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--- Loop-Detect: GreenYes:98/133 ----------------------------------------------------------------------Date: Tue, 09 Jun 1998 09:03:37 -0700 From: David Assmann <dassmann@sirius.com> Subject: Commercial Recycling Internship
Commercial Recycling Internship with the San Francisco Solid Waste Management Program
Duration: One year, beginning July 6, 1998 Stipend: $13.00 per hour -- 40 hours per week.
Project Background: The San Francisco Solid Waste Management Program includes both the Recycling and Hazardous Waste Management Programs. The Recycling Program promotes and supports programs to reduce, reuse and recycle discarded materials in San Francisco, including meeting the state mandate to reduce waste by 50% by the year 2000. The intern will assist the Commercial Recycling Coordinator in performing professional level work for the commercial sector (which includes San Francisco businesses and City government).=20
Duties of the Commercial Recycling Program intern may include the following: * Assist in expansion and administration of recycling activities for businesses and City government. * Update and maintain recycling databases and directories. * Assist in surveys and preparing reports. * Respond to telephone inquiries about commercial recycling options in San Francisco. * Make presentations about recycling and waste diversion to employees of businesses and City government departments. * Visit businesses and City government departments and assist in developing waste diversion strategies. * Assist in seasonal and pilot waste diversion and recycling projects. * Assist with the distribution of outreach materials. * Provide clerical and logistical support as needed.
Minimum Qualifications: * Two years college education. * Valid California drivers license. * Good writing, speaking, researching and organizational skills. * Familiarity with computer applications for word processing, spreadsheets, and databases.
Desirable qualifications: * Knowledge of recycling, solid waste management and waste reduction= principles. * Familiarity with the San Francisco business community. * Bilingual (English/Spanish and/or English/Chinese).
Deadline: Apply by Friday, June 19, 1998.
To Apply Mail Resume and Cover Letter to: Occupational Knowledge, Inc. 1255 Post Street, Suite 437 San Francisco, CA 94109 Tel: 415/441-5199 Fax: 415/441-5767
All Solid Waste Management Program Internships are offered through Occupational Knowledge. Minority, women and disabled candidates are encouraged to apply
An Equal Opportunity Employer
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Date: Tue, 09 Jun 1998 16:37:09 -0500 From: Aaron Allen <aallen1@mailhost.tcs.tulane.edu> Subject: Making Environmental Change
(Sorry for crossposting.) =20 ** PLEASE FORWARD **
Friends and Colleagues: I write to inform you that "Greening the Campus: Institutional Environmental Change at Tulane University" is available in its entirety at http://www.tulane.edu/~greenclb/thesis/ . The document is a case study of change at Tulane. There is something in it for everyone, including those with agendas for other types of change at Tulane or at any institution, higher education or otherwise.=20
YOUR FEEDBACK IS IMPERATIVE. Please take the time to drop me a note and let me know what you think. I will continue to revise the document and the web site, which will update forthcoming planning and change at Tulane.
Below is the Executive Summary. At the website you will find it in a better format, with citations, with the figures mentioned, and with elaboration on each of the points made below. I have also provided brief descriptions of the contents of each chapter to make browsing easier. I look forward to hearing from you.
