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IN 1960 AT THE UNIVERSITY OF PENNSYLVANIA A CONFERENCE WAS CONVENED TO SURVEY THE RESOURCES AVAILABLE IN THE UNITED STATES FOR THE DEVELOPMENT OF LANGUAGE AND AREA STUDIES OF SOUTH ASIA AND TO MAKE RECOMMENDATIONS FOR A PROGRAM OF DEVELOPMENT. THE 23 PARTICIPANTS INCLUDED PROMINENT AMERICAN SCHOLARS FROM UNIVERSITIES WHERE SOUTH ASIAN LANGUAGES ARE TAUGHT AND REPRESENTATIVES OF THE FOREIGN SERVICE INSTITUTE AND OTHER INTERESTED GROUPS. ELEVEN WORKING PAPERS WERE PREPARED FOR THE CONFERENCE AND ARE PUBLISHED HERE. THE PAPERS DEAL WITH AMERICAN RESOURCES FOR SOUTH ASIAN LANGUAGE STUDY AND SUGGEST PRIORITIES FOR FURTHER WORK ON NEW TEXTS, RESOURCE MATERIALS, TEACHING METHODS, AND CURRICULUM GUIDES. IN A "REPORT OF THE CONFERENCE," ALSO PUBLISHED IN THIS VOLUME, THE EDITOR SUMMARIZES THE TOPICS COVERED AT THE CONFERENCE MEETINGS AND PRESENTS THE SPECIFIC RECOMMENDATIONS OF THE PARTICIPANTS. THIS BOOK IS PUBLISHED BY THE UNIVERSITY OF PENNSYLVANIA PRESS, 3436 WALNUT STREET, PHILADELPHIA, PA. 19104, ($4.00). (JD)

THE 21 WORKING PAPERS IN THIS BOOK WERE PREPARED BY AMERICAN SCHOLARS IN THE FIELD OF SOUTH ASIAN AREA AND LANGUAGE STUDIES FOR A CONFERENCE CONVENED BY THE COMMITTEE ON SOUTH ASIA OF THE ASSOCIATION FOR ASIAN STUDIES IN 1961. THE CONFERENCE DEALT WITH THE NEED FOR RESEARCH ON SPECIFIC COUNTRIES AND IN SPECIFIC DISCIPLINES AS WELL AS THE PRESENT CONDITION OF SOUTH ASIAN AREA STUDIES IN GENERAL. A COMPANION VOLUME, "RESOURCES FOR SOUTH ASIAN LANGUAGE STUDIES," CONCERNS THE DEVELOPMENT OF LANGUAGE PROGRAMS AND PERSONNEL, WHILE THIS VOLUME INTEGRATES THE TEACHING OF SOUTH ASIAN LANGUAGES WITH AREA STUDIES. INCLUDED WITH THE WORKING PAPERS IS A "REPORT OF THE CONFERENCE" WHICH SUMMARIZES THE MANY SPECIFIC SUGGESTIONS PRESENTED IN THE PAPERS AND DISCUSSED AT THE CONFERENCE MEETINGS. THIS BOOK IS PUBLISHED BY THE UNIVERSITY OF PENNSYLVANIA PRESS, 3436 WALNUT STREET, PHILADELPHIA, PA. 19104, ($5.00). (JD)

