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Noting that parents and caregivers of infants and young children need to be aware of many potential hazards in the child's environment, this booklet provides assistance in buying nursery products, using them safely, and keeping them in good repair. The following furnishings and equipment are discussed: (1) cribs and crib toys; (2) bathing aids, buckets, and pails; (3) gates and enclosures; (4) high chairs; (5) play pens; (6) rattles, squeeze toys, and teethers; (7) toy chests; (8) walkers; (9) back carriers; (10) bassinets and cradles; (11) carrier seats; (12) hook-on chairs; (13) changing tables; (14) pacifiers; and (15) strollers and carriages. The booklet concludes with a list of general household tips and a safe nursery checklist to use as a guide when buying new or second-hand nursery products. (KB)

This document offers advice on the processes that should be followed when schools in the United Kingdom buy their furniture and equipment (F&E). Sections 1 and 2 examine the first steps, prior to purchasing, such as curriculum analysis and market exploration; and sections 3 and 4 explore the importance of creating a clear specification for F&E, both to ensure that a school gets what it wants and that it achieves value for the money. The way in which the money can be organized into categories to ensure a balanced budget is also considered, as is the need to take a whole school approach to F&E. Section 5 analyzes the types of suppliers schools may use to purchase F&E and the criteria that should be used to choose the most appropriate route. It also features a flow chart to give schools a clearly set out route for choosing the most appropriate supplier for their situation. Appendices contain detailed F&E issues such as size, quality, and aesthetics; some F&E project case studies; and references to publications and Internet sites where information can be found on highly detailed subjects such as worktop specification. (GR)

Discusses the issues colleges and universities face when choosing furniture for residence halls, including aesthetics, durability, student expectations, technology-friendliness, and encouragement of community. (EV)

Discusses key factors to consider when selecting furniture for offices and other administrative areas, including flexibility, ergonomics, aesthetics, and cost. Includes a sidebar on dealing with bulky wiring at computer workstations. (EV)

These two publications are two of three that comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of housing, furnishings, and equipment production, management, and services. The reference book is a student text that provides information needed by employees in the housing, furnishings, and equipment industries. Each chapter contains a chapter focus (the Texas Essential Knowledge and Skills standards addressed in that chapter), chapter vocabulary list, "essential questions" boxes, and chapter highlights. Topics of the 25 chapters include career opportunities; design; selection and coordination of floor plans, furnishings, and accessories; walls and ceilings; floors and floor coverings; furniture; fabrics; window treatments; bedding; safety and sanitation; tools and equipment; floral design; entrepreneurial opportunities; marketing; and customer relations. There are 11 references and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB)

Describes four student union building designs that make students feel more comfortable in their surroundings. Examples show how design can inspire campus life and school spirit, enhance food service and increase the number of cash business customers, and provide a community feeling through the addition of multiservices. (GR)

Provides advice on how to best meet the furniture needs of student residents now and in the future to ensure their privacy and value from the residence hall experience. Twenty tips are highlighted that include considering fire safety, upholstering, lifecycle costs, input from stakeholders, the Americans with Disabilities Act, comfort, lighting, and leasing furniture versus purchasing. (GR)

These guidelines are designed to help Maryland's educators and citizens make informed choices about the types of facilities they will provide for teaching science in grades K-12. They are not a blueprint for facilities nor are they an attempt to standardize all science programs or facilities, but seek to identify elements to consider, people to involve, tasks to be completed, and a schedule to follow in planning for the renovation or construction of a school science facility. Sections discuss the planning process, the science program, facilities, equipment, safety, space requirements and utilization, and a planning timetable. (Author/MLF)

This resource book for slipcover construction is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are Safety and Machine Instructions, Estimates for Slipcover Yardage, Prepare Furniture for Slipcovering, Three Types of Pinning, Make Slipcover Sections for Chair Arms, Block Out the Material, Make Paper Patterns of Flat-Shaped Section, Sewing a Corded-Boxed Cushion Cover, The Skirt, Applying Slipcover to the Chair, and The Completed Chair. (YLB)

