United States Office of Noise EPA 500/9-OW01
Environmental Protection Abatement and Control June 1980
Agency Washington, DC 20460
Noise
&EPA Public Education
and
Information
Manual for Noise
-------
PERMISSION IS GRANTED TO REPRODUCE
THIS MATERIAL WITHOUT FURTHER CLEARANCE
-------
TABLE OF CONTENTS
Chapter Page
I. GETTING STARTED 1
Objectives Of The Public Education and Information Program 2
II. NEIGHBORHOOD AND COMMUNITY-BASED
ORGANIZATIONS 4
Identification 5
Gaining Access 6
Enlistment Of Groups 8
Volunteers 9
Older Americans 10
III. LOCAL GOVERNMENT 13
Identification 14
Gaining Access 15
Foster Communication 17
Assistance to Other Agencies 17
IV. THE QUIET SCHOOL PROGRAM 18
Gaining Access 19
The Hearing Test Program 20
Curriculum Modules 21
The Quiet Driver Program/Student Motor Vehicle Testing Program . 22
Teacher Orientation 23
Facility Noise Evaluation 24
Additional Program Activities 24
V. MEDIA 27
TELEVISION 27
Gaining Access 28
Public Service Announcements 29
News Coverage 29
Production Assistance 30
Timing 31
Support Assistance 32
RADIO 32
Gaining Access 33
Talk/Call-in Shows 33
Emcee Assistance 34
Production 34
Timing 34
-------
TABLE OF CONTENTS (Continued)
Chapter Page
PRINT 35
Gaining Access 35
Contributions 36
Deadlines 36
Letters to the Editor 37
Getting the Story Told 37
Columnists 37
The Day Book 37
Press Services 38
Freelance Writers 38
Stringers 38
YOUR OWN MEDIA DEVELOPMENT 39
Movies 39
Slide/Sound Shows 39
Printed Materials 40
Pamphlets/Brochures 40
Bumper Stickers 40
Posters 41
Government Publications/Productions 41
VI. EVENT PLANNING AND COORDINATION 42
Goals And Objectives 43
Publicity 43
Agenda Planning 43
Media Action 44
Logistics 44
Sponsorship 44
Meetings 45
Coordination 45
Committees 45
TIPS AND SUGGESTIONS
VII. APPENDIX A—Support Materials 51
VIII. APPENDIX B—Resources 83
-------
I.
GETTING STARTED
This manual is written to you—the person in the local government who has been
given the responsibility of educating the public on noise effects and control. You may be
new to noise control and/or new to the public education and information aspects of a pro-
gram. This manual is designed to assist you with the implementation of a State and/or
local noise control public education and information program. The purposes of the pro-
gram are:
• To increase the awareness and knowledge levels of the general public with
respect to the potentially harmful health effects of excessive noise and the ef-
fects of noise on their quality of life
• To foster and promote locally and individual! initiated noise control ac-
tions—especially those which can be taken by individual citizens within the con-
text of their daily lives at home and at work to reduce noise exposures for
themselves and their neighbors.
• To motivate and generate the support of the general public, public/ private agen-
cies and organizations, groups, and associations for the increased role of States
and locales in noise control and abatement.
• To encourage citizens to participate in the design and implementation of local
noise control efforts.
Noise and noisy surroundings are important issues that require adequate State and
local attention. This growing concern among Americans can be adequately
demonstrated by the following:
• In November 1978, the Gallup Organization conducted a survey to determine ur-
ban residents' attitudes towards environmental issues. Noise pollution was sec-
ond only to water pollution as the most serious environmental problem. 57% of
the respondents indicated that noise was a more serious problem than it was 5
years ago.
• In a survey conducted by the Harris Organization, published in July of 1978, 57%
of those interviewed believed that curbing noise pollution was a very important
factor in improving their quality of life.
-------
Since 1973, the Department of Housing and Urban Development has conducted
an Annual Housing Survey. During the years 1973-76, noise was ranked con-
sistently number one as the most frequently mentioned undesirable condition in
residential neighborhoods. In 1977, noise was mentioned three times as often as
crime.
(Appendix A: Gallup, Harris and HUD Surveys)
OBJECTIVES OF THE PUBLIC EDUCATION AND INFORMATION PROGRAM
Clearly, noise is a public concern. This concern for a quieter environment needs a
better educated and informed public to deal effectively with this concern. To accomplish
the objectives of a noise education and information program, support is needed from
communities, neighborhoods, organizations, local governments and individuals. These
objectives are:
• To gain understanding and acceptance of the need for a noise program by
neighborhoods, communities, schools, institutionally based organizations/agen-
cies, and the media;
• To gain the support and to blend the resources and capabilities of those
organizations and agencies to deliver the education and information program;
• To provide information for the maintenance and continuation of a coordinated
and effective local program, and
• To provide available noise information and educational materials (and new
materials as available) to various agencies and organizations to help stimulate
citizen actions aimed at reducing their noise exposure and that of their
neighbors.
This manual has been designed to assist you in achieving those requirements. It
suggests that the establishment of strong working relationships with other agencies,
organizations, and media outlets are keys to a successful program. These relationships
are crucial and should be developed as soon as possible and to the extent possible; they
should be maintained on a continuing basis.
The recommendations contained in this manual are by no means exhaustive. They
reflect a general approach to take in the implementation of a noise public education and
information program in your community. You will need to localize the suggestions and
recommendations. The manual identifies some of the helpful organizations, agencies,
and officials. Most communities will not have the exact names and titles used in this
manual. Therefore, it will be necessary for you to determine the counterparts within your
community.
-------
A strong public education and information program suggests a high degree of
public relations-type activity and endeavor. The success of the program will depend on
the degree of enthusiasm with which you approach it and on the seriousness with which
you establish your working relationships. No opportunity to promote public education
and information however slight, should be overlooked.
The critical performance factors for this program are:
enthusiasm
cooperation
coordination
attention to detail
follow-through
persistence
Good public education programs do not just happen. Careful planning, design and
execution are the keys for effectiveness. In many cases, the simple approach can be
more effective than an overly ambitious program. You will have to determine which type
of program your office can handle, depending on available staff, budget and other
resources.
Planning requires the involvement of a great number of people, hopefully with the
same kind of commitment and enthusiasm you demohstrate. Plan on cooperation and
coordination. However, be aware that good intentions and promises for help do not
always become a reality.
You might consider making a list to identify the functions of the different
developmental stages of your noise public education and information program. This list
could serve to give people choices and would enable you to match people's capabilities
with the various jobs or functions. You might find someone willing to do
anything—he/she can be used to complete the functions otherwise left undone.
Always be ready to capitalize on any unexpected opportunities, such as offers for
additional assistance. Although these individuals may not express interest in public
education and information initially, they could end up as your best workers and program
supporters.
Recognize that it may take some time for your efforts to pay off—do not become
discouraged and above all, do not expect total success. The public education and infor-
mation program will pick up momentum, and through your continued efforts and with the
cooperation of others, the program will progress and become a reality.
-------
II.
NEIGHBORHOOD AND COMMUNITY-BASED
ORGANIZATIONS
Noise is a community problem. Local neighborhood and community-based
organizations are essential to the development of an effective public education and in-
formation program in noise control and abatement. Conversely, many government
(Federal, State, and local) programs falter and sometimes die because they do not enlist
community support through their representative groups and organizations.
Until recently, local noise control efforts have been either nonexistent or so spotty
and fragmented that there has been little opportunity to evaluate the problem nationally.
Under current fiscal restraints, many cities cannot afford one man-year for a noise pro-
gram, let alone one man-year for the noise education effort.
Complaints are handled routinely by many different local departments and agen-
cies. Citizens in many communities do not know where they should report a noise prob-
lem.
By enlisting the support and participation of local neighborhood and community-
based groups and organizations, you will be providing them with a communication link
that may not have previously existed.
Neighborhood groups and community-based organizations represent a valuable
resource for your program. They are sources of volunteer personnel assistance. You will
find volunteers with diversified backgrounds and talent ready to assist you in your proj-
ects and programs. These groups are normally comprised of active, concerned, and
dedicated citizens who care about the quality of life and the quality of their environment.
They have vested interests in their living and working space, and through their organiza-
tions are more apt to make their concerns known to local decisionmakers than those
individuals not associated with an organization. We have all seen these groups and
organizations within our communities. They are the people who donate their time and
talent for blood banks, eye banks, relief funds, the community chest, cancer drives, voter
registrations, Christmas charities, and countless other worthy causes. They recruit
membership from within the community or neighborhood with a view toward making
their part of the world a safer and better place in which to live and work. They volunteer
their time and resources to assist with neighborhood and community programs just like
yours. For this reason, the importance of community groups and organizations cannot
be overemphasized.
-------
IDENTIFICATION
The following list provides the names of the most prevalent community-based
organizations that historically have dealt with quality-of-life problems and programs, in-
cluding noise:
Lions International, Inc.
Kiwanis Club
Sertoma International (Service to Mankind)
Rotary Club
League of Women Voters
Parent-Teachers Association
Veterans of Foreign Wars of the U.S.
American Legion
Boy/Girl Scouts of America
National Retired Teachers Association/American Association of Retired Persons
National Urban League, Inc.
League of Cities
Chamber of Commerce
Junior Chamber of Commerce (Jaycees)
Izaak Walton League of America
Audubon Naturalist Society
Labor Unions
Professional Associations (Medical, Otological, Hearing, Gerontological, Ar-
chitectural, Urban Planners, Engineers)
The above list is not a complete listing of all community-based organizations. As
there are far too many to itemize, this list is merely a starting point of reference for the
user of this manual. On the other hand, neighborhood commissions, advisory councils,
and organizations are too varied and diverse among the thousands of neighborhoods
and communities in the United States to list them separately. They are organized along
many different lines ranging from neighborhood improvement to business development
and, from tenants associations to landlord organizations. For the most part, they are in-
digenous to their own neighborhoods and can most easily be located by using the
telephone Yellow Pages under the heading of 'Associations' or 'Clubs'.
To identify correctly the most active health and environmentally-minded
neighborhood and community organizations you may consult with staff members or staff
from other government agencies. Keep up with your local media coverage—radio,
television and print—to see which organizations actively are involved in community ac-
tivities. This will also give you an idea of the the level of support you might expect for
public education and information from a particular organization.
-------
GAINING ACCESS
After you have identified those neighborhood and community groups and organiza-
tions that might assist you in the noise education and information program, you must
gain their support and participation.
Initial contact with each group should be either by letter (preferable, in most cases)
or by telephone. The letter should emphasize the quality-of-life issue, the health effects of
noise and the need for effective local control of noise sources. Stress the fact that one
citizen, or group of citizens, concerned about noise and its adverse effects can do a lot
to reduce and abate environmental noise levels everywhere, including home and work
sites; and, can help others to become concerned and committed to self determined
noise control actions. Specifically, citizens need not rely on the actions of government to
accomplish noise reduction in many areas, especially in the home, in the neighborhood
and at work.
The letter may make reference to a local leading citizen who is supportive of the
program concept. If possible, a person of this stature should accompany you to the initial
meeting to convey the importance of the issue at hand and the need to implement an ef-
fective noise education program. By enlisting the support of such a person, you will be
demonstrating the credibility of your program.
The first meeting might take one of several forms. You might want to meet in-
dividually with each chairperson or president of the various organizations. Although the
advantage of such a procedure is obvious, a major disadvantage exists: individual
meetings are time consuming. Your '"reputable person' is busy and probably would be
unavailable to participate in individual meetings with organization heads. Consider sug-
gesting a few group meetings between you and the decisionmakers of the various
groups whose support you need.
First impressions are important. Your initial meeting (with each group or individual)
can make the difference between an effective local program and a mediocre program.
There are a number of things you should keep in mind when planning a meeting. They in-
clude:
Location—your place or mine: Unless you are making a formal presentatation, suggest
an informal setting—over lunch or whatever is appropriate in your community. If you are
making a formal presentation, be certain that the room is adequate for the requirements
of your presentation.
Points to be made: At the national level, the adverse health effects of noise are very real
considerations. They are important at the local level as well but coequal with other
issues such as quality of life, neighborhood attractiveness or lack thereof, and resolution
of specific noise problems.
-------
Remember that you will be visiting with individuals and groups without strong
backgrounds in noise abatement and control, and you must have strong reasons for your
program using local concerns and understandable issues as a basis. You might concen-
trate on the safety and health effects issues pertaining to noise but also highlight the
following:
a) Urban decay. Noise has been identified as a source of urban decay or blight. As
noise increases, the quality of a neighborhood, and in some cases entire com-
munities, deteriorates.
b) Desire for a noise-free neighborhood. Many people, according to the HUD,
Gallup, and Harris surveys, desire quieter communities and use this as a primary
criteria for living in a certain locale.
c) Economic considerations. Noise costs money in terms of property values, poten-
tial deterioration and restoration of neighborhoods and business areas. The
quality of life in an urban setting is seriously affected by noise. Similarly, those
people living on fixed incomes (especially the elderly and low-income citizens)
find it hard to escape from noisy surroundings. Often they cannot move to quiet
neighborhoods because of the economic implications of such a move.
d) Citizen action. Unlike other pollutants, noise is an environmental area where in-
dividuals can have a significant impact. This is true within the home and within
neighborhoods and communities where noise sources lend themselves to volun-
tary solutions.
Use of data. You should use HUD, Gallup, Harris and Census surveys to help you in your
discussions on the noise issue with neighborhood and community-based organizations.
They are included in Appendix A.
Try to point out specific noise problems or sources within a neighborhood or com-
munity. Once the need for noise control and/or abatement has been established, rein-
force that need by providing relevant information. Your comments should be succinct.
Provide data that supports your claim that excessive noise is harmful to people as well
as wildlife and pets. Stress that studies show noise adversely affects learning in students
of all ages. Explain the purpose of your meeting. A successful education and information
program needs the continuing support of community organizations. By supporting the
program, these groups will be providing a valuable public service.
Materials: A presentation can be enhanced by the effective use of print and audiovisual
materials. Films, slide/tape shows, and print materials are available through EPA and
other sources. The materials you use for your presentation or as handouts should be
relevant to the group you are addressing. For example, information on sponsoring a
community hearing test program might have more appeal to a local community service
-------
organization like a Hearing and Speech Association than would a technical report on air-
craft noise. Likewise, a neighborhood organization would react more favorably to infor-
mation on a neighborhood Quiet Day or motor vehicle passby test than it would to a noise
fundamentals training workshop for safety engineers.
Recommendations: During the meeting, or as a result of the meeting, attempt to
establish a formal relationship between your office and the organization designed to
develop project-specific activities and program linkages. Suggest projects which
capitalize on the purpose of the organization, such as; hearing and hearing testing proj-
ects with the Lions Club or the Sertoma whose interests focus on hearing protection and
conservation. If the organization can see itself playing a unique role in the program for
which it will receive appropriate recognition, it will be easier to obtain an enthusiastic
response. Determine a key person with whom you can work. Try to establish a
cooperative programming network whereby you can assist the groups in their efforts to
sponsor and coordinate noise education and information activities and they can provide
volunteers and support personnel from their membership to assist you. Remember that
members of community service organizations are established, well respected citizens of
the community. They might be able to provide you with access to government leaders or
media representatives. Keep an open mind to the experiences of others so you can ef-
fectively enlist their assistance.
ENLISTMENT OF GROUPS
Community and neighborhood organizations represent a motivating resource in to-
day's world. Community service organizations are generally firmly established and have
an active local membership. By obtaining a commitment for assistance for your pro-
gram, you will, in essence, be increasing your staff size. To enlist support of local groups,
you should take the following steps:
• Periodically obtain agenda time at meetings.
• Insert items in organization newsletters.
• Determine who the active members are and contact them.
• Maintain a constant two-way flow of information.
• Establish an advisory council with representatives from several organizations.
• Hold periodic planning meetings with both single- and multiple-group participa-
tion.
8
-------
• After describing what is available, encourage local groups to develop new noise
education and information materials relevant to their members, their local situa-
tion or interest.
• Encourage each group to include your program in events sponsored by them (for
example: health fairs, conventions, shopping mall activities, etc.)
Evaluate the capabilities and interests of each group. By knowing the group, you will
be able to recommend specific activities for each group. A wide range of options is
available. Provide information on the following activities—and others that you iden-
tify—to the appropriate groups:
• Quiet day, weekend, or week
• Hearing tests
• Student motor vehicle testing program
• School poster campaigns/contests
• Button and bumper sticker distribution
• Brochure printing and distribution
• Television and radio 'spot' sponsorship
• Other activities you or the organizations identify
Remember, noise is an unwanted and almost constant companion that is becoming
more and more intrusive on our daily lives. All community organizations have one thing in
common: they are influenced by the residents of the community; they are the local com-
munity. Ideally, local government is also influenced by the residents of the community.
Enlist community organizations and you can build an effective citizen base to in-
fluence local government decisions relating to solving local noise problems.
VOLUNTEERS
A significant source of personnel and staff resources can be generated from among
volunteers within the community and neighborhood organizations and from within
municipal/local government. For the most part, these are individuals who are concerned
-------
with the public good and contribute to that good whenever possible. Therefore, recruit-
ment of their time and talents on a volunteer basis is desirable. Recruit volunteers
wherever and in every way possible.
The neighborhood and community-based organizations in the previous section, as
well as employees of local government, often donate time to public-oriented projects.
The significant factor in the neighborhood and community organizations is that they
often donate their time as a group compared to individual efforts.
Certainly, when you solicit the participation and cooperation of the neighborhood
and community organizations, you will be doing so with their volunteer, unpaid efforts in
mind. In that light, you should also explore with those organizations the concept of more
extensive volunteer efforts by either the entire group or its individuals. You should ask for
volunteers to assist you with certain aspects of the program as you need them. A good
example would be for you to request the local chapter of the National Retired Teachers'
Association/American Association of Retired Persons to provide your office with
volunteer assistance in planning the Quiet Day program for your municipality.
You need not restrict your requests for volunteers to the neighborhood and com-
munity organizations. Local government employees, in many cases, are equally as will-
ing to assist in a program such as yours. More often than not, they bring talent and exper-
tise with them that may not be available elsewhere in the community. For this reason,
you need to be particularly attuned to the use of volunteers in your program and you
should locate sources of volunteer aid as soon as possible.
OLDER AMERICANS
For additional assistance, you might consider the use of older American programs
which provide employment opportunities for senior citizens in many communities.
Senior citizens employed under Title V of the Older Americans Act can be brought
directly into city (or State) government in 'host' positions established by State or local
government personnel agencies. You may wish to inquire about the availability of such
personnel from one or more of the National Contractors managing this program for the
U.S. Department of Labor. The following organizations operate such programs
throughout various States and cities depending upon their contract with the Department
of Labor. We recommend that you contact one or more of them to determine if and how
they can assist you.
10
-------
Green Thumb, Inc.
1012 14th Street, N.W.
