These courses of study in ornamental horticulture for secondary and adult technical education levels are based on a 1972 Rutgers University study and are designed to accomodate occupational needs in the field of ornamental horticulture. Job titles emphasized at the secondary level are caretaker, nurserymen, flower grower, and flower salesperson;…

Describes the development of a college-level course which relates literary problems to history, anthropology and sociology, and which raises questions about the dynamics of the relationship between metropolitan and dependent cultures. (Author)

The results of the Physician-Patient Situation Test given before and after an interviewing course taught at the University of Texas at Houston in 1977 are reported. It is suggested that medical students can increase receptivity to patients and that an interviewing course can foster the acquisition of empathic skills. (LBH)

A course is described which was designed to investigate the changing literary images and social roles of women from the beginning of the nineteenth century to the present. The structure and content of the course is outlined for the following periods: 1795-1848, 1880-1910, and 1945-present. (SW)

Because a degree of competency in Spanish has become recognized as an essential skill for persons involved in health care activities, Northern Illinois University has developed a Spanish course tailored to the background and abilities of pre-service and in-service medical personnel. (Author/NCR)

Indiana University's master of science degree program in elementary education offers continuous counseling, is field-oriented, geared toward individually prescribed instruction, and is competency based. A single course, Community Study, in the program is described. (LBH)

Describes a graduate course in the Teaching of Communication at Virginia Commonwealth University which altered students' writing behavior and attitudes toward writing. (DD)

Details of the fourth, fifth, and sixth clinical years' course in preventive and community medicine, introduced at New Zealand's Christchurch Clinical School in 1974, are presented. Topic studies, rotating attachments, preventive medical examinations and ward rounds, simulated disabilities, and conferences are discussed. (LBH)

As an alternative program for problem students a group of teachers developed a flexible non-graded (7th and 8th grade combined) humanities program with special emphasis on basic reading skill development. The goals of the program and a description of the eight five-week units of study are provided. (Author/RM)

Reports on East Tennessee State University's computer literacy program for faculty members. Discusses the course's objectives, syllabus, approach, assignments, evaluation and future goals. (ML)

Describes an undergraduate biochemistry course required to be taken by all students at Beijing Medical University. Provides the outline of the lectures and the specific content areas covered by them. Stresses the need for students to know the biochemical literature and to think scientifically. (TW)

Describes a six-week program designed to give scientists from developing countries advanced training in biotechnology methods. Stresses the need to provide the participants with "hands-on" experiences to enhance their ability to contribute to biotechnology programs in their home countries and to train others locally. (TW)

Describes the design and delivery of a college course for information system students utilizing a Computer-Aided Software Engineering program. Discusses class assignments, cooperative learning, student attitudes, and the advantages of using this software in the course. (CW)

Describes a graduate course designed to teach the noncrystallographer how to read a structure paper critically. The course combines formal didactic instruction with student seminar presentations of specific papers from the crystallographic literature. Includes a course outline. (CW)

Describes an industrial design course in the Netherlands. Includes a discussion of the school history, integration of various courses, implications from the experience, design process as decision-making, basic design cycle derived from the general problem-solving process, design methodology, creativity, and conclusions. (YP)