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This paper stems from the renewed interest of the Committee for Economic Development (CED) in problems of urban poverty along with a desire to know more about the dimensions of poverty--who the poverty-stricken are, where they are located, how many they are, and why they are poor. The author illuminates and clarifies these questions through assembled data. The concept used in this paper rest on a food-based budget of the Social Security Administration, which results in a conservative definition of poverty. While this is not a paper on policy, it does lay bare a number of policy issues: training and jobs, welfare, institutional perpetuation of poverty, concentration of the poor, and health. (Author/DM)

This symposium report contains various statements of the theory of change and societal growth and maintenance viewed from the perspectives of major social disciplines. Comparative theories in these areas can provide guidelines for predicting, planning, and carrying out social development programs. The theme of the symposium was the problem of linking and reconciling the various theories within the context of an open general systems theory. The following papers are included: 1) Toward a General Theory of Directed Value Accumulation and Institutional Development, Harold D. Lasswell and Allan R. Holmberg; 2) Toward a Theory of Power and Political Structure, Karl W. Deutsch; 3) Wealth and the Economy, Everett E. Hagen; 4) Health and Well-Being Values in the Perspective of Sociocultural Change, Charles C. Hughes; 5) Social Change Skills and Creativity, Morris D. Stein; 6) Enlightenment and Communication, Daniel Lerner; 7) General Equilibrium Model of the Social System, Walter Isard and C. Peter Rydell; 8) Applying Behavioral Science for Organizational Change, Warren G. Bennis and Hollis W. Peter; 9) Institution Building in National Development, Milton J. Esman and Fred C. Bruhns. Each paper is discussed by the authors, discussants and observers. Includes a bibliography, glossary, and author biographies. (DJB)

This book contains the proceedings of a conference, held at the American University of Beirut in December, 1967, at which the problems and possibilities of planning the development and application of modern science and technology in developing countries were discussed, with particular reference to the Arab World and Turkey. In these countries special problems arise from the combination of an imbalance between population growth and food supply, financial instability, and the large recent increase in the numbers of universities and students. The three main topics discussed at the conference, which focused on human and institutional requirements of scientific-technological growth were: (1) the nature of the link between science, technology and national goals, (2) the problems facing institutions of higher education and government in the Middle East, (3) the kinds of support required in planning scientific and technological expansion, and cultural factors affecting such an expansion. The authors include university administrators and teachers, officials in government, international and commercial organizations, administrators of national scientific laboratories and representatives of philanthropic foundations. The papers include a large amount of original material which has not been available previously in the English language. Edited versions of the discussions following most papers are included. (LC)

Based on the proceedings of an international conference held at the University of California (Berkeley) in May, 1968, this book contains papers on American professionals abroad and their training. The papers are aimed at providing professional self knowledge, and better awareness of the limits of professional knowledge; they examine the implications of this viewpoint for professional training and discuss institutional implications of undertaking action oriented research in developing countries. They discuss: (1) experts abroad, and the challenges and problems that they are confronted with; (2) concepts of profession planning; (3) education for world responsibility--training of economists for service in developing countries, guidelines for professional schools, and the integrated educational institution; and (4) international professional cooperation. An epilogue discussing professionals and development has been included. (Author/PT)

This is the report of the third Washington Colloquium on Science and Society. It contains the papers presented by the eight main speakers and the rebuttal and discussion which followed. The theme of the colloquium was "Changing Man in a Changing Environment," and the papers presented aspects of this theme as seen by different specialists in particular areas of study and knowledge. These included history of science, development of backward areas, legislative implications, communications, and the philosophy of science. Scientific problems of international development divide into those which affect the rich, namely the avoidance of nuclear war, computers, and the growth of cities, and those which affect the poor summarized under the provision of sufficient food. Changes in natural balances and the changes in man's social environment produced by scientific discoveries are discussed. (GR)

The primary purpose of the 19 papers and 9 supplementary statements developed for the third conference sponsored by the Designing Education For The Future Project was to explore the planning and processes whereby needed educational changes may be effected. Areas included in the discussion were state responsibility, political influences, research development and dissemination, urban problems, and planning for changes in individual school districts. Related documents are RC 000 359, RC 000 350, and ED 018 008. (DK)

