This book presents Integrated Thematic Instruction (ITI), a model for implementing a "brain-compatible" learning environment for students and teachers using a year-long theme to organize curriculum content and skills. The book's introduction identifies six "mismemes" (or mistaken ideas) that have hindered educational reform, and proposes seven "new memes" (or foundational premises) for education reform that are consistent with brain research and children's developmental characteristics. Also identified are eight brain-compatible implementation elements to create an environment that will enhance children's performance and provide the basis for successful learning experience. Chapter 1 then describes the three principles of the ITI model: that brain research must become the basis for decisions to improve education, that teaching is an art and science that must implement brain research in the classroom, and that curriculum development must occur at the classroom level based on the classroom teacher's understanding of the learners and community. Chapters 2 through 9 explain the eight brain-compatible implementation elements and how they can be applied to learning. The eight elements are: (1) absence of threat; (2) meaningful content; (3) choices; (4) adequate time; (5) enriched environment; (6) collaboration; (7) immediate feedback; and (8) mastery (application). Chapter 10 describes a brain-compatible curriculum, one that emphasizes pattern-seeking and program-building. Chapters 11 through 13 describe three steps in curriculum making: creating a year-long theme, determining the key concepts and skills to be mastered within year-long themes, and creating and using inquiries. Chapter 14 shows how the ITI model is not incompatible with teaching reading, writing, and mathematics skills. Finally, chapter 15 argues the need for personal transition if change is to be made. Five appendices present sample materials for building an ITI program. A glossary is included. Contains 35 references. (TM)

3. 8 Problems . . . 66 4 ENABLING REUSE 69 4. 1 Concepts . . . . . . . . 69 4. 2 Exploiting commonality 70 4. 3 Reusable building blocks 71 4. 4 Allowing replaceable components 75 4. 5 Other replaceable entities 79 4. 6 Limiting flexibility . . . 82 4. 7 Other considerations . . 84 4. 8 Language fundamentals 85 4. 9 Problems . . . . . . . . 88 5 FUNCTIONS 91 5. 1 Concepts . . . . . . . . 91 5. 2 Introduction to functions 92 5. 3 An interpolation function 94 5. 4 Multiple return values 96 97 5. 5 Passing records as arguments 5. 6 Using extemal subroutines 100 5. 7 Language fundamentals 102 5. 8 Problems . . . . . . . . 110 6 USING ARRAYS 113 6. 1 Concepts . . . . . . . . . . . . . . . . . . 113 6. 2 Planetary motion: Arrays of components . . 113 6. 3 Simple ID heat transfer: Arrays of variables 120 6. 4 Using arrays with chemical systems 132 6. 5 Language fundamentals 143 6. 6 Problems . . . . . . . . . . . . . . 152 7 HYBRID MODELS 155 7. 1 Concepts . . . . . . . . 155 7. 2 Modeling digital circuits 155 7. 3 Bouncing ball . . . . . . 162 7. 4 Sensor modeling . . . . 166 7. 5 Language fundamentals 178 7. 6 Problems . . . . . . . . 186 8 EXPLORING NONLINEAR BEHAVIOR 189 8. 1 Concepts . . . 189 8. 2 An ideal diode 189 8. 3 Backlash . . . 193 8. 4 Thermal properties 199 Contents vii 8. 5 Hodgkin-Huxley nerve cell models 203 8. 6 Language fundamentals 206 8. 7 Problems . . . . . . . . . . . . . . 210 9 MISCELLANEOUS 213 9. 1 Lookup rules 213 9. 2 Annotations . . 225 Part II Effective Modelica 10 MULTI-DOMAIN MODELING 231 10. 1 Concepts . . . . . . . . . 231 231 10. 2 Conveyor system . . . . .

Instructional theory describes a variety of methods of instruction (different ways of facilitating human learning and development) and when to use--and not use--each of those methods. It is about how to help people learn better. This volume provides a concise summary of a broad sampling of new methods of instruction currently under development, helps show the interrelationships among these diverse theories, and highlights current issues and trends in instructional design. It is a sequel to Instructional-Design Theories and Models: An Overview of Their Current Status, which provided a "snapshot in time" of the status of instructional theory in the early 1980s. Dramatic changes in the nature of instructional theory have occurred since then, partly in response to advances in knowledge about the human brain and learning theory, partly due to shifts in educational philosophies and beliefs, and partly in response to advances in information technologies. These changes have made new methods of instruction not only possible, but also necessary in order to take advantage of new instructional capabilities offered by the new technologies. These changes are so dramatic that many argue they constitute a new paradigm of instruction, which requires a new paradigm of instructional theory. In short, there is a clear need for this Volume II of Instructional Design Theories and Models. To attain the broad sampling of methods and theories it presents, and to make this book more useful for practitioners as well as graduate students interested in education and training, this volume contains twice as many chapters, but each half as long as the ones in Volume I, and the descriptions are generally less technical. Several unique features are provided by the editor to help readers understand and compare the theories in this book: *Chapter 1, which discusses the characteristics of instructional theory and the nature of the new paradigm of instruction, helps the reader identify commonalities across the theories. *Chapter forewords, which summarize the major elements of the instructional-design theories, are useful for reviewing and comparing theories, as well as for previewing a theory to decide if it is of interest, and for developing a general schema that will make it easier to understand. *Editor's notes provide additional help in understanding and comparing the theories and the new paradigm of instruction to which they belong. *Units 2 and 4 have introductory chapters to help readers analyze and understand the theories in those units. This is an essential book for anyone interested in exploring new approaches to fostering human learning and development and thinking creatively about ways to best meet the needs of learners in all kinds of learning contexts. Readers are invited to use Dr. Charles Reigeluth's Web site to comment and to view others' comments about the instructional design theories in this book, as well as other theories. Point your browser to: www.indiana.edu/~idtheory

