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"Vandalism, theft, littering, rule violation, and nuisance behaviors were studied in 3 campgrounds during 1968 using participant observation techniques. Information was gathered on the extent and character of such behaviors and factors associated with their occurrence." Nuisance acts were most common (50%) followed by legal violations (37%) and vandalistic acts (13%). Empirical data based on structural observation schedules indicated a number of factors (entertainment, convenience, disregard, ignorance, and rules interfering with goals) associated with depreciative behavior and possible methods of control (communication of rules, educational programs, and stricter enforcement of regulations). Included are 7 tables and a 5-item reference list. (MJB)

In this collection of 26 papers presented at the 1971 Forest Recreation Symposium held at Syracuse, N.Y., information is presented about the forest resource and forest recreation research. The symposium, designed to help meet the needs of the planner and the manager in both public and private areas o f the forest recreation resource, covered 5 general areas: (1) Planning and Developing the Recreation Resource, (2) Managing the Recreation Resource, (3) Characterizing the Recreation User, (4) Specific Managerial Considerations Related to User Characteristics, and (5) A Look at the Research Task Ahead. Among the specific topics covered were the recreation-resource inventory process, predicting values of recreation participation, design of facilities, economics of recreation development and private-recreation enterprises, analysis of environmental-quality ranking systems, multiple use for recreation in the East, law enforcement, and carrying capacity of recreation areas. Included are 337 references. (MJB)

Twenty-six activities related to forestry, conservation, and outdoor education comprise the content of this leader's guide. Designed for use with youth groups, ideas and techniques range from forest conservation mobiles, locating forest fires, and Christmas tree uses to litterbug campaigns, watershed experiments, and crossword puzzles. Activities are interdisciplinary in nature, dealing with language arts, science experiments, methematics, art, community service, social studies, economics, and leadership. A major concept or goal for each activity is defined. (BL)

The social studies resource unit and student readings for fifth grade pupils present the main idea that America is a heterogeneous society composed of different racial, religious, cultural, and ethnic groups who have continued the struggle to gain equal rights and opportunities. Pupils discover where immigrants came from, why they came to America, and what their problems of adjustment were after arrival. Study and analysis of democratic ideals and values leads to an understanding that they are not applied equally to minority groups. Past treatment of Indians, and Negroes is examined. Activities that provide opportunities for learning how it feels to be discriminated against are given. Emphasis is upon recognition of the many cultural and political contributions made by the ethnic groups. Thinking tasks supplied in this unit are on concept formation, interpretation of data, and application of generalizations. Twenty-five learning activities are coordinated with the thinking tasks. Supplementary features include a bibliography of books, filmstrips, films, and maps, and three teacher appendices. (Related documents are: ED 048 035 through ED 048 041.) (Author/SJM)

This paper summarizes the findings of a research project that was designed to assess the utilization of computer simulation models in the administration of higher education. The problem was approached through an examination of the experiences reported by colleges and universities that had implemented and were using one or another of these models as an administrative aid. The case studies represent a variety of institutional types and structures and reflect experiences with 3 of the more widely used simulation systems. These are generally known by the acronyms of CAMPUS, HELP/PLANTRAN, and SEARCH. It seems that overall, experiences to date have indicated that the time and expense involved with computerized planning models have not been justified in terms of the extent of their utilization. However, this conclusion must be considered in the context of their utilization. However, this conclusion must be considered in the context of the following qualifications: (1) an important benefit of the utilization of these models is that attention is focused on long-range planning; (2) the models have the greatest potential of becoming a valuable tool in institutions that are in the process of change; and (3) the value of computer planning models in higher education is dependent on the ability of the user to recognize situations in which this tool is needed and appropriate. (HS)

The objective of this paper is to identify the components of an assessment model that are applicable to the new institutions in higher education that are identifying themselves as being innovative or nontraditional. The emphasis is on the new institutions for several reasons. First, the new institutions are under greater pressure to justify their existence and their different ways of doing things than are more established institutions; second, one of the characteristics of most new institutions is a commitment to evaluate and assess; third, while there is a general similarity among the new institutions, as a group they are quite different from traditional institutions and traditional means of evaluation often do not apply. The components of the assessment model through which nontraditional institutions are to be evaluated come under the five general headings accessibility, flexibility, personalization, synthesis, and efficacy of resources. (Author/HS)

