Describes general and specific didactic profiles of engineering courseware for evaluating a curriculum. To carry out a diagnosis of written material, the two profiles and a complexity facet were prepared. Provides a model in the self-instructional course, Digital System. (YP)

Discusses a "process control" course in undergraduate chemical engineering. Describes current practices and philosophy and an outline for a course to be taught in the future. Appended are summaries of 12 participants' discussion. (YP)

Describes management courses for undergraduates and postgraduates and supplementary training methods at the Indian Institute of Technology (IIT). Introduces tasks of the Center for Management Studies created in the Institute. Provides courses of study for Bachelor of Technology, Master of Technology, and Master of Science in the Appendices. (YP)

Investigates the potential for carry-over of prior learning from one scenario to the next at various parts of the hard-soft spectrum in a control engineering context. Discusses hard-soft systems, input-output analysis, law of industrial dynamics, decision-making, developing models, model sensitivity analysis, and educational programs. (YP)

Illustrated is the confusion over centrifugal force in sample problems, diagrams, formulas, and examples. Some recommendations to remedy the situation are suggested. (YP)

Described is a curriculum project developed in Germany. The importance of playing and gaming for the acquisition of cognitive and social capacities, the relationships among acting, reasoning, and learning in physics instruction, and the spheres of subjective experience are discussed. The framework and evaluation of the curriculum are outlined. (YP)

Discusses a high school physics course for a vocational program. Describes the development, organization, characteristics, and pilot test results for "Principles of Technology." (YP)

Describes the spectrum of process design problems. Suggests a methodology for teaching some concepts used in design, including the types of processes considered and their designs, new tools useful in conceptual design, and a strategy for developing conceptual designs. (YP)

Replies are given to students' complaints about their physics textbook, "PHYSICS, Principles and Problems" (Merrill, Bell & Howell). Indicates wrong answers to some of the problems in the book. Discusses several topics identified by the students. (YP)

Examines science textbook language and determines some characteristics of them: distant authorial voice, concern for precision, limited context, limited syntax, and rhetorical model. Suggests three further researcher needs. (YP)

Gives the background to the philosophy for the introductory teaching of global tectonics and the terrane concept. Provides a discussion of local and general considerations, the curriculum, and terrane tectonics. (RT)

Provides an introduction and explanations of stress-strain relationships, measuring stress, a goal of structural analysis, and legitimate applications of the concept of stress. Diagrams include a derivation of the stress tensor, graphical representations of stress-strain relations, and related problems. (RT)

Examines the possibility that part of the problem in the teaching of physical science may lie in teaching-learning materials. Selects 14 chemistry textbooks and 14 physics textbooks in Australia. Analyzes them based on learning theory and scientific literacy. (YP)

This paper discusses a report of a British government advisory group concerning attainment targets, programs of study, and assessment arrangements for science education. The paper focuses on the science curriculum for students with special educational needs, the curriculum's flexible approach, and criteria for selecting learning experiences. (JDD)

Indicates that an Acquired Immune Deficiency Syndrome plan of action should be based on the type of education system and the level of implementation. Lists the main objectives and activities for intervention on the national, regional, and international levels. (RT)