HomeMy WebLinkAbout13303 ORD - 07/28/1976TKH:hb:7 /26/76:lst .
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AN ORDINANCE
AUTHORIZING THE CITY MANAGER TO SUBMIT A TITLE III
GRANT APPLICATION TO THE DEPARTMENT OF LABOR FOR
$398;00 TO PROVIDE SKILL TRAINING TO 150 PARTICI-
PANTS IN THE RURAL LABOR FORCE, ALL AS MORE FULLY
SET FORTH IN THE APPLICATION FROM THE TEXAS A & I
UNIVERSITY CENTER FOR CONTINUING EDUCATION, A SUB -
UyliSTANTIAL COPY OF WHICH IS ATTACHED HERETO, MARKED
EXHIBIT "A ", AND MADE A PART HEREOF; AUTHORIZING
THE CITY MANAGER TO EXECUTE ALL RELATED CONTRACTS AND
NECESSARY DOCUMENTS FOR THE IMPLEMENTATION AND
ADMINISTRATION OF THE AFORESAID GRANT; AND DECLARING
,� �1 �D • AN EMERGENCY.
BE IT ORDAINED BY THE CITY COUNCIL OF THE CITY OF CORPUS
CHRISTI, TEXAS:
SECTION 1. That the City Manager be and he is hereby authorized
to submit a Title III grant application to the Department of Labor for
$398,900 to provide skill training to 150 participants in the rural labor
force, all as more fully set forth in the application from the Texas A &
I University Center for Continuing Education, a substantial copy of which
is attached hereto, marked Exhibit "A ",'and made apart hereof.
SECTION 2. That the City Manager be and he is hereby authorized
to execute all related contracts and necessary documents for the imple-
mentation and administration of the said grant'in-order that the proposed
project may be commenced at the earliest practicable date creates a public
emergency and an imperative public necessity requiring the suspension of
the Charter rule that no ordinance or resolution shall be passed finally on
the date of its introduction but that such ordinance or resolution shall
be read at three several meetings of the City Council, and the Mayor having
declared such emergency and necessity to exist, having requested the
suspension of the Charter rule and that this ordinance take effect and be
in full force and �ff!:ay from and ter its passage, IT IS ACCORDINGLY SO
ORDAINED this the of 1976.
ATTEST: ��•�//l1,
City Secretary MAYOR
THE CITY OF CORPUS CHRISTI, TEXAS
APPROVED: %-S DAY OF JULY, 1976:
J. BRUCE AYCOCK, CITY ATTORNEY
By. 2.c y- 'j yir��-
MICROFILMED
Assistant City Attorney
tl ILIN 16 19 Qp
Program Narrative
And
1 Program Planning Summary
OMa,A,; —I No. 29 -:,
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ASSISTANCE
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A. LEGAL APPLICANT /RECIPIENT ,
5. FEDERAL EMPLOYER IDENTIFICATION NO.
:Coastal Bend Manpower Consortium
:Consortium
` sL— t/P.D. Ba : P. 0. Boll 9277
PR0.
a. HUMBER
b' 'ITIr
d. u7 :Corpus Christi a. cP.eh :Nueces
(F-
1. ssa :Texas a. zip caa1:78408
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a. c--.e Pra-e tM --e E. M. Briones
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A : U.p Nu) : 512 884 -301 EXT
'S 7. TITLE AND DESCRIP ON OF APP CANTS PROJECT
B. TYPE OF APPLICANT /RECIPIENT
q Rural Labor Force - Skill Training Project
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150 rural labor force members will be trained:under
D
E -fh Consortium
a contract with Texas A'& I University at Kingsville
F -EcSed Dk9'IR
o A"� �Pa.J.
= Texas in business and'printing skills.
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9. TYPE OF ASSISTANCE
A-B..;. Gnat I D-Iros-
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a- SUppi.a W Goat E-00r E.t- epp— M
Uri 10. AREA OF PROJECT IMPACT Ofo o) riWi 4 ma.tie„ IL EST111ATED NUM.
IL TYPE OF APPLICATION
Rural areas of AraRi9ft "hee, Brooks, eFlIEOF PTE SONS
�'-' C-P. -I R E-Anm ,t u1,
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San Patricio, Duval, Jim Tdells, Kened 150
saes enp•eprier. Carte C
ly. PROPOSED
FUNDING
3.1. CO CR ONAL OISRI
OF:
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a. PROJECT
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DATE Y vwalA b1,
37. PP.OJECT
DURATION
Do
a. IDGIL
197 10 a
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33. ESTIMATED WITS TO V— a. & 'E.,
19. =&STING FEDERAL IDENTWICATION NUMBER
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DE SUB"IrMO TO
FEDERAL AGENCY If 19 76 07 29
N/A
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FEDERAL AG.-MCI TO RECFJY3 REQUEST (Naa.ti Cite S(IW ZIP a:.)
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33. ACTION DATE> 39
DATE 39
n CONTACT FOR ADDITIONALLI�ORMA- 3& Ymr —Us. guy
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Due to time constraints on implementation of the National Program for Selected
Population Segments and the competitive nature of this procurement involving
innovative concepts and approaches, this grant application for funding under
CETA is being submitted to the clearinghouse and the Department simultaneously. '
Clearinghouses are requested to forward any comments directly to the Regional`
Administrator for Employment and Training. i
e
People who can learn efficiently, who can think, and
who can generate now, ideas, are the most precious of our
resources; yet it is this wealth of the human mind and
spirit that we squander away more recklessly than we do
any of our other resources.
The term "educational casualty," vividly expresses one
of these major problems that the C.E.T.A. Vocational Education
Program will attempt to resolve. In its original sense,
the phrase was used to describe those students who began an
educational program that they never finished. In the broad
sense, as it is used in this proposal it embraces all those
who, because of cultural or economic disadvantages, adverse
attitudes, or inefficient schooling; fail to acquire the
learning and intellectual development Which they and society
rightfully expect. In this sense, there are educational
casualties at all levels of education.
Some of the various kinds of educational casualties
that the-project will service will now be described.
1. Drop Outs - these drop outs are occurring at a
time when our demands as a nation for more
highly trained i:orkcrs and more intellegent
citizens are greater that ever before. while
there are millions of recipients of relief and
public aid there <:re many of thousands of jobs
unfilled because of the unavailability of
trained applicants.
Finally it :should be noted that frequently the children
and young adults wi;o drop out of school are the very ones
who have the most to-.vain from continuing. On the average, the
poorer (financially speaking) the student is, the sooner he
will leave school. Those who need what the school can offer
to compensate for inadequate home backgrounds, with limited
ability to learn directly from experience, are the least
likely at the present time to receive it. As it is, the
combination of such factors, as lour socio- economic status,
low intellectual values in the community, poor elementary and
high school preparation, false images given by the mass media
and migrant worker mobility results in a tremendous waste of
potential for the labor market.
2. The ";fever Ins" - an even more severe problem
than the drop out is represented by those
people who never obtain schooling or receive
only bits and fragments so that essentially
they are illiterates.
In our own country, the accepted rate of adult illiteracy
is only 3 percent, and in the future m`ay be even less. In
Southern Texas it is much higher, an educated guesstimate
is that it reaches 45 percent. For example, about one million,
children of migrant workers receive only haphazard schooling
at best, and large segments of South Texas are migrant
workers. While they receive some schooling, they profit
little from it. Many are there in body only.
3. The "Misdirected and Misguided" - another i%raste
of potential that creates unhappiness, frustration
and ineffectiveness, both in school and in work,
is that i•rhich results from misdirection in
educational and vocational plans.
In many instances bilin; -ual students acquire distorted
views of the world of work and of his own capabilities.
The :status levels, and the hierarchial arrangement of
occupations and of course in school, create frustrations and
feelings of insignificance for large portions of our populations.
Research has found that in many bilingual students the aspiration-
level is too low. Miany of them are inappropriately influenced
by others attitude.
11. Culturally Disadvantaged - at a time of apparent
great abundance of conspicuous consumptions and
"planned obsolescence," it may be difficult to
realize the growing numbers of our people whose
living conditions deny them minimal material
advantages and vocational opportunities adequate
from even the basic requirements for an independent
life in our society.
How does this deprivation come about, and-how does it
manifest itself? First of all, these children gain less
stimulation perceptually and verbally from their parents,
other adults, other children and from their surroundings
than do these more fortunate peers. Too rarely does the
language they encounter included abstractions, relational
thinking, or concepts from the modern world of work. Moreover,
I
they do not obtain a good model of vocational aspirations or
corrective feedback from adults or others in the community.
They have too many opportunities to learn defeat and failure,
both by comparing themselves with other more fortunate
children and in school, .-,,here they have difficulty with basic
subjects. They are members of a minority groups which generally
adds to their lour self - esteem. These children tend to drift
away from what society, business, industry and government
expect of them.
5. Attitudinal Failures - at all levels of schooling„
and among all social, ethnic and races there are
numerous individuals whose attitudes toward
educations and the world of work in general is
hostile. The reasons are complex but perhaps
are best explained as:
1. Home situations or family relationships
are unsettled and hostility exists toward
one or both parents.
2. Trauma may account for another group of
negative attitudes. In many instances
bilin;rual children are embarrassed by
unwittingly naive teachers.
3• Some negative attitudes arise from the
groups of which the child is a member.
They may reflect the anti - intellectual
attitudes of his community.
4. A more serious attitude failure is our
country arise:: from the too common belief
that schoolinS is for children and that after
schooling is completed, that's the end of
it. Learning is seldom viewed as a lifetime
activity, on which never arises.
9
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If the depressed economic condition of South Texas is in reality the
source of the migrant farm worker problem, then economic development of
South Texas should be the cure. Unless development of South Texas becomes
top priority among all levels of government within the Regions with the help
of Cabinet -level officials, all efforts to alleviate the present migrant
farm worker condition will continue to be piecemeal. Again the federal
Regional council, with its ability to relate to state and local govern-
ments (via Council of Governments), could play an important role in this
effort.
The migrant farm worker's situation should be handled on a national
1
basis. If the migrant program is to be part of the proposed revenue
sharing bill, the funds should be earmarked for the migrant farm worker with
national coordination.
Historically, the migrant farm worker has been part of this country's
silent and invisible poor. The structurally poor migrant population has been
residing in the rural wastelands of America, well hidden from society's view
and ignored by government legislation and programs. This is especially true.
of the Mexican- American migrant worker found almost exclusively in the
Southwest, primarily Southern Texas, whose story is a series of attempts to
survive and to move forward against the formidable odds of forced deporta-
tions, fete marketable-skills, and little or no help from local, state, or
national agencies. The protection and security expected by and afforded to
citizens of this country have, in effect, been denied to this segment of the
population.
The migrant farm workers have feel guaranteed rights. In most states,
migrant farm workers are not eligible for unemployment insurance; they are
not guaranteed workmen's compensation; they are not protected by the age
.:quirement of the child labor laws; they are excluded from the protection
given other workers in their attempts to organize or strike; and according
to the U. S. Department of Labor, they work for an annual wage lower than
that of any other income group in the country. They have the lowest educa-
tional achievement level of any sub -group in the United States. And because
of residency requirements, they are usually not qualified to vote. They are,
in effect, disenfranchised Americans.
