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Office Machines. By REPOR TRESUMES ED 011 560 VT 002 929 OFFICE MACHINES. BY.. HILL, MARCELLA P. NEW JERSEY STATE DEPT. OF EDUCATION, TRENTON RUTGERS, THE STATE UNIV., NEW BRUNSWICK, N.J. PUB DATE JAN 67 EDRS PRICE MF -$1.50 HC-$14.16 352P. DESCRIPTORS-. *OFFICE OCCUPATIONS EDUCATION, *OFFICE MACHINES, *STUDY GUIDES, GRADE 11, *DEAF EDUCATION, *SPECIAL EDUCATION, RETARDED CHILDREN, CLERICAL OCCUPATIONS, DESIGNED FOR STUDENTS' READING IN THE JUNIOR YEAR OF HIGH SCHOOL, THIS MANUAL PRESENTS AN INTRODUCTION TO THE VARIETY OF POSITIONS HELD BY CLERICAL WORKERS AND AN IDEA OF THE MACHINE SKILLS, KNOWLEDGE, AND ATTITUDE THAT WILL BE EXPECTED IN BUSINESS. IT WAS DEVELOPED BY THE AUTHOR AND SCHOOL FACULTY FOLLOWING THE COURSE OF STUDY APPROVED BY THE BOARD OF EDUCATION AND WAS TESTED IN VARIOUS CLASSROOMS. THE MATERIAL WAS DESIGNED FOR ONE YEAR OF SHOP WORK AT A LOW LEVEL IN A SCHOOL FOR DEAF OR RETARDED STUDENTS. THE INSTRUCTOR SHOULD BE CERTIFIED. UNITS ARE (1) THE MEANING OF OFFICE PRACTICE CLASS,(2) TYPEWRITERS,(3) MIMEOGRAPHS, (4) FLUID DUPLICATORS, (5) FLEXOWRITER, (6) PHOTOCOPYING MACHINES,(7) ADDING MACHINES,(8) CALCULATING MACHINES, (9) BOOKKEEPING MACHINES, (10) VARITYPER, AND (11) JOB TITLES. AN ACHIEVEMENT TEST, PROJECTS, AND A VOCABULARY FOLLOW EACH UNIT. EACH LESSON GIVES OBJECTIVES, TOPIC INFORMATION, ASSIGNMENTS, ILLUSTRATIONS, AND A VOCABULARY. THIS DOCUMENT IS ALSO AVAILABLE FOR $2.00 FROM VOCATIONAL - TECHNICAL LABORATORY, RUTGERS UNIVERSITY, 10 SEMINARY PLACE, NEW BRUNSWICK, NEW JERSEY 08903. (PS) STATE OF NEW JERSEY DEPARTMENT OF EDUCATION DIVISION OF VOCATIONAL EDUCATION OFFICE MACHINES MARCELLA P. HILL, INSTRUCTOR MARIE KATZENBACH SCHOOL FOR THE DEAF WEST TRENTON, NEW JERSEY MEMORANDUM TO: The ERIC Clearinghonse on Vocationaland Technical Education The Ohio State University 980 Kinnear Road Columbus, Ohio43212 Vocational Div.-Curriculum Laboratory FROM: amin New Brunswick,N J 08903 (Address) School of Education-Rutgers;10 Seminary Place, DATE: July 10, 1967 P. Hill; OFFICE MACHINES RE: (Author, Title, Publisher, Date) Marcella January, 1967 . MmeMesMOONINIMMoseMsr meommoo ....px_Sulementemationon Instructional Material Provide information below which is not includedin the publication.Mark N/A in each blank for which information is not available ornot applicableG :Mark P when information is included in the publication.See reverse side for further instructions. (1) Source of Available Copies: Agency Vocational Division -Curriculum Laboratory ace, '-w Address I em nary Limitation on Ave7r ae Copies7s available price7T 0. X2.00 (quantity Frai)77.;;;--- (2) Means Used to Develop Material: Development Group School faculty and author Level of Group Method of Design, Testing, an Tr = 01122E course of study approved bBoard of Education and tested in variousinterested c assrooms. MIIOMmilmimilleMINIONMONOMMINNOMIIMMIML (3) Utilization of Material: Shop work at low level Appropriate School Setting 101114.0.....4MoNINIMMIN Type of Program s cho71717TE7757ronalmrow Occupational FOCI-1i=-""ti=E=CiFiErcin lemesossmeolsawMOImmeelsolserlio, Geographic AdaptabiliiiVir is Uses of. Material ------4-07571F7Fgawarb Users of Material (4) Requirements for Using Material: Teacher Competency Certified instructor Student Selection Cr ex.1=7"----"grarhen s w owourd-succeect=r6MVIrs' offices running various equ pmen otment MONIMMOmMIMINIM6.11IMMIMMOMMINOli Media Necessary (Check Which) Desirable X Describe Overhead ro ectuals isiNSMOOMISOmmelmolOm smw Milmw*mMiMMIMmmosemoommmmoimaii.... -JOEL 411M1MLISIO "-- State of New Jersey Department of Education Vocational MI, lion U.S. DEPARTMENT OF HEALTH, EDUCATION& WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. OFFICE MACHINES MARCELLA P. HILL, Instructor CHARLES M. JOCHEM, Superintendent Marie Katzenbach School for the Deaf West Trenton, New Jersey Vocational-Technical Curriculum Laboratory Rutge r s The State Unive r sity 10 Seminary Place New Brunswick, New Jersey JANUARY, 1967 ....P.Vs.../01/1.0.11.1/140.10.1101.0.01* moaga...erosamatiwo, TO THE TEACHER This book has been compiled fouse in both individual and class projects.Some of the lessonsare arranged so that class participa- tion is divided, with twoor three students ta.king part in each step of the learningprocess. Thewriter feels that this material should be only a small per- centage of the overall teaching plan.To be effective, it must be combined with a great many demonstrations, projectuals, and field trips. There are two purposes of this book: to give the students a bird's-eye view of the variety of positions held by clerical workers, many of which will be within their capabilities, and also to give them an idea of the machine skills, knowledge, and the attitude that will be expected of them forany given position in business. 