reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2309 - Commercial Air Conditioning Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A. Electrical and air conditioning
				  certification is a prerequisite to commercial air conditioning. Commercial air
				  conditioning technicians will be faced with a variety of equipment and systems.
				  It is important to remember that all of the equipment has certain components
				  and functions that are common to all refrigeration and A/C devices. Commercial
				  buildings may experience high occupancy and contain a variety of equipment
				  leading to indoor air quality (IAQ) concerns. This certification addresses the
				  unique issues involved in the service and maintenance of commercial air
				  conditioning systems.
B. Who Should
				  be Certified. Anyone servicing commercial air conditioning systems should be
				  certified.
C. Competencies covered:
1. commercial evaporators;
2. commercial condensing units;
3. head pressure controls;
4. filtration;
5. HEPA filters;
6. electronic air filters;
7. activated charcoal air
				  purifiers;
8. charging commercial
				  systems;
9. air
				  distribution;
10. fresh air intake
				  and exchange;
11. ion
				  generators;
12. humidity
				  control;
13. controlling indoor
				  contamination;
14. duct
				  cleaning.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2311 - Heat Pump Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A. This
				  certification will demonstrate the technician's competencies in all areas of
				  service and troubleshooting air-to-air heat pump systems. Technicians seeking
				  the heat pump certification will have satisfactorily completed the electrical
				  and air conditioning certifications prior to taking this test. The heat pump
				  certification is a prerequisite for geo-thermal certification.
B. Who Should Be Certified. Any technician
				  responsible for the installation, service and maintenance of air-to-air heat
				  pump systems should be heat pump certified.
C. Competencies covered:
1. theory, operations and components of a
				  reverse cycle heat pump;
2. four
				  way valves;
3. heat sources for
				  heat pumps;
4. co-efficiency of
				  performance;
5. safety;
6. heat pump efficiency ratings;
7. auxiliary heat for heat pumps;
8. control sequences;
9. maintenance procedures.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2313 - Geothermal Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				  geothermal certification concentrates on open loop (water source), and closed
				  loop (earth-coupled) systems. Electrical, air conditioning, and the heat pump
				  certifications are required prior to taking this exam.
B. Who Should be Certified. Any technician
				  responsible for the installation, service and maintenance of geothermal heat
				  pump systems should be geothermal certified.
C. Competencies covered:
1. open loop and closed loop geothermal
				  systems;
2. water quality
				  requirements;
3. ground loop
				  configurations;
4. series and
				  parallel flow configurations;
5.
				  formulas for calculation of absorption and rejection of heat;
6. well types and water sources;
7. system fluids and heat exchanger
				  materials;
8. maintenance
				  procedures;
9. safety.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2315 - Gas Heat Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A. Gas
				  heat systems have changed dramatically in the past few years. Many of the new
				  high efficiency gas-heating units employ electronic ignition systems, variable
				  speed motors, and a myriad of electronic controls. In addition to a solid
				  foundation in the theory and operations of older existing systems, today's
				  technician must possess the skills to service these newer systems to ensure
				  safe and trouble-free operation. Gas heat certification indicates that a
				  technician possesses an in-depth knowledge of all types of gas heat units and
				  their control systems.
B. Who
				  Should Be Certified. Electrical certification is prerequisite to the gas heat
				  exam. Any technician who installs, services, or maintains gas heat systems
				  should be certified.
C.
				  Competencies covered:
1. types of
				  furnaces;
2. gas fuels;
3. natural gas/LP gas;
4. combustion;
5. gas valve;
6. gas furnace wiring diagrams;
7. manifold;
8. orif ice;
9. burners;
10. pilots;
11. automatic combination gas
				  valve;
12. troubleshooting
				  techniques.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2317 - Electric Heat Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Electric heat certification demonstrates the technician's competencies in all
				  aspects of service and troubleshooting electric heat systems. Electric heat is
				  commonly used as a supplemental heat supply for heat pump systems and therefore
				  makes an excellent supporting certification.
B. Who Should Be Certified. Electrical
				  certification is a prerequisite to the electric heat exam. A technician who
				  services electric heat systems or heat pump systems should be electric heat
				  certified.
C. Competencies covered:
1. principles of electric resistance
				  heating;
2. central forced air
				  electric furnaces;
3. controlling
				  multiple stages;
4. contactors for
				  electric furnaces;
5.
				  thermostats;
6. wiring
				  diagrams;
7. fan motor
				  circuits;
8. airflow.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2319 - Oil Heat Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A. Oil
				  heat requires more consistent regular service than any other heat system. The
				  fuel oil must be properly metered and burned for best efficiency. Improper
				  burning efficiency will cause soot to form, which will slow down the heat
				  exchange process and decrease the burning efficiency. Yearly preventive
				  maintenance procedures, from the oil tank to the flue, must be
				  performed.
B. Who Should Be
				  Certified. Electrical certification is a prerequisite to the oil heat exam. Any
				  technician responsible for service or maintenance of oil heat systems should be
				  certified.
C. Competencies covered:
1. fuel oils;
2. combustion products and
				  byproducts;
3. combustion
				  efficiency;
4. gun type oil
				  burners;
5. nozzles;
6. preventative maintenance;
7. basic service procedures;
8. ignition system;
9. oil burner components;
10. fuel oil pumps.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 23 - Certification › Section CV-2321 - Hydronics I and II Certification

