A. Individual Program

      Business Education is important in the lives of all people. Therefore, the teachers in the Business Education Department Believe that they must prepare       young people for successful living in our business-oriented society. Business education itself must be constantly changing to meet the challenges of       new developments in science and technology.

      In summary, business education is for all students ­ general, for everyday living; specialized, for employment; personal, for communication.

  B. Course Purposes and Objectives

      1. To develop the knowledges, attitudes, and skills needed by all persons to be effective in their personal economics and in their understanding of our           economic system.

      2. To prepare students for initial emplyment and advancement in a business career through the teaching of specialized skills.

      3. To provide college preparatory students personal skills in typewriting and notemaking.

      4. To guide and encourage gifted student to consider careers in business and industrial administration. Endeavor to instill in the students belief in honest           effort and fair competition as the American way of life.

      5. To provide a business oriented background and occupational skills for the college-bound student who plans to enter business as a professional or           become a teacher.

      6. To provide occupational skills for the college-bound student who finds it necessary to work part-time to defray expenses.

  C. Course Content

      We offer three areas in business education: general, specialized, and personal. In the general area we are concerned with the development of       understandings, knowledges, and abilities necessary to solve social and economic problems common to all persons.

      In the specialized area we rprepare students for immediate employment. We offer a sequence of courses for each to follow according to his abilities and       interests.

      In addition to general and specialized, we recognize typewriting as a common communication tool. Our college preparatory students should have a year       of typewriting at the senior high level and should study athe recommended system of notemaking.


  A. Course Title and/or Room Use

      1. TYPING I- This course is to develop typewriting techniques as the foundation for the fevelopment of writing skill, to develop this skill to a high          degree, and to apply this skill when typing for personal use as well as for business or office use. Many units, such as letter writing, personal and           business; envelopes; carbons; manuscripts, with and without footnotes ; tables; outlines ets. Are included in this course.

      2. TYPING II ­ This course includes additional skill building with emphasis on production typing. Special emphasis is given to introducing data           processing through the use of an automation practice set.

      3. INTERMEDIATE TYPING ­ This course is designed for students who have had Junior High Personal Typing and wish to improve their skill to a           higher degree of proficiency as a terminal course or who wish to meet the prerequisites for the advanced typing II.

      4. CLERICAL OFFICE PRACTICE ­ This course is set up to aid in learning and mastering clerical practices which are not included in other business           courses; such as filing. This course will include the teaching use of business machines.

      5. SHORTHAND ­ In this course the student is taught all the principles involved in acquiring skill in shorthand. It serves as a foundation course for           transcription. It is, however, intensive enough tha tif a student is unable to take the advanced course, he will have acquired some occupational ability.          Special emphasis is placed on taking dictation and transcribing.

      6. TRANSCRIPTION ­ this is the advanced course for seniors who are planning to begin work in this field immediately after graduation. Much           emphasis is placed on advancing the stenographic skill, which is a combination of shorthand, typewriting, English, and transcription. Second year           shorthand is covered in detail. Special emphasis is placed on material which prepares the student to take and successfully pass civil service           examinations, employment office test,etc.

         Due to the military installations in this area, arrangements are made for each student to take the Civil Service exam.

         The florida State Employment Service tests the students in typing, shorthand, and spelling and makes arrangements for the students to take the          Florida merit System exam.

      7. BUSINESS ENGLISH ­ This course is designed to give the student a thorough knowledge of grammar, vocabulary, spelling, and punctuation. All           principles of grammar are stressed thoroughly before going into the uinits on business-letter writing. Book reports and a research paper are included           to better prepare the student for college work.

      8. BOOKKEEPING ­ this course is designed to provide the skills and knowledges necessary for employment in bookkeeping and other business           occupations. Working papers are provided in a workbook and practice set. The practice set used is for merchandising business. During the second           semester there is a unit on automated data processing systems.

      9. C. P. ACCOUNTING ­ This course is designed for college-bound students planning to major in business administration, accounting, law, business           management, etc. More material is covered in this course than in the regularbookkeeping course.

      10. BUSINESS MATH ­ This course is for business students only, both clerical and secretarial. It provides essential arithmetic for other business              subjects as well as for the student's personal use. Students who plan to take bookkeeping are urged to take this course.

