and ordinary lifepolicies

b. Types of policiestheir advantagesand disadvantages

3. Investmentsa. Savings accounts and government

bondsb. Corporation bondsc. Corporation stocksd. Annuitiese. Pension plans

4. Social securitya. Old age and survivors' insurance,

medicareb. Unemployment compensation

140

B. Laboratory ProjectsPrepare an investment plan to fullow in con-nection with the income from an anticipatedjob. Include in the plans:a. Insurance to carryb. Investmentskinds and amountsc. Social security benefits anticipated

TEXTS AND REFERENCESChruden and Sherman, Personnel Management.Garrett, Ethics in Business.

Lyman, Basic Economic Principles.

Phillips, Managing for Greater Returns in the Grain,Feed, and Other Retail Businesses Serving Agri-culture.

Strauss and Sayles, Personnel.

U.S. Department of Labor, Prepare Yourself forJob Interviews.

VISUAL AIDS

FilmsNational Safety Council, 425 North Michigan

Avenue, Chicago, Ill. 60611.Down at the Office. 10 min., 16mm., black andwhite, sound.

Round Table Films, Inc., 321 South Beverley Drive,Beverley Hills, Calif. 90212.

I Just Work Here. .17 mM., 16 mm., color or blackand white, sound.

Sterling Movies, U.S.A., 375 Park Avenue, NewYork, N.Y. 10023.

How Stocks Are Bought and Sold. 20 mM., 16mm., black and white, sound.

Sutherland Educational Films, Inc., 201 NorthOccidental Boulevard, Los Angeles, Calif. 90026.

Personal Financial Planning. 11 min., 16 mm.,color, sound.7:he Wise Use of Credit. 11 min., 16 nun., color,sound.

U.S. Department of Health, Education, and Wel-fare, Office of Education, Washington, D.C.20201.

A Supervisor Takes a Look at His Job. 13 min.,16 mm., black and white, sound.

FACILITIES, EQUIPMENT. AND COSTS

Planning FacilitiesLaboratories and related classrooms, offices, and

storage facilities required for preparation of tech-nicians for the grain, feed, seed, and farm supplyindustry do not present special problems.

The laboratories should be on the ground floor tofacilitate moving supplies in and out of the building.Hot and cold water, gas, and electric service linesshould be planned for the work areas and for thedemonstration table in each laboratory. These facili-ties will be necessary for making the specializedtests of grains, feeds, soils, and fertilizers.

Electric service should be available for motors,ovens, and other equipment in the laboratories.This will require 115 V. and 220 V. service, althoughthe typical farm service center with a grain elevatorwill also be supplied with 440 V. current. Eachlaboratory should have a master control panel forthe electrical equipment.

The department head or instructor should makefinal decisions on the choice of laboratory equipmentbecause of his knowledge of technical details. Costlymistakes often result when non-technical personnelattempt to equip a scientific laboratory.

Surplus equip:rnent, from either private or publicorganizations, can be an important source of goodmaterials and hardware for equipping laboratories.Government surplus property may often be an espe-cially attractive source of either standard or special-ized components, units, assemblies, mechanisms,instruments, and systems at a cost which usually isonly a small frac-don of their cost new. Educationalinstitutions are high on the priority list of agenciesto which government surplus property is madeavailable.1

Distribution of surplus property within the Statesmust be made through State Agencies for Surplus

1U.S. Department of Health, Education, and Welfare;Office of Field Administration; Division of Surplus Prop-erty Utilization. Directroy: Directors of State Agenciesfor Surplus Property and Regional Representatives Divi-sion of Surplus Property Utilization; Department of Health,Education, and Welfare. 1965. How to Acquire FederalSurplus Personal Property for Health, Education:, andCivil Defense Purposes and Federal Surplus Real Propertyfor Health and Educational Purposes. 1965 Surplus Ma-terial and Science Education. 1964. Washington, D.C. 20402:U.S. Government Printing Office.

141

Property. Most such State Agencies maihtain one ormore distribution centers at which authorized rep-resentatives of eligible schools or school systems selectmaterials for educational use. Usually one or moreofficials of a school or school system are designatedas authorized representatives. Technical educatorsshould communicate with their authorized school orschool system representative, if one exists, to arrangeto visit their State Agency's distribution center; orwrite to the Director of their State Agency for Sur-plus Property to obtain information regarding theprocedures to be followed in acquiring equipment.

The State Director of Vocational and Technicaleducation in each State can provide specific infor-mation on the location of the government surplusproperty distributing agency in his State and thepersons in charge. Information on government sur-plus property may also be obtained by writing to:

Chief, Surplus Property Utilization Division

U.S. Department of Health, Education, andWelfare

Washington, D.C. 20201

It is important to exercise the same elements ofjudgment and care in acquiring surplus equipmentas is used in buying new equipment. Specific plansfor the use and sound justification for the needshould clearly be established for any piece of surplusequipment. A careful analysis should be made of itstotal effectiveness in the program. Its entire cost,including initial outlay, transportation, installation,repair or tune-up (if incomplete), and maintenanceexpenses must also be taken into consideration alongwith the space requirements of the equipment andits pertinence in terms of obsolescence.

Only technically competent, responsible, and imag-inative persons should select surplus equipment; andthen, only after a thorough on-site inspection. Thispractice avoids the temptation to acquire attractivebut obsolete, irrelevant, bulky, or excessive equip-ment.

The drawings and layouts which follow are sug-gested as examples of satisfactory classrooms andlaboratories for the program. These laboratories areplanned to provide the facilities for the entireprogram.

KEY LABORATORY LAYOUTS

Agronomy LaboratoryNo. Item

1 Demonstration table2 Sink3 Growing bench, 2' x 4', five shelves high4 Trip balance5 Oven6 Colorimeter or spectrophotometer7 Atom absorption spectrophotometer8 pH meter9 Flame photometrr

10 Student tables11 Student chairs or stools12 Sample shaker13 Bulletin board14 Chalk board15 Projection screen

Feed LaboratoryNo. Item

1 Analytical balance, 10Y2" x 16/2" x 171/2" high2 Sinksizes vary3 Counter scale, 16" x 24"4 Ttip balance, approximately 16" x 10"5 Feed mixer, approximately 4' x 4'6 Seed cleaner, 80" x 35" x 51" high7 Student tables, 30" x 60"8 Small animal cages, six, 22" x 20" x 15" high;

twelve, 9" x 15" x 9"; Table, 4' x 16'9 Demonstration table, 36" x 60"

10 Chalk board11 Bulletin board

All outside doors and doors to storage-4 feet wide.

Grain and Seed LaboratoryNo. Item

1 Grain scales2 Stein lite moisture tester3 Motomco moisture tester4 Boemer weight per bushel tester5 Weight per bushel tester, hand type6 Barley pearler7 Seed sampler8 Seed germinator9 Udy protein analyzer

10 Office-size seed cleaner11 Dockage tester

FIGURE 31.Agronomy Laboratory.

FIGURE 32.Feed Laboratory.

411

FIGURE 33.G1. ,In and Seed Laboratory.

142

12 Oil and fat tester, Stein lite, 300 L. 0. S., 21"high x 2194" long x 912" wide

13 Laboratory tables, 60" x 30"14 Student chairs or stools15 Sink16 Demonstration table, 3' x 6' x 36" high17 Book shelves18 Magazine rack19 Fire extinguisher20 Bulletin board21 Chalk board22 Projection screen23 Simulation of north sky daylight at 7,400° K.

Laboratory FacilitiesThe agronomy laboratory provides for work with

fertilizers and with plants where plant food deficien-cies, response to environmental conditions, and thelike can be demonstrated.

The grain and seed laboratory is planned forstudents to practice grain grading and seed analysisand to conduct other tests related to the grain andseed aspects of the industry.

The seed cleaning equipment is shown in connec-tion with the feed laboratory. This is suggested sinceit would confine to one laboratory the activities thatare likely to be dusty. The use of most of the equip-ment, however, should be flexible so that it can bemoved from one laboratory to another as needed.

The suggested work shelves, located at the sidesof the laboratories, with storage space beneath, maybe built in or purchased in units from laboratoryequipment houses. The relative cost and appropri-ateness of these alternatives should be determinedlocally.

PlanningAudio-Visual Equipment

It is important to use the audio-visual materialsavailable from industry, government, and experimentstations in this technician program.

2For discussion of ventilation in chemical laboratories, see:Chemical Technology: A Suggested Two-Year Post HighSchool Curriculum (Technical Education Program SeriesNo. 5). U.S. Department of Health, Education, and Wel-fare; Office of Education. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Printing Office,1964.

It is important to proVide for adequate ventilationfor the laboratories where chemical fumes are likelyto be produced. If it is necessary to provide a bio-chemistry laboratory for this technician program,ventilating hoods and exhaust fans will be needed.2

In the case of the feed laboratory, which includessmall animal cages for demonstration and experi-mental work, it will be advisable to provide ventila-tion to expel objectionable odors, thereby keepingthem out of the remainder of the building. It issuggested that floors and walls of this part of thelaboratory consist of materials which are easily keptclean and sanitary. As an alternative to locatingthe small animal cages in this laboratory, experiencehas shown that they could also be located in a small,separate building which may also be used for similarwork with poultry, swine, calves, or sheep. Thisbuilding may be a barn which is no longer used on afarm or some other suitable building near the school.Such a facility must, of course, be kept clean andsanitary; its use would keep odors away from theschool building.

Office and Storage SpaceOffice space for instructors, also available for

conferences with individual students, should be pro-vided. If the laboratories for this curriculum arearranged in a wing of a school building, office spacemay be located between two of the laboratories.This is suggested in the sketches of the grain andseed laboratory and the feed laboratory as indicatedby the doors at the end of the laboratories. Theseare arranged either to afford passage between thetwo laboratories, or to allow access to an office-storeroom area located between the two laboratories.

EquipmentThe following equipment should be available for

use:

143

ApproximateItem cost

16 mm. sound motion picture projector ___ $ 700

Slide projector for 2 x 2 slides 125

Projector for 3 x 4 slides 150

Overhead projector 200

Projection screen 100

Tape recorder 200

Additional aud3o-visual aids are likely to be avail-able in the near future. These will expand theopportunity for use of audio-visual materials. Theseshould be adckci as they become available and prac-tical. In the case of new construction, laboratoriesshould be equipped for closed-circuit televisionfacilities.

Biochemistry EquipmentIt is assumed that the school is already equipped

with an adequate biochemistry laboratory to testgrains, feeds, and forages for fiber, N-free extract,carbohydrates, fats, and minerals. If this is not thecase, school authorities will need to decide whetherto purchase and install this additional equipment.It is suggested that this equipment be part of thechemistry department in a community college orvocational-technical program. Equipment and sup-plies for analyzing samples of grain and feed willinclude the following:

EstimatedItem cost

A balance (scales) with weights for weigh-ing large samples $ 250

An analytical balance (scales) with weightsfor weighing precise porticns for analysis 500

A mill with accessories for grinding samplesfinely enough to permit uniform mixing 950

An electrically heated oven with a temper-ature regulator for determining moisture 300

A twelve-unit apparatus for determiningcrude fiber 900

A twelve-unit combination digestion anddistillation apparatus and accessoryequipment for determining crude protein 2,500

An initial supply of necessary chemicalsand reagents 500

An initial supply of glassware 500A calculator for figuring results 350

Maintenance, adjustment, and operation of equip-ment is an important part of the training of tech-nicians. For this purpose, it is suggested that thefeed laboratory be used as the basic laboratory forthe course Physical Facilities and Care of Equip-ment. This will give students an opportunity topractice and study the maintenance, adjustment,operation, and safety practices to be followed whenusing laboratory equipment.

The final choice of equipment should be decidedby the appropriate instructors who are familiar withequipment and the needs of the industry. They maybe assisted by an advisory committee of industryrepresentatives. The needs of the industry will varyin different geographic areas of the country, andthese variations should be reflected in the choice ofequipment.

Suggested Laboratory EquipmentFollowing is a suggested list of equipment neces-

sary for the grain, feed, seed, and farm supplyprogram for a class of 16 students. With very fewexceptions, this equipment represents a minimumfor the technical curriculum outlined in this guide.If an adequate occupational experience program canbe assured for every student, it might be possible toomit some items. However, the soil testing equip-ment and the seed and grain cleaning, grading, andtesting equipment should always be provided toassure students adequate experience in these phasesof their work as employees.

Agronomy Laboratory EquipmentItem

Atomic absorption spectrophotometer __Balance, torsion

Quantity1

1

45010

Balance, tripBeaker, 100 nil. capacityBeaker tongBench, growing 9' 4', five shelves 4Brush, counter _ 8Brush, floor, 14" 2Bulletin board 2Flame photometer 2Funnel, 50 mm. dia 10Funnel, 8" dia. 6Graduate, 100 ml 10Graduate, 500 nil. 6Moisture meter, Bouyoucos 1

Oven, laboratory 1

pH meter 4Shovel, round point 4Soil auger, 40" 4Soil auger, extension 36" 1

Soil sample shaker 1

Soil sieve, set 1

Soil thermometer 4Spectrophotometer or colorimeter 1

Test tube brush 10

144

Test tube clampTest tube

20200

Feed Laboratory EquipmentItem

Animal cageBalance, analyticalBalanc; single beam tripBalance, torsionCleaner, control feed hopper and motorGrain triers

40" trier with partitions63" trier, government pecial, double

partitions6" bag trier9" bag trier

12" bag trierLamp guard, vapor-proof, portable with

25' cordScale, platform

Quantity24

1

2

1

1

1 each

Grain and Seed LaboratoryEquipmentItem

Analyzer, Udy proteinBalance, analytical, torsion, or equivalentBalance; torsionBalance, torsion, with brass scoop with

700-gram weight or equivalent 2Barley pearler 1

Brush, counter, 8" 8Brush, floor, 14" 2Carter dockage tester with full comple-

ment of grain sieves and riddles(sourceSimon-Carter Company,Minneapolis, Minn.) 1

Cart, laboratory, shelf size 36" x 24" 2Cleaner, seed, office size 1

Combination grain viewer and black light 2Disc cylinder separator 1

Fire extinguisher 4Forceps, grain 16Germinator, seed 1

Grain sample bag 100Grain sample bottle, government stan-

dard 100Grain sample canvas 1

Light, simulation of North sky daylightat 7,400° K.

