A cycling course can take advantage of students' interests, teach safe cycling, and give students a fuller appreciation of a lifetime sport. Suggestions for planning and scheduling a cycling course, covering safety procedures, and considering other elements necessary for a successful course are given. (PP)

Research in secondary economics education since 1966 shows an increased emphasis on international trade and finance, decreased emphasis on labor and industrial relations, and low priority given to concepts of opportunity cost and scarcity. Findings from three surveys of economics education, made in 1966, 1975, and 1981, are compared. (AM)

Focuses on the preeminent position of business communication in China's largest business school specializing in international trade, the Beijing Institute of Foreign Trade. Covers background, business communication courses and texts, and methods of instruction. (PD)

Describes the descriptive inorganic chemistry component of a second year course in intermediate general chemistry at Sir Wilfred Grenfall College (Canada). Includes course content, listing of audiovisual aids, and discussion of textbooks used. (Author/JN)

A questionnaire is described whose aim was to determine students' reactions to individual course topics in terms of: the extent to which they had grasped them; those on which they had spent the most time; those on which they had wished for more help; and their familiarity with them. (Author/MLW)

Describes the use of elaboration theory in selecting, sequencing, synthesizing, and summarizing instructional content that is predominantly conceptual in nature. The elaboration theory is summarized and the instructional design process based upon it is outlined. Six figures, a glossary, and a 27-item reference list are included. (Author/JL)

Findings are reported based on an analysis of questionnaire data derived from a year-long study of the impact of student-oriented, computer-based research on student attitudes toward sociology and selected course activities. Voluntary participation resulted in more favorable attitudes than did compulsory participation. (Author/GK)

Argues that if colleges cannot find enough qualified teachers to teach courses in technical and business writing, then extra training is critically needed to regain the academic integrity of these courses. (HOD)

Suggests using the current yearbook staff to train potential staffers on the basics of how to produce a yearbook. (RL)

Describes a course taught in 1980 to train college students to be intelligent critics of presidential primaries. Focused on primaries in New York and adjoining states. (PD)

Describes learning activities based on a balance of skills development with content in a high school social science department. The model for the program involves selecting the concept; choosing appropriate skills; identifying values and attitudes; and focusing on content that illustrates the concept, skills, and values. (Author/KC)

Describes the rationale and objectives which define the relationship between content and skills of the Civic Education Social Studies Curriculum. The curriculum is a project of the Carnegie-Mellon Education Center in cooperation with five Pittsburgh and two Bakersfield, California high schools. (KC)

Presents teaching suggestions for multifaith religious education in British schools, including teaching content and materials for various ages, chapel or assembly practices, and recommended teacher resources. Discusses the importance of the teacher's attitude. (SJL)

Discusses the scope and potential of an advanced course where the whole syllabus is built around the theme of French cooking. Shows how this central theme can be linked to French history, literature, geography, art and society. (MES)

Examines rating of 57 aims of a course on educational technology by ex-students and a group of colleagues not in the course. (RAO)