65,451 results on '"Land use"'
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102. The Wilderness & Land Ethic Curriculum. Kindergarten through 8th Grade. Second Edition.
- Author
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Arthur Carhart National Wilderness Training Center, Missoula, MT., Ryan, Chris, and Kroll, Greg
- Abstract
The Wilderness Curriculum is designed to provide classroom teachers, land managers, and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. The curriculum is divided into three grade levels (Primary, K-2; Elementary, 3-5; and Middle, 6-8); each level is composed of an overview section and five strands, from which lessons and activities follow: Overview (the "who, what, where, and why" of wilderness); Aesthetics (the spiritual, cultural, and emotional values of wilderness); Perspectives (the historical context of wilderness); Ecology (the role of wilderness in preserving natural systems); Connections (connections between our culture and wilderness); and Skills (low impact use and living that promotes wilderness integrity). Dimensions of each major strand in the curriculum are explored through several lessons that are cross-referenced by grade level and strand. Lessons and activities include objectives, background information, materials needed, and procedures. Many activities contain reproducible student handouts. Contains a further reading list and a glossary. (BT)
- Published
- 1999
103. The Wilderness & Land Ethic Curriculum. Ninth through Twelfth Grade. First Edition.
- Author
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Arthur Carhart National Wilderness Training Center, Missoula, MT., Ryan, Chris, Gunderson, Kari, and Davis, Pam
- Abstract
This Wilderness Curriculum is designed to provide classroom teachers, land managers, and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. The curriculum is divided into a "Wilderness: An Overview" section, a "Leave No Trace/Field Experience" section, and then six subject matter sections: "Social Studies"; "American History"; "English"; "The Arts"; "Science"; and "Math." The overview offers a concise orientation to what wilderness is all about. Subsequent sections contain a variety of lessons and activities that provide objectives, background information, materials needed, and procedures. Many activities include reproducible student handouts. The curriculum includes a glossary, suggested background reading materials, and a list of materials needed for the activities. (BT)
- Published
- 1999
104. Exploring the Connections between School Integration and Housing, Land Use and Transportation. Summary of IDRA EAC-South Literature Review
- Author
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Intercultural Development Research Association (IDRA) and Poverty and Race Research Action Council (PRRAC)
- Abstract
This literature review summarizes research and policy considerations regarding the connection between housing and school segregation. This relationship was an early and consistent theme in civil rights law, emerging in key school desegregation cases in the 1970s and in implementation of the 1968 Fair Housing Act. But since that time, the divide between school and housing policy has only grown wider, with little effort to formally link these policy areas. The review begins by surveying historical accounts of discriminatory housing, school, land use, and transportation policies. It then details social science research into reciprocal effects -- in other words the ways that housing and school policies interact to reinforce segregation. Finally, we discuss policy proposals -- past and present -- to coordinate housing, school and transportation policy in support of integration. [For the accompanying bibliography, see ED629236. For "School Integration Best Practices -- Housing-School-Transportation Policy Collaboration. Summary of IDRA EAC-South Literature Review," see ED629237.]
- Published
- 2020
105. Measuring Economic Impact through Adoption: A Study of the Multi-County New Landowners Educational Series
- Author
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Shackelford, Philip, Murphrey, Theresa Pesl, Dozier, Monty, Ripley, Jeff, and Lockett, Landry
- Abstract
The Multi-County New Landowners Educational Series is an Extension education program offered in Austin, Colorado, Fayette, and Washington Counties in Texas. We sent an online survey to past participants of the program (those who participated between 2006 and 2010; N = 162). Findings revealed significant adoption of several best management practices that resulted in perceived increases in value per acre of participants' properties, with the grand mean increase being $26.57 per acre. The data we collected illustrate the need for continued evaluation of the economic impact of Extension programs. In addition to discussing our methodology and findings, we identify opportunities and challenges related to documenting such impact.
- Published
- 2017
106. The Future of Energy
- Author
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Pallant, Amy, Pryputniewicz, Sarah, and Lee, Hee-Sun
- Abstract
This article describes a five-day online energy module, developed by the Concord Consortium (an educational research and development organization) in which students compare the effects of various energy sources on air quality, water quality, and land use. The module's interactive models explore hydraulic fracturing, real-world data on energy production and consumption, and scaffolded argumentation tasks to help students examine evidence and discuss the issues associated with claims based on models and data. The free module, which aligns with the "Next Generation Science Standards," runs on computers or tablets.
- Published
- 2017
- Full Text
- View/download PDF
107. Conservation Education Outreach Program Accomplishment Report, 1998.
- Author
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Forest Service (USDA), Asheville, NC. Southern Research Station., Kindlund, Rod, and Boshart, Tihisia
- Abstract
In 1992, Elaine McKinney and six college interns set into motion an experiment in human relations at the Forest Service's Northeast Area and Station Headquarters in Radnor, PA. The program provides basic conservation education to urban youth who may never have been exposed to the concepts of conservation, recycling, or forest management. This report represents the experiences of the 15 interns and five supervisors in the 1998 Conservation Education Outreach Program. Also, the Northeastern Area Station and the Southern Research Station Programs (in Asheville and Huntsville, Alabama) are described and evaluated. (Contains 11 references.) (CCM)
- Published
- 1998
108. Community Building for a Healthy Ecosystem.
- Author
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North Central Regional Center for Rural Development, Ames, IA. and Flora, Cornelia Butler
- Abstract
People act in environmentally sound ways for many reasons, but the best motivation is wanting to act in the public good and knowing how to do it. Education and socialization internalize socially responsible behavior. Land grant university education and extension are based on internalizing the right thing to do and learning the right way to do it. Formal and informal education can help people appreciate the environment and its important ecological functions, as well as teach them how to work with and enhance those ecological functions. When internalization is absent, peer pressure may result in positive or negative actions toward the environment. However, community counts in terms of environmental quality and may turn peer pressure from a negative to a positive. When internalization and peer pressure do not work, economic incentives or penalties may encourage land managers to practice conservation. Force is the final and most costly mechanism for preventing environmentally damaging behavior. Internalization and peer pressure work well with farmers in an agrarian environment but not with those who live elsewhere and make decisions about environmental practices. If education for ecological health is going to improve ecosystem health, we must rethink whom we are talking to and why we are talking to them, and we must think more in terms of actors who are not rooted in place and who have various relationships to land, labor, and capital. Both farm managers and the bankers who loan them money must be educated about environmentally sustainable practices and how they can be profitable. (SV)
- Published
- 1998
109. Increasing Understanding of Public Problems and Policies, 1997.
- Author
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Farm Foundation, Oak Brook, IL., Ernstes, David P., and Hicks, Dawne M.