Evaluating current rural development research, the paper covers 6 major areas: (1) the nature and purpose of research; (2) circumstances related to rural development that require careful attention; (3) observations on rural development "disorganization" as an "outsider" might view the situation; (4) an opinion about the focus rural development research should take; (5) constructive suggestions as to why needs in rural development research are not being met; and (6) a suggested approach for rural development research. One of the major gaps in rural development research seems to be the lack of problem definition. The current numerous agencies, research documents, and researchers involved in the rural development effort are too complex to allow for an organized approach. If the rural development effort is to produce the desired results, the economist's approach, which appeals for a study of the resources of the rural community to analyze the alternatives open for economic development and to make recommendations on public policy at the local, state, and national levels, must assume much greater importance, and rural development researchers must be more clearly attuned to needs. Agricultural economists should direct their attention to research designed to provide information which will speed up rural economic development, providing jobs and income. (KM)

Recent emphasis on industrial and urban development is described as a factor contributing to the greatly accelerated flight from the land. The concept of rural redevelopment is examined along with educational policy changes needed for rural redevelopment. The author's stated opinion is that rural redevelopment in the United States and other industrial countries should involve (1) the creation of a viable economic base, (2) institution building to provide adequate community facilities and services, and (3) providing more adequate bases for personal growth. Educational policy changes needed for rural redevelopment are described in terms of the economic base, institution building in rural communities, adult education programs, structural changes in developing human resources needed in the public schools, changes in tax policies, changes in personnel policies, organizational changes, curriculum changes, and educational policies affecting personal development. The author suggests a parity with suburbia rather than a neo-agrarian policy. (PS)

The basic premise of this report is that cable television systems, although currently based on subscriber fees, will eventually obtain their capital structure from advertising revenues. Because of this, the report maintains that market saturation must be the prime consideration, even though several currently common practices go against this and should be guarded against: short-run profit-maximization calls for higher subscriber rates and only partial market penetration. With issues such as these at stake, it is argued that the introduction of cable systems into the nation's urban centers presents almost equal measures of promise and peril to potential builders of such systems. (RH)

A workshop was conducted at which 13 papers were presented on problems of chronically depressed rural areas. Attendees endeavored to assess the existing knowledge with respect to these problems, to point out major gaps in this body of knowledge, and to suggest types of research needed to cope with the problems of rural poverty. It was determined that many values and beliefs held by poverty-stricken people impede the introduction of changes which can eliminate poverty in rural areas. Additional research is needed on the returns and costs of improving the quality of education, the relationships of size and location of areas to developmental potentialities, and the arrangement of alternatives in an ordering of priorities that will be useful to public decision-makers. It was further concluded that additional research is needed on the social costs and returns of transferring people from low-income areas. (HBC)

Nonformal education, though unsystematized, is of at least equal importance with formal schooling in developing countries. Nonformal education can be classified as follows: (1) activities oriented primarily to development of the employed manpower; (2) activities designed to facilitate access to employment; and (3) activities not specifically related to labor force participation. Their contribution to national development is far-reaching. In some cases, non-formal education is the only practical means of skill and knowledge development; in others, it offers an alternative, and often a more effective one, to education and training than formal schooling; in most cases, it can supplement, extend, and improve the processes of formal education. The formulation of a strategy for development of non-formal education is no easy task. An initial step would be to identify the principal target groups, to specify the actual and possible roles of both formal and non-formal education in their development, to evaluate alternatives, and to select "leverage points" where more concentrated efforts would have the highest payoffs. The costeffectiveness of these efforts should be objectively analyzed by systematic tracing of the employment and career pathways of persons who have participated in the various programs. (Author/KM)

