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The importance of class discussion following a simulation game was investigated by means of an experiment in which four classes of high school students played Ghetto for two periods. Two classes then discussed the game, while the other two were tested before any discussion of the game. The results showed the discussion to have no effect on students' understanding of the game and no consistent effect on their attitudes toward the real-life persons represented in the game. The discussion did have a positive effect on two of the twelve individual attitude items. (Author)

The Center for the Study of Social Organizations at Johns Hopkins University has developed suggestions for evaluating, preparing, introducing, playing, discussing, and modifying simulation games for classroom use. The teacher must first evaluate the game materials and the simulation model in the light of the abilities and interests of his students. The key to a successful game experience, for both teacher and student, is adequate preparation. The playing session will run more smoothly if the teacher plays the game with several students in advance. The introduction of the game should be as short as possible, conveying two points: (1) the purpose of the game, and (2) how the game operates. The teacher needs to be flexible and imaginative, answering questions on mechanical problems of the game to insure smooth functioning. The students should discover for themselves the points of strategy. A post-game discussion of: (1) real world events, (2) strategies, and (3) values, is necessary for maximum effectiveness of any simulation game. Simulation games are easily modified to suit the abilities of the players or the objectives of the curriculum. (Author/KJ)

Role-playing and simulation are recommended as effective methods of introducing business content into Russian language courses. The advantages of role-playing, which make it a flexible and effective tool throughout the foreign language curriculum, are discussed. Use of role-play in introductory courses is addressed, but focus is primarily on use in more advanced courses. Proper techniques for use of simulation exercises are examined and several different exercise types are presented. The simulations and role-plays suggested here are structured to require the use of business themes, cultural information, and problem-solving and to provide opportunities for using language in varied ways. It is suggested that language teachers charged with preparing students for careers in business devote a significant portion of class time to communicative activities such as role-playing. (MSE)

This study examines the impact that experienced mentoring has on business decisions in a higher education business school. Students, arranged in teams, were given the opportunity to operate virtual companies in a well-known, business simulation program called Capsim. They were required to make decisions concerning marketing, production, finance, human resources, total quality management, and ethics during the term. One section of students was left to make decisions on their own, only provided with training on ways in which to operate the simulation software. A second section of students were not only provided with training on the simulation software but also hands-on coaching by a seasoned, business professional concerning decisions made in the simulation. Team performance was measured in both sections throughout the term. The quantitative results indicate that the intervention of coaching by the professional significantly improved performance on the treatment group. The findings indicate that the introduction of real-world experience into the classroom improves the ability of students to make decisions.

This is a model to find out if a problem-solving process can be specified clearly enough to be modeled by a computer, thus providing a simulation which can be used to train preservice teachers to use this process to solve classroom problems. In the model, the teacher trainee must respond to eight successive questions which form a strategy to analyze the problem defined. The answer to each question must be consistent with the trainee's goal, that is, the solution to his problem. After answering the questions, the trainee records the questions and his answers on a computer. The proof of his success is the acceptance of the answers by the computer since they are monitored for consistency. If the proposed solution is accepted by the computer, it is then evaluated according to its plausibility. If the solution passes this criterion, it can then be put into practice. This model is currently inoperative since the consistency criterion must be defined operationally for the computer. (PD)

The purpose of this study was to examine the effectiveness of using an audit simulation product in a classroom setting. Many students and professionals feel that a disconnect exists between learning auditing in the classroom and practicing auditing in the workplace. It was hoped that the introduction of an audit simulation tool would help to ameliorate the perceived disconnect. The simulation product selected was Real Audit. Over the course of eight weeks, 22 students enrolled in an Assurance Services class completed five major audit simulation modules: Planning, Accounts Receivable, Accounts Payable, Fixed Assets and Inventory. At the end of the project, students were asked to evaluate the simulation experience. Most students felt that the experience was interesting and helpful in terms of understanding the tasks that an auditor performs. While the majority of students recommended that the simulation should be used in future classes, concerns were expressed about the amount of time that the project consumed.

Although social inequality is critical to the study of sociology, it is particularly challenging to teach about race, class and gender inequality to students who belong to privileged social groups. Simulation games are often used successfully to address this pedagogical challenge. While debriefing is a critical component of simulation exercises that focus on teaching about social inequality, empirical assessments of the significance and effectiveness of this tool is virtually nonexistent in sociology and other social sciences. This paper analyzes the significance of debriefing in a simulation game called "Cultural Capital in the Classroom" in order to address this lacunae in the pedagogy literature. The analyses reveal that the simulation contributed to students developing a greater degree of empathy for the working class and that the individual debriefing was a crucial step in developing students' critical thinking skills. Students gain even deeper insights during the collective debriefing session, which influenced them to question the validity of the ideology of meritocracy.