It was not until approval by Congress of the 1964 Economic Opportunity
Act (EOA), including a separate Title (of the act) related to them, that
direct attention began to focus on aid to migrant farm workers. Prior to
this act, Congress had passed only the Migrant Children Educational Assistance
Act of 1960 and the Migrant Health Act of 1962 and, it is generally agreed
that Title III B of the 1964 EOA was Congress's first real admission that
farm workers would require special programs if they were to benefit from the
anti- poverty thrust.
Although Congress has, since that time, maintained a continuing interest
in farm workers and has supported ever - increasing levels of appropriations to
Federal Agencies mandated to provide supportive services to this group, hun-
_',•^_ds of thousands of migrant farm workers and their families still live in
poverty and follow the c roos in search of employment. These workers are far
more dependent on the weather for jobs than on this special legislation.
Sudden freezes or flash floods can not only kill off a new crop and shorten
the work season, but can also leave the farm worker unemployed after long and
grueling trips across country.
In 1967, the average migrant worker was employed for some eighty -five
days and earned about. $922.00 for a year's wages. From 1965 to 1968, their
wages increased an average of 29 cents per hour -- from $1.14 to $1.43. blhile
.er workers' annual wages had risen substantially, those of migrant farm
workers had shown only modest increases. In actual earning povier, the migrant
worker earned less in 1903 than he earned eight years prior to that. To
further complicate matters, migrant workers seldom actually received even
tile miniinum wage, due to the fact that they are paid by the piece rather than
by the hour. Growers insist that the piece work rate means more money for
the worker; however, it generally means less for all but the youngest and
strongest.
In the early development of our nation, it was assumed that people had
the power to control their own destiny. However, there appears ample proof
i
that today the personal circumstances of the migrant are the result of
forces that cannot be changed unless they acquire economic, social and polit-
ical power. It is also evident that without change, these people will not
develop the needed capabilities for advancement in a dynamic, industrialized
society. i
For the Texas migrant, home is where the crops are ripe and ready for
picking. Researchers indicate that this group meets the most discrimination,
works the hardest for their earnings, has the least job security, the least
formal education, and the lowest social status of any group. Although
migration offers the only viable alternative to unemployment to them, their
migrant status appears to separate them from the larger community, and
their minority status completes the separation.
Others indicate that migrant and seasonal farmworkers of Texas are
given less help by government poverty programs than any other group of poor.
Further, it appears that this population suffers more because of:
1. Problem of Politics: Training slots for Department of Labor,
Manpower Development and Training Act classes, on- the -job
training, slots for Heighborhood Youth Corps, Job Corps, New ,
Careers, Special Lrpact and Work Incentive Programs represent
dollars and dollars represent patronage. Migrant farm workers
do not _ have the patronage and the political muscle for the
dollar.
2. Competition for funds associated with federal and state programs
combine the vested interests of public school systems, Com-
munity fiction Programs and urban junior colleges with lobbying
strengths of city government, organized community pressure groups
and unions -- priority is given to those with economic porter.
3. Businessmen and farmers in rural areas fear that formal training
provided by "nu1V" federal and state programs mean that once
trained, young farm workers will migrate (en masse) to the city.
The result has bean that migrant farm workers leave rural areas
anyway and suffer severely from inadequate academic preparation
and the lack of exposure to proper job training.
4. Migrant farmrrorkers suffer from an "audibility gap." What happens
to them and to their meager existence in the rural; areas is seldom
reported by the news media.
The educational achievement level of migrant children is the lot-test of t
any sub -group within our society, and they are afforded the fev"est educa-
tional opportunities to improve. schools provide no opportunity at all for
them to overcome the deficiency of being 1.6 to 3.3 grade levels below Anglo
students. In fact, they fall farther behind in the development of several
skills which are critical to making a living and participating fully in
modern society. Migrant students are at a disadvantage in verbal and non-
verbal skills when they enter first grade (whether because of a combination
of non - school factors, poverty, communitty attitudes or low educational level
of parent) -- the schools have not overcome it. These students score sig=
nificantly lot-ter on achievement tests than the average pupil. The increase
in the difference from grade one to grade twelve reflects the fact that the
schools have a negligible if not negative effect on the deficiency with which
migrant studcnts begin school.
Researchers state that "the information collected leads: us to the con-
clusion that the children of migrant workers have fearer educational oppor-
tunities than any other group of children in our society. Their educational
attainment and that of their parents is the lowest of any group." Other
studies show that migrant children do not benefit sufficiently from our
present educational system because it discriminates against the migrant
child who lives only short periods of time in any one community (even though
the parents i,iay have a well established migratory route that they follow
year after year). (.lost times a move means amid -term entrance into a new
classroom already bursting at the seams. These children enter schools where
there may be a shortage of school books and no money in tile school budget to
buy more. They carry few school records and, entering in the middle of any
study unit, begin with a handicap. It is no surprise then, that being a
migrant student implies lesser status to the other students i and to the
r
teachers. It is also no surprise that migrant children find themselves unable �I
to keep up with other children and then, as they reach maturity, find that
they are prepared only for unskilled farm work and the continuation of the
migrant cycle.
A 1971 United States Civil Rights Commission reported that migrant
.,tu:ents in Texas are lower scorers than their classmates on five different
measures; (1) school holding power (drop -out rate); (2) reading achievement;
(3) repetition of grades; (4) overageness; and (5) participation in extra
curricular activities. Further, this report revealed that only 86.1% of
all migrant children who enter elementary school will graduate. Thirty -three
percent of all those who enter high school will not finish. In Texas, less
than 20% of all migrants who begin high school will graduate (Texas Migrant
Labor Report (1973)). Other reports from some states with heavy Mexican -
American migrant student populations estimate that less than 10% of all
migrant students who enter grade school will finish high school.
The educational failures of the Mexican- American migrant student bre
caused not only by non - attendance but also his transitory status. The other
causes of educational failure are similar to those of most Mexican- American
youngsters whose native language is Spanish. These common causes seem to be:
(1) age -grade retardation; (2) language differences; (3) forced acculturation;
(4) teacher inadequacy; (5) curriculum deficiencies and (6) poor school plant
facilities.
The litany of difficulties faced by the Texas migrant school child whose
home language is Spanish is overpowering. For many of this population, their
first contact with the dominant community is their first day in school. They
enter school and begin a curriculum designed for instruction in English. It
is this linguistic problem in all its ramifications that presents one of the
greatest stum.bling blocks to the Mexican- American migrant child in his edu-
cational achievement. lie has been punished at school for speaking Spanish
and criticized at home for not speaking his native.tongue. llhat was learned
at school was seldom reinforced at floe and those warm and meaningful ex-
periences of the home were seldom shared at school. Sanchez (1953) reflected
that these school experiences tend to submit the child to little more than
rote learning, parroting words and processes in self - defense, and once this
deception is complete, they no longer view school life as anything more than
artificial.
Migrant children seem to be more affected than other students by weak-
nesses in the essential elements of teacher quality, curriculum offerings
and physical plant facilities. There is evidence that migrant children are
taught by tiny poorly trained teachers and that it is not unusual to find
noncertified teachers in many rural schools with heavy Mexican- American
(migrant) student enrollment. Teachers are not unlike other middle -class
i
ti Zell s. They almost universally see their role and that of the school to
be one of encouraging the poor and foreign to bacome full - fledged middle -
class Americans, they genuinely and willingly desire to help migrants, but
they don't necessarily like them or accept them as they are.
A report of a study that showed 1650 elementary teachers in the lower
Rio Grande Valley of Texas (probably the most populous migrant base in the
Southwest), slightly more than one -half of the teachers held state certifi-
cation, with 1011, having less than four years of college and another 13iS teach-
ing regularly on emergency credentials. Finally, the ethnic isolation of the
migrant student seems to be compounded by school personnel who have little
I
or no understanding of the minority communities in which they are assigned
to teach. There is an under- representation of'Mexican- American teachers,
counselors, administrators and school board members in all districts with
large ilexican- American populations (U. S. Civil Rights Commission Report,
Despite the fact that migrant children seem to be more sensitive to
school curricula and plant facilities, they are enrolled more often than riot
in schools with deficiencies in these areas. There are fewer physical
laboratories, there are fewer books per student in libraries, texts are less
often in sufficient supply, schools are less often accredited, they are less
often in schools with intensive testing, academically related extra - curricular
activities are less, and the total curriculum is less often built around an
academic program.
Schools with a majority concentration of Mexican- American migrants more
often have badly maintained physical plants, combined with overcrowded, poorly
furnished classrooms, and a lack of proper equipment throughout. Another U. S.
Civil Rights Cormrission Report (1972) states that the system of school financing
works to the detriment of districts with heavy concentrations of migrant stu-
dents.
It is obvious that Mexican- American migrants face formidable difficulties
and inequalities in any effort to improve their lives, and unfortunately most
current school situations do not meet their needs.
RATJO.MLr:
"Poverty in the midst of plenty is a paradox that must not go un-
challenged in this country. Ours is the wealthiest of nations, yet
one -sixth of our people live below minimal levels of health, housing',
food and education -- in the slu,.Is of cities, migratory labor camps,
in economically depressed areas, on Indian reservations ...
(Kennedy, John F., President)
As stated before, a needs assessment found overwhelming evidence that
rural poor (migrants) are products of a traditional educational system that
leaves them far behind the majority population in academic achievement and
-ji. the acquisition of the basic tools for earning a living. Traditional
education for the migrant student has too often been of inferior quality,
the result of unequal education opportunities. This fact is reflected in -
the high rate of school failures, early school dropouts, widespread un-
employment and social degradation experienced by those living a poverty
existence. If this segment of our population is to realize the promise of
the "American Dream," our educational system must allow every citizen to
realize his or her potential as a worker, as a parent, as a citizen and as
a total human being. No one should be excluded from the benefits of a
positive educational experience.
in 1970, after a decade of intense activities in support of minority
education, a survey (U. s. Commission on Civil Rights) revealed that 86.1`.'
of the 1•texican- Amoricans in Texas entering the first grade completed the
eighth grade (almost 1000 of the Anglos• and 98.8% of the Blacks made it).
These statistics show a sad situation, but what happens to the Mexican -
American student between the 0th and 12th grade is even worse. During
this time period, 337 of all Mexican- American students leave school, never
to return. Among the some 300,000 14exican- American students in Texas who
are mzmbers of migrant families the high school drop -out rate is approxi-
mately
There are many reasons for the extremely high attrition rate among
older Mexican - American students in Texas (the worst rate among Southwest
states). sonic of these reasons are undoubtedly unique to the individual
and cannot be dealt with by a broadly conceptualized program. Other reasons
are inherent in our schools, our society, and even our value systems. For
instance, our schools tend to penalize a student because his native language
is Spanish. Language is one of the principal tools through which children
learn problem- solving skills so critical to their later employability.