PROBE is a search and retrieval program designed for use with large tape files of bibliographic data such as the ERIC system's "Research in Education" and "Current Index to Journals in Education" data bases. The program, implemented on a CDC 6600 computer and being developed for the IBM 360, is characterized by a broad range of capabilities and options which are described in this report. The general capabilities of PROBE are briefly described, and further sections discuss PROBE search procedures and specification. Two separete levels of search parameter specification--SPEC and QUERY--are described in more detail. A brief section on the application of the PROBE program concludes the report. (SH)

Manpower programs in which the U.S. Forest Service can participate are identified in this booklet, and methods and procedures for initiating programs in the interest of meeting the needs of rural areas are explained. Major divisions of the document are Overall Planning, Program Sponsorship, The Program-Operation Mainstream, Manpower Development and Training Act, Experimental and Demonstration Program, Neighborhood Youth Corps, College Work-Study, Work Incentive Program, Public Service Careers, and Transition. Prepared primarily for Forest Service personnel, the booklet may be beneficial to state foresters or natural resource agencies wishing to work with manpower programs. (MJB)

Presented in this document are 5 papers concerning nontraditional grading systems and their acceptance. Nontraditional grading practices such as the pass/fail or pass/no credit systems are being used in some fashion in many American colleges and universities today. However, most of these institutions limit considerably the amount of credit that may be earned on such a system, and very few will allow 50% or more credit to be earned on this basis. Employers in private industry appear to be less concerned with the type of system a student was graded on than his previous work experience record, and government employers base their hiring on government-designed tests rather than grades. Acceptance to medical or law school is, however, highly determined by previous scholastic records, and professional schools of this sort do not seem to be very receptive to records with nontraditional grading symbols. Students on these grading systems are, for the most part, enthusiastic. They feel that absence of the traditional grading system relieves pressures about grades, gives freedom to explore new areas, facilitates close student-faculty relationships, and reduces competition with fellow students. (HS)

A learning module about intercultural communications which is process-oriented, stresses experiential learning, and has listed performance objectives is described. The module's topics, objectives, activities, and course requirements are listed, and a list of instructional resources are included. The module is aimed at college students. (JK)

This competency-based teacher education program is oriented toward preparing teachers for urban schools. Assuming that student teachers must be knowledgeable about current socioeconomic factors in their working environment, this program aims at developing these competencies using learning modules, learning teams, and teacher education centers. The learning teams offer a structural field-study format, while the learning module specifies performance objectives and instruction strategies. The teacher education centers are located in the community and are oriented toward direct school involvement with the working environment. (JB)

Utilizing a systematic sampling technique, the professional activities of small groups of pediatricians, family practitioners, surgeons, obstetricians, and internists were observed for 4 or 5 days by a medical student who checked a prearranged activity sheet every 30 seconds to: (1) identify those tasks and activities an assistant could be trained to perform, and (2) determine the activities requiring the greatest percentage of the physician's professional time, both in the office and hospital. After the data were tabulated and the percentage time distribution had been completed, a committee for each specialty reviewed the results and agreed on those activities for which an assistant should be trained. In all five specialties the most time-consuming activity was related to the gathering and organizing of data and information incident to history taking and physical examination. On the basis of functional job analyses, course outlines, training objectives, and goals for training physician's assistants were developed. These development activities are described in this report. Related curriculum materials are available as VT 014 672. (SB)

This publication contains a curriculum developed through functional job analyses for a 24-month physician's assistant training program. Phase 1 of the 3-phase program is a 6-month basic course program in clinical and bioscience principles and is required of all students regardless of their specialty interest. Phase 2 is a 6 to 10 month period of intensive training in patient evaluations and special procedures. The length of this phase depends upon the students specialty which may include family practice, pediatrics, medicine, surgery, or obsterics. Phase 3 consists of 8 to 12 months of supervised practice in the hospital, clinics, and private practitioners' offices. Included are course descriptions, objectives, and detailed course outlines for each phase. A related document is available as VT 014 651. (SB)

This booklet describes Governors State University, an open university responding to the needs of junior/community college graduates and others working towards a baccalaureate and master's degree. Emphasis is placed on the concept of the open university, planning of the open university, who are the students and how they influence the planning process, how the educational aims will be realized, and how the open environment responds to the education programs. Facts and philosophy relating to Governors State University are presented. The conclusions indicate the success of the planning of this open university. (MJM)

This document contains four separate reports on different aspects of the teacher education program at the new Governors State University. The first report describes a "learning team," which is to consist of approximately 14 individuals--both professors and students--who have come together because of common interests in a given profession. The team would determine its own goals and curriculum and organize activities. An example is given of the membership, objectives, and activities of an urban education learning team. The second report describes in some detail the role and functions of the Teacher Education Center in the College of Human Learning and Development. Although the Center's primary responsibility is in preservice instruction, it also has responsibilities in the areas of inservice education and research. The third report entitled "The Public Elementary School as a Center for Teacher Training and Education Development" proposes the use of public schools as laboratory schools and discusses the organizational implications of such a step. The fourth report defines a "learning module" and then lists 58 tentative learning modules for programs in the College of Human Learning and Development in 1971-72. (RT)