- Abstract
This document contains 21 papers: "Land Grant University and Extension in the 21st Century" (Jon Wefald); "A Reality Check" (Bud Webb); "Land Grant Colleges and Universities of the Future" (Michael J. Phillips); "Vulnerability of the Land Grant Colleges of Agriculture: A Public Affairs Perspective" (Allen Rosenfeld); "The Future of Land Grant Universities: A Response to the Report of the National Research Council" (LeRoy Luft); "Priorities in the Changing World of Agriculture" (I. Miley Gonzalez); "Agricultural Policy at the End of the 20th Century" (Luther Tweeten); "The Realities of Agricultural Policy--A Producer Perspective" (Eugene Paul); "Opening Remarks by the Moderator" (James C. Webster); "Industrialization of Agriculture or a Realignment of the Food and Agriculture System" (Terry N. Barr); "Industrialization: A View from Agribusiness" (Ed McMillan); "Industrialization of Agriculture Roundtable Discussion" (Ed McMillan, Terry N. Barr, Marvin Duncan, James C. Webster); "Evolving Environmental Law: Impacts on Private Landowners and Public Uses" (Bruce Yandle); "Implementing Good Intentions: How Rules and Procedures May Alter Resource Policy Outcomes" (Lawrence W. Libby); "The Why and How of Welfare Reform" (Julie Paradis); "Welfare Reform: A State Perspective" (James Clark); "Welfare Reform: The Land Grant University Response" (Bonnie Braun); "The Changing Nature of Rural Communities" (Thomas G. Johnson, James K. Scott); "Impact of the Wal-Mart Phenomenon on Rural Communities" (Kenneth E. Stone); "Immigration and the Changing Face of Rural America" (Philip Martin); and "Impact of Services on Rural Communities" (Dennis U. Fisher). (MN)
- Published
- 1998
110. The Northeast Regional Center for Rural Development. Annual Report 1998.
- Author
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Northeast Regional Center for Rural Development, University Park, PA.
- Abstract
This annual report of the Northeast Regional Center for Rural Development (NERCRD) highlights the Center's activities, programs, projects, and publications for fiscal year 1998. NERCRD receives modest funding from the U.S. Department of Agriculture and other funds from private foundations. Funds are used to link rural development efforts of the 15 land grant institutions in the region. The region encompasses the District of Columbia and 12 states: Connecticut, Delaware, Massachusetts, Maryland, Maine, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, and West Virginia. The five goals that guided programming for 1998 include: (1) improving economic competitiveness and diversification; (2) supporting management and strategic planning for economic investment; (3) creating capacity through leadership; (4) assisting in family and community adjustments to stress and change; and (5) promoting constructive use of the environment. This report profiles 29 research and extension projects that address such areas as rural community development, rural poverty, distance learning, 4-H environmental programs, and sustainable development. Each profile includes contact information and Web addresses, where available. Contains author index and key word index. (CDS)
- Published
- 1998
111. Farm Management and Leadership. Numeracy. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.
- Author
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National Languages and Literacy Inst., Melbourne (Australia)., Batman, Kangan, Gadd, Nick, and Lucas, Michele
- Abstract
This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in farm management and leadership: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with farm management. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Each level contains agriculture-related mathematics activities. Model answers are provided. Topics covered in Level 1 are as follows: calculator use; invoices and payment advice sheets; percentage and decimals; and measuring length, area, and perimeter. Topics covered in Level 2 are budgets, costs, and comparing costs to income. Topics covered in Level 3 are measuring and volume. (YLB)
- Published
- 1998
112. Agricultural Production. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.
- Author
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National Languages and Literacy Inst., Melbourne (Australia)., Batman, Kangan, Gadd, Nick, and Lucas, Michele
- Abstract
This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in agricultural production: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her written and spoken communication skills needed to deal with agricultural production. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Four types of activities are found in the communication unit: key word activities, reading activities, writing activities, and spoken communication activities. Model answers are provided. Topics covered in Level 1 are commodities, discussions, yellow pages, a census form, and information sheets. Topics covered in Level 2 are exports to Asia, crop information, fertilizers, mind your language, and land care. Topics covered in Level 3 are conservation and land care, gathering information, consulting the experts, and negotiating with the bank. (YLB)
- Published
- 1998
113. Agricultural Production. Numeracy. Level 1. Level 2. Level 3. Support Materials for Agricultural Training.
- Author
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National Languages and Literacy Inst., Melbourne (Australia)., Batman, Kangan, and Tully, Chris
- Abstract
This publication contains the three numeracy units of the three levels of Support Materials for Agricultural Training (SMAT) in agricultural production: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her numeracy skills needed to deal with agricultural production. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Each level contains agriculture-related mathematics activities. Model answers are provided. Topics covered in Level 1 are yield (or production), conversion, consumption, and application rates. Topics covered in Level 2 are cost/benefit analysis, cropping, costing, and whole farm change. The topic covered in Level 3 is collecting information. (YLB)
- Published
- 1998
114. Where Are the Gardens in the Garden State? Middle School Lessons on Sustainable Agriculture and Farmland Preservation.
- Author
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Global Learning, Inc., Union, NJ. and Chen, Loris
- Abstract
This unit helps middle school students explore the local face of a global challenge: vanishing farmland and the need for sustainable agriculture. With an eye on the National Geography Standards and five areas of the New Jersey core curriculum standards, this unit also develops the skills needed to contribute toward creative solutions for such problems. This unit was developed as a nine-week study skills project for seventh grade students and includes the core subject classes of mathematics, science, social studies, reading, and writing. The 12 lessons can also be taught individually. Objectives of the 12 lessons include learning about population distribution and density, creation of various kinds of maps and graphs, inferring relationships between farm locations and soil types, researching agricultural best management practices for preserving farmland, and negotiating a consensus position on farmland preservation with persons representing a variety of viewpoints. Many of the lessons contain reading selections. Study skills pre- and post-tests, a glossary, and references are also included. (PVD)
- Published
- 1998
115. Windfall Wealth and Shale Development in Appalachian Ohio: Preliminary Results
- Author
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Bates, James S. and Loy, Polly Wurster
- Abstract
The response by agriculture/natural resources and community development Extension educators to shale development in Ohio has been proactive. There is a need, however, to understand the impact that shale development is having broadly on families and communities and specifically as it relates to lease payments and the perceptions and realities of resource windfalls or sudden wealth. This article presents the preliminary results of a qualitative study. In the course of data analysis, themes emerged around the topics of money, family and community life, and land. A discussion of the role of Extension professionals is provided.
