Results of a study were reported which indicated that progressively more dictation practice time is needed by students to achieve each speed level from 60 wpm to 90 wpm and less time is needed by students to achieve 100 wpm than to achieve 70, 80, or 90 wpm. (Author/SC)

By using the approach suggested in this article, students should understand the procedure as well as the need for closing the ledger as a part of income determination and accounting control. (CT)

Methods used to make the learning of clerical office procedures more interesting include a tag quiz, a class demonstration of several kinds of office equipment with an opportunity for "hands on" experiences, and an on-the-job filing competition. (AG)

It is suggested that teaching personal income taxes to first-year accounting students is easy to individualize, practical, relevant, timely, and a good break from the routine. (HD)

A course of study for teaching duplicating machines in a typewriting class is described. (SC)

Results of a study comparing three- to five-minute dictations indicate that as the length of dictation increased, accuracy achievement decreased. Suggestions are: (1) one-minute dictation tests be used as speed-building (but not testing) devices, and (2) evaluations include occasional five-minute tests as well as three-minute tests. (SC)

Points out the need for accurate communications in today's office. Discusses two types of errors made in written communications: those detected by visual analysis and by content analysis. Examines recognizing the need for accuracy, correcting mistakes, and how to teach students proofreading and editing skills. (CT)

It is imperative that everyone learn to interface with various types of electronic equipment in order to function as a literate citizen. Business educators also face the challenge of teaching students to interface with computers and word processing machines so they can efficiently perform business office functions. (CT)

Middle-management employment should be the primary goal of rapidly growing post secondary distributive education. Research identifies three instructional areas which encompass needed competencies: developing supervisory skills, management skills, and an understanding of human relations. (SC)

Discusses the increasing cost of producing business documents and states that the use of word processing equipment can reduce the cost significantly. Indicates that basic dictation skills are the same regardless of the equipment used. Suggests classroom techniques and includes a sample rating sheet for evaluation. (JOW)

The author describes implementation of quality circle assignments in a basic business class. This format is designed to model closely actual experiences students will have in many contemporary American businesses. (CH)

Fifteen specific areas for drills which may be considered basic ingredients or rudiments for successful transcription are briefly described. (HD)

Lists suggestions for teachers to prepare them for teaching clerical skills to handicapped students. Specifically discusses teaching typewriting to students with missing fingers or arms and business skills to hearing and visually impaired students. Lists sources of additional information. (JOW)

Notes that in a good production typing program that builds significant keystroking skills along with high-level production skills, quality of typing work plus the time required to complete that quality work must be adequately reflected. Essential conditions of production typing are outlined. (HD)

Identifies behaviors that should be taught in the classroom to help the student adjust to the work world. They include poise in accepting criticisms and suggestions, concern for quality, and familiarity with the systems concept of office operations. (CT)