1

1

Quantity1

1

1

4

Magnifier, desk size, tripod 8Oil and fat tester, Stein lite, LOS-300 _ 1

Plastic bottle, pint size 24Sample pan 50Scales, gram, triple beam 7Scoop, grain 6Screen rack for 12 x 12 grain grading

screens 1

Screens, set, grain grading, 12 x 12 4Seed sampler, Boerner 2Sieves:

Set, four sieves, wheat, corn, rye,oats, and bottom 1

Set, three sieves and bottom pan,flaxseed, No. 13, precision 1

Set, three sieves and bottom pan,rice, No. 8 1

Set, two s::-ves and bottom pan,grain sorghum, No. 9, precision 1

Set, sizing, barley, Eastern 5/64" x3/64"; Western, 5-1/2/64 x 3,4";and bottom pan 1

Set, barley, special sizing sieves (5-1/2, 6/64, and 6-1/4), used bythe trade to determine degree ofplumpness 1

Set, two sieves and bottom, soybeans,No. 17 1

Buckwheat sieve, large 1

Lima bean sieves:24/64" round hole 1

28/64" round hole 1

30/64" round hole 1

Pea sieves, hand:10/64 x 3/4" slot 1

11/64 x 3/4" slot 1

12/64 x 3/4" slot 113/64 x 3/4" slot 1

14/64 x 3/4" slot 1

2-1/2/64" round hole 1

6/64" round hole 1

8/64" round hole 1

9/64" round hole 1

10/64" round hole 1

12/64" round hole 1

15/64" round hole 1

16/64" round hole 1

Weevil sieve 1

Strand sizer shaker or equivalent 1

Tester, moisture, Motomco 2

145

Tester, Stein lite, moistureTester, wt./bu. apparatusTester, wt./bu. hand testersThermometer, storage and dryer, 6-foot

capillaryThermometer, 0 to 120 degrees

TOOLSItem

Allen wrench sets, 5/32, 3/16, 7/32, 1/4,5/16

Electrician's pliersFuse pullerHydraulic jack, 5-ton capacityLevel, 24"

1

1

5

1

6

Oil can, 1-pint capacityScrew drivers:

3" blade

5

1010

1010

4" blade8" blade

10" bladeSocket wrench sets, 34" drive; 1-1/16, 1-

1/8, 1-1/4, 1-5/16, 1-7/16, 1-1/2,1-3/8, 1-11/16, 1-13/16, 1-7/8, 2" 5

Quantity Steel square 2Tape, 12' 8Wrenches:5

8 Adjustable, 6" 10Adjustable, 8"4 10Pipe, 8"2 2

2 Pipe, 14" 2

Summary of Laboratory and Equipment CostsThe listed equipment is basic and does not include

items for highly specialized programs in such areasas fertilizer manufacturing technology. In additionto funds for the basic equipment, a sum of $5,000 to$8,000 should be earmarked for special equipmentto meet local needs for program specialities. Pur-chase cost of expendable materials and supplies isestimated at an additional $500 to $600.

These estimates do not provide for the cost of thebuilding, which, if constructed for the program, maybe calculated at $16 to $20 per square foot of un-finished laboratory space. The space with built-infurnishings, without portable equipment, may beestimated at $20 to $30 per square foot.

Therefore, the total initial cost for a program forthe grain, feed, seed, and farm supply industry, basedon 1966 prices, may be estimated as follows.

146

Summary of Estimated Costs

Range of costBasic Equipment:

Agronomy Laboratory $ 8,500 $ 9,500Feed Laboratory 1,700 2,200Grain and Seed Laboratory _ 8,800 9,600

Total 19,000 21,300Specialized Equipment:

Agronomy Laboratory 2,000 3,000Feed Laboratory 2,000 3,000Grain and Seed Laboratory _ 1,000 2,000

Total 5,000 8,000

Tables, Demonstration Tables,Storage Cabinets:

Agronomy Laboratory 2,500 2,800Feed Laboratory 2,000 2,400Grain and Seed Laboratory _ 2,500 2,800

Total 7,000 8,000

Tools 500 800Supplies 500 600Expendable Materials, Chemicals,

Antibiotics, Feed Additives, etc. 500 600

Grand Total 32,500 39,300

SELECTING LIBRARY MATERIALS

The value of the library to the preparation oftechnicians has been emphasized earlier in this guide.It is essential that students learn not only how touse the library but also that they learn the impor-tance of utilizing the library resources for broadeningtheir knowledge and understanding and for keepingabreast of the technology. To develop these con-cepts, it is important that the schcol provide thebest possible facilities.

The first section of the Bibliography may be usedlas a first step in selecting suitable refe _aces for thetechnology. These may later be supple nted, withmaterials that provide new and more nearly up-to-date information. For various geographic areas ofthe United States, it will be desirable for instructorsto accumulate reference materials particularly

..

.

147

adapted to the area; for example, references particu-larly concerned with the irrigated sections of thecountry and those suitable for the Southern Statesshould be incorporated in libraries located in thesea reas.

It is important for individuals working at the tech-nological or managerial level in industry to keepthemselves up-to-date on the latest discoveries, appli-cations, and research in their fields. For this purpose,it is highly desirable that students become wellacquainted with trade magazines and other period-icals related to their specific fields. The bibliographyincludes a list of trade magazines which might bemade awilable in libraries where training is providedfor the grain, feed, seed, and farm supply industry.

-

BIBLIOGRAPHY

Books and BookletsAcker, Duane, Animal Science and Industry.

Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc.,1963.

Adams, Richard, M. S. Anderson, and W. C. Hurl-burt, Liquid Nitrogen Fertilizers for Direct Appli-cation. Revised. U.S. Department of Agriculture,Agricultural Research Service. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1965.

Albanese, Anthony, Newer Methods of NutruionalBiochemistry, With Applications and Interpreta-tions. New York, N.Y. 10003: Academic Press,1963.

(ed.), Protein and Amino _cid Nutrition.New York, N.Y. 10003: Academic Press, 1959.

Alexander, Roy, Direct Salesman's Handbook.Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc.,1958.

Allied Chemical and Dye Corporation, Feed Urea inRuminant Nutrition: Literature, Abstracts andBibliography. New York, N.Y. 10006: The Cor-poration, Nitrogen Division, 1953.

Altschul, Aaron (ed.), Processed Plant Protein Feed-stuffs. New York, N.Y. 10003: Academic Press,1958.

American Association of Cereal Chemists, CerealLaboratory Methods. Sixth edition. St. Paul,Minn. 55104: The Association, 1957.

American Cyanamid Company, For Fumigation MenOnly. Princeton, N.J. 08540: The Company (nodate).

American Feed Manufacturers Association, FeedIngredients Purchasing Guide and Trading Rules.Chicago, Ill. 60604: The Association (no date).

, Feed Production Handbook. Current edi-tion. Chicago, Ill. 60604: The Association.

Management Guide, Livestock, Dairy,Poultry. Chicago, Ill. 60604: The Association,1966.

, Particle Reduction, Proportioning, Mixing,Contamination Control. Chicago, Ill. 60604: TheAssociation, 1960.

, Pelleting and Related Subjects. Chicago,Ill. 60604: The Association, 1959.

148

, Proceedings: Annual Meeting. Currentedition. Nutrition Council. Chicago, Ill. 60604:The Association.

, Proceedings of the Cornell Conference forFeed Manufacturers. Current edition. In coop-eration with Cornell University. Chicago, Ill.60604: The Association.

, Product Liability and the Feed Industry.Chicago, Ill. 60604: The Association (no date).

, Short Course for Local Feed Mills, 1962.Chicago, Ill. 60604: The Association, 1962.

Small Mill Short Course, 1958. Revised.Chicago, III. 60604: The Association, 1959.

American Society of Agronomy. World Populationand Food Supplies, 1980. Publication 6. Madison,Wisc. 53711: The Society (no date) .

Amstutz, H. E., and others, Diseases of Swine.Edited by Howard W. Dunne. Ames, Iowa 50012:Iowa State University Press, 1964.

Anderson, Donald E., "Optimal Market Organiza-tion To Meet the Needs of Grain Producers in theNorthern Plains." Paper read at the Grain Mar-keting Seminar for College Instructors, August30, 1965. Minneapolis, Minn. 55415: MinneapolisGrain Exchange.

Anderson, John, and A. W. Alcock (eds.), Storageof Cereal Grains and Their Products. St. Paul,Minn. 55104: American Association of CerealChemists, 1954.

Andus, Leslie John, Plant Growth Substances.Second edition. London, England: L. Hill, Ltd.,1959.

Anthony, David J., and E. Fordham Lewis, Diseasesof the Pig. Fifth edition. Baltimore, Md. 21202:Williams and Wilkins Company, 1961.

Anthony, Robert N., Management Accounting:Principles. Homewood, Ill. 60430: R. D. IrwinCompany, Inc., 1965.

Arkin, Herbert, and Raymond Colton, Graphs; HowTo Make and Use Them. New York, N.Y. 10016:Harper Brothers, 1936.

Arnet, Jay, How To Develop a Million Dollar SalesPresentation. Englewood Cliffs, N.J. 07632:Prentice-Hall, Inc., 1961.

Aurner, Robert, Effective English for Business. Fifthedition. Cincinnati, Ohio 45227: South WesternPublishing Company, 1962.

Ayre, Josephine, Effects of State and Local Regula-tions on Interstate Movement of AgriculturalProducts by Highway. Agricultural MarketingResearch Report 496. U.S. Department of Agri-culture, Agricultural Marketing Service. Wash-ington, D.C. 20402: Superintendent of Docu-ments, U.S. Government Printing Office, 1961.

Bailey, John M., Farm Supply Operations of Coop-erative Grain Elevators in Texas. General ReportNo. 92. U.S. Department of Agriculture, Farmer-Cooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1961.

, Inventory Management by Selected FarmSupply Co-ops, Area 5. Service Report No. 39.U.S. Department of Agriculture, Fanner Coopera-tive Service. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1959.

, Inventory Management by Selected RetailSupply Cooperatives. Area 1, General Report No.38. U.S. Department of Agriculture, FarmerCooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1958.

, Sound Credit Policy; Credit Control inSelected Retail Farm Supply Co-ops. Report No.35. U.S. Departinent of Agriculture, FarmerCooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1957.

Baird, Albert, and Franklin H. Knower, GeneralSpeech, An Introduction. Third edition. NewYork, N.Y. 10036: McGraw-Hill Book Company,1963.

Baker, Bernard F., Effective Retail Selling. Chicago,Ill. 60621: American Technical Society; 1950.

Bass, Louis N., Analysis and You. Kansas City, Mo.64106: Association of Official Seed Analysts (nodate).

Bassen, Jonas L., The FDA Organization. Talk pre-sented at the FDA Workshop for Medicated FeedMixers, June 30, 1965. Washington, D.C. 20204:U.S. Department of Health, Education, andWelfare; Food and Drug Administration.

Beaton, George H., and Earle W. McHenry (eds.),Nutrition: A Comprehensive Treatise. New York,N.Y. 10003: Academic Press, 1964.

Beeson, W. M., "Formulating High-Urea Supple-ments," Feed and Feeding Digest, XVI, January6, 1965. Washington, D.C. 20005: Grain andFeed Dealers National Association.

Bender, Ralph, Raymond Clark, and Robert Taylor,The FFA and You. Danville, Ill. 61832: TheInterstate Printers and Publishers, 1961.

Benne, Erwin J., "Agriculture from the ChemicalViewpoint," Better Crops with Plant Food. No.N-12-54, December 1954. Washington, D.C.20036: American Potash Institute.

, "Chemistry in the Cornfield," Better Cropswith Plant Food. No. N-10-59, October 1959.Washington, D.C. 20036: American Potash Insti-tute.

149,

, "The Factories That Feed Us," Better Cropswith Plant Food. No. N-1-57, January 1957.Washington, D.C. 20036: American Potash Insti-tute.

Berger, Kermit Carl, Introductory Soils. New York,N.Y. 10011: The Macmillan Company, 1965.

Bettger, Frank, How I Raised Myself From Failureto Success in Selling. Englewood Cliffs, N.J.07632: Prentice-Hall, Inc., 1957.

Biddle, George, and Elwood Juergenson, ApprovedPractices in Poultry Production. Danville, Ill.61832: The Interstate Printers and Publishers,1963.

Bierman, Harold, Financial and ManagerialAccounting, an Introduction. New York, N.Y.10011: The Macmillan Company, 1963.

Blaxter, Kenneth, The Energy Metabolism of Rumi-nants. Springfield, Ill. 62703: Charles C.Thomas, Publisher, 1962.

Block, Richard J., Amino Acid Handbook: Methodsand Results of Protein Analysis. Springfield, Ill.62703: Charles C. Thomas, Publisher, 1956.

Bohnsack, Raymond, "Inventory Management,"Feed and Feeding Digest. XVI, December 2,1964; December 16, 1964. Washington, D.C.20005: Grain and Feed Dealers National Asso-ciation.

, "Key Indicators and Cost Analysis forElevator and Farm Supply Businesses." Paperread at the Conference of Retail Store Managers,

If

1

January 11, 1966. Lansing, Mich. 48906: FarmBureau Services, Inc.

Bonner, James, and Arthur Galston, Principles of

Plant Physiology. San Francisco, Calif. 94104:W. H. Freeman Company, 1952.

Bonnett, John E., Hedging and the Banker. Paperpresented at the Twenty-Second AgriculturalClinic, Purdue University, Lafayette, Ind., March,

1966. Manhattan, Kans. 66502: Agri-Research,

Inc.Bonneville, Joseph, Organizing and Financing Busi-

ness. Englewood Cliffs, N.J. 07632 : Prentice-Hall, Inc., 1959.

Bouland, Heber D., and Charles Tulloss, SelectingDump Pits and Elevator Legs for Country GrainElevators. Supplements Market Research Report671, ARS-52-6. U.S. Department of Agricul-ture, Agricultural Research Service. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1965.

Bouland, Heber D., and Lloyd L: Smith, A SmallCountry Elevator for Merchandising Grain. Mar-keting Research Report 387, in cooperation withthe U.S. Department of Agriculture, AgriculturalMarketing Service. Athens, Ga. 30602: Univer-sity of Georgia, Agricultural Experiment Station,

1960.

Bowring, James R., Herman M. Southworth, andFrederick V. Waugh, Marketing Policies forAgriculture. Englewood Cliffs, N.J. 07632:Prentice-Hall, Inc., 1960.

Brackett, Sterling, Feeding Aueromycin to Poultry.Technical Bulletin 16. Princeton, N.J. 08540:American Cyanamid Company, 1960.

Bradford, Harry, and John Scanlon, ControllingOpen Account Credit in Feed Cooperatives. FCS

24. U.S. Department of Agriculture, FarmerCooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovermnentPrinting Office, 1957.

Brake, John R., and others, Farm and PersonalFinance. Danville, Ill. 61834: The InterstatePrinters and Publishers, 1965.

Brandes, Paul D., and William S. Smith, Building"Better Speech. New York, N.Y. 10003 : Noble andNoble, 1962.

Brensike, John V., and Carl J. Vosloh, Price Spreadsfor Formulated Poultry Feeds in Illinois. Market-

150

ing Research Report 378. U.S. Department of

Agriculture, Agricultural Marketing Service.

Washington, D.C. 20402: Superintendent of

Documents, Government Printing Office, 1960.

Briggs, Andrew J., Warehouse Operations Planningand Management. New York, N.Y. 10016 : JohnWiley and Sons, Inc., 1960.

Briscoe, Nellis A., and others, A Business Study ofSingle Unit Cooperative Grain Elevators. Bulletin

B-562. Stillwater, Okla. 74074: Oklahoma StateUniversity, 1960.

Brown, James W., Richard B. Lewis, and Fred F.Harcleroad, Audio-Viscual Instruction Materialsand Methods. New York, N.Y. 10036: McGraw-Hill Book Company, 1964.

Brown, Lester, Increasing World Food Output:Problems and Prospects. Foreign AgriculturalEconomic Report 25. U.S. Department of Agri-culture. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1965.

, Man, Land and Food. Foreign Agricul-tural Economics Research Report 11. U.S. Depart-ment of Agriculture. Washington, D.C. 20402 :Superintendent of Documents, U.S. GovernmentPrinting Office, 1963.

Bruce, W. M., and others, Planning Grain Elevators

for the Southeast. Serial 1019, Volume LI, No.7d. Athens, Ga. 30602: University of Georgia,Agricultural Experiment Station, 1951.

Buckman, Harry, and Nyle Brady, The Nature andProperties of Soils. Sixth edition. New York,N.Y. 10011 : The Macmillan Company, 1961.

Bundy, Clarence, and Ronald Diggins, Poultry Pro-duction. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1960.

Burger, A. W., Laboratory Studies in Field CropScience. Minneapolis, Minn. 55415: Burgess

Publishing Company, 1963.

