Critizes failure of education to address itself to society's ills, to adequately reflect the culture and history of Afro-Americans, and to prepare Black students for constructive action in the ghettos. (KG)

Second of two articles on the '70s, all in this issue. Stresses need to consider the human factors and attitudes when discussing career choices. (Author)

Discusses the relationship of science to technology and of both to social problems. Considers nature of scientific values and criteria for setting up priorities in science. Proposes interdisciplinary approaches to technological and social problems. (EB)

Discusses the need for an interdisciplinary approach to environmental problems as well as the realization of the necessity for action - oriented proposals in a politically bound society. Suggests that conservative and vested-interest university departments are barriers to concerted action. (BR)

Looks at 3 squatter communities in an attempt to draw upon similarities and differences in squatter communities and the problems which develop. (SW)

Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

Two informal explorations attempt to assess the relationship between the number of reasons elementary school children offer to support their social diversions and the comprehensiveness of the children's thinking patterns. Subjects are 30 fifth graders in study 1 and 23 second graders in study 2. (Author/CM)

Explores the negative effects of divorce on children and suggests that a restructuring of marriage and divorce laws (which would prohibit divorce in marriages with dependent children) might be justified in addressing this injustice against children. (DB)

Suggests that individuals vary in the degree of cortical development necessary to sustain functional empathy and that most people can be trained to counterbalance the more animalistic determinants of behavior. Concludes that blockage of functional empathy by power drives forms the basis of interpersonal and social tensions. (Author/GC)

The goals, methods, and long- and short-term effects of a comprehensive intervention project are described. Included is a discussion of the social policy implications, particularly that intervention programs should provide quality services and options responsive to the needs of the individuals. (Author/GK)

It is argued that the defining of literacy is a complex problem which societies must resolve according to their own needs. General principles to guide efforts to increase literacy levels are offered. These and other issues involving the attempt to achieve universal literacy are discussed. (GK)

Five causal metaphors running throughout youth employment and education programs are reviewed: (1) the functionalist economic model; (2) the institutional socialization model; (3) a psychosocial view of youth development; (4) the subcultural model; and (5) a self-determined community development vision. (Author/GK)

A practicing school administrator sympathetic to the broad aims of moral education asks some questions about teaching moral education in the schools. (Author/MLF)

A theory of policy intervention in social problems is needed to enhance our understanding of the processes of change when investigated by social engineers. The development of such a theory could encourage the integration of basic and applied research. (Author/RLV)