Urban
Environmental
Improvement
Project Planning
and Implementation
Los Angeles — Phase II
Power
Foundation
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Contract No. 63-01-0552
November 15, 1972
Report on
Urban Environmental Improvement Project
Planning and Implementation
Los Angeles - Phase II
Prepared by
Green Power Foundation
Los Angeles, California
for
Environmental Protection Agency
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ACKNOWLEDGEMENTS
This report was prepared by the following members on the staff
of the Green Power Foundation, Inc., Urban Center, Los Angeles,
California:
Norman A. Hodges, President
Howard L. Steverson, Vice President
Mary Maxine Boyd, Project Director
John W. Wallace, Education Specialist
Connie R. Henry, Adult Coordinator
Curren D. Price, Adult Coordinator
Norman Hodges, Student Coordinator
Ronald Fleming, Student Coordinator
Gary Wright, Student Coordinator
Beryl N. Toomes, Secretary
Consultants:
Dr. Franklin R. Turner, Dean, Undergraduate Studies
California State College, Dominguez Hills
William Taylor, Environmental Educational Specialist
National Park Service
James M. Crothers
American Technical Assistance Corporation
Jared Van Sloten, Audio Visual Consultant
Management Media
The Foundation wishes to express its appreciation to the guest
lecturers, our hosts for the field trips, to those government
agencies and others who provided films, literature and for various
other services which aided us immensely in the successful com-
pletion of this project. We wish to acknowledge expecially the
contributions of the Los Angeles Department of Animal Regulations
for its continuous assistance in support of our study on animal
control.
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TABLE OF CONTENTS
INTRODUCTION
A. Background
B. EPA Objectives
C. Summary of 1971 Phase I Pilot Project Results
PROGRAM OVERVIEW
A. 1972 Phase II Objectives
B, Summary of 1972 Phase II Pilot Project Results
PROGRAM DESIGN
A. Syllabus
B. Environmental Education
C. Action Projects
D. Interface with Regulatory Agencies and Community
Organizations
PROGRAM EVALUATION
A, Program Objectives
B. Comparative Examinations
C. Evaluation Report from Dr. Frank Turner
RECOMMENDATIONS FOR 1973 PHASE III PILOT PROJECT
A. Los Angeles Phase III Pilot Project
B. GPF SPARE Support
APPENDIX
A, Phase II Program Schedule PAGE 31
B. Teaching Methods PAGE 43
C. Project Planning Course PAGE 45
D. Glossary of Environmental Awareness Terms PAGE 47
E. Student Research Assignments PAGE 64
F. Field Trips PAGE 66
G. Lecturers PAGE 67
H. Work Plan PAGE 69
I. Briefing Charts PAGE 70
J. Conferences Attended PAGE 82
K. Bibliography of Educational Materials Used PAGE 83
L. Resource Organizations PAGE 86
M. Summary of Action Projects PAGE 89
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INTRODUCTION
A. Background
Within the last few years ecological concerns have evolved into total
environmental awareness. However, more times than not, this environ-
mental outrage has only resulted in attempts to rescue oil-soaked birds,
preserve wild rivers, or save endangered redwood trees. However, these
are not the primary and only environmental problems—the quality of life
in U. S. cities has progressively grown less healthy and more stressful.
Non-white Americans, who typically inhabit the concrete jungles in these
cities, are more likely to be preoccupied with attempts to exist...a de-
caying environment is taken for granted. The U. S. Environmental Protec-
tion Agency (EPA) has initiated action programs designed to find ways of
ameliorating the environmental decay that plagues our cities today. High
on its list of priorities is a commitment to involve the youth of America
in its environmental protection programs.
EPA has stressed youthful participation in environmental improvement be-
cause today's youth will inherit tommorrow's environment. In 1971> the
EPA initiated Summer Programs to Renew the Environment (SPARE), a nation-
wide summer and continuin youth education and employment program.
B. EPA Objectives
The objectives of SPARE as outlined in A Manual for EPA Supported SPARE
City Programs^ are:
a. To develop for the participating youth a broader understanding
of the human, physical and natural environments and to speci-
fically design and provide educational opportunities that re-
"I A Manual for EPA Supported SPARE City Programs - Prepared for EPA by Green
Power Foundation, p. II, 1 and 2, April 1972.
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late their summer job experiences to the needs of their
community.
b. To encourage the type of participation and cooperation
among public and private environmentally concerned organi-
zations that will provide maximum vocational and educa-
tional opportunities for the program participants.
c. To provide educational and vocational opportunities for
Neighborhood Youth Corps (NYC) enrollees.
d. To select projects that create immediate visible and tan-
gible improvements in the urban environment, and more
specifically, in the ecology of the community.
e. To initiate the type of cooperative efforts by community
groups that will serve as the basis of concomitant action
by regulatory agencies.
f. To introduce the participating youths to career opportunities
in the environmental fields of both public and private sec-
tors of the community. Hence, produce informed groups that
can benefit from and qualify for EPA manpower programs in
environmental control; water pollution control; air pollu-
tion abatement; solid waste disposal; environmental health
concerns; and conservation.
g. To provide a feedback of information to EPA on issues and
potential problem solutions to enhance EPA's national data
base for future planning, and to involve community action
groups in follow-up with regulatory agencies re possible
immediate problem solutions.
h. To develop successful models of the various SPARE program
components which can be used in the future on a continuing
basis in the school systems and in the communities.
Pursuant to these program objectives, GPF has conducted two successful
SPARE-like pilot programs: (1) 1971 - Phase I, A Survey of Inner City
Residents; and (2) 1972 - Phase II, Urban Environmental Improvement
Planning and Implementation Project, a follow-up with student action
teams and "City Hall" to determine the effectiveness of addressing the
environmental concerns brought out in Phase I. Both of these programs
have both been consistent with the aforementioned SPARE objectives, and
in doing so, have contributed significantly to increasing the understand-
ing of the urban environmental problems which surround us.
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C. Summary of '71 Results - Phase I
The Phase I pilot project was designed to ascertain the expressed needs
and attitudes of inner-city residents regarding their environment. The
twenty-six participants in the program were selected from predominately
Black high schools ,in the Los Angeles area; both males and females with
a wide range of academic backgrounds were included in the program.
After four weeks of orientation and training in environmental awareness
and survey methodology, the students developed a questionnaire to obtain
survey data on attitudes and priorities of environmental problems con-
fronting residents of South Central Los Angeles. The boundaries of the
area surveyed were Washington Boulevard on the north, Artesia Boulevard
on the south, Alameda on the east, and Crenshaw Boulevard on the west.
(See Survey Map on page 5). For the first time ever, inner-city resi-
dents were polled to ascertain their attitudes and urban environmental
priorities of concern. As a result, one meaningful objective was accom-
plished - namely, creation of a project model that could be duplicated
elsewhere, particularly as a segment of SPARE.
The attitudes of inner-city residents toward their urban environment,
based on a survey of 4,557 inner-city residents, can be summarized as
follows: (See statistical data on pages 6 and 7)
1. Residents of the inner-city are generally aware of the mag-
nitude and kind of environmental problems in their area.
(Only 3% of the residents interviewed were not aware of
serious problems).
2. The most serious environmental problem in the inner-city
survey area was found to be "wandering cats and dogs", with
air pollution rated as the second most serious problem.
(12.8% and 12^ of the responses).
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3. Inner-city residents strongly believe that a dirty environment
has deleterious affects on their children.(Highest positive
response to survey questions—81.6$).
4. Inner-city residents strongly believe that more resources should
be allocated to solving environmental problems.(Second highest
response to survey questions—80.6$).
5. The general attitude of inner-city residents surveyed was a lack
of faith that anything will be done about their environmental
problems. This attitude is associated with a history of inaction
and inability of public agencies to deal effectively with the
manifested problems of the inner-city. For example, there is an
obvious need for the city to enforce animal regulations and to
enforce existing regulations regarding trash and solid waste, etc.,
which is not being met in the survey area.
A number of specific recommendations of actions that should be taken to
improve the urban environment resulted from discussions with inner-city
residents during the field survey. The project staff's summary of the
students' recommendations are:
1. Students' Eecommendations
The following list of recommendations is not arranged in order
of concern or priority, and is presented in the form expressed
by the students.
a. "A job agency for minority people."
b. "A health center to acquaint minority people with the
diseases that pets carry and that would also examine
community residents to determine if they have sickle
cell anemia."
c. "Ways and means to improve the community, such as,
developing more parks in minority communities so that
there are off-the-street areas where children can safe-
ly play."
d. "Obtain more information about the problems in minority
areas so that effective programs, designed to improve
the community, would also provide employment for young
people."
e. "Improved schools in minority areas."
f. "Set up ecology and drug programs in the schools."
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V
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STATISTICAL DATA
FROM 1971 COMMUNITY ECOLOGY SURVEY
Statistics on 4.557 Inner-City Residents
547
190
389
339
579
310
834
369
12.0%
4.1%
8.5%
7.4%
12.8%
6.9%
40.2%
8.1%
What are the most serious environmental problems in your areas ?
a. Air Pollution
b. Water Pollution
c. Noise Pollution
d. Pests
e. Wandering Cats & Dogs
f. Solid Waste & Garbage
g. Aware of General Problems
h. Others not aware of general problem
Yes
2. Are you willing to learn and
help all you can to solve 3,562
these problems ? 78.1%
3. Do you feel that the govern-
ment is doing an adequate
job to help solve these 1,193
problems? 26.2%
4. Do you feel that a dirty
environment will affect 3, 706
your children ? 81.3%
5. Do you think that young
people should be paid to 3,419
help improve their community? 75.0%
6. Would you be willing to ride
in a car pool in order to 1,656
help eliminate smog? 58.2%
7. Would you be willing to
support more minority
businesses if the prices 3,679
were comparable? 80.7%
No
461
10.1%
2,768
60.7%
595
13.1%
761
16.9%
1,219
26.7%
415
9.1%
Don't
Know
94
2.1%
85
1.9%
27
.6%
59
1.3%
175
3.9%
78
1.7%
No
Response
440
9.7%
511
11.2%
229
5.0%
318
7.0%
507
11.2%
385
8.5%
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Don't No
Yes No Know Response
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Should some of the money spent
on the Vietnam War and trips to
the moon be used for improving
the environmental problem?
Do you feel that the current
trend toward environmental
awareness and ecology is
directed mostly toward white
people ?
If so, do you think that such
programs should be directed
toward people who live in
urban areas ? * (Blacks & Browns)
Do you believe that there is
a population explosion ?
Is your community over-
crowded ?
Is there a drug problem in
your community ?
Are you aware of programs
designed to help improve
your community?
Are you in favor of
planned parenthood?
Would you be willing to sort
your cans and bottles to be
sold for recycling purposes
in order to help solve the
solid waste problem ?
Do you feel that the church
should encourage people to
appreciate the earth and to
care for our natural
resources ?
3,676
80.6%
2,572
56.4%
2,297
76.8%
2,560
56.1%
1,404
46.9%
2,566
56.3%
2,092
45.9%
2,437
53.4%
2,548
56.0%
1,852
61.9%
404
8.9%
1,352
29.6%
503
16.8%
1,437
31.5%
1,391
46.6%
1,388
30.4%
1,910
41.9%
1,005
22.1%
736
16.2%
325
10.9%
77
1 . 7%
156
3.5%
122
4.2%
103
2.3%
82
2.8%
158
3.5%
71
1.6%
119
2.6%
52
1.1%
86
2.9%
400
8.8%
477
10.5%
66
2.2%
457
10.1%
111
3.7%
455
9 . 8%
484
10.6%
996
21.9%
1,221
26.7%
725
24.3%
*Base sample less.
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g. "Open a bottle and can recycling center within the Black
community."
h. "Designate specified locations in each community where
aluminum cans and glass for recycling can be picked-up."
i. "Develop more minority-owned businesses."
j. "Provide more street lights and more frequent street sweep-
ing."
k. "Set up a program for better control of stray dogs and cats."
1. "Provide programs designed to get young people involved in
community affairs."
2. Staff Recommendations
Because of the apathy, hostility and sense of powerlessness perceived
by the survey area residents during the survey, any recommendations
made must be broad in scope, thus requiring comprehensive planning
and extensive financial support. Interim programs are recommended
in order to buy the time needed to alleviate some of the acute condi-
tions, and more expecially, to restore a modicum of faith in our
democratic process for people who have little hope that anything will
ever be done.
