The strength of a community often is determined by the resources available where it is located. This resource discusses both man-made resources (such as dams, bridges, roads, buildings, and industry) as well as renewable and non-renewable natural resources (including soil, water, forests, and energy). The text further explores how such resources affect a community’s health as well as the prosperity and opportunities of its members. Young readers will begin to understand the economics of how resources affect trade and industry. This insightful text also introduces the idea that controversies exist about ways to use resources without environmental damage.

Abstract: Information on educational resources that are available in the community for use by a school program is given for teachers, media specialists, librarians, and administrators. The overall rationale for the text is that the effective use of community resources to support education links factual learning in schools with the real world and life. The guidelines presented: assist the identification of available resources for particular school instructonal settings: give procedures for conducting community surveys and developing a commuity resources file; provide effective methods for planning and conducting community surveys and developing a community resources file; provide effective methods for planning and conducting field trips; and, give procedures for identifying resource persons at the state and national levels. Suggested student project activities are included. A listing of audiovisual media, relative to community resources and their use, is appended. (wz).

Many communities are large and diverse, supporting a lively and interesting mix of people and places that deliver a variety of services. Small and large businesses, shops, public and private organizations, places of learning, health facilities, and more all serve the citizens of a community. This resource Informs and involves readers through a variety of sidebars, and it aligns with national curriculum standards for social studies and economics. Readers will embark on a journey of discovery about the places where community members can be involved with its available services.

This report examines the motivation and willingness of Village Civil Protection Committees (VCPCs) and communities to mobilize resources at community level for Disaster Risk Management (DRM). To do this, a participatory action research (PAR) approach was utilized, facilitated by SWOT analyses, in combination with focus group discussions (FGDs) and key informant interviews (KIIs). The findings revealed that communities had prepositioned resources to prepare for disaster response as part of risk reduction. Participants identified their ability to mobilize themselves as a community; to mobilize funds and food; well trained and knowledgeable structures, good agricultural practices, and good governance as major strengths. Opportunities for resource mobilization included enterprise, piece work (ganyu), irrigation farming, access to safety net programs, and youth participation. Weaknesses included the disorganization of some community structures, lack of support or political will from community leaders and the government, lack of accountability from VCPC members, and reluctance to adopt improved agricultural practices. Community-based early warning systems, although available, are insufficient to provide effective risk reduction for natural disasters. There is a lack of documentation concerning indigenous early warning systems, which impedes the development of effective and contextual strategies for risk reduction. The recommendations include increasing awareness among traditional leaders, defining resource mobilization structures, documenting guidelines and transactions for transparency, investing in early warning infrastructure and capacity building, documenting indigenous early warning signs, and intensifying watershed restoration and conservation to increase disaster preparedness.

Learn how to involve the diverse families of English language learners with the effective, practical approaches in this book. This must-have resource for teachers and school leaders is packed with fresh ideas geared toward building a partnership between school communities and ELL families. The authors begin each chapter with realistic scenarios that commonly arise with ELL families. They offer activities designed to assess current practices, investigate family perceptions and expectations, overcome challenges, and improve communication. The strategies in this book help you engage families at school and at home in innovative and successful ways. Organized with the busy educator in mind, the book can be read straight through or section by section to best fit your specific needs. As a bonus, every chapter concludes with a wealth of useful resources on every topic! As the demographics of America's schools continue to grow and change, this book guides you to building a school community in which every family can thrive!

This volume consists of eleven original papers that survey the state of the art in research and public policy regarding specific problems and opportunities confronted by resource communities. The papers are international in scope, dealing with the experiences of resource communities in four nations—Canada, Norway, the United Kingdom, and the United

This handbook provides the reader with the applied knowledge essential for initiating, building, and continuing community service programs for the mentally retarded. Applied to specific populations, and to both urban and rural settings, the model also offers a blueprint for establishing successful service systems.

This book provides an innovative approach to understanding the governance of resource communities, by showcasing how the past and present informs the future. Resource communities have complicated relationships with the past, and this makes their relationship with the future, and the future itself, also complicated. The book digs deeply into the myriad legacies left by a history of resource extraction in a community and makes use of interdisciplinary and transdisciplinary perspectives to understand the complex issues being faced by a range of different communities that are reliant on different types of resources across the world. From coal and gold mining, to fishing towns and logging communities, the book explores the legacies of boom and bust economies, social memory, trauma and identity, the interactions between power and knowledge and the implications for adaptive governance. Balancing conceptual and theoretical understandings with empirical and practical knowledge of resource communities, natural resource use and social-ecological relationships, the book argues that solutions for individual communities need to be embraced in the community and not just in the perspectives of visiting experts. Linking the past, present and futures of resource communities in a new way, the book concludes by providing practical recommendations for breaking open dependencies on the past, including deepening awareness of the social, economic and environmental contexts, establishing strong governance and developing community strategies, plans and policies for the future. This book will be of great interest to students and scholars of natural resource governance and management, extractive industries, environmental policy, community planning and development, environmental geography and sustainable development, as well as policymakers involved in supporting community development in natural resource-dependent communities across the world.

"This book provides an overview of the major questions that researchers and practitioners in this area are addressing at this time and by outlining the possible future directions for theory development and empirical research on social networking and eDating"--Provided by publisher.