Date: Wed, 1 Oct 1997
From: DessaDancy@aol.com
To: k-12sd@sysdyn.mit.edu
Subject: Re: Middle School Science
Hi Norman,
The offer from Rolf Stanley is awesome. This will get you started!
Your questions about using STELLA with 8th grade science hit a
target here -
I'm working with a group of math and science teachers from six
middle schools
who are developing & piloting lessons that use systems thinking
and STELLA
modeling with hands-on math and science activities (also interdisciplinary
problem solving).
Our goal is to introduce all 7th & 8th grade students to systems
thinking and
system dynamics. We're sharing lessons & activities that we're
developing
with each other and plan to make these available to other teachers.
A few suggestions about learning more.
1. Find other good teachers at your school to share this adventure!
You'll
be moving into very exciting, still unexplored territory. Your
learning (and
your students') will happen far faster and much more powerfully
if you're
doing this with others.
2. If you're not already on the mailing list of the Creative Learning
Exchange (CLE), do this right away (information about conferences,
resources
and what's happening in K-12 education) CLE e-mail address is:
stuntz@tiac.net
3. Plan to attend the national Systems Thinking and Dynamic Modeling
Conference for K-12 Educators! Ideally with other teacher(s) from
your
school. This will be in Durham NH, June 28-30. (more information
in the CLE
newsletter)
4. Check the MIT System Dyanmics in Education Project web site:
http://sysdyn.mit.edu
to see what kinds of things other teachers are doing with this
( in the
Creative Learning Exchange folder). Road Maps, also available
at this site,
provides a basic introduction to system dynamics.
5. Stay in touch. If we can get funding in time, we'll offer a
series of
workshops for teachers next summer, probably in Harvard, Massachusetts.
Is your school by any chance connected with PALMS?
Dessa
CESAME TIP Project
Systems Thinking and Mathematical Modeling in Middle School Math
& Science
Date: Wed, 1 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Ed Gallaher <gallaher@teleport.com>
Subject: Re: Middle School Science
Hi Norman,
I will second the suggestion about working with other teachers.
Having
several other people around to bounce ideas off is invaluable.
It is
particularly useful if they are in the same building, because
then the
level of visibility among students, teachers, and administrators
begins to
rise above background.
It would be particularly useful if several (3-4) peers could attend
the
meeting in NH next summer. You will find a tremendous amount of
enthusiasm, advice, materials, and moral support. The meeting
is not
expensive, and it is not intimidating. Highly recommended.
Good luck.
Ed Gallaher
Date: Wed, 01 Oct 1997
From: Les Skillings <lskillin@makani.k12.hi.us>
To: ovington@inetw.net
Cc: k-12sd@sysdyn.mit.edu
Subject: Re: Systems in World History and Economics
World History/Economics Course Correction:
The original message was not reproduced, so here it is again.
I've developed World History and Economics courses that use systems.
I'm looking for others, hopefully in Hawaii, that are interested
in
sharing teaching strategies and materials.
I call my history course "A Connected View of World History."
The
course uses Clive Ponding's book "A Green History" and
is topical in
approach. Each topic(i.e. Land Degradation, Deforestation, World
Views
etc.) area is treated in the past, present and future. I have
a
sizeable materials and video list for the course. This includes
a 14
page course outline.
The Economics course uses the work of Dr. Edward Deming, Peter
Senge and
Paul Hawken's "Ecology of Commerce." The course introduces
the student
to systemic thought processes. Again, teaching strategies and
video use
challenge students to think about a new theory of economics.
Well, this is a brief introduction of my present work. I hope
to hear
from you.
Leslie Skillings, Jr.
Baldwin High School
Social Studies Core Resource Teacher
Total Quality Learning Facilitator
Date: Wed, 1 Oct 1997 19:37:03 -0400
To: rstanley@together.net (Rolfe Stanley), k-12sd@sysdyn.mit.edu
From: nprice@k12s.phast.umass.edu (Norman Price)
Subject: Re: Middle school science
Could I get some of them? If so how? What's it run on.
At 10:00 PM 9/29/97, Rolfe Stanley wrote:
>At 8:03 PM 9/29/97, Norman Price wrote:
>> I am an 8th grade science teacher who was introduced
to systems as
>>a subject by a text I use, Investigating Systems and Change
by Kendall/Hunt
>>publishing. In it I attempt to introduce kids to Systems
which have dynamic
>>balance, a characteristic like equilibrium, through the
use of feedback and
>>restoring mechanisms. I have them build a thermostat system
and a siphon
>>system which trys to balance water levels in a beaker,
and then examine
>>body regulation of blood pressure and how perscription
drug use as a method
>>of balancing body systems during an illness.
>> I would love to hear more about how systems concepts
are used in
>>the "real world" since often these concepts
go un-reinforced after my
>>students leave my class, as traditional High school couses
do not often
>>approach concepts from this perspective. I would also
love to get my hands
>>on Stella, or other computer programs, for me and my school
so I could
>>have my students attempt to model simple systems on the
computer.
>>
>>Norman Price
>>Science Department
>>Amherst Regional Junior High
>>170 Chestnut Street
>>Amherst, MA O1002
>>
>>413-549-3710
>I have some extra copies intended for high schools..Stella
3.06
>
>Rolfe Stanley
>Stanley Computer Center
>Fletcher Extension
Norman Price
Science Department
Amherst Regional Junior High
170 Chestnut Street
Amherst, MA O1002
413-549-3710
Date: Wed, 1 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: nprice@k12s.phast.umass.edu (Norman Price)
Subject: thanks
Thanks for all the great resourses. It great to see a group of
pro are
blazing the trails.
