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)

College seniors in a geography of marketing and distribution course learn about spatial optimizing techniques by participating in a freight distribution game. Students plan the distribution of confectionery from two factories in England to 20 wholesale and retail customers in Scotland. The team that designs the lowest cost system wins. (RM)

Describes the successful use of six simulated games in a commercial law class of 84 students and discusses teacher and student evaluation of their effectiveness. The six games, three with a legislative setting and three with a court setting, are included. (JT)

This description of two simple simulations as taught to undergraduate teacher trainers in a history of education course includes materials, procedures, follow-up exercises, and a brief defense of the use of simulations in higher education. (Author/CMV)

A simulation exercise of a labor-management dispute is used to teach psychology students some of the basics of descriptive statistics. Using comparable data sets generated by the instructor, students work in small groups to develop a statistical presentation that supports their particular position in the dispute. (Author/RM)

A course in the legal aspects of noise pollution, cross-listed for students in Columbia University's Law and Engineering Schools, is described. Although noise is used as the major source of environmental pollution in this course, the principles and methodology discussed apply to other forms of environmental law. (MLW)

Describes the background scenario, operation, debriefing, and evaluation of a teacher training course simulation designed to introduce English for Special Purposes (ESP) courses in developing countries. The applicability of this simulation to other situations, modifications for future use, linguistic input, and sample simulation materials are also…

An office simulation devised at an Oregon community college is now being offered in other U.S. and Canadian colleges and high schools. Each simulation employs from 4 to 36 individuals in three areas: main office, training division, and supportive services (customers, bank, etc.). "Employees" rotate positions every three weeks. (AJ)

Described is a project in which third graders create their own corporation--a cupcake factory--and learn first-hand about economic principles and the decisions that businesses must make in the market economy. The cupcake factory is one example of how enterprising educators can make economics comprehensible and captivating. (RM)

An 18-week economics course for high school students is described. Students develop and present a group project that explains and justifies an economic policy for the United States, develop their own economic seminar consisting of student-invited speakers from the community, conduct economic research, and simulate a community business. (RM)

The use of continuous simulation is promoted as a teaching tool in the undergraduate curriculum. Simulation, advances in continuous simulation, an approach to teaching system dynamics, computer languages deemed suitable for continuous simulation, and an outline of a prototypic first course in continuous simulation are presented. (MP)

Describes a college course which uses a national approach to the teaching of international politics. Students are grouped into "country teams." Each country team publishes an analysis of its nation's foreign policy. Country teams participate in other activities including press conference simulations and an inter-nation simulation. (RM)

Describes two secondary school courses: an economics and a Canadian Studies course. The economics course focuses on national events and uses a budget project and Canadian election simulation. The Canadian studies course combines history, politics, and economics. (KC)

Describes a college-level psychology course based on using simulation techniques to teach graduate students about child development. Topics discussed include course description, objectives, activities, evaluation methods, and a discussion of the advantages and disadvantages of the simulation approach. (Author/DB)

Provides an overview of a graduate course on particulate processes, especially on crystal size distribution (CSD). Describes the course and includes a list of course topics. Discusses the CSD simulation and manipulation. (YP)