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A four-wave panel study of West Allis, Wisconsin, homeowners, conducted from 1981 to 1986, found some evidence of a relationship between education and knowledge of energy issues, especially among the more educated readers of newspaper energy stories. There was some tendency—although not strong—for an intitial knowledge gap: the more educated seemed to learn more than did the less educated at first. This difference diminished over the period of the study, a pattern that appears consistent with decreasing media attention to the energy issue during that time. Some other results of this study suggest that further research is warranted into the effects of audience information processing capabilities and techniques on memory for mass mediated information.

This paper considers intra‐family financing of human capital under the assumptions that individuals are selfish and binding contracts are not feasible. Cooperation among family members is possible through a family norm (a family 'social capital') which prescribes the obligations to be met at each stage in life and sanctions for those who deviate. We characterize the set of self‐enforcing transfers and show that there is a downward bias in the family provision of education. This gives a rationale for public action as a remedy to the lack of commitment between selfish family members.

The following paper is dedicated to theories connecting children, their upbringing and their education with living and working praxis based on love and understanding of children. This is just the first of a series of updates about educational activities of Donya Children Research Institute, based in Tehran (Iran), that will occur as an ongoing feature in Society Register creating a window of communication between 'distant' lands, connected through common interest in children's wellbeing.

The transformation of quality of education considering social, economic, and political changes taking place in life of the global society is studied. The author analyzes various social factors the impact of which determines the transformation of quality of education regarding it to be one of the main preconditions for an ever-progressive human development. ; The transformation of quality of education considering social,economic, and political changes taking place in life of the global societyis studied. The author analyzes various social factors the impact of whichdetermines the transformation of quality of education regarding it to beone of the main preconditions for an ever-progressive humandevelopment.

Vorgelegt werden Ergebnisse einer Befragung von Hauptschülern und Gymnasiasten, deren Eltern und Lehrern im Raum Koblenz und in Wien zu Erwartungen an und Einstellungen zu Erziehungskompetenzen von Schule und Elternhaus. Während Schüler und Eltern die Erziehungsaufgabe primär in der Familie verorten, sehen die Lehrer die Erziehungsaufgabe vorrangig als gemeinsame Verpflichtung von Schule und Elternhaus, was auch als Problem thematisiert wird. Die Verfasserin diskutiert diese Ergebnisse vor dem Hintergrund der Geschichte von Erziehung in der Bundesrepublik. (ICE)

Report to the Office of Governmental Relations, American Council on Education. ; Includes bibliographical references. ; Mode of access: Internet.

The 1993 Education Act became law at the end of July 1993. Described by the Government as a "blueprint for the next 25 years", it is a complex and lengthy piece of legislation. It is concerned largely with advancing Government policies to increase autonomy in schools through the option of Grant Maintained status. This article attempts to identify the critical points of the Act, to speculate on the issues which are likely to be of specific concern for those involved in the education and welfare of children with visual impairments (VI), and to gauge some of the reactions to the Act from various parts of the field.

This text analyses the meaning and scope of the concept of «constitutional educational principles» in Article 27.2 SC from the point of view of doctrine and jurisprudence, and contrasts it with its actual application in schools. It examines the four judicial scenarios in which its use has been necessary: limit of the idea of private schools, home schooling, subject «Education for citizenship» and single-sex education. It is concluded that it must be educated in class for democracy, but also that the whole school must be organized democratically on the basis of the concept of inclusive education. Summary: I. INTRODUCTION: HOW TO RECONCILE THE CONSTITUTIONAL EDUCATIONAL IDEARY WITH PUBLIC SCHOOL'S OBLIGATION OF IDEOLOGICAL NEUTRALITY AND PARENTS' RIGHT TO HAVE THEIR CHILDREN RECEIVE THE RELIGIOUS AND MORAL EDUCATION OF THEIR CHOICE? II. STATUS QUO OF THE CONSTITUTIONAL EDUCATIONAL IDEARY. II. A) IN LITERATURE. II. B) IN JURISPRUDENCE. II. C) IN THE REALITY OF THE EDUCATIONAL SYSTEM. III. THE CONSTITUTIONAL EDUCATIONAL IDEARY AS VALIDITY PARAMETER OF THE EDUCATIONAL SYSTEM. INCLUSIVE EDUCATION AS A KEY CONCEPT. IV. CONCLUSION: THE SCHOOL TEACHES DEMOCRACY, BUT IT MUST BE DEMOCRATIC ITSELF. ; Este texto analiza el sentido y alcance del concepto de «ideario educativo constitucional» del art. 27.2 CE desde el punto de vista de la doctrina y de la jurisprudencia, y lo contrasta con su aplicación real en las escuelas. Se examinan los cuatro escenarios judiciales en los que ha sido necesario su uso: límite del ideario de las escuelas privadas, enseñanza en casa, asignatura «Educación para la ciudadanía» y enseñanza diferenciada por género. Se concluye que debe educarse en clase para la democracia, pero también que toda la escuela debe organizarse democráticamente a partir del concepto de educación inclusiva.

This article touches upon the issues of changes in the educational system in the knowledge society. The main purpose of this research is the study of new teaching methods, with due regard to the needs of society and human potential. For this purpose, educational methods of the US and Russia were analyzed and compared, their advantages and disadvantages were estimated, and common trends in the development of education were identified. It is stated that during the formation of innovative methods of education for future generations, it is necessary to take into account ethical standards of each ethnic group, culture and traditions of specific country, as well as psycho-physical standards of students. It is justified that the idea of the creation of unified teaching methods for the entire planet population is impossible due to geographic, ethnic, political, and economic differences of every country. However, according to research results of popular techniques, it is possible to develop a model of the most appropriate educational method for the vast majority of countries with due consideration of constant development of science as the main influence factor on methods of education. It is concluded that the general trends of global education are individualization and humanization. They lead to the formation of flexible, critical, creative and effective thinking of students in terms of variability and uncertainty of social reality.

1. Formative years -- 2. Solartron -- 3. The Foundation for Management Education -- 4. The Harvard programme in Britain and other management education -- 5. The British Institute of Management -- 6. Public service roles -- 7. The committee of inquiry on small firms -- 8. Small firms after the committee of inquiry -- 9. Mentor, facilitator, and non-executive -- 10. Personal life and evaluation.