A programing system using a hypothetical computer is proposed for use in teaching machine and assembly language programing courses. Major components such as monitor, assembler, interpreter, grader, and diagnostics are described. The interpreter is programed and documented for use on an IBM 360/67 computer. The interpreter can be used for teaching…

Describes how a simulated excursion to Israel was used to teach many kinds of related information. (JMB)

A method of simulation to tie check writing, making deposits, finding outstanding checks, receiving bank statements, and bank reconciliation into a process is presented as a way to convey to students a feeling of a procedure completed. A step-by-step teaching procedure and examples of bank statements are included. (AG)

A discussion of possible uses of computer simulation in high schools and colleges when direct experimental experience is not available to the student. Sample runs of three simulation programs are also presented. (AK)

Inside story of a mini factory and 17 products in wood, plastics, engineering metal, and printing. (Editor)

A brief description of a computerized economics simulation model which provides students with an opportunity to apply microeconomic principles along with elementary accounting and statistical techniques.'' (Author/AK)

Using office simulation in a practice/procedures class better prepares students to deal with actual working situations. To facilitate the office simulation, one must consider available equipment, provide interesting programs, be aware of student needs, provide realistic evaluation, and be an enthusiastic and flexible teacher. (JOW)

Gaming situations and their use in business training are examined. Various types of games are described and their benefits to trainees and teachers are discussed. (CT)

Describes a simulation game reinforcing students' understanding of the four elements of behavior modification: measurement, intervention, evaluation, and maintenance. (CK)

The terms dynamic representation and animation are often used as if they are synonymous, but in this paper we argue that there are multiple ways to represent phenomena that change over time. Time-persistent representations show a range of values over time. Time-implicit representations also show a range of values but not the specific times when…