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Many models have been made during the study of the chronology and areas of the socialization process and thus the extrafamilial and extracurricular platforms have often been in focus. Many theories have been created about the periods preceding adulthood, i.e. youth. Now, on the borderline of the two areas a new profession is in the making, targeting youth in an extrafamilial and extracurricular context. This new area deserves thorough analysis with a focus on theoretical background since models of leisure environments outside the family and school are now on the same footing with youth education and socialization. The current study deals with leisure environment and youth. It reviews theories of socialization environments and venues, provides a grouping of them and introduces a new theory that best fits into the conceptual apparatus of the youth area and serves as a solid foundation for it. In addition, scientific and international agreements pertaining to the periods of youth will be looked at, and an attempt will be made to create a break-down by age group that is best adaptable to the extrafamilial and curricular environment. It must be stressed that the present study does not deal with the repertory of socialization themes, such as gender socialization, moral socialization, political socialization and others, but merely those environments where these take place.

Von besonderer Wichtigkeit fiir die Logik ]st dos Problem nach Zahl and Art der Typen und zugehSrigen Reprasentanten aller fiber n logisehe GlOf]en abgebb~ren Auss~gen 5). Die LSsung desselben setzt jedoeh jene des sogenannten (ver~llgemeinerten) Jevons-Clifford'sehen Problems v0raus ~). Naehdem die Anzahl und Art der Typen und Repr~tsentanten der universalen-odor, w~s dasselbe besagt~ der elementaren 3) Aussagen fiber 1~ 2 and 3 Classen odor Begriffe (resp. logische Grsl~en) yon Jevons angegeben wurde 4), ]Sste bekanntlieh Clifford ~)-aber~ wie man sparer sehen wird~ nur theilweise-dos analoge Problem far vier Classen. Nun fragt es sich: wie viele und was ffir Typen und. Repr~sentanten elementarer Aus-s~gen ergeben sieh ftir n behebig gegebene Classen oder loglsche GrO~en ttberhauiot? 6) Die Antwort sehon fitr n = 5 semen grol]e Sehwierigkeiten darzubieten. Dos zun~tehst Fo]gende magals ein Beitrag zur allgemeinen Lssung angesehen werden. 1) Miss Ladd, Studies in logic by members of the John's Hopkins

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