If the contextual similarity between learning and recall within a single trial in a short-term memory (STM) paradigm is varied, recall varies proportionately. This context effect was demonstrated using variations of the Peterson-Peterson (1959) paradigm for both aurally and visually presented material, verbal and arithmetic context, and within and between Ss designs. Experiments were conducted to discover whether the context effect was due to differential ability to rehearse in the recall interval, differing intertrial intervals, and different amounts of activity on the Ss part during a trial. None of these hypotheses was supported by the data. An experiment was conducted to find out if proactive interference was the cause of the context effect, and this also turned out negative. An explanation of the effect on the basis of stimulus generalization is proposed. (Author)

The Preschool Racial Attitude Measure (PRAM) has been developed to provide a method for assessing the attitudes of pre-literature children toward Caucasian and Black persons. This manual provides information concerning the administration and scoring of the revised procedure--PRAM II. The revision entailed doubling the length, improving the artistic quality of the pictures, and adding a measure of racial identification while maintaining a supplementary sex-role score. The manual includes instructions for general administration conditions, testing procedures, scoring procedures, and interpretation of the scores. Appendixes comprise half the document and include a bibliography, references on related color meaning studies, a copy of PRAM II, and tables summarizing the results of a study in progress to standardize PRAM II. (Author/AJ)

Since its inception in 1965 the General Curriculum Program at Forest Park Community College (Missouri) has fluctuated within identifiable limits and evolved from a totally non-credit situation to one of developmental credit that could count as elective units in degree and transfer programs. The program has shifted from a 2-semester to a 1-semester program. Problems recurring are faculty turnover, unrealistic expectations of students and faculty, faculty-centered decision making without student input, and inadequacy in the areas of communication among staff, consistent, systematic institutional research, and interrelatedness among courses. One of the reasons for the existence of the General Curriculum as a separate division was to create the possibility of an interrelated curriculum. This possibility has never been realized. Despite the shortcomings of the General Curriculum it is regarded as a successful attempt in remedial education by many students and faculty members. (MN)

Over 100 films prepared by the Forest Service are listed in this catalog. Sixty-five general interest films and seven "Smokey the Bear" fire prevention films are available on loan, free of charge, to the public. Twenty-nine Forest Service training films are also listed which are not available for public use except under special circumstances. All films are sound on film. The catalog lists each film alphabetically by its title and describes its content, running time, intended audience, and date of release. Films not cleared for television are so noted. The topics of the films range from historical descriptions of National Forests, to land management, fire fighting, and sound logging practices. Complete ordering information is presented, including the addresses of regional and state film libraries which distribute the films. (JY)

This report provides detailed technical information concerning the Preschool Racial Attitude Measure II (PRAM II) a method for assessing the attitudes of pre-literate children toward light- and dark-skinned individuals. Several major changes were involved in the PRAM II revision: (1) the length was doubled, (2) the general artistic quality of the stimulus materials was improved and differential hair color of the figures was removed, and (3) the revised measure can be used to test both sex-role and racial identification. Information provided in the report includes a brief summary and bibliography of studies done using the PRAM I procedure; a description of the PRAM II test materials; descriptions of the subject groups and procedures employed in the 1970-71 standardization study; a summary of the findings of this study; and some general comments on the current status of the PRAM II procedure. Appendixes included. (Author/AJ)

A model for program planning in adult basic education is presented, the prototype having been produced by 40 coordinators, teachers, and adult learners. It was designed to meet the need, in adult education programs, for stabilization through systematic planning. A systems approach is defined with systems analysis, anasynthesis, and planning included as key concepts. Guidelines for narrative simulation and a 20-page sample narrative are given. One-third of the document is an explanation of the model which describes: the composition of the planning model; relationships and functions in detail; the type of information needed by planners who will use the model; important relationships which were indicated through the use of signal paths; actual use of the model; the planning process as used by teachers; and the planning process as used by administrators. A 20-item bibliography is listed. (SC)

