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This booklet provides non-professionals with the guidelines, information, and procedures necessary to design, plan and build stimulating outdoor play environments for children. Information on technical issues related to site selection, play area design, landform and drainage, climate, lighting, safety and vandalism are provided in Chapter I. Chapter II presents instructions (both written and diagrammatic forms) on how to build from both recycled and new construction materials a variety of playground equipment (for example, a group swing, a bouncing net and an amphitheatre). Chapter III describes ways in which plants, if properly used, can make a valuable contribution to the playground. Chapter IV presents plan drawings of three prototypical playgrounds in order to illustrate how the design process of playground planning is dependent upon three basic considerations: (1) the goals and themes of the playground program; (2) the physical conditions and requirements of the chosen playground site; and (3) the conceptual organization necessary to produce a final plan for a playground design. A schedule of cost estimates for various playground materials along with technical data and other information of relevance to planning and designing a playground are appended. (Author/MP)

The Thiel Model for school site planning exemplifies a multidisciplinary approach to school site planning theory and a historical synthesis of seven decades of public school site planning research. The model relates the cause and effect relationships of the educational policy-making variables of economic, political, and social pressures to the school site variables of selection, planning and construction, and environment. The interaction of these variables has contributed to the current standards of public school site policy. Analyses of these current standards yielded 21 concepts of school site planning. Further extrapolation produced 10 principles of future school site policy. A flow chart schematic and outline description of the model is presented. (Author/MLF)

This report describes studies on natural air motion induced in wide-span educational buildings. It includes a discussion on the influence of air motion indoors on various factors such as the span of buildings, orientation in relation to outdoor wind, open spaces such as courtyards, plan form, semi-partitions, external projections, adjacent buildings of different heights, and landscape elements. A brief description is given of the low-speed wind tunnel and the experimental procedure adopted for this study. The contribution of thermal forces was assessed by an analytical method using experimental data comprising the measurements taken in prototype buildings in the warm, humid season. The report gives design guidelines for inducing air motion and provides diagramatic representations of buildings in relation to air flow patterns. (Author)

Few school leaders and school architects have recognized or comprehended the potential symbiosis between school site resources and the enrichment of the instructional program, the urgency of repairing and improving the biosphere, the broadening of community life onto school sites, and the recognition of the responsibility role of stewardship of public lands. Accordingly, the authors present 21 site planning concepts that can be the basis for public site policy formulation. The concepts are divided into three sections: economics, environment, and educational outcomes of school site planning. The sections each contain seven planning concepts that utilize research and case studies. The section on economics discusses public tax expenditures for school land as investments not costs and claims that because people value school park sites with natural landscape features, this stabilizes or increases neighborhood property values. The environment section discusses land use, microclimate enhancement, biosphere improvement, unit of design, land form scale modeling, water resources, and esthetics. The section on educational outcomes of school site planning presents guidelines for school-community land resources and discusses outdoor classrooms on school sites, and children's play environments designed for optimal potential growth. (Author/MLF)

This cooperative extension publication from Cornell University is a guide for energy conservation in homes, apartments, and transportation. Written in non-technical language, this guide provides the layperson with information about weatherization, home appliance use, recreation and transportation practices to conserve energy and, thus, save money. The major sections of the publication focus on home heating and cooling, energy efficiency and home appliances. Other sections involve home furnishing, clothing, landscaping, home remodeling, home buying, and commuting to save energy. A section on attitudes and education is also included along with some energy conservation activities. An energy management checklist is provided. Tables include: (1) Types of storm windows and doors; (2) Insulation materials, R-valves and uses; (3) Minimum R-valves for homes in areas with annual heating degree days greater than 4500; (4) Characteristics of Northeastern U.S. woods for fireplace use; and (5) Estimated annual kilowatthour consumption for selected electric appliances (1970). Although written for the Northeastern part of the United States, this publication can be useful to energy educators, homeowners, and organizations nationwide. (MR)

