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An anthology of papers for consideration by delegates to the 14th and 15th conferences of the United States National Commission for UNESCO are presented in this book. As a wide-ranging collection of ideas, it is intended to serve as background materials for the conference theme - our responsibility for preserving and defending a human environment that permits the full growth of man, physical, cultural, and social. Thirty-four essays are contributed by prominent authors, educators, historians, ecologists, biologists, anthropologists, architects, editors, and others. Subjects deal with the many facets of ecology and the environment; causes, effects, and interactions with man which have led to the crises of today. They look at what is happening to man's "inside environment" in contrast to the physical or outside environment as it pertains to pollution of the air, water, and land. For the common good of preserving the only means for man's survival, the need for world cooperation and understanding is emphatically expressed. (BL)

This position paper indicates that, human survival depends upon a major change in humanistic values or the way we view our relationship to the world. Education must go through reform from within that includes the adoption of a K-12, transdisciplinary, problem-solving curriculum. And must, also, offer students environmentally sound alternatives to the uncertain future they face, in an educational environment that is humanized. With the focus of environmental education on human behavior and the interaction of it with the total environment, the learning setting will change to include the community-at-large. The plan developed by the Northwest Environmental Education Center (NEEC), with state funding, provides for the implementation of environmental education programs on a number of levels: community or district level, the county level, and the regional or inter-county level. Teacher training within each of 38 districts will be given the highest priority for the purpose of establishing a hierarchy of environmental specialists to function in each district. Intensive training of a cadre of teachers from each district will permit inservice training. The pilot project at Sedro Woolley School District is cited here at length and in SO 002 249. (Author/SBE)

Evaluating 566 opinionnaires of the 1,400 distributed to parents whose children had participated in programs at 1 of 2 resident outdoor education centers in northern Illinois--the Rockford Outdoor School and the Lorado Taft Field Campus--this study sought (1) to determine what parents perceive to be the values and outcomes of the resident outdoor education program; (2) to learn whether parents endorse continuation of the resident program; (3) to ascertain who parents think should assume financial responsibility for selected aspects of the resident program; and (4) to provide parents an opportunity to make suggestions to improve the program of resident outdoor education. In the survey, validity and reliability of the parental perceptions, opinions, and attitudes were not sought; however, it was felt that the parents' responses were important in determining whether the programs were to receive public support or public condemnation. Thirteen conclusions, 10 recommendations, and 2 appendixes showing parents' comments and suggestions are included, along with 10 tables. (MJB)

The document has 3 goals (1) to examine the distribution of economic benefits of industrial development as reflected by the concept of competition in human ecology; (2) to provide an empirical test of the ecological model, and (3) to relate the findings to public policy. Two Illinois study areas were identified. First, as an experimental region, Putnam County and bordering sections of the 3 contiguous counties were selected. Second, a comparable region across the state--Iroquois County--was selected as a control region. Both regions: (1) are about equidistant from Chicago, (2) had similar highway and railway systems in 1966, and (3) were rural agricultural counties similar in demographic composition. In 1966, 1,171 household heads were interviewed in the experimental region, and 411 in the control region. Five years later, after the industrial plant had beenin operation, 1,166 persons in the experimental region were interviewed and 399 in the control region. Findings are presented in 5 tables and are summarized--e.g., Table 1 presents gross and net effects on income of each category of competitive capacity. (FF)

Recognizing that the need to exchange information has been one of the critical influences in urban design, the Twenty-First Colston Research Society (CRS) Conference explored a variety of topics in the area of communications, transportation, and the environment. These subjects were pursued from the British experience and most all the papers have specific relevance to either Greater London or Great Britain. Primarily the conference scrutinized the current concept of "city" by means of a theoretical systems analysis that was based on information flow. Also discussed were the future of urban planning, telecommunication, public transportation, and human interaction. A simulation model for use as a design tool by planners was presented. (MC)

