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Soaring mountain peaks, glaciers, deep-blue lakes, and lush forests delight the senses of visitors who drive on Going-to-the-Sun Road through Glacier National Park in northwestern Montana. The construction of the Going-to-the-Sun-Road, dedicated in 1933, made this experience available to the many visitors who come to the park by car. Building this transmountain road, literally carved out of the precipitous mountainside for 12 of its 50-mile length, was a challenging and dangerous task. Its designers and builders learned valuable lessons that were applied to many such scenic roads to follow. This lesson is based on National Historic Landmark documentation, National Register of Historic Places, and other sources. The lesson may be used in U.S. history, social studies, and geography courses in units on conservation and the environment or the influence of the automobile on popular culture. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Montana; Glacier National Park); (5) "Determining the Facts: Readings" (Surveying Going-to-the-Sun Road; Building Going-to-the-Sun Road; Preserving the Landscape); (6) "Visual Evidence: Images" (Going-to-the-Sun Road; Area near Logan Pass; Building the Granite Creek Retaining Wall; Triple Arches; Construction Equipment; View of the Garden Wall; Going-to-the-Sun Road); (7) "Putting It All Together: Activities" (Use a Park or Preserve It?; Working in a Park; Investigating the Local Community); and (8)"Supplementary Resources." (BT)

In fiscal year 2001, the Appalachian Regional Commission invested $63.6 million in 469 economic and human development (nonhighway) projects and $389.6 million in highway projects in Appalachia. The Commission launched a new initiative to promote the development of telecommunications infrastructure, especially in distressed counties. The Commission has continued to push its 5-year entrepreneurship initiative, which addresses entrepreneurial education and training activities, technical and managerial assistance, access to capital and financial assistance for growing companies, the formation of entrepreneurial networks, and technology transfer activities. The Commission funded 58 education projects and continued its work on the Appalachian Higher Education Network, which aims to help participating high schools boost their college-going rates to the national average or higher. Seventeen computer learning labs were established in the region. Efforts to bolster the region's civic capacity continued with the provision of leadership training programs and technical assistance for communities. Efforts to strengthen infrastructure included the completion of 72 more miles of the Appalachian Development Highway System and the provision of water or sewer service to over 24,000 households. During 2001, 68 doctors were placed in the region. Studies were launched on disparities in health status and in health care accessibility, and on health care institutions that are at risk of closure. Tables present funding statistics for the 13 Appalachian states, highway obligations, and population data. Contact information is given for all local development districts in the Appalachian region. (TD)

In 1805, a U.S. Senate committee urged the building of a road that would connect the eastern United States with the western United States. The road came to be known as the National Road (or Cumberland Road). It began in Cumberland, Maryland, and eventually reached to Vandalia, Illinois. It was the first and only U.S. road built entirely with federal funds. This curriculum-based packet is designed to provide teachers with background information and suggested classroom activities. It concentrates on the National Road between the years 1806-1853, the period of its construction and greatest prosperity. The packet contains six units, each with general objectives. The objectives are listed on the teacher sheet in each unit. Each unit in the packet contains a teacher sheet, a student sheet, and two or more activity sheets. The teacher sheets contain the unit objectives; materials needed; background information; suggested questions, activities, and sites that can be visited; and answers for the activity sheets. The student sheets contain relevant background data needed to complete the activity sheets; thought questions; and additional research topics. A glossary, site resource list, and an evaluation form are provided at the end of the packet. (BT)

