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Intended for geography students who are enrolled in, or who have completed, an introductory course in remote sensing; for geography researchers; and for professors; this publication focuses specifically on those general issues regarding the organization and presentation of land use information derived from aerial imagery. Many of the ideas presented were developed in teaching geography to university undergraduates. There are seven chapters. In chapter 1, the practical significance of land use information is illustrated and modern land use surveys are discussed. Chapter 2 discusses concepts and definitions of land use, the applications of remote sensing, and the advantages and disadvantages of aerial imagery. Historical examples of land use inventory are provided in the third chapter. Chapter 4 examines principles and conventions for preparing land use maps. Manual interpretation for land use mapping is the focus of the fifth chapter. Chapters 6 and 7 deal with the machine processing of remotely sensed data and accuracy assessment, respectively. (RM)

This environmental teaching guide is designed to help Illinois teachers promote wise land-use planning at the secondary level. Program objectives, background information, activities and games for use in and outside of the classroom, a simulated problem-solving exercise, resource lists, and a test with answers are included. (JW)

This manual, developed for use by Peace Corps volunteers, attempts to help development counselors to understand the needs of remote-area groups and to provide for those needs through effective self-help projects. The projects covered are those that can solve most effectively, on the village level, the most pressing problems. The manual is written in as nontechnical language as possible and provides background information and step-by-step directions for many projects, illustrated with line drawings. Topics covered by the manual are agronomy, horticulture, entomology, animal husbandry, veterinary medicine, agriculture, home industries, self-help engineering (making tools and equipment), and measurements and conversations. In addition, a background information section is provided for the counselor, dealing with cultural anthropology, sociology, education, and the effects of climate on plant and animal growth. (KC)

This manual presents some current, state-of-the-art examples of forestry programs in West Africa. It is based on the collective experiences of foresters and of local farmers and herders. Since many of the problems of reforestation of dry areas are the same worldwide, the text (which focuses on the broad subject of project implementation) includes methods and planning guides useful in more than a West Africa context. Following an introduction, text material is presented in sections discussing: (1) long-range planning (present land uses, community involvement, selecting sites); (2) soil and water (erodability, shallowness, texture, compaction); (3) selecting appropriate species; (4) project planning (natural regeneration, direct seeding, cuttings, nursery planning, design considerations, seed preparation); (5) nursery management; (6) the planting site (preparation, lifting out, transporting, and planting, spacing, survival); and (7) uses and prevention of fires, windbreaks, and sand stabilization. Appendices include: a directory of 165 West Africa trees; an expanded look at 30 of these trees; maps and charts explaining climate, rainfall, soil, vegetation, and characteristics of sub-Saharan West Africa; guide to writing funding proposals for reforestation projects; and a list of information sources and bibliographic materials. The manual assumes basic familiarity with reforestation terms and methods. (JN)

A resource/curriculum guide developed for teachers of grades 4-6 is intended to help Iowa students learn about agriculture in Iowa: its importance as the state's major industry, its role as a source of employment and careers, and its role in meeting basic human needs for nutrition, clothing, and shelter. The guide recommends that, wherever possible, students should be given the opportunity to learn directly from people connected with agriculture, such as classroom speakers, on field trips to farms or vocational agriculture laboratories, and by visits to agriculture fairs and shopping center exhibits. Five basic elements to aid teachers are included in the seven units: a 45-item pre/post test for diagnostic and evaluation purposes; background information for each unit; suggested activities and masters for reproduction; resource lists of materials, people, and possible field trips; and a key system to distinguish between student activities, student information sheets, transparency masters, student "just for fun" sheets, and teacher information pages. The units are "The American Farmer: The First 200 Years,""The Challenge of Farming,""Life on an Iowa Farm,""What Agriculture Does for You,""Iowa--The Land and its Products,""Eating for a Happy, Healthy Body," and "A Glimpse into the Future." (MH)

Materials in this curriculum guide for a fourth grade course on Hawaii prior to Western contact use a cross-cultural approach to teach about that state's multicultural heritage. Following an introduction, which provides a course outline and objectives, nine study units cover geography, migration, canoe building, land division, society and government, agriculture, fishing, shelter, and traditional cloth-making. Each unit is organized according to the following format: overview, rationale, teacher background information, generalizations, concepts, objectives, reference index, resource bibliography, and extensive development of lessons and activities to supplement the unit. Drawings also supplement curriculum materials. Appendices provide additional background material, including readings on folklore, the traditional extended family, traditional social mores and responsibilities, religion, social classes, and symbols of royalty. An index to references concludes the guide. (LP)