Presented is a summary of a national seminar convened to propose guidelines for schools to follow in instituting K-12 environmental studies. Included is the outline of the entire K-12 program, Strand IV - Environmental and Community Health, developed for the Niskayuna School District, New York. In addition to comments by guest speakers there are sections on how to institute change in the schools, cartoons as elementary teaching aids, the major provisions of the Environmental Quality Act and related issues. The following resources are also provided: a brief annotated film list containing 16 films which deal with ecology and pollution, including information for ordering; and a list of books concerned with ecology. (PR)

An experimental study sought to determine if simulation-type games could teach a given body of material as effectively as the traditional lecture method. Graduate students in a Human Ecology course were divided into experimental and control groups; the former played the Community Land Use Game (CLUG), the latter attended lectures. Posttests measured their respective amounts of learning. Results indicated that the two methods taught facts equally well and that factual retention was equal for both groups. Students taught by the lecture method learned more about theoretical concepts and were better able to integrate disparate facts, whereas those playing CLUG learned more specific facts, better understood the dynamics of interactive human systems, and were more highly motivated. It was concluded that games were useful educational tools, especially in that they contributed to the students' understanding of decision-making in dynamic systems; it was recognized, however, that games were only effective when well grounded in factual information and when carefully critiqued and it was recommended that they be employed in conjunction with other teaching methods. (PB)

The 28 papers in the proceedings are separated into 7 categories according to the session at which they were presented at the annual meeting. The areas of rural life covered by the papers are youth, rural development in the 1970's, population, social change, race and culture, community and community development, and ecology and environment. (PS)

The problem of peace is considered to be ecological. Ecology is the study of the complex interrelationships between organisms and their environments. To clarify this approach, three major types of social complexity--organizational, problem, and conceptual--are briefly reviewed together with their interactions and their effect on the individual. A practical approach to handling, generating, and facilitating comprehension of this complexity by the use of interactive computer graphics is then described in terms of its significance for a variety of users. The paper does not suggest a new theoretical model to examine the problems of peace, but rather shows the relevance of an existing device to many such inquiries. In demonstrating this relevance, peace is treated as an ecological problem because of the high tolerance of the ecological approach to complexity of the order detected in the psycho-social system. The closing sections comment on the relevance of this approach to value and knowledge requirements for peace and suggest some practical steps which could be taken. (Author)

The characteristics and differences between the various approaches to utilizing environmental themes and issues in college physics classes are reviewed in this paper. These physics courses are grouped into three categories: introductory level, upper level, and seminars. The upper level courses generally involve the application of rather sophisticated physics and mathematics to the understanding of environmental problems. Two categories of introductory level courses are recognized: one kind attempts to familiarize students with current environmental problems as its main goal and the other has goals more closely related to traditional physics, with the understanding of environmental problems being secondary. Examples of these approaches are described, including the author's course,"Energy and the Environment," at the University of Maryland. A short bibliographic resource list useful to prospective course designers is provided. (PR)

This idea-generating description of a successful class project tells how second grade students, through viewing a film on ecology were motivated toward involving teachers, schools, parents and community in a cooperative effort to collect used paper for recycling. Objectives of the project were to: 1) enable students to identify environmental concepts; 2) activate pupils toward solving environmental problems; 3) encourage pupils in discovering the causes of environmental problems; 4) develop ways, means, and materials for incorporating environmental education into existing curriculum; and, 5) involve the adult community in treating environmental problems. Activity learning, in which students had primary responsibility for performing daily and weekly tasks, was combined with a multidisciplinary approach relating the project to the total curriculum. Money earned was to go toward an arboretum at the school. It was concluded that decisions need to be made as to the integration, scope, and sequence of environmental education in the existing curriculum. It is requested that users of the report share their results with the project staff. Follow-up activities include continuation of paper recycling and the possible start of a center for recycling bottles and cans. SO 002 612 is a related report. (Author/SJM)

