Communications:

General Planning and Strategy

1. Educational Media Development
   
   • Assessing learner needs and interests
     
   • Assessing learner abilities (reading level, knowledge of subject)
     
   • Writing measurable educational objectives
     
   • Selecting or developing relevant content
     
   • Selecting optimum medium or media
     
   • Organizing content (chronological, simple to complex, etc.)
     
   • Developing script and/or storyboard
     
   • Formatting text and illustrations
     
   • Duplicating and distributing product
     
   • Evaluating results (changes in knowledge, skills, attitudes)
     
   
   
2. Marketing Extension Programs
   
   • Understanding marketing purposes and processes
     
   • Developing a marketing plan
     o Working within the state Extension marketing plan
     
   • Identifying and prioritizing target audiences
     o Assessing audience awareness and interests
     
   • Setting objectives
     
   • Getting buy-in from leaders and staff
     
   • Developing core messages
     
   • Devising delivery strategies
     
   • Developing resources
     
   • Selecting delivery media
     
   • Designing and developing communication products
     
   • Delivering communication products
     
   • Measuring results (changes in knowledge, attitudes)
     
   
   
3. Accountability and Impact Reporting
   
   • Understanding difference between activities and impacts
     
   • Obtaining impact data (statistical/numerical, evaluations, testimony)
     
   • Describing program benefits
     
   • Selecting delivery media
     
   • Using impact statements with stakeholders
     
   
   
4. Diversity in Content and Illustrations
   
   • Promoting cultural sensitivity in textual content and graphic images
     
   • Identifying ways to include people from different backgrounds in text and images
     
   • Developing mechanisms to ensure that people of different backgrounds are included
     
   • Obtaining release forms from photo subjects
     

Specific Products/Skills

1. Basic Writing Refresher
   
   • Gathering information
     
   • Defining purpose or problem
     
   • Organizing information
     
   • Avoiding common errors of grammar and spelling
     
     • Using grammar and spelling checkers wisely and understanding the results
   • Adjusting language use to audience's comprehension level
     
     • Using the FOG index and other measures built into word processing software
   • Using Extension and other acronyms appropriately
     
   • Using active voice for stronger writing
     
   • Writing clearly and concisely
     
   • Adjusting writing style to specific purposes and audiences (reports, news, personal columns, marketing and promotion, correspondence, etc.)
     
   
   
2. Business Correspondence (E-mail or Paper)
   
   • Defining purpose or problem
     
   • Understanding readers' perspective and interests
     
   • Knowing parts of letter/memo
     
   • Choosing the best deliver medium (e-mail, paper, fax, phone, or F2F)
     
   • Organizing content
     
   • Writing clearly and concisely
     
   • Achieving desired tone
     
   • Asking for specific action
     
   • Identifying who to copy
     
   • Seeking feedback to verify comprehension
     
   • E-mail etiquette
     
   • Using grammar and spelling check in e-mail
     
   • Using listserves effectively
     
   • Do's and don'ts of the reply key
     
   • Knowing and following the organization's policies
     
   
   
3. Exhibits
   
   • Identifying audiences
     
   • Defining objectives
     
   • Designing to achieve multiple purposes
     
   • Assessing audience's interests, abilities
     
   • Collecting or developing visual components
     
   • Choosing a physical format (poster, 3-panel tabletop, etc.)
     
   • Using graphics and photographs
     
   • Writing text items
     
   • Working with vendors
     
   • Choosing type styles and sizes
     
   • Mounting and arranging components
     
   • Using complementary media (brochures, information sheets, videos)
     
   • Staffing exhibits
     
   • Evaluating results (changes in knowledge, skills, attitudes)
     
   
   
4. Media Relations
   
   • Understanding the local media market (media types, linkages, press services, market size, etc.)
   • Identifying print and broadcast media gatekeepers
   • Establishing relationships with print and broadcast reporters
   • Inviting the media to events
   • Identifying media's preferred formats, delivery method
   • Feeding useful information to gatekeepers
   • Creating tip sheets
   • Establishing source reliability (timeliness, credibility)
   • Keeping abreast of current issues/angles
     
     
5. Meetings
   
   • Setting objectives
   • Providing materials and reminders in advance
   • Planning agenda (order of business) and duration of each item
   • Parliamentary procedure and when to use it
   • Preparing room
   • Facilitation participation and discussion
   • Keeping participants on track
   • Ensuring full involvement of participants (dealing with dominant and quiet members)
   • Taking minutes
   • Making decisions - consensus, majority
   • Assigning responsibilities
   • Ensuring action and follow-through
   
   
6. Newsletters
   
   • Identifying audiences
   • Defining objectives
   • Assessing audience's interests, abilities
   • Gathering and selecting content
   • Writing articles
   • Writing headlines and captions
   • Acquiring supporting images
   • Developing basic page design template (or using existing ones)
   • Placing text and illustrations
   • Conforming to postal regulations
   • Printing newsletter
   • Addressing and mailing
   • Preparing a newsletter for electronic distribution
   • Evaluating results
   
   
7. Writing for the Newspaper
   
   • Identifying the product: newspaper column, news release, feature story
   • Working the editor
   • Assessing newsworthiness of topic
   • Gathering information (interviewing, research)
   • Using supporting visual images
   • Organizing content
   • Writing article
   • Writing lead paragraph
   • Writing cutlines and headlines
   • Using correct English (grammar, spelling, punctuation)
   • Adhering to Associate Press style
   • Handling quotes and attributions
   • Covering the 4 W's and the H
   • Distributing news column
   
   
8. Radio and Television
   
   • Providing story leads to broadcast media
   • Sending advance notice of upcoming events (tip sheets)
   • Writing PSAs for radio
   • Preparing for radio or TV appearances
   • Developing interview skills
   • Developing main talking points
   • Planning a local radio show
   • Planning a cable television show
   • Using Radiosource.net for English- and Spanish-speaking audiences
   
   
9. Risk & Crisis Communications
   
   • Understanding concept of risk perception
   • Understanding categories of risks and crises
   • Determining whether your university or Extension Service has a crisis plan
   • Knowing your role in an institutional crisis plan (what you should, may, and may not do)
   • Assessing resources to deal with risks and crises
   • Devising and analyzing crisis scenarios
   • Developing response plan (including role playing)
   • Developing interviewee skills (link to Radio and Television course)
   • Testing response strategies
   • Identifying key players and their roles and responsibilities
   • Avoiding common pitfalls
   • Evaluating outcomes
   
   
10. Telephone Conferencing
    
    • Defining audiences
    • Setting objectives
    • Establishing the call
    • Planning agenda
    • Preparing room
    • Preparing visuals
    • Delivering visuals to remote sites
    • Training users in procedure
    • Ensuring involvement of users at all sites
    • Keeping participants on track
    • Taking minutes
    • Making decisions (consensus, majority)
    • Assigning responsibilities
    • Teleconferencing etiquette
    • Ensuring action and follow-through
    
    
11. Intellectual Property and Other Legal Issues
    
    • Understanding basic copyright and trademark laws
    • Understanding plagiarism
    • Understanding 'fair use' of copyrighted materials in education
    • Sources of materials that can be used freely
    • Obtaining permission for use of protected property
    • Obtaining release forms from subjects
    
    
12. Interpersonal Communications
    
    • Being understood: establishing verbal meaning with others
    • Understanding and using nonverbal communication
    • Establishing trust and credibility
    • Recognizing supportive and defensive communication behaviors
    • Establishing positive customer (client) relations
    • Dealing with difficult, angry, or upset people
    • Resolving conflicts
    
    
13. Listening Skills
    
    • Recognizing the importance of listening as a professional skill
    • Overcoming challenges in listening (passivity, distractions, etc.)
    • Understanding different kinds of listening (appreciative, empathic, comprehensive, critical)
    • Practicing active listening skills in conversations and meetings
    • Using focused listening skills for presentations
    • Taking notes
    • Helping audiences want to listen
    
    
14. Photography/videography
    
    • Choosing film or digital medium
    • Choosing a videotape format
    • Selecting film type (speed, etc.)
    • Lighting subjects
    • Arranging subjects
    • Composing images
    • Establishing continuity (video)
    • Capturing audio (video)
    • Moving the camera
    • Scanning and manipulating photo images
    • Selecting resolution
    • Loading images from a digital camera to the computer
    • Using special effects
    • Understanding digital file formats
    • Using graphics
    • Writing scripts (video)
    • Storing and cataloging images

Family and Consumer Sciences:

Family Systems: The core competencies were developed using Bloom's taxonomy.

A socio-ecological understanding of families and their relationships to other institutions, such as the educational, governmental, religious, and occupational institutions in society.

Essential

1. Able to describe ecological theory and how it relates to families in society.
   
2. Knows how to locate family demographics and census data.
   
3. Is aware of community cultural variations and how these variations shape and influence program development.
   
4. Recognizes that work-family issues affect family relationships.

Intermediate (application of knowledge)

1. Able to work with families on a direct level as well as at a community level and make recommendations to families seeking resources from schools, churches, government and other systems.
   
2. Can interpret community demographics to recommend program direction.
   
3. Is aware of own biases and how personal perspectives can influence program decisions. Involves target audience representatives in program planning.
   
4. Can recommend stress reducers and strategies to families seeking to balance work and family needs.

Advanced (integration or synthesis)

1. Able to determine program direction and evaluation methods by recognizing multiple systems at work and seeking to solve problems using incorporating multiple levels.
   
2. Can use demographic data to guide programs and refine assessment with data to tailor programs.
   
3. Can teach others about cultural variations and learn from experiences to redesign programs to meet family needs.
   
4. Has an understanding of the work and family policy and how to work with businesses on designing family friendly work places and policies.

I. FAMILY AND CHILDHOOD DEVELOPMENT

Family Stress and Crisis

An understanding of family strengths and weaknesses and how to maximize internal and external resources during time of stress and crisis.

Essential

1. Understands the causes of normal family stresses (transition periods in thefamily life cycle, three-generation households, caring for the elderly, & dual careers).
   
2. Recognizes the major causes of family crises (divorce, remarriage, death, economic uncertainty and hardship, violence, substanceabuse).
   
3. Is aware that there are special needs in families (including adoptive, foster, migrant, low income, military, and blended families as well as those with disabled members).
   

Intermediate

1. Can develop educational programs that address causes of stress and suggests ways to manage normal family stress.
2. Can develop educational programs that address ways to prevent and manage family crisis.
   
3. Can develop educational programs that address specially identified needs of families.
   

Advanced

1. Can make specific recommendations based on the literature for dealing with normal family stress (i.e., understanding one's child development processes, basic understanding of elder caregiving, family variations based on family type).
   
2. Can pro-actively recognize when community crisis necessitates educational outreach and community intervention (Examples, natural disaster, violence).
   
3. Develops community networks to identify and address collective special needs of families.
   

Child Development

An understanding of the developmental changes of individuals in families throughout adolescence. Based on knowledge of physical, emotional, cognitive, social, moral and personality aspects.