- Published
- 2016
116. Transforming the Knowledge Gap for Local Planning Officials: Impacts of Continuing Education in a Master Citizen Planner Program
- Author
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Beyea, Wayne, Menon, Rohit, and Crawford, Pat
- Abstract
In an era of increasing complexity, the majority of local land-use decisions in the United States are made by volunteer citizen planners. Often these elected or appointed volunteers enter their positions with a passion for their communities but without appropriate background training. The Michigan Citizen Planner Program was developed to address this gap. The study described in this article investigated the self-assessed impacts on graduates of basic and advanced training. Findings suggest that training conducted as the result of collaboration by university Extension, other state agencies, and nonprofit groups is essential to realizing the positive community development impacts expected by citizens and local officials.
- Published
- 2016
117. Permits To Operate: Doing What We Do with the Proper Authority--USA Context.
- Author
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Jackson, Stefan J.
- Abstract
This paper discusses how outdoor recreation and education personnel can work with the laws, regulations, patterns, and vagaries of educational and institutional permitting on public lands in the United States. The difference between a permit and a management plan is defined: a permit authorizes a specific activity with restrictions of amount, duration, and other conditions; a management plan relates to group size and recognition of need. The interrelationships among legislation, interpretation, regulation, and agency discretion and at what point each can be challenged are outlined. The terms "commercial use,""outfitting,""guiding," and "educational use" are defined by Forest Service and Bureau of Land Management regulations. Considerations and recommendations for obtaining and maintaining permits include: knowing the agency's management plan; knowing the area, its problems and recreational use pressures; utilizing personal contacts; working with adverse local parties; requesting reconsideration of permit denial; and getting involved in the management planning process for the areas where the group wishes to operate. (SAS)
- Published
- 1997
118. School Ponds: Their Current Status and Likely Contribution to Education, Conservation and Local Environmental Enhancement.
- Author
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Braund, M. R.
- Abstract
School ponds have a considerable history and in recent years have become a common feature of school grounds, particularly in the primary sector. Relatively little is known about their status and effectiveness educationally and in terms of their conservation value. This paper reports the findings of a survey involving 46 schools in 10 different Local Education Authorities (LEAs). The findings show that factors constraining schools from developing ponds, the ways in which they have come about and are managed and used, vary markedly between primary and secondary schools. The design, maintenance and amenity value of school ponds result in a number of compromises. These may be problematic in terms of conservation value but have to be resolved in an educational setting. (Contains 18 references.) (Author/ASK)
- Published
- 1997
119. What Is the Message in the Medium? Mixed Signals for National Park and Wilderness Users.
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Huffman, Michael G. and Fickle, James E.
- Abstract
Mass media portrayals of unsafe, irresponsible outdoor activities encourage many people using national parks, forests, wilderness areas, and other public lands to exhibit little concern about environmental responsibility, safety, and the rights of other people. Such behavior threatens natural resources and the opportunity for others to enjoy them in the future, and results in unnecessary injuries, rescue missions, and emergency medical services. Education campaigns such as the highly successful Smokey the Bear campaign have resulted in various information and education programs for mitigating visitor-related management problems. Brochures are relatively inexpensive and are widely used. Recently, the National Outdoor Leadership School, the National Park Service, the USDA Forest Service, the Bureau of Land Management, and the U.S. Fish and Wildlife Service cooperated to produce a new series of publications on the theme of "Leave No Trace." These are particularly effective because they provide regional and park-specific information about minimum impact practices. The effectiveness of publications can be improved when combined with a personal contact. Exhibits and displays can present complex detailed information, and if agency personnel are present, questions can be answered and supplemental information can be distributed. Direct communication from agency personnel is one of the most influential, and expensive, media. Videotapes are receiving increased use, and the Internet has tremendous potential for providing responsible information. Eight principles of effective wilderness education are presented. Contains 18 references. (TD)
- Published
- 1997
120. Mississippi Curriculum Framework for Forestry (Program CIP: 03.0401--Forest Harvesting and Production Technology). Secondary Programs.
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Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
- Abstract
This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for forestry I and II. Presented first are a program description and course outlines. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. Units in forestry I are as follows: exploring the world of forestry, leadership/Future Farmers of America (FFA) activities, forest safety, tree growth and stand development, dendrology, forest surveying and mapping, legal land description, tree and log measurements, and introduction to timber cruising. Units in forestry II include the following: identify forests and forest products, employability skills/FFA activities, forest management practices, advanced timber cruising, timber marketing, timber harvesting, reforestation, forest fire management, and forest insects and disease. A list is provided of recommended tools and equipment for a class of 20 students. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)
- Published
- 1996
121. Mississippi Curriculum Framework for Forestry Technology (Program CIP: 03.0401--Forest Harvesting and Production Technology). Postsecondary Programs.
- Author
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Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.
- Abstract
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the forestry technology program cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the program, and section II consists of outlines for the three categories of courses in the forestry technology sequence: (1) forestry courses--forest mensuration I, survey of forestry, forest surveying, silviculture I, applied dendrology, timber harvesting, forest mensuration II, forest protection, forest products utilization, silviculture II, special problem in forestry technology, and work-based learning; (2) related vocational-technical courses--fundamentals of microcomputer applications, applied soils (conservation and use), applied agricultural economics, mapping and topography, and fundamentals of drafting; and (3) related academic courses--principles of accounting I, botany, and business law. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)
- Published
- 1996
122. Testing the Waters. Duke Power State Park: An Environmental Education Learning Experience Designed for Grades 4-7.
- Author
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North Carolina State Dept. of Environment, Health, and Natural Resources, Raleigh. Div. of Parks and Recreation., Rinehart, William C., and Beazley, Lea J.