TELECLUBS, BECAUSE OF THE NOVELTY OF TELEVISION, WERE SO POPULAR THAT OVERCROWDING, AS WELL AS UNEVEN ATTENDANCE BY CLUB MEMBERS, AFFECTED THE GOAL OF EVALUATING THE IMPACT OF TELECASTS ON CITIZENSHIP. GREATER SUCCESS WAS REALIZED IN BRINGING ABOUT SHIFTS IN INFORMATION THAN IN ATTITUDES, PERHAPS, BECAUSE THE EXPERIMENTAL GROUP STARTED AT A HIGHER LEVEL OF ATTITUDE THAN INFORMATION. THE MEMBERS WERE MOSTLY LOWER MIDDLE CLASS AND MALE, WITH A HIGH REPRESENTATION OF PROFESSIONALS. A BASELINE SURVEY AND A TERMINAL SURVEY OF 20 CLUBS AND THEIR 418 MEMBERS MEASURED THE IMPACT OF 20 SPECIAL TELECASTS. A SUPPLEMENTARY GROUP PARTICIPATION ASSESSMENT SCHEDULE WAS GIVEN TO DETERMINE THE EFFECT OF THE NUMBER OF FRIENDS THE MEMBERS HAD IN THE TELECLUBS ON THEIR ATTENDANCE, PARTICIPATION, AND RESPONSE. THIS DOCUMENT IS AVAILABLE AS B.1922 FROM NATIONAL DISTRIBUTORS OF UNESCO PUBLICATIONS OF FROM THE DIVISION OF FREE FLOW OF INFORMATION, UNESCO, PLACE DE FONTENOY, PARIS-7E, FRANCE, FOR $0.50. (MF)

Part of a report of seminar proceedings, these papers on community development in developing nations deal largely with conditions, requirements, and effective principles of rural extension; the government system of community development village workers in outlying regions of Thailand; the methods, organization, accomplishments, and prospects of national development in India; the role of the Presidential Assistant on Community Development in the Philippines; and community development functions of the intergovernmental South Pacific Commission. In addition to reviewing concepts and goals of effective community development, a final group report examines the roles and influence of governments, voluntary organizations, private enterprise, political structures, urbanization, cultural growth, and the national economy. Increased outside assistance and more extensive research are recommended. (ly)

In an attempt to more closely relate the size of primary schools in Uttar Pradesh, India to the teaching activities, an experiment was conducted in some forty schools where classrooms were provided only for lessons for which covered space was essential. All other lessons were conducted in the open on the school site. An area utilization reduction of about 40% was achieved as well as a side effect of greater student interest due to increased individual activity. Climatic conditions in India were examined and it was concluded that outdoor teaching north of latitude 19 degrees North and below 2,000 feet above mean sea level is quite feasible. (NI)

Case studies presented by graduate students from the United States and seven other nations dealt with topics in extension education. A system analysis approach to the problems in organizing extension services in developing nations was described, as well as physical and sociocultural problems (including illiteracy) which hinder audiovisual communication in rural areas. The Faculty of Agriculture at Kabul University was used to illustrate a discussion of the proper role of universities and colleges in Afghanistan. An evaluation was given of the relative influence of extension clubs and other extension approaches in Formosa and an analysis of the role of the National Institute for Agricultural Technology (Argentine) in Extension work, and the need for improved inservice training and cooperation with universities. The principles, process, and historical development of rural extension in the United States was outlined and implications suggested for program planning in Malaysia and Sudan. Final papers covered problems in recruiting and training village level extension workers in the Sudan, and Puerto Rican community development projects that illustrated the value of agency coordination. Also included are tables, diagrams, and references. (ly)

Five papers from a 1967 interdisciplinary seminar sponsored by University College at Syracuse University and by the Center for the Study of Liberal Education for Adults present insights and concepts from anthropology which have relevance for adult educators. The first paper gives a broad view of anthropology and its underlying modes of thought, and touches on implications for education. The next sets forth the socioeconomic and other dimensions of primitive societies and suggests, through comparisons with Western society, the variety of ways in which societies can organize themselves to satisfy human needs. The third evaluates changes within, and differences between, the lower middle and working classes and the lower class in America. A fourth seminar paper examines cultural relativism and the problem of studying American values in America. Finally, in a paper by an Indian anthropologist, relationships between the "great tradition" and folk tradition in South Asian societies are discussed in order to show that fundamental changes in a society do not come easily. (The document includes two tables and chapter notes.) (ly)

