reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 1 - Marketing Education › Section LXXI-103 - What Is Marketing?

Current through Register Vol. 50, No. 6, June 20, 2024
A.
1. The American Marketing Association (AMA),
				an international organization of marketing professionals, defines
marketing
as:
a. the process
				of planning and executing the conception, pricing, promotion; and
b. distribution of ideas, goods, and services
				to create exchanges that satisfy individual and organizational
				objectives.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 1 - Marketing Education › Section LXXI-105 - What Is Marketing in Louisiana ?

Current through Register Vol. 50, No. 6, June 20, 2024
A. Students in Louisiana are entering a
				complex global economy in which they must be able to participate fully and
				effectively. Developing critical-thinking skills is essential for the student
				to be an involved and productive member of society. Creative problem solving,
				team dynamics, and critical thinking are reflected in this standards document
				for instruction in marketing education classrooms in Louisiana. The economy in
				Louisiana is as diverse and technology-driven as the national economy; the
				marketing education curriculum is designed to prepare students to face the
				challenges of today's world by encouraging them to become life-long
				learners.
B. Many course titles
				related to retailing and marketing fall under the "marketing umbrella." In
				2000-2001, the Louisiana annual school report statistics provided by the Bureau
				of Information Management System reported ten different marketing-related
				courses taught by 112 staff members, representing enrollment of over 8,000*
				students. Course titles included Advertising, Marketing Management, Tourism and
				Lodging, and Specialty Marketing. Most courses are designed for eleventh or
				twelfth-grade students, but career paths in some schools provide entry-level
				marketing instruction for ninth and tenth graders.
C. Curricula in marketing classes in
				Louisiana range from studying marketing for personal use and career exploration
				to developing advanced management and entrepreneurial skills. Many students
				take advantage of the cooperative programs that provide paid, work-based
				learning in marketing related jobs. Other students may be mentored by a
				professional in the field, have job-shadowing opportunities, or work in
				non-paid, short-term positions for "real world" work experiences.
D. Marketing education programs provide
				options for all students, both traditional and non-traditional. Marketing
				education students in Louisiana are members of DECA, the student organization.
				They demonstrate their mastery of the marketing curriculum in competitive
				events at the state and national levels. DECA develops leadership skills and
				provides awareness of civic responsibilities.
*Student enrollment reflects duplicate numbers in some
				  cases.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 1 - Marketing Education › Section LXXI-107 - Cooperative Education in Marketing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Marketing Education programs were among
				the first in the career and technical area to provide opportunities for
				work-based learning. Senior Marketing Education students in most schools are
				able to participate in paid on-the-job training in retail or other
				marketing-related businesses. Credit is given by the high school for the
				cooperative education work experience. Local school district guidelines
				determine the number of hours credit that the student may earn.
B. The Marketing teacher/coordinator works
				closely with the business supervisor to develop a training plan that outlines
				what the student will learn on the job. It is closely aligned with what is
				being taught in the classroom to build a solid connection between school and
				work. The student is given a grade for on-the-job training that becomes a part
				of the teacher's evaluation of student performance.
C. Credit for cooperative students in
				Marketing courses is granted based upon these guidelines.
1. A training agreement issued by the
				Louisiana Department of Labor must be on file; this training plan is developed
				by the student, the marketing teacher/coordinator and the employer and is
				signed by the teacher, student, parent and employer.
2. The place of employment is directly
				related to the student's chosen course of study.
3. The student's cooperative learning program
				is systematically evaluated by the teacher/coordinator and workplace
				supervisor.
4. The student is paid
				by the employer at minimum wage or more.
5. The student has satisfactory attendance
				and classroom performance.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 3 - Implementing the Standards through DECA › Section LXXI-301 - What Is DECA?

Current through Register Vol. 50, No. 6, June 20, 2024
A. DECA,
				formerly "Distributive Education Clubs of America," is a national organization
				of marketing students; it is designed to be not extracurricular but
co-curricular
in nature. All marketing programs are strongly
				encouraged to sponsor a DECA chapter to supplement and enhance the learning
				opportunities for marketing students. DECA is an integral part of the classroom
				instructional program. DECA members include students who are interested in
				preparing for marketing, entrepreneurial, and management careers.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 3 - Implementing the Standards through DECA › Section LXXI-303 - What Is DECA's Mission ?