Essential

1. Understands the stages of development that occur during each trimester of prenatal development.
   
2. Can describe risk and protective factors associated with positive and negative developmental outcomes.
   
3. Can describe the basic stages of children's physical, cognitive and emotional development from infancy through adolescence.
   
4. Understands the basic needs of children: physical needs (sleep, food), emotional needs (love, acceptance, security, guidance, control, independence, and respect for self and others), social needs (friendship, companionship), intellectual needs (intellectual stimulation, thinking new thoughts), spiritual needs (the need to know that we are part of something bigger than ourselves), and creative needs (need to express self).
   
5. Can identify the components associated with quality child care settings ranging from infancy to teens.
   
6. Understands principles for guiding, nurturing, and motivating children and youth.
   
7. Can identify strategies for advocating for children and youth.

Intermediate

1. Can develop educational programs that address each trimester of development.
   
2. Can develop programs that address environmental risk factors and build on protective factors.
   
3. Can develop educational programs that address each of these stages of development from infancy to adolescence.
   
4. Can develop educational programs that address ways to meet the basic needs of children at different developmental levels.
   
5. Can develop educational programs or checklists that address components of quality child care settings.
   
6. Can develop educational programs that address specific strategies of guidance, nurturing and motivation appropriate for different aged youth.
   
7. Can develop educational programs that teach specific advocacy strategies.

Advanced

1. Can discuss the relationship between critical periods of development and environmental hazards.
   
2. Can make referrals based on high risk and child needs.
   
3. Can identify common theories that drive practices and make specific programmatic recommendations to ensure developmentally appropriate programming practices are being used.
   
4. Can evaluate child care practices and environments to determine if they meet developmental needs.
   
5. Can evaluate the quality of a child care setting and make recommendations for improvement.
   
6. Can evaluate guidance, nurturing, and motivation practices for effectiveness and developmental appropriateness.
7. Is well networked within the community with community agencies and organizations that are supportive of youth issues.

Adulthood

An understanding of the developmental changes of individuals in families following adolescence and throughout the adult life span.

Essential

1. Can identify the major theories explaining the human aging process.
   
2. Understands the interplay of physical/cognitive/emotional fitness.
   
3. Recognizes that caregiving relationships in later life are a part of the adult developmental processes.
   
4. Recognizes the components necessary to plan for end-of-life decision-making.
   
5. Can identify stresses resulting from imbalance in personal and professional realms.
   
6. Can identify how family relationships and roles change over the lifespan.
   
7. Understands how to manage resources over the lifespan for optimal satisfaction.
   
8. Can identify important public policies that have implications for adults planning and managing their lives.
   

Intermediate

1. Can explain the major theories explaining the human aging process.
   
2. Develops prevention education programs building upon the interplay of physical/cognitive/emotional fitness.
   
3. Develops and delivers educational programs about caregiving relationships in later life.
   
4. Develops programs for clientele about end-of-life planning.
   
5. Develops programming to assist adults in finding healthy balance between personal and professional needs and demands.
   
6. Delivers programming that informs adults about role change over the lifespan.
   
7. Delivers educational programming to assist families in planning their resource management throughout the lifecycle.
   
8. Helps adults understand relevant public policies that impact their day-to-day personal and professional decision-making.

Advanced

1. Develops and delivers educational programs based on the major theories explaining the human aging process.
   
2. Advises other organizations and agencies about the critical factors involved in the interplay of physical/cognitive/emotional fitness.
   
3. Can interpret policy and practices about caregiving in later life.
   
4. Networks with community organizations to develop initiatives to support decision-making about end-of-life planning.
   
5. Assesses policies that contribute to personal/ professional stress and uses research to assist employees and employers find a healthy and productive balance.
   
6. Uses data to help families and community leaders plan for an aging population.
   
7. Assesses the strengths and weaknesses of local family resource management and provides relevant educational interventions.
   
8. Provides expert input into the public policymaking process as it impacts adults and their families.

Relationship Building

An understanding of the development and maintenance of
interpersonal relationships; e.g., self and others; communication skills (listening, empathy, self-disclosure, decision making, problem-solving, and conflict resolution); intimacy, love, romance; relating to others (respect, sincerity, and responsibility).

Essential

1. Understands basic interpersonal communication and the influence of communication.
   
2. Understands basic conflict management theory and practice.
   
3. Can identify basic conditions that help or hinder effective group processes.
   
4. Recognizes the strengths of positive intercultural and intergenerational relationships.
   
5. Understands the conditions necessary for the development of positive intimacy skills.
   
6. Recognizes how the development of social skills is an important aspect of positive personal development.
   
7. Understands the interpersonal and organizational elements necessary for positive community-building.
   

Intermediate

1. Develops educational programs and written materials about basic interpersonal communication.
   
2. Develops and delivers educational programs about basic conflict management.
   
3. Teaches and models effective group development among youth and adult audiences.
   
4. Provides programming that is sensitive to intercultural and intergenerational issues.
   
5. Provides research-based programming to enhance the development of positive intimacy attitudes and behaviors.
   
6. Provides research-based educational programming to assist youth and others in the development of positive, appropriate social interaction skills.
   
7. Encourages and provides educational programming in support of positive community-building.
   

Advanced

1. Assists individuals and groups in identifying communication challenges and possible solutions.
   
2. Facilitates solutions to organizational and community challenges using appropriate conflict resolution strategies.
   
3. Identifies dysfunctional interactions among community groups and facilitates positive interventions.
   
4. Facilitates public discussion of intercultural and intergenerational misunderstandings and promotes positive interaction among involved groups.
   
5. Assesses specific community indicators of negative intimacy trends and collaborates to provide educational and policy solutions.
   
6. Collaborates with other community resources to provide targeted social skills training to identified individuals and groups.
   
7. Facilitates the prevention and resolution of public disputes.

Parenting

An understanding of how to find resources to meet the needs of families and children, how to motivate, how to nurture knowledge of expression, developmental stages and learning styles, behavior, and how to care for self.

Essential

1. Able to identify community resources to meet the needs of the family and the children.
   
2. Able to motivate parents by teaching about self, others, and the world around them.
   
3. Demonstrates to parents how to provide their children with the proper nutrition, shelter, clothing, health, and safety needs.
   
4. Understands the developmental stages and learning styles of children.
   
5. Understands how to guide children in appropriate behaviors.
6. Understands how to care for self.
   
7. Able to understand advocacy for children and families.
   

Intermediate

1. Able to share programs, institutions, and professionals that can provide services important to families.
   
2. Able to develop strategies to stimulate curiosity and imagination, search for knowledge, create beneficial learning conditions, and help process and manage information.
   
3. Able to demonstrate how to nurture children by teaching appropriate expressions of affection and compassion.
   
4. Able to teach parents how to recognize the developmental stages and learning styles to parents.
   
5. Able to share information and resources about setting limits, learning responsibility, positive character traits, teaching problem-solving skills, and learning how to monitor children's activities with peers and adults to share with parents.
6. Is able to relay information to parents about stress management, managing family resources, getting support from and giving it to other parents, developing sense of purpose in parenting, setting child-rearing goals, & cooperating with child-rearing partners
   
7. Able to share information and resources about advocacy for parents.

Advanced

1. Able to demonstrate to parents how to represent their children's needs to organizations or individuals to build a link between community service and the child.
   
2. Able to apply and teach the strategies to stimulate curiosity and imagination, search for knowledge, create beneficial learning conditions, and help process and manage information with their children.
   
3. Able to develop and deliver a variety of instructional methods (lecture, discussion, role-playing, videotaping, interactivity) that teach parents how to listen and attend to children's self respect, hope, feelings, and ideas.
   
4. Teaches parents how to respond and react to children in each developmental stage and how to adhere to learning styles.
5. Able to effectively demonstrate to parents how to develop limits that teach responsibility, character traits, and problem-solving skills. They also develop skills to monitor children's activities with peers and adults.
6. Helps parents deal with stress, managing family resources, getting and receiving support for other parents, developing sense of purpose, setting child-rearing goals, and cooperating with their child-rearing partners.
   
7. Able to implement advocacy strategies for parents.
   

II. HEALTH

The County Extension Educator providing health information should be able to:

Essential

1. Name at least five of the nine leading causes of death for all age groups.
   
2. Name major risk factors that contribute to leading causes of death for all age groups.
   
3. Define culture, cultural sensitivity and cultural competence as it relates to health issues.
   
4. Distinguish between myths versus facts for the health consumer.
   
5. Describe acute and chronic diseases for all age groups.
   
6. Define general health and wellness information for infants and youth.
   
7. Identify by name and purpose at least three principal state and national organizations, agencies, and associations that determine the agenda for and/or promote health and wellness goals for the nation.
   
8. Modify general factual information into lay terms to reflect audience cognitive ability.
   
9. Facilitate a response to community groups seeking direction to health related problems.
   
10. Find theory-based, reliable health information from a variety of sources.
    
11. Plan a community assessment.

Intermediate

1. Distinguish between controllable or modifiable risk factors and uncontrollable or non- modifiable risk factors.
2. Demonstrate a factual knowledge of the leading health theories that describe
   individuals' readiness, willingness, and/or abilities to adopt healthy lifestyle behaviors.
   
3. Assess the impact of leading health risk factors on all age groups.
   
4. Describe appropriate interventions for leading health problems for all age groups.
   
5. Modify and adapt programs for different cultures.
   
6. Use at least three modalities to present information to the general public regarding health wellness and disease.
   
7. Utilize measurement, assessment and evaluation of health promotion activities using basic survey research design.
   
8. Manage the community assessment process.
   
9. Plan community focused and theory-based interventions/programs to address priority needs identified in a community assessment.