Critical to any program proposing to reduce the high school attrition
-of migrant students is an understanding that migrant families live in pov-
erty. The earnings of a teenage son or daughter may make the difference
!-ti;!een subsistence and virtual starvation. It is, therefore, difficult
for migrant children to pursue the long -term good of a high school education
when faced v.,ith the immediate need to contribute to the family's welfare.
Sons and daughters of migrant families often drop out of school because of
their love, respect and concern for their own families. Any attrition pre-
vention program for migrants must deal with the realities of poverty.
Further, Department of Labor statistics project clearly the job problems
of the migrant farm worker. tigrants have a higher rate of unemployment than
any other subpopulation, especially in the 16 to 25 age group. For whatever
reasons, migrants have not been absorbed into the labor market (Texas Man -
power Planning Report, 1974). Modern technology has exiled them from their
rural homes and forced them into the city. Industrial mechanization and the
resultant need for specialized job training has prevented them from finding
gainful employment within the urban areas. In the 1920's, almost 38% of
the total labor force in this country was engaged in farm labor, Today,
farm labor represents less than five percent of the total labor force (Tyler,
1974). The number of migrant farm laborers has, however, not decreased
proportionately.
Another explanation for the high rate of. unemployment among this target
population is that employers once demanded little or no formal education as
i
certification for employment. i•lost now insist that the entry level require-
- inent for the same job is a completed high school degree. Migrant workers
remain migrants because they are unable to secure other jobs. They are
unable to secure other jobs because they don't complete high school and
gain the credentials and the skills necessary for entry into well- paying
employment. Migrants need help in breaking out of the cycle of poverty.
The proposed project will accept referrals from within the Coastal Bend
6ranpower Consortium Area. will encompass twelve counties. These are:
1. Aransas
2. Bee
3. Brooks
4. Duval
5. Jim wells
6. Kenedy
7. Kleberg
S. Live Oak
9. McMullen
10. Nueces
11. Refugio
12. San Patricio
The Center for Continuing Education at Texas A & I University in
Kingsville, Texas, has compiled the following statistics addressing the target
population to be served by the proposed project.
AL
t r J 4- L
SELECTING-CURRICULAR ACTIVITIES TO BE USED IN PROPOSED PROJECT
9
The learning activities planned within the curriculum
should pror:Iote growth toward the aims and objectives of the
programs. Activities will consist of the basic interests
and needs of the trainees in keeping with their past
experiences. There will be a graded sequence increasing
in difficulty that hopefully will promote learning more
°Iciently than those which were based on tradition,
ou- umoded philosophy ors outdated interests.
I
The following are some guides that will be 'used in the
selection of curricular activities:
1. The first criteria is that of selecting activities
which will result in the trainees knowledge of the
cognitive structure of each subject. Processes,
relationships, concepts, and generalizations will
be part of this section.
2. The learning activities will be presented so that
transfer of training will proceed to actual -
vocational experiences. Applications will be sought
- after subject.matter is presented.
3. Curricular materials will be designed primarily
for the individual.
4. Curricular activities will be trainee centered and
will develop a high interest level.
5. Needs assessments of each individual will play an
actual part of the course offerings.
6. Capacities and abilities of the trainees will be
evaluated to make the curriculum more challenging
to them.
7. In addition to cognitive objectives (facts, knowledge,
principles) there will also be affective objectives
(attitudes, values, appreciation) included in the
curriculum.
I
Pror ram Scone and Overview
Recruitment - The proposed project would received referrals
from the folloing community sources.
1. Texas Employment Commission
2. Texas 4lelfare Department
3• Coastal Bend Manpower Consortium
4. Adult Basic Education Department Programs
5. Texas A & I University Personnel Office
6. Veterans Organizations
7. Lions Club
8. Local Governments
9. International Business Machines Corporation
10. f•Iultigraph Corporation
11. General Binding Corporation
12. Local High Schools-
Additionally, neirspaper,.television and -radio announce -
ments would be secured to further enlighten the local
population of the proposed project.
Applicants would be interviewed as to ascertain their
successful entrance into the program. Those interviewed
and discovered not eligible (health, mental, attitude) would
be referred to other agencies and a followup procedure
arranged hopefully to secure other possible sources of
assistance for them. It is projected that we would receive
some three hundred (300) applicants that would receive and
in -depth interview. The proposed project would select
350) of the three hundred (300) interviewed to enter the
C,E.T.A. Vocational Education Program.• It is further projected
the one hundred fifty (150) selected will have the following
profiles:
1.
Ethnic -Group - Mexican- Americans
(IUU)
2.
Ages 18 -21
(50)
(40)
22 -25
25 -28
(40)
29 -30
(20•)
3.
Sex Females
( 75) -
Males
4.
Heads of Households
000)
5.
Public, Assistance
1(80)
6.
Unemployed
(•70)
7.
Marital Status
020)
Married
Divorced
(10)
Single
(10)
Separated I
(10)
S.
Educational Attainments
=
- -
High School G.E.D...
(c,0) _.
G.E.D. Diploma
(30) -
_
Last Grade Completed' _
ZO)' _
1th
10th,
(20}
-
-- ,.
9th
- (10)
8th
(10)
r
7th
(10)
6th
( 0)
Reading Level
(4.6)
Math Level
Spelling Level
(4.2)
9.
Median Employment Years - 10 months '
10.
Median Average Salary - $2,000 annually
If the
proposed project receives funding to
further
involve
the community in the project C.E.T.A. Vocational
Education
Council would be established. It is intended
to have
a ten member council that would provide
community
support.
The complexion of this council would be
as
follows:
J
i
B members from community
1 Project Director
1 Project Counselor
A complete review of the proposed applicants would be
accomplished by this council. It is felt that the stability
of the applicants would be enhanced by enlarged use of the
council -
A Technical Advisory Committee will be formed to provide
the project with technical guidance and supportive assistance.
The members; will be composed of business leaders, industry,
small business men and government supervisors. i These
individuals will support job placements, resume preparation,
interviewing techniques, job development and other advice'
r
necessary for a successful project.
Each applicant entering the program would receive
complete physical examination in order that impairments,to
_- successful completion -of the training period irould be assured.=
Those needing eyeglasses, dental work, etc. would all be
completed before entrance'into the program. "Close cooperation
is anticipated between lin:cage contacts with supportive
agencies to assist the fifty (50) trainees.
Trainee Evaluation
A complete psycho- educational - socio- vocational evaluation
:•rill be completed in this phase of the program. The follo;•ring
instruments would be used:
1. Weschsler Adult Intelligence Scale
2. Peabody Picture Vocabulary Test
3. ;Aide Range Achievement Test
If. Durrell Analysis of Reading Difficulty
I • I � 1 '
5. Hobbs- 6lerrill Arithmetic Achievement Tests
o. Kuder General Interest Survey
7. Strong Vocational Interest for [.ion and Women
S. National Business Entrance Exams
9. SRA Typing Skills
10. i•iechanical Information
11. Mechanical movements
The evaluation is deemed necessary in order that an
educational - vocational. prescription could be written for each of
the one hundred and fifty. The prescription would be written
to completely individualize the program for each trainee. ti
The prescription would include the strengths and weaknesses
in the academic areas. The overall evaluation of each '
trainee would be discussed with them individually. During
this evaluation period the trainee would be given the oppor-
tunity to contribute to hi.s proposed prescription. As worI4
evaluations would be an on -going part of the program each
individual trainee would play an actual role in completing
the self evaluation component of the program. There Will
be self and staff evaluations completed on each trainee on a
weekly, monthly and completion date basis. On completion of
the educational- vocational prescription, all trainees will
enter an orientation component of the program that would be
administered in Spanish and English.
Orientation Component
This component of the overall program will have the
following functions:
1. To explain in detail the entire C.E.T.A. Vocational
Educational Project.
2. Develop trainee handbooks that would govern the
expected behavioral objectives of the program.
3. To help each trainee with attitudes regarding the
"irorld of work."
4. `2o motivate each trainee to seek his potential in
the labor force.
5. Daily; weekly, and completion schedule will be
formulated.
6. Acquaint trainees with project staff, prospective
future employees and with each other.
7. Discussion on the weekly and monthly evaluation
methods.
The above stated objectives will be accomplished both
in groups and individual sessions. Upon completion of the
orientation period which has a duration of one week (5 days)
forty hours, they would then move into the combined vocational
educational components.,
Trainingshio Program
Educational Component Section - It is intended to have three
(3) sections or units composed of the educational component
of the.program.. For "school drop outs," "never in's," and
"attitudina:t. failures," the terms arithmetic, social studies,
mathematics, language arts, reading etc. have been ignored
in this proposal. Instead we chose these terms with an
explanation of each: J
Computatlon Slcllls - arithhmetic in which content and
methods are based on experiences in personal, social, business,
industry and family budgeting.
CommurneatIon Shills Section - the verbal skills used in
communicatin.f, and expressing ideas, control and proficiency in
the use of the EnGlish language and will include reading,
skills; except where exempt under the provisions of section 604
of the Act, provided, however, that nothing contained in this
paragraph shall be construed to preclude persons or programs
for whom the foregoing goals are not feasible or appropriate
(sections 205(c) (4) and 604).
2. To the extent feasible, public service jobs shall be
provided in occupational fields which are most likely to expand
within the public or private sector As the unemployment rate
recedes except where exempt under section 604 of the Act
(sections 205(c) (6) and 604).
3. Special consideration in filling transitional public
service jobs will be given to unemployed persons who are the
most severely disadvantaged in terms of the length of time
they have been unemployed without assistance, bdtisuch special
consideration shall not authorize the hiring of ahy'person
when any other person is on lay -off from the sane or any j
substantially equivalent job (section 205(c)(7)).
4. No funds will be used to hire any person to fill a
job opening created by the action of an employer in laying
off or terminating the employment of any other regular employee
not supported under the Act in anticipation of filling the
vacancy so created by hiring an employee to be supported under
the Act (section 205(c)(8)).
5. Due consideration will be given to persons who have
participated in employment and training programs for whom
employment opportunities would not otherwise be immediately
available (section 205(c)(9)).
6. Periodic review procedures established pursuant to
section 207(a) of the Act will be complied with (section
205 (c) (17)) .
7. Agencies and institutions to whom financial assistance
is made available under this title have undertaken or will
undertake, analyses of job descriptions and reevaluations and,
where shown necessary, revisions of qualification requirements
at all levels of employment, including civil service require-
ments and practices relating thereto, in accordance with
regulations prescribed by the Secretary, with a view toward
removing artificial barriers to public employment of those
whom it is the purpose of the Act to assist (section 205(c)(18)).
language both oral and written, speech; spelling, handwriting,
form preparation and employment skills.
Pre -E ipl.oy:ent Section - this section of the project will
prepare the trainees for career opportunities' in the employment
field. The areas to be covered are Mexican- American History,
Cultural. Heritage, social skills, employment interviewing
techniques, employee - employer relations, Social Security
Benefits, Income Tax, Civil Service Examination Preparation
(Federal, County, City, State) and inter - personal relationships.
G.E.D. - preparation would be included in this section.
As each trainee will have an educational prescription
and the Educational Component hiGhly individualized,'we will
not attempt in this proposal to finely detail the curriculum.