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				"The mission of DECA is to enhance the co-curricular education of students with
				interests in marketing, management, and entrepreneurship. DECA helps students
				develop skills and competence for marketing careers, build self-esteem,
				experience leadership, and practice community service. DECA is committed to
				advocacy of marketing education and the growth of business and education
				partnerships."
B. To accomplish
				this mission, DECA utilizes a variety of activities that include competitive
				events, on-the-job experience, and chapter projects. All of these activities
				are designed to emphasize academic and vocational excellence as building blocks
				that will launch students into successful marketing and management careers. To
				accomplish this mission, DECA adheres to a number of goals that include the
				following:
1. to prepare marketing education
				students to take their proper places in the business world;
2. to develop leadership
				characteristics;
3. to develop
				self-confidence and self-acceptance;
4. to develop a greater understanding of our
				competitive, free-enterprise system;
5. to further develop occupational
				competencies needed for careers in marketing, management, and
				entrepreneurship;
6. to develop
				high ethical standards in personal and business relationships;
7. to develop effective international
				relationships;
8. to develop
				greater awareness of career opportunities in marketing;
9. to develop greater proficiency in
				communication;
10. to develop
				greater appreciation of the responsibilities of citizenship;
11. to develop a healthy competitive
				spirit;
12. to develop social and
				business etiquette.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 3 - Implementing the Standards through DECA › Section LXXI-305 - What Is DECA's History?

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				DECA is a non-profit organization founded in 1946; it is governed by an elected
				Board of Directors. Members received support and guidance from the National
				Advisory Board, which is comprised of the Congressional Advisory Board, made up
				of members of the U.S. Congress, and representatives from major U.S.
				corporations and business that support DECA's mission. DECA has grown from a
				handful of members to over 180,000 nationwide. Organized around the goals of
				improving education and career opportunities and of remaining on the cutting
				edge of educational innovation, DECA continues to grow.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 3 - Implementing the Standards through DECA › Section LXXI-307 - What Is DECA's Competitive Edge?

Current through Register Vol. 50, No. 6, June 20, 2024
A. Another part of the DECA program is the
				competitive events program. These events are designed to enable students to
				engage in activities that will extend their interests and competencies for
				careers in marketing and other business-related fields. Students will use what
				they have learned in the classroom and on the job to measure their progress
				against other students from around the state and the nation. Competitive events
				are divided into individual events and team events. Goals of the competitive
				events national competition are as follows:
1. to contribute to the development of
				competencies needed for careers in marketing, merchandising, and
				management;
2. to evaluate student
				achievement of the competencies through careful measurement devices;
3. to provide opportunities for student and
				group recognition;
4. to provide
				constructive avenues for individual or group expression, initiative, and
				creativity;
5. to motivate students
				to assume responsibility for self-improvement and self-discipline;
6. to provide a vehicle for students to
				demonstrate their acquired competencies through individual and/or group
				activities;
7. to assist students
				in acquiring a realistic self-concept through individual and/or group
				activities;
8. to help students to
				participate in an environment of cooperation and competition;
9. to provide visibility for the educational
				goals and objectives of Marketing Education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-501 - Strand: Business, Management, and Entrepreneurship

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 1.1-Demonstrate an understanding of
				business fundamentals.
2.
				1.2-Analyze business risk.
3.
				1.3-Demonstrate an understanding of the fundamental functions of marketing
				management.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-503 - Strand 1.0: Business, Management, and Entrepreneurship