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Hydronic heating systems use hot water (Hydronics I) or steam (Hydronics II) to
				  carry heat to occupied spaces. Such systems have been in use for many years.
				  Today's systems employ various piping arrangements to allow for zoned heat
				  controls. Many of these zoned systems use microprocessor controls to allow
				  different heat level to the areas being heated. The heat exchange units vary
				  from the old stand-up radiators, to baseboard units or in-floor radiant heat
				  systems.
B. Who Should Be
				  Certified. Electrical Certification is a prerequisite to the Hydronics Heat
				  Certifications. Technicians who service or maintain hot water heating systems
				  should be certified in Hydronics I. Technicians who service or maintain steam
				  heating systems should be certified in Hydronics II. It is highly recommended,
				  but not required, that technicians have at least one other heat certification
				  such as gas, electric, or oil) before advancing to hydronic
				  certification.
C. Competencies
				  covered:
1. Hydronics I:
a. hydronic heating systems;
b. gas fired boilers;
c. electric boilers;
d. oil fired boilers;
e. circulating pumps;
f. piping arrangements;
g. temperature control devices;
h. zone controls;
i. Operating sequence.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2501 - Safety and Environment

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Understand and apply safety regulations and procedures.
B. Understand and apply federal, state, and
				  local regulations for disposing of hazardous materials.
C. Understand and apply United States
				  Environmental Protection Agency (EPA) regulations on venting, recovery,
				  reclaiming, and recycling refrigerants.
D. Understand and apply the U.S. Department
				  of Transportation (DOT) regulations in the transportation and handling of
				  hazardous materials.
E. Understand
				  and apply U.S. Occupational Safety and Health Administration (OSHA)
				  regulations.
F. Understand and
				  apply Environmental Protection Agency (EPA) regulations on indoor air quality
				  and nitrous oxide.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2503 - Electrical Principles

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  General
1. Understand and apply the
				  principles of alternating and direct current.
2. Understand and recognize the common
				  single-and three-phase voltage system including 231v, 60hz, single phase; 208v,
				  60hz, three-phase; and 460v, 60hz, three- phase systems.
3. Understand and apply the principles of
				  series-parallel and compound circuits.
4. Understand and apply the principles and
				  relationships of Ohm's, Kirchhoff's, and Watt's Laws as they apply to
				  series-parallel and compound circuits.
5. Read and interpret voltage, ampere, ohm,
				  megohm, and wattmeters.
6. Read and
				  interpret schematic drawings.
7.
				  Develop schematics from electrical label/line diagrams.
8. Read and interpret electrical
				  codes.
9. Understand and apply the
				  properties and behaviors of electrical conductors and insulators.
10. Understand and apply the principles of
				  electrical circuit protection including fuses, circuit breakers, and disconnect
				  switches.
11. Understand and apply
				  the principles of single-and three-phase transformers.
12. Understand and apply electrical grounding
				  principles.
13. Understand and
				  apply the principles of electrical measurement.
14. Troubleshoot electrical
				  circuits.
15. Install electrical
				  power and control circuits.
16.
				  Install and connect the components of electrical circuits.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2505 - Refrigeration Principles and Practices