Three separate papers from the Project are included in this document. One of these, by the Center staff, is entitled "Potentials of the Spaceship Earth Metaphor". It discusses static, dynamic, and analogic representations of spaceship earth and their educational value. A second paper, "Some Resources for Introducing Environmental Education Into the Schools", cites in narrative form several key sources. "Getting With Spaceship Earth", by Noel McInnis is the third paper. An essay, it discusses how desperately we are in need of perceiving the planet as a gestalt, and how our curriculum works against this by breaking the world up into analyzable parts. From among the three papers, one also gets a picture of the objectives and activities of the Center for Curriculum Design and its Spaceship Earth Curriculum Project. (JLB)

This paper describes the use and value of courses in the physical environment offered as part of a non-graded elective program in the English high school curriculum. The writer, who has taught some of these courses, argues that there is a definite place for environmental studies in the humanities curriculum. One course, entitled "Wilderness as a Way of Life," not only included readings but also asked the student to do some wildnerness living and to submit projects related to these experiences. A course in survival required reading in and experience of survival techniques. The author describes some of the books the student read in this course and some of the projects they created. An appendix includes the course outline for "Wilderness as a Way of Life," a discussion of some suggested projects for the course, and a list of books, films, and multimedia presentations relevant to the course. (Author/DI)

This report contains the papers presented in the 1970-1971 Environmental and Ecological Forum series, planned to provide an overview of the significant environmental, social, and economic aspects of electric power generation, more specifically, the pros and cons of nuclear power production. The Forum was organized as a public service to foster community understanding of environmental problems that increasingly tax society's capabilities for remedial action. Speakers with widely divergent opinions discussed the various ways in which the increasing development and use of technology may affect man's well-being. Their presentations were titled: Man's Conquest of Energy: Its Ecological and Human Consequences; The Nucs: Energy vs. the Environment; Nuclear Power Plants: Present, Past, and Future; The Radiation Hazard for Man; A Proposal for a Rational Policy to Control Radioactivity and Other Forms of Pollution; The Public and Radiation from Nuclear Power Plants; Adequacy of Present Radiation Standards; The Nuclear Power Information Communication Predicament; Nuclear Power Licensing: Risk--Benefit Determinations and the Public Interest; Nuclear Power: You Never Had It So Good; Benefits and Costs of Nuclear Power; and What We Do Know About Low-Level Radiation. (BL)

The purpose of the conference was to discuss the following issues: (1) curricula relating to the pure and applied sciences of the environment; (2) programs designed to develop the technological skill necessary for the person who deals with some aspect of maintaining a healthful environment; (3) programs designed to develop managers of the environment; and (4) what place the study of living things and their environment should have in every college student's educational experience. The proceedings are divided into 7 sections with each section containing papers pertaining to the subjects under consideration. The sections are: (1) "What Purposes are to be Served by what Kinds of Programs?," including papers dealing with the education and training of the ecologist, environmental scientist, technologist, and manager of the environment, as well as general education in ecology; (2) "Science and Technology: the Question of Emphasis"; (3) "Science and Humanities: Their Interrelationships"; (4) "The Role of Multidisciplinary and Multiuniversity Programs in Today's Multiversity"; (5) the employment environment in the 1970's and 1980's in the public schools, industry, government and public service; (6) reports of the workshops in curriculum development; and (7) the conclusion. (AF)

This collection of speeches is divided into five parts. In Part I, Paul Brandewein outlines 13 basic propositions on the environment and how man has violated them, and then suggests a strategy for change. In Part II, Herminio Lugo Lugo discusses the education campaign which Puerto Rico has mounted to confront pollution; E. Wesley Menzel outlines three broad areas for consideration in designing new environmental education programs; and Fabio Heredia-Cana discusses man's lack of respect for his environment. In Part II, two critical topics receive scrutiny: urbanization, in a speech by Paul Peachey, and population education, in a paper by Stephen Viederman. A third paper, by Maria T. Cano offers ideas on materials for population education in the schools. Part IV presents two views on environmental education. George E. Lowe emphasizes the need for a nationwide program, while Edward H. Seymour notes the responsibility of each individual for envrionmental balance and discusses industry's role. Part V contains four brief descriptions of current programs and research in environmental education, with speeches by Richard Miller, J. Leonard Johnson, Alan M. Voelker, and Richard M. Bingman. Conference recommendations for preservice general and professional education of teachers and for graduate and inservice teacher education emphasize the multidimensionality of environmental studies and the need for an interdisciplinary approach. (A list of conference delegates and participants is included.) (RT)