Washington, D.C. 20005
(202) 628-9774
Contact: Mr. John Baker
National Council on The Aging
1828 L Street, N.W.
Washington, D.C. 20036
(202) 223-6250
Contact: Mr. Don Davis
National Retired Teachers Association/
American Association of Retired Persons
1909 K Street, N.W.
Washington, D.C. 20049
(202) 872-4700
Contact: Mr. Glen Northup
National Council of Senior Citizens
1511 K Street, N.W.
Washington, D.C. 20005
(202) 347-8800
Contact: Mr. Lou Ravin
National Association for Spanish Speaking Elderly
3875 Wilshire Boulevard, Suite 401
Los Agneles, California 90010
Contact: Ms. Carmela G. Lacaya
National Urban League, Inc.
500 East 62nd Street
New York, New York 10021
Contact: Ms. Janet Zobel
National Center on the Black Aged, Inc.
1424 K Street, N.W.
Washington, D.C. 20005
Contact: Mr. Edward C. Wallace
In addition, each State Agency on Aging operates similar employment programs
funded under the same Act. They also may be able to assist you in locating and employ-
ing older Americans for your programs.
11
-------
In addition to the program sponsors mentioned above, ACTION operates Older
Americans Volunteer Programs in all 50 States. Projects for volunteers depend on the
needs of individual communities. For further information, you can contact the Area
ACTION Office located in each State or:
ACTION
Older Americans Volunteer Program
806 Connecticut Avenue NW
Washington, D.C. 20505
Tel: (202) 254-7605 or 254-7606
How do you keep the volunteers coming back? Very simply, by providing a positive
work experience. Volunteers should be made to feel part of the organization. They need
to feel that what they are doing is important; they should be encouraged. Volunteers
should also be given responsibility for specific assignments and challenged to do their
best. Remember many volunteer efforts fail due to a lack of direction or sense of ac-
complishment. Others fail because the tasks or jobs are less than meaningful. Be certain
that the volunteers you recruit will have proper supervision, direction and are engaged in
activities that materially contribute to the objectives of the public education and informa-
tion program.
A final note on volunteers: Listen to what they have to say! The volunteer is there
because he/she wants to contribute and their contribution will likely mean increased
visability in the noise program.
12
-------
III.
LOCAL GOVERNMENT
Local government—with its sources of personnel assistance and expertise in
technical and nontechnical fields—should be a source of support for a local noise
education and information program. In this light, the local government can be a
cooperative partner with neighborhood and community-based organizations in the con-
duct of such a project.
Inasmuch as you are a part of your local government, your role and objectives in
this area are to enlist the support and cooperation as well as coordination of other
departments and agencies as well as your own. It may be necessary in the future for
your office to recommend legislation as may be necessary for the implementation of an
effective noise control and abatement program in concert with your public education
and information activity.
Your local government sets forth local policy. The many departments and agencies
at the local level can be valuable allies in your effort to establish an effective noise
education and information program. However, local departments and agencies have
historically approached noise from within their own spheres of reference. Very often
there has been little in the way of interagency cooperation and coordination of noise
complaints, responses, and adjudication. Ideally, the local government should sort out
the various levels of responsibility and jurisdiction in the noise area and establish a net-
work of responsible officials and offices within the local governmental structure to han-
dle noise problems. You can contribute materially to that objective by your effort to
establish the public education and information program for noise.
Other government departments or agencies can assist you by:
• helping you to develop and print effective noise education and information
materials for the public
• including noise education and information programs in their annual media plans
(e.g., radio talk shows)
• maintaining a two-way flow of information—know their regular publications and
contact information, and.
• working closely with you to ensure that their office disseminates as much noise
education and information, as possible.
13
-------
IDENTIFICATION
The approach to take to foster cooperation with various government entities is
similar to that used with community and neighborhood organizations. You must identify
the staff, resources, and available technicians within the government infrastructure
whose area of responsibility crosses yours. You must identify the departments or agen-
cies that have or should have noise education, control and abatement interests.
The following list identifies some government entities and their link to your program.
(Keep in mind that these names may differ from community to community.) You may be
aware of others which are not mentioned here:
The Mayor's Office. Mayoral support and participation in noise education and informa-
tion activities essentially guarantees local media coverage. Keep your mayor involved
and visible when possible and you will increase local awareness of the program.
Health and Sanitation. When speaking with health department officials, stress the per-
sonal and occupational health and welfare aspects of environmental noise. Encourage a
hearing screening test program for county and city residents as well as school children.
Transportation. Transportation systems are major sources of noise in urban areas. Noise
barriers and funds for barriers are often available, if needed, through the State Depart-
ment of Transportation.
Planning and Zoning Departments. The noise impact on people can often be controlled
by careful planning and zoning. Focus on the need for noise considerations in landuse
planning. Some zoning officers are noise enforcers. Check out community roles!
Animal Control. The city pound or Humane Society have an interest in controlling the
number of domestic animals and their noise, as well as in the other potentially destruc-
tive effects of unleased or roving animals.
Ron Authority. Many cities and communities have local authorities that oversee local air-
ports, shipping and water commerce. There are distinct noise implications in the opera-
tion of such facilities.
Safety Inspections. Many cities have local agencies which deal with occupational and
other safety issues including noise. These agencies usually inspect and/or license the
operations of local industry and business for compliance with Federal, State and/or local
regulations.
Schools—See Section IV—School based noise problems can be controlled through site
planning, design, education, and/or reduced through noise abatement procedures. For
instance, HUD/DOE Weatherization programs can include soundproofing.
14
-------
Parks and Recreation. Noise intruding on some forms of recreation is disturbing; noise
intruding from some forms of recreation is disturbing. Effective local noise control can
lead to more relaxing and pleasant recreational experiences.
Area Agencies on Aging. Older citizens are particularly affected by noise and hearing
loss. They often cannot afford to move from noise impacted inner cities to quieter subur-
ban or rural areas.
Police. Enforcement is part of any noise control effort. Seminars and workshops in the
areas of monitoring, enforcement, and complaint response are most appropriate.
Noise complaint response is one area to discuss when speaking with officials of
each department listed above. If you are not already coordinating noise complaint ef-
forts, stress the need to do so. Without a coordinated effort, local government officials
will not know the full extent of the problem—or the number of noise complaints received
in your community (State). Emphasize the need to collate complaint information and
distribute the data to each department. One advantage of collating noise complaints is
that you can furnish collected figures to city decisionmakers (mayor, city council
members, representatives, etc.). Fragmented complaint numbers from one department.
will not have the same impact as the aggregate numbers from all departments.
GAINING ACCESS
As a member of local government you have an opportunity to gain the access to
other government officials. The contacts you have in your office may be able to open
these doors for you. Check with your supervisor before you proceed to contact other
agencies. He/she may know key personnel and may be able to give you helpful tips in ap-
proaching these individuals or agencies.
Most government officials at the local level are unaware of the magnitude of com-
munity noise problems. However, they probably are aware of personal noise problems
such as a neighbor's home entertainment (TV, stereo, radios, etc.) a barking dog, or a
passing car with a loud muffler. In fact, a major reason local officials are unaware of the
extent of the local noise problem is the decentralized noise complaint response system
used in most communities. Complaints are recorded by the receiving agency and un-
shared with other agencies.
The following scenario is provided for those individuals who are not yet familiar with
the intricacies of their local government.
• Initial contact should be by letter to each agency/office head. The letter ad-
dresses the need for a community noise education and information program em-
phasizing the quality of life, health, safety, and learning difficulties associated
with excessive noise; and the need for effective locally and individually initiated
noise abatement actions.
15
-------
• Establish the need for a meeting to provide information on your program and how
it can
(a) stimulate citizen actions to reduce environmental noise by describing and
suggesting things that citizens can do to prevent and reduce noise by
themselves, in concert with other citizens and through local government,
(b) help reduce noise within the community,
(c) assist other departments and agencies with their noise responsibilities, and
(d) maintain/improve the quality of life in their local jurisdiction.
• The meeting(s) can either be a joint presentation to each department head or
representative, or a meeting to which a number of department heads, or their
representatives, are invited. If possible, bring an individual to the meeting(s) with
you who can answer technical questions or who can assist with making your
case, should you not feel comfortable to 'go it alone.' However, once you have
established your credibility and the credibility of your program, you should try to
meet personally with each of the respective agency/ organization heads.
• Design the meeting to provide specific information to increase the participants'
sensitivity to the issue and problems created by excessive noise. Address
specific interest areas and provide pertinent information on the control and
abatement of noise. Discuss financial considerations both from an actual cost
standpoint and from the benefit side of the issue—less noise means increased
property values, thus increased tax revenues. In addition, you should be able to
discuss the impact of the improvements in health and welfare and quality-of-life
factors within the city resulting from reduction of environmental noise levels.
If you have not made a lot of public presentations, you may want to have talking
points, statistics, etc. on 3 x 5 cards to maintain your train of thought and to build your
confidence level.
A number of case histories on local noise abatement and control efforts are
available from EPA (Appendix B List of Staff Resources). You might consider presenting
one of the case histories—or invite a noise expert from one of those communities or a
community with an ongoing program to assist you. Such a person may be made available
through EPA's ECHO (Each Community Helps Others) Program. Contact the EPA
Regional Office nearest you for further information (Appendix A).
Other materials that might be helpful include:
• Appropriate movies or slide/tape presentations
• Sample public service announcements
• Sample Quiet Day proclamation
• Sample posters
16
-------
• Information on the ECHO Program
• Information on the Quiet School Program
Elementary Level
Secondary Level
Hearing Test Program
Student Motor Vehicle Testing Program
• Other appropriate materials designed by you
Here again, remember to present materials appropriate to the person or agency
with whom you are talking.
FOSTER COMMUNICATION
To coordinate an effective local noise education and information program, you
must foster communication among the agencies. Information on local activities and pro-
blems should be shared with you. It would be excellent if you could gain the following
commitments from the various local government departments/agencies/offices:
• Cooperation with neighborhood and community-based organizations in
a. conducting specific projects and programs to reduce noise, and
b. developing and disseminating education and information materials on noise to
the public
• Cooperation and coordination with your office in information dissemination
• Technical and other forms of assistance in conducting your program
• Participation in the events and projects planned for the public education/informa-
tion program to the extent possible, and
• Contributions of staff time and resources in conducting your public education
and information program.
ASSISTANCE TO OTHER AGENCIES
You and your office should be ready to provide assistance to other government
agencies and departments to maintain their interest and participation in the program.
You might make specific suggestions as to areas in which you can provide assistance.
Examples are:
• Publications
• Equipment
• Speakers
17
-------
IV.
QUIET SCHOOL PROGRAM
School programs and school-based programs are one of the most important
features of a comprehensive noise public education and information program. In many
communities throughout the United States, schools represent the single-most important
focal point for community activities and community life. Other reasons for school-based
programs follow:
*
• Through the local education/school community, you can reach children and,
perhaps, modify noisy behavior and begin to develop a noise ethic for teens and
preteens as a means to promote self-initiated, individual and group actions to
reduce noise.
• Teachers and school administrators place a high value on quiet. One cannot
teach or learn in a noisy environment. This makes teachers and school ad-
ministrators sensitive and also receptive to a Quiet School Program.
• Teachers' organizations are very influential community organizations and should
be provided with information necessary for them to make informed judgments
relative to noise and its control through education.
• Parents will be involved since children take home most of the materials they
receive in school; therefore, you are creating the potential for parental interest
and motivation—especially if it is considered to be in the best interests of the stu-
dent.
• Parent-Teacher Associations (PTA) reflect the views and interest of parents and
teachers as they relate to the locaJ school system. They can exert a powerful in-
fluence on school administrators.
Education on the health and welfare benefits of noise control and the need to im-
prove quality of life, has a long-term effect as students become adults raised with an ap-
preciation for quiet.
The Quiet School Program is an educational concept developed by EPA. It is the
umbrella under which certain aspects of noise in the school environment are incor-
porated and addressed in a comprehensive fashion. The Quiet School Program is a very
desirable feature of your community education and information activities due to its
nature and implications to the entire community. In addition, a Quiet School Program
may be undertaken in whole or in part depending on local conditions and needs. The
basic elements of the Quiet School Program are:
18
-------
The Hearing Test Program
Elementary Student Noise Workbook and Teacher's Guide
Secondary Noise Workbook for Teachers
The Quiet Driver Program/Student Motor Vehicle Testing Program
Facility Noise Evaluation
Teacher Orientation
To establish or enhance one or more of the elements of the Quiet School Program
within a school system or district, you need to develop a similar approach to the school
administrators as you have for the neighborhood and community organizations and for
local government. You need to identify the key school officials. Contact them and tell
them what school materials you have and give them reasons they should be involved in a
Quiet School Program. Tell them that increased attention to noise and its control is im-
portant to student/teacher health and well-being, as well as important to a conducive
learning environment within the schools. You will need to emphasize the same items you
stressed to the neighborhood and community-based organizations and local government
officials while adding the impacts on school systems and districts. Further, the Quiet
School Program becomes supportive of other disciplines in its implementation; for exam-
ple, students skills in reading, math, social studies, health are all put into use and, as a
result, can be reinforced by the Quiet School Program.
The following scenario is provided as general guidance for users of this manual who
may not have the background experience to undertake a school program, 'on-the-run.'
GAINING ACCESS
To maximize the effectiveness of your involvement with the Quiet School Program,
one of the first individuals you should meet with is the /oca/ superintendent of schools.
You will be attempting to secure the superintendent's endorsement of the public educa-
tion and information program for noise and the Quiet School Program that you wish to be
initiated within the local school system. Again, it may be helpful for you to take a local
'expert' (an audiologist, a school nurse or a citizen who is active in civic or school pro-
grams and projects). You, of course, will be representing your office or agency's com-
mitment to noise education.
Depending on the size of the school district, the superintendent will, in all probabili-
ty, suggest further contacts for you to make. Once you have secured the
superintendent's endorsement for your activity, you can make those contacts with a
degree of assuredness of cooperation. You are attempting to gain the acceptance and
cooperation of the school district in developing a school-based noise education and in-
formation activity as part of your overall program. This large part of your program should
be treated with care and diplomacy.
19
-------
The further contacts that the superintendent may suggest will include:
• School principals
• Subject area coordinators
• Individual teachers
• Special services (e.g., nurse, audiologist)
If the superintendent omits any of these during your conversation, feel free to sug-
gest them and their possible role in your program. Other areas you could focus on are:
science and health, driver education, social studies, shop and mechanics, home
economics, band and music classes.
In some cases you may already know a superintendent, principal or key teacher;
they may make your job easier.
THE HEARING TEST PROGRAM
One of the primary requisites to learning is good hearing. We know that among
other things, noise disrupts the educational process and may hinder the development of
language skills in children. Recent studies indicate that noise can be a contributing fac-
tor to hypertension in children.
Social surveys indicate that although most school systems conduct hearing tests,
generally children and their parents are not adequately informed of the importance of
these tests. Since it was felt that there was a great need to help educate children about
the harmful effects of too much noise and what can be done to protect their hearing, EPA
in collaboration with the American Speech, Language and Hearing Association,
developed three student brochures designed to be given to specific age groups at the
time of the school hearing screening test. They are:
• "Noise and Your Hearing" (Kindergarten through 3rd Grade)
• "Hear Here" (Grade 4 through 6)
• "Think Quietly About Noise" (Grade 7 and Up)
As noise levels increase, the need to educate our children becomes more urgent
and these hearing test brochures can do much to create a public awareness of the ef-
fects of noise (Appendix B).
One of the most important aspects of a Quiet School Program is the Hearing Test
Program. Initially, you should determine when your local school system gives hearing
tests and how they are administered. If your local school system gives hearing screening
tests, you should attempt to introduce noise materials such as the above-mentioned
brochures and accompanying teaching materials or other suitable information. If the
20
-------
local school system has a Hearing Test Program, and assuming that you have suc-
cessfully gained the acceptance and support of the superintendent of schools (having
given him the suggested dissemination or strategy plan), you should have him identify a
hearing test program coordinator and those individuals who you will need to work with to
supplement the hearing screening program. These will possibly include the school
nurse, school audiologist (in larger systems), and the principal. If a program already ex-
ists, determine the coordination. It could be operated by a local clinic or a professional
or hearing organization. You will need to work with the coordinator. This is a professional
area, so you should not try to accomplish the establishment or expansion of a Hearing
Test Program by yourself. Make certain that you have adequate local professional
assistance.
The first step should be a student orientation to the hearing test. Students need to
be informed of the reasons and purpose of the hearing test. Background teaching
materials giving additional noise educational information are included with the Hearing
Test Program (Appendix B). The orientation need not be any longer than 10-15 minutes.
Since students, for the most part, do not know or cannot appreciate the importance
of hearing tests, these brochures were developed to be given before or after the tests.
They could serve to reinforce the teacher in announcing the tests to her class, as they
provide helpful information on noise and its effects on hearing and learning. We hope the
brochures will be taken home by the student and given to his/her parents to read.
The hearing test itself consists of a hearing screening test that is administered to
students to determine their level of hearing or possible loss of hearing. The tests should
be administered by qualified individuals at regular intervals. Most States have laws re-
quiring hearing screening tests for students and most often these tests are given at the
beginning of the school year. If not, the tests or other special activities could be given to
coincide with Better Hearing and Speech Month, which occurs in May of each year. It is
necessary for many large school systems to give hearing tests throughout the entire
school year.
CURRICULUM MODULES
Curriculum modules have been developed that serve to increase the awareness
and educate the students about noise,its effects on hearing, and what students can do at
home, in school and elsewhere to reduce noise levels. These have been developed for
elementary and secondary school levels. Individual teachers have wide latitude with
respect to curricula use and lesson planning within their outlined curriculum. Suggest,
when possible, to curriculum or subject area coordinators that time be earmarked for
teaching the noise modules. These materials, which are available for use through EPA
(Appendix B), include:
21
-------
• Sounds Alive—an elementary school module with teacher's guide
• Preparing for a Quieter Tomorrow—a junior and senior high school teaching
guide for noise
• Noise elementary teaching materials from the Darlington, England Quiet Experi-
ment
In most cases, it is difficult to get curricula or curriculum modules adopted for use
in any school or school system. There are State requirements and locally established re-
quirements that must be addressed and satisfied. You should bear in mind that the noise
modules are highly complementary to and compatible with regular school subjects, such
as health, science and math, and can be used in conjunction with other curricula for
those subjects. You will need to talk to the school officials and recommend that they
adopt the modules for use. The school officials you need to talk to include:
• The superintendent of schools
• School principals
• Subject area/curriculum coordinator(s)
• Individual teachers
THE QUIET DRIVER PROGRAM/STUDENT MOTOR VEHICLE TESTING PROGRAM
The Quiet Driver Program: The quiet driver activity as approached here deals principally
with the development of a quiet driver ethic among those students who take driver
education in school. Quiet driving needs to be emphasized in harmony with other prin-
ciples of safe, courteous driving. They go together well.
Students need to know what the local laws are with respect to operation of a vehicle
that is noisy or that causes noise through improper operation. In many locales, noisy
driving and noisy vehicles are in direct violation of local laws and are punishable by fine
or impoundment of the vehicle, or both.
You should take steps with the local school system(s) to introduce the quiet driving
ethic to the driver education programs as part of the Quiet School Program.
