1 20 42 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/ded1c9b5f5c0d49addcc3be53a25ea85.pdf 818fbb46241bc08170f529faeb823207 Scripto Transcription A written representation of a document. A RSPORT Cr THE STUDENT I l\'TER:·~SH IP PROG!v1J-'iS rn RESOURCE D~LOFi•E"JT SOUTHERi•J REG!ONAL EDLICATIOI~ BOARD RESQUBCE DEVELOPl'fNT PROJECT 1:50 s I XTH STP.':ET, i~I\!~ /\TLAi\lTA, Gi:ORG If. 3J3J.) �TABLE OF CONTENTS INTERNSHIP PROGRAM BROCHURE INTRODUCTION · • • e .. • o 1 PARTICIPANTS 2 PROJECT SUBJECTS . 2 1968 SUMMER INTERN ASSIGNMENTS SITES . 3 SEMINARS AND i'llEETINGS 4 FINAL REPORTS 5 ACADEMIC YEAR INTERNS • . 5 VARIETY OF APPROACHES • • • 5 EVALUATION NOTES • 7 I NTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATI ONAL OPPORTUNITIES .11 APPENDIX . . . Aca demi c Year Compendi um Stat i stical Summary �SOUTH N REGIONAL EDUCA 10 BOARD Int rnships in Resource De e op nts 1968 GENERAL INFORMATION The Resource Development Project of the Southern Regional Education Board is offering summer internship appointments to a limited number of college juniors, seniors and graduate students who demonstrate an interest in the processes of social and economic change. The program is designed to provide service-learning experiences for students through assignments to specific projects of development agencies, community action programs, and to other local or regional organizations concerned with the problems of developmental change. Projects to wh ich interns are assigned are selected and structured to ach ieve several goals : (1) T o give immediate manpower assistance through the work of students to economic and social development agencies. (2) To provide constructive service opportunities for students seeking to participate in the solution of social and economic problems. (3) To encourage young people to consider careers and citizen leadership roles in programs of development and to provide a pool of trained personnel for recruitment by sponsoring agencies. (4) To give students in social sciences and related studies a more relevant and meaningful education and training in the complexities of resource development. (5) To provide additional avenues of communication between institutions of higher learning and programs of social and economic development by making the resources of the universities and colleges more accessible to the community and keeping curriculum, teaching and research relevant to societal needs. PROGRAM OPERATION projects with a minimum of supervision and direction. Each intern participates in an orientation program and at least one seminar on resource development during his appointment. A written report is required of each intern upon completion of the project. u FINANCIAL CONSIDERATIONS A stipend of $65 per week for undergraduates and $75 per week for graduate students is paid to each intern for a 12-week assignment period. The first payment is made upon initiation of the project and final payment is made upon completion of the final report. A travel and miscellaneous allowance of up to $200 is available to each intern. On-the-job t ravel is reimbursed at 8 cents per mile. Housing and food arrangements are the responsibility of t he intern. REQUIREMENTS Interns must have completed at least t wo years of college prior to beginning their assignments. They must have demonstrated high academic achievement, maturity, writing ability and be capable of independent work. They must be citizens of the United States, in good health and free to spend full time in the area of assignment for the 12-week internship period. APPLICATION Interns apply to designated persons of the participating university or college or may send forms to the address below. Applications are available from the SREB Resource Development Project. Appointments are made beginning in April, and summer interns normally begin working in June. PROGRAM SPONSORSHIP Each intern is guided by a project committee consisting of at least one representative of the local organization, a university representative appointed as a counselor, and a technical adviser- usually from the sponsoring agency. The project committee assists in defining specific objectives and suggests approaches to operation at the initiation of each project. Interns, however, plan and carry out assigned Financial support is provided by federal agencies interested in economic development, resource development, community action and related fields. During the summers of 1966 and 1967, internships were supported by the Tennessee Valley Authority; the Economic Development Administration of the U. S. Department of Commerce; the Office of Economic Opportunity, and the U. S. Department of Labor. ADDITIONAL INFORMATION SOUTHERN REGIONAL EDUCATION BOARD Campus representative: Resource Development Project 130 Sixth Street, N. W. Atlanta , Georgia 30313 Phone: (404) 872-3873 �PS UR Resource Development ProJect Southern Regional Education Board DEVELOPMENT 1968 • A 12-WEEK SUMMER PROGRAM FOR COLLEGE JUNIORS, SENIORS AND GRADUATE STUDENTS TO WORK WITH DEVELOPMENT AGENCIES AND COMMUNITY ACTION PROGRAMS IN THE SOUTH. • $65 PER WEEK FOR UNDERGRADUATE STUDENTS. • $75 PER WEEK FOR GRADUATE STUDENTS. • LIMITED TRAVEL AND MISCELLANEOUS EXPENSES. SOUTHERN REGIONAL EDUCATION BOARD SREB was established in 1949 under interstate compact, now ratified by t he legislatures of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. SREB aids in t he social and economic advancement of t he Sout h by assisting states to improve the quality of higher education ... provide the widest opportunity possible in higher education . . . build educational programs which meet t he social and economic needs of the region. SREB is devoted to helping Southern colleges build high quality research and education programs . . . by providing regional support and utilization of advanced programs . .. and avoiding unnecessary duplication of facilities among the compact states. (over) �INTRODUCTION Internship assignments were arranged for 151 students during the summer of 1968 by the Resource Development Project of the Southern Regional Edu~aticr~ Board. Interns were appointed in each of the 15 member states of SREB, in- volving 109 local, state and regional agencies and 69 s.:mthern collP-ges a1~.i universities. All internship projects were concerned with developmental problems ani:l opportunities in the region, and were conducted in the context of SP.EB's service-learning internship model. Tb.ese 1968 internships were technically in four separc.t e programs, ea cb sponsored by a different federal or state agency. Agency sponsorship deter- mined the general focus of the projects and t be types of crgani zat ions to which i nterns were as signed. Although major financial support for the internships came through t he four fe deral grants or contracts, a variety of local, state and r egi orn.J. organizations also provided financia l support. The major sponsors ,K:,r-:.: Economic Development Administrati on Office of Program Analysis and Economic Re.~E8Xch Economic Development Administration Office of Technical Assistance Off ice of Economic Opportunity Cormnuni ty Action Program Tennessee Valley Authority Office of Tributary Al·ea Development State, local a.nd regional agencies supporting interns i:ncl·,1de: Appal achian Regional Commission: Tennessee The City of Atlanta Coe.stal Plains Regional Commission North Carolina State Planning Task Force Tennes r.2e Office of Economic Opportuni'cy Fifteen .~ rea Planning and Deve l opment Comm5.ssions : Ge or gia �2 Administration by the Southern Regional Education Boar d all owed for coordination of all internships into a single program. This uni fied approach provided for economy and efficiency in management and emphasized the related r oles of various programs and agencies in the t otal development pictur e. PARTICIPANTS Internships were extended to include three states and 39 academic institutions not previously parti cipating . Over 600 individuals participated i n the progr am duri ng t he summer and aca demic year. Summer 1968 Academic Year 68--69 Interns Local Agency Committee Members Faculty Counselors Technical Repre sent atives Total Participants 151 116 106 178 551 21 8 12 11 52 Totals 172 124 118 18q 6c,._ 3 PROJECT SUBJECTS Project subj ects, identified by host agencies, continued to refle ct a wide variety of topic s . Project subj ect areas that previously interns h,::-_d not been asked t o exami ne incl uded : Economi c Impact of Coll ege on Community OB-GYN Service Delivery of Publ ic Hospita l Headstart Training in Rural Area Small Business Administration Assistance in Mississippi Census of Mississippi City Neighborhood Yout h Corps Evaluation Study of Dyslexia and School Dropouts Profile of Seafood Processing Industry in two North Carolina Counties Family Planri.ing Assistance and Review Comprehensive Health Planni ng Assistance Aid for the Elderly High School Counseling Assistance with Rural Co-ops These topics, in addition to the t raditional project categories, continue to suggest that student manpower is capable of assisting with a great variety of societal problems, a.nd that their services can be applied wii:.h insight and skill . ( See Summer 1968 Bibliography. ) �1968 SUMMER INTERN ASSIGNMENT SITES e e e ao t 0 e eo e tt 00 ee 0 0 e eeee e eee eeeo eeo eee ee e e 0 e e 0 ee e e ee a - Appalachian Regional Commission e - Economic Development Administration o - Office of Economic Opportunity t - Tennessee Valley Authority e e ee ee �SEMINARS AND MEETINGS Counselor Seminars were conducted in Memphis and Atlanta to acquaint faculty participants with program objectives and operations, federal agency sponsors and the roles of counselors. Sixty professors attended. Intern Seminars were arranged for student participants to explore developmental and educational objectives. Eighty-two percent of the ::.nterns attended at least one seminar. INTERN SEMINAR ATTENDANCE--SUMMER 1968 Atlanta (July 18-19) Charleston (July 22-23) Louisville (July 18-19) New Orleans (July 21-22) Memphis (July 24-25) Washington, D.C. (July 28-30) Totals OEO EDA TVA 5 7 3 16 9 14 12 13 14 78 3 2 1 6 4 10 35 2 2 10 1 1 24 18 18 18 19 27 124 In November, a Review Conference brought together 30 :representatives of sponsoring federal agencies, state agencies, university officials, studen-:;s and local developmental agencies to critically examine the Southern Regional Education 13oard's.Resourc€:! Development· Interni:;;hip Programs. /Donald Eberly ' s "Di&koni a Paideia" paper reports on the substantive i s S-V'= S discllssed du:: i.n13 t h~s conference.) Experimental interdisciplinary seminars were conducted by Memphis State Ur: j_•rersity and the University of Tennessee for interns participating in internships in their area. The seven Memphis State University interns were enrolled in a seminar course for six credit hours. assigned to OEO, EDA and TVA related agencie s. The se j,ter~s were The seminar met weekly and us2d the i ntern assignment s as primary subject matt er for discussion . �5 Interns appointed in the East Tennessee a r ea attended thr ee semine.rs on resource development in July, August and October on a non-credit basis. 1'hese were arranged through the Political Science Department of the University of Tennessee. £INAL REPORTS One hundred twenty-eight final reports prepared by interns have been reproduced, with 11 not yet completed. Several· reports represent team eff orts. Reports have been provided to sponsoring federal agency reprPRentatives as they have been completed. Local distribution of reports has been arranged b:r t be host agency representatives. printing several intern reports. Requests ha ve been received for re- (See Summer 1968 Bibliogra.phy .) ACADEMIC YEAR INTERNS--1968-69 Internship assignments were arranged for 21 students during the aca demic year of 1968-69. These interns were appointed on a part-time basis and in- volved 16 colleges and universities and eight local, state and r egiona l ag~::ncies. A compendium of these assignments is in t he Ar -p endix . 'lAR IET'I OF APPROACHES Extending beyond the one intern from one uni ver;:,i t y to worL on a singJ.e problem with a single agency, a variety of approaches to r esour ce devel opme~t inter nships chara cterized the 1968 summer progr runs. (1) A statewide project to colle ct and analyze data on muni c i pal and count y gover nment f i nancial status was completed in cooperat ion with t he Georgi a Muni cipa l As sociation, Georgia Ar ea Planning and Development Comm.iss i ons, Count y Commissioner's Association and nine state college s and univers i ties in Georgia. Twenty- eight inte r ns used a standard data coll ect ion procedure for obt a i ni ng basic data which was i n t urn sent to Georg i a Munici pal �6 Association for computer processing . This infor mation has provided the basic content of GrrlA' s data bank for service to Georgia communities and agencies. L~ addition, each intern prepared a specia l report on one facet of local government for the participating Area Planning and Development Commission. (See Bibliography.) (2) Four interns were appointed on part-time bases during the spring semester to develop their projects in more deta il pr ior to initiating a full-time summer commitment. Advantages of such an approach ar e clear er project definition, earlie r university involvement and a longe r time period for the project. (3) Georgia Area Planning and Development Commissions and other host agencies participated in a cost-sharing arrangement for the parti~l suppor t of internships. (4) Three interns worked with the Atlanta Model Cities Progr am . Two l:::.:.~d.scape architecture undergr aduates from the Universit y of C-eo:v.·gi a were supported directly by the City of Atlant a with educational overhead being covered by SREB from EDA funds. The third intern was supported with OEO funds with the cooperation of Economi c Opportunity Atlanta. (5) project: In several proje cts, a team of interns collaborated on a single Three Ea st Carolina University int e rns prepared an extensive economic ba se study f or a four county ar ea in Ea ster n North Carolina. Two Univer sity of Kentucky Law students worked with Legal Aid efforts i n Lexington> Kent ucky . In Little Rock , Arkansa s, t wo University of Ar ko.nsa.s medi ca l students conducte d a t horough r evi ew of outpatient pr acti ce s of t he OB-GYN Section . Impr oved se rvice s have s :.nce be en repor t ed . A study of Negro ent repreneurs i n thz·ee Southwest Mi ss i s sip:i;,i countie s was completed by joint wor k of an Al cor n A & M st udent and a Univers ity of Souther n Mi ss i s s ippi student. Manpower pro j ects in North Ca rolina and Ge or gi a were done by teams of two int erns each . (6 ) A former intern (James Wi l son , TVA 1 66 ) s erved as a counse lor for an EDA i nte r n i n Virgi ni a . (7 ) Se veral agenc i es r equest ed extensions of pr ojects. (8) Five interns from the 1967 progr am period wer e appointed a s advanced 5-nterns duri ng the 1968 summer program. �7 EVALUATION NOTES All project committee members and interns were requested to evaluate the internship program and their particular project experience. were formulated by SR.EB and mailed to participants. Questions Ninety percent of the counselors prepared lengthy evaluation statements, and over 50 percent of the other committee members :responded . (1) Interns, counselors and all other project committee members indicated the worth of the intern 's project fo r the host a gency as follows: Interns Res:12. ~ Very valuable Of limited value No value or negative value Don't know 44 31 49.9 34.4 1 1.1 14 90 15. 5 Counselors Resp. % 26 17 52.0 34.o 55 30 .L 2.0 1 1.1 6 l?.O (, 6.5 50 Total Resp. _J;_,_ Local Re12s. Resu. % 125 55. 8 78 33 .6 59.7 32.6 3 ~;.6 92 J.. J i l ~ ~~ 232 (2) Learning dimens ions and e ducational va l ues indicate d. in the qvest.i.::-,n naires are very similar among interns, counselor s and committee menbers. Most frequently mentioned educational values were : 1. Part icipation with problem so l vl.ng or developmen~al process at many levels. 2. Better understanding of research, interviewing, analyzing and writing techniques . 3. Enhance d human relations ab ilities . 4. Motivation for educational and career goals . ( 3) I nterns responded to t he que stion, "How wi ll your internship rel at e to your a cademic program? (Check as many a s apply)" in the fo llowing way: 83 Interns Re sponding o/o of No. Complement classroom activities No direct relationship, just broaden background Help pr epare f or eventual career Research for advanced degree Othe r 42 41 29 9 2 50. 5 49.4 34 .8 10 .8 2.4 �8 (4) Sixty-five percent of the interns responding to a question asking f or recommendation on curriculum change recommended offering wide variety of courses that require field work experience with concrete societal problem. (5) Based on responses received, about 30 percent of the 1968 su,.•nmer interns received academic credit for their internship activity. Course credit ranged from one hour to 10 4ours credit for required field experience. (6) The following quotes from evaluation materials indicate that basic objectives and operational procedures remain ·worthwhile and fUnctional. J..o give immediate manpower assistance to de velopment agencies and provi~e constructive service opportunities for students. "Mr. Bigner established and conducted an in-service training program for Head Start which will be continued and enlarged upon as time progresses." (Les Montgomery, 0E0 Project Committee Member) "It (the intern's report) has been of tremendous help to us in evaluating the goals of our organization. The report will be widely distributed and studied throughout our organization and used as a future policy guide." (R. Kirksey, EDA Project Committee Member) " . . . my work on this project provides them (agency) with signif:'..cant information relative to their obj e ctives of pr::-motin _, tourist nttre.ctions. Much unc oordinated. material has been arranged into the final report." (Kenny Smith, EDA Intern) "The intern compiled a Where to Turn Directory, a compilation of resources in Dade County, indexed in a simple way to make it especiall y useful for target area wor kers and residents." (Betty Lou Barbieri, 0E0 Project Committee Member) ,:'l'he r eport is to be used for educational purposes with governmental officials, thought molders in the community, and civic leaders who will T,rork for solution to the solid waste problem. 11 ( Clarence Streetman, TVA Project Committee Member) 1'£...~ncourage young people to consider careers and citizen leadership in prof1"3:.,s of development and to provide a pool of trained person."lel for recruitP':.~nt ~;z_sponsorina agencies. "The program has convinced me that a career in urban or regional planning is the one I would most like to pursue." (James Nic~1ol, TVA :i:ntern) "The internship program has caused me to take course s deal::.ng ·with social and economic problems in my academic studies this year . . . I have decided definitely upon a career dealing with some phase of community development. " (Betty Dwight, 0E0 Intern) �9 "I have learned different aspects of resource development that I never saw before. I have been thinking seriously of changing majors if I don't lose too many credits. I feel that I would enjoy planning work." (Raymond S. Cannon, EDA Intern) "It has influenced my thinking to the extent that I am now considering taking Urban and Regional PlaI:¥1ing in Graduate School, instead of Economics." (Richard V. Dunn, EDA Intern) To give students in social sciences and related studies a more relevant and meaningful education in the complexities of !esource development. "I have learned more through my internship than through any previous college or work experience . . . It has strengthened my dedi cation t o the field of social sciences." (Stuart A. Bach, OEO Intern) "I now view this program as a valued part of the needed effort t o have each and every person develop to the fullest his potentia l with a feeling of responsibility to the society which made that deve lopment possible. ( Carol Brumby, EDA Counselor ) "The most s ignificant part of the internship project is that -young men and women are given the opportunity t o ma t ur-= to fac ·~ r e 2.lity and t o be ready to enter the world realizing t hat t hey have civic obli gations as well as se l f ish obli gations. 11 (Thoma s W. Willis , EDA Cour..se lor ) "I l earned about what goes on in the world other than that which i s immediat e ly linked t o my 18 stra i ght year s of education." (Thoma s J. Blystad, EDA Intern) "I l earned how to work with people more e ffectivel y ; something t hat I coul d neve r have learned i n a cl as s room ." (Tommy Austin, TVA I 1;tern ) Jo ~rovi ~~ addit ional a venue s of communication between institutions of hi ghe r l earni ng and progr ams of socia l and economic development. "We have now established wor ki ng r e l ationships with th8 univers ity ' s Depar t ment of Home Economi cs through Bigner ' s wor k he!'e ." (Le s Montgomery, OEO Project Committee Member ) "Thi s experience has gotten our foot subst a ntia lly into the door c f the UNC Popul ation Center . . . Thei rs i s a big operat ion and a l rea dy we ar e maki ng f ull use of t he i r audio-visual s ection, and hope to ha ve t raining further augmented by them after t heir training sub commi ttee f ormul at es pl ans. Your program gave me new i nsi ght s ." (Leon Mann, OEO Proj ect Commit tee Member ) "An import ant secondary benefit to the agency as well as the university has been that these t wo i nstitut ions have been brought i nto a mea ningfu l contact, which may lead t o fruit ful cooperat ion in the future." ( Sagar Jain, OEO Counsel or ) �10 "On the basis of this experience, c:::-edit will be given for future internship activity. Under study is a plan to conduct all summer school architectural design activity much like an internship program with field work and independent study as the basis for other course effort." (Anders J. Kaufmann, OEO Counselor) Counselor comments on the most significant part of the internship program. "This opportunity to gain insight, first-hand, into the complex problems of human and physical resource utilization and development is one of the most significant contributions of the internship program. 