Johnson County Community College offers healthcare students — including those in the nursing program — unique learning experiences with its a strong focus on classroom technologies and healthcare simulation. From the tools used in the classroom to the student’s many hands-on experiences, innovation is at the core of the Nursing program’s contributions to student success. In the on-campus Zamierowski Family Center for Healthcare Simulation Center, students work independently as registered nurses where they practice critical thinking and decision making in simulated healthcare situations. Simulation technology includes the use of life-like manikins (with voices and reactions provided by faculty located in a central control room), IV pumps and actual hospital sounds. These give students an enhanced, realistic learning experience that enriches classroom curriculum. Audiovisual technologies allow instant replays and post-experience debriefings, which gives faculty an opportunity to provide a better critical assessment of the simulation. In addition, the Clinical Augmented Reality and Virtual Experiences Room (CARVER) uses twelve projectors to create a 360-degree environment that serves students in a variety of medical fields and better prepares them for the real world. For more information on JCCC’s nursing program, visit jccc.edu/academics/credit/nursing/

It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential to effective professional writing. The author's goal here is to enrich and elevate what they traditionally view as the process of professional writing by suggesting that they strengthen the role of project management in their professional writing efforts. Project management is a fairly broad umbrella that could encompass a variety of activities. Because the author is first and foremost teaching professional writing, he limits project management to include: project plans; stand-up meetings and status reporting; time-tracking; heuristic reviews and basic usability testing; issues reporting; and final deliverables and project memos. His goal is to provide an overview of a process for managing writing projects, while also helping students understand that project management may vary significantly from organization to organization, and from situation to situation. In this article, the author illustrates how one assignment, a classroom simulation involving role-play, might introduce students to applying the preceding project management strategies to research and writing activities in a professional writing classroom. (Contains 4 notes.)

The use of simulation games in the classroom has greatly increased over the past decade. However, little attention has been given to the need for a set of programs -- an instructional model -- that will enable teachers to use these games in a consistent and effective manner. This paper describes such an instructional model and provides a classroom evaluation of the model's application. (Author)

The effectiveness of a well-known prejudice-reduction simulation activity, "Blue Eyes-Brown Eyes," was assessed as a tool for changing the attitudes of nonblack teacher education students toward blacks. The subjects were 164 students enrolled in eight sections of an introductory elementary education course at a state university. Three sections were selected to be administered the simulation; five sections served as a control group. All students were administered two racial attitude measures as pre- and post-tests. After participating in the simulation, students described their feelings about the experience both in writing and in an hour-long debriefing session. Outcomes include the following: (1) all subjects reported that the experience was meaningful; (2) statistical analysis of pre- and post-test results showed moderate prejudice reduction; and (3) all participants reported stress from the simulation. An attempt to measure long-term behavior change, using a mail solicitation one year later, was inconclusive. Ethical considerations are explored connected with subjecting simulation participants to short-run emotional discomfort in order to achieve greater compassion for others. Three tables of statistical data and a seven-page list of references are included. (FMW)

The use of simulation games is considered by which the college teacher addresses selected topics by having students engage in activities that approximate the realities of a social situation. Simulations offer a stimulus for examining theoretical models and their applicability to everyday social situations. The Prisoner's Dilemma is presented as an example of a frame game, or a game that can be played with a changed scenario and payoff chart while allowing essentially the same preparation, rules, and strategy for introducing, running, and debriefing. The Prisoner's Dilemma presents a situation where pairs of players must decide what they will do as prisoners: confess or not confess to a crime that they are accused of committing together. The players make their decisions independently and without knowing what the other will decide. The players make 10 separate decisions while sitting back-to-back during 10 rounds of play. Among the cognitive objectives of the game are: to learn that under the American criminal justice system a person can often obtain a reduced sentence by turning state's evidence and bargaining for leniency; to learn that the pursuit of one's own self-interest does not necessarily lead to social benefit; and to learn that people who make the same decisions often have different reasons for those decisions. Affective objectives are to feel the effects of restricted communication when making decisions directly involving other people and to discover that under pressure they may behave in a way that they normally find morally objectionable. A checklist for using games for instructional purposes is included. (SW)

1Union and Communion - or Thoughts on the Song of Solomon

By J. Hudson Taylor

This little book, whose design is to lead the devout Bible student into the Green Pastures of the Good Shepherd, thence to the Banqueting House of the King, and thence to the service of the Vineyard, is one of the abiding legacies of Mr. Hudson Taylor to the Church. In the power of an evident unction from the Holy One, he has been enabled herein to unfold in simplest language the deep truth of the believer's personal union with the Lord, which under symbol and imagery is the subject of The Song of Songs. (From the Foreword by J Stuart Holden).