This curriculum guide for slipcover construction is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, and tasks list for slipcover construction). A suggested curriculum guide is then provided for slipcover construction. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This curriculum guide for entrepreneurship is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, task lists for drapery construction and window treatments, furniture renovation, and slipcover construction). A suggested curriculum guide is then provided for entrepreneurship. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This resource book for furniture renovation (refinishing and reupholstering) is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are Furniture Woods, Cuts and Matching Veneers, Wood Joints, Joints Used In Furniture Construction, Vocabulary of Wood, Wood Classification, Exotic Woods, Woods Physical Properties and Source Chart, Chronology of Furniture Styles, Dictionary of Upholstery Terms, Upholstery Materials and Supplies, Furniture Fabrics, Estimating Fabrics to Reupholster Various Pieces of Furniture, Removing Old Cover, Construction Processes in Upholstery, Spring and Spring Work, Attaching Burlap, Determining Size of Tack for Job, and Installing Final Coverings. (YLB)

This curriculum guide for furniture renovation (refinishing and reupholstering) is one of four guides developed to aid in setting up either Code 30 or adult vocational programs in the home furnishings service area. Introductory materials include information on the project that developed the curriculum (purpose and procedure) and survey materials from the project (letter, instruction sheet, information sheet, and tasks list for furniture renovating, reupholstering, and refinishing). Suggested curriculum guides are then provided for refinishing furniture and for reupholstering furniture. The competencies to be achieved are listed first. The curriculum guide in a chart format follows. In this chart tasks are coordinated with objectives and related learning activities, resources, and evaluations. A bibliography is also included. (YLB)

This resource book for entrepreneurship is one of four resource books developed for use in Code 30 or adult vocational programs in the home furnishings service area. Representative, illustrative, and informative materials contained in the resource book are List of Film Titles, Small Business Profile, Home Economics, Related Small Businesses, Worksheet, Application for Seller's Permit, Business Practices, Calculating Financial Ratios, and Annotated Glossary of Business Terms. (YLB)

The course examines the tools, materials, and basic principles used in reupholstering furniture. Techniques involved in using equipment, dismantling furniture, constructing the foundation, making the muslin cover, planning and preparing the platform and covering, and attaching loose wood panels are some of the operations dealt with in the course. The vocational, as well as home, use of these skills is explored. Available to all high school seniors, it is recommended that Wood Finishing, Industrial Arts--5874.04 be considered as an extension of the course. The guide is organized according to behavioral goals with instructional material coordinated under the headings: suggested content ideas, learning opportunities, and resources. The 36-page appendix offers illustrations of each step in the upholstering process, a guide to upholstery equipment, and other procedural guidelines. (Author/MW)

Those who are responsible for the planning and implementation of a school plant realize the great changes that have taken place in the total process. Rapidly developing technology, new insights about human behavior, and a growing social conscience demand change in educational methodology. With changing methods there follows a requirement for different spatial relationships and altered or new facilities to accommodate the new processes. The need is obvious for educational space and equipment that can be easily and economically adjusted to adapt to the educational changes. Construction of school buildings today should not be so permanent in character that the building determines the program indefinitely, thereby leaving little opportunity for newer methods. This manual keeps such flexibility as a fundamental objective and contains suggestions, recommendations, and minimum requirements with regard to school facility planning. (Author/MLF)

This Home Economics Educators Package (HEEP) is written to be used as a consumer education course on the selection of furniture. The objective of the course is for each student to know the types of furniture available and to be able to select furniture to meet present or future needs. This guide has been divided into four sections: a teachers section--which states the idea, skill or attitude, and objectives to be learned; instructions to the teacher--which is a list of a variety of resource materials; instructions for evaluation--a pretest and posttest with answer keys; and the student section--which contains a pretest, a list of learning objectives, five lessons (with accompanying objectives, instructions, learning activities, and self-tests); followup instructions and a student evaluation form. (BP)