11 (James D. Wilson, EDA Counselor) 11 The most significant part of the entire program was the scheduled and unscheduled meetings." (Bill R. Darden, EDA Counselor) "The opportunity for students to become exposed to an action setting, to work largely on their own but with counseling available, and the opportunity to be freed of course and grading requirements are the most significant parts of the internship. Not to be overlooked, however, are the reciprocal benefits which accrue to faculty counselors who observe student growth and to agency persons who have opportunity to learn what students a re interested in and capable of doing." (Daniel F. Hobbs, Jr., OEO Counselor) "Action, man , action--student a ction, without the confinet"!ents of the curriculum and the clas sroom, against which r ebellion is over due . Self -det e rmination , sel f -reliance, self- imagi nation, se l f - ingenuity, self-responsibility, self-etc. 11 (Robert M. Viles, OEO Counselor) " . . . The most significant part of the internship pr ogram is the opportunity for students t o participa t e in situations r e l ated t o but often not ava ilable in the academic atmo spher e . By be i ng i nvol ved i n service activitie s , students are sensit ized t o t he needs and problems of t heir community and the society as a whole . ff (Mason Willrich, OEO Counsel or) �ll INTERNS INTERESTED I N RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES Interns, upon completion of their assignments , are a sked about their interests i n re ceiving inf orme.tion rela ted to employment or education opportunities·in resource development. Since 87 percent responded affir- mat ively, a listing of these former interns, indicating their present position and/or a cademi c background and t he i r SREB internshi p as signment particulars has been compiled. Individuals are listed by academic ba ckgrounds , which include l aw , economics, liberal arts, medicine, political scie nce, social science s , business and nat ural sciences . This listing is provided to developmental agency empl oyers and educational insti tutions . CASE STUDIES OF SELECTED INTERNSHIPS Case study brochures have been prepared to i llustrate t he scope and nature of resource development internships. The case study include s a E:t atement of the intern ' s project subject; a note on the intern ; a bri e f de s cription of the project activity ; and notes on the final r epor t and f o2low-up results. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document MANPOWER FOR DEVELOPMENT 190S A REPORT OF THE STUDENT INTERNSHIP PROGRAMS IN RESOURCE DEVELOPMENT SOUTHERN REGIONAL EDUCATION BOARD RESOURCE DEVELOPMENT PROJECT SIXTH STREET» ial! ATLANTA, GEORGI/, 303 TABLE OF CONTENTS INTERNSHIP PROGRAM BROCHURE . INTRODUCTION « « «0 © ase o + PARTICIPANTS» oy sa: 2: cnpst (eta gel nc loyt owen oy co PROJECT SUBJECTS. . ... 1968 SUMMER INTERN ASSIGNMENTS SITES. SEMINARS AND MEETINGS ...... PINAt REPORTS: o0at ss 5 20s « SS Sede G8 ACADEMIC YEAR INTERNS . . . 2.2. -. «sees VARIETY OF APPROACHES . . 1.2. see eee EVALUATION NOTES .-. . 0 « we © # @ we INTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES . APPENDER 3, 5. at Gs. old: gee 4k woh Academic Year Compendium ‘ Statistical Summary JIwiwiw Fr Ww oil  eri iT wil - a mt m i - va . oUt thi Gav PAE AL i sh Biggs i ea | TIGN BOARD | ; un ee “hal GD srk internships in Resource e Developments 1968 GENERAL INFORMATION The Resource Development Project of the Southern Regional Education Board is offering summer intern- ship appointments to a limited number of college juniors, seniors and graduate students who demon- strate an interest in the processes of social and economic change. The program is designed to provide service-learning experiences for students through as- signments to specific projects of development agen- cies, community action programs, and to other local or regional organizations concerned with the prob- lems of developmental change. Projects to which interns are assigned are selected and structured to achieve several goals: (1) To give immediate manpower assistance through the work of students to economic and social development agencies. (2) To provide constructive service opportunities for students seeking to participate in the solution of social and economic problems. To encourage young people to consider careers and citizen leadership roles in programs of development and to provide a pool of trained personnel for recruitment by sponsoring agencies. (3) To give students in social sciences and related studies a more relevant and meaningful educa- tion and training in the complexities of re- source development. (4) To provide additional avenues of communica- tion between institutions of higher learning and programs of social and economic development by making the resources of the universities and colleges more accessible to the community and keeping curriculum, teaching and research relevant to societal needs. (5) PROGRAM OPERATION Each intern is guided by a project committee con- sisting of at least one representative of the local organization, a university representative appointed as a counselor, and a technical adviser—usually from the sponsoring agency. The project committee assists in defining specific objectives and suggests ap- proaches to operation at the initiation of each proj- ect. Interns, however, plan and carry out assigned projects with a minimum of supervision and direc- tion. Hach intern participates in an orientation pro- gram and at least one seminar on resource develop- ment during his appointment. A written report is required of each intern upon Se of the project. FINANCIAL CONSIDERATIONS A stipend of $65 per week for undergraduates and $75 per week for graduate students is paid to each intern for a 12-week assignment period. The first payment is made upon initiation of the project and final pay- ment is made upon completion of the final report. A travel and miscellaneous allowance of up to $200 is available to each intern. On-the-job travel is reim- bursed at 8 cents per mile. Housing and food arrange- ments are the responsibility of the intern. REQUIREMENTS Interns must have completed at least two years of college prior to beginning their assignments. They must have demonstrated high academic achieve- ment, maturity, writing ability and be capable of independent work. They must be citizens of the United States, in good health and free to spend full time in the area of assignment for the 12-week internship period. APPLICATION Interns apply to designated persons of the partici- pating university or college or may send forms to the address below. Applications are available from the SREB Resource Development Project. Appoint- ments are made beginning in April, andsummer interns normally begin working in June. PROGRAM SPONSORSHIP Financial support is provided by federal agencies interested in economic development, resource de- velopment, community action and related fields. During the summers of 1966 and 1967, internships were supported by the Tennessee Valley Authority; the Economic Development Administration of the U.S. Department of Commerce; the Office of Eeonom- ic Opportunity, and the U. S. Department of Labor. ADDITIONAL INFORMATION Campus representative: SOUTHERN REGIONAL EDUCATION BOARD Resource Development Project 130 Sixth Street, N. W. Atlanta, Georgia 30313 Phone: (404) 872-3873 Resource Development Project Southern Regional Education Board SOUTHERN REGIONAL EDUCATION BOARD IN RESOURCE - DEVELOPMENT 1968 e A 12-WEEK SUMMER PROGRAM FOR COLLEGE JUNIORS, SENIORS AND GRADUATE STUDENTS TO WORK WITH DEVELOPMENT AGENCIES AND COMMUNITY AC- TION PROGRAMS IN THE SOUTH. e $65 PER WEEK FOR UNDERGRAD- UATE STUDENTS. e $75 PER WEEK FOR GRADUATE STUDENTS. e LIMITED TRAVEL AND MISCEL- LANEOUS EXPENSES. SREB was established in 1949 under interstate compact, now ratified by the legislatures of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Missis- sippi, North Carolina, Oklahoma, South Carolina, Tennes- see, Texas, Virginia, and West Virginia. SREB aids in the social and economic advancement of the South by assisting states to improve the quality of higher education . . . provide the widest opportunity possible in higher education . . . build educational programs which meet the social and economic needs of the region. SREB is devoted to helping Southern colleges build high quality research and education programs . . . by providing regional support and utilization of advanced programs... and avoiding unnecessary duplication of facilities among the compact states. (over) INTRODUCTION Internship assignments were arranged for 151 students during the summer of 1968 by the Resource Development Project of the Southern Regional Educaticn Board. Interns were appointed in each of the 15 member states of SREB, in- volving 109 local, state and regional agencies and 69 southern colleges and universities. All internship projects were concerned with developmental problems and opportunities in the region, and were conducted in the context of SPEB's service-learning internship model. These 1968 internships were technically in four separate programs, each sponsored by a different federal or state agency. Agency sponsorship deter- mined the general focus of the projects and the types of organizations to which interns were assigned. Although major financial support for the internships came through the four federal grants or contracts, a variety of local, state and regionsa1. organizations also provided financial support. The major sponsors were: Economic Development Administration Office of Program Analysis and Economic Research Economic Development Administration Office of Technical Assistance Office of Economic Opportunity Community Action Frogram Tennessee Valley Authority Office of Tributary Area Development State, local and regional agencies supporting interns include: Appalachian Regional Commission: Tennessee The City of Atlanta Coastal Plains Regional Commission Nerth Carolina State Planning Task Force Tennessee Office of Economic Opportunity Fifteen Area Planning and Development Commissions: Georgia Administration by the Southern Regional Education Board allowed for coordination of all internships into a single program. This unified approach provided for economy and efficiency in management and emphasized the related roles of various programs and agencies in the total development picture. PARTICIPANTS Internships were extended to include three states and 39 academic institutions not previously participating. Over 600 individuals participated in the program during the summer and academic year. Summer 1968 Academic Year 68-69 Totals Interns 151 el 172 Local Agency Committee Members 116 8 12h Faculty Counselors 106 12 118 Technical Representatives 178 il 189 Total Participants 551 52 603 PROJECT SUBJECTS Project subjects, identified by host agencies, continued to reflect a wide variety of topics. Project subject areas that previously interns had not been asked to examine included: Economic Impact of College on Community OB-GYN Service Delivery of Public Hospital Headstart Training in Rural Area Small Business Administration Assistance in Mississippi Census of Mississippi City Neighborhood Youth Corps Evaluation Study of Dyslexia and School Dropouts Profile of Seafood Processing Industry in two North Carolina Counties Family Planning Assistance and Review Comprehensive Health Planning Assistance Aid for the Elderly High School Counseling Assistance with Rural Co-ops These topics, in addition to the traditional project categories, continue to suggest that student manpower is capable of assisting with a great variety of societal problems, and that their services can be applied with insight and skill. (See Summer 1968 Bibliography. )  1968 SUMMER INTERN ASSIGNMENT SITES e e t eo 00 tlt ee ee oO bp sh eo ef e 665 , 5 eee e © ee oO C e€& e€ e oO e e 2 ee Te. a ee a - Appalachian Regional Commission e - Economic Development Administration 0 - Office of Economic Opportunity t - Tennessee Valley Authority SEMINARS AND MEETINGS Counselor Seminars were conducted in Memphis and Atlanta to acquaint faculty participants with program objectives and operations, federal agency sponsors and the roles of counselors. Sixty professors attended. Intern Seminars were arranged for student participants to explore devel- opmental and educational objectives. LHighty-two percent of the interns attended at least one seminar. INTERN SEMINAR ATTENDANCE--SUMMER 1968 OBO EDA TVA ARC TOTAL Atlanta (July 18-19) 5 16 3 : oh Charleston (July 22-23) 7 9 2 - 18 Louisville (July 18-19) 3 14 1 - 18 New Orleans (July 21-22) 6 12 - - 18 Memphis (July 24-25) 4 13 2 ~ 1 Washington, D.C. (July 28-30) 30: 2. 2 a {27 Totals 35 78 10 1 124 In November, a Review Conference brought together 30 representatives of sponsoring federal agencies, state agencies, university officials, students and local developmental agencies to critically examine the Southern Regional Education poard's.Resource Development’ Internship Programs. {Donald Fberly's "Diakonia Paideia" paper reports on the substantive issves discussed during iis conference.) Experimental interdisciplinary seminars were conducted by Memphis State University and the University of Tennessee for interns participating in internships in their area. The seven Memphis State University interns were enrolled in a seminar course for six credit hours. These interns were assigned to OHO, EDA and TVA related agencies. The seminar met weekly and used the intern assignments as primary subject matter for discussion, Interns appointed in the East Tennessee area attended three seminars on resource development in July, August and October on a non-credit basis. These were arranged through the Political Science Department of the University of Tennessee. FINAL REPORTS One hundred twenty-eight final reports prepared by interns have been reproduced, with 11 not yet completed. Several reports represent team efforts. Reports have been provided to sponsoring federal agency representatives as they have been completed. Local distribution of reports has been arranged by the host agency representatives. Requests have been received for re- printing several intern reports. (See Summer 1968 Bibliography. ) ACADEMIC YEAR INTERNS--1968-69 Internship assignments were arranged for 21 students during the academic year of 1968-69. These interns were appointed on a part-time basis and in- volved 16 colleges and universities and eight local, state and regional agencies. A compendium of these assignments is in the Appendix. VARIETY OF APPROACHES Extending beyond the one intern from one university to worl: on a single problem with a single agency, a variety of approaches to resource development internships characterized the 1968 summer programs. (1) A statewide project to collect and analyze data on municipal and county government financial status was completed in cooperation with the Georgia Municipal Association, Georgia Area Planning and Develcpment Commis- sions, County Commissioner's Association and nine state colleges and univer- sities in Georgia. Twenty-eight interns used a standard data collection procedure for obtaining basic data which was in turn sent to Georgia Municipal Association for computer processing. This information has provided the basic content of GMA's data bank for service to Georgia communities and agencies. In addition, each intern prepared a special report on one facet of local government for the participating Area Planning and Devel- opment Commission. (See Bibliography. ) (2) Four interns were appointed on part-time bases during the Spring semester to develop their projects in more detail prior to initiating a full-time summer commitment. Advantages of such an approach are clearer project definition, earlier university involvement and a longer time period for the project. (3) Georgia Area Planning and Development Commissions and other host agencies participated in a cost-sharing arrangement for the partial support of internships. (4) Three interns worked with the Atlanta Model Cities Program. Two landscape architecture undergraduates from the University of Georgia were supported directly by the City of Atlanta with educational overhead being covered by SREB from EDA funds. The third intern was supported with CEO funds with the cooperation of Economic Opportunity Atlanta. (5) In several projects, a team of interns collaborated on a single project: Three East Carolina University interns prepared an extensive economic base study for a four county area in Eastern North Carolina. Two University of Kentucky Law students worked with Legal Aid efforts in Lexington, Kentucky. In Little Rock, Arkansas, two University of Arkansas medical students conducted a thorough review of outpatient practices of the OB-GYN Section. Improved services have since been reported. A study of Negro entrepreneurs in three Southwest Mississippi counties was completed by joint work of an Alcorn A & M student and a University of Southern Mississippi student. Manpower projects in North Carolina and Georgia were done by teams of two interns each. (6) A former intern (James Wilson, TVA '66) served as a counselor for an EDA intern in Virginia. (7) Several agencies requested extensions of projects. (8) Five interns from the 1967 program period were appointed as advanced interns during the 1968 summer program. EVALUATION NOTES All project committee members and interns were requested to evaluate the internship program and their particular project experience. Questions were formulated by SREB and mailed to participants. Ninety percent of the counselors prepared lengthy evaluation statements, and over 50 percent of the other committee members responded. (1) Interns, counselors and all other project committee members indi- cated the worth of the intern's project for the host agency as follows: Interns Counselors Local Reps. Total Resp. % Resp. % Resp. —% Resp. % Very valuable yh 49.9 26 52.0 55 59.7 125 55.8 Of limited value 31 34.4 17 —- 34.0 30 32.6 78 33.6 No value or negative value 1 121 i 2.0 1 U2 3 1.3 Don't know vio 16.56 Geo) 6686 LD 90 50 92 232 (2) Learning dimensions and educational values indicated in the questicn- naires are very similar among interns, counselors and comnittee members. Most frequently mentioned educational values were: 1. Participation with problem solving or developmental process at many levels. 2. Better understanding of research, interviewing, analyzing and writing techniques. 3. Enhanced human relations abilities. 4. Motivation for educational and career goals. (3) Interns responded to the question, “How will your internship relats to your academic program? (Check as many as apply)" in the following way: % of 83 Interns No. Responding Complement classroom activities he 50.5 No direct relationship, just broaden background kl 49.4 Help prepare for eventual career 29 34.8 Research for advanced degree 9 10.8 Other 2 2.4 (4) Sixty-five percent of the interns responding to a question asking for recommendation on curriculum change recommended offering wide variety of courses that require field work experience with concrete societal problen. (5) Based on responses received, about 30 percent of the 1968 summer interns received academic credit for their internship activity. Course credit ranged from one hour to 10 hours credit for required field experience. (6) The following quotes from evaluation materials indicate that basic objectives and operational procedures remain worthwhile and functional. Zo give immediate manpower assistance to development agencies and provide constructive service opportunities for students. "Mr. Bigner established and conducted an in-service training program for Head Start which will be continued and enlarged upon as time pro- gresses." (Les Montgomery, OEO Project Committee Member) "It (the intern's report) has been of tremendous help to us in eval- uating the goals of our organization. The report will be widely dis- tributed and studied throughout our organization and used as a future policy guide." (R. Kirksey, EDA Project Committee Member) " -my work on this project provides them (agency) with significant information relative to their objectives of promoting tourist avtrac- tions. Much uncoordinated material has been arranged into the finel report." (Kenny Smith, EDA Intern) "The intern compiled a Where to Turn Directory, a compilation of re- sources in Dade County, indexed in a simple way to make it especially useful for target area workers and residents." (Betty Lou Barbieri, OEO Project Committee Member) "The report is to be used for educational purposes with governmental officials, thought molders in the community, and civic leaders who will work for solution to the solid waste problem." (Clarence Streetmsan, TVA Project Committee Member) Jo_ encourage young people to consider careers and citizen leadership in pro- pres of development and to provide a pool of trained personnel for recruit- mant by sponsoring agencies. "The program has convinced me that a career in urban or regional planning is the one I would most like to pursue." (James Nichol, TVA Intern) "The internship program has caused me to take courses dealing with social and economic problems in my academic studies this year. . .I have decided definitely upon a career dealing with some phase of community development." (Betty Dwight, OEO Intern) "I have learned different aspects of resource development that I never saw before. I have been thinking seriously of changing majors if I don't lose too many credits. I feel that I would enjoy planning work." (Raymond S. Cannon, EDA Intern) "It has influenced my thinking to the extent that I am now considering taking Urban and Regional Planning in Graduate School, instead of Economics." (Richard V. Dunn, EDA Intern) To give students in social sciences and related studies a more relevant and meaningful education in the complexities of resource development. "I have learned more through my internship than through any previous college or work experience. . .It has strengthened my dedication to the field of social sciences." (Stuart A. Bach, OEO Intern) "I now view this program as a valued part of the needed effort to have each and every person develop to the fullest his potential with a feel- ing of responsibility to the society which made that development possible. . ." (Carol Brumby, EDA Counselor) "The most significant part of the internship project is thet young men and women are given the opportunity to mature to face reality and to be ready to enter the world realizing that they have civic obligations as well as selfish obligations." (Thomas W. Willis, EDA Counselor) "I learned about what goes on in the world other than that which is immediately linked to