Advanced

1. Describe racial and ethnic health disparities experienced by your state and Americans in general.
   
2. Apply basic tenets of (at least) one community health model to community planning initiative.
   
3. Provide leadership for county coalitions to promote health and wellness.
   
4. Plan outcome focused programs with appropriate evaluation strategies.
   
5. Implement planned community intervention to address priority needs.
   
6. Evaluate for program outcomes.

III. FAMILY RESOURCE MANAGEMENT

Decision-making, goal setting, and financial planning

Essential

1. Understand the decision-making and financial planning processes
2. Understand how emotions, values, and social pressures influence financial decisions
3. Set and attain realistic short-term, intermediate-term, and long-term goals
4. Apply planning and organizational skills to accomplish goals

Intermediate

1. Integrate the decision-making and financial planning processes into all educational programs in family resource management
2. Use wise decision-making to maximize use of available/limited resources

Advanced

1. Deliver and/or network with appropriate financial management professionals to provide unbiased, research-based programming

Cash flow and household management

Essential

1. Understand the need for and use of basic financial tools, such as net worth statements, income/expense statements, and spending plans
2. Understand the need for reserve accounts and emergency accounts
3. Identify options for increasing income, reducing expenses, and efficient use of resources
4. Understand basic money management principles as they apply to children, youth, and adults

Intermediate

1. Organize and develop a system for expense tracking
2. Organize and develop a system for household record keeping
3. Teach clientele how to develop net worth statements, income/expense statements, reserve accounts, emergency accounts, and spending plans

Advanced

1. Collaborate with other agencies, organizations, and groups to insure that youth and adults are provided adequate opportunities to learn and practice basic money management skills

Transaction/banking services

Essential

1. Understand the various options for receiving cash, making purchases, and paying bills, such as cash, checks, and electronic fund transfers
2. Evaluate, select, and manage cash flow options, such as checking accounts, savings accounts, and electronic transactions
3. Understand laws, regulations, and new technologies impacting on cash flow options

Intermediate

1. Teach selection, utilization, and management of basic cash flow options
2. Collaborate with financial institutions and financial services firms to co-sponsor educational programs, community projects, and other related activities

Advanced

1. Collaborate with other community resources to identify and provide educational programs and specialized services for underserved and/or targeted audiences, such as Individual Development Accounts and Electronic Transfer Accounts
2. Identify sources of funding to enhance educational efforts, such as Community Reinvestment Act provisions

Credit and debt management

Essential

1. Recognize advantages and disadvantages of using credit
2. Identify and evaluate various types and costsof credit sources and credit options
3. Choose credit wisely
4. Describe consumer rights and responsibilities afforded by the credit reporting system
5. Describe typical terms in a credit agreement
6. Understand principles of establishing and practicing wise credit management
7. Understand consequences of making minimum payments
8. Recognize signs of over indebtedness

Intermediate

1. Understand criteria considered in granting credit
2. Understand the cost of credit at (and the impact of using) alternative lending institutions
3. Identify steps to correct mistakes on a credit report
4. Analyze debt level and develop a plan for managing and reducing debt (such as using PowerPay© or other computer software)
5. Identify resources available to clients experiencing credit problems

Advanced

1. Calculate APR and finance charges on loans
2. Describe the components of the consumer credit reporting/scoring system
3. Identify steps to improve overall credit rating
4. Help consumers understand options for addressing credit problems
5. Explain rights and responsibilities regarding credit collection and bankruptcy
6. Assess the choices and consequences in declaring personal bankruptcy
7. Collaborate with other community resources to address credit and debt management issues

Risk management

Essential

1. Understand the need for insurance coverage
2. Identify basic insurance needs, including:
   
   
   • Health
   • Life
   • Disability
   • Auto
   • Homeowners
   • Long term care
     
     
3. Identify and understand factors affecting the cost of various types of insurance

Intermediate

1. Understand the role of Social Security in risk management
2. Understand the role of Medicaid in risk management
3. Understand how the need for risk management protection changes over the life cycle
4. Understand the purpose of a living will and how to write one in compliance with state law
5. Understand health care power of attorney, how to determine when one is needed, and how to write one in compliance with state law

Advanced

1. Analyze family finances to determine risk exposure
2. Develop a plan to manage risk exposure
3. Research financial stability of insurance companies
4. Evaluate and compare risk management products to ascertain "best buy"
5. Devise and implement a plan for meeting short- and long-term health care needs
6. Evaluate the need for and affordability of long-term health care insurance
7. Understand and teach clientele the role of insurance in estate planning

Consumer skills

Essential

1. Identify reliable, unbiased sources of information
2. Understand consumers' role in society and the economy
3. Understand consumer rights and responsibilities
4. Demonstrate wise shopping skills

Intermediate

1. Increase awareness of basic consumer protections and methods of redress for consumer problems
2. Identify common and emerging frauds, scams, and deceptive practices, such as identity theft, telemarketing fraud, and internet fraud
3. Demonstrate knowledge of local, state, and federal agencies and their consumer protection role(s)
4. Assist clientele to develop strategies to avoid and/or seek redress for consumer problems and frauds

Advanced

1. Collaborate and form coalitions to address consumer issues
2. Discuss trends and current research related to fraud and other consumer issues
3. Inform the public about consumer issues through educational programming

Building wealth

Essential

1. Recognize the importance of beginning lifetime savings early
2. Understand the importance of savings over a lifetime
3. Understand net worth as a measure of wealth
4. Understand the time value of money
5. Recognize the need for emergency savings
6. Identify ways to save money
7. Understand and teach basic savings strategies

Intermediate

1. Integrate financial preparation and planning with life events
2. Teach the calculation of net worth
3. Understand basic strategies and options for investments
4. Integrate the principles of diversification in savings and investments
5. Understand personal risk tolerance levels

Advanced

1. Evaluate and teach risk and return as it relates to different investments
2. Read and evaluate information on stocks, bonds, and mutual funds
3. Calculate the time value of money using tables and financial calculators
4. Network with investment professionals to identify educational needs and provide unbiased, research-based programming
5. Apply basic strategies for reducing tax burden

Retirement planning

Essential

1. Understand the need for saving and/or investing for retirement
2. Understand the major sources of retirement income, including pensions, Social Security, savings/investments, and employment

Intermediate

1. Understand the basics of different employer-provided and self-employed retirement plans, such as 401(k), 403(b), IRA, Keogh, and SEP
2. Teach how to estimate retirement income needs and assess current status of retirement preparation
3. Assist participants in estimating retirement income
4. Understand the tax implications of withdrawing money from retirement plans
5. Integrate financial aspects of retirement planning with other retirement decisions

Advanced

1. Recognize the impact of laws and regulations on retirement assets and retirement plans
2. Collaborate with other professionals to educate the public about legislative/regulatory changes that impact retirement planning

Estate planning

Essential

1. Recognize the importance of estate planning
2. Understand the basic components of an estate plan

Intermediate

1. Identify the components of and processes in estate planning
2. Understand state laws concerning descent and distribution of property
3. Understand death taxes at the state and federal level
4. Understand the importance of estate planning professionals
5. Recognize the responsibilities of the estate executor/administrator
6. Understand the importance of powers of attorney and advance directives
7. Identify and understand basic tools used in estate planning, such as wills, trusts, gifts, and insurance
8. Understand implications of how property is titled

Advanced

1. Understand property valuation in estate settlement
2. Recognize the impact of state and federal laws and regulations on estate planning
3. Collaborate with other professionals to educate the public about estate planning

Taxes

Essential

1. Complete a basic tax return
2. Organize records and receipts to support tax returns

Intermediate

1. Understand the purpose of income taxes and the consequences of failure to comply with tax laws
2. Understand the principles of tax equity and fairness
3. Understand the following basic tax terminology:
   
   • Adjustments
   • Adjusted Gross Income
   • Credits
   • Deductions
   • Dependents
   • Estimated taxes
   • Exemptions
   • Income
   • Marginal tax bracket
   • Standard deduction
   • Taxable income
   • Tax deferred
   • Tax liability
     
     
4. Identify no fee or low fee sources for filing assistance
5. Understand basic strategies for reducing taxes such as deferrals, exemptions, and transfers

Advanced

1. Understand the purposes and be able to give examples of a progressive, regressive, flat, and proportional tax
2. Understand the implications of current laws and regulations on individual/family tax liability
3. Help individuals and families identify strategies to reduce taxes
4. Collaborate with tax professionals and other community organizations to provide educational programming and specialized services in income tax preparation

Housing

Essential

1. Analyze the costs and benefits associated with renting versus owning a home
2. Assist consumers in determining how much they can afford for housing
3. Describe the steps in the home buying and selling processes
4. Identify the costs involved in purchasing and maintaining a home
5. Understand and explain the terms of a lease
6. Understand and explain housing rights and responsibilities
7. Identify techniques for managing utility costs

Intermediate

1. Help home buyers:
   
   • Evaluate appropriate and affordable mortgage options
   • Understand how to prevent delinquencies and foreclosures
   • Identify risk management options
   • Identify criteria for choosing a real estate professional
   • Evaluate available housing alternatives

Advanced

1. Understand and teach the tax implications of home ownership
2. Assist consumers in developing and using negotiating skills
3. Collaborate with other agencies, organizations, and groups to inform the public through homebuyer education

Human capital and workforce preparation

Essential

1. Identify and teach considerations for career and training path development
2. Locate resources for planning a career and training path
3. Demonstrate the impact of education on lifelong earnings
4. Identify community resources that provide assistance to temporarily unemployed families
   

Intermediate

1. Locate and analyze labor force and employment trend information
2. Show how the cost of living in different locations affects wealth accumulation
3. Identify career outlets for different individual interests and capabilities
4. Identify the educational/training requirements of different occupations
5. Explain options for education/training and their relationship to career preparation
6. Identify the salary potential of different career options
7. Identify and teach the components of an effective resume
8. Teach how to prepare for a job interview
9. Identify potential sources of higher education funding
   

Advanced

1. Identify state and federal agencies involved in economic and workforce development
2. Collaborate with economic and workforce development groups to deliver educational programming and/or services in workforce preparation
3. Identify the characteristics of successful entrepreneurs
4. Collaborate with other agencies and organizations to help clients:
   
   • Understand basic components of product development and marketing
   • Develop and evaluate a business financial management plan
   • Select, develop, and maintain an appropriate business record keeping system

IV. FOOD, NUTRITION AND FOOD SAFETY

Nutrition and Chronic Disease Risk Reduction

Anemia

Essential

1. List the various types of nutritional anemia and the nutrients involved in their etiologies.
2. Describe the symptoms of the nutritional anemias.
   
3. List foods rich in nutrients needed to reduce risk of anemia.

Intermediate

1. Describe how specific nutrients are related to risk of various types of nutritional anemia.
2. Discuss treatments available for the various types of anemia.
   
3. Explain when supplements are appropriate to reduce risk of anemia.

Advanced

1. Assist consumers in modifying their eating patterns to reduce risk of nutritional anemia.

Cancer

Essential

1. Describe trends in cancer incidence, including differences related to gender, ethnicity and socioeconomic status.
2. List controllable and uncontrollable cancer risk factors.
   
3. List eating patterns, specific nutrients (and foods containing them) that increase or decrease risk of various types of cancer.
4. List screening methods including self-exams that are recommended for early detection of cancer.
5. Identify key organizations that provide information and resources on cancer risk reduction.

Intermediate

1. Describe the processes of cancer initiation and promotion, and how they are related to diet-related cancer risk factors.
2. Describe and/or demonstrate cooking methods consistent with a diet that lowers cancer risk.
   
3. Provide referrals to agencies that teach proper method of breast self-examination and testicular self-examination.
4. Discuss popular types of "quack" cancer "cures" and reasons why they are a concern.

Advanced

1. Assist consumers in analyzing their eating patterns and ways eating patterns and other lifestyle factors may be adapted to reduce cancer risk.
2. Use tailored techniques to assist diverse clientele in changing eating patterns to reduce cancer risk.
3. Assist consumers in meal planning and food selection for the cancer patient.