Current through Register Vol. 50, No. 6, June 20, 2024
A. General
1. Understand and apply the theory of
				  heat.
2. Understand and apply the
				  properties of refrigerants.
3.
				  Understand and apply the mechanical refrigeration cycle.
4. Understand and apply pressure/temperature
				  curves and charts.
5. Understand
				  and apply the principles and the operation of compressors.
6. Understand and apply the principles and
				  operation of condensers.
7.
				  Understand and apply the principles and operation of metering
				  devices.
8. Understand and apply
				  the principles and operation of evaporators.
9. Understand the operation of refrigeration
				  system accessories (e.g., receivers, accumulators, filter/dryers, sight
				  glasses, valves).
10. Perform leak
				  tests.
11. Evacuate and measure the
				  vacuum level of refrigeration systems.
12. Recover refrigerants.
13. Charge refrigeration systems.
14. Recycle refrigerants.
15. Troubleshoot mechanical refrigeration
				  systems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2507 - Air Conditioning Principles

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand and apply the principles of
				  air-conditioning, including temperature, humidity, and air movements,
				  etc.
B. Understand and apply the
				  principles of air distribution and delivery systems.
C. Understand and apply the principles of
				  condensate drain systems.
D.
				  Understand and apply the principles of air filtration systems.
E. Design air distribution systems.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2509 - Heating Principles

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Understand and apply the principles of fuel system design.
B. Understand and apply the principles of air
				  and hydronic distribution and delivery system design.
C. Understand and apply the principles and
				  operation of electric resistance heat systems.
D. Understand and apply the principles and
				  operation of gas-fired, forced-air heating systems.
E. Understand and apply the principles and
				  operation of oil-fired, forced-air heat systems.
F. Understand and apply the principles of
				  electric heat pump systems.
G.
				  Understand and apply the principles and operation of gas-fired hydronic heat
				  systems.
H. Understand and apply
				  the principles and operation of oil-fired hydronic heat systems.
I. Understand and apply the principles of
				  venting and drain systems.
J.
				  Understand and apply the principles of pipe sizing and layout for both fuel and
				  heat distribution.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2511 - Residential and Light Commercial Heating

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand and apply the principles of
				  fuel system design.
B. Understand
				  and apply the principles of air distribution system design.
C. Understand and apply the principles and
				  operation of electrical resistance heat systems.
D. Understand and apply the principles and
				  operation of gas-fired, forced-air heating systems.
E. Understand and apply the principles and
				  operation of oil-fired, forced-air heating systems.
F. Understand and apply the principles and
				  operation of gas-fired hydronic heat systems.
G. Understand and apply the principles and
				  operation of oil-fired hydronic heat systems.
H. Understand and apply the principles of
				  venting and drain systems.
I.
				  Understand and apply the principles of pipe sizing and layout, including liquid
				  propane and natural gas and oil.
J.
				  Understand and apply the principles of humidification.
K. Install/service gas-fired forced-air
				  heating systems.
L. Install/service
				  oil-fired forced-air heating systems.
M. Install/service hydronic heat
				  systems.
N.
				  Fabricate/install/service venting and drain systems.
O. Install/service humidifiers.
P. Troubleshoot gas -fired forced-air heating
				  systems.
Q. Troubleshoot oil-fired
				  forced-air heating systems.
R.
				  Troubleshoot hydronic heat systems.
S. Troubleshoot venting and drain
				  systems.
AUTHORITY NOTE:
					 Promulgated in accordance with
					 R.S.
					 17:6(A)(10) and
					 R.S.
					 17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2513 - Heat Pump

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand
				  and apply the principles of vapor compression heat pump cycles.
B. Understand and apply the principles of
				  supplementary heat.
C. Understand
				  and apply the relationship of outdoor ambient temperature to heating
				  capacity.
D. Understand and apply
				  the electrical circuity of air-to-air, and group-to-air heat pumps.
E. Understand and apply the principles and
				  operation of defrost controls in heat pump systems; e.g:
1. electronic demand defrost;
2. pressure;
3. time/temperature;
4. time; and
5. etc.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2515 - Residential and Light Commercial Air Conditioning