In the Communication Skills area these subskills or skills
will be made an integral part of the program. We must
- - however -state'that all these skulls will be'pointed -up vividly
to the "world of work." 'Listening skills, speaking skills,
cultural skills, social skills, visual skills,"emotional skills, ±-
self-concept, cognitive skills (perceptual, conceptual analogical,
discriminative, comparative), perceptual - conceptual, audio - visual,
decoding, encoding and word -form changes. It is anticipated
that most of the materials will be teacher iurepared as a
review of current materials reveals very little published in
this area. Programmed readers, experiences or chart stories
will be used primarily in this section. The trainee will
have an intensified program that should in the course of the
program bring his skills up to job entry level requirements.
In the Computation S::ills section of the project "everyday
arithmetic" and "arithmetic for-employnient" will be taught.
Here as in the Communication equipment programmed material
and teacher prepared materials were to be used intensively.
The prime objective of this con.p onent will be to bring the
trainee up to job entry level requirements within the time
frame neces:;ary. P'or example, those entering the Business
Cluster will have to have a deeper understanding of mathematics.
It is envisioned that simple bookkeeping will be taught in
the Business Cluster. The Pr-e- employment Component will
teach ISexican- American History, Cultural Heritage, social
skills, employee- employer relations, Civil Service Exam
Preparation, family relations, fellow employee relations,
withholding tax medical insurance, union benefits, search -
for employment, social security benefits, unemployment
benefits, and similiar subject matter necessary'to prepare,.
- -
the trainee for employid'ent'.- -A'search -of pubiished'materials
for this component reveals'_little . of any useable materials.: .
Once again the teacher will be required to do a great deal of
the material preparation_.
The proposed project will require creat-vety on the part
of the teacher and an acute awareness of the needs of each
individual in the program.
Rationale for Business Cluster and Pririt-ing Skills:
A study conducted by the Center for Continuing Education,
Texas A & I University revealed that these occupations had
a priority for possible job placement. Sources of this study
included the:
1. Texas Employment Commission
2. San Antonio Express Newspaper Classified Section
3. San Antonio Light Newspaper Classified Section
)I. Laredo Times Classified Section
5. Corpus Cn isti Caller
6. National Cash Register Co.
7. Chamber of Commerce
Corpus Christi and Kingsville, Texas
8. Texas Dental Association
9. Texas Medical Association
10. Copus Christi
11. Kingsville
12. Brownsville
13• Harlingen ;
14. San Antonio
15. County of Nu eces, Texas
16. County of Kleberg, Texas _
17. Kwik -Kopy Co.
18. Printers - Inc— -- -
" 19. Bald:-tin Printing Co'.
20. Jerry La Barbara Personnel Services
21. Texas Printing Co. -
22. 3D Printing; Co. _ - -
23. Multigraphics Corporation
24. Vanderwell Associates Personnel Consultants
` 25. Instant Print Co.
26. Southwe ;tern Sell 'telephone Co.
27. I.B.1d. Corporation
28. Continental Trailways
29. Shelly Travel Agency
30. World wide Travel
31. Universal Travel Agency
32. American Photocama
33• American Airlines
34. Braniff Airlines
35• Eastern Airlines
36. National Alliance of Businessmen (NABS)
The Texas EMPloyment Conmiission's "Changing 'Jorizons ",
a Profile of Jobs to 1980, published in February 1975 concerning
the business cluster is as follows:
Plannin-- for the future employment of those trained
in the proposed project- has been of the highest priority.
in the past, the lack of occupational information has presented
a real problem for planners at all levels. New programs are
always being introduced to alleviate some of the shortcomings,
but much has been done to provide good occupational information
in this proposal.
The training of the identified population in this proposed
project Wi11 be able to adjust to changing needs rapidly enough
to keep pace with the needs of the employee.
FINANCE, I„SURA -NCE, AND REAI. ESTATE
Total e111100yment numbered 207.700 in Finance, Insurance,
and Real Estate in 1970, By 1976, this count will have grown
to 253 900, and by 1980, employment in this category is
expected to be 2811,600 - -a 10 -year gain of 37.0 percent. With
this advance, the Finance Industry Groups will become the
sixth largest concentration of employment in Texas.
In the 1970 -1980 decade, the percentage increase of
those employed in Real Estate in Texas should substantially
surpass the 27.0 percent increase expected in this field at
the national level. Texas Real Estate employment is increasing
at a faster rate - -118.9 percent -- -than any"other part of Finance,
Insurance, and Real Estate. A large portion of this sizeable
employment advance is attributable`to the- fact,that';Texas is
- rapidly acquiring a role as the vacation center of the'South'
Central States, vrith numerous resort communities evolving 'in
several areas of the State.
At the same time, a new innovation- -the townhouse or
condominium- -has been introduced to the Texas home market.
The prospective buyer's attention is shifting from the"
single -unit dwelling to multiple -unit dwellings. Despite
rising interest rates and climbing construction costs,'the
multiple -unit dwelling continues to increase its popularity,
as it combines the conveniences of leisure apartment- living
with the tax benefits of home ownership. The flourish of
shopping malls and office buildings has also created the
need for the services of those employed- in the Real Estate
field in order to sell available space.
All. sectors of the Finance, Insurance, and Real Estate
Industry will experience fair growth, with the exception
of Stockhrokers and Investmen� Companies. This segment is
predicted to grow only 5.2 percent between 1970 and 1980
in Texas, while, on the national level, employment in
this particular area is forecast to increase faster - -50.8 percent- -
than any other se[;;r,ent of the Industry. The expansion of
customer services and the creation and development of more
extensive computer operations in the Banking Industry will
net a 41.5 percent- increase during the seventies. By 1980
total Texas Finance employment will number 113,100 (58.11 percent
of which will be Found in the Banking segment). The Insurance
1
segment will grow by 32.3 percent -over the 1970 -1980 decade.
SALES I1011KERS
In 1970, there wore 296,700 persons employed as Sales
workers. Their number is expected to climb to 386,600 by
•1980. ivl�uch of this increase is being brought on by growth
in Trade, as it attempts to meet the demands of an expanding
population. Other factors are the success and popularity
of regional shopping malls and large resort communities.
These types of building development rely heavily on sales-
persons from their infancy, and this need continIues throughout
the lives of these developments.
While the limited activity in residential development
I
during the raid- seventies has had a sobering effect on some
sales operations, it is not expected to have a substantial
bearing on the overall ten -year trend. fn addition to the £9,900 I
workers necessary to meet, anticipated. expansion_needs,.141,200
persons will be needed to replace those who _retire'or die' --
making_the total demand for Sales Workers during -the 1970-to-
1980 decade 231,000. -
CLF711CAL AND KT1,TDR_.D WORKERS
Employment in the Clerical and Kindred Workers category
will climb steadily during the seventies to a total of
9514,700 by 1980. manpower needs in this occupational group
reflect rather varied trends as a result of our changing
technology. l-lhile most occupations in this groups are
anticipating growth, Keypunch Operators and Stenographers are
expected to decline ifi number. Despite overall growth in the
Secretarial field (Secretaries, Stenos, and Typists) from
2011,1100 in 1970 to 281,000 in 1980, some occupations i•rithi.n
this catef;ory will decline. Secretaries (Legal, Nedical,
Other) will expand 43.0 percent, ti:ith an addition of 66,700
new employees; on the other hand, Stenographers will decrease
from 5,900 workers in 1970 to 3,900 in 1930 - -a 33.9 percent
reduction. Employment- in Computer and Peripheral Equipment
Operators Will gain 4,300 workers; this 56.5 percent addition
over the 19'70 -1980 period is the result of increased use of
computer technology for speed and accuracy in all types of
organizations. As the demand for Computer Operators grows,
employment in related occupations - -such as Keypunch Operators- -
will fall. New innovations within the computer field itself j
(new methods of data entry) will cause a 12.3•perce,nt decline
in Keypunch Operators.
i
In some fields, the demand in a specific occupation has
become so . .:.. :.:
"great that other occupations,- requiring less
skill, are being substituted to meet the demands for ..these
positions. In order to satisfy the rapidly growing need
for Teachers, for example, Teacher Aides will. increase by
97.4 percent between 1970 and 1980. With this advance, they
Will number 15,200 by the end of the current decade. .
With the need for 220,700 new workers and an additional
1105,000 to man jobs left vacant by deaths and retirements,
Clerical 1a01,kers will continue to be the largest occupational
groups throughout the 1970 -1930 decade. This fact shows
clearly the increasing cor,.plexity of our economy and the
demand for basic Clerical shills needed for daily operations.
sT-,Rv1C1.S AND c 1SCLI.LVISOUS
.The Services Industry Group will regain the State's
largest ctaploying unit during the seventies. In 1980,
employment in Services .ai11 comprise 29.3 percent of the
Texas total. iqith incomes rising, more money will become
available for disposable income. As these expendable funds
grow, more services come within the reach of a larger
portion of our growing population. The fact that more money
is being spent on services affords establishments in this field
the opportunity to create more service- oriented jobs. By
1976, Service workers will number 1,381,100; by,1980, total
Texas employment in this industry group wi11 reach 1,537,300.
During; the seventies, the fastest g-roving division "
(percentage -wise) in Services will be the Miscellaneous }
Business Services sector. -This segment encompasses`a wide _
varety_of _business- related services -- Advertising, Business,`
Management, Commercial Research and Development, Computer
Programming, Detective and Protective, for example, to name
just a few. Employment in these Miscellaneous Business
Services will experience a 101.5 percent gain between 1970
and 1980. All sectors of Miscellaneous Business Services,
except Advertising and Business Management, will more than double
their 1970 employment in ten years. By 1980, employment in this
division will reach 161,100.
The largest employing unit of the Services industry Group,
Educational Services, will grow by 27.11 percent by 1980. This
section will employ 389,900 workers by the end of the 1970 -1980
decade. Iii the Educational Services category, Elementary and
Secondary School emoloyment v:ill account for 71.8 percent of
the total number of workers in 1980. Grovith in this field
is primarily the result of a raoidly expandinv, school -aRe
population. Likewise. the recent- trend for Younp- adults to
further the,.r education in colle,es and universities has
intensified the need for better facilities and more education -
related .lobs in areas concerned with higher levels of learning;.
Employment in Colleges and Universities is expected to advance
by 22.1 percent during the 3970 -1930 decade. The growth of
these institutions creates additional job openings for teachers
as well as for numerous clerical and maintenance personnel.
The Medical and Other Health Services division is y
expected to have the largest net gain -- 100,900 additions - -.
between 1970 and 1980. Over 53 percent of this advance
is concentrated in Ilospital•Service employment. All other
sectors-7-offices of Physicians; Dentists, and Chiropractors:_
' Convalescent Institutions; Health Practitioners,nec; and= " - -
Health Services, nec - -will experience significant growth -
rates, but with smaller net gains, The more widespread
utilization of preventative medicine, in addition to new dis-
coveries and cures in the field of Medical Research, are
factors that will enhance job growth.