Buskirk, William J., and Richard H. Buskirk,Management of the Sales Force. Homewood, Ill.60430: R. D. Irwin Company, Inc., 1959.

Canfield, Bertrand R., Salesmanship, Practices andProblems. New York, N.Y. 10036: McGraw-HillBook Company, 1958.

Card, Leslie E., Poultry Production. Ninth edition.Philadelphia, Pa. 19106: Lee and Febiger, 1961.

Carnegie, Dale, Public Speaking and InfluencingMen in Business. New York, N.Y. 10007: Asso-ciation Press, 1957.

Carroll, E. W., J. L. Krider, and F. N. Andrews,Swine Production. New York, N.Y. 10036:McGraw-Hill Book Company, 1962.

Casida, L. E., and others, Relationships and Appli-cations in the Production of Meat, Milk, and Eggs.Supplement. Washington, D.C. 20037: NationalAcademy of Sciences, National Research Council,1959.

Cass, Carl, A Manner of Speaking for EffectiveCommunication. New York, N.Y. 10016 : G. P.Putnam and Sons, 1961.

Cassard, Daniel W., and Elwood M. Juergenson,Approved Practices in Feeds and Feeding. Thirdedition. Danvile, Ill. 61832: The InterstatePrinters and Publishers, 1963.

Cereal Millers Handbook. Minneapolis, Minn.55415 : Burgess Publishing Company, 1963.

Chapin, Albert, and George E. Hassett, Credit andCollecting Principles and Practice. New York,N.Y. 10036: McGraw-Hill Book Company, 1960.

Chicago Board of Trade, Agricultural Writers' Con-ference. Chicago, Ill. 60604: The Board of Trade,1964.

, Commodity Markets and the Public Interest.Current edition. Annual Symposium Proceedings.

Chicago, Ill. 60604: The Board of Trade., Corn Futures. Chicago, Ill. 60604: The

Board of Trade (no date) .

, Grain Sorghum Futures. Chicago, Ill.60604: The Board of Trade (no date) .

, Hedging Highlights. Chicago, Ill. 60604:The Board of Trade, (no date) .

, "Hedging Symposium for Country GrainElevator Operators," Symposium Proceedings.Chicago, Ill. 60604: The Board of Trade, 1963.

, Marketing Grain Through a Grain Ex-change. University of Illinois in cooperation withthe Chicago Board of Trade. Chicago, Ill. 60604:The Board of Trade (no date) .

, The Marketplace. Chicago, Ill. 60604: TheBoard of Trade, (no date) .

, Oat Futures. Chicago, III. 60604: TheBoard of Trade (no date) .

, Rye Futures. Chicago, Ill. 60604: TheBoard of Trade (no date) .

151

, Soybean Futures. Chicago, 111. 60604: TheBoard of Trade (no date) .

, Soybean Meal Futures. Chicago, Ill. 60604:The Board of Trade (no date).

, Soybean Oil Futures. Chicago, Ill. 60604:The Board of Trade (no date) .

, Steer Carcass Beef Futures. Chicago, Ill.60604: The Board of Trade (no date) .

, Wheat Futures, Basic Facts and Sources.Chicago, Ill. 60604: The Board of Trade (nodate) .

Christ, Jay, Fundamental Business Law. Chicago,Ill. 60637: American Technical Society, 1944.

Christensen, Clyde M., and H. H. Kaufmann,Spoilage in Stored Grain. Folder 226. Universityof Minnesota, Agricultural Extension Service.Minneapolis, Minn. 55455 : The University, 1964.

Christensen, Clyde M., and others, Malting BarleyGrade Factors. Folder 230. University of Minne-sota, Agricultural Extension Service. Minneapolis,Minn. 55455: The University, 1965.

, Spring Wheat Grade Factors. Folder 231.University of Minnesota, Agricultural ExtensionService. Minneapolis, Minn. 55455: The Univer-sity, 1965.

Chruden, Herbert, and A. W. Sherman, PersonnelManagement. Second edition. Cincinnati, Ohio45227: South Western Publishing Company, 1963.

Clark, Eugene, Rayburn D. Tousley, and Fred E.Clark, Principles of Marketing. New York, N.Y.10011: The Macmillan Company, 1962.

Clark, Raymond M., Vocational CompetenciesNeeded in the Feed Industry. Educational Re-search Series 22. Michigan State University,College of Education. East Lansing, Mich. 48823:The University, 1965.

Clark, Raymond M., and Boyd R. Churchill,Demon-strations in Farm Crops. Michigan State Univer-sity, College of Education. East Lansing, Mich.48823: The University, 1965.

Claik, Raymond M., and Henry Foth, Understand-ing Our Soils. Professional Series Bulletin 35.Michigan State University, College of Education.East Lansing, Mich. 48823 : The University, 1958.

Clark, Raymond M., and others, Demonstrations inDairy. Professional Series Bulletin 54. MichiganState University, College of Education. EastLansing, Mich. 48823 : The University, 1962.

Cole, Harold H., Introduction to Livestock Produc-tion, Including Dairy and Poultry. San Francisco,Calif. 94104: W. H. Freeman Company, 1966.

Cole, Robert, and Robert S. Hancock, Consumerand Commercial Credit Management. Revised.Homewood, Ill. 60430: R. D. Irwin Company,Inc., 1964.

Comber, N. M., and others, An Introduction toAgricultural Chemistry. Third edition. London,England: E. Arnold Press, 1964.

Commodity Research Publications Corporation,Understanding the Commodity Futures Markets.New York, N.Y. 10005 : The Corporation (nodate).

Conn, Eric E., and P. K. Stumpf, Outlines of Bio-chemistry. New York, N.Y. 10016: John Wileyand Sons, Inc., 1963.

Consolidated Catalogs and Engineering Bluebook.Current edition. Chicago, Ill. 60610: NationalProvisioner, Inc.

Consolidated Feed Trade Manual and Grain Mill-ing Catalog. Current edition. Chicago, Ill.60610: National Provisioner, Inc.

Cook, R. L., Soil Management for Conservation andProduction. New York, N.Y. 10016: John Wileyand Sons, Inc., 1962.

Corbin, Donald A., Accounting and Economic Deci-sions. New York, N.Y. 10016: .Podd, MeadCompany, 1964.

Corley, Joseph R., Grain Transportation in theNorthwest. ERS 200. U.S. Department of Agri-culture. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1964.

Cotton, Richard, Pests of Stored Grain and GrainProducts. Minneapolis, Minn. 55415 : BurgessPublishing Company, 1963.

Crampton, E. W., Applied Animal Nutrition: TheUse of Feedstuffs in the Formulation of LivestockRations. San Francisco, Calif. 94104: W. H.Freeman Company, 1956.

Credit Management Handbook. Second edition.Homewood, Ill. 60430: R. D. Irwin Company,Inc., 1965.

Crisp, Richard D., Marketing Research. New York,N.Y. 10036: McGraw-Hill Book Company, 1957.

152

Cunha, Tony, Swine Feeding and Nutrition. NewYork, N.Y. 10016: Interscience Publishers, Inc.,1957.

Dale, John, Managerial Accounting in the SmallCompany. New York, N.Y. 10022: The ReinholdPublishing Company, 1961.

Dankers, William H., and others, Business Coordi-nation in Agriculture, the Poultry Industry. NorthCentral Regional Publication 15. University ofMinnesota, Cooperative Extension Service, Min-neapolis, Minn. 55455 The University, 1963.

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DeJen, Jean, Visual Presentation Handbook forBusiness and Industry. St. Petersburg, Fla. 33704:Oravisual Company, Inc., 1959.

Dickens, Milton, Speech: Dynamic Communication.Second edition. New York, N.Y. 10017: HarcourtBrace Company, 1963.

Distillers Feed Research Council, Distillers FeedResearch Council, Proceedings. Current edition.Cincinnati, Ohio 45202: The Council., Distillers Feeds: Their Importance to the.U.S. Economy. Cincinnati, Ohio 45202: TheCouncil, 1951.

Donahue, Roy Luther, Soils: An Introduction toSoils and Plant Growth. Second edition. Engle-wood Cliffs, N.J. 07632: Prentice-Hall, Inc.,1965.

Dooher, M. Joseph, and Vivienne Marquis, EffectiveCommunication on the Job; A Guide to EmployeeCommunication for Supervisors and Executives.New York, N.Y. 10036: American ManagementAssociation, 1956.

Douglas, John R., Edwin A. Harre, and E. L. John-son, Fertilizer Trends-1964, Including TVA'sFertilizer Activities. Muscle Shoals, Ala. 35660:National Fertilizer Development Center, Tennes-see Valley Authority, 1964.

Douglass, Ralph, Calligraphic Lettering With WidePen and Brush. New York, N.Y. 10036: Watson-Guptill Publishers, 1955.

Dover, C. J., Management Communication on Con-troversial Issues. Washington, D.C. 20037:Bureau of National Affairs, Inc., 1965.

E. I. Dupont de Nemours and Company, Inc., Digestof Research on Urea and Ruminant Nutrition.Wilmington, Del. 19801: The Company, 1958.

Dykstra, Ralph, Animal Sanitation and DiseaseControl. Danville, III. 61832: The InterstatePrinters and Publishers, 1961.

Easton, Edison, and Byron L. Newton, Accountingand the Analysis of Financial Data. New York,N.Y. 10036: McGraw-Hill Book Company, 1958.

Eichers, Theodore R., Bulk Fertilizer Blending inUpper Midwest. U.S. Department of Agriculture,Farmer Cooperative Service. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1964.

, Credit Control in Selected Retail FarmSupply Cooperatives. Area 3, No. 43. U.S.Department of Agriculture, Farmer CooperativeService. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1958.

Eichers, Theodore R., and A. J. Hangas, MobileFeed Milling by Cooperatives in the Northwest.General Report 99. U.S. Department of Agricul-ture, Farmer Cooperative Service. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1962.

Eiland, J. C., and L. Or lo Sorenson, Economics ofGrain Drying at Kansas Local Elevators. Report449. U.S. Department of Agriculture, FarmerCooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1961.

Eisenson, Jon, and Paul H. Boase, Basic Speech.Second edition. New York, N.Y. 10011 : TheMacmillan Company, 1964.

Ensminger, Eugene, Animal Science. Danville, Ill.61832: Interstate Printers and Publishers, 1962.

, Sheep and Wool Science. Third edition.Danville, Ill. 61832: Interstate Printers andPublishers, 1964.

, Swine Science. Danville, Ill. 61832: Inter-state Printers and Publishers, 1961.

Erdman, H. E., "Problems in Establishing Gradesfor Farm Products," Journal of Farm Economics,XXXII, February 1950, pages 15-29.

Ettinger, Richard P., and David E. Golieb, Creditsand Collections. Fifth edition. Englewood Cliffs,N.J. 07632: Prentice-Hall, Inc., 1962.

Ewing, David W., The Managerial Mind. NewYork, N.Y. 10011: The Free Press of Glencoe (adivision of The Macmillan Company), 1964.

Ewing, William R., Poultry Nutrition, for the Use ofFeed Manufacturers, Feed Dealers, Feed Sales-men and Service Men, Veterinarians, Hatchery-men, Breeders, and Poultrymen. Fifth edition.Pasadena, Calif. 91107: Ray Ewing Company,1963.

Farm Chemicals Handbook. Current edition. Wil-loughby, Ohio 44095: Meister Publishing Com-pany.

Farris, Paul L. (ed.) , Market Structure Research:Theory and Practice in Agricultural Economics.Ames, Iowa 50012: Iowa State University Press,1964.

Feed Additive Compendium. Current edition.Minneapolis, Minn. 55405: Miller PublishingCompany.

Feed Bag Red Book, Buyers Guide. Current edition.Milwaukee, Wisc. 53203: The Editorial ServiceCompany, Inc.

Feed Production School, Inc., Proceedings of theFeed Production School, Kansas City, Missouri.Current edition. Kansas City, Mo. 64105 : TheSchool.

Feedstuffs' Analysis Table for Feed Ingredients.Current edition. Compiled by Charles H. Hub-bell. Minneapolis, Minn. 55440: The MillerPublishing Company.

Fisk, McKee, and James Snapp, Applied BusinessLaw. Cincinnati, Ohio 45227: South WesternPublishing Company, 1960.

Foschia, John M., Jr., Warehouse Operations in theFarm Supply Business. Special Report 19.University of Minnesota, Agricultural ExtensionService. Minneapolis, Minn. 55455: The Univer-sity, 1965.

Fourth International Conference on Plant GrowthRegulation. Yonkers, N.Y. Ames, Iowa 50012:Iowa State University Press, 1959.

Frank, William W., and Charles L. Lapp, How ToOutsell the Born Salesman. New York, N.Y.10011: The Macmillan Company, 1959.

Frear, Donald, Chemistry of the Pesticides. Thirdedition. Princeton, N.J. 08540: D. Van NostrandCompany, Inc., 1955.

Frederick, John H., Using Public Warehouses. Firstedition. Philadelphia, Pa. 19106: Chilton Com-pany, 1957.

Freeman, Robert E., Changes in Total MarketStructure and Implications of These Changes:

153

Project 1964. Paper delivered before the Agricul-tural Marketing Section, Association of SouthernAgricultural Workers, Dallas, Tex., February 1,1965. Washington, D.C. 20250: U.S. Departmentof Agriculture, Economic Research Service.

Friend, Leon, and Joseph Hefter, Graphic Design.New York, N.Y. 10036: McGraw-Hill Book Com-pany, 1936.

Frye, Robert E., Harper W. Boyd, and Ralph West-fall, Advertising Proceedings and Practices ofAgricultural Commodity Groups. Market Re-search Report 567. U.S. Department of Agricul-ture. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1962.

Gabarins, A. J., Operations, Practices and Costs ofSelected Mixed Feeds. Rural Research SeriesMonograph 269. Knoxville, Tenn. 37916: Uni-versity of Tennessee, 1955.

Galston, Arthur William, The Life of the GreenPlant. Englewood Cliffs, N.J. 07631: Prentice-Hall, Inc., 1964.

Garrett, Thomas M., Ethics in Business. Currentedition. New York, N.Y. 10003: Sheed and Ward,Inc.

Gibson, James L., and W. Warren Haynes, Account-ing in Small Business Decisions. Lexington, Ky.40506: University of Kentucky Press, 1963.

Gilman, Wilbur E., Bower Aly, and Hollis White,The Fundamentals of Speaking. Second edition.New York, N.Y. 10011: The Macmillan Com-pany, 1964.

Goldberg, Richard W., Changes in the Merchandis-ing of Malting Barley. Paper presented at theGrain Marketing Seminar for College Instructors,August 30, 1965. Minneapolis, Minn. 55415:Minneapolis Grain Exchange.

Goldblith, Samuel A., and Maynard A. Joslyn, Mile-stones in Nutrition. Westport, Conn. 06881:A V I Publishing Company, 1964.

Golden, Ralph G., Registration of Medicated FeedProducers. Talk presented at the FDA Workshopfor Medicated Feed Mixers, June 30, 1965.Washington, D.C. 20204: U.S. Department ofHealth, Education, and Welfare; Food and DrugAdministration.

Good, J. M,, and A. L. Taylor, Chemical Control ofPlant-Parasitic Nematodes. Report 286. U.S.Department of Agriculture, Agricultural Research

154

Service. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1965.

Graham, R. P., and L. H. Cragg, The Essentials ofChemistry. New York, N.Y. 10017: Holt, Rein-hart and Winston, 1960.

Grain and Feed Dealers National Association,Arbitration Rules of the Grain and Feed DealersNational Association. Current edition. Washing-ton, D.C. 20005 : The Association.