The concept that society must possess an ecological conscience which can relate to economic, social, political, and other disciplines of culture to meet the challenge of maintaining a quality environment, represents the basis philosophical rationale for these instructional materials. They are designed to give specific emphasis to the ecological implications of man's activities as generally explored in the social studies curricula for grades four through six. The outdoor laboratory approach is employed to encourage students to become more aware of their responsibilities as citizens in conserving and preserving man's natural resources. Five generalizations about man's relationship to his environment serve as a base aroung which concepts, questions, and activities are built. Three concepts are identified for each generalization, and individual concepts detail open-ended questions, discovery activities, appropriate terms or vocabulary words, and instructional materials (multimedia). Performance objectives, suggestions for evaluation, and a bibliography of books and field guides are also provided in this curriculum guide. (BL)

The concept that society must possess an ecological conscience which can relate to economic, social, political, and other disciplines of culture to meet the challenge of maintaining a quality environment, represents the basic philosophical rationale for these instructional materials. They are designed to give specific emphasis to the ecological implications of man's activities as generally explored in the science curricula for grades one through six. The outdoor laboratory approach is employed to encourage students to become more aware of their responsibilities as citizens in conserving and preserving man's natural resources. Six generalizations about man's relationship to his environment serve as a base around which concepts, questions, and activities are built. Three concepts are identified for each generalization at both the primary and intermediate levels, and individual concepts detail open-ended questions, discovery activities, follow-up activities, and instructional materials (Multimedia). Performance objectives, suggestions for evaluation, and a bibliography of books and field guides are also provided in this curriculum guide. (BL)

Seventy field activities, pertinent to outdoor, environmental studies, are described in this compilation. Designed for elementary and junior high school students, the activities cover many discipline areas--science, social studies, language arts, health, history, mathematics, and art--and many are multidisciplinary in use. Topics range from soil study, animal traces, and watersheds to ecosystems, food chains, and succession; from mapping, stream surveys, and effects of air pollution to listening, expressing textures, and community profiles. An introductory page for each activity lists the learning experience (topic), curriculum area(s), grade level(s), and conceptual theme. Following this is a detailed account of objectives, unit concepts, background subject information or problem identification, materials needed, procedures for conducting the field activity, numerous questions, and follow-up activities. (BL)

This essay offers background and explanatory information concerning a new approach to higher education--the upper division university and the Illinois Community College System. Emphasis is placed on Governors State University and Sangamon State University, two senior universities who offer an innovative and flexible approach to baccalaureate and master's level study. The difference between this new system and the traditional institution of higher education are reviewed. (Author/MJM)

The environment lesson plans in this packet are designed to take an in-depth look at different components of the environment. The plans were developed with the assistance of specialists in educational processes and educators, students, and resource-agency people for whom they are designed. They have been field-tested in environmental education workshops throughout the country. The lessons provide a structure for learning in which an activity builds on others and leads to generalizations about the environment. They also are designed to elicit a maximum of student response and involvement through the use of discussions and question techniques. In many instances charts, tables, and other aids are included to help the student interpret the data he has collected. The titles of the lessons are: Investigations of Land Use Planning; Measuring Some Water Quality Criteria; Investigating Envrionmental Habitats; Interpreting the Landscape in a Forest Environment; Land Use Simulation Game; Comparing Two Environments; and Investigating an Urban Environment. (JP)

This report investigates those factors, necessary for, or facilitative of, stimulus organization. Part I considers three experimentally controlled factors: (1) stimuli; (2) responses; and (3) temporal organization of stimuli. The results revealed that temporal specing accounted for different findings. When the intertrial interval (ITI) was present chunking occurred, however, this was not the case when there was no ITI. Part II investigates the nature of the organization changes observed in Part I, by use of the free recall clustering technique. Clustering results were in the appropriate direction, while recall pointed to an incompatibility of recognition and recall tasks. Thus the nature of the stimulus organization in Part I remains unclear. Part III investigates four individual difference factors (channel capacity, immediate memory, span of attention, and intelligence) and their influence on S-R learning and stimulus organization. Results showed that none of the factors had any effect on S-R learning. The data from the study is suggestive of the role of these factors in concept formation. (EK)

This document describes a cooperative program designed to strengthen rapport between the college department of student teaching and its off-campus student teaching centers, to improve the quality and supervision of student teachers within these centers by developing increasingly effective cooperating teachers, and to strengthen the college supervisory personnel. The seven interrelated components of the program are as follows: (1) general orientation sessions for new cooperating teachers; (2) continuing dissemination of handbooks and related supplementary materials to cooperating teachers; (3) a series of quarterly dinner meetings involving various groups of related personnel; (4) a 1-week summer institute in the supervision of student teachers; (5) weekly visits by the college supervisors which ensure continuing and direct personal interaction; (6) college assistance with staffing needs of the cooperating centers; and (7) a leave-of-absence program which enables outstanding cooperating teachers to join the college staff as college supervisors for a year. (Author/ES)

