public involvement challenges using high touch and high tech
TRANSCRIPT
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Using
High Touch
and
High Tech
Public Involvement Challenges
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The PUBLIC is composed of many different segments
• Upper-income, middle-income, and low-income• Non-minority and minority• Young, middle-aged, and elderly• Educated and uneducated• Transportation independent and dependent• 1st shift and 2nd/3rd shift workers• English speaking and non-English speaking
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Traditional Public Involvement techniques do not reach all segments of
the public
They are designed for people like us and generally doesn’t reach the EJ (low-income and minority) populations
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Information is provided by websites, newspapers and
newsletters
• Websites assume access to a computer• Websites and newspapers assume a
disposable income• Websites, newspapers, and newsletters
assume the ability to read and speak English
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Sensitivity to illiteracy
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Sensitivity to illiteracy
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Information is requested by telephone, fax, e-mail
or mail
• A 1-800 number may be necessary to provide access
• Many in the EJ populations don’t have access to fax or e-mail
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Meetings are held during the week and at night
• Many in the EJ populations work two jobs or work 2nd/3rd shift jobs
• Many in the EJ populations are single mothers with several children who would need child care
• Many in the EJ populations do not have access to transportation
• Many may be elderly and don’t go out after dark
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Meetings are held in locations that are
inaccessible or unsafe for EJ populations
• The meeting location may be in our neighborhoods
• The meeting location may not be near EJ neighborhoods
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How do you locate the EJ populations
• Utilize the US Census and any local demographic information
• Contact county agencies that administer federal income sensitive programs
• Talk to school officials and ministers
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Internet sources
US Census Bureau (www.census.gov);
NC Department of Commerce (www.commerce.state.nc.us);
NC State Data Center (http://sdc.state.nc.us);
The State Library of NC (http://statelibrary.dcr.state.nc.us/ncslhome.htm);
TIGER files (www.census.gov/geo/www/tiger/index.html);
Geographic Information North Carolina (www.cgia.state.nc.us);
NC Geological Survey (www.geology.enr.state.nc.us) for aerial maps
Terra Server (http://terraserver.homeadvisor.msn.com/default.asp);
US Geological Survey (www.usgs.gov) for current and historic maps;
Mobile Home Directories (www.mobilehome.new/communities) and (www.mobilehomeparkstore.com/directory/list.htm);
Mapquest (www.mapquest.com) for street names;
AT&T WorldNet Services (www.infospace.com/info.wnet/);
Anywho (www.anywho.com/index.html);
Yellow pages (www.switchboard.com); and,
Local phone book.
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Identify low-income sensitive federal
programs
• Free and reduced price meals• Section 8 housing• Food stamps
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Why use these programs?
• The Department of Health and Human Services definition of “low-income” is the threshold of eligibility
• The participants are reevaluated on a frequent basis (real-time information)
• The boundaries of the programs can be smaller that census designations (important in rural areas)
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Free and reduced price meals program
http://nces.ed.gov/ccd/schoolsearch/
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Free and reduced price meals program provides
• School name, address, phone• Number of students by grade• Enrollment by race and ethnicity• Students eligible for free lunch• Students eligible for reduced price lunch
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Free and reduced price meals program provides
• Information current as of August of eachschool year
• Information restricted to a specificboundary
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Section 8 housing information
http://www.hud.gov/sec8/sec8.cfm
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Section 8 housing information provides
• Public housing authority name• Property name• Address• Telephone number• Fax number• Bedrooms• Type of unit (section 8, low-income or both)
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Food Stamps
http://www.fns.usda.gov/cga/publications/fo_directory/
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Food Stampinformation provides
• Grocery store name and address
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Food Stampinformation provides
• Date of electronic benefits transfer • Hours that most recipients shop
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How do you get information to the EJ
populations?
• Utilize techniques tailored to these populations
• Understand that you must go to them• Recognize that most of this information
can not be obtained from the internet
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Utilize non-traditional techniques
These require that we talk to the
PUBLIC
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So we created an
interview form and went
to meet the public
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We met them
on their front porches
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We met them
at their roadside stand
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We met them
in their living rooms
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We met them
in their gardens
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We met them
in their churches
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We met them
in grocery stores
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We put newsletters
in their grocery bags
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We met them
at PTO/PTA meetings
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We met them
on election day
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We met them
in restaurants
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We met them
in the classroom
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We created
“Where Do Roads Come From?”
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We created
“Where Do Roads Come From?”
certificates
K Lynn Berry
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Utilize school students to give and get information
to their parents
• Write a weekly reader at the 4th/5th
grade level so the student can read it to the parents who may not be able to read or understand English
• Include a survey the student can administer to find out what day of the week, hour of the day/night and where would be a convenient place to meet
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We created
“Bookmarks”
• FHWA/NCDOT• NCDPI• USFWS• SHPO• USCOE
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Using non-traditional
techniques should reduce or
eliminate potential Title VI
issues
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What will this do for your project?
• Begin relationships with community members• Ensure opportunities exist for the public to
participate• Provide historic background information about
the community• Eliminate or reduce environmental justice
issues• AND…
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• Create a project that reflects and incorporates the desires and concerns of the public we all say we serve
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Back to Circular E-C054: Third National Community Impact Assessement Conference