my 18 straight years of education." (Thomas J. Blystad, EDA Intern) "I learned how to work with people more effectively; something that I could never have learned in a classroom." (Tommy Austin, TVA Intern) To vrovide additional avenues of communication between institutions of higher learning and programs of social and economic development. "We have now established working relationships with the university's Department of Home Economics through Bigner's vork here." (Les Montgomery, OEO Project Committee Member) "This experience has gotten our foot substantially into the door of the UNC Population Center. . .Theirs is a big operation and already we are making full use of their audio-visual section, and hope to have train- ing further augmented by them after their training subcommittee formu- lates plans. Your program gave me new insights." (Leon Mann, OEO Project Committee Member) "An important secondary benefit to the agency as well as the university has been that these two institutions have been brought into a meaning- ful contact, which may lead to fruitful cooperation in the future." (Sagar Jain, OEO Counselor) 10 "On the basis of this experience, credit will be given for future internship activity. Under study is a plan to conduct all summer school architectural design activity much Like an internship program with field work and independent study as the basis for other course effort." (Anders J. Kaufmann, OEO Counselor) Counselor comments on the most significant part of the internship program. "This opportunity to gain insight, first-hand, into the complex problems of human and physical resource utilization and develop- ment is one of the most significant contributions of the intern- ship program." (James D. Wilson, EDA Counselor) "The most significant part of the entire program was the scheduled and unscheduled meetings." (Bill R. Darden, EDA Counselor) "The opportunity for students to become exposed to an action setting, to work largely on their own but with counseling available, and the opportunity to be freed of course and grading requirements are the most significant parts of the internship. Not to be overlooked, however, are the reciprocal benefits which accrue to faculty counselors who observe student growth and to agency persons who have opportunity to learn what students are interested in and capable of doing." (Daniel F. Hobbs, Jr., OEO Counselor) "Action, man, action--student action, without the confinements of the curriculum and the classroom, against which rebellion is overdue. Self-determination, self-reliance, self-imagination, self-ingenuity, self-responsibility, self-etc." (Robert M. Viles, OEO Counselor) ", . .The most significant part of the internship program is the opportunity for students to participate in situations related to but often not available in the academic atmosphere. By being in- volved in service activities, students are sensitized to the needs and problems of their community and the society as a whole." (Mason Willrich, OEO Counselor) IL INTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES Interns, upon completion of their assignments, are asked about their interests in receiving information related to employment or education opportunities in resource development. Since 87 percent responded affir- matively, a listing of these former interns, indicating their present position and/or academic background and their SREB internship assignment particulars has been compiled. Individuals are listed by academic backgrounds, which include law, economics, liberal arts, medicine, political science, social sciences, business and natural sciences. This listing is provided to developmental agency employers and educa- tional institutions. CASE STUDIES OF SELECTED INTERNSHIPS Case study brochures have been pnepabed to illustrate the scone and nature of resource development internships. The case study includes a statement of the intern's project subject; a note on the intern; a brief description of the project activity; and notes on the final report and follow-up results.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 41 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8b4ab7d837e951117d8a58bdd884a375.pdf 45ea86ba52a8e11067c907d9a1525e87 Scripto Transcription A written representation of a document. ~.· DIA KONIA PAIDEIA and the SO UTHE RN REGIO NAL EDUCATI ON BOARD RESOURC E DEVEL OPMENT INT ERNS HIP PROGR AM By Donald J. Ebe rl y The Resour c e De v elopm e nt Pro j ect of the Southern Re gi o na l Education Board o ff ers interns h ip app o intme nts to a I imited number of colle ge upp e rcl a s sm e_n and g raduate students who demonstrate an int e rest in the pr oce ss e s of social a n d econ o mic ch a n ge. The pr og ram is designed to · provid e service-learnin g e x peri e nc e s f o r students through assignments to specific projects of dev e l o pmental agencie s , community action pro g rams, a nd to oth e r l o cal, st a te, or r e g ion a l o r ga nizations conc e rne d with deve lo pment a l chan ge. Fi nanc i al s u p port i. s p r ovided by p ubl ic age n c i es i ntereste d in ec on o mi c de ve l opme nt, r eso ur ce de ve lopm e nt, co mmunity a ction a nd r e lated f i e ld s. The y includ e: Appalachian Re g i o na l Commission, Coas tal Plain s Reg ional Commis s ion, Economic Deve lopm e nt . Admini s tr a tion, Office o f Ec o no mic Opportuni ty a nd Te nn essee Valley Auth o rity. Th i s r e po rt, pr e pa red by Mr. Do na ld J. Ebe rl y, Ex e c ut ive Dir e ctor o f th e Nat ion a l Se rvi ce Sec r e t a ri a t, e v a lu ates th e SR EB Re s o ur ce Dev elopm en t Int e rn sh i p Pr og r ams and r eco mme nd s d i rec tio ns f o r f ut ur e se r vice l ea rnin g ac ti v ities. SO UTH ERN REG ION AL EDU CATI ON BOARD, Reso u rce Deve l o pment Pro j ect 130 S i xt h St ree t , N. W., Atl a nta, Geo r g i a 303 13 �DIAKONIA PAIDEIA AND THE RESOURCE DEVELOPMENT INTERNSHIP PROGRAMS Donald J. Eberly It is useless to try to report on SREB's Resource Development Internship Programs (RDIP) in one dimension, albeit that is the traditional approach taken to problem solving. done, we hire someone to do it. If we want a job If we want someone to learn, we teach him and thereby, the assumption goes, he learns. I .f we want to promote university-community relations, we establish a Committee for the Promotion of Relations between the University and the Community. But that kind of uni-dimensional approach just won't work with the Internship Program. However, it is reassuring to note that if we took a series of snapshots of the program along different axes, we would see everyday occurrences. Looking along one dimension, we would see a person doing a job; along another, a person l ea rning in the field of la w or economics; along another, a person experiencing I ife in a poverty area for the first time; along sti I I another dimension, a person deciding upon a career. The Ii s t And so on. is a I ong one. The beauty and strength of the RDIP is that al I these th ings can happen to the same person at the same time, for the int er nship co ncept r ejec ts the no tion that learning can o c c u r ~ at schoo l as firmly as it does the notion that a job is a job, and has no business be ing examined against the writings of Plato, or Spinoza, or Frost, or Keynes, or King. �Yet there seems t o be no wo rd or phras e th a t captures the essence of thi s kind of service-learning program. occas ions, On such it has been he lpful to borrow from ancient Greek, as Norbert Wiener did in coming up th e the word "cyb e rnetics," to tr y to s ymbolize the project. In this paper we use diakonia an d paideia, t wo Gr eek p hrases th a t carry wit h th em the concepts of teaching and of learning thr o ug h activity, a nd of a style ife gear e d to contributing t o th e welfare of others. In our special shorthand,then, this paper is a report on the diakonia piadeia concept as impl e mented and a dministered by th e RDIP. It is based o n the writer's inter v i ews with several o f the interns, counselors, governm e nt officials and administrators, his attendance at RDIP conferenc es in of confidential 19 6 7 and 1968 , his perusal reports of progr a m participants, and his deliberate exposure to the diak o nia piadeia concept for th e past two decade s . Unf o rtun ate ly, the med ium in wh i ch this report is r ende re d does not permit a s imult a neou s exa min a t i o n o f a l I aspects of th e co ncep t and th e program, so it wi I I l ook sepa r ate ly a t thr ee major compo nents: manpower for se rvi c e , th e l e a rnin g as pec t, and communityuniver s it y r e l at i o ns hips. ponents meet; th e future. Th e n it wi 11 exp lor e a r eas whe r e al I com - name l y , program balances and imba l ances, fundi ng, and Th e r epo rt ass um e s th e k ind of f am i I iarit y with the p r ogram th a t can be obta in e d by r ea d in g th e 1966 and 196 7 r epor t s of the RDIP . Manpower for Serv i ce A fundamenta l change that i s occ urring i n th e Amer i can concept of wo rk was emphas iz ed by th e in t e rn s in their app li c a tion forms 2 �- - - - - - - - - - - - - - - -- - - - - - - - -- - - - -- - -- - -- -- - - - -- - and evaluation reports. -- - - According to their statements, only three percent of the interns in 1967 and ments in order to get a job. 1968 sought internship appoint- The other 97 percent app Ii ed in order to: I. Relate academic theory to the real world 2. Contribute to developmental activities 3. Acquire research experience 4. Work with people 5. Help with career choice Traditionally, a job is something obtained to enable a person to make ends meet. One doesn't go to his job a minute early or re- main a minute overtime without remuneration. scorned. It is something to be One feels a sense of relief on Friday afternoon, and Monday morning is blue. Economists can control the flow of man- power into industries and services simply by regulating salaries and wages, because employees automatically seek the highest level of emoluments. John Kenneth Galbraith punctured this picture of a job when he noted, in The Affluent Society, that some middle-class college graduates would prefer low-pressure jobs in pleasant surroundings to better-paying jobs that involve high tension and time. long commuting It has been further punctured by some 25,000 Peace Corps Volunteers--most of them college graduates--who have sometimes chosen a primitive existence in a strange land at subsistent wages over more "attractive" offers at home. 3 And today it's being further - - ---. �deflated by thousands of ministers who turn down suburban churches for ghetto parishes, lawyers who choose legal aid help for the poor over prestige law firms, and business graduates who are more interested in a firm's social involvement than its corporate profits. Most interns appear to have similar attitudes. with meaning, where they can ~ They want a job learn and serve and work with people. The internship concept gives to government officials, private employers and educators an opportunity to transform the classical notion of a job into one that has the characteristics des~ribed above. Today's youth is searching for meaning and relevance and many have found that jobs can be structured to include these attributes by assigning much of the drudgery to automation. Many business and labor officials are actively concerned with restructuring jobs so that the worker performs more effectively and gains satisfaction from learning and serving. But there is I ittle evidence to suggest that the spirit which motivates such officials is at all pervasive, or that it stems from th a n a r eac ti o n to de ma nd s a nd e ve nt s . little more It s hould be c l ea r from r ece nt uph ea val s o n c ampu ses and in ma j o r c iti es th a t mo r e th a n "reacting" is required. Imagination and initiative is nee ded in the realm of tran s forming jobs into e x pe riences with greater meaning, relevance, and satisfaction for the worker. The intern- ship program offers an ideal setting . for such a transformation. Interns are y o ung . They possess the energy , imagination, ideal s a nd mo bi I it y of youth. Further, they serve only a short time ( 12 we ek s in the ca s e of RDIP) which permits a wide array o f e x peri me nts with little ri s k of loss from those which fail . 4 Als o, �internships occur at the inter f ace of the generati o n gap, and at a po int where the a c a demic world and the wo rld of wo r k meet. At t he same t i me, the in te rnship prog ram i s fa r fr o m et here a l Real wor k is done--real services performed. It was r eported. t hat research done by a two-man intern team was the basis of a $500, 0 00 g r a nt t o the ag e ncy where th e interns we r e eng a g e d. Anothe r 's r e - search contributed to passage of a new law in Tennessee which p ut contra Is on I oan sharks. We k now that in t erns under go rea I t r a in- ing and ca reer dev e lopment in t he fiel ds i n which t hey serv e . results can be seen in the intern's evaluation reports, Th ese in job offers received from their summer employers, and in changes in educational progr a ms s uch a s the s hift o f a law stud e nt's c aree r from c o r por ation l a w t o po ve rty l a w. With a firm foundation in manpower de velopment and accomplish- me nt o f us eful se rvice s , th e d iakonia pi ad ei a con cep t and th e RD IP's impl eme ntat i o n of i t g iv es t o da y's l ea de r s in bu s in es s, go v ernme nt, labor a nd education a model for the transformation o f the cla s sical notion of a j ob into one th at ha s me a nin g a nd rel e vanc e. I t al s o of f e r s a co nst ru ct iv e a lte rn ati ve t o t he co nfr o nt a t ion s t ak i ng p l ace ac ro ss t he nat i o n: pr ovid es in te rnship o pe nin gs for a l I y o ut h who s ee k t hem a nd a re wi I I in g t o pa rticip a t e. Wi th the c ha ng ing att i t u de toward jobs goes greater u npr ed ic t ab i I i t y abo ut j ob s . I t has rece ntly been reported th at 10 y ea r s ago ha l f of toda y' s jobs for co ll ege g radu ates d idn ' t e xis t . Whi l e we can g uess the f ut ure on the basis of extrapo l at i o n o f curre nt trends, hi sto r y s ug ges t s th a t mor e import a nt c r i t e r i a are sc i e ntifi c 5 �i discoveries and international events, ne it he r of which yield to ex trap o lation. We cann ot be very specific in att empt ing to define jobs that wi I I have to be performed in 1980. Hence it is a disservice to students and to society to regard th e tr a ining element of any educational program as a uni-dim ens ional assemb ly I in e operation. Rather, there must be several deg r ees of freedom within the training process to enabl e the stude nt to probe and explo re relat ed areas of interest, and to do so on his ow n initi ati v e . RD I P intern s seem to possess this freedom to a · greater degree than do their colleagues in other older intern programs. The traditional, voca tionally-orient ed int e rn pro grams (e.g., medicine, ed ucati on , publi c adm ini stration ) were seen by conferees a t a r ece nt RDIP Review Conference as over-programmed, offering too I ittle ex posure to o ther fi el d s , and g iving the int e rn I ittl e chance to free h im se lf from fee lin g l ike a s tudent. Th ere seems to have bee n v e ry I i tt l e mutual ex ploration be tween the RD I P orga ni ze rs a nd those who a dmini ster tradi tional intern ship p rogr ams. It would appea r t h a t both groups cou ld benefit from discussions and, perhaps, cooperati v e program s . Sim il a r exp l ora tor y discussions should occur with l eaders of stude nt- s ponsored co mmunity service project s, which ca n be found on mos t ca mpu se s . Typ ic a lly, th e s e are part-time pro g r a ms, with no academ i c credit given, with I ittl e academic conside r a ti o n of what i s observ e d whi l e serv ing, and with I ittle feedback t o the c las sroom. He r e aga in a l I partie s co u l d ben e fit from a mutu a l exp l o ration o f in t e r es t s a nd ac tivit i e s . 6 �One vital, unanswered question in the ma np owe r field ma ny jobs exist? is how Th is question should hav e high research priority becau se of its implications for the eventual magnitude of inter nship pro g rams. One or more smal I areas should b e s e lected and approaches made to al I organizations where int er n s might be placed t o determine how many co uld be used a nd i n what capacity . summer and academic yea r interns should be co ns id e red. Bo t h It is strongly suggested that this s urvey be I inked with a promis e of intern s for agenc i es which want them a nd are qua I ifi ed to r ece iv e them. Ju st another survey would mea n that some administrators would pul I numbers out of a hat or throw the s urv ey or out of the office in order t o get rid of a use l ess intrusion. To b e done properly, there mu st be c om- muni ty back ing, wide publicity, full s ur vey and , of co ur se , exp l a nat i o n, a c o mpr e hen s iv e intern s a nd funding. The Lea rning Dim e ns ion It i s wel I estab li shed that what is learn ed i n a n ed uc ationa l sett in g may bea r sma l I resemblance t o what i s t aught . An i nt e rn spe nd s ve ry I it t l e t im e i n a c l ass r oo m but mos t of the s um mer, wh e th e r he i s o n th e j ob , a t a coun se lin g sess i on , or in an int er n se min a r, is spe nt i n a l ea rnin g e nvironm en t. Th e same i s true of th e other fu l I-tim e par ti c i pa nt s , members of the SREB sta f f, and to a l esse r exte nt, of t he part-time pa rti c i pa nt s , th e cou n se l ors , s up erv i sors an d co nsu lt a nt s. Wha t , then, is l ea rn ed? Wr it te n rep o rt s and comments by a l I co nf erence pa rti c i pant s e mph as i ze th ese kinds of l ea rning: I. The part i c ipant l earns i nterpersona l s k i I l s whi ch c ontribute to be in g a n effec tive pe rs on, and discover s 7 �his strengths and weaknesses in sensitive situations. 2. 3. He learns the consequences of putting to the test his ideas conceived in a theoretical or vicarious setting. He learns how to identify a problem and bring appropriate resources to bear on its solution. 4. He learns what moves people and what prevents movement. 5. He learns something about the totality of facts and forces involved in resource development. 6. He learns strategies that can maximize service-learning opportunities for himself and others. 7. He learns some of the characteristics of the cooperative and competitive process and the strengths and wea·knesses of the two. 8. He learns that the actual accomplishment of something is inevitably more complex and difficult than is studying, planning, dreaming. 9. He learns how creative freedom and imaginative guidance can be combined in enabling a person to accomplish things and become a constructive force. 10. He learns of deficiencies in his regular academic work and feeds back this information to his academic col leagues. II. He learns vital -t-echniques in interviewing people, conducting research, and writing reports. 12. More prosaically, he gains knowledge of the one or several disciplines related to his assignment--knowledge that was not in the textbooks or lectures. Obviously there is overlap among the 12 types of described above. statements. learning Perhaps they could be fully covered in three Perhaps 30 statements are needed to differentiate sufficiently. The critical question is what produces these learnings? Some agency representatives and counselors participate in as many as seven different internship programs, yet they consistently and independently 8 �point to the RDIP program as having much the biggest "payoff." What strikes the observer as the prime ingredient came through most clearly in the dramatic presentation of a case study at the 1968 RDIP Review Conference. The lonely intern, surrounded by a supervisor who was pushing him to complete an application for a federal grant, a counselor from the university who was trying to pul I him into producing research data of interest to the counselor, and an attractive technical representative who was trying to lure him into an extended visit to her agency, turned to the RDIP official and asked, "Who am responsible to?" "You are responsible to yourself," came the reply. In short, an intern is seen by the RDIP staff as an adult and is treated in that manner. He is expected to give evidence of having learned without resorting to a multiple-choice exercise or the rephrasing of his counselor's pet theories. He is expected to seek outside aid while seeing that it remains secondary to his main project. Secondly, the RDIP insists on maintaining an even balance between service and learning. This attitude frustrates the impatient official and professor who think in only one dimension at a time. the real purpose," they demand, "to learn or to serve?" "What is When the answer "both" comes back, the inquirer is dumbfounded and may want no more to do with the idea. Receptivity for the concept is more I ikely to be found among those who have themselves experienced service-lea r ning and by those who commonly practice multi-dimensional thinking. Third , it's wel I managed . Interns show up at the appoint e d tim e, s tipends arrive on schedule, interns' 9 reports are publi s hed �as promised. This aspect does not require a detailed analysis, but must be included in a I ist of attributes because too many good concepts have foundered in the sludge of technical incompetence and mismanagement. Fourth, the seminars and reports appear to be valuable learning instruments. Several interns came to the seminars with problems they thought were unique to themselves, but discovered they were common to most of the other interns, and everyone benefitted from the ensuing discussion. Both seminars and reports produce some tension in interns because they must assume responsibi I ity for something that wi I I be pub Ii c I y assessed. On the who I e, the tension so produced does not seem inordinate; after the internships, some students look upon their responsibi I ities in the seminar or report writing as the most valuable part of the internship. Fifth, off-campus experience appears to be a crucial of the internship program. usual On campus, even in a work situation, th e protectiv e forces and pecking orders are at play. the intern encounters the real its unreasonableness, ingredient Off campus, world, with its loneliness, its demands, its rewards. Academic credit for internships is certainly justifiabl e on the basis of the above 12 points. learnin g process, although harmful in others. However, credit is no t essential to the it may be helpful in some cases and perhaps In 196 8 about 40 of the 150 interns received credit, although f e w expected it at the beginning of th ei r pr ogram. Whi I e the promise of academic credit might stimulate some intern s to learn more, it might constrain others from giving ful I reign to their ideas in deference to doing what they think wi I I produce the best grades. 