This report provides a quick source of reference for practicing administrators in the areas of human relations, curriculum, finances and accountability, and skills in the operation and organization of the school. Frequently cited journals from which abstracts were drawn include Phi Delta Kappan, Educational Leadership, The National Elementary…

Therapeutic communication, or interaction which provokes personal insight or reorientation, can be best understood as a transactive, rather than linear, interrelationship between people or groups. Two practical responses to "pathological" communication patterns illustrate the validity of the transactional communication theory: the…

Reviews and criticizes the ten principles of re-education articulated by Kurt Lewin in 1945 in light of major developments in re-education training through 25 years of experience and experimentation following their original publication. For journal availability, see SO 504 730. (Author)

The primary objectives of Cross-Cultural Communication Workshop (CCCW) groups are to increase awareness among participants of the role their cultural backgrounds play in influencing their values, perceptions, and behavior and to help them learn more effective ways of communicating with each other. (Author/EB)

Interviews with beginning teachers reveal that they agree that education students should take methods courses and apply them in a local school setting simultaneously. (JD)

In order to evaluate the efficacy of a human relations training program for parents of personality-disorder preadolescent boys, families were randomly assigned to four experimental groups. Significant differences between groups at post-testing were found on four dependent variables: (1) empathy, (2) warmth, (3) genuineness of parents, and (4)…

Miami-Dade Community College offers a course called "The Art of Being Human," which uses a text-anthology, study guide, television films, and slide-tape independent study programs. The student taking this introductory course hopefully will be motivated to learn more about humanities in other courses or in self-study. (Author/LBH)

College men and women (N=187) were classified as stereotyped, near-stereotyped, or androgynous by Bem's criteria. Bem's measure of psychological androgyny appears to reflect a highly generalizable personological construct that implicates both desirable and undesirable dimensions of interpersonal behavior. (Author)

Traces the 50-year development of social biology in England. Significant events, mergers with other organizations and public acceptance of the field as a course of study in secondary institutions are cited. (CP)

Describes the formation, operation and goals of the United Nations University. Current efforts in the priority areas of (1) world hunger, (2) human and social development, and (3) natural resources are presented. From the viewpoint of the university's president, its unique role and functions are delineated. (CP)

Explains how social studies teachers can teach cooperative behavior to junior high students. Three critical factors are length of time student groups have worked together, interdependence of goals attached to the tasks, and interdependence of means to accomplish the tasks. (Author/AV)

A class activity involving role play introduces the concept of human nature as it relates to political phenomena. The lesson involves development of the concept of human nature, reference to its usage by various political theorists, and student speculation about human nature as it relates to their political life in the classroom. (Author/AV)

Psychosynethetic education aims at developing and harmonizing the fundamental functions and qualities of the human being: physical, sensory, emotional, imaginative, mental, creative, intuitive, ethical, social volitional, and transpersonal. (MB)

The ability to guide a client comes from practice and from a good knowledge of community resources. (Author)

Preservice field experience and campus activities are integrated to combine theory and practice in human interaction, informal classrooms, teaching-learning skills, the integrated day, and subject matter development. The student co-author describes the way that she experienced each component. (Author)