The United States and many other developed countries are becoming more multi cultural, multi ethnic, and multi racial than ever before. This may to a certain extent cause less communication, interconnectedness or dialogue between diverse individuals. This lack of communication and dialogue, especially in education, manifests itself as less participation and involvement, which negatively affects educational success. Since educational success is highly associated with parental and community involvement, social capital plays a critical role in improving overall successes in education. Educators and policy makers should seek new ways and strategies to improve social capital with greater efficacy. This also includes reexamining leadership styles, practices and setting exemplary leadership frameworks.

1. Social capital

Due to the abstract nature of the concept, social capital is mostly defined by its functions or manifestations. In other words, definitions mostly answer the question of what social capital does rather than what it is. Don Cohen and Laurence Prusak (2001) refer to social capital as a dynamic and even organic phenomenon. Their approach also emphasizes social capital’s role and function, rather than social capital itself. They underline (1) how social capital works in organizations, (2) how investments are made in social capital, and (3) the return that these organizations and individuals experience from these investments (p. 3). In this framework, Cohen and Prusak (2001) offer the working definition of social capital as “the stock of active connections among people.” Yet, there seems to be a more concrete definition offered by The World Bank Social Capital Initiative (1998). According to The World Bank Social Capital Initiative, social capital is the “internal, social and cultural coherence of society, the norms and values that govern interactions among people and the institutions in which they are embedded” (p. iii). Thus, social capital is seen as the glue that holds societies together. Consequently. without social capital, society at large will collapse. Due to its importance, researchers from different fields, such including political science, economics and education, investigate social capital, as many people see social capital as a solution to persistent social problems.

2. Social capital and education

In the world of education, social capital is formed by social networks connecting families, schools and communities. In other words, parental and community involvement are the forms of social capital which are most associated with academic success. The World Bank (1998) argues that there is evidence that schools are more successful when parents and community members are actively involved. Discussions about school issues, parental monitoring, active tutoring, providing encouragement, attending school events, responding to school obligations, etc are all examples of parental involvement. Less effective community involvement examples include (1) supporting schools financially, (2) participating in school events, and (3) involving schools in community meetings. Community involvements render teachers more committed. Furthermore, it effects students’ general achievement, including achievement in reading, math, or other specific curricular areas, as well as IQ scores and an array of attitudinal and behavioral outcomes.

3. Education and leadership

Even a cursory review of the leadership literature reveals that there are multiple definitions of leadership, and these all arise from mainly different perceptions and specific disciplinary conceptualizations. For example, some authors choose to treat leadership as a psychological fact while others see it as sociological (Pierce & Newstrom, 2008). In different disciplines, such as education or health, the definitions are based upon the references of that particular discipline. Therefore, a wide range of definitions of leadership are offered, but not a single model or term given. Accordingly, while some leadership approaches focus on the different characteristics between the followers and the leaders, others look at internal or external variables such as representation and effectiveness.

In education, leadership is mostly represented in schools by school administrations. Specifically, principals and teachers are expected to possess the leadership skills necessary to run their schools. Leadership practices are not only expectations but also obligations and requirements as part of the profession. This is especially true for principals. Since they form school policies, they’re considered critical for academic and disciplinary success.

Kouzes and Posner (2007) see the concept of leadership as a practice rather than as a personality type. After several case analyses, surveys and questionnaires, they uncovered five leadership practices common to personal-best leadership experiences as guidance for all leaders. These five practices of exemplary leadership are essentials and applicable for all leaders who want ot get extraordinary things done in organizations, including educational institutions. The five practices are: (1) modeling the way, (2) inspiring a shared vision, (3) challenging the process, (4) enabling others to act, and (5) encouraging the heart.