Listed are selected characteristics for institutions of higher education and their branches offering accredited programs, as published in the "Education Directory, Colleges and Universities, 1977-78" by the National Center for Education Statistics. The institutions are shown in State order and alphabetically within States for each accreditation. Additional institutional characteristics given for each institution include institutional size, control (public, independent, or other), level (two-year, four-year, or university), and in-state and out-of-state tuition. An index is included indicating where to find data in this report for all professional accreditations that the institution has. As an illustration of its use, perhaps a secondary school student, in attempting to select a college or university to attend, has already selected a field of interest but wants to know what other accredited fields are available at this same institution in order to select a second major, a chief minor, or to have a fall-back position for a potential change of major. This publication will provide some of the information required by students to select an institution that will meet their needs. Other related data are available from the NCES series, Earned Degrees Conferred. (Author/MSE)

This bilingual publication deals with the characteristics of the young child, the importance of play to the development of the young child and the design criteria for play spaces that cater to the preschooler's special needs. Included are detailed suggestions regarding location and features that encourage various types of play. The relationship between play activities within the play spaces and the use of natural elements for both landscape and play are discussed. Three design solutions are provided as examples. (Author)

Intended for use at Eastern Illinois University in a model curriculum designed to prepare secondary school teachers in the field of residential building, this curriculum guide provides a competency-based preservice construction trades program. The guide is divided into thirteen units as follows: (1) pre-construction planning; (2) structural layout, incorporating clearing the site and topographic alterations; (3) building foundation; (4) forming, placing, and finishing concrete; (5) carpentry to frame the structure; (6) carpentry to enclose the structure; (7) plumbing; (8) heating and cooling; (9) electrical wiring; (10) carpentry to finish the interior, including thermal insulation; (11) painting and finishing of both the interior and exterior; (12) mechanical trades to complete the plumbing, heating and cooling, and electrical power; and (13) landscape design. Within each of the thirteen units, one or more sub-units are identified and specific performance objectives are given. A condition statement prefaces the listing of objective statements for each section. The types of learning activities used to attain the objectives vary from written exercises to the physical performance of the building tasks. Included at the end are an extensive bibliography of resource materials in printed and audiovisual formats and a list of resource organizations. (The final report of the project that produced this curriculum, and which also contains two additional subject areas, is available in ERIC--see note.) (ELG)

This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in floriculture. It contains a master resource list, a listing of floriculture resources available from various states, and 89 competency task sheets organized into nine competency areas. These areas are maintenance and repairs; field soils; media mixes; planting and propagating plants; cultural and environmental control practices; irrigation practices; plant pest and disease control; harvesting crops; and packaging, storing, and shipping. A task statement, a performance objective, suggested learning activities, evaluation procedures, selected resources, and a performance guide are provided in each competency task sheet. Instructor check lists designed to help instructors determine acceptable levels of student performance are also included in the units. (Related competency-based horticulture curriculum guides in the areas of gardening/groundskeeping and turfgrass maintenance are available separately through ERIC--see note.) (MN)

This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program for training turfgrass maintenance workers. It contains a master resource list, a listing of turfgrass maintenance resources available from various states, and 59 competency task sheets organized into 11 competency areas. These areas are equipment operation and maintenance; general turfgrass maintenance; maintenance of trees and shrubs; maintenance of greens and trees; maintenance of fairways, roughs, and traps; maintenance of water hazards; maintenance of facilities; ground preparation; propagation and growth; harvesting; and maintenance. A task statement, a performance objective, suggested learning activities, evaluation procedures, selected resources, and a performance guide are provided in each competency task sheet. Instructor checklists designed to help instructors determine acceptable levels of student performance are also included in the units. (Related competency-based horticulture curriculum guides in the areas of gardening/groundskeeping and floriculture are available separately through ERIC--see note.) (MN)

This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in gardening/groundskeeping. It contains a master resource list, a listing of gardening/groundskeeping resources available from various states, and 87 competency task sheets organized into 10 competency areas. These areas are equipment operation and maintenance; equipment and supplies; soils; fertilizers; lawns; trees, shrubs, annuals, and perennials; pesticides; maintenance of facilities; management/job actions; and personnel management. A task statement, a performance objective, suggested learning activities, evaluation procedures, selected resources, and a performance guide are provided in each competency task sheet. Instructor check lists designed to help instructors determine acceptable levels of student performance are also included in the units. (Related competency-based horticulture curriculum guides in the areas of floriculture and turfgrass maintenance are available separately through ERIC--see note.) (MN)

