This study produced an empirical description of environmental quality in reference to residential use by taking item responses of 2,541 residents of the San Francisco Bay Area and subjecting them to factor analysis. Twenty factors which provide a definition of environmental quality were produced. (BT)

This discussion guide considers the issues of racism and race relations in the nation and in its communities and recognizes the importance of public dialogue as a critical step in making progress on those issues. The discussion guide is designed to help organize and facilitate the kind of dialogue about racism and race relations that can make a…

This discussion guide is designed to help students engage in the kind of dialogue about racism and race relations that can make a difference in their community. In study circles (small-group, democratic, participatory discussions), students have the chance to get to know one another, consider different points of view, explore disagreements, and…

School administrators are alerted to investigate the potentials of the Law Enforcement Assistance Administration which could help districts reduce juvenile delinquency, combat drug abuse, control disturbances, and help the student headed for trouble. Provides information on how and where to apply for funding. (Author/JN)

Reviews a recent study on university-community tension and urban campus form. Finds that the use of physical and social indicators in evaluating form-related tensions to be insufficient and inconclusive. Contends that future such studies call for an interdisciplinary approach. (Author/JN)

An earlier version of this paper was presented at a Nationwide Staff Meeting of the National Easter Seal Society for Crippled Children and Adults (Chicago, June 8 to 11, 1969). (RD)

Describes institutional overload and cultural clash as principal forms of disturbances which create problems in the areas of education, community solidarity, health care, social welfare, crime and public safety, and other municipal services. Advises rural planners and developers to focus on objective indicators of these areas, for successful…

Adults should be involved in the community problem-solving process which is educational and therefore involves the adult educator as a process expert. Author then considers the extent of the educator's involvement. (MF)

This study explored personal reports of problematic experiences with friends and family, agencies, and neighborhoods encountered by 402 older people living in two urban communities. Older people reported relatively few instances of victimization, with neighborhood problems presenting the greatest concern. Socioeconomic factors were the best…

Examines rural social trends and implications of current information age for rural development. Predicts rising number of small-scale service organizations, benefiting rural areas. Examines other factors tempering optimism that rural areas can benefit from information age. Recommends investment in rural human capital, information structures, and…

During the 1980s, population increased 42 percent and per capita income doubled in Oconee County (Georgia). Surveys of 52 persons holding 27 county positions in 1981 and 1991 show how local leaders' personal characteristics (including educational attainment), network connections, and views of community problems changed with the changing social…

Investigates ways communities can assess their needs and plan ways to use telecommunications technologies to address those needs. Experiences from four urban communities are examined, as are barriers to access and issues regarding telephone service access. (GR)

Written as a response to fear, helplessness, and the sense of powerlessness that can be caused by pervasive violence in society, this book provides ideas for actions that individuals, along with friends, family, and neighbors, can take to prevent violence and create a safer environment. The book is divided into three main parts. Part 1, "Joining…

The function of community schools is to relate community needs to existing community resources and to offer programs only if no other educational institution can effectively offer them. Competition for students and programs between community schools and other community resources should be subordinated to an assessment of institutional capabilities…