The confluence of three major forces has given a new significance to nonformal education for the developing countries--denied educational opportunities and resource constraints, questions about the relevance of formal education, and growing awareness of the importance of lifelong education. The absence of inadequacies of concepts and priorities of rural development are a fundamental impediment to the progress of nonformal education because they should set the context for education, help define the educational tasks, and provide the criteria for assessing educational performance. Signs of progress in overcoming this obstacle are indicated in that economists and development planners have become disillusioned with the relentless pursuit of the growth of GNP and are making the elimination of problems of poverty one of the goals of development. Educational obstacles to the progress of nonformal education include: the narrowness of the concept of education; fragmentation of organization and program; resource problems; problems of knowledge, techniques, and capabilities; and the responsibilities of international agencies. Major features of the new learning system, if continued progress is made, will be: wider distribution of education and structural flexibility, freedom of education from lock-steps of levels and grades, enlargement of educational resources, shared responsibilities between schools and employing agencies for occupational preparation, and local variations and flexibility. (KM)

This paper addresses itself to the problem of long-term manpower development in Thailand. Relevant research studies are discussed in the introduction and the thesis of this report is stated: namely, that for Southeast Asia and developing nations in general, middle manpower development, and the kinds of educational institutions needed for such development (technical colleges, junior colleges, post-secondary vocational schools, business colleges, nursing schools, etc.), should be given top priority in the decade ahead. Section II of the report develops the theme of the importance of middle manpower. Section III discusses the current status of middle manpower in Thailand. Section IV examines the middle manpower supply-demand situation for the 1970's. And section V discusses the need for a new kind of college in Thailand: a system of publicly supported 2-year colleges, which are desperately needed to meet Thailand's manpower needs and economic goals. (AF)

This document, largely a condensation of selected papers which were presented to the 1969 Annual Agricultural Outlook Conference and some related studies, summarizes the facts and ideas about agriculture and community life in the United States with some implications for the future. American agriculture today is now partly a highly commercialized technological business and partly a mass of small-scale commercial farms and rural residential places, with both parts having new relationships with nonfarm economic development, generally urban centered. Farming is valued more as a business than a life style. But just as important are the changes in rural economics due to the tremendous impact of economic and technological change upon local institutions and community living, with the resultant adjustments that must take place. And the adjustments for meeting the changes involve both economics and human values. (Author/DM)

The concept of functional literacy might be considered to have its ceremonial initiation at the World Conference of Ministers of Education on the Eradication of Illiteracy in Tehran, Iran, in 1965. At that conference important implications emerged for program development, methodology of teaching, and program content. An effort is made in this paper to work out more specifically these implications. The author states that literacy projects should be planned basically as part of the educational effort on one hand and as part of the economical planning for the country on the other hand. The comprehensive nature of the program should include economic, social, and political development. The program should also be linked with the literate environment of the community and should be formally evaluated. Lack of proper selection of priorities causes the project to lose its focus and effectiveness. Today functional literacy projects face such problems as (1) reflecting clearly both educational and economic concerns, (2) coordinating relations between project staff and field staff, (3) finding effective administrative methods, and (4) promoting the concept so that highly professional commitments at all levels could be obtained. (AW)

The bulletin is one in the series "Rural Africana" published 3 times yearly by the African Studies Center, Michigan State University. "Rural Africana" is devoted to current research in the social sciences, exploring the problems of social and economic development in rural Africa south of the Sahara. The present issue is a compilation of papers dealing with the following aspects of rural education: (1) Rural Education in Africa: A Status Report, (2) Prescriptions for Socialist Rural Education in Tanzania, (3) Education for Self Reliance: The Litowa Experiment, (4) Primary Education and Agricultural Development, (5) The Schools as an Agent of Rural Development, (6) A Village Polytechnic in Kenya, (7) Agricultural Education in Africa, and (8) Agricultural Education: A Selected Bibliography. Included in the document is information on related publications and on research projects in the general field of rural African studies. (EJ)

The essential nature of political structures of developing nations appears to generate an opposition to criticism. Since most of the developing nations see no alternative but to regard freedom of the press as an antithesis to industrial development, many such nations suppress press freedom. The relationship between developmental efforts and curtailment of press freedom can be observed in the degree of subsystem autonomy rather than the economic indices. A taxonomy of press freedom developed according to the political systems is referred to as "Mobilized Modern Systems with High Differentiation and Secularization" and "Premobilized Modern Systems with Limited Differentiation and Secularization." Developing nations fall under the second category and all other nations under the first. In analyzing subsystem autonomy, data reflect that if societal differentiation is high, the press is most likely to be free and vice versa. (DS)

