A theory of residential satisfaction is developed and used in the specification of a path model wherein compositional characteristics of households and the context of the dwelling and neighborhood in which they live influence various dimensions of satisfaction. Relationships are estimated for 767 households sampled in Wooster, Ohio, in 1975, using two-stage least-squares techniques. Results show that certain households demonstrate less satisfaction in any residential context, and that certain dwelling and neighborhood contexts elicit dissatisfaction across the full sample. Only a few such contextual factors prove significant in most compositional subsamples, indicating that different household types differently evaluate and/or adapt to similar contexts.

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Nearly 40 years ago my colleague Bob Sigmon, a long-time leading advocate of service-learning, shared with me a quote from Robert Theobald: "Healthy people are growing and helping other people to grow." In this volume, Robert Shumer features a variety of colleagues who provide an amazing collage to bring this quote to life. Each author illustrates in unique ways their own intuitive and grounded wisdom illustrating what it means to "grow and to help others to grow." Each story helps to illustrate the foundations on which each expert built their service-learning practice and the legacy that each has left in the field. This book highlights the ways that these authors transformed their chance "happenstances" into "happenings" and wisdom (p. 171). With it, Shumer has provided a rich complement to the earlier and ongoing work by Tim Stanton, Dwight Giles, and Nadine Cruz in their book Service-Learning: A Movement's Pioneers Reflect on Its Origins, Practice, and Future (1999) as well as the original work that grew out of the Wingspread gathering in 1997. In this volume, Giles and Stanton pose compelling questions and offer an overview in their foreword. They point out that the book addresses three wisdom domains: a reflection on the past history and origins, subsequent development of the field, and its future possibilities. They further identify the ongoing tension between the academy and the community and the complex realities associated with experiential education and communitybased learning overall. The authors also highlight the principles of good practice (collaboration, reciprocity, and diversity) that Suzanne Mintz and I posited (Jacoby & Associates, 1996) by stressing the centrality of seeing the community as the place where much, if not most, of the wisdom will be found. As a long-time reviewer of manuscripts, I have been frustrated by the consistent lack of knowledge about foundational scholarship in our field. This book addresses this issue. The history and overview chapters in this book are worth the price of the book. And the remaining chapters and stories are grounded in the lives and "happenings" of our colleagues who have shared their stories. I know of no chapter or book that is as thorough or as richly documented with a comprehensive bibliography. In the first chapter, Shumer, Stanton, and Giles capture the history and the evolution of the service-learning field in scope and specificity that we all should ponder. They focus on three concepts that underlie service-learning: the common good, civil society, and learning by doing. This well-documented chapter also underscores the nuances and complexity underlying the term service-learning and gives the reader a rich sense of the reasons that people came to the service-learning movement: service and charity, social justice, and democratic education. This

This article analyzes both theoretically and empirically the relationship between owner-occupants' housing maintenance behavior and their social relationships within their neighborhoods. This "social dimension" of the neighborhood is posited as affecting maintenance through pressures for conforming to group housing standards. Hypotheses are derived from this theory and empirical tests are conducted using a sample of homeowners from Wooster, Ohio, in 1975. Through factor analysis a number of variables measuring an individual homeowner's social "attachment" to neighborhood are reduced to two dimensions: "commonality" and "integration." These factors are aggregated to form neighborhood levels of "cohesiveness." Both sets of attachment and cohesiveness factors are employed as independent variables in a multiple-regression analysis of maintenance frequency and expenditures, where the effects of homeowner characteristics, structural features, and physical and demographic dimensions of the neighborhood are controlled for. Results show that there is a significant relationship between both individual and aggregate measures of the social neighborhood and maintenance, but only when there exists a high aggregate level of neighborhood cohesiveness.