- Abstract
This learning packet of hands-on activities was developed by the Duke Power State Park in North Carolina for grades 4-7 to acquaint students with the concepts of water quality, watersheds, aquatic sampling, water pollution, preservation of natural areas, and land use. The loose-leaf book is divided into these sections: (1) introduction to the North Carolina State Park System, Lake Norman, the Duke Power State Park, and the park's activity packet; (2) a summary of the activities including major concepts and objectives covered; (3) previsit activities introducing the use of a dichotomous key, familiarizing students with water-related words, and introducing the concept of watersheds; (4) on-site activities that teach students to recognize indicators of water quality, conduct simple physical and chemical tests, and note firsthand some factors that affect water quality; (5) post-visit activities that encourage students to examine conflicting land-use concerns, discuss ways water becomes polluted, become familiar with major types of aquatic pollution, and predict potential effects of aquatic pollutants on wildlife and people; (6) a list of 57 vocabulary words; and (7) necessary park and parental permission forms. Contains 25 references. (PVD)
- Published
- 1996
123. Re-Establishing a Clean Climbing Ethic.
- Author
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Attarian, Aram
- Abstract
This paper addresses environmental impact issues associated with rock climbing and stresses the importance of reestablishing a clean climbing ethic through climber education and ethical considerations. The adventure sport of rock climbing has grown considerably over the last decade: it is estimated that there are currently over 200,000 rock climbers in the United States. To address the potential overuse and abuse of natural resources due to rock climbing, land managers are scrutinizing climbing practices and in some areas implementing policies that compromise the future of rock climbing. Common impacts of rock climbing include soil compaction and erosion, development of multiple trails, damage to vegetation, improper disposal of human waste, disturbances to wildlife, and the use of equipment that visually damages sites. The goal of teaching clean climbing strategies is to help participants recognize the implications of their climbing experience, encourage individuals to act responsibly by emphasizing the importance of clean climbing, and help participants understand the need to establish a set of personal environmental standards. Strategies for teaching clean climbing techniques include role modeling of environmentally sound practices, hands-on learning of minimum impact techniques, use of unplanned opportunities or circumstances to reinforce clean climbing practices, and activities of service to the climbing environment such as climbing area clean-ups, trail maintenance projects, and participation in local climbing coalitions. Includes a table describing techniques and practices that minimize climber-related impacts. (Contains 15 references.) (LP)
- Published
- 1996
124. Proceedings of the 1995 International Conference on Outdoor Recreation and Education (Ithaca, New York, October 26-28, 1995).
- Author
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Idaho State Univ., Pocatello., Association of Outdoor Recreation and Education, Boulder, CO., Koesler, Rena, and Watters, Ron
- Abstract
This proceedings contains 20 papers from the 1995 International Conference on Outdoor Recreation and Education. The papers include guidelines for various aspects of outdoor leadership and materials relevant to program development and administration in outdoor recreation, outdoor education, and adventure therapy and education. Papers are: "ICORE Opening Presentation" (William E. Phillips); "Arriba! Building Teamwork and a Ropes Course in Mexico" (Jim Fullerton, Scot G. Davis); "Camping with Kids" (Joel Bauch); "Defining Responsible Stewardship: A Land Management Perspective" (Duane Grego); "An Examination of Negligence, Assumption of Risk, and Risk Management in Outdoor Recreation" (Travis L. Teague); "Future Directions for AORE & 1995 AORE Membership Survey Results" (Jim Fullerton, Tim Moore, Steve Guthrie); "Is Cheese Food Really Food? a.k.a. Some Conscious Alternatives to Overprocessing Experience" (Cheryl A. Estes, Steven Tomb); "Land Access, Protection and Permits" (Steve Munsell); "Managing Growth in Your Outdoor Recreation Rental Program" (Rob Jones, Brian Wilkinson); "Minimum Impact Techniques for Outdoor Leaders" (Mark Simon); "Organizing a Climbing Competition" (Tim Steele); "Re-Establishing a Clean Climbing Ethic" (Aram Attarian); "The Role of Tacit Knowledge in Judgement and Decision Making" (Steven Guthrie); "Teaching Technical Skills through Play" (Laurie Gullion); "Therapy in the Mountains" (Judith A. Kennison); "UIAGM Ropehandling Techniques" (K. Ross Cloutier); "Using Importance-Performance Analysis To Evaluate Teaching Effectiveness" (Aram Attarian); "When Bambi Meets Godzilla: Bringing Environmental Education and Outdoor Recreation Together" (Curt Schatz); "Whitewater River Accident Analysis" (Ron Watters); and "Wilderness Emergencies: A Practical Approach to Decision Making" (Gerard Dunphy). Appendices include workshop materials, the conference program, and a list of participants. (SV)
- Published
- 1996
125. Land Access, Protection and Permits.
- Author
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Munsell, Steve
- Abstract
This paper summarizes a panel discussion that included 25 students and outdoor education and recreation professionals on issues related to land use and outdoor education and recreation programs. Many participants expressed frustration over inconsistent management policies related to educational and recreational use of public lands. Participants reported that there is no predictable manner in which agencies interpret land use by colleges and nonprofit groups. The panel also pointed out that organizing a collective voice for advocating land use among educational users would be difficult due to the diversity of outdoor education programs. For example, there are college degree programs, noncredit college courses, and college sponsored adventure clubs, all of which use public lands. Another problem area is reaching agreement for defining outdoor education for land permit purposes. For example, land permits for Forestry Service lands are issued by forest rangers based on district requirements, which may vary widely among districts. The panel also addressed problems associated with increased use of public lands and additional demands placed on natural resources. Recommendations included promoting outdoor education as the best source for teaching minimum impact camping techniques, examining the economic benefits of outdoor recreation programs, and demonstrating commitment to land stewardship by incorporating service projects in outdoor education programs. A follow-up meeting of panel participants stressed the need to define the role and purpose of the Association of Outdoor Recreation and Education (AORE) in promoting public land use by outdoor programs and considered land management as a potential critical focus of future AORE conferences. (LP)
- Published
- 1996
126. Human Driving Forces and Their Impacts on Land Use/Land Cover. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.
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Association of American Geographers, Washington, DC. and Moser, Susanne
- Abstract
This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module explains that land use/cover change has occurred at all times in all parts of the world, and that most affected and involved in these processes are the environmental spheres of water, soil, and vegetative cover, which are closely linked to geomorphology, climate, fauna, and especially human societies. According to the module, the most profound questions with respect to land use/cover and global change are: what forces drive land use/land cover change?; what impacts do these changes have on the environment and on human society?; and how might people respond to them most effectively? The module introduces students to the complexities inherent in these questions, focusing mainly on the first. The module contains 8 tables, 13 figures, a list of acronyms, a guide, a summary, an overview, references for all units, supporting materials, and readings. It is divided into thematically coherent; each unit consists of background information, teaching suggestions, student workshops, and the answers expected for each activity. (Author/BT)
- Published
- 1996
127. No Room for the Inn. A Report on Local Opposition to Housing and Social Services Facilities for Homeless People in 36 United States Cities.
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National Law Center on Homelessness and Poverty, Washington, DC.
