Proposes that an undergraduate core curriculum minimizes science and does not provide students with an adequate background for understanding contemporary science and technology. Critiques Harvard's science requirements in that it does not reflect the vertical or intensive nature of learning that is essential in science education. (ML)

Discusses the high school framework and standards developed by the National Science Teachers Association in the subjects of physics, chemistry, biology, and earth and space sciences. (MKR)

Reviews events in the California courts surrounding a five-day trial concerning the teaching of biblical creation in the public schools. (CS)

This article focuses on the need to improve in a significant way the quality of science education in American society. The historical perspectives and the crisis in science education are described. Recommendations to the scientific community and federal government are suggested. (YP)

Examined are a list of words that allude to many short, curt verbal triggers used to signify issues that represent significant bodies of scientific knowledge. The civic duty of scientists and engineers should be to engage themselves more fully and actively in public debate and action on these important issues. (KR)

Discusses the recent increases in funding to the science and engineering directorate at the National Science Foundation. Credits the resurgence to the United States Congress. Questions how long the rise in the science education budget will be maintained. (TW)

Distinguishes between science literacy and scientific literacy. Argues that the two approaches are often in contention and have different implications for education, testing, and the public funding of science. Suggests that both are needed for effective participation in the real world. (DDR)

Presented are the personal perceptions of Anna J. Harrison, president-elect of the American Association for the Advancement of Science, on current issues in science and technology as they relate to the integrity of science, impact on society, society's impact, the environment, public decisions, and human resources. (DC)

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)

Expresses concern over recent actions by coalitions of neighborhood activists and animal rightists in the San Francisco area that are seeking to block new biology laboratories. Argues that costly delays and disurption of research could result. (TW)

Argues about the conclusion that bigger science departments are more productive than smaller ones. Indicates the conclusion cannot be supported by the data. (YP)

Provides a summary of some of the recent activities of the National Institutes of Health (NIH) from the perspective of the current director. Emphasizes making NIH better known to the American people and presenting the attractions of the many roles in health-related research to young people formulating career plans. (TW)

Offers viewpoints on how science and technology fit into the Reagan Administration's goals for the country and discusses the role the scientific community must play in coming years. (JN)

Discusses the increasing trend toward the pork-barrel funding of science projects, particularly for grants to academic institutions. Addresses the new strategies being employed by opponents of such funding. Describes some of the possible ramifications of the various strategies and the perceived link between science funding and economic growth. (TW)

Reviews the recent history of successful international cooperative scientific projects. Considers the present level of international science, and supports the notion that the best context for all of science is the global community. Promotes participation by scientists in international scientific organizations. (CS)