This instructor's guide accompanies the secondary-level, competency-based student materials for Gardener and Landscape Worker available separately--see note. It is intended for use as a reference and aid in implementing the curriculum in a vocational agriculture program. These sections are included: identification and validation of job titles and competencies, listing of modules and competencies included in the curriculum, bibliography of resources, and equipment list. An implementation guide summarizes each competency sheet (found in the student materials) as to equipment needed, instructor's responsibilities, and a summary and/or answers to the criterion evaluation. Sample grade cards are provided. (YLB)

This secondary-level, competency-based curriculum contains modules for Gardener and Landscape Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Gardener and Landscape Worker tasks/competencies with a performance guide listing the steps needed to perform each task, learning activities, and evaluation. Student checklists and handouts may also be provided. Titles of the modules are (1) Occupational Knowledge, (2) Preparing Lawn Seedbed, (3) Sowing Grass Seed, (4) Lawn Care, (5) Disease and Insects: Lawns, (6) Lawn Repair, (7) Planting Trees and Shrubs, (8) Pruning, (9) Tree and Shrub Care, (10) Planting and Care of Flowers, (11) Flower Care, and (12) Tool Maintenance. (YLB)

Intended to provide about 10 hours of instruction to first-year vocational agriculture students, this instructional unit introduces students to the horticulture industry, provides a broad background of horticultural practices, and covers many skills that can be directly applied by students in their projects. Topics of the individual sections of the unit are examining the field of horticulture; establishing and maintaining lawns; planting, pruning, and maintaining trees and shrubs; planting and growing a garden; and beautifying homes and farms. Included in each section are the objectives of the section, guide questions, references, an interest approach, key facts, and student learning activities. Transparency masters are included in each section. Among the activities suggested are projects involving guest speakers, field trips, actual hands-on experiences, and participation in a student farmer's market cooperative. (Other units in this series are available separately--see note.) (MN)

The Wycheproof township in New South Wales (Australia) is the regional center for a grain farming community. The Wycheproof Education Centre was formed by the merger of a separate primary and secondary school (on one site with existing buildings), into a single governing body that is educationally structured into junior, middle, and senior sections. In this report the authors, architects and educational planners, advise on the feasibility of reusing existing buildings and on providing community services. In addition, building criteria and a schematic design for a new school are presented. The report presents the background of the school; the characteristics of the community and the facility needs expressed by members of the community; and an analysis of the school site and its relationship to the climate. The proposed building plans and their estimated costs are covered in the final two sections. Numerous illustrations show existing site and buildings as well as features of the proposed school and grounds. The proposed school design provides for energy savings by substantially reducing reliance on artificial lighting, heating, cooling, and ventilation and allows for future installation of solar space heating and solar air conditioning equipment. Because of these factors, the design could serve as a model for the design of institutions in arid zones. (MLF)

Comparative costs of plant maintenance and operations functions, including staffing costs, for higher education institutions are presented for 1980-1981. The objective of the survey data is to promote comparisons of unit costs per gross square foot of the functions classified as maintenance and operations of plant, the number of full-time employees required to maintain and operate the plant, and the average wages and salaries paid these employees. A total of 407 questionnaires were used in the analysis. Data from these annual surveys are being used by business officers and other college administrators to verify whether they have an efficient operation. The data on unit costs are presented by state or province for six regions of the United States and Canada and for six types of institutions. The statistical tables provide data by state or province abbreviation and a serial number unique to each institution within each state or province. The data are categorized as follows: building area, administration, engineering, building maintenance, custodial, landscape and grounds, utilities, repairs, deferred maintenance outstanding, and specific physical plant functions. Among the staff for which information is presented are the following: chief and associate/assistant physical plant administrators, chief engineer/architect, head/superintendent of maintenance, shop supervisor/foreman, electrician, pipe fitter/plumber, carpenter, painter, groundsman, laborer, custodian. Salary level codes are used, and information is presented on unionized staff. Appended materials include a classification of accounts for the physical plant and a questionnaire. (SW)

