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The data indicate a wide variation in the delinquency rates from year to year: in. Often intangible assets in a community? I low does the recognition of such assets cause us to reframe the context in which community need and family dysfunction occur? I low does a context that recognizes both assets and needs cause us to rethink both our program strategies and our advocacy? I low do we keep from O Tl IE IMPLIOVnONS OF AN ASSET ORIENTATION FOR URBAN CI IAN G STRATEGIES have formulated for either program or advocacy are playing out as intended in the context of our assessment of assets and needs? I low do we ensure that an asset orientation does not become a"creaming" orientation? How do we evaluate the effectiveness of what we do in this new context? How do we communicate with the larger community in"asset" terms? In short, how do we define an"asset" orientation in the context of our work and our passion? The concept of"asset" orientation draws heavily, but not exclusively, on John McKnight's work that suggests focusing on a neighborhood's assets rather than its deficits as a basis for development and renewal (games):
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In addition, civil service regulations and financial constraints hamper New Jersey school who are necessary to maintain sophisticated systems: online. They can be either sectoral or regional in nature: no. This public service campaign, reprinted here in whole, recognizes these leaders' accomplishments with the hope they will serve as examples for other schools and, perhaps more importantly, stress the need for public support and involvement To receive additional information on the campaign or to nominate a candidate, write: National School Safety Center,"Students have got to see the principal as their advocate (nz).
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