Cheers, Aaron
------------------------- Greening the Campus: Institutional Environmental Change at Tulane University
Executive Summary =20
Introduction. How do institutions change? How can change occur at an institution of higher education such as Tulane? What (or who) prevents well-meaning changes from occurring? This study uses environmental concerns at Tulane as a case study to explore the requisites of and barriers to institutional change. Change agents should be able to use the examples and conclusions in this study as a basis for making changes at Tulane or any institution. A review of the literature on institutional change in higher education highlights the following requisites of change: an institutionalized leader must have policies and resources in order to develop the means and ends and the education to change an institution. (See Figure 1.) The key is a leader who is an administrator or faculty member (not a student, because students lack power and connections). Additionally, the administration must provide leadership and support for the change agenda. Advocacy is the impetus to develop policy and procure resources for a leader. Policies must be applicable and enforceable, not rhetorical "feel-good" or "image" policies. Developing policies should involve many parties, and the administration should broadcast policies widely. The specificity of the policies should correlate to the nature of the changes. The second most important resource =96 after having a leader =96 is= financial support, from both within and without the institution. Third, the leader must have information and data for support and to educate the administration, so that =96 with the fourth resource, power or access to power =96 he or she can implement changes. Finally, to maintain the change movement and to quell resistance, the leader must show the positive benefits of and offer opportunities and incentives for changing. Well-defined means are needed to achieve agreed-upon ends. Neither are immutable. Ends are few and broad in scope, while means are many and specific. Reengineering of processes (physical and administrative) and education are common means. Education about the change agenda is pivotal to its success. Neither change nor education will "spontaneously" occur. The leader must communicate the change agenda to the entire campus and use education to address resistance. Key decision makers deserve special emphasis in order to convince them and to catalyze and maintain their support.=20 Theory from the literature also explains change in higher education: Changes should not be expected to occur immediately, nor should they be expected to be 100 percent complete. When reforms are moderate in scope, depth and level of change, then change is most likely to succeed; such change will affect some people significantly, while most will be affected minimally. Past change initiatives at Tulane show that, despite numerous barriers, both moderate and profound change are possible, given an empowered leader (or leaders) with resources and policy. Six episodes of change are discussed: Tulane's acquisition of the Housing Authority of New Orleans (HANO); multicultural affairs; bisexual, gay and lesbian affairs; Tulane College's Programming Office; Tulane 2000; and the University Transformation Program. People did not immediately embrace these issues (they were not "spontaneous"); advocates and leaders convinced the campus that they were meaningful changes. For example, Tulane's recent acquisition of HANO was not a "spontaneous" move =96 it took a leader who believed that the acquisition was appropriate and in the best interests of the citizens of New Orleans, HANO and the University to initiate the= program. Multicultural affairs (MA); bisexual, gay and lesbian affairs (BGLA); and programming issues in Tulane College show that it is necessary to establish offices responsible for oversight and implementation of changes. Advocacy began the establishment of all three, MA and BGLA established policies, and all three procured resources (an office, a budget, a director, etc.). Then an institutionalized leader implemented educational programs (means) to achieve broad goals (ends). Two recent reforms were much more ambitious in their scope: Tulane 2000 sought to stabilize the University's budget (and subsequently focus the institution's academic priorities) with broad cutbacks, increased revenues and reallocations of resources, and the University Transformation Program seeks to improve the quality of staff services and classrooms, along with starting an extracurricular program for first year students, instituting an information technology helpdesk and establishing an international studies office. Both initiatives had or have a leader (the President and the Provost, respectively) and resources to develop and implement policy and means. The necessary elements of achieving change characterize these preceding examples, and most fit into the strategic goals of the University (urban studies, international studies, environmental studies and information technology). Missing, however, is a concerted effort to make Tulane more environmentally responsible. While environmental research, and to some extent education, have improved (due to grant monies), the third and critical element of an environmentally responsible institution of higher education - operations - has not been greened. This study explores the barriers to institutional environmental change at Tulane University and attempts to develop ways to overcome them. The central conclusion is that the inability for Tulane to make the campus environmentally sustainable in terms of operations and education is due to the lack of an institutionalized internal lobbyist and leader dedicated to environmental issues. An institutionalized Office of Environmental Affairs (OEA) with an Environmental Ombudsperson is needed to provide leadership. Policy, resources, means and ends, and education are also lacking and should be procured and developed.=20
Greening Tulane. "Greening the campus" means increasing environmental awareness and / or action on campus in both the community (students, staff, faculty, administrators and the surrounding communities) and its operational facilities and processes. I use "greening the campus" to mean working towards some or all of the goals set forth in the Blueprint for a Green Campus (see Table 1) in addition to the others that a campus outlines. The economics of campus environmental initiatives in higher education are well documented: greening the campus saves money. (See Table 2.) Investing in campus environmental initiatives is an economic, educational and environmental investment.=20 Tulane is in a time of profound change =96 a presidential transition. President-elect Cowen sees 1998-99 as a year of "thought and action" to redesign Tulane for the future. The greening initiative should be institutionalized during that process. Faculty and students agree that greening is necessary and appropriate. An initial assessment of the greenness of Tulane (an environmental audit) proves that much needs to be done. The University has committed to environmental studies, with which the other three strategic initiatives (urban and international studies and information technology) complement and mesh well. Together they are conducive to environmental responsibility and stewardship. That responsibility and stewardship, however, will not come spontaneously: a bold change agent must take an active approach to ensconce environmental values into the core of Tulane's mission. Students must be able to practice (and see the University practice) the lessons of environmental sustainability which they are taught in the classroom. It is through the students that environmental sustainability will diffuse into society.