      11. BUSINESS LAW ­ This course is set up to develop in each student an dincreasing understanding and an awareness of his legal rights and            obligations. In this course the student acquires an adequate legal vocabulary tomeet his business needs. He obtains information about legal aspects of            negotiable instruments, principles and types of insurance, and understanding of contractual relating to the acquistition and sale of property.

      12. CONSUMER ECONOMICS ­ This course is designed to acquaint the student with the funcitons, purposes, and practices of business and to aid             the student in understanding the many complex relationships between business and the consumer. To accomplish the goals the student is expected             to participate in class discussion of economic problems, to engage in some research of his own on selected topics, to prepare budgets for himself             and his family, and to solve by mathematical computation other types of economic problems.

      13. PERSONAL TYPING ­ This is a one-semester course to prepare a student to use the typewriter for his personal use only. He will be able to            master the keyboard and apply this skill to setting up letters, centering, typing manuscripts with footnotes, etc. This course is provided for those            students who are unable to schedule a fully year of typing.

      14. NOTEHAND ­ this is a one-semester course open to juniors and seniors who plan to attend college. It prepares students to make good notes from             lectures, reading, etc. in addition to providing instruction in notemaking processes and procedures, ti equips the notemaker with a brief, easy-to            ­learn writing method - Greff notehand ­ with which to make notes much more rapidly and easily than he could with longhand.

  B. Activities

      1. Teacher

          a. lecture
          b. Drill
          c. Illustrate
             (2) audio-visual aids
             (3)bulletin board
          d. Demonstrate
             (2)skill techniques
          e. Supervise
          f. Evaluate

      2. Student

          a. Solve problems
          b. build skills
             (5)Operate business machines
          c. Simulate office activities
             (1)file practice sets
             (2)keep books in practice sets
             (3)practice sets in automation

          d. prepare business forms
          e. participate in field trips
          f. compose business communications
             (2)reports on outside reading(parallel and book reports)
          g. Discuss orally

  C. Grouping
       1. Each class is set up to include not more than 30 students execpt for the business machines class, which is not to exceed 20 students.

       2. Students are seated in parallel rows. (standard seating)


  A. Estimate of Space Needs

        1. projected Enrollment of Subjects

            a. Typing I 480
            b. Intermediate Typing 60
            c. Typing II 125
            d. Shorthand 125
            e. Transcription 50
            f. bookkeeping 100
            g. c. P. Accounting 25
            h. business math 75
            i. business Law 40
              (20 each semester)
            j. Business law 30
            k. consumer Economics 30
            l. clerical Office Practice 75
            m. Business English 50
            n. personal Typing 30

                TOTAL 1295

       2. Policy of Group Sizes

          Accreditation standards recognize small classes for teaching of skill subjects. Thirty (30) work stations should be provided, but it is highly           recommended that skill subjects should have not more than 25 as a pupil load. Reserve machines are a practical necessity. (See State Bulletin,           No.72.) Level 2 proposed State Accreditation Standards, 27 students per teacher per class; Level 3, 25.

          Due to the rotation method and limited number of business machines, enrollment in machines course should not exceed 20 students.

        3. Number of Sections of Each Size Group

           16 Typing I, 2 Intermediate Typing, 5 Typing II, 3 Business Math, 5 Shorthand, 2 Transcription, 4 Bookkeeping, 1 C. P, Accounting, 1 Business             Machines, 1 Business Law, 1 Economicws, 3 Clerical Office Practice, 2 Business English, 1 Personal Typing, 1 Notehand; TOTAL, 48 sections.

        4. Number of Periods in Schedule

            There are six periods in the dai8ly schedule.

        5. Number of Teacher Stations Required

            Eight teacher stations are required, one for each classroom.

            A work area for each teacher is provided in a teacher workroom in conjunction with storage and conference room.

        6. Estimated Amount of Square Footage Needed as a " Guide Only"

            a. 1 double room connected by door 2,000 square feet
            b. 6 rooms for skill subjects 6,000 squar feet
            c. 1 classroom(general) 800square feet
            d. 1 faculty work space 1,056 square feet
                (This includes a suite divided into faculty work space, storage, and conference room.)

                 Size of classrooms, page 278, proposed State Accreditation Standards.