, The Case of the Semi-Loaded Semis, a CaseHistory of a Recent Grain Swindle. Washington,D.C. 20005 : The Association (no date).

, "Guideposts for Successful Retail Adver-tising," Feed and Feeding Digest. XVI, Septem-ber 16, 1964. Washington, D.C. 20005 : TheAssociation.

, Trade Rules of the Grain and Feed DealersNational Association. Current edition. Washing-ton, D.C. 20005 : The Association.

Graves, Albert H., Loading Box Cars in HardWinter Wheat Area. U.S. Department of Agricul-ture, Agricultural Research Service, in cooperationwith Kansas State University. Washington, D.C.20402 : Superintendent of Documents, U.S. Gov-ernment Printing Office, 1964.

Graves, Albert H., and Gerald L. Kline, ReceivingGrain at Country Elevators. Bulletin 638. U.S.Department of Agriculture, Agricultural Market-ing Service, in cooperation with Kansas StateUniversity. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1964.

Greif, Edwin Charles, Modern Salesmanship. Engle-wood Cliffs, N.J. 07631: Prentice-Hall, Inc., 1958.

Haas, Kenneth B., and Enos C. Perry, Sales Horizons.Englewood Cliffs, N.J. 07631: Prentice-Hall, Inc.,1958.

Haber, William, Louis A. Ferman, and James R.Hudson, The Impact of Technological Change.Kalamazoo, Mich. 49001: The Upjohn Institute,1963.

Haldeman, Robert C., and others, Grain Transporta-tion in the North Central Region, an EconomicAnalysis. Research Report 490. U.S. Departmentof Agriculture, Agricultural Marketing Service.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1961.

Hall, Carl W., Processing Equipment for Agricul-tural Products. Ann Arbor, Mich. 48103:Edwards Brothers, 1963.

Hall, Thomas E., New Country Elevators; Influenceof Size and Volume on 0 pirating Costs. Circular10. U.S. Department of Agriculture, FarmerCooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1955.

Hangas, Arno J., Mobile Feed Milling by Coopera-tives in Michigan and Wisconsin. General Report63. U.S. Department of Agriculture, FarmerCooperative Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1959.

Hanna, Lester, Handbook of Agricultural Chemicals.Second edition. Forest Grove, Oreg. 97116:Lester Hanna, 1958.

Harold, Laverne C., New Drug and Certifiable Anti-biotic Regulations. Paper presented at the FDAWorkshop for Medicated Feed Mixers, June 30,1965. Washington, D.C. 20204: U.S. Departmentof Health, Education, and Welfare; Food andDrug Administration, 1965 (mimeographed) .

Harrington, G., Pig Carcass Evaluation. TechnicalCommunication No. 12, Commonwealth Bureauof Animal Breeding and Genetics. Edinburgh,Bucks, England : Commonwealth AgriculturalBureau, 1958.

Hart, Harold, and Robert Schuetz, A Short Coursein Organic Chemistry. Revised edition. Editedby Harmon T. Briscoe. New York, N.Y. 10036:Houghton Mifflin Company, 1966.

Hartsell, H. C., and W. L. Veenendaal, OverheadProjection. First edition. East Aurora, N.Y.14052: H. Stewart, 1960.

Heckendorn, William, ane John I. Sutherland (eds.),Report of the Nineteenth Hybrid Corn Industry-Research Conference. Washington, D.C. 20005:American Seed Trade Association, 1964.

Heid, Walter G., Changing Grain Market Channels.Publication 39. U.S. Department of Agriculture,Market Economics Division. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1961.

Heid, 'Kilter G., Jr., Grain MarketingA GeneralDescription. Prepared for presentation at Lincoln,Neb., June 1965. Washington, D.C. 20250: U.S.

Department of Agriculture, Economic ResearchService, Marketing Economics Division.

Herder, Richard J., Farmers' Preferences for For-mula Feeds. Agricultural Economics Report No.90, Kansas State University, Agricultural Experi-ment Station. Manhattan, Kans. 66502: TheUniversity, 1960.

, Feed Grain Bank Operations in Kansas.Bulletin 432. Manhattan, Kans. 66502: KansasState University, 1961.

Herold, Don, ATA Advertising Production Hand-book. Current edition. New York, N.Y. 10001:Advertising Typographers Association of America,Inc.

Heuser, G. F., Feeding Poultry. Second edition.New York, N.Y. 10016: John Wiley and Sons,Inc., 1963.

Hieronymus, T. A., Hedging for Country Elevators.AE 4076, University of Illinois, Department ofAgricultural Economics. Urbana, Ill., 61801:The University (no date) .

, Uses of Grain Futures Markets in the FarmBusiness. Bulletin 696, University of Illinois, Agri-cultural Experiment Station. Urbana, Ill., 61801:The University (no date) .

Highsmith, Richard M., and J. Granville Jensen,Geography of Commodity Production. Secondedition. New York, N.Y. 19105: J. B. LippincottCompany, 1963.

Hignett, Travis P., Bulk Blending of Fertilizers:Practices and Problems. Proceedings No. 87.London, England: The Fertiliser Society, 1965.

Hodges, Earl F., Livestock-Feed Relationships, 19091963. Publication No. 337. U.S. Department ofAgriculture, Economic Research Service. Wash-ington, D.C. 20402: Superintendent of Docu-ments, U.S. Government Printing Office, 1963.

Hoeting, Alan L., Packaging, Labeling and RelatedSubjects. Talk presented at the FDA Workshopfor Medicated Feed Mixers, June 30, 1965.Washington, D.C. 20204: U.S. Department ofHealth, Education, and Welfare; Food and DrugAdministration.

155

, The Premarketing Clearance Concept. Talkpresented at the FDA Workshop for MedicatedFeed Mixers, June 30, 1965. Washington, D.C.20204: U.S. Department of Health, Education,and Welfare; Food and Drug Administration.

Hoffman, William G., Public Speaking for BusinessMen. Third edition. New York, N.Y. 10036:McGraw-Hill Book Company, 1949.

Hotchkiss, George Burton, An Outline of Advertis-ing. New York, N.Y. 10011: The MacmillanCompany, 1940.

Houghteling, James, The Legal Environment ofBusiness. New York, N.Y. 10017 : Harcourt-BraceCompany, 1963.

Hughes, Th.: ald D., and Edwin H. Henson, CropProduction. Revised by Harold D. Hughes, Dar-rell S. Metcalfe, and Iver J. Johnson. New York,N.Y. 10011: The Macmillan Book Company,1964.

Hughes, Harold D., and Edwin H. Henson, CropMetcalfe, Forages. Second edition. Ames, Iowa50012: Iowa State University Press, 1963.

Hunt, Pearson, Charles M. Williams, and GordonWilliamson, Basic Business Finance, Text andCases. Revised edition. Homewood, Ill. 60430:R. D. Irwin Company, Inc., 1961.

Hunter, John H., Cost of Operating Exempt ForHire Motor Carriers of Agricultural Commodities.Publication 109. U.S. Department of Agricultme,Economic Research Service. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1963.

, The Role of Truck Brokers in the Move-ment of Exempt Agricultural Commodities. ERS525. U.S. Department .of Agriculture, EconomicResearch Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1962.

Hutton, Robert F., Gordon A. King, and Robert V.Boucher, A Least Cost Broiler Feed Formula.Production Research Report 20. U.S. Departmentof Agriculture, Agricultural Research Service, incooperation with Pennsylvania AgriculturalExperiment Station. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting OffiCe, 1958.

International Crop Improvement Association(Seed) , Minimum Seed Certification Standards.Publication 20. Clemson, S.C. 29631: The Asso-ciation, 1963.

Iowa State University Press, Midwest Farm Hand-book. Current edition. Ames, Iowa 50010: TheUniversity Press.

Ivey, Paul Wesley, and Walter Horvath, SuccessfulSalesmanship. Fourth edition. Revised by Way-land A. Tonning. Englewood Cliffs, N.J. 07632:Prentice-Hall, Inc., 1961.

Jacoby, Neil Herman, Financing Inventory on FieldWarehouse Receipts. New York, N.Y. 10016:National Bureau of Economic Research, 1944.

Johnson, Robert Willard, Financial Management.Second edition. Boston, Mass. 02111: Allyn-BaconCompany, 1962.

Johnston, Edward, Writing, Illuminating and Let-tering. Second edition. London, England: J.Hogg, 1908.

Johnston, Robert, Laboratory Manual for Biochem-istry. Minneapolis, Minn. 55115: Burgess Pub-lishing Company, 1958.

Jones, D. 13., and others, The Effect of Storage ofGrains on Their Nutritive Value. Seventh Reportof the Committee on Animal Nutrition. Wash-ington, D.C. 20037: National Research Council(no date).

Juergenson, Elwood M., Approved Practices in BeefCattle Production. Third edition. Danville, Ill.61834: The Interstate Printers and Publishers,1946.

Juillerat, Monte E., and Paul L. Farris, SoybeanPricing and Grading at Indiana Country Elevatorsand Processing Plants. Bulletin 700. Lafayette,Ind. 47907: Purdue University, 1960.

Kansas State University, Grain and Cereal ProductsSanitation Conference Report. January 26-28,1966. Manhattan, Kans. 66502 : The University.

, Planning Feed Handling Systems. Bulletin332. Manhattan, Kans. 66502: The University,1948.

, Truck Transportation of Kansas Grain.Agricultural Economics Report 97. Manhattan,Kans. 66502: The University, 1961.

, Department of Flour, Feed and MillingIndustries. Conference on Stored Grain Insectsand Their Control. Manhattan, Kans. 66502:The University, 1961 (Mimeographed).

Kays, John M., Basic Animal Husbandry. Engle-wood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1958.

Kelley, Pearce C., and Kenneth Lawyer, How ToOrganize and 0 perate a Small Business. Thirdedition. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1961.

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Kemp, Jerrold, Planning and Producing Audio-Visual Materials. San Francisco. Calif. 94105:Chandler Publishing Company, 1963.

Kepner, Charles, The Rational Manager. New York,N.Y. 10036: McGraw-Hill Book Company, 1965.

Kings lover, Charles, Backgrounds and ArtificialLighting for Standardized Grain Inspection. U.S.Department of Agriculture, Agricultural Market-ing Service. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1963.

Kirkpatrick, C. A., Salesmanship. Cincinnati, Ohio45227: South Western Publishing Company, 1966.

Kline, G. L., and H. H. Converse, Operating GrainAeration Systems in Hard Winter Wheat Area.Publication 480. U.S. Department of Agriculture,Agricultural Marketing Service. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1961.

Klingebiel, A. A., and P. H. Montgomery, LandCapability Classification. Agricultural Handbook210. U.S. Department of Agriculture, Soil Con-servation Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1961.

Knuti, Leo L., Milton Korpi, and J. C. Hide, Profit-able Soil Management. Englewood Cliffs, N.J.07632: Prentice-Hall, Inc., 1962.

Koh Is, Richard L., Marketing of Agricultural Prod-ucts. New York, N.Y. 10011: The MacmillanCompany, 1961.

Kuesel, Harry, How To Sell Against Tough Com-petition. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1956.

Laird, Donald A., and Eleanor C. Laird, PracticalBusiness Psychology. Third edition. New York,N.Y. 10036: McGraw-Hill Book Company, 1961.

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1957.

Larson, Adlowe L., Agricultural Marketing. Engle-wood Cliffs, N. J. 07632: Prentice-Hall, Inc., 1957.

Larzelere, Henry, Current Styles and Shapes in EggContracting. Report No. 39. Michigan StateUniversity, Cooperative Extension Service. EastLansing, Mich. 48823: The University, 1966.

li7

Lasser, J. K., How To Run a Small Business. Thirdedition. New York, N.Y. 10036: McGraw-HillBook Company, 1963.

Leavy, Morton, Law for the Small Business Man.Dobbs Ferry, N.Y. 10522: Oceana Publications,1952.

Lee, Harold D., FDA's Inspection and RegulatoryProgram. Talk presented at the FDA Workshopfor Medicated Feed Mixers, June 30, 1965.

Washington, D.C. 20204: U.S. Department ofHealth, Education, and Welfare; Food mid DrugAdministration.

Leonard, Warren H., and John Martin, CerealCrops. New York, N.Y. 10011: The MacmillanCompany, 1963.

Lewis, J. Norman, and R. Duffy Lewis, What EveryRetailer Should Know About the Law. New Yurk,N.Y. 10003: Fairchild Publications, Inc., 1951.

Lewis, Ronello, Accounting Reports for Manage-ment. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1957.

, Financial Analysis for Management. Engle-wood Cliffs, N.J. 07632 : Prentice-Hall, Inc., 1959.

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Logan, William B., Training Retail Salespeople.Small Business Bibliography No. 23. U.S. SmallBusiness Administration. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1963.

Longyear, William, Type Specimens for Layout,Printing and Lettering. New York, N.Y. 10036:Watson-Guptill Publishers, 1940.

Lutz, R. R., Graphic Presentation Simplified. NewYork, N.Y. 10017: Funk and Wagnalls, 1949.

Lyman, Robert A, Basic Economic Principles. NewYork, N.Y. 10036: McGraw-Hill Book Company,1965.

Mabon, Elwood Jackson, Competencies in Agricul-ture Needed by Males Employed in CountryElevator Grain Marketing. Iowa State University,Department of Education. Ames, Iowa 50012:The University, 1964.

Mackie, Arthur B., Foreign Economic Growth andMarket Potentials for U.S. Agricultural Products.FAER 24. U.S. Department of Agriculture,Economic Research Service. Washington, D.C.

20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1965.

Mahadaven, P., Dairy Cattle Breeding in theTropics. Technical Communication No. 11, Com-monwealth Bureau of Animal Breeding and Gene-tics. Bucks, England: Commonwealth Agricul-tural Bureau, 1958.

Malehman, Lawrence, and Albert Slavin, Fnunda-tions of Accounting for Managerial Control.Philadelphia, Pa. 19106: Chilton Company, 1961.

Ma Bette, M. Frank, Paul M. Althouse, and Carl 0.Clagett, Bio-Chemistry of Plants and Animals.New York, N.Y. 10016: John Wiley and Sons,Inc., 1960.

Manuel, Milton L., Improving Management ofFarmer Cooperatives. General Report 120. U.S.Department of Agriculture. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1961.

Manufacturing Chemists Association, AgriculturalChemicals: What They Are, How They Are Used.Washington, D.C. 20009: The Association, 1963.

Markham, Jesse, The Fertilizer Industry, a Study ofan Imperfect Market. Nashville, Tenn. 37203:Vanderbilt University Press, 1958.

Marsden, Stanley J., and J. Holmes Martin, TurkeyManagement. Sixth edition. Danville, Ill. 61832:The Interstate Printers and Publishers, 1955.

Mason, I. L., World Dictionary of Breeds, Types,and Varieties of Livestock. Technical Communi-cation No. 8. Commonwealth Bureau of AnimalBreeding and Genetics. Bucks, England. Com-monwealth Agricultural Bureau, 1951.

Mason, Ralph E., and Peter G. Haines, CooperativeOccupational Education and Work Experience inthe Curriculum. Danville, Ill. 61832: The Inter-state Printers and Publishers, 1965.

Mather, J. Warren, Handbook on Major RegionalCooperatives Handling Supplies. U.S. Depart-ment of Agriculture, Farmer Cooperative Service.Washington, D.C. 20402: Superintendent ofrcuments, U.S. Governm.rnt Printing Office,1965.

Mattison, Donald E., "A Successful Tight CreditPolicy," Feed and Feeding Digest. XVI, Novem-ber 4, 1964. Washington, D.C. 20005: Grain andFeed Dealers National Association.

