Provides a fundamental overview of conflict resolution, suggests a teaching plan to implement conflict resolution in a classroom, and recommends various classroom activities that illustrate conflict resolution techniques. (HOD)

Discusses computer simulation which focus students' attention on logical steps involved in qualitative analyses. (SK)

A money skill curriculum in which trainable mentally retarded students raise money and manage it, is given as an example of an appropriate curriculum for this group. The importance of using simulations and encouraging the help of normal peers is emphasized. (CL)

Examines a simulation approach to teaching selected research concepts to marketing and distributive education students and to applying these concepts to advertising layout, broadcast media advertising, retail selling, and wholesaling. (CT)

Describes a secondary, U.S. history simulation of the settlement of the Jamestown colony. Students are provided with a map and asked to decide where the fort and colony should be set up. They must state reasons for selecting a particular site and reasons for rejecting others. (AM)

The type I error rate in stepwise regression analysis deserves serious consideration by researchers. The problem-wide error rate is the probability of selecting any variable when all variables have population regression weights of zero. Appropriate significance tests are presented and a Monte Carlo experiment is described. (Author/CTM)

Described are several methods which have been used successfully to involve students in curriculum planning. Methods include: the game approach of Bonanza; a simulation game, Marquis; and the committee approach. The conclusion is that curriculum planners cannot afford to deny students the right to help direct their own destiny. (KC)

Describes Merrill Lynch's Account Executive Simulation Exercise: a three-hour simulation designed to evaluate job applicants' potential for success as account executives from their performance in the role of an account executive. (CT)

Performances of two sections of a college-level experimental psychology course were compared. Each class worked on a computer simulation and an independent experiment, but in reverse order. There are benefits from both methods. If both are to be used in a given course, the simulation experience probably should be given first. (DB)

A brief history of the use of games and simulations as educational tools is followed by illustrations of academic games and an analysis of their effectiveness. (JD)

Uses Bruner's learning theory to indicate how simulation games give British secondary school teachers a chance to resolve the dilemma of, on the one hand, the formal demands of the educational system, and on the other, the need to strengthen their pupils' ability to respond to and accept change. (Author/LLS)

In this classroom activity secondary students determine conditions present at the onset of the Civil War to understand some of the basic reasons why the Union and Confederacy employed certain strategies designed to win the war. Students are assigned the role of a general and they work in groups to analyze graphs and maps and develop military…

Describes a course in mass communication that prepares media producers as media consumers. Discusses the use of simulation as a teaching strategy in such a course. (RL)

Empirically evaluates three measures of effectiveness of school district cash management: the rate of return method in common use and two new measures--efficiency rating and Net Present Value (NPV). The NPV approach allows examination of efficiency and provides a framework for evaluating other areas of educational policy. (Author/IRT)

A Monte Carlo study investigated the ability of the ALSCAL multidimensional scaling program to recover true structure inherent in simulated proximity measures when data were missing. The program worked well with up to 60 percent missing data as long as sample size was large and random error was low. (Author/JKS)