Discussion of Medvedev's Let History Judge'' (New York: Knopf, 1971), an account of Stalin's role in the history of the Soviet Union. (RS)

Author discusses the nature of structure and identifies three kinds of academic structures: administrative hierarchy, collegial structure, and the curricular structure. (CB)

In white professional organizations, black scholars cannot afford to operate only in separate in-groups. They must assert themselves in realistic ways that will affect structures of power to the extent that their efforts will affect goals, objectives, and postures of white professional organizations; they must also assume power. (Author/DR)

Political activities in Latin America and their cultural bases are discussed. (CK)

Papers by E. H. Olson (The Netherlands), C. Gilbert Wren (Great Britain) Walter F. Johnson (India and Thailand). Joseph C. Bentley (Latin America), and Robert L. Wren (United States) on the changing university student and his role in governance. Presented at APGA, Detroit 1968. (CJ)

Organization development (OD) is a new and fundamental concept of an organization as an inclusive system for the application of systematic development steps. (NL)

Personal opinions from seven school board members about bringing students into the decision-making process. (LN)

In the fall of 1968, San Francisco State College was the site of one of many campus disturbances." The course of events at SFSC began with a student strike; it went on to include physical battle between police and students and a labor strike on the part of the AFT local. In the present paper, the course of these events at SFSC has been addressed…

This article examines the effects of the following forces on curriculum changes and development: (1) The drive for power, (2) the appeal of the dollar, (3) the rapid growth of accumulation of knowledge, and (4) the social and human needs of people in the schools. (JH)

Examines definitions and concepts of power and their application in family organizations. Inappropriate power plays are often utilized by family members to control or dominate others. Presents techniques for identifying such conflicts and redirecting the flow of power. (Author/WAS)

Asserts that women have been left out of the development process. Argues that integration of women into the mainstream through education and employment is a myth because it is based upon the male-dominated socioeconomic system that perpetuates oppression and marginalization. (SK)

The Caribbean and other parts of the Third World have been preoccupied with becoming nations, in the accepted international sense. Education has been the prime vehicle through which ideologies such as capitalism, Marxism, colonialism, and nationalism have been promulgated. (SK)

In order to use power, human resources development practitioners must first differentiate it from authority and understand its purpose. The three keys to power are engineering collaboration, brokering knowledge, and managing consequences. (SK)

The author argues that we understand little about the actual processes of determining course content and that we need probing case studies exploring the history of particular decisions, including time lines, personalities, motivations, roles of particular people, and the materials used. (Author/SJL)