The authors analyzed three techniques employed in technological forecasting: (1) brainstorming, (2) extrapolation, and (3) scenario writing. They argue that these techniques have value to practitioners, particularly managers, who are often affected by technological change. (CH)

Outlines the two basic models that colleges of business follow in their development as institutions, the vertical and the horizontal models. Considers how each of these models affects the design and practice of the teaching of business communication. Asks that faculty be constantly aware of these two models. (HB)

Studies and identifies characteristics and attitudes most desired by employers. Provides a rationale for educators to take an aggressive role in adding employability skills instruction to their school's curriculum. Includes four brief sample employability skills activities. (HB)

Most people dread sitting down to write, but the job becomes easier when certain writing strategies are followed. Most bad writing results from a lack of planning, not a lack of writing skills. Before determining the main point of a piece of writing, the writer should determine the purpose and audience. First, determine what needs to be achieved…

The learning activities planned for use in a vocational typewriting class should meet at least one of the following objectives: develop the highest basic skill, provide a useable skill, recognize that knowledge learned is transferable to outside activities, emphasize both straight copy and production efficiency, and use realistic problems. (BP)

The computerized office procedures class, through the "learning-by-doing" approach, uses three instructional modules incorporating practical computer-based projects. (BP)

An updated description of a self-paced typing course developed at Kapiolani Community College, Honolulu, Hawaii. (HB)

Timed writing material contained in this document are intended to provide high school, technical, and junior college students with typewriting practice for speed and accuracy on straight copy. The writings are divided into three sections: Section 1 contains 2-, 3-, and 5-minute timed writings; section 2 contains progressive sentences for building…

Supporting performance objectives 75-86 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on correcting errors on originals and carbon copies are included in this packet. (The packet is the second in a set of fifteen on typewriting--CE 016 920-934.)…

THE PURPOSE OF THIS WORKBOOK IS TO HELP VOCATIONAL AGRICULTURE STUDENTS WHO HAVE AN OCCUPATIONAL INTEREST IN OFF-FARM AGRICULTURE BUSINESS UNDERSTAND BASIC BUSINESS OPERATIONS. THE DOCUMENT WAS DEVELOPED BY A TEACHER WITH BUSINESS EXPERIENCE AFTER CONSULTATION WITH TEACHERS AND BUSINESSMEN AND WAS PUBLISHED AFTER ADVANCE COPIES WERE TRIED WITH…

IN A 3-YEAR ACTION RESEARCH PROJECT, IDEAS FOR A FARM BUSINESS INSTRUCTIONAL PROGRAM WERE IDENTIFIED BY A PILOT GROUP OF YOUNG FARMERS AND TEACHERS WHO CONDUCTED THE PROGRAM. AFTER 1 YEAR, THE PROGRAM WAS EVALUATED THROUGH QUESTIONNAIRES AND INTERVIEWS WITH TEACHERS, YOUNG FARMERS, AND AGRICULTURAL AGENCY PERSONNEL INVOLVED. SOME FINDINGS…

This instructional guide outlines the second and third courses in a three-part sequence of high school journalism courses. For the second course, 14 units are provided--five dealing with editorial policy and responsibility, and nine dealing with writing and editing--each with its own list of resources. The third course contains 25 units--13 on…