4. Exemplary leadership, K-12 education, and social capital

To improve and benefit from the existing social capital in a family, school and community, the five practices of leadership proposed by Kouzes and Posner may be implemented in K-12 institutions. Accordingly, this model may improve academic and disciplinary success in K-12 education. The following titles will focus on possible actions, attitudes or procedures to improve social capital as conducted by school principals and teachers.

a. Model the way

Behaviors are more important than the title that people carry in organizations. It is through behavior that people win the respect of other members of an organization. If leaders want to gain commitment and better standards, they must be models of the behavior they expect from others. Overall, leaders model the way (Kouzes & Posner, 2007). School principals and teachers should act and behave in the best way possible, as exemplary models, towards colleagues, parents and community members if they wish to utilize and improve social capital. Modeling the way can be done by more involvement and participation in the activities organized in and out school. However, principals and teachers should prioritize their needs when they are choosing activities and events. For instance, different ethnic and cultural groups in a community can isolate themselves, since other members of the community may not want to communicate. Although these different groups may open their activities to all community members, lack of communication and dialogue creates isolation and, as explained before, cause lack of trust, reciprocal respect, interaction and safety, all of which are essential to building social capital. Thus, principals and teachers should prioritize communication and dialogue rather than basic social needs such as entertainment. Modeling the way can also include mutual family visits, joining social organizations and participating in community workshops, conferences and diversity meetings. In short, principals and teachers should represent – model the way – rather than present what social capital requires as a discourse.

b. Inspire a shared vision

Keenness, interest, diligence, inspiration, enthusiasm, dreams and imagination are essential factors for leaders in an organization (Kouzes & Posner, 2007). When leaders are visionary, and if their visions are realistic and if they have confidence in their capacity and skill, remarkable achievement can be realized. According to Kouzes and Posner (2007), every organization and social movement begins with a dream. Dream is a force which helps shape the future. However, dreams cannot work alone and must be shared. Leaders with dreams, or even leaders with more tangible projects, may not initiate an organized movement or substantive change. People will not follow leaders unless they accept the vision or dream as their own. To do so, leaders need to inspire people to share their vision.

A shared vision is as important as modeling the way in the process to utilize and improve social capital. People need to be convinced about the benefits of social capital in academic and disciplinary success in schools. Since many studies (Dika & Singh, 2002) show positive links between high social capital and overall success in K-12 education, making people believe in its benefits may not prove a difficult task for principals and teachers. However, a simple belief does not help much with improving social capital. Kouzes and Posner’s (2007) second practice of exemplary leadership, which is inspire a shared vision, might help leaders, principals and teachers achieve sufficient utilization and improvement in education. The visions and dreams may include (1) high involvement in activities and events, (2) strong connections with parents and community members, and (3) moral and financial support. The first step towards realizing such visions is telling them to the targeted individuals. The second is paralleling the visions with people’s expectations, hopes, and dreams. To do so, principals and teachers should engage in dialogue, not only with their colleagues, but also with parents and community members. The third involves further interaction and dialogue with people to amend or modify the vision for more effective utilization, if needed. Thus, plans and preparations for the planned goal or for the better utilization and improvement of social capital can be improved, and thus become more appealing.

c. Challenge the process

Leadership cases mostly involve a case of change or are perceived to be a challenge to the status quo. Studies done by Kouzes and Posner (2007) confirm this. For example, leaders may challenge a system, its processes or procedures so that they obtain new or better products, processes, services, systems, or outcomes. Challenge might involve an innovative product, a cutting-edge service, a revolutionary piece of legislation, or a reformed cadre of different personnel.

In a school environments, change and challenge occurs in and through the existing policies, internal culture and the status quo. To achieve a significant or better organized transformation, school leaders, primarily principals, happen to take risks. Change might be perceived as a challenge in different forms to the existing attitudes, means, methods and personnel. It might not be seen within the framework or practice of the existing action-plans that allege to benefit social capital within a community. By and large, attempts to improve or further utilize social capital can be perceived as a challenge if there is already some resistance to and confrontation with the rank-and-file towards the process of change and development in any community. As for schools, school leaders can challenge the attitudes and processes that are not effective and valuable for better social capital. Their action plans need to include overall participation, steady attendance, constant involvement, frequent visits and positive relations which would invoke further responses, participation, and contribution from individual families or lager communities. Challenging stagnant, unpromising, unproductive methods, means, or processes with a positive attitude is usually acknowledged as a needed form of action and practice towards achieving objectives.