The Requisites of Institutional Environmental Change for Tulane. The above requisites of change show that an institutionalized leader must have policies and resources in order to develop the means and ends and the education to move Tulane towards environmental stewardship. At Tulane, that leader should be the Environmental Ombudsperson in an institutionally supported Office of Environmental Affairs (OEA) which reports to Dr. John McLachlan, Director of the Tulane / Xavier Center for Bioenvironmental Research (CBR). Tulane needs a general environmental policy and specific policies for certain greening projects such as recycling or procurement, and the University cannot rely on the strategic initiative of environmental studies to provide the necessary policy. Resources (in the form of personnel, money, information, power and the ability to offer incentives) must be provided to the greening initiative. The leader must develop the means to achieve an environmentally sustainable campus that carries the message of environmental stewardship into society. Motivation (education) is critical to furthering environmental responsibility. The OEA must communicate environmental concerns to the entire campus in order to accomplish goals and address resistance; the leader must place special emphasis on key decision makers to catalyze and maintain their support. Institutional environmental change at Tulane is possible; transformation, not revolution, is needed. Campus greening goals do not alter the basic mission of the University, in fact they complement them. Although much remains to be done, we are not starting at "ground zero." The environmental change needed at Tulane is moderate in the scope, depth and level of change that affect the University. With the advocacy to procure policy and resources, an institutionalized leader can provide the means, ends and education necessary for institutional environmental change. (See Figure 1.)
The History of Greening at Tulane. The three divisions of the University are research, education and operations, and each has been greened to some extent. The presence of the requisites of change mark the successes. Environmental research initiatives have been the most notable because of the income associated with research grants and the opportunities for publishing. Policy (the environmental studies strategic initiative) and resources (grants) led the development of environmental research, and leadership has provided opportunities (Dr. McLachlan and the CBR). I subjectively gave research a grade of "A-" in the spirit of the Green Gradecard for the Green Wave environmental audit. In education, the Environmental Studies Program (ENST) has a history that epitomizes how institutional change occurs: with advocacy, policy and resource allocations, leadership has spurred development of the program to provide opportunities, resources and education. But the ENST has applied these requisites inconsistently, and they have not been effectively institutionalized. The future of the environmental education program at Tulane is in danger of closing because of the loss or waning of institutionalized support, resources and leadership. The ENST must continue to grow rather than stagnate; one suggestion to foster that growth is to become an endowed institute or center. I subjectively gave education a "B-". Students (through the Green Club and the Tulane Environmental Project [TEP]) have been involved in the greening of one operational aspect of Tulane: recycling. Peaks and troughs in student leadership and activism have led to peaks and troughs in recycling operations. With each infusion of administrative support, resources and leadership, campus operations have improved with respect to environmental concerns. Recycling must be "fixed," however, and other campus greening programs for operations must be established. I subjectively gave the operations division a "D-" / "D". The history of greening at Tulane reaffirms the need for a leader. The ENST cannot rely completely on whimsical outside grants; it must be a University- supported program. The director(s) of the ENST should work closely with the OEA, the Green Club, the TEP and Recycling, in addition to providing the resources and impetus for classroom environmental education. The ENST and OEA could coordinate student research projects on campus greening initiatives. The ENST and OEA must work closely with =96 and have the support of =96 the University administration and past greening leaders.
The Greening Phenomenon in Higher Education. The Green Gradecard for the Green Wave environmental audit, when compared with other higher education institutions, highlights many areas that are in need of improvement at Tulane. Experiences in academia offer caveats, lessons-learned and examples on which Tulane can build =96 and even exceed. The greening initiatives in academia reiterate the requisites and theory for change, and they show the sound economic, social and environmental implications of such programs. (See Table 2 for a summary of economic savings.) Environmental audits are powerful tools for gathering information about the environmental quality of the campus; they are usually the starting point for environmental change, providing the information and education for the campus, the community and especially those involved in the audit. Programs at other institutions concerned with environmental curricula and campus environmental consciousness illustrate the essential role of leadership to provide education; their success is reflected in campus environmental cognizance. Progressive environmental building, land use and transportation (parking) policies have social, cultural, administrative and economic benefits. Energy and water conservation programs are financially sound and serve as education about the importance of conserving natural resources. Greening food services has health, environmental and economic benefits. Waste issues =96 recycling, hazardous waste and medical waste =96 are visible to many in and out of the campus community; their greening is fiscally responsible, is educational, has positive impacts for the environment and improves the green image of the institution. Green procurement provides market stimulation to keep recycling and waste reduction initiatives economical. Finally, environmental research and socially responsible business and investment procedures have impacts that can be felt around the world.
