CAMPUS AND SCHOOL SECURITY PATTERNS HAVE GENERALLY EVOLVED IN RESPONSE TO THE ACTUAL AND PERCEIVED NEEDS FOR THE SPECIALIZED OPERATIONS OF SECURITY PERSONNEL WITHIN THE EDUCATIONAL COMMUNITY AND ON ITS GROUNDS. STUDENT DEMONSTRATIONS AND BUILDING OCCUPATIONS IN THE 1960'S DISRUPTED THE PREVIOUSLY SERENE CAMPUSES AND LED TO THE RECRUITMENT OF SECURITY PERSONNEL TO MAINTAIN ORDER WITHIN THE STUDENT BODY ITSELF. IN THE 1970'S CRIMES AGAINST PROPERTY AND PERSONS HAVE INCREASED ON CAMPUSES TO THE POINT THAT THE PRESENCE OF A SECURITY FORCE TO PARALLEL THE FUNCTIONS OF LOCAL LAW ENFORCEMENT AGENCIES IS REQUIRED. BY 1984 AND BEYOND, CAMPUS SECURITY DEMANDS WILL CALL FOR HIGH-CALIBER, WELL-TRAINED OFFICERS WHO MUST BE PROVIDED WITH THE POWER OF ARREST, WEAPONS, VEHICLES, EFFECTIVE COMMUNICATIONS, AND PROFICIENCY IN THE SELECTION AND USE OF ELECTRONIC INTRUSION AND ACCESS CONTROL SYSTEMS. EMPHASIS WILL BE GIVEN TO THE DESIGN OF CRIME PREVENTION PROGRAMS AND SERVICE TO THE CAMPUS COMMUNITY. VANDALISM, ARSON, ASSAULTS, DRUG ABUSE, AND DISORDER HAVE REACHED SUCH PROPORTIONS ON SCHOOL PROPERTY THAT SCHOOLS HAVE LITTLE ALTERNATIVE BUT TO DEVELOP PROFESSIONAL SECURITY OPERATIONS. IN THE 1980'S, SUCCESSFUL SECURITY PROGRAMS FOR SCHOOLS WILL INVOLVE A COMBINATION OF SENSITIVE, WELL-TRAINED PERSONNEL, ELECTRONIC PROTECTION, AND TIGHTENED ACCESS CONTROL. SECURITY PERSONNEL WILL USE AN INTERPERSONAL STYLE OF SOCIAL CONTROL THAT INVOLVES EDUCATION AND PERSONAL PERSUASION. (RCB)