- Abstract
In December 1994 the National Law Center on Homelessness and Poverty published an analysis of antihomeless laws and policies in 42 American cities. This report draws on those findings to focus on attempts to shut down or exclude service providers. Searches of the media, telephone interviews with service providers and public interest groups and attorneys, and government information provided the material for the report. The document provides sixty-one examples of local government and resident opposition to the siting or operation of housing and services for homeless people from 36 local jurisdictions involving 50 proposed or existing facilities or services. Of the 61 examples, 21 proposed projects were halted, 3 existing facilities were forced to close, 2 were forced to move, 5 government-run facilities were closed by the jurisdiction, 18 service providers were able to establish or continue the opposed program largely as planned, and 9 cases remained unresolved. The most common approach to exclusion of service providers is the application of zoning and building codes. Even in areas where the service provider was able to overcome local opposition, the need to counter that opposition almost invariably imposed costs in terms of time, effort, and money that could have been used to provide housing and services. "Not in my backyard," or "Nimby," opposition is particularly unfortunate in that opponents' fears about service facilities are unfounded. Neighbors of these facilities frequently come to view them with approval after they have been established for some period of time. (Contains three tables.) (SLD)
- Published
- 1995
128. Principles of Good School Building Design. School Buildings Planning, Design, and Construction Series No. 3.
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Association of Independent Schools of New South Wales, Ltd., Sydney (Australia). and Odell, John H.
- Abstract
A school construction guide offers key personnel in school development projects information on the complex task of master planning and construction of schools in Australia. This chapter of the guide provides advice on school building design issues, such as the fundamentals of good design and designs that accommodate change, issues affecting building arrangement and arrangement variations, recycled buildings, relocatable buildings, energy considerations, building services, and security issues. Specific topics include the factors that promote building durability; school design that addresses curriculum and enrollment patterns; building arrangements that accommodate terrain, climate, security, and the disabled; design considerations that reflect staffing needs; and design considerations that take advantage of various forms of heating, such as solar and water heating, and maximize the use of shade. Heating and lighting topics also cover design issues involving windows, insulation, lighting, and ventilation. (GR)
- Published
- 1995
129. Healthy Water, Wealthy World. Conservation Camp 1995 Workbook. A Companion Workbook to a Day in Nature's Classroom for Sixth Grade Students and Teachers in Claiborne, Grainger, Hancock, Hawkins and Union Counties.
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Clinch-Powell Resource Conservation and Development Council, Rutledge, TN.
- Abstract
This student workbook is designed as a companion to a day of field studies investigating water quality and stream health for sixth grade students in several northeastern Tennessee counties. Nineteen environmental education activities cover topics including wildlife species, wildlife habitats (instream and riparian), connections between water quality and wildlife, water pollution, hydrology, land use, soil and water, wild plants and flowers, farming techniques, erosion prevention, forest ecology, waste disposal, household hazardous wastes, landfills, and precycling and recycling. The workbook provides the following information for each activity: objective, key words, summary (background information that refers to the northeastern Tennessee environment), and study questions. A glossary contains 65 key terms. (LZ)
- Published
- 1995
130. The Real Property Tax and K-12 Education.
- Author
-
Meyer, Neil
- Abstract
The real property tax is local government's primary source of revenue, providing 48 percent of local governmental revenues nationwide. Of all local government expenditures, 37 percent go to elementary and secondary schools. Therefore, problems with property tax become problems of school finance. Taxes and subsidies generally do not change the underlying value of land, only the distribution of interests between public and private landowners. The preferential assessment of farm, open space, and forest lands represents a nearly universal program subsidy by local government to landowners. USDA findings suggest that revenue losses by new entries receiving preferential assessment are greater than the revenue gained by lands leaving preferential assessment, and that preferential assessment does not preserve agricultural land use. The real property tax can be improved by levying taxes on property in proportion to value; eliminating exemptions; assessing land and capital improvements separately; appraising and assessing at 100 percent of market value; reducing the number of classes and categories of land for differential assessment or rates; eliminating caps, circuit breakers, senior preferences, and other forms of social engineering through the real property tax system; and incorporating appraisal and assessment activities into a comprehensive geographic information system. Contains seven references. (TD)
- Published
- 1995
131. The School Site: Land for Learning. Revised.
- Author
-
North Carolina State Dept. of Public Instruction, Raleigh.
- Abstract
The selection and planning of sites appropriate for school facilities is a critical and complex undertaking. This publication describes the many factors to be considered during the process of site selection, planning, development, and use. The introduction stresses the importance of knowing the community or territory and the local school system. The second section describes the site-selection process and discusses considerations for the site-selection committee. Technical requirements include size, shape, location, topography and drainage, access and traffic, security and safety, soil conditions and plant life, noise levels, utilities, and costs. Guidelines for carrying out the site-planning process are offered in the third section. Steps for developing the site include conducting a topographic survey, learning (studying) the natural characteristics of the site, and creating a master plan of site components. These components include the buildings, transportation, pedestrians, utilities, and playgrounds. Sections 4 and 5 offer specific guidelines for designing playgrounds and recreation fields. Information on relevant North Carolina statutes and a list of North Carolina resource agencies and professions are provided. (LMI)
- Published
- 1994
132. 1994 State Legislation on Native American Issues.
- Author
-
National Conference of State Legislatures, Denver, CO. and Morin, Kimberly A.
- Abstract
This report includes state-by-state summaries of 1994 legislation pertaining to Native American issues. Of 344 bills introduced in the state legislatures in 1994, 92 were enacted and 20 are still pending. Major issues addressed in 1994 legislation included Native American education; history, language, and culture preservation; sovereignty; law enforcement and jurisdiction; land rights; tribal gaming; health and human services; water and fishing rights; taxation of tribal property; state-tribal relations; Native American affairs groups; sacred burial site preservation; housing authority; appropriations (general); economic and natural resource development; and tribal status recognition. Appendices include an overview of all bills proposed in each state, a list of Native American state legislators, a list of federally recognized tribes of each state, and Native American population by state. (LP)