Research on the relationship of communication to national development is at a standstill because theorists have assumed that effective communication will modernize the attitudes of individuals in underdeveloped nations and will eventually result in changing the political, social, and economic structure of their country. Unfortunately, change is unlikely to occur in backward countries since the citizens are bound by restrictive structures which are controlled by self-serving elite groups. Future research in this area should be directed at how organizations, not individuals, use communication (through mass media, pressure groups, community groups, etc.) to control the direction of change. Communications specialists must research means of altering the routine habit or organizations to only seek information which supports the status quo. (EE)

A summary is presented of the symposium held in December 1972, at which 30 educators, economists, planners, librarians and publishers met to discuss the role of books and other educational materials in educational, social and economic development. The first section of the report offers a general statement from the director of the conference which deals with: 1) education and economic growth; 2) national plans and international cooperation; 3) strategic alternatives in the use of learning materials; and 4) practical considerations which impinge upon the production and use of books and other materials. The other main part of the report presents a series of papers by different authors which treat, respectively, the following topics: 1) the educational component of economic development; 2) the analysis of selected national budgets for educational purposes; 3) strategic alternatives and suggestions for allocations for educational materials; 4) book promotion through libraries; and 5) practical considerations in the creation, production, and distribution of books and other educational materials. (PB)

The industrial development of rural areas within a technologically and industrially advanced nation consists essentially of a redistribution of economic activity. Resultant changes in occupational structure may be assessed through study of five major areas: market participation, sectoral relocation, work specialization, occupational upgrading, and bureaucratization. Introduction of a large-scale production facility to a rural area was studied (along with a control group) for its impact on the area work force. Its effects were marginal in terms of market participation and work specialization but more pronounced in regard to sectoral relocation and occupational upgrading (especially in white-collar occupations). There is some support for the proposition that rural development increases work bureaucratization. The apparent lack of major impact of industrialization may be due to the brevity of the research period (1966 to 1971), the effects being too localized to measure with available data, or, most likely, the dilution of effects through wide dispersal within the region. (MS)

An alternative to existing methods for teaching elementary economic geography courses was developed in a game format to teach the basic process of trade through role playing. Simplifying the complexities of multilateral trade to a few basic decisions and acts, the cognitive objectives are to develop in the student: 1) an understanding of regional economic specialization based on factor endowment; 2) commodity and capital flows in singular global economic systems; 3) investment decision-making and associated risk; 4) the costs of internal and external distortion of free trade; 5) the interdependence of nations engaged in trade; and 6) the comparative disadvantage of some Third World countries in the global trading system. The game is tailored to 36 students, divided into teams representing nine different countries. Appendices contain a summary of the countries, their economic background, an international trade export-import balance sheet and asking prices for each country. The game is divided into two rounds. Instructions for round two and demand cards for each country are provided in appendices. A final evaluation exrcise summarizes each country's trading strategies and results. (Author/KSM)

Societies are constantly changing; there is no natural end to social evolution. Societies can be regarded as modernizing in the sense of continually undergoing change, but also in the sense of trying to achieve specific goals already achieved elsewhere. A society can become modernized in the latter sense by becoming more specialized or industrialized or democratic, or by improving health services or educational facilities, as long as it is assumed that it is overcoming some gap that separates it from other societies. Specialization may be the most plausible notion involved in the concept of modernization, suggesting that modernization is but another expression vaunting the good of state formation. It is doubtful whether state formation is good in itself, although it becomes necessary for smaller, less specialized units in vulnerable positions. Thus modernization, even conceived in a very minimal way as a transit from less to more specialized forms of social control, is not an end nor a good in itself. It merely calls attention to the need to create a greater equality between some societies and others without which some would remain significantly vulnerable to others. A related document is SO 007 169. (Author)

A listing of 11 annotated bibliographies on educational planning is followed by four main sections containing brief descriptions of over 500 items related to educational planning in both the developed and the developing nations. Most of the items (books, articles, monographs, seminar and conference papers, and research reports) were published between 1960 and 1964. All annotations are in English and cite availability of items in languages other than the original. Section headings include: (1) The purpose and value of educational planning, (2) the preparation of educational plans, (3) the organization and administration of educational planning, and (4) case materials. Subject divisions under the section headings include basic texts, education and economic and social development, statistics in educational planning, economics of education, manpower and human resources approach to educational planning, supply of teachers, new teaching techniques, implementation of plans, and administration of educational planning. (JK)