The Student Motor Vehicle Testing Program: If you want to make a strong impact on
noisy student driven autos, schedule a motor vehicle noise compliance test at a local
school. If you have a local ordinance, this is an excellent education/media opportunity.
Students will be given an opportunity to have the noise level of their cars checked
without the threat of receiving a citation or ticket if they are in violation of the local or-
dinance.
22
-------
Seven key elements to this activity follow:
• Obtain assistance from the driver education instructor/teacher to organize and
promote the tests.
• Involve the school mechanics/shop teacher as well as the driver education in-
structor for the purpose of informing him/her, and students of the program.
• Involve the local police who will be able to take student motor vehicle noise
measurements at various locations on and around the school grounds.
• Notify the media of the upcoming event.
• Advise students whose vehicles fail the test, on how to remedy the problem; in
fact, the vehicle may be repaired in the school's automobile shop.
• Discuss muffler construction and how they work.
• Advise students how to select and purchase proper mufflers.
For information on procedures used in Des Moines, Iowa in conducting such a pro-
gram contact: Barry Vossler, Zoning Officer, City Hall, East First and Locust Streets, Des
Moines, Iowa 50307.
TEACHER ORIENTATION
The training and sensitization of teachers to noise and noise teaching materials can
be accomplished by directly approaching the teachers or by gaining agenda time at the
annual teacher's meetings and in-service training workshops conducted by most school
districts/systems. As stated before, teachers are interested in student learning abilities
plus quiet educational environments. Therefore, you should approach teachers in the
same manner as suggested for approaching the other officials in the school system.
When you discuss the noise program with teachers, bear in mind that they have the
ultimate control of the classroom and of most student learning situations. It makes good
sense to establish strong relationships with the teachers involved in the Quiet School
Program. You should enlist their support for your program and as much of their volunteer
time as possible. If they are properly approached, you will find that both teachers and
parents are valuable allies in this undertaking.
23
-------
FACILITY NOISE EVALUATION
The essential task associated with the facility noise evaluation is to gain the accep-
tance of the school administration with respect to the need for such an activity. The
facility noise evaluation is a means by which the entire physical plant can be checked for
noise levels which may inhibit teaching and learning or which might present problems to
the school environment and/or neighborhood.
You will, in all probability, be referred to the school engineer, safety officer, or
physical plant superintendent for this project. Once you have the acceptance of the ad-
ministration with respect to the evaluation, or problem identification, the engineer or
plant superintendent can be most helpful.
Similarly to the periodic fire and safety inspections conducted within schools and
school buildings, a facility noise evaluation is a series of noise measurements conducted
by a cognizant, responsible individual or agency such as yours. If size of the facility
presents a problem, it might be beneficial to solicit assistance of a volunteer or civic
organization, including the Parent Teacher Associations. The PTA is in an excellent posi-
tion to provide you with the asistance you might need to implement this or other
elements of the Quiet School Program, or distinct elements of such a program.
Determine which local agencies actually conduct the fire and safety inspections to
see if one of those might be willing to include the facility noise evaluation as part of their
regular activity.
A science teacher may be the overall coordinator of this project with students
assisting as part of their elective science experiments. Involve student council represen-
tatives; they will help foster the 'Quiet School1 concept.
School noise problems are twofold. First are the problems generated within the
school environs such as shops, cafeterias, bands, classrooms, dances, and athletic
events and secondly, are those noise problems which are generated from outside the
school and which intrude on the school environment such as airports, airplanes, trains,
motor vehicles and industry. In this light, soundproofing recommendations may be ap-
propriate as part of the evaluation report.
Finally, the facility noise evaluation need not be restricted to the school day but
might also include measurements conducted at school and school-based functions such
as athletic events, dances and other extracurricular activities.
ADDITIONAL PROGRAM ACTIVITIES
Aside from the basic elements of the Quiet School Program, there are numerous
school-based activities and projects that can reinforce your program and the Quiet
School Program. Your program will have a stronger impact in the community if you can
24
-------
generate additional activities within the school system. Schools and school systems are
vibrant focal points for the community. You need the kind of enthusiasm for your public
education and information program that students and their institutions can provide.
Following is a list of optional activities. They can be part of your overall program or
part of a school-based program.
Quiet Buses: Clearly, a noisy school bus interior presents a safety hazard for everyone.
Many school systems have adopted behavior codes for children riding school buses. In
addition, the effects of a noisy ride to school have the potential of spilling over into the
early school hours and creating discipline and learning problems. The answer rests in a
disciplined, orderly, well behaved ridership and on the acoustical integrity of the interior
of the bus. Interior bus noises can be reduced through a) proper maintenance, and b) in-
stalling new and/or additional insulation in buses. You should recommend both through
your program. Also, the PTA can be helpful here; you should approach them with the con-
cept of quiet buses to enhance the teaching/learning environment.
Noisy bus exteriors are not only a nuisance to neighborhoods and schools alike, but
they also produce a negative image on the school system. Proper maintenance of buses
will go far toward eliminating exterior noise emissions.
Movies, film strips and sound/slide shows can be used individually or as supportive
materials for curriculum modules.
Posters-Buttons-Signs: Any promotional items that tell the story or get the Quiet School
message across should be used.
Quiet School Day or Week: This is an observance of quiet that perhaps should take place
during the month of May (Better Hearing and Speech Month) or in concert with the local
community Quiet Day or Week. Materials and further information on Better Hearing and
Speech Month can be obtained from the Better Hearing Institute, 1430 K Street, N.W.,
Washington, D.C. 20013 (See Chapter VI: Events for more information on Quiet Day ac-
tivities.)
Health and science fairs are a natural link-up to the newest environmental pollutant,
noise. You might have an information booth or display at a fair to distribute information,
make presentations, show slides and take requests for additional information. Displays
for this purpose may be borrowed from EPA by contacting the nearest EPA Regional
Noise Office (Appendix A).
Contests: Poster-Essay-Poetry Slogan-Photography: Many kinds of contests can be
designed around the noise education and control theme. They can be held in conjunction
with your Quiet Day/ Week at the school or community level. Prizes can be savings
bonds or donations from civic organizations or local merchants.
25
-------
The purpose of a Quiet School Program is to provide noise related education and in-
formational materials to school administrators, teachers and students that will promote:
• An awareness of the harmful effects of excessive noise.
•• Self-help remedial noise abatement actions within the school community.
• A quieter learning environment, and
• An appreciation for a quieter world.
26
-------
V.
MEDIA
Perhaps the most important elements of an effective noise public education and in-
formation program in your community is the media. In this context, we refer to mass
media outlets that are available within or near your community. These include:
• Television
• Radio
• Print
It is important to keep in mind that some forms of the media enjoy keen competition
for their services among public agencies, whereas others must seek out clients. Large
television and radio stations usually fall under the former category. While costs
skyrocket, more and more emphasis is placed on getting the most out of the media.
Therefore, it is essential for you to know what media outlets are best suited for a noise
public education/information program and how they work.
TELEVISION
Basically, there are four kinds of television stations. The first is network affiliated
and, normally, community based. The second is entirely local without major network af-
filiation. You are interested in reaching both audiences. A third type, which is noncom-
mercial and, therefore, separate from the first two, is public television. You should also
be interested in this form of television outlet because it may be more immediately
responsive to your needs. A fourth type is cable television.
Cable television is one of the fastest growing segments of the United States com-
munications industry. For the most part, cable companies are unhampered by many of
the traditional regulations regarding programming and scheduling that constrain net-
work and independent stations and systems. For this reason, cable television can be
much more creative and inventive in its approach to public service.
The make-up of cable companies is complex as is the nature of the services which
they could provide. You should endeavor to contact the management of your regional
cable company. If you are unable to locate them, you should contact the National Cable
Television Association, 918 16th Street N.W., Washington, D.C. 20006.
Keep in mind that cable T.V. does not broadcast over the air waves. It is broadcast
through coaxial cables which go directly into the home. Some stations are designed
strictly for cable while others are network affiliates. In addition, many cable companies
maintain public interest programming and outlets. Therefore, your approach to the cable
company would be the same as it is for any other television station.
27
-------
Caution: In each form of television, you must be able to articulate your needs as
precisely as possible. The competition for television air time is very keen.
You should have a good understanding about what you can provide to
establish your relationship more firmly.
Television stations are managed just like any other business. The station manager
is normally the chief operating officer within the facility and is responsible for the day-to-
day management of the station. You should become acquainted with the top-level of-
ficials that report to the station manager. They are the:
• News director
• Director of public service, and
• Director of public relations
Your contacts with the media are important. Start with the station manager; he will
identify key staff to contact.
GAINING ACCESS
Approaching the station manager can be accomplished in one of several ways. You
may have a friend or associate who personally knows the manager and who might ar-
range an appointment for you; if not, you can contact the manager by telephone or by let-
ter. In most cases, the station manager will be happy to talk to you. The station manager
is not the functioning individual with whom you will need to interact frequently; your con-
tact with the station manager should be a courtesy call designed to gain general accep-
tance of your program. Next turn your attention to the officials listed above or other
specific persons the station manager has recommended. Again, when visiting the station
manager and other station personnel, it might be beneficial for you to bring someone
with you who has an established reputation in the field of noise control. This individual
will lend credibility to your presentation and discussions.
In your discussions with station personnel, key elements that should be articulated
are:
• health and welfare effects of noise
• strong personal interest people have in noise subjects
• quality of life concerns
We repeat: the two primary interest points that you have to promote in your noise
public education and information program are (1) the health effects issue and (2) the fact
that people are very interested in noise subjects and will respond favorably to noise in-
formation. Since you will be competing with many worthy causes and organizations for
air time, you will need to highlight the hazards of uncontrolled noise and the need for
positive actions on the part of concerned, informed citizens and groups as early in the
26
-------
conversation as possible. Experiences all over the country with call-in TV and radio
shows have demonstrated that people are very aware of the noise around them and like
to talk and hear about its effects and what can be done about it.
Once you have established the seriousness of noise in the conversation, and the
benefits of noise-related programming to the media, you need to quickly move on to your
program and its goals and objectives. These should be stated clearly and succinctly.
Having completed this, you should be able to articulate your needs to the station
manager and request his 'go ahead' to approach the operating personnel for assistance.
Assure the station manager that you will keep him or her informed of your progress in the
noise project.
Your program needs can be summarized as follows:
• Public service announcement air time
- • Hard and soft news coverage of your program/events
• Production assistance for public service announcements
PUBLIC SERVICE ANNOUNCEMENTS
Public Service Announcements (PSA's) are a requirement of the Federal Com-
munications Commission (FCC). The FCC requires that the broadcast media be respon-
sive to the needs of the community in which they reside or service. Part of that respon-
siveness is the provision of free air time for announcements that are in the public in-
terest. In addition, most stations have an editorial policy that allows responsible
spokespersons to respond to television editorials or to issues of the day. Frequently an
editorial director is employed for that specific purpose. However, the PSA is more impor-
tant to your program. You should immediately aim at gaining acceptance as a provider of
PSA's. Most local government agencies have that status already. The crucial factor is
the use of that status to the fullest. Determine who establishes PSA priorities and meet
with this individual.
NEWS COVERAGE
Depending on the size of your community and on the event that you are planning,
you should make arrangements for coverage (pre- and postpublicity) in the form of news.
Since you will be sponsoring a program that is news-worthy, you need to determine a
schedule of activities that can be considered hard or soft news.
29
-------
Hard news is that which is based on an event or occurance that is of general, time-
ly, and relevant interest. Example:
"200 Summonses Issued in Recent
Police Crackdown on Noisy Cars"
Soft news is that which is more of a feature, human interest, or unusual nature. Ex-
ample:
"Local High School Students to
Participate in Quiet Day Activities"
You need to gain access to news coverage through the office of the station
manager. Once you have convinced the station manager of the worthiness and
timeliness of your program, establish yourself and your program with the other station of-
ficials recommended to you. You will need to make a similar presentation to them as you
did to the station manager.
By maintaining a proper information flow from your office to the local media outlets,
you can ensure coverage by several if not all of them.
• Keep it simple;
• Know your subject;
• Be explicit;
• Follow through.
PRODUCTION ASSISTANCE
The U.S. Environmental Protection Agency (EPA) has developed a limited number of
television PSA's with localized trailers. A trailer is a segment of the announcement that
follows the main body and identifies your program or suggests where people can write
for more information or other similar actions. In many instances, this will suffice for your
PSA's. In other instances, you may feel the need to develop your own announcement
and/or trailer best suited to your local needs or to the stations requirements. For this
reason, you should request information on availability of production assistance from the
station in the event you decide to work on your own announcements and trailers.
It will be helpful for you to have specific suggestions before you go to the TV station.
Materials for your announcements can be gathered from various sources. EPA
publications are prime sources, as are university research laboratories and other public
and private organizations with an interest in hearing conservation. In developing your
30
-------
own announcements, use still background pictures over which a voice can be taped.
For example, a poster depicting the human ear is presently available from EPA. You
might develop an announcement using a camera on the poster and a voice on the tape.
This could save you time and money. EPA will also provide additional materials as they
are developed.
One of the crucial aspects of a PSA is the voice or individual who presents the an-
nouncement or spot. The voice should be as professional as possible. Only in the case of
using a well-known local figure such as a city council member or a local official should
you consider a voice that is not professional. Local celebrities are normally happy to pro-
vide their names to, or appear on, public service spots for worthy causes. It keeps them
in front of the public eye. Ask a local celebrity to assist you by appearing in your own
PSA.
Should the local television station be unable to provide you with the production
assistance you need, contact a public high school or local community college for help.
Many secondary and post-secondary schools (community colleges, universities, etc.)
have some production and playback capacity for television. If you are working on a
school-based program, you should have no problems arranging for the use of the equip-
ment. Often students majoring in communications will assist you, at no cost, in develop-
ing your PSA. Speak to the communications department chairman or other school of-
ficial.
TIMING
Timing or scheduling is of great importance to ensure adequate television coverage
for your program and its events. In your initial planning, you should develop a schedule of
events and milestones that are newsworthy. Keep in mind that the month of May is a high
impact month inasmuch as it is Better Hearing and Speech Month. Since noise ties
directly in with hearing, you might try to plan as many events for this month as possible
without jeopardizing your program's overall objectives or schedule.
Provide your activity schedule to the contacts you have developed at the television
stations, especially the news director and the director of public service activities. Most
stations need this kind of advance information to coordinate their assignments and
coverage of activities. You will be doing yourself a favor if you have a planned schedule
of events with you.
Reminder: There is great value to your program in establishing a working relation-
ship with the director of public affairs at the station. He can provide you with additional
coverage and one-time media event coverage that might otherwise go unnoticed. For ex-
ample, if a station finds that it has extra time in its weekly schedule for programming, the
31
-------
public affairs director may suggest a public service use of that air time. If you have
developed that working relationship, the station might provide you with extra time for an
on-the-air discussion of your program, a talk show interview, extra PSA's, or any other air
time that might be available.
SUPPORT ASSISTANCE
Once you have gained support for your program on the part of stations by obtaining
PSA time from them, you will need to be able to respond to the mail and/or telephone
calls that result from those announcements. Consider who will be available to respond to
calls or letters and with what. You will need to be well stocked with noise materials for
mailing, have the funds for postage, and be able to handle the inquiries expeditiously.
Recorded messages are not recommended. Either have your public information office
handle such requests or recruit individuals to handle them for you such as retired per-
sons—older Americans who are eligible for such work under the Senior Community Ser-
vice Employment Program (Title V of the Older Americans Act, Chapter II.) Check with
your neighborhood and community-based organizations to see if you can recruit the
volunteer efforts of one or more persons to help you with information dissemination.
RADIO
There are more radio stations than television stations in any given community, and
radio is more flexible and innovative in its ability to assist publicly oriented projects such
as yours. There are several types of radio broadcast stations. They include:
• AM stations—usually the most listened to stations in the market area, received
on the AM band
• FM station—more specialized stations with a smaller number of listeners, re-
ceived on the FM band
• university/college-based stations—usually on the FM band
The size of the various types of stations differs almost as greatly as their program-
ming. Essentially, there are large, medium, and small stations within any community.
Since there are more outlets for this medium, the competition for listeners is keener. For
this reason, radio stations can be tremendously helpful to programs such as yours.
The management of a radio station depends on its size. The larger stations have
personnel with similar titles as those in television—for example, station manager, news
director, public affairs director, public service director and program director. Your ap-
proach to them should be exactly the same as your approach to the television station of-
ficials. Your response will, however, be quite different.
32
-------
GAINING ACCESS
You should begin by contacting the station manager and then the remainder of the
officials of the station; your conversations will be similar. Your program needs are vir-
tually the same and include:
• Public service air time
• News coverage
• Production assistance
The beauty of radio is that as an audio medium, it is not as expensive as television.
Radio has a more personal involvement in public projects. Often, radio stations will take
a very active part in a public program. Some radio stations participate in activities such
as:
• Health programs
• Talk shows for newsmakers/health resources
• Call-in shows
• Promotional contests
• Emcee services
These types of services are available from radio, especially local radio, which,
again, has to report to the FCC on their level of community service and involvement. We
recommend that you approach your local radio stations with a view towards recruiting
their services in the above-mentioned areas. For example, your community may sponsor
a Quiet Day. Radio stations can set up remote broadcasts from outside their studios. It
may be that aside from any news coverage they provide for Quiet Day, the radio station
might be able to broadcast from the center of the day's activities, such as the city park.
Radio stations often become involved in community programs by sponsoring events
or featuring activities. Try to get one or more of your local stations involved in that aspect
of your public education/information program. After all, good hearing is essential to good
radio listening.
TALK/CALL-IN SHOWS
Many radio stations have talk shows and call-in shows. You should try to have a
spokesperson for your program become a guest on one or more of these shows to fur-
ther publicize your program. Stations not only provide that service, they even advertise
the appearance of guests in advance of air time. These shows are an excellent vehicle
for public involvement in an activity. They provide an open forum for citizens to speak
their minds on local issues and problems. Experience has shown that many people will
call in to talk about noise because it is a subject they feel confident about expressing
33
-------
themselves. A good talk show or call-in show is worth its weight in gold for public educa-
tion and information programs. You should 'prepare' those persons who will represent
you (if not yourself) for the talk show or the call-in show. Have a list of the best questions
and answers available for the moderator. This allows you to steer the conversation
towards more meaningful subject areas. Also this format will allow you to detail some
self-help noise abatement actions the individual citizen can initiate on his/her own.
EMCEE ASSISTANCE
Radio station announcers often make themselves available as emcees for local ac-
tivities. Explore this with your local stations and their management. For example, you
might use the services of a local announcer to:
• Emcee Quiet Day cereemonies
• Host contest awards
• Moderate panel discussions
• Record PSA's
PRODUCTION
Radio production differs vastly from television production. Production of PSA's for
radio is not a difficult job. When you approach a radio station, it would be helpful if you
took samples of the PSA's you want them to air. They can be recorded on almost any
cassette recorder for broadcast quality. If you do not bring the recorded announcements
with you, at least bring a sample of a script you want to have recorded. Many stations will
record from scripts provided by clients for PSA's. Remember that just like television an-
nouncements, you will need to make arrangements to have someone respond to calls
and letters. Have public information materials available.