Priority staff recommendations are:
a. An immediate national mobilization of scientific and technological
resources, similar to our space program, directed toward the solu-
tion of environmental problems.
b. Increased state and federal appropriations directed toward the
solution of environmental problems in South Central Los Angeles.
c. "Where to Turn" or "Ecology Centers" should be established through-
out the ghetto area immediately (to provide information on the
nature and kinds of public and private services that are available,
what materials may be recycled, health hazards, etc.
d. An increase in the number of animal shelters should be provided
to serve the greater Watts area, as recommended by the Los Angeles
City Department of Animal Regulation. (There are many animal bite
victims reported monthly in the survey area.)
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e. Free Spay and Neuter Clinics for dogs and cats should be pro-
vided in the survey area.
f. Research on the development of methods of birth control for
dogs and cats should be encouraged and supported by appropriate
agencies.
g. A study of existing codes and laws which affect the quality of
life for ghetto residents should be undertaken immediately to
determine whether they are appropriately being enforced or need
modification.
h. Financial assistance should be provided for sound-proofing the
homes of those residents whose health is in jeopardy because
of noise pollution from airplanes, trucks and cars, etc.
The conclusions reached by both students and staff at the completion
of Phase I were as follows:
1. The pilot program was extremely successful in terms of (a) obtain-
ing attitude survey data from a representative sample, and (b)
achieving meaningful educational participation by inner-city high
school students. Because of these successful accomplishments, it
is recommended that similar programs be planned and conducted in
SPARE cities in the future.
2. The concept and format of this pilot program, wherein training
and orientation sessions are followed by actual field surveys in
the subject area, are both appealing and rewarding to the students.
It is recommended that this be one of the program approaches to be
followed in the future.
3. Inner-city residents are aware of environmental problems, but are
skeptical that public agencies will do anything about them. In
addition, they are not knowledgeable as to how and where to direct
their concerns or questions. It is recommended that a study of
solutions to these problems be undertaken. For example, a munici-
pal information center, staffed by inner-city residents, should be
considered.
These recommendations and conclusions were considered by EPA at the com-
pletion of Phase I and SPARE '?1» in planning and contracting for Phase
II, and SPARE !?2 projects, respectively. The following report summa-
rizes the events of 1972, stressing GPF's Phase II pilot projects, with
emphasis.on a "methodology" for SPARE in the future.
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PHASE II PROGRAM OVERVIEW
A. 1972 - Phase II Objectives
The following objectives and tasks were set forth in our original
Phase II proposal as goals for this program
1. To make inner-city residents more aware of their environment
and how it affects them.
2. To develop model approaches for informational and technical
assistance in restoring, maintaining and enhancing the envi-
ronment.
3. Implementing the program and providing the final catalyst :>r
a permanent environmental organization operated by student
and young adults, including appropriate interfaces with coi
munity action groups and "city hall".
The problems which were identified in the Phase I Project (e.g ,
stray cats and dogs, air and noise pollution), were selected for fi r-ther
investigation and study.
In order to effectively carry out project objectives, the follc ring
tasks were performed:
Task 1. Project Preparation and Participant Selection
Twenty-six project participants were selected from the nine inn ;r-city
high schools in the South Central Los Angeles area. To the maximum extent
possible, the participants were from the Phase I model survey project.
Detail subtasks included:
a. Planning of the course outline,
b. Preparation of course materials and facilities arrangements,
c. Selection and registration of student participants, and
d. Coordination and arrangement of field trips with appropriate
regulatory agencies.
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Task 2. Student Orientation
The selected students were given a four-week orientation period during
which they:
a. Learned the fundamental techniques of planning.
b. Re-examined the inner-city survey data.
c. Selected the areas of primary interest.
d. Delineated the apecific environmental problems to be investigated
(health, trash, animals, noise or air pollution).
e. Formed the five project teams per (d) above.
Field trips were arranged for the student to visit and become familiar
with the major municipal departments dealing with inner-city environmental
maintenance and improvement (e.g., air pollution, noise abatement, animal
regulations, etc.). Expert j^uest lecturers presented lectures to the group
on project planning, research methodology and action-organizing techniques.
Task 3» Problem Research and Analysis
Each of the five individual planning teams (formed in Task 2) carried
out the basic investigatory research preparatory to good planning which
involved library research, the assembly of background data, on site pre-
test simulated interviews, etc.
Task *U Plan Review and Evaluation
Project plans and presentation briefings were prepared by each of the
five student teams and them subjected to cross-team review and analysis.
These review sessions were a significant factor in the learning process
of how to pre-test and pre-evaluate a project before its implementation
for the students. Following these "internal" sessions, each team prepared
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a working plan and reviewed it with a community group or regulatory agency
most involved in the area of their proposed research or the planned area
action (for example, the municipal regulatory agency associated with animal
regulation).
Task 5» Pilot Project Result Reporting
The student team leaders provided assistance to the project managers in
the collation and preparation of the report on the students' project results
(from each of the five teams). Submission and review of both the written
and the A-V report will be made to the EPA in Washington, D. C.
B. Summary of 1972 Phase II Results
The previously discussed objectives of Phase II were designed to create
understanding, promote enthusiasm, and to provide direction to the twenty-
six youth in the program with an appreciation of the nature and kinds of
environmental problems and phenomena that our urban societies face.
The initial four-week period involved a well-planned, environmental edu-
cation component indluding lectures on environmental issues and planning
techniques by staff and guest speakers. The field trips taken during this
time provided realistic on site environmental concern learning experiences.
Formation of the six action teams was an essential element in the pro-
gram model development. The team projects were:
1. Cat and Dog Investigation Project *f. Watts Festival
2. Stray Dog Control 5« Urban Center
3. Animal Clinic Center 6. Community Awareness
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Three of the projects reflect an effort by the students to deal with
problems identified in Phase I. Projects were designed to increase the
students' level of environmental awareness and to engage community members
participation in improving the environmental quality of their community.
In the development and implementation of team project objectives, the
students made extensive use of their acquired planning skills. Each team
was responsible for presenting its project plans to a community group, or
and appropriate city agency, for their evaluation, suggestions and approval.
This interface was considered crucial by GPF to the effectiveness of the
students' follow-up project on the problems identified in Phase I. The
projects success demonstrated that youth can become meaningfully involved
in assisting the government in solving urban-environmental problems.
The GPF Urban Center for Environmental Improvement serves as a model
for other urban environmental action programs that can be adapted by other
cities with SPARE programs. The Center served as the base of operations
for all Phase II program activities. Most significantly, it developed
into an information center where community residents called or came in for
environmental information. GPF plans for the Center call for year-round
operation with an experienced, informed staff of young urban environmentalists
who will assemble a comprehensive data bank of information that will be made
available to community residents who wish assistance in resolving or ameliora-
ting the community's urban-environmental problems.
To broaden the community's perspective of its urban environmental problems,
the Urban Center held several conferences, open houses, and workshops during
the summer which were enthusiastically received. A number of community organi-
zations have expressed the desire that the Center expand its activities and
become a resource center for information on urban-environmental problems in the
inner-city.
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1972 - PHASE II PROGRAM DESIGN
A. Syllabus
A significant aspect of the Phase II project was the educational component
because it is imperative that people working in the urban-environmental area
be well-informed. Unfortunately, the new emphasis on ecology and the environ-
ment has brought our many non-informed and poorly informed do-gooders who are
spreading mis-information about other urban-environmental problems. Therefore,
the Phase II project placed great stress on the educational aspect which was
coordinated with the practical, field experience aspect of the program.
Such coordination was considered indispensable for the following reasons:
1. A multidisciplinary approach including social as well as scientific
concerns that stressed the inter-relationship of man and nature was
believed to provide a balanced education-action program.
2. Innovative ways of relating knowledge acquisition to actual problem
solving techniques (e.g., audio-visual material, formal and informal
classes) facilitates the comprehension of complex concept.
3. There is maximumization of utilization of community resources.
On the basis of these premises, a syllabus was designed to provide a com-
pilation of informational data relevant to Phase II program goals. It
contained:
1. A background and review of Phase I with areas of concern and objectives
for Phase II.
2. A detailed outline of the planning lessons.
2Planning Course Syllabus "Urban Environmental Improvement Project Planning
and Implementation" - prepared by Green Power Foundation.
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3. A daily schedule of Phase II project planning and implementation
activities.
k. A glossary of environmental and planning terms.
B. Environmental Education
Environmental education was the core of all activities in Phase II.
The course of study was specifically designed to accomplish the following
specified goals:
1. To help students grasp ecological concepts and relate them to environ-
mental problems in their own communities, (e.g., air, water, and noise
pollution).
2. To apply the techniques learned in the planning course to the solutions
of inner-city environmental problems.
3. To assess the impact of aesthetic and social factors on the quality of
life in the community.
^f. To stimulate the formation of positive attitudes and personal commitment
to the solution of environmental problems.
5. To examine the role and effectiveness of regulatory agencies in environ-
mental clean-up.
6. To explore new trends in pollution abatement - governmental and indus-
trial.
7. To identify organizations, clubs, agencies and individuals concerned
with environmental problems.
8. To investigate the role of the courts, legislation and the individual
in the environmental crisis.
9. To stimulate the development of model action plans for solving environ-
mental plans.
10. To introduce students to the governmental process encountered by citi-
zens requesting redress.
Concomitant with the environmental emphasis, we also sought a program which
would:
1. Help the students develop good work habits.
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2. Improve the students' communication skills, written and oral.
3. Help them relate learning experiences to actual problem-solving.
Success in realizing the aforementioned objectives was largely due to the
diversified teaching techniques that were employed which enhanced student
motivation, facilitated learning and stimulated their interest. (Appendix II)
Reference to the lecture topics, (Appendix III) facilitated the magnitude
of the determined effort to expose the students to a wide range of the
environmental concerns that confront members of a community.
A balance of perspective was maintained by exposing the students by a braod
spectrum of view points. Insight on how private industry, government agen-
cies and citizen groups deal with the complex responsibilities of environ-
mental research, control and planning was achieved through guest speakers
and field trips. (Appendix IV)
The planning course was a unique experience for all involved. (Appendix V)
For the instructor, whose dealings had been primarily with graduate students
and businessmen, and for the students who were not familiar with the many
applications of planning. The course was designed not only to develop the
required planning skills, but also to help the students become aware of the
value and importance of planning. Through discussions, talks and field trips,
the students were shown functionally how planning is used in problem-solving.
Each student did a research report, oral and written, on a topic or book on
environmental issues of interest to the center. (Appendix VI).
Pertinent questions raised by the students throughout the entire learning
process stimulated discussion, and served as a good check on the comprehension
of materials to which they were introduced. A wide range of technical, inform-
ational, inspirational and attitudinal needs were met as indicated by student
performance on various tests. Students who completed the pre-test and the
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final test showed a marked improvement in the level of their environmental
comprehension.
C. Action Projects
At the end of the four week period of intensive environmental education, the
students divided themselves into six action teams. The team managers were
selected by the students from those twelve who had participated in last
summer's Phase I project. The managers, in turn, chose team members whom
they felt would work well together- In addition, they had the overall or-
ganizational responsibility for the project the team selected.
There were four teams with four members and two teams with five. Each team
conducted preliminary investigatory research on an identified environmental
concern. Teams were given the responsibility of coordinating their project
research at the Center, library or of arranging meetings with agency or commu-
nity organization personnel, provided it did not conflict with a scheduled
group activity. Bi-weekly team reports kept each team appraised of what the
other was doing. Many times this saved teams from duplicating their research
efforts.
On the basis of the research they conducted, each team developed and submitted
a proposal of the project they planned to carry out. The proposals included
project objectives, the tasks required for accomplishment of objectives and
briefing charts. The plans and briefings were subjected to team and staff
review. These reviews preceded presentations that were made to government
agencies or community groups.
Throught the entire process, an adult coordinator worked with each team. The
staff provided guidance, rather than direction to the project teams. The
direction of the projects, conceived and implemented by students, was an im-
portant part in the development of an operational program model for future
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environmental action. This demonstrated that young people can successfully
aPply the organizational skills which are necessary for participation in the
problem solving process.
D. Interface with Regulatory Agencies and Community Organizations
By the tenth week of Phase II operations, each of the action teams were pre-
pared to present their project briefings to a community group, or an appro-
priate city agency. The presentation of proposed plans for the Urban Center,
Community Awareness, and Watts Festival Projects to the Model Cities Council
of Community Clubs, provided an interface between two distinct segments in
the community. On the one hand, residents who for the most part, were long
involved in a number of community activities, and on the other, young people
who were also concerned about community problems. The Council praised the
professionalism of the project presentations. The Center received counsel
and advice from the Department of Animal Regulations throughout the summer-
Three of the teams presented their project briefings, describing their pro-
posed action plans, to supervisory personnel of the City's animal shelters,
including the Department Manager, Robert Rush. Mr. Rush was impressed with
the quality of the preparations which the students gave. In addition, he
enthusiastically offered the Department's cooperation in helping to resolve
one of the most serious inner-city environmental problems.