This paper identifies key factors which promote participation of the poor (resident participation) through group action and community decision making processes, programs, and activities; and describes techniques which Community Action Program (CAP) grantees have used successfully to enhance such participation. Kinds of CAP grantee and community activities have included membership in community action agencies (CAAS) and other policy boards and committees, employment in public and private agencies, administration and operation of economic self-help and other programs, and individual exercise of rights and privileges as citizens. Guidelines presented here are based on resident participation in 22 urban and rural CAAs in January 1969, discussions with Office of Economic Opportunity regional personnel, and selected evaluative reports prepared under Federal contracts. Appendix A contains case studies of successful, locally initiated group action. (LY)

Today adult education is recognized as one of the most important factors in bringing about social and economic development. However, there are some problems which serve as impediments to adult education in the less developed arid regions. These problems include: (1) entrusting adult education to agents who may not have the necessary qualifications; (2) a shortage of suitable teaching materials prepared by competent authors and lack of suitable audio visual aids; (3) the need for regular professional supervision and on-the-job training; (4) lack of adequate funds for implementing adult education programs; and (5) the role of local traditions and customs as a reason for resistance from adults. The advantages and potentials of adult education in rural areas are: (1) increasing self-assurance of the individual; (2) improving the social development of adults, which in turn has positive effects on various relationships; (3) increasing and improving crop and livestock production which contributes to economic development; (4) introducing improved farming practices and better techniques to arid regions by extension services. Adult education is seen as one of the most economical ways of developing arid lands. (CM)

Some of the ways community action agencies (CAA) can best implement the Community Action Program Mission in rural America are suggested in this paper. Generation of new employment and other income-producing opportunities for the poor within the rural community is recommended as an area for primary focus. The strategy for economic development is outlined and the CAA's primary role is specified. Discussion includes the areas of self-help enterprises, business and industrial development, and manpower programs. Organizational suggestions, sources of assistance, and federal programs are also considered. The appendices include a job description for the economic developer, case histories of self-help enterprises, case histories of business and industrial development, and case histories of manpower functions of the CAA. (SW)

The Second National Workshop in Community Resource Development (CRD) was planned to provide training for extension personnel; representatives came from Canada and Puerto Rico as well as from the United States. It emphasized the development of a comprehensive framework for CRD and operation materials for carrying out programs in the states and provinces. Papers presented covered a definition, the economics, and organizational improvement of CRD; accepting the Extension challenge for increasing its program; and overcoming human resistance to change. Twelve committees attacked problems of particular concern, including the role of Extension; concept and philosophy of resource development in Alabama; identifying, molding and influencing leadership; and motivation. Among other areas discussed were the philosophy of CRD, the role of its regional and area organizations, and its relationship to other programs--such as agriculture and tourism. The document includes an evaluation of the workshop by the participants. (nl)

The paper discusses the ideological cultural, economic, linguistic, and motivational background of the functional literacy concept. Brief indications of the professional issues and problems in putting theory into practice included: requirements in planning a functional literacy project, administrative and organizational problems, resources commitment, and personnel development problems. The designing of a functional literacy program was discussed and illustrated diagramatically. Stress was placed on the direct relationship of the functional literature curriculum to the economic activity of the participants and on the inclusion of economic, social, and political development. It was concluded that functional literacy programs must be tested professionally by professional workers; and failures and successes must be assigned to various factors--conceptual, administrative, financial, and expertise. [Not available in hardcopy due to marginal legibility of original document.] (PT)

The primary purpose of the Conference was to emphasize the value of technical information to leaders of British industries by relating the use of technical information to economic development, showing that there are weaknesses in the collection and use of technical information, trying to cost these failings, and indicating some of the remedial measures. The report includes papers entitled: "Scientific Information and Economic Success,""Weaknesses in the Flow of Information. What Do They Cost?,""Economic Success: the Contribution of the Information Scientist," and "The Literature of Science and Technology: Putting System into Searches." The ensuing discussion and the Chairman's Summary are included. (AB)