Hearing from the Tulane Community. A series of interviews of Tulane students, staff, faculty and administrators further reiterated all of the requisites for change and two elements of the theory for environmental change (that it will take time to green and our expectations should not be too high). Five of the six questions supported the thesis of this study: a leader is needed to institutionalize greening efforts. The four primary barriers to change are institutional / organizational (lack of communication, lack of advocacy and the lack of a leader), financial (lack of allocation of resources), cultural (lack of education, though more research is needed on this subject) and educational (lack of a modus for education). Specific greening issues should relate to operations (administrative and physical) and education (individual and community learning, both in- and out-of-classroom). The results clarify roles of each tier of the University community: students as learners, educators and advocates; staff as learners and empowered "doers"; faculty as advocates and educators (who should practice environmental sustainability, especially if they teach it); and administrators as leaders in all aspects of the greening process. The responses for the roles of administrators reiterated every requisite of change in addition to the need for an Environmental Ombudsperson to lobby and advocate the administration on environmental issues. Finally, interviewees affirmed that it is possible and appropriate to green Tulane.
Towards the "Blueprint for a Green Tulane." The "Blueprint for a Green Tulane" is the outline for beginning environmental change. It must have more input from the Tulane community before it can be implemented. (This input will be initially provided through review of this document.)
The Blueprint for a Green Tulane Advocacy. Re-establish / reinvigorate the Tulane Environmental Project (TEP). The TEP will provide continual advocacy. Its reinvigoration should be the result of a presidential directive, and it should remain a joint administrative, faculty, staff and student committee reporting to President Cowen.=20 Policy. Publish a statement that Tulane will be "The Environmental University in the South." It should outline the core values of environmental responsibility that Tulane will espouse. After President Cowen initiates the policy, the TEP will draft the statement and ensure campus input. Student, staff, faculty and administrative legislative bodies should ratify the policy. Then, Tulane should develop specific policies for projects such as recycling and sign on to national environmental= policies. Resources. Seek funding for institutionalizing the Office of Environmental Affairs. Funding sources should be internal and external. Internal funds would first come from administrative (presidential) discretionary budgets for the Environmental Ombudsperson's salary. Eventually, the OEA should be included in the regular departmental budgeting procedure. Operations and programming budgets could come from mini-grants or internal "loans" repayable with savings from cost avoidance programs. Educational and programming funding could come from a student environmental fee. The OEA, in conjunction with the ENST, should get some form of credit for the students involved in campus greening research; together, with their innovative programming, they could attract new undergraduate and graduate students, further justifying their budgets. Finally, the OEA should be located in Alcee Fortier Hall, in the Environmental Science Building complex. External funds would be in the form of endowments for programs (such as a speaker series) or small grants. Ideally, an endowment of $1 million would secure the perpetuity of the OEA. (A similar endowment could provide for the ENST). Foundations are likely to supply monies for specific programs in the OEA. The Development Office should assist in securing resources. Leadership. Empower the OEA to make a positive impact on the campus. To do this, the Environmental Ombudsperson should work closely with the Center for Bioenvironmental Research (CBR), the ENST and the Office of the Vice-President for Finance and Operations. (Discussed below.)=20 Means and Ends. Educate the campus on environmental issues. This education could be via large-and small-scale seminars and programs for students, staff, faculty and administrators; continued research into greening initiatives; a comprehensive measurement system; and other programs. The TEP should prioritize projects (for OEA to undertake). The "ends" should be outlined in general and specific policies.
