Probes the tension between reasons to recognize differences among women and potential dangers inherent in emphasizing women's diversity, focusing on women and their communication. Suggests embracing this tension. Offers concrete instructional principles and practices (for communication courses) to cultivate respect for diversity and appreciation…

Review of technology-education curricula in the United Kingdom, Alberta, British Columbia, and Japan shows the following: (1) systematic introduction of technology education is a worldwide trend; (2) the UK emphasizes design and technology; (3) Alberta emphasizes vocational aspects; and (4) in Japan, subject and process are not articulated from…

How classroom discourse contributes to the content students learn was studied with eighth graders in social studies classes taught by two teachers. Content learning differences were associated with the forms of discourse used within curriculum events and the system of classroom discourse that evolved during a unit. (SLD)

Describes how chemical safety and scientific ethics are incorporated into a sophomore seminar in chemistry. Suggests that students need to recognize potential chemical hazards, choose appropriate methods for protecting themselves, and understand the ethical guidelines that the scientific community needs in order to function. (CCM)

Presents a rationale for teaching business management students to develop and implement workplace AIDS policies and educational programs. Outlines ways to incorporate AIDS information in the curriculum and lists resources and activities. (SK)

A graduate course in health care accounting and finance was presented by an interdisciplinary team of accounting, nursing, and allied health faculty. Recommendations for the course included early planning, team teaching, integration, student engagement in presentations, cross-listing of classes, case study method, and team projects. (SK)

Surveyed 55 U.S. pharmacy colleges concerning pediatric didactic content, reading assignments, clerkships, and time dedicated to pediatric pharmacy in entry-level doctor of pharmacy programs. An average of 16.7 hours was devoted to pediatric content in required courses with highly variable content. Fifty programs offered pediatric clerkships and…

Discusses the need for an accreditation process of distance education programs in higher education. Topics include the increasing number of distance courses; Department of Education concerns regarding possible abuses; and concern by faculty groups over the control of course content and the commercialization of education by for-profit providers.…

Experiential education considers nature a classroom, but nature is also the teacher. Quiet watching and walking meditation are two exercises informed by Taoism, that when added to the normal experiential education fare, help students encounter nature with an open mind. An outdoor university course that incorporates the sentiments of seeing nature…

Nursing education does not adequately address discrimination experienced by people with disabilities in health services. The nursing profession should promote social justice by influencing perceptions of disability, including it in equal opportunity policies, and ensuring its place in the nursing curriculum. (SK)

As Australian corporations have increased overseas activity, there has been a significant increase in international business degrees at the undergraduate and graduate levels. The curriculum is balanced between business-technical knowledge courses and cultural knowledge courses. (SK)

Content analysis of 25 business college syllabi indicated that content skills related to diversity were being taught. Survey responses from 81 human resource managers suggested that college graduates were not adequately prepared to deal with diversity. Managers believed that process skills (team building, communication, managing and supervising…

In a survey of 68 business teachers and 48 social studies teachers, business teachers identified 57 of 80 international business competencies as frequently taught in standalone or integrated courses. Social studies teachers identified 24 frequently taught competencies. Only 14 were taught by both types of teachers, and 2 by neither group. (SK)

Discusses contemporary issues in postcompulsory education and training: (1) status of vocational education; (2) relationship of knowledge and work, vocational, and academic education; (3) desirable curriculum content; and (4) institutional structures. Recommends convergence among such goals as economic change, humanistic development, and social…

Describes a 516-hour course designed by nurses to train unlicensed patient-care assistants for acute-care settings. The course includes theory, skills laboratory, and hospital and nursing home clinical experiences. (SK)