The four target areas of focus for Education for Parenthood activities and resources are listed together with eight unifying concepts. The changes made, and those yet to come, in the educational programs offering a parenthood education curriculum are itemized. (AG)

A collection of games and word-search puzzles to be used by the Home Economics teacher are presented. (BP)

Ideas for making the most of bulletin boards are offered for ten months (September-June). Objectives, teaching activities, and materials needed accompany reduced-scale illustrations. (TA)

Carpets, laundry, parenting, cooking, sewing notions, and health word search puzzles are presented; answers are included. (TA)

Rights, remedies, and responsibilities are the consumer education three R's. Only one right, the right to be informed, is discussed in the article. It is examined in relationship to labelling, warranties, price information, contracts, and legislation. (AG)

Presents techniques to integrate handicapped students into the home economics classroom with the help of the home economics teacher, a special education teacher (resource specialist), and a "buddy" in the class working with the handicapped student. (MF)

Ephebiatrics, a new specialty in adolescent medicine, is discussed. Suggestions are made to help young patients establish a doctor-patient relationship. (TA)

The Bachelor Living classes are a series of 13 mini-courses for boys instructing them in techniques for living alone, such as teenage problems; simple repairs and maintenance problems; consumer education; employment opportunities; handicrafts; and cooking, foods, and nutrition instruction. (BP)

The author offers pointers on community familiarization, student teacher attitude, lesson plans, and teaching techniques to help student teachers ease smoothly into their initial student teaching experience. (EA)

The article offers an overview of the product safety issue and offers ideas for helping students develop product safety awareness. The role of the Consumer Product Safety Commission and safety legislation are discussed. (MW)

The authors cite the personal characteristics of creative individuals and the behavior of teachers which inhibits student creativity before focusing on their main topic: ways to promote creativity in the home economics curriculum. (AG)

Sexism in the home economics classroom is discussed and a model of competencies for guiding teachers in a nonsexist approach to teaching is outlined. (TA)

In response to an article in a special issue of Manpower (Womanpower, v7 n11 p34-7), home economics education is examined in terms of its relevance to current life styles and roles teachers have in its presentation. (LH)

Home economics students agreed that learning about nutrition was more fun when it was related to foods that go into their favorite dishes, particularly when they shared in the growing of these foods. (Author/MW)