The Office of Environmental Affairs The OEA will house the leadership which will make environmental change at Tulane. The Director of the OEA (the Environmental Ombudsperson) should report directly to Dr. McLachlan, Director of the CBR who in turn reports to the president. Such an establishment is necessary because of the access to power and resources in addition to the valuable experience with successful environmental change initiatives that the CBR (and its director) has. Additionally, official connections should be established between the OEA and the Office of the Vice-President for Finance and Operations, which holds most of the authority for operational adjustments. Finally, the OEA should have an official connection with the ENST, the focal point of academic environmental education. The OEA is then effectively connected to the three primary divisions of the University: research, operations and education. To further connect the OEA with these divisions and the campus community, the Ombudsperson should be the chairperson of the TEP. This "bootstrapping" of the OEA to other departments and programs will prevent it from atrophying. Other logical connections are with the Physical Plant, Student Programs, academic departments, the Programming Offices from Newcomb and Tulane Colleges, and campus institutes, such as the Newcomb Center for Research on Women. This involvement throughout the campus means that the Ombudsperson can reach - and lobby - a broad constituency. Students are integral to the OEA. They would carry out normal office duties, advocate and stand up for issues in student milieus, educate the students and employees through programs (such as in-office greening seminars and development of the Enviro Counter Culture Catalog), and provide a constant source of enthusiasm and ideas for the program, continually clarifying the raison d'etre of the OEA. Students in ENST courses could do research on campus environmental issues (such as the 1997 Green Gradecard for the Green Wave environmental audit), effectively using the campus as a laboratory for environmental problem solving - and for learning how to make change. ENST and OEA fundraising endeavors could provide work study funds and scholarships or research assistanceships for such student projects. The students would gain valuable leadership and job skills in their time working with the OEA. Most importantly, students would have an organized outlet for environmental activism and volunteerism in addition to research opportunities as soon as they arrive on campus.=20 Larger programs of the OEA could include continuing the series of Environmental Faculty Enrichment Seminars (coordinated with the ENST) or bringing in outside agencies to hold seminars and conferences. Using the ties with Dr. McLachlan and / or the TEP, Presidential invitations could be sent to key faculty and administrators to "strongly encourage" them to attend the seminars, which should complement the core values and strategic initiatives of the University.
Conclusion I suspect that it will take one year to establish the OEA: policy development and fundraising (summer and fall, 1998), fundraising and hiring (spring 1999), and implementation (and continuing fundraising) in the summer of 1999 in time for the fall semester, when programs would begin (and fundraising would continue). The three most important things needed immediately are: Advocacy - President Cowen's blessing, support and directive for reinvigorating the TEP. =20 Policy - a commitment from President Cowen that Tulane will be "the Environmental University in the South," upon which the TEP will expound to create an official University environmental policy.=20 Resources - funding for the salary of the Environmental Ombudsperson (to come from a discretionary budget or a directive from President Cowen). With these three requests granted (and since Dr. McLachlan has committed office space in Fortier Hall, the OEA can become reality), Tulane can begin a concerted effort towards institutional environmental change. That change will not happen spontaneously: only with dedicated policy and resources will institutionalized leadership develop the means and ends to educate the campus and move Tulane =96 and society =96 towards an environmentally sustainable and responsible future. =20
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Date: Tue, 09 Jun 1998 16:21:59 -0700 From: "John McCabe" <jjmccabe@oaklandnet.com> Subject: new e-mail address and mailing address
Our offices in the City of Oakland have moved. Please note my new e-mail address:
JJMCCABE@oaklandnet.com The old e-mail address (mccab#j@oak2.ci.oakland.ca.us) should no longer be used.
Our new address is: City of Oakland Recycling Program Public Works Agency, Environmental Services Division Dalziel Building 250 Frank Ogawa Plaza, Suite 5301 Oakland, CA 94612
Our phone and fax numbers are unchanged.
Frank Ogawa Plaza is a new street. Basically, we're in a building behind City Hall.
Thanks for updating your files, and my apologies to those who recieve this e-mail more than once.
- John McCabe ............................................................................ ............................................................... John McCabe, Recycling Specialist Note new e-mail address: JJMCCABE@oaklandnet.com
City of Oakland Public Works Agency, Environmental Services Division
Our address as of 6/1/98: 250 Frank Ogawa Plaza, Suite 5301 Oakland, CA 94612 (510) 238-SAVE (general line)
This is my "official" City of Oakland account. ............................................................................ ...............................................................
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Date: Tue, 09 Jun 1998 11:38:01 -0500 From: "Laura Dellinger" <LDELLING@idoa.state.in.us> Subject: Request for speaker info
My apologies for any multiple postings that may result...
Sessions are being planned for a Professional Development track at the NRC congress, September 14 through 16. Information is being accepted on persons interested in serving as speaker/instructors in five draft topics:
Strength Deployment Inventory and Interaction Styles Conflict Management Styles Active Listening and Effective Feedback Skill Development Presentation Skills Paradigms and Factors that Impact Communication
If you know of anyone with experience and background in these areas, please reply, or have them reply by June 15, 1998.
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Date: Tue, 09 Jun 1998 10:08:46 -0400 From: Caroline Mixon <maccgroup@earthlink.net> Subject: unsubscribe
unsubscribe
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End of GreenYes Digest V98 #133 ******************************