Another example of Community-City Hall cooperation was the meetings with
members of the City Planning Department. Personnel who are responsible for
developing guidelines or plans for South Central Los Angeles expressed the
desire to have the continued involvement of the Urban Center environmenta-
lists. Discussions regarding inner-city environmental problems often put
the latter Department in a defensive position. On several occasions there
was input from community residents on matters that affect them.
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student dialogue with department staff members underscored the need for more
direct expressions from community residents who are aware of the environmental
issues at hand. As a result, representatives from the Center were invited to
participate on an advisory committee which reviews proposed planning guide-
lines for the South Central community of Los Angeles.
Interfacing with agencies such as The Air Resources Board, Los Angeles Sound
Abatement Coordinating Committee, Los Angeles Health Department, School Dis-
tricts, Community Clubs, etc., was an intergral part of the team projects.
GPF's efforts in acquainting young adults with the advantages and techniques
of citizen interface with government is a major step toward renewing the
faith of youth in the ability of government to be responsive to local and
national problems. Environmental problems singled out in Phase II this
summer have created an articulate cadre of teenaged environmental specialists,
in addition to demonstrating a workable model applicable to EPA youth programs
on a national scale.
-------
URBAN!
CENTER
DEVELOPMENT
PROJECT
-------
PROGRAM EVALUATION
A. Program Objectives
The program was viewed by both staff and students as being ectremely success-
ful in terms of (a) instructing youths in the techniques of project planning,
(b) developing skills for planning and implementing environmental improvement
projects, (c) instilling confidence for interfacing with regulatory agencies
and community action groups, and (d) helping students acquire a keen awareness
of contemporary environmental problems.
B. Comparative Examinations
Three different tests were used for comparative evaluation of the student's
performance, which were administered at the betinning and completion of the
twelve-week program period. The first comprehensive test was developed and
administered by Dr. Franklin B. Turner, Consultant. This examination was de-
signed to evaluate the student's understanding of urban-environmental problems.
The second test was designed to evaluate the student's understanding of plan-
ning and organization. The third one was designed to determine the degree of
awareness regarding such things as books read, news reports, conferences at-
tended, etc.
The student's scores were considerably higher at the end of the projects than
they were in the initial testing.
Perhaps the greatest success of the programs can be measured by the continued
enthusiasm of the students who are volunteering their time to continue the
environmental awareness programs in elementary schools located near the Urban
Center.
As stated earlier, the education component was considered to be of great im-
portance in preparing the students for meaningful participation in the project.
The exam stressed economics, ecology, urban-environmental problems, environ-
mental science, management theory and concepts, decision theory, and planning
techniques.
-20-
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The student's entry level knowledge in the aforementioned areas was ascertained
by giving them the test at the start of program. The exam was specifically
designed so that it covered all the education material to be presented through-
out the entire course. Thus, a comparison of the two exams would be a measure
of the amount of knowledge thry had acquired in the program.
The exam was composed of 100 questions. The grade range on the pre-test was
27 - 68%; the median was W. The range on the po.v;t-te,st was 43 - &k%; the
median was 59%-
The same test was given to juniors in the course, Tlrb;m Studies 200 - Urban
Environmental Studies, at California State College, Dominguez Hills at the
completion of the course. The grade range wns 29 - 63$; the average was 41%.
In conclusion, the students performance on both the pre-test and post-tests
was significantly hj ghcr tl ••.•> I.ho college .juniors who had completed an upper
division college level course.
Dr. Turner, who composed the exam, stated that an average oolle^n se-rnc'>' v,-j.ri
be expected to obtain a grade between y>-''^% on the ox-'-i'ii.
C. Evaluation Reports from Dr. Turner
(See pages 22, 23, 2k and 25)
-21-
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MEMORANDUM
TO: Ms. Maxine Boyd . . , ,_
Urban Specialist °ctober 31' 1972
FROM: Dr. Franklin R. Turner
Consultant
SUBJECT: Evaluation of Green Power Foundation Phase II - Urban-Environmental
Improvement Project
Initial evaluation of the Green Power Foundation Phase II -
Urban-Environmental Improvement Project resulted in recommendations
submitted to you via memos dated July 7, 1972 and July 27, 1972.
Evaluation of the program during its operation indicated that these
recommendations were incorporated at the appropriate times within
the structure of the program. In particular, as consultant, exten-
sive literature was provided in the environmental area to round out
the marginal amount of material covered in this area. Consultation
throughout the program was made with you and your staff members to
give input on the progress and on the direction of the project.
To evaluate the program, a comprehensive test was prepared and
given to the students near its initiation to evaluate their initial
competency and understanding in the urban-environmental area. A
comprehensive terminal exam was given to students in the program to
evaluate their exit level of knowledge, competency, and comprehen-
sion of urban-environmental problems and the projects in which the
students participated.
Summary analysis and comments on the project are included in
the final report.
FRT:mb
-22-
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MEMORANDUM
TO: Ms. Maxine Boyd
Urban Specialist
FROM: Dr. Franklin R. Turner
Consultant
SUBJECT: Comments on Green Power Foundation
Project - Los Angeles - Phase II
July 27, 1972
- Urban Environmental Improvement
The program as described in the Planning Course Syllabus
appears to have good objectives based on a rational, yet innovative,
approach. It is one that has structure and organization but is
still designed to be flexible. In this area, its greatest attribute
is that it allows the participants to work with real problems and
exericse judgement in a number of ways.
One of the objectives, as stated on Page 9, is "to help them
grasp ecological concepts and relate them to environmental problems
in their own communities". Besides this explicit statement, there
is an implicit undercurrent in the whole project that ecology is a
major part of the project. Yet it appears there is no systematic
and formal way in which this objective is to be met. Ecological
materials seems to be presented mainly in field trips and in a book
report on "Silent Spring".
In contrast, a great deal of time and attention is given to
"Planning", "Organization", Report Preparation", etc., as seen in
the Project Planning Course (pg. ll) arid Lesson Plans (pp. 25-39).
It appears then that there is ome imbalance in the basic organization.
It is recommended, therefore, that formal introduction to ecolo-
gical principles and their relation to the urban environment be pro-
vided through standard means, such as, lectures, films, readings,
discussions, and field trips. These should be outlined and written
into the lesson plan to insure adequate attention.
FRTrmb
-23-
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MEMORANDUM July 7, 1972
TO: Ms. Mary Maxine Boyd, Project Director
Urban Center for Environmental Improvement
FROM: Dr. Franklin R. Turner, Consultant 3-&T-
SUBJECT: Evaluation of Planning Course Syllabus: "Urban Environmental
Improvement Project Planning and Implementation"
Pursuant to our agreement as Consultant to the Greenpower
Foundation of Los Angeles, California, with respect to
Phase II of the Urban Environmental Improvement Project,
the following comments are made regarding the Planning
Course Syllabus:
The Project appears to be well thought out. However,
projects frequently start that way, but encounter
unmanageable problems as well as confusion as they
approach the end of the contract period. This might
be because sometimes they fail to envisage clearly
some of the probable problems and make allowances
for unpredictable developments which the project may
face; e.g., failure to identify external developments
and not including provisions in the project to inter-
nalize, i.e., control these developments; lack of
inbuilt mechanisms for continued and dynamic self-
evaluation, and flexibility to make adjustments over
time; inadequate provisions for taking manpower and
other resources from components that advance on or
before schedule, thus preventing these components
from being shifted to where their use could be maxi-
mized.
There is also a clear absence of a statement as to
the logical relationships and balance among various
sectors of the environment, and among many of the
variables concerning it. Repeated mention is made
about "action models" that will be developed or
built. Indeed, models are, in part, an outcome of
such activities and research. Many times it is
difficult to formulate at the end of a project a
functional and, in policy matters, a meaningful
model without apriori having initially had a clear
notion about the relationship of the various inter-
acting factors. Hence, it would be helpful to have
a rough (however incomplete) proposed evaluation
model at the start of the project.
-------
Ms. Mary Maxine Boyd
Page Two
July 7, 1972
In conclusion:
1. The functional relationship of the various components
Urban environment has to be stated at the outset, and
then corected, improved, and complemented Iater0
2o An evaluation model - or a statement and identification
of evaluation criteria - should have been formulated at
the commencement of the project.
FET:mb
-25-
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A
ANIMAL REGULATION
CO
z
o
<
Q
2
LU
O
O
LJJ
CC
-------
RECOMMENDATIONS FOR GPF 1973 PILOT EFFORTS
AND RELATIONSHIP TO SPARE PROGRAM DESIGN
A. Los Angeles Phase III Pilot Project
Valuable experience was gained from the success of the Phase II program.
The fact that inner city young people can and must be involved in community
affairs was made clear. The students demonstrated that the planning tech-
niques they learned could be applied to the solution of environmental pro-
blems, such as stray animals and to the enhancement of community awareness.
In order to maintain community participation and to continue to provide
needed information and wervice, it will be necessary to the Urban Center
to be in operation on a year-round basis.
The Urban Center for Environmental Improvement is an inner-city organization
dedicated to utilizing the creative talents of community youth and adults in
finding workable solutions to urban problems. A unique planning and action
oriented urban laboratory, the Center is concerned with a wide range of human,
natural, and physical environmental needs.
Urban Center activities are designed to:
.. .Establish a continuing program of youth education activities on
environmental problems.
...Disseminate information to the inner-city community on environ-
mental problems.
...Encourage student research on environmental projects in South
Central Los Angeles, particularly projects involving youth
participants.
.Serve as a continuing liaison between local residents and public
and private community service agencies with environmental improve-
ment responsibilities.
...Organize and support youth planning and action efforts in the
environmental field.
-26-
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The year-round Phase II Planning and Implementation model program approach
would be expanded to include a group of community leaders and two groups of
students.
In brief detail, a possible twelve month schedule could include:
Spring Project - Individuals active in various community organizations, (e.g.,
PTA, Black clubs, action groups, etc.) would be recruited to take the course.
Upon completion, they would return to their respective communities and with
Urban Center staff asssitance, would plan and implement projects regarding
environmental improvement.
Summer - The Planning Course would be adjusted, as needed, to permit college
level participants to receive college credit. The college level group would
examine a broader spectrum of environmental problems with greater sophistica-
tion. In addition, the students would be placed as interns with selected
regulatory agencies.
Fall - This phase would be a cooperative effort with the Neighborhood Youth
Corps. Here, students from local high schools would be the target group.
As a work study project, the students would be eligible to receive academic
credit toward graduation. All program segments would be consistent with
SPARE objectives, designed to bring about community awareness and action on
environmental problems.
To aid in the dissemination of planning skills, which would be of interest
to SPAKE programs nationally, we see the need for the development of a non-
technical, easy to read manual and film strip on planning techniques, speci-
fically designed for assistance in solving environmental problems. The
materials would be relevant to student environmentalist. Finally, we feel
that the abilities and experiences accumulated by the students over two
summers can be effectively utilized in their service as consultants to new
-27-
-------
SPARE '73 projects; locally, and on a national basis.
Perhaps the greatest success of the Urban Center program can be measured
by the continued enthusiasm of the students who are volunteering their time
to continue environmental programs in the elementary schools located near
the Urban Center. Younger students are being made aware of environmental
problems through stories, poster and essay contests in schools. The National
Park Service's EXPAND package is being used with good acceptance.
As indicated earlier, Urban Center programs are not limited to students only.
In the planning stages now is a series of workshops to be sponsored with the
National Park and Forest Service. These workshops for youth, community leaders
and teachers, will combine the expertise of these agencies with that of the
Urban Center Staff to focus on urban environmental problems.
The Urban Center concept is designed to reach all facets of the community with
special emphasis on channeling the energies of youth toward environmental aware-
ness and improvement. Our motto is "Youth Has a Lot to Give!"
B. GPF SPARE Support
The key to successful program development and execution lies in the applica-
tion of disciplined time-phased program planning, data monitoring, communica-
tions, and reporting on project tasks. The Green Power Foundation, has
designed a management and planning support structure which will effectively
enable EPA to achieve program success in relation to meeting program objec-
tives within budgetary constraints. (See Figure 1). This support program
would have the following specific objectives:
a. to develop guidance for SPARE '73 projects in a manner which
encourages participant cities and other agencies to direct
projects toward specific priority regional and local environ-
mental needs and to obtain the active involvement of inner
city residents;
-28-
-------
b. to assist/develop administrative support system to transmit
guidance to local participants and to oversee on going projects,
through establishment of a data management center and develop-
ment of a regional SPAEE program support structure; and
c. to conduct a series of model environmental awareness programs
and local government involvement appraoches, tailored specifi-
cally to regional and local environmental improvement needs.
