Described is a course cooperatively developed by the staff of the Geography 16-19 Project and the Business Education Council. Students study the relationship between business activities and the environment. Outlined are the course objectives, teaching module, and teaching and assessment procedures. (DC)

A unit of study involving vocational guidance and career planning is well suited to the general education aims of basic business and economics instruction and helps students select, prepare for, and progress toward business careers or other occupations of their choice. (LRA)

Presents techniques to utilize student organization information and materials in shorthand and transcription instruction. (MF)

Films can be an important source of information for basic business students but they should be appropriate for the class and be used as a teaching supplement, not as a substitution for any unit. The article lists 11 evaluation points for judging a film's suitability by both the teacher and students. (MF)

In addition to the basic communication skills of reading, writing, listening, and speaking, the authors suggest five other levels of communication to help teachers expand students' horizons: kinetic and symbolic; mental; extraterrestrial, biological, and technological; imagery; and perceptual. Each level is briefly discussed. (MF)

An outline of a proposed instructional system to help the accounting instructor meet the needs of a complex business society. (HD)

The differing roles of State and local supervisors of business education are described with emphasis on the interrelationships between the two. (JT)

Describes an instructional strategy for turning merchandising into an exciting and meaningful experience for both students and teachers. (HD)

Research studies conducted with typewriting students have consistently shown that concepts can be learned in typewriting classes with no appreciable loss of typewriting skill by students. This article discusses three stages of typewriting instruction and how concept learning can be incorporated into each stage. (HD)

A survey of 260 secondary and 251 postsecondary business teachers (51% response) found that more secondary teachers thought computer training should begin at the elementary level; they were more likely to teach about computer use hazards. More postsecondary teachers reported observing students not using proper ergonomic techniques. (SK)