Patterned after labor unions, community unions would place both the authority and responsibility for community betterment squarely on the shoulders of the citizenry. (Author)

Research findings indicate the importance of (1) engaging all students in service; (2) building organizational commitment to service learning; (3) supporting community groups in youth service activities; and (4) encouraging service activities that link community and curriculum. (SK)

Terms used in the interagency process component of community education are defined and examples of linking mechanisms and factors that encourage collaboration are listed. (MLF)

The new concept of community must focus on the contributions of each group to the national culture and the uniqueness of each culture. It must define and affirm shared values. Common ground may best be found in civic culture. (SK)

Community agencies must first understand the cultures for which they are programing, critique their current endeavors for learning style and point of view, and plan for inclusion of the culture(s) of their constituencies. (SK)

Four main resources for creating a sense of community are city government, media, schools, and civic infrastructure. A school that is itself a healthy community can make an important contribution to community building. (SK)

Explores the role of the social development officer in England and relates this role to activities which suggest that a new profession, populated by social development officers, will soon emerge on the British new town scene. More specifically, this development may lend itself to a new American profession in urban development efforts. (Author)

Describes the incorporation of Simi Valley and its governmental structure based on human resources, environmental affairs, public services, and general services. Discusses the neighborhood safety agency and neighborhood councils and the role of the neighborhood council coordinator. (DN)

Five patterns for restructuring through community education are (1) community involvement in educational decision making; (2) family support and education; (3) curriculum enhancement through community resources; (4) educational opportunities for children and adults; and (5) collaboration with community organizations. (SK)

A case study shows the slow process of rebuilding a community and how the community educator can facilitate internal growth and development. (Author/MLF)