A model community service program for DWT offenders.

Mode of access: Internet.

An evaluation of a community service sanction for DWI: the Baton Rouge community service work program. Volume II. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Energy conservation : a service-learning resource package /

Mode of access: Internet.

Mental retardation : plans for the future : public awareness, prevention, family and community service, systems simplification, full citizenship, international activities.

"15th annual report of the President's Committee on Mental Retardation."--T.P. verso.

Student Community Service Program fact sheet.

Mode of access: Internet.

Helping people : a report on the community service-domestic action program of the United States Army Reserve.

Mode of access: Internet.

Seniors in national and community service : a report prepared for the Commonwealth Fund's Americans over 55 at Work Program /

"April 1994."

Self-help in public housing : a handbook for developing successful HOPE VI community service programs.

Mode of access: Internet.

Community service restitution programs for alcohol related traffic offenders.

"December 1985"

The promotion and disruption of community service delivery systems

In this paper, we report data drawn from a larger project on the functioning of the Queensland community service delivery system, particularly that providing services to people with disabilities. Our reasoning for focusing at this level is that, from the service user's perspective, support is derived from the service delivery system, not just individual service providers. Defining the service delivery system as formal services and informal support networks, we undertook interviews and focus groups with service providers in six areas in Queensland: inner urban, outer urban, rural and remote. The period on which we report is one in which considerable reform activity had been undertaken by funding bodies of the Commonwealth and State governments. We report on those factors we identified which promote the integrated functioning of the service delivery system, as well as those factors that disrupt it. We conclude with a brief evaluative analysis of the current status of the system.

Third sector in transition - A question of sustainability for community service organizations and the sector?

Third sector organizations are transitioning towards entrepreneurial and managerial models as a result of quasi-market strategies. This paper reports on the research findings of a survey of nonprofit disability organizations in Queensland and Victoria impacted upon by quasi-market reform. Enterprising organizations were found to have made substantial change to organizational structures and systems, whilst more traditional organizations made few changes. All organizations demonstrated commitment to a social justice ethos. However across the organizational archetypes there were reports of an organizational 'fragility'. It is argued that the problems of sustainability of community service organizations that existed prior to quasi-market reforms remain. This implies community service organizations will experience ongoing difficulties in the post-market era without further rationalization and change. A conceptual framework for sustainability of the community service sector is presented at the policy and organizational level.

Effects of service-learning on student attitudes toward academic engagement and civic responsibility

This empirical study explored the impact of service-learning participation on high school students' attitudes toward academic engagement and civic responsibility. This study focused whether a group of high school students who participated in a service-learning project had more positive attitudes toward academic engagement and civic responsibility than their high school peers who did not participate in a service learning project. ^ Data were collected from 67 volunteer students as participants in grades 9–12. A service-learning treatment group of 34 high school students was examined relative to a comparison group of 33 high school students with similar demographic and academic characteristics. The investigator used questionnaires, an oral history/service-learning project, and interviews with the teacher-coordinators of the project to collect the data. The two surveys, one investigating high school students' attitudes about academic engagement, the other investigating high school students' attitudes toward civic responsibility, were administered in a pre-treatment/post-treatment design. There were 90 days between the pre-treatment and post-treatment administrations. A factor analysis of the civic responsibility instrument and multivariate analysis of gain scores were used to compare the means of the total aggregate scores of the treatment and comparison groups. Factor analysis was performed on the academic engagement instrument but it was determined that only the total scores could be used in subsequent analyses. Results were used to determine the efficacy of service-learning as interpreted in student attitudes toward academic engagement and student attitudes toward civic responsibility. ^ The study found no significant difference between the academic engagement and the civic responsibility attitudes of a high school service-learning project group and a high school comparison group with comparable school and similar demographic characteristics. One of the implications for educational practice and policy from the study results is a need to design and implement more powerful studies, studies implemented at many sites rather than just at two sites that were the basis of this study, and studies that investigate the research questions over longer time periods. Although it was not a focus of the study, the investigator concluded that service learning projects such as this might be more effective if they were better aligned with Dewey's principles. ^

Teaching Communications, Cultures, Connections, Comparisons, and Communities with Multimedia: A University-Middle School Service-Learning Project

Se describe el uso de tecnología en forma de presentaciones de multimedia para facilitar la enseñanza de las Normas para el Aprendizaje de una Lengua Extranjera del Concilio Americano para la Enseñanza de Lenguas extranjeras. Las normas abarcan las comunicaciones, las culturas, las conexiones, las comparaciones y las comunidades. El estudiantado universitario aprende a crear, con multimedia, presentaciones sobre un tema cultural en la lengua meta. El componente de aprendizaje por servicio comunitario se fundamenta en las presentaciones creadas para estudiantes de colegio, quienes tienen acceso a las presentaciones en un sitio web de la universidad.A description is provided of how the use of technology in the form of multimedia presentations enhances the teaching of the Five C Standards for Foreign Language Learning of the American Council on the Teaching of Foreign Languages: communications, cultures, connections, comparisons, and communities. University students learn to create multimedia presentations on a cultural topic in the target language. The service-learning component provides the multimedia presentations for middle-school students who access them from the university website.

GeographielehrerInnen erproben Service Learning. Empirische Rekonstruktion von Bewertungsmustern, Akzeptanzkomponenten und Gelingensbedingungen für einen gemeinwohlorientierten Geographieunterricht

Ausgangspunkt dieser Arbeit ist die Frage: „Wovon hängt die Bewertung von Service Learning-Projekten durch GeographielehrerInnen ab?“. Der empirischen Beantwortung dieser Forschungsfrage geht eine theoretische und literaturgestütze Potenzialanalyse von „Service Learning im Geographieunterricht“ voraus. Diese offenbart, dass Service Learning als innovativer und vielversprechender konzeptioneller Ansatz für einen an den Bildungsstandards (DGFG 2012) orientierten und modernen Geographieunterricht bewertet werden kann. Sie zeigt jedoch auch, dass Service Learning - trotz dieser vermeintlichen Potenzialvielfalt - bislang nahezu keine Anwendung im Geographieun-terricht gefunden hat. Es ist das Ziel dieser Arbeit zu erforschen, welche Gründe und Barrieren für den zu-rückhaltenden Umgang der GeographielehrerInnen mit der Unterrichtskonzeption vor-liegen und - in einer positiven Betrachtungsweise und als Forschungsschwerpunkt - welche Akzeptanzkomponenten für Service Learning im Geographieunterricht sich aus den Wahrnehmungs- und Bewertungsmustern von LehrerInnen, die erstmalig ein Ser-vice Learning-Projekt umgesetzt haben, ableiten lassen. Diese so gewonnenen Akzep-tanzkomponenten werden abschließend im Sinne der Grounded Theory (GLASER & STRAUSS 1967) zu einem Gelingensbedingungsgefüge verknüpft. Dieses kann als wis-senschaftlich hergeleitete Hilfestellung für Initiations- und Implementationsprozesse der Unterrichtskonzeption Service Learning in den Geographieunterricht verstanden werden und richtet sich somit an GeographielehrerInnen, FachleiterInnen und Geographiedidak-tikerInnen.