Discusses suicide care as a core curriculum component of psychiatry residency. Discusses the reasons for formal conceptualization of suicide care education and offers a model curriculum as a reference for residency programs to compare their own activities in this important area of psychiatry. (Author/ABB)

A model shows how learning strands from the core subjects in grades K-9 can be woven into a strong career plan based on effective career guidance and counseling, enabling students to eventually establish an occupational objective and distinguish among educational alternatives leading to that objective. (AG)

Author develops a plan to meet some of the major objectives to general education programs and preserve the reasonable awareness of the world in general that has been its goal. (Author/MB)

An educational program designed to meet the needs and utilize the abilities of junior high school disadvantaged youth is described. (DB)

A program of counselor preparation integrating both the didactic and experiential aspects of total counselor education programing and involving two years of full time preparation is presented. The program is based upon a core concept emphasizing environmental involvement. (Author/CG)

To make survival of the species the basis of curricula in higher education would breathe urgency and relevance into both the colleges and our surroundings. (Editor/IR)

The authors present a suggested content outline for the structuring of a program in materials and processes technology. They also discuss program rationale, content structure, and program goals. (CT)

The author outlines the theories Paul H. Hirst presents in "Knowledge and the Curriculum" and analyzes three other works as responses to Hirst: "Toward a Compulsory Curriculum" by J. P. White; "Common Sense and the Curriculum" by Robin Barrow; and "Philosophical Foundations for the Curriculum" by Allen…

Because they have no competition, high schools have a coercive power long ago denied to business monopolies. By requiring certain courses, schools, departments, and teachers assure themselves of guaranteed jobs. Because students have no choice, they are fair game for the most irrelevant material, taught at the most uninspired level. (Author/SJL)

Examines three questions concerning a competency-based core curriculum in vocational agriculture: (1) What is it? (2) How does a competency-based core curriculum differ from other curricular approaches? (3) Should a competency-based curriculum be developed in a local district? (LRA)

The plan used by the University of Florida's Department of General Physical Education to reduce the total enrollment in the required program while retaining the existing student credit hour production is described. The plan centers on reducing the requirement from three quarters to one quarter. (JMF)

Outlines the national charges of "Goals 2000" and the Secretary's Commission on Achieving Necessary Skills regarding the expansion of communication instruction requirements. Sees speech communication professionals well positioned to meet these externally generated broad-based goals. (SR)

Describes the Morse Academic Plan (MAP) of New York University's College of Arts and Sciences. The MAP replaces the former distributional requirement as a general education curriculum. It has increased the involvement of regular faculty in undergraduate general education and concentrated general education course work early in students' careers.…

Six theme articles attempt to define and advocate agricultural literacy, review the status of K-8 agricultural literacy programs in states, discuss an Oklahoma study of agricultural literacy, clarify the meaning of sustainable agriculture, and describe the Future Farmers of America's Food for America program for elementary students. (SK)