This article presents a model of a pretechnical curriculum, which has as its focus the self-empowerment of the individual, and describes how this curriculum could be implemented in the schools. Discusses the three curriculum categories: generalizable skills, transition skills, and problem-solving skills. (CT)

The author describes the case study method of management education, which provides experiential learning in the classroom. He covers unique features of the case study method, as well as types of cases. Advantages and limitations of this method are presented. (CH)

Examined the status of machine transcription (MT) in postsecondary institutions during the 1985 school year. Described the program setting and organization of MT instruction, the instructional methods, material and equipment used, and a scheme for evaluation and grading. (JOW)

There may be an emerging need to develop a coherent and cohesive pedagogical structure for teaching methods. This article describes one such structure which communication teachers in business-based departments of instruction may find useful. (CT)

This article focuses on audit risk by examining it in terms of its components: inherent risk, control risk, and detection risk. Discusses applying audit risk, a definition of audit risk, and components of audit risk. (CT)

Appropriate strategies for teaching students to interpret and understand quantitative data in marketing, management, accounting, and data processing are described. Accompanying figures illustrate samples of percentage markups, trade discounts, gross earning, gross commissions, accounting entries, balance sheet entries, and percentage problems. (CT)

Shows the business education teacher ways to teach students transcription skills. Includes classroom organization, copy distribution (work in progress, for teacher's signature, to be filed), grading (production plan, percentage plan), interruptions (idle chatter, additional dictation, directions), filing the carbons, and businesslike atmosphere.…

The worksheet approach to preparing a Statement of Changes in Financial Position (SCFP) is presented. An example that has been developed for presentation to the class during the first class period spent on SCFPs is discussed. Conversion of working capital to cash is also explained. (CT)