TIMING
Timing is as important to radio as it is to other forms of media. You should plan the
same schedule of events and activities for your local radio stations as you do for televi-
sion. In this way, the station can help you publicize an event as well as get it on-the-spot
coverage. Maintain a strong flow of information to both radio and television station per-
sonnel as far in advance as possible. Follow up on your visits to station personnel with
telephone calls. Make sure that your materials arrive on time and that they are in usable
form.
34
-------
PRINT
Print is a third form of media. Coupled with television and radio, the printed media is
capable of providing news and additional impetus to your noise education and informa-
tion program. It can greatly strengthen your program. As with television and radio, you
should know what a printed publication has to offer your program and what you need
from it. You should also be aware of the access points in print media.
The print media has several subdivisions within a community. Most communities
possess one or more of the following:
Daily newspaper(s) with supplements
Weekly newspaper(s)
Monthly publication(s)
Community and neighborhood news magazines
Community and neighborhood shopping guides
GAINING ACCESS
You should approach the print media in almost the same fashion as you would the
broadcast media—through the individual in charge of the publication, either directly or
by means of an intermediary. Remember that you are looking for a 'go ahead' from the
official in charge—nothing more. You will need to work with editors and writers during
the course of your program. The titles of the individuals you should contact differ slightly
from the broadcast media. They include:
Publisher
Editor-in-chief
Managing editor
News editor
Feature editor
Reporter and writers on environment issues
Reporters and writers on education
Your approach is dual: You will need 'ink space,' and you will attempt to gain
editorial/management support. With respect to the news stories, feature stories, and ar-
ticles you will want on your program and its events, you should work directly with the en-
vironmental writers and reporters—except in the case of smaller publications where the
editor and writer are one and the same person. With respect to editorial/management
support, you will need the support of the editors and the publishers. The better your rela-
tionship is with the publication officials, the better your chances are of getting printed
editorial support on the editorial page.
35
-------
You are not likely to get much assistance from the print media other than pre-event
publicity and on-the-spot news coverage, unless it comes in the form of a feature article
by a staff reporter or writer. For this reason, you should call on those persons responsi-
ble for news and features within the print media. They will make the writing and reporting
assignments to staff writers and reporters. Such activities are not generally of interest to
large daily papers. It would be beneficial for you to explore just how a local publication
can assist you in the way of promotional materials for your program. The success of your
exploration will depend on the space and other limitations of the publication.
News coverage is the forte of the written media. Your program will be news, without
question. You need to maintain a constant information flow from your office to the local
media outlets on your coming events and news items. You are looking for pre-event
publicity and on-the-spot coverage. Therefore, you should keep the print media as in-
formed as the broadcast media outlets. Supplying them with photographs is an excellent
way for the newspaper to provide advance publicity for your program without assigning a
lot of copy to it. A photograph and caption without copy are more likely to find their way
into print than a long-running article, especially if the photograph and caption can tell the
whole story by themselves. For example, a picture of the mayor signing the Quiet Day
proclamation with a descriptive caption is all that is necessary to see the event makes
the front page, rather than get buried in the city section with a long-winded article. A
story might follow the picture on another occasion.
CONTRIBUTIONS
Another suggestion is that you consider writing a news article for the paper
yourself. Very often, smaller daily and weekly publications find it difficult to stretch their
personnel resources, if you supply them with a story you have written, it is possible that
the piece can be edited and run. This saves the publisher time and money.
As always, the press release is the primary method of spreading a news event's
coverage to the media. Press releases are written in news style and distributed by mail to
local outlets. The same press release will suffice for both broadcast and print media.
Press releases are not flowery in language—they contain hard facts, clear concise
sentences, and some quotations. When sending a press release to the media, be sure to
include an 8 x 10 black-and-white set of photographs, if you have them.
DEADLINES
Be very conscious of deadlines. Reporters and writers have deadlines just as the
broadcast media—only more strict. Daily papers usually have an evening deadline for
morning editions. Afternoon papers usually have a mid- to late-morning deadline.
Weeklies usually have a deadline 2 or 3 days before publication, whereas monthlies have
a normal 2-week deadline. Be sure to check the copy deadlines of your local publications
in advance.
36
-------
Try to gain the interest of the publication officials in your program. Your main ap-
proach should be through the quality-of-life, health and safety aspects of excessive
noise, as well as practical and helpful suggestions for citizens on how they, as in-
dividuals, can reduce noise levels. Again, this is the reason for your program and could
become the reason a printed publication joins with you in the effort. If you succeed in
generating the interest of the publication, you can depend on it to assist you.
LETTERS TO THE EDITOR
One way of using the print media is through the "Letters to the Editor" column.
Such a column appears regularly in most publications. You should encourage responsi-
ble and reputable spokespersons to write letters to the editor concerning noise and/or
noise problems and the need for an effective local response. If used properly, the 'let-
ters' section of the paper can become a valuable tool to you and your program. Keep in
mind, though, that the letters should be positive in tone. Controversial letters provoke
responses, so be careful of what and how you write.
GETTING THE STORY TOLD
Another way of using the print media is to have your story told at as many news
events as possible. If a notable public figure is giving a talk that will be covered by the
press, try to get that individual to give some time to your program. For example, if the
director of the Health Department is talking to the Lions Club, try to get the director to
discuss the noise issue and the need for more public awareness and education. This will
find its way into print.
COLUMNISTS
Establishing and maintaining relationships with reporters and writers of feature
materials will also be helpful. Many of these persons are given free reign by their publica-
tions to work in areas that are of interest to them. Columnists, for example, have almost
limitless latitude for their columns. Large and small papers and publications have staff
people who may have a primary interest in your program area or in the environment or
health. These people should be identified and contacted. However, you should be careful
not to give the impression of attempting to influence the news. Reporters pride
themselves on their objectivity. Merely try to be informative and helpful.
THE DAY BOOK
The major wire services are networks of regional and area input offices. In the
United States, the wire services are dominated by the Associated Press (AP) and by
United Press International (UPI). Both services maintain area and regional 'Day Books'
37
-------
that are reminder methods for upcoming news events and feature events. Many publica-
tions rely solely on the AP or UPI for their papers while adding local color and news. The
Day Book is an excellent opportunity for you to get your program publicized, since
publications/subscribers use much of the material contained in the Day Book. You
should contact your local AP and UPI manager to establish a line of communication from
you to the Day Book. This is especially helpful in smaller cities.
PRESS SERVICES
Another helpful item is the identification of the Daily and Weekly Press Services that
many papers belong to. These services provide feature and filler articles for subscribers
on a regular basis. These are found at the State and local levels and can be located by
asking one of your local publications. You should avail yourself of their services by pro-
viding them with information on your program.
FREELANCE WRITERS
Finally, there are numerous freelance writers' associations nationwide. They, too,
are located at both the State and local levels and exist to inform their membership of
paid writing opportunities. You should contact them to see if the writers are interested in
doing feature articles on your program that can be sold by them to publications in your
area.
STRINGERS
All three media forms use stringers. A stringer is an individual who works part-time
for a broadcast network/station or publication and who resides in another location apart
from the main body of employees. Most stringers are on the lookout for items of interest
for their publishers and/or networks/stations. For your purposes, they can be invaluable.
you should try to locate stringers for media outlets who work near you or who cover your
area as pan of their work assignments. Since they are paid by the column inch or by their
broadcast time, in most cases, they should be more than happy to visit with you about
your program and how they can help you publicize it.
To locate stringers, try calling the media outlets or any freelance association in your
area.
38
-------
YOUR OWN MEDIA DEVELOPMENT
Throughout this entire section, it has been suggested to you that the various forms
of media will help you with production of PSA's and other forms of media for distribution
and public consumption. In most cases, that will hold true. However, there are instances
where you will not be able to gain that assistance or will find that the service offered by
the media is not what you had in mind for your program. In these instances, you should
be prepared to go out on your own in terms of producing effective materials for public
use. There are some practical considerations, such as cost and time, so you should be
aware of this side of the issue.
MOVIES
Motion pictures with sound can cost up to $5,000 per minute (averaging $3,000) for
commercial production, even if you have the facility. For the noise program you would be
well advised to attempt to link up with a local institution that has a production capacity
such as a high school and/or community college or university. Most schools have the
facility—what they often lack is money for production. One approach is to get the local
school or college class of communications majors to do a film on the pollutant noise or
noise in your community as a class project. Without a budget for outside production this
may be your only approach. You might be able to secure the use of the facility and equip-
ment for your own effort, but this is not usually considered advisable.
SOUND/SLIDE SHOWS
Although sound/slide shows may also be expensive to produce, they are not in the
same cost range as motion pictures. It does not take a lot of equipment or time to im-
provise such a presentation. You can talk to an organization or institution about develop-
ing a local sound/slide show. Slide shows can be easily produced even at the high school
level.
You will need to develop a story line first. The story line will be the basis for your
script, including background music and sounds. From the storyboard, you can prepare a
list of slides you will need. The slides may be taken from those that you receive from any
sources, including EPA, or you can take your own slides for the presentation. Make cer-
tain that you have adequate playback equipment with adequate sound systems for the
audio portion. There are several low-cost units available that provide acceptable quality
for your presentation. For the best results, you may want to consult with your local com-
munity college professor of journalism or broadcasting.
39
-------
PRINTED MATERIALS
Aside from the general materials you can gather from EPA and other sources, your
printed publicity and information materials should be made as close to home as possible.
This would make an interesting project for any school class or neighborhood/community-
based organization. Artwork can be extracted from other publications, such as EPA
posters, or locally generated by student art classes, contests, or like sources. The
editorial copy should be generated by your office or, at the very least, edited by your of-
fice for content.
You should try to produce materials that are as attractive as possible. This does not
mean that they have to be professional or slick—just accurate and adequate. Do not try
to get involved with too many colors; it only adds to your printing expense.
As a general rule for your locally produced media, examine what you need to get
your message across to the public. Look at what is available from outside sources to see
where any shortfall exists, and then target your production efforts towards meeting that
shortfall. Bear in mind that the number of items you need to produce to be effective may
be greater than your budget will allow. Try to locate alternative resources for production
costs or volunteer efforts and donations by those with facilities.
PAMPHLETS/BROCHURES
As a general note of caution, there is normally a great propensity to develop
brochures and pamphlets without giving much thought to their distribution. As a result,
many organizations and agencies overprint and waste scarce finances. First, analyze
the segment of the community you wish to impact with a specific brochure or pamphlet.
Based on the subject matter and the market analysis, you can get a good idea of how
many copies you will need and through what vehicles you intend to distribute. For exam-
ple, if you decide to put out a local pamphlet on quiet driving, you should find out how
many licenses there are to be renewed within your local jurisdiction this year. Your print
run should approximate that amount plus an additional amount for learners and student
drivers. Your distribution can flow through the school driver education programs and the
local motor vehicle agency.
BUMPER STICKERS
The primary rationale for bumper stickers is that they keep your activity in the
public eye in a clever fashion. They are not for every activity nor are they for everyone. A
good number of people do not like bumper stickers because of the difficulty in removing
them. However, they do have their place in promotional activities. Be sure to check on
their availability and cost (Appendix A).
40
-------
POSTERS
Many local activities rely on the poster as a means of publicity and promotion. Much
of the work is done locally by volunteers; this has the advantage of minimizing costs,
leaving printing as the only cost item. You can produce your own posters or use those
available through EPA (Appendix B).
GOVERNMENT PUBLICATIONS/PRODUCTIONS
Bear in mind that almost without exception, most of the public education and infor-
mational material on noise produced by the Federal government lies within the public do-
main and is not subject to copyright laws except where expressly stated otherwise. You
would do well to take advantage of the wealth of materials presented by EPA and use
them in any fashion you see fit including cut-and-paste, or use any part of any item pro-
vided you—so long as it suits your program and your needs.
41
-------
VI.
EVENT PLANNING AND COORDINATION
This section addresses the planning and implementation of events that accomplish
the goals of your program and the coordination required to make your program a suc-
cess.
The purpose of events is to build interest in your program and to provide information
and education to the general public. There is an almost limitless list of activities that can
help achieve your purpose. There are contests; service activities; hearing tests;
demonstrations; entertainment, such as mime shows and films; Quiet Day, or Quiet
Week; or any number of other events that you can establish and implement on behalf of
your program. All of these have their place in your plan to increase citizen understanding
of noise and to generate support for local noise control. You need to fit the event to the
occasion.
Perhaps it would be useful if an example of event planning were provided here. In
this manner, it is possible to touch on the types of activities that can be produced as well
as illustrate the need for proper planning.
Let us assume that, because of your efforts, the mayor has decided to proclaim one
day of the coming year as Quiet Day in your city. What should the timing of the event be?
You may want to coincide your activity with Better Hearing and Speech Month (May) by
tying the two events together, you have strengthened the meaning of Quiet Day. The ad-
vantage is that you might be able to capitalize on Better Hearing and Speech Month by
virtue of the fact that some organizations may be planning their own promotional cam-
paigns in the month of May. You could benefit substantially from their activities. The
other aspects of timing that you should consider are:
• Weather stability for outside events
• Maintaining an event schedule for the year
• Establishing a rain date or postponement schedule
• Avoiding conflicts with other events
For the present, let us assume that May 15 is a good day for your Quiet Day. There
are no conflicts; it is the only event you have scheduled for the month of May and you
have a rain date of May 22.
42
-------
GOALS AND OBJECTIVES
Once your timing is established, you need to set the goals and objectives of the
event. In the case of a Quiet Day, your goals and objectives are exactly the same as
those for your entire program. Your audience is the general public and you intend to pro-
vide your audience with information and education on noise, its effects, and what the
private citizen can do to reduce his/her exposure to excessive noise.
PUBLICITY
Publicity planning is the next item. You will want to get as much out of it as possible.
This is where your relations with the media come into full focus. They will publicize your
event as long as they are involved and the event is planned in such a way as to allow for
their inclusion and participation. To get started at least 40-60 days ahead of the event,
you should have the mayor or chief executive of the community issue a proclamation
designating May 15 as Quiet Day. You should distribute press releases to notify the
media of the mayor's intent to issue the proclamation. Allow sufficient time for the media
to be present when the proclamation is issued. Have handout material for the media
regarding Quiet Day itself; include a description of some of the events, activities, spon-
sors, and participating organizations. Try to maintain an almost daily schedule of press
releases and information flow leading up to Quiet Day. You should have radio and televi-
sion announcements available for use within 20 days of the event. Provide information to
the print media well in advance of your planned activities. If you have cultivated your
contacts within the print media, you will be able to feed information to the papers on an
ongoing basis.
As you develop your agenda for Quiet Day, each agenda activity can be treated with
its own press release. This keeps the flow of information from your office to the media
and provides for a continuing reminder of the upcoming event.
AGENDA PLANNING
The next step in planning the event is developing the agenda. Since such an event is
too much for one person to handle, you should have a working Quiet Day committee.
This committee should be made up of individuals who represent organizations within the
community that will be participating in Quiet Day. If you have cultivated the organizations
mentioned in previous sections, you will have your committee membership at hand. This
committee should be responsible for seeing that the agenda is firm and final at the
earliest possible date, and it should also help you to publicize Quiet Day.
Once your agenda is established and the key individuals responsible for each item
on the agenda are recruited, you need to turn your attention to additional promotional
and publicity items in support ot public participation. These can include a host of items
that serve to keep Quiet Day in the public eye. Among them are:
43
-------
Bumper stickers
Buttons and balloons
Posters
Kites
T-shirts
Pamphlets and brochures
All of these items are geared to promoting public attendance and participation in
Quiet Day. Prices vary greatly among promotional items, and it would be wise for you to
shop around for the best price. Button and novelty item information can be found in Ap-
pendix A.
MEDIA ACTION
With respect to the media, you should try to work out schedules with the local
outlets for promotional air time. For example, you should try to get the daily newspaper
to run at least one photograph and one article per week for 1 month prior to the event.
The television station should run at least one public service announcement per day, and
the radio station should run at least two or three per day within 30 days of the event. You
will be trying to build interest in Quiet Day, and you will benefit from all the air time and
ink space you can get.
LOGISTICS
Logistical arrangements are critical to planning an event. If you have volunteer
assistance and a firm agenda, you will know the requirements for each event. You get
few chances to sponsor a major event and there are no rehearsals—especially where
equipment is concerned. Therefore, each agenda item should be treated as a distinct
part of the overall event. It is highly recommended that one individual be in charge of
each event. That person's responsibility will include the logistics and implementation of
that agenda item. Normally, a sponsoring organization will have the personnel and ex-
perience to effectively plan and implement one agenda item. This highlights the need for
neighborhood and community organization support for your entire program.
SPONSORSHIP
Once your planning committee for the agenda agrees on all of the components, you
should immediately secure sponsorship for that item by a neighborhood or community
organization and/or local government department. Better still, arrange dual sponsor-
ship—one organization and one government department for each item. For example, the
44
-------
local health department and the Speech and Hearing Association might jointly conduct
hearing tests for Quiet Day, or the local housing department may work with the local utili-
ty in a demonstration of weatherization and soundproofing. The key element is that you
need the assistance of many organizations and agencies. If you have done your
homework, their doors will already be open to you. Tie the schools into the program ear-
ly.
MEETINGS
Plan weekly meetings with your agenda item sponsors and planning committee. Go
over the schedule and requirements. Make sure that they are in line with the overall pro-
gram and that their responsibilities are being met. Iron out any problems that may arise
as quickly as you can. A Quiet Day is a major event for any community if properly
planned.
For illustrative purposes, this manual contains sample agendas for a Quiet Day
celebration (Appendix A). They are not meant to be prescriptive but, rather, suggestive.
Vou should tailor all agenda items to fit your locale and local needs.
As can be seen from the sample Quiet Day agendas a lot of work goes into such an
event. However, if conducted properly, this is a community project that will increase
awareness of your noise program. Similarly, other events may be more specialized, less
time consuming, and capable of contributing to the success of your noise education and
information program. Any one of the Quiet Day events, for example, can be successfully
staged by itself.
COORDINATION
Coordinating a noise education and information program is, at best, a test of skill,
ingenuity, enthusiasm, and diplomacy. For this reason, you should develop strong work-
ing relationships with as many individuals and organizations as possible. They will be
called upon to deliver their time and services while you coordinate their overall activities.
You will be the coordinator of the program while motivating others (individuals, groups,
and organizations) to assist you in the undertaking. You should keep in mind that many
people will be looking to you for leadership and assistance in the implementation of the
program.
COMMITTEES
To effectively coordinate a noise education and information program, you should
keep everyone as completely informed as possible. Your information exchange should
be frequent and your contacts maintained. The media should be as close as your
45
-------
telephone. Meetings should be frequent and appropriate committees should be
established to assist you. It is recommended that you use the committee process to
assist with the overall program. The following noise committees can be established:
• Publicity
• Event planning
• School involvement
• Local government
• Neighborhood/community organization
46
-------
TIPS AND SUGGESTIONS
• Involve as many people as possible.