GPF management and planning support to '73 SPAEE program design would first
focus on attaining an early definition and communication of program objectives.
Of prim consideration is the necessity for early design of program components
in a way which will encourage cities and local, state and other government
agencies not only to participate in the SPAEE '73 program, but to plan for
meaningful environmental education, community involvement and career develop-
ment oriented projects. To effect this kind of involvement, GPF plans to
provide as a part of the initial program development effort a series of semi-
nars, briefings, and general meetings monitored through a central office,
which will assist the cities and agencies in delineating priority environ-
mental problems.
As a minority enterprise, GPF can convincingly illustrate that the environ-
mental issues addressed by SPAEE are of true concern to minority inner-city
residents and that there is opportunity for creative action based in the
inner-city. GPF would support SPAEE management at the Washington and regional
level (see Figure 2), drawing it away from the image of just another govern-
ment welfare project. Most significant is the fact that GPF would expand
upon its successful Phase I environmental education survey conducted in 19?1»
and Phase II planning/implementation efforts. By participating fully in
developing SPAEE 73 guidelines and by supporting the EPA administrative struc-
ture to manage the program, GPF would increase the credibility of the SPAEE
effort, bringing to it the indepth experience of an organization borne in the
inner-city for the purpose of bettering conditions for the community and its
largely minority group residents.
-29-
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SPAEE '73
PROGRAM ORGANIZATION
EPA
D.O.L.
EPA SPARE
PROGRAM
DIRECTOR
NYC
PROGRAMS
DIRECTOR
GPF SPARE
PROGRAM
MANAGER
'73
PROGRAM CONTROL
SPARE CITIES
SUPPORT
PROJECT
PUBLIC INFORMATION
&
REPORTING
REGIONAL
CITIES
PROJECT
PHASE III
PILOT
PROJECT
Fig. 1 - SPARE '73 PROGRAM ORGANIZATION
-30a-
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GPF Regional Management Support
SEATTLE
VO
W YORK
ASHINGTON, D.C,
EPA HQTRS..
BOSTON
Fig. 2 - GPF REGIONAL MANAGEMENT SUPPORT
-30b-
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Q
UJ
a.
Q.
t It U MM AVI DIM
ANIMAL
SHELTER
•
> ' '
-------
APPENDIX A
ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 1
Monday, June 19
Tuesday, June 20
Wednesday, June 21
Thursday, June 22
Friday, June 23
9:00 a.m.
.Registration
.Greetings - Director
.Introduce Staff
.Administrative Session
.Summary Report on
Audio-Visual Report
.Project Planning
Principles
.Safety Awareness
1:00 p.m.
ASSIGNMENT 1
'FIELD RESEARCH
ASSIGNMENT'
9;00 a.m.
.Discussion on
Research
."Where It's At"
Norman Hodges, GPR
.Discussion on Defini-
tions
.Basics of Planning &
Organizing
ASSIGNMENT 2
'ENVIRONMENTAL PROJECTS
PLANNING RESEARCH'
1:00 p.m.
.Pretest on Planning
.Class Workshop
.Report on Research of
Definitions
9;00 a.m.
.Field Trip #1
Southern California
Edison Company
"Introduction to
Planning & Schedul-
ing Methods Used to
Meet Consumer Needs
and Pollution Abate-
ment"
1:00 p.m.
.Workshop
.Environmental Plan-
ing
.Systems Planning
.Student Reports
9:00 a.m.
.Field Trip #2
Kent H. Langsburg
Paper Company
"Commercial Project
Scheduling Paper
Products"
1:00 p.m.
.Class Workshop
'Objective Scheduling
.Planning for Open
House
.Field Work
.Identification of Com-
munity Organization
& Resources
9:00 a.m.
.Time Scheduling
.Class Workshop
'Schedule Preparation'
.Student Reports
1:00 p.m.
ASSIGNMENT 3
'SCHEDULING OF ENVIRON-
MENTAL PROJECT'
.Open House -
Workshop
.Evaluation
-31-
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WEEK 2
ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
Monday, June 26
Tuesday, June 27
Wednesday, June 28
Thursday, June 29
Friday. June 30
9:00 a.m.
."Effective Listening"
M. M. Boyd
.Assignment 3
Class Review
.Class Workshop -
'Objectives of
Phase II'
1;00 p.m.
.Organization Theory
.Environmental
Project Planning
Research Time
.Class Workshop
"Open House"
.Field Trip Briefing
9:00 a.m.
.Field Trip #3
City Planning, City
Council, and District
Attorney Operations,
'The Processes of
City Government'
1;00 p.m.
.Class Workshop
Planning for Open
House
9:00 a.m.
.Organization
Charting
.Student Reports
1:00 p.m.
ASSIGNMENT k
1Environmental
Project Organization
Design - Project A -
Open House1
.Class Workshop
.Field Trip Briefing
9:00 a.m.
.Assignment k
Glass Review
.Class Workshop
Open House
1:00 p.m.
. Field Trip
Community Redevel-
opment Agency
"Overview of Citi-
zen Planning"
9:00 a.m.
.Planning for
Open House
.Student Reports
1:00 p.m.
.Open House
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 3
Monday, July 3
Tuesday, July
Wednesday. July 6
Thursday. July 7
Friday. July 8
9:00 a.m.
.Evaluation
.Camera Techniques
.Resource Planning
.Class Workshop
'Project Resources
Planning'
ASSIGNMENT %
1 RESOURCE ESTIMATING
& PLANNING FOR
ENVIRONMENTAL PRO-
JECTS '
1:00 p.m.
.Student Research
Report
.Environmental Pro-
tection Agency
.Air Pollution
.Water Pollution
.Community Health
Hazards
.Briefing for Field
Trip
Independence Day
9:00 a.m.
.Field Trip
Martin Luther King
Jr. Hospital
'Health Services'
1:00 p.m.
.Reports on:
-Pests
-Pesticides
-"Animal Regulations
-Student Reports
9:00 a.m.
.Field Trip #6
City and County
Regulatory Agencies
& Society for the
Prevention of
Cruelty to Animals
1:00 p.m.
.Reports on:
-Radiation
"Basic Logic in
Problem Solving"
Ron Brunner
9;00 a.m.
.Class Workshop
"Costing & Finance
Planning"
"Human Developing
Resources"
Mel Streator
1:00 p.m.
.Class Workshop
"City Administrative
Planning"
Steve Jenkins
.Evaluation
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK k
Monday, July 10
Tuesday, July 11
Wednesday, July 12
Thursday, July 13
Friday, July
9:00 a.m.
.Project Management
Techniques
ASSIGNMENT 6
'PROJECT MANAGEMENT
PLANNING FOR ENVI-
RONMENTAL PROJECTS'
1:00 p.m.
.Book Reports:
-"Silent Spring"
-"Future Shock"
-"Urban Environ-
mental Study
Area"
William Taylor
.Briefing for Field
Trip
9:00 a.m.
.Field Trip #?
Model Cities
'The Involvement of
Model Cities Pro-
grams & the Commu-
nity Analysis Bureau
in the Environmental
Clean-up'
1:00 p.m.
.Group Discussion
"Safety Awareness"
National Safety
Council
Chuck Edwards
9:00 a.m.
.Assignment 6
Class Review
.Student Reports
1:00 p.m.
.Class Workshop
"Discovering Re-
sources Within Us"
Jess Wall
.Briefing for Field
Trip
9:00 a.m.
.Reports on:
-The Role of the
Courts, i.e., Legal
Action against L.A.
Airport Authority
-Noise Pollution
1:00 p.m.
.Field Trip #8
Western Airlines
'Noise Abatement
Projects'
9:00 a.m.
.Environmental Project
Team Selection &
Organization
.Guest Lecturer
"Thinking"
Henry Nyarko
1:00 p.m.
.Team Research on
Environmental Projects
.Team Workshops
.Evaluation
Student Reports
-------
ENVIRONMENTAL PROJECT FLAMING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 5
Monday, July 1?
Tuesday. July 18
Wednesday, July 19
Thursday, July 20
Friday, July 21
9:00 a.m.
.Review of Planning
& Management Process
.Team Planning
Workshops
.Planning for weeks
5-12
.Preliminary Plan
of Operations
1:00 p.m.
.Report on:
"Communications"
Tom Hawkins
Sportscaster, KNBC
News
.The Role of Action
Groups, i.e., Sierra
Club
.Field Trip Briefing
9:00 a.m.
.Field Trip #9
House of Uruhu
'Drug Abuse1
Kiilu
1:00 p.m.
.Class Workshop
.Reports on:
-Additives
-Films
-"Ecology, Salable
or Not?"
Donald Hayes
9:00 a.m.
.Team Operating Plans
Review
-Team 1
-Team 2
-Team 3
-Team k
-Team 5
-Team 6
.Team Planning Work-
shops
1:00 p.m.
.Voter Education
.Report on "The Role
of the Citizen in
Environmental
Improvement"
9:00 a.m.
.Environmental Pro-
jects Team Planning
.Field Trip Briefing
.Student Reports
1:00 p.m.
.Field Trip #10
Gal State College,
Dominguez Hills
Urban Studies Program
•Urban Studies1^
'Urban Management
Program
9; 00 a.m.
.Research for Action
Planning
1:00 p.m.
.Reports on:
-Population
-Fuel
-Power
-Pre-test
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 6
Monday, July 2k
Tuesday, July 25
Wednesday, July 26
Thursday, July 2?
Friday, July 28
9:00 a.m.
.Team Planning
Workshops
.Field Trip Briefing
1:00 p.m.
.Field Trip #11
Recycling Facility
J. B. Forshay
9:00 a.m.
.Team Planning
Workshops
.Student Reports
1:00 p.m.
.Individual Regula-
tory Agency Visits
9:00 a.m.
.Team Planning
Workshops
"The Role of U.C.'s
Program to Overall
EPA Youth Programs"
Howard Steverson
1:00 p.m.
.On-Site Research
for Environmental
Project Plans
.Field Trip Briefing
9:00 a.m.
.Field Trip #12
Gas Company
'Environmental
Actions'
1:00 p.m.
.Reports on:
-"Population Crisis"
-"Power"
9:00 a.m.
.Team Planning
Workshops
.Student Reports
1:00 p.m.
.Reports on:
-National Organizations
-State Organizations
-Local Organizations
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 7
Monday, July 31
Tuesday, August 1
Wednesday» August 2
Thursday, August 3
Friday, August
9:00 a.m.
.Guest Lecturer
"Local Urban Problems"
Ron Brunner
.Team Planning
Workshops
1;00 p.m.
.Guest Lecturer
"Sociological Impli-
cations of Environ-
mental Clean-Up"
9:00 a.m.
.Briefing Preparation
Techniques
.Team Briefing
Preparation Work-
shops
1:00 p.m.
.Guest Lecturer
"The Role of the
Agency"
Alfonzo Dave, Human
Resources Development
9;00 a.m.
.Team Workshops
.Student Reports
1:00 p.m.
.Guest Lecturer
"Police Community
Relations"
Officer Williams
L. A. Police Dept.
9:00 a.m.
.Team Workshop
.Guest Lecturers
"Veneral Disease -
What We Can Do"
Emily Nabholz &
Oliver Brown, Jr.
L. A. Health Dept,
1:00 p.m.
.Field Trip #13
Model Neighborhood
Environmental
Committee Visit
9:00 a.m.
.Guest Lecturer
"Human Resources"
Ron Brunner
1:00 p.m.
.Television Team
from Rome, Italy
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L.A. PHASE II SCHEDULE
WEEK 8
Monday, August 7
Tuesday, August 8
Wednesday, August 9
Thursday, August 10
Friday, August 11
9;00 a.m.
.Filming
.School Project
.Park Program
.Nursery School
Project
1:00 p.m.
.Visitors:
Sciential Club
U.S.C.
9:00 a.m.
.Survival Conference
1:00 p.m.
9:00 a.m.
.Survival Confe
.Student Reports
1;00 p.m.
9:00 a.m.
.Team Workshops
1:00 p.m.
.Action Plans and
Briefing Revision
.Students Reports
9:00 a.m.
.Guest Lecturer
"Ecological Effects
of Ocean Dumping"
Dr. Gene Kalland
1:00 p.m.