d. Enable others to act

Leadership is about team work, and cannot be restricted to a small group of loyalists. It must include peers, managers, customers, clients, and citizens – all those who have a stake in the vision. The command-and-control techniques of the Industrial Revolution are no longer applicable. Leaders must work to make people feel strong, capable, and committed. They need to enable others to act and to participate in team efforts in order to accomplish either an organized movement or significant change (Kouzes & Posner, 2007).

Kouzes and Posner’s fourth practice of exemplary leadership is an essential instrument, especially when a single person leads an activity or a project in an organization. This is true for schools principals. At schools, principals give direct orders to realize internal and external procedures. In many cases, teachers, parents, and community members fulfill or complete these orders without becoming a part of them. Teachers, parents, and community members need to be inspired and encouraged to feel like team members who can actively participate in utilizing and improving social capital for their schools. For instance, teachers should be able to contribute to an event organization not only as guests but also as team members who arrange the event. Parents and community members should also be enabled to work as team members working towards improvements or success. Rather than simply participate, they can get involved in the events and organizations, at least to a certain extent, as controllers, coordinators, sponsors, or organizers. This simple involvement naturally attracts and increases the level of interest in school and overall education by society at large, and of course results in the improvement and utilization of social capital accordingly.

e. Encourage the heart

Encouraging the heart is another practice of exemplary leadership offered by Kouzes and Posner (2007). It is essential for leaders, because people get exhausted, frustrated, disenchanted, and often temped to give up. Leaders encourage the hearts of their constituents to carry on. Encouragement may come in many forms, ranging from dramatic gestures to simple actions. For instance, in recognition of performance of the constituents, a simply participating in their celebrations encourages people’s hearts. Such simple actions show that their performance is recognized and appreciated by the leader (Kouzes & Posner, 2007). .

Similar to principals, teachers, as leaders, also should encourage the hearts of their students and students’ parents. Teacher-parent contacts, interactions and dialogues should be accommodated between individuals for academic success and educational progress.

Conclusion

As argued, there are several factors that promote academic and disciplinary success in K-12 education. Educators, in most cases, have the initiative and inherent power to utilize and modify these factors. Social capital is one of these factors and has a critical role for the overall success in schools, especially in K-12 education. Statistics and research show positive links between improved social capital and educational success in the US and elsewhere.

Environments with improved social capital have better educational success, whereas low social capital environments have lower educational success, with high dropout rates and lower tests scores. Although studies clearly support the importance of developing social capital, further proposals, action plans, or practices are still needed to improve and utilize the social capital in K12 education. These proposals can be set by specific disciplines and also by interdisciplinary approaches, such as sociology, psychology, and education.

Erkan Acar is a PhD candidate in education at Marywood University, Pennsylvania.

References

• Cohen, D. & Prusak, L. (2001). In good company. How social capital makes organizations work. Boston, MA: Harvard Business School Press.
• Coleman, S., J., (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94, (supplement) 95-120.
• Dika, S.L. & Singh, K., (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31-60.
• Fukuyama, F., (1999). Social capital and civil society. Retrieved September, 1, 2008, from http://www.imf.org/external/pubs/ft/seminar/1999/reforms/fukuyama.html
• Kao, G., (2004). Social capital and its relevance to minority and immigrant populations.
• Sociology of Education, 77(2), 172-175.
• Kouzes, J. M. & Posner, B. Z., (2007). Leadership the challenge (5rd Ed.). San Francisco: John Wiley and Sons, Inc.
• Pierce, J., L. & Newstrom, J.,W., (2008). Leadership & the leadership process: Readings, self-assessments & applications (International Ed.). New York: McGraw-Hill.
• The World Bank Social Capital Initiative, (1998). The initiative on defining, monitoring and measuring social capital. Social Capital Working Paper, 1.