This competency-based curriculum unit on developing a landscape plan is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include surveying landscape area, establishing family needs, designing landscape area, and drawing landscape plan. A list of references precedes a section containing visual aids, student skill checklist, and student activities, such as field trips, handouts, discussion activities, worksheets, crossword puzzles, hands-on experiences, tests, and quizzes. Answer keys are provided. (YLB)

Designed to help vocational agriculture education teachers develop and implement a comprehensive program of safety instruction, this manual consists of listings of suggested teaching techniques and safety instruction course content for various areas of agricultural education as well as a comprehensive listing of sources for obtaining instructional materials related to safety. A total of 40 suggested teaching techniques are presented for use in agricultural safety instruction. Addressed in a discussion of safety instruction content are the following topics: (1) personal and classroom safety procedures common to all agricultural areas; (2) safety common to specialty areas (shop, tool, power unit and equipment, chemical, turf and landscaping, animal, and miscellaneous safety); and (3) safety unique to special areas (farm production and management and farm mechanics, ornamental horticulture, horse handling and care, and small animal care). In a section on resources and instructional materials, lists are provided of instructional items available on a loan or rental basis, catalogs and directories, sources of safety and related periodicals, and organizations to contact for safety resources. (MN)

This program guide identifies particular considerations in the organization, operation, and evaluation of landscape operations and landscape technology programs. Contents include information on the following: program content and structure, including program description, job titles, licensure and credentialing, and program structure; curriculum frameworks that details major concepts, content, laboratory activities, and intended outcomes; lists of student performance standards in landscape operations and landscape technology; and facilities (design criteria and suggested equipment and supplies). A format for a student learning guide and student organization participation are suggested to aid in program implementation. Information on teacher standards and technical updating and addresses of professional organizations and support services are provided. An instructional resources section lists print, audiovisual, and computer software resources; sources for instructional materials; and Florida Educational Information Service services. An appendix contains a sample student learning guide with lists of references and tools and equipment, objectives, information sheets, activity sheets, learning activities, self checks with answer keys, and tests. Two Career Merit Achievement Plans are attached. They display the student performance standards required for entry into the fields of landscape technology and landscape operations and provide for documentation of students' level of achievement. (YLB)

A horticultural core curriculum and draft copies of three horticultural cluster curricula are provided. Materials related to the curriculum development project appear first. The core curriculum is designed to provide broad initial instruction in horticulture for students in the first year of a secondary-level vocational horticulture program. The format for each of the 11 units is as follows: purpose, time requirement, specific objectives, unit outline, suggested activities that are cross-referenced to major sections of the unit outline, evaluation (including suggested method--written and/or performance), and list of references. Units cover career orientation, Future Farmers of America in horticulture, soils, general knowledge of plants, general safety procedures, horticulture hand tools, basic horticultural practices, small engine power in horticulture, identification and control of plant problems, safe application of horticultural chemicals, and horticultural business management. The cluster curricula are: (1) arboriculture; nursery operation and management; turf; and landscape design, establishment, and maintenance; (2) floriculture--floristry and greenhouse operation and management; and (3) olericulture, tree fruits, and small fruits (YLB).

These skill checks contain materials designed to help students and counselors determine whether students have the math, reading, and writing abilities needed to participate in various vocational education courses. Dealt with in the individual skill checks are the basic skills considered necessary for courses providing job training for the following occupations: burglar alarm installer, clerical worker, data entry operator, electronic assembly technician, hospital service worker, industrial plastics worker, landscape gardener, medical/dental receptionist, office worker, retail salesworker, telecommunications technician, ward clerk, auto body repairer, and bank teller. Each skill check contains a series of exercises designed to assess students' math, reading, and writing abilities. Among those types of exercises typically appearing in the skill checks are activities that involve completing forms, making calculations, reading meters and indicators, locating information appearing in technical drawings, and answering questions based on technical text and instructions. (MN)