This article uses "ADAPTABLE" as an acronym for accommodation strategies for the disabled: (1) Assistive Devices; (2) Alternative formats for printed text; (3) Personal support such as specialized staff; (4) Transportation services; (5) Adapted furniture; (6) Building modifications; (7) Low-tech devices such as book holders; and (8) Environmental adaptations, such as extra lighting or temperature control. (BEW)

Explores design considerations for a functional microcomputer lab, including ergonomics and furnishings; access for the disabled; the use of other media; hardware security; and software security, including virus protection. A summary paragraph comments on the role of planning and forecasting. A bibliography of eight titles for further reading is included. (Contains five references.) (KRN)

Examines issues that librarians need to address when remodeling or designing school libraries. Topics discussed include the librarian's role in decision making; cost considerations; evaluation of present services as well as future needs; the importance of communication; location; library technology; furniture; and the role of architects and consultants. (LRW)

Provides suggestions for academic libraries to comply with the Americans with Disabilities Act. Topics addressed are planning, including patron surveys; physical access to buildings; signage; library security systems; furniture; library services; staff development; telephone access; library acquisitions; and equipment and software. A sidebar lists resources, including books, periodicals, and organizations. (LRW)

This manual presents recommendations for incorporating present and future technological changes into workable, efficient, pleasant school library media facilities in two major sections: Planning the Facility and Activity Areas. The first section addresses the planning process (appointing the building committee, evaluating the library media program, writing the building/facility program, and working with the architect), as well as general considerations in planning (acoustics, carpeting, lighting, windows, climate control, handicapped access, location, remodeling, signs, and wiring). The second section highlights the process of determining space needs, addresses public areas (entrance/circulation/card catalog, reading/listening/viewing, conference/classroom, and computer laboratory), and library media center management areas (office, workroom, storage, and media production). Seven appendices, which constitute the major part of the manual, include: (1) a 38-item bibliography; (2) guidelines for physical space; (3) guidance for developing a long-range plan for technology; (4) a sample building program; (5) specifications and a checklist for furnishings and equipment; (6) guidelines for determining shelving requirements; and (7) sample floor plans from 17 school districts around the state. Each floor plan is accompanied by a brief program description, the name, address, and telephone number of a contact person, grade levels served, enrollment, size of the facilities, size of the collection, and date of construction. (BBM)

This guide was developed to assist home economics teachers in implementing the Missouri Vocational Instructional Management System in a housing, home furnishings, and equipment semester course. It contains a minimum of two performance objectives developed and validated for each competency by teachers with expertise in the area of housing, home furnishings, and equipment; in addition one criterion-referenced test item is developed and validated for each performance objective. Each performance objective consists of a given, a task, and criteria for successful completion of the task. Test item formats include true/false, multiple choice, and matching; answers are provided. Performance objectives and test items are provided for the following competencies: analyzing living space and human needs; analyzing legal and financial aspects of housing; analyzing housing alternatives; identifying housing exteriors and maintenance requirements; evaluating structural aspects of housing; using designing fundamentals; analyzing building style and available space; furnishing a home; selecting surface area coverings; selecting window treatments; selecting accessories; selecting household equipment; maintaining a safe and secure environment; recognizing careers in housing and home management; identifying types of small businesses; and developing leadership through Future Homemakers of America. A 13-item resource list also is included. (KC)

The program of the Archives and Special Collections Department at Franklin and Marshall College requires the following function areas to be located in the Shadek-Fackenthal Library: (1) Reading Room; (2) Conservation Laboratory; (3) Isolation Room; (4) storage for permanent collection; (5) storage for high security materials; (6) Processing Room; (7) Display/Exhibit Area; (8) Office of College Archivist; (9) Office of Archival Assistant; and (10) Printing Press Room. General architectural considerations for these areas are outlined, including interior space planning to allow easy flow of staff, materials, and data within the various function areas; specifications for heating, ventilating, and air conditioning (HVAC) and climate control systems; and general requirements for plumbing, electric fire suppression, and security systems. Each area's specific function, location, capacity, design, and furniture needs are detailed. Additional comments on distinctive characteristics of the areas are also included--e.g., the Processing Room should not be carpeted and the Printing Press Room requires durable, easy-to-clean surfaces. (SD)