How about quantum computers? Quantum computers make use of a quantum mechanical phenomenon, so-called quantum superposition (being in different states simultaneously). Classically, voltage across a circuit element can be either positive or negative when measured by a voltmeter, but not simultaneously negative and positive. Could it somehow be possible to be in both states simultaneously?

Quantum superposition

For electrical circuits, the answer is obviously no. In microscopic scales of single atoms, or photons (i.e., single quantized packets that constitutes the light beam), however, the answer is yes. Consider an optical component, for instance, that splits an incoming light beam into two beams of equal intensity. In optics, such a device is called a 50/50-beam splitter. You can ask what happens when a single photon is sent to such a beam splitter. Since a single photon cannot be split in this simple experiment, you might expect that it would either be transmitted or reflected with equal probability . Experiments, however, show that this is not actually true in the single photon level. The single photon is indeed simultaneously reflected and transmitted.

Once microscopic quantum superposition is brought into our macroscopic world, we can imagine many interesting phenomena. Simultaneously occupying many different places and being dead and alive at the same time are only two of them. Of course such technology, especially applied to humans is highly science fiction, given current experimental and theoretical challenges. Nevertheless, quantum superposition has a strikingly interesting similarity with the spiritual states already achievable by saints, such that they can be available in more than one place at a given time or become dead and alive, in the sense that they live both in the future and in the past.

It is not known exactly why quantum superposition exists, but what we know is that it is a necessary ingredient for our complex universe to perform its vital functions in a finite amount of time. Quantum superposition principle reflects the great wisdom and power of the Omnipotent. Similar to the single photon example above, with this principle, God gives the underlying particles of the universe an immense power to achieve many tasks simultaneously. Otherwise, regarding the finite age of the universe (about 15 billion years), our physical universe and the events taking place all around us would not come into existence. The Quantum superposition principle has also inspired researchers to build unprecedentedly fast computers to solve the problems that are intractable with any classical computing method. In this article, we introduce this new strategy to computing.

Quantum computing with superposition

Having provided some background about the quantum superposition, we ask the question “How could we exploit quantum superposition for fast computing?” Below we will give a glimpse of that power. Consider a three-bit register. It can only store one out of eight numbers in the set, {0, 1, 2, 3, 4, 5, 6, 7}, in a given moment of time. For example, number 5 is stored in a three-bit register as “101.” Now suppose that these three bits are replaced by their quantum cousins, so-called qubits (short for quantum bit). You can imagine, for example, a quantum register consisting of three rubidium (Rb) atoms. These individual atoms can be prepared in the 0 and 1 logical states simultaneously by shining a laser beam for a certain amount of time. Then it is possible for three atoms combined to be prepared in a superposition of eight numbers, which is impossible classically. In other words all those eight guys physically exist in the same room, although it doesn’t allow more than one guy to fit classically. If we want to make operations on all of these numbers, we don’t need to perform serially; instead, we can achieve that in only one computational step on a single hardware. Thus, quantum superposition leads to a massive parallelism, which renders the computational complexity (i.e., a measure of how efficiently a given problem could be solved) highly reduced for various difficult problems in computer science.

For example, let’s consider RSA, a well-known algorithm (i.e., a set of instructions to solve a problem on a computer) for secure communication that was invented by Rivest, Shamir, and Adelman, hence the name, in 1977 at MIT. It is widely used in electronic commerce protocols. The details of RSA are out of scope in this article (See the FAQ section of the RSA Laboratories’ web site in Ref. [1] for a brief introduction to RSA). Here, we only want to mention its vulnerability to quantum computers if they were to exist. The security of the RSA cryptosystem relies on the difficulty of factoring large numbers, which is intractable with classical computers. Factorization for small numbers, say 15, is quite simple. When the number of digits increase up to a few 100s, for example, enormous computational resource is required. RSA Laboratories publish the RSA challenge numbers (see Ref. [2] for the list of challenge numbers and the prize) on their web site to test the security of their algorithm at various key lengths. The largest integer, RSA-640, which has 193 decimal digits (640 bits), was factorized recently by F. Bahr, et al. The next challenge number in turn is RSA-704, and the prize is $30,000. Imagine factorizing a 1000-digit number. You would probably be a considerably rich person in just a few minutes, if you had a moderate quantum computer and the RSA Laboratories kept feeding you with new challenge numbers, because the factorization of such a large number with current computational resources takes forever, perhaps even more than the estimated age of the universe. Of course, the RSA Laboratories will not let you be very rich, by simply quitting posting new challenge numbers. They would be interested in your quantum computer, though.