Current through Register Vol. 50, No. 6, June 20, 2024
A. Understand and apply the principles of
				  air-conditioning including:
1.
				  temperature;
2. humidity;
				  and
3. air-movement.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2517 - Commercial Air Conditioning Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Understand and apply the principles of cooling towers.
B. Understand and apply the principles of
				  pneumatic control devices, e.g.:
1.
				  thermostats;
2. pneumatic
				  actuators;
3. pneumatic switches;
				  and
4. pneumatic relays.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 25 - National Skills Standards › Section CV-2519 - Commercial Refrigeration

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				  Understand and apply the principles of high, medium, low, and ultra -low
				  temperature control refrigeration and their applications.
B. Understand and apply the principles of
				  mechanical refrigeration systems in commercial refrigeration, e.g:
1. walk-in coolers;
2. walk-in freezers;
3. reach-in cases;
4. multiple evaporator systems;
5. packaged refrigeration systems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CV - Bulletin 115-Trade and Industrial Education Content Standards Curriculum Framework: Drafting; Electricity; and Heating, Ventilating, Air Conditioning, and Refrigeration › Subpart 7 - Heating, Ventilating, Air Conditioning, and Refrigeration (HVACR) › Chapter 27 - Program Standards › Section CV-2701 - HVACR Excellence Program Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1. Mission of Program
1. Mission for Program Students
2. Program Mission and Description
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 1 - General Provisions › Section CVII-103 - Purpose

Current through Register Vol. 50, No. 6, June 20, 2024
A. The words,
				ideas, and culture of the ancient world are communicated to us in the writing
				and the archaeological remains of the people and their institutions. The
				ancient Greeks and Romans, breaking barriers of time and place, have
				communicated their message through the ages and continue to communicate to the
				modern world; we, in turn, communicate more clearly to each other in word, in
				practice, and in product as a result of that contact.
1.
Louisiana Classical Languages
				Content Standards
-applies strands of language learning to a context
				appropriate for Latin and Greek.
2.
Strands
-categories within particular content areas which vary
				from discipline to discipline. Strands are interrelated and should be
				integrated rather than taught in isolation.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 3 - Content Standards › Section CVII-301 - Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. The
				Louisiana Content Standards Task Force has developed the following foundation
				skills which should apply to all students in all disciplines.
1. Communication. A process by which
				information is exchanged and a concept of "meaning" is created and shared
				between individuals through a common system of symbols, signs, or behavior.
				Students should be able to communicate clearly, fluently, strategically,
				technologically, critically, and creatively in society and in a variety of
				workplaces. This process can best be accomplished through use of the following
				skills: reading, writing, speaking, listening, viewing, and visually
				representing.
2. Problem Solving.
				The identification of an obstacle or challenge and the application of knowledge
				and thinking processes, which include reasoning, decision making, and inquiry,
				in order to reach a solution using multiple pathways, even when no routine path
				is apparent.
3. Resource Access and
				Utilization. The process of identifying, locating, selecting, and using
				resource tools to help in analyzing, synthesizing, and communicating
				information. The identification and employment of appropriate tools,
				techniques, and technologies are essential to all learning processes. These
				resource tools include pen, pencil, and paper; audio/video materials,
				computers, interactive devices, telecommunication, and other emerging
				technologies.
4. Linking and
				Generating Knowledge. The effective use of cognitive processes to generate and
				link knowledge across the disciplines and in a variety of contexts. In order to
				engage in the principles of continual improvement, students must be able to
				transfer and elaborate on these processes. "Transfer" refers to the ability to
				apply a strategy or content knowledge effectively in a setting or context other
				than that in which it was originally learned. "Elaboration" refers to
				monitoring, adjusting, and expanding strategies into other contexts.
5. Citizenship. The application of the
				understanding of the ideals, rights, and responsibilities of active
				participation in a democratic republic that includes working respectfully and
				productively together for the benefit of the individual and the community;
				being accountable for one's choices and actions and understanding their impact
				on oneself and others; knowing one's civil, constitutional, and statutory
				rights; and mentoring others to become productive citizens and lifelong
				learners.
NOTE: These foundation skills are listed numerically in
				  parentheses at the end of each benchmark.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 3 - Content Standards › Section CVII-305 - Classical Languages

