Compared and described in this paper are past and present social and political factors which affect the composition, status, and cohesion of urban communities. (EB)

Discusses the activities of the Bedford-Stuyvesant Restoration Corporation and the Development and Services Corporation from 1967 to the present. The former represented community residents who developed programs, while the latter represented members of the business and financial community who provided technical and financial resources. (Author/JR)

Evaluation of 78 multicommunity development organizations (MDOs) sharing economic development resources found that MDOs with higher levels of job retention were in areas with low per-capita income and more manufacturing. MDOs with larger staffs and budgets were more successful at job creation and retention. Community size and MDO age also…

American colleges and universities will play an increasingly important role in revitalizing a national sense of identity and community. Judicial affairs offices can contribute to that process by helping students define and protect values essential to community life. (Author)

Proposes an alternative approach to addressing crises in rural communities. By viewing the community as the client, the counselor can bridge the usual gap between individual career counseling and the economic development of the community. Goal-setting, career exploration, and action-planning become the process and the outcome measures. (RJM)

The potential of the community development corporation (CDC) as a vital component of inner-city development politics is explored and its limitations are outlined. In some neighborhoods, nonprofit CDCs have helped build an alternative social production process and have advanced a new and progressive development regime. (SLD)

Supports the involvement of university planning faculty in advocacy roles as change agents in urban inner city communities, discussing several roles for urban design professionals in the academic context as advocates or contractors (i.e., planner advocacy in community development, in environmental affairs, and in urban design). (SM)

A survey of adult learning opportunities in Belfast, Northern Ireland, found an emerging sector of community and voluntary organizations offering programs emphasizing issue-based, action-oriented learning in a democratic participative culture. They offer alternatives to traditional formal providers of liberal adult education. (SK)

The Tomorrow's Leaders Today program in rural Iowa promotes the development of multicommunity clusters within which communities cooperate. The leadership development curriculum focuses on action learning/action research and on the three elements of making personal contact, building group identity, and becoming organized. (SK)

A national survey uncovered 105 (of a sample of 600) projects that met criteria defining local self-development. The activities produced a variety of jobs for local residents. Costs and availability of credit were major obstacles. Local business/industry development projects tended to produce the most jobs at the least cost. (SK)

Cook explores the feasibility of a strategy to attract retirees to rural areas using amenities, service availability, and cost-of-living factors. Glasgow examines growth in nonmetropolitan retirement counties and considers strategies for community development. (SK)

Describes funding of rural economic development by the Urban Development Action Grants program, 1978-88. Examines program operation, distribution of funds by region and industry, and costs per job created. Suggests that capital subsidy programs that require substantial investment by recipient firms can effectively stimulate rural growth. (SV)

Mainstream policy analysts are often inattentive to the relationships between educational policy and the creation of democratic communities. To highlight this situation, debates over educational tracking are examined, emphasizing Dewey's ideal of democratic community. (SLD)

The objectives and practices of Nigeria teacher education have traditionally prepared teachers to impart knowledge in the classroom but not for other roles in the communities they serve. Lessons are drawn for Nigeria from other less developed countries where teachers are prepared for community service as well as classroom teaching. (LKS)

Over two decades Quebec's local health and social service centers have evolved a philosophy integrating community development into their programs. Community workers still experience marginalization, but they are striving to be recognized as members of multidisciplinary problem-solving teams. (SK)