Asserting that residence hall furniture takes abuse simply through use, discusses a three-part approach--student involvement and education, creating the right environment, and ongoing maintenance--that helps reduce normal wear and tear. (EV)

Discusses the options in furnishings for school auditoriums and provides tips for decision-making. (EV)

Advises colleges to keep in mind several qualities when purchasing furniture for student centers: durability, cleanability, repairability, flexibility, storability, credibility, sustainability, comfort, affordability, and "wowability." (EV)

Shares tips for making the right purchases of furniture for college residence halls, including issues of durability, aesthetics, flexibility and floor space, and delivery. (EV)

In selecting an overall color scheme for a facility, start with the largest areas first. The carpeting followed by the walls, then furniture and other accessories. Because color can affect people emotionally and behaviorally, consideration should be given to who will be using the space. (MLF)

Presents tips and suggestions for installing computer hardware and related equipment in school libraries. Highlights include cabling and wiring set-up; temperature control and lighting; hardware placement that allows for safety and supervision; spatial and furniture considerations for hardware stations; equipment storage; and security. (AEF)

Addresses the problems of unsuitable physical layout of the visual display terminal, keyboard, and document holder and improperly selected office furniture by discussing a group of office products dubbed "computer furniture," i.e., terminal tables and furniture for peripherals. Purchasing advice is included. (EJS)

This curriculum guide for upholstering was developed by the state of Mississippi to standardize vocational education course titles and core contents. The objectives contained in this document are common to all upholstering programs in the state. The guide contains objectives for upholstering I and II courses. Units in course I cover the following topics: introduction and orientation; shop mathematics; upholstery tools, materials, and equipment; springs, padding, and filling material; measuring, laying out, and cutting fabrics; preparing bases and refinishing furniture; and reconstructing the furniture. Units in course II cover introduction and orientation; shop mathematics; upholstery tools, materials, and equipment; springs, padding, and filling material; measuring, laying out, and cutting fabrics; preparing bases and refinishing furniture; and reconstructing the furniture. Each unit consists of these components: objectives, with core/essential objectives indicated; suggested instructional practices; list of suggested resources; list of evaluation and suggested minimum performance standards, with core/essential objectives indicated; and performance record, with core/essential objectives indicated. A checklist for each course combining all unit performance standards into a single list is included. (KC)

The secondary level curriculum guide in home furnishings was designed for coordinated vocational-academic education (CVAE) students, in-school youth possessing academic, socioeconomic, or other handicaps which prevent them from succeeding in traditional educational endeavors. The first of two parts of the guide is the overview which describes the characteristics of the CVAE student, explains the use of the guide, defines terms used and standard educational objectives, and provides suggestions for teaching CVAE students. Section 2 contains instructional materials for the following topical units: orientation to home furnishings services, design, equipment and safety, assembly-line production of furniture, sewing skills, household linens, decorative accessories, draperies and curtains, window accessories, care of home furnishing items, and packing and storing home furnishings items. Each unit provides overall objectives, behavioral objectives, and learning and evaluation experiences covering a wide variety of instructional materials and techniques. (JR)

This instructor's guide is designed to accompany the sixty-seven modules for a housing and home furnishings course (available separately--see note). Two types of information are provided for each module. The first page of the materials for the module correlates contents of the module (student information, student self-checks, and evaluator's final checklist) to learning activities. Recommended references are listed. The second part of the materials for each module is a chart of the learning activities (by number), which lists tools, equipment, and supplies needed and provides space for teacher notes. Some visual aid masters are provided. (YLB)

