Suggested procedures for presenting new shorthand theory principles are given along with guidelines to follow in preparing and giving vocabulary quizzes. (LRA)

Reviews several specific ways in which office practice simulations can be measured and evaluated, including the salary theory; evaluation of ability to establish priorities and make decisions; evaluation of work produced; and publisher evaluations. (LRA)

Suggests methods for integrating word processing into business communication courses to help ensure that students are familiar with important concepts. The author feels this is necessary in light of the increasing number of organizations installing word processing systems. (NRJ)

Discusses the importance of including word processing in the business curriculum. Details the terminology and concepts involved in word processing. Describes desirable curriculum changes. (JOW)

Using office simulation in a practice/procedures class better prepares students to deal with actual working situations. To facilitate the office simulation, one must consider available equipment, provide interesting programs, be aware of student needs, provide realistic evaluation, and be an enthusiastic and flexible teacher. (JOW)

Provides methods for assessing the need for adding word processing (WP) to the business curriculum, how to develop WP curriculum once the decision to add it has been made, and discusses necessary WP equipment. (NRJ)

The idea that office educators should teach economic concepts and discuss economic issues should be seen as an opportunity to fulfill business education's responsibility to help office education students develop skills and understanding that will better prepare them for successful careers. (JOW)

Stresses the importance of including at least the principles of word processing in the business curriculum. Failure to teach word processing because of lack of equipment is a costly mistake for students as well as for the business community. (JOW)

Discusses the effects of the office work environment on one's health in light of increasing office machine use. (JOW)

Stresses the importance of filing and records management and indicates that the teacher must set the attitude for the class. It is vital to keep up to date with office practice changes, particularly computer records, data transmission, and miniaturized records. (JOW)

Describes a course in information processing which combines word processing (WP) and date processing (DP). The purpose of the course is to make students aware that WP and DP should not work in isolation but together for the common good of the organization. (JOW)

Presents a two-part system for including communication technology in the business communications class. Phase one is the teaching of the concepts of telecommunications, teleconferencing, computer graphics, and voice transmission. Phase two is the emphasis of classroom activities that reflect these changes. (NRJ)

Business educators can guide potentially successful people into office occupations by being familiar with job design, job satisfaction, and clerical aptitudes. Teachers can also play a role in the development of satisfying office jobs and of personal selection criteria. (SK)

The types of skills employers require of today's office worker fall into two categories: general office competencies and changing technology skills. (SK)

Discusses the importance of teaching word processing skills in office procedures courses. Elements of such a program include word processing equipment, machine dictation and transcription, keyboarding applications, copy processing, records management, and word processing simulation. (CT)