10 �Of course, academic credit, intrinsic value. I ike a dollar bi 11, has no It is simply an arbitrary measuring device which is convenient to many people and institutions. Learning went on before academic credit was invented, and wi I I continue after it is discarded. But it exists, and must be considered. The way a student regards academic credit might provide a clue to its proper relationship to the internship program. The student who views credit requirements as a series of undesirable hurdles to be gotten rid of would benefit I ittle from receiving credit because that attitude by a student won't permit him to learn much as an intern. On the other hand, the student who regards academic credit as accurately reflecting the importance of a series of experiences appropriate to a person of his age and background and interests wi I I benefit from receiving credit because it wi I I be consistent with his outlook. Apart from the intern himself, academic credit for internships is a means of getting one's foot in the door of the academic establishment. The program can be I isted in the college catalogue and the administration can decide that counseling five lent of teaching a class of, say, 20 students. interns is the equivaThus, academic credit f o r i n t e r n s h i p s wo u I d g i v e t h e p r o g r a m i n sti t u t i o n a I b a c k i n g a s we I I a s higher esteem in the eyes of government officials and others who look for evidence of institutional support as a major index of the merits of a program. What has to be guarded against in this kind of situation is a slackening of standards. Un I ess more deta i I ed studies revea I that academic credit for internships leads systematically to a strengthening or weakening of learning, it is probably the course of wisdom to continue the II �practice of treating each case on its merits. At the same time, RDIP officials should remain responsive to requ es ts f or help in handling the i ss ue o f a cademic credit. Two factors that one might assume to be crucial are no t . One, the nature or content of the intern's assignment is not ne cessarily important. For example, a chemistry st udent conducted a survey of count y p urchasing procedures and i n so doing pr od uc ed a usefu I document for th e agency. had learn e d a great deal. He came away fee Ii ng that he Two, it' s not necessa rily i mportant whether the agency where the intern works is efficient or inefficient, whether his supervisor is strong or wea k . Each kind of situation provid es a se tting for a learning expe rienc e , given th e int e r es t of th e int er n a nd the s upp o r t a nd g uidanc e of the counselor. What i s import ant in r ega rd to the prece din g pa r agraph- - an d thi s gets us bac k to th e hea rt o f th e co nc e pt--i s that th e total o pe ratio n not be th o ught of as the addition of its part s , in wh ich a " g ood" age ncy i s rated +2, a ba d s up erv i s o r as - 3, b ut as a process th a t in cl ud es a multitud e of i nt e r-r e l ationsh i ps . This ho li s tic perspe ct iv e i s he ld by me mb e r s of the SREB staff and many ot hers involv ed in th e int e rn s hip program. prog r a m nee d no t An app li ca nt for a n int ern have i t, but many ac quir e it i n th e cour se of the i r in t e r ns hip, a s i s e vid e nt from th e i r r e port s . "Th e university a nd publi c se rvi ce" has been t he s ubj ect of a much p u b I i c i ze d, o n- a nd -off de bat e in rece nt mo nth s a mo ng s uch me n a s J ac qu es Barz un, C l ark Ke rr, Al a n P i f e r a nd Ma rk Rudd. It i s di sappo in t in g that the debat es ha v e emphasized the ro l e of the univ e r s i t y in provid i ng in s titutiona l s upport for pres um a bly benef i c i a l 12 �programs, to the virtual exclusion of the importance of community service by staff, faculty, and students in the performance of i t s teaching function. Whether, how much, and how the university as an institution should serve the community may be debatable issues. univ e rsity should be a seat of learning is not. Whether the The embarrassing question for educators is how do you expect to prepare your students to become competent in their fields, and more importantly, to become effective and constructive·citizens unless you arrange for the m to experience me a ningful involvement in the real world and to reflect upon this involvement in the company of your learned faculty? Wi 11 iam James tel Is us that readin g and I is ten in g can enable us to kno w about something but not to know it un t i I we have experience d it. For example, it has been reported that a full-year internship for Ethiopian university students typically teachin g i n village schools a dd ed nothing to the st ud e nt s ' a waren ess of rur a l pov e rty a nd its associated problems. But what did happen to the average intern was that he move d from the level of awareness to the level of commitment to do someth in g about rur a l poverty. In t he Unit e d St a t es, the pr ob l ems of today a nd tomorrow ca n be id ent i f i ed throug h a waren ess, but th e y cannot be solved without commitment. For un iv ers ity l eaders who co ns i der k nowin g someth i ng to be a hi gher form of l ear nin g than mer e ly know in g abo ut something, the tim e has c ome to intro duce internships of the RDIP type as an in tegra l part of the l ear nin g process. The Univer s ity a nd th e Commun i t y As with the awarding o f academic cred it , the fostering of university-community re l ationships is almost impo ssible to institu tionalize from the outside. Clearly the t hru st of RDIP inte rest is 13 �to move beyond the traditional town-grown k ind of relationship common to academic institutions At one int o patterns of r ea l pa rticip ation . university, businessmen and others in the commun it y serve as visiting lecturer s and discussants and are common Mu c h more I isted in the cata l ogue . i s the practice of pr of essors engaging th e mselv es , sometimes with pay a nd sometimes with out , in commun it y affa irs. The RD I P is anothe r brid ge between community and uni ve rsit y ove r wh ich mutual pa rticipation can flourish. At the RDIP Rev iew Conference in the fa! I of 1968 , most of th e discussion on uni ve rsity-community r e lationship s ce nter e d around strategies for ex panding the RD I P type of internship program. Con- ferees were unanimous in urgin g p ro g r a m ex pansi on , but RDIP officials cautioned that, as presently co n s tituted, been rea c hed it s cei I in g h as a lmost in t e rms of administrative capability. It was ge nerally ag r eed that some k ind of decentr a lization was i n o r de r, but where respons i bi l it y shou ld r es t major dis ag r ee me nt. was a po int of The case f o r uni vers i ty admin i st r atio n was espo use d by thos e who saw the int e rnship s as primari l y a l ea rnin g ex peri ence , a nd who be li ev ed th a t th e l ea rnin g dimens i on would with e r away under auspices ou tsid e the univers i ty. suggested th a t university studen t s be i nvo l ved and administrat i on. A l so, was i n progra m pol i cy One p rob l em , of course , wou l d be th e o f th e program in th e uni ve r s it y. it l oc ation For exam ple, one wo uld env i s i o n the t y pe of program administered by the Sc hoo l of Pub I i c Hea lth , and qu it e another t ype by th e Schoo l of Education. Perso n s who argued fo r s tat e spo n so r ship seemed to fee l that a state agency would maintain a better ba l ance of 14 interes t s between �doing a job (many of the age ncies where int e rn s serve are staterelated) and learning. (Most interns serve in their r espe ctive states so the states have a vested int e r e st in them as human res o urces.) What i s so clear is that the SREB-RDIP has the confidence of al I parties in the int e rn program and a ny new agency , wherever it is based, wi I I be suspect by o ne or mo r e parties, perh aps to th e extent that it would neve r be able to get off the ground. Further, any a ttem pt to create an enti r e l y new set of agenc ie s wou l-d g i ve ris e to in-fighting th at cou ld wel I defeat th e program. Given the mag nitude of goo d wi I I a nd b r ea dth of s upport f or the program, SR EB- RD IP will be delinquent in i ts resp o ns i b ility to the So uth, a nd to th e na ti on, central if it fai I s to co ntinu e t o play a r o l e in bui I ding the i nternsh i p program. don e in ways that do no t Thi s can be neces s ar ily mea n a grea tl y expanded ad mini st r a ti ve rol e for the RD IP. For exa mpl e , t he RD IP co uld es tab Ii sh gu id e Ii nes for int e rnships, ac t as a co nd uit of fu n ds for program s , a nd evaluate programs. This kind of arrangement wou ld pe rmi t a variety of sponsors~ - a university he r e, a sta t e agency ther e --t o evo l ve on the basis of merit a nd in the image of th e SREB-RD IP . Another poss i bi I it y wou l d be for the RD I P to create or to co ntract to a se parate agency the bulk of administrative c hor es whi ch it present l y car ri es. In this way, th e RD I P cou l d maintain its present smal I staff who cou ld conce r n them se lves with kee ping on the right track a grea tl y ex panded internship program. 15 �Ba l a nces and Imbal a nc es To return to th e multi-dim e nsi o nal p r o g r· a m, it v i e w of the intern ship i s o b v i o u s t h a t a n u mb e r o f b a I a n c i n g a c t s mu s t ca rried on simultan eously . be Among th ese are : I. A ba lanc e between e l ements of ri g i d i t y , e . g ., the writing o f r epo rt s o n sc h ed ul e , a n d e l eme nt s of flexibilit y , e .g., scope fo r int er n ini tia ti ve 2. A balance between the int e rn' s pa r t i cu l a r assign ment a nd exp os ur e to new fields and situations 3. A balan ce betwe e n mak ing s uit ab l e a rran geme nts for l e arnin g t o occ ur, b ut no t makin g thi ngs so easy_ that I ii"tl ~ o r no l ea rning wi 11 occur 4. 5. A bal a nce be twee n a n int ern ' s pe rf o rmin g a u sefu l ta sk and ga inin g know l e dge and wi sdo m A ba lanc e whee l t o ma int a in a dynamic equ i I i b rium amo ng th e pr og ram ob j ect i ves a nd amo ng the sometimes competin g forces th at c om e int o p l ay (R ev i ew Conference part i cip a nt s fe lt that SR EB- RD IP is just th e ri g ht kind of balanc e whee l) Two impo rt ant as pects of the i nte rn sh i p p r og ram see m to be se r i o u s l y out o f ba l ance : th e pr o gr a m i s f a r too s mall wi th th e nee d fo r it a nd i t appea rs to receive its mo ney from so urc es o ut of propo rti o n t o the r etu rn s . kind o f in co mpari so n Fo r r easo ns c i ted ea rli e r, thi s i nte rn s h i p i s on e that s ho uld be wi t hi n r ea ch o f e ve r y co ll ege a nd univ e r s it y student , a l I 6 , 000 ,0 00 of t he m. I t s hou ld not be r es trict ed t o o ne reg i o n of the country, no r t o s tu de nt s who just happen to hear about it. It is certainly not foreseen that e very st ud e nt wi I I want to par ti c i pate in thi s prog r am, for some a re in a position to se t up their own i nternships a nd others wi I I pref e r a lt e rnative us es o f tim e. But no o ne s ho u l d be exc lud e d from th i s kind o f experience s impl y for l ac k o f fund s, 16 inf o rmati o n , job �openings, supervision, or counseling. To try to analyze costs and benefits is difficult because of several unknowns. We do not know, for example, what overhead costs to assign to the participating university or host agency. We do not know what dollar value to assign as the benefits of an internship received by the federal or state government or by the university. In spite of these unknowns, certain conclusions can be drawn from what we do know, and from assumptions that seem reasonable. Not every case yields a savings comparable to the two-man team which, at a total cost of $5,000, completed an analysis and report which the host agency had been prepared to contract out at a cost of $51,000. But reports from supervisors and others give clear evidence that the overwhelming majority of interns make a contribution to the host agency at least equivalent to the stipend they receive as interns. Only in a minority of internships does the host agency even make a contribution to the stipend. The first conclusion, then, is that ful I payment of the intern's stipend by the host agency is economically justifiable. We also know that the internship process generates a significant amount of I earning by the intern. This outcome is seen in the award- ing of academic credit to interns, and in report s of the interns and their advisors. \lvhile impossible to quantify exactly, to be fairly comparable to what is it would seem learned in half a normal semester. Judging by tuition charges at institutions receiving the lowest amounts of pub I ic subsidies, the cost to the student of a halfterm's learning is at least $500. Hence, the second conclusion is that the amount of relevant learning derived from the internship pro c ess 17 �justifies ful I payment of the universit y co unsel or 's fee ($30 0) by the university. (Also, th e university ove rhe a d appear s to be at l eas t offs e t by th e learning gained by the profes so r and benefits ga ined by the instituti o n, as a consequence of participatio~ in the int e rnship program.) Be nefits to the several governments--federal, s tat e a nd local--are more general. The expectation is that interns wi I I sel ect careers consi ste nt with the needs o f society, that they wi I I be be tter citizens a nd mor e productive members of the eco no my . Whether or not these expectations materialize wi I I not be known for 20 o r more years. At this stage, it ca n be report e d that the intern- ship process i s having th e kind of e ff ect on intern s that th ey are mov in g themselves in t he se direction s . He re ag a in, qua ntifi cati o n is impossibl e , but in c o mparison with th e magnitude o f pub I ic s upport for clas s r o o m educat i on , and conside rin g the a s s umpti ons u po n which it i s bas ed , financial s upp ort for e xp e riential e ducation o f th e RDIP vari ety ce rtainly appears to be a bett er inv est ment than s uppo rt fo r c l assroo m e du cation. The obj e ct iv e s hould be to achie ve a prop e r balanc e be tween c l ass r oom an d ex pe ri e nti a l e ducation which, i n f i nanc i a l terms, wi I I be reach e d when t he rat es o f r e turn on inv estm e nt become eq ua l. I n a dd iti on to th e f e de ral a g e nc i es supportin g th e RD I P, exp e rime nt a t i o n with th e d i a ko n i a paid e i a co nc e pt c a n b e f o und i n s uc h programs as the Peac e Co rps, Co ll ege Work-Study Program , Neighborhood Yo uth Co rp s , J o b Co rp s , VI STA a nd Teac he r Co rp s . Thi s ex pe r i me nt a ti o n s ho uld co ntinu e , a nd c ha nges sho ul d be ma de wh e r e nee de d . 18 �From where this observer stands, the RDIP offers a unique experiment in the diakonia paideia concept and, as may be inferred from foregoing observations, more advanced than other experiments in several financial important respects. Hence, wh i I e a re-a Ii gnment of support is appropriate, continued support from govern- ment agencies is warranted during this experimental period. As the internship program becomes institutionalized, it should endeavor to alter its support pattern in three ways, as fol lows: I. The university should cover the cost of fees for the counselors and should assume a greater role in ·the recruitment of interns, development of projects, seminars and report writing. 2. fhe host agency should pay a share of the intern's stipend that reflects the real worth of the intern to the agency, but not so much as to make the agency feel it can exert an employer's control over the in""' tern. Thus, the agency's contribution should always be less than the salary or wage a regular employee would receive for doing the intern's job. Using these criteria, a typical agency could be expected to contribute from 50 percent to 75 percent of the intern's allowance. 3. Government, at al] three levels, should provide general purpose support of sufficient magnitude to enable researchers to determine the appropriate balance between classroom education and experiential education for college and university students. In addition to altering the support pattern, SREB should look for savings. Consider the team concept. A team of four interns could have one basic task, one university counselor, and one technical advisor, and write a single report, thereby reducing the number of consultants by 75 percent. Another saving in scale should result from more concentrated recruitm e nt and placement efforts. for The administrative backstopping 100 interns from one campus or at one agency should be only a 19 �fraction of the present administrative costs for one intern multiplied by 100. One important funding feature to retain is use of SREB as a conduit of funds. Both the government agencies and the ~niversities much prefer dealing with one place having fiscal severa I. responsibility than Of course, SREB does not want to become a large operating agency, but there is really I ittle problem here because the SREBRDIP could allocate funds just as foundations do. Project submissions could be made to the SREB- RDIP for approval, payment and evaluation. Much of the legwork now done by the RDIP staff could be assumed by the institutions submitting the projects. The Future The i nevitabi I ity of change is truer today than ever, for changes occur more quickly than before. o f st a gn a tion. Yet the RDIP is in dan g er As pre se ntly c on s ti t uted a nd sponsored, th e num e ri c c e i I ing has bee n r ea ch e d a nd, bec a use o f g e ne r a l p r ogr a m ex c e ll e nc e , qualit a tive chang e s can be expected t o l e ad to incre mental impr o v e - ment o n ly. Giv e n thi s r at her co ns tr a inin g s itu a tion, wh a t s ho uld be the future c ourse of the RDIP? In r e viewing th e observations and sugges- ti o ns co nt a in e d in thi s pa pe r, th e f o ll o wing activitie s s ho ul d be ca r e fully co n s id e r e d : I. Ex periment with larger-scale pr o grams. This a cademi c year, pursue ag g re s siv e ly the po s sibilities for l a rger pr og r a ms in No rth Ca rolin a, Geo r g i a, and Atl a nt a . Nex t ye a r , co nce ntr ate o n o ne o r t wo ca mpu ses, gua r a nt ee in ter ns hi ps to a l I wh o gen uin e ly see k the m, d i sc o ver wh a t pe r ce ntage of st u de nts co me fo rw a rd . At t he sa me t im e , sa tur ate a co mmuni t y o r r eg i o n to de t e rm in e t h e num ber of in t e rn s h i ps a v a i l a b l e In c lude se mes te r- l o ng and aca dem i ca mong a g iven popul a ti o n . yea r int er ns hi p s . 20 �l 2. Encourag e campuses to share the counselor's allowanc e and agencies the intern's allowance. 3• Encourage universities, agencies, and consortia to sponsor internship projects on their own, but tied in with the RDIP tor standards, consultations an~, where appropriate, funds. 4. Spread the word. Proceed with the conf ere nce being planned for 196 9. Invite a few r epresentat ives from outside the domain of SREB. Make it a setting for the strongest kind of endorsement possible f o r the RDIP program and discuss future plans. 21 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document DIAKONIA PAIDEIA and the SOUTHERN REGIONAL EDUCATION BOARD RESOURCE DEVELOPMENT INTERNSHIP PROGRAM By Donald J. Eberly The Resource Development Project of the Southern Regional Education Board offers internship appoint- ments to a limited number of college upperclassmen and graduate students who demonstrate an interest in the processes of social and economic change. The program is designed to provide service-learning ex- periences for students through assignments to spe- cific projects of developmental agencies, community action programs, and to other local, state, or re- gional organizations concerned with developmental change. Financial support is provided by public agencies interested in economic development, resource devel- opment, community action and related fields. They include: Appalachian Regional Commission, Coastal Plains Regional Commission, Economic Development Administration, Office of Economic Opportunity and Tennessee Valley Authority. This report, prepared by Mr. Donald J. Eberly, Ex- ecutive Director of the National Service Secretariat, evaluates the SREB Resource Development Internship Programs and recommends directions for future service- learning activities. SOUTHERN REGIONAL EDUCATION BOARD, Resource Development Project IS0° Sixti= streets NoWes At tania, Georgia 50515  DIAKONIA PAIDEIA AND THE RESOURCE DEVELOPMENT INTERNSHIP PROGRAMS Donald J. Eberly It is useless to try to report on SREB's Resource Development Internship Programs (RDIP) in one dimension, albeit that is the Traditional approach taken to problem solving. If we want a job done, we hire someone to do it, |f we want someone to learn, we teach him and thereby, the assumption goes, he learns. lf we want To promote university-community relations, we establish a Committee for the Promotion of Relations between the University and the Community. But that kind of uni-dimensional approach just won't work with the Internship Program. However, it is reassuring to note that if we took a series of snapshots of the program along different axes, we would see everyday occurrences. Looking along one dimension, we would see a person doing a job; along another, a person learning in the field of law or economics; along another, a person experiencing life in a poverty area for the first time; along still another dimension, a person deciding upon a career. And so on. The list is a long one. The beauty and strength of the RDIP is that all these things can happen to the same person at the same time, for the internship concept rejects the notion that learning can occur only at school as firmly as it does the notion that a job is a job, and has no business being examined against the writings of Plato, or Spinoza, or Frost, or Keynes, or King. Yet there seems to be no word or phrase that captures the essence of this kind of service-learning program. On such occasions, it has been helpful to borrow from ancient Greek, as Norbert Wiener did in coming up the the word "cybernetics," to try to symbolize the project. In this paper we use diakonia and paideia, two Greek phrases that carry with them the con- cepts of teaching and learning through activity, and of a style of life geared to contributing to the welfare of others. In our special shorthand,then, this paper is a report on the diakonia piadeia concept as implemented and administered by the RDIP. lt is based on the writer's interviews with several of The interns, counselors, government officials and administrators, his attendance at RDIP conferences in 1967 and 1968, his perusal of confidential reports of program participants, and his deliberate exposure to the diakonia piadeia concept for the past two decades. Unfortunately, the medium in which this report is rendered does not permit a simultaneous examination of all aspects of the concept and the program, so it will look separately at three major components: manpower for service, the learning aspect, and community- university relationships. Then it will explore areas where all com- ponents meet; namely, program balances and imbalances, funding, and the future. The report assumes the kind of familiarity with the program that can be obtained by reading The 1966 and |967 reports of the RDIP. Manpower for Service A fundamental change that is occurring in the American concept of work was emphasized by the interns in their application forms  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 40 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/09e78370d00d910689f43ba034100170.pdf 615663df3ddfe9bbbd29e063ad98b84b Scripto Transcription A written representation of a document. 