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This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training" (David L. Passmore); "Retraining for the Unemployed--An Up-hill Battle That Never Ends" (S.S. Kwong); "Manpower Planning in Hong Kong" (Anthony Cheng); "Identifying and Responding to Skills Shortages" (David L. Passmore); "Analysis of Training Needs for Employees of International Five-Star Hotels in Taipei, Taiwan" (Shu-Hsaio Tsen); "An Evaluation on the Effectiveness of a 9-Month Intensive Full-Time Program for the Unemployed" (Che Keung Yeung, Yuet Kueng Cadbury Chan, Lai Ling Lilian Chow, Yuen Bing Leung, King Chung Joseph Chow); "An Examination of the Concept of Providing Leadership Development for All Students as an Integral Part of Classroom Instruction" (Jerome I. Leventhal); "Contingency Theory Is of Little Value in Helping Leaders or Potential Leaders to Perform Successfully" (Eric Cheng); "Continuing Professional Development towards Employee Empowerment in Manpower Training: A New Domain of Organisational Strategy" (Joseph S.L. Yip); "Assessment and Preparation of Career and Technical Education Teachers: Implications for Curriculum Development" (Victor K.A. Gbomita); "What's Happening in Your Teacher Education Program?" (C. Gloria Heberley); "Stress Management for Teachers in Vocational Education and Training Sector" (Gloria Ching Wah Chan); "Mining Labour Market Information for Use in Developing an IT (Information Technology) Manpower Predictive Model" (Gar-yun Garry Suen); "Training for Betterment: A Model for Training of Professionals in a Diverse Organisation" (Freidoon A. Khavarpour, Bruno Gelonesi); "E-Learning in Knowledge-Based Society" (P.F. Tsui, Ian K.M. Yue); "The Development of a Management Competency Model and a Development Centre" (Sara Wong); "Graph Theory, Job-Labour System and Manpower Planning" (Kwai Wing Leuung); and "Overview of Assessment and Quality Assurance on TVET (Technical and Vocational Education and Training) and a Proposal for Turkey" (Sabahattin Balci, Riza Gurbuz). Most papers contain substantial bibliographies. (MN)

This seminar paper explores the relationship between technology and society, based on the position that man has not developed a social system that gives adequate guidance to technology. The hypothesis is that if technology has no priority, then it has no purpose. Talcott Parsons' concepts of functional imperatives and pattern variables are discussed to illustrate the relationship of technology to society. From Parsons' framework, it is determined that the United States is an adaptive society with nondirected technology and that technology is not functioning correctly in the United States. Its dysfunction is exhibited in the current incompatibility of energy conservation and technological exploitation. A new look at national purpose is needed for guiding U.S. technology at correct intensity levels. Technology should be made a societal concern and this concern should be internalized in individuals. Thus, the United States must change to another type of society which will rank technology so that it functions within the society. If this interpretation is true, then (1) the United States inevitably will change from an adaptive society to a goal-attainment society concerned with means-manipulation, and (2) there will be greater tolerance of deviance and accelerated recognition of the "common good." (ND)

Published in order to further a better understanding of how work in the field of rural sociology is carried on in various places, the six papers describe pedagogical and research activities relating to the sociological concern for rural people in West Africa, Brazil, Iran, the Middle East, Japan, and India. Each paper describes the evolution of rural sociology in one of the six areas, the nature of that area's rural society, the institutions in the area which can or do teach and/or undertake pertinent social research, and the current status of rural sociology in the area. In addition, "The Development of Rural Sociology in West Africa" and "Position of Rural Sociology in India" note problems with personnel training and "Rural Sociology in Japan: Milestones in Development" critically compares contemporary Japanese rural sociology with the discipline in other countries. "Rural Sociology in Brazil" notes a trend toward urban studies, while "History and Development of Rural and Peasant Studies in Iran" outlines many early village studies. "State of Agricultural Social Science and Related Fields in Selected Countries of the ECWA Region" assesses the related but generally insufficient academic offerings of 42 national universities and other educational institutions in 12 Middle East countries. (SB)