Current through Register Vol. 50, No. 6, June 20, 2024
A.
Communication
-communicate in a classical language.
1. Interpretation-students read, understand,
				and interpret Latin or Greek.
2.
				Language Learning-students use orally, listen to, and write Latin or Greek as
				part of the language learning process.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 5 - Communication Strand › Section CVII-501 - Focus

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1
				defines "communication" as it applies to the learning of a classical language.
				The written messages from the ancient world, from epic poetry to Pompeian
				graffiti, are our major source of knowledge and our major line of communication
				with the Greeks and Romans. Reading, then, is the first standard and the key to
				communicating with the ancient world. But the Forum and the Agora were alive
				with the sounds of commerce, the speeches of politicians, the noise of gossip.
				The recitation of poetry published the sounds of an active literature. To hear
				these sounds, to imitate those cadences in the classroom, to practice writing
				words and ideas in the ancient language enhance the ability to read. The second
				standard of the communication strand emphasizes the importance of oral skills,
				listening, and writing as tools to improve reading.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 5 - Communication Strand › Section CVII-503 - Communication Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Interpretation-students read, understand, and interpret Latin or
				Greek.
B. Beginning Stage
				Benchmarks. As students progress through the beginning stage of the continuum
				of classical language learning, what they should know and be able to do
				includes:
CM-1-B1
Reading words, phrases, and simple sentences and
							 associating them with pictures, and/or other words, phrases and simple
							 sentences
(1, 2, 4)
CM-1-B2
Demonstrating reading comprehension by answering
							 simple questions in Latin, Greek, or English about short passages of Latin or
							 Greek
(1, 2)
CM-1-B3
Demonstrating a knowledge of vocabulary, basic
							 inflectional systems, and syntax appropriate to their reading level
(1, 2, 3)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CM-1-D1
Reading and understanding passages of Latin or
							 Greek composed for acquisition of content and language skills
(1, 2)
CM-1-D2
Reading and understanding, with appropriate
							 assistance, passages of Latin or Greek adapted from the original
							 authors
(1, 2, 3)
CM-1-D3
Reading and understanding short, unadapted passages
							 of Latin or Greek when provided with appropriate assistance
(1, 2, 3)
CM-1-D4
Demonstrating reading comprehension by interpreting
							 the meaning of passages they read
(1, 2, 4)
CM-1-D5
Recognizing some figures of speech and features of
							 style in the authors they read
(1, 2, 3)
CM-1-D6
Demonstrating a knowledge of vocabulary, inflectional
							 systems, and syntax appropriate to their reading level
(1, 2, 3)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CM -1-E1
Reading and understanding prose and poetry of
							 selected authors with appropriate assistance
(1, 2, 3)
CM -1-E2
Interpreting the meaning of the passages they
							 read
(1, 2, 4)
CM -1-E3
Recognizing, explaining, and interpreting content and
							 features of style and meter of the authors they read
(1, 2, 3, 4)
CM -1-E4
Demonstrating a knowledge of vocabulary, inflectional
							 systems, and syntax appropriate to the authors they read
(1, 2, 3)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 5 - Communication Strand › Section CVII-505 - Communication Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Language Learning-students use orally, listen to, and write Latin or Greek as
				part of the language learning process.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes:
CM-2-B1
Recognizing and reproducing the sounds of Latin or
							 Greek
(1)
CM-2-B2
Responding appropriately to simple questions,
							 statements, commands, or nonverbal stimuli
(1, 2)
CM-2-B3
Writing simple phrases and sentences in Latin or
							 Greek
(1, 2, 3)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CM -2-D1
Reading Latin or Greek aloud with accurate
							 pronunciation, meaningful phrase grouping, and appropriate voice inflection, by
							 imitating the models they have heard
(1, 2, 4)
CM -2-D2
Responding appropriately to questions, statements,
							 commands, or other stimuli
(1, 2)
CM -2-D3
Writing phrases and sentences in Latin or
							 Greek
(1, 2, 3)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CM -2-E1
Reading Latin or Greek prose and poetry aloud with
							 attention to such features as metrical structure, meaningful phrase grouping,
							 and appropriate voice inflection
(1, 2, 4)
CM -2-E2
Responding appropriately to more complex spoken and
							 written Latin or Greek
(1, 2, 4)
CM -2-E3
Writing passages of connected sentences in Latin or
							 Greek
(1, 2, 3, 4)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 7 - Culture Strand › Section CVII-701 - Focus