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Maurello, S. Ralph, How To Do Pasteups andMechanicals: The Preparation of Art for Repro-duction. New York, N.Y. 10003: Tudor Publish-ing Company, 1960.

Maynard, Leonard, and John K. Loosli, AnimalNutrition. Fifth edition. New York, N.Y. 10036:McGraw-Hill Book Company, 1962.

McFarland, Bill V., Federal-State Relations. Talkpresented at the Workshop for Medicated FeedMixers, June 30, 1965. Washington, D.C. 20204:U.S. Department of Health, Education, and Wel-fare; Food and Drug Administration (mimeo-graphed).

McHenry, Silas L., "Answers to Questions MostAsked About FDA Regulations." Reprinted fromthe Federal Register, August 14, 1964. U.S.Department of Health, Education, and Welfare;Food and Drug Administration. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1964.

McKinney, John, The Sheep Book. New York,N.Y. 10016: John Wiley and Sons, Inc. 1959.

McVicker, Malcolm, G. L. Bridger, and Lewis B.Nelson, Fertilizer Technology and Usage. Madi7son, Wisc. 53711: Soil Science Society of America,1963.

Merck and Company, Inc., Microingredients inFeeds, a Mixing'Manual. Current edition. Rah-way, N.J. 07066: The Company.

Metz, Samuel A. (ed.), The Chemistry and Tech-nology of Cereals as Foods and Feeds. Westport,Conn. 06881: A. V. I. Publishing Company, Inc.,1959.

Meyer, Bernard S., Donald B. Anderson, and RichardH. Bohning, Introduction to Plant Physiology.New York, N.Y. 10018: D. Van Nostrand Com-pany, 1960.

Meystre, Frederic J., Master Guide to Top DrawerSelling. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1962.

Michigan Millers Mutual Insurance Company, FirePrevention in Grain Plants. Lansing, Mich.48901: TI,e Company (no date) (mimeographed) .

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1961.

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Schmidt-Neilsen, Knut, Animal Physiology. Editedby William D. McElroy and Carl P. Swanson,Second edition. Englewood Cliffs, N.J. 07632:Prentice-Hall, Inc., 1961.

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162

Seiden, Rudolph, The Handbook of Feed Stuffs:Production, Formulation, Medication. In associa-tion with W. H. Pfander. New York, N.Y. 10003cSpringer Publishing Company, 1957.

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Shaw, Lawrence, and Donald D. Durost, The Effectof Weather and Technology on Corn Yields in theCorn Belt, 1929-1962. Report No. 80. U.S.Department of Agriculture, Economic ResearchService. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1965.

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Shepherd, Geoffrey S., Allen B. Richards, and JohnT. Wilkin, Some Effects of Federal Grain StoragePrograms on Grain Storage Capacity, Grain Stocksand Country Elevator Operations. PurdueResearch Bulletin 697, North Central RegionalPublication 114. Lafayette, Ind. 47907: PurdueUniversity, 1960.

Sheppard, C. C., and others, Egg Production Con-tracts. Farm Science Series Bulletin 475. Mich-igan State University, Cooperative ExtensionService. East Lansing, Micn. 48823: The Univer-sity, 1964.

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Smith, Frank J., Jr., and James G. Gresham, Budget-ing for the Farm Supply Business. Special Report18. University of Minnesota, Agricultural Exten-

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Snowden, Obied, and Alvin Donahoo, ProfitableAgricultural Marketing. Englewood Cliffs, N.J.07632: Prentice-Hall, Inc., 1960.

Society of Chemical Industry, Fungicides in Agri-culture and Horticulture. Lond on, England: TheSociety, 1961.

Sogn, Arthur, Grain Merchandising at the CountryElevator. South Dakota State University, Eco-nomics Department. Brookings, S.D. 57006: TheUniversity, 1964 (mimeographed) .

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Sorenson, Vernon (ed.), Agriculture Market Anal-ysis. Michigan State University, Bureau of Busi-ness and Economic Research. East Lansing, Mich.48823: The University, 1964.

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Spiher, Alan T., Food Additive Regulations. Talkpresented at the Workshop for Medicated Feed

163

Mixers, June 30, 1965. Washington, D.C. 20204:U.S. Department of Health, Education, and Wel-fare; Food and Drug Administration.

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Springer Publishing Company, Poultryman's Man-ual: Flock Management and Chicken Diseases.New York, N.Y. 10010: The Company, 1957.

Stafford, Joseph, Leland Ott, and James C. Snyder,Managerial Aspects of Least Cost Feed Formula-tion with Linear Programming. Market ResearchService Report 729. U.S. Department of Agricul-ture. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1965.

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Steffen, E. F., Labor Rules and Regulations. Paperpresented at the Retail Division Managers' Con-ference, June 19, 1962, reprinted March, 1963.Lansing, Mich. 48824: Michigan State FarmBureau.

Stevens, Carl, and Robert Schoeff, Prevention ofFire and Dust Explosions in Feed Mills, FlourMills, and Grain Elevators. MF 121. KansasState University, Giain and Feed Milling Depart-ment. Manhattan, Kans. 66502: The University,1964.

Stewart, Marie, and others, Business English andCommunication. New York, N.Y. 10036: GreggPublishing Company, 1961.

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Tennessee Valley Authority, Change and Challenge.Muscle Shoals, Ala. 35660: National FertilizerDevelopment Center, 1964.

, Changes in Fertilizer Distribution and Mar-keting. Report of a Conference. Knoxville, Tenn.37902: The Authority, 1965.

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164

, New Developments in Fertilizer Technology.Fifth demonstration. Travis P. Hignett, director.Muscle Shoals, Ala. 35660: The Authority; 1964.

, Production of Liquid Suspension Fertilizersby Cold Mixing TVA Liquid Base Suspension12-40-0 With Urea-Ammonium Nitrate Solutionand Potash. Muscle Shoals, Ala. 35660: TheAuthority, 1965.

Thomas, R. Murray, and Sherwin G. Swarthout,Integrated Teaching Materials: How To Choose,Create and Use Them.- Revised. New York, N.Y.10017 : McKay Publishing Company, 1963.

Thompson, William H., Transportation of PoultryFeed Ingredients from the North Central States.North Central Regional Publication 109, SouthDakota Bulletin 485. Brookings, S.D. 57006:South Dakota State University, 1960.

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Thomsen, Frederick L., and Richard Jay Foote,Agricultural Prices. Second edition. New York,N.Y. 10036: McGraw-Hill Book Company, 1952.

Thomson, William, Agricultural Chemicals. Books-1 and 2. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1965.

Titus, Harry, The Scientific Feeding of Chickens.Third edition. Danville, Ill. 61832: The Inter-state Printers and Publishers, 1955.

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U.S. Department of Agriculture, Agricultural Mar-keting. Yearbook of the U.S. Dept. of Agriculture.Washington, D.C. 20402: Superintendent of

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, Cattle Lice: How To Control Them.Leaflet 456. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1965.

, Contract Farming and Vertical Integrationin Agriculture. Agricultural Information Bulletin198. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1958.

, Major Statistical Series of the U.S. Depart-ment of Agriculture. Agriculture Handbook No.118. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1957.

, Power To Produce. Yearbook of the U.S.Dept. of Agriculture. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1960.

Seeds. Yearbook of the U.S. Dept. of Agri-culture. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1961.

, Statistical Reporting Service of the U.S.Department of Agriculture: Scope, Methods.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1964.

, Stored Grain Pests. Farmers Bulletin 1260.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1962.

, Suggested Guide for the Use of insecticidesTo Control Insects Affecting Crops, Livestock andHousehold Pets. Handbook 290. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1965.

, Agricultural Marketing Service, Grain Grad-ing Primer. Miscellaneous Publication 740. GrainDivision. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1957.

, Method and Equipment for BalkTreatment of Grain Against Insects. Bulletin 20.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1962.

15

, Agricultural Research Center. State Nox-ious Weed Seed Requirements Recognized inAdministration of Federal Seed Act. Washington,D.C. 20402 : Superintendent of Documents, U.S.Government Printing Office, 1965.

, Agricultural Research Service, Effect ofSoils and Fertilizers on Nutritional Quality ofPlants. Publication 299. In cooperation withCornell University. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1965.

, Commodity Credit Corporation. UniformGrain Storage Agreement. Current edition.Washington, D.C. 20402. 2.r.perintendent ofDocuments, U.S. Goverment Printing Office.

, Consumer and Marketing Service. Agricul-tural Marketing Act of 1946, As Amended, andthe "Part 68" Regulations thereunder (asamended) . SRA-CMS-182. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1963.

, Official Grain Standards of theUnited States. SRA4CMS-177. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1964.

, United States Grain Standards Act,As Amended, and the Regulations thereunder(as amended) . SRA-CMS-148. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1965.

, Economic Research Service. Changes inAgriculture in Twenty-Six Developing Nations,1948-1963. Report No. 27. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1965.

, Cost of Storing and Handling Grainin Commercial Elevators, 1964-1965. ERS 288.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1966.

-, Market Economics Division, Changing ship-ping Patterns on the St. Lawrence Seaway withEmphasis on U.S. Grain Exports. Report No. 621.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1963.

U.S. Department of Commerce, Bureau of theCensus. United States Census of Agriculture;Farms, Fatm Characteristics, Farm Products.

Current edition. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Print-ing Office.

, Business and Defense Services Administra-tion. Facts for Marketers. (Booklets in seriescovering New England, Middle Atlantic, EastNorth Central, East South Central, Pacific, WestSouth Central, South Atlantic, West North Cen-tral, and Mountain) . Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1966.

Measuring Markets. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1966.

, Commercial Intelligence Division. Sourcesof Information on American Firms for Inter-national Buyers. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Print-ing Office, 1965.

U.S. Department of Health, Education, and Wel-fare; Food and Drug Administration, "AntibioticDrugs:" Reprinted from the Federal Register,30FR 6071, Part 144. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1965.

, , Cream and ButterHow To MeetRequirements of the Food, Drug, and CosmeticAct. Leaflet 9. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Print-ing Office, 1959.

"Drugs: Current Good Manufac-turing Practice in Manufacture, Processing, Pack-ing or Holding," Federal Food, Drug, and Cos-metic Act, Part 133, Title 21. Code of FederalRegulations. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1963.

, , Facts for Consumers; PesticideResidues. Publication 18. Washington, D.C.20402: Superintendent of Documents, U.S. Gov-ernment Printing Office, 1964.

, , Federal Food, Drug, and CosmeticAct: General Regulations for Its Enforcement,Title 21, Part 1. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Print-ing Office, 1964.

, , "Food Additive Regulations," Codeof Federal Regulations, Title 21, Part 121. Wash-ington, D.C. 20402: Superintendent of Docu-

166

ments, U.S. Government Printing Office, 1965.FDA Directory. Publication No:

28. Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1965.

FDA Industry Information Mate-rials. Leaflet 26. Washington, D.C. 20402:Superintendent of Documents, U.S. Governmenthinting Office, 1964.

FDA Pesticide Activities. Washing-ton, D.C. 20402: Superintendent of Documents,U.S. Government Printing Office, 1965 (multi-lith) .

, , FDA's Pesticide Residue Program.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1966 (multilith) .

FDA, What It Is and Does. Publi-cation 1. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1965, revised.

, ; General Principles of Food Sanita-tion. Publication 16. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1964, reprinted.

, , Handling of Food Grains. Publica-tion 29, Grain Sanitation Program. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1965.

Keep Residues of Drugs and Pesti-cides Out of Milk. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1960.

, Livestock Men, Farmers, Feedlot,

Operators: When You Use Medicated Feeds,Follow Pre-Slaughter Withdrawal Rules. Publi-cation 22. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1964.

, , "Medicated Feed Current GoodManufacturing Practice Regulations," Code ofFederal Regulations, Title 21, Parts 133 and 121.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1965.

, , A Message for Food Warehousemen.Publication 25. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Print-ing Office, 1964.

, A Message for Food Warehousemen,Poultry Men, Poultry and Egg Producers: WhenYou Use Medicated Feeds, Follow Pre-SlaughterWithdrawal Rules. Publication 23. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1964.

, -, Petroleum Products and the Law.Publication 17. Washington, D.C. 20402: Super-intendent of Documents, U.S. Government Print-ing Office, 1965.

Poultrymen, Poultry and Egg Pro-ducers: When You Use Medicated Feeds, FollowPre-Slaughter Withdrawal Rules, Keep DrugResidues Out of Poultry, Meat and Eggs. Publi-cation 23. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1964.

, Requirements of the United StatesFood, Drug and Cosmetic Act. Revised. Publi-cation 2. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1964.

, Treatment of Food Seeds. Publi-cation 31. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1965.

, The Veterinarian and FDA. Pub-lication 24. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1964.

, Office of Education. Chemical Technology,a Suggested Two-Year Post-High School Cur-riculum. Technical Education Program SeriesNo. 5, 0E-80031. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1964.

, Scientific and Technical SocietiesPertinent to the Education of Technicians. Tech-nical Education Program Series No. 7, 0E-80037.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1965.

U.S. Department of Labor. Manpower Report ofthe President and a Report on Manpower Require-ments, Resources, Utilization, and Training b ythe United States Department of Labor. March1965. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Printing Office,1965.

167

, Prepare Yourself for Job Interviews. Wash-ington, D.C. 20402: Superintendent of Docu-ments, U.S. Government Printing Office, 1965.

United States Government Correspondence Manual.Federal Stock No. 7610-754-2588. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1960.

United States Government Correspondence Manual,Part I, Preparation of Correspondence. FederalStock No. 7610-753-488 (Part I Only) . Wash-ington, D.C. 20402: Superintendent of Docu-ments, U.S. Government Printing Office, 1960.

United States Government Correspondence Manual,Part II, Style Practices. Federal Stock No. 7610-753-4889. Washington, D.C. 20402: Superin-tendent of Documents, U.S. Government PrintingOffice, 1960.

United States Government Correspondence Manual,Part III, Preparation of Special Documents. Fed-eral Stock No. 7610-753-4890. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1960.

U.S. Small Business Administration. "Managing toSell," Topic 3, Administrative ManagementCourse Program. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1964.

,"Records and Credit in Profitable Manage-ment," Topic 2, Administrative ManagementCourse Program. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1964.

, Small Business Administration Publications,Free. Washington, D.C. 20402: Superintendentof Documents, U.S. Government Prirt ing Office,1965.

, Small Business Administration Publicationsfor Sale. SBA 1156. WasEngton, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1965.

, "Success and Failure Factors in Small Busi-ness," Topic 1, Administrative ManagementCourse Program. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1964.

University of Arizona, Agricultural ExperimentStation, Policy for United States AgriculturalExport Surplus Disposal. Technical Bulletin 150.Tucson, Ariz. 85721: The University, 1962.

University of Illinois, Agricultural Experiment Sta-tion, Elevator Charges for Drying, Storing, andMerchandising Corn. Urbana, Ill. 61803 : TheUniveisity, 1966.

University of Louisiana, Agricultural ExperimentStation, The Local Grain Elevator Business inLouisiana, a Study of Characteristics and Prob-lems. Baton Rouge, La. 70803: The University,1963.

University of Maryland, Agricultural ExperimentStation, Changing Structure and Performance ofthe Northeast Grain Marketing Industry. Mis-cellaneous Publication 545. College Park, Md.20740: The University, 1965.

Van Horn, H. H., Rations for Dairy Cows andHeifers. Pamploet 318. Ames, Iowa 50012: IowaState University, 1965.

Van Riper, Guernsey, Words at Work in Adver-tising. Indianapolis, Ind. Caldwell, Larkin andSidener-Van Riper, Inc., 1956.