How does the quantum computer crack the world’s most secure cryptosystems with little effort? One can construct new algorithms for quantum computers based on above described principle of superposition. These algorithms can take the outcome of previous calculations and input them as a superposition to the next stage of the instructions, which results in a highly efficient form of computing (please consult Ref [3] to have for a simple explanation of quantum superposition for fast computation). In 1994, Peter Shor from AT&T’s Bell Labs in New Jersey just did that. He developed the world’s first quantum algorithm, which efficiently performs factorization. In 1996, Lov Grover also at Bell Labs invented the unstructured database (i.e., a disordered list such as a list of city names not in alphabetical order) search algorithm for quantum computers, so-called Grover’s algorithm.

Suppose that there is a basket with ten balls in it. You are now asked to find a specific one with your eyes closed, say red. It is known, however, beforehand that there is only one red ball in the basket. All you, or your smart digital friend, can do is just pick one randomly and see if it is red. If you are lucky enough, the first ball you pick might be red. In the worst case, however, you will be successful at your last choice. So, classically you have to repeat the process on average at half times the number of balls. If you made a quantum friend rather than classical, however, your life would be smoother. You would be able to find and manage your stuff easily, no matter how messy you are. Quantum computers speed up such unsorted database searches quadratically. You can find, say your favorite socks, in a number of trials that is about the square root of the total number of your stuff. You may think that you don’t have that much stuff. But consider identifying a specific element in a considerably large pool of unsorted data. As the number of elements in the set increases, it quickly becomes intractable to find what exactly you are looking for. In that case the significance of quadratic boost cannot be denied.

Motivated by the above mentioned factorization and unsorted database search algorithms, the power of quantum computing has inspired great attention, since their invention, among many disciplines including physicists, computer scientists, mathematicians, engineers, and material scientists.

Quantum computer today

Despite promising developments in theory, progress in the physical realization of quantum circuits, algorithms, and communication systems have been extremely challenging to date. There are many approaches for quantum information processing. Major model physical systems include nuclear spins, ions, neutral atoms, solid state nanostructures, superconductors, and optical circuits. In optics, for example, the qubit can be represented by the polarization (i.e., direction of oscillation of electric field) state of a single photon. So that the instructions described by the algorithm could be implemented by manipulating the polarization states of single photons. Unfortunately, all the models for quantum computing have their own drawbacks besides their advantages.

Given the trends, nobody knows whether or not a sufficiently scalable (i.e., large enough to harvest its potential power) quantum computer would be available in the decades to come. Nonetheless, D-Wave Systems, Inc., The Quantum Computing Company, was eager enough to unveil the “world’s first commercially viable quantum computer” (see Figure 1, and Ref [4] for the story.). D-Waves’ 16-qubit quantum computer makes use of superconducting element niobium, which operates at an extremely low temperature. It can search for molecular structures that match a target molecule, create a complicated seating plan, and fill in Sudoku puzzles. Although the device is very slow compared to an inexpensive PC, D-Wave intends to develop a 1000-qubit quantum computer.* The goal is to scale the quantum computer to about 10 thousand qubits to solve the most challenging problems outright, which are simply intractable with classical computers. The researchers, however, are not very optimistic. Prof. Lloyd of Massachusetts of Institute of Technology, a pioneering scientist in superconducting approach for quantum computing that underlies the D-Wave’s quantum computer, says “It’s too good to be true.”