- Published
- 1994
133. The Politics of City Planning Simulations.
- Author
-
Kolson, Kenneth
- Abstract
This research paper presents an analysis of the computer simulation, SimCity, used for an urban city planning class. The data were gathered by actual use of the simulation and an electronic mail network was employed to secure impressions from users of the simulation. SimCity (developed by Maxis) provides the player with rules of human factors, economic factors, survival factors, and political factors that are both opportunities and constraints to the master planner. In addition, there are numerous maps to monitor land use patterns, zoning, demography, pollution, and other factors as the simulation progresses. The simulation also allows the user to manipulate tax rates and funding levels for the city. The point of the simulation is to duplicate the real world of urban politics with the instantaneous ability of the computer. The attraction of SimCity is the resemblance to the real-life choices that city planners must make to keep the city functioning. Analysis of the limitations of the simulation includes: (1) the over-reliance on mass transit; (2) the tendency to clump zones together then destroy them completely through urban renewal efforts; (3) the premise that the form of local government has little effect on public policy; (4) deficit spending by cities in the simulation is not an option; (5) there is no interaction of the simulation city with the surrounding region; (6) the citizens in the simulation must reside in the city, unable to move to the suburbs, thus creating another level of conflicting bureaucracy; (7) the city residents are completely rational creatures in their calculation of their own economic interest, with no regard for the public interest; and (8) the unlimited role of the mayor in municipal government. Three insoluble problems of the simulation include: (1) SimCity's role of planning in urban development; (2) the neglect of race as one of the most salient features of U.S. urban life; and (3) the underestimation of the social, as opposed to the material, dimensions of city life. (EH)
- Published
- 1994
134. Environmental Activities for People Who Use English as a Foreign Language.
- Author
-
Peace Corps, Washington, DC. Information Collection and Exchange Div. and Perlow, Ruth
- Abstract
This booklet is intended for use by educators interested in developing environmental vocabulary and stimulating environmental awareness in adults and adolescents who use English as a foreign language. Activity participants are engaged in discussion and analysis, games, field trips, story reading, and projects. Activities are separated into 12 units that correspond to the following topics: (1) land use planning; (2) air pollution; (3) nuclear energy and the media; (4) recycling; (5) river monitoring; (6) environmental health; (7) environmental comparative risk assessment; (8) eco-tourism; (9) social action; (10) birds; (11) environmental ethics; and (12) miscellaneous activities some of which meet the needs of leaders presenting environmental issues to groups in 4 to 5 day workshops. Sections contain 1 to 15 activities with varying time requirements. Activity instructions include several paragraphs of procedural information and may include worksheets. (LZ)
- Published
- 1994
135. Wetlands: Science, Politics, and Geographical Relationships. Pathways in Geography Series, Title No. 9.
- Author
-
National Council for Geographic Education., Benhart, John E., and Margin, Alex
- Abstract
This teacher's guide focuses on the value and functions of wetlands by integrating science and the politics of wetlands into a geographic framework. Wetlands are highly dynamic, diverse, and prolific ecosystems. The volume advocates a need for mutual understanding and harmony of effort in order to deal with the complex issues of the wetlands. The chapters include the following: (1) "Introduction" expressing a need for mutual understanding and harmony of effort; (2) "Definitions and Geographic Relationships of Wetlands"; (3) "Wetland Systems: Functions, Values, and Delineation"; (4) "Learning Activities K-6, 7-9, 8-10, and Senior High-College." Appendices include: (1) "Glossary"; (2) "Common Wetland Indicator Vegetation"; (3) "How to Use Munsell Soil Indicator Charts"; (4)"Technical Criteria: Hydrophytic Vegetation, Hydric Soils, and Hydrology"; and (5) "Data Form for Delineating Wetlands." Extensive maps, charts, and figures accompany the text. Contains a selected resource list and 30 references. (EH)
- Published
- 1994
136. Guideline for the Comprehensive Campus Master Plan System.
- Author
-
State Univ. System of Florida, Tallahassee.
- Abstract
This document is a guideline for institutions in the Florida State University System to use as they comply with state mandates requiring them to develop campus master plans and land management plans. It supplements the minimum criteria in the state's Administrative Code. For each element the guide offers description of its purpose, data requirements, analysis requirements, and requirements for goals, objectives and policies. Master Plan Elements treated here include the academic mission of the university, academic program, urban design, future land use, academic facilities, support faculties, housing, recreation and open space, general infrastructure, utilities, transportation, intergovernmental coordination, conservation, capital improvements, architectural design, landscape architectural design, facilities maintenance, and coastal management. A section on administrative requirements covers general requirements for master plans and format requirements for documents and computerized data. Definitions for key terms are included. (JB)
- Published
- 1994
137. We Depend on Illinois' Environment.
- Author
-
Illinois Environmental Protection Agency, Springfield.
- Abstract
This teachers guide contains information and activities to provide 5th-grade students with a hands-on experience with air, land, and water pollution in Illinois. This booklet incorporates previous documents entitled: "Water the Liquid of Life,""The Land We Depend On," and "The Air We Breathe." The materials are designed to develop research, problem-solving, reading, writing, mathematical, experimental, analytical, and artistic skills. Topics include: air, water, and land quality, drinking water, nonpoint source pollution, wetlands, ozone, global warming, waste management, hazardous waste, leaking underground storage tanks, household hazardous waste, trees, coal, environmental laws and regulations, tires, recycling, composting, and ethanol. Appendices include a correlation with the Illinois State Goals for Learning, glossary, and worksheet answers. An accompanying activity book contains activities organized to match the chapters in the teacher guide. Contains 36 references. (MKR)
- Published
- 1994
138. Project W.U.L.P.: Wetland Understanding Leading to Protection. A Comprehensive, Multidisciplinary Wetlands Unit for Middle Schools.
- Author
-
Outdoor Skills Center, Plymouth, WI. and Braun, Dave
- Abstract
This multidisciplinary, progressional unit involves students in discovering wetlands and why such areas are important, and in learning they can make a difference in saving wetlands. The unit is designed to be taught with two options: (1) entirely in the classroom; and (2) a combination of classroom and field experience. Fourteen classroom lessons focus on wetland identification; wetland functions; wetland biodiversity; wetland values, attitudes, and issues; human impact on wetlands; wetland laws and regulations; and wetland actions. Each lesson plan contains information on purpose, method, concept, objectives, subjects, skills, materials, glossary words, time considerations, background, procedure, and worksheets. Seven field component activities emphasize the topics of student awareness and observational skills, diversity of wetlands, "hands on" experiential study of wetland ecology, biological adaptations to marsh life, inter-connectedness of wetland organisms, responsible wildlife management tools, and positive outdoor education experiences. A glossary is followed by resource lists containing 64 books, 14 teaching guides, and 10 audiovisual aids. (LZ)
- Published
- 1994
139. Strategy Plan for Training Personnel in BLM's Wildlife, Fisheries, and Special Status Plants Program. Fish and Wildlife 2000. National Strategy Plan Series.