The paper examines crime from a spatial perspective and provides an introduction to social ecology theory. The document is part of 8 series of resource papers intended to supplement college level geography textbooks. The geography of crime is defined as the spatial manifestation of criminal acts. The social ecological approach interprets crime as a function of the social change that accompanies environmental change. The document is presented in six chapters. Chapters I and II introduce the crime problem and compare geographic and social ecological approaches to crime and violence. Chapter III applies ecological principles to spatial analysis of crime. Topics include human ecology, symbiosis, community and society, delinquency rates, ghettos, and statistical analysis. Chapter IV identifies crime data sources and outlines a format for geographic analysis of crime. Chapter V explains that the major objective of the geography of crime is to relate the spatial pattern of crime to social, environmental, historical, economic, and psychological variables. The final chapter provides an exercise in applying statistical methods to crime. An appendix and a bibliography conclude the document. (Author/DB)

The paper examines interpretations of educational development in western Europe since the 1960s and suggests that equality of opportunity has been the most pervasive theme underlying educational policy and development. Most often used to describe educational development are (1) demographic and economic data, (2) analyses of structural changes in the educational system, and (3) evaluation of the changing role of education vis-a-vis the social system generally. None of the descriptions has the historical perspective to convey the extent or the true nature of educational change which has resulted from the substitution of public education for the church as the principal transmitter of values and beliefs. A better measure of educational development is the value change reflected in public policy. A major result of the policy shift toward public education rather than religious education has been an increase in equality of opportunity. Three interpretations of equality of opportunity presently prevail in European nations: (1) predestinative (division of secondary schools into vocational and college preparatory); (2) redemptive (equal life chances for all students, regardless of academic ability); and (3) dissenting (alternative schools, lifelong education, and individual curriculum). The conclusion is that educational development must be understood as a combination of past and present values and that educational systems must cease to be, or to be considered, purveyors of a particular orthodoxy. (Author/DB)

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This collection of essays is designed for the faculty member and others who care about the retention and success of students of color in gateway courses in Sociology. The book examines assumptions about diversity and teaching and learning and provides strategies for enacting learning environments that are more inclusive and conducive to the success of all students. The chapters of part 1, "Creating a Climate for Diversity in the Discipline," are: (1) "(Re)framing the Issues--Changing Pedagogy, Not Students: A Conversation with Mark Chesler" (Jeffrey Chin); (2) "Effective Multicultural Teaching in Research Universities" (Mark Chesler); and (3) "Translating Research into Practice: A Conversation with Walter Allen, with Annotated Bibliography" (Jeffrey Chin). Part 2, "Efforts at the Disciplinary and Institutional Levels," contains: (4) "ASA's MOST Program: Effecting Departmental Change To Build Excellent and Inclusive Sociology Departments" (Carla B. Howery and Felice J. Levine); (5) "A Case Study of Departmental Change Aimed at Promoting the Success of Students of Color" (Edward L. Kain); (6) "The Educational Leadership Corps: An Undergraduate Program of Professional Socialization for Students of Color" (Catherine White Berheide); and (7) "Preparing Future Sociology Faculty To Teach in Diverse Classrooms" (Mary C. Wright and Julica Hermann). Essays in part 3, "Pedagogical Approaches, Institutional Contexts," are: (8) "The Empowerment of Students of Color in the College and in the Classroom: Theory and Praxis in Sociology" (Mary Johnson Osirim); (9) "Creating, Teaching, and Learning Social Theory at Spelman College: A Case Study in Voice, Pedagogy, and the Familiar" (Mona Taylor Phillips and Kysha Doss); (10) "Relationships, Success, and Community College Students of Color" (Richard Bucher); and (11) "Service-Learning and Success in Sociology" (Scott J. Myers-Lipton). Part 4, "Sample Syllabi," contains: (12) "Sociology 80: Social Problems"; (13) "Sociology 181/281: Sociology Service-Learning Internship" (Scott Myers-Lipton); (14) "Sociology 103: U.S. Social Structure" (Mary J. Osirim); and (15) "Sociology 422: Contemporary Theory" (Mona T. Philips). Part 5, "Sample Assessments," contains: (16) "Sociology 80: Social ProblemsIntegration Papers, Research Essay"; (17) "Sociology 181/281: Sociology Service-learning InternshipSociological Reflection Essays" (Scott Myers-Lipton); (18) "Sociology 103: U.S. Social Structure-Outline for Final Papers, Interview Measures" (Mary J. Osirim); and (19) "Sociology 422: Contemporary TheoryIdeas inside History: Creating a Narrative of Your Times" (Mona T. Phillips). Most chapters contain references. (SLD)

