The moral reasoning of 189 undergraduate students from the College of Education, Kuwait University was studied, using the Defining Issues Test (DIT) by Rest (1990). The subjects ranged in age from 18 to 26 years (mean age =20.83). The results revealed that the sample reasoned predominantly at stage 4. Principled Morality Percentage Score (P%-score) was found to be below the norms reported in the literature for this group. There were no gender differences in moral reasoning. However, formal education did have a significant effect on moral judgment scores. In the light of this cross-cultural study as well as of other similar studies, a series of questions related to the understanding of moral development has been raised for further examination.

An everlasting controversial issue in is the problem of teaching students to become initiative-motivated, and self-regulating learners. This study focuses on the interactive relationships between students' motivation and cognition in the College of Education students at Kuwait University ‐ more specifically, the relationships between students' motivational orientation and their use of cognitive learning strategies as well as their metacognitive and effort management strategies (cf. Pintrich, 1988; Pintrich, Smith, & Mckeachie, 1989). Some preliminary empirical results from current research on college students' motivation, cognition, and achievement in different College of Education students are also presented.

The need for continuing education in management development was investigated with special reference to Kuwait University, and the nature and practice of continuing education, its purposes, problems and its evaluation in relation to management development were reviewed. It was concluded that education supports the creation of new social relationships and that continuing education must remedy the failures of formal education, and the existing distortion of socioeconomic and cultural aspects of society. Recommendations are made to facilitate achievement of these goals.

