An intent of many business programs is to enhance the critical thinking capabilities of their students. Since AACSB accreditation requires evidence that business schools fulfill their goals, our students were required to take the California Critical Thinking Skills Test (CCTST). As expected, the CCTST was significantly related to SAT performance…

Guidelines are provided for reducing superfluous production techniques and for concentrating instead on the principal objectives of personal use typing: (1) Development of student keyboard typing skill and (2) student comprehension of essential copy placement rules. (TA)

Requirements for good proofreading are discussed, followed by five sample exercises of proofreading problems, including typographical errors, transpositions, pileups, spelling and word errors, style, grammar, and typing usage errors. (TA)

Discusses ways to teach word processing without equipment expenditures. These include development of basic secretarial skills, machine transcription skills, and supervisory skills; and use of model office simulations. (SK)

A method of teaching punctuation application to advanced shorthand students involves telling them, in practice sessions, what punctuation is needed in a particular exercise so they can concentrate on correct usage. On test days, they must decide how much punctuation is needed and where it is needed, based on previous practice. (TA)

An illustrated score sheet is included in this discussion of a method of teaching number typing using number drill sheets for six minutes of each class period. (TA)

A list of 15 suggestions is offered which may help business teachers help their students become more efficient in proofreading skills. (BP)

The first in a series of six articles on typewriting as a communication skill, covering the state of language skills and the use of the typewriter to improve reading. (HD)

Selected factors of practice promoting typewriting skill are: practice is no guarantee of learning; nonrepetitive practice is better than repetitive; mentally rehearsing a skill task is beneficial; little or no improvement takes place without knowledge of results, and; plateaus in motor skill learning may be indicative of practice limit.…

Trying to teach a one-handed person to type in the same fashion as a two-handed person is a mistake. Each handicapped person has to adapt to his own capabilities. The writer outlines the stages she went through in learning to type with one hand. (Author/KP)

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)

Interviews with 52 craft workers and 52 apprentices in Kenya found that apprentices had more formal education and 76.9% of craft workers acquired technical skills informally. Both groups felt self-employment skills were not well taught in the informal sector, despite the need for business planning, bookkeeping, marketing, and other skills. (SK)

A mini-simulation (one to three class periods long) using the telephone directory is outlined to exemplify a simulated work experience in which students practice decision-making skills. (TA)

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