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Accounting for change is the most vexed problem in the social sciences. In none of these disciplines do we yet have adequate explanations of why and how individuals, social systems, cultures, economies, or polities change — prospering, developing, transforming themselves, stagnating and sometimes succumbing. Yet to account for "historical" change requires just such prior accounts from psychology, sociology, anthropology, economics and political science. Furthermore, it involves the even more difficult question of how and why changes in each of these "units" of history affect and are affected by each other. Of all of these complex relationships between individual and social order, between economy and family, between culture and government, and so on, we now have only the most rudimentary models and maps. The problem of accounting for historical change, to which Dr. Wyatt addresses himself in his comments on Dr. Lifton's paper, will therefore not be solved in the near future. Nor will it, I suspect, be solved at all without profound transformations in each of the different fields involved. For truly to account for history will require within each discipline an as-yet-unachieved vision of men as simultaneously psychological individuals, social animals, cultural creatures, historical figures and economic and political men.

A review of critical comments on the Delinquency Prediction Study in New York which utilized the procedures developed by Sheldon & Eleanor Glueck. Unraveling juvenile delinquency is vastly more complex than the Gluecks would have us believe. Unfortunately, the roots of delinquency go beyond the boys & their families to our society, which permits the preconditions of delinquency-soc disintegration, deterioration, & marginality & which offers We children few prospects as exciting & rewarding as truancy, gang warfare, vandalism, & theft. Unless these preconditions are eliminated & until worthier prospects are offered, efforts to predict individual delinquency are far more likely to entangle than to unravel. J. A. Fishman.

Recent decades have seen an unprecedented growth in information and communication technologies (ICTs), ushering in what is commonly referred to as the `Information Age`. This book explores whether modern ICTs can deliver on their promises of democracy and prosperity for the people of developing nations who comprise 80 per cent of the world's population. In order to do this, this volume uses lessons from the Indian experience-a country where information technology (IT) has made giant leaps, but which suffers from what has been described as multiple `digital divides`. The contributors explore fo

The political and public controversy surround ing campus unrest has led to the widespread endorsement by politicians and many members of the general public of five propositions: 1. Campus protests are typically violent; 2. campus discipline is too permissive (or repressive); (3) higher education indoctrinates its students; 4. American campuses have been politicized; 5. student discontent with higher edu cation causes unrest. Examination of the by-now-extensive research data on campus protests indicates unequivocally that each of these propositions is false. A better understanding of the determinants of campus protest can be gained by study ing the manifest issues involved in these protests as they are selectively responded to by "protest-prone" students.

The pol'al & public controversy surrounding campus unrest has led to the widespread endorsement by politicians & many members of the general public of 5 propositions: (1) Campus protests are typically violent. (2) Campus discipline is too permissive (or repressive). (3) Higher educ indoctrinates its students. (4) Amer campuses have been politicized. (5) Student discontent with higher educ causes unrest. Examination of the by-now-extensive res data on campus protests indicates unequivocally that each of these propositions is false. A better understanding of the determinants of campus protest can be gained by studying the manifest issues involved in these protests as they are selectively responded to by 'protest-prone' students. HA.

A selected Bibliog on student protest, compiled under the following headings: (A) Empirical Studies of Student Activists, (B) Empirical Studies of Instit's, (C) Selected Studies of Specific Protests, (D) Studies of Faculty Role in Campus Unrest, (E) Summaries of Res Studies, (F) Historical Studies, (G) Anthologies & Reports on Activism & Unrest, (H) Selected Interpretive Works, (I) 'Others. E. Weiman.