Effects of the simulated office practice approach, the cooperative arrangement, and the model office plan on student knowledge and attitudes were compared. All three approaches had a significant positive impact; they differed significantly only in selected areas, leading researchers to conclude that schools should utilize approaches suited to…

A 90-minute videotape demonstrates how to stage six stations simulating medical emergency problems to be solved by emergency medical technicians (EMT's) taking the National Registry's 150-question written final examination. The videotape also details the logistics of arranging the entire one-hour examination, used in over 30 States. (AJ)

Suggests the use of the computer for drill and practice, for simulation and game playing, and for problem solving in the elementary school. Offers advice on the teaching of terminal operation to young children. (CP)

Limitations of the Guaranteed Student Loan Program (GSL) are analyzed with respect to repayment convenience, and a variant of the GSL with an income contingent repayment feature is proposed. Computer simulations of loan repayments for both programs are developed and conclusions regarding manageability of repayments presented. (JT)

Describes a classroom simulation game for public administration courses to help students develop knowledge of the governmental decision-making process. The game increases knowledge of planning, budgeting, strategies for achieving organizational goals, and leadership skills. (Author/AV)

Discussed are the promotion of long-term information retention and transfer through the modification of prose text with opportunities for practice and reinforcement, provisions to reduce forgetting, and simulation of realistic events. Learning principles, relevant reviews of literature, and applications of the principles are presented. (JMD)

The simulated office program to provide actual work experience in the classroom is part of the general clerical program in an office practice/office machines course. The article describes program organization, work procedures, and equipment needed, and states that its most rewarding aspect has been the improvement in student attitudes. (MF)

Level II, General Public Access, of a 5-stage madel of public access to computers through science-technology centers is described. Tables contain categories and examples of interactive computer games and programs, and computer classes offered at various science centers. (CMV)

Describes a college-level simulation game about the French Revolution. Based on George Lefebvre's "The Coming of the French Revolution," the role-play focuses on social and economic causes of the revolution and allows students to understand citizens' grievances against the French government. (AV)

This computer simulation is designed to put students into a realistic decision making situation in mineral exploration. This program can be used with different exploration situations such as ore deposits, petroleum, ground water, etc. (MR)

Describes how an office simulation experience that combines a 2-quarter laboratory experience with an office internship in the local business community is being conducted by Everett Community College in Everett, Washington. (HD)

Describes the objectives and operation of an educational game well-suited for junior high age students. Students compete in groups, making the game appropriate for use with an entire class. (CP)

Available from: C. Elton Hinshaw, Secretary, 1313 21st Avenue South, Nashville, Tennessee 37212. (JG)

In 1975 Dynneson summarized six major projects, five simulations and games, five texts and some supplementary materials which drew upon or reflected the discipline of anthropology. This article extends the 1975 Dynneson review and includes seven new items: two courses and units, one simulation, three texts, and one film strip. (Author/JM)

The Macroeconomic model (Macromod) is a computer assisted instruction simulation model designed for introductory economics courses. An evaluation of its utilization at a community college indicates that it yielded a 10 percent to 13 percent greater economic comprehension than lecture classes and that it met with high student approval. (DC)