"Preparing for Tomorrow's World" (PTW) is an interdisciplinary, future-oriented program incorporating information from the sciences/social sciences and addressing societal concerns which interface science/technology/society. "Beacon City," one of a series of program modules, is an urban land use simulation. Land use planning techniques patterned after the work of Ian McHarg and strategies/techniques developed in the emerging field of futuristics (such as futures forecasting) are integral parts of the module. Like other PTW modules, Beacon City promotes responsible citizenry with increased abilities in critical thinking, problem solving, social/ethical reasoning, and decision-making. Provided in this teaching guide is an overview of the module (which includes a description of the simulation, objectives, and discussion of strategies for promoting student development) and a discussion of the Socio-Scientific Reasoning Model (theoretical basis of the PTW program). Instructional strategies for module activities are also provided. These include suggestions for using the filmstrip/audio-cassette recording (complete script provided), a game, role playing cards, data files, and student worksheets. The module is recommended for such high school courses/areas as social studies, history, geography, urban studies, environmental planning, and earth science. (JN)

This document is the first volume of a state curriculum guide on vocational agriculture for use in the 9th and 10th grades in Louisiana. Three instructional areas are profiled in this volume: orientation to vocational agriculture, agricultural leadership, and soil science. The three units of the orientation area cover introducing beginning students to the total program in vocational agriculture, introducing students to the advanced program options (designed to prepare for occupational choices), and developing the individual supervised occupational experience program. The four units of the agricultural leadership area cover introduction to Future Farmers of America (FFA), awards and contests, leadership training, and participation in FFA activities. The soil science instructional area contains seven units covering soil formation, soil properties, soil acidity and liming, soil classification and land use evaluation, soil fertility and fertilization, soil water, and soil judging. Each unit contains one to several individual lessons, with student objectives (terminal and specific), suggested teaching materials, special arrangements for the teacher to make, tips on presenting the lesson, content outlines, and suggested student activities. An extensive section of transparency masters and accompanying scripts as well as student materials completes the units. Soil science tests are appended. (KC)

This manual, prepared for use by Peace Corps volunteers, provides background information and practical knowledge about crop production. The manual is designed to convey insights into basic crop production, principles, and practices. Primary emphasis is given to providing explanations and illustrations of soil, plant, and water relationships as they affect crop production. The content is presented in as nontechnical language as possible. Each of the seven units of the text are complete, substantially self-contained, and provide information, tables, and illustrations. The units cover the following topics: soils, plants, entomology, cereal crops, pulse crops, sugar and fiber crops, and oil crops. A glossary of terms used in agronomy completes the manual. (KC)

This manual presents a simple, step-by-step description of irrigated rice production in Sierra Leone. It is geared specifically to the role and needs of Peace Corps volunteers who, since the mid-1970s, have worked as agricultural extension agents in the Sierra Leone Ministry of Agriculture and Forestry. The manual is designed to serve both as a training manual, complementing the curriculum taught during preservice training, and as a field guide that contains a ready source of technical information during the growing season. The 18 chapters in the manual cover the stages of rice plant growth, seed selection and preparation, land preparation, fertilizer, insect pest prevention, diseases of rice, weed control, harvesting, threshing, drying, and storage. References and a glossary complete the manual. (KC)

This manual, prepared for use by Peace Corps volunteers in developing countries, has been designed as an on-the-job reference for soil management and fertilizer use at the small farmer level. It provides information on yield-boosting techniques, especially in the areas of soil conservation, organic and chemical fertilizer use, and the safe and appropriate use of agricultural chemicals. The text is written in a "how to" format, in as nontechnical language as possible, and takes a problem-solving approach to soil management and fertilizer use. Organized into nine sections, the text covers the following topics: soil basics, spotting and fixing soil physical problems, seedbed preparation, soil fertility basics, determining fertilizer needs, how to use organic fertilizers and soil conditioners, chemical fertilizers, liming soils, and salinity and alkalinity problems. An appendix to the manual provides conversion tables, composition of common fertilizers, information on soil moisture content, erosion control approaches, and hunger signs in common crops. (KC)