Business Cluster Course Offering;
Objective - Secretary DOT 0700 -201
Areas of Training
f
OF BUSH :7.5S CLUSTER
The trainees v;ill be able to be employed as:
1) Stenographers
2) Typists
3) Secretaries
11) Office Machine operators
5) Bank Tellers
6) Payroll Clerk
Receptionist-
I. Career Objective
A. Secretary
B. C.ivil Service Stenographer
C. School Office Cleric
D. Payroll Cleric
E. Bank 'feller
F. Real Estate Office Secretary
G. Receptionist
H. Travel Bureau Personnel
I. Airlines Personnel
II. Areas of Training
1. Typewriting 9
2, Composing Business Letters 10.
3. Piling 11.
4'. Office Machines 12.
5., Duplicating and Assembling 13•
6. Mailing Procedures 14.
7. Good office Practices 15•
8. Organization of Days Work 16.
III. Detail Area of Planning
Travel Arrangement
Recordkeeping
PBX Systems
Public Relations
Transcription
Dictation
Business Machines
Telephone Techniques
1. Learn to take dictation rapidly
2. Learn to transcribe notes accurately
3. Learn filing systems -- - --
= 4:. Learn to - develop tre ability_.to produce. a per,Fect .
f copy consistently ..
5. Learn to tYpe - _ -....
= - " 6. -= Learn to prepare attractive let-_ter" and multiple
neat carbons
-_ 7. Learn to proofread. anQ check materia'1, �rhich leaves ..;:
the office
8. Learn to type office forms correctly
9. Learn to co:aoose attractive letters, thank you letters,
applications, replies and inquiries
10. Learn to type letters with the "you" attitude and
with the readers' point of view in mind
11. Have good grooming
12. Have good office conduct
13. Get along with others
14. Learn to prepare file folders
15. Learn to code and file stencils and master units
16. Learn to retrieve materials from office files quickly
17• Learn to make carbon copy of everything prepared .
18. Learn to operate the printing calculator and electronic
calculator
19. Become efficient in the different uses of business
calculators
20. Learn to cut stencils and type master units
21. Learn to use style and lettering "
22. Learn to operate various duplipates
23. Learn to ansemble papers and the use of the
business stapler
211. " I,ecjrn to �az1:c ',,hernial units and copies of letters
in the Ther110f ax ; naciiine
25. Learn rate and classification of letters
26. Learn incoruing ar,d oL:t- -oing, mail procedures
27. Learn to sort interoffice mail
28. Learn to ::ra; packages
29. Organize your desk properly
a. calendar
b. type;:riter
C. dictation materials
3. supplies
30. Learn L-o keeu appointment calendar
31. Reservation procedu ^Cs
32: Learn to place telephone calls a -
33• Learn to maize lon-- distance calls
'34. Learn financial recordkeeping
35. Petty cash funds
36. Take dictation at 100 r'1letters per, hour - -
37., Learn to type 5 mailable
38. Learn to use various transcribing machines :
39. Learn tabulation typing
40. Learn to organize work efficiently
' 41. Learn to use telephone directories properly
42. Learn payroll procedures
43.. Learn different deductions" -
a. F.I.C.A.
b. State Taxes '-
_- c. 'Group Insurance -
44. .Prepare a payroll
45. Learn legal forms" :
46. Banking procedures
47. Learn good public relations
48. Learn proper business attitude
149. Learn better cc-- munication J kills
50. Learn to type minimum of 50FlPML
i
MMI i'II70 'S1iILL,S CLUSTER
After an complete research study it tras decided to use
this cluster as the second siJ.:Ll learning area.
Offset printing; can be done from a flat plate because
of a fundamental chemical fact: "grease and water do not
readily mix."
The plate as prepared in the shop will be a thin sheet
of paper or metal, so treated chemically and mechanically
that its surface will readily return a thin film of applied
moisture.
°'This process describes briefly what the.bff -set print_
shops and quick Print shops regard as the method they use
presently. 1:
The follo; ring is a synopsis of the curriculum that will
be offered in this cluster. _
All trainees will be trained on modern;'efficient and
well runnins; machines.
1. Introduction to Fhoto- Offset Printing ,
a. Major Printing Processes
b. Ilet Value of Printed Products by Processes
C. Basic Theory of Offset Printing
2. History of Off-Set Printing
a. InvenLion of Lithography
b. First Lithomraphic Press
C. Applications of Lithographic Process
d. Use of •7etal Plates on Cylinder Pres3es
e. Advent of Offset
f. Introduction of Photography
g. Color
h. Iialftone Screen
i. Photo - Offset Lithography
3. The Off -Set Printing Industry
a
Divisions of Idork'
b.
Special Service to the Trade
C.
The OfL'Lee off -set Unit
4.
Job
Planning and Lay -out:
a.
F.qu!p:!u.,nt; and ;.I.,aerials
b.
C.
Iiou ii La;, -cuts
d.
Comt)rchensIve Lay-outs
c.
copyfittinG,
f.
Illustrations
The Dummy
5.
Type Composition for Reproduction
a.
Metal type
b.
Wood type
c.
Belief form to fi.lm conversion
d.
Copying Existin- Pr,inted Wfork
e.
Hand lettering and art
f.
Clip art
g,
Pre - printed type
h.
Typewriter comoosition
'
i.
Photographic Display Composition -
j,
Photographic Text Composition
6.
Proofreading
a.
Kinds Of Proofs
b.
Proofreaders' marks
c.-
in, the proof-
Reading and marking
7.
Preparing
Camera Copy for Reproduction
a.
Kinds of camera copy
b.
Seal -enlargements,
in- reductions and
reductions Specifying tion or*6nldrgements!
d.
Preparation of line -copy
e.
Preparation of halftone copy
of
f.
Halftone and linework on the same sheet
film
9.
Halftone Windo-,.,s on line negatives
h.
Combinations
i.
Screen tints
j.
Copy paste up
8.
Line Photography
a.
Theory of P110tor-raphy
b.
The Filiq
C.
process cameras
d.
e.
Basic parts of the camera
settinf, I the camera for ,same size"
f.
Determining Lning a ba5:Lc exposure
g.
Determining the "Best number" of the lens
h.
Best cai.,icra scttinlcls
1.
Reductions and enlargements
j.
Corrections based on the Sensitivity Guide
1c.
Procedure for shooting lirie COPY
1.
Colored line copy and paper
9.
lial.ftone Photography
a.
Gadltion of toile
b.
Theory of halft-01,—, reproduction
C.
d.
screenin,, mek;hCd,:1
understanding dci.--,i',;o1T1ctrY
c
i,1,-LjCijjV, . single color halftone negative
, I
f,,,aj,,;.jjg a negative 'froin a halftone print
Makin, lialftones prescreened film
g.
J*i.
Duotones
Color Reproduction
a.
Colo"
b.
Color r,;;!.xing
c.
Hwa -11ni.-s reproduce color
d.
films to record colors of light
e.
Process color reproduction
f.
Procedures for flat color
g.
Procedures for process color
h.
Color separation
Film
Developing and Darkroom Procedures
a.
Layout of the darkroom
b.
Order of trays
c.
Theory Of negatives
d.
Preparation Of tray Solutions
e.
Developing procedures
f.
M etnods of developing film
Darkroom plictopr-nting operations-
h. -
Projection printing
j..
Mieth
Proofing ads
k.
Supplies
12.
Laying Out and Stripping the Flat
d stripping the flat
a.
Layin S out an
b.
Negative strippin.':r
c.
Equipment and supplies---,
d.
Layout table
e.
Preparation for stripping
f.
Laying out the flat
Strippin1g, the negative -
h.
Reference mark cuts into t he flats
i.
Additional layouts for composition
j.
Step and repeat work
k.
Combinations
1.
Stripping for t','!O colors
m.
Une work
n.
positive stripping
o.- Rcpcat layouts
p. Provision for register
13•
Plat-emaking
a.
Plate cilaracterisf :ics
b.
General car^ of offset plates
C.
d.
Gum ctraly is
Idain tyres of offset Plates
e.
Plate expose: e d::v ices
14.
Surfa(-° Plates
a.
Direct image plates
b.
Presensitized plates
C.
Albumin plates
d.
l'!ip on plates
e.
Tran ^L(,r plates
f.
Electronic- scanning facsimile
g.
Electrostatic plates
Ia.
Minor corrections
15.
Hola
to Prepare a Deep Inch Plate
a.
Mult ,fetal plates
16.
Relief
Plates for Dry Offset
a.
Metal dry offset ,,late
b.
Koda'._ rolief platie
:��cr re7.ief plates
c.
Dyoril n. otopo�;;
d.
3M Driographic plate
17.
offs--t Inks
a..
Requirements
b.
Composition
c.
Manufacture
d.
Color mixing of inks
e.
Inlc terminology
f.
Storing inks
18.
Paper and Bin_'ing Mork
a.
Requirements
b.
Papermaking Clips
C.
Papermaking
d.
So::,e cop.;-,on paper terms
e.
Paper cutting
of pieces from a sheet
f.
Figure number
o.
Carbonlcss paper
and shrinking
h.
Controlling the stretching
i.
of paper
Binding industry terms
19. Offset Press Fundamentals
a. operation and general nomenclature
b. rarer feedin--
C. Type,: of inking; systems
d. Fu;,ction of metering roller
e Hain cylinder operations - ' I :
f Feeder and dolivery systems
h. Dumper: ln;-, oystem
h. FOLUARi-11 0,0111tiOnS
i. In!:in,:, system
j Plate cyl.j nder
k Blan!(et cylinder
1. iz,.lpression cylinder
M. 1'ressurc, checks
11. Undercut cylinder packj-n,%;s
20. Offset PresswDrk Operations
a. Preli;-.iinary preparation
b. Sei;ting up for operation
C. Operat.Ing the press
d. Press i•.,ash UD
21. Rotary Offset Presses
a. Multilith 1250
b. Gripper Cam
C. Heidelberg •odel KOR
d. ATF Chief 20A
e. Whit in - !."anufactured Offset Duplicators
22. Flatbed. Offset Presses and the Web Offset Press
a. Sche-matic of web press
b. Unitized construction
c. Printing ui.Jlt designs
d. Unit designs
e., -Web -Break Detector
f. Printing unit adjustments to iia'age
23.- Offset Troubleshooting
a. Scumminc-
b. Tinting
C. Filling up
a. Piling
e. Set off
f. Vanishin. and Sticking
g. Picking
h. Roller stripping and spraying
:L. Mottling
j. Gay type
k. Chalking,
1. Runnin.,
M. Hicicy spots
211. Shop Safety
a. SareLy prr-cautions
1). Opera,,;in,; equipment
C. Small tools
d. Safi guards
25. I,ef*al ii rictions on Copying
a. Rmal clals
b . la:a:s
c. illegal and obscene
The curriculum outlined and proposed traininog program
should producu skilled ;corkers. The goals of the curriculum
=re to shill train the individuals with all aspects of the
photo — offset industry.
Io.11o:r Up Section
Upon 0olrpletion of the training the trainee will be
placed in the employment field. The counselor will make
weekly visit:; with both the e:.p'_oyer and employee to insure
job placement has been successful: Routine adjustments
will be handled at this tine by the counselor. These,reekly
visitations will occur for ti:�_- first four weeks of the
f ollovr up Component.
