Suchergebnisse

The Amer people have set important soc goals to improve the quality of US life. Although there is some evidence of progress toward these goals, there are few accurate indicators of the changes actually taking place & the problems encountered along the road to attainment. The development of statistics & other pertinent information is essential because of the rapid & reverberating changes that are taking place. Signif changes are being generated in the US educ'al system in terms of people, expenditures, activities, & innovations. The educ'al indicators that are developed must take into account the variety of goals, as well as the changes in definitions & emphases of the goals. There is a need for both quantitative & qualitative data. Although some quantitative indicators exist, the data disclose little about the quality of the educ'al system or its products. New indicators relating to educ'al opportunities, the quality of educ, fundamental HB, & pol'al & econ behavior are needed. The responsibility for developing these indicators must be shared by public & private interests-gov, business, educators, labor unions, & civic & community groups. HA.

In the New Lots section of Brooklyn 1,000 Sephardic families have built a society modeled after the Levantine countries which they left a generation or two ago. The Se hardim regard themselves as aristocrats, the descendants Wile ancient Israelite nobility & the inheritors of the glories of Jewish civilization in Spain. They look down upon the Ashkenazim as a 'mixed multitude' of Jews who are descended from the rabble of Jerusalem & whose blood has an admixture of a Slavic element. On the other hand, the Sephardim know that they are poorer in Jewish learning than their Ashkenazic cousins & that it is Ashkenazic drive & initiative which molds Jewish life in America. Perhaps this knowledge accounts for their tendency to cut themselves off from the present to live in a little self-contained world where they can sink back comfortably into the proud, suspicious, lethargic life of a small Levantine community mainly concerned with its own internal affairs, fueds, & family politics. Since WWII, New Lots has witnessed a quiet soc revolution which is gradually easing the _Sephardic community out of its isolation. J. A. Fishman.

The Area Project (AP) program is based on studies of the epidemiology of delinquency (DEL) & of the soc experience of children growing up in city neighborhoods with high rates of delinquence. Preventive effort is concentrated in such DEL areas. The structure of the local society is regarded as deficient in its ability to reduce the normal alienation of the M adolescent & to restore & maintain adult controls. In most instances, DEL in this situation is viewed as a product of soc learning. Procedures of the AP are based on the assumption that young people are responsive principally to the expectations of their intimate groups: family, peers, & neighbors. The major activity of the AP program is the development of youth welfare org's among residents of DEL areas &, within the structure of these groupings, direct work with predelinquent & delinquent individuals & groups. Neighborhood groups are encouraged to employ qualified local residents to carry on the work. Variation in the procedures in the org of local groups & in the content of their programs reflects variety in patterns of integration of local soc institutions. AP experience indicates that residents of DEL areas are capable of action in relation to youth welfare problems. Such action has probably reduced DEL in the program areas. AA.

Volunteers teaching abroad have had to cope with various problems, such as maintaining discipline, adjusting to strange syllabi, confronting rote methods of learning, & defining appropriate participation in their communities. These difficulties, & others, have resulted not only from volunteers' lack of teaching experience, but also because of an absence of consensus on the part of Peace Corps, host-country nat'ls, & volunteers re the volunteer teacher's role. In particular, differing expectations of the teacher's community role are examined & placed within a framework of SE development. The quality of volunteer teaching is assessed as well as the extent to which teachers are meeting genuine needs for their services in host countries. HA.

When sex educ is properly recognized for what it is, a birth to death continuum, the increase of awareness of & involvement in it as. a process on the part of society's instit's, both Sch & church, is striking in recent yrs. This involvement is looked upon as complementary & supplementary to the role of the fam, & is being recognized as requiring didactic & pedagogic preparation. Thus, the N of Sch's, public, private, & parochial, engaged in developing sex educ programs is increasing daily, as are teacher-training programs in instit's of higher learning. Movement away from emphasis on details of reproduction & into the area of the dynamics of M-F roles & relationships has been spearheaded by the major religious communities, which can be expected to continue & expand their leadership roles at both nat'l & community levels. Other professional disciplines, esp in medicine, are also studying their roles in educ for sexuality. HA.

The child-caring instit, the oldest child welfare resource in the US, has developed slowly & in a complicated variety of ways. Today it has stepped up its pace, carrying with it a rich tradition of caring about & for dependent children. It has the added strength of a growing reconciliation with the community & its child welfare problems & the parents of the children it serves. Caring for diff children today, it is often broadening its base of service to accommodate their many needs. Its goals & philosophy & its unique strengths are coming into clearer focus. It reels under the pressure of increasingly disturbed fam situations & of learning how to bring its strengths to bear upon these problems. Its emerging humility & expressions of faith in people is singularly noteworthy, & continued study & demonstration is needed to help guide its use of these qualities in the coming yrs. AA.

In India & other newly independent countries soc res & action are closely connected. Institutions of higher learning & decisions for soc welfare belong in the sphere of gov. The press of problems, their complexity & the lack of trained personnel limit surveys which can be carried out quickly & provide readily meaningful results. A study of this kind was set up in 1956 to determine how to transmit as rapidly as possible to largely illiterate Indian villagers information about agri, hygiene, org's, etc. The Farm Radio Forum has been operated successfully in Canada since 1941 but there were questions about Indian listening, learning, & acting which needed answers before trying wide use of radio forums there. UNESCO financed an experiment in Bombay state in which radio forums (20 members each) were organized in 150 villages. For 10 weeks each group listened twice weekly to special half-hour broadcasts. 20 of the 150 exp'al villages & 20 control villages (10 with radios but no organized listening & 10 without radios) were surveyed before & after the series of broadcasts. Data were obtained from 3,200 R's & hand tabulated. Findings were: (1) that levels of knowledge increased considerably in villages with organized farm forums, very little in villages with only radios, & not at all in villages without radios, & (2) in forum villages action often followed immediately & further action was planned. After results were presented to the Community Development Commissioners Conference a resolution recommending 'Radio Farm Forums' as a means of soc educ was passed. By late 1957 farm forums were operating in 3 states & in 1959, 900 farm forums were opened over all of India. C. M. Coughenour.