In 2000, the Appalachian Regional Commission (ARC), in cooperation with local development districts, nonprofit organizations, and many small municipalities, expanded programs to help Appalachia's distressed counties become economically competitive. The effort calls for increased funding for technical assistance and capacity building in distressed counties. In addition, the ARC plan to develop high-speed Internet access and other telecommunications projects includes a special focus on distressed counties. To create more jobs and new businesses in the region, ARC worked with major financial institutions and foundations in support of its entrepreneurship initiative. ARC also worked collaboratively on issues related to education, international trade, environmental cleanup, and transportation. Examples of projects are presented for five goal areas: education and workforce training, physical infrastructure, civic capacity and leadership, dynamic local economies, and health care. The financial report presents tables showing appropriations for regional development programs, Appalachian Development Highway System authorizations and obligations, cumulative funding by state, non-highway project totals, and non-highway project amounts for each of the 13 states served by ARC. Population figures for each state, by county, are given, and contact information is given for local development districts, which are shown on a map. (TD)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the civil technology programs cluster. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the courses in the sequence. Twelve civil technology courses are as follows: road design and construction methods and materials; route surveying; road construction plans and specifications; land surveying lab; legal principles of surveying; global positioning satellite/geographical information system surveying; advanced surveying practices; soil mechanics; concrete and hot-mix asphalt testing; water and water distribution; special project; and work-based learning in civil technology. Nine related vocational-technical courses include the following: fundamentals of drafting, principles of computer-aided drafting (CAD), intermediate CAD, elementary surveying, advanced CAD, structural drafting, mapping and topography, professional development, and real property I. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (YLB)

Volume 12 of the 19-volume Highway Safety Program Manual (which provides guidance to State and local governments on preferred highway safety practices) focuses on highway design, construction and maintenance. The purpose and specific objectives of such a program are described. Federal authority in the area of highway safety and policies regarding a road construction and maintenance program are explained. Program development and operations (design and construction features, emergency response, maintenance work site safety, rail crossings, pedestrian safety, land development, and training) are presented. Criteria and procedures for program evaluation are outlined; program evaluation reports and reports to the Federal Highway Administration are explained. Local government participation is reviewed. Appendixes contain the Highway Safety Program Standard 12, Highway Design, Construction, and Maintenance; a glossary of definitions; references; a list of representative projects; and a list of resource organizations. (NH)

Designed for individual study and not formal classroom instruction, this rate training manual provides subject matter that relates directly to the occupational qualifications of the Engineering Aid (EA) rating. This volume contains 10 chapters which deal with: (1) wood and light frame structures (examining the uses, kinds, sizes, and grades of lumber, the various structural members and their functions, and the rough and finished hardware); (2) heavy construction (focusing on wood, steel, and steel frame structures); (3) basic materials commonly used in concrete and masonry construction; (4) materials for mechanical and electrical systems; (5) horizontal construction (examining road and airfield construction terminology, construction methods, and uses of common construction materials); (6) construction drawings; (7) mechanical plans; (8) electrical plans; (9) various types of references used by technical specification writers in the preparation of project specifications (including their format and the terminology used); and (10) typical reproduction equipment and the procedures in maintaining engineering drawing files. (JN)

Defining public services as the basic community/regional services which are provided to residents through tax receipts and service charges, this publication identifies variables for each service group and presents them in the form of questions that communities should find useful when analyzing impacts of growth. After listing questions dealing with the two key variables--the number of new people and where they will be located--the guide propounds questions about education, fire and police protection, roads, and streets, health care, sewage collection and treatment, water, and solid waste collection and disposal. Sample questions include: How many students will be added to the local school system? Will new school buildings be needed, and when? What is the estimated number of new households in the fire service area and where are they located? Will new residents be a higher crime risk group? How many miles of new roads will be needed and at what cost? What age group dominates the new population? Will the incidence of illness be higher than now? What is the estimated number of new sewage connections? Is expansion of existing water lines necessary? How much additional refuse will be generated by the new population? Suggested information sources conclude the document. (BRR)

Part of the series "Managing Highway Maintenance," the unit deals with management by objectives--its definition, how it works, and necessary steps for application. It is designed for maintenance supervisors who are familiar with maintenance management systems. The format is a programed, self-instructional approach in which questions are asked in progressive steps. (EA)

Part of the series "Managing Highway Maintenance," the unit is designed for the training group leader and contains selected highlights and suggested discussion questions from six units of training: maintenance activities, work units, and classifying work; maintenance feature inventories; how to conduct a maintenance feature inventory; standards for maintenance work; work programs and budgets; maintenance management--by objectives. (EA)