GRADES OR AGES: Grade 12. SUBJECT MATTER: Social Studies; world economic problems. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide is divided into seven subunits of parallel format. All sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: No objectives are mentioned. Within each subunit, each page identifies a topic and then lists activities related to that topic. INSTRUCTIONAL MATERIALS: Each subunit contains a bibliography listing teacher references and pupil references. STUDENT ASSESSMENT: No provision. OPTIONS: The guide is suggestive. Teachers can select some of the problem areas identified for in-depth study, or they may identify other problems for study. (RT)

GRADES OR AGES: Grades 10 and 11. SUBJECT MATTER: Social studies; United States economic system. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide is divided into seven subunits, each of which is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. More specific objectives are listed on the first page of each subunit. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition five appendixes contain curriculum materials--articles and charts. STUDENT ASSESSMENT: No provision. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

GRADES OR AGES: Grade 7. SUBJECT MATTER: Social studies; Europe and the Soviet Union. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into two subunits--government and economic development. The central portion of each subunit is laid out in three columns, one each for topics, activities, and materials. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: Objectives for each unit are listed on the first page of the subunit. Activities are listed in the second column of the central portion. Each group of activities is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Materials are listed in the third column of each subunit. Each group of materials is related to one or more activities in the second column. In addition, five to ten pages of appendixes at the end of each unit contain curriculum materials. STUDENT ASSESSMENT: A one-page section in each subunit entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the subunit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

GRADES OR AGES: Grade 6. SUBJECT MATTER: Social studies; economic development of Latin America and Africa. ORGANIZATION AND PHYSICAL APPEARANCE: The first half of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections, in the second half, are lists, charts, or maps. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column of the first half is related to a topic in the first column. A separate section lists three supplementary activities. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition nine appendixes, comprising most of the second half of the guide, contain materials--maps, charts, and graphs. STUDENT ASSESSMENT: A one-page section entitled "Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. (RT)

GRADES OR AGES: Grade 5. SUBJECT MATTER: Social studies; economic development of the United States and Canada. ORGANIZATION AND PHYSICAL APPEARANCE: The major portion of the guide, which develops the unit, is laid out in three columns, one each for topics, activities, and materials. Other sections are in list form. The guide is mimeographed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the unit are listed on the first page. Each group of activities in the second column is related to a topic in the first column. INSTRUCTIONAL MATERIALS: Each group of materials listed in the third column is related to one or more activities. In addition, three appendixes contain curriculum materials. STUDENT ASSESSMENT: A one-page section entitled"Evaluation" lists ideas students should understand and skills they should possess by the end of the unit. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials listed are optional. Also, a short section lists several supplemental activities. (RT)

This booklet is a resume consisting chiefly of extracts from papers that were presented at a conference on Human Conservation in Central America, held in Guatemala in 1965, as well as from discussions that took place during the conferences. With cooperation of numerous organizations and guidance from the Conservation Foundation, a discussion of problems relating to conditions of human existence in Central America was concluded. Based on the principal point of view that the problems faced in Central America are dynamic and their importance transcends local significance, an attempt was made to evaluate the problems within the scope of the next 25 years. Multiple factors were considered including the complex social structure, geographic variations, economic organization, levels of education, availability of resources, and broad diversification in the field of agriculture. Several statistics and graphs are used to illustrate the economics and agricultural conditions of the region. (BL)

A proposed solution to "the Indian problem" of economic dependence and psychological crippling, in comparison with the tragedy of the white man's well meaning "common sense" approach to "Get them into the Mainstream", is geared to the Indian's traditional orientation. The 18-year history of the Bureau of Indian Affairs relocation program will be used to illustrate the shortcomings of urban life for a people born to a oneness of man and nature, valuing sharing of their goods rather than accumulating, feeling a sense of being rather than competing to be, valuing the warmth of richness of the human relationships of the extended family, valuing the wisdom of the aged, and quietly carrying a dignity in the face of harsh conditions; permitting them to survive, adapt, and change in the hope that government and private supporters will understand the appropriateness of their efforts to reach economic independence in their home areas. The cultural contribution that the Indians can make to the white man if they are permitted to protect their values from being dissolved in complex urban life is considerable. (Author/JM)