Vosloh, Carl J., Ingredient Handling by Feed Man-facturers: Capital and Labor Requirements.Market Research Service Report 727. U.S.Department of Agriculture, Economic ResearchService. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1965.

, Labor and Capital for Mixing FormulaFeeds. U.S. Department of Agriculture, EconomicResearch Service. Washington, D.C. 20402:Superintendent of Documents, U.S. GovernmentPrinting Office, 1962.

, Processing Feed Ingredients: Costs, Laborand Capital Requirements. RepOit No. 731. U.S.Department of Agriculture, Economic ResearchService. Washington, D.C. 20402: Superintend-ent of Documents, U.S. Government PrintingOffice, 1965.

Waite, Warren C., and Harry C. Trelogan, Agricul-ture Market Prices. Second edition. New York,N.Y. 10016: John Wiley and Sons, Inc., 1951.

Walsh, L. M., and others, Corn from Bag to Bin.Circular 605, revised. University of Wisconsin,Agricultural Experiment Station. Madison, Wis.53706: The University, 1964.

Walters; S. George, Max D. Snider, and Morris L.Sweet, Readings in Marketing. Cincinnati, Ohio45227: South Western Publishing Company,1962.

Walton, E.V., and 0. M. Holt, Profitable SouthernCrops. Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc., 1959.

Warriner, J. E., and Francis Griffith, English Gram-mar and Composition: A Complete Handbook.New York, N.Y. 10017: Harcourt-Brace andCompany, 1957.

Waugh, Frederick, Readings on Agricultural Mar-keting. Ames, Iowa 50012: Iowa State Univer-sity Press, 1954.

Weaver, Andrew Thomas, and Ordean G. Ness,An Introduction to Public Speaking. New York,N.Y. 10003: The Odessey Press, Inc., 1961.

Weissman, Jacob. Law in a Business Society.Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc.,1964.

Welch, Harry, and Felix Marti-Ibanez (eds.),Symposium on Medicated Feeds. New York,N.Y. Medical Encyclopedia, 1956.

Welch, Ralph, Grain Commission Firms in the PTO.-duction Area. Minneapolis, Minn. 55415: Min-neapolis Grain Exchange, 1958, (mimeographed).

Wheat Flour Institute, From Wheat to Flour, TheStory of Man . . . In a Grain of Wheat. Chicago,Ill. 60604: The Institute, 1965.

White, Emil, Chemical Background for the Biolog-ical Sciences. Englewood Cliffs, N.J. 07632:Prentice-Hall, Inc., 1964.

Whitehair, Norman, V., E. A. Cleavinger, and JamesR. Enix, Soybean Kernel Damage. University ofMinnesota, Agricultural Extension Service. Min-neapolis, Minn. 55455: The University (no date).

Whitehair, Norman V., and James R. En;x, OatKernel Damage. University of Minnesota, Agri-cultural Extension Service. Minneapolis, Minn.55455 : The University (no date).

Whitehair, Norman V., R. A. Bohannon, and JamesR. Eni::, Corn Kernel Damage. University ofMinnesota, Agricultural Extension Service. Min-neapolis, Minn. 55455: The University (nodate) .

Whiting, Percy H., The Five Great Problems ofSalesmen and How To Solve Them. New York,N.Y. 10036: McGraw-Hill Book Company, 1964.

, The Five Great Rules of Selling. New York,N.Y. 10036: McGraw-Hill Book Company, 1947.

Whitney, W. K., S. 0. Nelson, and H. H. Walkden,Effects of High-Frequency Electric Fields in Cer-

168

tan Species of Stored Grain Insects. ResearchReport 455. U.S. Department of Agriculture,Agricultural Marketing Service. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1961.

Whyte, R. 0., Crop Production and Environment.Second edition. London, England: Faber andFaber, 1960.

Wilcox, Robert A., Caution in Using Feed Additivesfor Laying Birds. MF 148. Kansas State Univer-sity, Cooperative Extension Service. Manhattan,Kans. 66502: The University, 1966.

, Caution in Using Feed Additives for Swine.MF 153. Kansas State University, CooperativeExtension Service. Manhattan, Kans. 66502: TheUniversity, 1965.

, Good Manufacturing Practices in MixingFeeds. MF 161. Kansas State University, Co-operative Extension Service. Manhattan, Kans.66502: The University, 1966.

Wilcox, Walter W., and Willard Cochrane, Eco-nomics of American Agriculture. Second edition.Englewood Cliffs, N.J. 07632: Prentice-Hall, Inc.,1960.

Wilkie, Robert T., Distillers Grain Manual. Louis-ville, Ky. 40216: J. E. Seagram and Sons, Inc.,1942.

Wilsie, Carroll P., Crop Adaptation and Distribution.San Francisco, Calif. 94101: W. H. FreemanCompany, 1962.

Wilson, Harold, Grain Crops. New York, N.Y.10036: McGraw-Hill Book Company, 1963.

Wilson, Robert A., and Frank J. Smith, Jr., Manag-ing the Farm Supply Business; Ten Areas.Special Report 16. University of Minnesota,Agricultural Extension Service. Minneapolis,Minn. 55455: The University, 1965.

Winburne, John Newton ( ed.) , A Dictionary ofAgricultural and Allied Terminology. East Lans-ing, Mich. 48824: Michigan State UniversityPress, 1962.

Wingate, John W., and Elmer 0. Schaller, Tech-niques of Retail Merchandising. Englewood Cliffs,N.J. 07632: Prentice-Hall, Inc., 1964.

Wingate, John W., and Carroll A. Nolan, Funda-mentals of Selling. Eighth edition. Cincinnati,Ohio 45227: South Western Publishing Company,1961.

169

Wixon, Rufus (ed.) , Accountant's Handbook:Fourth edition. New York, N.Y. 10010: TheRonald Press Company, 1961.

Woodford, E. K., and S. A. Evans (eds.), WeedControl Handbook. Fourth edition. Oxford,England: Blackwell Scientific Publications, 1963.

Working, Holbrook, Price Effects of Futures Trading.Food Research Institute Studies, Volume I, No. 1.Stanford, Calif. 94305: Stanford University Press,1960.

, Speculation on Hedging Markets. FoodResearch Institute Studies, Volume I, No. 2. Stan-Ford, Calif. 91305: Stanford University Press,1960.

Worthen, Edmund, and Samuel Aldrich, Farm Soils,Their Fertilization and Management. Fifth edi-tion. New York, N.Y. 10016: John Wiley andSons, Inc., 1956.

Wright, Bruce H., Changes in Transportation Usedby Country Elevators in North Central Region,1958-63. Market Research Report No. 724.U.S. Department of Agriculture. Washington,D.C. 20402: Superintendent of Documents, U.S.Government Printing Office, 1965.

, Transportation and the Grain Industries.Paper presented at the Symposium on Structure,Conduct and Pexformance of the Grain Marketsof the United States, University of Nebraska,June 1-3, 1965. Washington, D.C. 20250: U.S.Department of Agriculture, Economic ResearchService.

Wright, Waldo, Selling Your Ideas. Scranton, Pa.18515: International Correspondence Schools,1962.

Wyatt, John W., and Madie B. Wyatt, Business Law,Principles and Practices. New York, N.Y. 10036:McGraw-Hill Book Company, 1958.

Yager, Francis P., Cooperative Country Elevatorsin Montana. General Report 64. U.S. Depart-ment of Agriculture, Farmer Cooperative Service.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1959.

What influences Off-Farm Grain Sales inMissouri. General Report 91. U.S. Departmentof Agriculture, Farmer Cooperative Service.Washington, D.C. 20402: Superintendent ofDocuments, U.S. Government Printing Office,1961.

Yakowitz, Morris L., The Federal Food, Drug, andCosmetic Act and Regulations. Talk presentedat the FDA Workshop for Medicated Feed Mixers,June 30, 1965. Washington, D.C. 20204: U.S.Department of Health, Education, and Welfare;Food and Drug Administration, 1965.

Young, Frank Herman,Layout. New York,'fishers, 1946.

Young, L. E., and C. W.Englewood Cliffs, N.J.1958.

170

Techniques of AdvertisingN.Y. 10016: Crown Pub-

Porter. General Chemistry.07632: PrerAice-Hall, Inc.,

-

PeriodicalsAgricultural Chemicals. Industry Publications, Inc.,

L'ox 31, Caldwell, N.J. 07006.

Agricultural Engineering. American Society of Agri-cultural Engineers, 420 Main Street, St. Joseph,Mich. 49085.

Agricultaral Marketing. Agricultural MarketingService, U.S. Department of Agriculture, Wash-ington, D.C. 20250.

Agricultural Newsletter. E. I. Dupont de Nemoursand Company, Inc., Public Relations Department,Wilmington, Del. 19801.

The Agricultural Situation. Office of ManagementService, U.S. Department of Agriculture, Wash-ington, D.C. 20250.

Agronomy Journal. American Society of Agronomy,677 South Segoe Road, Madison, Wisc. 53711.

American Miller and Processor. National Provi-sioner, Inc., 15 West Huron Street, Chicago, Ill.60610.

Animal Nutrition and Health. Beeler PublishingCompany, 1714 Stockton Street, San Francisco,Calif. 94133.

Better Crops with Plant Food. American PotashInstitute, Inc., 1102-16th Street, N.W., Wash-ington, D.C. 20036.

Bio-Chemistry. American Chemical Society, 1155-16th Street, N.W., Washington, D.C. 20036.

Broiler Producer. John C. Brown, Editor, 180 NorthWabash Avenue, Chicago, Ill. 60601.

Business Management: Practical Solutions toAdministrative Problems. Management Maga-zines, Inc., 22 West Putnam Avenue, Greenwich,Conn. 06830.

Cargill Crop Bulletin. Cargill, Inc., Grain Exchange,Minneapolis, Minn. 55415.

Cereal Chemistry. American Association of CerealChemists, 1955 University Avenue, St. Paul, Minn.55104.

Cereal Science Today. American Association ofCereal Chemists, 1955 University Avenue, St.Paul, Minn. 55104.

Chemical Abstracts, Bio-Chemical Section. Amer-ican Chemical Society, 1155-16th Street, N.W.,Washington, D.C. 20036.

Chemurgic Digest. Council for Agricultural andChemurgic Research, 350 Fifth Avenue, NewYork, N.Y. 10001.

171

Commercial Fertilizer and Plant Food Industry.Walter C. Brown Publishing Company, Inc., 75Third Street, N.W., Atlanta, Ga. 30308.

Commercial Review. Commercial Review, Inc., 311Henry Building, Portland, Oreg. 97204.

Co-op Grain Quarterly. National Federation ofGrain Cooperatives, published by Co-op GrainQuarterly Publishing Company, 1667 North Snel-ling Avenue, St. Paul, Minn. 55108.

Crop Science. Crop Science Society of America,677 South Segoe Road, Madison, Wisc. 53711.

Crops and Soils. American Society of Agronomy,677 South Segoe Road, Madison, Wisc. 53711.

Crop Life. Miller Publishing Company, 2501 Way-zata Boulevard, Minneapolis, Minn. 55405.

Dairy Herd Management. Miller Publishing Com-pany, 2501 Wayzata Boulevard, Minneapolis,Minn. 55405.

Dairy Situation. U.S. Department of Agriculture,Economic Research Service, Washington, D.C.20250.

Demand and Price Situation. U.S. Department ofAgriculture, Economic Research Service, Wash-ington, D.C. 20250.

Display for Retailer and National Advertiser. Mal-lard Publishing Company, Ltd., 16 West CentralStreet, London, England; American representa-tive, Pan American (Publishers' Representative),380 Lexington Avenue, New York, N.Y. 10017.

Egg Producer. Ralston R. Hanna, Editor, 180 NorthWabash Avenue, Chicago, Ill. 60601.

Farm Chemicals. Meister Publishing Company,37841 Euclid Avenue, Willoughby, Ohio 44094.

The Farm Index. U.S. Department of Agriculture,Economic Restarch Service, Washington, D.C.20250.

Farm Store Merchandising. The Miller PublishingCompany, 2501 Wayzata Boulevard, Minneapolis,Minn. 55405.

Fats and Oils Situation. U.S. Department of Agri-culture, Economic Research Service, Washington,D.C. 20250.

The Feed Bag. Editorial Service Company, 1712West St. Paul Avenue, Milwaukee, Wisc. 53233.

The Feed Bag Red Book. Editorial Service Com-pany, 1712 West St. Paul Avenue, Milwaukee,Wisc. 53233.

bi

ti

Feed and Farm Supplier. Watt Fitiblishing Corn-ppni, Sandstone Building, Mt. Morris, Ill. 61054.

Feed/Grattl liiifitnent Times. Select Publications,Inc., 90d NottliStaf Center, Minntapolis, Minn.55402.

Feed Management. Garden State PtifOhlrig Com-pany, Garden State Building, Sea Isfe City, N.J.08243.

Feed Market News. U.S. Depaktment of Agricul-ture, Consumer and Marketing Service, Wash-ington, D.C. 20250.

Feed Situation. U.S. Department, of Agriculture,Economic Research Service, Washington, D.C.20250.

Feedlot. Miller Publishing Company, 2501 WayzataBoulevard, Minneapolis, Minn. 55405.

Feeds Illustrated. National Provisioner, 15 WestHuron.Street, Chicago, Ill. 60610.

Feedstuffs. Miller Publishing Company, 2501 Way-zata Boulevard, Minneapolis, Minn. 55405.

Feedstuffs Feed Additive Compendium. Miller Pub-lishing Company, 2501 Wayzata Boulevard, Min-neapolis, Minn. 55405.

Foreign Agriculture. U.S. Department of Agricul-ture, Economic Research Service, Washington,D.C. 20250.

Grain Age. Editorial Service Company, Inc., 152West Wisconsin Avenue, Milwaukee, Wisc. 53203.

Grain and' Feed Journals. Grain and Feed JournalsConsolidated, 1115 Board of Trade Building,Chicago, Ill. 60604.

Grain Market News. U.S. Department of Agricul-ture, Consumer and Marketing Service, Wash-ington, D.C. 20250.

Grain Terminals and Processing Plants. GrainElevator and Processing Superintendents Society,Board of Trade Building, Chicago, III. 60604.

Hog Farm Management. Miller Publishing Com-pany, 2501 Wayzata Boulevard, Minneapolis,Minn. 55405.

Home and Garden Supply. Miller Publishing Com-pany, 2501 Wayzata Boulevard, Minneapolis,Minn. 55405.

Journal of Animal Science. American Society ofAnimal Science. 39 Sheridan Avenue, Albany,N.Y. 12210.

1_72

Joilitial of the Association of Official AnalyticalChemists. Tho Association of Official AnalyticalChemists, 414 Water &rot= Baltimore, Md. 21202.

journal of Fartn kcationics. American Farm Eco-nomics Assodation, Menasha, Wise. 5495Z

Livesidck grid Meat üti(/tit U.S. Depoirrient ofAgriculture, Eroitomit Researth Service, Wash-ington, D.O, 20250.

Marketing aid TransPodativri Sitaation.Department of Agriculture, EconOmie ItotothService, Washington, D.C. 2020.5

Modern Miller and Baker News. Modern MillerCompany, 100 South Parkway, Prospect HeightsiIll. 60070.

Northwestein Miller. Miller Publishing tionipaily,2501 Wayzata Boulevard, Minneapolis, Minn.554Mi

Plant Food ReVieivf $AtiO01 Piatit Food Institute,1700 K &tot, N.W., Washington, tat 20006.

Poultry ritid kgg' 01.1#tiott. fJ.S. Departinent ofAgriculttfrei Econbrnic Research Service, Wash-ington, D.C. 20250.