This study aimed at defining the information included in children's programs in Kuwaiti Television. It used the information/media survey method in collecting the available information. It conducted an analytical study of all children's programs aired by Kuwaiti TV in two complete program periods that started from 1/7/2004 to 31/12/2004. The researcher designed and used a content analysis form which was tested and refereed for its validity and reliability by a specializedJuries. The study concluded that information occupied a period of 7 hours, a ratio of 36.5% of the total time periods aired for the preschool children's televised programs, which total 19 hours and 10 minutes. The educational information ranked first and occupied a ratio of 23.6% of the total information frequency. Likewise, direct speech ranked first as an artistic model within which information has been introduced totaling 26.3%. The results also showed that the vernacular language was the dominant one in all children's programs under focus. Information in the Children's Programs in Kuwaiti TV: An Analytical Study 48 ó∏ÛG Oó©dG ȪàÑ°S …QÉ°üfC 'G ≈°ù«Y .O ∫ ∫É ÉØ ØW W' 'G G è èe eG Gô ôH H ' ' á áae aeª ª°° † †à àŸ ŸG G ä äÉ Ée eƒ ƒ∏ ∏© ©Ÿ ŸG G ¿ƒjõØ∏àdÉH ∫ÉØWC 'G èeGôH ' áaeª° †àŸG äÉeƒ∏©ŸG á«∏«∏-á°SGQO:»àjƒµdG …QÉ°üfC 'G óªfi »°ù«Y .O ¢ùjQóàdG ¥ôWh ègÉaeŸG º°ùb âjƒµdG á©eÉL -á«HÎdG á«∏c á°SGQódG áeó≤e ,πØ£∏d á«°SÉ°SC 'G º«gÉØŸG É¡dÓN ¿ƒµàJ »àdG ᪰SÉ◊G IÎØdG ádƒØ£dG á∏Môe ó©J ' á«aô©ŸG º«gÉØŸG øjƒµJ ' C GóÑj πØ£dÉa ,ádƒØ£dG á∏Môe øe ¤hC 'G äGƒae°ùdG á°UÉîHh πØ£dG ∫hÉëjh ,É°ûg ¿ƒµj á∏MôŸG √òg ájGóH ' º«gÉØŸG √ò¡d ¬cGQOE G ¿C G 'E G ,IôµÑe ø°S ' ∂dP ¿Éc AGƒ°S ¬JÉ«M øe ¤hC 'G äGƒae°ùdG ' √ôjƒ£J " Ée AÉaeH ó«©j ¿C G á∏MôŸG √òg ' AÉaeÑdG ' GÒÑc GQƒ£J ó¡°ûJ ádƒØ£dG á∏Môe ¿E Éa Gòg ≈∏Yh ,ájõeôdG äÉ«∏ª©dG ' ΩC G á¨∏dG .πØ£∏d 'ô©ŸG ,á«aÉ≤K äGÒãeh á«aea äGÈN ¤E G ÉÑ°SÉaee É«fGóLhh É«∏≤Y Gƒ‰ ƒªaej »µd êÉàëj πØW πch øe ¿ƒjõØ∏àdG ó©jh ,äÉbÉW øe ¬jód Ée É¡FÉaeKC G ' ¢SQÉÁh , É¡«∏Y πÑ≤«a ¬JÉeɪàgG Òãà°ùJ πFÉ°SƒdG ÌcC G ó©j ¬fC G ɪc ,√ôµa IQƒ∏Hh ¬aejƒµJ ' πØ£dG É¡d ¢Vô©àj »àdG áeÉ¡dG QOÉ°üŸG á«M Qƒ°U ¤E G QɵaC 'Gh äÉeƒ∏©ŸG π«ëj ¬fE G å«M .í«°VƒàdGh Ò°ùØàdG »∏Y IQóbh ÉMÉ° †jE G »àdG ácQÉ°ûŸG øe ójõJh ,áØdC 'ÉH É°SÉ°ùME G á«◊G IQƒ°üdG »£©Jh , ∑GQOE 'Gh º¡Ø∏d á∏HÉb .(1986 ,¢Vƒ©e) πØ£∏d ¿ƒjõØ∏àdG É¡ë«àj PE G GóL IôµÑe ø°S ' πØ£∏d áaÉ≤ãdGh áaô©ŸGh IÈÿG π≤aed áeÉg á∏«°Sh ¿ƒjõØ∏àdG ó©jh ó©HC G á«LQÉN ôXÉaeeh ,⁄É©dG ܃©°ûd äÉaÉ≤Kh äÉeƒ∏©e ¿ƒjõØ∏àdG á°TÉ°T ≈∏Y πØ£dG …ôj AÉ° †ØdGh É«fódG ¿ÉcQC G áaô©Ÿ IÒÑc IòaÉf ¬d íàØj ɪc ,¬H ᣫÙG áÄ«ÑdGh â«ÑdG OhóM øe .(1990 ,Qóaeµ°SG) »LQÉÿG ÌcC G πØ£∏d 'É≤ãdGh »YɪàL'Gh »ª∏©dG øjƒµàdG ' ¿ƒjõØ∏àdG èeGôH º¡°ùJ ¿C G øµÁh Ö∏OE »àdG äGÈÿÉH ¬°ùMh πØ£dG ôµa …ÌJ ¿C G øµÁ ɪc ,ájó«∏≤àdG πFÉ°SƒdG ¬H º¡°ùJ É ‡ √ó«°UQ øe ójõjh äÉeƒ∏©ŸG ≈∏Y ¬dƒ°üM øe ójõj É ‡ ≈ae©e äGP IQƒ°üe πFÉ°SQ ¬«dE G º¡ª«∏©àH ∫ÉØWC Ód á«∏≤©dG äGQó≤dG ᫪aeJ »∏Y ¿ƒjõØ∏àdG óYÉ°ùj ¿C G øµÁ ∂dòc .…ƒ¨∏dG ¿GƒdC G º¡ª«∏©Jh äÉcQóŸGh Aɪ°SC 'G øe GÒãc º¡ ¶«Ø-h ,á¨∏dG äGOôØe øe GÒÑc GOóY ,¢Vƒ©e) iôNC G á≤jô£H ôµÑŸG âbƒdG Gòg ' Égƒª∏©àj ¿C G º¡d øµÁ ' »àdGh ,∑ƒ∏°ùdG .(1994 ó≤a .á...