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This guidebook was developed to assist in the creation of partnerships. It discusses some of the best practices and lessons learned in the program's first year, and gives novice community-based organizers a sense of how effective partnerships can be formed. The guidebook will help the more experienced organizers of National Park Service employees in five areas: (1) thinking about techniques for organizing effective coalitions of government and non-government individuals; (2) providing practical tips on where to go to find, recruit, and hire more diverse applicants; (3) creating methods to bridge cultural and bureaucratic gaps that may hinder the formation of effective alliances; (4) understanding the reciprocal nature of the relationship between the park service and the community; and (5) providing a basic format for establishing, building, and sustaining a partnership. This guidebook provides information to help assess the need for community partnerships and best practices for getting started. It also examines strategies for recruiting, fund raising, developing media relations, and promoting partnerships. Employment opportunities for park service personnel are outlined. (SAH)

This manual reflects the highlights of an urban park study developed and tested over a 6-year period at the Churchill School, an elementary school for children with learning disabilities. This book makes possible an integrated study that develops understandings in natural science and the social studies along with reading, writing, and language skills. It can be used as a core curriculum for a time, or for supplemental activities throughout a school year. Because it is based on experience, the park study makes possible extensive and sophisticated learning without dependence on written texts. The plan draws on the widest possible variety of modes of learning and expression. In this study, learning can be a social as well as an intellectual experience. Reliance on observation and joint experience rather than print materials helps to develop group cooperation and interdependence. The statement of main ideas for each section provides a simple, usable intellectual organization. Building on experience, children will gradually develop important generalizations about change, adaptation, social patterns, and human needs. The book contains 7 chapters: (1) adopt a park; (2) mapping and orienting; (3) parkworks or design; (4) nature study; (5) park study or history; (6) design; and (7) parks for people. A teacher summary sums up some general principles of the park study and suggests activities that can be used in any part of a study. It lists academic skills, thinking skills, attitudes, and values. A bibliography includes entries on biographies, ecology and conservation, animals, birds, insects, plants, trees, water, and winter. (DK)

This publication presents principles of universal playgrounds, designed to maximize accessibility for all children, with and without disabilities. First, the rationale for the universal playground is given including the importance of play and the value of integration. Next current guidelines for playground design are discussed including safety, accessibility, developmental issues, social/emotional development, intellectual development, sensory development, perceptual-motor development, physical development, and age factors. Playground adaptations to improve accessibility are considered for site development, parking and curbs, walkways, and surface treatments. Playground layout is then considered in some detail including standards for equipment clearance, traffic patterns, practical aesthetics, maintenance, and possible equipment. A table lists 36 equipment items, their goals and benefits, description, and possible modifications. Source information (addresses and telephone numbers) for 56 manufacturers and distributors of playground equipment are provided, as are 16 sources of playground surface materials. Sample layouts, a planning survey form, a universal playground action plan checklist, and a list of 10 additional resources complete the publication. (DB)

Recognizing the need for a nationally coordinated effort to reduce playground injuries, the National Program for Playground Safety was created in 1995. This booklet describes the national action plan for prevention of playground injuries. Designed for use by parents, teachers, recreation and park personnel, and caregivers involved in providing safe play environments, the booklet outlines four goals of the plan: (1) provide proper supervision on playgrounds; (2) design age-appropriate playgrounds; (3) provide proper fall surfacing under and around playground equipment; and (4) properly maintain equipment on playgrounds. For each goal related action steps are detailed at the national, state, and local level. Resources available are also listed for each goal. The booklet concludes with a summary of the action steps at each level. (HTH)

This book offers guidelines for planning and designing cost-effective community recreation and sports facilities and open spaces in Australia. Seven chapters include: (1) "Benefits of Recreation and Sport" (e.g., quality of life, and diversity of recreation and sport); (2) "Provision of Recreation and Sport Open Spaces" (e.g., overview of Australian legislation and linear parks and greenways); (3) "Planning Methodology" (e.g., managing the planning strategy and developing a framework); (4) "Local Recreation and Sport Strategy Plans" (e.g., differences at the local level and key local recreation and sport planning issues); (5) "Regional and State Recreational and Sport Strategy Plans" (e.g., planning vision for recreation and sport and examples of regional facilities and open spaces); (6) "Facilities Planning, Design and Management" (e.g., indoor recreation and sport center designs and funding options for recreation and sport facilities); and (7) "Coastal Recreation Planning and Design" (e.g., the Australian coast and economic impact of coastal recreation). Five appendixes are: example of a recreation and sport consultancy brief, example of a specific project planning brief, dimensions for outdoor and indoor sport facilities, GIS sporting facility inventory questionnaire, and recreation, sport facilities and open space GIS inventory. (Chapters contain references.) (SM)