2Old Roller Towel

By Bert Leston Taylor

LibriVox volunteers bring you 12 recordings of The Old Roller Towel by Bert Leston Taylor. This was the Weekly Poetry project for February 27, 2011.

To take you back to your childhood, LibriVox volunteers bring you 28 recordings of <i>The Star</i> by Jane Taylor. This was the Weekly Poetry project for March 24, 2013.

4Werewolf -- Five Pieces

By Clemence Housman, Elliott O'Donnell, Saki and Carolyn Steward Taylor

Five stories and essays about werewolves. - Summary by david wales

5Our American Cousin (Dramatic Reading)

By Tom Taylor

Our American Cousin is an 1858 three-act play by English playwright Tom Taylor. The play is a farce whose plot is based on the introduction of an awkward, boorish, but honest American, Asa Trenchard, to his aristocratic English relatives when he goes to England to claim the family estate. . . . Although the play achieved great renown during its first few years and remained very popular throughout the second half of the 19th century, it is best remembered as the play U.S. President Abraham Lincoln was attending in Ford's Theatre when he was assassinated by actor and Confederate sympathizer John Wilkes Booth on April 14, 1865. - Summary by Wikipedia<br> <br> <b>Cast</b><br> Narrator: <a href="https://librivox.org/reader/8164">KHand</a><br> Asa Trenchard: <a href="https://librivox.org/reader/9647">Joseph Tabler</a><br> Florence Trenchard: <a href="https://librivox.org/reader/6281">Beth Thomas</a><br> Lord Dundreary: <a href="https://librivox.org/reader/8164">Rob Board</a><br> Sir Edward Trenchard: <a href="https://librivox.org/reader/9929">Zames Curran</a><br> Mr. Coyle: <a href="https://librivox.org/reader/8799">Peter Tucker</a><br> Mary Meredith: <a href="https://librivox.org/reader/6548">Kristin Gjerløw</a><br> Mr. Binny: <a href="https://librivox.org/reader/6754">ToddHW</a><br> Abel Murcott: <a href="https://librivox.org/reader/10123">Scott Bennett</a><br> Mrs. Mountchessington: <a href="https://librivox.org/reader/3816">Bev J Stevens</a><br> Georgina Mountchessington: <a href="https://librivox.org/reader/7026">Michele Eaton</a><br> Augusta Mountchessington: <a href="https://librivox.org/reader/8051">Maria Kasper</a><br> Mr. Buddicombe: <a href="https://librivox.org/reader/10193">Howard Watts</a><br> Harry Vernon: <a href="https://librivox.org/reader/10143">TenorBoy</a><br> John Wickens: <a href="https://librivox.org/reader/10463">VfkaBT</a><br> Captain De Boots: <a href="https://librivox.org/reader/6065">David Olson</a><br> Sharpe: <a href="https://librivox.org/reader/9001">Mary Kay</a><br> Skillet: <a href="https://librivox.org/reader/9508">Jessie Yun</a><br> <b>Edited by: <a href="https://librivox.org/reader/8164">Rob Board</a></b><br> <br>Proof-listened by <a href="https://librivox.org/reader/9508">Jessie Yun</a> and <a href="https://librivox.org/reader/6281">Beth Thomas</a>.<br> Project coordinated by <a href="https://librivox.org/reader/8425">Larry Wilson</a> and <a href="https://librivox.org/reader/8164">Rob Board</a>.