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning in a Problem-Based Psychology Course" (William Cerbin); "Resilient Students, Resilient Communities" (Donna Killian Duffy); "Looking through a Different Lens: Inquiry into a Team-Taught Course" (Cynthia V. Fukami); "A Chemical Mixture of Methods" (Dennis Jacobs); "For Better or Worse? The Marriage of Web and Classroom" (T. Mills Kelly); "Students' Perspectives on Interdisciplinary Learning" (Sherry Linkon); "A Case Study of Theory, Voice, Pedagogy, and Joy" (Mona Taylor Phillips); "Difficulty: The Great Educational Divide" (Mariolina Rizzi Salvatori); and a Conclusion: "Inventing the Future" (Lee S. Shulman). (Papers contain references.) (SM)

The 11 papers in this book address, from a sociological perspective, a variety of contemporary educational reform issues in Great Britain. The papers examine the direction and role of sociological research in education. Sociology education has an important role to play in raising questions about the British educational system and its premises. The discipline has come under harsh attack by conservative politicians and educators in recent years. The papers include: "Parents and the State: How Has Social Research Informed Education Reforms?" (M. David); "Not in Front of the Children: Responding to Right Wing Agendas on Sexuality and Education" (L. Kelly); "Feminism, Education, and the New Right" (M. Arnot); "Special Needs: Personal Trouble or Public Issue?" (L. Barton, M. Oliver);"On the Specificity of Racism" (A. Gurnah); "Teachers' Responses to the Reshaping of Primary Education" (A. Pollard); "Staying On and Staying In: Comprehensive Schooling in the 1990s" (D. Halpin);"Whose Choice of Schools? Making Sense of City Technology Colleges" (T. Edwards, S. Gewirtz, G. Whitty); "Reconstructing Professionalism: Ideological Struggle in Initial Teacher Education" (J. Furlong); "The Reform of Higher Education" (G. Walford); and "Recovering from a Pyrrhic Victory? Quality, Relevance, and Impact in the Sociology of Education" (R. Dale). (DB)

This monograph offers insight into the development of the conceptual basis, scholarly inquiry, and professional practice of adult education in West Germany from the end of World War II to the German reunification. Introductory materials are an "Introduction" (Wilhelm Mader) and "Translator's Note and Acknowledgements" (Martin Haindorff). Three papers in Part I deal with three core professional domains: "General Adult Education" (Erhard Schlutz); "Vocational Development" (Wilfried Voigt); and "Adult Education as a Vocation: Lay Job or Profession?" (Roswitha Peters). The two papers in Part II connect political emancipation and adult education: "Feminist Target Groups as a Form of Work" (Wiltrud Gieseke) and "Labour Education" (Wolfgang Hindrichs). Part III examines the relationship of adult education with other "sciences": "The Importance of Sociology for Further Education" (Wilke Thomssen); "Education Science and Adult Education" (Erhard Schlutz, Wilfried Voigt); and "Psychology and Adult Education" (Wilhelm Mader). Part IV explores three theoretical approaches: "Education Science and Adult Education: Theses for a Critical Relationship" (Herbert Gerl); "Experiential Approaches in Adult Education" (Guenther Holzapfel); and "The Biographical Approach to Adult Education" (Peter Alheit). An appendix includes four items by Martin Haindorff: "Ausbildung, Fortbildung, Weiterbildung"; "Bremen's Legislation on Continuing Education and Its Historical Background since 1970"; "University of Bremen: Requirements, Courses, Examination Regulations"; and a 213-item "Annotated Bibliography." (YLB)

This paper focuses on defining and comparing four approaches for identifying the community's power actors. It outlines how professional change agents might use each of the four approaches to identify community power actors who are relevant for community development. The four approaches include the positional, the reputational, the decision-making, and the social participation. The positional approach assumes that the power to affect community decisions rests in the important positions of formal organizations in the community. The reputational approach identifies power actors behind-the-scenes who have a reputation for influencing decision making. The decision-making approach emphasizes the actual participation in decisions as the criterion for identifying community power actors. The social participation theory holds that power to affect community decisions is acquired through participation and office holding in the community's voluntary associations. Since each of the approaches contains limitations and tends to identify a different type of power actor, a combination of the four approaches is recommended for professional change agents. Specific techniques for applying each of the approaches are described. (Author/DE)