SINCE LINGUISTS HAVE ONLY RECENTLY TURNED FROM GRAMMATICAL ANALYSIS TO CONSIDER THE ROLE OF LANGUAGE IN SOCIETY, THE STUDY OF MODERNIZATION HAS BEEN LEFT LARGELY TO SOCIAL SCIENTISTS WHO CAN HARDLY BE EXPECTED TO DEAL WITH LINGUISTIC QUESTIONS. LANGUAGE PROBLEMS, HOWEVER, ARE KNOWN TO PLAGUE DEVELOPING SOCIETIES. IN POST-INDEPENDENCE INDIA, NATIONAL LANGUAGE, THE LINGUISTIC STATES ISSUE, PROBLEMS OF SCRIPT, AND MINORITY GROUP CLAIMS FOR LINGUISTIC AUTONOMY HAVE LONG PLAYED A DOMINANT PART IN PUBLIC LIFE. SO FAR SUCH PROBLEMS TEND TO BE TREATED PRIMARILY AS CULTURAL OR POLITICAL ISSUES. FEW ATTEMPTS HAVE BEEN MADE TO EXAMINE THEIR RELATION TO MASS COMMUNICATION, SOCIAL MOBILITY, SOCIAL CONTROL, AND OTHER ASPECTS OF SOCIOECONOMIC DEVELOPMENT. THE PRESENT PAPER EXPLORES THIS PROBLEM BY EXAMINING THE LINGUISTIC POLICIES AND PRACTICES OF TWENTIETH CENTURY LANGUAGE SOCIETIES IN THE NORTH INDIAN STATE OF UTTAR PRADESH. THE AUTHORS ATTEMPT TO DEMONSTRATE THE CLOSE INTERDEPENDENCE BETWEEN COMMUNICATION AND POLITICAL PROCESSES BY SHOWING HOW THE POLICIES AND ACTIVITIES OF THESE INTEREST GROUPS BOTH AFFECT INTERNAL COMMUNICATION CHANNELS AND ARE IN TURN AFFECTED BY THEM. (AUTHOR/AMM)

A CONCEPTUAL FRAMEWORK IS PRESENTED AND IS APPLIED TO NATIONAL REPORTS ON ADULT EDUCATION IN FIVE COUNTRIES. THE FIRST TWO CHAPTERS FEATURE COMPONENTS OF THE FRAMEWORK AND DETAILED DATA ON THE TOTAL EDUCATIONAL SCENE IN CANADA, HONG KONG, INDIA, ISRAEL, SUDAN, THE UNITED STATES, THE UNITED KINGDOM, PUERTO RICO, AND YUGOSLAVIA. CHAPTER 3 THROUGH 7 PRESENT NATIONAL REPORTS FROM HONG KONG, INDIA, ISRAEL, UNITED KINGDOM, AND YUGOSLAVIA. CHAPTER 8 REPORTS BRIEFLY ON IMPORTANT THEMES AND APPARENT AREAS OF AGREEMENT, INCLUDING PROBLEMS OF PROGRAM STATUS, PROGRAM DEVELOPMENT, INFORMATION AND COMMUNICATION, FINANCING, AND THE PLANNING OF CROSS CULTURAL AND COMPARATIVE RESEARCH. AMONG THE AREAS PROPOSED IN THE LAST CHAPTER FOR FURTHER INVESTIGATION ARE TRAINING AND RESEARCH, TAXONOMY AND TERMINOLOGY, CULTURALLY RELATED EDUCATIONAL SYSTEMS, AND THE IMPACT OF POLITICAL AND SOCIOECONOMIC PATTERNS ON THE NATURE AND ORGANIZATION OF SYSTEMS OF ADULT EDUCATION. THE DOCUMENT INCLUDES 29 TABLES AND CHARTS AND 84 REFERENCES. (LY)

Papers from a three day Indian Adult Education Association round table on lifelong integrated education (New Delhi, February 25-27, 1968) consisted of the following--(1) a statement of the need, because of rapid technological and socioeconomic change, for continuous learning experiences covering all stages and most aspects of life, (2) a working paper that defined lifelong and integrated education and further discussed the need for educational changes (especially for greater attention to adult education for different clientele groups), and (3) two essays setting forth the implications of lifelong education for such areas of Indian life as educational and social planning, educational technology and methodology, and library resources. The document includes a list of publications of the Indian Adult Education Association. (ly)