Bi- weekly visitations ,,,ill be made for the next three
months. Hopefully both the new employer and employee will
have a material understanding of each other at that time.
?t is during this period of tine that if necessary the.." `
e.e can be chin -_ed to another employer. "
During the next two months the counselors will make
monthly visits.-' -This should insure proper, employment
placements o£•all trainees.
All visitations by the counselor or project director
will be made after the trainee completes the program.
This would require additional time but the school district
will supply this service as an in -kind contribution. `
.'
—
Texas A & l
Uni,uoity
ccTA Project
Project
oire:tor
Trainee
POnLflatiOn
.< I us ter Attitude Development
e I =ing F 0"" t"')
-,r,, at' ET r sa k [n"i r, C ol ' oner,
Jo b
� �-Sr 7D ev el _nt
F� rEp� ,nt
D tion
ter COLHIS01 i 19
FEATURES OF PROPOSED PROJECT
1. Skill train 159 in three cycles, each cycle have a sixteen week duration.
Fifty trainees per cycle.
2. Place in per-manent employment 150 trainees.
3. Upgrade educational levels of 150 trainees.
4. Provide G.E.D. opportunities for qualified trainees.
5. Provide college credit and career ladder opportunities for qualified
trainees.
6. To provide shill training and educational opportunities for'150'rural
labor force trainees.
"TPORTIVE CO :VITMEnT
-- General Binding Sales Corporation of_1918 Hidden kay; - Corpus Christi;''°
Texas 78412, has stated that this type training proposed by the project rill
receive their full support in job placements. -
Addressograph Multigraph Corporation of San Antonio, Austin and Corpus~> ti <W
Christi, Texas, are - constantly seeking trained applicants for employment`'
in the "quick print industry."- Their full support Ai_ assured.
International Business Machines Corporation are vitally interested in
assisting in the training of personnel. They have agreed to assist in the
placement of trainees in career opportunities.
.................
o. GRANTEE'S NAME AND ADDRESS Rmpinynpotl nnA 1'nduine Admhlislrnllun
Coastal Bend Manpower Consortium CETA PROGRAM PLANNING SUMMARY be ect op.
P. O. Box 9277 c. GRANT YEAR d. TYPE OF PROGRAM
Se ent
Corpus Christi, TX. 78408 From I To 1. O Tide 1 ]. ®nua III specur.,.__.$f6_.._..i
10 -1 -76 9-30 -77 2. OTllm n 4.0 Title VI
INSTRUCTIONS FOR COMPLETING SECTIONS I, 11• AND III
n nFr IfINAL OFFICE USE ONLY .,,..u...e„'T ;s die sum of A.3 and A.2. D (Total Terminations) a the rum of D.1 Uu
I. ENROLLMENT AND TERMINATION SUMMARY
GRANT YEAR-TO-DATE PLAN
A. TOTAL B. TOTAL
7EPORT ENROLL• 1. Enroll• 2. Particl• ITERMINA• .6ployrn,cA a. Olreet
PERIOD MENTS menls pants to rtkd TIONS Plemts.
�hlsyr. Over _ _
56 56 0 1 6 0 _
II. PLANNED ENItOLLMLNIS IN 11I10GIIAM ACrl Villl.S
GONTnACT
IeCy
0
E
p
Moo.
OATC
Work
Exl�lenco
D.3. C (Planned F.nrollmenls) is A minor D.
n y g and b line
activity cvmulaUvel through the and year,
Z
1 2 7
° g
z
] b) Currently Enrolled
I 7
II- Sre. it: Enter in' line (n) Enrollments In each program
planned to be enrolled In each program activity at the end el each
[n each
C7
$ °o
2 a) Total Enrollments
d
0
112
(b) the number or pirucipanls
whe are concurrently enrolled In more Than one activlly should be counted
p
O
sin ti
du
o'i
a &Z
ou
U
f
quarier; particlpants
In which they are enrolled.
ti
168
d2
O
MM
Ots
vv
„ aeHvity
Sec. Ill: Enter the cumulative number of participants In each segment to be enrolled during the gran rear.
as we applicable.
0
2 a) Total Enrnllmenls
0 9 7
168
17
3 b) Currently Emened
17
u
1 z
^r7r7.�z•v27i
h:
I1t
]r
n1
Participants should be counted in as many significant segment groups
1
2 ]
•t 5
a 7
a 9
10 St
U u p 1.
16 1 1
1[
2 z. 2]
2"
7 p
n 2r
i
I. ENROLLMENT AND TERMINATION SUMMARY
GRANT YEAR-TO-DATE PLAN
A. TOTAL B. TOTAL
7EPORT ENROLL• 1. Enroll• 2. Particl• ITERMINA• .6ployrn,cA a. Olreet
PERIOD MENTS menls pants to rtkd TIONS Plemts.
�hlsyr. Over _ _
56 56 0 1 6 0 _
II. PLANNED ENItOLLMLNIS IN 11I10GIIAM ACrl Villl.S
/ O
C
0
E
CLASSnOOM TRAtNINC
Prb,x Snons Voc. Ed.
On•Ihe•JOb
Tralning
Pub. Servk
Emplo /mall
Work
Exl�lenco
2 a) Total Enrolments
1 2 7
] b) Currently Enrolled
I 7
5
2 a) Total Enrollments
013 7
112
3 n] Currently ffmm�ed
9Pill
50
2 a) Total Enrolments
0 6 7
168
O
3 b) Currently Enrolled
0 6 7
50
0
2 a) Total Enrnllmenls
0 9 7
168
17
3 b) Currently Emened
y9 ° 7
0
1 z
^r7r7.�z•v27i
h:
I1t
]r
n1
nr.
III. SIGNIFICANT SEGMENTS
GRANT VEAn•TO•DATE PLAN GRANT
SIGNIFICANT 12131 3/31 6/70 9130 SICNif IC ANT 12 /JI
SEC toENTS SEGMENTS Iel
(a) (b) (c) (d)
„_a..,- F nisabled Vet 2 _
a
0
2. Other 3. Nom
Positive post tivo C
T
IV. OTHER ACTIVITIES
(Relueucc IIF)
Indlwte other aedwbes or specml programs on anaah-
ments. Describe their objectives and list milene ies
toward their achievement sin a 0uamitatwa or narrative
presentation.
Ism
PLAN
ETA 2207 IJun. a
Budget Information Summary
And
Budget Support Information
iRAN1EE'S NAME AND ADDRESS
US, DEPARTMENT OF LABOR
B. GRANT NUMBER
1 2
EmP14Ym1nt and TfxifslnE Adminlstrntlnn
N/A
,oastal Bend Manpower Consortium
4 2'
C. TYPE OF PROGRAM "
a, 0. BOX 9277
2 27
24
BUDGET INFORMATION SUMMARY
1 2
;orpus Christi, TX 78408
2 22
1. E3 Title 1 7. (S Till. III A. ❑ Title VI
25
1 2
Selected Segment
” 21
22 27i 24
2. C3 Tlua a rsnrTu.I. „Pop.
D. FOR REGIONAL OFFICE USE ONLY
..:
-
2
CONTRACT KEY
MOD.
DATE
0 3
7
¢
W
of
G_7
0 17
s
o
F p
'^
u
I'nn2
,°,u
MM
OD
YY
r
F
3- 196,656
c
3 294,994
G
3
a`Z
Prime Sponsor Obligations
Proiealed Expenditures by Program
G
35 98,328
31 196,656
70
G
0
35
398 900
Total
98,328
4 -Q 196,656
44 294,994
1 2
J a 5
G 7
31 9
110111 11
1.113 14 15
16 17 16
17 1nI
21 III III
IP4125126
27
26 29
E. BUDGET SUMMARY COST CATEGORIES
b. On she Job Tmininq
ESTIMATED UNEXPENDED
FUNDS
NEW O R REVISED BUDGET
I. TOTAL
s3
b. Faunfal
c Non•fetlr Nl
tl. Fetlelal
e. NOn•F, ticr'sl
GRANT PROGRAM
FUNCTION OR ACTIVITY
62
E3'`.'Y •'F 'c "tl
:<.:,�.(xv.2 •.,::'
2 3 26
.•(, �,r:t!� -- t�,;..
°d,!7., �'h....,;:
:\ /: >n::,..f3.
't...'2 i. ^f ;�•�
Administration
d. Work Experience
,ts•, >wX ,;,'y�.n`
..der:
;1 "iR�'zt:?;:ss
C 2 67,788
71
^••s;
t1
71
1 2
r. "t a'S•'r••
`O'
"'b .
e^: >•• .' „ ?.;':.
J5 193,200
1 2
3 26
allowances
3 2G
."
7 26
A4 —0—
Wage,
�e. Services to Participants
G
',:, C•s'C:•
57 —0—
''..
O
Fringe Bencfils
G
4
35
_
110,312:.;
7600
;r•::a
•''=`i`"_'°"~_-------
3'raininq
Servsecs
-
1 z 7
_
26
— _
—_.._ ___:2
398,900
-
Projected Expendilures for Vocational Ed.
;'
Total,
44 -
s
44
7.
F. CUMULATIVE QUARTERLY PROJECTIONS OF OBLIGATIONS AND EXPENDITURES (For Ounrrcr Endingl
1 2
7 i
2l 72
2312
4 2'
1 2
3IS-- 21
2 27
24
2
1 2
7 �.
2 22
23 24
25
1 2
3
” 21
22 27i 24
25
.•'
-_.
..:
1
2
7
_.
_
.. .24
0 3
7
W
0
G_7
0 17
s
2G
26
20
3 98,328
G
3- 196,656
c
3 294,994
G
3
398 900
Prime Sponsor Obligations
Proiealed Expenditures by Program
G
35 98,328
31 196,656
35 294,994
35
398 900
Total
98,328
4 -Q 196,656
44 294,994
44
398 900
a. Clas,roomTraining. Prime sponsor
53
b. On she Job Tmininq
53
s3
-
c. Public Service Employment
62
62i
G2
G2
d. Work Experience
71
71
^••s;
t1
71
1 2
71
7
26
1 2
3 26
1 2
3 2G
2
7 26
�e. Services to Participants
G
4
G
4
O
4
35
G
4
35
`
f. Other Act"Wes
$
35
Projected Expendilures for Vocational Ed.
;'
44
44 -
s
44
44
in Special Grants to Governors
? :a.
