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Descriptors:
Equipment Utilization; Higher Education; Office Machines

Abstract:
Describes new mailing equipment accessible to relatively casual users which allows college and university administrators to spread postal services across campus, reducing the burdens carried by main campus post offices. (EV)

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Descriptors:
Computer Software; Educational Equipment; Equipment Evaluation; Office Machines; Purchasing; Schools; Selection

Abstract:
Offers suggestions on the selection of office equipment and support systems for schools, including multifunctional products that incorporate equipment and applications to better coordinate office technology and control costs. (EV)

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Descriptors:
Academic Standards; Accounting; Adult Education; Career Development; Communication Skills; Competence; Competency Based Education; Economics; Employment Potential; Employment Qualifications; Equipment Utilization; Information Technology; Integrated Curriculum; Job Skills; Leadership; Office Machines; Office Management; Office Occupations; Office Occupations Education; Personnel Management; Postsecondary Education; Professional Development; Secondary Education; Statewide Planning; Technology Education

Abstract:
This document presents the Ohio Integrated Technical and Academic Competency (ITAC) profile for administrative office technology, which is a comprehensive listing of 58 occupational skill competencies deemed essential for Ohio graduates of programs in office technology. The document begins with an introduction to the ITAC system, a list of professionals involved in the identification of competencies for administrative office technology, and an overview of the administrative office technology field today and its likely development in the future. The overview is followed by sections for each of seven competency areas identified. Each section consists of lists of the occupational skill competencies accompanied by key indicators for assessing mastery of the specialty and foundation skills constituting each individual competency. The competency areas are office operations; leadership and management; finance and accounting; economics; communications; technology applications; and professional and career development. The competencies reflect the job opportunities and skills required for employment in the field as identified through extensive research and input from industry, labor, professional organizations, and other stakeholders in the administrative office technology field. Critical academic, employability, and information technology skills have been integrated throughout the list to support the technical skills presented. The competencies are organized so that they can be clustered or grouped in a modular approach and used as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1716K)

Descriptors:
Academic Standards; Accounting; Advisory Committees; Behavioral Objectives; Captions; Competence; Competency Based Education; Court Litigation; Court Reporters; Data Collection; Definitions; Editing; Education Work Relationship; Educational Needs; Educational Objectives; Employment Potential; Employment Qualifications; Equipment Maintenance; Equipment Utilization; Evaluation Criteria; Glossaries; Guidelines; Information Technology; Job Performance; Job Skills; Job Training; Labor Force Development; Models; Occupational Clusters; Office Machines; Office Occupations Education; Performance Based Assessment; Postsecondary Education; Program Guides; Recordkeeping; Scheduling; Secondary Education; Shorthand; State Standards; Statewide Planning; Student Certification; Student Evaluation; Typewriting

Abstract:
This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the court reporter/captioner cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 10 tasks typically performed by court reporters and captioners. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: take/write verbatim record in machine shorthand; perform captioning services; transcribe and edit transcripts; maintain appointment calendars; store and retrieve records; perform or schedule routine maintenance; and maintain accounts. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Business and Administrative/Information Services Subcouncil, and Court Reporter/Captioner Skill Standards Development Committee members; Business and Administrative/Information Services Subcouncil Court Reporter/Captioner skill standards recognition proposal; and list of necessary workplace skills. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (844K)

Descriptors:
Business Skills; Calculators; Equations (Mathematics); Financial Services; Higher Education; Instructional Materials; Mathematics Education; Office Machines

Abstract:
Discusses the authors' experiences with integrating financial calculators into a business mathematics course. Presents a brief overview of the operation of financial calculators, reviews some of the more common models, discusses how to use the equation solver utility on other calculators to emulate a financial calculator, and explores the advantages of these calculators over scientific calculators and spreadsheets. (Author/WRM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accessibility (for Disabled); Agencies; Civil Rights Legislation; Compliance (Legal); Computer Software; Disabilities; Federal Government; Information Technology; Office Machines; Telecommunications; World Wide Web

Abstract:
This report responds to requirements of Section 508 of the Rehabilitation Act, as amended in 1998, concerning the accessibility of federal electronic and information technology to individuals with disabilities. It contains the results of the first executive branch-wide Section 508 evaluation and recommends specific inexpensive, cost-effective, and easily accomplishable measures to improve technology accessibility. General recommendations include increased interagency coordination concerning accessibility and provision of technical assistance to agencies. Recommendations concerning procurement include: specific language in requests for proposals and contracts concerning technology accessibility and development of systematic procurement procedures that ensure accessibility. Technology-specific findings and recommendations are offered for the following areas: (1) federal agencies' Web pages; (2) software; (3) telecommunications; (4) kiosks and other information transaction machines; and (5) fax machines, copiers, printers, and other information technology office equipment. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (6887K)