Highlights an activity that focuses on learning the geometric concepts needed for students to design blueprints for a city park by mastering fifth-grade geometry concepts and applying their knowledge in a real-world context. (ASK)

This workbook contains many outdoor activities which were developed in New York's Central Park to help children explore and understand their city parks. Involvement in the activities is intended to increase appreciation and awareness of the role of parks in the urban environment. The publication can serve as an example of what others can do with similar facilities. (SB)

Intended to help interpretive staff identify programmatic needs of disabled U.S. national park visitors, the booklet suggests reasonable modifications to assure participation. An introductory section reviews legal and policy guidelines, the emergence of the disability movement in America, and components of integrated programing. Guidelines and resources are then set forth for working with visitors with the following disabilities: mobility impairments, visual impairments, deafness and hearing impairments, mental or learning impairments (mental retardation, learning disability, and emotional disturbance). General characteristics of each disability are examined. A final section on comprehensive planning and implementation emphasizes a systematic approach to access planning. Appended material includes a program accessibility checklist and a list of audiovisual resources. (CL)

The publication provides guidelines for the design of new facilities or rehabilitation of existing facilities to accommodate physically handicapped persons in the South Carolina State Parks system. The guidelines are also recommended for use in regional, special district, county, and municipal parks within the state. The guidelines were developed within the context of the following goals: (1) making facilities more accessible without destroying the character of the site, and (2) providing different levels of challenge and individual options. The first section gives general standards for the following: space allowances and reach ranges, clear floor or ground space for wheelchairs, controls and operating mechanisms, seating, tables, and work surfaces. Following sections provide standards on: circulation within the park (vehicular parking, walkways, paths, entrances and exits to buildings); swimming (beaches, pools, lakes); boat docks; fishing facilities; picnicking (tables and benches, grills, water fountains, picnic shelters, trash receptacles); camping (developed camping, primitive camping, wilderness camping); natural/historic features (approach access, entrances, internal access); playgrounds (surfaces, swinging, sliding and climbing, balancing, games, water and sand); special programs; rental cabins and lodge rooms; amphitheatres; telephones; restrooms; signage; stores, tackle shops, and restaurants; and laundry areas. Numerous black and white drawings and diagrams illustrate the text. (DB)

The guide was developed to assist physically handicapped persons in using South Carolina State Parks. It describes some of the accessibility problems identified in a 1986 Inventory of Handicapped Accessibility in South Carolina State Parks and Welcome Centers. It is noted that building construction since 1967 has met handicapped design criteria and that beginning in January, 1987, two campsites per campground will be designated for handicapped persons and parking spaces for the handicapped designated in all paved parking lots. Each park is listed alphabetically. Included for each park, beside the address, location, and county, is accessibility information connected with circulation, trails, swimming, boating, fishing, picnicking, camping, playgrounds, natural/historical features, assembly areas/recreation buildings, stores/shops/restaurants, public phone, cabins/lodge/group camps, and other facilities. (DB)

Recognizing the need for a nationally coordinated effort to reduce playground injuries, the National Program for Playground Safety was created in 1995. This package of materials contains a booklet describing the national action plan for the prevention of playground injuries and accompanying supporting materials. The program booklet, designed for use by parents, teachers, recreation and park personnel, and caregivers involved in providing safe play environments, describes an action plan, outlining four goals: (1) design age appropriate playgrounds; (2) provide proper surfacing; (3) provide proper supervision; and (4) properly maintain playgrounds. The booklet also summarizes action steps taken at the national, state, and local levels and lists several resources. Additional materials contained in this package are: (1) a self-assessment on playground safety; (2) supervision guidelines for schools and child care centers; (3) five brochures describing the National Program for Playground Safety and each of its goals; (4) registration materials and a flyer for a playground safety course; (5) guidelines for planning children's play areas; and (6) a flyer describing National Playground Safety Day. (KB)

