MarketTools: An educational commodity marketing game
Agricultural commodity market participants make decisions in a risky and changing environment. Few agricultural producers use the diverse marketing alternatives available to them. Many are unfamiliar with the mechanics of the alternatives and methods for incorporating them into marketing strategies. This article describes MarketTools, an educational software package designed to support real-time, competitive marketing games. MarketTools simplifies record keeping and provides the basis for a structured approach to marketing education. The concluding section summarizes experience in using MarketTools in adult education and classroom settings. © 1995 by John Wiley & Sons, Inc.
The Effectiveness of Games for Educational Purposes: A Review of Recent Research
This article reviews the literature that compares the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers'judgments are reviewed. Published reviews of research in English dating from 1963 to 1984 were examined and the literature was searched for studies from 1984 to 1991. Of the 67 studies considered over a period of 28 years, 38 show no difference between games and conventional instruction; 22 favor games; 5 favor games, but their controls are questionable; and 3 favor conventional instruction. Results for social sciences, math, language arts, logic physics, biology, retention over time, and interest are examined. Math is the subject area with the greatest percentage of results favoring games, but only eight studies have adequate controls. Thirty-three out of 46 social science games/simulations show no difference between games/simulations and classroom instruction. The authors conclude that subject matter areas where very specific content can be targeted are more likely to show beneficial effects for gaming.
Therapist-case managers: more than brokers of services.
For satisfactory adjustment into the community, the long-term patient often needs assistance in dealing with a bureaucracy of agencies and departments. Some professionals have suggested establishing the role of case manager, but the case manager system is susceptible to becoming an impersonal bureaucracy itself. The author suggests that case management functions are part of the normal duties of a conscientious therapist, and that only through significant therapeutic involvement does a case manager acquire the in-depth knowledge of the patient to adequately assess his needs and facilitate the processes for meeting them. Thus the case manager should be not simply an intermediate broker of services but the patient's primary therapist. With the "therapist-case manager," the functions of therapy and case management would be combined. If therapists fail to do case management or to treat long-term patients altogether, this problem should be dealt with directly rather than simply by adding another member to the team.