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A perennial critique of international relations is that the field focuses disproportionately on the United States and Europe and contains a gender bias in terms of ignoring issues of particular concern to women. The field is also infamous for how difficult it is for female scholars to publish and have their publications cited. This study evaluates these claims of bias in the area of undergraduate international relations teaching by analyzing an original dataset of 48 introduction to international relations syllabi from ten countries. The study analyzes the authors of required readings and the theories and empirical topics taught, and finds that the geographic and gender biases are both firmly in place. The first finding is that courses assign readings predominantly from US-resident, US-trained, male authors, even those courses taught outside the United States and those taught by female faculty. A second finding is that assigned readings focus overwhelmingly on the United States more than any other country or region, and only 1 percent of readings focus specifically on gender-related issues. [ABSTRACT FROM AUTHOR]

It is a commonplace that scholarship and teaching inform one another. Minimally, this means that the materials of research guide the formation of a syllabus. In courses that are introductory, however, teachers are called to reflect on the foundations of their scholarship. In this task, teaching serves to unsettle and provoke research, not only in the decision of what books to teach, but also in the course's argument. I propose that this argument be directed not toward a field in some ideal shape but toward the more elementary concepts of course, canon, and introduction themselves, since teaching an introductory course is perforce to consider the very nature of introduction. The three concepts of introduction, canon, and course are integral to thinking across the arts and sciences, nowhere more so than in the study of religion, where the work of Jonathan Z. Smith has tunneled, if only partially, into their paradoxes. [ABSTRACT FROM PUBLISHER]

This paper suggests that many students with A-level Mathematics, and even with a degree in Mathematics or a related subject, do not have an understanding of the basic principles of calculus. It considers advice given in books about the teaching of calculus in the last sixty years and describes the approach used in three textbooks in current use. Attention is drawn to the lack of a conceptual basis in the common core syllabus at A-level and some suggestions are made for improvements. [ABSTRACT FROM AUTHOR]

The author looks at the problems that the 1997 mathematics AS/A-level subject core, and the associated rules, caused syllabus developers. Areas of concern are the content of the core; the partial calculator ban; the 40/60 split between the marks for AS and A2 modules; the rules for modular syllabuses. Many of the problems are unresolved and the author recommends that the new core should be abandoned in favour of the existing one. [ABSTRACT FROM AUTHOR]

The article presents a course outline on alcohol dependence and pharmacologic treatment for continuing education in the U.S. It offers information of the learning objectives for the course such as to be able to define and identify symptoms of alcohol dependence, identify medications approved by the Food and Drug Administration and identify off-label and developmental agents to treat alcohol dependence. Self-assessment questions were also given.