In response to Jean Anyon ("Social Class and School Knowledge," Curriculum Inquiry 11:3-41), the author doubts four of Anyon's findings about social justification in the presentation of curricula in working-class schools. He finds greater diversity among schools than did Anyon and greater influence of ethnicity than of class. (JW)

Describes two- and three-year undergraduate curricula for training earth science technicians at Sir Sanford Fleming College (Canada), emphasizing practical aspects and close student-faculty interaction. List of employment opportunities for geology graduates based on past placement data and geology curriculum outline are provided in tables. (JN)

Presents course outline, topics covered, and final project (doubling as a take home final exam) for a one-semester, interdisciplinary course on the design and behavior of chemical reactors. Interplay of chemical and physical rate processes is stressed in the course. (JM)

Outlines an approach to teaching fieldwork that the author has used in graduate seminars. The course, which requires students to engage in data collection, is organized to follow the stages of an actual research project. (GC)

Comments on the preceding article by Bogdan, and discusses how to help college students in qualitative methods courses to develop analytic and synthetic skills in the presentation and formulation of research problems. (GC)

Despite differing opinions on discussing nuclear policy in the curriculum and how students are best prepared for citizenship, educators can work together to assert the right of United States citizens to have access to information necessary to participate in the policymaking process. (MLF)

Educators and students, discussing the future of nuclear age education at a symposium, generally agreed that knowledge and values are separated in society. Sources of information and of the proceedings are listed along with the Association for Supervision and Curriculum Development's (ASCD) resolution on nuclear freeze. (MLF)

Practicing Pharmacists responded that a teleconferencing program was effective and helpful as an instructional method in terms of its relevance, content, and presentation. The medium was found to be consistent and efficient when compared with other formats. (MSE)

Although typical, traditional language lesson content has been imaginary characters and information, content based on the real world has been rare. Some possible content types to develop are another academic subject, the culture where the language is spoken, and interesting facts about the world in general. (MSE)

How the comparison of different economic systems came to be included as a part of the Oxford and Cambridge (England) A-level syllabus is reviewed. (Author/RM)

A random sample of 268 lectures given in 55 agricultural colleges in the United Kingdom were analyzed by the lecturers for the sources of new information used in them. Fourteen sources were identified and are analyzed for patterns of use in six subject areas. (MSE)

In open letters to the faculty affairs committee, an art education department chairman attacks the aesthetic approaches being used by a lecturer in art education to teach elementary education majors, and the lecturer defends his deemphasis of crafts and projects with R. G. Collingwood's philosophy in "Principles of Art." (SR)