1:w :-.,·;_,1!, ,\/rl'('/, .\'.IV· ,/1/u11111 . L'eo,:i;ia :w·11:1 · -JrN 87::!-887:1 July 7, 1969 TO Atlanta Seminar Participants FROM: Robert L. Sigmon RE Preparation for Seminar A. Over 20 interns from 12 states representing both undergraduate and graduate institutions and from a variety of projects and agencies will be attending. B. As a technique for each intern to present the nature and substance of his internship assignment, you are requested to prepare and bring with you to the seminar a symbolic expression, some tangible evidence, of your project efforts. As an example, last year an intern working with Mexican-American Consumer Co-op in Texas brought a paper bag containing a can of beans and some tortillas to symbolize the basic diet of the people and products for the co-op. Another intern working with comnru.nity organizations in North Carolina used a cigarette to discuss the tobacco economy of that area and its relationship to organizing in rural North Carolina. Each intern will be offered the To facilitate early discussions requested to develop an outline includes in the carrying out of you are familiar with. opportunity to discuss his or her project. on the nature of development, you are of what you think the developmental process your project or in any other area that C. We will attempt during the seminar to examine the developmental process as it relates to you and your project. D. To focus the educational question, would you be thinking about the question of how we became autonomous learners? E. On Monday morning, a public official and a representative of a higher education institution in Atlanta will attend the seminar to dialogue with us on the role of youth in both the meeting of public needs and discovering better ways of encouraging learning in the context of meeting those needs. See you Sunday, July 13 in Atlanta. RLS:ht � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Southern Redlonal Education Bourd L830 Strath Street, NO + Tanita. Georsia AUS 1S © 404 872-8878 TO July Ts 1969 fob Meteludumen® frien Atlanta Seminar Participants FROM: Robert L. Sigmon RE : Preparation for Seminar Over 20 interns from 12 states representing both undergraduate and graduate institutions and from a variety of projects and agencies will be attending. As a technique for each intern to present the nature and substance of his internship assignment, you are requested to prepare and bring with you to the seminar a symbolic expression, some tangible evidence, of your project efforts. As an example, last year an intern working with Mexican-American Consumer Co-op in Texas brought a paper bag containing a can of beans and some tortillas to symbolize the basic diet of the people and products for the co-op. Another intern working with community organizations in North Carolina used a cigarette to discuss the tobacco economy of that area and its relationship to organizing in rural North Carolina. Each intern will be offered the opportunity to discuss his or her project. To facilitate early discussions on the nature of development, you are requested to develop an outline of what you think the developmental process includes in the carrying out of your project or in any other area that you are familiar with. We will attempt during the seminar to examine the developmental process as it relates to you and your project. To focus the educational question, would you be thinking about the question of how we became autonomous learners? On Monday morning, a public official and a representative of a higher education institution in Atlanta will attend the seminar to dialogue with us on the role of youth in both the meeting of public needs and discovering better ways of encouraging learning in the context of meeting those needs. See you Sunday, July 13 in Atlanta. Patt Sy Wissen Robert L. Sigmon RLG:ht  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 39 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/1a5d34683b6e477c43f736da963b1aeb.pdf 3b2f0b1aeda40994182b4b74612e4ebc Scripto Transcription A written representation of a document. {' ·, / _(7 ) ATLANTA VRBAN CQRPS 30 COURTLA N D STREET , N .E . / PHONE (404] 524 -8091 / ATLANTA, GEORGIA 30303 July 10, 1969 Mayor Ivan Allen, Jr. City of Atlanta City Hall 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear Mayor Allen: Thank you for addressing our interns during the recent Atlanta Service Learning Conference. Your enthusiasm and support are vitally needed and appreciated on behalf of the Urban Corps . I am enclosing a list indicating each college , student and assignment for Urban Corps Interns. {ezy, WILLIAMS Director SAW :s z Enclosure �. , AGNES SCOTT COLLEGE College Work-Study Students Name Agency Pay Rate None Non-College Work-Study Students T. Brackin S. Dennard J. Lang J. Maulding S. Pickard S. Tucker T. Swartsel C. Watkins M. Gordon Kennesaw Mountain Park Fulton Cou_n ty He,alth Dept. Fulton County Health Dept. Fulton County Health Dept. Kennesaw Mountain Park Kennesaw Mountain Park Atlanta Urban Corps Fulton County Health Dept. Community Council Declining Students L. Cooke E. Willis $2.20 2.20 2o20 1. 80 2.20 2.20 2.50 2.20 2.20 �Non-College Work- Study Students Atlanta Universitt Name K. Liang D. White Pc!Y, Rate Finance Atlanta Urban Corps $2.50 2.50 �Brandeis college College Work-Study Students Na;-ne V. Spaulding Agen<;Y_ Atlanta Youth Co~ncil Pay R~ $2.20 �BROWN UNIVERSITY College Work-Study Students ~r1£!_ R. Padgett Atlanta Youth Corps ~~ $1.80 �CLARK COLLEGE College Work-Study Students Name L. Alexander C. Bonner R. Childress c. Choice. w. Driver G. Fretwell J. Herring D. James c. Knight B. Peters M. Sinmons D. Wright Dekalb YMCA Peace Corps Water Works Parks & Recreation Co,:mn:. mi ty Arts Atlanta Youth Council Library Atlanta Youth Council Wheat Street Church Literacy Action Atlanta Yo~th Co~ncil Library $1.80 2.20 2.20 2.20 2.20 2. 2 1) 2.20 1.80 2.20 2.20 1.80 2.20 Non-College Work-Study Students c.. I. Highta:-,er P. Johnson Co;mnunity Arts 2 .20 Water Works 2.20 Declining Students M. Bostick J. Bussey I. Cleveland M. Tagen B. Stinson B. Thom?svn T. Williams P. Wilkes -'Bl--• . Iia-t -tand �Dekalb College College Work-Study Students Name J. Flemister B. Grimes E. McCord F. McCord E. Neal R. Rucker L. Scandrick c. Thomas v. Tomlinson P. Watkins E. Stulciivant Agency Pay Rate Parks & Recreation Atlanta Youth Co~ncil Atlanta Youth Council Dekalb YMCA Gate City Day Nursery Kirkwood Center Atlanta Youth Council Com~unity Council Y-wCA YV.JCA Boy Scouts $1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 Declining Students c. Cotton M. Ham;:,ton c. Person c. Robinson J. Searcy M, Almond �EMORY UNIVERSITY Non-College Work-Study Students Name B. Bainbridge F. Benfield J. Bruce N. Corcoran K. Frye M. Gerber D. Harvey C. Haynes F. Hillbrath J. Hollenbeck M. Irby A. Von·Keller G. Lurie K. Kirschstein R. Martin A. Mayeaux J. Martin J. Mulligan N. Norbert 11 • Newman R. Simmons B. Snoo~inson c. Smith o. Williamson M. Wo~dward Agency Wheat Street Church Grady M & I Clinic City Parks Fulton County Health Dept. Atlanta Public Library Wheat Street Church Street Theatre Atlanta Girls Club Mayor's Office Pay Rate $2.20 2.2i) 1.80 1.80 1.80 2.20 2.20 2.20 2.50 Non-College Work-Study Students J. Bridges Colliers Fleming F. B. Kavelage s. Lindsey s. Mr,.;ram:>a v. Scalera R. Toney w. Tra1Tis J. Petzelt w. Atlanta Public Library Aviation Mayor's Office Atlanta Urban Corps Atlanta Girls Club Atlanta Urban Corps Ga. State Phy. Ed. Dept. Sanitation Sanitation Ga. State Phy. Ed. Dept. Declining Students c. Bostick G. Faison w. Huff D. Kavelage M. Langford (Is working part-time) M. Morris R, Ratte tree 2.50 1.80 2.50 2. 20. 1.80 2.20 2.50 2.20 2.20 2.20 �GEORGIA TECH College Work-Study Students ~ency C. Brown D. Christenberry D. Draglin P. Harwell K. Batcher A. Keck W. H. D. J. J. Kemp Nash Paul Wilcox Wilson St. Vincent de Paul Center Mayor's Office Water Works Atlanta Urban Corps T.,ibrary Atlanta Youth Corps Water Works Traffic Wheat Street Church Water Works Atlanta Youth Council $2.20 2.50 2.20 1.80 1.80 2.20 2.50 2.20 2.20 2.50 2.20 Non-College Work-Study Students M. 'W. C. R. A. J. M. Bodor Bloom Caskey Combes DeLuca Foster Howec::ly T. Hunt J . King S. Lester A. Miller M. Rabb T. Snider P .. Sta nsbury J. Uffelman D. Whelan Finance Mayor's Office Sanitation Sanitation Sanitation Mayor's Office Planning Atlanta Housing Atlanta Youth Corps Sanitation Kennesaw Mountains Atlanta Urban Corps Finance Sao.itatio".l Sanitation Atlanta Urban Corps Declining Students S. S. J. R. R. D. Becket Chen Devenny Elliot Fenet Hend,=rson T. Ho od K. Jackson C. Johnson M. Karwisch P ~ .Lu D. Ma r sh R. May P. Nwghe J . Ol son P . Robe r ts R. P. R. J. A. Scholos Scott Still Sous Wallace G. Weaver li:. White E. Wahlen G. Zitlow T. Hatcher 2.20 2.20 2.20 2.20 2.20 2.50 2.50 2.20 Volunteer 2.20 2.20 2.20 2.50 2.20 2.20 2.50 �Indiana University College Work-Study Students Name W. Patterson JIB.~ Atlanta Yo~th Corps 143.215.248.55 $2.20 �LAKE FOREST COLLEGE College Work-Study Students Name S. Cantor S. Dawson Service Learning Conference EOA $2.20 1.80 �MERCER COLLEGE College Work- Study Students Na.ne T. Wade Age!Y'i Southwest YMCA Pay Rate $1.80- Non- College Work-Study Students G. Wood Atlanta Youth Council 2.20 �MOREHOUSE COLLEGE College Work-Study Students Name R. K. M. E. A. E. J. L. J. Carroll Dunlap Floyd Gaffney Kennedy McMichael Moore Sanders Stephens Pay Rate Personnel City Parks City Parks Vine City Atlanta Youth Council Community Arts American ·Cancer So~iety Atlanta Youth Council Parks & Recreation $2.20 2.20 _2.20 2.20 1.80 2.20 2.20 2.20 2.20 No~-College Work-Stu1y Students E. Barrett R. L. M. M. R. c. Bro-.-m Keys Mangham St blefield Terry Wilso".l Georgia Emµloym,:nt Purchasing Water Departm,:nt Finance Street Theatre Water Department Traffic. Declining Students c. Burnett T. Cuffie A. Dollar K. Fa 6 en K. Martin A. Moses J. McCottrell G. Sim_;,son w. Wilson 2.20 2.20 2.20 2.20 2.20 2.20 Volunteer �MORRIS BROWN COLLEGE College Work-Study Students Name t B. CoJ1er c. Davis Hamil ton Hayw;:iod Humphrey Jefferson A. Mitchell c. McElroy c. Myrich B. Pe!lningto':1 c. Simmons D. Small M. Strozier B. Underw.:>od C • Waddell c. . Wheeler R. Williams R. Braxton D. Hicks A. R. D. R. Agency fay Rate Atlanta Girls Club Parks & Recreation Atlanta Youth Corps EOA YWCA Mennonite House Wheat Street Baptist Church Parks & Recreation Academy Theatre Immigration Atlanta Girls Club Irrnnigration American Cancer Society Atlanta Urban Corps Easter Seal Finance Gate City Day Nursery Fulto!l Co unty Health Dept. Gate City Day Nurs~ry $2.20 2.20 1.80 2.20 1.80 2.20 2.20 2.20 2.20 1.80 2.20 1.80 2.20 2.20 1.80 2.20 2.20 1.80 2.20 Non-College Work-Study Students J. Myle s S. Prator Sanitation Sarah D. Murphy Homes Declining Students M. Comb M. Co~en J. Delay w. Flanders J. Ho·.vard s. Johnson A. Jone s D. Lemon A. Love lace J. Po·.vell R. Rynder Y. Ross R. Sis t:a rie w. Smith c. Smith c. Will iams E. Warner v. Ch andler 2.20 2.20 �OGLETHORPE College Work-Study Students Name D. Hanley J. Menez EOA Mayor's Office $2.20 · 2. 20 Non-College Work-Stuiy Students T. Isaac Mayor's Office 2.50 �· Southwestern College Work- Study Students Pay_ Rate Name F. Flowers G. Roberts -. Community Relations Street Th2atre $1.80 · 1.so �SPELMAN College Work-Study Students Name R. Arnold A. Chapman P. Dozier D. Lewis M. Moore B. Qui.llins T. Sinkfield C. York s:: Mincey< L. Howard M. Kreger Kirk-w;:,o:l Center Gate City Nursery Easter Seal Atlanta Girls Club Library Kirkwo,:)d Center Atlanta Youth Council Family Counseling Wheat Street No~-College Work-Study Students Literacy Action Fulton County Health Dept . Declining Student s S. Holiday V. Smith $2.20 2.20 2.20 1.80 2.20 2.20 2.20 2. 20 2.20 2.20 2.20 �UNIVERSITY OF GEORGIA College Work- Study Students Name S. Berry M. Friedman Crim~ Co:nmission City Water $2.20 2.20 Non- College Work-Study Students F. Go~dson J. Hotard K. Millw.:>0d J. Spencer Sanitation Sanitation Atlanta Urban Corps Crime Co~mission Declining Students W. Goldstein L. Shahid 2.20 2.20 2.50 2.50 �University of Pennsylvania College Work-Study Stuients Name P. Whatley ~e_T}£/_ fay Rate Fulton County Health $2.20 Non-College Work- Study Students J. Waggener Business License 2.20 �VASSA.~ College Work-Study Students Name M. Freeman Me_TJ.SL )? ay_J3,.a ~ Dekalb YMCA $1.80 �WEST GEORGIA COLLEGE College Work-Study Students Name s. Ball K. Betsill L. Brow:i D. Cousineau N. Ingram M. Jaccino K. Kennedy s. Kiemele J. Mann R. Lyne s P. McLaughlin s. Stro1.)hert c. Thurmond L. Tilley D. Turner s. Windom M. Winston E. Henderson Fulton County Health Dept. Decatur YMCA Fulton County He alth Dept. Fulton County Health De pt. Atlanta Public Library Fulton County Health Dept. Fulton County Health Dept . Fulton County Health Dept. Atlanta Youth Council Water De pt. Atlanta Girls Club Kirkwood Center Grady's Girls Club Atlanta Youth Council De kalb YMCA Fulton County He alth De pt. Motor Trans. Parks & Recreation Declining Students J. Neighbors \ $2.20 1.80 2.20 2.50 2.20 1.80 1.80 1.80 1.80 2.20 1.80 2.20 2.20 1.80 2.20 2.20 2.20 2.20 �YESHIVA COLLEGE College Work-Study Students Name L. Shields ~~Si. Easter Seal ~ R~te $2.20 �Non-Colle ge Work-Study Students Agency Pay Rate Tulane I. Deen Atlanta Urban Corps Vanderbilt J. Elman Sanitation Declining Students R. Westbrook Univers ity o f t he South ~o Benjamin C. Dill Earlham Coll ege A. Cherry Tuskee gee w. Johnson Smith J. Dayan Barnard A. Waller Ht. Holyoke s. Erlick $2.50 �No:a-College Work-Study Students Agency Name Pay Rate Florida Presbyterian Coll ege ._ s. Fulton County Health Chandler $1.80 Northwestern University Emmaus House F. Hill 2.50 University of Ken tucky Water Depto ,, J. Hill I 2.20 Coppin State College Jacqueline Blackwell EOA 2.20 Randolph-Iviacon A. Luce Decatur-Dekalb YMCA 1.8;o University of North Carolina 1 M. Lawrence B. White Atlanta Service Learning Conference 2.20 Literacy Action 2.50 Wesleyan ' W. Hillkey Finance 1.80 Anti och Coll ege · M. Berk Mayor's Office 2.20 Clemson T. Rog·e rs Atlanta Ur ban Corps 2.50 George Wa shington College 1 11. Silberstein Kennesmv Mountain 2.20 North Carolina Arts Sc hool · Ce Walker Finance 1. 80 East Carolina · E. Wi tCher , Fulton Planning 2.50 . Berry College G. Smi tb· Emmaus House Volun teer � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ATLANTA VRBAN CORPS 30 COURTLAND STREET, N.E. / PHONE [404] 524-8091 / ATLANTA, GEORGIA 30303 July 10, 1969 Mayor Ivan Allen, Jr. City of Atlanta, City Hall 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear Mayor Allen: Thank you for addressing our interns during the recent Atlanta Service Learning Conference. Your enthusiasm and support are vitally needed and appreciated on behalf of the Urban Corps. I am enclosing a list indicating each college, student and assignment for Urban Corps Interns. Singerely, SAM A, WILLIAMS Director SAW:szZ Enclosure AGNES SCOTT COLLEGE College Work-Study Students Name Agency Pay Rate None Non-College Work-Study Students T. Brackin Kennesaw Mountain Park $2.20 S. Dennard Fulton County Health Dept. 2.20 J. Lang Fulton County Health Dept. 2.20 J. Maulding Fulton County Health Dept. 1. 80 S, Pickard Kennesaw Mountain Park Dea S. Tucker Kennesaw Mountain Park 2.20 T. Swartsel Atlanta Urban Corps 2, 50 C. Watkins Fulton County Health Dept. 2.20 M. Gordon Community Council Z,20 Declining Students L. Cooke E. Willis Non=College Work=Study Students Atlanta University Name Agency Pay Rate K. Liang Finance $2.50 D. White Atlanta Urban Corps 2.50  Brandeis College College Work~Study Students Name Agency _ Pay Rate Atlanta Youth Council $2.20 V. Spaulding BROWN UNIVERSITY College Work-Study Students Name Agency Pay Rate R. Padgett Atlanta Youth Corps $1.89 . . . . « VeEwavanaarar . M. I, Le M. B. B. T. P. Name Alexander Bonner Childress Choice. Driver Fretwell Herring James Knight Peters Simnons Wright Hightower Johnson Bostick Bussey Cleveland Tagen Stinson Thompson Williams Wilkes “BY - Hétland CLARK COLLEGE College Work-Study Students Agency Dekalb YMCA Peace Corps Water Works Parks & Recreation Community Arts Atlanta Youth Council Library Atlanta Youth Council Wheat Street Church Literacy Action Atlanta Youth Council Library Non-College Work-Study Students Comnunity Arts Water Works Declining Students Pay Rate $1.80 2.20 2.20 2.20 2.20 2.20 2.20 1.80 2.20 2.20 1.80 2.20 2.20 2.20 Ansar nresaawY za SZ uno Name Flemister Grimes McCord McCord Neal Rucker Scandrick Thomas Tomlinson Watkins Stuldivant Cotton Hampton Person Robinson Searcy Almond Dekalb College College Work=-Study Students Agency Parks & Recreation Atlanta Youth Council Atlanta Youth Council Dekalb YMCA: Gate City Day Nursery Kirkwood Center Atlanta Youth Council Comnunity Council YWCA YWCA Boy Scouts Declining Students Pay Rate $1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 J. N.. KK. M. D. F. ois A. R. A. Js N. Hi. R. J. J. Jie E. Name . Bainbridge Benfield Bruce Corcoran Frye Gerber Harvey . Haynes Hillbrath Hollenbeck Irby Von’ Keller . Lurie . Kirschstein Martin Mayeaux Martin . Mulligan Norbert Newman Simmons Snooks Thompson TumLin Walsh Whigham Spence Daniels Tom Afflect R. dD. M. H. J. DeMayo Followill Holland LeFever Stephenson EMORY UNIVERSITY Non-College Work-Study Students Agency. Atlanta Girls Club Sanitation Mayor's Office Emory Legal Aid Atlanta Urban Corps Atlanta Urban Corps Finance Street Theatre Youth Council City Attorney Finance Emory Legal Aid Mayor's Office Fulton County Health National Welfare Rights Personnel Mayor's Office Fulton County Health Kennesaw Mountain Fulton County Health Kennesaw Mountain Sanitation Family Counseling Aviation Finance Housing Conference Crime Commission College Work-Study Students Fulton County Health Declining Students Pay Rate Volunteer $2.50 2.50 2.50 2.50 2.50 2.50 2.20 2.20 2.50 9520: 2.50 2.20 2.20 2.50 2.50 2.20 2.00 2.50 2.50 2.20 2.20 2.20 2.50 2.50 2.20 2.50 2.20 Name J. Ingle S. Owens P. Sims E. Vignand Georgia College at Milledgeville College Work-Study Students _— —e Agency _ Pay Rate Atlanta Youth Council $2.20 Library 2.20 Sunmer Comnunity School 1.80 —— . BOOM rPwewaAN W. F. Se V. Ree W. Aes BS oOBQ0 . Name Atkins Daniels Durrah Gaither McCrary Robinson Smith Williamson Woodward Bridges Colliers Fleming . Kavelage Lindsey Mwamba Scalera Toney Travis Petzelt Bostick Faison Huff Kavelage GEORGIA STATE COLLEGE College Work-Study Students Agency Pay Rate Wheat Street Church Grady M & I Clinic City Parks Fulton County Health Dept. Atlanta Public Library Wheat Street Church Street Theatre Atlanta Girls Club Mayor's Office Non-College Work-Study Students Atlanta Public Library Aviation Mayor's Office Atlanta Urban Corps Atlanta Girls Club Atlanta Urban Corps Ga. State Phy. Ed. Dept. Sanitation Sanitation Ga. State Phy. Ed. Dept. Declining Students Langford (Is working part-time) Morris Rattetree $2.20 2.29 1.80 1.80 1.80 2.20 2.20 2.20 2.50 . . NNONN NF NN EF bo NMmMNUONhM Ohm Ww ou oooocoocooceo  W. Cc. R. A. M. Te J. Ss. A. le T. P. J. D. Name Brown Christenberry Draglin Harwell Hatcher Keck Kemp Nash Paul Wilcox Wilson Bodor Bloon Caskey Combes DeLuca . Foster Howeedy Hunt King Lester Miller Rabb Snider Stansbury Uffelman Whelan | Becket Chen DeVenny Elliot Fenet Henderson Hood Jackson Johnson Karwisch -Lu Marsh May Nwghe Olson Roberts GEORGIA TECH College Work-Study Students Agency St. Vincent de Paul Center Mayor's Office Water Works Atlanta Urban Corps Library Atlanta Youth Corps Water Works Traffic Wheat Street Church Water Works Atlanta Youth Council Non-College Work-Study Students Finance Mayor's Office Sanitation Sanitation Sanitation Mayor's Office Planning Atlanta Housing Atlanta Youth Corps Sanitation Kennesaw Mountains Atlanta Urban Corps Finance Sanitation Sanitation Atlanta Urban Corps Declining Students R. Scholos P. Scott R. Still J. Sous A. Wallace G. Weaver White Wahlen Zitlow . Hatcher Ho Fl i Pay Rate $2.20 2.50 2.20 1.80 1.89 2.20 2.00 2e20 2220 Zea0 2.20 2.20 2.20 2.20 2.20 2.29 2.59 2.50 2.20 Volunteer 2.20 2.20 2.20 2.59 2.29 2.20 2.50 Indiana University College Work-Study Students Name Agency. Pay Rate W. Patterson Atlanta Youth Corps $2.20 LAKE FOREST COLLEGE College Work-Study Students Name Agency Pay Rate S. Cantor Service Learning Conference $2.20 S. Dawson EOA 1.80 MERCER COLLEGE College Work-Study Students Nane Agency Pay Rate T. Wade Southwest YMCA $1.89 Non-College Work-Study Students G. Wood Atlanta Youth Council 2.20 . Pon poe nw Nane Carroll . Dunlap . Floyd Gaffney Kennedy McMichael Moore Sanders Stephens Barrett Brown Kevs Mangham St blefield Terry Wilson Burnett Cuffie Dollar Fagen Martin Moses McCottrell Simpson Wilson MOREHOUSE COLLEGE College Work=Study Students Agency Pay Rate Personnel $2.20 City Parks 2.20 City Parks 2.20 Vine City 2.20 Atlanta Youth Council 1.80 Community Arts 2.20 American Cancer Society 2.20 Atlanta Youth Council 2.20 Parks & Recreation 2.20 Non-College Work-Study Students Georgia Employment Purchasing Water Department Finance Street Theatre Water Department Traffic Declining Students 2.20 2.20 2.20 2.20 2.20 2.20 Volunteer bo . . . e «¢ " '@ @ @ © BARPQAAWDERVAWDAAPAUIAPA : Name Comer Davis Hamilton Haywood Humphrey Jefferson - Mitchell McElroy Myrich Pennington . Simmons Small trozier Underwood Waddell Wheeler Williams Braxton Hicks Myles Prator Comb Cohen Delay Flanders Howard Johnson Jones Lemon Lovelace Powell Rynder Ross Sistarie Smith Smith Williams Warner Chandler MORRIS BROWN COLLEGE College Work-Study Students Agency Pay Rate Atlanta Girls Club $2.20 Parks & Recreation 2.20 Atlanta Youth Corps 1.80 EOA 2.20 YWCA 1.89 Mennonite House 2-20 Wheat Street Baptist Church 2.20 Parks & Recreation 2.20 Academy Theatre 2.20 Immigration 1.80 Atlanta Girls Club 2.20 Immigration 1.80 American Cancer Society 2.20 Atlanta Urban Corps 2.20 Easter Seal 1.89 Finance 2.20 Gate City Day Nursery 2.20 Fulton County Health Dept. 1.89 Gate City Day Nursery 2.20 Non-College Work-Study Students Sanitation Sarah D. Murphy Homes Declining Students OGLETHORPE College Work-Study Students ; Name Agency Pay Rate D. Hanley EOA $2.20 J. Menez Mayor's Office 2.20 Non-College Work=-Study Students T. Isaac Mayor's Office 2.50  Southwestern College Work=Study Students Name Agency Pay Rate F. Flowers Community Relations $1.80 G. Roberts Street Theatre 1.80  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 38 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/69f8b424643f17156e53cfa9721b0394.pdf 9c4ea48d69d1e97d6a0bc4dcd9423241 Scripto Transcription A written representation of a document. A°Cl ~blie Adlliinhtr@ti€wu affi.4l\ A=G2 HA~@r R~lati@mi A~~to Wlft Dt M~t o Ao:,(lll hbll.ie b l ti@mJ A=04 A 0S hl'i:J@M@il!. M~t a h!rcb&§iq Aai~to Ao@6 II.