  B. Furniture and Equipment

      1. Furniture

          a. 120 tables, typing
          b. 120 chairs, typing
          c. 30 tables, L-shaped
          d. 30 chairs, swivel
          e. 30 tables, shorthand
          f. 30 tables, bookkeeping
          g. 30 tables, general classroom
          h. 90 chairs, to be used with tables
          i. 8 desks, teacher
          j. 8 chairs, teacher
          k. 4 stands, typewriting demonstration

      2. Equipment

          a. 79 typewriters, manual
          b. 75 typewriters, electric
          c. 16 adding machines
          d. 1 key punch machine (printer)
          e. 6 IBM machines, with key punch simulators
          f. 2 calculators, rotary
          g. 1 mimeograph machine
          h. 1 duplicator machine, spirit
          i. 30-station shorthand lab
          j. 2 record players
          k. 2 overhead projectors with stands


  A. Number, Types and Sizes of Items to be Stored
      1. Individual student's practice set materials for filing, bookkeeping, typing II, business English, business machines, and automation.
      2. Machines not in use
      3. Reference materials
      4. Textbooks
      5. Tests
      6. Student file folders
      7. Audio-visual equipment

  B. Size of Cabinets or shelving

      1. 2 parallel sections, built-in, rear of each room, 36" wide, 26" deep, single doors that lock

      2. Open shelving in rear of room for students' use during the class period. (other textbooks and materials).

      3. Cabinets built in below shelving

  C. Size of Storage Area

      Storage room is in conjunction with teacher work-station suite.


  A. Environmental

      1. visual
          a. Recessed fluorescent ceiling lighting of high quality, evenly distributed throughout rooms.
          b. Glare and reflected light should be minimized as much as possible.

      2. Hearing

          Must be in a quiet and peaceful location. Classes such as shourthand require a high degree of concentration on the part of the student. Therefore, the           department should be placed in a section of the building that is free fromschool noise. (possibly a separate wing.)

      3. Climate control ­ Heating, ventilating, Temperature

          Central heating and cooling system for climate control

  B. Utilities

      1. 8 wall clocks
      2. 30 110v double convenience outlets per room flush with floor
      3. 3 110v double convenience outlets per wall (more research needed before final speculations regarding all electrical outlets)
      4. master switch operated by a key, recommeded by Monograph 112 South-Western. ( see bibliography)
      5. Hand-washing facilities in room used for business machi9nes course and in the room with L-shaped tables
      6. Telephone in teacher workroom

  C. Service ­ School and Community

      The Business Education department is an integral part of the total school program and serves students in all areas. Therefore, it should be easily       accessible to students.

  D. Storage

      Careful planning for storage is essential in a business education program due to complexity of machines and materials to be stored.

  E. Floor materials, Room finishes ( Performance qualities Only)

      1. All floors should have acoustical floor coverings to absorb noise
      2. Wall coverings should be of acoustical materials.
      3. Rooms should be of a color that is restful to the eyes
      4. bulletin board material ( celotex or equivalent) should cover part of wall in each classroom.
      5. chalkboard should cover part of wall in each classroom

Link to : Business Education--Space Relationships




  A. A guide to Business Education In Florida Schools, State Department of Education, Bulletin 72
  B. Planning the Facilities for Business Education, South-Western Publishing Company Monogtraph 112
  C. practices and Preferences in Teaching Typewriting, south ­ Western Publishing company Monograph 117
  D. visitations in volusia, Brevard, and Orange Counties





  A. Individual program

       Diversified Co-operative Training and/or distributive Education is planned on the phi8losophy that every boy and girl should have the opportunity to        discover and develop to the fullest their interests, latent aptitudes, and abilities which will enable them th become more valuable citizens with a        satisfying feeling of confidence and vocational security.

  B. Course Purposes and Objectives

       Since approximately 92 per cent of the people gainfully employed earn their livelihood in occupations other than the profession, and since the school        plant, as such, cannot provide equipment for experience in all the vocations, the available business and industrial facilities of the community are used to        aid in the training and preparation of youth for life's work. Some of the other programs lack related study which is correlated closely with work        experiences and a planned program of civic and social development which go to make a complete personality, It is the only program offering study in       the school related to wofrk experience and using, at the same time, the actual facilities of business and industry.

