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 ------- |