Reprinted from the January 1968 issue of "Business Education Forum. (AP)

Answers to questions a business teacher may have about implementing model office simulation are discussed: Reasons for using simulation, how simulation fits into the curriculum, administrative support, equipment, starting the project, preventing problems through staff meetings with students. (TA)

If white-collar workers are to complete office tasks efficiently, they must know procedures and techniques that have been offered in office procedures courses. Courses must be designed as electives for secondary students who are not planning to be office workers. (JOW)

THIS PROGRESS REPORT ON A PROJECT TO IMPLEMENT A CURRICULUM USING THE BLOCK APPROACH COVERS THE PERIOD JULY 1, 1965, THROUGH NOVEMBER 30, 1966. THE BLOCK-TIME APPROACH TO VOCATIONAL OFFICE EDUCATION UTILIZES TWO OR THREE CONSECUTIVE CLASS PERIODS PER DAY DURING THE HIGH SCHOOL SENIOR YEAR FOR TEACHING THE ADVANCED SECRETARIAL SUBJECTS. THIRTY-NINE…

OPINIONNAIRES WERE DISTRIBUTED TO 478 BUSINESS AND OFFICE PRACTICE TEACHERS, COUNSELORS, PRINCIPALS, VOCATIONAL DIRECTORS, AND SUPERINTENDENTS CONCERNED WITH BUSINESS AND OFFICE PRACTICE PROGRAMS IN UTAH HIGH SCHOOLS TO ASCERTAIN THEIR OPINIONS CONCERNING THE ADVANTAGES AND DISADVANTAGES OF TWO-PERIOD BLOCK CLASSES COMPARED TO TWO ONE-PERIOD…

Technological advances have brought about changes in office practices and procedures and in the skills and knowledge required of office workers. This report on the changing work environment of the office and the resulting implications for business education should be of interest to all those involved in the education, training, and retraining of…

The Business and Office Education Division of the Cleveland Public Schools has developed an on-going program to periodically survey the kinds of office equipment used in Cleveland business establishments. The article describes the survey program and offers suggestions for implementing such a program in other school systems. (Author)

Describes the development of a learning activities packet for remedial math that can be used in large or small groups or in an individualized setting. Discusses identifying problem areas, applying the math packet in the classroom, assembling the packet, and evaluating the packet's success. (CT)

Discusses the history of the telephone, custom calling features, convenience service features, the cordless telephone, and the telephone as a work station. The telephone's impact on business education is examined through an observation of three areas: beginning typing, office procedures, and office management. (CT)

The varieties of business offices, the types of functions performed in them, and the resulting array of career opportunities are described. (MU)

This feature section includes selected articles on various aspects of the business education program. (JS)

Discusses the history and the future of Office Practice in education. The need for a specialized teaching qualification in Office Practice is examined. Charts. (RB)

Suggests that information about selection of the proper kinds of paper needed in office work should be included in office skills courses. Defines basic paper terms and describes uses and qualities of different paper for various office applications. (MF)