Reviews TIGERS IN THE SNOW: THE BATTLE OF THE BULGE (Strategic Simulations),and the BATTLE OF GETTYSBURG (Softwride). Each narrative review describes the hardware required and provides complete ordering information. (JDH)

Presents a discussion of how computer simulations are used in two undergraduate social science courses and a faculty computer literacy course on simulations and artificial intelligence. Includes a list of 60 simulations for use on mainframes and microcomputers. Entries include type of hardware required, publisher's address, and cost. Sample…

Discusses the field of computer-aided design, which combines the skills and creativity of the architect, designer, drafter, and engineer with the power of the computer. Reports on job tasks, applications, background of the field, job outlook, and necessary training. (CH)

This article describes how an eighth grade class developed a computer-based social studies simulation on the Great Depression. Included are objectives for such development activities, a set of steps for guiding development, a discussion of potential difficulties and rewards, data on student reactions to simulation development, and information on…

Sophisticated simulations using computer graphics can lead to students deducing virtually all conditions of the Central Limit Theorem. Eight graphs illustrate the discussion. (MNS)

This article proposes a method for testing equality of variances which exploits Pitman's idea and the computational power of simulations. Several advantages to this method are illustrated. A Monte Carlo study for several combinations of sample sizes and number of variables is presented. (Author/LMO)

Describes the implementation of a computer simulation of magnetic field lines. Discusses properties of magnetic fields and the calculation of magnetic fields at points. Provides a program listing (additional programs and teaching notes available from the author) and gives examples of several field plots. (JM)

Two issues central to the production of cognitive conflict in the computer environment are discussed. The first one focuses on the use of simulations versus real-world experiences, and the second is directed at the potential for incidental and spontaneous learning versus controlled learning with the computer. (CT)

Describes a computer program which plots electric field line plots. Includes program listing, sample diagrams produced on a BBC model B microcomputer (which could be produced on other microcomputers by modifying the program), and a discussion of the properties of field lines. (JN)

Describes the Pedagogical mode of instruction developed for the U.S. Army's Videodisc Interpersonal Skills Training and Assessment project, which utilizes standardized role playing simulation with immediate feedback after each decision point to teach leadership and counseling skills. Instructional features unique to interpersonal skills training…

Describes computer simulations that combine abstract and conceptual learning to help create an intense, content-rich learning opportunity grounded in experience and reality. Examines learning with intent, limitations of computers, features of a good simulation, and linking contextual and abstract learning. (CT)

The determination of closed-loop response of processes containing dead-time is typically not covered in undergraduate process control, possibly because the solution by Laplace transforms requires the use of Pade approximation for dead-time, which makes the procedure lengthy and tedious. A computer-aided method is described which simplifies the…

The effects of some restraints not included in the classical assumptions of the F- and H-Test (e.g., correlation of mean and sample size) were examined in a simulation design. Also simulated was a situation in which two assumptions were not met simultaneously. (Author/BW)

Describes the use of two computer simulations in a journalism class to help teach information-gathering techniques and information evaluation. (HTH)

Computer generated data representative of 16 Auto Regressive Integrated Moving Averages (ARIMA) models were used to compare the results of interrupted time-series analysis using: (1) the known model identification, (2) an assumed (l,0,0) model, and (3) an assumed (3,0,0) model as an approximation to the General Transformation approach. (Author/BW)