The need to focus on a unified environment as the social space framework of human action, brought about by the merging state of rural and urban areas, introduces this paper. A brief interpretation of our current environmental problems is presented followed by a description of some historic choices in cultural values and modes of knowledge which have played major roles in shaping human action in our environment and our resultant problems. Lastly, suggestions are given for how our concepts of environment and man and our research, teaching, and planning must be deepened and amplified in order to meet the needs of the future. (BL)

This is the second paper in a two-part series describing the patterns of inquiry used in ecology. Three classes of research parts are identified from the literature: individual organisms or species, pairs of organisms or species, and groups of organisms or species. Research emphasizing these parts rather than the community as a whole is analyzed in terms of the principles of biological inquiry discussed in the first paper. A second section of the paper shows how accounts of the community as a whole can be built from the results of research on parts, and discusses different conceptions of the relationship between parts and whole. The third section analyzes research beginning with an emphasis on the whole. A summary of the patterns of inquiry found in ecology relates the four principles of inquiry to the five problem areas defined in the first paper, giving eighteen different patterns of inquiry. (EB)

Presented is a collection of eight short papers designed to supplement "A New Role for American Education." The first four papers relate to man and his environment, and the remaining focus on the needs and developments in Environmental Education. The papers are titled as follows: Man, His Environment, and Human Ecology; Environment and Responsibility; Environmental Quality and Control; Energy and Environment; Local Innovation in Instrumental Technology; Manpower Development and Vocational Education; Environmental Education Through the State Education Agency; A Strategy for Curriculum Development and Implementation in Environmental Education at the Elementary and Secondary Level, Based on Environmental Encounters. A bibliography is included. (PR)

A COMMUNITY DEVELOPMENT SEMINAR, WHICH FOCUSED ON RELATING VARIOUS SOCIAL SCIENCES TO THE ISSUES OF POVERTY, INCLUDED PAPERS ON SOCIOLOGICAL ASPECTS OF POVERTY, POLITICAL PARTICIPATION BY THE POOR, MANPOWER DEVELOPMENT NEEDS, GEOGRAPHIC FACTORS IN POVERTY, URBAN PLANNING, POLICE SERVICES, APPLICATIONS OF ANTHROPOLOGY, PROBLEMS IN SOCIAL WORK PRACTICE AND TRAINING, A COMPREHENSIVE APPROACH TO COMMUNITY DEVELOPMENT, ELEMENTS OF LOCATION THEORY (THE STUDY OF DECISION MAKING PROCESSES IN THE USE OF RESOURCES), ECOLOGICAL AND POLITICAL PERSPECTIVES, AND THE COMMUNICATION PROCESS AND RELEVANT PROBLEMS. CHARTS AND DIAGRAMS ILLUSTRATE THE CONCEPT OF NETWORK ANALYSIS, PHASES OF COMMUNITY ACTION, AND ECOLOGICAL DIMENSIONS FOR CLASSIFYING CITIES IN REGARD TO SOCIAL CHANGE. THE DOCUMENT INCLUDES THREE REFERENCES FOR THE PAPER ON LOCATION THEORY. (LY)

This selection of four brief papers published by the Environmental Simulation Laboratory, University of Michigan, lists the names, pertinent information and sources of some 50 gaming/simulations. Information on miscellaneous Environmental Simulation Laboratory publications, a history of the Laboratory, an appendix listing other games and sources, and a detailed description of the METRO-APEX game, including some suggested reference books for use during play of METRO-APEX, are also provided. (LK)

