A high school business teacher answers teachers' questions on how to handle certain phases of office simulation. (MF)

Subjects were asked to allocate resources to one of several courses of action and their commitment was measured following a financial setback. Individuals may process information differently after a failure as opposed to a success and this differential processing may account for differences in commitment to policy decisions. (Author/IRT)

Literature is cited to illustrate skills improvement in the simulation environment. (Author)

A mini-simulation (one to three class periods long) using the telephone directory is outlined to exemplify a simulated work experience in which students practice decision-making skills. (TA)

A simulation device described that measures a teacher's ability to identify verbal and nonverbal emotions expressed by students through the use of videotaped excerpts of teacher-learner interactions and accompanying multiple-choice instrumentation. (MJB)

This simulation game is intended to help secondary students understand the complexities of the international oil trade. Students represent nations involved in trading oil and other commodities. The game takes about five classroom periods to teach. The article includes all essential materials. (Author/RM)

The advantages of simulation and role playing as teaching techniques are discussed. (DE)

Describes the simulator trainer used to train captains and crews in the operation of large ocean going ships and tankers. (SL)

Most schools include in their curriculum some kind of safety program for children. Questions the effectiveness of these programs and if the children's behavior is changed for the good. As part of your next safety unit suggests this simulation game, which involves children in repeated problem-solving situations. (Author/RK)

Described is a simulated reading activity which learning disability (LD) teachers can use to help classroom teachers experience the anxieties, frustrations, and failures that LD students experience under group norm instruction. (CL)

Discusses a classroom simulation designed to teach students about the transmissions of the Human Immunodeficiency Virus (the virus causing AIDS), particularly in the heterosexual population. The simulation can be carried out in a 50-minute class period and uses colored paper, string or yarn, and press-on name tags. (Author/AEM)

Four new military training systems offer the opportunity for the application of cognitive science. They are the following: (1) a family of memorization games; (2) a simulator with a graphic, schematic student interface; (3) a system for solving problems of relative motion; and (4) a method of building cognitive skills for air-intercept control.…

Reviews the problems of classifying gaming techniques and suggests a heuristic approach as one solution. Definitions of simulation, models, role, and game and play are discussed to help develop a classification based on a technique called gaming simulation. (Author/LRW)

Presents the concepts of spot, forward, and futures markets, term structure, and arbitrage within the framework of an apartment complex in which each unit is a perfect substitute for every other. Attempts to illustrate how real markets work by describing the above concepts in terms of the market for apartments. (GEA)

Describes a computer simulation game that helps teach spatial autocorrelation, a fundamental geographic concept referring to the degree and kind of spatial patterning to be found in geographic data. Experiences with this simulation exercise at the State University of New York Buffalo are briefly summarized. (Author/BSR)