This study investigated the use of rapid prototyping methodologies in two projects conducted in a natural work setting. It sought to determine the nature of its use by designers and customers and the extent to which its use enhances traditional instructional design (ID ). With respect to describing rapid prototyping use, the results pertain to designer tasks performed, the concurrent processing of those tasks, and customer involvement. With respect to describing the enhancements facilitated by rapid prototyping, the results pertain to design and development cycle-time reduction, product quality, and customer and designer satisfaction. In general, the two projects studied show ID ~orts that created products that were usable for a conveniently long period of time without revision; delivered in a shorter period of time than would have been expected using traditional techniques; and received by satisfied customers who had been involved throughout their development. In other words, the rapid prototyping methods lived up to their promised benefits.[] Instructional designers are frequently confronted with demands not only to generate high quality products, but also simultaneously to reduce design and development time. One solution to this dilemma is the use of rapid prototyping (RP) methodologies. RP methodologies should reduce production time because: (a) using working models of the final product early in a project tends to eliminate time-consuming revisions later on, and (b) design tasks are completed concurrently, rather than sequentially, throughout the project. RP methodologies will satisfy customers because they are involved in an extensive formative evaluation of the actual product throughout its design and development. In essence, the thrust of this research was to test these assumptions by studying the use of RP in a natural setting and to suggest a detailed RP design model that would be useful in other environments. THE NATURE OF RPRP involves the development of a working model of an instructional product that is used early in a project to assist in the analysis, design, development, and evaluation of an instructional innovation. Many view RP methods essentially as a type of formative evaluation that can effectively be used early and repeatedly throughout a project (Tessmer, 1994). For others, however, it involves more profound changes in the traditional approaches to design.RP typically has been used in software engineering, but recently others, including instruc, tional designers, have devised ways to apply these methodologies to their work. For example,

Educational interventions directed toward adolescents that address knowledge, attitudes, and distrust in order to improve clinical trial awareness and receptivity overall are needed and may represent a tool to address disparities in minority enrollment in clinical trials.

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This report describes a timber supply and demand assessment of the Green and White Mountain National Forests' market area using USDA Forest Service, Forest Inventory and Analysis data, production information provided by forest industry, and a stump-to-mill logging cost-prediction model. Nonavailable timberland that includes reserve and steep-terrain lands is analyzed, and the sustainability of regeneration, partial cut, and diameter-limit harvests is evaluated.

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