Once quantum computers of reasonable power are built, the world will be unimaginably exciting and perhaps scary too. When the first commercial computer, Universal Atomic Computer I (UNIVAC I) (see Figure 2), was shipped to the United States Air Force in 1952, nobody was indeed aware of what this fat guy would lead to in our social, economical, political, and psychological life. Its descendants, however, are now inevitable parts of our lives. They are helping us in many aspects of daily life. Controlling machines, sending electronic mail, scheduling our plane tickets, communicating with our best friends, playing games, making our payments are only some of them.

In this article we only sketched the quantum superposition principle as an important ingredient for quantum computation. This is certainly not the whole story. “Entanglement” [6], for example, is another complementary resource for quantum computing and communications, as well as quantum mechanics to test its foundations.

Contrary to its classical counterparts, the power of quantum computers indeed comes directly from our granted capability of tailoring and mimicking the amazing design hidden in the microscopic world of atoms, photons or other quantum particles. Quantum computers sooner or later will bring the most science-fiction into reality. They will play a significant role especially in the development of ultra-intelligent machines and robots superior to classical ones, and communication systems whose ultimate security is guarantied by the nature’s architecture which was lay down by God. Quantum computers will reveal to us the deepest secrets of our Creator embedded in our universe, which cannot be explored using conventional computers. That day, the future will only be lacked by our limited imagination.

Acknowledgment

This article was produced in MERGEOUS [7], an online article and project development service for authors and publishers dedicated to the advancement of technologies in the merging realm of science and religion.

Omer D. Ikramoglu is a freelance writer in optics and quantum physics.

References

1. RSA Laboratories, http://www.rsa.com/rsalabs/

2. RSA Challenge Numbers, http://www.rsa.com/rsalabs/node.asp?id=2093

3. A short introduction to quantum computation by A. Barenco, A.Ekert, A. Sanpera and C.Machiavello from La Recherche, November 1996. http://cam.qubit.org/articles/intros/comp.php

4. J. R. Minkel, “First “Commercial” Quantum Computer Solves Sudoku Puzzles”, Scientific American, Feb 13 (2007).

5. UNIVAC I, http://en.wikipedia.org/wiki/UNIVAC_I

6. S. Candaroglu, “Quantum Entanglement: Illusion or Reality?” Fountain, Issue 61 (January-February 2008).

7. http://www.mergeous.com/

* At the time of writing D-Wave Systems had only 16-qubit quantum chip and they were intending to develop a 1000-qubit quantum computer by the end of 2008. Although they couldn’t meet their goal, they now have a design of a 128-qubit most powerful ever quantum chip which awaits the tests (see http://www.dwavesys.com for up to date information).

Wolf (1999) notes that a nonprofit organization is neither in the profit sector nor in the public sector but sits somewhere between the two. This position allows the nonprofit great flexibility in its operation but requires great skill in its management. Nonprofit organizations have characteristics of profit and public organizations. Wolf defines nonprofit organizations as “those legally constituted, nongovernmental entities incorporated under state law as charitable or not-for-profit corporations that have been set up to serve some public purpose and are tax exempt.” All nonprofit organizations must have the following characteristics:

• They must have a public service mission-their main goal must be to serve others, not themselves.

• They must be organized as a not-for-profit or charitable corporation-they must formally claim to be non-profit.

• Their governance structure must preclude self interest and private financial gain-this goes back to the first characteristic in that the organization’s main goal is to serve people.

• They must be exempt from paying federal tax.

• They must possess the special legal status that stipulates gifts made to them are tax-deductible.

It is obvious that the nonprofit sector has expanded dramatically over the past few years, so has public scrutiny over the sector. Governance is needed to ensure that the organization is providing services that are permitted within the legal system and the bylaws and to ensure that the organization does not permit fraud, potential abuse, and violations of the expectations of the public. Governance of a nonprofit can be defined as the ultimate authority, accountability, and responsibility for an organization (Ott 2001). Leadership, such as the board, is important in the nonprofit sector because it is governed through a complex set of functional roles and procedures that are defined in laws and tax codes that differ from those for the public and for-profit sector. The board is responsible for policies, procedures, financial outcomes, and ensuring that the mission of the organization is being implemented and accomplished to the best of the organization’s ability to serve its target population or general public.