Cardiovascular Diseases

Essential

1. Describe trends in incidence of cardiovascular diseases, including differences related to gender, ethnicity and socioeconomic status.
2. List the major controllable and uncontrollable risk factors for hypertension, atherosclerosis, heart disease, and stroke.
   
3. Describe cooking methods (e.g., low fat) that lower heart disease risk.
4. List foods high in specific nutrients that increase or decrease risk of cardiovascular disease.
5. Describe the basic anatomy of the cardiovascular system.
6. Define blood pressure, systolic blood pressure, and diastolic blood pressure, and list current blood pressure classifications.
7. Identify key organizations that provide information and resources on cardiovascular disease.

Intermediate

1. Explain how lifestyle factors such as smoking, eating patterns, and physical activity increase or decrease risk of hypertension, heart disease, and stroke.
2. Demonstrate cooking methods consistent with a diet that lowers cardiovascular disease risk.
   
3. List seasonings that can be substituted for salt in recipes.
4. Describe the role of atherosclerosis in risk for heart attack or stroke.

Advanced

1. Describe the major types of food-drug and drug-nutrient interactions related to medications used to treat hypertension and high blood lipids.
2. Assist consumers in learning how to analyze and adapt their eating patterns and other lifestyle factors to reduce risk of cardiovascular diseases.
3. Assist consumers in incorporating cooking methods consistent with a diet that lowers cardiovascular disease risk into recipes for ethnic dishes.
4. Assist consumers with revising recipes to make them consistent with a diet that lowers cardiovascular disease risk.
5. Use tailored technieques to assist diverse clientele in changing eating patterns to reduce cancer risk.

Diabetes

Essential

1. Describe trends in incidence of diabetes, including differences related to age, ethnicity and socioeconomic status.
2. Define type 1 and type 2 diabetes, and list risk factors for each.
   
3. Describe symptoms of uncontrolled diabetes.
4. List potential health complications of diabetes.
5. Identify key organizations that provide information and resources on diabetes.
6. List lifestyle factors that affect risk for diabetes

Intermediate

1. Define glycosylated hemoglobin and goals for persons with diabetes.
2. Promote regular checking of blood glucose and steps necessary for accurate reading of the glucometer.
   
3. Explain nutritional and other lifestyle factors that influence blood glucose control.
4. Explain the following approaches to keeping track of dietary carbohydrate for persons with diabetes:


• carbohydrate counting
• diabetic exchanges
• diabetes food guide pyramid
5. Explain use of glycemic index in meal planning.
6. Describe or demonstrate cooking methods consistent with a meal plan for diabetes.

Advanced

1. Describe the major types of oral diabetes medications and insulin, and their role in blood glucose control.
2. In collaboration with an RD/CDE, assist consumers with diabetes in adapting their eating patterns to meet recommendations for persons with diabetes.

Eating Disorders

Essential

1. Define the various types of eating disorders and list their risk factors.
2. List symptoms of eating disorders.
   
3. Describe symptoms of uncontrolled diabetes.
4. Identify key organizations that provide information and resources on eating disorders.

Intermediate

1. Identify local resources available and develop a referral list of health professionals for persons with eating disorders.

Advanced

1. Explain the difference between physiological hunger and inappropriate cues to eating.
2. Describe various treatments for eating disorders.

Obesity and Weight Management

Essential

1. Describe trends in incidence of obesity, including differences related to ethnicity and socioeconomic status.
2. Define body mass index and its use in defining overweight and obesity in adults, and at-risk for overweight and overweight in children and youth.
   
3. List health risks of obesity, and of food restriction and rapid weight loss.
4. List lifestyle choices and other factors that increase or decrease obesity risk.
5. Identify key organizations that provide information and resources related to weight management.

Intermediate

1. Describe general types of weight loss diets and their positive and negative aspects.
2. Describe the Health At Any Size (HAAS) approach and its philosophy of promoting healthy lifestyles and body size acceptance.
3. Describe behavior modification techniques designed to promote healthful eating patterns.
4. Describe the role of lifestyle choices in obesity risk and weight management.
5. Describe and/or demonstrate cooking methods consistent with a lowfat diet.

Advanced

1. Describe herbals and other supplements that are used for weight loss, and explain potential risks associated with their use.
2. Evaluate current types of fad diets, including positive and negative aspects of each, and potential adverse effects on nutritional status and/or overall health.
3. Teach weight management classes that incorporate behavior modification, healthful eating, physical activity, and promotion of positive self-image.

Osteoporosis and Bone Health

Essential

1. Describe trends in incidence of osteoporosis, including differences related to ethnicity and socioeconomic status.
2. Define osteoporosis.
   
3. List eating patterns and specific nutrients that affect bone health.
4. Identify lifestyle factors that affect risk of osteoporosis.
5. List controllable and uncontrollable osteoporosis risk factors.
6. List foods that are rich in calcium.
7. Identify key organizations that provide information and resources related to osteoporosis.

Intermediate

1. Describe the role of calcium and vitamin D in bone health.
2. Describe how lifestyle factors such as eating patterns and physical activity increase or decrease osteoporosis risk.
3. Explain the role of parathyroid hormone and calcitonin in bone health.
4. Describe and/or demonstrate cooking methods consistent with a diet that lowers osteoporosis risk.

Advanced

1. Describe the anatomy and physiology of bone tissue, and the relationship to nutrient requirements.
2. List the various treatments for osteoporosis.
3. Discuss current issues related to hormone replacement therapy.

Food Preservation and Technology

Purpose and Goals

Essential

1. Describe reasons why people preserved foods in the past and why people currently preserve food at home.
2. List desirable quality characteristics of fresh and processed/preserved foods for home use.
   
3. Describe the differences between food spoilage and food safety concerns and causes.
4. Describe economic considerations to be made in making decisions about preserving foods at home.
5. Describe the nutritional contributions of preserved foods to the diet.
6. Describe the appropriate use of preserved foods for people with diet-related diseases such as diabetes or heart disease.

Intermediate

1. Demonstrate the ability to select high quality raw products for food preservation.
2. Explain and compare changes in nutrient value of foods caused by major food preservation methods.
   

Advanced

1. Analyze and summarize specific costs and economic considerations in preserving food at home.
2. Analyze health considerations for in preserving foods at home for specific needs clientele.

Scientific Principles

Essential

1. Describe growth factors for microorganisms, with particular emphasis on acidity (pH), water activity, temperature and oxygen.
2. Describe the significance of spore-forming microorganisms in home preserved foods.
   
3. Describe enzymatic and non-enzymatic reactions in food that cause loss of quality or spoilage in food.
4. Describe how various methods of home food preservation control growth factors of microorganisms to delay or prevent spoilage of food.
5. Describe pretreatment procedures used in home food preservation to control enzymes and color reactions (e.g., blanching, anti-darkening solutions, etc.).

Intermediate

1. Explain (in general terms) the effects of high sugar and salt concentrations on microorganisms.
2. Recognize changes in foods that are the result of chemical reactions and microbial actions.
3. Explain principles of heat penetration in canning.
4. Demonstrate methods of blanching and pretreating foods for color control.
   

Advanced

1. Explain the relationship of emerging pathogens and the changes needed in past (historical) food preservation recommendations.
2. Explain the research methods used to establish canning processes.
3. Explain the basic science of fermentations used for pickling purposes.
4. Explain more specific principles of microbial control applied to the preservation of both acidified and minimally processed refrigerated foods.

Recommended Methods

Essential

1. Describe traditional methods of food preservation recommended for use at home for canning, freezing, pickling, drying and making jams/jellies/preserves.
2. Identify equipment and supplies (including packaging materials) needed for canning, freezing, drying, pickling and making jams and jellies at home.
   
3. List characteristics of good quality and/or recommended pressure and boiling water canners, food dehydrators and freezers.
4. Identify sources for recommended equipment and supplies.
5. Describe unsafe methods of home food preservation.
6. List and use recommended sources of home food preservation methods.

Intermediate

1. Demonstrate procedures for canning acid foods, canning low acid foods, making quick pickles, freezing foods, making jellies/jams/preserves, and dehydrating foods in an electric dehydrator.
2. Explain essential differences in home canning methods for low-acid foods compared to acid foods to insure food safety.
3. Demonstrate recommended methods of equipment management and care.
4. Demonstrate the ability to test accuracy of dial gauges for home pressure canners.
5. Discuss types of products not recommended for home canning, freezing or drying (e.g., canning garlic in oil).
6. Describe methods for more specialized home preserved products such as fermenting, canning seafood and freezing combination dishes/prepared foods.
7. Describe methods of food preservation that meet challenges of special dietary needs.
8. Explain practices in preserving foods at home and using preserved foods that can enhance or be detrimental to the nutritional value of the products.
   

Advanced

1. Explain the differences in methods utilized for commercially processed foods and recommended home food preservation procedures.
2. Describe methods for more specialized home preserved products such as curing and smoke preservation.
3. Analyze and select additional resources with acceptable science-based information on specialized processes and preservation methods.

Storage and Use of Preserved Foods

Essential

1. Describe recommended storage practices and conditions for canned, frozen, dehydrated and refrigerated foods.
2. Explain the meaning and limitations of shelf life estimates for stored foods under room temperature, refrigerated and frozen storage.
   
3. Describe characteristics of spoiled and potentially unsafe home canned (including pickled products), frozen and dried foods, and jams/jellies/preserves.
4. Explain how to de-toxify suspect home canned foods.

Intermediate

1. Demonstrate how to label foods for storage and specifically how to prepare jars of canned food for storage.
2. Demonstrate recognition of spoiled and potentially unsafe home canned (including pickled products), frozen and dried foods, and jams and jellies.
   

Analysis of Problems

Essential

1. Identify and use recommended sources of information for identifying, describing and preventing common problems in preserved foods.

Intermediate

1. Explain and demonstrate knowledge of identifying characteristics in home preserved foods and assessment of food safety considerations related to common problems of:


• raw vs hot pack canned foods.
• improper lid tightening in canning.
• excessive oxygen in food package.
• improper filling of home canned foods.
• freezer burn.
• improper gelling of jams and jellies.
• inadequate drying of fruits and vegetables.
  

Advanced

1. Explain and demonstrate more advanced knowledge of identifying and preventing problems in home preserved foods, such as:


• separation of tomatoes and tomato products.
• improper fermentation of pickles and sauerkraut.
• storing foods at improper temperatures.
2. Demonstrate the ability to use a flow chart to analyze potential hazards in home preserved foods.
3. Analyze the effect(s) of deviations from recommended practices on the safety of a home preserved food.

Fair & Competition Judging of Preserved Foods

Essential

1. Identify recommended resources for describing acceptable fair or competition entries.
2. Identify recommended methods, procedures and forms for judging home preserved foods.
   

Intermediate

1. Describe standards for accepting and judging fair or competition entries.
2. Demonstrate the ability to judge home preserved foods in competitive events, including fairs.
   

Advanced

1. Explain the differences in methods utilized for commercially processed foods and recommended home food preservation procedures.

