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were 1) predictions of future environmental manpower requirements, 2) federal funding for environmental health curriculum development or improvement, 3) a national interest and concern for the environment and 4) a need by institutions to develop curricula in areas of study for which there would be a demand for graduates. The predictions of need for environmental health manpower stemmed from a 1962 survey by the U.S. Department of Health, Education and Welfare to determine the numbers, location and characteristics of sanitarians employed in the United States. The information was used to define future environmental health personnel requirements and the status of professional education. NAS was the major promoter of this survey and had input into its conduct. In 1965, the National Center for Health Statistics estimated there were 15,000 sanitarians and sanitary technicians in the United States, an increase of about 800 per year between 1960 and 1965. Compare this to the estimated 150 graduates annually from baccalaureate programs in environmental health during the same period! Educa tional institutions studying these employment forecasts predicted a need for 90,000 environmental health personnel by 1980 and noted that the employing agencies in their regions recognized a manpower need. NAS, through Executive Director, Nicholas Pohlit, actively sought out institutions that would be willing to develop an environmental health curriculum. Specific financial support for programs to train sanitarians and sanitary technicians materialized under the Allied Health Professions Training Act in 1968. At first, 18 baccalaureate programs to train sanitarians and two two-year programs to train sanitary technicians received "basic improvement" support funds. In 1969, 21 baccalaureate programs and three technician curricula received basic improvement support. Twenty five baccalaureate programs to train sanitarians received basic support funding under the Allied Health Professions Personnel Training Act in 1970. To be eligible for support under this program, an institution had only to state that they were training sanitarians or sanitary technicians, and to maintain eligibility, the institution had to make a com mitment to increase enrollment in the program. This program provided funds for almost unrestricted use to improve or strengthen a program. The basic improvement grant program was discontinued at the end of fiscal year 1972 and was replaced by special improvement and special project grants. Institutions under the special grants submitted peer reviewed grant request proposals designed to accomplish specific program goals. In fiscal year 1973, 18 sanitarian training programs received such grants, and 10 received funds the following year. Approximately twice as much grant money went to half as many programs, and to be eligible for funding the program had to meet the curriculum guidelines of the National Accreditation Council for Environmental Health Curricula. Needless to say, this stimulated interest in accreditation. Nonhealth programs were also not eligible for support under this funding, so many institutions sought to develop eligible programs. This funding disappeared in the late 1970's. Earth Day - April 22, 1970 - was the beginning of a new era of ecology oriented students who enrolled in environmental health programs; however employment oppor tunities in environmental fields were limited and enrollment soon declined. By January 1972, there were 45 colleges and universities having, or developing curricula for educating professional "environmentalists" and doing research in environ mental health. Title II of the National Environmental Center Act stipulated that state
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