Current through Register Vol. 50, No. 6, June 20, 2024
A. Learning the
				perspectives of the Greeks or Romans through their practices and through their
				products is key to an understanding of their culture. The focus of Strand 2 is
				on the ability of students to hear, read, and see the message of the Greeks or
				Romans. Their daily life, education, politics, history, philosophy, and
				religious practices tell students about their perspectives, revealed both in
				their literary products and in remaining artifacts.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 7 - Culture Strand › Section CVII-703 - Cultures Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Practices-students demonstrate an understanding of the perspectives of Greek or
				Roman culture as revealed in the practices of the Greeks or Romans.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes:
CL-1-B1
Demonstrating a basic knowledge of the daily life of
							 the ancient Greeks or Romans
(1, 4)
CL-1-B2
Demonstrating knowledge of some famous Greeks or
							 Romans and of selected facts of history and geography of the ancient
							 world
(1, 4)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following:
CL -1-D1
Demonstrating a knowledge of the daily life and
							 thought of the ancient Greeks or Romans, gained in part from the reading of
							 Latin or Greek texts, and applying that knowledge to an understanding of Greek
							 or Roman cultures
(1, 2, 4)
CL -1-D2
Demonstrating a knowledge of the people and facts of
							 Greek or Roman history and political life, gained in part from the reading of
							 Latin or Greek texts, and relating that knowledge to an understanding of Greek
							 or Roman perspectives.
(1, 2, 3, 4)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CL-1-E1
Demonstrating a broad knowledge of Greek or Roman
							 history, customs, and private and political life, gained from the reading of
							 Latin or Greek authors, and using that knowledge in analyzing Greek or Roman
							 culture
(1, 4, 5)
CL-1-E2
Demonstrating knowledge of philosophy, religion, and
							 the arts of the ancient Greeks or Romans, gained from their reading of Latin or
							 Greek authors, and relating that knowledge to an understanding of Greek or
							 Roman perspectives
(1, 2, 3, 4, 5)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 7 - Culture Strand › Section CVII-705 - Cultures Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Product-students demonstrate an understanding of the perspectives of Greek or
				Roman culture as revealed in the products of the Greeks or Romans.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes:
CL-2-B1
Identifying the principal Greek or Roman deities and
							 heroes by their names, deeds, and spheres of influence
(1, 4)
CL-2-B2
Recognizing basic architectural features and art
							 forms of the Greeks or Romans
(1, 4)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CL-2-D1
Relating their reading of selected texts, literary
							 and non-literary, adapted and unadapted, to an understanding of Greek or Roman
							 culture
(1, 3, 4)
CL-2-D2
Demonstrating knowledge of architectural styles, art
							 forms, and artifacts of the Greeks or Romans and using them in analyzing Greek
							 or Roman culture
(1, 4)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CL-2-E1
Demonstrating knowledge of an author, a genre, and/or
							 a literary period gained from authentic materials and unadapted texts in Latin
							 or Greek and applying it to an understanding of Greek or Roman culture
(1, 2, 3, 4)
CL-2-E2
Demonstrating knowledge of archaeological evidence,
							 art forms, and artifacts of the Greeks or Romans and using it in analyzing
							 Greek or Roman culture
(1, 2, 3, 4)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 9 - Connections Strand › Section CVII-901 - Focus

Current through Register Vol. 50, No. 6, June 20, 2024
A. As studies have
				shown, students learn better when they see the content of courses as relevant
				to their lives (Henze and Lucas, 1995). If they are unable to make connections
				with other courses and with their own interests, they cannot perceive the
				relevance of the material they study. For this reason instructors should
				incorporate material from other courses, such as math, English, and the
				sciences, as well as material that might be relevant to aspects of students'
				lives outside of the classroom. Making connections with other disciplines can
				also help the student by reinforcing what has already been learned or by giving
				new insights.
B. Because of the
				tremendous influence of classical culture, the study of Latin or Greek is
				particularly well suited for making connections with other languages.
				Successful teachers make many connections with other disciplines in order to
				show students the relevance of studying the two languages.
C. The benchmarks in the Connections Strand
				are deliberately broad since there are so many useful paths teachers can take
				in making connections and since circumstances (such as local curricula or
				individual student taste) will influence what connections are most
				effective.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 9 - Connections Strand › Section CVII-903 - Connections Standard 1