This publication reports on the work of four universities in "The Public Schools Rewards Project: A Higher Ed Tough One, which was begun in 1995 and was designed to enhance the value that university rewards systems placed on faculty work with K-12 schools and teachers, and ultimately to improve the quality of education delivered in K-12 schools, colleges, and universities. Following the Prologue by Dan Tompkins, an overview by Crystal J. Gips describes the participating campuses (California State University, Northridge, Temple University (Pennsylvania), the University of Southern Colorado, and the University of Texas, El Paso); presents the project plan; describes what really happened and what was learned; and offers recommendations for other institutions. The next section includes institutional reports: "California State University Northridge" (Sharon Klein); "Temple University" (Dan Tompkins); "University of Southern Colorado" (Donna Watkins); and "University of Texas at El Paso (Kathleen Staudt and Jack Bristol). The report concludes with faculty life histories which explore their experiences in six disciplines: English, history, language and linguistics, political science, psychology and sociology, and science. Following an Introduction by Carol Stoel, the essays include: "Educational Renewal Connections: The Development of English Education at the University of Texas at El Paso" (Tommy J. Boley); "Learning To Teach: Where University Meets Universe" (Amy Birge); "Research and Student Achievement: Developing K-16 Work at the Institute for the Study of Literature, Literacy, and Culture" (Steve Parks); "My Experience with K-16 Work" (William E. Sheidley); "Education Renewal Connections: Experiences in History" (Nicole Etcheson); "Betwixt and Between: A Shifting Understanding of School-College Collaboration" (Morris J. Vogel); "Reflections of One Linguist" (Sharon Klein); "Educational Renewal Connections: Experiences in Modern Languages" (Joan H. Manley); "Personal Reflections" (Dan Tompkins); "The Eco-Literacy Project at Cal State Northridge" (Matthew Cahn); "Educational Renewal Connections: Experiences in Political Science" (Kathleen Staudt and Gregory Rocha); "Education Renewal: Prospects for Psychology" (Lawrence D. Cohn); "A Sociologist's Perspective on Educational Renewal" (Cheryl Howard); "The Public Schools Rewards Project: A Scientist's Perspective" (Steve Oppenheimer); and "My K-16 Involvement" (Jack A. Seilheimer). (Some papers contain notes. Contains 17 references.) (SM)

This book is addressed to faculty trying to incorporate or use community service learning in their courses. The 17 papers are grouped into those on generic issues, on undergraduate course models, and on graduate course models. The papers are: "Community Service in the Curriculum" (Jeffrey Howard); (2) "Preparing Students to Learn from the Experience of Community Service" (Allen Menlo); (3) "Community Service Learning as Innovation in the University" (Mark A. Chesler); (4) "Creating Spaces: Two Examples of Community-Based Learning" (Buzz Alexander); (5) "Integrating Service-Learning into a Course in Contemporary Political Issues" (Gregory B. Markus); (6) "Detroit Summer: A Model for Service-Learning" (Bunyan Bryant); (7) "Community Service Writing in an Advanced Composition Class" (Karis Crawford); "(8) "Field Research: A Complement for Service-Learning" (Kathleen Daly); (9) "Women in the Community: A Course in Social Change" (Christina Jose Kampfner); (10) "Taking Over the Reins: Service Projects in Environmental Studies" (Lisa Bardwell and Shannon Sullivan); (11) "Psychology in the Community" (Jerry Miller); (12) "Adapting Drama Activities for Individuals with Disabilities" (Hilary U. Cohen); (13) "Environmental Action Projects as Community Service Learning" (Peter B. Kaufman and Mari Ziegler); (14) "Contradictory Missions of a Tempered Radical's Teaching" (Sharon E. Sutton); (15) "Student Workshops as Community Service Learning" (Barry Checkoway), (16) "The Social Work Practicum as Service-Learning" (Lily Jarman-Rohde and John E. Tropman); and (17) "Linking Community Service with Independent Studies" (Toby Citrin);(Contains approximately 75 references.) (CH)

This book contains 15 articles reviewing significant developments in sociology in 1977. The first paper discusses the major trends and research evidence on the relationship between work-related technology and job satisfaction. A review of research dealing with social crisis and disaster is presented in the next article. The third paper reviews measurement in social stratification. Trend studies which use a survey sample and census data, an overview of family interaction literature, and methods for modeling the structure of relationships among variables with systems of equations are treated in the next three papers. The seventh article examines mortality trends. The eighth looks at the social structure of Mainland China. Surveys of the current state of the field of political socialization, of empirical and theoretical investigations conducted by symbolic interactionists, and of research in the areas of socialization and personality are presented. The last four papers deal with mobility and stratification in Russia, recent trends in Polish sociology, demography and the family, and the study of slavery. (Author/RM)

