Describes the widely varied methods employed by the individual states in the U.S. for selecting national convention delegates. Reports that most states use one of three major systems: the binding candidate preference primary, the participatory caucus/convention, or direct election. Discusses the shortcomings and pitfalls of each. (NL)

Discusses the use of classroom debate as a teaching resource which generates argumentation and, hence, new ideas. Advocates the use of debate to increase student involvement and commitment to a topic. Describes case construction, debate protocol, and student evaluation procedures. (GEA)

Views the stage as effective in teaching critical thinking, writing, research, computer and verbal communication skills. Uses historically accurate testimony from the court martial of Lt. William Calley to demonstrate the nature of warfare and United States involvement in Vietnam. Classes dramatize the moral and ethical judgments that are made.…

Suggests using simulation technique in the classroom to illustrate decision making, the perspectives of those in power, and the processes and institutions of government. Uses the simulation of a nuclear emergency alert to identify the issues and problems of nuclear confrontation. Provides instructions and an outline for the class. (NL)

Recommends using expert systems on personal computers in the classroom to teach international relations. Claims these systems can reach conclusions as reliable as those of a human expert. Explains that the system compels students to draw conclusions based on clarity of thought because they rely on a body of logically consistent rules. (NL)

Stresses the need to challenge students' unrealistic ideas and heightened expectations of U.S. presidential performance. Maintains that college courses about the presidency must stress the role of the president within the context of democratic accountability, Madisonian principles, and the separation of powers doctrine. Discusses presidential…