• Involve as many groups and organizations as possible.
• Foster and promote events and actions by groups independently.
• Maintain your contacts and relationships.
• Keep the media informed.
• Plan ahead and be on the lookout for new ideas.
• Explore even the smallest possiblities.
• Press releases should be in the name of the mayor or department head.
• Maintain adequate amounts of printed information to handle requests.
• Be prepared for every meeting.
• Bring an expert with you.
• Don't be discouraged—be persistent.
• Be enthusiastic.
• Try not to waste your time.
• Delegate responsibilities to as many people as you can.
• Remember media deadlines.
• Be courteous and thoughtful.
• Be patient.
• Smile.
47
-------
APPENDIX A
-------
URBAN RESIDENTS' ATTITUDES TOWARDS ENVIRONMENTAL ISSUES
CONDUCTED BY THE GALLUP ORGANIZATION DURING NOVEMBER, 1978
FOR THE NATIONAL LEAGUE OF CITIES
1. Now here are some questions about pollution in your community. As I read off several
kinds of pollution, one at a time, would you tell me how serious a problem you feel it is
in your community—a very serious problem, a fairly serious problem, or not too
serious a problem.
Vary Fairly Not too Don't
sarioua aarloua aarioua know
Air pollution (20%) (20%) (60%)
Pollution of drinking water (11%) (10%) (75%) (4%)
Pollution of waterways; rivers, (23%) (26%) (44%) (7%)
lakes, oceans
Noise pollution from traffic, (21%) (19%) (60%)
construction, etc.
2. Now, as I read each form of pollution, would you tell me whether you feel it is a more
serious problem or a less serious problem in this community than it was five years
ago?
Air pollution? (56%) More serious (28%) Less serious (16%) Don't know
Pollution of (39%) More serious (34%) Less serious (17%) Don't know
drinking water?
Pollution of local (49%) More serious (30%) Less serious (21 %) Don't know
waterways?
Noise pollution? (57 %) More serious (22%) Less serious (21 %) Don't know
3. Now, as I read off each kind of pollution, would you tell me whether you feel too much
is being done about it in this community, or not enough?
Air pollution?
(7%) Too much (60%) Not enough (28%) About right (5%) Don't know
(Volunteered)
Pollution of drinking water?
(4%) Too much (39%) Not enough (45%) About right (12%) Don't know
(Volunteered)
Pollution of local waterways?
(2%) Too much (54%) Not enough (38%) About right (6%) Don't know
(Volunteered)
Noise pollution?
(4 %) Too much (48 %) Not enough (38%) About right (10 %) Don't know
(Volunteered)
'Denotes less than 1 %
51
-------
4. Now, which of these forms of pollution in this community, if any, do you feel represent
a threat to your own or your family's health?
(52%) Air (21 %) Drinking water (17%) Local waterways (20%) Noise
5. Do you feel that the increased efforts to reduce air and water pollution in this com-
munity will or will not cause a loss of jobs in this community?
(14%) Will cause loss (73%) Will not cause loss (13%) Don't know
6. Which of the following efforts, if any, would you be willing to make to reduce air and
water pollution in this community?
(46%) Reduce the amount you drive (22%) Pay higher water bill
(14%) Pay more for products you buy (22%) Pay higher local taxes
52
-------
ABC News - Harris Survey
For Release: Thursday AM, January 4th, 1979 Vol. I, No. 2
GOVERNMENT SHOULD TAKE TOUGHER STAND ON
ENVIRONMENTAL POLLUTION
By Louis Harris
Despite the public's reluctance toward more government spending,
there are some federal programs, mainly those concerning health and
safety, in which Americans would like to see the government make a more
vigorous effort. These include such programs as those dealing with air
and water pollution, toxic substances, disposition of solid waste, and
auto safety.
Here are some areas in which Americans would like more government
involvement, rather than less, according to a recent ABC News - Harris
Survey of 1,480 adults nationwide:
--Cleaning up air pollution: a 53 percent majority feels that
the federal government is moving too slowly in this area, compared with
only 5 percent who think the pace is too fast and 32 percent who think
Washington is moving at about the right speed. People under 30 feel
most strongly about cleaning up air pollution, with 65 percent charging
that the government is moving too slowly.
—Cleaning up water pollution: a 61 percent majority feels
that the federal establishment is moving too slowly, and a higher 72
percent of young people express that same view.
—Finding an effective way to dispose of solid wastes: 57
percent think Washington is moving too slowly, while 24 percent think
the pace is right.
—Keeping toxic substances out of the marketplace: 51 percent
are convinced that the federal establishment is moving too slowly, 5
percent think the pace is too fast, and 29 percent believe Washington is
moving at the right speed.
--Reducing noise pollution: 46 percent feel the speed of
government action is too slow, and 39 percent feel it's about right.
--Making automobiles more safe: 51 percent are convinced that
the federal establishment is proceeding too slowly, 9 percent feel the
pace is too fast, and 15 percent feel it's about right.
--When asked about the effectiveness of government efforts to
clean up air and water pollution, only 10 percent of Americans rate the
job being done as "very effective," a higher 27 percent rate it as
"ineffective," and 61 percent say it is "somewhat effective."
53
-------
The major federal agency dealing with pollution control is, of
course, the Environmental Protection Agency. Among the 6 in 10 people
nationwide who are familiar with the EPA, 32 percent view it as pro-
business, 34 percent see it as anti-business, and 35 percent feel it is
impartial. This is a change from 1975, when 42 percent felt that the
EPA was pro-business, and 13 percent believed it was anti-business.
Americans seem to want the EPA to get even tougher with business than it
has been in the past, though they feel it is moving in that direction.
The fundamental problem of environmental control is expressed in
the conflict between those who want to put their emphasis on cleaning up
the air and water as much as possible and those who contend that this
effort costs too much and must be restrained.
When asked how they feel about this trade-off issue, Americans
clearly opt for pressing forward with environmental efforts:
—45 percent favor "enforcing the toughest environmental
standards possible, even if they increase the cost of things to both the
business and the consumer," while a smaller 36 percent would be "satis-
fied with a somewhat lower level of environmental standards if this
turned out to be less costly." Another 12 percent feel that it "all
depends on the specific case," and 7 percent simply are "not sure."
Once again, Americans under 30 lead the way on insisting that
environmental controls be as tough as possible, regardless of the cost
implications. By 53-26 percent, young people opt for a tough approach.
By contrast, people over 50 would be satisfied with lower standards if
this would mean less government spending. Along with the young people,
professional people support tough standards by 56-31 percent, the
college educated by 50-35 percent, and union members by 51-32 percent.
So the areas involving public health and safety appear to be
weathering the storm of general criticism of the effectiveness of
federal programs. In those areas, people want the government to move
with greater dispatch; they do not want these programs to be deterred by
overall cost considerations, and they will look with disapproval upon
public officials who try to slow down progress in these areas in the
name of frugality.
TABLES
Between October 16th and 26th, the ABC News - Harris Survey asked
the cross section of 1,480 adults, interviewed in person:
54
-------
"How do you feel about the speed with which the federal government
is moving to (READ LIST) — is the government moving too fast, too slow,
or at just about the right speed?"
SPEED GOVERNMENT IS MOVING TO CONTROL POLLUTION
Too Fast Too Slow Just Right Not Sure
Clean up water pollution
Find an effective way of
disposing of solid wastes
Clean up air pollution
Keep toxic substances out
of the marketplace
Make automobiles more safe
Reduce noise pollution
61
26
X
10
2
5
5
9
57
53
51
51
24
32
29
35
17
10
15
5
46
39
13
"There is a continual debate going on in Washington between those who
put their main emphasis on cleaning up the environment as much as possible
and those who say that this effort costs too much and must be restrained.
Generally speaking, how do you feel? Would you enforce the toughest
environmental standards possible, even if they increased the cost of
things to both business and the consumer, or would you be satisfied with
a somewhat lower level of environmental standards if this turned out to
be less costly?"
ENVIRONMENTAL STANDARDS VS COSTS
Enforce toughest environmental standards
Satisfied with somewhat lower standards
It depends (vol.)
Not sure
Total
45
36
12
7
AGE
18-29
53
26
13
8
30-49
46
35
12
7
50 & over
38
44
11
7
(c) 1979
The Chicago Tribune
World Rights Reserved
Chicago Tribune-N.Y. News Syndicate, Inc.
220 East 42nd Street, New York, NY 10017
55
-------
The Harris Survey
ISSN 0046-6875
"or Release: Monday AM, July 3rd, 1973
QUALITY OF LIFE HAS IMPROVED
By Louis Harris
For the first tine in recent years, by a narrow -0-38 percent, more Americans report that the
quaiicy of life has improved over the past 1C years than grown worse. Back in 1975, a 51-30 percent
majority relt the opposite way.
The elements that are viewed as being "very important" contributors to the quality of life
are significant:
—At the top of the list, 92 percent of the public feel that "controlling crime" is a
high priority item. The number of people who report that crime in their neighborhood is increasing
declined froa 70 percent to 46 percent over the past three years. It is evident that the public feels
that control of crime is improving across the country.
—A substantial 88 percent of the public continue to feel that "achieving quality
education for children" is very important to making the quality of life better.
—81 percent feel that it is very important to conserve energy in order to improve the
quality of life. This emphasis on energy has increased iron 74 percent in 1976. It is popular in sotne
quarters to assume that the public is apathetic about energy conservation. These results indicate that
such an assumption is simply not accurate.
--81 percent feel that curbing water pollution is very important in improving the quality
of life, up from 70 percent who felt that way in 1976. In addition, 72 percent give a high priority to
curbing air pollution, up froa 66 percent two years ago. Despite the pressures to cut back on environments
control measures as a trade off for energy conservation and more jobs, Americans have consistently insisted
on fulfilling all three objectives together.
—78 percent feel that strictly enforcing safe working conditions is very important to
enhancing the quality of life, up from 66 percent who felt the same way back in 1976. The entire issue of
employee safety has exploded in recent years; it now has taken a front and center position as a national
concern.
—74 percent give a high priority to making products and services safer, up from 65
percent two years ago. Along with employee safety, the product and service safety area is one that is
becoming increasingly important.
—A substantial 71 percent of the public feel that better nutrition is a major element
in improving the quality of life. Coupled with this is an equal sense of urgency about preventive health
care—keeping in good shape in order to cut down on the incidence of illness.
—79 percent of the public give a high priority to protecting the privacy of the
individual as a key element in improving the quality of life. Concern over the privacy isaue has risen
rapidly in the past five years and is likely to remain a key issue among Americans well into the future.
Other areas that finish below this top roster, but nonetheless are given a high priority by
sizable majorities, are: improving the quality of products and services (68 percent); curbing noise
pollution (57 percent); adequate public housing (61 percent); improved public transportation (59 percent);
being able to move easily and freely from place to place (58 percent), and employment opportunities for
minorities (53 percent). So more than a minority of 49 percent would give a high priority to having a
wider choice of lifestyles, which represents a decline from a higher 59 percent who held that view back
in 1976.
The results of this Harris Survey of 1,567 adults nationwide clearly indicate that the majo-
concerns of Americans in the latter part of the 1970s are by no means centered on the physical acquisition
of goods. Instead, they focus on the improvement of the environment in all its varied aspects. It is
also apparent that many of the concerns of young people ia the 1960s have now been translated into broac'.er
objectives far society as a whole in the 1970s.
(over)
56
-------
Improved
t
40
38
31
30
35
Grown
worse
%
33
39
45
51
45
Stayed about
the saae
t
20
19
21
17
15
Mot
sun
X
2
4
3
2
5
- 2 -
TABLES
Becueen April 29th and May 6ch, ch* H«rria Survey asked the cross section:
"Compared to 10 years ago, do you feel the quality of life in America has improved, grown
worse, or stayed about the same?"
QUALITY OF LIFE COMPARED TO 10 TEAKS AGO
1978
1977
1976
1975
1973
"As far as you personally are concerned, do you feel (READ LIST) is very important in asking
the quality of life better in this country, only somewhat important, or hardly important ae all in making
the quality of life better?"
ITEMS TEXT IMPORTANT IN MAKING
THE QUALITY OF LITE BETTER
1978 1976
Z Z
Controlling criae 92 X
Achieving quality education for children 88 81
Conserving energy 81 74
Curbing water pollution 31 70
Protecting privacy of the individual 79- 80
Strictly enforcing safe working conditions 78 66
Making products and services safer 74 65
Curbing air pollution 72 66
Better nutrition 71 X
Improving the quality of products and services 68 63
Adequate public housing 61 X
Improving public transportation 59 X
Moving easily and freely from place co place 58 78
Curbing noise pollution 57 X
Employment opportunities Cor minorities 53 52
Having a wide choice of lifestyles -*9 59
re) 1978 by The Chicago Tribune
Vorld Xights 3aserved
Chicago Tribune-S.?. News Syndicate, Inc.
:20 Ease i2nd Street, Xew York, NY 10017
-------
NOISE COMPLAINTS RANK HIGH IN CENSUS BUREAU SURVEY OF HOUSING
A report released late last month by the Commerce Department's Bureau of the
Census found that street or highway noise was the most frequently cited unfavorable
neighborhood condition in a survey of all households. In the Annual Housing Survey:
1977, 32% of respondents complained of noise, followed by 29% who complained of
heavy traffic and 25% who cited inadequate street lights. Approximately 31 % of renter
and 15% of owner households reported nearby commercial or nonresidential activities,
although only 4% of owner households and 8% of renter households wanted to move
because of bothersome neighborhood conditions.
The report covers occupants' attitudes about their neighborhoods and the services
provided there and indicators of housing quality such as availability of plumbing and kit-
chen facilities. Statistics presented in the report are based on a sample of approximately
77,000 housing units in the U.S. Water leakage in the basements was the most common-
ly reported structural defect in American housing units, followed by signs of mice or rats.
Data on neighborhood conditions was obtained by two-part questions on specific
conditions. Respondents were asked if the condition was present and if present, respon-
dent was given the option of answering that the condition (a) does not bother; (b) bothers
a little; (c) bothers very much; (d) bothers so much would like to move.
A category on airplane noise referred to opinions of noise made by planes in landing
or taking off or sonic booms from nearby airports or military bases. The street noise
category referred to noise made by children playing outdoors, noise from a factory or
business, or any other sounds that the resident considered street noise. The report con-
tains separate statistics for blacks and persons of Spanish origin as well as breakdowns
by homeowners and renters and separate data by region.
In the owner occupied category, 34,377 persons said they were not bothered by
street or highway noise and 40,276 said they were not bothered by airplane noise. In the
renter occupied category, 16,960 said they were not bothered by street or highway noise
and 22,057 said they were not bothered by airplane traffic noise. Street noise did not
bother 5,949 home owners, bothered 5,927 owners a little, bothered 1,751 very much
and 610 owners reported that they were bothered by street noise so much they would
like to move. Owners said that airplane traffic noise does not bother (4,405); bothers a lit-
tle (2,732); bothers very much (938); and bothers so much would like to move (149).
REPRINTED FROM
Page 122 NOISE CONTROL REPORT August 6,1979
58
-------
ANNUAL HOUSING SURVEY: 1977
Indicators of Housing and Neighborhood Quality
This report presents data from the Annual Housing Survey,
which was sponsored by the U.S. Department of Housing
and Urban Development and conducted by the U.S.
Bureau of the Census.
Included are:
Selected Neighborhood Characteristics
Selected Neighborhood Characteristics for
Housing Units with Black Household Head
Selected Neighborhood Characteristics for Housing Units
with Household Head of Spanish Origin
59
-------
TABLE A-4 SELECTED NEIGHBORHOOD CHARACTERISTICS: 1977
(NUMBERS IN THOUSANDS)
UNITED STATES
UNITED
STATES
INSIDE SNSOS
TOTAt
IN
CENTIUL
CITIES
NOT IN
CENTRAL
CITIES
OUTSIDE
HEI6MBORHOOO CONDITIONS
OWNER occurito
NO STREET OK HISH.AY NOISE
fITM STREET OR HISMWAY NOISE. ........
DOES NOT *OT«E«
BOTHEM 1 LITTLE . . .
•OTHERS VERY HUCH
•OTHERS SO HUCH WOULD LIKE TO MOVE
MOT REPORTED
WT REPORTED
NO AIRPLANE TRAFFIC NOISE
iJTH AIRPLANE TRAFFIC NOISE
DOES NOT BOTHER
•OTHERS A LITTLE
•OTHERS VERT MUCH
•OTHERS SO MUCH WOULD- LIKE TO MOVE
NOT REPORTED. ...
NOT REPORTED
NO HEAVY TRAFFIC
»ITH HEAVT TRAFFIC
DOES NOT BOTHER
•OTHERS A LITTLE.
•OTHERS VERY HUCH
•OTHERS SO HUCH COULD LIKE TO HOVE
NOT REPORTED.
NOT REPORTED * . . .
NO STREETS IN NEED OF REPAIR
1ITH STREETS IH HEED OF REPAIR ,
DOES NOT BOTHER
•OTHERS A LITTLE
•OTHERS VERY MUCH
»STKE« SO KUCH HOULD LIKE TO MOVE
NOT RENTED
SOT REPCKTtC . . . .
NO «OAOS IfPASSASLE ....
• 11.. ROADS IM7ASSA&LE '......,
DOES NOT BOTHER
BOTHERS A LITTLE. .
•OTHERS VERY KUCN
• MOTHERS SO HUCH WOULD LIKE TO HO"*
NOT REPORTED ' . . .
NOT REPORTED , . . . .
NO OCCUPIED HOUSIN6 IN RUNDOWN CONDITION. . .
IITH OCCUPIED HOUSING IN RUNDMN CONDITION. .
DOES NOT BOTHER
•OTHERS A LITTLE
•OTHERS VERY HUCH
•OTHERS 10 KUCH WOULD LIKE TO MOVC. . . . .
NOT REPORTED. . .
MOT REPORTED.
NO COWERClAI. W NONRES1BEHTUI. ACTIVITIES. .
IITH COMMERCIAL OR NONRCSIDENTIAL ACTIVITIES.
OOCS NOT BOTHER
•OTHERS A LITTLE
' MTHERS VERY HUCH I . I I I I I
•OTHERS SO MUCH WOULD LIKE TO MOVE
NOT REPORTED ! ' , . ,
NOT REPORTED II.. I
NO ODORS, SMOKE, OR 6AS .
•ITN DOORS. SMOKE. OR *AS I . . I
DOCS NOT BOTHER
•OTHERS A LITTLE I . . I
•OTHERS VERY HUCH "
•OTHERS $0 NUCH WOULD LIKE TO HOVE. . . . .
NOT REPORTED.
NOT REPORTED I I I I I I I
AMOUATE STREET LItHTS . . .
1MWMUTE STREET UMTS
DOES NOT MTHER I I I I I I
•OTHERS » LITTLE ! . ' .
- MTHERS VERY MUCH I I I . I
ffsww: rr LI"E.TO "•«—•
NOT REPORTED I . . I I I ! I I I
•I 76!
