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This document dates from 1966 and is thought to be primarily useful in allowing the reader to trace the evolution of this model from its earlier stages to completion. M.E.T.R.O. is a gaming simulation which uses techniques of war gaming as a tool for coping with current and anticipated urban problems. At this stage in its conception, M.E.T.R.O. was designed to have 16 or 17 players, plus a staff of six to 10 more people (composed of team advisors, a judge, and technical personnel). Each player belonged to two types of teams: 1) a team representing a central city, suburb, or urbanizing township, and 2) a team representing particular important urban roles that discuss metropolis-wide policies (politicians, planners, school people, and land developers). It was part of M.E.T.R.O.'s intention to illustrate typical interaction patterns and joint-problem solving among urban decision-makers. In such dual roles, a player would be subject to contradictory pressures, depending on the teams he was on. The rules and techniques of the simulation, which used a computer, are described here. Extensive documentation on the later stages of M.E.T.R.O. is available through the Environmental Simulation Laboratory at the University of Michigan. (JK)

In the summer of 1967, a program was initiated to recruit and train a group of residents of the Bedford-Stuyvesant area in Brooklyn in the processes of data collection and the formulation of community plans. The Center for Urban Education was contracted by the Bedford-Stuyvesant Restoration Corporation to implement this program. At the completion of the first phase, forty trainees were chosen for continued training as paraprofessional community organizer-planners, with particular emphasis on the area of housing renewal and redevelopment. After graduation, trainees work with the Corporation and other local agencies interested in planning and planned change. This report outlines the nature of this program, methodology employed, and curriculum used, which included lectures, intergroup interactions, and field trips, as well as an appendix of samples of student work, program evaluation guides, and a history of Bedford-Stuyvesant. (Author/SB)

City schools must infuse strength into the young which is equal to the malignant forces which threaten their young lives and future happiness. Effective comprehensive planning must begin with an honest estimate of the desired output. Title I and Model Cities are two parallel programs sponsored by the Federal Government which seek to give help to the poor and the socially disadvantaged in the inner cities. Changes in the educational process are brought about by programs designed to engage community involvement, the introduction of early reading experience into kindergarten, compensatory education for all children in need of it, and programs to improve neighborhoods. While these two programs parallel each other, it is necessary that services are not duplicated or counter-productively competitive. State and Federal agencies must be ready to assist communities requesting aid or consultation, and the efforts of State and Federal offices should be fully coordinated. (Author/SB)

It is time that sociology made use of the increasingly popular teaching device of linking computer simulation and gaming. It is needed because in teaching courses in urban sociology, human ecology, and urban planning, we have found that: a) most class exercises present the community as a statis phenomenon; b) there is no quick and easy way to impress upon students the nature of the limited resources available and the forces competing for them; and, c) even sophisticated and well-educated persons have only a hazy conception of how communities function. What is needed is a tool for getting across some perspective and sophistication for dealing with the basic materials that must precede formal analysis, and gaming-simulations provide this. METROPOLIS and C.L.U.G. have both been developed into packages that can be adopted by any sociology department with computer facilities. C.L.U.G. focuses on the spatial pattern of urban growth and land use. METROPOLIS focuses on the political and long-range planning roles of urban government. M.E.T.R.O. joins the approaches of these two and adds refinements of its own to make a sophisticated instrument. It deals with ideal-types of governments, roles, issues, programs, and budgets. (All three gaming-simulations are described in detail.) (Author/JLB)

This elective quinmester program for grades 10 through 12 focuses upon the study of urban problems. Students analyze city problems taking into consideration ecology, city planning, model cities, and other factors in an attempt to provide creative solutions. The course is arranged into seven sections. Student activities are to: 1) discuss the history of the development of American cities; 2) examine environmental, sociological, economic, political problems of cities and propose plans for solving the problems; 3) discuss legislative intent to solve the housing problem; 4) discuss effects of prejudice and discrimination in cities; 5) determine the effect of local politics on cities; 6) explain the need and effects of zoning; and, 7) develop a comprehensive plan for a city. Related documents are SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792. (Author/SJM)