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment in the field of horticulture and getting them ready for advanced training in the workplace. The package contains a validated competency/skill and task list, an instructor's guide, and an annotated bibliography. The following competencies are covered: understanding the basic principles of plant growth and development; propagating, growing, and maintaining nursery stock; mixing and applying horticultural chemicals; drafting landscape and irrigation plans; designing and installing irrigation systems; operating and maintaining sprinkler systems; designing, installing, and maintaining landscapes; constructing hardscape features; installing and maintaining residential and commercial turf areas and golf courses; operating and maintaining horticultural equipment; designing and preparing floral arrangements; selling and merchandising; managing a horticultural concern; developing desirable personal habits and leadership skills; and applying for a job. The instructor's guide consists of a series of task sheets, each of which includes some or all of the following: competency/skill statement; task statement; performance objectives (including conditions in which the task is to be performed, evaluation criteria, and an evaluation standard); suggested student learning experiences; recommended instructional techniques; instructional equipment, materials, and supplies needed to complete the lesson; and recommended resources. (MN)

This guide, which was written as an initial step in the development of a systemwide articulated curriculum sequence for all vocational programs within the Metropolitan Nashville Public School System, outlines the suggested scope and sequence of a 4-year program in urban horticulture. The guide consists of a course description; general course objectives; course content outlines for each semester of the four years of the program; and lists of recommended textbooks, curriculum guides, and audiovisual materials. Topics addressed in the four years of the program include the following: the Future Farmers of America, plant scientific names and terminology, plant identification, soil quality, soil protection and conservation, leadership training, plant science, plant growth, color in the florist industry, artificial corsages, plant propagation, insecticides, lawn care and turf management, mechanics in horticulture, vegetable gardens, fruit gardens, greenhouse management, flower arrangement, landscaping procedures, small power equipment, floral shop skills, preparation for a horticulture occupation, specialty crops, seedlings, nursery crops, roses, orchids, operation of a garden center, container gardening, provision of flowers for weddings, and spray programs for fruit. (MN)

This task analysis guide is intended to help teachers and administrators develop instructional materials and implement competency-based education in the horticulture program. Section 1 contains a validated task inventory for horticulture III, IV, and V. For each task, applicable information pertaining to performance and enabling objectives, criterion-referenced measures, and suggested instructional activities and aids is provided. In this section, tasks are arranged by worker duty area only, and no attempt is made to sequence tasks in instructional order. Section 2 provides descriptions of the horticulture program and courses. These materials follow: suggested task sequence listings and course outlines for horticulture III, IV, and V. The instructional topics within the course outlines have been cross-referenced with corresponding task/competency codes from the task inventory in Section 1. A list of resources is appended. (YLB)

This curriculum guide consists of 14 units for use in teaching a high school level horticulture course. Covered in the individual units are the following topics: opportunities in horticultural occupations; plant classification and identification; structures and equipment used in producing greenhouse, ornamental, and nursery plants; greenhouse environment; soils and plant growth and development; propagation of plants; growing greenhouse plants; nursery plant production; developing and maintaining the landscape; establishing and caring for turf; soil and plant diseases, insects, organisms, and weeds in horticultural plants; floral arrangements; greenhouses and nursery business management; and horticultural equipment operation, maintenance, repair, and safety. Each unit contains some or all of the following: suggested procedures and activities, instructional text, transparency masters, and a list of related references. (MN)

The duties and tasks found in these task lists form the basis of instructional content for secondary, postsecondary, and adult occupational training programs for agricultural occupations. The agricultural occupations are divided into three clusters. The clusters and occupations are: agricultural business and management cluster (salesperson--animal-feed products, salesperson--farm equipment and supplies, fertilizer/chemical service worker, farmer--general, scout/pest control worker/agriculture), horticulture cluster (landscape laborer, landscape gardener/landscaper, horticultural worker, salesperson--horticulture and nursery products), and farm equipment mechanic. Matrices for each cluster list the duties and tasks and indicate which occupations include that duty or task. Each cluster also includes a list of employability skills that are important for all occupations. (YLB)

