Epidemic is an apt adjective for describing the problem of academic dishonesty. When asked if they have cheated in the past year, a "disproportionately large number" (i.e., the majority) of secondary and tertiary students in the United States (and in every other country in which it's been studied) report having done so. The problem of…

Examines various issues related to the establishment of a core of physics studies at 16+ and 18+. Indicates that a core physics syllabus should be concerned with phenomena, theory, models, and applications and not with such topics as the use of a U tube manometer. (JN)

Reports the results of a survey which collected the syllabi of library school courses that mentioned bibliographic instruction over a three-year period (1983 to 1986). An analysis of these syllabi is used to identify trends in bibliographic instruction curriculum. (CLB)

Discusses the current interest of anthropological research in international business activity. Discusses ways in which an anthropological perspective might be used to enhance the teaching of international business. (Author/BJV)

Discussed is the linkage between science, technology, and religious ideas. Tillich's continuum of existentialism, philosophy, and theology and his concepts of the multidimensional unity of life have been used to develop a technology and religion course. Included are the core ethic and basic tenets for STS education. (KR)

Analyzes a teacher training course taught for two subsequent years in Italy in which students investigate how computers can be used as tools to improve the learning process. The course topics examined, working method adopted, and results obtained are discussed, and suggestions are made for training present and future teachers. (Author/MBR)

Presented is the position that the only goal for nonscience majors is scientific literacy, and that this goal can only be achieved through separate science courses for nonmajors. Two approaches to accomplish this and some issues of concern are examined. (KR)

Describes a course offered at Manhattan College which examines some of the ethical problems particular to the field of engineering. Considers religious perspectives on the nature of work and technology. Places special emphasis on case studies. (TW)

Describes a course offered at California Polytechnic State University which is intended to acquaint students with broad value topics concerning science and technology, especially problems and opportunities technologies raise in social, political, economic, and physical environments. (TW)

Described is a course designed to demonstrate the interactions of science, technology, and society and present effective ways to integrate science/technology/societal issues into the curriculum. Included are the course development, goals, content, selection criteria, project impact, course evaluation, and conclusion. (KR)

Describes a course offered at Polytechnic University (New York) which is designed to provide an introduction to professional engineerig ethics as presented through the history of engineering, codes of conduct of professional societies, case studies and hypothetical situations. (TW)

A rationale for a science of context is provided. Suggests environmental science as such a science. Two teaching programs are used as examples of successful programs. (CW)

Discussed is the idea that scientific illiteracy among scientists lies at the heart of the problems with undergraduate science education. Included is a description of a science literacy course for nonmajors and a proposed list of the most important ideas underlying science. (KR)

Discusses the need to integrate management and technology in engineering education programs. Describes the undergraduate management and technology program at the University of Pennsylvania. Outlines both the four-year and five-year options, describing two integrative courses that were developed specifically for the program. (TW)

Describes the engineering education program at the Aalborg University Center in Denmark. Details the aims of the program. Outlines the programs and multidisciplinary departments of the university. Explains how students are grouped around projects. Reviews the evaluation process. Examines the attitudes of students in the program. (CW)