.Action Plans
Coordinated by
Action Project Teams
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 9
Monday, August
Friday, August 18
9:00 a.m.
.Environmental
Action Project
"Animal Regulations"
. Implementation
Presentation by
Project Team
.Environmental
Action Project
"Community Awareness
1:00 p.m.
.Student Reports
9:00 a.m.
.Environmental
Action Project
"Urban Center"
. Implementation
Presentation by
Project Team
1:00 p.m.
.Workshop - Environ-
mental Problems
9:00 a.m.
.Watts Festival
Environmental
Awareness Booth
Operation
1:00 p.m.
.Student Reports
9:00 a.m.
.Watts Festival
Environmental Aware-
ness Booth Operation
.Dr. Kalland
1:00 p.m.
.Filming - Urban
Center Programs
.Student Reports
9:00 a.m.
.Watts Festival
Environmental Awarenes;
Booth Operation
.Student Reports
1:00 p.m.
.Filming - Urban
Center Programs
.Field Trip
.Animal Shelter
.Gas Company
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 10
Monday, August 21
Tuesday, August 22
Wednesday, August 23 Thursday, August 2k
Friday, August 25
9;00 a.m.
.Team Project
Implementation
.Student Reports
1:00 p.m.
.Workshop
(Six students
attending Confer-
ence in Lake Tahoe
this week)
9:00 a.m.
.Student Reports
.Briefing Review
1:00 p.m.
.Workshop
.Student Reports
9;00 a.m.
.Briefing, Dept. of
Animal Regulations
.Field Trip
City Hall
1:00 p.m.
.Environmental Aware-
ness Project Review
9:00 a.m.
.Briefing, Council of
Community Clubs
Model Cities
1:00 p.m.
.Project Review
.Student Reports
9:00 a.m.
.Filming: Urban
Center Programs
1;00 p.m.
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ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
WEEK 11
Monday, August 28
Tuesday, August 29
Wednesday, August 30
Thursday, August
Friday, September 1
g;00 a.m.
.Team Project
Implementation
.Team Projects
.Review of Environ-
mental Problems
.Team Projects
.Review of Environ-
mental Problems
.Team Projects
.Review Environmen-
tal Projects
9:00 a.m.
.Report Preparation
Techniques
9:00 a.m.
-Team Project Manage-
ment Review Meeting
.Animal Regulation
Project Review
.Community Awareness
Project Review
.Urban Center Project
Review
9:00 a.m.
9:00 a.m.
.Final Test
.Animal Regulation
Action Project
Complete
.Community Awareness
Action Project
Complete
.Urban Center Action
Project
Complete
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WEEK 12
Monday, September
ENVIRONMENTAL PROJECT PLANNING & IMPLEMENTATION - L. A. PHASE II SCHEDULE
Tuesday, September 5 Wednesday, September 6 Thursday, September 7 Friday. September 8
Labor Day Holiday
9:00 a.m.
.Team Workshops
.Final Report
Preparation
.Final Report
Coordination
9:00 a.m.
of
.Presentations
Environmental
Action Project
Results
.Animal Regulation
Action Project
.Community Awareness
Action Project
.Urban Center
Action Project
9:00 a.m.
.Open House
9:00 a.m.
.Field Trip
Yosemite National
Park
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APPENDIX B
VARIETY IN TEACHING METHODS
Lecture
Problems
Project
Reports
Review
Tutorial
Panel
Seminar
Workshop
Lab
Tests
Visual
Creative
Symposium
Incepence
Process
Informal Discussion
Conference
Role Playing
Recitation
Appr ent i c e ship
Clinical Demonstration
Drill and Practice
Directed Conversation
Field Trips
Questions and Answers
Instructional Aids
Chalk Board
Tack Board
Overhead Projector and Transparencies
Slide Projector and 35 mm Slides
35 mm Film Projector and Motion Picture
Charts
Clip Board
Flannel Board
Plan Kit
Reference Books
Film Strips Projector and Film Strips
Bulletin Boards
Displays
Instructional Kits
Instructional Manual
Free Publications
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SPECIAL TYPES OF LESSONS
INTRODUCTORY
Supervised or Direct Study
Informal Recitation
Developmental
Drill
Appreciation
Review
Project
Audio-Visual
Problem-Solving
GOOD LESSON
Focus on One Main Thing
Contain Something
Suit the Learner
Proceed from known to unknown
Require Measurable Achievement
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APPENDIX C
PROTECT PLANNING COURSE
Detail Outline
Week 1
Week 1
Week 1
Week 1
Week 1
Week 2
Week 2
Week 3
I.
Pre-Project Test
Project Planning Principles
II. Basics of Planning & Organizing
III. Scheduling of Objectives
IV. Time Scheduling
V. Organization Theory
VI. Organization Charting
VII. Resource Planning
Content
Need for Planning
Description of Planning Activity
Tools of Planning
Techniques of Planning
Products of Planning
Ways to Learn About Planning
Definitions of Planning - 7 steps
Definitions of Organization
Relationship of P & O
Examples of P & O
How P & O will be Used
Determining Objectives
Describing & Stating Objectives
for Planning Purposes
Time Phasing Conventions
Schedule Symbology
Depth of Written Scheduling
Master/Detail Schedule Preparation
Schedule Coordination
Input/Output Scheduling
Network (PERT) Scheduling
Human Cooperative Systems
Pseudo Man Organization Design
Relationship of Planning to
Organizing (WBS/OBS)
Organization Structuring
Descriptive Methods
Pictorial Charting
Kinds of Resources
Resource Descriptive Techniques
Resource Estimating
Resource Scheduling
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Contort
V/eek 4 VIII. Project Management Techniques
Week 5 IX. Review of Planning &. Manage-
ment Process
Week 5 X. Research For Action Planning
Week 7 XI. Briefing Preparation Techniques
Week 11 XII. Report Preparation
• Role of Project Management
• Operating Techniques
• Project "vs" Functional Planning
• Project Visibility Requirements
• Summary of Elements
. Review of Management Process
. Research Resources
. Research Techniques
• Data Correlation & Filing
• Briefing Techniques
. Storyboards
. Visualization & Graphics
. Reproduction
• Outlining
• Storyboarding
• Report Assembly
• A-V Reporting
Week 12
Post-Project Test
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APPENDIX D
GLOSSARY OF TEEMS
A. Environmental Awareness Terms
Air - The mixture of gases that surround the earth, consisting of nitrogen,
oxygen, argon, carbon dioxide, water vapor, helium neon, and small
quantities of other gases.
Air Quality - The purity of the air which is determined by its freedom from
pollutants.
Alert Levels - Part of a warning system for air pollution episodes based on
air quality data as well as meteorological factors, the final
stage of which may call for immediate shutdown of all emission
sources in the area.
Ambient Air - The unconfined space occupied by the atmosphere: outdoor air,
See: troposphere.
Anaerobic Bacteria - Bacteria which breaks down organic matter in the absence
of oxygen.
Atomic Wastes - The by-products of our atomic fission processes. These wastes
have a hazardous toxic potential which may be with us for
millions of years. The problem of disposal has not yet been
adequately met and solved.
Bacteria - The smallest living organisms which live on the organic refuse
in water or in the earth.
Biological Systems - Those systems in nature where plants and animals depend
upon and support each other.
Biodegradable - Organic substance that is quickly broken down by normal environ-
mental processes.
Blight - A disease or injury of plants resulting in withering, cessation of
growth eventually death of parts, such as, the leaves without rotting.
State of deteriorating conditions in a community.
Carcinogenic - Cancer producing.
Carbon Monoxide (CO) - A colorless, odorless, very toxic gas produced by any
~~~ process that involves the incomplete combustion of
carbon containing substances such as coal, oil, gaso-
line, and natural gas.
Chain, The Food - The food chain is the ecological relationship between the
eater and the eaten. Big fish eat little fish. This rela-
tionship continues from the minutest forms of life all the
way up to man.
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Chlorinated Hydrocarbons - Insecticides that last for years or decades, and
may accumulate in hazardous concentrations in the
tissues of non-target animals. Examples are: DDT,
DDD, Endrin, TDE, Aldrin, Dieldrin, Toxaphene,
Heptachlor, and Lindane (BHC).
Compost - A mixture of garbage and degradable trash with soil in a pile.
Bacteria in the soil cause decomposition and thereby return desirable
organic material back to nature.
Climate - The weather condition at a place over a period of time-exhibited
by temperature, wind velocity and precipitation.
Crisis - An unstable or crucial time or state of affairs.
DDT - A chlorinated hydrocarbon. One of the oldest of the "hard: or persis-
tent insecticides which lasts for years or decades in the environment,
and may accumulate in hazardous concentrations in the fat of meat-eating
fish and animals including man.
Dead Lake - A lake so filled with toxic wastes that it cannot any longer
support aquatic life. Lake Erie is now a dead lake.
Decibles - The unit for measuring loudness (intensity) of a sound. Examples -
Threshold of audibility - 0; rustling leaves faint - 20; a whisper
at five feet - moderate 4O; average living room lound - 60; vacuum
cleaner very loud - 80; have to shout to be heard, continued daily
exposure brings about loss of hearing; deafening - 100, thunder;
painful to ear - 120, siren; eardrum ruptures - 1^0, jet take off.
Defoliants - Chemicals used to remove the green leaves from plants. An herbicide.
Detergents - A cleaning agent - any of numerous synthetic water-soluble or liquid
organic preparation used as soaps.
Disposable Items - Items designed to be used once and discarded, such as paper
napkins, towels, handkerchiefs, etc. A product of our use
and discard type of economy.
Earth - The planet upon which we live, the third planet from the sun, the dry
land upon which mankind makes his home, soil.
Earthworm - Lubricus terrestris - Natures cultivator and soil builder- Charles
Darwin, who wrote a book on the subject, stated that perhaps this
creature was the most valuable of all organisms to mankind.
Earth Day - April 22, 19?0. Set aside first by Senator Gaylord Nelson (D-Wisc.)
and Congressman Paul McCloskey (R-Calif.), the Conservation Founda-
tion and others to focus the public's attention on the sad condition
of man's environment, with the object of improving it.
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Ecology - That field of biology that deals with the mutual relationships
between the several species and other organisms, the living rela-
tionship between man and his world. The relationship between
plants, animals, man and all other flora and fauna.
Economic - Relating to, or based on the production, distribution, and con-
sumption of goods and services.
Ecotage - From ecology and sabotage. Meaning the branch of tactical biology
that deals with the relationship between living organisms and their
technology. Tactics which can be implemented without injuring life
systems. Developed by Environmental Action from the activities of
"The Fox".
Ecosphere - The layer of earth and troposphere inhabited by (or suitable for
the existence of) living organisms.
Effluent - An outflow; a discharge or emission of a liquid or a gaseous nature.
Emphysema - A swelling produced by gas in any body tissue. Emphysema is a
lung infection which may result from continued cigarette smoking,
and other forms of air pollution over a period of long continued
exposure.
Emission Standard - The maximum amount of a pollutant that is permitted to
be discharged from a single polluting source.
Endangered Species - Birds, animals and even man who stand in danger of having
their species obliterated from the earth for all time.
Many species have already disappeared.
Environment - The aggregate of all the external conditions and influences
affecting the life and development of an organism.
Environmentalists - Persons actively interested in the improvement of their
environment.
Environmental Quality - The standard of purity of the air, water, and land,
which is productive of a healthy plant and animal
world, a fit place for human habitation.
Enzyme - Any of a class of complex organic substances, that accelerate (catalyze)
specific .chemical transformation. An additive to laundry detergents
which has recently been introduced and whose use is questioned by
environmentalists.
Epidemiology - The study of diseases as they affect population rather than
individuals including the distribution and incidence of a
disease; mortality and morbidity rates; and the relationship
to climate, age, sex, race, income, job, smoking habits, and
other factors.
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Episode - An air pollution incident in a given area caused by a concentra-
tion of atmospheric pollution reacting to prolonged meterological
condition (e.g., an extensive inversion) that results in a signi-
ficant increase in death or illness.
Erosion - The wearing away of rocks and topsoil by wind, water, ice freezing
and thawing. Man by his carelessness has speeded the process.
What nature would take a thousand years to do man does in a decade.
Estuary - The broad mouth of a river into which the tide flows. The breeding
grounds for saltwater fish and other aquatic creatures. When the
estuary is filled in for residential or highway development, the
breeding grounds are destroyed thus reducing the saltwater fish
population.
Eutrophic - That stage in life of a lake or other such body of water when
it has passed through both the Oligotrophic and the Mesotrophic
stages and is in the process of dying and eventually becoming a
swamp instead of a clean livable body of water capable of support-
ing a healthy variety of aquatic life, it is dead. Example - Lake
Erie.
