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Let us choose to be rational. As designers we shall aim to produce the best designs possible - to optimize. To optimize from whose point of view? Ours, of course. This does not mean we should ignore society, the tenants, or the owner, nor even the architect and the contractor; their interests mould our own. For the sake of simplicity I shall assume that our values coincide with those of society. If the owner's, the architect's, or the contractor's do not, why too bad for them, or for us. The present treatment should serve as a guide to take the compromise decisions that real situations force upon us; and it is directly applicable when we are employed by a branch of a government that represents the people.

The role of the instructor is, and always will be, a critical one. Until now, though, mediating a course to a self-paced, programmed learning environment frequently has neglected the fact that the instructor will have to alter teaching methods to a great extent in order to cope with the new situation. Further, without a thorough understanding of the role to be played out, the instructor could actually destroy even the best of courses. This report studies the changeover of United States Air Force technical training course 3ABR25130 Weather Specialist from group-lock step to self-paced programmed learning. A background of both military technical training and the specific course are given as well as a thorough discussion of attitudes expressed by instructors through the use of a seventy-three item open-ended questionnaire. The effort focuses on attitudes that curriculum designers and administrators must be cognizant of in order to design courses and materials that both student and instructors can live with.

Advanced industrial societies are becoming aware of the impact of what they do to the physical and biological environment, and also what that environment does to individuals. In The Signature of Power, Harold D. Lasswell examines the symbolic use people make of their surroundings and the complexity of the way they interpret an altered environment. Transformed habitats can change experiences and behaviours. All people seek to maximize their preferred events, such as power and wealth, when they use the environment – be it through glass skyscrapers or Gothic estates. In all cases, physical structures give expression to the perspectives of influential individuals and groups. This volume considers the complex interplay between the material and the symbolic. Physical changes introduced for political purposes by architects, planners, and engineers are guided by the perspectives of designers. These and other interactions in human society are simultaneous acts of communication and collaboration. Regardless of whether physical resources are used to transmit messages, such interactions nevertheless have a degree of communicative impact. Physical structures may be profoundly affected by the purposes, assumptions, and identities of those people who plan or change them. Environmental design, says Lasswell, is an instrument of political power. ; https://scholarship.law.columbia.edu/books/1238/thumbnail.jpg

The objectives of simulation game designers and users are presumably to have game players experience something of the system the game simulates and, in the process. learn about that system. But first players must learn the rules and mechanics of the game itself. Players who are still trying to understand the rules of the game when game play ends have not learned or experienced all that the game offers. Although no hard evidence has been developed, a threshold of gaming experience might be hypothesized. This threshold is the point when players have overcome the rules-and-mechanics barrier and are experiencing the simulated system in full bloom of the interactions built into the game by its designer. Means to take players beyond this learning-barrier threshold have been developed. Practice decisions before official play starts help to overcome the barrier. Tests and quizzes on the rules of the game motivate students to read the players manual and serve to schedule reading of the manual. Additionally, specifically designed homework exercises to teach the rules and mechanics are offered by some business simulation games. These exercises may also teach concepts of the system being simulated. Many times the quizzes and exercises are graded as input into the final course grade.