These sixty-seven modules provide student materials for a home economics course in housing and home furnishings. (A companion instructor's guide is available separately--see note.) Each module contains an objective, student information, learning activities (and activity sheets as needed), student self-checks, student self-check answers, check-out activity, and evaluator's final checklist. Topics covered include making housing choices to satisfy values, standards, goals, needs and interests, and resources; community choice; home site choice; rating housing types and house plans; window treatments; hanging draperies and shades; floor treatments; wall treatments; painting; elements and principles of design; home accessory selection; sewing; furniture; selecting appliances; cleaning various surfaces and furnishings; plant care; lawn and garden care; and household repairs. (YLB)

Designed as supplemental material to on-going instruction in the vocational program, this teacher's manual to the Upholstery series is intended to accompany three dictionary booklets (available as CE 024 422, CE 024 423, and CE 024 424) for use by handicapped students to help them master the core vocabulary taught in the trade. Information presented in the manual includes an introduction to the materials, student outcomes, teaching suggestions, an alphabetical index to the vocabulary taught in the series, and use of the materials. Answer keys are given for the activity sheets and check-up pages which accompany each of the thirteen lessons in this set. "Master" copies of the activity sheets and check-ups are also provided. Informative materials on Project HIRE which developed these materials, occupational information, and an annotated bibliography of selected materials are appended. (This is one of five series of materials developed by Project HIRE. The two-volume final report of the project is available as CE 024 117 and CE 024 118. See Note for the other series.) (YLB)

Designed as supplemental material to on-going instruction in the vocational program, this third of three picture dictionary booklets in the Upholstery series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this module contains two lessons: (1) Applying Final Cover and Welt, and (2) Blind Tacking, Blind Stitching, and Applying Cambrics. The format for each lesson is (1) general directions, including a list of words taught in that lesson, and (2) each word presented on a separate page with a representative picture and simple definition. (The module is intended for use with a cassette tape and flash cards.) An alphabetical index to the vocabulary words in the module is given at the back of the booklet. Two other dictionaries in this series are available as CE 024 422 and CE 024 423. An accompanying teacher's manual is available separately as CE 024 421. (This is one of five series of materials developed by Project HIRE. The two-volume final report of the project is available as CE 024 117 and CE 024 118. See Note for the other series.) (YLB)

Designed as supplemental material to on-going instruction in the vocational program, this second of three picture dictionary booklets in the Upholstery series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this module contains five lessons: (1) Filling, (2) Undercovering and Cotton Batts, (3-4) Applying Finish to Frame, and (5) Fabric Layout and Cutting. The format for each lesson includes (1) general directions, with a list of words taught in that lesson, and (2) each word presented on a separate page with a representative picture and simple definition. (The module is intended for use with a cassette tape and flash cards.) An alphabetical index to the vocabulary words in the module is given at the back of the booklet. Two other dictionaries in this series are available as CE 024 422 and CE 024 424. An accompanying teacher's manual is available separately as CE 024 421. (This is one of five series of materials developed by Project HIRE. The two-volume final report of the project is available as CE 024 117 and CE 024 118. See note for the other series.) (YLB)

Designed as supplemental material to on-going instruction in the vocational program, this first of three picture dictionary booklets in the Upholstery series is intended to assist the learning handicapped student to master the core vocabulary taught in the trade. Intended for individual or small group instruction with minimal supervision, this module contains six lessons: (1-2) Caning, (3) Gluing, (4) Webbing, (5) Springing, and (6) Applying Burlap and Roll Edge. The format for each lesson includes (1) general directions, including a list of words taught in that lesson, and (2) each word presented on a separate page with a representative picture and simple definition. (The module is intended for use with a cassette tape and flash cards.) An alphabetical index to the vocabulary words in the module is given at the back of the booklet. Two other dictionaries in this series are available as CE 024 423 and CE 024 424. An accompanying teacher's manual is available separately as CE 024 421. (This is one of five series of materials developed by Project HIRE. The two-volume final report of the project is available as CE 024 117 and CE 024 118. See Note for the other series.) (YLB)

The first of four publications in the "Plan for Progress in the Media Center" series, this revised handbook establishes the standards used to guide Iowa elementary school media centers in planning services, staffing, equipment and materials needs, physical facilities, and school-community coordination. To enable schools to develop both short and long-range goals, quantitative guidelines are arranged in three phases, with the recommendation that each phase be achieved in three years or less. A media center planning guide, based on the handbook's standards, is appended. (J2)