Exploitation - Unjust or improper use of human or natural resource.
Fauna - An all encompassing term applicable to all animal life of a given
region or time.
Flora - An all encompassing term applicable to all vegetative life of a given
region or time.
Fluoridation - The treatment of drinking water with the chemical Fluoride to
aid in the prevention of tooth decay.
Fossil Fuels - Coal, oil, and natural gas; so called because they are the re-
mains of ancient plant and animal life.
Greenhouse Effect - The Phenomenon in which the sun's energy, in the form of
light waves, passes through the atmosphere and is absorbed
by the earth, which then radiates the energy as heat waves
that the air is able to absorb. The air thus behaves like
glass in a greenhouse, allowing the passage of light while
trapping heat.
Herbicides - Chemicals used to control and defoliate vegetative growth such as
weeds. The best known examples are 2, ^-D and 2, *f, 5-T Ammate
and paraquat. They are short lived in some conditions, but in
other cases have persisted long enough to contaminate water supplies.
Humus - A topsoil rich in plant nutrients and partially digested organic matter.
The good earth upon which all living creatures eventually depend for life,
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Monitioring - Continuous sampling by local, state and regional agencies as
part of a surveillance system for measuring pollutants present
in the atmosphere,
Nature - The sum total of the forces at work throughout the universe. The
ecological balance of animate organisms and inanimate objects.
Primitive wild condition. Unless man respects it, nature will
not work for him. Blind to the need of cooperating with nature
man is destroying the sources of his life.
Noise Pollution -
Any noise which is unwanted and when long endured causes
an impairment of the hearing. Any sound which registers
above forty decibels on the sound scale can be classified
as noise pollution.
Oceanography - A branch of physical geography dealing with the ocean, its
characteristics and the life which it supports.
Oil Pollution - Oil pollution results in oceans and harbors when oil tankers
have accidents or1 when off shore oil wells have accidents
spilling crude oil on the water surface killing water birds
and fish and polluting -.the shoreline.
Oil Spill - See oil pollution above.
Oligotrophic - The stage in the life of a lake or other such body of water
when it is Beep and supporting little biological life - example
Lake Superior.
Organic Food - Food grown in soil fertilized with animal manure or compost and
"in which no chemical fertilizer has been used. This same food
has not been subjected to chemical pesticides of any kind. The
food of our grandparents.
Organic - Pertaining to, or derived from living organisms; exhibiting character-
istics peculiar to living organisms.
Ozone - A pungent, colorless, toxic gas; one component of photo-chemical smog,
Oxide - A compound of two elements, one of which is oxygen.
Particulates - Small visible air pollutants resulting from incomplete com-
bustion.
Pesticides - Chemicals developed for extermination or controlling house and
garden insect pests. Many are toxic to man and animals.
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Phosphate - A salt cr ester of phosphoric acid as calcium phosphate
(a3(PO. )2 - a compound derived from phosphoric acid and
occurring in bones, in certain rocks, etc., used as a fer-
tilizer and in recent years it has been a component of laundry
detergents.
Photochemical Oxidants - Those air pollutants which when acted upon by the
rays of the sun create smog.
Pollution - Impurities carried in the air, in the water, or on the land which
degrade the quality of the air, water or earth.
Fcllutants - Any waste product which lowers the quality of life by degrading
the air we breathe, the water of our rivers, lakes, and oceans,
or disfigures our beautiful land. In essence, anything which
degrades the quality of our lives.
PCHaters - Individuals or organizations who pollute the environment.
Population Explosion - The unimpeded acceleration in the worlds population
brought about by modern technology reducing the death
rate without at the same time reducing the birth rate.
The implications for the environment, in the unchecked
multiplication of mankind, are terrible to contemplate.
The possibilities for man himself are likely to be
starvation on a larger scale then ever before in history
Primary Treatment (Sewage) - This aspect of a sewage treatment plant removes
the material that floats or will settle in sewage.
PPM - Parts per million cubic feet cf air. The measurements of air pollution.
Quality - Excellence, purity, of high value.
Radiation Pollution - Atomic energy pollution resulting from atomic tests and
atomic wastes such as radioactive clouds, which infect
air and soil.
Recycle - As used in environmental writings it means breaking down the waste
products of society into their component parts in order that these
parts may be used again. Recycling is the open process of decom-
posing manufactured articles.
Resources - Renewable resources and finite resources are the property of
all Earth's people and all generations of mankind now and to
come. Private ownership of a country's resources is counten-
anced only if 'the use of such resources is directed towards the
interests of the people as a whole.
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Sanitary Landfill - This is the placement of solid wastes in ravines and other
low places and covering it with soil day by day to keep
down odor. This is one temporary solution to the problem
of solid wastes. The cities are rapidly running out of
available land for such fills.
Secondary Treatment (sewage) - The second step in most waste treatment systems
in which bacteria consumes the organic wastes in
sewage.
Sediment - Sand and silt, the products of erosion carried along by rivers and
streams.
Silent Spring - The title of a book written by Rachel Carson, published in
1952, whose objective was to warn of the grave dangers of
pesticides.
Smog - A coined word from the two words smoke and fog. Air heavily polluted
with poisonous gases and particulates or visible floating particles.
Sonic Boom - Any plane flying faster than the speed of sound trails behind
it a cone of noise pollution called the sonic boom.
Solid Wastes - Refuse from our high standard of living such as glass bottles,
jars, metal cans, plastic containers, waste paper, old auto-
mobile tires, junked automobiles, refrigerators, etc. Every
day America produces 800,000,000 pounds of this type of waste.
Survival - Persistence in the continuity of life from one generation to
another in spite of all the destructive factors faced by each
generation.
Sulphur Dioxide - A poisonous air pollutant produced by the burning of fossil
fuels.
Symbiosis - The living together in intimate association or even close union
of two dissimilar organisms such as a fungus in the soil supporting
a tree which has in nature become dependent upon the relationship.
Technology - A technical method of achieving a practical purpose; technical
language.
Thermal Pollution - An insidious type of water pollution which results when
heated cooling water is emptied into a stream or river
raising the temperature of the river and disturbing the
ecological balance of the stream and driving oxygen from
the water thus reducing the fish population that the river
can support.
Toxic - Poisonous to living organisms.
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Troposphere - The innermost part of the 12 mile Layer or air encircling the
earth; it extends outward about 5 miles at the poles and 10
miles at the equator.
Water - (H?0) - The universal liquid upon which every living organism must
depend for life. It represents more than 50$ of the body
weight of all living organisms both plant and animal.
Water-Shed - All that land surface from which runoff drainage empties into
a single stream or river.
Wheel of Life,- The - The ecclogical cycle uf life and death beginning with
the living soil which supports the vegetation upon which
man and animals live. In turn their body wastes as well
as their physical remains return to the earth. Here they
beccme the food for bacteria and earthworms thus creating
a fertile base for a new crop of vegetation beginning a
new cycle In the wheel of life.
Wilderness - The name applied to those remaining areas in our country which
as yet remain undisturbed by man. These areas which yet are in
their natural state are threatened by the encroachments which
would destroy them.
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Glossary of Planning Terms
Authority
The right to command and to enforce obedience; the right to act officially.
This right is vested or assigned to a person in any organized group by the
members of that group. It is an essential element of any organized group
effort.
Communication
The act of communicating; an exchange of ideas, conveyance of information,
etc., correspondence. This word is derived from the latin word communis,
meaning common. It implies sharing and means that at least two persons are
involved in the act of communicating; the communicator and the communicatee.
For communication to be successful, the message conveyed must be understand-
able to both parties.
Cooperation
Operating together for a common object. To aid or assist one another in
order to achieve a common objective; perform joint action in a manner that
individual actions compliment each other. The result of cooperation is
the accomplishment of results that cannot be achieved by individual action
for the same amount of effort and time. A good analogy of cooperation is
that of 'harmony1 heard in music, when the voices or instruments are 'coo-
peratively' acting. The 'harmony' heard is a positive, additional benefit
resulting from cooperation.
Coordination
The act of aligning or arranging actions to be complementary. In organiza-
tion operation this act is an essential part of management planning.
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Execution
The act of doing or carrying out fully an action. In organization operation,
this act is more commonly known as implementation.
Feedback
The transfer or return or a portion of the generated 'output' to the source
of its generation, for use in controlling the generation of further output.
Such 'return' of output can be used to reduce the generated output, in
which case the term "negative" feedback is used. Or the return of output
can be used to increase the generated output, and the term "positive"
feedback is used.
Heuristic
This word is derived from the Greek word "find out". It is used in plan-
ning terminology to mean the same as the slang expression 'cut and try'.
This type of action (heuristic) is essential to the act of planning. As
you prepare a plan, the act of preparing the plan itself suggests to the
planner new things or actions to be planned. e.g. the planner 'finds
out' things to be planned in the act of planning.
Hierarchical
This term refers to a ranking or structured relationship of things or
persons. The arrangement or ordering of things, actions or persons is
as essential part of planning.
Image
A visible representation of something. This representation may occur
in the mind of a person, as well as in a physical form. A 'image of
what future accomplishment or result can occur, is essential to the
act of planning.
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Implementation
The act of doing or carrying out fully an action. In organized operations,
this term commonly refers to implementing or accomplishing a plan of
action.
Intercalated
Interposed elements of seperate action processes (tactics) that relate
together into an overall (strategic) process. This term is used in des-
cribing the way in which planned sub-elements or details of an overall
plan fit together in a master plan. The less precise term, 'interelated1
is also used to describe the way in which detail plans fit together to make
up a master plan. The slang expression "getting it together" or "together"
implies intercalated action.
Intuition
Knowledge from wihtin, instinctive knowledge or feeling that cannot be
identified as being understood by perception or reasoning. Planning is
quite dependent upon the intuition of the planner. The slang expression
for this term is 'gut feeling'.
Iterative
Repetitious, or repeated actions that are not exactly the same. This term
is used in planning to describe the sequential (or iterative) development
of a plan. It is common in planning to develop an initial plan, which
when completed will suggest an improved plan that can be prepared. This
improved plan will, in turn, suggest get another revision of plan. These
plans are called iterative.
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Line Organization
The positions in an organization that bear responsibility for managing
or performing the primary external action of the organization, make up
the 'line' organization. The term 'line' refers to the direct line
of authority from the head of the organization to these positions.
Manage
To direct or conduct the affairs of an organization. The key functions
of managing an organization are: Organizing, Planning, Staffing,
Directing and Controlling. The authority to manage an organization
is vested in one person, x\rho may then delegate a portion of this
authority to other persons who act as 'managers.'
Management
This term is used to describe the persons or positions in an organization
who 'manage' the organization.
Master Schedule
A master schedule is a listing of primary objectives to be accomplished
at specific times. The use of the term 'master' schedule distinguishes
this schedule (and its objectives) from all other schedules generated
on the same program, and indicates that the objectives scheduled
thereon have precedent (priority) over other objectives.
Metaplan
This term is used to describe the plan for making a plan. Such a plan
must be formed in order to prepare any plan and is essential to efficient
planning operations.
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Network
An interconnected arrangement of inter-acting elements. In the case of
planning, this term is used to describe a pictorial layout of scheduled
objectives with lines showing primary dependency relationships.
Objectives
That on which one sets his mind as an end; or purpose. Any plan is
primarily stated in terms of objectives. The assignment of these
objectives to a calendar time is a schedule.
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Organizing
One of the five primary functions of managing is organizing. Bringing to-
gether or arranging persons and/or things to act as a whole or combination
for acheiving common objective.
Organization
The act of organizing, or the state of being organized. This term identifies
the arranged grouping of persons undertaking a common objective. For example
a 'program' organization is the name given a group of persons interacting
under a plan to accomplish a common set of objectives.
Plan
An arrangement of means or steps for the attainment of some objective. In
the actual formulation of a plan, something creative must happen. From an
understanding of the objective, and various possible ways of achieving it,
a plan must be conceived. This may take a long time, or after a period of
apparently unsuccessful trials and hesitation, it may occur suddenly, in
a flash, as a bright idea. The word plan is from the latin word planus,
meaning flat surface; which is associated with the written description of the
conceived plan.
Planning
The primary act of planning is the intellectual or thought process of dis-
covering and choosing the arrangement of means or steps for the achievement
of some objective. The secondary act of planning is the preparation of
a description of that plan, suitable for communication to other persons. The
ability to plan is unique to human beings.