3 The informal injection of thought questions is effective in en- couraging oral participation by the student.The vocabulary lists which are includedare meant to be used as a basis for dictionary work. It should be understood that the individual units may be taught in any sequence.The operation of the machines studied will have to be done on a flexible rotation plan.No order of rotation is suggested, except the following: The mimeograph and the spirit duplicator before the Verifax photocopier. The full-keyboard adding machine first, followed by the 10-key adding machine, then the calculators. Work on the posting machine should be preceded by the study and understanding of banking practices in the General Businesscourse. These units are intended tocover the Office Practice work for two years, classes held one and one-half hours daily, five days a week. However, the theory workon all machines should be completed before the end of the jun..oryear, This theory work will have to be supplemented with studies on the Office and its departments, and an intensive study of AMOMPmMMOsiwywomalmwm...elow. filing.We feel it is wise to introduce these related subjects as soon as possible, in view of the probability that the students will find summer employment after their junior year.For this same reason, it should be possible to expose each student to each machine before the junior year is completed.At the beginning of the senior year, those studentswho did not complete the project on any machine would be expected to do so. Included in this course on machine projects is supplemental work requested by the school staff.It is preferable that this work beaccepted only insofar as it is varied and has instructional value.It is also im- portant that the work be accepted with liberal deadlines forcompletion. I have included in this manual an achievement test and avocabulary list following each unit, with a compilation of both at the back of thebook. I want to express my thanks to Mr. Joseph Squitierri,who is presently an art school student, for helping me so skillfully withsketches as they were needed. Recognition is a,1so given to all the office-machine manufacturers and the retail stores that I contacted and found so generous with material and illustrations for use in this text.Recognition is given in courtesy lines throughout the publication as the visuals are used. Finally, I want to state my belief in the necessity of giving the students an understanding of the fundamentals of bookkeeping,banking, billing, letter forms, and the use of data that necessitate the specific operation of any machine they may be called upon to use.Inasmuch as we are helping our students prepare for lifetime careersin business - which involve adaptation, change, promotions, and new responsibilities, as well as the actual skill and techniquesof office-machine operation - teaching them mechanical skills only would be to fail in ourobligations both to them and to the field of business. AA. Marcella P. Hill TABLE OF CONTENTS UNIT I- THEMEANING OF "OFFICE PRACTICE" CLASS Page Lesson 1- TheContent of This Class 1 Lesson2-The Office Practice Student 4 Lesson3-What an Office Is 6 Lesson4-The Office Employee 8 Lesson5- TheStudent as a Future Employee 10 Le s son6-The Employer's Rating Sheet 14 Achievement Test 15A UNIT II-TYPEWRITERS Lesson 1 Manual Typewriters 16 Lesson 2 -IBM Electric Selectric Typewriter 19 Lesson3 O OP Electric Standard Typewriter - Features 21 Les son 4-IBM Electric Standard Typewriter - Features 24 Lesson 5 OOP IBM Electric Executive Typewriter - Features 27 Les son6-IBM Electric Executive Typewriter - More Features . 30 Lesson7 IBM Electric Executive Typewriter - Erasures . ... 33 Lesson 8 -IBM Electric Executive Typewriter - Shadow Printing 35 Le s son9 O OP IBM Electric Executive Typewriter - Justifying 37 Lesson 10 General Rules 40 Lesson 11 6D Care of Electric Typewriters 42 AchievementTest 43A Projects 43B UNIT -MIMEOGRAPHS 44 Les son 1-General information . ., Les son2-Preparation for Typing a Stencil 46 Lesson3-Preparing a Stencil 49 Lesson 4-Proofreading the Stencil 53 Lesson5-Mimeoscopes - Two Kinds - What TheyAre 54 Lesson 6-Mimeoscope - How To Use It 56 Lesson7-Rex Rotary Mimeograph - Parts andTheir Uses 59 Les son8-How to Operate the Mimeograph 60 Lesson 9-Stencil Insets 64 Lesson 10-Rex Rotary ElectroRex - How It IsUsed 66 Care of the Mimeograph 67 Problems and Some Answers 68 Projects 68A UNIT IV-FLUID DUPLICATORS Page Lesson 1-What the Fluid Duplicator Is 69 Le s son2-Parts of the Machine -- Their Names and Use 70 Le s son3-More Facts About the
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