Telecommunications research has been focused mainly on technology. Now research about the human factors is crucial. This can be divided into four areas. (1) The needs telecommunications must satisfy--needs can be extrapolated from current behavior. (2) The technological alternatives available--important developments are being made in transmission and switching equipment and user terminals. (3) The effectiveness of the alternatives for meeting the needs--studies should combine the laboratory and outside world and should focus on typical consumers as well as business users. (4) The secondary effects--impact studies are difficult and usually begin after the impact has been felt. An impact study approach can be to ask what constraints would be loosened by the presence of a technological development. For example, lower cost telecommunications would remove one constraint on long distance calls and could lead to new group associations. Several disciplines are relevant to research that is needed, including information theory, management studies, psychology, sociology, urban and regional planning and geography. (MG)

A bibliography which attempts to pull together gaming literature from various fields for the use of city planners is presented. It contains samples from fields related to city planning, especially administration and education. It includes references to simulation, decision-making theory, etc. (Author/CK)

Three hundred and nine citations of books, reports, and articles dating from 1964 to 1971 are included in this annotated bibliography, intended as a selection tool for concerned citizens, architects, builders, and city planners emphasizing the environment of American cities and communities. It is topically arranged into sixteen broad sections with author entries to provide complete bibliographic information. Topics are: general background, architecture and urban design, community facilities, ecology, environmental quality, environmental planning, housing, land use, mental and physical health, noise, pollution, population pressures; recreation, technology: present and future; transportation and highways, and working conditions. A bibliography of bibliographies is listed at the end of each subject to further enable users to pursue their particular interests. Selected films, periodicals, and organizations are included as supplementary sources of information and guidance. An author index is also included. (SJM)

Description of the characteristics and mechanics of the Delphi technique of identifying the likelihood of occurrence of specified future events precedes suggested uses for the technique in research, planning, and teaching. The procedure involves obtaining individual predictions, aggregating results, presenting results to the individuals, and having individuals evaluate predictions. A RAND Corporation study to predict major developments in population growth, probability and prevention of war, future weapon systems, automation, space progress and scientific breakthrough illustrates the mechanics of the technique. The potential of the procedure for resource forecasting, application of the technique to establish city planning goals, and a discussion of a modified version of the procedure as used in teaching a graduate course in research methodology indicate the possible value of the Delphi technique in incorporating variables in research and in attempting to identify priorities at various spatial scales of planning. (Author/SHM)

The Cable TV Study Committee of the Common Council of Detroit, Michigan studied in depth the possibilities, requirements, and implications of cable television for Detroit. Their detailed recommendations are presented, covering financing and construction, the need for engineering and financial projections, organization for operation, channel allocation, access, revenue, regulation, additional services, and technical standards. (RH)

The Developer's Manual No. 5 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two section, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Developer's Manual No. 7 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The City Planner's Manual is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: planner's role description; annotated planner's worksheet; a sample planner's worksheet; background information for planner's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the County Planner's Manual, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Reference Materials Manual is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. For the purposes of the gaming exercise, APEX County, including the urban area of Central City and the surrounding rural districts, is divided into 29 analysis areas. Information and data for each of these analysis areas are presented in this manual. Population, employment and land use are allocated to the areas and are categorized by types established especially for APEX. These types are described in the glossary included in this manual (and in other manuals, except volume 21). The glossary is designed to aid participants in learning the terminology of urban and environmental management as well as that of the gaming exercise. The gamed environment is similar to that found in a typical midwestern industrialized town (the prototype city is Lansing, Michigan), The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (Author/PR)

The County Planner's Manual is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (Volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: planner's role description; annotated planner's worksheet; a sample planner's worksheet; background information for planner's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the City Planner's Manual, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Developer's Manual No. 6 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Developer's Manual No. 3 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Developer's Manual No. 4 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (Volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Developer's Manual No. 2 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

The Developer's Manual No. 1 is part of a set of 21 manuals (AA 001 009-001 029) used in APEX (Air Pollution Exercise), a computerized college and professional level "real world" game simulation of a community with urban and rural problems, industrial activities, and air pollution difficulties. The first two sections, which are the same in each of the student manuals (volumes 1 to 19), contain general information about the APEX interaction simulation and a glossary of reference terms. The remaining sections contain the following: developer's role description; annotated developer's worksheet; a sample developer's worksheet; background information for developer's role; an annotated printout for cycle one; and a map of the 29 APEX analysis areas. The manual is identical to the other developer's manuals, except for the annotated printout for cycle one. The game simulation procedure and required computer facilities are further described in resumes for AA 001 009 and 001 010. (PR)