The original buildings in San Diego's (California) Balboa Park, were planned for the 1915-1916 Panama-California Exposition. Loosely designed in the Spanish Colonial Revival Style, local builders and craftsmen added their own interpretation by using materials found locally in Southern California and freely applying traditional architectural ornamentation without regard to strict classical usage. This guide was designed to encourage student observation and understanding of this local architectural style. The format of this guide allows independent study or may be used with cooperative study groups. Background information, style diagrams and illustrated explanations, quizzes, and worksheets are provided on numbered flip cards. These allow students to gain sequential understandings of the architectural forms and decorative motifs as they progress through a walking tour of the park. Although the resource has been developed for study of a specific site (Balboa Park, San Diego), many of the instruction cards and worksheets may be adapted for study of similar architectural structures and built environments. A glossary concludes the guide. (MM)

This bibliography is designed to assist educators in establishing an outdoor classroom for environmental education. A process is detailed by which school districts can effectively and efficiently develop a site on or near the school. The first step involves organizing a planning committee, enlisting administrative support, and developing a budget. In the second step a site is chosen and mapped with the assistance of the United States Geological Survey, Soil Conservation Service, and the Department of Natural Resources. The booklet lists locations and general features of different ecosystems: forests, marsh, swamp, bog, water areas, meadow, prairie, cultivated land, and state-owned land. In step three a composite map is drawn showing major physical, cultural, and natural features. A chart is constructed for step four matching units with study locations. The booklet also includes suggestions for managing and maintaining the site, a list of available outdoor activities and audio-visual materials, and a bibliography. (MR)

This book is written primarily as a textbook for students of recreation and park administration. It is organized in two parts. Part one gives a detailed description of the process of park planning, phase by phase, explaining the functions, roles, contributions, and responsibilities of the members of the park planning team, from predesign conceptualization to actualization of the recreation experience. Part two contains a comprehensive explanation of each of the major support requirements for a park. Each chapter is dedicated to one specific supportive element of a park: circulation, lighting, water, wastewater, solid waste, and health, safety, and emergency provisions. The appendixes contain numerous examples and information sources for park planners, including special periodicals, lists of helpful governmental agencies, and special interest organizations with expert advice for park agencies, consultants, and individuals. (Author)

The manual provides information on accessibility of facilities, services, and interpretive programs in approximately 300 areas of the U.S. National Park System. Details are arranged alphabetically within each state and usually include a brief historical description, parking, entrance and restroom accessibility, and special adaptations for the visually and aurally handicapped. Regional maps show the location of National Park Service properties and list the regional offices. (CL)

In this book, the many factors necessary to make city spaces more child-sensitive are considered. Particular attention is given to dwellings and play spaces. Child development as it relates to the spatial environment and the child's use of various spaces (houses, apartments, service areas, playgrounds) at different ages are investigated. The importance of the spatial environment in spontaneous learning experiences, social interactions and transmission of values is discussed. In Part I, many aspects of child development from preschool through middle childhood are examined, including physical growth, activities, personal and social development, and intellectual and perceptual development. The relevant design implications are outlined. In Part II, child use of the physical environment is explained with reference to private, public, personal and group spaces. Suggestions are made for planning child spaces. In Part III, design guidelines for planning child environments are set forth. Numerous photographs and diagrams, as well as charts and tables, illustrate design problems and possible solutions. Safety considerations are stressed. Most information presented in the book is based on a report entitled "Children in the Residential Setting: A Discussion Paper Toward Design Guidelines," prepared for the Central Mortgage and Housing Corporation, Ottawa, Canada. (WI)

This illustrated guide for designing and building children's playgrounds opens with a definition of "play space" as a joyful, safe, healthy environment which builds strong bodies and develops emotional stability. Section 1, "Why Play Spaces Are Needed," includes some observations about children's developmental needs and how those needs are being challenged by current social and economical changes. Section 2, "How Can Play Spaces Help Children Learn?" illustrates characteristics of growth-producing play space. Section 3, "General Criteria for Play Spaces," discusses location, safety and children's anticipated behavior. Section 4, "Design Ideas for Play Spaces," gives advice for storage and ground surfaces. Section 5, "General Criteria for Play Equipment," draws implications for the design of play equipment based on (Korean and Japanese) children's heights. Section 6, "Design Ideas For Play Equipment," is based on the use of common materials. This section also offers several pages of ideas for fixed and moveable equipment, along with some safety advice, and includes numerous detailed drawings and measurements (using the metric system) of the suggested equipment. The entire booklet is amply illustrated with drawings and pictures, and includes a list of references. (TES)