Traditional business courses, such as typing, shorthand, and accounting, must be expanded to include communication, computational, and keyboarding competencies. These competencies can be integrated into existing courses. (JOW)

States that the advent of word and data processing centers necessitates an integrated approach to business education curriculum. Describes how a typical word processing center should operate in a school as if it were situated in a large corporation or business. (NRJ)

McLaughlin's Smog Index was compared to the Dale-Chall formula for the determination of reading levels of 48 textbooks in business and distributive education. A Modified Smog Index proved a valid substitute for the Dale-Chall formula when used to evaluate the reading levels of business and distributive education narrative. (Author/CT)

Presents the implications of changing office technology for the business education classroom. (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)

Milwaukee (Wisconsin) has two schools that offer courses in word processing as a part of their business education curriculum. The author describes how the two programs were established. (MLF)

Most new businesses fail from a lack of management skills; many never start because self-employment is not offered to young people as a career option. Vocational education must help remedy both situations. (JOW)

Describes a corner restaurant and store in Worcester, Massachusetts, where high school students staff and help supervise. (JOW)

There is a demand in industry for both computer science graduates and business information systems graduates. Educators need to start this training at the secondary level with an introduction to all phases of data processing for any interested student. (CT)

Discusses the author's experiences in starting a court reporter school. (SH)

A description of two projects (secretarial handbook and memo pad and personalized stationery) for use in teaching the duplication process that will capture the interests of students in an advanced typewriting class. (HD)

Describes the following four proven techniques used to assist students with low reading abilities in finding success in business education courses: (1) Establishing a purpose for reading, (2) survey technique, (3) special interest projects, and (4) supplementary reading materials in the classroom. (TA)

The following seven practice patterns, which are designed to improve typewriting skills and which fit basic requirements for all practice routines are described: 12-Second Sprints, 30-Second Sprints, 1-Minute Piecemeals, The Blitz, Double Timed Writing, Selective Practice, and Proportional Practice. (TA)

Nine areas of community life that would fit logically into the content materials of business courses in the secondary schools are listed, and ways in which they may be used to supplement classroom experiences are suggested. (HD)

Makes suggestions for recruiting middle or high school students into business and marketing education programs. Lists techniques to boost enrollment that were identified in survey responses from 147 of 512 Wisconsin business education chairs. Discusses the benefits of student organizations. (JOW)