Suchergebnisse

Partial contents: Effects of urbanization on mental health, by Tsung-yi Lin: Human relations in industry, by R. F. Tredgold; Mental health in college and university in the United States of America, by Dana L. Farnsworth and Henry K. Oliver.

3 major spheres in which aggression develops are discerned: individual; within the context of a nat'l or state community; & as an instrument of foreign policy. This classification is based on quantitative factors-the scale of the aggression & the number of individuals involved in it. Modern theories on the origin of armed aggression as an instrument of foreign policy are summarized. The following Sch's of thought are noted: those ascribing internat'l aggression to biological factors (this is seen as a highly dangerous approach); those situated on the boundary between biology & geopol (theories referring to the impact of the pop explosion; these are considered inaccurate); those theories which hold diff levels of ED responsible for aggression; & a number of geopol'al theories as well as sociol'al theories. All these main groups seem to suffer from a one-sided approach to the problem, giving prominence to one or the other particular factor & Ignoring or underestimating the complex soc, econ, & pol'al factors in their interrelationship with each other. Analysis of the evidence shows that org'ed aggression as an instrument of foreign policy occurs at a specific stage in the evolution of mankind, with the rise of private ownership of production & the existence of mutually antagonistic classes & states. The term 'aggression' cannot properly be used in the case of primitive communities, where conflicts between individuals, clans, tribes or groups of tribes did not necessarily stem from the existing soc order & production system. A review of history shows that aggression has differed in character at diff stages of cultural development. Aggression can only be fully eradicated from human experience if its cause, societies with antagonistic classes, becomes a thing of the past. But it can be averted even in circumstances where states with diff soc systems coexist, if equality of rights, mutual understanding & trust between the states, & non-interference in domestic affairs are accepted. M. Maxfield.

Contents: Change and continuity in the Gezira region of the Sudan, by Georges Brauch; The integration of social development plans with over-all development planning: the example of Sierra Leone, by David Carney; The development of subsistence and peasant economies in Africa, by George Dalton; Some social policy implications of industrial development in East Africa, by Walter Elkan; Problems in the development of family relations in West Africa, by Artem Letnev.

Pt.1, General aspects; pt.2, Mental hygiene in education and in mercantile life; pt.3, Institutional treatment and community organization.

The Meiji Restoration of 1868 resumed the early Japanese practice, which had been interrupted for 1,000 yrs of importing culture from abroad & adapting it to Japanese needs & conditions. One means it used to accomplish this was to endorse the policy of sending S's abroad to study & do res. The door was closed on the practice by WWII but opened again in 1945. In the period 1949-1955 Japan has sent 1,473 S's to the US, France, GB, Germany, India, & Italy. Also during the same period Japan participated in 318 internat conferences. Since 1954 Japan herself has invited 38 undergrads & res S's to study in Japan at her expense. During the yrs immediately following the Meiji Restoration Japanese S's could bring home the knowledge & techniques of Western culture. They helped lay the foundation for modern Japan. Later S's found it more difficult to make such radical & important influences on national life & policy. The nationalism & xenophobia which became more & more dominant in Japan reduced incentives to study abroad. Self-examination after WWII has led to a resumption of the policy of learning as much as possible from foreign nations. Technical knowledge & world understanding should both be emphasized in foreign study probrams. Needed adjustments in the program include the desirability of providing orientation courses (in language & customs) for the participants, making it possible for married S's to bring their families with them, improving the means for selecting exchange S's & scholars, & for increasing the scope of the exchanges. B. J. Keeley.

Analyzed are the social & historical causes of the Eritrean revolution, with focus on the repressive policies of Italian, British, & most recently, Ethiopian occupiers. The social & revolutionary accomplishments of the Eritrean People's Liberation Front (EPLF) in the areas of land reform, liberation of towns, & politicalization of workers & peasants are described. Also assessed is the impact of the EPLF on education, health, & the liberation of women. The deterrent effect of entrenched feudal interests & of early mistakes on revolutionary progress is hypothesized. D. Dunseath.