This booklet is designed to assist persons who are beginning to work as community organizers. Community organization follows certain patterns: (1) The organizer must enter the neighborhood and learn about its people and problems in the community; (2) The people then get together to form Neighborhood Councils to work on the specific problems of…

Discusses special considerations affecting organizational development (OD) programs in public-sector organizations, presents guidelines for using OD procedures in the public sector, and offers conclusions about the applicability of OD in the public sector. (Author/JG)

If new recreation facilities are to be provided, the public sector, recognizing its financial constraints, should encourage the commercial sector to provide them. (PS)

The article reviews the efforts (since 1976) of a group of parents and teachers in Agueda, Portugal, to obtain public education for severely handicapped children in integrated primary, elementary, and secondary school classroom settings. (DB)

Describes a model of professional intervention for community workers. The various roles of the community worker are also examined. These include the role of researcher, social policy analyst, enabler, social planner, program developer, organizer, rehabilitator, coordinator, educator, and mediator. Differences between community work theory and…

The data included in this report reflects a review of 151 Federally administered programs at six Federal agencies (HHS, HUD, ED, DOL, DOJ, and USDA), and 17 program areas at USAID. It includes only those programs that utilize competitively awarded grants for which faith-based and community organizations (FBCOs) were eligible to apply and…

The National Association of Community Action Agencies (NACAA) surveyed its members nationwide to examine the extent of the Community Action Agency (CAA) network's linkages with faith-based organizations (FBOs). This paper examines the growing role of FBOs in community-based organizations; the Community Action Network and FBOs; the 2001 NACAA…

This article reflects the cognitive and emotional experience of the author. The focus was on securing funds needed for implementation and the vicissitudes of this endeavor in the areas of community organization and political action. (Author/EK)

Reviews findings of an empirical study relating to the differential perceptions laymen and professionals have of each other. Such differences are accounted for by reference to professional norms associated with clinical and/or community organizational practice. (Author)

Describes a program that develops alternate funding sources for assistantships and fellowships by inviting nonprofit community organizations and other campus departments to use communication graduate students in their business operations. (PD)

The author stresses that the private sector must fill the gap between institutional and individual resources for higher education and governmental financial support. He describes the Elks Foundation's scholarship program as an illustration of community response to this need. (SK)

Explains the context for equity, diversity, and interdependence (EDI), followed by a case study of a Northern Ireland service organization using the EDI process to help articulate the voice of rural community groups. Illustrates the value of concerted dialogue to facilitate systemic relational change in organizations and with their constituents.…

Volunteerism in third-sector charitable/volunteer organizations takes different forms and involves different practices depending on contexts. Four operating frameworks--charity, activist, welfare state, and market--facilitate, co-opt, or impede volunteer practices in different settings. (Contains 18 references.) (JOW)

Analysis of focus groups on service-learning experiences indicated that faculty and community organization staff differed in: (1) their commitment to the idea of expertise and their willingness to identify themselves as learners; (2) their attention to words or actions as evidence of learning; and (3) their tendency to represent learning as an…

Guidelines are presented that can help Parent Teacher Associations, schools, and parents assess the ability of community agencies and programs to serve the needs of children, families, and the community. Topics include staffing, licensing and accreditation, insurance, resources, program evaluation, networking, ethical and professional standards,…