Written by a Church of England clergyman in the time of Cromwell, this work is praised for both its style and content. Taylor's work was much admired by John Wesley, the founder of Methodism, for its devotional quality; and by Samuel Taylor Coleridge, Thomas de Quincey, and Edmund Gosse for its literary qualities.<br /><br /><i>Holy Dying</i> is meant to instruct the reader in the "means and instruments" of preparing for a blessed death, written in a time when death was a constant companion to life and not to be encountered without being ready for it. It assumes illness and a death-bed, with recommended meditations and prayers for the sick, the family, and the clergyman attending to the dying one. (Summary by TriciaG, with help from Wikipedia)

Jefferys Taylor was born in 1792 in Suffolk, England. He became apprenticed to his father who was an engraver and invented a special ruling machine for engravers but went on to emulate his mother who was a children's writer. His books include favourites like Harry's Holliday or the Doings of One Who had Nothing to Do and The Little Historians. <br><br>This book "Aesop in Rhyme" published in 1820, contains 58 of Aesop's Fables which he has retold in verse as well as 13 original fables of his own. Each is illustrated with an engraving which though uncredited he probably drew himself. He died in 1853. (Summary by Noel Badrian)

This early 19th-century children's poetry collection by Jane and Ann Taylor is little-known today, but contains the original version of Twinkle, Twinkle, Little Star, known then as just The Star. Also included are poems about why you shouldn't kill kittens, birds and flies, a poem about how you can be seriously scarred if you play with fire, and a poem about a homeless man who cries himself to sleep because of how naughty he was a child. (Jordan)

9Lady Jane Grey and Her Times

By Ida Ashworth Taylor

Lady Jane Grey was an English noblewoman, great-granddaughter of Henry VII. As her cousin, Edward VI, lay on his death-bed, he nominated her as his successor to the English crown ahead of his half-sisters Mary and Elizabeth. Jane's reign lasted a mere nine days, before she was convicted of treason and imprisoned in the Tower of London. Often considered one of the most romantic characters of royal history, Taylor gives us a full biography of the Nine Day Queen. - Summary by Lynne Thompson

10Running the Blockade

By Thomas E. Taylor

The first-person experiences and adventures of blockade runner during the American civil war. - Summary by Delmar H. Dolbier

11Retrospect

By J. Hudson Taylor

Join James Hudson Taylor on the God-led journey through his calling, time of preparation, and life work in China. This British Christian missionary founded China Inland Mission (CIM), now known as OMF International. - Summary by HannahMary

12State of the Union Addresses by United States Presidents (1849 - 1856)

By Millard Fillmore, Franklin Pierce and Zachary Taylor

The State of the Union address is a speech presented by the President of the United States to a joint session of the United States Congress, typically delivered annually. The address not only reports on the condition of the nation but also allows the President to outline his legislative agenda (for which he needs the cooperation of Congress) and national priorities. This album contains recordings of addresses from Zachary Taylor, Millard Fillmore, and Franklin Pierce. - Summary by Wikipedia and Linette Geisel

In this little volume, Isaac Taylor takes us on a tour of Europe, anno 1824. We travel once around the entire continent, starting in England, through Scandinavia, Russia, down to Turkey, over the Alps, France, Spain, and back to England. The tour is made with poems and prose, and should be of interest to all listeners. - Summary by Carolin

The Six books of Proclus, the Platonic successor, on The Theology of Plato (Greek: ΠΕΡΙ ΤΗΣ ΚΑΤΑ ΠΛΑΤΩΝΑ ΘΕΟΛΟΓΙΑΣ; Latin: Theologia Platonica; Alternate English Title: Platonic Theology) to which a Seventh book is added by the translator, Thomas Taylor, in order to supply the deficiency of another book on this subject, which was written by Proclus, but since lost. According to the 1995 Prometheus Trust edition Book 3 Chapter 1 of this translation contains Chapters 1-4 from the original Greek, Chapter 2 contains the Greek chapters 5-6 and Chapter 3 contains the Greek Chapters 7-8. Thereafter, the translated and Greek chapters match beginning at Chapter 9. A quotation from Proclus is included on the cover of Harmonices Mundi Liber I despite the fact that Johannes Kepler's mother had been recently accused of witchcraft and threatened with torture. - Summary by Geoffrey Edwards

This work is a look at the life and ideas of Thomas Hobbes, English philosopher of the seventeenth century. The most important ideas are found in his famous work Leviathan. Taylor looks at such concepts of Hobbes as the contract, naturalism, sovereignty, natural laws, church and state, absolutism, and political obligation, etc.

16Government of God

By John Taylor

An outline of the Government of God as held by the Church of Jesus Christ of Latter-day Saints as outlined by John Taylor, third President of the Church. Summary by Wayne Cooke.

