The affective domain, central to the learning process, cannot be ignored, regardless of difficulties involved in behavioral objective preparation and evaluation. A chart (available by mail) has been prepared to assist in the preparation and measurement of student behavior at levels of the affective doman defined by Krathwohl, et al. (DTT)

Recently, "graphic arts" has shifted from printing skills to a conceptual approach of production processes. "Graphic communications" must embrace the total system of communication through graphic media, to serve broad career education purposes; students taught concepts and principles can be flexible and adaptive. The author…

Industrial arts' unique role is to teach students to think and to act, augmented by tools, machines, materials, processes, energy, and communications, to meet their present and future needs and to extend their potential. (Author/SK)

The author offers nine ways to enrich and broaden a beginning drafting course so that it may serve as a support course for occupational programs (career education); the broad aim is to examine our industrial world as well as develop basic skills. (AJ)

Industrial arts educators' goal should be preparing individuals for a future embracing a "soft" technology, suited to human needs, non-violent, and environmentally gentle. Labor needs will change; career education competencies and craftsmanship will be required. Teachers can futurize courses by simple, inexpensive means: reading, and using games…