Examines learning science from multiple perspectives, including the child's perspective; guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life; demonstrates how to teach science conceptually through the lens of "big ideas" such as change, interdependence, and adaptation.

Well-known Maya professional, Michael Ingrassia, takes readers through his unique style of modeling: "Image Based Modeling" where efficient, realistic models can be created very quickly. Ingrassia's techniques allow modelers to create exact replicas of their concept characters or objects. The techniques presented are very efficient and allow game modelers to quickly build out stand alone props to populate environments and game levels. Presented are tried and true techniques that the author has used successfully in game production for the past 10 years. Most, if not all 3D books, focus on basic "box" modeling techniques, which are the basis for proper 3D modeling but not the complete solution. In the author's experience, students who have learned through the Image Based Modeling brand, have quickly excelled into effective modelers. One of the hardest things for any modeler to do is match their model EXACTLY to the concept art or photos they are provided. The insider tips in this book walk artists through this process. Artists begin with basic modeling and advance to a creating a complete scene and set design/game level. Rather than including sporadic models with zero association from to one another, each model in the book becomes an integral part of an overall theme realistic in game development today. The accompanying downloadable resources include 8 exclusive video tutorials on advanced Maya techniques as bonus tracks for artists providing invaluable modeling, rigging and texturing samples. Also, an in-depth video on assembling a "Killer Demo Reel" showing simple but effective video editing techniques used by the author so that artists can learn how to get their work seen. The book not only teaches effective methodology, but provides the user with impressive content for producing effective demo reels and portfolios. Pros and cons of demo reel, website and artist representation are given, along with insights into the expectations of game studios today. The video tutorials show users the finished product, and then run through the process of step by step creation of that particular technique.

In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.

Since the publication of the first edition in 1982, the goal of Simulation Modeling and Analysis has always been to provide a comprehensive, state-of-the-art, and technically correct treatment of all important aspects of a simulation study. The book strives to make this material understandable by the use of intuition and numerous figures, examples, and problems. It is equally well suited for use in university courses, simulation practice, and self study. The book is widely regarded as the “bible” of simulation and now has more than 100,000 copies in print. The book can serve as the primary text for a variety of courses; for example: • A first course in simulation at the junior, senior, or beginning-graduate-student level in engineering, manufacturing, business, or computer science (Chaps. 1 through 4, and parts of Chaps. 5 through 9). At the end of such a course, the students will be prepared to carry out complete and effective simulation studies, and to take advanced simulation courses. • A second course in simulation for graduate students in any of the above disciplines (most of Chaps. 5 through 12). After completing this course, the student should be familiar with the more advanced methodological issues involved in a simulation study, and should be prepared to understand and conduct simulation research. • An introduction to simulation as part of a general course in operations research or management science (part of Chaps. 1, 3, 5, 6, and 9).

The focus of this book is on the Japanese economic bureaucracy, particularly on the famous Ministry of International Trade and Industry (MITI), as the leading state actor in the economy. Although MITI was not the only important agent affecting the economy, nor was the state as a whole always predominant, I do not want to be overly modest about the importance of this subject. The particular speed, form, and consequences of Japanese economic growth are not intelligible without reference to the contributions of MITI. Collaboration between the state and big business has long been acknowledged as the defining characteristic of the Japanese economic system, but for too long the state's role in this collaboration has been either condemned as overweening or dismissed as merely supportive, without anyone's ever analyzing the matter. The history of MITI is central to the economic and political history of modern Japan. Equally important, however, the methods and achievements of the Japanese economic bureaucracy are central to the continuing debate between advocates of the communist-type command economies and advocates of the Western-type mixed market economies. The fully bureaucratized command economies misallocate resources and stifle initiative; in order to function at all, they must lock up their populations behind iron curtains or other more or less impermeable barriers. The mixed market economies struggle to find ways to intrude politically determined priorities into their market systems without catching a bad case of the "English disease" or being frustrated by the American-type legal sprawl. The Japanese, of course, do not have all the answers. But given the fact that virtually all solutions to any of the critical problems of the late twentieth century--energy supply, environmental protection, technological innovation, and so forth--involve an expansion of official bureaucracy, the particular Japanese priorities and procedures are instructive. At the very least they should forewarn a foreign observer that the Japanese achievements were not won without a price being paid.