Identifies how Americans viewed twentieth-century wars metaphorically as extensions of earlier frontier experience. Traces "social functions" of those metaphors which have become, from an ethical perspective, tragic not only because of their false analogies but also for their lack of worth when compared to other, more responsible…

When 128 students were queried regarding the values, beliefs, or moral imperatives underlying their teacher education program, most were speechless at first. Students either indicated their unawareness of any underlying philosophy or responded in generalities akin to moral relativism. Includes 19 references. (MLH)

Summarizes research on reading preferences of boys and girls, the relationship of these preferences to reading ability, the availability of materials for boys, and the notion of a female versus a male morality. The implications of these factors for building a well-balanced children's collection are also considered. (nine references) (MES)

Reports on a survey of early childhood staff of 85 child care centers and 85 kindergartens in Australia regarding professional ethics. Discusses survey results in relation to Katz's work on ethics and teachers' developmental stages. Compares results with data from an earlier study of American educators (Feeney and Sysko, 1986). (NH)

Studies the tendency to stereotype physical attractiveness and identification in a collectivist culture using a group of 53 Chinese Canadian college students. Finds that introverts tended to be more prone to stereotyping than extroverts. Subjects with the highest cultural involvement were least prone to stereotyping with regard to social…

Maintains that education should be democratic and develop people's ability to manage their lives. Looks at examples of democratic education in Western European countries. Concentrating on adult education, critiques current educational practices and discusses the relationship between education, cultural democracy, democratization of the work place,…

Examines the following possible sources of measurement error in pay analysis and proposes methods to alleviate the problems: (1) choice of the number and type of job factors; (2) method of assigning values to each job factor; (3) method of selecting factor weights; and (4) political modifications made when a plan is implemented. (JS)

Describes the development of a job evaluation plan by the University of Minnesota based on employee values of job worth. Items for the point-factor plan were selected by employee committees, grouped into factors, and weighted by means of a general employee survey. Discusses the plan's use in implementing comparable worth. (JS)

A study of governing board effectiveness in private liberal arts and comprehensive colleges is discussed. Effective boards manifest their concern for community in three ways: they enact institutional values; consult with key constituencies; and judge their own performance in terms of their relationships with others. (MLW)

Three reasons for teaching medical ethics during residency are presented. Key ethical concepts to be addressed include moral aspects of medical practice, obtaining informed consent, dealing with incompetent patients and those who refuse treatment, knowing when to withhold or disclose clinical information, and using medical resources properly. (MSE)

Analyzes the themes of 16 recent Iranian textbooks to profile the ideal Islamic person as seen by Iranian revolutionaries. Suggests that revolutionary values taught in the schools are consistent with those of other Iranian socializing agencies. Contains 25 references. (SV)

Discussed are number meaning and part-whole relationships concerning place value. Findings from a research study with students in grades two-five who were interviewed about place-value tasks are given. Stages of interpreting two-digit numbers are presented, with implications for the classroom. (MNS)

Describes a program developed for Quebec providence to provide meaningful instructional materials for a moral education curriculum. Reports teacher satisfaction with the program which is based on respect for oneself and others. Indicates that research shows a significant difference between children taught in this way and those receiving other…

Describes a values education program developed in the city of Hamilton, Ontario. Advocates removing values education from the realm of the hidden curriculum as found in the traditional school model of knowledge of facts, mastery of technical skills, and awareness of attitudes. Emphasizes the importance of continual interaction between school and…

If society is to avoid harmful applications of technology, young people must be trained to consider the social and ethical implications of their decisions. Universities have a responsibility to teach students that they are responsible for the choices they make and to see the value assumptions on which decisions rest. (MLW)