34 377
14 27*
s **«
•5 9J7
1 7SI
. *10
39
112
40 276
• 342
4 403
I 732
nt
14*
117
147
39 570
13 050
6 ue
4 391
1 *62
4T»
79
149
39 04S
» 572
2 177
3 694
3 325
2*>
at
lie
42 295
6 267
i 725
2 2*5
1 t»0
220
46
204
44 035
4 923
1 23*
1 555
1 341
at*
99
207
41 2*4
7 3i3
5 Ml
M7
»00
170
95
1M
•4 517
4 109
W7
1*91
1 1B1
2*9
•0
139
34 «31
13 »57
7 349
3 >09
2 *0*
133
139
271
31 2M
21 709
9 503
3 *«*
4 06*
1 2*0
46*
25
74
•24 514
* *82
- 410
2 2*4
77i
139
90
90
22 973
• 219
3 412
2 «9*
1 427
3*0
55
25 S77
5 306
1 192
2 049
1 «49
172
44
103
27 3«0
3 768
1 010
1 347
1 247
141
22
2* 094
3 04*
70*
I 077
1 029
212
36
13*
26 29*
4 M7
3 613
622
370
134
59
122
2* 413
2 7*0
572
1 116
•35
202
56
93
22 927
( 206
3 «13
2 479
1 736
104
7*
153
11 34*
7 S»
3 795
1 452
1 601
522
204
IS
27
* 710
2 603
1 252
•17
373
56
36
33
7 M2
3 450
1 450
1 211
59*
155
29
35
9 367
1 «42
394
776
691
64
17
37
« (10
1 496
375
51*
•40
94
••
40
9 «99
1 3*9
299
«72
49i
105
1*
99
9 027
2 267
1 M*
27*
206
63
35
93
10 19*
1 14*
214
441
379
M
29
41
9 409
1 «94
992
736
991
3*
17
43
19 940
14 1*5
5 70*
2 233
2 465
73*
261
10
15 *04
4 071
2 15*
1 371
405
•3
54
57
15 111
4 770
2 032
1 67*
*29
205
2*
59
16 510
3 364
79*
1 273
1 15*
10?
27
66
17 570
2 272
635
«29
707
•7
13
M
1* 195
1 669
409
605
931
107
It
76
17 270
2 601
1 9»4
34*
164
71
24
1* 255
1 633
35*
675
455
113
31
92
13 51*
6 312
3 261
1 739
1 1*5
64
60
110
17 479
12 669
4 773
2 263
1 **0
491
1*4
14
3*
15 762
1 660
9«S
46*
160
10
27
57
12 597
4 830
2 65*
1 496
536
119
24
52
13 16*
4 26*
9«S
I 6*-
1 «77
117
-3
14 9:5
2 «»«
715
93*
743
79
24
15 941
1 465
592
47*
M9
•7
19
73
14 96*
2 445
1 97*
2*5
130
3*
36
1* 104
1 32*
315
175
347
67
24
47
12 004
5 351
3 554
I 034
670
29
62
124
60
-------
TABLE A-4 SELECTED NEIGHBORHOOD CHARACTERISTICS: 1977-CONTINUED
(NUMBERS IN THOUSANDS)
UNITCD tTtru
UNITU
STATES
MSXOC IKS***
TOTAL
IN
CCMTMl
CITIU
NOT IN
CENTRAL
CITIES
wrtiM
NEIttOORMOOP CONOlT10«S—CaNTMUCO
OWNER OCCUPIED—CONTINUED
HO NEltMOOftMOOO CRIME
IITH NEICHOORHOOO CRIME
DOCS MOT (OTHER .....
BOTHERS « LITTLE
BOTHERS VERY MUCH
IOTHCM SO MUCH WOULD LIKE TO HOVE. . . .
NOT REPORTED. . . . .
HOT REPORTED.
NO TRASH* LITTER* OH JUNK .........
WITH TRASH, LlTTa, OR JUNK
OOES NOT BOTHER
BOTHERS * LITTLE
(OTHERS VERT MUCH
BOTHERS SO MUCH WOULD U« TO HOVE. . . .
NOT REPORTED
NOT REPORTED
MO BOARDED UP on ABANDONED STRUCTURES . . .
«!TM WARDED UP OR ABANDONED STRUCTUM9 . .
DOES MOT IOTHER
BOTHERS A LITTLE
BOTHERS VERY MUCH
BOTHERS SO MUCH WOULD LIKE TO HOVE. . . .
NOT REPORTED
NOT REP.1TEC . .
RENTER OCCUPIED
MO STREET OR HI6HWAV NOISE . .
• ITM STREET OR H1GH«AV NOISE
COES NOT BOTHER
OTHERS » LITTLE
•:rxe«s VERT MUCH
.rnERS $0 HuCH HOULO LIKE TO HOVE. . . .
?.3T REPORTED
hotREPORTED. ....
NO 4IRPLANE TRAFFIC NOISE .........
(ITH AIRPLANE TRAFFIC NOISE . .
COES NOT (OTHER . . .
aoTHERS A LITTLE. .......
OTHERS VERY MUCH
BOTHERS SO MUCH WOULD LIKE TO HOVE. . . .
NOT REPORTED
HOT REPORTED
NO HEAVY TRAFFIC
WITH HEAVY TRAFFIC.
DOES NOT BOTHER
•OTHERS A LITTLE. .
(OTHERS VERY MUCH .'
BOTHERS SO MUCH WOULD LIKE TO HOVE. . . .
MOT REPORTED. .
HOT REPORTED
HO STREETS IN NEED OF REPAIR. . .
IITH STREETS IN NEED 9f KEPAIR
OOES NOT BOTHER
BOTHERS A LITTLE
BOTHERS VERY MUCH
BOTHERS SO MUCH WOULD LIKE TO HOVE. . • •
NOT REPORTED
MOT-REPORTED. ........
NO ROADS IMPASSABLE ......
•ITH ROADS IMPASSABLE
OOES NOT BOTHER
BOTHERS A LITTLE
BOTHERS VERY MUCH .
BOTHERS SO MUCH WOULD LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED . .
NO OCCUPIED HOUSING IN RUNDOWN CONDITION. .
KITH OCCUPIED HOUSING IN RUNDOWN CONDITION.
OOES NOT BOTHER . .
BOTHERS A LITTLE. .
BOTHERS VERY MUCH ,
BOTHERS SO MUCH WOULD LIKE TO HOVE. . . .
NOT REPORTED
NOT REPORTED
41 2zt
i ni
1 051
2 *2B
2 «t t
39*
TS
2M
2 TO*
3 lit
139
*4
1*4
49 Ml
2 TM
t m
Til
67*
130
41
13*
2* SIS
1* *60
9 439
4 iia
3 741
439
HI
14
us
22 09T
4 32*
2 24T
I 39T
4*7
133
SS
130
17 544
* «S4
4 5*1
2 TM
1 Oil
451
41
US
22 174
4 17S
1 090
I 597
I 2*7
227
33
1*1
23 37)
2 43*
B*2
»aa
*73
197
17
204
23 211
3 11*
9*7
4(4
730
371
5)
IM
IS 30*
* an
T»l
f 0*0
X 422
4*9
M
. *••
1* 4*9
4 70S
*3*
1 «*9
2 OM
2M
39
U2
29 4*9
1 709
5«*
4*9
493
114
30
M
20 01*
12 530
7 404
3 149
2 447
77*
»»•
13
1* 1?1
3 7*1
1 S9*
1 2«T
449
124
49
12 4*1
* *«7
3 491
2 222
144
392
39
97
1* «29
2 »T2
720
1 123
429
17*
22
127
IT 723
2 13B
594
T15
65*
1*2
11
1*T
17 4*9
2 409
»•*
7*4
»03
)12
39
150
a **7
2 999
34*
•49
i on
4 m
I 130
2*3
743
4TT
12*
21
10 42*
M9
2**
299
273
*7
20
39
11 B09
7 140
4 557
1 404
1 135
50*
304
7
ia
4 594
2 14*
1 090
72*
24*
tl
27
*3
7 314
4 419
2 24*
1 3*7
53*
24)
21
9*
4 430
I «0«
44*
»*T
5«1
11*
19
70
10 4»4
1 2*«
331
410
407
112
•9
4 947
1 7J4
47«
54*
«S9
23)
2*
1* *10
3 21T
4»
1 214
I IM
203
M
10*
17 297
1 112
m
i*
It 0*3
•24
320
22*
220
47
11
-53
• 223
5 340
2 i47
1 249
1 1*2
2*9
165
t
M
* 577
1 U3
(07
523
14*
»3
22
33
5 670
2 112
1 209
•35
309
149
14
41
» 949
I 1»*
173
•59
Jt*
62
7
tl
•72
2*2
)09
249
50
*
U
7 502
670
209
221
147
10
13
51
nt
499
271
5*9
m
*•
1*
1* 7*0.
I «*T
900
1 01*
1 031
a
29
tt
1* 3*9
1 039
991
23*
It*
1*
JS
* 4*T
4. 430
t 039
1 040
74*
IS*
42
1
I ««•
5*7
390
190
S2
*
3*
4 542
1 40*
1 110
5*4
1*9
9*
1*
9 290
1 203
330
47«
33*
49
12
3*
9 *90
•00
2*9
27)
217
39
*
17
I 742
709
2*1
220
139
59
1*
M
61
-------
TABLE A-8 SELECTED NEIGHBORHOOD CHARACTERISTICS FOR
HOUSING UNITS WITH BLACK HOUSEHOLD HEAD: 1977
(NUMBERS IN THOUSANDS)
UNITED STATES
UNITED
STATES
INSIDE SNSA-S
TOTAL
IN
CENTRAL
CITIES
NOT IN
CENTRAL
CITIES
OUTSIDE
SKSAI*
NEICMBORMOOD CONDITIONS
OCNER OCCUPIED
NO STREET OK HIGHWAY NOISE
IITH STREET OR HIGHWAY NOISE
OOtS NOT BOTHER
(OTHERS A LITTLE .
•OTHERS VERY MUCH -.
•OTHERS SO MUCH IOULD LIKE TO MOVE
NOT REPORTED
NOT REPORTED
NO AIRPLANE TRAFFIC NOISE
CITH AIRPLANE TRAFFIC NOISE
DOCS NOT (OTHER ...
•OTHERS A LITTLE
•OTHERS VERY MUCH
(OTHERS SO MUCH COULB LIKE TO HOVE. ....
NOT REPORTED
NOT REPORTED
NO HEAVY TRAFFIC .
CITH HEAVY TRAFFIC
DOES NOT BOTHER
(OTHERS A LITTLE
•OTHERS VERY MUCH
•OTHERS SO MUCH WOULD LIKE TO MOVE
NOT REPORTED
NOT REPORTED
NO STREETS IN NEED OF REPAIR
•ITH STREETS IN NEED OF REPAIR
DOES NOT BOTHER
•OTHERS A LITTLE
•OTHERS VERY MUCH
•OTHERS SO MUCH IOULD LIKE TO MOVE
NOT REPORTED
NOT REPORTED
NO ROADS IMPASSABLE
•ITH ROADS IMPASSABLE
DOES NOT (OTHER
•OTHERS A LITTLE '.
'•OTHERS VERY MUCH
•OTHERS SO MUCH WOULD LIKE TO MOVE
NOT REPORTED. . .
NOT REPORTED
K9 OCCUPIED HOUSING IN RUNDOWN CONDITION. . .
CITH OCCUPIED HOUSING IN RUNOOCN CONDITION. .
DOES NOT BOTHER
•OTHERS A LITTLE.
•OTHERS VERY MUCH
•OTHERS SO MUCH (OM.D LIKE TO MOVE
NOT KPORTtO.
MOT REPORTED
NO COMMERCIAL OR NONRESIDENTIAL ACTIVITIES, .
CITH COMMERCIAL OR NONRESIDENTIAL ACTIVITIES.
DOES NOT (OTHER
•OTHERS A LITTLE
•OTHERS VERT MUCH
•OTHERS SO MUCH WOULD LIKE TO MOVE
NOT REPORTED.
NOT REPORTED. .
NO OOORSi SMOKE, OR US
CITM ODORS, SMOKE, OR «AS
DOtS NST BOTHER . ,
(OTHERS A LITTLE
•OTHERS VERY MUCH
• (OTHERS SO MUCH COULD LIKE TO MOVE
NOT REPORTED
NOT KPORTEC.
ADEOUATE STREET LIGHTS
INAKOUATE STREET LIGHTS
DOES NOT BOTHER
(OTHERS A LITTLE
(OTHERS VERY MICH
•OTHERS SO MUCH COULD LIKE TO HOVE. . . . .
NOT REPORTED
•OT KPORTEC
3 470
2 403
1 049
375
476
13»
71
4
2
2 179
M(
257
21V
•0
K
6
6
2 310
1 152
965
3*7
191
»9
4
*
2 Ml
til
1*1
327
M7
43
0
12
2 «27
632
141
20(
24*
29
•
11
2 MO
649
1M
199
220
62
6
21
2 7»7
676
S14
7J
40
1*
II
s
3 13»
327
92
121
114
33
4
4
2 *14
•43
2*9
29*
MS
27
12
13
2 442
1 «•»
7»4
294
343
96
60
3
1 966
•73
207
179
77
12
2
3
I 690
7»7
J72
261
9
»79
99«
9(
212
219
29
4
9
441
100
191
164
20
6
7
93*
469
107
191
19
1 90«
930
3«3
64
" 91
14
3
2 207
233
34
•9
•3
23
921
917
127
1*6
169
22
4
4
1 713
1 176
937
1»2
234
7«
40
3
1 403
307
129
114
96
•
2
1
1 142
961
274
its
•6
19
3
3
1 323
M6
63
197
142
22
2
4
1 391
312
7(
106
113
11
3
3
393
74
112
126
39
2
12
1 333
MO
277
49
41
1C
1 996
96
19
69
99
It
1 411
300
93
132
99
14
2
2
729
911
21*
71
109
19
20
169
•2
61
I*
1
907
219
91
73
29
17
992
172
39
94
73
3
9
996
129
22
49
91
9
3
4
990
136
33
39
41
19
1
976
190
116
19
10
692
77
19
24
21
9
1
910
217
73
43
70
7
3
2
1 02*
717
309
122
134
41
11
1
2
90*
116
4»
44
13
3
3
369
193
124
36
9
1
629
399
93
119
172
14
3
•32
191
41
97
(2
10
4
160
99
43
4t
•
J
•71
147
422
9
9
4
3
2
932
93
K
32
31
10
2
493
324
173
43
76
62
-------
TABLE A-8 SELECTED NEIGHBORHOOD CHARACTERISTICS FOR
HOUSING UNITS WITH BLACK HOUSEHOLD HEAD: 1977—CONTINUED
(NUMBERS IN THOUSANDS)
UNITED STATES
UNITED
STATES
INSIDE SMS*>s
TOTAL
IN
CENTUM.
CITIES
NOT IN
CENTRAL
CITUS
OUTSIDE
SMSA'S
• NEIGHBORHOOD CONDITIONS—CONTINUED
OWE* OCCUPIED—CONTINUED
JIO MEHMSOKNODO CRIME
•ITH NEIGHBORHOOD .«!«£
DDES NOT BOTHER
(OTHERS A LITTLE
•OTHERS VERT MUCH
•OTHERS SO MUCH 10ULO LIKE TO MOVC. . . .
NOT REPOf YEO
NOT REPORTED
NO TRASH. LITTER* OR JUNK
•ITH TRASH. LITTER. OR JUNK , ,
DOES NOT BOTHER
•OTHERS A LITTLE
BOTHERS VERT MUCH
•OTHERS SO MUCH IOULO LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED.
NO MAROEO UP OR ABANDONED STRUCTURES . . .
•ITH BOARDED UP OR ABANDONED STRUCTURES . .
DOES NOT BOTHER
•OTHERS A LITTLE
' BOTHERS VERY MUCH
•OTHERS SO MUCH HOULO LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
RENTER OCCUPIED
NO STREET OR HIGHDAy NOISE
•ITH STREET OR HIGHWAY NOISE
DOES NOT BOTHER
•OTHERS A LITTLE. ,. ,
BOTHERS VERY MUCH
•OTHERS SO MUCH HOW.O LIKE TO MOVE. . . .
• NOT REPORTED
NOT *.<>ORTEO
NO AIRPLANE TRAFFIC NOISE .........
•ITH AlRf-L»N£ TRAFFIC NOISE
DOES NOT BOTHER
.•OTHERS A LITTLE
•OTHERS VERY MUCH ..... .
•OTHERS SO MUCH IOULO LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
W HEAVY TRAFFIC
•ITH HEAVY TRAFFIC .
DOES NOT BOTHER
BOTHERS A LITTLE
BOTHERS VERY Ml'CH .
•BOTHERS SO MUCh >CULO LIKE TO MOVE. . . .
NOT REPORTED. ...
NOT REPORTED. .
NO STREETS IN NEED OF REPAIR . .
•ITH STREETS IN NEED OF REPAIR
DOES NOT BOTHER .......
BOTHERS A LITTLE
•OTHERS VERY MUCH
•OTHERS SO MUCH HOULO LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
NO ROADS IMPASSABLE
• ITH ROADS IMPASSABLE . . .
DOES NOT BOTHER
BOTHERS A LITTLE
BOTHERS VERY nUCH
BOTHERS SO KUCH HQULO LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED . . .
NO OCCUPIED HOUSING IN RUNOOHN CONDITION. .
IITH OCCUPIED HOUSING IN RUN30HN CONDITION.
DOES NOT BOTHER ...
BOTHERS A LITTLE .
BOTHERS VERY MUCH ,,,,
BOTHERS SO MUCH "OULO LIKE TO HOVE. . . .
NOT REPORTED. ,
NOT REPORTED
2 TM
MT
IB
lit
30*
71
5
17
2 57*
M7
123
263
425
65
a
2 «32
63J
231
171
171
52
4 4«»
3 00*
1 4*5
614
544
157
1*5
9
17
3 789
MO
331
224
7B
35
12
IT
2 ««0
1 580
•72
426
170
105
7
16
3 620
•43
242
269
24B
76
7
23
3 «06
652
174
21B
200
56
S
28
3 586
•77
226
236
23B
157
20
23
I «3J
5««
71
16*
272
74
5
10
1 7»0
64*
10
178
32*
5*
1 436
S04
15V
147
142
4«
7
2
3 735
2 433
1 2*7
520
4M
141
136
5
15
3 114
605
2B3
199
76
35
12
15
2 365
I 357
724
374
153
99
7
13
3 OSS
663
17»
209
206
6}
17
3 166
54*
136
190
m
46
)
23
2 973
74*
174
201
211
142
15
1 24*
4S7
55
123
219
55
5
1 214
496
57
141
234
37
6
3
1 329
3B2
120
114
104
37
7
•2
3 009
1 931
1 067
421
399
120
122
4
12
2 552
445
20S
150
54
22
10
12
B41
159
615
321
130
90
3
2 4S2
546
144
176
167
39
3
1
2 544
448
110
153
144
40
2
12
2 339
456
154
176
193
121
12
14
587
140
23
46
53
19
1
576
152
23
37
72
IB
1
1
607
122
40
33
38
12
726
502
221
98
B7
21
13
2
3
562
160
75
49
23
12
2
3
523
198
109
53
23
10
3
5
603
115
34
33
40
6
2
616
9B
26
38
27
6
1
11
«33
18
20
25
19
21
3
5
952
69
11
I*
35
4
786
239
43
65
98
10
3
3
•96
128
72
24
21
2
4
751
571
178
45
58
17
675
75
25
2
526
223
147
53
17
6
565
160
64
60
42
12
2
6
640
106
37
27
29
10
2
4
614
133
51
36
27
15
5
4
63
-------
TABLE A-12 SELECTED NEIGHBORHOOD CHARACTERISTICS FOR HOUSING
UNITS WITH HOUSEHOLD HEAD OF SPANISH ORIGIN: 1977
(NUMBERS IN THOUSANDS)
UNITED STATES
UNITED
STATES
INSIDE SMSA'S
TOTAL
IN
CENTRAL
CITIES
NOT IN
CENTRAL
CITIES
OUTSIDE
SHSAIS
MEISHtORHOOO CONDITIONS
OIMEK OCCUPIED
NO STREET OK HlfcwtY NOISE
fflTN STREET OR HltWUY NOISE
OOES NOT (OTHER
•OTHERS A LITTLE.
