This article describes how to build and operate a LED gauge. Having this handy gauge makes checking the alignment on a variety of tools--table saw, band saw, jointer, miter saw--a snap. A parts list is included in this article. (Contains 1 figure and 8 photos.)

A two-term required course in communication skills for vocational students at Chemeketa Community College (Oregon) focuses on practical applications of reading, writing, note-taking, critical thinking and abstract thinking for the machine/mechanical student. (SK)

A study was conducted to provide data about noise levels as a potential health hazard for students and instructors involved in vocational agriculture shop operations in Missouri. The grinder and radial arm saw were determined to be potential noise problems if operated continuously for 15 minutes or longer. (LRA)

Discusses electricity in school shops. Details causes of accidents due to electric shock and ways to prevent them. Stresses the importance of shop safety procedures regarding electricity. (JOW)

Cellular learning refers to both arrangement of shop equipment and addition of new course materials for a contemporary manufacturing curriculum. The concept is an accumulation of ideas and strategies for the instruction and training of students. It also provides a method for consolidating old equipment and adding group technology. (CH)

Describes the use of a problem-solving approach to assist special needs students in conceptualizing safety rules so that safety rule use will be applied in the vocational shop environment. (JOW)

Using the design and production of a ceramic container as a student activity, the authors present a method to involve industrial arts students in creative problem solving. Students are provided with a problem that requires them to inventory their industrial arts facilities and available materials to solve the problem. (CT)

Discusses the advantages and disadvantages of competency based instruction. Points out that, while not a cure-all, individualized instruction is one of the best available teaching tools. (JOW)

Describes how schools in Carroll County, Maryland; Toronto, Ontario; Durham, North Carolina; Englewood, Colorado; and Troy, New York, are renovating their vocational areas for inquiry-based, hands-on science learning. Includes sample floor plans and photographs. (EV)

Data were collected on sound levels in public school shops, the policies regarding hearing protection and sound level monitoring in shops in a four state area, and hearing levels of students with varying histories of noise exposure. Sound levels in most school shops are sufficient to constitute a hazard to hearing. (Author)

Describes the design of notable school vocational/industrial arts facilities, including the educational context and design goals. Includes information on architects, suppliers, and cost, as well as photographs. (EV)

A hearing conservation program was adopted in industrial arts classes in the Dallas (Texas) Independent School District to (1) protect students and teachers using hazardously noisy equipment and (2) inform students of the dangers of excessive noise. A noise survey conducted earlier indicated a need for the program. (Author/PP)

The chief conclusions of a national survey of secondary schools' industrial arts programs include the following: (1) there is a major shortage of industrial arts teachers; (2) program content has not changed appreciably; (3) enrollment of female students is increasing; and (4) most school shops are not equipped to accommodate the handicapped. (SK)

This study provides experimental evidence that noise intensities typical of those found in vocational education laboratories are detrimental to student performance. As noise intensities increase in the learning environment, the time required to complete assigned tasks increases. (SK)

The Standards for Industrial Arts Programs Project sought to determine what kinds of facilities were in existence, what facilities were being planned, and how existing facilities had been modified to accommodate students with special needs. (LRA)