      When selected students are enrolled and employed, the co-ordinator develops a work progress chart with the employer. This chart is discussed with the       trainee. It is suggested that the trainee consult with the co-ordinator from time to time concerning his progress. The trainee is encouraged to bring his       problems to the co-ordinator as they arise and to note the assignment of new study assignments. The employer is asked to report changes in work       experience and to make suggestions that might help the trainee may terminate job relations if a breach develops that cannot be worked out amicable.


  A. Course Title and/or Room Use

      1. Specific Related Instruction
      2. General Related Instruction

  B. Activities

      1. Teacher

          The co-ordinator visits the training agency and has progress counseling with the trainee each grading period or more often if the need arises. The           co-ordinator makes related assignments correlated to the trainee's need. In general related instruction the co-ordinator teaches subjects generally           related to the student's employment. Instruction is done through lecture, discussion, and oral reports by the students.

      2. Students

          In specific related instruction students make summarized written reports on related assignments daily and reports on work experience, wages, and           hours weekly.

  C. Grouping

      1. Size of Class

        The State Department of Education Requires an average daily attendance of fourteen students per co-operative program. The statewide average is         twenty students per program, with the range from fifteen to thirty. The average through the years at Bay County high School has been twenty-five         students per year. Thirty students is considered absolute maximum because of the individualized instruction and due to the fact that the co-ordinator is         charged with on-the-job supervision.

      2. Arrangement or Grouping of Students

          First year students schedule specific related study and general related study. Second year students schedule specific related study only.


  A. Estimate of Space Needs

      1. Projected Enrollment of Subjects
         Twenty-five students per program is projected.

      2. policy of Group sizes
         Groups are by policy kept small, in a relative snese, due to the individualized nature of the training ­school relationship.

      3. Number of Sections of Each Size Group
          Impossible to project, due to the flexibility of the specific related schedule

      4. Number of Periods in Schedule
          There are five periods in the schedule, zero, one, two, three, and four

      5. Number of Teacher Stations Required
          Two teacher stations are needed ­ DCT and DE

     6. Estimated Amount of Square Footage Neded as a " Guide Only"
         Twenty-four Hundred (2400) square feet

  B. Furniture and Equipment
      1. Furniture
          a. 60 tables, individual trapezoidal
          b. 60 chairs, student
          c. 2 desks, teacher's, for classrooms
          d. 2 chairs, teacher's, for classrooms
          e. 2 desks for offices
          f. 2 chairs for offices
          g. 5 tables, typing
          h. 5 chairs, typing
          i. 1 typical selling station with inside display case, shelves, and racks for DE only
          j. 2 bookshelves for offices
      2. Equipment
          a. 4 cabinets, file
          b. 2 lecterns
          c. 2 cabinets, supply
          d. 1 typwriter, electric, for joint use
          e. 1 duplicator, fluid, for joint use
          f. 1 photocopier, dry, for joint use
          g. 2 adding machines
          h. cash register for DE
          i. 2 overhead projectors
          j. 2 chalkboards
          k. 2 tackboasrds
          l. 2 screens. Wall mounted
          m. 2 mirrores, full length


    A. Number, types, and Sizes of Items to be Stored

         Number, type, and sizes of miscellaneous instructional materials, such as displays and sample merchandise, is determined to some extent by storage          space available.

    B. Size of Cabinets or Shelving
        Ten feet of shelving and magazine rack over cabinets for each class. Six feet of shelving for each class to hold students' personal books, purses, and         other belongings.

    C. Size of Storage Area

        Two 6' x 6' storage rooms


    A. Environmental
    1. visual
        no special treatment
    2. hearing
        No special treatment
    3. climate Control ­ heating, Ventilating, Temperature
        central climate control

    B. Utilities
    1. Telephone in niche between offices
    2. Water cooler accessible to students

    C. Service ­ School and Community
    1. Access Drives
        Will depend on location
    2. parking
        Facilities for approximately fifty cars in close proximity to classroooms and outside exit so that students may leave at the end of the third or fourth         period with the least disturbance to otherss.

    3. Doorways for Delivery, Access
        No recommendation

    D. Storage
        Outside showcase facing hall or passageway with door in back opening into DE class.

    E. Floor Materials, Room Finishes ( Performance Qualities Only)
        No recommendations

Link to : Co-operative Training -- Space Relationships




  A. Individual program

       Driver education is designed to teach the student attitudes and skills necessary to become a safe, competent driver. More important, it will inwstill in        the student an awareness of the hazards he will encounter as a pedestrian or driver.