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 1.1-Demonstrate an understanding
				of business fundamentals.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Describe marketing functions.
2. Explain marketing and its importance in a global
							 economy.
3. Research the role of business in society.
4. Classify the types of business activity.
5. Analyze the concept of management.
6. Identify and compare the types of business
							 ownership.
7. Explore ways technology affects business.
8. Evaluate ways business is regulated by
							 government.
ELA
1-1, 3, 4, 5
2-1, 6
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Science
SI-A-1, 2
SI-B-4, 5
PS-D-7
PS-F-1
SE-B-6
Math
N-1, 2, 3, 4, 5, 6, 7
A-1, 3, 4
M-1, 2, 3, 4
D-1, 6, 7
G-1, 6
Social Studies
C-1A-1, 2, 3, 4, 5, 6, 7
C-1C-1
E-1A-1, 2, 3, 4, 5, 6, 7
E-1B-1, 2, 3, 4, 5, 6
E-1C-1, 2, 3, 4
H-1B-9, 11, 12
H-1C-7, 11, 15
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
B.
				Standard 1.2-Analyze business risk.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Explore the types of business risk.
2. Define and interpret the role of insurance.
3. Identify security and safety policies and
							 procedures.
4. Explain the role of risk management.
ELA
1-1, 3, 4, 5
2-1, 6
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Science
SI-A-1, 2
SI-B-4, 5
PS-D-7
PS-F-1
SE-B-6
Math
N-1, 2, 3, 4, 5, 6, 7
A-1, 3, 4
M-1, 2, 3, 4
G-1, 6
D-1, 6, 7
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
C.
				Standard 1.3-Demonstrate an understanding of the fundamental functions of
				marketing management.
Benchmarks Academic
Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Demonstrate an understanding of the concept of
							 management.
2. Analyze management's leadership role in business.
3. Analyze the financing and controlling function.
4. Understand the components of a business plan.
ELA
1-1, 3, 4, 5
2-1, 6
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Science
SI-A-1, 2
SI-B-4, 5
PS-F-1
SE-B-6
Math
N-1, 2, 3, 4, 5, 6, 7
A-1, 3, 4
M-1, 2, 3, 4
G-1, 6
D-1, 6, 7
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-505 - Strand: Communication and Interpersonal Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 2.1-Demonstrate the ability to apply the
				fundamentals of communication.
2.
				2.2 -Demonstrate interpersonal skills that contribute to positive
				relationships.
3. 2.3 -Demonstrate
				positive work ethics in the workplace.
4. 2.4 -Demonstrate skills for positive
				working relationships.
5. 2.5
				-Demonstrate the ability to interact with customers.
6. 2.6 -Apply strategies for dealing with
				conflict.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-509 - Strand: Economic Foundations

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standards
1. 3.1-Understand basic economic
				concepts.
2. 3.2-Examine the
				characteristics of economic systems.
3. 3.3-Examine economic indicators and
				trends.
4. 3.4-Examine global
				economies.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-513 - Strand: Professional Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 4.1-Develop self-understanding.
2. 4.2-Apply criteria for
				self-development.
3. 4.3-Apply
				career-planning strategies.
4.
				4.4-Demonstrate job-seeking skills.
5. 4.5-Understand the importance of
				continuing career development.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-515 - Strand 4.0: Professional Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 4.1-Develop self-understanding.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Demonstrate ethical work habits.
2. Identify desirable personality traits important
							 to business.
3. Adjust to change.
4. Demonstrate appropriate creativity.
ELA
1-1, 3
1, 2, 3, 4, 5
Competencies
Information
Interpersonal Skills
Systems
Foundations
Basic Skills
Thinking Skills
Personal Qualities
B.
				Stand ard 4.2-Apply criteria for self-development.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Assess personal skills and interests.
2. Understand self-esteem and self-concept.
3. Demonstrate steps for decision making.
4. Demonstrate appropriate creativity.
5. Identify and utilize time-management principles.
ELA
1-1, 3
7-1, 2, 4
Social Studies
E-1A-3
1, 2, 3, 4, 5
Competencies
Information
Interpersonal Skills
Systems
Foundations
Basic Skills
Thinking Skills
Personal Qualities
C.
				Standard 4.3-Apply career-planning strategies.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Explore career opportunities in business and
							 marketing.
2. Identify and utilize sources for career
							 information.
3. Identify tentative occupational interest.
ELA
1-1, 3, 4
5-1, 2, 3
Social Studies
E-1A-3
1, 2, 3, 4, 5
Competencies
Information
Systems
Foundations
Basic Skills
Thinking Skills
Personal Qualities
D.
				Stand ard 4.4-Demonstrate job-seeking skills.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Utilize job-search strategies.
2. Complete a job application.
3. Write a letter of application.
4. Compose a resume.
5. Apply and interview for a job.
6. Apply appropriate follow-up after job interview.
ELA
1-1, 3, 4
2-1, 2, 3, 4, 5, 6
3-1, 2, 3
4-1, 3, 4
5-1, 2, 3, 4, 6
1, 2, 3, 4, 5
Competencies
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
E.
				Standard 4.5-Understand the importance of continuing career development.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Identify skills needed to enhance career
							 progression.
2. Identify resources needed to enhance career
							 progression.
ELA
1-4
5-1, 2, 3
7-4
1, 2, 3, 4, 5
Competencies
Resources
Information
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-517 - Strand: Distribution