More than ever, schools must develop procedures to increase cost effectiveness and control in the purchasing, storage, delivery of, and accounting for educational equipment and supplies. This document is intended to provide beginning purchasing officials, as well as other administrators and staff, with a basic understanding of the purchasing function and a framework in which to review current purchasing practices. Topics addressed include the objectives and procedures of purchasing and supply management; the relationships between budgeting, accounting, control, and purchasing; the organization of a purchasing and supply department; the uses, characteristics, and methods of developing a purchasing manual; legal aspects of purchasing; effective warehousing, inventory control, and distribution systems; and consideration of standardization of supplies and equipment, methods for formulating specifications, and means for testing and analyzing value in purchases. Additional material covers the application of the general guidelines to specific areas: the purchase and management of educational supplies; the purchase of furniture and equipment; the procurement of equipment for new school buildings; cooperative purchasing; and computerized purchasing and supply management. Appendices present policies advocated by resolutions of the Association of School Business Officials, state bid laws, and Christmas gift policies. (Author/PGD)

This is the second of three volumes of a safety guide developed to assist Kansas administrators and teachers in organizing, evaluating, and maintaining safety programs. It provides information to help them identify, assess, and correct unsafe conditions relating to equipment and facilities and ensure a safe and healthy environment for themselves and students. The guide delineates areas to be considered in designing effective, ongoing safety awareness programs and provides technical information regarding the systematic development of those programs. Instruments for self-evaluation, reporting, and record keeping are included for assessment purposes. This volume addresses safety as regards equipment/major appliances of these types: (1) auditorium/staging equipment, (2) industrial equipment (machine guarding, automatic equipment, electricity/electronic equipment), (3) graphic arts equipment, (4) metalworking equipment, (5) plastics equipment, (6) welding equipment, (7) woodworking equipment, (8) physical education/athletic equipment, and (9) science equipment. (YLB)

Designed for use by Utah elementary and secondary schools, this manual includes a statement of purpose for school library media programs which outlines the critical components and functions of a successful program. Guidelines cover the following areas: competencies desirable for an effective school media specialist; library media center staffing patterns for schools of all sizes; media center facility and design based on minimal space requirements for reading, browsing, storytelling, reference, individual viewing and listening, administration, display, production, storage, and work; and the general characteristics of a quality media collection, suggested library material types and quantities, and media equipment types and quantities for functional, good, and excellent library collections. The primary goals of excellent school library media management are listed and a library media coordinator evaluation instrument for use in career ladder programs and for administrators to use in evaluating library media coordinators is offered for reference and optional use. (MBR)

This booklet on home furnishings, 1 in a series of 12, covers all the basic aspects of personal- and family-money management. Suitable for use by high school and college students as well as adults, this handbook offers guidelines for purchasing home furnishings and decorating materials. Section 1 discusses planning for home furnishings based on income, needs, wants, values and preferences, interests and activities, and special requirements. Section 2 discusses development of a good interior design plan. In section 3, financial planning is applied to furnishing the home on the amount of money available to be spent. Use of professional services and methods of payment are discussed, and guidelines for shopping are set forth. Section 4 offers shopping guidelines for buying furniture, floor coverings, wall treatments, window treatments, lighting equipment, and accessories. Some sample forms are provided. (YLB)

This guide to the planning and design of school library or learning resources centers (LRC) is divided into two parts. Guidelines provided in the first section cover the planning responsibilities of the district LRC director and the learning resources specialist/librarian; development of educational specifications; location; required spaces; furniture; security systems; accessibility by the handicapped; and special areas such as darkrooms, television and microcomputer center facilities, and teacher workrooms. Also included are sample educational and furniture specifications, recommendations for space allocation, and a check list of the kinds of information needed to develop specifications for a specific LRC. The second part contains floor plans from 43 Texas school library facilities. Information provided for each school includes the name, address, and telephone number of the school librarian or administrator, the grades served, school enrollment, number of library staff, floor space, funding, library holdings, and a brief program description. (ESR)

