Provides a means of communicating what robots are, how they function, and for what they are being used. (JOW)

Focuses on a realistic approach for generating new activity among industrial education programs. Topics included involve successful methods for approaching the private sector; advantages of involving professionals from industry; and an outline of an existing local program and guidelines to implement a similar type of program. (CT)

Describes a method of grading that can be used in junior high industrial arts and high school vocational education. (JOW)

Illinois plan involves materials land processes, communications, energy and power, and electronics and instrumentation. (Editor)

How one instructor gains student's interest from the first day of class. (MU)

How to organize for periodic inspection and repair of shop equipment. (Editor)

Presents techniques for using the overhead projector to help beginning drafting students visualize concepts involving situations where the plane of projection is not parallel to the surface being considered, such as the circle as an ellipse, the true sizes of acute and right angles, and sizes and shapes of oblique surfaces. (TA)

An industrial arts teacher explains the need to mount school shop machinery securely and describes methods of mounting permanently or temporarily. Reasons for anchoring machine tools are safety, accuracy of operation, and the prevention of damage to the machine. Five figures illustrate anchoring and leveling. (MF)

Industrial arts students at Litchfield (Minnesota) High School designed and built a solar furnace for research and experimentation and to help heat the industrial arts department. A teacher describes the construction process and materials and the temperature record keeping by the physics classes. Student and community interest has been high. (MF)

The school, through the industrial arts program, must give students a greater understanding of their role as future workers and relate all school experiences to career development. (DS)

Illustrates the similarities between mass production projects in industrial arts and the planning steps involved in writing funding proposals and implementing funded projects. (SK)

Describes an activity using interchangeable, preset tool holders to provide a demonstration for parents or students attending a school's open house session that produces a small souvenir (an aluminum mini-chalice) for them. A procedure sheet for the school's individual lathe and specification diagrams for making the cup are provided. (TA)