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standards:
1. 5.1-Examine the nature and
				scope of distribution.
2.
				5.2-Understand the concepts involved in order fulfillment.
3. 5.3-Examine the process of warehousing and
				stock handling.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-519 - Strand 5.0: Distribution

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 5.1-Examine the nature and scope of distribution.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Examine and explain channels of distribution.
2. Describe the use of technology in the
							 distribution process.
3. Explain the legal and ethical considerations in
							 the distribution process.
ELA
1-1, 3, 4, 5
2-1
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Science
SI-A1
SI-B4
PS-F1
SE-B6
Math
N-1, 2, 3, 4, 5, 6, 7
M-1, 2, 3, 4
D-7
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
B.
				Standard 5.2-Examine the nature and scope of distribution.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Explain the relationship between customer service
							 and distribution.
2. Describe the use of technology in the
							 distribution process.
3. Explain the legal and ethical considerations in
							 the distribution process.
ELA
1-1, 3, 4, 5
2-1
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Science
SI-A1
SI-B4
PS-F1
SE-B6
Math
N-1, 2, 3, 4, 5, 6, 7
M-1, 2, 3, 4
D-7
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
C.
				Standard 5.3-Examine the process of warehousing and stock handling.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Identify and describe the shipping and receiving
							 processes.
2. Explain and evaluate the concept of warehousing
							 and storing.
3. Demonstrate stock handling techniques used in
							 receiving deliveries.
4. Examine the types of inventory control systems.
ELA
1-1, 3, 4, 5
2-1
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Science
SI-A1
SI-B4
PS-F1
SE-B6
Math
N-1, 2, 3, 4, 5, 6, 7
M-1, 2, 3, 4
D-7
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-521 - Strand: Financing

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standards
1. 6.1-Demonstrate an understanding
				of the nature and scope of the financing function.
2. 6.2-Demonstrate an understanding of the
				purpose and importance of credit.
3. 6.3-Interpret financial
				documents.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-523 - Strand 6.0: Financing

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard 6.1-Demonstrate an understanding of the nature and scope of the
				financing function.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Identify financing activities in marketing.
2. Compare the relationship of financing to other
							 marketing functions.
3. Discuss ways that technology impacts the
							 financing function.
4. Understand the need for developing banking
							 relationships.
ELA
1-1, 4, 5
2-2, 3, 6
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3
7-1, 2, 3
Math
N-1, 2, 3
M-1, 2, 3, 4
D-7, 8
Social Studies
C-1B-4
E-1A-1, 2, 7, 8
E-1B-2
E-1C-2, 4
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
B.
				Standard 6.2-Demonstrate an understanding of the purpose and importance of
				credit.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Identify sources of credit.
2. Compare types of credit.
3. Compute cost of extending credit.
4. Compute cost of using credit.
5. Define start-up costs for a business.
ELA
1-1, 5
2-2, 3, 6
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Math
N-1, 2, 3
M-1, 2, 3, 4
D-7, 8, 9
P-1
Social Studies
E-1A-1, 2, 7, 8
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
C.
				Standard 6.3-Interpret financial documents.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Prepare a personal financial statement.
2. Identify parts of a business plan.
3. Prepare financial documents for a business.
4. Compute payroll and other business expenses.
5. Compute net profit and net loss.
ELA
1-1, 5
2-2, 3, 6
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1, 2, 4
Math
N-1, 2, 3
M-1, 2, 3, 4
D-7, 8, 9
P-1
Social Studies
E-1A-1, 2, 7, 8
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-525 - Strand: Marketing-Information Management

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 7.1-Demonstrate an understanding of the
				nature and scope of marketing-information management.
2. 7.2-Explain the nature of marketing
				research.
3. 7.3-Discuss
				information processing.
4.
				7.4-Discuss information reporting.
5. 7.5-Describe marketing planning.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-529 - Strand: Pricing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 8.1-Demonstrate an understanding of the
				nature and scope of the pricing function.
2. 8.2-Analyze and explain the factors
				affecting pricing decisions.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-531 - Strand 8.0: Pricing