  B. Course Purpose and Objectives

      1. provide a functional program of classroom study and laboratory training to orient the student to the motor age and create a conscientious sense of           social responsibility.

      2. Provide a program to develop a realistic concept of traffic problems.

      3. provide knowledge of driving maneuverws needed to be a safe and defensive driver.

  C. Course Content

      1. Classroom
      2. Range
      3. Simulator
      4. On street


A. Course Title and/or Room Use
      Driver Education

  B. Activities
      1. Teacher
          a. Lecture
          b. Show films
          c. Demonstrate
          d. Administer tests
          e. Plan field trips
      2. Student
          a. Recite
          b. Study individually
          c. Work in groups
          d. Discuss as a class
          e. Take tests(Verbal and written)

  C. Grouping
      1. Size of Class
          a. desirable, 15 students per teacher, total of 60.
          b. maximum, 20 students per teacher, total of 80.
      2. Arrangement or Grouping of Students
          a. Classroom (20 students).
          b. Range (20 students)
          c. Simulator (20 mstudents).


  A. Estimate of space needs

      1. Projected Enrollment of Subject
          a. 800 students per year
          b. 400 students per semester

      2. Policy of group Sizes
          a. Desirable, 15 students per teacher. Total of 60.
          b. Maximum, 20 students per teacher, total of 80.
          c. Small group, 1 to 15 per period.

      3. Number of Sections of each size group
          Five sections of each group per day.

      4. Number of Periods in Schedule
          a. Six periods a day with each teacher teaching five periods per day and one planning period.
          b. Rigid schedule desirable.

      5. Number of Teacher Stations Required
          Four teacher stations
          a. Classroom
          b. Range
          c. Simulator
          d. On street

      6. Estimated Amount of Square footage Needed as a " Guide Only"
          a. Indoor
            (1) Classroom 2000 sq. ft.
            (2) Office space, 14' x 16' per instructor, plus 1/3 of this footage for each additional instructor (4) 449 sq.ft.
            (3) Storage (classroom) 225 sq. ft.
            (4) Simulator 1173 sq.ft.
            (5) Storage (14 cars) 24' x 10' for each 3360sq.ft.
                       TOTAL 7207 sq.ft.
          b. Outdoor
              Range, 660' x 300' 19,800 sq.ft.

  B. Furniture and Equipment

      1. Furniture
          a. 8 desks, teacher
          b. 8 chairs, teacher
          c. 80 chairs, student desk type
          d. 4 cabinets, file, 4-drawer, legal size
          e. 6 chairs, multi-purpose
          f. 2 lecterns

      2. Equipment
          a. 1 screen, 6' x9', wall mounted
          b. 1 overhead projector
          c. 1 mimeograph machine
          d. 1 typewriter
          e. 1 16mm projector
          f. 1 visual acuity
          g. 1 field of vision
          h. 1 depth perception
          i. 1 colorato
          j. 1 filmstrip projector
          k. 1 tape recorder
          l. 1tape recorder
          m. 3 transimitters
         n. 2 fire extinguishers for gasoline
          o. first aid kit
          p. signs for range
          q. 50 traffic cones


  A. Number, Type and Size of items to be stored

      1. Storage space in classroom for:
          a. Textbooks
          b. Overhead projector, film and filmstrip projector, 16 mm projector, magnetic board, first aid kit, traffic cones, range signs, mimograph machine,               tape recorder, record player
          c. instructional materials
          d. custodial supplies

  B. Size of cabinets and Shelving

      1. Shelving from floor to ceiling on each classroom wall, adjustable:
          a. one wall to be 24' wide and 24' high
          b. Three walls to be 12' high by 18' deep
      2. Shelves from floor to ceiling on two walls of storage area.

  C. Size of Storage Area

      Storage in Classroom, 225 sq. ft.