- Author
-
Bureau of Land Management (Dept. of Interior), Washington, DC. and McCluskey, Cal
- Abstract
This strategy plan for training personnel addresses the goals, objectives, and recommended strategies for managing human resources development within the Wildlife, Fisheries, and Special Status Plants Program. It provides a justification for developing human resource programs to maintain a motivated, energetic workforce; goals and objectives of the plan and background on training are presented. It describes five categories of training: orientation, entry level, advanced professional, career/professional development, and mandated. Two types of training delivery methods are detailed: formal and informal. A two-part employee development model is presented. The final section contains recommended strategies that have been developed to meet the current and future training needs of wildlife/fisheries professionals. A brief background statement precedes each strategy recommendation. The recommended strategies are divided into these categories: training delivery, training evaluation, current and future training needs, competency models, and coordination. Appendixes include the following: Bureau of Land Management's Career Development Program Framework; employee development model; training and other developmental materials; plan implementation strategies/actions with action to implement, comments, and lead office indicated; and estimates of plan implementation costs. (YLB)
- Published
- 1993
140. Utah Schools and Lands Improvement Act of 1993. Report To Accompany S. 184. Senate. 103d Congress, 1st Session.
- Author
-
Congress of the U.S., Washington, DC. Senate Committee on Energy and Natural Resources.
- Abstract
This report provides background information on Senate Bill 184, the Utah Schools and Lands Improvement Act of 1993, under which the federal government would acquire over 200,000 acres of land and mineral rights from the state of Utah in exchange for federal land, certain mineral resources, or a portion of federal mineral receipts in that state. At the time of statehood in 1896, the federal government granted Utah "sections" in every township, totaling about 7.5 million acres, to be used for the support of public schools. These lands are not contiguous. Ongoing land management problems for both the state and federal governments would be remedied by the proposed exchange. The land acquired from the state would be incorporated into two Indian reservations, as well as into various national parks and forests around Utah. The Congressional Budget Office estimated the cost of this measure; the Committee made a regulatory impact evaluation statement; and the U.S. Department of Agriculture supported enactment with some suggested amendments. The U.S. Department of the Interior supported the bill, but pointed out potential "pay as you go" costs from reduced royalties to the federal treasury. The report contains proposed amendments, as well as a section-by-section analysis of the bill. (KS)
- Published
- 1993
141. Tree Amigos.
- Author
-
Center for Environmental Study, Grand Rapids, MI.
- Abstract
Tree Amigos is a special cross-cultural program that uses trees as a common bond to bring the people of the Americas together in unique partnerships to preserve and protect the shared global environment. It is a tangible program that embodies the philosophy that individuals, acting together, can make a difference. This resource book contains projects, activities and resources that can be used in the classroom and in community programs. The first section, "Tree Amigos Action Projects," contains ideas, strategies, and success stories of Tree Amigos programs. It also contains forms, logo sheets, and other materials that can be duplicated. The second section, "Learning Activities," contains activities for all age levels that can help reinforce concepts related to action projects involving a classroom, school, or community. The activities are grouped into five categories: (1) trees; (2) ecosystems; (3) land use; (4) people and resources; and (5) reduce, reuse, and recycle. Materials in the third section, "Background Learning for Teachers," provide information about a variety of subjects that can be related to the action projects and learning activities. Some may serve as hand-outs for advanced junior high and high school students. The final section, "Resources," contains materials for promoting and implementing a Tree Amigos program. The resources include bibliographies, video lists, reference lists, and other materials. (TJQ)
- Published
- 1993
142. Wilderness Accessibility for People with Disabilities. A Report to the President and the Congress of the United States on Section 507 (a) of the Americans with Disabilities Act.
- Author
-
Wilderness Inquiry Inc.
- Abstract
This federally mandated study summarizes federal policies and regulations and identifies issues relevant to wilderness accessibility for people with disabilities. The report is based on review of existing federal policies and regulations; a survey of federal unit managers of the National Wilderness Preservation System (NWPS); a survey of programs and outfitters that have provided services to persons with disabilities in the NWPS; and a survey of users of the NWPS who have disabilities. The study found that three of the four federal agencies responsible for wilderness management (National Park Service, National Forest Service, and the Bureau of Land Management) have policies allowing the use of wheelchairs within the NWPS, though the Forest Service policy does not allow the use of electric (motorized) wheelchairs. The fourth federal agency, the Fish and Wildlife Service, intends to adopt policies similar to those of the other land-managing agencies. Managers of NWPS units estimated that a total of 16,767 people with disabilities use the NWPS each year. A significant majority of survey respondents with disabilities very much enjoy the NWPS, and 76 percent do not believe that the restrictions on mechanized use stated by the Wilderness Act diminish their ability to enjoy the wilderness. People with disabilities appear to visit the NWPS in the same ways and for the same reasons that people without disabilities do. Five recommendations for federal policy and procedures conclude the report. Appendixes contain copies of surveys and cover letters, tabulations of survey responses, a list of study participants, and biographies of members and staff of the National Council on Disability. (JDD)
- Published
- 1992
143. Frontier, Homeland and Sacred Space: A Collaborative Investigation into Cross-Cultural Perceptions of Place in the Thelon Game Sanctuary, Northwest Territories.
- Author
-
Raffan, James
- Abstract
This dissertation explores how landscape acts as teacher in shaping perceptions of place. At the core of the study is the Thelon Game Sanctuary, located in the central Northwest Territories of Canada. This contentious piece of land has been used historically and is claimed currently by both Dene and Inuit groups. The land also has an intriguing European exploration history, and is valued by various Euro-Canadians for its wilderness characteristics or for its potential for uranium mining. The Chipewyan Dene of Lutsel K'e (Snowdrift) and the Caribou Inuit of Qamanittuaq (Baker Lake) were major primary sources and active collaborators in this study, using project materials for local history and school activities. Using the literature of place for theoretical perspective and the principles of "new ethnography" for method, this investigation employs for analysis historical, scientific, and ethnographic texts, as well as songs, stories, reports, interviews, photographs, literature, poetry, and films. Analysis suggests that four major components contribute to a sense of place (that is, defining oneself in terms of a given piece of land). These land-bonds are toponymic (related to naming places), narrative (involving personal or group stories or legends), experiential (associated particularly with dependence and survival), and numinous (spiritual). The land as teacher in shaping sense of place is explored in the context of indigenous knowledge and models of experiential education. (Contains over 350 references.) (Author/SV)
- Published
- 1992
144. Forest Industry Worker. Ohio's Competency Analysis Profile.
- Author
-
Ohio State Univ., Columbus. Vocational Instructional Materials Lab.