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standard 8.1
				Demonstrate an understanding of the nature and scope of the pricing function.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Analyze the process involved in effective
							 pricing.
2. Describe the role of business ethics in pricing.
3. Explain the use of technology in the pricing
							 function.
4. Research legal considerations for pricing.
ELA
1-1, 3, 4, 5
2-1
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1,2, 4
Science
PS-D-7
PS-F-1
SE-B-6
SI-A-1, 2
SI-B-4, 5
Math
N-1, 2, 3, 4, 5, 6, 7
A-1, 2, 3, 4
M-1, 2, 3, 4
G-1, 6
D-1, 6, 7
Social Studies
C-1A-1, 3, 5, 7
C-1C-1
E-1A-1, 2, 3, 4, 5, 6, 7
E-1B-1, 2, 3, 4, 5, 6
E-1C-1, 2, 3, 4
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
B.
				Standard 8.2-Analyze and explain the factors affecting pricing decisions.
Benchmarks
Academic Cross-References
Louisiana
Foundation Skills
SCANS Skills
1. Describe strategies for pricing products and
							 services.
2. Explain product-mix pricing strategies.
3. Identify the basic rules for setting prices.
4. Calculate and identify problems to determine
							 price.
5. Determine the cost of product.
6. Calculate price.
ELA
1-1, 3, 4, 5
2-1
3-1, 2, 3
4-1, 2, 3, 4, 5, 6
5-1, 2, 3, 4, 6
7-1,2, 4
Science
SI-A-1, 2
SI-B-4, 5
PS-D-7
PS-F-1
SE-B-6
Math
N-1, 2, 3, 4, 5, 6, 7
A-1, 3, 4
M-1, 2, 3, 4
G-1, 6
D-1, 6, 7
Social Studies
C-1A-1, 3, 5, 7
C-1C-1
E-1A-1, 2, 3, 4, 5, 6, 7
E-1B-1, 2, 3, 4, 5, 6
E-1C-1, 2, 3, 4
1, 2, 3, 4, 5
Competencies
Resources
Information
Interpersonal Skills
Systems
Technology
Foundations
Basic Skills
Thinking Skills
Personal Qualities
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-533 - Strand: Product/Service Management

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 9.1-Demonstrate understanding of the
				nature and scope of the product/service management function.
2. 9.2-Plan product mix.
3. 9.3-Describe factors used by marketers to
				position a product, service or business.
4. 9.4-Evaluate the importance of quality
				assurances on product/service management.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-537 - Strand: Promotion

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standards
1. 10.1-Demonstrate an
				understanding of the nature and scope of promotion as a marketing
				function.
2. 10.2-Explain the role
				of advertising as part of a promotional mix.
3. 10.3-Explain the role of sales promotion
				as part of a promotional mix.
4.
				10.4-Explain the role of publicity/public relations as part of a promotional
				mix.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 5 - Strands, Standards, and Benchmarks › Section LXXI-541 - Strand: Selling

Current through Register Vol. 50, No. 6, June 20, 2024
A. Standards
1. 11.1-Demonstrate an understanding of the
				nature and scope of selling.
2.
				11.2-Understand the need for the development of product knowledge.
3. 11.3-Demonstrate an understanding of the
				process and techniques of selling.
4. 11.4-Understand the support activities
				relating to selling.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 7 - Louisiana Content Standards › Section LXXI-701 - Foundation Skills*

Current through Register Vol. 50, No. 6, June 20, 2024
A. Through the
				collaboration of educators, the business community, and other citizens, the
				following foundation skills have been identified as essential competencies
				needed to meet the demands of the classroom and the world beyond. These skills
				apply to all students in all disciplines.
1.
				Communication. A process by which information is exchanged and a concept of
				"meaning" is being 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 identifying 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 material; word
				processors; 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 be productive
				citizens and lifelong learners.
* Developed by the Louisiana Department of Education,
				  Louisiana Content Standards and Assessment Development Project,
				  1997.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 7 - Louisiana Content Standards › Section LXXI-703 - Referenced Content Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Cross-referencing with State Standards for Curriculum Development in the
				following academic areas reinforced the Marketing Education Content Standards
				listed in this document: English/Language Arts, Mathematics, Social Studies and
				Science. A comprehensive list of academic standards utilized, along with area
				specific codes, is listed below. The five Louisiana Foundation Skills developed
				by the Louisiana Content Standards Task Force, which apply to all students in
				all disciplines, were also cross-referenced to the Marketing Education Content
				Standards. The Foundation Skills are:
1.
				communication;
2. problem
				solving;
3. resource access and
				utilization;
4. linking and
				generating knowledge;
5.
				citizenship.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 9 - SCANS Skills › Section LXXI-901 - Background