  A. Environment

      1. Visual
          a. Audio-visual blinds
          b. windows above eye level
          c. Indirect lighting
          d. Overhead light in storage area
      2. Hearing
          a. Acoustically treated floors, ceiling and walls.
          b. two-way communication between classroom andmain office.
          c. Connection to class change clock system

  B. Utilities

      1. 110v double convenience outlets for drivacator indicators in floor by each student desk.
      2. one 220v electrical outlet in floor for scoring machine for simulator.
      3. Three 110v double convenience outlets on each wall.
      4. Telephone
      5. 1 electrical outlet on each wall in office and storage area
      6. Three 110v double convenience outlets in floor for projector
      7. Separate toilet facilities for students, due to distance from other facilities.
      8. Wash rack for cars.
      9. Gas station for Driver Education cars.
      10. Air and air gauge for tires
      11. Water cooler accessible to students.

  C. Service ­ school and Community
      1. Access Drive
          a. Drive for delivery to classroom
          b. Drive from range to street
          c. Drive from range to car storage area
          d. Drive from street to car storage area
      2. Parking
          a. Parking area for instructors
          b. Parking area for parents waiting for students in after-school program.
      3. Doorways for Delivery, Access
          a. Storage room for cars should have a doorway of at least 10' wide by 8' high.
          b. Doorways in classroom should be double doors, two on front and two on side of range (total 3)
          c. Double door for classroom storage
          d. Simulator room, two single doors, one minimum of 10' by 8'.

  D. Storage
      Deep sink for custodial needs.

  E. Floor Materials, Room Finishes (Performance Qualities Only)
      1. Floors in simulator classroom and regular classroom should be acoustically treated.
      2. floors in storage rooms for cars and classroom materials should be of hard surface materials.
      3. Floors in instructors' office should be acoustically treated.\


  A. Within program
      1. The classroom, simulator, and range should be adjacent
      2. Storage area for cars should be adjacent to range.

  B. To Closely Related Program

  C. To entire campus
      Should be located on perimeter of campus away from physical education area and main parking ares.

Link to : Driver Education-- Space Relationships





  A. Individual Program

       Every school food service program has the primary aim of contributing to the achievement of the objectives formulated by the school which it serves, and of which it is an integral part. The general objectives of a successful school food service facility are common to all schools.

       The true concept of a school food service center is that of instruction, service, and activity throughout the school. All phases of the school program can be enriched by adequate tuilization of its resources and services. The degree to which teachers and pupils depend on these resources and staff measures the extent to which the school food service program is successful. Every student within the school should be reached by the food service program according to his individual needs.

  B. Purposes and Objectives

       1. Provide healthful, nutritionally adequate meals to students and staff.
       2. Counsel students, parents and staff concerning good nutrition.

       3. Provide other nutritional food services as necessary to maintain good pupil health and welfare.
       4. Serve as a "learning laboratory" for augmenting the curriculum offerings in the classroom.
       5. Afford instructional training opportunities for interested students and for professional personnel.
       6. Furnish free and reduced-price meals to needy students.
       7. operate on a nonprofit basis.
       8. use available federal, state, and local subsidies of food, funds, and services.
       9. Conform to community and state regulations concerning health, sanitation, labor and safety.
       10. Provide food service for school functions and programs.

  C. Content

       We believe that the school food service center should be a laboratory for research and study where students may, individully and in groups, implement classroom activities in all areas of the curriculum. School food service experiences are particularly adaptable as stepping-stones to nutrition education in the classroom, home and the community.
       The food service center at the secondary school shall be used for serving a choice type-A lunch, and also as a center for other student activities and public, social activities. It is desirable that the dining area give no indication of mass feeding but a place where the social graces of dining may be developed.

      Does not apply.


  A. Estimate of Space Needs

       1. Projected Enrollment
           With a maximum enrollment of 2500 it is estimated 2000 meals per day will be served.
       2. Policy of Group Sizes
            650 to 850 students in the cafeteria during each of the three serving periods. This will require four serving lines serving at a rate of 40 meals per minute.
       3. Number of Sections.
            21 to 28 sections with 30 students per section during each serving period.
       4. number of Periods
            Three with 30 minutes in each period.
       5. Number of Teacher Stations.
            a. 1 manager's office
            b. 1 faculty dining room
            c. 1 employees' lounge
       6. Estimated Amount of Square Footage Needed as a " Guide Only"
            Space needs for the school food service facility should be planned for the ultimate enrollment as it does not lend itself to expansion. Permanent arrangement of equipment should be planned in the original installation. Floor spaces and the necessary tuilities should be provided for in the lay-out for future equipment.
            a. Dining area 10,000 sq. ft.
            b. Kitchen area 4,320 sq. ft
               (1) Kitchen, Dishwashing and receiving 2500
               (2) Serving 600
               (3) Storeroom and walk-in refrigeration 700
               (4) office 200
               (5) Employees' Lounge 200
               (6) Refuse 120