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Reinforcement-students reinforce and further their knowledge of other
				disciplines through their study of classical languages.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes.
CN-1-B1
Using their knowledge of Latin or Greek in
							 understanding a specialized vocabulary in such fields as government and
							 politics
(1,4, 5)
CN-1-B2
Recognizing and using Roman numerals and the
							 vocabulary associated with counting
(1, 4)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CN-1-D1
Recognizing and making connections with Latin or
							 Greek terminology in the sciences and technology
(1,2, 4)
CN-1-D2
Recognizing and making connections with Latin or
							 Greek terminology in the social sciences and history
(1,2,4, 5)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CN-1-E1
Demonstrating in their written and spoken vocabulary
							 a knowledge of philosophical, legal, artistic, and musical terms associated
							 with Latin or Greek
(1, 2, 3, 4, 5)
CN-1-E2
Demonstrating their knowledge of Latin or Greek
							 terminology in the social sciences and history
(1, 3, 4)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 9 - Connections Strand › Section CVII-905 - Connections Standard 2

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Acquisition-students expand their knowledge through the reading of Latin or
				Greek and the study of ancient culture.
B. Beginning Stage Benchmarks. As students
				progress through the beginning stage of the continuum of classical language
				learning, what they should know and be able to do includes:
CN-2-B1
Acquiring information about the Greco-Roman world by
							 reading passages of Latin or Greek with a culturally authentic setting
(1, 2, 3, 4)
CN-2-B2
Recognizing plots and themes of Greco-Roman myths in
							 the literature of other cultures
(1, 4)
CN-2-B3
Demonstrating a knowledge of the geography of the
							 ancient world and connecting it to the modern world
(1, 2, 3, 4, 5)
C.
				Developing Stage Benchmarks. As students progress through the developing stage
				of the continuum of classical language learning, what they should know and be
				able to do includes the benchmarks for the beginning stage, plus the following.
CN-2-D1
Acquiring information about the Greco-Roman world by
							 reading adapted or selected Latin or Greek sources
(1, 2, 4)
CN-2-D2
Connecting their knowledge of ancient history and
							 social and political systems to events and systems in the modern world
(1, 2, 4, 5)
CN-2-D3
Connecting their knowledge of the Latin or Greek
							 language to their knowledge of literature and artistic achievement
(1, 2, 4)
D.
				Expanding/Extending Stage Benchmarks. As students progress through the
				expanding/extending stage of the continuum of classical language learning, what
				they should know and be able to do includes the benchmarks for the beginning
				and developing stages, plus the following.
CN-2-E1
Acquiring information about the Greco-Roman world by
							 reading Latin or Greek literary and non-literary sources
(1, 2, 4)
CN-2-E2
Transferring their knowledge of Latin or Greek
							 literature to their understanding of world literature
(1, 2, 3, 4)
CN-2-E3
Demonstrating their knowledge of the influence of
							 Greco-Roman mythology, history, social and political systems, and artistic
							 achievements on world culture
(1, 2, 3, 4, 5)
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 11 - Comparisons Strand › Section CVII-1101 - Focus

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students become
				better equipped to reflect on their native language and culture after having
				studied other languages and cultures. As students become aware of and sensitive
				to the behaviors, perspectives, and products of the cultures of ancient Greece
				and Rome, they acquire a perspective from which to examine and analyze their
				own culture, and its origins, more objectively.
B. One of the most direct methods available
				to understanding a world different from our own is through the learning of a
				second language. The second language classroom should serve as a springboard
				for cross-cultural comparisons and help students take on a new and broader
				perspective (Curtain and Pesola, 1994).
C. Students often express that through the
				study of another language they develop a deeper understanding of the
				syntactical structuring of their own language. Even simple vocabulary
				instruction can provide new cultural vistas for the classical language learner.
				It can therefore be seen that this comparative approach can begin at a very
				early stage in the instruction of second languages.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.