•OTHERS VERY MUCH
•OTHERS SO MUCH HOUtO LIKE TO MOVE. . . i .
NOT REPORTED
NOT REPORTED
NO AIRPLANE TRAFFIC NOISE
•ITN AIRPLANE TRAFFIC NOISE .
OOES NOT (OTHER .
•OTHERS A LITTLE.
•OTHERS VERT HOC
•OTHERS SO MUCH IOULO LIU TO HOVE
NOT REPORTED
NOT DEPORTED .
MO HEAVT TRAFFIC
•ITH HEAVT TRAFFIC. .
DOES NOT (OTHER
•OTHER* A LIULE
•OTHERS VERT MUC
•OTHERS SO HUCH IOULD LIKE TO MOVE
NOT REPORTED,
NOT REPORTED
NO STREETS IN NEED OF REPAIR . .
•ITH STREETS IN NEED OF REPAIR
OOES NOT »OTH£R
•OTHERS A LITTLE
•OTHERS VERT HUCH
•OTHERS SO HUCH IOULO LIKE TO HOVE
NOT REPORTED. .
NOT REPORTED
NO ROADS IMPASSABLE . .
«TN ROADS IHPASSAOLE .
• OOES NOT (OTHER ,
•OTHERS A LITTLE .
•OTHERS VERT HUCH .
MTNEM SO HUCH IOULD LIKE TO MOVE. . . . .
MOT REPORTED
NOT REPORTED
NO OCCUPIED MOUSINC IN RUNOOVN CONDITION. . .
•ITN OCCUPIED HOUSIN6 IN RUNDOWN CONDITION. .
OOES NOT •OTHER
•OTHERS A LITTLE. .
•OTHERS VERT NUCH .
•OTHERS SO HUCH WOULD LIKE TO HOVE
NOT REPORTED
NOT REPORTED.
NO COMMERCIAL OR NONRESIDENTIAL ACTIVITIES. .
WITH COMMERCIAL OR NONUSIOENTtAL ACTIVITIES.
DOCS HOT •OTHER .....
•OTHERS A LITTLE . . .
•OTHERS VERY MUCH
MTNEM SO MUCH IOULO LIKE TO HOVE. . . . .
NOT REPORTED
NOT REPORTED. ...«»•.«.......•
NO ODORS- SMOKE, OR CAS
•ITH OOOKJ* SH9KE. Q* 6AS ..,......,
OOES NOT BOTHER
MTNEM A LITTLE
•OTHERS VERY MUCH
• (OTHERS SO NUCH IOU.D LIKE TO HOVE
NOT REPORTED.
NOT REPORTED
AOEOUATE STREET LlfrHTS
INADEQUATE STREET LItNTS .
DOES NOT DOTMER
MTNEM A LITTLE . .
•OTHERS VERT MUCH
•OTHERS SO MUCH «OULO LIKE TO MOVE
NOT REPORTED
NOT REPORTED.
I 871
ITS
las
22*
M
II
2
2
I 2tS
261
its
*t
33
7
S
2
1 123
433
147
173
•J
2
X
1 »•»
107
9t
124
lit
7
1 370
1*3
32
70
70
10
1
*
1 M7
1*7
4*
n
47
a
3
1 2*0
2t4
22S
43
13
*
3
1 »03
1S1
21
69
*•
IT
1 US
«os
ISO
134
11*
3
I
7«
3S5
12f
1M
54
IS
2
2
23»
105
«1
31
7
5
2
•3*
342
11*
14*
70
X
2
20*
41
•2
Tf
*
1 054
120
47
4*
7
t
9
1 03*
137
3*
46
3*
13
2
3
427
24*
Itl
37
7
9
1 057
lit
14
51
40
14
ISO
31*
to
in
*9
2
4
•24
403
in
7*
100
35
7
2
472
154
66
*0
24
3
2
423
204
•0
71
3*
7
91*
110
22
46
40
2
MO
64
10
2*
22
3
MS
**
17
23
21
•64
IS*
121
21
7
5
a
2
967
5*
S
27
17
10
4*4
142
3*
70
39
2
•S3
3M
143
4*
IS
20
46*
•9
3*
32
7
3
413
13*
3t
64
32
2
2
499
M
It
3*
34
4
4t4
95
t
It
24
3
1
4»3
M
21
22
. 17
2
2
4*2
M
70
i*
2
2
•to
60
t
24
23
4
37S
173
43
46
61
3
4
37*
2*6
»3
36
13
11
2
391
22
11
2
1
217
tl
4*
30
171
101
1*
42
3»
1
315
63
13
23
24
I
34*
30
•
t
I
1
333
46
34
346
31
6
14
3
216
•*
51
i;
64
-------
TABLE A-12 SELECTED NEIGHBORHOOD CHARACTERISTICS FOR HOUSING
UNITS WITH HOUSEHOLD HEAD OF SPANISH ORIGIN: 1977—CONTINUED
(NUMBERS IN THOUSANDS)
UNITED STATES
UNITED
STATES
INSIDE SHSAIJ
TOTAL
IN
CENTRAL
CITIES
NOT IN
CENTRAL
CITIES
ouTsiee
iNIAIS
NEIOHCORMOOO CONDITIONS—CONTINUED
OWER OCCUPIED—CONTINUED
NO NEIGHBORHOOD CRINE
tITM NEtSHBORHOOO CRIME
DOES NOT BOTHER
(OTHERS A LITTLE
(OTHERS VERY HUCH
(OTHERS SO HUCH KOULO LIKE TO MOVE. . . .
NOT DEPORTED
NOT REPORTED
NO TRASH. LITTER. OR JUNK
IITH'TRASH, LITTER. OR JUNK
DOES NOT (OTHER
(OTHERS A LITTLE
(OTHERS VERY HUCH
(OTHERS SO HUCH HOULO LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED .
NO (OAROEO UP OR ABANDONED STRUCTURES . . .
•ITH (OAROED UP OR ABANDONED STRUCTURES . .
DOES NOT (OTHER
(OTHERS A LITTLE
(OTHERS VERY HUCH
(OTHERS SO HUCH WOULD LIKE TO MOVE. . .' .
NOT REPORTED
NOT REPORTED .
RENTER OCCUPIED
NO STREET OR HIGHWAY NOISE . . .
•ITH STREET OR HIGHWAY NOISE
DOES NOT (OTHER
(OTHERS A LITTLE. . .
(OTHERS VERY HUCH
(OTHERS SO MUCH WOULD LIKE TO HOVE. . . .
NOT REPORTED
NOT REPORTED
NO AIRPLANE TRAFFIC NOISE
• (ITH AIRPLANE TRAFFIC NOISE
DOES NOT (OTHER
(OTHERS A LITTLE
'BOTHERS VERY MUCH
(OTHERS SO HUCH WOULD LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
NO HEAVY TRAFFIC
KITH HEAVY TRAFFIC
DOES NOT (OTHER
(OTHERS A LITTLE
(OTHERS VERY MUCH
(OTHERS SO MUCH (OULD LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
HO STREETS IN NEED OF REPAIR
1ITH STREETS IN NEED Of REPAIR. ......
DOES NOT (OTHER
(OTHERS A LITTLE
(OTHERS VERY MUCH
(OTHERS SO MUCH 10(113 LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
NO ROADS IMPASSABLE
• ITH ROADS IHPAS5ABI.E
DOES NOT (OTHER
• (OTHERS A LITTLE
(OTHERS VERY MUCH
(OTHERS SO MUCH WOULD LIKE TO MOVE. . . .
NOT REPORTED
NOT REPORTED
NO OCCUPIED HOUSING IN RUNDOWN CONDITION. .
IITH OCCUPIED HOUSING IN RUNOORN CONDITION.
DOES NOT (OTHER
(OTHERS A LITTLE
(OTHERS VERY MUCH .
(OTHERS SO MUCH WOULD LIKE TO MOVE. . . .
HOT REPORTED
NOT REPORTED. . . . '
1 297
254
23
42
111
2*
4
T
1 2M
265
35
94
122
13
2
100
35
32
27
4
2
3
2 056
1 442
60S
246
225
7(
54
2
*
1 763
2(1
131
«3
•3
10
«
12
1 47»
570
303
158
64
42
3
10
1 749
293
64
109
«4
22
5
14
1 «61
17*
«9
54
>2
13
7J(
295
89
(6
76
42
3
23
942
230
22
(*
?7
23
966
20B
29
69
100
12
2
5
107
69
17
24
25
3
809
234
$48
225
197
75
50
2
6
529
270
123
41
41
10
4
10
273
526
279
144
5«
40
3
10
540
296
61
91
ez
17
5
12
639
153
39
45
56
16
518
269
(0
to
70
36
3
21
491
131
IS
4T
50
1(
3
2
soo
12*
12
46
56
9
2
2
S93
33
5
12
14
2
211
(26
379
154
131
51
39
2
6
021
1(3
(0
67
29
7
(29
372
207
95
41
26
3
10
018
1(5
44
67
55
13
5
1 093
105
28
30
37
10
13
967
226
6S
68
60
30
3
18
450
97
7
37
48
5
1
6
514
36
12
12
11
2
597
42(
170
69
64
24
10
508
(7
43
24
12
4
4
2
444
153
73
49
1(
14
522
71
17
24
26
3
546
48
12
16
18
3
550
44
15
12
10
6
355
24
1
(
13
2
322
57
10
24
22
1
349
30
17
(
1
2
247
1(8
57
21
28
4
234
11
a
2
2
202
44
24
14
2
209
37
3
17
12
5
221
25
9
220
25
5
6
t
65
-------
EPA REGIONAL NOISE PROGRAMS
Region I
Connecticut
Massachusetts
Maine
New Hampshire
Rhode Island
Vermont
EPA Noise Program
J.F. Kennedy Federal Building
Room 1903
Boston, MA 02203
(617)223-5708
Region II
New Jersey
New York
Puerto Rico
Virgin Islands
EPA Noise Program
26 Federal Plaza
Room 1005
New York, NY 10007
(212)264-2110
Region III
Delaware
District of Columbia
Maryland
Pennsylvania
Virginia
West Virginia
EPA Noise Program
6th and Walnut Streets
Philadelphia, PA 19106
(214)597-9118
Region IV
Alabama
Florida
Georgia
Kentucky
Mississippi
North Carolina
South Carolina
Tennessee
EPA Noise Program
345 Courtland St., N.E.
Atlanta, GA 30308
(404)881-3067
Region V
Illinois
Indiana
Michigan
Minnesota
Ohio
Wisconsin
EPA Noise Program
230 S. Dearborn
Chicago, IL 60604
(312) 886-6164
Region VI
Arkansas
Louisiana
New Mexico
Oklahoma
Texas
EPA Noise Program
1201 Elm Street
Dallas, TX 75270
(204) 767-2734
66
-------
Region VII
Iowa
Kansas
Missouri
Nebraska
EPA Noise Program
324 East 11th Street
Kansas City, MO 64106
(816)374-3307
Region IX
Arizona
California
Hawaii
Nevada
EPA Noise Program
215 Fremont Street
San Francisco, CA 94105
(415)556-4606
Region VIM
Colorado
Montana
North Dakota
South Dakota
Utah
Wyoming
EPA Noise Program
1860 Lincoln Street
Denver, CO 80295
(303) 837-2221
Region X
Alaska
Idaho
Oregon
Washington
EPA Noise Program
1200 Sixth Avenue
Seattle, WA 98101
(206)442-1253
67
-------
NOISE BUTTONS
Noise buttons and other novelty items are available from the firms listed below.
CALIFORNIA
Noel Assoc.
123 Townsend Street
San Francisco, CA 94107
415/957-1770 RonWolfman
1,000—$154.00
5,000—$136.00/thousand
10,000—$134.00/thousand
COLORADO
Colorado Badge and Trophy Company
7051 Champa Street
Denver, CO 80205
303/292-1476 Karen
1,000—$168.00/thousand*
5,000—$160.00/thousand*
10,000—$156.00/thousand*
*three weeks delivery
Al Badge and Buttons and Ribbons
470 S. Colorado Boulevard, Suite 205
Denver, CO 80222
303/321-0361 Bob Hawkins
1,000—$144.00
5,000—$675.00
10,000—$1,300.00
GEORGIA
Atlanta Advertising Novelty Company
133 Carnegie Way, N.W., Suite 421
Atlanta, GA 30303
404/522-9343 Iris
1,000—$153.00/thousand
5,000—$144.00/thousand
10,000—$139.00/thousand
$15.00 plate charge
Straight pin backs are a little less expensive.
68
-------
GEORGIA (cont.)
Badge Man
Atlanta, GA
404/289-1469 Bob Moore
1,000—$160.00
5,000—$130.00/thousand
10,000—$113.00/thousand
The Sloding Company
684 Spring Street
Atlanta, GA 30308
404/881-8000 Larry Gerson
1,000—$120.45
5,000—$107.00/thousand
10,000—$101.00/thousand
Delivery—16-20 days
ILLINOIS
Creative Awards By Lane
32 West Randolph Street <
Chicago, IL 60601
312/782-4756 Fran
1,000—$147.00
5,000—$1,650.00
10,000—$141.00/thousand
Delivery—2-2 Yz weeks
Bob Everson Enterprises
222 West Adams Street, Room 248
Chicago, IL 60608
312/236-9125 Mrs. Ryan
1,000—$121.68
5,000—$107.70/thousand
10,000—$97.86/thousand
69
-------
MASSACHUSETTS
A.D. Smith and Assoc.
P.O. Box 342
Sudbury, MA 01776
617/254-4000 Lee Jensen
1,000—$179.00
5,000—$795.00
10,000—$1.540.00
Delivery—3-4 weeks
TEXAS
South Western Badge & Stamp Works
910V2 West 19th
Houston, TX
862-7700 Janette
1,000—$176.00
5,000—$170.00/thousand
10,000—$87.00/thousand
$3.50 extra oer hundred for closed back
American Stamp & Novelty
1031 Richmond Avenue
Houston, TX
524-8243 Mr. Schuyier
1,000—$425.15
5,000—$864.41
10,000—$828.25
LOUISIANA
Ed Smith Stencil Works Inc.
326 Lamp
New Orleans, LA
504/525-2128 J.G. Moore
1,000—$188.00/thousand
5,000—$177.00/thousand
10,000—$173.00/thousand
lithograph button—$98 per thousand
70
-------
LOUISIANA (cont.)
Advertising Specialty & Supply Co. Inc.
123 10th Street
New Orleans, LA
488-7666 Mr. Richard Hunt
1,000—16 cents each
5,000—14 cents each
10,000—13 cents each
71
-------
MODERN TALKING PICTURES—JET ROAR
FILM & VIDEOCASSETTE LIBRARIES
Atlanta, Georgia 30336 #*
4705 E. Bakers Ferry Road
Bob Cole (404) 696-2925
Boston, Massachusetts
230 Boylston St.
Chestnut Hill, MA 02176
Jim Lowe (617)527-4184
Buffalo, New York 14202
254 Delaware Avenue
Fred Buchan (716) 853-1805
Cedar Rapids, Iowa 52404
200 Third Avenue SW
Loreta Sweet (319)363-8144
Charlotte, North Carolina 28208
1889 I-85 South
Max Austin (704) 392-0381
Chicago, Illinois f
1687 Elmhurst Road
Elk Grove, IL 60007
Hal Smith (312)593-3250
Cincinnati, Ohio 45202
9 Garfield Place
Donald Zink (513)421-2516
Cleveland, Ohio 44115
2902 Euclid Avenue
Anna Di Cianne (216) 621-9469
Dallas. Texas 75207
1411 SlocumSt.
Curtis Hensley (214) 742-4106
Denver, Colorado 80204
1200 Stout Street
Patricia Gleich (303) 571 -1702
Detroit, Michigan
21421 Hilltop St., Suite 23
P.O. Box 5022
Southfield, Ml 48037
Michael Budzisz (313)273-2070
Honolulu, Hawaii 96819
205 Kalihi Street
Judy Nasu (808) 848-0809
Houston, Texas 77087
4500 S. Wayside, Suite 101
Ruth Due (713)641-0475
Indianapolis, Indiana 46204
116 East Michigan Street
Eldona Pott (317)635-5331
Los Angeles, California 90038
1146 N. McCadden Place
Dean Kaner (213) 469-8282
Minneapolis, Minnesota 55420
9129 Lyndale Ave. S.
Cairan Eigen (612)884-5383
Philadelphia, Pennsylvania
3370 Progress Drive
Cornwells Heights, PA 19020
Don Arcangel (215) 639-6450
Pittsburgh, Pennsylvania 15222
910 Penn Avenue
Patricia Dillon (412)471-9118
#Also includes Television
*Also induces Theatrical
72
-------
MODERN TALKING PICTURES—JET ROAR (Continued)
FILM & VIDEOCASSETTE LIBRARIES
St. Petersburg, Florida 33709 #*
5000 Park Street, North
TV & Theatrical (800) 237-8913
Other film (813)541-6661
St. Louis, Missouri
86 Weldon Parkway
Maryland Heights, MO 63043
George Blackmore (314) 567-4278
San Francisco, California 94105 #*
149 New Montgomery Street
Ruth Kraenzel (415) 543-4075
Seattle (Tukwila), Washington 98188
1028 Industry Drive
Winston 0. Siler (206) 575-1575
Summit, New Jersey 07901
315 Springfield Avenue
Julia Del Coro (201) 277-6300
Serving New Jersey and Southern
New York State
Washington, D.C. 20036
Rm. 107, 2000 L St., N.W.
Bradley Steward (202) 659-9234
#Also includes Television
*Also includes Theatrical
73
-------
SCHEDULING CENTER
5000 Park Street, North, St. Petersburg, Florida 33709
(813) 541-6661 Larry Gunter, Manager
The Center can arrange bookings of most films anywhere in the United States.