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Program
A pre-arranged plan or course of proceeding toward a set objectives. This
term is used in planning to distinguish particular organized efforts directed
toward a set of objectives which are only a portion of the overall organiza-
tions' objectives.
Programmed
When the set of objectives are selected and arranged into a plan of action
for a program, the term 'programmed' is used to denote that the steps of
action are now fixed.
Project
This term is used inter-changeably with the word program and serves the same
purpose, i.e. to distinguish a particular organized effort directed to a set
of objectives which are only a portion of the overall organizations' objectives.
Random
Without definite purpose or aim; hap-hazardly. This term is used to denote
the opposite of 'planned'.
Resources
That which is resorted to for aid or support. In planning, resources are
all of the persons or things that make up the means to achieve objectives.
In practice, it is convenient to think of 3 kinds of resources; Money,
Manpower and Materials.
Responsibility
That for which one is answerable: a duty or trust. In organization matters,
this means the ability to meet obligations or to act without superior authority
or guidance. Responsibility is assigned at the same time that authority to
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perform is delegated.
Simulate
To have to appearance or form of, without the reality; an imitation. In
many instances where considerable planning is involved, it is necessary
to simulate certain actions or conditions to test what will occur, and thus
assist the planner in preparing better plans for actual implementation.
Staff Organization
The positions in an organization that support the line organization positions.
The staff organization is therefore looked upon as performing internal actions
within the organization to aid those positions performing the more external
work of the organization.
Strategic
Strategic plans are concerned with long range & overall objectives and actions
of an organization.
Strategy & Tactics
A strategy is a conceived plan to meet objectives, usually long range. Tactics
are particular actions that are short range, but supportive of the strategy.
Systematic
A system is defined as an orderly combination or arrangement, as of parts
or elements into a whole. Systematic means carrying out or acting with or-
ganized regularity. This term is often used with planning and organization
because of the ordering and arranging involved therein.
Tactical
Having to do with tactics; the following out of a short range plan.
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Tasks
In planning, this term is used to identify the set of actions toward a
common specific objective. This provides a convenient way to describe the
means to be used in achieving the objectives in a plan.
Work Breakdown Structure
This term is used to describe the structured arrangements of tasks for imple-
menting a plan. That is, the total work required to implement a plan of action
can be divided and subdivided in accordance with a dividing scheme, to assist
the presentation or development of the planned work. Such a division is pre-
sented visually as a Work Breakdown Structure.
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APPENDIX E
STUDENT RESEARCH ASSIGNMENTS
NAME
Daniel Tabor
Eric Smith
Bradley Oliver
Curtis Callaham Dorsey
Bobby Ray Wallace
Brenda Eayfield
Debora Goldston
Russell Jones
Gwendolyn Smith
Javier Ramos
Larry Holloway
Valerie Mozee
Althea Collard
Timothy Davis
Ronald Fleming
Venetya Ellis
Ygnacio Garcia
Terrie Roane
Larry Hodges
A. J. Scott
Sherry R. McKnight
Ernest Davis
ASSIGNMENT
IV
Local Organizations - Environmental
Oriented
Fuel
Power
Population
Community Health Hazards
Community Health Hazards
Community Health Hazards
"Crisis in Black and White"
"Crisis in Black and White"
Dogs and Cats
Population
"Silent Spring"
Population
Power, Population
Role of the Courts
Air Pollution
Radiation
Water Pollution
Citizen's Role in Environmental
Improvement
"Future Shock"
Ecology in the Prison Systems
Power, Fuel
-6k-
-------
STUDENT EESEAECH ASSIGNMENTS (CONT'D)
NAME
Aarhonda Henry
Charles Harris
Tyrone Terrell
Joane Higgins
Norman Hodges
ASSIGNMENT
Cats and Dogs
"Crisis in Black and White"
Water Pollution
Citizen's Role in Environmental
Improvement
The Environmental Protection Agency
-65-
-------
APPENDIX G
LECTURERS
Norman Hodges - President
Green Power Foundation
."Where It's At"
Mary Maxine Boyd - Program Director
and Urban Specialist
Urban Center for Environmental Improvement
."Effective Listening"
Robert I. Rush - General Manager,
Animal Regulation Department
."Care and Control of Animals"
Ronald Brunner, Director, Financial and
Technical Assistance Pi™opram
Green Power Foundation
."Basic Logic in Problem Solving"
Melvin Streator, Program Director of
Small Business Administration
-"Costing and Finance Planning"
-"Human Developing Resources"
Steve Jenkins - Administrative Intern
City Planning Department
."City Administrative Planning"
William Taylor - Environmental Education
Specialist
National Park Service
."Urban Environmental Study Area"
Chuck Edwards, Consultant
National Safety Council
-"Safety Awareness"
Alfonzo Dave - Manager
Avalon-Florence Human Resources
Development Center
."The Role of the Agency"
Emily Nabholz, Dr. P.H. District
Director of Health Education
Oliver Brown - Health Education Assistant
Southeast Health Center, County of
Los Angeles Health Department
."Venereal Disease and What We Can Do"
Jess Wall - Director, Special Projects
Pasadena Unified School District
."Discovering Resources Within Us"
Henry Nyarki. Process Engineer
General Motors Corporation, Assembly Div.
."Thinking"
Tom Hawkins - Sportscaster
KNBC News
."Communications"
Donald Hayes, President and Marketing
Consultant
Marco Ltd.
-"Ecology Salable or Not?"
Bob Oliver - Voter Education
-"The Role of the Citizen in Environmental
Improvement"
Howard Steverson, Executive Vice President
Green Power Foundation
-"The Role of Urban Centers Pilot Program
to the Overall EPA Youth Programs
Objectives"
Cornell Harvell, Environmental Education
Specialist
National Park Service
."Evaluation of Briefing Techniques"
John Wallace - Educational Specialist
Locke High School
."Sociological Implications of Environ-
mental Clean-Up"
Officer Williams
Los Angeles Police Department
."Police Community Relations"
Ron Brunner - Director, Financial and
Technical Assistance Program
Green Power Foundation
-"Human Resources"
-67-
-------
LECTURERS (CONT'D)
Joe Conner
Sciential Club
University of Southern California
.'Exchange of Program Information"
Jared Van Sloten, Consultant
Management Media
."Information Presentation Techniques'
Dr. Gene Kalland - Associate
Professor of Biology
Cal State, Dominguez Hills
."Ecological Effects of Ocean
Dumping"
-------
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SUMMARY DATA
LABOR
LABOR
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LABOR
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-69-
PEVELOPHENT Z,M5
OPE RATIN6 17,600
-------
URBAN
CENTER
DEVELOPMENT
PROJECT
|M
A PROJECT OF THE URBAN CENTER FDR ENVIRONMENTAL INPROVEMENr
-------
PILOT ACTION PROGRAM
SPONSORED
GREEN POWER FOUNDATION
FUNDED BY:
ENVIRONMENTAL PROTECTION
AGENCY
-71-
-------
• URGENTLY NEEDED COMMUNITY
AWARENESS FOCAL POINT
A PLATFORM TO AIR THE URBAN
COMMUNITY'S ENVIRONMENTAL
IMPROVEMENT NEEDS
-72-
-------
OBJECTIVES
9 DEVELOP AND OPERATE AN ENVIRONMENTAL
CENTER THAT SERVES THE COMMUNITY
ENCOURAGE COMMUNITY ENVIRONMENTAL
AWARENESS
DIRECT USEFUL URBAN PROJECTS WITHIN
THE URBAN CENTER
STIMULATE INVOLVEMENT OF COMMUNITY
YOUTH AND COMMUNITY ORGANIZATIONS
-73-
-------
MAJOR TASKS
« ENVIRONMENTAL CENTER DEVELOPMENT
SCHOOL INVOLVEMENT PROJECT
ENVIRONMENTAL DIRECTORY DISTRIBUTION
URBAN CENTER COMMUNITY NEWSLETTER
DEVELOP URBAN CENTER FUTURE PLAN
PEVEL0P URBAN COMMUNITY FORUM
-74-
-------
ORGANIZATION
PROJ
SCHOOL PROJ.
CENTER DEV
T. DAVIS
E. SMITH
V GARCIA
&. RAYFIEID
URBAN
CENTER
DeVELC
PMENT
TDAVIS,RM.
. RAYFIELp, A5t>T.
DIRECTORY
PROJECT
E. SMITH
T. DAVIS
1
NEWSLETTER
PROJECT
RAYFIELD
GARCIA
-75-
-------
UR&AN CENTER SERVICE AREA
LOS AW6ELES CIVIC OR.
UR&AN CENTER
500TH CENTRAL A
SOUTH EAST, LA.
PROJECT AREA
80 5Q MILES
50QOOO. POR
-76-
-------
ACTION PROJECT TIME SPAN
JULY
AUGUST
A PROJECT APPROVAL
A DIRECTORY PUBLISHED
A FIRST NEWSLETTER |
AFIRST UR&AN FORUM
ABSCOND FORUM
ACENTER OPER.
COMPLETE
AFIWAL
REPORT
-77-
-------
PROJECT &UD6ET
(a WEEK PROGRAM)
URBAN CENTER DEVELOPMENT PROJECT
LA&OR * 1,120.00
MATERIALS _. 425.OO
TOTAL 2,345.00
-------
UR&AN CENTER OPERATION
(BUDGET, SWEEK OPERATION)
**MATER1ALS ........... j, 664. OO
TOTAL 17,600.00
•# STAFF
#* STATIOMERV, SUPPLIES, FACILITY RENT, ETC.
-79-
-------
OVERDUE UR&AN CENTER
COMMUNITY EDUCATION AND
AWARENESS
-------
SUMMARY
FfcCKAGE PROJECT DEVELOPED DATA
FOR DISSEMINATION WITHIN THE URBAN
COMMUNITY
DISTRIBUTION OF PROJECT DEVELOPED
DATA TO NEWS MEDIA % CONCERNED
COMMUNITY GROUPS
PROMOTE THE BENEFITS OF THE PROJECTS OF
THE URBAN EWIRONMENTAL CENTER WITHIN
THE COMMUNITY
-------
APPENDIX J
CONFERENCES ATTENDED
Evelle J. Younger, Attorney General of California
-"Three-Day Survival School"
Nevada Community Pride Council
Standard Oil Company of California
and
Cooperative Extension Service
Max C. Fleischmann College of Agriculture
University of Nevada, Reno
."Five-Day Community Pride Citizenship
Workshop at Nevada State k-E Carnp,
Lake Tahoe"
Yosemite National Park
-"Environmental Comparison of Urban
and Natural Areas"
Western Regional Conference - Keep_Ameri_ca Beautiful, Inc.
."Agenda for Action"
University of California
Agricultural Extension Service
-'•'Two-Day *f-H Community Pride
Conference at Idyllwild"
Cal State, Los Angeles
Focus: Three-Day Nationa^C_onferaac_e
-"Shelter for Mankind"
-------
APPENDIX K
BIBLIOGRAPHY
BOOKS
Bixby, William. A World You Can Live In. David McKay Co., Inc. 1971
Brown, William. How to Stop the Corporate Polluters. Bellerophon. 19?2
Commoner, Barry. The Closing Circle. 1971
Conservation Foundation, The. A Citizens Guide to Clean Air. Conservation. 1972
Council on Environmental Quality. Environmental Quality. 1971
Davies, J. Clarence, III. The Politics of Pollution. 1970
DeBell, Garrett. The Environmental Handbook. Ballantine, 1970
Ehrlich, Paul E., Dr. The Population Bomb. Ballantine. 1968
Landau, Norman J. and Rheingold, Paul D. The Environmental Handbook. Ballantine. 1971
Meek, Ronald. Marx and Engels on the Population Bomb. Ramparts. 1971
National Park Foundation. Adventure in Environment. Burdett. 1971
National Tuberculosis and Respiratory Disease Association. Air Pollution Primer. 1969
Sax, Joseph. L. Defending the Environment. Knopf. 1971
Van Sickle, Dirck. The Ecological Citizen. Harper and Row. 1971
-------
BIBLIOGRAPHY
PERIODICALS
Kiefer, David M., October 7, 1968, "Population: Technology's Desperate Race With
Fertility", Chemical & Engineering News, Part I, pp. 118-lH, Part II, pp. 89-10?.
Levi, Donald R. and Colyer, Dale, March 10, 1972, "Legal Remedies for Pollution
Abatement", Science, pp. 1085-108?.
Spilhaus, Athelstan, February 18, 1972, "Ecolibrium", Science, pp. 711-715-
Freeman, A. Myrick, III, and Havemen, Robert H. , "Residuals Charges for Pollution
Control: A Policy Evaluation", Science, July 28, 1972, pp. 322-329-
Callahan, Daniel, February k, 1972, "Ethics and Population Limitation", Science,
pp.