—
Projecicd Expenditures of Non-Fed. Funds
53
53
53 '
S3
62
. Other Fed. Funds, Not in Prime Spon.Orant
<'
62
62
^' '•:�
ea,l
G2 ••
71 294,994
71
398,900
Grand Total •Prolcded Expenditures
':
al 9$,328
9t 196,656
_
• ETA 5.145 (Jun. 19761
Fiscal YeEkr i 1977
Modification No. N/A
PROJECT COM�PONENT BUDGET
TITLE I F'j TITLE II OX TITLE III
Selected Pop. Segment
NNHE OF CONTRACTOR:
Coastal Bend Manpower Consortium
FUNCTION OR ACTIVITY:
t
Classroom Training
APPROVED -
BUDGET
(1) ADMINISTRATIVE COST: $ 67,788
(2) WAGES:
(3) TRAINING: 110,312
(4) FRIDGE BENEFITS:
(5) ALLOWANCES: 193,200
(6) SERVICES: 27,600
TOTAL $ 398,900
11
BACK -UP SUPPORT BUDGETS
(1) ADMINISTRATIVE COSTS
a. STAFF COSTS:
b. FRINGE BENEFITS:
c. CONSUMABLE OFFICE SUPPLIES:
d. PROGRkq EVALUATION:
e. ACCOUNTING SYSTEI4:
f. MANAGMIMENT INFORMATION SYSTE:4:
g. STATE MANPOWER SERVICES COUNCIL:
h. PRIME SPONSOR PLANNING COUNCIL:
i. TRAVEL:
j. RENT:
k. UTILITIES:
1. CUSTODLAI. SERVICES:
M. INDIRECT COSTS:
n. STAFF TRAINING:
o. TECHNICAL ASSISTANCE:
APPROVED
BUDGET
$ 38,000
5,700
in -kind
in -kind
1,000
in -kind
p. EQUIPMENT:
q. MATERIAL:
r. CAPITAL IMPROVEMENTS:
s. PUBLICATIONS:
t. OTHER: (Specify) Audit Services
Prime Sponsor
u. OTHER: (Specify) Monitoring Services
v. OTHER: (Specify)
W. OTHER: (Specify)
f. OTHER: (Specify)
7,500
in -kind
in -kind
in -kind
In-kind
in -kind
4,000
11,588
SUB -TOTAL $ 67,788
BACK —UP SUPPORT BUDGET
(2) k *AGES:
APPROVED
BUDGET
a. ON— THE —JOB TRAINING: $ N/A
b. TRANSITIONAL SUBSIDIZED EMPLOYMNT: N/A
C. OTHER: (Specify) N/A
d. OTHER: (Specify) N/A
SUB —TOTAL $ N/A
(3) TP.AINING• .
a. SALARIES: 48,000
b. FRINGE BENEFITS: Training Staff 7,200
c: TUITIONS:
d. ENTRANCE FEES:
e. BOOKS: Curriculum Material Devel. 16,680
£. TEACHER'S AIDES:
g. OTHER: (Specify) Business Machines 36,500
h. OTHER: (Specify) Workmen's Comp.(Partic.) 1,932
SUB —TOTAL $ 110,312
f
BACK UP SUPPORT BUDGETS
(4) FRINGE BENEFITS: (Participants)
a. ANNUAL LEAVE:
b. SICK LEAVE:
c. COURT LEAVE:
d. MILITAICZ LEAVE:
e. FICA:
APPROVED
BUDGET
f. LIFE INSURANCE:
g. HEALTH INSURANCE:
h. UNEIPLO)MENT INSURANCE:
i. WORKIEN'S COMPENSATION:
j. RETIREMENT BENEFITS•
k. OTHER: (Specify)
1. OTHER: (Specify)
SUB —TOTAL $
(5) ALLOWANCES: SUB —TOTAL $ 193,200
(6) SERVICES TO CLIENTS:
BACKUP SUPPORT BUDGETS
APPROVED
BUDGET
a. CHILD CARE: $
b. HEALTH CARL:
c. MEDICAL SERVICES:
d. RESIDENTIAL SUPPORT:
e. ASSISTANCE IN SECURING BONDS: ,
f. FAMILY PLANNING:
I
g. OUTREACH-
._ i
h. INTAKE MD ASSESSMENT:
i. ORIENTATION:
j. COUNSELING: 12,000 -
t
k. JOB DEVELOPMENT: 12,000
1. JOB PLACENFM• £
m. OTHER: (Specify)Fr��� Benefits 3,600
rvices
u. OTHEP.• (Specify)
0. OTHER: (Specify)
SUB—TOTAL $ 27,600
TOTAL $
POSITION TITLE
SALARY P!•R
NO. UNITS PAID
Y OF
TIME
TO P..
TOTAL
AMOUNT
NOO.
.Zxx
HOUR!
wxuxa
Project Director
8.65
346.15
2080
52
100%
18,000
Deputy Director
6.73
269.23
2080
52
100%
14,000
Secretary
2.88
115.38
2080
52
100%
6,000
Teachers (4)
5.77(0
230.77(4
8320
208
100%
48,000
Counselor (1)
5.77
230.77
2080
52
100%
12,000
Job Developer (1)
5.77
230.77
2080
52
100%
12,000
TOTAL STAFF THIS
PROJ./co ".
TOTALS-1
110,000
SQUARE
RATE /SQ.
MO. IN
NO.STAFF
2
TOTAL
RENT
FEET
FT. /MO.
USE
USING
USE
AMOUNT
a. RErI f . ...............................
in —kind
b. RENT . ...............................
�. TOTAL
-
-
in —kind
RESTRICTIONS ON DISCLOSURE '
Offerors arc required to mark specific information contained
in the proposal which shall not be disclosed to the public
or used by the Government for any purpose other than the
evaluation of proposals. if an offeror wishes to restrict
any part of i.ts proposal, it shall mark the title page with
the following legend:
"This data, furnished in connection with this
solicitation shall not be disclosed outside the
Government and shall not be duplicated, used, or
disclosed in whole or in part for any purpose
other than to evaluate the proposal; provided,
that if a Contract is awarded to this offeror as
a result of or in connection with the submission
of this data, the Government shall have the '
right to duplicate, use, or disclose the data to
the extent provided in the Contract. This
restriction does not limit the Government's right
to use information contained in the data, if it
is obtained under proper authorization from another
source without restriction. The'data subject to
this restriction is contained in Sheets
The offeror shall mark each sheet of data which he wishes to
restrict with the following legend:
"Use or disclosure of proposal date is subject
to the restriction on the Title Page of this
Proposal;"
UNNECESSARILY ELABORATE PROPOSALS
Unnecessarily elaborate brochures or other presentations beyond
that sufficient to present complete, effective proposals are
not desired. Elaborate artwork, expensive paper, binders,
visual and other presentation aids are neither necessary nor
wanted.
FEDERAL REPRESENTATIVE
The U.S. Department of Labor, Employment and Training Admin=
istration, shall appoint a Federal Representative to monitor
performance under this grant. The Federal Representative
will represent the grant officer in the program phases of
work but will not be authorized to change any of the terms
and conditions of the grant. Such changes, if any, shall be
accomplished only by the grant officer, through a properly
executed modification of this grant.
LATE PROPOSALS, MODIFICATIONS OF PROPOSALS, AND WITHDRAWALS
OF PROPOSALS
(a) Any proposal received at the office designated in
the solicitation after the exact time specified for receipt
will not be considered unless it is received before award is
made, and;
(1) It was sent by registered'or certified mail not
later than the fifth calendar day prior to the date specified
for receipt of offers (e.g., an offer submitted in response
to a solicitation requiring receipt of offers by the 20th of
the month must have been mailed by the 15th or earlier);
(2) It was sent by mail (or telegram if, authorized) and
it is determined by the Government that the late receipt was
due solely to mishandling by the Government after receipt at
the Government installation; or
(3) It is the only proposal received.
(b) Any modification of a proposal, except a modification
resulting from the Contracting Officer's request for "best and
final" offer, is subject to the same conditions as in (a) (1)
and (a)(2) of this provision.
(c) A modification resulting from the Contracting
Officer's request for "best and final" offer received after
the time and date specified in the request will not be con-
sidered unless received before award and the late receipt is
due solely to mishandling by the Government after receipt at
the Government installation.
(d) The only acceptable evidence to establish:
r
(1) The date of mailing of a late proposal or modifi-
cation sent either by registered or certified mail is the
U.S. Postal Service postmark on the wrapper or on the original
receipt from the U.S. Postal Service. If neither postmark
shows a legible date, the proposal or modification shall be
deemed to have been mailed late. (The term "postmark" means
a printed, stamped, or otherwise placed impression that is
readily identifiable without further action as having been
supplied and affixed on the date of mailing by employees of
the U.S. Postal Service.)
(2) The time of receipt at the Government installation
is the time -date stamp of such installation on the proposal
wrapper or other documentary evidence of receipt maintained
by the installation.
(e) Notwithstanding (a), (b), and (c), of this provision,
a late modification of an otherwise successful proposal which
makes its terms more favorable to the Government will be y
considered at any time it is received and may be accepted.
(f) Proposals may be withdrawn by written or telegraphic
notice received at any time prior to award. Proposals may
be withdrawn in person by an offeror or his authorized
representative, provided his identify is made known and he
signs a receipt for the proposal prior to-award.
ASSURANCES AND CERTIFICATIONS
A. General. Assurances
1. The applicant assures and certifies that:
a. It will comply with the requirements of the
Comprehensive Employment and Training Act (CETA) of 1973, as
amended (P.L. 93 -203, 87 Stat. 839 and P.L_ 93 -567, 88 Stat.
1845), hereinafter referred to as the Act, and with the
regulations and policies promulgated thereunder; and
b. it will comply with ObIB Circular Number A -95 and
Federal Management Circulars (FMC) 74 -4 and 74 -7, as those
circulars relate to the utilization of funds, the operation
of programs, and maintenance of records, books, accounts, and 1'
other documents under the Act.
2. The applicant further assures and certifies that if
the regulations promulgated pursuant to the Act are amended
or revised, it shall comply with them or notify the Regional
Administrator for the Employment and Training Administration
(RAETA) within 30 days after promulgation' of the amendments
or revision that it cannot so conform, so that the RAETA may
take appropriate action including termination, if necessary.
3. In addition to the requirements of 1 and 2 above, and
consistent with the regulations issued pursuant to the Act,
the applicant makes the following further assurances and
certifications:.
a. It possesses legal authority to apply for the
grant; a resolution, motion, or similar action has been duly
adopted or passed as an official act of the applicant's
governing body, authorizing the filing of the application,
including all understandings and assurances contained therein,
and directing and authorizing the person identified as the
official representative of the applicant to act in connection
with the application and to provide such additional information
as may be required (sections 102(a); 701(a)(9) and (10)).
b. it will comply with Title VI of the Civil Rights
Act of 1964 (P.L. 88 -352), and no person in the United States
shall on the ground of race, color, sex, or national origin,
be excluded from participation in, or be denied the benefits
of, or be otherwise subjected to discrimination under any
program or activity for which the applicant receives Federal
financial assistance, and the grantee will immediately take
any measures necessary to effectuate this assurance.
c_ It will comply with Title VI of the Civil Rights
Act of 1964 (42 USC 2000d) prohibiting employment discrimi-
nation where (1) the primary purpose of a grant is to provide
employment or (2) discriminatory employment practices will
result in unequal treatment of persons who are or should be
benefiting from the grant -aided activity.
d. No person with responsibilities in the operation
of any program under the Act will discriminate with respect
to any program participant or any applicant for participation `
in such program because of race, creed, color, national origin,
sex, age, political affiliation or beliefs (section 703(1) and
712)_
e. it will comply with the requirements of the pro-
visions of the Uniform Relocation Assistance and Real Property
Acquisition Act- of 1970 (P.L. 91 -646 and FMC 74 -7 issued
thereunder) which provides for fair and equitable treatment
of persons displaced as a result of Federal and federally -
assisted programs.
f. •It will comply with the provisions of the Hatch
Act which limit the political activity of employees.
g. It will comply -with the requirement that no program
under the Act shall involve political activities (section 710).
h. it will establish safeguards to prohibit employees
from using their positions for a purpose that is or gives the
appearance of being motivated by a desire for private gain for
themselves or others, particularly those with whom they have
family, business, or other ties (section 702(a)).
i. it will give the Department of Labor and the
Comptroller General, through any authorized representative,
the access to and the right to examine all records, books,
papers, or documents related to the grant (section 713(2)).
j. Participants in the program will not be employed
on the construction, operation, or maintenance of that part
of any facility which is used for religious instruction or
worship (section 703(3)).
k. Appropriate standards for health and safety in
work and training situations will be maintained (section
703(5))_
1. Conditions of employment or training will be
appropriate and reasonable with regard to the type of work,
the geographical region and the proficiency of the applicant
(section 703(4)).