Poultry and Livestock Comment. E. I. Dupont deNemours and Company, Inc., Industrial andChemical Department, Wilmington, Del. 19801.

Poultry and Livestock Mixed Feeds. U.S. Depart-ment of Commerce, Bureau of the Census, Wash-ington, D.C. 20203.

Rice Situation. U.S. Department of Agriculture,Economic Research Service, Washington, D.C.20250.

Seed Trade News. Seed Trade News, Inc., 222 WestAdams Street, Chicago, Ill. 60606.

Sced World. Seed World Publications, 327 SouthLaSalle Street, Chicago, Ill. 60604.

Soil Science. Soil Science Society of America, 677South Segoe Road, Madison, Wisc. 53711.

Southwestern Miller. Sosland Publishing Company,860 Board of Trade Building, 1005 WyandotteStreet, Kansas City, Mo. 64105.

Turkey Producer. Jack Long, Editor, 180 NorthWabash Avenue, Chicago, Ill. 60601.

Wheat Situation. U.S. Department of Agriculture,Economic Research Service, Washington, D.C.20250.

Wool Situation. U.S. Department of Agriculture,Economic Research Service, Washington, D.C.20250.

APPENDIX I

A SELECTED LIST OF SCIENTIFIC AND TECHNICAL SOCIETIES.TRADE ASSOCIATIONS. AND GRAIN EXCHANGES

Scientific and technical societies, trade associa-f tions, and grain exchanges provide a unique service

for instructors and students engaged in technicaleducation programs. Publications of these organ-izations provide much up-to-date material regard-ing the industry. Sometimes these appear as charts,sets of graphs, or overhead transparencies. Manyassociations produce motion pictures, sets of slides,and filmstrips which are used extensively by schools.Some associations publish one or more periodicalsto which schools may subscribe. These serve to pro-vide up-to-date information concerning the aspectsof the industry served by the association.

Associations and societies may also furnish re-source persons to speak to classes or to serve as hoststo groups of students on field trips.

Less conspicuous but nonetheless important helpof associations in the educational program is thesupport which the associations may give (1 ) inshowing evidence of need for a training program,(2) in helping to promote the program in appro-priate areas, (3) in enlisting the support of memberfirms for the program, (4) in providing stations foroccupational experience of students, and (5) inhelping with the placement of graduates.

Instructors and others desiring information fromthe following organizations may address inquiriesto the executive secretary of the organization.

AGRICULTURAL AMMONIA INSTITUTE,703 Dupont Building, Memphis, Tenn. 38103.

Founded in 1951 for producers and distributors ofanhydrous ammonia and for equipment manufac-turers.

-.Publication: Agricultural Ammonia News, bi-

monthly.

AMERICAN ASSOCIATION OF CEREALCHEMISTS, 1955 University Avenue, St. Paul,Minn. 55104.

A professional suciety founded in 1915 for chemistsand milling, baking, feed, and allied industries.The purpose is to encourage research and to de-

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velop and standardize analytical methods in thecereal industry.

Publications: Cireal Chemistry, bimonthly; CerealScience Today, ten issues a year.

AMERICAN CHEMICAL SOCIETY, 1155-16thStreet, N.W., Washington, D.C. 20036.

A scientific, educational, and professional society ofchemists and chemical engineers, founded in 1876.Has many divisions, such as : agriculture and food,analytical, biological, carbohydrate, fertilizer, andsoil.

Publications: Journal of Agriculture and FoodChemistry; Chemical and Engineering News.

AMERICAN CORN MILLERS FEDERATION,1000 Connecticut Avenue, N.W., Suite 608,Washington, D.C. 20036.

An organization of manufacturers of dry corn mealfounded in 1918. Conducts educational programsin production, sanitation, and marketing.

Publications: Corn Talks and Corn Meal News.

AMERICAN DEHYDRATORS ASSOCIATION,800 West 47th Street, Room 512, Kansas City,Mo. 64112.

An association of alfalfa &hydrator firms andsuppliers founded in 1941.

Publications: ADA Newsletter, periodic bulletins.

AMERICAN FEED MANUFACTURERS ASSO-CIATION, 53 West Jackson Boulevard, Chi-cago, Ill. 60604.

An association of feed manufacturers founded in1909. Has committees on traffic, feed control rela-tions, market research, and nutrition.

Publications: AFMA Newsletter; ManagementGuide, Livestock, Dairy, Poultry; Feed ProductionHandbook; Short Course for Local Feed Mills,1962; Small Mill Short Course, 1959; miscella-neous other publications.

AMERICAN MANAGEMENT ASSOCIATION,1515 Broadway, New York, N.Y. 10036.

Founded in 1923, "to provide the training, research,publications, and information services required bymanagers to do a better job. To organize andencourage exchange of management thinking andexperience within the profession."

Publications : Managers' Letter, monthly; Manage-ment News, monthly; Management Review,monthly; Supervisory Management, monthly;Personnel, bimonthly.

AMERICAN POTASH INSTITUTE, 1102-16thStreet, N.W, Washington, D.C. 20036.

Founded in 1935 for producers of potash salts usedin manufacturing fertilizer. Conducts researchprogram in agricultural use of potash.

Publications: Better Crops with Plant Food, bi-monthly; Soil Fertilizer and Soybeans. Alsoslides: Safe and Effective Fertilizer Placement.

AMERICAN SEED TRADE ASSOCIATION,Executive Building, Suite 964, Washington,D.C. 20005.

Founded in 1883 to promote better seeds. An asso-ciation of breeders, growers, and assemblymen.

Publications: Hybrid Corn and Farm Seed Conf er-ence Proceedings.

AMERICAN SOCIETY OF AGRICULTURALENGINEERS, 420 Main Street, St. Joseph,Mich. 49085.

Founded in 1907 as a professional society of agricul-tural engineers en :ployed in industries servingagriculture and in public service. Committeesdeal with equipment, safety, soils, application offertilizers and chemicals, uses of electricity, andmany other aspects.

Publications: Agricultural Engineering, monthly;Transactions, quarterly; Agricultural Engineers'Yearuook.

AMERICAN SOCIETY OF AGRONOMY, 677South Segoe Road, Madison, Wis. 53711.

A professional society of agronomists, plant breed-ers, soil scientists, chemists, technicians, and othersconcerned with farm crops and soils and conditionsaffecting them; founded in 1907.

Publications: Agronomy Journal, bimonthly; Cropsand Soils, 9 issues a year.

AMERICAN SOCIETY OF ANIMAL SCIENCE,39 Sheridan Avenue, Albany, N.Y. 12210.

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Founded in 1908 as a professional society of personsengaged in investigation, instruction, or extensionin animal science or production of livestockproducts.

Publications : Journal of Animal Science.

ANIMAL HEALTH INSTITUTE, 1030-15thStreet, N.W., Washington, D.C. 20005.

Founded in 1940 as an organization of manufac-turers of antibiotics, drugs, and chemicals usedfor animal health and nutrition.

Publications: AHI Reporter, monthly.

ANIMAL NUTRITION RESEARCH COUNCIL,Monsanto Chemical Company, 800 North Lind-berg Street, St. Louis, Mo. 63141.

Founded in 1939. Conducts research on animalfeeds. Stimulates research on animal feeds andcollaborative studies of assay methods for nutri-tional factors.

Publications: ANRC Newsletter, semi-annual.

ASSOCIATION OF MILL AND ELEVATORMUTUAL INSURANCE COMPANIES, 2North Riverside Plaza, Chicago, Ill. 60606.

An association of companies that insure elevatorsand grain and feed mills. Founded in 1908.

Publications: Spontaneous Heating in Feeds, Grainsand Hay; miscellaneous other publications.

BARLEY AND MALT INSTITUTE, 200 TempleBuilding, 620 Lee Street, Des Plaines, Ill. 60016.

Founded in 1946 as an association of manufacturersof dry malt.

Publications: Malt Newsletter, weekly.

CHICAGO BOARD OF TRADE, 141 West Jack-son Boulevard, Chicago, Ill. 60604.

A commodity exchange for grain and other agricul-tural products founded in 1848.

Publications : Futures reports on such commoditiesas oats, soybeans, and soybean oils.

CORN INDUSTRIES RESEARCH FOUNDA-TION, 1001 Connecticut Avenue, N.W, Wash-ington, D.C. 20036.

A foundation of corn refining firms which manu-facture corn starches, sugars, and syrups by wetprocess. Founded in 1912.

Publications : Corn, quarterly; also pamphlets oncorn refining and corn products.

COUNCIL FOR AGRICULTURAL AND CHEM-URGIC RESEARCH, 350 Fifth Avenue, NewYork, N.Y. 10001.

An association of farmers, scientists, and industrial-ists seeking discovery of new, non-farm usesof farm crops through chemurgic upgrading.Founded in 1925.

Publications: Chemurgic Digest, 8 issues a year.

DISTILLERS FEED RESEARCH COUNCIL,1232 Enquirer Building, Cincinnati, Ohio 45202.

A council of beverage distillers who process grainand recover animal feed and other products asby-products. Founded in 1947.

Publications: Annual Proceedings.

GRAIN AND FEED DEALERS NATIONALASSOCIATION, 725-15th Street, N.W.,Washington, D.C. 20005.

An association of wholesalers and retailers of grainand feat for livestock and associated businesses.Founded in 1896.

Publications: Newsletter, weekly; Feed and FeedingDigest, semi-monthly.

KANSAS CITY BOARD OF TRADE, Board ofTrade Building, Kansas City, Mo. 64105.

A grain commodity exchange founded in 1871.

MALTING BARLEY IMPROVEMENT ASSO-CIATION, 828 North Broadway, Milwaukee,Wisc. 53202.

Founded in 1945. Conducts research program.

MIDWEST FEED MANUFACTURERS ASSO-CIATION, 934 Wyandotte Street, Kansas City,Mo. 64105.

An organization of feed manufacturers and asso-ciates, such as equipment manufacturers, chemicalproducers, and bag manufacturers; sponsors feedproduction school and a nutrition clinic; foundedin 1944.

Publications: Proceedings of the feed productionschool and the nutrition clinic.

MINNEAPOLIS GRAIN EXCHANGE, 150 GrainExchange Building, Minneapolis, Minn. 55415.

An association of individuals engaged in trading onthe Minneapolis Grain Exchange. Founded in1881.

Publications: Grain Exchange News, monthly;movies.

175

NATIONAL ACADEMY OF SCIENCES, NA-TIONAL RESEARCH COUNCIL, 2101 Con-stitution Avenue, N.W., Washington, D.C.20037.

Founded in 1951, the Agricultural Research Instituteof the National Academy of Sciences has manycommittees dealing with different agriculturalproblems such as nutrition, crop varieties, andhealth. It was organized to stimulate the kind ofresearch and policies needed to insure best utiliza-tion of agricultural resources in the nationaleconomy.

Publications: Miscellaneous publications includequarterlies on laboratory animals and nutrientrequirements of animals for research.

NATIONAL AGRICULTURAL CHEMICALSASSOCIATION, 1145-19th Street, N.W.,Washington, D.C. 20036.

Firms engaged in producing agricultural chemicalsor ingredients for them, such as sprays, herbicides,and insecticides; conducts research, promotessafety; founded in 1934.

Publications: N. A. C. News, pamphlets, manuals.

NATIONAL FEDERATION OF GRAIN COOP-ERATIVES, 711-14th Street, N.W., Washing-ton, D.C. 20005.

Membership includes several large grain cooperatives.

Publications: Grain Quarterly.

kATIONAL FERTILIZER SOLUTIONS ASSO-CIATION, 1146 Jefferson Building, Peoria, Ill.61602.

Founded in 1957 for manufacturers, wholesalers, anddealers of nitrogen solutions and mixed liquidfertilizers, equipment manufacturers, and chemicalproducers.

Publications : Solutions, bimonthly; filmstrips.

NATIONAL GRAIN TRADE COUNCIL, 604Folger Building, 725-15th Street, N.W., Wash-ington, D.C. 20005.

Membership consists of several grain exchanges andgrain trade associations.

Publications: Newsletter, weekly.

NATIONAL PLANT FOOD INSTITUTE, 1700 KStreet, N.W., Washington, D.C. 20006.

Founded in 1876; members are manufacturers, im-porters, and brokers of fertilizer and fertilizermaterials; conducts programs for better acceptance

of fertilizer and support of research and dissemi-nation of research findings.

Publications : Plant Food Review, quarterly ; regionalplant food bulletins; leaflets and booklets on fer-tilizer and land management.

NATIONAL SAFETY COUNCIL, 425 NorthMichigan Avenue, Chicago, Ill. 60603.

Founded in 1913, its purpose is to reduce the numberand severity of all kinds of accidents.

Publications: Catalog of Publications, Farm SafetyReview.

NATIONAL SOYBEAN PROCESSORS ASSOCI-ATION, 211 South Race Street, Urbana, Ill.61801.

Founded in 1930 to improve the production andlower the costs of soybeans. Cooperates with col-leges, USDA, and others on research.

Publications : Soybean News, Soybean Farming.

SOYBEAN COUNCIL OF AMERICA, 408 Marsh. Building, Waterloo, Iowa 50703.

Founded in 1956, a council of soybean processors andgrain handlers; promotes use of American soy-beans and soybean products throughout the world;maintains offices in Europe, South America, andAsia.

Publications: International News, monthly; Oil andProtein Around the World, monthly.

UNITED STATES FEED GRAINS COUNCIL,1616 H Street, N.W., Washington, D.C. 20006.

Members are grain processors, grain producers, seedtraders, exporters, grain dealers, and feed and feedsupplement manufacturers; maintains overseasoffices for development of markets for corn, grainsorghum, oats, barley, alfalfa, feed additives, andother feedstuffs.

Publications: Information Bulletin, monthly.The following State or regional associations may

be contacted by instructors and school administra-tors for assistance in developing training programs,furnishing resource persons, and providing instruc-tional materials within the service area of theassociations :

ARIZONA GRAIN AND SEED ASSOCIATION,Box 1426, Mesa, Ariz. 85201.

ARKANSAS DRIER AND WAREHOUSEMAN'SASSOCIATION, Box 710, Helena, Ark. 72342.

176

CALIFORNIA GRAIN AND FEED ASSOCIA-TION, 1400 Tenth Street, Sacramento, Calif.95814.

CALIFORNIA WAREHOUSEMEN'S ASSOCIA-TION, 9 First Street, San Francisco, Calif. 94105.

CAROLINAS-VIRGINIA GRAIN AND FEEDDEALERS ASSOCIATION, Box 927, RockyMount, N.C. 27801.

COLORAIY) GRAIN AND FEED DEALERSASSOCIATION, 519 Boston Building, Denver,Colo. 80202.

EASTERN FEDERATION OF FEED MER-CHANTS, Sherburne, N.Y. 13460.

EASTERN SHORE GRAIN AND FEED DEAL-ERS ASSOCIATION, Box 4, Williamsburg, Md.21674.

FARMERS ELEVATOR ASSOCIATION OFMINNESOTA, 512 Grain Exchange, Minne-apolis, Minn. 55415.

FARMERS ELEVATOR ASSOCIATION OFSOUTH DAKOTA, 423 Citizens Building, Aber-deen, S.D. 57401.

FARMERS GRAIN DEALERS ASSOCIATIONOF ILLINOIS, 1236 East Empire Street, Bloom-ington, Ill. 61701.

FARMERS GRAIN DEALERS ASSOCIATIONOF NORTH DAKOTA, 513 Black Building,Fargo, N.D. 58102.

FEDERATION OF CASH GRAIN COMMISSIONMERCHANTS ASSOCIATION, Suite A, GrainExchange Building, Omaha, Nebr. 68102.