This manual, primarily designed to help Peace Corps volunteers develop and strengthen their agricultural skills, deals with traditional field crops. The focus of the manual is on surveying and interpreting local agricultural environment and individual farm units, developing agricultural extension techniques and practices, and providing basic hands-on and technical skills for extension workers in operations from farm land preparation through harvest. Covered in the individual chapters of the guide are the agricultural environment; reference crops; planning and preparation; soil fertility and management; pest and disease control; and harvesting, drying, and storage of crops. Appendixes to the manual include a list of common units of measurement and conversion; guidelines for conducting field trial result tests and demonstration plots, structural analysis, and soil samples; directions for using pesticides and herbicides; suggestions for troubleshooting common crop problems; lists of hunger signs in reference crops; and a discussion of planting skills for field extension workers. Concluding the manual are a glossary, bibliography, and list of references. (MN)

This newsletter discusses the disappearance of the world's forests and the resulting environmental problems of erosion and flooding; loss of genetic diversity; climatic changes such as less rainfall, and intensifying of the greenhouse effect; and displacement and destruction of indigenous cultures. The articles, lessons, and activities are organized in six sections that discuss: (1) the causes of deforestation and its relationship to the problems of erosion, the greenhouse effect and amounts of rainfall are discussed; (2) information about the biological and medical value of the tropical rain forest and why it is being destroyed; (3) two case studies on the destruction of the tropical rain forests in Nicaragua and the Solomon Islands; (4) the logging industry in British Columbia; (5) potential solutions to the problem; and (6) five activities in which students graph areas of tropical rainforest, discuss the fate of the rainforest, write about the effects of deforestation, consider sustainable development and draw conclusions from the case studies. Lists of audio-visual and organizational resources are included. (MDH)

Designed for the senior secondary level, these activities and articles explore critical issues between the environment and development. Two causes of environmental degradation are wasteful affluence and desperate poverty. The problems with development and the environment addresses Canadian and global situations. An article presents three assumptions often made in development: (1) misleading accounting conventions; (2) biased allocation; and (3) inappropriate aid. Additional articles further discusses what can be done, what assumptions need to change, and how to change some assumptions. Two activities illustrate clearly the difference between sustainable and unsustainable development and encourage students to affect positively local government and participate in the introduction of sustainable development worldwide. A list of 60 environmental organizations, contacts, and resources provide further information on development and the environment. (CK)

Through articles and activities designed for the senior secondary level, students examine the food production system in British Columbia and the world and explore creative, sustainable alternatives for food production. A description of raising food in the first world with the critical issues of energy use and environmental degradation precedes a description of raising food in developing nations. An article explains how agricultural experts work with traditional farmers in some areas to understand soil conservation methods of the farmers and to improve traditional methods. Five activities encourage students to look at issues that surround food production and the environment. Lists of 11 audio-visual resources and 19 organizations provide further information about food and environment issues. (CK)

This learning package is designed to portray to upper elementary and junior high school students the various factors influencing the relationship of wild horses and burros to their environment in the Western United States. Protested by the Wild and Free-Roaming Horse and Burro Act of 1971, the thousands of protected horses and burros pose a challenge to government leaders, land managers, ranchers, and citizens as they consider methods for managing growing herds on public lands. Discussed are the role of wild horses and burros in Western history; their relationship to their ecosystem; the need for management; and management alternatives and land use decisions. The package includes a teacher's guide and activity poster. It is designed to be used with the film "Dapples and Grays, Pintos and Bays," and a children's story, "Thank You for Helping Us." (RE)

This manual presents a procedure for the design of land treatment systems. Slow rate, rapid infiltration, and overland flow processes for the treatment of municipal wastewaters are given emphasis. The basic unit operations and unit processes are discussed in detail, and the design concepts and criteria are presented. The manual includes design examples as well as actual case study descriptions of operational systems. Information on planning and field investigations is presented along with the process design criteria for both large and small scale systems. (Author/BB)

Included are seven lesson plans for secondary school students: (1) soil investigations; (2) water investigations; (3) forest investigations; (4) investigating some animals and their environment; (5) a land use simulation; (6) investigating the human community; and (7) developing environmental investigations. Each lesson plan has seven components: (1) suggestions for setting the stage; (2) individual or group activities; (3) task cards for activities; (4) charts and tables for data interpretation; (5) suggested questions and discussion points; (6) anticipated behavioral outcomes; and (7) a list of equipment needs. (RE)