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Secretary's
				Commission on Achieving Necessary Skills (SCANS) was established in February
				1990 to examine the demands of the workplace and to determine whether the
				current and future work force is capable of meeting those demands. Commission
				members included 31 representatives from the nation's schools, businesses,
				unions and government. The Commission issued its first report,
What
				Work Requires of Schools
, in June, 1991. This report told educators
				and employers what students and workers need to know and be able to do in order
				to succeed in the workplace. This kind of information is especially vital
				today, when more than half of our young people leave school without the basic
				skills required to find and hold a good job.
B. Specifically, the Commission was directed
				to advise the Secretary of Labor on the type and level of skills required to
				enter employment. In carrying out this charge, the commission was asked to:
1. define the skills needed for
				employment;
2. propose acceptable
				levels in those skills;
3. suggest
				effective ways to access proficiency; and
4. develop a strategy to disseminate the
				findings to the Nation's schools, businesses and homes.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 9 - SCANS Skills › Section LXXI-903 - Competencies

Current through Register Vol. 50, No. 6, June 20, 2024
A. Resources
1. Allocates Times: Selects relevant,
				goal-related activities; ranks them in order of importance; allocates time to
				activities; and understands, prepares and follows schedules. Competent
				performance in allocating time includes properly identifying tasks to be
				completed; ranking tasks in order of importance; developing and following an
				effective, workable schedule based on accurate estimates of such things as
				importance of tasks, time to complete tasks, time available for completion and
				task deadlines; avoiding wasting time; and accurately evaluating and adjusting
				a schedule.
2. Allocates Money:
				Uses or prepares budgets, including making cost and revenue forecasts, keeps
				detailed records to track budget performance; and makes appropriate
				adjustments. Competent performance in allocating money includes accurately
				preparing and using a budget according to a consistent and orderly accounting
				method accurately calculating future budgetary needs based on project cost and
				revenues; accurately tracking the extent to which actual costs and revenues
				differ from the estimated budget; and taking appropriate and effective
				action.
3. Allocates Material and
				Facility Resources: Acquires, stores and distributes materials, supplies,
				parts, equipment, space or final products in order to make the best use of
				them. Competent performance in allocating material and facility resources
				includes carefully planning the step involved in the acquisition, storage and
				distribution of resources; safely and efficiently acquiring, transporting or
				storing them; maintaining them in good condition; and distributing them to the
				end user.
4. Allocates Human
				Resources: Assesses knowledge skills and distributes work accordingly,
				evaluates performance and provides feedback. Competent performance in
				allocating human resources includes accurately assessing peoples' knowledge,
				skill, abilities and potential; identifying present and future workload; making
				effective matches between individual talents and workload; and actively
				monitoring performance and providing feedback.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXI - Bulletin 108-Marketing Education Content Standards Curriculum Framework › Chapter 9 - SCANS Skills › Section LXXI-905 - Foundation Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. Basic Skills
1. Reading: Locates, understands and
				interprets written information in prose and documents: including manuals,
				graphs, and schedules: to perform tasks; learns from text by determining the
				main idea or essential message; identifies relevant details, facts and
				specifications; infers or locates the meaning of unknown or technical
				vocabulary; judges the accuracy, appropriateness, style and plausibility of
				reports, proposals or theories of other writers.
2. Writing: Communicates thoughts, ideas,
				information and messages in writing; records information completely and
				accurately; composes and creates documents such as letters, directions,
				manuals, reports, proposals, graphs, flow-charts; uses language, style,
				organization and format appropriate to the subject matter, purpose and
				audience; includes supporting documentation and attends to level of detail; and
				checks, edits and revises for correct information, appropriate emphasis, form,
				grammar, spelling and punctuation.
3. Arithmetic: Performs basic computations;
				uses basic numerical concepts such as whole numbers and percentages in
				practical situations; makes reasonable estimates of arithmetic results without
				a calculator; and uses tables, graphs, diagrams and charts to obtain or convey
				quantitative information.
4.
				Mathematics: Performs computational skills needed in maintaining records,
				estimating results, using spreadsheets or applying statistical
				process.
5. Listening: Receives,
				attends to, interprets and responds to oral messages and other cues such as
				body language in ways that are appropriate to the purpose: for example, to
				comprehend, to learn, to evaluate critically, to appreciate, or to support the
				speaker.
6. Speaking: Organizes
				ideas and communicates oral messages appropriate to listeners and situations:
				participates in conversation, discussion and group presentations; selects an
				appropriate medium for conveying a message; uses oral language and other cues
				such as body language appropriate in style, tone and level of complexity to the
				audience and the occasion; speaks clearly and communicates a message;
				understands and responds to listener feedback; and asks questions when
				needed.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXIII - Bulletin 109-Family and Consumer Sciences Content Standards Curriculum Framework › Chapter 1 - Education › Section LXXIII-101 - Mission and Goals of the State Board of Elementary and Secondary Education (SBESE)