Included are suggestions for integrating conservation concepts into the general curriculum, coordinating outdoor work with indoor activities, and for planning and implementing a sequential conservation curriculum. Guidelines given for training of teachers include sample workshop schedules. Minimum requirements for outdoor school sites are listed. Charts are given listing conservation concepts with appropriate grade levels, and, for elementary grades, subject areas in which the concept can be stressed (fine arts, sciences, social studies, language arts, or mathematics). Suggestions for classroom approaches and presentations include a chart of grade level, student growth characteristics, and major science subject matter considered appropriate. Notes are given on subject matter for classroom presentation. Several sample high school conservation course outlines are included, and also a bibliography of some conservation teaching materials. (EB)

Concordia Teachers College opened a counseling center to serve 1300 students with a structured counseling program. However, the center was not able to serve the number of students who called for appointments. The next step was to investigate the effectiveness of group counseling procedures. Three groups were formed: (1) A-group counseling (N=22), (2) B-individual counseling (N=21), and (3) C-deferred counseling (N=28). The Mooney Problem Checklist (MPC) and the Edwards Personal Preference Schedule (EPPS) were used for pre and post test indices. Results showed that Group A maintained a desire for change and added aggression as a result of their group experiences. They also reacted more aggressively by indicating a significantly higher number of problems in four areas of the MPC. Group B showed no change on either scale. Group C added both change and aggression to their significant changes. (KJ)

There are presently 2,100,000 acres of National Forest land legally designated as wilderness under the Wilderness Act of 1964, in the Northwestern States of Washington and Oregon. This paper presents the results of a study conducted to find out what kinds of persons visit wilderness, the values and codes of behavior they associate with wilderness use, and their feelings about some hypothetical policies and guidelines that might be used in the management of these areas. Long questionnaires concerning these issues were sent to a sample of 1,950 recorded wilderness users. Wilderness visitation typically occurred in more highly educated, small family and friendship groups who take about five 2- to 3-day trips per year. About 30 percent (400) belonged to 218 conservation groups. A scaling technique was used to identify a hierarchy of wilderness users ranging from wilderness-purists to those more urban or convenience oriented. Those who were more wilderness-purist in attitude reacted differently to some of the statements (53 on wilderness management and 22 on codes of behavior) suggested in the questionnaire. The appendix contains a statistical summary of the responses to the questionnaire and an explanation of the gamma statistics used to measure the association between wildernism (wilderness-purist concepts) scores and response to individual questionnaire statements. (DK)

The specifications, planning, and initial development phases of the Random Access Center at the Oak Park and River Forest High School in Oak Park, Illinois, are described with particular attention to the ways that the five functional specifications and the five-part program rationale were implemented in the system design. Specifications, set out by a faculty committee prior to the contracting of the project, require instantaneous random access to both audio and visual materials, full user control over the selection and use of materials, remote access on the widest possible scale, and a single central storage and control facility. The goals of the program include enrichment of the program of studies; greater individualization of instruction in the curriculum; better integration of the instructional program around the focal point of the library; improvement of library services through the convenience and flexibility of an automated retrieval system; and finally, the elimination of the mechanical problems which inhibit student and teacher in their use of audio and visual materials. (MT)

This unit centers about the idea that people of different backgrounds interchange ideas and interact freely when there is open contact among groups within a city. Using Chicago as an example, the subgeneralizations which support this idea deal with immigrant groups, their traditions, cultural identity, and acculturation. Like other units in this series, detailed suggestions for learning activities and cognitive tasks are given, along with references to appropriate multimedia instructional materials. Suggestions for Chicago fieldtrips to supplement this unit are included. Several student readings cited in the guide form a part of this document. See SO 000 584 for a listing of related documents. (JLB)

This teaching guide contains the main idea of the unit, five sub-generalizations with suggestions for closely correlated learning activities, and references to instructional materials. The main idea of the unit is that "People from many difference groups work together to make the city a better place to live." Some of the supporting ideas explored in the unit are: the variety of work, play, and housing facilities in a city; city services; the differing character of neighborhoods and resultant problems; and advantages and disadvantages to city and suburban life. The instructional materials and learning experiences suggested are highly varied, and emphasize significant involvement of the students in the learning process. The appendix contains suggestions for a field trip to Chicago, which may be developed around a general view of the city, or a visit to ethnic centers. A bibliography of materials cited in the guide appears in the appendix, along with poems, stories, and other instructional materials. See SO 000 584 for a listing of related documents. (JLB)