This handbook, developed for use by the Soil Conservation Service and property owners, land developers, local government agencies, and consulting firms, is designed to provide information on water management and minimizing erosion on land undergoing development in urban areas. The standards and specifications listed in this handbook are to provide criteria for the design, installation, and maintenance of water management and sediment control practices. Recommendations in the handbook apply to urbanizing lands where housing, industrial, institutional, recreational, and highway developments are occurring or are being planned. Due to wide variations in climate, topography, geology, soils, and plant requirements, these recommendations are somewhat generalized. The document is divided into four chapters: (1) Resource Planning in Urbanizing Areas; (2) Standards and Specifications; (3) Methods for Determining Soil Loss; and (4) Installation and Maintenance Needs. An appendix of related design charts and tables concludes this publication. (BT)

This unit uses energy choices to raise questions about the energy option of coal available to the nation along with attendant advantages and disadvantages of this option. The unit introduces locations of coal deposits in the U.S. and their types. Emphasis is on relatively unexploited deposits in the western United States. Comparisons are made between western coal and that of the east. Heat and sulfer content are discussed. Possible boom town effects are discussed in the context of development of resources. Strip mining controversies are examined. (Author/RE)

This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individualized learning carrel lessons. Presented are the study guide, script, and instructions for a field trip that relates land use strategies to the urban environment. The slides, audio-cassette tape, and other materials necessary to the lesson are not included. (BT)

This is one of a series of 14 instructional components of a semester-long, environmental earth science course developed for undergraduate students. The course includes lectures, discussion sessions, and individualized learning carrel lessons. Presented are the study guide and script for a learning carrel lesson on land use. The slides, audio-cassette tape, and other materials necessary to the lesson are not included. (BT)

The underground school offers several advantages. Preliminary studies in Oklahoma have shown that these schools perform exceptionally well as learning environments. The lack of noise and distractions helps teachers keep the attention of their students. Underground structures can protect people against a broad range of natural and man-made disasters, and schools offer the additional advantage that they are generally located central to the highly populated regions where emergency shelters may be most needed. In many cases, these shools were built with the understanding that the schools would provide sanctuary for the community in the event of tornadoes. There are indications that revenue requirements for energy and maintenance of underground schools are likely to be significantly less than requirements for comparable above ground schools. There are possibilities of making dual use of available land by building underground. Case studies of 12 schools show capacity, construction costs, floor plans, and photographs. (Author/MLF)

Presented are key issues to be addressed by state, regional, and local governments and agencies in creating effective hazardous waste management programs. Eight chapters broadly frame the topics which state-level decision makers should consider. These chapters include: (1) definition of hazardous waste; (2) problem definition and recognition; (3) principles of waste management; (4) transportation; (5) land use and related policy issues; (6) facility operations; (7) waste sampling and analysis, and leachate sampling; and (8) elements of state programs. Each chapter summarizes appropriate existing background information and relates it to the implementation issues facing state officials. Appendices include a model state hazardous waste management act and information regarding the disposal of particular categories of wastes. The guide does not preempt regulatory decisions still to be made at federal and state levels, since public input on these policies has not yet been solicited. (Author/WB)

This course was designed to provide the water resource technician or manager with information which will aid in the implementation of improvements of present land use practices and to illustrate alternative concepts and techniques in land and water use for increasing and improving the multiple products of watershed lands. (Author/CO)

Rural schools may have an advantage over urban schools in science teaching if sciences are perceived as means of exploring our surroundings, are presented as many viewpoints of one overall picture, and are taught in a form that deals with human situations. Collaboratively taught, rural science curricula can include study of agricultural ecology, rural biology, rural science, rural studies, world food supplies, the energy crisis, and solar energy. Taken as a whole, these courses illustrate an expanded approach to teaching about food production and the life and work of the countryside in general. Such an interdisciplinary approach gives the science teacher the opportunity to help meet some of the educational needs of young people by providing practice in enquiry; calculation and measurement; design; communication; values; and in organizing information, making decisions, and thinking critically. For such a curriculum to be successful, rural science teachers need training and continued financial and resource support as well as flexibility in scheduling. Specific topics are included for each course suggested. (SB)