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O. (Scully 1978). University students are in conflict. On the one hand, they protest the irrelevance of their education to their economic futures; on the other, they resist efforts to redirect the curriculum along vocational lines. Rising expectations conjoin with diminished opportunities to create a seedbed for political turmoil. The problem is deeper than this. Western society behaves as though school is the only way for youth to come into adulthood. Schools have been viewed as the means to compensate for the inadequacies of family life, now that centrifugal forces pull the family apart and that the young spend increasing amounts of time outside the home.

But that was not the case. Health status at the start of the study was taken into account in evaluating the findings. Furthermore, it was not because the isolated drank more, smoked more or had poorer health practices, for these factors, too, were separately analyzed. The pathways by which social isolation increases mortality remain uncertain (Klerman, Izen 1977; Hamburg, Adams, and Brodie 1976) but the fact remains that strong social ties are essential for physical and mental health. At the level of the individual doctor-patient relationship, it is this that accounts for many of the beneficial effects of the medical encounter.

Mbiti, J. 1969 African Religions and Philosophy. Heinemann. Ngugi, J. 1962 Weep Not, Child. Heinemann (African Writers' Series). 1979-1983 Development Plan 1979 Nairobi: Government Printer. Dr. SERGE LEBOVICI (France) THE NEEDS OF THE CHILD AND HIS DEVELOPMENT When we examine the development of the child, we generally assume that it depends on biological, social and psychological factors which we readily represent in the form of a pyramid with the psychological factors occurring at the top. It seems to me that this metaphor does not reflect reality, which is infinitely more complex, and that the interweaving of biological, social and psychological factors must be emphasized at the outset.

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