  B. Furniture and Equipment

       1. Included in Construction Contract:

           Items which are attached to the building should be in the construction contract. This includes sinds, dish tables, dish machines, hoods, stationary shelving, mop racks, soap, towel and toilet paper dispensers, lockers, mirrors, display areas and bulletin boards, built-in serving and work counters, exhaust fans, water heaters, booster heaters, grease traps, walk-in and reach-in refrigerators and freezers. The county completion of plans and specifications.

           Other fixed equipment such as ranges, ovens, steamers, steam-jacketed kettles and mixers, should also be included in the construction contract, specifications subject to approval of county. The advantage of having these items in the construction contract os that the contractor becomes resp0onsible for coordinating both the delivery and installation as well as instruction of operators as to correct techniques of use and care.

          a. Dishwashing machine (double tank, recirculating prewash scraper and rinse injector)
               (1) Flow pressure shall be not less than 15 not more than 25 pounds per square inch on the water line at the machine and not less than 10 pounds per square inch at the rinse nozzle. ( A pressure gauge shall be installed or a suitable gauge cock shall be provided in the rinse line immediately upstream form the dishwashing machine to permit checking the flow pressure of the final rinse water.)
               (2) The wash water temperature shall be at least 140F; the final or fresh rinse shall be at a temperature of at lest 180F at eh entrance manifold. When a pumped rinse is provided, the water shall be at a temperature of at least 170F. Easily readable thermometers shall be installed near the discharge end of the machine, so located as to show the tempertures of the final rinse water entering the manifold. Thermometers shall also be provided to indicate the temperature of the water in all tanks of the machine. A booster heater on the wash tank is recommended.
               (3) Rinse injectors add a "wetting agent" to the rinse line of the dishwashing machine, which reduces the drying time of the dishes and silver, and elimenates toweling. Use of this will reduce the clean dish area required.
         b. 1 soiled dish table, 16' x 24" or 28" x 24" with a minimum of 5 feet straight line into dish machine.
         c. 1 disposal unit as a part of the soiled dish table
         d. 1 pre-scrap trough, 11' x 24" to be constructed parallel to soiled dish table mounted with rubber scraping bupmer and running water
         e. 1 dish return conveyor
            (1) To be located along one wall of the dining area for soiled dish return to the scullery room.
            (2) provision for closing the dish return window for kitchen security and multi-use of the dining room at the pint where conveyor reaches the dish return window. Overhead pull down pocket window with latch or bolt on inside is recommended.
         f. 1 clean dish table. A minimum of 10 feet of which 5 feet should be straight line from the machine to accommodate 3 dishracks.
         g. 1 pot sink
            (1) The process of cleaning pots and pans includes scraping, soaking, washing, rinsing, sanitizing and drying the scraped material may be disposed of by a perforated, removable scrap tray which is a part of the soaking compartment. This scrap tray should be level with the top of the sink, 4 to 6 inches deep and drained.
            (2) To be 21" x 24" x 14" deep; 4' drain table; 36" x 24" soak compartment with removable scrap tray; 3' drain table ; 2 compartments 30" x 24" x 14" for washing and rinsing; and 6' drain tables for clean utensils.
         h. 1 2-compartment vegetable Sink, 30' x 24" x 14" deep ( each compartment)
         i. 1 Vegetable Table, built as a part of vegetable sink
         j. 1 1-compartment Cook's sink, 30" x 24" x 14" located in the cook's area
         k. 1 Service Sink to be located in refuse area
         l. 1 hank Sink to be conveniently provided with soap dispenser, towel dispenser and mirror, located in kitchen
         m. 1 washing machine and dryer ( for laundry requirements of kitchen)
         n. Walk-in Refrigerator, 10' x 12'
            (1) The pre-fabricated walk-in refrigerator shall be a part of the kitchen sub-contract. The floor shall be level with the adj