FLORIDA FEED ASSOCIATION, INC., c/oFlorida Feed Mills, Warren Goodwin, Secretary,Box 2331, Jacksonville, Fla. 32203.

GEORGIA FEED ASSOCIATION, INC., Room227, 3166 Maple Drive, N.W., Atlanta, Ga. 30305.

IDAHO FEED AND GRAIN ASSOCIATION,Box 60, Burley, Idaho 83318.

ILLINOIS GRAIN AND FEED ASSOCIATION,INC., 410 Central Bank Building, Peoria, Ill.61602.

INDIANA GRAIN AND FEED DEALERS ASSO-CIATION, INC., 502 Board of Trade Building,Indianapolis, Ind. 46204.

IOWA GRAIN AND FEED ASSOCATION, 201Shops Building, Des Moines, Iowa 50309.

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KANSAS GRAIN AND FEED DEALERS ASSO-CIATION, 609 Wiley Building, Hutchinson, Kans.67501.

KENTUCKY FEED AND GRAIN ASSOCIA-TION, Box 425, Lexington, Ky. 40501.

LOUISIANA GRAIN AND FEED DEALERSASSOCIATION, INC., c/o Dr. C. W. Pope,Secretary-Treasurer, Knapp Hall, Louisiana StateUniversity, Baton Rouge, La. 70803.

MICHIGAN BEAN SHIPPERS ASSOCIATION,500 Eddy Building, Saginaw, Mich. 48604.

MICHIGAN FEED AND GRAIN DEALERSASSOCIATION, Box 472, East Lansing, Mich.48823.

MIDSOUTH SOYBEAN AND GRAIN SHIPPERSASSOCIATION, Box 687, Blytheville, Ark. 72315.

MISSISSIPPI FEED AND GRAIN ASSOCIA-TION, Box 4357, Jackson, Miss. 39216.

MISSOURI GRAIN AND FEED ASSOCIATION,Higginsville, Mo. 64037.

NEBRASKA GRAIN AND FEED DEALERSASSOCIATION, 818 Terminal Building, Lincoln,Nebr. 65808.

NEW MEXICO GRAIN AND FEED DEALERSASSOCIATION, 2640 El Paseo Road, Las Cruces,N.M. 88001.

NORTHWEST COUNTRY ELEVATOR ASSO-CIATION, 920 Grain Exchange Building, Minne-apolis, Minn. 55415.

NORTHWEST RETAIL FEED ASSOCIATION,INC., Box 854, Mankato, Minn. 56001.

177

N. W. FEED MANUFACTURERS ASSOCIA-TION, 2501 Wayzata Boulevard, Minneapolis,Minn. 55405.

OHIO GRAIN AND FEED DEALERS ASSOCIA-TION, INC., 5625 North High Street, Box 151,Worthington, Ohio 43085.

OKLAHOMA GRAIN AND FEED DEALERSASSOCIATION, Box 38, Union City, Okla.73090.

OREGON FEED, SEED, AND SUPPLIERS ASSO-CIATION, 316 Henry Building, Portland, Oreg.97204.

PACIFIC NORTHWEST GRAIN DEALERSASSOCIATION, INC., 514 Peyton Building,Spokane, Wash. 99201.

PENNSYLVANIA MILLERS AND FEED DEAL-ERS ASSOCIATION, Box 329, 119 East MainStreet, Ephrata, Pa. 17522.

TEXAS GRAIN AND FEED ASSOCIATION, 504Fort Worth Club Building, Fort Worth, Tex.76102.

UTAH FEED MANUFA6TURERS AND DEAL-ERS ASSOCIATION, cio Dr. Jay 0. Anderson,Secretary, Animal Science Department, Utah StateUniversity, Logan, Utah 84321.

WEST VIRGINIA FEED DEALERS ASSOCIA-TION, 709 Barbara Street, Barboursville, W.Va.25504.

WISCONSIN FEED, SEED, AND FARM SUPPLYASSOCIATION, INC., 152 West Wisconsin Ave-nue, Milwaukee, Wisc. 53203.

WYOMINC GRAIN, FEED AND SEED DEAL-ERS ASSOCIATION, 515 North Broadway,Riverton, Wyo. 82501.

APPENDIX IISAMPLE INSTRUCTIONAL MATERIALS

Instructors for the grain, feed, seed, and farmsupply technology should make the best possible useof all available instructional facilities includinglaboratories, library, classrooms, and communityresources which are available. In many instances,textbooks are inadequate to provide the subject mat-ter materials needed for the grain, feed, seed, and

farm supply industry. It is therefore necessary for

instructors to develop laboratory projects and dem-onstrations which will provide a sound basis for anunderstanding of the technical aspects of the in-dustry and which will supplement the occupationalexperience parts of the training program.

Typical Material for a Unit of InstructionA full-time technical instructional program gains

great strength from coordinated learning activities.Such activities include classroom instruction, directedstudy, demonstrations, examinations, problems, lab-

oratory experiences, and reports. The multiple-approach method of learning includes classroomlecture outline, reading references, problem assign-ment, laboratory projects, and examination.

Sample Laboratory ReportThe preparation of appropriate laboratory reports

is an effective part of the teaching and learningprocess. It is a form of instruction that requires anorganized, systematic approach and leads to a logicalconclusion. Properly used, it can promote clearthought, strengthen skills of communication, and de-velop personal pride and motivation among students.

The nature of laboratory reporting will vary, de-pending on the time available, the nature of thematerial to be reported, and the purposes of the

various projects. The course outlines in which lab-oratory projects are listed suggest the types of reportswhich may be prepared. In some cases, these will beformal research reports, including (1) a statementof the problem, (2) a review of related literature,(3) the plan of the project, (4) results, and (5) sum-mary and conclusions together with a completebibliography. In other cases, the report may be inthe form of a letter, a radio or TV script, a reportof an interview, or a copy of a talk to be given orally.

Text and Reference MaterialsText and reference materials should be carefully

selected by the instructors of the respective courses.The outlines in the guide suggest text and referencematerials for the subject matter covered by the out-line. In many cases, instructors will need to selectseveral sources to secure references covering the

material for the grain, feed, seed, and farm supplyindustry. While there is much text material avail-able, it will be found in many scattered bulletinsand pamphlets rather than compiled in the morefamiliar textbooks.

Teaching GuideFollowing are examples of a plan for two classes

and two laboratory projects for the Retail FarmSupply Merchandising course. These may be usedas a suggested pattern for an instructional plan to befollowed by the instructor.

Course: Retail Farm Supply Merchandising (ThirdSemester)Division I. Make a Market Survey

178

Section A. Define the Trade AreaClass 1. Present and Potential Boundaries of the

Trade AreaClass 2. The Characteristics of the Trade AreaClass Time: Two 50-minute periods

Class OutlinesClass 1. Present and Potential Boundaries of the

Tradc Area

References:Clark, Eugene, Rayburn D. Tousley, and Fred

E. Clark, Principles of Marketing. New York,

N.Y. 10011: The Macmillan Company, 1962.

Kirkpatrick, C .A., Salesmanship. Cincinnati,Ohio 45227: South Western Publishing Company,

1966.Phillips, Charles F., and Delbert Duncan,

Retailing Principles and Methods. Homewood,

III. 60430: R. D. Irwin Company, Inc., 1964.Wingate, John W., and Elmer 0. Schaller,

Techniques of Retail Merchandising. Englewood

Cliffs, N.J. 07632: Prentir-e-Hall, Inc., 1.(.'54.

I. Trade Areas DefinedA. BoundariesB. History

II. Factors Affecting Size of tht. Trade AreaA. Transportationroads, equipme,-B. Communicationstelephone, r;,.C. Location of competing firmsD. Services provided

Class 2. The Characteristics of the 7 rea

References:Clark, Eugene, Rayburn D. Tousley, and Fred

E. Clark, Principles of Marketing. New York,N.Y. 10011: The Macmillan Company, 1962.

Kirkpatrick, C. A., Salesmanship. Cincinnati,Ohio 45227: South Western Publishing Company,

1966.

Phillips, Charles F., and . Delbert Duncan,Retailing Principles and Methods. Homewood,

Ill. 60430: R. D. Irwin Company, Inc., 1964.

Wingate, John W., and Elmer 0. Schaller,T echniques of Retail Merchandising. EnglewoodCliffs, N.J. 07632: Prentice-Hall, Inc., 1964.

I. Characteristics of the Agriculture of the Area

A. LivestockB. CropsC. Size of operations

H. Degree of Specialization in the Area

A. Recreation areasB. Special cropsC. Urbanization

HI. Characteristics of the People

A. NationalityB. Financial capacity

179

IV. Trends in the AreaA. AgriculturalB. IndustrialC. Recreational

V. Use of United States Census of Agriculture toDefine the Trade Area

Laboratory Procedures:Laboratory 1. Define the Trade Area

Purpose : To develop the ability to accuratelydefine the trade area of the local grain, feed,seed, and farm supply center.

Discussion: The trade area may be defined interms of the geographic area it encompasses ;however, an accurate definition of the area re-quires analys:is of the characteristics of the terri-tory in addition to identification of its bound-aries. A territory located in a cut-over forest

area on unproductive agricultural soil might bevery extensive in geogiaphic area yet very lim-ited in terms of potential sa`ts of feeds, seeds,or fertilizer. On the other hand, a relatively

small territory with a very heavy concentrationof feedlot operators would have a strong poten-

tial for feed sales. Other factors such as roadsand telephone communication are important indetermining sales potential for a local business.

Equipment and Materials Needed :1. Maps of the county or counties served by the

farm 1-,crvice center, with each farm andbusiness place located on the map.

2. U.S. census data for the counties.

3. Cross-section paper, 1/4-inch.4. Lettering set, LeRoy, Wrico, or equivalent,

or lettering pencils and pens.

5. List of customers of local farm supply center

or a hypothetical list of customers.

Procedure:1. Mark the location of the customers on the

map.2. Enclose the geographic area by connecting

the points at the extreme edge of the terri-tory.

3. 'Mark the location of competitors either

inside the territory or in nearby areas outside

the territory.Laboratofy .2. Present and Potential Boundaries

of the Trade Area Procedure:1. Use the census data for the counties in-

volved, and compile for three or four 5-year

census periods the number and kinds of live-stock and poultry and the acreage and yieldof each kind of crop. If only parts of coun-ties are served, pro-rate the poultry, live-stock, and crops in proportion to the areaof the counties included in the territory.

2. Prepare bar graphs for each kind of livestocl;and poultry, showing changes in numbers oflivestock and poultry in the territory.

3. Prepare bar graphs for each kind of livestockand poultry, showing changes in productionfor the territory.

4. Prepare bar graphs to show changes in acre-age and production of each kind of cropover the past 15 to 20 years.

5. Locate on the map the areas of specializa-tion that can be identified as:a. recreation areas, such as ski resorts,

camping, fishing, and hunting areasb. specialized crop areas, such as for vege-

tables, cranberries, apples.c. hilly, naei-tillable grazing landd. suburban residential areas

180

6. Secure data on average feed intake of eachkind of livestock and poultry to estimate thepotential feed consumption of livestock inthe territory.

7. Select a sample of livestock producers in theterritory, and determine by interview theproportion of feed which is purchased, theproportion (either farm-grown or purchased)which is processed or ground, and the pro-portion which is purchased at the mill.

8. Using the data obtained in No. 7, prepare agraph showing the feed purchased and thefeed processed in the territory.

9. R epeat the above procedure for crops totermine seeds purchased, seeds cleaned and

treated, and fertilizers and agriculturalchemicals such as herbicides, fungicides, andinsecticides used in the territory.

10. Compare your findings with the county re-ports from the Bureau of the Census whichshow production of crops and livestock zuldpurchases of feed, fertilizer, seed, and othersupplies by farmers.

APPENDIX In

OCCUPATIONAL EXPERIENCE FORMSPlan of Occupational Experience Program

Name(Last) (First) (Middle)

Home Address(Number and Street) (City) (State)

Cours

Name of Employer

Address of Employer

Dates of Employment: Beginning Closing

Job Processes in which student will receive instruction and remuneration:

lobGrain Receiving

Feed Room

Trucking (Pick-up and Delivery)

Counter Sales

Housecleaning

Fertilizer

Seed Cleaning and Treating

Safety Checks

Others-

Approximate Time on Each fob

Daily Hours of Work: a.m. to P.172.

Days per Week:

RemunerationEmployer is to pay this student per hour .

or per week:

or per month:

Signed: Approved by Employer

Approved by Employee

Approved by Coordinator

181

1

1

I

Monthly araport of Occupational Experience

Report of for month of , 19

Name and Address of Employer

Work Experience

Breakdown of Jobs Performed (Delivery, Grain Receiving, Feed Mill,Counter Sales, etc.)

Approximate No. of Hourson Each Job Per Month

Total number of hours worked:

New Experiences This Month:

Experiences or Skills I Would Like to Gain:

Time Absent From Duty: Days

Hours__

Reason for Absence

Number of Personal ConferencesManager and Trainee

Submitted by-(Trainee)

Verified by:(Employer)

(Coordinator)

182

Summary Report of Occupational Experienie

To the Student:General Instructions: You are required to submit a comprehensive term paper on your occupational

experience. The report will be graded for completeness, accuracy, and neatness and become a part of yourrecord.

You are expected to submit the report in a standard report cover (81/2 x 11), complete with title pageand table of contents. The report must be typed or in ink on plain white (81/2 x 11) paper. Graph papermay be used where appropriate. Maps and drawings must be in ink on plain white paper. You may use aprepared county map for 1-A below.

Suggested Outline

I. The Trade AreaA. Draw or obtain a map of the county or counties served by your placement grain, feed, seed, or

farm supply firm; sketch in the approximate trade area served; and show the location of allcompetition within 15 miles.

B. Make a table listing crop production for the county and for the State for the last 5 years. (Corn,wheat, oats, soybeans, grain sorghums, or other grain products)

C. Make a table listing livestock and poultry numbers for the county and for the State for the last5 years. (All cattle, dairy, hogs, poultry, sheep, horses, and others)

D. Present the above information in graph form. Each page should contain two graphs showingproduction in the State at the top and production in the county at the bottom.

II. The Grain, Feed, Seed, and Farm Supply FirmA. History of the business

1. When established2. Type of organization3. Number of stockholders4. Number of employees5. Recent changes6. Major services performed by the firm and your opinion on how and why these services should

be improved or expanded. (Look at the services from the standpoint of need in the trade area.)

B. Plant Layout. Make a series of detailed scaled drawings showing the location of all equipmentand storage areas. Use one drawing for each floor. Be sure to specify dimensions.

C. Equipment. Make a list of all equipment used in the plant. List type and capacity of each andthe motor tykie and size required to provide power.

D. Storage. List all storage areas and bins. Give the capacity of each.

E. Rearrangement. Give your opinion on how the plant could be rearranged to do a better job ofserving the customer.1. Illustrate with drawings.2. Justify these changes in terms of economics.

F. Products. List the product lines handled by the business. Should any product lines be added?Should any product lines be dropped?

G. Danger points. List any danger points that should be corrected to protect employees or customers.

183

III. Your Role in the FirmA. Jobs you performed in the firm and the percentage of time spent on each job. (This should be a

summary of your monthly reports.)

B. What jobs did you enjoy most? What jobs did you dislike?

C. In what areas were you given major responsibility?

D. In what phase of the business do you feel you would best fit? Why?

E. Describe your relationship with other employees.

F. How could on-the-job training have been imp roved? Consider from the manager's responsibility,the coordinator's responsibility, and your responsibility.

184

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