Regulations Affecting Small Food Processing Entrepreneurs

Essential

1. Identify resources (including specialists) available to help food processing entrepreneurs start a business.
   

Intermediate

1. Describe applicable regulations for food processing entrepreneurs (in general terms) and the roles of various regulatory agencies involved.
2. Explain (in general terms) the concepts of, and steps in, the HACCP system.
   

Advanced

1. Explain steps the food processing entrepreneurs must follow to begin product development and a business plan.
2. Describe which processing industries are subject to key regulations such as HACCP.
3. Demonstrate how a food entrepreneur can begin HACCP flow charts and identification of critical control points.

General Nutrition

Energy Nutrients

Essential

1. Define the four sources of energy.
2. Describe the different types of compounds included for each energy nutrient source.
   
3. List food sources of each energy nutrient.
4. Explain the function of each energy nutrient in the body beyond being a source of energy.
5. Describe potential health effects of under/over consumption of each energy nutrient.

Intermediate

1. Plan a daily meal pattern based uponenergy needs of a sedentary adult thatmeets Food Guide Pyramid recommended servings.
   

Vitamins: General

Essential

1. Define general function of substances categorized as vitamins.
2. Explain the difference between RDA, AI, RDI and Daily Value.
3. Define antioxidant.
4. Explain the current knowledge about antioxidants and health.
5. Define phytochemicals and their significance to health.
   

Intermediate

1. Explain which vitamins might be inadequately consumed in the following dietary patterns: vegan, vegetarian, allergy to wheat, dislike of all vegetables, and a very low fat diet.
2. Discuss the effect of lifestyle factors such as smoking, excess alcohol consumption, extreme athletic conditioning, etc, on vitamin requirements.
3. Discuss how a dietary pattern could lead to over consumption of specific vitamins and the health consequences.
4. Summarize the pros and cons of vitamin supplementation.
   

Advanced

1. Explain how specific food allergies and thus the exclusion of certain foods from the diet might affect vitamin status.

Water Soluable Vitamins: thiamin, roboflavin, niacin, pantothenic acid, biotin, B-6, B-12, folate and vitamin C

Essential

1. Explain the significance of being a 'water-soluble vitamin'.
2. Describe the functions of each major water-soluble vitamin.
3. List major food sources of each vitamin.
4. Demonstrate how the RDA can be met in diet.
5. Identify a source that gives the DRI for each vitamin.
6. Describe how food preparation techniques, heat, light, oxygen and other environmental factors, affect the water-soluble vitamin content of a food.
7. Demonstrate how to alter the above conditions to reduce vitamin losses.
8. Demonstrate how to modify eating patterns to increase vitamin content for specific vitamins.
   

Intermediate

1. Describe conditions that could lead to vitamin toxicity.
2. Describe the conditions that cause certain population groups to be at risk for under consumption of each vitamin.
3. Explain the physiological effects of vitamin deficiencies for the water-soluble vitamins.
   

Advanced

1. Analyze current unsubstantiated health promotion uses of vitamins promoted through popular press.

Fat-soluable Vitamins: A,D,E,K

Essential

1. Explain the significance of being a 'fat-soluble vitamin'.
2. Describe the functions of each major fat-soluble vitamin.
3. List major food sources of each vitamin.
4. Demonstrate how the RDA can be met in diet.
5. Describe the effects of excess consumption of fat-soluble vitamins.
6. Identify a source that gives the DRI for each vitamin for each age group.
7. Describe how food preparation techniques, heat, light, oxygen and other environmental factors, affect the fat-soluble vitamin content of a food.
8. Demonstrate how to alter the above conditions to reduce fat-soluble vitamin losses.
9. Demonstrate how to modify eating patterns to increase vitamin content for specific vitamins.
   

Intermediate

1. Describe conditions that could lead to vitamin toxicity.
2. Describe the conditions that cause certain population groups to be at risk for under consumption of each vitamin.
3. Explain the physiological effects of deficiencies of each vitamin.
   

Advanced

1. Analyze current unsubstantiated health promotion uses of vitamins that lack scientific support for such use.

Minerals: General

Essential

1. Explain the general function of minerals in the body.
2. Discuss, in general terms, how RDA, RDI and Daily Value are determined for minerals.
   

Intermediate

1. Describe the function of electrolytes.
2. Discuss how the body regulates the amount of mineral circulating and stored in the body.
3. Discuss how lifestyle factors such as smoking, excess alcohol consumption, extreme athletic conditioning, etc. affect mineral requirements.
4. Compare and contrast the four components of the DRI for minerals.
   

Advanced

1. Describe how the body balances acid/base levels.

Minerals: Calcium, chloride, copper, iron, magnesium, phosphorus, potassium, sodium, sulfur, zinc

Essential

1. Explain the function of each mineral in the body.
2. List major food sources of each mineral.
3. Identify a source that gives the physiological effect of a deficiency of each mineral.
4. List recommended dietary allowance for each mineral for specific age groups.
5. Demonstrate how the RDA can be met for each mineral.
6. Explain how food handling or environmental conditions may affect the mineral content of food.
7. Demonstrate how to alter the above conditions to reduce mineral losses.
8. Demonstrate how to modify eating patterns to increase mineral content for specific minerals.
9. Describe the conditions that cause certain population groups to be at risk for inadequate consumption of each mineral.
   

Intermediate

1. Describe how to plan for adequate mineral intake for the following dietary patterns: vegetarianism, lactose intolerance, and wheat allergy.
   

Advanced

1. Summarize current unsubstantiated health promotion uses of minerals that lack scientific support.

Trace Minerals: Arsenic, boron, cadmium, cobolt, lithium, nickel, silicon, tin

Essential

1. Define trace mineral.
2. Explain how human requirements are set for trace minerals.
3. Explain the known functions of the trace minerals.
4. List food sources of trace minerals.
   

Advanced

1. Discuss the current research on the relationship between trace minerals and health.

Water

Essential

1. Explain the functions of water in the body.
2. Explain how fluid balance is maintained in the body.
3. Describe the progression of physiological effects that occur as a person becomes dehydrated.
   

Intermediate

1. Describe bodily reactions to water toxicity.
   

Advanced

1. Discuss current research on the amount of water (fluid) needed daily by people of different ages.
2. Discuss pros and cons of using the variety of liquid drinks promoted to fulfill fluid needs.

Digestion, Absorption, Transport, and Metabolism

Essential

1. List the organs of the digestive tract.
2. Discuss the functions of glands, enzymes and digestive juices in the process of digestion.
3. Describe the digestive process of the energy nutrients.
4. Describe what happens to soluble and insoluble dietary fiber in the digestive process.
5. Describe the process of absorption.
6. Discuss factors that alter the absorption of vitamins and minerals.
7. Discuss factors related to food that might alter absorption of vitamins and minerals.
8. Describe nutrient transport through the circulatory system.
   

Intermediate

1. Discuss diseases and physiological conditions that alter the digestion, absorption and transport of nutrients in the body.
   

Advanced

1. Summarize the structure and function of the body's basic working unit, the cell.
2. Identify common drug and nutrient interactions.

Recommended Nutrient Intakes

Essential

1. Describe how Recommended Dietary Allowances (RDA) are determined.
2. Discuss the purposes/use of the RDA.
3. Explain why there are some nutrients for which exact intake recommendations are not established.
4. Describe how Dietary Reference Intakes (DRI) are determined.
5. Discuss the purposes/use of the DRI and the four components of the DRI.
6. Describe how Daily Values (DV) are determined.
7. Discuss the purposes/use of the DV.
   

Intermediate

1. Demonstrate the ability to take an accurate dietary recall.
2. Evaluate the potential areas for inaccuracies when using dietary recall data.
   

Advanced

1. Compare and contrast the four components of the DRI.

Food Guidance Systems, Selection To0ols and Health Objectives

Essential

1. List the Dietary Guidelines for Americans.
2. Discuss the development process for the Dietary Guidelines.
3. Discuss the purpose and use of the Dietary Guidelines.
4. Draw the Food Guide Pyramid.
5. Discuss the development process for the Food Guide Pyramid.
6. List the food groups and recommended servings and serving sizes of the food groups in the Food Guide Pyramid.
7. List the information that must be on a Nutrition Facts Label.
8. Discuss the overall purpose of the Nutrition Facts Label.
9. Discuss how serving sizes were determined for the Nutrition Facts Label.
10. Compare the information on three Nutrition Facts Labels for the same type of food and discuss how this information could be used with a consumer.
    

Intermediate

1. List at least five alternative food guide pyramids that have been developed for specific population groups or health concerns.
2. Describe the process of approving a Health Claim for food labeling.
3. State the current approved Heath Claims.
4. Identify the nutrition related objectives in Healthy People 2010.
5. Demonstrate proficiency in using a computer assisted food analysis program.
   

Advanced

1. Discuss situations when it would be appropriate to use an alternative food guide pyramid.
2. Summarize the status of Health Claims on supplements.

Factors Influencing Food Behavior

Essential

1. Explain how sociocultural factors influence food behavior.
2. Discuss factors that may affect the availability of and accessibility to food.
3. Discuss how lifestyle factors may influence food behavior.
4. Describe the basic effects of early experience and exposure to foods on a child's later food habits.

Identifying Reliable Nutrition Information

Essential

1. Discuss the training and credentials held by professionals trained in food and nutrition subject matter.
2. List legitimate professional associations related to food and nutrition.
3. List national professional groups that provide reliable information on nutrition and health promotion.
4. List national groups that combat food and nutrition misinformation.
5. Demonstrate ability to find web sites for professional societies and organizations related to food and nutrition science.

Nutrition Research

Essential

1. Explain how you would evaluate the reliability of a nutrition claim or advice.
   

Intermediate

1. Explain the differences in types of human nutrition research designs.
   

Advanced

1. Design a way to evaluate the effectiveness of one of your in-depth nutrition education programs.

Food Safety in the Home and Foodservice Environments

General

Essential

1. Define foodborne illness outbreak.
2. Name three categories of hazards that can make food unsafe.
   
3. Identify current foodborne illness statistics including estimated number of cases, hospitalizations, and deaths that occur annually in the U.S.
4. Describe population groups that are at high risk for foodborne illness.
5. Describe the relationship between the personal hygiene of a food handler and the risk for foodborne illness.
6. Define microorganism.
7. Identify the three major groups of microorganisms that cause foodborne illness.
8. Define and describe the difference between pathogens and spoilage microorganisms.
9. Define the term "potentially hazardous food."
10. Describe the conditions favorable to the growth of bacteria in food.
11. Explain what pH is.
12. Describe how temperature affects the rate of bacterial growth.
13. Explain what water activity is.
14. Describe how to prevent mold growth in food.
15. Define "virus."
16. Describe how to eliminate viruses from food.
17. Describe how to prevent viruses from contaminating food.
18. Describe the general characteristics of parasites, molds, and yeast.
19. Describe how to eliminate or reduce the number of parasites in food.
20. Describe how to prevent yeast growth in food.
21. Identify common chemical hazards associated with foodborne illness.
22. Describe how to prevent food from becoming contaminated with chemical hazards.
23. Identify common physical hazards associated with foodborne illness.
24. Explain how to prevent food from becoming contaminated with physical hazards.
25. Identify how long potentially hazardous foods can be exposed to the temperature danger zone.
26. Explain the potential hazards involved in eating raw or undercooked meat, poultry, eggs, and fish.
27. Describe how to properly use a food thermometer.
28. Describe how to properly check the accuracy of a food thermometer.
29. Describe how to properly calibrate different types of thermometers.
30. Describe how to properly wash hands.
31. Identify situations when handwashing is not necessary.