- Abstract
Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for forest industry occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the 14 units are as follows: general safety precautions; forest industry operations; forest nursery operations; forest measurements; forest establishment; forest management; tree harvesting and processing; wildland fire operations; forestry equipment maintenance; forestry equipment operation; construction skills; business management; urban forestry tree care; and employability skills. (YLB)
- Published
- 1992
145. Wetlands Are Wonderlands. Leader/Teacher Guide and Member/Youth Guide. 4-H Marine Education Series-1.
- Author
-
Illinois Univ., Urbana. Cooperative Extension Service., Meenen, Kimberly, and Goettel, Robin G.
- Abstract
This guide, for a 4-H wetlands project, is designed for sixth to eighth grade youth and their leaders interested in learning and doing aquatic science activities that can help the environment. The project provides basic wetland information with one or more activities for each of six sections: (1) What is a wetland?; (2) value of wetlands; (3) wetland types; (4) products from wetlands; (5) wetland destruction; and (6) wetland regulation. Also provided is a wetlands reference list and project record sheet. The leader/teacher guide contains additional information for each activity section, answers to both the question and discussion sections, background information, sources for teaching aids and further information, and a project evaluation form. (Author/MCO)
- Published
- 1992
146. Michigan Wetlands: Yours To Protect. A Citizen's Guide to Local Involvement in Wetland Protection. Second Edition.
- Author
-
Tip of the Mitt Watershed Council, Conway, MI. and Cwikiel, Wilfr
- Abstract
This guidebook is designed to assist concerned Michigan citizens, local governments, conservation organizations, landowners, and others in their efforts to initiate wetlands protection activities. Chapter 1 focuses on wetland functions, values, losses, and the urgent need to protect wetland resources. Chapter 2 discusses wetland identification and delineation. Chapter 3 considers state, federal, and local regulatory programs. Chapter 4 presents information and strategies regarding citizen involvement. Chapter 5 discusses non-regulatory approaches to wetland protection. Chapter 6 focuses on methods and mechanisms for educating various target audiences. Chapter 7 addresses selected issues regarding wetlands protection. The appendices contain materials that have been compiled to serve as background materials for the text: (1) Michigan organizations involved in wetland protection; (2) Goemaere-Anderson Wetland Protection Act; (3) Goemaere-Anderson Wetland Protection Act-Administrative Rules; (4) Sample, Michigan Department of Natural Resources Permit Application Listing; (5) State and Federal Wetlands Regulatory Agencies; and (6) Educational Materials. (MCO)
- Published
- 1992
147. The Estuary Book: A Guide to Promoting Understanding and Regional Management of Maine's Estuaries and Embayments.
- Author
-
Maine State Planning Office, Augusta. Maine Coastal Program. and Ruffing, Jenny
- Abstract
The objective of this document is to provide information about estuaries, the impact of uses on the environmental health of an estuary, and what communities and concerned individuals can do to manage and protect their local estuarine resources successfully. Much of the information presented here pertains to other embayments along the Maine coast that may not be true estuaries. The first of the book's three chapters describes natural features of estuaries in Maine and the importance of these special environments. The second chapter details the sources and effect of water pollution and habitat alteration on estuarine resources. The final chapter examines how land use planning can be used to protect and improve coastal water quality and natural resources. Regulatory and nonregulatory tools that promote wise stewardship of estuarine resources are reviewed. A 14-item reference list is provided. Sources for more information are summarized in the appendix. (KR)
- Published
- 1991
148. American Indians Today: Answers to Your Questions. Third Edition.
- Author
-
Bureau of Indian Affairs (Dept. of Interior), Washington, DC.
- Abstract
This booklet answers briefly the most common questions about American Indians asked by students, teachers, researchers, librarians, government agencies, and the news media. Sections outline the history, responsibilities, educational programs, and housing programs of the Bureau of Indian Affairs (BIA); President Bush's American Indian policy; current federal appropriations for Indian programs; statistics about the nearly 2 million American Indians and Alaska natives, 510 federally recognized tribes, and 278 federal Indian reservations; and birth and death rates and related demography. A section of questions and answers defines or discusses Indian identity, tribal membership, reservations, American Indian languages, the federal Indian relationship, citizenship and voting, other legal rights and responsibilities, tribal governments, treaties, tribal sovereignty, and genealogy. This booklet also contains a map showing federally recognized tribes, information sources in federal government agencies and libraries, an 84-item bibliography, and lists of BIA area offices and national American Indian organizations. (SV)
- Published
- 1991
149. Guide for Planning Educational Facilities. Planning Guide.
- Author
-
Council of Educational Facility Planners, International, Columbus, OH. and Moore, Deborah P.
- Abstract
A looseleaf format allows for the easy addition of annual updates to this practitioner's handbook for planning educational facilities from the conception of needs through occupancy and use. Each unit contains numerous photographs, drawings, and figures that illustrate the contents. Unit subjects are as follows: historical perspectives; planning resources; developing a master plan; the planning professionals; educational specifications; the site; spaces for learning; auxiliary spaces; environment for learning; equipping the facility; project budget and cost control; financing the capital program; the construction program; renovation, alteration, conversion; orientation and postoccupancy evaluation; college and university planning; and buying, selling, leasing. A two-page index is appended. (MLF)
- Published
- 1991
150. Patterns of Investment in Cleveland's Low-Income Neighborhoods.
- Author
-
Case Western Reserve Univ., Cleveland, OH. Center for Urban Poverty and Social Change. and Coulton, Claudia J.
- Abstract
Fifteen of the lowest-income neighborhoods of Cleveland (Ohio) are the focus of this report. These areas encompass most of the traditional, new, and emerging poverty areas identified in a previous report. Several indicators of investment patterns have been chosen for this report. They fall into the general categories of housing and land, economic activity, and community block grants. When possible, changes that have occurred in recent years that are suggestive of disinvestment or reinvestment in various parts of the city are described. The fact that there is job growth and available land in the traditionally poor locations suggests that rebuilding strategies should be considered. These must be coupled with strategies to build human capacity. Higher prices (which would reflect a higher value placed on the neighborhood) coupled with high-risk loans in the hard-hit east areas are suggested as strategies to stabilize and support buyers and maintain housing quality. The mid-city areas are more varied, with some areas showing evidence of increased social troubles and more rapid disinvestment. It may be that tailoring the type of investment to type of neighborhood can influence the direction of neighborhood change. Six tables present study findings, and an appendix presents a city map. (SLD)
- Published
- 1990
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