M. Provision of workmen's compensation protection'
to participants in on- the -job training, work experience, or
public service employment programs under the Act'at the same
level and to the same extent as other employees of the
employer who are covered by a State or industry workmen's
compensation statute; and provision of workman's compensation
insurance or medical and accident insurance for injury or
disease resulting from their participation to those individuals
engaged in any program activity under the Act, i.e_, work
experience, on- the -job training, public service employment,
classroom training, services to participants, and other
activities, where others similarly engaged are not covered by
an applicable workmen's compensation statute (sections 703(6)
and 208(4))_
n. The program will not result in the displacement
of employed workers or impair.existing contracts for services
or result in the substitution of Federal funds for other funds
in connection with work that would otherwise be performed
(section 703(7)).
o. Training will not be for any occupations which
require less than 2 weeks of pre - employment training, unless
immediate employment opportunities are available in that
occupation (section 703(8))_
p. Training and related services will, to the extent
practicable, be consistent with every individual's fullest
capabilities and lead to employment opportunities which will
enable participants to become economically self- sufficient
(sections 703(9) and 105(a)(6)).
q. Institutional skill training and training on the
job shall only be for occupations in which the Secretary or
the prime sponsor has determined there is reasonable expecta-
tion for employment (section 703(10)).
r. CETA funds will, to the extent practicable, be
used to supplement, rather than supplant, the level of funds
that would otherwise be available for the planning and
administration of programs under the eligible applicant's
grant (section 703(11)).
S. It will submit reports as required by the
Secretary and will maintain records and provide access to
them as necessary for the Secretary's review to assure that
funds are being expended in accordance with the purposes and
provisions of the Act, including the maintenance of records
to assist the Secretary in determining the extent to which
the program meets the special needs of disadvantaged,
chronically unemployed, and low income persons for meaningful
employment opportunities (sections 703(12) and 311(c)).
t. The program will, to the maximum extent feasible,
contribute to the occupational development or upward mobility
of individual participants (section 703(13)).
U. The program has adequate administrative and
accounting controls, personnel standards, evaluation procedures,
availability of in- service training and technical assistance
programs, and other policies as may be necessary to promote
the effective use of funds (section 703(14)).
V. The program makes appropriate provision for the
manpower needs of youth in the area served (section 703(15)),
and will assure that:
(1) Individuals receiving training on the job
shall be compensated by the employer at such rates, including
periodic increases, as may be deemed reasonable under regu-
lations prescribed by the Secretary, but in no event at a rate
less than that specified in section 6(a)(1) of the Fair Labor
Standards Act of 1938 or, if higher, under the applicable
State or local minimum wage law. Wages in the Commonwealth of
Puerto Rico, the Virgin Islands, American Samoa, and the
Trust Territory-Of the Pacific Islands shall be consistent
with the Federal, State, or local law otherwise applicable
(section 111(b)).
(2) Persons employed in public service jobs under
this Act shall be paid wages which.shall not be lower than
whichever is the highest of (a) the minimum wage which would
be applicable to the employee under the Fair Labor Standards
Act of 1938, if Section 6(a)(1) of such title applies to the
participant and if he were not exempt under Section 13 thereof.
Wages in the Commonwealth of Puerto Rico, the Virgin Islands,
American Samoa, and the Trust Territory of the Pacific
Islands shall be consistent with the Federal, State, or local
law otherwise applicable, (b) the State or local minimum wage
for the most nearly comparable covered employment, or (c) the
prevailing rates of pay for persons employed in similar
public occupations by the same employer (section 208(a)(2)).
W. It will comply with the labor standards require-
ments set out in section 706 of the Act.
x. Services and activities provided under this Act
will be administered by or under the supervision of the
applicant (sections 105 (a) (1) (B) and 205 (c) (1)) .
y. No funds made available under the Act shall be
used for lobbying activities in violation of 18 USCA 1913.
Z. If the applicant is financed by letter of credits
(1) Letter of credit cash drawdowns will only
be initiated when actually needed for its ETA grants)
disbursements;
(2) Timely reporting of cash disbursements and
balances will be made to the Employment and Training
Administration as required;
(3) It will impose the same standards of timing
and amount upon any secondary recipients including the
furnishing of reports of cash disbursements and balances.
B. Additional Assurances for Title I Programs
In carrying out programs under title I of the Act, the
applicant assures and certifies that:
1. Employment- and training services, including job
development, will be provided to those most in need of them
including low income persons and persons of limited English -
speaking ability, and that the need for continued funding of
programs of demonstrated effectiveness is considered in serving
such persons (section 105(a)(1)(D))_
2. Programs of institutional skill training shall be
designed for occupations in which skill shortages exist
(section 105(a)(6)).
3. The plan meets all the requirements of section 105(a)
and the applicant will comply with all provisions of the Act
(section 105(b)).
4. it will make such arrangements as are prescribed by
regulation to assist the Secretary in carrying out his re-
sponsibilities under sections 105 and 108 of the Act
(section 105(a)(7)).
5. Special consideration will be given to the needs of
eligible disabled veterans, special veterans, and veterans
who served in the Armed Forces and who received other than a
dishonorable discharge within 4 years before the'date of
their application. Each prime sponsor, in selecting partici-
pants for programs funded under title I of the Act, shall
take into consideration the extent that such veterans are
available in the area. Specific effort should be made to
develop appropriate full or part -time opportunities for such
veterans. The prime sponsor should utilize the assistance
of the State and local veterans employment service repre-
sentative in formulating its program objectives.
On a continuing and timely basis; information on job vacancies
and training opportunities funded under title I of the Act
shall be provided to the State and local veterans employment
service representative for the purpose of disseminating infor-
mation to eligible veterans (section 104(b) of Emergency Jobs
and Unemployment Assistance Act of 1974).
C. Additional Assurances Relating to Public Service Employment
Programs
For public service employment activity, the applicant
further assures and certifies that:
1. Special consideration will be given to the filling of
jobs which provide sufficient prospects for advancement or
suitable continued employment by providing complementary
training and manpower services designed to (1) promote the
advancement of participants to employment or training oppor-
tunities suitable to the individuals involved, whether in
the public or private sector of the economy, (2) provide
participants with skills for which there is an anticipated
high demand, or (3) provide participants with self - development
8. Where appropriate, it'will maintain or provide
linkages with upgrading and other employment and training
programs for the purpose of (1) providing those persons
employed in public service jobs who want to pursue work with
the employer, in the same or similar work, with opportunities
to do so and to find permanent, upwardly mobile careers. in
that field, and (2) providing those persons so employed who
do not wish to pursue permanent careers in such f ield, with
opportunities to seek, prepare for, and obtain work in other
fields (sections 205(c)(19) and 604).
9. The program will, to the maximum extent feasible,
contribute to the elimination of artificial barriers to
employment and occupational advancem6nnt, including opportu-
nities for the disadvantaged (section 205(c)(21)).
10. Not more than one -third of the participants in the
program will be employed in a bona fide professional capacity
(as such term is used in section 13(a)(1) of the Fair Labor
Standards Act of 1938), except that this paragraph shall not
be applicable in the case of participants employed as
classroom teachers, and the Secretary may waive this limi -.
tation in exceptional circumstances (section 205(c)(22)).
11. Jobs will be allocated equitably to local 'governments
and agencies taking into account the number of unemployed
persons within their jurisdictions and the needs of the
agencies (section 205(c)(23)).
12. The jobs in each job category in no way infringe
upon the promotional opportunities which would otherwise be
available to persons currently employed in public service jobs
not subsidized under the Act, and assure that no job will be
filled in other than an entry level position in each job
category until applicable personnel procedures and collective
bargaining agreements have been complied with (section
205(c) (24)).
13. Jobs are in addition to those that would be funded
by the sponsor in the absence of assistance under the Act
(section 205(c)(25)).
E. Special Certification for State Grantees
A State grantee further assures and certifies that it will
comply with the requirements and provisions of section 106
and section 107 of the Act.
` � I
ASSURANCES AND CERTIFICATIONS
The applicant also certifies that the information in this
application is correct to the best of its knowledge and
belief and the filing of this application has been duly
authorized.
Coastal Bend Manpower Consortium C
Legal Name of Applicant} Address] 78408
I.
(Signature of Authorized Officer)
. i
R Marvin Townsend City Manager
(Typed Name and Title of Authorized (Date of Application)
Officer)
4
CORPUS CHRISTI, TELs
I l DAY OF , 1 9.L
TO THE MEMBERS OF THE CITY COUNCIL
CORPUS CHRISTI, TEXAS
r
FOR THE REASONS SET FORTH IN THE EMERGENCY CLAUSE OF THE FOREGOING
ORDINANCE, A PUBLIC EMERGENCY AND IMPERATIVE NECESSITY EXIST FOR THE SUSPEN-
SION OF THE CHARTER RULE OR REQUIREMENT THAT NO ORDINANCE OR RESOLUTION SHALL
BE PASSED FINALLY ON THE DATE IT IS INTRODUCED, AND THAT SUCH ORDINANCE OR
RESOLUTION SHALL BE READ AT THREE MEETINGS OF THE CITY COUNCIL; 1, THEREFORE,
REQUEST THAT YOU SUSPEND SAID CHARTER RULE OR REQUIREMENT AND PASS THIS ORDI-
NANCE FINALLY ON THE DATE IT IS INTRODUCED, OR AT THE PRESENT MEETING OF THE
CITY COUNCIL.
RESPECTFULLY,
MAYOR
THE CITY OF CORPUS CHRISTI, TEAS
THE CHARTER RULE WAS SUSPENDED BY THE FOLLOWING VOTE:
JASON LUBY
DR. BILL TIPTON
EDUARDO DE ASES
RUTH GILL
BOB GULLEY
GABE LOZANO, SR. ,
EDWARD L. SAMPLE
s
THE ABOVE ORDINANCE WAS PASSED BY THE FOLLOWING VOTE:
JASON LUBY
DR. BILL TIPTON
EDUARDO DE ASES
RUTH GILL
Boo GULLEY
GABE LOZANO, SR.
EDWARD L. SAMPLE