Intermediate

1. Describe why there is a difference between the number of reported cases of foodborne illness and the number of estimated cases.
2. List the communicable diseases that are most likely transmitted to food when an ill food handler does not properly wash his/her hands.
3. Identify what microorganisms grow in potentially hazardous food.
4. Explain how molds contaminate food.
5. Explain how viruses contaminate food.
6. Explain the differences between viruses and bacteria.
7. Explain how parasites contaminate food.
8. Explain how yeast contaminates food.
9. Explain the differences among food thermometers.
10. Explain the difference between plain soap and antibacterial soap.
11. Describe food processing technologies, such as irradiation and pasteurization.

Advanced

1. Outline how a foodborne illness is investigated.
2. Differentiate between the major types of illnesses - foodborne infection, intoxication, and toxin-mediated infection.
3. Describe the efficacy of different hand sanitizing agents.
4. Explain how food processing technologies, such as irradiation and pasteurization, make food safe.

Foodservice

Essential

1. Identify characteristics of a safe food supplier.
2. Describe how to properly use single-use gloves.
   
3. Identify pertinent foodservice regulations.
4. Identify pertinent food regulations.
5. Explain how proper food equipment prevents foodborne illness.
6. Define temperature danger zone.
7. Explain four methods for properly thawing potentially hazardous food.
8. State the required minimum internal cooking temperatures for potentially hazardous food including meat, poultry, eggs, and fish.
9. State the required food temperatures for safe refrigeration, hot holding, cooling, and reheating of potentially hazardous foods.
10. Describe how to properly cool potentially hazardous food.
11. Define cleaning and sanitizing and the differences between the two procedures.
12. Explain the correct procedures for cleaning and sanitizing utensils and food-contact surfaces of equipment.
13. Describe how to test the strength of a chemical sanitizer.
14. Describe the approved methods for washing and sanitizing dishware in a foodservice environment.
15. Identify safe water sources.
16. Explain how to protect safe water sources from contamination.
17. Define MSDS and tell why it is important
18. Explain the basic principles of Hazard Analysis Critical Control Point (HACCP).
19. Identify poisonous or toxic substances that can contaminate food.
20. Describe how to properly store poisonous or toxic substances.

Intermediate

1. Give examples of standards for accepting and rejecting food shipments.
2. Explain which types of single-use gloves may be used.
3. Identify what to do when a food handler is diagnosed with a communicable disease.
4. Explain how minimum internal cooking temperatures are established.
5. Describe how spores germinate and make improperly cooled food unsafe.
6. Explain why reheating does not make food safe to eat.
7. Describe how washing and sanitizing removes microorganisms from surfaces.
8. Explain how water is tested for safety.
9. Demonstrate how to interpret a Material Safety Data Sheet (MSDS).
10. Develop a HACCP recipe and flowchart for a menu item.

Advanced

1. Explain how a foodservice regulatory inspection is conducted.
2. Explain the proper installation, use, and maintenance of equipment.
3. Develop a HACCP Plan for a foodservice operation.

Home

Essential

1. Identify the national food safety education campaign messages.
2. Identify proper storage procedures.
   
3. Identify credible sources for determining the shelf-life of food.
4. Explain how dates that appear on packages of food relate to food safety.
5. Describe how produce should be washed.
6. Define the term "shelf stable."
7. State the recommended endpoint cooking temperatures for potentially hazardous foods including meat, poultry, eggs, and fish.
8. Explain methods for properly cooling potentially hazardous food.
9. Explain methods for properly hot-holding potentially hazardous food.
10. Explain procedures for handling food when there is no power.

Intermediate

1. Identify resources to use to promote Fight BAC!
2. Explain why chlorine bleach should not be used to wash produce.

Food Preparation/Food Science

Food Purchasing

Essential

1. Describe how to buy foods to be prepared in the home.
2. Describe how to read and use a food label in the purpose and preparation of foods including how to determine the number of servings per package or item, cost per serving, ingredients, additional foods required for preparation, etc.
   
3. Describe how to buy foods to be prepared for quantity meals.

Intermediate

1. Demonstrate the purchase of food to be prepared in the home to families and individuals.
2. Demonstrate the principles of purchasing food to be prepared in quantity to volunteers, such as cost considerations, determining serving sizes, etc.
   

Advanced

1. Analyze and determine food purchasing decisions for specific events and family situations.

Measuring

Essential

1. Describe the principles for measuring food used in food preparation; explain common terms, methods, procedures and basic concepts.
2. Describe basic measurement conversions for recipes used in the home or in quantity.

Intermediate

1. Demonstrate safe, high quality food preparation principles and techniques to families and to those that prepare food in quantity.

Using Recipes

Essential

1. Explain how to read and follow a household recipe.

Intermediate

1. Describe the modification of recipes to improve the nutrition profile and/or increase or decrease quantity.
2. Demonstrate the use of a computer nutrition analysis program to determine nutrition information.
   

Advanced

1. Identify recipes that will be successful in home and/or quantity situations and explain why they will be successful.

Functions of Ingredients in Foods

Essential

1. Describe the function of ingredients in food products and the effects of adjustment or omission.

Intermediate

1. Identify reliable resources for consumers on ingredient substitutions and describe the expected effects of substitutions.
2. Identify quality factors in food products and probable causes for failures.
3. Assist small business owners in identifying questions and gaining information.
   

Advanced

1. Judge home prepared food products.
2. Assist small business owners to identify solutions to product development problems.

Common Food Preparation Methods

Essential

1. Describe basic food preparation methods for foods commonly prepared in homes.

Intermediate

1. Show the reasons behind preferred food preparation methods for commonly prepared foods.
2. Demonstrate food preparation methods to individuals, families and quantity food preparers.
   

Food Storage

Essential

1. Describe storage of foods to maintain quality and safety.

Intermediate

1. Demonstrate principles of food storage to maintain the quality and safety of food in the home or at a quantity food preparation site.
   

Advanced

1. Critique existing food storage, identify problems and provide alternative solutions for consumers, volunteers and small businesses.

Kitchen Equipment

Essential

1. Identify and describe use of basic kitchen equipment, tools and techniques.

Intermediate

1. Demonstrate use of kitchen equipment, tools and methods to consumers, volunteers and small business owners.
   

Advanced

1. Evaluate and rate the usefulness, effectiveness and efficiency of kitchen tools and equipment.

Kitchen Design

Essential

1. Describe the principles of efficient kitchen layout and design.

Intermediate

1. Demonstrate the principles of efficient kitchen layout and design..
   

Advanced

1. Critique a kitchen floor plan or design for work efficiency, safety, etc.

Lifecycle Nutrition

Pregnancy

Essential

1. List nutritional concerns of pre-pregnancy.
2. List nutritional requirements of pregnancy.
   
3. List nutritional complications of pregnancy (anemia, pregnancy-induced hypertension, diabetes mellitus, heart disease, pulmonary disease, renal disease, & obesity).
4. Compile a referral list of appropriate health professionals to assist clients with individualized Medical Nutrition Therapy needs.

Intermediate

1. Demonstrate types of eating patterns, meal planning, and food preparation necessary to meet the nutritional needs of pre-pregnancy.
2. Demonstrate types of eating patterns, meal planning, and food preparation necessary to meet the nutritional needs of pregnancy.
3. Demonstrate appropriate meal planning, and food preparation techniques needed to address the pregnancy induced nutritional complications.
   

Advanced

1. Summarize current research related to the pre-pregnancy nutritional concerns, critique information in lay publications and incorporate the findings into existing and/or new programming materials.
2. Explain current research related to nutritional concerns of pregnancy, critique information in lay publications, and incorporate the findings into existing and/or new programming materials.

Lactation

Essential

1. List nutritional requirements of lactation.
2. List advantages of breastfeeding for the mother and infant.
   
3. List conditions when breastfeeding is not recommended.
4. List myths surrounding breastfeeding.
5. Compile a referral list of local breastfeeding support groups and health care professionals necessary to assist the client in making appropriate infant feeding decisions.

Intermediate

1. Explain the relationship between eating patterns and meeting the nutritional requirements of lactation.
2. Explain the advantages of breastfeeding for the mother and infant.
3. Assist clients in applying the recommendations for when breastfeeding is not recommended and in identifying a feeding alternative.
4. Identify strategies to communicate factual information about breastfeeding within cultures that value folk health information.
   

Advanced

1. Summarize current research related to nutritional requirements of lactation, critique information in lay publications and incorporate the findings into new and/or existing programming materials.

Infancy

Essential

1. Define the relationship between nutrient needs and growth and development of infants.
2. State current recommended and non-recommended infant feeding practices.
   
3. Outline the advantages and disadvantages to the infant of breastfeeding and bottle-feeding.
4. State proper method for preparing, sterilizing and storing formula and breast milk.
5. Compile a referral list of appropriate health professionals to assist the client in making infant feeding decisions.
6. Compile a referral list of local breastfeeding support groups and individuals
7. Know when and how to make WIC referrals.

Intermediate

1. Explain the relationship between nutrient needs, feeding practices and adequate growth and development of infants.
2. Relate current recommended and non-recommended infant feeding practices to parents and/or caregivers.
3. Explain the advantages and disadvantages to the infant of breastfeeding and bottle-feeding.
4. Demonstrate the proper methods of preparing, sterilizing and storing formula and breast milk.
   

Advanced

1. Summarize current research related to nutritional concerns of infancy, critique information in lay publications and incorporate the findings into new and/or existing programming materials.
2. Identify strategies to communicate factual information within cultures.

Early Childhood

Essential

1. Describe the relationship between nutrition, feeding practices and growth and development of children.
2. List factors that influence food intake patterns in children.
   
3. Outline special concerns of dietary intakes during childhood such as energy balance, obesity, hyperactivity, allergies, vegetarian diets and sports.
4. Describe the management of mealtime behavior including the role of the parents/caregiver.
5. Describe the Food Guide Pyramid for Children.
6. Compile a referral list of appropriate health professionals to assist the client in modifying dietary practices necessary to address special dietary concerns.

Intermediate

1. Explain the relationship between factors that influence food intake, the development of food patterns in children and their life long implications.
2. Explain the outcomes of the application of appropriate and inappropriate techniques for the management of mealtime behavior.
3. Demonstrate meal planning that applies to the Food Guide Pyramid for Children.
   