A Parent-Child Educational Center is a coordinating activity purposing to serve parents along with their children from a child's infancy through the age of seven. Such a center is carried on through the mutual initiative and involvement of parents and professional staff. The center serves parents by (1) providing for the developmental well-being of their infants and young children, and (2) assisting them in the achievement of continuous and increased effectiveness in their parental skills. The model project, designed specifically for the climate of Arizona, has shaded outdoor education spaces, wide overhangs, and parent-teacher conference and work areas placed throughout the activity spaces between the indoor and outdoor areas. (Photographs may reproduce poorly.) (Author/EA)

The urban neighborhood, long of interest to city planners and sociologists, has in recent years become of increasing concern to public policy-makers. This new concern has called attention to a large gap in the municipal policy-maker's information resources. Social scientists have employed a field method, participant-observation, that can potentially provide some of the types of information sought by the policy-maker. Four modifications of this method, intended to make this method more applicable to the needs of the policy-maker, are tested in this study: (1) several neighborhoods have to be studied simultaneously, using the same general research procedures; (2) more than one investigator should study the same area; an economic approach is to have a field worker operating primarily in one area, and secondarily in another; (3) the participant-observer's work can be designed to emphasize the quantification of observable events; and, (4) small-area data, whether available through the census, special surveys, or municipal records, can be used in close conjunction with the field work. To test these four modifications, a field study of seven New York City neighborhoods was designed, with seven participant-observers working in these neighborhoods for a three-month period (the summer of 1970). (Author/JM)

Three years ago a Commission on Civil Disorder was appointed by former Mayor Ilus W. Davis to study the disturbance that occurred in Kansas City during the week of April 8, 1968. The Final Report of that Commission contained numerous recommendations for "the prevention of this type of disorder and for the establishment of harmonious relations among the people of the city." Among those recommendations was the suggestion that a Task Force be appointed to consider priorities, to consider means of implementation and to report on progress. On February 26, 1969 the Commission on Human Relations was designated by the Mayor as the Task Force to follow-up on the recommendations of the Civil Disorder Report. This report--two years after the Interim Report, three years after the Civil Disorder Report--has been undertaken for two purposes. First, a sufficient period of time has elapsed to allow for most of the policy and program changes originally recommended to have been implemented. Secondly, the recently elected officials of the city government have expressed a need for examining the current status of social conditions in Kansas City in order to explore approaches to further improving those conditions. (Author/JM)

This review surveys literature previously announced in RIE and CIJE pertaining to site selection for elementary and secondary schools. Many of the documents cited identify typical site standards and discuss their relationship to site selection techniques. Other documents describe methods for predicting land costs, establishing attendance areas, and integrating school locations with city planning. The literature stresses the need for coordinating information at all decisionmaking levels for facilities planning as well as site selection; and observes that, as placement and use of new schools become increasingly matters of public discussion, those criteria pertaining to school-community interaction can be expected to figure prominently in the site selection process. (Author)

This general social studies course for grades 7-9 is an introduction to urban life: its history, the attraction of the city, its growth, advantages and problems. The condition of cities in America today is examined for the purpose of understanding the causes of their present condition and the steps that can be taken to save them. The goal of the course is to make students aware of urban development and problems in order that they may better understand and intelligently deal with the urban complexities. Learning activities are designed to guide the student toward an understanding of why and how cities develop and grow, the examination of problems that develop in large cities, and an understanding of the need for city planning and urban renewal. A special project, the design of plans for future cities, is suggested as the culminating unit activity. A student/teacher bibliography includes textual and audiovisual materials to support the study of changing cities. (Author/SHM)

Prepared to assist in the planning for cable television in the Cincinnati, Ohio metropolitan area, this document provides not only general information about the history and current state of cable television, but also an example of the application of such information to the policy demands of a specific situation. Given the technology and capabilities of cable, the current regulatory structure, the experience of other big city systems, and the economics of major market cable systems, recommendations are made for the structuring of a Greater Cincinnati cable television system. (RH)

The project presented here provides a role-playing game simulation that points out the complexities of locational decision and indicates ways in which those decisions might be influences by various public and private citizens groups. It focuses on the bargaining, citizen reaction, and possible side payments. Designed as a heuristic devise, the game focuses upon a number of issues: 1) inequities in the location of noxious public facilities; 2) the effect of citizen organization on governmental decision-making processes; 3) potential influence of money power on politics; 4) civil disobedience as an instrument of power; 5) the pressure of time on decision making; and, 6) the overall nature of group interaction with regard to locational decisions. The total number of players must be at least fifteen, and an ideal number would fall between thirty and sixty. The three major sections of the paper are: 1) the game materials in their entirety; 2) instruction and comments on the organization of the game, illustrating possible outcomes and points to be highlighted in class discussions; and, 3) a commentary on one play of the game. The game has been played primarily with undergraduate students, but it is equally instructive for individuals more directly involved in locational decisions. (Author/JLB)