The application of migration and plant location theories to Jackson County, West Virginia, formerly a rural agricultural county and now the location of an aluminum reduction plant, is described in this paper. Data collected from a representative sample of households in Jackson County--a 5% area probability sample in rural Jackson County, a 10% area probability sample of Ripley, and a 10% list-cluster sample of Ravenswood--are examined in terms of 50 selected variables. The variables are analyzed and presented in tabular form along with a statistical representation of the data. One of the major findings of this study is that with rural industrialization which is likely to be an ingredient in the effort to develop rural communities, there will be obtained a different social-psychological mix resulting from migration. (PS)

William D. Ruckelshaus, Administrator of the Environmental Protection Agency, presents in this paper the Alfred M. Landon Memorial Lecture at Kansas State University, April 12, 1972. Restoring man to a harmony with nature and his environment and insuring a clean and livable home for the posterity of all mankind are the goals we must strive for. The problems of our times are set forth--lack of faith and trust in the principles, institutions, and accomplishments which reflect a common tradition or shape a common purpose. The assumption of utopia is perhaps undergirding many cries for reform today and adding to the crises of confidence we as a nation are experiencing. To combat these situations, we must be realistic in our assessments and honest about the limits of human solutions to human problems. The emergence of environmental concern gives us a unique opportunity to prove we can create a society that is clean, safe, quiet and beautiful, yet also provide for man's legitimate material needs. True environmentalism teaches a new ethics and new reverence for life. It can help unify the American people and, if carried to fruition, will inspire new confidence in man's power to control his own destiny. (BL)

Although we have accumulated much factual data on environmental conditions, interrelationships, and consequences of actions, our decisions are based on political expediency, pressure, mob action, and emotion. Believing that decisions regarding the environment and pollution control are not technical but socioeconomic, crusaders have refused guidance by competent technical persons. Many erroneously believe that environmental problems can be reduced simply to laws, regulations, and prohibitions. Another problem is in our traditional approach to problems, which tends to ignore or lose sight of basic objectives. Proof of this is gained by an analysis of any of the environmental programs. There is a lack of definition of the terms ecology, environment, and pollution; legislative and administrative units have defined these in whatever ways they choose. We have no planned environment--rather it is the result of many bureaucratic programs coupled with private interest activities. Pollution can be corrected once there is a definition and the money appropriated to competent persons. True controls are population distribution, availability of food from land and water, and availability of minerals from land, water, and energy. These need competent, extensive appraisal. (Author/JLB)

This report outlines a method of teaching eighth-grade science with an environmental perspective. Areas of study normally found in junior high science curriculum are integrated with environmental concepts. This particular approach to 8th grade science is intended to be process oriented, field oriented, problem oriented, and relevant to the local community. The class is divided into three or four heterogeneous groups simulating a community situation. Students choose from a list of environmental topics and are given a "group plan" comprised of a list of general questions unique to the subject area to guide their research. The role of the instructor is one of facilitator; students do all they can by themselves. Students are encouraged to expand their learning sources and gain actual environmental experience within the community through letters to organizations. Block scheduling is suggested. Provided are: readings, information and, community sources; group plans; and a list of environmental educational concepts. Over one half of the book consists of appendices: Student Correspondence; Student-Oriented Information for Distribution; Resource Bibliographical Information; Student Papers on Speakers, Filmstrips and Movies; and Excerpts from Group Plan Research. Related documents are: SO 002 611, SO 002 612, and SO 002 615. (Author/SJM)