Six trade-related reading packets for disabled readers are provided for these trades: assemblers, baking, building maintenance, data entry, interior landscaping, and warehousing. Each packet stresses from 9 to 14 skills. Those skills common to most packets include context clues, fact or opinion, details, following directions, main idea, vocabulary, and reading comprehension of representative diagrams, charts, signs, labels, directions, or other trade-related material. Each packet contains a vocabulary list, activities (word puzzles, fill in the blanks, matching, short answer, sequencing, multiple choice, true/false), and answer keys. (YLB)

What can be done with a landscape besides just sitting back and enjoying it? The Lee County School Board's Landscape Playground Improvement Program, detailed within this document, was designed to enable school centers to improve aesthetic appearance, energy conservation, school climate, instructional opportunities, and community and school partnerships. The incentive program, while stressing the importance of native plant use for landscaping, fosters collaborative relationships among schools, district departments, businesses, and community agencies. The purpose of the Lee County Landscape/Playground Improvement Plan, as well as the advantages, design, and procedures for initiating a similar plan, are covered within this document. Suggestions for a budget process and for obtaining and planting native plants are included. Each school in Lee County has designed unique ways--specific to its school needs--to improve the school site; highlights of landscaping projects from schools across the county are included in a brief photographic sampler. A zone map and recommended vegetation, a plant hardiness chart, a list of toxic and hazardous plants of southwest Florida, suggestions for ponds and the school campus, and precautions for the use of toxic chemicals for school site improvement are appended. (KM)

This document contains agriculture occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in agribusiness, agricultural management, and economics; agriculture power, agricultural machinery, and small engine repair; or horticulture and landscaping. Access skills are defined as those skills needed to access vocational education programs and be successful in the world of work. An introduction explains this document's relationship to other documents about Missouri vocational education. The section on manual components describes the document's contents. The next three sections contains instructional activities in the chosen vocation. The activities cover each of the five major areas (math, physical demands and working environment, aptitudes, temperament, and vocational) of Missouri's Vocational Readiness Inventory. Competencies, an access skills checklist on which teachers can record student competence, occupational glossaries, teacher and student worksheets, worksheet answers, and resource lists are included. The next six sections are instructional modules on applying ratios in mixtures, communicating effectively with employers, co-workers and the public, gross motor skills, safety procedures, and tool identification. The modules include task analysis sheets and directions for instruction. The document concludes with competency lists for agriculture structures I, II, and III. (CML)

This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a table that explains the number of hours required for academic credit in various programs and the number of those hours that are devoted to basic skills and vocational activities; matrices that show in which courses specific basic skills are taught; a list of objectives; and an explanation of student activities. The rest of the document consists of matrices that describe the relationship of vocational skills to basic skills within the landscaping and greenhouse technology program. These pages are organized by instructional unit and the topics within them. For each topic and associated task(s) are listed the theories and the communication, math, and science skills covered. Also listed are the expected student outcomes. The six units are: orientation; classroom and shop safety; plant science; landscape; greenhouse horticulture; and floristry. (KC)

This document contains teacher's materials for a six-unit secondary education vocational home economics course on housing, design, and furnishings. The units cover: (1) the societal aspects of housing (including the relationship between housing and the economy, population trends, and culture-related housing characteristics); (2) family housing needs and selection (including housing alternatives, rights and responsibilities in housing, and the impact of needs and desires on housing costs); (3) design of the home (including site selection, architectural styles, elements and principles of design, and landscaping); (4) home safety (including health and safety, home maintenance, and special needs housing features); (5) futurist housing (including the impact of technology); and (6) career options and adjustments (including personal characteristics needed for careers in this area, management practices for individuals who assume multiple roles, and effective money management). Materials for each unit include a conceptual outline shown in the left-hand column of each page that corresponds to applicable learning activities and evaluation experiences in the right-hand column. Key points for content discussion and methods for developing critical thinking skills are designated. Content areas relevant to developing basic academic skills are also marked, as are those areas relevant to developing skills within the elements common to all vocational education courses. Forty-four teaching aids keyed to the learning and evaluation experiences are included in the document. (CML)