This paper is concerned with the problem of social inequalities and economic development in rural communities. Two ethnically different communities were chosen in the most southern state of Brazil: Garibaldi, of descendants from Italian immigrants, and Candelaria, of descendants from German immigrants. The data were gathered through application of a questionnaire to stratified random samples, representing 4.2% of the farm owners in Candelaria and 7% in Garibaldi. The central assumption of the study was that the larger farm owners occupy the highest socioeconomic positions in the agrarian society and, therefore, have the best opportunities for economic development as indicated by correlates such as income (economic variable), education and mass media (social variables) and alienation (psychological variable). The study findings show that the economic and social development of rural communities, irrespective of ethnic origins, appears to depend on structural variables, such as the land tenure system. In terms of strategies for development, it is suggested that the inequalities that seem to exist in land ownership be corrected. Tables provide the study data, and a bibliography is included. (Author/DB)

To promote better quality research, application of research to action programs, and effective instruction in colleges and universities, a manpower research institute was held at Iowa State University, June 12-16, 1967. Major papers relating to research programs covered: (1) an interdisciplinary approach, (2) the U.S. Department of Labor programs, (3) the U.S. Office of Education programs, (4) programs in the hard-core ghetto, and (5) health programs. Speeches related to regional and area development covered: (1) multi-county functional economic areas, (2) program planning, (3) area vocational schools and community colleges, and (4) state research coordinating units. Topics related to psychological research were: (1) psychological theory and manpower, (2) psychological determinants of occupations, (3) organizational theory and manpower withdrawal, and (4) experimentation in organizational behavior. Discussion of sociological and anthropological research included: (1) changing conceptions of work, (2) the older citizen, and (3) the office as a new type of mass production factory. Methodology and research trend topics included: (1) using computers in searching for jobs and employees, (2) population surveys, (3) allied health manpower, and (4) research needs. Manpower research fellowships were awarded to 29 full-time college and university professors. (DM)

Summaries of 62 papers presented at the Sixth International Manpower Seminar are given. Four major topics were emphasized: (1) "Human Resources in Economic and Social Growth" dealth with basic concepts of human resources, natural resources, and economic resources, (2) "Manpower Planning and Allocation in Economic Development" covered principles, policies, and general guidelines in manpower planning and distribution, (3) "Population and Employment Policies and Measures" focused on population pressures, employment opportunities and policies, and improvement of individuals, and (4) "Manpower Strategy, Administration, and Institutions" developed alternative strategies in manpower development and utilization, administrative and institutional arrangements, education and training, manpower policy, and policymaking research. Twenty-one of the summaries report case studies of manpower experience in developing countries. Twenty-seven government executives and advisors from 18 countries attended, representing such fields as economics, manpower planning, education, and employment security. (EM)

FORTY-TWO SCHOLARS, EXPERTS, AND TECHNICIANS WHO HAVE BEEN INVOLVED IN THE CONDUCT OF MANPOWER FORECASTING PROGRAMS MET TO EXCHANGE AND SYNTHESIZE IDEAS ABOUT FORECASTING MANPOWER REQUIREMENTS IN DEVELOPING COUNTRIES. PAPERS PRESENTED WERE--(1) "THE INDUSTRY-OCCUPATIONAL MATRIX APPROACH" BY HAROLD GOLDSTEIN, (2) "INTERNATIONAL COMPARISONS OF INDUSTRY-OCCUPATIONAL STRUCTURE" BY MORRIS A. HOROWITZ, (3) "A SYSTEMS ANALYSIS APPROACH TO HUMAN RESOURCE DEVELOPMENT PLANNING" BY FREDERICK HARBISON, (4) "FORECASTING EDUCATIONAL NEEDS FOR ECONOMIC AND SOCIAL DEVELOPMENT" BY HERBERT PARNES, (5) "THE MANPOWER SKILL SURVEY AND LABOR AREA DEMAND ANALYSIS" BY VLADIMIR D. CHAVRID, AND (6) "COMMENTARIES ON THE APPLICATION OF FORECASTING TECHNIQUES TO DEVELOPING COUNTRIES" BY JOSHUA LEVINE AND OTHERS. E.C. MCVOY, IN SUMMARIZING THE PROCEEDINGS, CONCLUDED THAT APPROACHES TO FORECASTING, PROJECTING, OR ESTIMATING MANPOWER REQUIREMENTS VARY ACCORDING TO THE PURPOSE, THE DEGREE OF ECONOMIC PLANNING, THE AVAILABILITY AND RELIABILITY OF DATA, AND OTHER FACTORS. THERE IS NO ONE SUPERIOR TECHNIQUE FOR SUCH FORECASTING FOR DEVELOPING COUNTRIES, BUT RATHER, ONE OR MORE OF SEVERAL COMPLEMENTARY APPROACHES SUCH AS LONG RANGE PROJECTIONS, INTERNATIONAL COMPARISON OF INDUSTRY-OCCUPATIONAL STRUCTURE, AND AREA SKILL SURVEY OF LABOR AREA DEMAND ANALYSIS COULD BE APPLIED. DISCUSSIONS OF THE SPEECHES ARE INCLUDED. (ET)