The purpose of this paper is: (1) to examine the contribution of the conceptual social ecological literature to our understanding of traditional conceptions of mental disorder and social adjustment; and (2) to assess its implications for future research. In the context of this study, the term "human ecology" is used and refers to the study of man as a function of his positional occupancy in various social structures. It is one possible model for the study of man and is primarily concerned with discovering that balance of social environmental elements that would optimize man's adjustment and survival. In relationship to this model, the literature in the following 2 areas is reviewed: (1) Social Causation and Enlarged Conceptions of Maladjustment; and (2) Social Structures and Adjustment. From this review it is concluded that future research and model building pertinent to overcrowding and other such environmental matters would do well to avoid normative and one sided approaches to the program, i.e., emphasizing either environmental or personalism to its extremes. (RK)

Information collected from 81 camps, schools, and colleges concerning outdoor environmental facilities and program changes taking place in outdoor education is presented in this paper. Included in this information are descriptions of sites, duration of programs, suggested seasons, cost and financing, camp organization, program activities, age levels, special programs, staffing procedures, and college leadership in environmental education. Conclusions drawn from the study are that the trend to study outdoors is increasing, that there is a tendency to relate outdoor learning to indoor learning and to include all areas of the curriculum, and that colleges recognize the need for relating theory to practice and the necessity of crossing departmental lines to study environmental problems. (PS)

If community psychology is a discipline of principles, methods, and techniques designed to adapt tomorrow's psychologists to a community orientation and commitment, then ecological parameters necessarily become fundamental concerns. It is no revelation that urban America, particularly the central city, is characteristically the home site of "Black America." What are the ecological implications of this life style, or pattern, for community psychology's development? A fundamental implication for community psychology curricula suggests an emphasis on the phenomena of power and oppression in community dynamics. It is within this framework that the community psychologist can be seen as a "social interventionist" with a mission of assisting the power structure or bureaucracy to become more responsive to the needs of its clientele while simultaneously promoting people power by assisting community residents to cope and deal with the system's institutions. One means of implementing this educational process is to focus on a given neighborhood base. Further, it seems appropriate to attempt to study the role as community resources of selected neighborhood-based community institutions for both the people they serve and the power structure with which they interface. (Author/JM)

This paper offers a fresh perspective on causes of and solutions to environmental problems, and would be useful as an initiator of classroom discussions. The author argues that in our pursuit of a society based on environmentally sound principles, we have perhaps misidentified the villains, and have latched into solutions that may be either naive, or narrow. One commonly identified villain, for example, is population growth. While there is no doubt that more people put a greater burden on natural resources and human amenities, and that population growth should be controlled, this factor is not so important as high per capita consumption based on high per capita income. Other more complex examples, such as corporations, technology, and our socioeconomic systems, are similarly examined in terms of their contribution to the environmental crisis. The author concludes that an intelligent use of regulation and incentive penalty systems which take into account the complex interrelationships in modern industrialized society, will go a long way toward solving the problems, while leaving the most individual freedom intact. (JLB)

The effectiveness of a procedure which combined prompting and reinforcement principles to modify behavior relevant to environmental pollution was studied. During treatment customers entering a grocery store were handed a circular which urged them to buy drinks in returnable bottles (i.e., prompting); after making a purchase, customers were given social approval if they purchased drinks in returnable bottles (i.e., reinforcement). The ABA design indicated that beverage buying behavior at one grocery store was markedly influenced by the treatment procedure; for 2 other markets, treatment effects were not pronounced. An explanation for the differential success of the prompting-reinforcement method is discussed. (Author)

Described is a media exercise which involved social studies curriculum specialists department chairmen, and classroom teachers in the Baltimore County Public Schools. The exercise was designed and utilized as a model of the content and processes that should be involved in developing an international perspective in social studies programs. The exercise served as a model in that it raised the kinds of questions that must precede curriculum decision-making; it encouraged the type of setting and stimulated the dialogue necessary to the success of this task. Participant discussion, as well as an examination of recent social studies and area studies projects pointed up the essentially regional or cultural construct that serves as a framework for the "international studies" of students. Two frames of reference for social studies programs which seek to prepare pupils to function effectively are suggested: 1) a global systems view; and, 2) the world of "probable futures". Others mentioned include: studies of decision-making and conflict resolutions in settings like the Cuban Missile Crisis; and comparative studies of such global phenomena as political development, social, and economic change, etc. It is not the presence of the traditional, regional, and cultural framework that is opposed here, but the near dominance of that approach in "international studies". (JSB)