Discussing the interrelationship of universal adult suffrage and adult education, this national seminar in India sought to identify the basic values, requirements, and problems of parliamentary democracy, together with consequences of adult suffrage and the potential contribution of adult education to improving the quality of the democratic process. The inaugural address provided a world perspective on, and a philosophical analysis of, problems in education for democratic living. The director's working paper stressed the need for universal adult education, while the President's paper stressed the needs of the age group 15-45. Other papers dealt with the need to develop enlightened public consciousness; discussed the nature of this consciousness; and offered suggestions for a national plan of adult education for parliamentary democracy. Several recommendations on program planning and administrative organization were also presented. (LY)

GRADES OR AGES: Grade 9. SUBJECT MATTER: Social Studies; Indian civilization. ORGANIZATION AND PHYSICAL APPEARANCE: The central part 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. 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 four appendixes contain curriculum materials. STUDENT ASSESSMENT: No mention. OPTIONS: The guide is prescriptive as to course content and timing. Activities and materials are optional. (RT)

Four papers are included in this pamphlet, the proceedings of the World Assembly at Abidjan, Ivory Coast. The keynote address, "A Turning Point in History" by Jaime Benitez, President of the University of Puerto Rico, discusses the Apollo 11 moon landing as an object lesson on values with international implications for shifting educational approaches. He further explores the Puerto Rican experience as representative of international tensions between education and politics. "Rural Teacher Education in Thailand" by Bhunthin Attagara, Director of Teacher Training, Ministry of Education, Bangkok, is a description of the Rural Teacher Education Project launched in 1956 and now involving 25 teacher training schools and colleges and 190 cooperating rural elementary schools in a program which includes community development work as well as student teaching in the village schools. Mavis Burke of the University of the West Indies discusses the need for international agency cooperative efforts in teacher education and suggests five priorities which would form the basis of such an agency's role. In "The Indian Association of Teacher Educators," Dr. S.N. Mukerji, Principal of Vidya Bhawan Teachers College in Udaipur, India, analyzes the problems in Indian education and the challenges they represent with reference to the Association's role. Included also is the "Constitution of the International Council on Education for Teaching" as amended by the 1969 Representative Assembly. (JS)

Thirty-two papers presented at the seventh annual seminar of the Documentation Research and Training Center explore: (1) Universe of Subjects - Its Development and Structure, (2) Subject Analysis and Classification, (3) Subject Headings, (4) Librametry and Its Scope, (5) Subject Analysis, (6) Library Work, (7) Documentation List, (8) Library Usage, (9) Organization of Research, (10) Management of Translation Service and (11) Document Research and Training Center Research Cell: Report for 1969. (MF)

The opening session of the seventh annual seminar of the Documentation Research and Training Center is provided in verbatim form. The section of Group Meetings and Plenary Sessions examines the propositions presented in the thirty-two papers presented in Volume I (LI 002 230). The balance of the report provides: (1) the Valedictory Address and the Vote of Thanks that was given as part of the Concluding Session, (2) the list of office-bearers and groups, (3) the list of delegates, (4) the time table, (5) the Draft Rules of Procedure for Plenary Sessions and Group Meetings and (6) an index. (MF)

This conference booklet seeks to assist high school teachers who teach about Asia. Emphasis is upon providing a bibliography, with course outlines and background materials also offered. Four hundred annotated citations focusing on book, periodical, and other resource materials, published within the last decade, are provided for teachers working with advanced and able students who desire to investigate topics in depth. The bibliography is arranged into six main sections: China, India, Japan, Southeast Asia, general, and publishers addresses. In an effort to promote cultural understandings, three course outlines on China and two on India offer examples of differing teaching approaches for secondary grade levels. Four papers provide background readings on several ways of generalizing about Chinese culture and society, land settlement, Chinese ethnocentrism, and the politics of imperial China; the classical music of India; the search for relevance in Japanese history; and nationalism and communism in Southeast Asia. (SJM)