Describes a computer network developed at the City University of New York Law School that uses device sharing and local area networking to create a simulated law office. Topics discussed include working within a multi-vendor environment, and the communication, information, and database access services available through the network. (CLB)

Described are some computer software that can be used in chemistry classrooms: (1) "Polymer Tacticity in Simulated NMR Spectra"; (2) "Teaching Magnetic Resonance Imaging Using Computer Animation"; (3) "Emergency Response Database"; (4) "An X-ray Diffraction Pattern Simulator"; and (5) "Multiple-Choice…

Discussion of the use of computer simulation in the social sciences highlights types of simulation strategies and their combinations in comprehensive simulations. The strengths and weaknesses of simulations as instructional and research tools are examined, examples are given, and design issues arising in each type are explored. (29 references)…

Describes two simulations for practicing arithmetic skills: "Calculators," simulating the management of a store with a calculator, and "MECC 'Sell' Series," simulating profit-making with different levels of difficulty from grade two to eight. Provides hints for classroom use. (YP)

Summarizes the capabilities of a computer program related to forest fertilization. Provides a description of input parameters, some sample exercises, software specifications, and availability information. Additional references are listed. (Author/RT)

Reflects on the thought and process involved in the development of a series of computer simulations used to help teach a two-semester U.S. history course. Lists common elements in the simulations, describes the simulations, and responds to criticisms. Discusses student reaction to the use of computer simulations in a history course. (LS)

Twenty-six student volunteers participated in an eight-hour self-instructional program and were compared to students in a control group. Analyses of covariance with perceptual ability test indicated that the experimental group statistically significantly outperformed the control group on all but one preparation. (Author/MLW)

Describes a simulation that enhances student ability to gain a perspective on the opposite sex and their world view. Includes a guided mental imagery trip in which the instructor asks questions about daily activities and role reversal simulations using group activity. Cautions that debriefing is essential for success. (KO)

Describes instructional resources that are available through the Educational Resource Information Center (ERIC) system for teaching effective citizen participation. Materials highlight decision making, reflective thinking and civic responsibility. Includes two curriculum guides and a simulation for citizenship decision making. (SLM)

Points out a different and much simpler approach for the study of equilibria of multiple and heterogeneous chemical reactions. A simulation on coal methanation is used to teach the technique. An example and the methodology used are provided. (MVL)

A course where students were required to choose projects and provide studies of the feasibility, consumer need, and process design is discussed. Other projects such as advertising campaigns used to encourage student creativity are discussed. The need to keep second semester seniors interested is stressed. (MVL)

Describes a computer simulation for teaching diplomacy that has been used at the University of New Orleans (Louisiana). The program enables students to examine the interaction of war with diplomacy by addressing the subject both historically and socio-psychologically. Discusses the results and makes recommendations for modifications. (KO)

Describes an activity for use as an introduction to a U.S. government course. Involves placing the students in a you-be-the-judge situation through the consideration of a Supreme Court case. Requires essay writing, small group work, and reporting to the class. Points out that these exercises provide structure for the course. (KO)

Describes research project being implemented in the United Kingdom that has been developed to examine the process of change in secondary school students' conceptual understandings in the physical sciences. Models of conceptual change are described, the role of computer based activities in promoting conceptual change is discussed, and software…

In this article, the reflective practitioner is first defined conceptually and operationally. Implications for structuring teacher preparation programs that enable reflectivity are then discussed. (Author/IAH)