There are some challenges that nonprofit organizations face in our modern societies. The first major challenge for a nonprofit organization is articulating a clear public service mission. A nonprofit organization is required by law to limit its activities to those articulated in the mission statement, so the mission statement must be broad enough to cover all possible activities. The mission statement must also guide the direction of the organization’s programs, services, and activities. In addition, a mission statement may require review and revision over time. For example, an arts council can begin with a mission to develop, foster, and promote the arts, and then develop a stronger mission statement that provides detailed plans for programs and activities, such as working with the school district to develop art education programs, and seeking funds from state, federal, and private sources.

The second major challenge is risk/survival analysis: the search for the proper balance between organizational extension and risk-taking, and organizational security. Engaging in risk/survival analysis means having an understanding of what should and should never be compromised, always being cognizant of the mission and whether or not daily activities or decisions are in harmony with that mission. This challenge identifies a great dilemma for nonprofit organizations: whether it is more important to ensure survival of the organization or to stay true to the mission. There is no easy answer. To meet this challenge, the organization must continually plan, analyze future options (both practical and idealistic), and debate the pros and cons of each option.

The third major challenge facing a nonprofit organization is constituency identification and involvement. Identifying and involving the constituency entails having a working knowledge of the clientele you desire to serve. This must not be too narrow or too broad. The nonprofit organization must establish a concise identification of its constituency in order to avoid problems in this area. The organization must identify the group that it seeks to serve, and then must create a structure that supports a commitment to that group. To meet this challenge, the organization must have a well-defined understanding of its constituency, seek to involve the constituency at all levels of the organization (particularly at the trustee level), and provide programs and activities that reflect a commitment to the constituency.

The fourth major challenge is testing for organized abandonment: that is, disbanding that is the result of careful deliberation, rather than unplanned events, such as financial crisis or management problems. In order to meet this challenge, the organization must have a clearly defined mission, establish criteria for evaluation of the mission, and have a formal system to determine whether or not the mission is relevant and effective. The organization must examine whether or not its mission is obsolete or if other organizations are more effective in achieving its mission.

In conclusion, nonprofit organizations go where other organizations fear to tread. Nonprofits eagerly work with the most disadvantaged members of society-the homeless, the hungry, the ill, and the befuddled. Nonprofits fill the gaps in society-consider the thousands of charter schools that have sprung up to provide a genuine alternative, most frequently for students from disadvantaged backgrounds. Nonprofits extend and even function as government service-providers: how would most governmental social service agencies function if not by contracting out to tens of thousands of nonprofit service providers. Think too of the thousands of neighborhood associations that knit together their communities, and sometimes act indistinguishably from chartered governments. Nonprofits help people find meaning-both through quiet worship and organizing millions of people to do “good deeds.” People who want to “do something, to give back to society” sometimes do so through governments, but most do so through nonprofits. Millions of volunteers contribute and share in the nonprofit sector. Finally, unlike the other sectors, the nonprofit sector does not start out by asking how much money can be made, or where the money is going to come from; no, the nonprofit sector asks what the need is and how to fulfill the need. Only then does it seek strategies to support the social needs it discovers. Although by nature humble, it is the nonprofit sector that makes our complex and frequently materialistic and even selfish society, humane, purposeful, and cohesive. The private sector may provide the engine of growth and a quality of life; the public sector may organize us and keep the private sector in line; but it is the nonprofit sector that is our heart, our soul, and our spirit as a society.

References

• Ott, J. Steven (ed.), Understanding Nonprofit Organizations: Governance, Leadership, and Management, Westview Press, Boulder, CO: 2001.
• Wolf, Thomas, Managing a Nonprofit Organization in the Twenty-First Century, Simon & Schuster, New York: 1999.