This booklet provides guidelines for buying major home appliances from ranges and refrigerators to washers and dryers, as well as wood and upholstered furniture, and bedding and floor coverings, with helpful charts to make selection easier. It begins with suggestions on how to furnish within one's means. Next, information on equipping the home with appliances is provided. The booklet then covers the how-tos of buying a phone, choosing a phone service, and purchasing a personal computer and video equipment. The section on furnishings discusses case goods, upholstered furniture, bedding, and floor coverings. The information and guidelines provided here focus on choosing quality and the relationship of quality to price. Other topics include shopping preliminaries, looking for bargains and economizing, buying used furnishings and equipment, and renting furnishings. Consumer information on product warranties, service contracts, and effective complaint handling is also included. Finally, trade associations, businesses, and government agencies that provide information on particular aspects of home furnishings and equipment are listed with their addresses. A listing is appended of some books and pamphlets that are available from these sources. (YLB)

Major institutions and organizations are increasingly recognizing the need for organized and structured action on space administration. In large organizations the successful administration of space matters requires a committee that includes an architect; an engineer; and ranking persons from personnel, planning, and finance departments. Procedures and standards need to be established so that relatively consistent results can be expected from proper requests. Sample forms are provided for a notification of space changes and space change work; a budget summary; a notification of a space change review; an authorization for project start; and a record of completed projects. Supporting material and records include room inventory lists, floor plans, minutes of meetings, summary of requests, and historical data. Even after a space administration system is organized, problems can be expected. Although solutions are not always possible, accommodations are suggested for problems of excessive demand, space hoarding, and status conflicts. Some space matters that may require the direct participation of top management are office location in regard to architectural heritage and centrality; obligations to important new employees and those of extraordinary ability; and allowances for the sensitivities and idiosyncracies of professional personnel. (MLF)

A new media center is planned for a K-8 Department of Defense Dependents School (DoDDS) with approximately 850 students in Heilbronn, West Germany. Heilbronn has a U.S. Army community with the majority of the students being military dependents. The faculty and administration are made up of educators from all over the United States. Although at the time of publication no budget had been set for the project, this plan to complete the media center includes: (1) an introduction to the project; (2) a description of the optimal planning strategy for building a media center; (3) specifications for furniture and audiovisual equipment; (4) a basic guide to subjects that should be covered in any collection which is presented in the format of the Dewey Decimal System; (5) lists of suggested media center, audiovisual, and microcomputer supplies; and (6) an annotated bibliography which includes 24 references on planning, 20 on acquisitions, and six on automation. (GL)

Intended for use by teachers at the high school level, this curriculum guide, which is one in a series of guides for consumer and homemaking education in Kentucky, outlines a semester special interest course on the subject of housing. The two units, comprehensive I and II, which are prerequisites for this course are found in a separate guide (CE 017 504). Covering many of the same topics in depth, this curriculum focuses on the following concepts: (1) influences affecting the choice of family housing, such as economics, geographical location, governmental financing, and types of housing available; (2) floor plans; (3) interior design; (4) home furnishings; (5) furniture, furniture refinishing, bathroom design, appliances, and lighting; (6) home ownership, its selection, financing, building, and landscaping; (7) home and equipment maintenance and repairs; and (8) career opportunities in housing-related occupations. Behavioral objectives are stated in terms of student competencies, and the specific teaching strategies are accompanied by references to outside resources and supporting generalizations. A list of resources is gathered together at the end, including books, periodicals, pamphlets, community resources, and filmstrips. (ELG)

Examines furniture-buying tips, involving workplace-needs assessment, that can help make the organization's workplace more effective. Stresses the importance of planning, tying the furniture purchasing into the strategic business, considering alternatives to furniture ownership, evaluating employee health and safety, and understanding any added value in buying from a specific dealer/manufacturer. (GR)