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Planning and organizing for social change - action principles from social science research,1974 

ABSTRACT
The thrust of the study is toward developing generalizations based on consensus findings in the data. The generalizations are built from original studies on the nature of social phenomena. Social action and change guidelines are then developed from the generalizations. One part of the study focuses upon the practitioner who acts as a change agent. Variables affecting role performance and the dynamics of that performance are discussed. Another section deals with the organizational framework of social change as it examines the contextual factors and the technology and personnel of organizational behavior. The community setting of social change is explored through an analysis of political and legislative behavior. Voluntary associations, primary groups, social movements, political action, and client organization are discussed as aspects of citizen participation in social change. The diffusion and adoption of innovations and the movement and assimilation of populations are two social change processes discussed. The book concludes with a presentation of the procedure by which research can be linked to the work of the practitioner. Bibliographies are included at the end of each major section of the book.​

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Chapter 8. Planning and Organizing (Book: Advancing Human Resource Project Management), 2014

ABSTRACT
​This chapter focuses on themes such as: Why Planning?; The Why Question; The What Question: The Work Breakdown Structure as the Project' s Backbone; The How Question: Constructing the Plan Network; The Who Question: Knowing the Organization; Who Does What: The Responsibility Assignment Matrix; The When and How Much Questions: Establishing the Project Baseline

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The Effects of Text-Based and Graphics-Based Software Tools on Planning and Organizing of Stories, 1996

ABSTRACT
This article describes a research study comparing the effects of two computer-based writing tools on the story-writing skills of fourth-through eighth-grade students with language-related learning disabilities. The first tool, the prompted writing feature of FrEdWriter (Rogers, 1985), allowed students to answer story grammar questions, then type stories using those responses as the plan; the second tool, Once Upon a Time (Urban, Rushing, & Star, 1990), allowed students to create graphic scenes, then type stories about those scenes. Nine students attended a series of afterschool writing labs twice weekly for 11 weeks, using each tool for half of the writing sessions. Group results did not clearly favor either tool; however, individual differences suggested that use of planning features should be linked to student needs. Students who had less internal organizational ability benefited from the computer-presented story grammar prompts and wrote less mature stories when using the graphics-based tool. Students with relatively strong organizational skills wrote more mature stories with the graphics-based tool. 

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Youth-Led Research and Evaluation: Tools for Youth, Organizational, and Community Development, 2003

ABSTRACT
This chapter provides case studies and discussion about the ways that youth-led research and evaluation can help link youth and community development goals and outcomes.

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EU Gangs Programme: Summative Research Report of Transnational Partner Research Responses, 2014

​ABSTRACT
The aim is to provide a summative representation of national perspectives [of partner countries, Italy, Greece, Romania, France and United Kingdom, of the project "New skills and competences to address skills gaps and mismatch within the sectors working with Gang and Youth Crime across Europe (EUGANGS)", Ref. nr. 539766-LLP-1-2013-1-UK-LEONARDO-LMP/ Grant Agreement 2013 3382 /001-001] that illustrates the gaps, differences and similarities in the ways in which organised and serious youth deviancy is identified and addressed. This includes analyses of the conditions for its existence and the strengths and limitations of existing policy, practice and skill sets.

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