1971-72, "Energy -Environment Dilemma: Solutions Sought", Chemical and Engineering
News .
Kiefer, David M. , December 6, 1971, "On the Road to ZPG" , Chemical and Engineering
News, pp. 20-21.
October ^, 1971, "State Council Promotes Environmental Literacy", Chemical and
Engineering News, pp. k2-kj>.
Letter to the Editor: Sears, i Paul B., "Ecology", Science, October 22, 1971.
October 22, 1971, "Mass Transfer and Urban Problems", Science.
February 18, 1972, "Old Cities, New Cities, No Cities", Science.
Stokinger, H. E. November 12, 1971, "Sanity in Research and Evaluation of Environ-
mental Health", Science, pp. 662-665.
Galle, O.M., Gove, W. R. , McPherson, J. M., April 7, 1972, "Population Density and
Pathology: What are the Relations for Man?", Science, pp. 23-30.
Bazell, Robert J., December 3j 1971 , "Urban Health and Environment: A New Approach",
Science, pp. 1005-1006.
November 19, 1971, "HEW Blasts 'Myths' About Welfare Rolls", Los Angeles Times,
1972, "'Maldistribution' of U.S. Wealth was Rapped by a Research Center", Daily
Democrat.
1972, "Industry Renders Nearly Secret Service to Ecology Movement", Los Angeles
Times.
Porter, Sylvia, 1972, "Ways to Get Your Dollars Worth", Dally Democrat.
Porter, Sylvia, August 20, 1971, "Ways to Get Your Dollars Worth", Daily Democrat.
Corrigan, Frank W., January 23, 1972, "The Population Explosion: How Much of an
Explosion?", Los Angeles Times.
-Sk-
-------
Anderson, Jack, December 10, 1971, "Early Death in Ghettos", Daily Democrat.
Porter, Sylvia, May 4, 1972, "Ways to Get Your Dollars Worth", Daily Democrat.
Porter, Sylvia, May 9, 1972, "Ways to Get Your Dollars Worth", Daily Democrat.
Porter, Dylvia, May 10, 1972, "Ways to Get Your DollarsWorth", Daily Democrat.
Porter, Sylvia, 1972, "Ways to Get Your Dollars Worth", Daily Democrat.
Porter, Sylvia, "Ways to Get Your Dollars Worth", Daily Democrat.
January 10, 1972, "Scientists Plumb the Unknowable Future", Chemical and Engineering
News, pp. 27-35-
McCurdy, Patrick, July 3, 1972, "The Politics of Pollution", Chemical and Engineering
News,.p. 1.
Bradshaw, Thomas T., February 21, 1972, "Closing Circle on Environmental Economics','
Chemical & Engineering News, pp. 22-33
Porter, Sylvia, November 22, 1971, "Ways to Get Your Dollars Worth", Daily Democrat.
January-February, 1972, "Hidden Costs of Economic Growth", Center for the Biology
of Natural Systems, pp. 5~9-
Coale, A.J., October 9, 1970, "Man and His Environment", Science, pp. 132-136.
Ehrlich, P.R., and Holdren, J.P., March 26, 1971, " Impact of Population Growth",
Science.
Goldman, M. I., October 2, 1970, "The Convergence on Environmental Disruption", Science,
pp. 37-^2.
Moncrief, L.W., October 30, 1970, "The Cultural Basis for Our Environmental Crisis",
Science, pp. 308-512.
Morison, R.S., July 1969, "Science and Social Attitudes", Science, pp. 150 - 156.
White, L., Jr., March 10, 1967, "The Historical Roots of Our Ecological Crisis", Science,
PP- 1203 - 1207.
Milgram, S., March 13, 1970, "The Experience of Living in Cities," Science, pp.
1468.
-85-
-------
APPENDIX L
RESOURCE ORGANIZATIONS
Agriculture Extension Service, University of California, Riverside, California
Attorney General of California, Los Angeles, California
Bureau of Environmental Health, Los Angeles, California
California Department of Education, Sacramento, California
California Ecology Corporation, Department of Conservation, Sacramento, California
California Legislature, 5Jrd District, Los Angeles, California
California State Advisory Committee on Conservation Education
California Tomorrow, San Francisco, California
Californians for Environmental Quality, Los Angeles, California
Central City Community Health Center, Los Angeles, California
Citizens for Better Environment, Los Angeles, California
City of Los Angeles, Department of Animal Regulation, Los Angeles, California
City of Los Angeles, Department of Recreation and Parks, Los Angeles, California
City of Los Angeles, Department of Planning, Los Angeles, California
Community Pride Councils of Southern California
Community Redevelopment Agency, Los Angeles, California
Compton Unified School District, Compton, California
County of Los Angeles, Air Pollution Control District, Los Angeles, California
County of Los Angeles Health Department, Los Angeles, California
County of Los Angeles, Office of Kenneth Hahn, Los Angeles, California
Ecology Action, Los Angeles, California
Ecology Center of Southern California
EDICT Foundation, Huntington Beach, California
Environmental Protection Center, Inglewood, California
Fillippo de Luigi, Radio-Television, Rome, Italy
Food Stamps Corporation, Inglewood, California
-86-
-------
APPENDIX L
RESOURCE ORGANIZATIONS (CONT'D)
Jefferson High School, Los Angeles, California
Keep America Beautiful, Inc., San Francisco, California
Kent H. Landsburg Company, Los Angeles, California
Locke High School, Los Angeles, California
Los Angeles Beautiful, Los Angeles, California
Los Angeles City School District, Los Angeles, California
Los Angeles County Department of Education, Los Angeles, California
Los Angeles County Library, Hawthorne, California
Los Angeles Public Library, Inner City Mobil Unit, Los Angeles, California
Marco, Ltd., Los Angeles, California
Metropolitan Gazette, Compton, California
National Education Association, Washington, D.C.
National Park Service, Oxnard, California
National Park Service, Western Region, San Francisco, California
North American Rockwell, Downey, California
Open Space, Inc., Santa Monica, California
Pasadena Unified School District, Pasadena, California
Pet Assistance Foundation, Los Angeles, California
Regional Planning Association, Los Angeles, California
Sandier Films, Inc., Hollywood, California
San Fernando Valley State College, Northridge, Californoa
Sierra Club, Los Angeles, California
South Central Neighborhood Center, Los Angeles, California
Southern California Gas Company, Playa del Rey, California
Standard Oil Company of California, San Francisco, California
State of California Department of Justice, Los Angeles, California
-8?-
-------
APPENDIX L
RESOURCE ORGANIZATIONS (CONT'D)
St. Phillip's Episcopal Church, Los Angeles, California
Survival School, Ross, California
The Conservation Foundation, Washington, B.C.
The Victor Gruen Foundation for Environmental Planning, Los Angeles, California
University of Southern California Community Center, Los Angeles, California
Uob. Forest Service, Pasadena, California
Watts Model Cities Council on Community Clubs, Watts, California
Western Airlines, Los Angeles, California
-------
APPENDIX M
SUMMAEY OF ACTION PROJECTS
After an initial four-week period of field trips, lectures, and extensive
working sessions on planning techniques, the Urban Center environmentalists
were ready to commence the process of selecting their action groups. After
the students had divided themselves into six teams, they chose areas of
environmental concern to investigate.
Selected from the areas of concerns identified in the survey conducted last
summer, the following projects were undertaken:
...Animal Clinic Center Project
...Cat and Dog Investigation Project
...Stray Dog Control Project
...Community Awareness Project
...Watts Festival Project
...The Urban Center Operations Project
-89-
-------
Animal Clinic Center Project
The objectives of this team were to explore the need of, and develop plans
for an animal shelter and low cost clinic in South Central Los Angeles.
Their goal is to help alleviate the problem of stray animals so prevalent
in the community. To accomplish these objectives, the following tasks were
singled out:
...the identification of veterinarians and existing animal
clinics in the community, along with public and private
organizations concerned with animal care,
...to become more familiar with animal care techniques, common
diseases among cats and dogs and collection of all data
applicable to the project, and
. . .distribution of information to community groups with a view
toward establishing communication links with appropriate
city agencies.
This project was primarily research oriented. Its most notable accomplishment
was the dissemenation of information to the community concerning what must be
done about stray animals. In addition, several useful contacts were made at
the Department of Animal Regulations.
-90-
-------
Cat and Dog Investigation Project (CDIP)
The high percentage of animal bites in the inner-city coupled with stray
dogs disrupting trash containers, barking, causing traffic accidents, etc.,
demonstrates the need for a more rigorous enforcement of animal regulation.
The project members believed that pet owners and concerned city agencies
should be reminded of their responsibilities under the law. It was felt
that these tasks would be necessary to accomplish this objective:
...pinpoint where and when highest percentage of dog bites
occur,
...develop an understanding of the most common diseases
transmitted by dogs and cats, and a relay of information
to the community, and
...continuous feedback from team to appropriate regulatory
agencies.
An interesting discovery was made as a result of meetings with Animal
Regulations and County Health personnel. Rabies, once a most dreaded
disease contracted from a rabid dog, has been practically arrested in
Los Angeles County. According to the final report of CDIP, the city
acknowledged the condition of stray dogs running in packs. The Department
of Animal Regulations suggested however, that it was the fault of citizens
who refuse to keep their pets on a leash and under proper control. The
students concurred with this assesment, but suggested that more research
on the problem should be undertaken along with more rigorous code enforcement
by animal control officers. The cat population is out of control but it is
difficult to determine the exact size since cats are not licensed.
-91-
-------
Stray Dog Control Project
These team members proposed to look critically at the problem of stray dogs,
the premier concern identified in the Phase I survey. In addition, they
felt that the runaway problem of dog vandalism, dog bites and dead dogs
in the street was receiving little attention from the city agencies respon-
sible. To carry out their research, the group felt it would be essential
to:
...conduct an investigation of animal regulations and codes
now on the books, and
...dissemenation of information regarding laws governing
animal control and facts on proper care and feeding
habits.
The Stray Dog Control Team was especially interested in monitoring how
responsive the Department of Animal Regulations is to minority communities.
-92-
-------
Community Awareness Project
In the words of this team, "Awareness is the ending of apathy and the beginning
of a strong enlightened community." In an effort to make this a reality, they
agreed to serve in a public relations capacity for the Urban Center. Specif-
cally, they wanted to coordinate and disseminate information concerning projects
in progress at the center, to the community at large. To do this, they felt
the following tasks would be necessary:
...preparation of an information packet describing
each project, its purpose, and accomplishments,
...keeping organizations (churches, multi-purpose
centers, local industries., etc.) up to date on
environmental projects at the Center.
In addition to serving as an information link between the Urban Center and the
community, they also served as a feedback apparatus from the community to the
Center. This was useful in determining how effective the projects were in
responding to community needs.
-93-
-------
Watts Festival Project
Because the Watts Festival was such a useful vehicle for the dissemination
of information about Phase I last year, one team chose to coordinate the
Center's participation in the Watts Festival this summer. Specifically,
they wanted to inform the community about projects at the Urban Center.
They also were concerned with providing residents with facts on how to
deal with urbenvironmental problems (e.g., dead animals, abandoned ears,
etc.) In addition, to encouraging folds to become more aware of their
environmental responsibilities. To achieve this ambitious plan, the
following tasks were outlined:
...assemble all available literature on environmental
organizations including efforts by private industry,
...to develop an interesting booth, and
...organize a workable schedule that will allow students to
work equally at the booth.
Their efforts were very successful. Hundreds of persons came by the creatively
decorated booth which featured ballons, posters, pencils and eager articulate
urban environmentalists.
-------
The Urban Center Operations Project
The goals of this team were to develop a plan for the concept of an Urban
Center. Also, to plan and implement sortie of the program components of that
plan. To reach these objectives, the students selected the following tasks:
...to develop interest in environmental concern among area
grade schools by conducting Awareness Programs.
...to develop and distribute an Urban Environmental Services
Directory as a guide to organizations and services residents
should be environmentally aware of,
...to create a weekly newsletter as a chronical of environmental
activities to the community,
...to develop a one year operating plan for the center, and
...to create a library.
Undoubtedly, one of the most ambitious projects, the team members worked hard
to accomplish every task. One disappointment to them was their inability
to publish more than one edition of the newsletter. This was more than
made up for, however, as a result of the extensive community contact they
made. This is especially true during their school contact segment. Another
highlight of their summer involvement was the development of working plans
for an on going, year-round Urban Center. These plans will help in developing
a blueprint for future action.
-95-
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