® A=01 A 08 A 09 A~@@Ul!ltiq ~~to !t11ti~tic~ A~~tQ t~r@tar:ll.tJR A~~tn ll-=o@l 1=02 b@rit@ry A~ait o lLalborit@rJ A~§to 1°03 Clini@alL A@~to 04 0! 1=06 B 0J 1=08 Clifflli A A~~to Wur~il!W A~~to Ncidical T®~bn@lcgy A~eto Di try ·~~to Dat~ fl'@Cl@~lli~& M~to (Op<tr ti@D~} 1<=>09 ta fr@C&lll!illg A~&,to (l'r@P' Hai.DI SM Sly@ttr.ml ~Qlip) !! etri!.c ! l!ngin@sring A~~to 0 0 0 ~ 0 ~ 0 0 10 Al ~=12 lcl3 • 0 ~ 0 JL !clit@ri.al\. A~li1lt a .U~to (BU>l@gy) (Cmgii~try) (M®di~!) {D ntsA) lbebamielll !~giG9@ring A~~to !»-=-16 ~ivil bl&illnrina A~~to Traffic -lnc~ring A~~to ~111:H'al lnai~ring ·~~to ~r'ban Planning A11•to Producti• Allllta (&adigii 9 t's1<n1i11w111~ B~17 ~aphic Art A•~to ]l(Z)ll.4 1=15 C" IOCUL c...01 c; ... 02 c..,03 C M 0 sr.avxca ~ @I' Pila) IIUMARlTXU $ooial WeP.fa!' Aellto ~rcup W@rk Milt o CG1111111Dity Pl'@gl'mn A~~t o ltntall. Beath A~cta Cc05 C=Oi Cc07 · lecrutiou Therapy h~to Nau,-er Training Agi~ta C.:,@8 l.1111 l.ec:rMtion h'ollf'• ~~t .. c...09 rg A11111t o ( h!Jeb@lLc17 DrMatic Art A~lllt o c~10 Hi~tcri@.al 1.o•urch A~~t n ~QOl !M@hin1 Aa~t o ldueatio11 Milt o (Cll!lfficullua amd Pr@ll'aa lllcv<d@pmnt) D.,02 (l))t' »• 03 Li~nry Ae~t o !!>c:.04 D 0.5 Awl~Vi•ull. M~t o luttuetor in th® Artl! (Nin11i.t; ,, 0 !@e:ff.@l@U) Dg>ami 8 !t~o) � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document AUC-IE=o1 ATLANTA URBAN CORPS INTERN CATAGORIES 6 ~CSCSCS~S~S A. ADMINISTRATION, MANAGEMENT, AND LAW A-01 A-02 A-03 A-04 A=05 A-06 A-07 A-08 A-09 Public Administration and Management Asst. Laber Relations Asst. Public Relations and Editorial Asst. Personnel Asst. Purchasing Asst. flegsl Asst. Accounting Asst. Statistics Asst. Secretarial Aset. B. SCIENCE AND TECHNOLOGY B-01 B-02 B-03 B-0% B-0S B-06 B-07 B-08 B-09 B-10 Bell B-12 B-13 BALA B-15 Be16 Bel? Laboritory Aest. (Bidlogy) Laboritory Asst. (Chemistry) Clinical Asst, (Medical) Climical Asst. (Dental) Nursing Asst. Medical Teehnelogy Asst. Dietary Asst. Data Processing Asst. (Operations) Data Processing Asst. (Programming and Syetems Design) Electrical Engineering Asst. Mechanical Engineering Asst. Civil Engineering Asst. Traffic Engineering Asst. General Engineering Asst. Urban Planning Asset. Preduction Asst. (Radio, Television, or Film) Graphic Art Asst. C. SOCIAL SERVICES AND HUMANITIES €-01 Social Welfare Asat. C=02 Growp Work Asst. €=03 Community Programs Asst. €=04 Mental Heath Asst. C=-05 Recreation Program Asst. C-06 Recreation Therapy Asst. €=07 Manpower Training Asst. C-08 Research Asst. ( Psychology or Sociology) €-09 Dramatic Arts Asst. C=10 Historieal Research Asst. D. EDUCATION b-01 Teaching Asst. b-02 Education Aset. (Curriculum and Program Development) B-03 Library Asst. b-O4 Audio-Visual Asst. D-05 Instructor im the Arts (Music, Drama, Etc.) ATLANTA URBAN CORPS *30 COURTLAND STREET* ATLANTA, GEORGIA 30303  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 37 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/63bee8d85bf0f0cb1749c74c53eeed32.pdf cfae387370926091b24bf5f665523b0d Scripto Transcription A written representation of a document. PRIORITY IN PLACEMENT FOR INTERNS Nar APPROVED FOR CWSP 1. Genuine interst in educational concept of URBAN CORPS experience. ~- Educational and job experience that is relevant to job opening applied for. 3. Financial Need 4. Atlanta resident - enrolled in Atlanta college 5. Atlanta resident - enrolled in non-Atlanta college 6. Non-Atlanta resident - enrolled in non-Atlanta college May 5, 1969 PLACEMENT SUB-COMMITTEE Linda Bullock Education Dianne Wilson Soc i al Services & Humani t i es Marc Dash Science & Technol ogy Dave Whelan Admi ni stration . Management & Law Sub-committee will separate j ob slots and student applications into above four categories and make placement subject to veto by Personnel Committee � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document PRIORITY IN PLACEMENT FOR INTERNS NOT APPROVED FOR CWSP 1. Genuine interst in educational concept of URBAN CORPS experience. 2. Educational and job experience that is relevant to job opening applied for. 3. Financial Need h, Atlanta resident - enrolled in Atlanta college Wi Atlanta resident - envolled in non-Atlanta college 6. WNon-Atlanta resident - enrolled in non-Atlanta college May 5, 1969 PLACEMENT SUB-COMMITTEE Linda Bullock - Education Dianne Wilson - Social Services & Humanities Mare Dash - Science & Technology Dave Whelan - Administration. Management *% Law Sub-committee will separate job slots and student applications into above four categories and make placement subject to Veto by Personnel Committee  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 36 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/266e5c3733100cd9fbddcb2d6657433d.pdf 9d85c09374fbf068111637531ed2d223 Scripto Transcription A written representation of a document. Student Application Process Procedure 1. Student application forms distributed on campus by colle,r, e relations board to student center, student government offi.ce, placement center ~- etc . 2. Applications returned to college relations board member on individual campus ,~()% completed by May 2, 1969. Postcards will be sent to all applicants stating "that the j_r application has been :received and is be:i.ng processed . 3. Urban Corps f i nance representative will meet with financial aid officer on each campus and review applicants from that campus as to their eli,,;,;ib i 1 i ty for financial aid . Some applicants will already be eligible from past aid records . Other applicants may have to complete supplementary financial applicat ions. The definition of fi nand al aid is the financial aid officers respons i bili ty. Ideally we will request him t 0 certify from Atlanta Urban Co1·ps applicants a number eligible for work study funding equal to his number of off campus work. study slots. In addition we w:, 11 ask the financial aid officer to select alternately eli:sibles equal i n number to 20% of his total number certified i n the event that those originally certified cannot be placed due to job requests not avai lable . 4. Application forms will be reviewed by the Personnel Committee consist:i_ng of student . agency , job developer , and recruiting representatives. Those applicants prev:i.ously approved for work study funds by i ndividual campuses will be separated from other applications. 5. Remaining non-work- study eligible applicants will be reviewed by the Personnel Committee and a number of applicants will be selected to be funded from private sources (estimated to be equivalent to 70 interns), on the basis of ability > desire ; work experience and f i nancial need . Likewise the Personnel Committee will select an ,:a lternately elir,ible"' group i n the event their f i rst selections cannot be placed . 6. Work- study and privately funded applicants will be ,~rouped according to interest and assigned to job slots by the Pers onnel Committee. Of these financially "covered" applicants those that cannot be placed for reas ons of specific job 1·equests w:i 11 be held aside and replaced from 0 alternately eli'.· i ble 1' applicants , 7. All applicants wi ll be notified of their application s tatus . fol lows · a . financially el i ? ible b . pr i vately funde d and c . alternately eli1.1::i.ble d. cannot be placed due cants request . Categories will be as for work- study fundinr and assigned . assir,;ned. - pos s :1.bilit y of placement . t o l ack of funds and/or job not available to fi t appli- 8. Assigned interns will be notified of their job description and request ed t o i ntervi ew their i ntern super vi sor. Student and a,r:-,ency wi l l approve ass :i.··· nment . 9. Internships not approved by a~;ency or student will b e r ev~.ewed and placed els ewhere by the Personnel Commi ttee J_f possible . 10 . If approved internship cannot be fil l ed a new appl icant wi ll be drawn from the "alternately e l i c-;i ble;' applications. �Page 2 11. Confirmed interns will be sent orientation material and i nformed of payroll and operat i ng procedure . 12. Intern attends orientation program. 13. Work period begins . � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document NO 10, Student Application Process Procedure Student application forms distributed on campus by colle-e relations beard to stu- dent center, student povernment office, placement center, etc. Applications returned to college relations board member on individual campus ,©0% completed by May 2, 1969. Postcards will be sant to all applicants stating that their application has been received and is being processed. Urban Corps finance representative will meet with financial aid officer on each cam- pus and review applicants from that campus as to their elisibility for financial aid. Some applicants will already be eligible from past aid records. Other applicants may have to complete supplementary financial applications. The definition of financial aid is the financial aid officers responsibility. Ideally we will request him to certify from Atlanta Urban Corps applicants a number eligible for work study fund- ing equal tc his number of off campus work study slots. In addition we will ast the financial aid officer to select alternately elivibles equal in number to 20% cof his total number certified in the event that those originally certified cannot be placed due to job requests not available. Application forms will be reviewed by the Personnel Committee consisting of student agency, job developer, and recruiting representatives. Those applicants previously approved for work study funds by individual campuses will be separated from other applications. Remaining non-work-study eligible applicants will be reviewed by the Personnel Com- mittee and a number of applicants will be selected to be funded from private sources (estimated to be equivalent to 70 interns), on the basis of ability, desire, work experience and financial need. Likewise the Personnel Committee will select an “alternately eligible" group in the event their first selections cannot be placed. Work-study and privately funded applicants will be srouped according to interest and assigned to job slots by the Personnel Committee. Of these financially "covered" applicants those that cannot be placed for reasons of specific jcb requests will be held aside and replaced from "alternately elicible" applicants. All applicants will be notified of their application status. Categories will be as follows - a. financially eli,ible for work-study fundine and assigned. b. privately funded and assipned. c. alternately eligible ~ poss‘ bility of placement d. cannot be placed due to lack of funds and/or job not available to fit appli- cants request. Assigned interns will be notified of their job description and requested to interview their intern supervisor. Student and arency will approve assi nment. Internships not approved by ayency or student will be reviewed and placed elsewhere by the Personnel Committee if possible. If approved internship cannot be filled a new applicant will be drawn from the “alternately elirible" applications. ll. le. Page 2 Confirmed interns will be sent orientation material and informed of payroll and operating procedure. Intern attends orientation program. Work period begins.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 35 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/e1f66974d8d2157424985a6806b16c5b.pdf 30757982730ef90113beff8d8101f913 Scripto Transcription A written representation of a document. rliE ,\TL.-\\T.\ C0\ :'- TIT1 'T :L1 .' i, :c;;,i, r ,) J)' , 00,·, 3fl, l'Jt_;;; '· Atlanta city g0\·ernmcnt ho!)C3 to have an Urban Corps of up to 100 colle ge interns working for and with it by the spring semester. Dan Sweat, governmental liaison director at City Hall , said Friday that the city is seeking to employ 100 under the federal College Work · Sl11dy Program, and already is negotiating ivilh college offici,ds. Sam Williams, president of the Georgia Tech student body last year , brou ght the attention of Sweat and Mayor Ivan Allen Jr. to the success of the New York intern program last spring. Williams and other college leaders have follo wed up this fall. The delav was due to the time needed to begin and carry out the city's massive summer program, Sweat explained. Sweat met with the stud ents last Monday and has another session set for next Thursd ay . The studen ts have been asked to select a spokesm;:in. who w:11 be sent to New York to can,cr with the director of the program there, Michael Gildstein . The Ford Found ation gave New York funds to provide free technical assistance to other cities interested m establishing an Urban Corps. Sweat said that the City Personnel departm ent has established two class ificat:ons for the college interns. J oh n C9x. executive director of the Atlanta Children and Youth Services Commission also has cooperated. Sweat hopes that the colle ge students ca n provide ge nera l administration and supervision for the program. The program will hit its peak dur ing the summer ' Frank ?\kGaughey and Eugene l\fcLemore last su mmer rein,:{ force d the intent of tr.e city ~·to establish a large r progra m. \ " We must use the talents of the young men and wom en," Sweat sa id . "We've four.d they can carry a larger role than we norm ally would think. We must use their creati ve abilities in our government." ,-., .~-"-<;/ I . ·q:· .. .·. . ·. ··-. . . . . ,;;:;!;~}-~ . ~ I 1 l ,. PLANS FOR SPRING Dan Sweat months Swea t said, but could have about 50 working for the city in all departments during the spring months. Ne w York City has about 3,000 in its prog~m. . Georgi a Tech student., -spearheaded the drive to establish an Urban · Corps here , Swea t said, and Emory University and the Atl anta Univers ity Center have also been interested. In fact, Swe at added , he hopes all 3<l colleges in the metropolit;in area will eventually take part. Sweat said the ou tstanding performance of city interns I .- :, •. _. ! ..1 ·!i 'L I .\ I ! ' .,' .. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document THE ATLANTA CONSTITITIG vturday, Nav, of, 1965 ACO: F 9 jt On ot fe i. e “ag q Or ur vd 1 DIRE 8 UD HUET E HUE Uroain Atlanta city government hones to have an Urban Corps of up to 100 college interns working for and with it by the spring _ semester. Dan Sweat, aison director at City Hall, said Friday that the city is seeking to employ 100 under the federal College Work Study Program, and already is negotiating with college officials. - Sam Williams, president of the Georgia Tech student hody last year, brought the attention of Sweat and Mayor Ivan Allen Jr. to the success of the New York intern program last spring. Williams and other college a leaders have followed up this fall. out the city’s massive summer program, Sweat explained. Sweat met with the students ° last Monday and has another = session set for next Thursday. The students have been asked to select a spokesman. who ‘sll be sent to New York to concer with the director of the program there, Michael Gildstein. The Ford Foundation gave New York funds to provide free technical assistance to other ci- ties interested in establishing an Urban Corps. Sweat said that the City Per- sonnel department has estab- lished two classifications for the college interns. John Cox, execu- tive director of the Atlanta Chil- dren and Youth Services Com- mission also has cooperated. Sweat hopes that the college students can provide general ad- ministration and supervision for the program. The program will hit its peak during the summer governmental li- The delay was due to the - time needed to begin and carry ; l POS 5 | OY QTR HE Con Liep> iD LAYS SL a “iu UO competences Frank McGaughey and Eugene PN po McLemore last summer rein- ee forced the intent of the city to establish a larger program. “We must use the talents of the young men and women,” Sweat said. ‘We've found they can carry a larger role than we : normally would think. We must use their creative abilities in our government.” PLANS FOR SPRING Dan Sweat months Sweat said, bui could have about 50 working for the city in all departments during} , the spring months. New York ' City has about 3,000 in its pro- gram. ; Georgia Tech stuidents “spear- F headed the drive to establish an Urban Corps here, Sweat said, and Emory University and the Atlanta University Center have also been interested. [n fact, Sweat added, he hopes all ' 38 colleges in the metropolitan area will eventually take part. Sweat said the outstanding . performance of city interns te aaa  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 34 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/cf3121e7604859d2a6ba51838fa50cdd.pdf 68cb965d51019f0a11a0b8109756848a Scripto Transcription A written representation of a document. July 30, 1969 Dr. Joel Fleishman Yale Intern Program -Ye.le University Ne'tl Haven , Connecticut Dear Dr. Fleishman: Mt- . Bill Ramsay of the S.R . •B. has told me of your int rest in th servicelearning approach to educ8.tion. Bill also indicated tha.t you are a.ware of some of the stud~nt intern programs in the South and. that you might b able to belp us in :f'tnding a. director tor the Atlanta. Urban Col'];)S .. As you know, the Urban Corps is a coll ge intern progr(ml . This summer, more than 220 students from 43 collegea participated. our in emphasis is building a program whose primary purpose 1s an ducational xpericnee for the int rn . Thie summ r, OlU' staff of f1t'te n is oompos~d almost enti:r ly of students . We also have five professors serving as -educational consultants. i a.re pr oently planning a - oo:-.... ro®d program i1hat will include eademi credit for interns through thre cooperating Atlanta colleges . Our c ntrt:u. problem ia th need for a. director. I leaving in Sept er t'or Harvard Business School. Id ally' we would like a young BI"aau te stud~nt t vith expe~1enc 1n , orkine; with students Q.Ud a.clministrati ve probl The dtreoto~ rill b jointly 1orking with tha Southern Regional E uo tion B d and T Ot:f'ic of The Mayor fo1" progi•a.m arua1nistnlt1on . l osoibll:lti s for faculty tatus of a director at Georgia st ·te Colli arc ood through their Urb Sttdi s pro • &al v 1 is in th $130o r tnonth r e and bov . , d pending upon ri nee . Tho Job i ~ll-t~ and minim.um obligation of Y' It you know of a.nyone that might b int r sto t in erving s director, would you please ha.v th m ca,ll coUeat? Th-e n.oloso.d info tion will uppl ant this l tter in cX;pla.ining th Urb Corps. Bincor ly, ~ Dir ctor Jmelosu,r � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document July 30, 1969 Dr. Joel Fleishman Yale Intern Program Yale University New Haven, Connecticut Dear Dr. Fleishman: Mr. Bill Ramsay of the §.R.W.B. has told me of your interest in the service- Learning approach to education. Bill also indicated that you are aware of sone of the student intern programs in the South and that you might be able to help us in finding a director for the Atlanta Urban Corps. As you know, the Urban Corps is a college intern program. This summer, more than 220 students from 43 colleges participated. our main emphasis is build- ing @ program whose primary purpose is an educational experience for the intern, This sumer, our staff of fifteen is composed almost entirely of students. We also have five professors serving as educational consultants. We are presently planning a year-round program what will inelude academic credit for interns through three cooperating Atlanta colleges. Our central problem is the need for a director. I an leaving in Septeuber for Harvard Business School. Ideally} we would like a young graduate student typa with experience in working with students and administrative problems. The director will be jointly working with the Southern Regional Edueation Board and The Office of The Mayor for program administration. Possibllities for faculty status of a director at Georgia State College are good through their Urben Stidies program. Salaryiievel is in the $800 per month range and above, depending upon experience. The job is full-time and minimum obligation of @ year, If you know of anyone that might be interested in serving as director, would you please have them call me collect? ‘The enclosed information will supplement this Letter in explaining the Urban Corps. Sincerely, Psa Direetor SW:kar Enelosure (eet Mr. Ban Sweat  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 33 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c9d55f989c7224aabca573fafb44ec52.pdf 776380aa5fcded8e7ef06fd26f4834d9 Scripto Transcription A written representation of a document. ,• i I 30, 1969 July Dr • John Hogarty Di.r ctor, Co-op