In his Econ Opportunity Message to the Congress on Feb 19, 1969, President R. Nixon mentioned briefly that preliminary results of a Westinghouse Learning Corp-Ohio U evaluation indicated that 'the long-term effect of Head Start appears to be extremely weak.' This terse announcement triggered a major public controversy that ranged over the Congress, the executive branch, & the educ'al res community. Much of the debate focused on the esoteric techniques of modern statistical analysis, but the issues were far larger than the particular study. In conflict were 2 basic premises -one concerned with how to start programs, & the other concerned with how to analyze them -that emerged independently in the mid-1960's. For the notion underlying much of the war on poverty-that effective programs could be developed quickly & launched full-scale (& Head Start was a prime case) -was being called into question by the type of evaluative analysis that lay at the base of the Planning, Programming, Budgeting System initiated in late 1965. The outcome of the clash will have profound implications for developing new large-scale programs & measuring their results. This paper traces both the events that led up to the controversy & the controversy itself in order to look at the implications for future policy. Modified HA.

The young woman who enters a Sch of nursing is not only exposed to planned educ 'al experiences but also to informal reality factors which profoundly shape her development. A shift from ego to role emphasis can be expected in the context of round-the-clock concern with professional conduct. The development of defensive mechanisms is stimulated by the stress of concurrent exposure to classroom & practice. Rapidly imposed adulthood, the reality of the human body, the modification of privacy & modesty seem to hit harder than the more dramatic but expected experiences with death. Caution, also, is learned when childhood dreams give way to patients' actual responses to nursing care & when the novice experiences the conflicts & stresses within the soc org of patient care. The development of a single-sex, quasi-isolated, close-knit S community adds to the role self-consciousness. The young woman entering nursing is a person desirous of being with people & of helping people but also anxious to avoid blame & failure-producing situations. She seeks safe & controlled conditions within which to be with people. The effect of the total/sum experience may be at variance with the objectives of the Sch & the profession. Consideration should be given to the characteristics of the novice, the soc context of the learning process, & the trends & aims of the profession. AA.

No one took a real look at the US Jewish community before starting the optimistic prophesies about its future. Synagogue attendance statistics & the growth of a new Jewish day Sch have been cited as indices of the end of cultural & religious assimilation. The 2nd generation Jew, unlike his elders, was exposed more openly to the American way & was affected by the split between the culture he knew at home & the more permissive one he met outside. He developed a new & ambivalent perspective on both cultures that loosened or cut off his allegiance to many of the values fostered by either. He became marginal, forced to find his own solutions to this conflict but at the same time this marginality provided him with the drives of one who feels handicapped. He thus developed new ways of living embodied in at least 3 major orientations: (1) the consumer-oriented producer & promoter, (2) the intellectual, & (3) the socially-conscious reformer. In addition, there remained a minority whose marginality left them with strong inferiority feelings & stimulated an excessive need to prove themselves: hence, the driving energy so conspicuous in some 2nd generation Jews. Unlike other ethnic groups US Jews have retained a community of remarkable cohesiveness because of their common values, their minority status, & the separatism of the non-Jewish groups. Intermarriage has never gone over 10%. However, this community life though taking place within a Jewish context is similar to that of the Protestant Mc. The same applies to a lesser degree to the synagogue where Reform, Conservative & even some Orthodox congregations have created a quasi-Protestant division between secular & sacred activities & have ascribed to the rabbis the duties & status of the ministers in Mc Protestant churches. In the new Jewish community religious learning & piety have lost much of their importance & the 2nd generation lives by the same criteria of prestiges as his non-Jewish neighbors. But while they departed from traditional Judaism they did not abandon their Jewishness. This Jewish identification has been strengthened by historical events of the past few decades but especially by the birth of the 3rd generation whom the 2nd generation wants to identify as Jews. Concern with this problem brought about a crystallization of the form Judaism was to take. This form is `symbolic Judaism'; its major function is to serve as a symbol for the expression of Jewishness. Its appearance was delayed by the Depression but it got going with the baby boom of the '40's & it was at this time that the alleged 'religious revival' was noticed. Actually it is not a revival but a reflection of the fact that in the new Jewish subUr environment the people who go to the synagogue go not to practice the traditional religion but rather to feel & express their Jewishness for themselves & their children. Symbolic Judaism unlike traditional, all-embracing Judaism is one element among many making up the Mc way of life of the 2nd generation. It is evident especially on holidays & family gatherings & includes traditional elements but does not form an integrated culture. Among its themes are: (1) 'objects culture', the tangible objects which function to express Jewishness; (2) 'Jewish popular culture' which is patronized by the 2nd generation Jew & which adds a Jewish flavor to popular US culture; & (3) 'problem culture', an expression of Jewishness by means of a preoccupation with the problem of being Jewish in America. S. H. Aronson.