The agenda for the Social Science Education Consortium conference at Woods Hole (Massachusetts) was designed to continue a tradition of examining scholarship relative to the social sciences in K-12 education. The content focus for this volume, is political science, economics, and sociology. Following a "Foreword" (Matthew T. Downey; Joseph P. Stoltman), there are eight articles: (1) "A Dream Deferred: Shall We Reinvent the 'New Social Studies'" (Peter B. Dow); (2) "Politics Is Not a Dirty Word: Helping Students to Appreciate Democracy" (John R. Hibbing); (3) "Trends in Political Science as They Relate to Pre-College Curriculum and Teaching" (Richard G. Niemi); (4) "Fresh Ideas from Economics" (Donald R. Wentworth; Norris Peterson); (5) "Economics Instruction in U.S. High Schools: 1980-2000" (William B. Walstad); (6) "Beyond Content: Deep-Structure Objectives for Sociology and Social Science Curricula" (Keith A. Roberts); (7) "Professional Associations and Educational Advocacy: The Behavioral Sciences in U.S. Schools" (Ruth O. Selig); and (8) "Bridging the Gap: Political Science, Economics, Behavioral Sciences in K-12 Education" (Sharryl Davis). (BT)

This edited volume contains 16 social science-related educational research articles based on papers presented at the 1979 annual meeting of the American Educational Research Association (AERA). The articles and associated commentary are organized according to six symposia held at the meeting--anthropology, evaluation, history, political science, psychology, and sociology. The objective of each symposium was to identify the values imposed by the social science discipline and to determine how researchers tend to treat this subject matter, with particular regard to methodology and concept formation. Titles include "Anthropological Fieldwork: Comments on its Values and Limitations;""Values and Policy in Educational Evaluation;""Democratizing Evaluation;""Distortion of the Historiography of American Education;""Neo-Conservatism and National School Policy;""Values Imposed by Political Science: Implications for Educational Research and Development;""The Influence of Psychology on Education;" and "Sociological Arrogance." (DB)

Four papers on contrastive linguistics include: (1) "The Search for an Ideal Theoretical Model in Applied Contrastive Linguistics: A Wild Goose Chase" (Herman Wekker, Flor Aarts), which argues that contrastive linguists should feel free to adopt an eclectic approach to theory since no single linguistic model can be adopted in its entirety and applied consistently to all areas of language comparison; (2) "Similar Errors in the Written English of Finnish and Native Speakers" (J. J. Mary Hatakka), a comparison of slips, or accidental errors, in Finnish and British usage; (3) "Got It? Conceptions of Deviance by Finnish Students from Learning Material in English and Finnish" (Paula Kalaja), in which Finnish college students' conceptualizations of social deviance vary from the meanings intended in an English-language sociology textbook and also its Finnish translation; and (4) "Translation Science and Contrastive Linguistics: Boundary Clearing and a Neighbourly Handshake" (Inkeri Vehmas-Lehto), a discussion of the differences and mutual contributions of the fields of translation and contrastive linguistics. (MSE)

This book contains 19 papers describing the implementation of Total Quality Management in a variety of higher education settings. Following a Foreword by Peter Likins and a Preface by Daniel J. Julius, the chapter titles and authors are: (1) "TQM: Implications for Higher Education--A Look Back to the Future" (Allan M. Hoffman and Randall Summers); (2) "TQM: The Westinghouse Experience" (Aris Melissaratos and Carl Arendt); (3) "A Journey to Excellence" (Dennis P. Grahn); (4) "Organizational Culture--Quality Service: The Ritz-Carlton Approach" (Tami J. Gilbert); (5) "Lessons Learned: Virginia's Quality Initiative in Public Education" (Yvonne V. Thayer); (6) "Partnering for Quality" (Anthony W. Corso); (7) "Partners for Quality in a University Setting: California State University-Dominguez Hills and Xerox Corporation" (Amer El-Ahraf and others ); (8) "Implementing TQM in a Community College: Lessons Learned" (Linda M. Thor and Sharon Koberna); (9) "TQM Implementation: A Perspective from 20/20 Hindsight" (Marvin E. Lane); (10) "Learning, Learning Organizations, and TQM" (John Cleveland and Peter Plastrik); (11) "Quality Learning Teams: Improving Student Retention, Performance, and Satisfaction" (Edith Finaly-Neumann and Yoram Neumann); (12) "Involving Faculty in TQM" (K. Patricia Cross); (13) "Quality Process Management for Colleges and Universities" (L. Edwin Coate); (14) "Continuous Organizational Renewal is Total Quality at the University of Arizona" (Vern R. Johnson and Kenneth R. Smith); (15) "TQM at the University of Pennsylvania" (Marna C. Whittington and William E. Davies); (16) "The Total Quality Management Movement: Practicing Good Sociology in Educational Settings" (Thomas R. Plough); (17) "Practicing Leadership" (Thomas W. Davis); (18) "Beyond TQM: Toward the Agile Revolution in Education" (Gerald J. Richter and Galen C. Godbey); and (19) "Continuous Quality Improvement: Implementation in the Academic Health Center" (Thomas C. Robinson and Ann Dalzell). Most chapters contain references. (JB)