ProgrQ.m Antioch Coll Yellow Springs, Ohio Dear Dr. Hogarty z I am sorry all our efforts did not bear fruit in bringing Antioch students to Atlanta Urban Corps this first ye-ar. How ver, we may yet aleviate the t situation. AB you,know, th- Urban Corps is a college int rn p1•ogram. Thi au.mm r, or the.n 220 students from 4330011 gs participated. Our mine phasis is building a prosr whose pri,mary purpos is an ducatione.l xp rience for the intern. This summ r, our staff of fift en is compoo d lroost entir ly of otudonta. We also ha.ve f'iva professors serving as eduo tionel c:onsulta.nt • 7e a.re preo ntly pl nning o. y ar-round program that will include academic er dit for int r-ns through thre cooperating Atlanta coll ges . Our c ntra+ :_)rob le is th n _d ror a director . I for Ha.rvurd Business School. Id ally, -, would liko a. you gr uat student type with axperiene in working with stud nta and admini tr tive probl ms. Th ir ctor will b jointly orking with th South rn R g1 n 1 Education Bo ·d d The Oftic of Th Me..,yor tor program administration. Foss1bilit1 s for dir tor t orgie. Stat Coll 1J good through t ir Urban Studios program. Salary 1 v 1 is in t "'8oo p r month ~e and above~ pending upon xpe ienc . The job i full-time and minimum obl.ig :tion of yea:r. faculty status of I.f' you know ot anyone t t mi ht b int rest din oorVi you pl e ha~ t m call o coll et? The nclosed inf'o thio lott r in expl ining th Urb Corps. kar clo I Mr. a.a direct-or, w-o- 1 tion will s~pl nt � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document July 30, 1969 Dr. John Hogarty Director, Co-op Program Antioch College Yellow Springs, Ohio Dear Dr. Hogarty: I am sorry all our efforts did not bear fruit in bringing Antioch students to the Atlanta Urban Corps this first year. However, we may yet aleviate the ; situation, As you,know, the Urban Corps is a college intern program. This summer, more than 220 students from 433colleges participated. Cur main emphasis is building a program whose primary purpose is an educational experience for the intern. This summer, our staff of fifteen is composed almost entirely of students. We also have five professors serving as educational consultants. We are presently planning a yeer-round program that will include academic eredit for interns through three cooperating Atlanta colleges. Our centrai.problem is the need for a director. I am leaving in September for Harvard Business Sehool. Ideally, we would like a young graduate student type with experience in working with students and administrative problems. The director will be jointly working with the Southern Regional Education Board and The Office of The Mayor for program administration. Possibilities for faculty status of a director at Georgia State College ara good through thelr Urban Studies program. Salary level is in the $600 per month range and above, depending upon expetienee. The job is full-time and minimum obligation of a year, If you know of anyone that might be interested in serving as director, would you please have them call me collect? The enclosed information will supplement this Letter in explaining the Urban Corps. Sineerely, = Sam Williams 5 338 Director ie SW : kar Enelosure ‘ae: Mr. Dan Sweat  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 32 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/81cccdc254a210aea89e9ea6a7eaf97a.pdf 8f620173f2901a13866ab5a1a3c5ee89 Scripto Transcription A written representation of a document. July 18, 1969 Miss Elayne Landis A sociate Director Metropolitan Regional Council 155 East 71st Street New :York, New York l00lZ I: ( Dear Elayne: I am leaving Atlanta the fir t week of September for Harvard Busine s School and wen ed a Director . I ' ve b en talking to Mike Goldst in about possible director and h uggested you. I did c asually mention at the recent Urban Corps Conference that we're looking, but I'd like to make it more definite . very w 11 . We h ve , . A you know, Atlanta Urban Corps 1 progr s ing , -~ . . ~ cooperative resource from area college , busin s donors, city government nd private agencl s . I h ve no doubt about expan ion pos ibiliti s- · only through planning . City government is co- pon oring an Urban Life Center with Georgia St t College through a pecial grant fro m Housing and Urban D velopm~nt. It is a "kind of" university relations office with promising opportunity. The M yor' assistant aay th t if a decision. w m de to hire a per on of your caliber that you could po eibly be a profe or in the Urban Life Center a• well as direct the Urban Corps . If you ar int rested, could you please about arranging vi it? ILLIAMS Director s7:d1 Vc"c: M yor's Office • D n Swe t nd me resume and call me � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document July 18, 1969 Miss Blayne Landis Associate Director Metropolitan Regional Council 155 East 7lst Street New York, New York 10012 Dear Elayne: I am leaving Atlanta the first week of September for Harvard Business School and we need a Director. I've been talking to Mike Goldstein about possible directors and he suggested you. I did casually mention at the recent Urban Corps Conference that we're looking, but I'd like to make it more definite. As you know, Atlanta's Urban Corps is progressing verve. wes beye cooperative resources from area colleges, business donors, city govern- ment and private agencies. I have no doubt about expansion possibilities- only through planning. City government is co-sponsoring an Urban Life Center with Georgia State College through a special grant from Housing and Urban Development. It is a "kind of'' university relations office with promising opportunity. The Mayor's assistant says that if a decision was made to hire a person of your caliber that you could possibly be a professor in the Urban Life Center as well as direct the Urban Corps. If you are interested, could you please send me a resume and call me about arranging a visit? erely, M A. WILLIAMS Director I ce: Mayor's Office - Dan Sweat  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 31 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/42cb1a29041c1d050a8a784d76c69f27.pdf ab7e4ca61563dc61557ca0553c104e57 Scripto Transcription A written representation of a document. ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond Lo Deen, Jr., Director of Finance, Atlanta Urban Corps R e: D e partm e ntal Report D ate: Aug ust 1, 1969 �L Payroll The payroll system is functioning satisfactorily. ment: Two areas n ee d improve- A. At present, billing colleges requires a manual transferance of information from computer print outs which are grouped according to w ork location, typing of the bill, a nd checking of the fig ures. The city gave the option of having the print outs group e d e ither by work location or school. Someone chose to h ave the interns gr ouped by w ork loc ation. This is of little value to my D epartment as agency (work location= agencies) financial ar rangements are handled by contract. If the problem of s eparating CWSP interns and non-CWSP interns c an be overcome (if the city c a n be sold on the idea) the compute r print o uts could be c er tifie d a nd mailed to the colleges. This would e liminate three steps and at the same time reduce the probability of errors. This system w ould, however, involve the inconvenience of sorting pay che cks and g rouping the m by City D e partme nt a nd agency. · L es s time and effort are required to sort p a y checks than to manually tr ans fer the r e quir e d inform ation. In my e stimation, this should b e done if the city and the Urban Corps m aintain the ir pres e nt re l a tionship. B. The procedure outlined i n se c t ion II, C, of my report d a t e d July 2, 196 9 i s one rous a nd burde nsome. The i nter ns, justifiably, do not lik e it. I fe e l HEW should be made aware of the unpala t ab l e nature of the guide line necessitating this procedure and a r equ est for r e lief made. I int e nd to act a ccordingly. We were f o r tuna t e on the July 3 0 , 1969 di sbursement date . O n ly one problem of any significance arose: a s t aff member told Andr ea Frye , a v olunteer , s h e would rec eive $10 0 on July 3 0 . The 11 culprit1 1 had not the author ity to make the decision. None theless, we will p a y her and Young Hugh ley a t their convenience after 12: 00 o ' clock noon 8 /1/ 69. II. C allege Billing The college billing s ystem w ill w o rk adequat ely. Colleges will be billed (bills mailed} toda y fo r amounts owed as of July 2, 1969 . The y will be billed Augus t 5, 1969, for amounts owe d as of July 3 0, 1969. The August 13th, and August 27th, billings will be no problem. The S eptemb er 10th billing should not b e a probl em but the m e chanics h ave not been worked o ut. �2 III. Agency Payments Non-profit agencies in which A UC interns are placed have contractually ag reed to employ the student and to p ay a part of the student's salary ranging from 100% to 00% . On Wednesday, A ugust 6, 1969, prompting of agencies w ho have not fulfilled th e ir contractual oblig a tions will be comme nced. IV. A. Contracts A gency Contracts EOA wa s delaye d in executing our contract due to the change of directorship. The contract has been delivered to George Berry for execution by the city. We still do not have a contr a ct w ith SREB for the Fulton C aunty He.a lth Dep ar tm ent. This involves 21 interns. Since SREB has given us $ 7, 000. 00 and w ill g ive us $13, 000. 00 within two weeks {according to Bill Ramsay) I consid er that org anization reputable. · The d e cision was made to contract with the Academy Theater as a non-city agency even though the funds a ctually come from the City (Atlant a Board of Education). Miss Nanc y Hag ar was talked with and agreed to this arrangement on July 15, 1969. A l etter co nfirming the earlier verbal agreement and a written contract were mail ed to Miss Hagar July 16, 1969. The contr act has not of this date been returned to this office. The Atlanta Youth Council is for our purposes a non-city agency. contract has b ee n exe cuted. B. The C ollege Contracts When the college contracts were exe cuted, both copi e s of the West G eorg i a contract were returned to the college. Mr. Paul M. Smith, .Jr . , Dir ect or of Financial A id, stated by telephone on 8 / 1/ 69 that he would on that date mail one copy to me. When it is received, Mr. Charles Davis, Dir e ctor of Financ e, City of Atlanta, will certify the West Georgia bill. C. Educational Advisor Con tracts Con tracts have been entered into between the City of Atlanta, Atlanta Urban Corps, and Carl Wieck, Patrick Ntokogu, Roger Whedon, Barbara Rudisill, and the Georg i a Institute of Technology--Roger Rupnow, �3 the said individuals to act as Educational Advisors to the 1969 Urban Corps Project. Duties to b e p e rform e d shall include but not be limited to job visit ation with the interns arid agency supe rvisors, planning and conducting education seminars for small groups, as well as all interns, working in coordin ati on with our field evaluation staff to insure job relevancy and educ a tional sign ificance of the program for each intern, as sis ting the intern in his articulation of his experience and other couns eling and advis ory duties connected with the program. For the services outlined above, each Educational Advisor shall be compensated in the amount of One Thousand Dollars. D. Urban Corps - Library Theatre Contr a ct A contract b e tw ee n the City of Atlant a , Atlanta Urban Corps, and Arthur Pellman has been drawn, approved, and is in the process of ex e cution. The contract provides in essence that Arthur Pellman is to serve as Director of the Urban Co rps-Library Theatre for a period of not l ess than ten weeks a nd that he will be compensated in the amount of One Thous an d Dollars. V. Staff Steve M wamba is p erfo rming a task that is in my estimation tedious and demanding. He has and is continuing to keep errors at a minimum. M a c Rabb is now workin g in my office and is p er forming at a l eve l that is above what can ordin ar ily b e expe ct e d or d emanded of an individ ual. P a tty H arwe ll is d oing an e x c ellent job in providing secretarial supp ort. She i s diligent, unusually efficie nt, and in every resp e ct a pleasure to work with. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L. Deen, Jr., Director of Finance, Atlanta Urban Corps Re: Departmental Report Date: August 1, 1969 I, Payroll The payroll system is functioning satisfactorily, Two areas need improve- ment: A. At present, billing colleges requires a manual transferance of information from computer print outs which are grouped according to work location, typing of the bill, and checking of the figures, The city gave the option of having the print outs grouped either by work location or school. Someone chose to have the interns grouped by work location. This is of little value to my Department as agency (work location= agencies) financial arrangements are handled by contract, If the problem of separating CWSP interns and non-CWSP interns can be overcome (if the city can be sold on the idea) the computer print outs could be certified and mailed to the colleges, This would eliminate three steps and at the same time reduce the probability of errors, This system would, however, involve the inconvenience of sorting pay checks and grouping them by City Department and agency, Less time and effort are required to sort pay checks than to manually transfer the required information, In my esti- mation, this should be done if the city and the Urban Corps maintain their present relationship. The procedure outlined in section II, C, of my report dated July 2, 1969 is onerous and burdensome. The interns, justifiably, do not like it, I feel HEW should be made aware of the unpalatable nature of the guide line necessi- tating this procedure and a request for relief made, I intend to act accordingly, We were fortunate on the July 30, 1969 disbursement date, Only one problem of any sig- nificance arose: a staff member told Andrea Frye, a vol- unteer, she would receive $100 on July 30. The "culprit" had not the authority to make the decision, Nonetheless, we will pay her and Young Hughley at their convenience after 12:00 o'clock noon 8/1/69. Il, College Billing The college billing system will work adequately, Colleges will be billed (bills mailed) today for amounts owed as of July 2, 1969. They will be billed August 5, 1969, for amounts owed as of July 30, 1969. The August 13th, and August 27th, billings will be no problem, The September 10th billing should not be a problem but the mechanics have not been worked out. il. Agency Payments Non-profit agencies in which AUC interns are placed have contractually agreed to employ the student and to pay a part of the student's salary ranging from 100% to 00%. On Wednesday, August 6, 1969, prompting of agencies who have not fulfilled their contractual obligations will be commenced. IV. Contracts A. Agency Contracts EOA was delayed in executing our contract due to the change of di- rectorship. The contract has been delivered to George Berry for execution by the city. We still do not have a contract with SREB for the Fulton County Health Department, This involves 2l interns. Since SREB has given us $7,000, 00 and will give us $13, 000. 00 within two weeks (according to Bill Ramsay) I consider that organization reputable, © The decision was made to contract with the Academy Theater as a non-city agency even though the funds actually come from the City . (Atlanta Board of Education). Miss Nancy Hagar was talked with and agreed to this arrangement on July 15, 1969. A letter confirming the earlier verbal agreement and a written contract were mailed to Miss Hagar July 16, 1969, The contract has not of this date been returned to this office. ‘ The Atlanta Youth Council is for our purposes a non-city agency. The contract has been executed, College Contracts When the college contracts were executed, both copies of the West Georgia contract were returned to the college. Mr. Paul M. Smith, Jr., Director of Financial Aid, stated by telephone on 8/1/69 that he would on that date mail one copy to me, When it is received, Mr. Charles Davis, Director of Finance, City of Atlanta, will certify the West Georgia bill, Educational Advisor Contracts Contracts have been entered into between the City of Atlanta, Atlanta Urban Corps, and Carl Wieck, Patrick Ntokogu, Roger Whedon, Bar- bara Rudisill, and the Georgia Institute of Technology--Roger Rupnow, Nee the said individuals to act as Educational Advisors to the 1969 Urban Corps Project, Duties to be performed shall include but not be limi- ted to job visitation with the interns and agency supervisors, planning and conducting education seminars for small groups, as well as all interns, working in coordination with our field evaluation staff to in- sure job relevancy and educational significance of the program for each intern, assisting the intern in his articulation of his experience and other counseling and advisory duties connected with the program. For the services outlined above, each Educational Advisor shall be compensated in the amount of One Thousand Dollars, Urban Corps-Library Theatre Contract A contract between the City of Atlanta, Atlanta Urban Corps, and _ Arthur Pellman has been drawn, approved, and is in the process of execution, The contract provides in essence that Arthur Pellman is to serve as Director of the Urban Corps-Library Theatre for a period of not less than ten weeks and that he will be compensated in the amount of One Thousand Dollars. Staff Steve Mwamba is performing a task that is in my estimation tedious and demanding. He has and is continuing to keep errors at a minimum. Mac Rabb is now working in my office and is performing at a level that is above what can ordinarily be expected or demanded of an individual, Patty Harwell is doing an excellent job in providing secretarial support. She is diligent, unusually efficient, and in every respect a pleasure to work with.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 30 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c85015379b6a79edeeab42b0a784a8c4.pdf a195a67abc35ee43be7d1907db829d28 Scripto Transcription A written representation of a document. ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L o De e n, J r., Dir e ctor of Finance, A tla nta Urban Corps Re: D e p artme ntal R e port Date: July 16, 1969 �I. After repeate d e fforts to r es olve the u n usually p e rple x ing s ituation surrounding comp e n s ation for VISTA volunte ers a ssi g n e d throu gh the Sout h e rn R e gional Education Bo a rd to the City of Atlanta , Atlanta Urban Corps, little has been accomplished. R e sponsibilities, ho weve r, have been d e fin e d, to wit: A. VISTA voluntee rs will r e c e ive bi- wee kly supple m e nts from the City of Atla nta , Atlanta Urba n Corp s in amount s d e t e rminable by multiplying the tota l numb e r of comp e nsable hours w orked by each intern durin g the pre ceding p a y p e riod by either . 07, • 47, or . 77, dep e nding upon the individua ls e duc a tiona l level. B. Volt Technic a l Corpor a tion, a sub s idiary of Volt Information Scie nces, Inc., 795 P ea chtre e Str e e t , N. E., Suite 63 0, Atlanta, G e or g i a , a priva te co r por a tion unde r contract w ith VISTA to p r ovide admini s trative and lo g i stic a l fina ncial s upport, will disp e r s e on a wee kly b as is the VISTA sha re of VISTA volunteers pay. C. The City of A tla nta, A tla nta Urba n Corps supple ment plus the VISTA s h are w ill clo se l y a pp r o x i ma t e tha t r e c e i ve d b y a ll other i nter n s o f a co m p a r a ble e ducatio na l l e v e l. D. C aro l Lim , Volt T e chnic a l Co rp o ra tion, phone 8 76-635 4 , has b een des i gnated as t h e represent a t ive o f h er c omp a n y to h a ndle i n qui r i e s fr o m VISTA Volun t eers ass i gn ed t o t he U r b a n Corps regardi ng c omp ensatio n fr o m VIST A. II. T he pr o cedu re outline d in se c t ion II of thi s D epar t ment ' s i niti a l re po r t , da ted July 2 , 1969, regarding Co llege-W o rk Study Program g u idelines is pr o v ing sati s facto r y. III . The book keeping system outlined in Sectio n III of this Depa rtment 1 s initi a l repo rt is now in o peration and is relative l y efficient. I mprovement is neede d in this area. As a bare minimum the following is necessary: A. B. Working space (availab l e for payroll auditors ) Freedom from unnecessary interruptions and confusion �IV. Mr. W. Walton Clarke, First National Bank of Atlanta, was talked with on July 10, 1969 . He agreed on behalf of the First National Bank to donate One Thousand Dollars ($1,000.00) to the City of Atlanta, Atlanta Urban Corps. Mr. Charles S. Marvin, A. T. &T. , was talked with on July 9, 1969. Mr. Marvin indicated an interest on the part of A. T. &T. to make a donation to the Urban Corps. He suggested that I call his immediate supervisor, Mr. Tom Koneig, on July 14, 1969, and arrange a conference. Mr. Koneig was ill. However, his secretary set up a conference for July 22, 1969 at 10:00 A. M. Mr. Plemon Whatley (Junior at Harvard) , employed by A. T. &T. and assig ned to E. O.A., w a s talked with on or about July 1, 1969, and has reported to Mr. Marvin that he feels the Urban Corps is deserving of a donation. A. T. &T. 1 s office s in Atlanta are located at Room 1831, The Hartford Building. In gene ral, Fina nce ha s b ee n pla g u ed by s e n se l es s mista k e s, inade qua te secretaria l sup p o r t, a n d t r oubleso me i nefficiency. At this time the addition of Dianne W il s on to thi s D e partme nt in a so m ew h at e lus ive po s ition i s not, i n my o pinion, justi fiable e ither in cost to the Urba n C o rps o r in inc rease d effi ciency. T h e a bove m e ntione d rec o mmenda t ion, if follo w e d, w ill pro v ide the n e ede d spac e m e ntio ne d i n Se cti o n III, A g abo v e and will e lim i n a t e the n ee d for clos e s u pervi s ion a nd w ill, t o s o me e x t ent, prov i de relief f r om u n n ece s s a r y c o nfu s ion and i neffic iency. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L. Deen, Jr., Director of Finance, Atlanta Urban Corps Re: Departmental Report Date: July 16, 1969 LL After repeated efforts to resolve the unusually perplexing situation surround- ing compensation for VISTA volunteers assigned through the Southern Regionai Education Board to the City of Atlanta, Atlanta Urban Corps, little has been accomplished. Responsibilities, however, have been defined, to wit: A. VISTA volunteers will receive bi-weekly supplements from the City of Atlanta, Atlanta Urban Corps in amounts determinable by multiplying the total number of compensable hours worked by each intern during the preceding pay period by either .07, .47, or .77, depending upon the individuals educational level. B. Volt Technical Corporation, a subsidiary of Volt Information Sciences, Inc., 795 Peachtree Street, N.E., Suite 630, Atlanta, Georgia, a private corporation under contract with VISTA to provide administrative and logistical financial support, will disperse on a weekly basis the VISTA share of VISTA volunteers pay. C. The City of Atlanta, Atlanta Urban Corps supplement plus the VISTA share will closely approximate that received by all other interns of a comparable educational level. D. Carol Lim, Volt Technical Corporation, phone 876-6354, has been designated as the representative of her company to handle inquiries from VISTA Volunteers assigned to the Urban Corps regarding compensation from VISTA, i The procedure outlined in section II of this Department's initial report, dated July 2, 1969, regarding College-Work Study Program guidelines is proving satisfactory. III. The book keeping system outlined in Section III of this Department's initial report is now in operation and is relatively efficient. Improvement is needed in this area. As a bare minimum the following is necessary: A. Working space (available for payroll auditors) B. Freedom from unnecessary interruptions and confusion IV. Mr. W. Walton Clarke, First National Bank of Atlanta, was talked with on July 10, 1969. He agreed on behalf of the First National Bank to donate One Thousand Dollars ($1,000.00) to the City of Atlanta, Atlanta Urban Corps. Mr. Charles S. Marvin, A.T.&T., was talked with on July 9, 1969. Mr. Marvin indicated an interest on the part of A.T.&T. to make a dona- tion to the Urban Corps. He suggested that I call his immediate supervisor, Mr. Tom Koneig, on July 14, 1969, and arrange a conference. Mr. Koneig was ill. However, his secretary set up a conference for July 22, 1969 at 10:00 A.M. Mr. Plemon Whatley (Junior at Harvard) , employed by A.T.&T. and assigned to E,O.A., was talked with on or about July 1, 1969, and has reported to Mr. Marvin that he feels the Urban Corps is deserving ofa donation, A.T.&T.'s offices in Atlanta are located at Room 1831, The Hartford Building. Vis In general, Finance has been plagued by senseless mistakes, inadequate secretarial support, and troublesome inefficiency. At this time the addition of Dianne Wilson to this Department in a some- what elusive position is not, in my opinion, justifiable either in cost to the Urban Corps cr in increased efficiency. The above mentioned recommendation, if followed, will provide the needed space mentioned in Section III], A, above and will eliminate the need for close supervision and will, to some extent, provide relief from unnecessary confusion and inefficiency.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 29 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/577bbfe91689cbd80fe85cdc461e0a3a.pdf c782c86698fe3ffcdbe1ede4021e4779 Scripto Transcription A written representation of a document. ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urb an Corps From: Inmond L. Deen, Dir e ctor of Finance, Atlanta Urban Corps Re: Initial R epo rt on the D epartment of Finance Date: July 2, 1969 �I. The payroll sche dule for e mployees of the A t l a nta Urba n Corps is s e t forth in a memorandu m (labele d Appe nd age 11 A 1 :) w hich h a s b een distribute d to a ll interns. Individuals. who agreed to w ork as volunte ers and who ar e to receive $200. 00 as compens a tion for their serv ices w ill be p a id $ 100 . 00 on July 16, 1969, -~ and $100.00 on August 27, 1969. It is felt that this method w ill serve to e ncourag e the v olunte e r in tha t it p e rmits him to receive some mone tary rew a rd for his se r vices p r ior to the conclusion of the sum mer prog ram. It furth e r has the effe ct o f providing protection to the Urb a n Corps in t he eve nt that the voluntee r r e sig ns prior to the con clusion of the summe r program. Payme nt at the b e g inning of the progr a m would l eave the Urban Corps w ithout prote ction fro m financial loss should the v olunte er r e sign. P a yment a t the conclusion of t h e prog ram could conc e iv ab ly, w hile affording p r ote ction to the U r b an C or p s , imp o s e a bur d en o n the v oluntee r and w ould not conta in the incent i ve fa ctor inhe r e nt in the split payme n t m e thod. II. I n o r d er to c omply with g u id e line s s et fo r th b y the D e p a r t m ent o f H ealth, Educ a tion, a nd Wel fa r e , C o lle g e Wo r k-Study Pr o g ram D ivi sion , the follow i ng proc edur e h a s b een ina u g u r a te d: A. A c ertifi e d statement ( l a b e l e d App e n da ge 11 B 11 ) w ill b e maile d to eac h p ar ticip a ting c ollege or u n iversity h a v i ng College W o rk - S tudy Progr a m stud e nt s e mpl oy e d b y the A tla nt a U r b a n Corp s. The s t a t ement w i ll inclu d e i nfor m a tion re l a t ing to each stu dent as f ollows : 1. N a me . 2. W ag e r a te. 3. Tota l n u m b er of c omp e n sable h o u rs worke d d u r i n g the i mme d i a t e l y p rec e ding pay pe rio d . 4. G r o ss pay re c e ive d f or t h e i mme d iat e ly prec e ding p a y p e ri o d, and 5. G r o ss p a y r e c e iv e d t o d ate . B. Tim e c ar d s ( l a b e l e d A p p e ndage 11 C1 1 ) signed by eac h stude n t a nd his imme dia t e s u p e rvis o r c ertifyi n g t h a t a p a r t icul ar num be r of hour s w ere w o r k e d by the s tude nt w i ll b e mail e d t o the s tud e nt 1 s c olleg e o r u n ivers ity in i n s t a nc es w h ere the stud e nt i s enr olle d i n the C o ll ege W o rk - S tud y P r o gram . C. E a ch e mployee is r e q u ir e d to pick up in p ers on his p a yche c k or to g ive wr itte n a uthor i z a t ion t o the i n dividu a l w ho w ill pick u p the c h eck. In the f orme r s i t u ation t h e indi v idua l i s :i.·equire d to g ive writt e n cer tific a ti on of r eceipt. In the l a tter s itua tion t he a uth or i ze d indivi dua l is r e quired to c e rtify re c eipt �Page 2 July 2, 1969 of all pay checks received. (See Appendages II D" and II E".) III· A bookkeeping system has been designed and is tentatively scheduled to become operative on July 10, 1969 . The system will consist of the main-·~ tenance of the following Journals and Ledgers: A. General Journal- -posted daily Monday through Friday prior to 9: 15 a. m. listing all monies received and all liabilities incurred the pr e ceding day. B. Cash Rec e ipts and Disbursements Ledger--posted twice weekly recording the flow of capital. c. General Ledg er- -posted twice weekly containing separate a ccounts for: 1. 2. 3. 4. 5. 6. 7. 8. Office e quipment, Office supplies, Paym e nt rec e ived from age ncies as contract e d for, Payme nt received from e duc a tional institutions as contr a ct e d for, Payme nt rec e iv e d in the form of grants and donations f r om fou n dations, P a yme nt rec e i ve d in the fo r m of grant s a nd don a tions fro m the private business sector, Utilit i e s, and All oth e r nece s s a ry accounts. D. Indiv idua l E ar nin g s R e cords -- p o st e d bi - w eekly. E. Petty C as h Re co r ds -- m a int a ined by Sam Williams. I n mon d L . D ee n, Jr. D irect or of Finance A t l anta U r ban Corps � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L. Deen, Director of Finance, Atlanta Urban Corps Re: Initial Report on the Department of Finance Date: July 2, 1969 I, The payroll schedule for employees of the Atlanta Urban Corps is set forth in a memorandum (labeled Appendage '"'A'!) which has been distributed to all interns, Individuals. who agreed to work as volunteers and who are to receive $200. 00 as compensation for their services will be paid $100.00 on July 16, 1969, © and $100.00 on August 27, 1969. It is felt that this method will serve to encourage the volunteer in that it permits him to receive some monetary reward for his services prior to the conclusion of the summer program. It further has the effect of providing protection to the Urban Corps in the event that the volunteer resigns prior to the conclusion of the summer pro- gram. Payment at the beginning of the program would leave the Urban Corps without protection from financial loss should the volunteer resign, Payment at the conclusion of the program could conceivably, while affording protection to the Urban Corps, impose a burden on the volunteer and would not contain the incentive factor inherent in the split payment method. it. In order to comply with guidelines set forth by the Department of Health, Education, and Welfare, College Work-Study Program Division, the fol- lowing procedure has been inaugurated: A. A certified statement (labeled Appendage ''B'') will be mailed to each participating college or university having College Work-Study Program students employed by the Atlanta Urban Corps. The statement will include information relating to each student as follows: 1, Name. 2. Wage rate. 3. Total number of compensable hours worked during the immediately preceding pay period. 4, Gross pay received for the immediately preceding pay period, and 5. Gross pay received to date. B. Time cards (labeled Appendage ''C"') signed by each student and his immediate supervisor certifying that a particular number of hours were worked by the student will be mailed to the student's college or university in instances where the student is enrolled in the College Work-Study Program. Cc. Each employee is required to pick up in person his paycheck or to give written authorization to the individual who will pick up the check, In the former situation the individual is re- quired to give written certification of receipt, In the latter situation the authorized individual is required to certify receipt Page 2 July 2, 1969 III - of all pay checks received. (See Appendages "D" and"E",) A bookkeeping system has been designed and is tentatively scheduled to become operative on July 10, 1969. The system will consist of the main- tenance of the following Journals and Ledgers: A. General Journal--posted daily Monday through Friday prior to 9:15 a.m. listing all monies received and all liabilities incurred the preceding day. Cash Receipts and Disbursements Ledger--posted twice weekly recording the flow of capital. General Ledger--posted twice weekly containing separate accounts for: hone Office equipment, Office supplies, Payment received from agencies as contracted for, Payment received from educational institutions as con- tracted for, Payment received in the form of grants and donations from foundations, Payment received in the form of grants and donations from the private business sector, Utilities, and All other necessary accounts, Individual Earnings Records--posted bi-weekly. Petty Cash Records--maintained by Sam Williams. Inmond L. Deen, Jr. Director of Finance Atlanta Urban Corps  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 28 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/11753f36d5d5a053cc7a76c53fa20860.pdf 3d9b613fc499cd5d53d6de00b8e61d40 Scripto Transcription A written representation of a document. l)~~c CITY OF ATLANTA DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING ATLANTA, GEORGIA 30303 ROBERT S. WIGGINS MARTIN McFARLAND . EDWIN L . STERNE RALPH C . JENKINS JOHN E. DOUGHERTY CHARLES M. LOKEY THOMAS F. CHOYCE JAMES B. PILCHER HENRY L . BOWDEN CITY ATTORNEY FERRIN Y . MATHEWS ASSOCIATE CITY ATTORNEYS ASSISTANT CITY ATTORNEY July 31, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M. MURFF CLAIMS ATTORNEYS JAMES B . HENDERSON Mr. George J. Berry Administrative Coordinator City Hall Atlanta, Georgia 30303 SPECIAL ASSOCIATE CITY ATTORNEY Dear Mr. Berry: Transmitted herewith are two contracts referred to me by your office which have been approved as to form. T. Ward City Attorney HTW/cj Enclosures � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Une Conf’ DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING iKy ATLANTA, GEORGIA 30303 et gt ae ROBERT S. WIGGINS ; MARTIN MCFARLAND. EDWIN L. STERNE RALPH C. JENKINS JOHN E. DOUGHERTY CHARLES M. LOKEY THOMAS F, CHOYCE JAMES B. PILCHER PERU Ce THENS ASSOCIATE CITY ATTORNEYS HENRY L. BOWDEN cITY ATTORNEY ASSISTANT CITY ATTORNEY July 31, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M.MURFF CLAIMS ATTORNEYS JAMES 8B. HENDERSON Mr. George J. Berry < SPECIAL ASSOCIATE CITY ATTORNEY Administrative Coordinator City Hall Atlanta, Georgia 30303 Dear Mr. Berry: Transmitted herewith are two contracts referred to me by your office which have been approved as to form. Horace T. Ward Deputy City Attorney HTW/cj Enclosures  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 27 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/0c33ffbfa4e454f5c016e8df6d4d21f1.pdf ec215b73f101fe17d69cc7f30ec47ceb Scripto Transcription A written representation of a document. CITY OF ATLANTA DEPARTMENT OF FINANCE 501 CITY HA LL ATLANTA, GEORGIA 30303 July 30, 1969 CHARLES L. DAVIS DIRECTOR OF FINANCE W. ROY SMITH DEPUTY DIRECTOR OF FINANCE EDGAR A. VAUGHN, JR. DEPUTY DIRECTOR OF FINANCE JAMES R. FOUNTAIN , JR . DEPUTY DIRECTOR OF FINANCE TO: George Berry FROM: Linda H. Anderson SUBJECT: Atlanta Children and Youth Services Council Accounts Receivable from Atlanta Urban Corps V I am writing in regard to my memorandum of July 28, in which I stated that I had forwarded MR #16 for processing but was holding MR #14 and MR #15 (postage and office supplies, respectively) for verification. I have now rec eived verification of these amounts and accordingly have released MR #14 and #15 to Accounts Payable for pr oce ssing. LHA LHA:MM:vl � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document —, : c— 1 A RETA DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 July 30, 1969 W. ROY SMITH CHARLES L. DAVIS DIRECTOR OF FINANCE DEPUTY DIRECTOR OF FINANCE EDGAR A. VAUGHN, JR. JAMES R. FOUNTAIN, JR. DEPUTY DIRECTOR OF FINANCE DEPUTY DIRECTOR OF FINANCE TO: George Berry FROM: Linda H. Anderson to SUBJECT: Atlanta Children and Youth Services Council Accounts Receivable from Atlanta Urban Corps I am writing in regard to my memorandum of July 28, in which I stated that I had forwarded MR #16 for processing but was holding MR #14 and MR #15 (postage and office supplies, respectively) for verification, I have now received verification of these amounts and accordingly have released MR #14 and #15 to Accounts Payable for processing, LHA LHA:MM:v1  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 26 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c17763bdfc9acfdedac3bb799e40e775.pdf c1475997de54ce09b8b6ae89dc26122a Scripto Transcription A written representation of a document. CITY OF DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 July 28, 1969 CHARLES L . DAVIS DIRECTOR OF FINANCE W. RO Y SM I TH D E PUTY DIREC T OR O F FINANCE EDGAR A . VAUGHN, JR. DEPUTY DIRECTOR OF FINANC E JAMES R . FOUNTA I N , JR . D EP UTY DIRECTO R OF F INANCE Memorandum To: George Berr y Fr om: Linda Anderson Subject : Atlant a Ch ildren and Youth Services Council Account s Receivable f r om At l anta Urban Cor ps Thanks f or the t hree miscel l aneous requisitions which you f orwarded to me on July 17, 1969, as follows : (1) (2 ) (3 ) MR #16 - ne t s alaries MR #15 - office supp lies MR #14 - postage $1,315 . 11 33.86 20 . 00 I am sending MR #16 t o account s payable f or proces sing, howev er, I am holding MR #14 and MR #15 for further v erification. The report furnished to me by Mike Aarons of our Audit Staff indicated an account receivab l e for offi ce supplies of $35. 00 . By copy of this memo, I am requesting Mike to veri fy the amount f or me. The charge for postage would have arisen from use of t he Youth Council's postage machine . By copy of this memo, I am requesting Martin Burke to check t heir postage log and advise if the amount is correct. (This figure would not have been picked up on Mike's audit a s his records would indicate total expenditures from po stage rather than any usage allocation). cc : Martin Burke, Youth Council Mike Aarons, Audit Division � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document pita ff ™ ) / ~— — 7G -—1— » rt ( “ITY OF ATI ANITA a ae a —— i f % @ BS % \ ’ x New DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 July 28, 1969 CHARLES L. DAVIS W. ROY SMITH DIRECTOR OF FINANCE DEPUTY DIRECTOR OF FINANCE EDGAR A. VAUGHN, JR. JAMES R. FOUNTAIN, JR. DEPUTY DIRECTOR OF FINANCE DEPUTY DIRECTOR OF FINANCE Memorandum To: George Berry From: Linda Anderson bie Subject: Atlanta Children and Youth Services Council Accounts Receivable from Atlanta Urban Corps Thanks for the three miscellaneous requisitions which you forwarded to me on July 17, 1969, as follows: (1) MR #16 - net salaries $1,315.11 (2) MR #15 - office supplies 33,86 (3) MR #14 - postage 20,00 I am sending MR #16 to accounts payable for processing, however, I am holding MR #14 and MR #15 for further verification. The report furnished to me by Mike Aarons of our Audit Staff indicated an account receivable for office supplies of $35.00. By copy of this memo, I am requesting Mike to verify the amount for me. The charge for postage would have arisen from use of the Youth Council's postage machine, By copy of this memo, I am requesting Martin Burke to check their postage log and advise if the amount is correct, (This figure would not have been picked up on Mike's audit as his records would indicate total expenditures from postage rather than any usage allocation), cc: Martin Burke, Youth Council Mike Aarons, Audit Division  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 25 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8103cbaae626cf065107b4f9e993cd22.pdf fcb7257ec08162efcf1a22d748c56df8 Scripto Transcription A written representation of a document. CITY OF ATLANTA DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING ATLANTA, GEORGIA 30303 HENRY CITY ROBERT S. WIGGINS MARTIN McFARLAt,ID EDWIN L. STERNE RALPH C . JENKINS JOHN E. DOUGHERTY CHARLES M. LOKEY THOMAS F. CHOYCE JAMES 8. PILCHER L. BOWDEN ATTORNEY FERRIN Y. MATHEWS ASSOCIATE CITY ATTORNEYS ASSISTANT Cl TY ATTORNEY July 24, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M.MURF F CLAIMS ATTORNEYS Mr. George J. Berry Administrative Coordinator City Hall Atlanta, Georgia 30303 JAMES 8 . HENDERSON SPEC IAL ASSOCIATE Cl TY ATTORNEY Dear Mr. Berry: I am herewith returning the following contracts which have been approved as to form: 1. Twenty-five (25) contracts between the Atlanta Urban Corps and non-city agencies. 2. Five (5) contracts between the Atlanta Unban Corps and specific colleges and universities. With best regards, I am H'IW/ cj Enclosures � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING ATLANTA, GEORGIA 30303 ROBERT S. WIGGINS MARTIN MCFARLAND EDWIN L. STERNE RALPH C. JENKINS JOHN E. DOUGHERTY HENRY L. BOWDEN CHARLES M. LOKEY THOMAS F.CHOYCE cITY ATTORNEY JAMES B, PILCHER PERRIN YMA THEWS ASSOCIATE CITY ATTORNEYS ASSISTANT CITY ATTORNEY July 24, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M.MURFF CLAIMS ATTORNEYS JAMES B. HENDERSON SPECIAL ASSOCIATE CITY ATTORNEY Mr. George J. Berry Administrative Coordinator City Hall Atlanta, Georgia 30303 Dear Mr. Berry: I am herewith returning the following contracts which have been approved as to form: 1. Twenty-five (25) contracts between the Atlanta Urban Corps and non-city agencies. 2. Five (5) contracts between the Atlanta Urban Corps and specific colleges and universities. With best regards, I am HTW/ej Enclosures  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 24 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8ea96b44fe657c8a85b097e9421b0ec9.pdf abe1104ca7c9ed89d2c7c65b4d291c1f Scripto Transcription A written representation of a document. CITY OF ATLANTA DEPARTMENT OF FINANCE ATLANTA, GEORGIA 30303 TO: George Berry FROM: Linda Anderson SUBJECT: Urban Corps W Attached are four checks (each in the amount of $250000) in payment of the first installment due under the agreements with Carl Wiecke, Patrick Ntukogu, Roger Whedon and the Georgia Institute of Technology (Roger Rupnow) for services as educational advisors. LA:s Attachments � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document U Clan Canes CITY OF ATLANTA DEPARTMENT OF FINANCE ATLANTA, GEORGIA 30303 TO: George Berry FROM: Linda Anderson Lo SUBJECT: Urban Corps Attached are four checks (each in the amount of $250.00) in payment of the first installment due under the agreements with Carl Wiecke, Patrick Ntukogu, Roger Whedon and the Georgia Institute of Technology (Roger Rupnow) for services as educational advisors, LArs Attachments  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 23 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/cb3a5b9401dfb79653dd00dd0b4048c3.pdf 3d706a7938b80664c995d948504688fa Scripto Transcription A written representation of a document. July 28 , 1969 MEMORANDUM To: Jay Fountain From: George Bony~ Subjec t : Urban Cor ps Deposits In discussing Urban Corp finances this morning with Sam Willi ms and Inmond Deen, I was advi ed that they have been forwarding th ir cash receipts dir ctly to you for deposit. As you know, three external sou rces of funds w re e tablisbed by the Finance Committee and Budget Commi ssion by a resoluti on adopted on Jun 16, 1968. Inmond was not ure that all of the ca h receipts that they have ubmitted h ve been d po ited to the proper account. I dvised him that I would k you and or Lind Ander on to check into tbi b en depo ited to th appropri te tom ke sure that all th receipts h v revenue account. GB:J � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document July 28, 1969 MEMORANDUM To: Jay Fountain From: George Berry) Subject: Urban Corps Deposits In discussing Urban Corps finances this morning with Sam Williams and Inmond Deen, I was advised that they have been forwarding their cash receipts directly to you for deposit. As you know, three external sources of funds were established by the Finance Committee and Budget Commission by a resolution adopted on June 16, 1968. Inmond was not sure that all of the cash receipts that they have submitted have been deposited to the proper account. I advised him that I would ask you and or Linda Anderson to check into this to make sure that all the receipts have been deposited to the appropriate revenue account. GB:je  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 22 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969