Safety education is absent in the chemistry curriculum. This commentary discusses the consequences of the missing safety education for graduates and institutions that hire them. It suggests and discusses the application of the theory of Normalization of Deviance to explain why safety education is missing. It suggests ways to fix the shortcoming by…

Provides a guide to what is needed for eye protection in the technology laboratory. Topics include low impact vs. high impact spectacles, side shield requirements, safety goggles, face protection, and eye protection vs. face protection. (JOW)

Describes various types of available hearing protection devices, the advantages and disadvantages of each type, and the fitting and maintenance necessary for personal hearing protection. (JOW)

Discusses the importance of involving students in assessing the risks versus the benefits of specific laboratory activities, completing accident/incident reports, and performing periodic safety inspections. Concludes that involving students enhances their awareness of both hazards and precautions that must be taken. Provides them another avenue…

Hearing loss resulting from excessive noise levels remains a concern in technology education laboratories. Teachers must take responsibility to provide a safer, less noisy environment. (SK)

Includes "Welding's Wave of the Future" (Gary Mitikin); "Welding Safety" (Mike Pankratz); "Help Wanted--Only Qualified Welders Need Apply" (Robert J. Teuscher); and "Career Directions." (JOW)

A comprehensive safety program includes use of consent forms and safety tests, posting and enforcement of safety rules, inspections, established emergency procedures, documentation of safety education, well-maintained equipment, adequate supervision, and modeling of safe behavior and proper attitudes. (SK)

Summarizes results of a three-item questionnaire returned by 43 Michigan institutions expressing views on wearing contact lenses in chemical laboratories. Questions focused on eye protection, type of protection, and use of contact lenses. (SK)

Includes "Preparing Teachers to Teach Agriscience" (Osborne); "Physical Sciences and Agriculture" (Buriak); "Using Experiments to Teach Agriculture" (Miller); "Oooh-Ahhh: So That's How It Works!" (Loschen); "Keeping Agriculture in Agriscience" (Moss); "Sharpening Twist Drills" (McHargue, Hood); and "Safety in the Agriscience Laboratory"…

Schools should be committed to health and safety standards in vocational programs. The facilities and equipment should provide a safe environment, responsibility for preventing injuries should rest with administrators and instructors, and adequate safety education should be provided to all vocational students. (SK)

Chemicals, asbestos, lead, and other substances used in classrooms, labs, art studios, and school lunchrooms pose risks to both students and teachers. Yet little is being done in a comprehensive manner to eliminate these risks. (Author/GC)

Discusses and suggests some solutions for three problems related to chemistry laboratory management, including disappearance of teaching assistants, check in/out procedures, and slow students. (YP)

Describes a constructivist chemistry laboratory approach based on students' personal experiences where students had the opportunity to develop their own experimental processes. Points out both the fruitfulness and difficulties of using a graduate student as a teaching assistant. (YDS)

Considers the role of the laboratory in effective chemistry education. Lists hazards and testing programs which place more stress on lecture than laboratory. Cites reasons for the continuation and revitalization of the laboratory. (ML)

Five articles in this issue focus on safety education in agricultural laboratories. Topics discussed include teacher liability; elements of a safety instruction program; state and federal safety standards; ground fault current protection; and eye protection requirements and equipment. (SK)