Advanced

1. Assist clientele in modifying current feeding practices to meet the special dietary concerns of childhood.
2. Summarize current research related to nutritional concerns of childhood, critique information in lay publications and incorporate the findings into new and/or existing programming materials.

Adolescents and Teenagers

Essential

1. List the nutrient needs of adolescents and teenagers.
2. List special concerns related to dietary intakes during adolescences and the teen years such as energy balance, obesity, eating disorders, hyperactivity, allergies, vegetarian diets and sports.
   
3. List nutritional needs of the pregnant teen.

Intermediate

1. Explain appropriate lifestyle and meal patterns necessary to meet the nutrient needs of adolescents and teenagers.
2. Assist clientele in modifying dietary and lifestyle practices necessary to address appropriate nutritional health concern related to dietary intakes.
3. Assist pregnant teens in modifying their current dietary practices to meet the nutritional needs of pregnancy.
   

Advanced

1. Summarize current research related to nutritional concerns of adolescents, critique information in lay publications and teens and incorporate the findings into new and/or existing programming materials.

Adult (21-70 years) and Older Adult (>70 years)

Essential

1. Outline changes in the nutritional needs, food choices and eating habits of adults and older adults.
2. List appropriate nutrition related assistance programs available to adults and older adults.
   
3. Compile a list of nutrition related assistance programs appropriate to meet the needs of the older adult.

Intermediate

1. Demonstrate dietary modifications for the aging population that will meet their changing nutritional needs, food choices and eating habits.
2. Explain the appropriateness of various assistance programs available to adults and older adults.
   

Advanced

1. Explain current research related to nutritional concerns of adults and older adults and incorporate the findings into new and/or existing programming materials.

4-H Youth Development:

Youth And Adult Development

The knowledge of the growth and development process over the life-span and its application in the creation of environments which optimize human potential.

Youth development professionals understand:

1. Physical development
2. Emotional development
3. Youth development philosophy
4. Cognitive development
5. Social development
6. Resiliency theory and practice

Learning Strategies for Youth Development

The knowledge of learning theory and its application in the design and evaluation of learning experiences for positive youth development.

Youth development professionals understand:

1. Learning theory
2. Learning media
3. Incentives for learning
4. Educational strategies
5. Learning styles
6. Learning environments
7. Curriculum development
8. Evaluation

Organizational Systems for Youth Development

The knowledge of organizational systems and resource management practices that lead organizations to the fulfillment of their missions.

Youth development professionals apply the understanding of:

1. Institutional frameworks
2. Administrative planning
3. Advisory groups
4. Information management systems
5. Marketing systems
6. Program delivery strategies
7. Organizational leadership
8. Human resource systems
9. Financial management systems
10. Risk management systems
11. Facilities management

Partnerships For Youth Development

The knowledge of the process and contextual factors which enhance the ability of community members to work together to improve the quality of life for youth and their families.

Youth development professionals employ the understanding of:

1. Collaboration and partnering
2. Community volunteerism
3. Community structure, systems and processes
4. Community capacity building
5. Fund development

Volunteerism for Youth Development

The integrations of knowledge related to adult and youth development, organizational systems, volunteer research, and management practices to build and maintain volunteer management systems for the delivery of youth development programs.

Youth development professionals understand the needs of adult and youth volunteers and have competency in volunteer management including:

1. Role identification
2. Recognition
3. Orientation
4. Risk management
5. Supervision
6. Selection
7. Policies
8. Recruitment
9. Evaluation
10. Training

Joint Communications and Information Technology:

1. Conducting a Meeting by Videoconference
   
   • Understanding the technology, its strengths, and its limitations
   • Scheduling
   • Developing a backup plan in case of technical failure
   • Calling roll to identify remote sites
   • Defining audiences
   • Setting objectives
   • Planning agenda
   • Preparing room
   • Preparing visuals
   • Delivering visuals to remote sites
   • Training users in procedure
   • Ensuring involvement of users at all sites
   • Facilitating discussions
   • Keeping participants on track
   • Taking minutes
   • Making decisions
   • Assigning responsibilities
   • Ensuring action and follow-through
   
   
2. Creating Web Sites
   
   • Determining when a Web site is needed or potentially useful
   • Appropriate roles for agents in Web site development and maintenance
   • Defining audiences
   • Defining objectives
   • Assessing audience's interests, abilities
   • Understanding the behaviors of Web users
   • Gathering and selecting content
   • Organizing content
   • Writing for the Web
   • Developing page design
   • Coding, posting, and linking files
     
     • Creating tables
     • Creating hyperlinks
     • Incorporating graphics
     • Converting existing files to html
     • Uploaded pages to a web server (ftp, etc.)
     • Testing for accessibility (section 508 of ADA)
     • Inserting page titles, alternate text and metadata
   • Ensuring searchability (metatags, site registration, etc.)
   • Maintaining site content
   • Adhering to institutional identity guidelines
   • Maintaining related links and resources
   • Marketing the Web site
   • Interpreting web site usage statistics
   
   
3. Presentations
   
   • Planning and conducting effective teaching presentations
   • Planning and conducting presentations for professional groups (papers, poster sessions)
   • Speaking about Extension to the public (describing programs, generating interest)
   • Developing or selecting content
   • Organizing content (chronological, simple to complex, etc.)
   • Identifying audiences
   • Defining objectives
   • Assessing audience's interests, abilities
   • Selecting and preparing environment (equipment, lighting, room/audience sizes, etc.)
   • Setting up a video projector
   • Connecting a computer to a television monitor
   • Selecting media and method (overhead transparencies, flipchart, PowerPoint, etc.)
   • Using audio-visual aids (video, PowerPoint, traditional media)
   • Incorporating personalized digital images
   • Loading images from a digital camera to the computer
   • Sizing and resolution
   • Scanning images and documents
   • Preparing media (type size, amount of info per screen, color selection, etc.)
   • Staging (what to wear, where to stand, etc.)
   • Being a dynamic and engaging speaker (confidence, vocal variation, nonverbal behavior, projecting enthusiasm, interacting with the audience, etc.)
   • Stimulating and focusing discussion
   • Evaluating outcomes

II. FAMILY RESOURCE MANAGEMENT

Decision-making, goal setting, and financial planning

Essential

1. Understand the decision-making and financial planning processes
2. Understand how emotions, values, and social pressures influence financial decisions
3. Set and attain realistic short-term, intermediate-term, and long-term goals
4. Apply planning and organizational skills to accomplish goals

Intermediate

1. Integrate the decision-making and financial planning processes into all educational programs in family resource management
2. Use wise decision-making to maximize use of available/limited resources

Advanced

1. Deliver and/or network with appropriate financial management professionals to provide unbiased, research-based programming

Cash flow and household management

Essential

1. Understand the need for and use of basic financial tools, such as net worth statements, income/expense statements, and spending plans
2. Understand the need for reserve accounts and emergency accounts
3. Identify options for increasing income, reducing expenses, and efficient use of resources
4. Understand basic money management principles as they apply to children, youth, and adults

Intermediate

1. Organize and develop a system for expense tracking
2. Organize and develop a system for household record keeping
3. Teach clientele how to develop net worth statements, income/expense statements, reserve accounts, emergency accounts, and spending plans

Advanced

1. Collaborate with other agencies, organizations, and groups to insure that youth and adults are provided adequate opportunities to learn and practice basic money management skills

Transaction/banking services

Essential

1. Understand the various options for receiving cash, making purchases, and paying bills, such as cash, checks, and electronic fund transfers
2. Evaluate, select, and manage cash flow options, such as checking accounts, savings accounts, and electronic transactions
3. Understand laws, regulations, and new technologies impacting on cash flow options

Intermediate

1. Teach selection, utilization, and management of basic cash flow options
2. Collaborate with financial institutions and financial services firms to co-sponsor educational programs, community projects, and other related activities

Advanced

1. Collaborate with other community resources to identify and provide educational programs and specialized services for underserved and/or targeted audiences, such as Individual Development Accounts and Electronic Transfer Accounts
2. Identify sources of funding to enhance educational efforts, such as Community Reinvestment Act provisions

Credit and debt management

Essential

1. Recognize advantages and disadvantages of using credit
2. Identify and evaluate various types and costsof credit sources and credit options
3. Choose credit wisely
4. Describe consumer rights and responsibilities afforded by the credit reporting system
5. Describe typical terms in a credit agreement
6. Understand principles of establishing and practicing wise credit management
7. Understand consequences of making minimum payments
8. Recognize signs of over indebtedness

Intermediate

1. Understand criteria considered in granting credit
2. Understand the cost of credit at (and the impact of using) alternative lending institutions
3. Identify steps to correct mistakes on a credit report
4. Analyze debt level and develop a plan for managing and reducing debt (such as using PowerPay© or other computer software)
5. Identify resources available to clients experiencing credit problems

Advanced

1. Calculate APR and finance charges on loans
2. Describe the components of the consumer credit reporting/scoring system
3. Identify steps to improve overall credit rating
4. Help consumers understand options for addressing credit problems
5. Explain rights and responsibilities regarding credit collection and bankruptcy
6. Assess the choices and consequences in declaring personal bankruptcy
7. Collaborate with other community resources to address credit and debt management issues

Risk management

Essential

1. Understand the need for insurance coverage
2. Identify basic insurance needs, including:
   
   
   • Health
   • Life
   • Disability
   • Auto
   • Homeowners
   • Long term care
     
     
3. Identify and understand factors affecting the cost of various types of insurance

Intermediate

1. Understand the role of Social Security in risk management
2. Understand the role of Medicaid in risk management
3. Understand how the need for risk management protection changes over the life cycle
4. Understand the purpose of a living will and how to write one in compliance with state law
5. Understand health care power of attorney, how to determine when one is needed, and how to write one in compliance with state law

Advanced

1. Analyze family finances to determine risk exposure
2. Develop a plan to manage risk exposure
3. Research financial stability of insurance companies
4. Evaluate and compare risk management products to ascertain "best buy"
5. Devise and implement a plan for meeting short- and long-term health care needs
6. Evaluate the need for and affordability of long-term health care insurance
7. Understand and teach clientele the role of insurance in estate planning

Consumer skills

Essential

1. Identify reliable, unbiased sources of information
2. Understand consumers' role in society and the economy
3. Understand consumer rights and responsibilities
4. Demonstrate wise shopping skills

Intermediate

1. Increase awareness of basic consumer protections and methods of redress for consumer problems
2. Identify common and emerging frauds, scams, and deceptive practices, such as identity theft, telemarketing fraud, and internet fraud
3. Demonstrate knowledge of local, state, and federal agencies and their consumer protection role(s)
4. Assist clientele to develop strategies to avoid and/or seek redress for consumer problems and frauds

Advanced

1. Collaborate and form coalitions to address consumer issues
2. Discuss trends and current research related to fraud and other consumer issues
3. Inform the public about consumer issues through educational programming