The design and demonstration of a two-year junior college curriculum to train assistants to city planners and to professional personnel in the urban development and renewal fields are described. The Urban Development Assistant Project began in September 1964 and concluded in September 1969. A total of 145 students enrolled in the program. This report summarizes the five-year program in five parts, as follows: Part 1. The Curriculum; Part II. The Program; Part III. The Student; Part IV. Evaluation; and Part V. Conclusions and Recommendations. From an analysis of the project, it is concluded that: (1) there is a continuing local and national need for aides to professional planning and housing agency staff members; (2) the Urban Development Assistant curriculum offers a sufficiently comprehensive educational base from which an agency staff member or high school graduate may progress as a productive employee of an urban development office and/or may continue his education in a four-year college, if he so desires; and (3) the career preparation curriculum lends itself to adaptation to meet the particular requirements of local communities and is serving as a model for the development and operation of an ever-increasing number of urban career-oriented instructional programs. An appendix provides supporting material, including job descriptions, evaluation questionnaires, and suggested course outlines, textbooks, and classroom supplies. (DB)

The topic of the all day institute was: What planning is going on that will work for a revitalized Terre Haute and Vigo County? The goals were: (1) to arouse interest and awareness of city needs by presenting a brief overview of the physical characteristics of the city, (2) to identify the governmental services that have responsibility for city planning, (3) to explore what is being planned to meet today's needs and tomorrow's challenges and (4) to suggest areas where the library might provide information or act as a catalyst for city programs. All details of the institute are included from the advance planning and notices through the post institute evaluations. (Author/NH)

This paper argues for the use of systems analysis as a basis for building urban complexes to depart from current duplication of effort in some cases and lack of adequate effort in others. By consolidating effort with the judicious use of computers, systems analysis can provide better analysis out of an equivalent effort. Comprehensive planning models using systems analysis would allow urban planners to create public utilities and services designed to meet the near and distant needs of urban areas. (RA)

The main thesis of this paper is that innovative changes in both urban metapolicy and in urban education are needed to meet present and future urban problems. Metapolicy deals with policies on policymaking, including the characteristics of the policymaking system and basic policy frameworks and postures. Unless urban metapolicy is improved, no meaningful improvements are possible in concrete policies on specific issues. Required changes in urban metapolicy include: (1) development of urban policy sciences knowledge; (2) invention of new urban policy tools; (3) explicit strategy determination; (4) new policy-contributing institutions and/or policy research organizations; (5) improvement of urban policymaking personnel; and, (6) advancement of citizen participation. This analysis has important implications for urban educators. On one hand, similar improvements in the urban education policymaking subsystems are needed for better urban educational policies. On the other hand, some radical changes in urban education are needed to meet the needs of better urban metapolicies. These include: (1) education of adults for more active roles in urban policymaking; (2) preparation of children for even more active future roles in urban policymaking; (3) training and retraining of urban policy practitioners for new patterns of urban policymaking; (4) training of new types of urban policy professionals; and (5) development of policy scientists. (Author)

This is a progress report of a project in the process of developing an interdisciplinary secondary school curriculum on the Canadian urban environment. The primary goal is to encourage constructive involvement in urban life and community decision-making, and develop a personal and social competence that will engender a greater commitment to the city which is growing and changing. The concepts come from a variety of disciplines: 1) anthropology; 2) civil engineering: services and utilities; 3) ecology: the ecosystem and the utilization of resources; 4) economics: growth, role of the city, and business; 5) landscape architecture: site, ecology, aesthetics; 6) political science: decision-making, political history of the city; 7) psychology: the individual, communication, social interaction and self concept; and, 8) regional planning: the interdependence of communities. Breifly, the intended learning outcomes include intellectual concepts, knowledge, and attitude change. The project staff has been working with students to develop and organize activities to cause such change or nourish positive attitudes in order to cope effectively within the community. Simulation games were tried, and work-studies in the community began. Intuitively, the students related their work to the social sciences. The games used and the sources of information for the staff area appended along with the future plans of the project. (Author/SBE)