RECOGNIZING THEIR FINANCIAL STAKE IN THE SOCIAL AND ECONOMIC HEALTH OF THE COMMUNITY, HARTFORD BUSINESS LEADERS THROUGH THE CHAMBER OF COMMERCE HAVE BEEN WORKING TO REMEDY THE SOCIAL ILLS ENDEMIC TO THE CENTRAL AREAS OF THE CITY. SOME OF THE PROBLEMS HAVE RESULTED FROM A GROWING EXODUS OF WHITE PERSONS FROM CITY TO SUBURBAN AREAS AND A CORRESPONDING MOVEMENT OF POORLY EDUCATED RURAL SOUTHERNERS AND PUERTO RICANS INTO THE CORE OF THE CITY. ALMOST 30,000 OF HARTFORD'S 162,000 TOTAL POPULATION ARE NEGRO, 42.5 PERCENT OF THE 26,458 PUBLIC SCHOOL POPULATION (1966) ARE NEGRO, AND 9.5 PERCENT ARE PUERTO RICAN. ALMOST 15 PERCENT OF THE TOTAL POPULATION RECEIVES WELFARE PAYMENTS. AT A CONFERENCE ON METROPOLITAN COOPERATION AND DEVELOPMENT IT WAS DECIDED TO ATTACK THESE PROBLEMS ON A REGIONAL BASIS. AFTER MEETING WITH CONSULTANT SPECIALISTS AND VARIOUS REPRESENTATIVES OF THE SCHOOLS AND THE COMMUNITY, THE CHAMBER OF COMMERCE IN 1966 ADOPTED A COMPREHENSIVE COORDINATED PROJECT TO COUNTERACT HOUSING, EMPLOYMENT, AND EDUCATIONAL PROBLEMS. PART OF THE PROJECT WAS A PROGRAM TO BUS ABOUT 400 PUPILS FROM THE CITY INTO SUBURBAN SCHOOLS. EXTENSIVE EFFORTS WERE MADE AT THE TIME TO GAIN THE SUPPORT OF INFLUENTIAL SEGMENTS OF THE COMMUNITY. AFTER ONE YEAR IN OPERATION, THIS BUSING PROGRAM APPEARS TO BE SUCCESSFUL, AND PLANS ARE BEING MADE FOR ITS CONTINUATION BEYOND THE ORIGINALLY STIPULATED 2-YEAR PERIOD. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EQUAL EDUCATIONAL OPPORTUNITY IN AMERICA'S CITIES, SPONSORED BY THE U.S. COMMISSION ON CIVIL RIGHTS, WASHINGTON, D.C., NOVEMBER 16-18, 1967. (LB)

THIS DOCUMENT CONTAINS ABSTRACTS OF TECHNICAL NOTES. THE TECHNICAL NOTES ARE WORKING PAPERS OF THE DIVISION OF OPERATIONS ANALYSIS AND ARE BEING CIRCULATED BY MEANS OF DEPOSIT IN THE EDUCATIONAL RESOURCES INFORMATION CENTER. (HW)