This book gathers the comments of 27 contributors who are organizers, coordinators, participants, students and staff on a University of Michigan sociology praxis course, which combines community service with seminar-related opportunities for reflection, relevant readings, discussion questions and activities, journal assignments and meaningful, integrative papers. Part 1 is an introduction to the praxis concept. Part 2 covers guiding principles for establishing and coordinating service-learning in five chapters: "Key Elements in Establishing a Service-Learning Program" (Margaret Elias); "Advocating for Community Service Learning at the University of Michigan" (Jeffrey Howard); "A Journal Workshop for Coordinators" (Joan Scott); "Using Initiative Activities To Build Community within a Service-Learning Class" (Janet Wylie); and "Promoting Service-Learning on Campus" (Jeanne Gray). Part 3, by Joe Galura, is intended for the coordinators of chemical dependency and criminal justice service-learning projects, giving focus questions, discussion activities, coordinator comments, and suggested journal questions for the seminar portion of the course. Part 4 reports nine service-learning projects affiliated with the course in the following chapters: "Student Involvement at the Washtenaw County Jail" (Randy Ross, Jenny Kellman); "Prison Literacy" (Jeanne Gray, Scott Dent); "Only Be Strong and Courageous" (Rick Smith); "A Handbook for Juvenile Justice Volunteers" (Amy Rotberg, Tracy Kollin); "Growing Tree" (Jeanne Gray); "Alcohol Prevention and Intervention in Elementary Classrooms" (Mary Jo Callan); "An After-School Tutoring Project" (Joan Scott, Carmen Wells); "SALSA" Socially Active Latino Student Association (Esmerelda Caldena et al.); "The Migrant Labor Project" (Amy Holmes). Part 5 contains three reports on programs not affiliated with the course: "Project SERVE" (Anita Bohn, Claudette Rowley); "Bursley Community Volunteers" (Chellie Ferczok); and "SERVEwork" (Craig Regester). Part 6 contains three chapters of reflection looking back on the experience including "Reflectors Anonymous,""Oz Plus Five" (Michelle Blankenship et al.); and "An Insider's Round Table" (Anita Bohn et al.). (Contains 92 references.) (BF)

This study discusses the relevance of social indicators for usage by less developed countries, examines the contexts in both the less and more developed countries with which social indicator methodologies must be compatible, and proposes a functional theory of society and societal development which offers a meaningful approach to social indicator construction. The method used was to test the theory and feasibility of social indicator methodologies by drawing general guidelines of how to measure the political, economic, social, cultural, and technical contexts of a given society, allowing for specific country variation. An examination of the implications of "functional theories" for conceptualization and measurement of social development is presented along with a brief description of society and its interrelated parts. The finding is that, due to the particular level of social development and cultural conditions characteristic of most less developed countries, certain of the social indicator approaches originating in the more developed countries are more feasible than others. A limitation to the effectiveness of social indicators such as are discussed in this paper is that unless there is reasonable potential for the institutionalization of social indicators in the context of Third World development, the indicator's role is likely to be restricted to serving academic research rather than aiding the guidance of national development. (Author/DB)

The authors propose a new undergraduate social science curriculum which will enable sociology and anthropology majors to obtain an educational background adaptable to the changing job market. The program, which combines career education and the liberal arts, is organized by different themes which serve as the focus for learning and research within sociology and anthropology. Specific courses are grouped together to form a pattern. Each pattern contains a core of courses within the department and a set of complementary courses outside of sociology and anthropology. Because of its multidisciplinary, problem-solving orientation, the program broadens the availability of career opportunities while sharpening students' intellectual skills. Suggested themes include law and society, social relations in business and industry, and planned change and community development. Themes should be selected on the basis of availability of relevant courses, clear connection between a theme and existing career opportunities, and availability of departmental faculty members to serve as advisors. Implementation of the program should include training sessions for advisors, coordination with the university career placement office, and internships in work settings. (Author/AV)