Examines the underlying assumptions of the rhetoric of desktop publishing promoters. Suggests four criteria to help educators provide insights into issues and challenges concerning desktop publishing technology that design students will face on the job. (MG)

Details the curricular reforms of the post-Sputnik era in American high schools, especially the national stampede to an elective curriculum in English instruction. Covers criticism of the movement and the profession's struggle to define English studies. Provides pros and cons of an elective curriculum. (HB)

Suggests 10 guiding principles for the development of multicultural core courses, focusing on broad course content, faculty expertise, proper teaching methodology, faculty development, modest goals for students and faculty, acknowledging concerns about the courses, piloting and evaluating the courses, open course development, and publicity. (MAB)

Responses from 339 undergraduate nursing programs (74%) showed that 98% included urinary incontinence content in their curricula. Although most agreed the subject was important and felt their teaching was effective, the didactic component averaged two hours, and clinical experience was not systematic; few faculty are prepared to teach this…

The University of Georgia model curriculum to prepare students to work with mentally retarded older adults has six units: population overview, physiological issues, mental health issues, social support systems, service delivery networks, and legal/ethical issues. (SK)

Explores distance learning for adult learners and possible barriers to successful participation in distance education. Highlights include student demographics; student barriers; faculty barriers; organizational barriers; and course considerations, including standards, curriculum development, course content, and pacing. (LRW)

Content analysis of 64 college clothing-and-textiles programs found only four courses required by at least 50%: basic construction, costume history, textiles, and social/cultural/psychological aspects of clothing. These courses may constitute a core curriculum for the program area. (SK)

According to survey responses form 114 accredited business schools, 83 offer two undergraduate statistics courses, and 79 offer a graduate statistics course. Commonly taught undergraduate topics are descriptive statistics, probability distribution, hypothesis, testing, and multivariate techniques. (SK)

Presents annotations of 10 novels for children (published in 1996 or 1997) that are strongly written and explore tough social and political issues through realistic or historical fiction lenses. (RS)

Describes the development and content of a course on sexuality in aging for a gerontology master's program. Topics include physical health, AIDS, gay/lesbian issues, widows/widowers, marriage, ethnic issues, menopause, and impotence. Provides a 33-item bibliography. (SK)

Offers an overview of key concepts within hypertext research, discussing its relevance to the theories and practices of journalism. Surveys recent books and articles on new technologies in journalism. Describes a university reporting and writing course that responds to the fundamental challenges of hypertext to contemporary journalism. Examines…

Describes several teaching exercises combining art and ecology that have been used in advanced ecology courses and may be adaptable to art criticism. Considers the nature of art, the ecological content of art, and the artistic form of ecological models. Contains 40 references. (DDR)

A modified Delphi panel of telecommunications educators developed a list of specific content topics for a business telecommunications course. Major content areas were recommended: local and wide area networks, media, hardware, e-mail, emerging technologies, network topologies, data signals, conceptual foundations, and social and ethical issues.…

Interviews with a small sample of British teachers indicated the following: too little time spent teaching about the Holocaust; the Holocaust used largely as context for understanding World War II; teachers lacking perception of it as unique; and lack of clarity about the cognitive and affective goals of such instruction. (SK)

A study elicited the opinions of 14 agricultural communication practitioners in Florida concerning knowledge and skills that should be taught to agricultural communication students. Results revealed the need for broad-based instruction and the fact that communication skills are more important than subject-area knowledge. (Author)