Building wealth

Essential

1. Recognize the importance of beginning lifetime savings early
2. Understand the importance of savings over a lifetime
3. Understand net worth as a measure of wealth
4. Understand the time value of money
5. Recognize the need for emergency savings
6. Identify ways to save money
7. Understand and teach basic savings strategies

Intermediate

1. Integrate financial preparation and planning with life events
2. Teach the calculation of net worth
3. Understand basic strategies and options for investments
4. Integrate the principles of diversification in savings and investments
5. Understand personal risk tolerance levels

Advanced

1. Evaluate and teach risk and return as it relates to different investments
2. Read and evaluate information on stocks, bonds, and mutual funds
3. Calculate the time value of money using tables and financial calculators
4. Network with investment professionals to identify educational needs and provide unbiased, research-based programming
5. Apply basic strategies for reducing tax burden

Retirement planning

Essential

1. Understand the need for saving and/or investing for retirement
2. Understand the major sources of retirement income, including pensions, Social Security, savings/investments, and employment

Intermediate

1. Understand the basics of different employer-provided and self-employed retirement plans, such as 401(k), 403(b), IRA, Keogh, and SEP
2. Teach how to estimate retirement income needs and assess current status of retirement preparation
3. Assist participants in estimating retirement income
4. Understand the tax implications of withdrawing money from retirement plans
5. Integrate financial aspects of retirement planning with other retirement decisions

Advanced

1. Recognize the impact of laws and regulations on retirement assets and retirement plans
2. Collaborate with other professionals to educate the public about legislative/regulatory changes that impact retirement planning

Estate planning

Essential

1. Recognize the importance of estate planning
2. Understand the basic components of an estate plan

Intermediate

1. Identify the components of and processes in estate planning
2. Understand state laws concerning descent and distribution of property
3. Understand death taxes at the state and federal level
4. Understand the importance of estate planning professionals
5. Recognize the responsibilities of the estate executor/administrator
6. Understand the importance of powers of attorney and advance directives
7. Identify and understand basic tools used in estate planning, such as wills, trusts, gifts, and insurance
8. Understand implications of how property is titled

Advanced

1. Understand property valuation in estate settlement
2. Recognize the impact of state and federal laws and regulations on estate planning
3. Collaborate with other professionals to educate the public about estate planning

Taxes

Essential

1. Complete a basic tax return
2. Organize records and receipts to support tax returns

Intermediate

1. Understand the purpose of income taxes and the consequences of failure to comply with tax laws
2. Understand the principles of tax equity and fairness
3. Understand the following basic tax terminology:
   
   • Adjustments
   • Adjusted Gross Income
   • Credits
   • Deductions
   • Dependents
   • Estimated taxes
   • Exemptions
   • Income
   • Marginal tax bracket
   • Standard deduction
   • Taxable income
   • Tax deferred
   • Tax liability
     
     
4. Identify no fee or low fee sources for filing assistance
5. Understand basic strategies for reducing taxes such as deferrals, exemptions, and transfers

Advanced

1. Understand the purposes and be able to give examples of a progressive, regressive, flat, and proportional tax
2. Understand the implications of current laws and regulations on individual/family tax liability
3. Help individuals and families identify strategies to reduce taxes
4. Collaborate with tax professionals and other community organizations to provide educational programming and specialized services in income tax preparation

Housing

Essential

1. Analyze the costs and benefits associated with renting versus owning a home
2. Assist consumers in determining how much they can afford for housing
3. Describe the steps in the home buying and selling processes
4. Identify the costs involved in purchasing and maintaining a home
5. Understand and explain the terms of a lease
6. Understand and explain housing rights and responsibilities
7. Identify techniques for managing utility costs

Intermediate

1. Help home buyers:
   
   • Evaluate appropriate and affordable mortgage options
   • Understand how to prevent delinquencies and foreclosures
   • Identify risk management options
   • Identify criteria for choosing a real estate professional
   • Evaluate available housing alternatives

Advanced

1. Understand and teach the tax implications of home ownership
2. Assist consumers in developing and using negotiating skills
3. Collaborate with other agencies, organizations, and groups to inform the public through homebuyer education

Human capital and workforce preparation

Essential

1. Identify and teach considerations for career and training path development
2. Locate resources for planning a career and training path
3. Demonstrate the impact of education on lifelong earnings
4. Identify community resources that provide assistance to temporarily unemployed families
   

Intermediate

1. Locate and analyze labor force and employment trend information
2. Show how the cost of living in different locations affects wealth accumulation
3. Identify career outlets for different individual interests and capabilities
4. Identify the educational/training requirements of different occupations
5. Explain options for education/training and their relationship to career preparation
6. Identify the salary potential of different career options
7. Identify and teach the components of an effective resume
8. Teach how to prepare for a job interview
9. Identify potential sources of higher education funding
   

Advanced

1. Identify state and federal agencies involved in economic and workforce development
2. Collaborate with economic and workforce development groups to deliver educational programming and/or services in workforce preparation
3. Identify the characteristics of successful entrepreneurs
4. Collaborate with other agencies and organizations to help clients:
   
   • Understand basic components of product development and marketing
   • Develop and evaluate a business financial management plan
   • Select, develop, and maintain an appropriate business record keeping system

Information Technology:

Software Skillsets

1. Word Processing
   
   • Setting page margins
     
   • Creating tables and inserting spreadsheets
     
   • Setting font types
     
   • Setting font styles
     
   • Cutting/pasting
     
   • Inserting graphics
   
   
2. Spreadsheets
   
   • Formatting cells
     
   • Creating graphs and charts
     
   • Using formulas and functions
     
   • Sorting cells
     
   • Inserting workbooks
     
     
3. Presentation Software
   
   • Creating a presentation
     
   • Using different views (slide sorter, outline, slide shows, etc.)
     
   • Inserting graphics/audio/video
     
   • Reordering slides
     
   • Inserting new slides
     
   • Selecting styles
     
   • Moving content between slides
     
   • Slide transitions
     
   • Hiding/revealing slides
     
   
   
4. Email
   
   • Attaching files
     
   • Creating an address book
     
   • Using an address book
     
   • E-mail etiquette
     
   • Defining vacation and other filtering rules
     
   • Archiving mail
     
   • Managing folders
     
   
   
5. Web Browser
   
   • Pointing to a URL
     
   • Setting and using bookmarks
     
   • Downloading files
     
   • Purchasing online
     
   • Using search engines

Information Management

1. Basic Operating System Functions
   
   • Mouse functions
     
   • Left/right buttons
     
   • Scrolling
     
   • Drag/drop
     
   • Selecting text
   • Keyboard functions (ctrl/c, ctrl/a. Etc.)
     
   • Creating shortcuts
     
   • Installing/removing software
     
   • Cutting and pasting
     
   • Managing files
     
   • Creating folders
     
   • Deleting files
     
   • Moving files
     
   • Finding files (search)
     
   • Backup and recovery
   
   
2. Protecting Information
   
   • Creating and changing passwords
     
   • Keeping virus protection files current
     
   • Spam
     
   
   
3. Basic Networking Functions
   
   • Basic networking concepts (IP number, security, etc.)
     
   • Sharing files with others
     
   • Accessing shared files
     
   • Sharing a printer with others
     
   • Accessing a shared printer
     

Telecommunications

1. Managing Voicemail
   
   • Setting up voicemail greetings
     
   • Programming the 0 option
     
   • Returning voicemail

Middle Management:

County Extension Director Training

1. Knowledge of the Organization
2. Technical/Subject Matter Expertise
3. Programming
4. Professionalism
5. Communications
6. Human Relations
7. Leadership

Program and Staff Development:

Knowledge of the Organization

1. History
   
   • Legislation
     
   • People
     
   • Historical Evolution
   
   
2. Structure
   
   • The Land-Grant System (1862, 1890, 1994)
     
   • Three Functions (Teaching, Research, Extension)
     
   • Partners (Funding and Organizational Structure)
   
   
3. Philosophy
   
   • Mission Statement
     
   • Core Values

Program Development

1. Situational Analysis
   
   • Context for Planning
     
   • Collecting Situational Data
     
   • Analyzing Situational Data
     
   • Interpreting Situational Data
   
   
2. Developing Plans of Work
   
   • Models for Change
     
   • Establishing Program Goals and Objectives
     
   • Identifying Programming Resources
     
   • Developing Marketing Plans
   
   
3. Implementation of Programs
   
   • Learning Theories
     
   • Engaging the Learner
     
   • Designing Curricula
     
   • Teaching Methods
   
   
4. Program Evaluation and Accountability
   
   • Evaluation Design
     
   • Data Collection Techniques
     
   • Analyzing Impact Data
     
   • Impact Writing

Personal and Organizational Effectiveness

1. Interpersonal Relationships
   
   • Developing Trust
     
   • Cultural Competence
     
   • Customer Service
     
   • Negotiation Skills
     
   • Conflict Management
     
   • Mentoring/Coaching
     
   • Delegation
   
   
2. Organizational Effectiveness
   
   • Managing Change
     
   • Critical Thinking
     
   • Strategic Thinking
     
   • Leadership
     
   • Decision Making Processes
   
   
3. Managing the Workplace
   
   • Office Management
     
   • Work Management
     
   • Time Management
     
   • Work-Life Balance
   
   
4. Personal & Professional Behavior
   
   • Understanding Self
     
   • Career Mapping
     
   • Ethics
     
   • Initiative

Collaborations and Partnerships

1. Strategic Alliances
   
   • Networking
     
   • Cooperation
     
   • Partnerships
     
   • Coalitions
     
   • Collaboration
   
   
2. Facilitation
   
   • Group Skills
     
   • Discussions
     
   • Setting Priorities
     
   • Consensus Building
     
   • Action Planning
   
   
3. Public Relations
   
   • Working with Public Officials
     
   • Working with the Media
     
   • Involvement in the Community
     
   • Networking
     
   • Methods to Promote CES
   
   
4. Other Organizations
   
   • Acquiring Resources
     
   • Managing Resources
     
     
5. Volunteer Development and Management
   
   • Recruiting Volunteers
     
   • Managing Volunteers
     
   • Rewarding Volunteers
   
   
6. Advisory Leadership
   
   • Mission, Vision, & Role of Leadership Councils
     
   • Membership and Responsibilities
     
   • Orientation and Training
     
   • Effective use of Committee Structures
   
   
7. Faculty/Staff Relations
   
   • Teamwork

Communication

1. Electronic
   
   • Information Management
     
   • Information and Communication Technology
     
   • Computer Skills
     
   • Using Technology Effectively
     
   • Effective Communication with Diverse Audiences
   
   
2. Oral
   
   • Listening Skills
     
   • Interpersonal Communication Skills
     
   • Presentation Skills
     
   • Effective Communication with Diverse Audiences
   
   
3. Written
   
   • News Releases
     
   • Correspondence
     
   • Technical Writing
     
   • Visuals
     
   • Effective Communication with Diverse Audiences