Discusses a simple way to help accounting students understand the system-subsystem concept by adapting accounting simulations into subsystems (departments) which make up one system--the company. (TA)

A high school business teacher answers teachers' questions on how to handle certain phases of office simulation. (MF)

Describes a course designed to teach written business communications in a simulated business environment. Summarizes student response to the course. (AEA)

Twenty-four company position models were developed as career-cluster office experience materials. Each contained a student-employee kit and a teacher-supervisor kit. These occupational models were flexible, good substitutes for cooperative programs, and particularly helpful to the less-than-average ability student. (AG)

This program is intended for students who are academically disabled but who can be made employable. (Author)

Discusses a survey that examined tasks taught in the office procedures classroom as compared to those performed on the job. Communication, information processing, telecommunications, and reprographics were recommended for emphasis, while shorthand was recommended for deletion. (JOW)

Uses a case study to demonstrate that, although a corporation has appropriate policies to deal with the legalities of sexual harassment, finding an easy solution is difficult. (AEA)

Focusing on secondary shorthand instruction, this article presents strategies for (1) teaching typewritten transcription, (2) introducing transcription elements, (3) introducing mailable letters, and (4) refining mailable-letter production. (LRA)

Compares two time studies which investigated time problems of office assistants and managerial personnel. Suggests that improving performance in the following five areas will help time management: plan, "prioritize," set deadlines, follow through, and think. (LRA)

The curriculum revision of accounting and office practice programs at the National Technical Institute for the Deaf at Rochester Institute of Technology through infusion of data processing skills is described. Discusses the first-year core curriculum, and second- and third-year curricula. (CT)

The office simulation course can be a very effective teaching method in the small school where schedules, staffing, financing, and community resources do not allow cooperative business education courses. Suggestions are provided for such exercises as an annual report, inventories, proofreading, and customer input data. (CT)