TO ORDER FILMS & VIDEOCASSETTES
Regular—3 weeks or more before show date. Mail your order to our Scheduling Center.
Short Notice—10 days to 3 weeks before show. Phone your order to our Scheduling
Center.
Emergency—less than 10 days before show date. Phone your order to our regional
library closest to the show location.
GENERAL OFFICES
5000 Park Street, North, St. Petersburg, Florida 33709
(813)541-7571
SALES OFFICES
International Building
45 Rockefeller Plaza
New York, New York 10020
(212)765-3100
Jack Lusk, V.P.
1901 LSt., N.W.
Washington, D.C. 20036
(202)293-1222
Robert A. Kelley, V.P.
2020 Prudential Plaza
Chicago, IL 60601
(312)337-3252
Edwin L Swanson, V.P.
1145 N. McCadden Piace
Los Angeles, CA 90038
(213)462-2202
Jack Whalen, Manager
74
-------
REGIONAL TECHNICAL ASSISTANCE CENTERS
EPA Region Served Grantee Project Manager
I
Maine, Vermont
New Hampshire
Massachusetts
Connecticut
Rhode Island
II
New York
New Jersey
Puerto Rico
Virgin Islands
University of Hartford
200 Bloomfield Ave.
West Hartford, CT 06117
Rutgers University
Cook College
P.O. Box 231
New Brunswick, NJ
Conrad Hemond, Jr.
Prof. Mech. Engineering
(203) 243-4842
Dr. A.J. Kaplovsky
Chairman
Dept. of Env. Sci.
(201)932-2124
Pennsylvania
Maryland, Delaware
Virginia, West Virginia
District of Columbia
IV
Kentucky, Tennessee
Mississippi, Alabama
Georgia, South Carolina
North Carolina, Florida
University of Maryland,
College of Engineering,
Glen L Martin Inst.
of Technology
College Park, MD 20742
North Carolina State
University
Box 5801
Raleigh, NC 27650
Dr. Patrick Cunniff
Prof. & Chairman
Dept. of Mech. Eng.
(301)454-2410
Dr. F.D. Hart, Dir.
Center for Acoustic
of Studies
(919)737-2373
Minnesota, Illinois
Wisconsin, Ohio
Indiana, Michigan
VI
New Mexico
Texas, Oklahoma
Arkansas, Louisiana
I IT Research Institute
10 West 35th Street
Chicago, IL60616
University of Texas
at Dallas
Graduate Program
in Environmental
Sciences
P.O. Box 688
Mail Station
Richardson, TX 75080
Howard Schechter
Senior Acous. Eng.
(312)567-4792
George Putnicki
Visiting Professor
(214)690-2979
75
-------
REGIONAL TECHNICAL ASSISTANCE CENTERS (Continued)
EPA Region Served
VII
Nebraska, Iowa
Kansas, Missouri
VIII
Montana, North Dakota
South Dakota, Wyoming
Utah, Colorado
IX
California. Nevada
Arizona, Hawaii
Trust Islands
Grantee
University of Iowa
Wendell Johnson
Speech & Hearing Center
Iowa City, IA 52242
University of Colorado
Aerospace Engineering
Science
Boulder, CO 80309
University of California
at Berkeley
University Extension
c/o Campus Research Off.
M 11 Wheeler Hall
Berkeley, CA 94720
Project Manager
Charles V. Anderson,
Associate Professor
(319)353-4308
James D. Foch
Associate Professor
(303) 492-6721
Center for a Quiet Envt.
Attn. Jim Buntin
1301 S. 46th Street
B-167
Richmond, CA 94804
Washington, Alaska
Oregon, Idaho
University of Washington
Seattle, WA 98195
H.C. Merchant
Prof, of Mech. Eng.
(206) 543-5090
76
-------
SAMPLE QUIET DAY AGENDA
Time
Location
Activity
9:00 am
Town Hall steps
9:30 am-
10:30 am
City park
10:00 am-
4:00 pm
10:00 am-
4:00 pm
10:00 am-
4:00 pm
10:00 am-
4:00 pm
Local high school
Three street
locations
Public library
Model home
11:00 am-
11:30 am
State university
Opening Remarks: Mayor reads
proclamation on Quiet Day. Fol-
lows with a few remarks to noise
and the reason for the Day.
Mime Show: Sponsored by the
Lions Club in cooperation with
the City Theatre/Acting Guild.
Mime Show is a demonstration
on noise as unwanted sound.
Hearing Tests conducted: Spon-
sored by the Health Department
and the Sertoma. Free tests.
Automobile Passby Tests: Spon-
sored by the Rotary and the De-
partment of Highways.
Audiovisual Displays on noise:
Sponsored by the Kiwanis and
the local library.
Guided House Tours: Home and
appliances/furnishings are tagged
for their noise impact or their
noise reduction values. Spon-
sored by the Chamber of Com-
merce and by the Neighborhood
Council.
Presentation by Dr. J.P. Merry-
weather, Professor of Engineer-
ing at the State University on
weatherization and soundproof-
ing: Sponsored by the State
University in cooperation with the
electric company.
77
-------
Time
12:00 noon-
2:00 pm
SAMPLE QUIET DAY AGENDA (Continued)
Location Activity
City park
2:00 pm-
4:00 pm
Assistance stations
4:00 pm-
5:00 pm
City park
Picnic Lunch: Continuation of the
Mime Show. Games and
prizes—Hot Air Balloons—Hang
Gliding—Recreational activities.
Bring your own lunch. Sponsored
by Department of Parks and
Recreation.
Technical assistance on home
improvements for soundproofing:
Sponsored by the Department of
Housing and the local chapter of
American Association of Retired
Persons.
Closing Ceremony: Mayor
presents award of prizes for
School Essay/Photography/Poster
Contests.
78
-------
THE QUIET COMMUNITIES PROGRAM
WISHES TO THANK THE FOLLOWING
PliOPLE (, ORGANIZATIONS FOR THEIR
SUPPORT AND COOPERATION:
ACOUSTIC BARRIERS, INC.
BILSOM INTERNATIONAL
CITY OF BETHLEHEM
ROGER COUNTS
CREATIVE CONCEPTS, COOPERSBURG
GARY DANIELS
DAVE FRY AND STEPPIN' OUT!
GENRAD, CONCORD, MASS.
GREG GRAYSON '
HOLE IN THE SKY
UK. JOHN PACE
SAM PARSONS, JK.
BROOKS PAUL
PEOPLE'S THEATRE GROUP
FRAN KIPSOM
SACRED HEART HOSPITAL SPEECH AND HEARING CENTER
U.S. ENVIRONMENTAL PROTECTION AGENCY - REGION III
U.S. E.P.A. OFFICE OF NOISE ABATEMENT AND CONTROL
CITY OF ALLENTOHN:
DEPARTMENT OF COMMUNITY DEVELOPMENT
BUREAU OF PLANNING
BI-CITY HEALTH BUREAU
POLICE DEPARTMENT
RECREATION BUREAU
QUIET DAY IS A JOINT EFFORT OF THE ALLENTOWN
QUIET COMMUNITIES PIJOGRAM AND 'HIE UNITED STATUS
ENVIRONMENTAL PROTECTION AGENCY.
A
QUIETER
WORLD
it's up to us
Quiet Day in Cedar Parkway
Sunday June 3,1979
t:00-r>:00|Mn.
picniting free fnsbees& toy gliders music & mime exhibits balloons
rahdate June 17
-------
WHAT IS QUIET DAY?
Quiet Day is a one-day demonstration in Allentown's
beautiful Cedar Parkway to show people thnt there arc
plenty of activities that can be fun and quiet nt the
snme time. It's a day for picnicking with family and
friends, listening to music, playing games and learning
about Allentown's Quiet Community Program in n relaxing
ami enjoyable atmosphere.
AMERICA'S FIRST QUIET COMMUNITY - WIIAT DOES IT MEAN?
Allentown was selected by the Environmental Protection
Agency to be America's First Quiet Community because
of our interest in reducing noise pollution and our
community's ability to work together on common problems.
The outcome of our study will affect other American
cities' noise control programs.
So far, tbcre have been extensive studies of Allcntown's
noise sources as well as citizen inverviews about the
noise problems they would like corrected. The Quiet
Community Program is currently working on solutions to
these noise problems, solutions that will be used as
models Nationwide.
Quiet Day is a day to show Allentown's citizens some
of the things we've learned, and have fun at the same
time.
PLEASE JOIN US!!
MERE'S WHAT'S HAPIM;NJ_Nt]_ ON QUIET DAY
ENTERTAIN-
MENT C,
MUSIC
FUN
6
OAMF.S
DEMON-
STRATIONS
EDUCATIONAL
DISPLAYS
FREE
HEARING
TESTS
Dave Fry and Steppin' Out! tin- Val ley's
Best Country Rock and Sw.i n« Hand,
along with People's Theatre, Ho title-
hem's Pantomino Croup will IK- per-
forming continuously from 1:01) p.m.
to 5:00 p.m.
They will per form tin (he li.-nuNliel I in
back of the Rccrc.it ion Hut Id ing -
3000 Parkway Doulcvard
"New Games," the latest innovation in
non-competitive p.-tmc-s, will be t.-iup.lit
by the Allentown Recreation Depart-
ment. Young and Old, Pip and Little
- they're a new kind of fun for thr
who Ie fam iIy.
fiOO FREE Frisbecs will be handed out
for the "Frishee Free For All W;jr."
It's scheduled to commence around
2:00 p.m. behind the Recreation
Building across the creek.
There will also be a thousand Chuck
Glidders and free Quiet Day Balloons
for the youngsters.
Hot Air Balloons (Weather Permitting);
Radio Control Soaring Demonstration;
Hang Glidder Displays
Scattered all over the parking lot
behind the Recreation Barn will be
acoustical equipment displays nnd
demonstration of equipment, sound level
monitors and much more.
By Dr. Page of Sacred Heart Hospital.
-------
HIE QUILT COMMUNITIES PROGRAM
WISHES 10 I HANK THE FOLLOWING
PEOPLE & ORGANIZATIONS FOR THEIR
SUPPORT AND COOPERATION:
oo
Cetronia Ambulance Corp.
Tibor Egervary
Ed Emig
Dave Fry and Band
Alan Gaunter
Ingersoil-Rand Equipment Corp.
Craig Kastelnik
Lehigh Valley Wlieeluian, Inc.
Dave Lyle
11,11 t Trucks, Inc.
Scott McGinoess
Municipal Opera Company
llu- Noble Band
Or. John Page
Saw Parson Jr.
People's Tlieatre Group
Pizza Hut of Reading, Inc.
Anny Prince
Fran Ripsuin
Peter and Barnaby Rube
Mark Sadan
Sacred Heart Hospital Speech & Hearing Center
Sertoiua Club
U.S. Environmental Protection Agency-Region II
U.S. Environmental Protection Agency-Region III
U.S. EPA Office of Noise Abatement and Control
City of AHentown:
Community Development Department
Bi-City Health Bureau
Office of Information & Services
Parks Bureau
Police Department
Kecreation Bureau
iillll I WEEKEND is a joint effort of the AHentown
Quiet Communities Program and the United States
Environmental Protection Agency.
5unda/,May<2|Sf raindate Sunday June
I-OO — 6:30
-------
y
) 7ZX
/""" "\...
( -'.,•• V • *•
i^SS/^cN ^?^SSS«-e2i
3L«ePCH7>^ t ^&sXJ&fflfflP
m
ancjnc
•45"AVV^»C"SMOW
Pave
4=00 MUNICIPAL OPCKA co
E 45 ALAN _
3-30 PAVE PRY and land
'acJSs fror^) "CATS"
ALAAJ GAUSMCR. .
5:30 P^vVf FRY arid band
no food w/ll be 6o/d /
-------
APPENDIX B
-------
Quiet School Program Materials
HEARING TEST PROGRAM STRATEGY
Noise and Your Hearing
Hear Here
Think Quietly About Noise
ELEMENTARY MODULE
Sounds Alive
Teachers Guide for Sounds Alive
SECONDARY NOISE TEACHING GUIDE
Preparing for a Quieter Tomorrow
ELEMENTARY TEACHING MATERIALS FROM THE DARLINGTON, ENGLAND
QUIET EXPERIMENT
Noise: A Health Problem
School Asbestos Program: Questions and Answers
Noise Considerations in Asbestos Removal or Alteration
Decibel Chart
Selected Articles
Other Resources
Noise: A Health Problem
About Sound
Noise and its Measurement
Noise at Work
Noise Around Our Homes
Quiet Man's Best Friend
Quieting in the Home
Is Quiet Possible at the Dudley Home?
Noise: A Challenge to Cities
Noise: A Community Problem, A Community Solution
Posters: Quiet: A National Resource
Ear
Shatter
Film: Jet Roar
Public Service Announcements:
Ear (30 seconds)
Shatter (30 seconds)
Slide/Tape Presentations:
George Show
Des Moines Story
The Sounds of Noise
85
-------
£
A. .Voise: f. Hezl-r. PrgJZer;
(August 1978) A Booklet describing the impact
of noise on nearing and health. Also available
in Spanish (Oune 1980).
B. Abon- So-unc
1976}' A booklet describing the fundamentals
(Hay
of acoustics and noise and how sound is propa-
gated, described, and perceived.
86
-------
A. yoisa Around Ojf 3omea
(March 1980) A pamphlet that lists home appliances
and their noise levels; also describes how to
lower noise in the typical home.
znd Its Xesaurement
(February 1977) A pamphlet that describes in
simple terms the way people respond to sound,
how sound is measured,and the need for aar
protectors for those who work in noise environments.
C. Quiet:
Han'3 3sst 'jri
Procedures are outlined for an
(July 1978)
effective water training method to quiet
disturbances and nuisances caused by barking
dogs.
D. Hoiee at Vork
(February 1977) A pamphlet discussing the
problem of noise in the workplace and what can
be done to lessen the problem.
87
-------
in the
Home
^=S
— _—. .—•>
in the
(October 1978) A soH-cover book that provides
helpful practical techniques to solve many
conron noise problems; reprinted from National
Bureau of Standards Handbook 119.
B. Is "Quiet" Possible at the Dudleu Home?
[December 1978) A cartoon poster cross section
of a house and siraple self-help suggestions for
a quieter home.
88
-------
. A Challenge ~a Ziti.es
A reprint of a report that provides general
Information on noise, how it affects our lives,
how some cities are responding to noise pollu-
tion, and how the U.S. Environmental Protection
Agency is assisting communities. The report was
published in the May 1978 issue of Nation's
Cities magazine.
B. Xoi.se, A ~zrrrrjn-i.ti< Problem: A Cornmoritrj
;1980) A brocnure outlining the ECHO (Each
Community Helps Others) Program. This is
designed to help cotmtunities with scarce
resources solve their noise problems by
working with expert advisors from other
communities that have faced and met similar
challenges.
89
-------
B.
School Hearing
Test Program
QUIET SCHOOL PROGRAM
A. Star Sere:
(April 1979) A foldout for children in grades
4-6 that includes a series of word games and
puzzles all dealing with noise and hearing.
B. Hoise and Jour Setzrinc
(April 1979) A foldout with a series of 1nfor
nation panels for children in grades K-3 to
acquaint then with sources of-noise and its
impact on their health.
C. School Hearing Test Procror Strategy
A plan of action for school officials to
implement. The three brochures listed are
to be used in implementing this program.
D. Jhinfc
About Soise
(April 1S79) A pamphlet for youth and adults
that specifically focuses on noise and Its
impact on hearing.
90
-------
c.
/JV
Of?
os
770JV
vv
Qu,
QUIET SCHOOL PROGRAM
' •«(•*<,.
S°*!I
Sounds Alive
(December 1979) An elementary noise workbook
for students in grades K-4. The module includes
information, activities, games, etc., to inform
students of the effects of noise on their
health.
"•>"««,
8. Tsacker's Gidde io Sounds Alive
(December 1979) Teaching information on noise.
The 'teacher's notes include suggested films,
activities, and resources.
C. School Asbestos program: 3uesticr.s 1 Answers
(April 1379) A quest-on-and-answer pamonlat
describing the uses of asbestos in schools
and the resultant health dangers. Accomoanying
insert provides noise information.
:.
for 2 Quietsf T
(June 19&0) A teacher's manual to be used in
secondary classes. Appropriate for science.
health, and other subject areas. Sections of
the book may be extracted and reproduced for
students. Projects, films, and other
activities are included.
(Not shown)
e — A ?rina.rj Tsashina Pack 3ased On
~c?l-.nq^3n , Zr.zlzr.z 3 3t o'-Jr. rrar--,er.
(June 1979) Elementary teaching unit that
includes morning-to-night personal involvement
with noise. Adaptable for use In many program
areas. (Permission granted for use.)
91
-------
A. Quiet: A Sectional Resovrae (poster)
lull-Color Poster, 17" X ZZ".
B. Boise and Sou (poster with decibel chart)
Black and White Poster, 15" X 19".
92
-------
A. noise. It Can Be Deafening (poster)
''The finest Sound System in the world Is
Slowly Being Destroyed"
Black and White Poster, 15" X 19
3. yoisa. '*'3 Shattering (poster)
If Noise Can Shatter 31 ass, Imagine What
It Can Do To Your Nerves"
Black and White Poster, 15"
X 1
93
-------
(June 1977) A pamphlet describing a film that
examines the jet aircraft noise problem from
an environmental perspective. The film demon-
strates that something can be done about
aviation noise. Information on how to obtain
this film is enclosed in the pamphlet and in
Appendix A.
94
-------
ADDITIONAL RESOURCES AVAILABLE
AIRPORT NOISE ABATEMENT PLANNING
June 1977. A booklet that presents a technique for determining the levels of noise in and
around airports for purposes of land use planning and airport regulation.
QUIET COMMUNITIES: MINIMIZING THE EFFECTS OF NOISE THROUGH
LAND USE CONTROLS
March 1979. A manual focusing on control of noise through effective land use plans and
regulation at the local government level.
PROTECTIVE NOISE LEVELS: CONDENSED VERSION OF EPA LEVELS DOCUMENT
Condensed version of EPA Levels Document. A document that complements the 1974
Levels Document, which describes levels of noise required to protect public health and
welfare. This version is less technical and easier to understand.
STAFF RESOURCES FOR NOISE CONTROL
A book designed to assist local noise officials in overcoming staffing problems. This book
identifies human resource programs and proposes a strategy for developing program
linkages.
COLORADO SPRINGS, COLORADO: Case History of a Municipal Noise Control Program
HILLSBOROUGH COUNTY, FLORIDA: Case History of a County Noise Control Program
SAN DIEGO, CALIFORNIA: Case History of a Municipal Noise Control Program
QUIETING A CITY: A Brief History of Noise Control in Minneapolis
MINI CASE HISTORY OF THREE CALIFORNIA COMMUNITIES
A series of studies of the background, development and components of successful local
noise programs for use by other communities in solving their noise problems.
If interested in obtaining these publications, please write: Noise Office, ANR-471,
Washington, D.C. 20460.
Name '.
Address
Phone
------- |