Current through Register Vol. 50, No. 6, June 20, 2024
A. As
				part of the scope of education in Louisiana, Family and Consumer Sciences
				Education embraces the mission and goals of education as adopted by the State
				Board of Elementary and Secondary Education.
1. The Board of Elementary and Secondary
				Education pledges its commitment to the proposition that every child is valued
				and every child will learn.
2. On
				order that we may honor this commitment, the board will aggressively pursue new
				and different ideas, develop a strong systemic process for change, and dedicate
				our energies and resources to that mission.
3. The board recognizes that education is an
				on-going process in which learning is the constant and time is the variable. It
				is for this reason that we propose and adopt the following goals that we
				believe will help chart the course for every child in Louisiana:
a. focus on the early years;
b. prepare students for the
				workplace;
c. increase literacy,
				reduce dropouts;
d. support
				teachers;
e. support children and
				families;
f. provide performance
				based accountability.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXIII - Bulletin 109-Family and Consumer Sciences Content Standards Curriculum Framework › Chapter 1 - Education › Section LXXIII-103 - Louisiana Content Standards 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
				subsequent 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; word processors; 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.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXIII - Bulletin 109-Family and Consumer Sciences Content Standards Curriculum Framework › Chapter 3 - Family and Consumer Sciences in Louisiana › Section LXXIII-301 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Family and
				Consumer Sciences Education is a broad, comprehensive curriculum that enables
				individuals to function effectively as consumers, homemakers, parents, and
				employees or employers and to balance these roles successfully. It empowers
				individuals and families across the life span to manage the challenges of
				living and working in a diverse, global society. The unique focus is on
				families, work, and their interrelationships. Instruction strengthens basic
				academic skills in language arts, mathematics, science, and social studies and
				develops critical thinking skills through practical applications in real-life
				situations. Students gain a wide range of transferable skills that prepare them
				for multiple roles in today's society. The curriculum also allows entrance into
				the job market with the flexibility to function in new and emerging
				occupations. Through mastery of the key concepts (standards) and skills
				(benchmarks) outlined in this framework, students will become accomplished
				problem-solvers and informed decision makers. They will also be able to assume
				their places in the family and in the economic workforce as effective producers
				and consumers. Students of this state will also gain the skills needed to
				become lifelong learners.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXIII - Bulletin 109-Family and Consumer Sciences Content Standards Curriculum Framework › Chapter 3 - Family and Consumer Sciences in Louisiana › Section LXXIII-303 - Mission and Goals

Current through Register Vol. 50, No. 6, June 20, 2024
A. The mission
				of Family and Consumer Sciences Education is to prepare students for family,
				work, and careers by providing opportunities to develop the knowledge, skills,
				attitudes, and behaviors needed for:
1.
				strengthening the well-being of individuals and families across the life
				span;
2. becoming responsible
				citizens and leaders in family, community, and work settings;
3. promoting optimal nutrition and wellness
				across the life span;
4. managing
				resources to meet the needs of individuals and families;
5. balancing personal, home, family, and work
				lives;
6. using critical and
				creative thinking skills to address problems in diverse family, community, and
				work environments;
7. achieving
				successful life management, employment, and career development;
8. functioning effectively as providers and
				consumers of goods and services; and
9. appreciating human worth and accepting
				responsibility for one's actions and successes in family and work
				life.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXXIII - Bulletin 109-Family and Consumer Sciences Content Standards Curriculum Framework › Chapter 3 - Family and Consumer Sciences in Louisiana › Section LXXIII-305 - Description of Framework

Current through Register Vol. 50, No. 6, June 20, 2024
A. In
				this document, framework refers to the entire field of Family and Consumer
				Sciences. A strand is the name of one of the five fields of study:
1. clothing and textiles;
2. housing, interiors, and
				furnishings;
3. human development
				and family relationships;
4.
				management of resources;
5.
				nutrition and foods.