Part of the series "Managing Highway Maintenance," the unit covers the purpose of developing work programs and budgets; a review of the program and budget development process (activity descriptions, feature inventories and quality standards, estimated work quantities, and dollar requirements); and typical calculations for work programs, resource requirements, and budgets. Familiarity with all level 3 training units is advisable before presentation of this unit. The manual format is a lecture outline with the inclusion of related flip charts and handout and discussion materials. (EA)

Part of the series "Managing Highway Maintenance," the unit describes the essential steps in developing a maintenance budget, or performance budget, based on the work to be done. It is designed for field engineers and supervisors who assist department officials in preparing work programs and budgets. The format is a programed, self-instructional approach in which information is presented in progressive segments or frames. (EA)

Part of the series "Managing Highway Maintenance," the unit describes the ways maintenance standards are developed and some of the factors which are considered in setting standards; the preceding unit on standards (part 1) should be completed before reading this unit. The format is a programed, self-instruction approach in which information is presented in progressive segments or frames. (EA)

Part of the series "Managing Highway Maintenance," the unit explains how maintenance work should be described, measured, and classified. It is designed for supervisors who need to know the mechanics of describing work. The format is a programed, self-instruction approach in which information is presented in progressive segments or frames. (EA)

Part of the series "Managing Highway Maintenance," the unit explains various uses of maintenance standards and how standards should be interpreted and communicated to formen and crew leaders. Several examples are given of the decisions made when applying the standards to routine work. The preceding units on standards (parts 1 and 2) should be completed before reading this unit. The format is a programed, self-instructional approach in which information is presented in progressive segments or frames. (EA)

Part of the series "Managing Highway Maintenance," the unit is about maintenance standards and is designed for superintendents and senior foremen who are responsible for scheduling and controlling routine maintenance. It describes different kinds of standards, why and how standards are developed, and how standards are to be used and communicated to subordinates. The format is a programed, self-instruction approach in which information is presented in progressive segments for frames. (EA)

The guide, intended for use by training officers and field instructors in highway maintenance management, contains five courses with a combined total of 17 units of instruction for maintenance engineers and supervisors. The curriculum incorporates management concepts and practices of State, county, and city maintenance agencies which have implemented a maintenance management system. Section 1, introduction to training in managing highway maintenance, describes design features of the training--the content, levels of instruction, and training approaches. Section 2, training unit catalog, is organized by unit and management level (one, two, and three), and contains brief descriptions and training objectives for each of the 17 model training units. Section 3, managing the training, contains guidelines as to what training officers and field instructors should do to run an effective program. Section 4, how to get the most out of training techniques, provides step-by-step guidelines for conducting lecture-workshop training, group discussions, and group discussions with a case problem. Section 5, training effectiveness, lists six training principles and five suggestions for increasing training effectiveness. (Author/JR)

Part of the series "Managing Highway Maintenance," the unit is designed for use with unit eight, level one, and unit 13, level two, and the certification tests for those units in the series. It contains typical management data and selected highway maintenance standards for the areas of: surface and shoulder; roadside and drainage; traffic services; maintenance improvement; snow and ice control; and administrative and overhead. The format is a programed, self-instructional approach in which information is presented in progressive segments or frames. (NH)

Presents an interdisciplinary lesson plan on the history and development of transportation in the United States. Includes activities involving role playing, simulations, research and presentations. Also includes a 48-item transportation book list. These activities illustrate issues of public opposition and support, economic development, and social and technological change. (MJP)

This instructor's guide contains the materials required to teach a competency-based introductory course in highway bridge construction to students who have chosen to explore careers in construction. The manual contains three units. Unit titles are: bridge materials, bridge tools, and applied skills. Each instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for the instructor, extensions and options, information sheets, student supplements, transparency masters, instructional supplements, assignment sheets, job sheets, practical tests, written tests, and answers to assignment sheets and written tests. Academic skills training is combined with vocational training throughout the instructional materials, and a system of icons has been used to help instructors identify activities into which training in the following basic skill areas has been infused: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. Most units of instruction are designed for use in more than one lesson or class period of instruction. These materials precede the instructional units: information on basic skills in curriculum, information on measuring student performance gains, and required criteria for a competency-based education program. A competency profile and basic skills matrix are included. (YLB)