This report of a 1969 Environmental Sciences Institute includes presentations from authorities on environmental problems, the discussion following some presentations, references, and the results of a panel discussion which involved all conference speakers. Papers presented were: "Is There an Ecological Crisis?""The Challenge of Environmental Quality,""Man and the World Ecosystem: How Many More People Do We Want?""Radiation and the Energy Budget of Organisms,""Remote Sensing of Water Pollution,""Interactions of Certain Atmospheric Pollutants with Lung Tissue,""Pesticide Kinetics in Ecosystems Disturbed by Man,""Controlled Environments for Plants in Research--A Critique, A Contribution and Future Prospects,""Environmental Physiology and Control in Space,""Culture and Subculture as Environment," and "An Approach Toward a Rational Clarification of Environmental Science." (CP)

Five years have elapsed since the International Conference on Malnutrition, Learning, and Behavior at the Massachusetts Institute of Technology. The present Seminar was held to examine progress since then. The following papers were presented and discussed: "Malnutrition and the Nervous System," Donald B. Cheek, A. B. Holt, and E. D. Mellits; "Lasting Deficits and Distortions of the Adult Brain Following Infantile Undernutrition," John Dobbing; "Some Speculations on Mechanisms Involved in the Effects of Undernutrition on Cellular Growth," Myron Winick, J. A. Brasel, and Pedro Rosso; "Small-for-Dates Offspring: An Animal Model," R. J. C. Stewart; "Empirical Findings with Methodologic Implications in the Study of Malnutrition and Mental Development," Robert E. Klein et al.;"Malnutrition and Mental Capacity," Fernando Monckeberg; "The Influence of Malnutrition on Psychologic and Neurologic Development: Preliminary Communication," Jan Hoorweg and Paget Stanfield; "The Functioning of Jamaican School Children Severely Malnourished During the First Two Years of Life," Herbert G. Birch and Stephen A. Richardson; "Environmental Correlates of Severe Clinical Malnutrition and Language Development in Survivors from Kawshiorkor or Marasmus," Joaquin Cravioto and Elsa DiLicardie; "Ecology of Malnutrition: Nonnutritional Factors Influencing Intellectual and Behavioral Development," Stephen A. Richardson; "Issues of Design and Method in Studying the Effects of Malnutrition on Mental Development," Herbert G. Birch; and, "Nutrition, Public Health, and Education," Jack Tizard. (JM)

There is a growing need for environmental education, defined as the part of the total educational process which attempts to convey those values, concepts, and knowledges associated with the external environment, in urban areas. Since more people are moving to urban areas, these areas are becoming plagued with fast growing environmental problems. An enlightened citizenry with a framework of reference sufficient to motivate participation in action programs leading to the alleviation or modification of these environmental problems is needed. The development of this enlightened and informed citizenry can be accomplished by (1) educating the adult population through newspapers, radio, television, films, conferences, workshops, forums, legislative involvement, community planning boards, and local, state, and Federal involvement and support; and (2) educating the children and youth of the nation. It is recommended that an experimental program in environmental education which is related to a regular school curriculum be provided. It should be an integral part of every subject area at each grade level and spiral upward through the grades. This second approach is discussed in this paper. (NQ)

Models of action-planning systems, planning methods, and implementation schemes for rural development are presented in this paper. The Dutch experience describes the elements of rural planning and contributing sciences or skills, implementation and action, and organization for planning. Various aspects of the British model are compared to the Dutch model. It is noted that since the models seem to fit the approach and experience of 2 countries with relatively well-developed rural planning systems, they should have some transfer potential. (PS)