Descriptors:
Academic Standards; Advisory Committees; Competence; Competency Based Education; Computer Literacy; Data Processing; Databases; Definitions; Education Work Relationship; Educational Benefits; Educational Needs; Educational Objectives; Employment Potential; Employment Qualifications; Equipment Maintenance; Equipment Utilization; Evaluation Criteria; Glossaries; Guidelines; Information Processing; Information Services; Job Skills; Labor Force Development; Occupational Clusters; Office Machines; Office Management; Office Occupations Education; Performance Based Assessment; Planning; Program Guides; Records Management; Secondary Education; Spreadsheets; State Standards; Statewide Planning; Student Certification; Student Evaluation; Two Year Colleges; Word Processing

Abstract:
This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for administrative support occupations. The document begins with overviews of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 99 tasks typically performed by administrative support personnel. Each skill standard statement contains the following components: (1) a job summary; (2) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (3) performance elements and assessment criteria; and (4) a recommended assessment and credentialing approach. The standards are grouped into the following 13 categories: organizing and planning functions; maintenance of equipment and supplies; financial functions; management of records and files; information processing activities; word processing; machine transcription; basic data processing; computer file manipulation; document processing; database and spreadsheet operations; computer applications; and basic office operations. Appended are the following: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Business and Administrative/Information Services Subcouncil, and Administrative Support Standards Development Committee members; Business and Administrative/Information Services Subcouncil Administrative Support Cluster Recognition Proposal; and list of workplace skills. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (4547K)

Descriptors:
Administrator Responsibility; Check Lists; Computer Software; Elementary Secondary Education; Evaluation Methods; Needs Assessment; Office Machines; Principals; Programming

Abstract:
Y2K problems include software programming issues involving chronology and microchips embedded in every conceivable piece of electronic equipment. Procrastination is not in schools' best interest. Administrators should initiate five conversion stages: awareness, assessment, renovation, validation, and implementation. A sample equipment checklist and vendor letter are provided. (MLH)

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Descriptors:
Basic Business Education; Business; Business Administration; Business Education; Business Education Teachers; Career Development; Classroom Techniques; Community Colleges; Community Development; Computer Oriented Programs; Computer Uses in Education; Education Work Relationship; Educational Environment; Higher Education; Information Networks; Integrated Curriculum; International Trade; Internet; Marketing; Money Management; National Standards; Office Machines; Office Practice; Professional Associations; School Business Relationship; Secondary Education; Teacher Education; Two Year Colleges; Virtual Reality

Abstract:
This book contains 15 papers devoted to the following topics of interest to business educators: the Internet's history and management; Internet applications related to the National Standards for Business Education; and the Internet's connection with the business education profession. The following papers are included: "Vignettes in the History of the Internet" (Jay Stephens); "Acceptable Use Policy" (Billie J. Herrin, Jon Robinson); "Policing the Internet: Developing an Acceptable Use Policy" (Wayne A. Moore, Raymond Rakvic, Jr.); "Career Development" (Nancy D. Zeliff); "Basic Business and Personal Finance" (Jim Mansfield, Lonnie Echternacht); "Internet Tools" (Ken Quamme, Kent Quamme); "The Development of an Internet-Based Course Support System for an Introductory Computer Course" (William C. Ward, III); "Online International Business" (Robert J. Matyska, Jr.); "Use of the Internet in Management and Marketing" (Bobbye J. Davis, Josie V. Walker); "Integrating the Internet into a Methods Class" (Margaret J. Erthal); "Internet Use in Document Processing and Computer Applications" (Dennis Boldt, Nancy Groneman); "The Cyberprofessional Association" (Bridget O'Connor, Michael Bronner); "Using an Intranet in Business Education" (James E. Bartlett, II); "Community Networks: Pathways to a Revitalized Society" (Douglas Schuler, Cynthia Denton, Larry Denton); and "Beyond the Internet: A Virtual Education Environment" (Hazel R. Walker). A few papers include substantial bibliographies. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business Education; Business Skills; Community Colleges; Keyboarding (Data Entry); Office Machines; Two Year Colleges

Abstract:
A study sought to determine the change in speed and accuracy after 5 hours of practice on a standardized test for 10-key numeric entry at the community college level. Specifically it sought to determine how much speed and accuracy will increase or decrease after 5 hours of practice on a 10-key numeric entry test as compared to top-row numeric entry using the same test. The study involved four classes of numeric keyboarding at a community college. Test scores collected at the end of each semester showed the following: (1) 10-key numeric entry is the fastest and most accurate method of input; (2) students using 10-key had a higher rate of improvement than students using top-row numeric entry. The study recommended that students continue to practice to improve their grade in either 10-key or top-row numeric entry, with records kept so students and instructors can easily track progress. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (96K)