Susie King Taylor was a Black nurse in the 33rd United States Colored Troops in the Union Army during the American Civil War, a teacher and a significant contributor to the work of the Women’s Relief Corps. Her memoirs recount her remarkable life from enslavement in Georgia, war, service to the community and reflections on the state of the nation in the early 20th century. - Summary by Newgatenovelist

18On the Red Staircase

By Mary Imlay Taylor

"“The Czarevitch Ivan is said to be indifferent to the high office,” I replied, in a low tone; “he is blind.” “Ay, and deformed!” said the Russian, promptly. “Yet will the people of Russia demand the recognition of primogeniture. Court intrigues cannot prevail. What a flimsy pretext was this election! The States-General of Russia elected Michael Romanof; the Czar Shuisky fell because he was elected by Moscow alone; and this is not the Moscovite State, but the rabble of the city, and the retainers of the boyars! The Miloslavskys are down to-day, but who dares to predict for to-morrow?”" A fictional account of the turmoil following the death of Czar Alexis, when Russians were forced to choose between the traditional rule of primogeniture, in the form of the deficient Ivan, and his more suitable but younger half-brother, Peter. - Summary by LynneT

19Little Ann and Other Poems

By Ann Taylor and Jane Taylor

A collection of poems written for naughty children and intending to show them better paths.

20Eyes and No Eyes and Other Stories

By John Aikin, Anna Laetitia Barbauld, Jane Marcet and Jane Taylor

Whatever will stimulate the observing tendencies of the young cannot but be of value to them. "Eyes and No Eyes" does this in a delightful way. The story is so natural that the child is wrapped up in it, and so it makes a deep impress upon him. Much less could be accomplished by simply telling him to observe, or lecturing upon the value of keeping one's eyes open. But when the reader sees how much more William gets out of his walk than Robert, and what marvellous things exist everywhere if one is on the lookout for them, he is himself incited to examine with greater care the many more or less ordinary things he has neglected heretofore. William and Robert become very real individuals to the child, and there is no doubt which of them he will choose to emulate. The author relies upon the force of concrete example to determine the conduct of children, and this is certainly sound in theory and endorsed by experience. Two of the stories are written by a brother-sister team of John Aikin and Jane Barbauld and are from their multi-volume work on "The Art of Seeing". Jane Marcet has also written many scientific books. Best well known, however, is the author Jane Taylor who wrote the lyrics to "Twinkle Twinkle Little Star"

Borden of Yale '09 is the inspiring biography of William Borden, a young American millionaire. During a trip around the world, Borden committed to become a missionary after seeing the need to share the gospel. While preparing at Yale and Princeton and while studying Arabic in Egypt, he impacted all those around him and used his money for various ministries. William Borden's life serves as an example of the difference one person can make in even a short life surrendered to God. - Summary by Aletheia Charis

It's the dawn of a new era with this first issue of The Thrill Book Volume 2, and the influential pulp magazine is back and twice as big as prior issues! This time we have the suspenseful gold mining mystery "Vanishing Gold", the taut spy thriller "The Seventh Glass", the third part of the globe-trotting spy story "Strasbourg Rose", and the first part to H. Bedord-Jones' swashbuckling adventure "The Opium Ship" to meet your pulpy needs. And if you are looking for something a little more weird or spooky, the suicide-tinged "When Ghosts Walked", the bizarre tale "The Bibulous Baby", and the hallucinatory mad ravings of "The Conqueror" should quell that particular hankering. All this and much more awaits those brave enough to take on the perils of the all-new, double-sized Thrill Book! - Summary by Ben Tucker

The first of two volumes telling the life story of Pastor Hsi, a Confucian scholar from Shanxi province in Northern China who became a Christian in the 1870s. Pastor Hsi grew up in a China now long gone, when the scholarly class to which he belonged held a leading place in society. He lived through tumultuous times of change in China, when the opium that enriched the pockets of Western countries brought widespread addiction and poverty while a multi-year drought brought famine, decimating the already weakened population. Into this scene of tragedy, two western men stepped, bringing with them food to help the poor and starving, seeds for planting when the rains returned, and news that The Supreme Ruler was not hidden behind the gates of the Temple of Heaven, reachable only by the Emperor once a year, but instead was reaching out to the people in love, seeking to reconcile them with Himself. Hsi's life had been one of searching. While trained as a Confucian, he found himself unable to reach the high ideals espoused by its maxims and regulations. He explored Taoism and Buddhism but found them filled with idols and superstitions which trapped the common people in darkness and uncertainty. Hsi knew his heart and bore his failings with inner shame, even while people honored him as a scholarly disciple of Confucius. Was there a power anywhere that could change Hsi from within? (Summary by MaryAnn)