Norman Price
Science Department
Amherst Regional Junior High
170 Chestnut Street
Amherst, MA O1002
413-549-3710
Date: Wed, 1 Oct 1997
To: nprice@k12s.phast.umass.edu (Norman Price), k-12sd@sysdyn.mit.edu
From: rstanley@together.net (Rolfe Stanley)
Subject: Re: Middle school science
They are all run on Mac computers...I can send you 2 copies but
keep
bugging me since my schedule is full teaching and caregiving.
Rolfe Stanley
Stanley Computer Center
Fletcher Extension
Date: Thu, 2 Oct 1997
To: rstanley@together.net (Rolfe Stanley), k-12sd@sysdyn.mit.edu
From: nprice@k12s.phast.umass.edu (Norman Price)
Subject: Re: Middle school science
Rolfe,
Thanks for your generosity! I would be very interested in those
copies. You
could send them at your earliest convience to the address listed
below. No
rush, I understand the hectic nature of those jobs!
norm
At 8:16 PM 10/1/97, Rolfe Stanley wrote:
>They are all run on Mac computers...I can send you 2 copies
but keep
>bugging me since my schedule is full teaching and caregiving.
>
>Rolfe Stanley
>Stanley Computer Center
>Fletcher Extension
Norman Price
Science Department
Amherst Regional Junior High
170 Chestnut Street
Amherst, MA O1002
413-549-3710
Date: Fri, 03 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Peter Tebbutt <peter@cherwell.com>
Subject: Introduction
Hi all,
Just a brief introduction about myself. I work for a software
company
which develops and sells software. Amongst our portfolio is a
package which
may be used for Systems Dynamics analysis (Modelmaker) . However
as an
ex-chemist I have a lot to learn about the Systems Dynamics approach
- how
it is used, who by, what are the advantages and what is going
on out there.
there is obviously a commercial aspect but as a 'new boy in town'
my
primary concern is learning more about this approach to analysis.
I look forward to reading and taking part in your discussions.
Peter Tebbutt
-----------------------------------------------------------
Peter Tebbutt | e-mail: peter@cherwell.com
Development Support | Tel: +44 (0)1865 784812
Cherwell Scientific Publishing| Fax: +44(0)1865 784801
Oxford OX4 4GA, UK | http://www.cherwell.com
-----------------------------------------------------------
Check Out ChemSymphony - rated top 1% Java applet by JARS
http://www.cherwell.com/chemsymphony
-----------------------------------------------------------
Date: Fri, 3 Oct 1997
From: DynSystems@aol.com
To: k-12sd@sysdyn.mit.edu
Subject: text in draft form
To members of k-12sd group,
I have a text on Systems Thinking-System Dynamics for K-12 teachers
in a
first draft form. I wrote it while teaching a graduate course
for teachers. I
need someone who has the ability to do a major editing job on
it. If anyone
in our group has the ability and is interested, please contact
me. My EMail
address is DynSystems@aol.com.
Dr. Al Madwed
Date: Wed, 8 Oct 1997
To: K-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: Kids ST/SD site
Members of the S-D K-12 listserv:
This is a request for information. I just got an e-mail from an
English
teacher in our school district saying:
what do you
>think of a web site with systems thinking stuff for kids?
Of course, they'd
>need to have Stella (our kids could access through school
computers) and a
>reason to visit the site, but that maybe we could arrange
that. What do you
>think?
>
>If it's been done, let me know and I might be able to do something
with
>someone
>else's investment.
Has it been done? Is anyone doing it? If there is one- it should
definitely be in the newsletter to tell people about it. If not,
should we
get one started??
Lees
Lees N. Stuntz Phone- 508-287-0070
1 Keefe Road Fax- 508-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
Date: Wed, 8 Oct 1997
To: Lees Stuntz <stuntzln@tiac.net>
Cc: K-12sd@sysdyn.mit.edu
From: Anthony Gill <t2@phrontis.demon.co.uk>
Subject: Re: Kids ST/SD site
What your English teacher is proposing is possible through the
medium of
Web based simulations - WebSims. These have been developed by
Powersim
and it is not necessary for interested parties to have the installed
software on their PCs or Macs in order to run the simulations.
May I suggest a visit to the web sites http://www.powersim.com
or
www.powersim.no
where you will find further information under Metro or WebSims.
There
are some five examples list members may explore such as how to
set up a
fund to best use the money emerging from the Norwegian Oil Fields
and a
Water Industry example. The variables may be changed but not the
model.
I believe that Powersim are about to release a free student version
of
the software for students in the USA. Perhaps you can check with
the US
offices of Powersim if these packages will be available for the
K-12
group free of charge if you need to have the software packages
on your
PCs.
Should anyone be wondering, yes, I am a UK Powersim reseller but
I will
receive no benefit from any activities in the USA. I just believe
that
the above is useful given the question posed by Lees Stuntz.
Tony Gill
>Members of the S-D K-12 listserv:
>
>This is a request for information. I just got an e-mail from
an English
>teacher in our school district saying:
>
>what do you
>>think of a web site with systems thinking stuff for kids?
Of course, they'd
>>need to have Stella (our kids could access through school
computers) and a
>>reason to visit the site, but that maybe we could arrange
that. What do you
>>think?
>>
>>If it's been done, let me know and I might be able to
do something with
>>someone
>>else's investment.
>
>Has it been done? Is anyone doing it? If there is one- it
should
>definitely be in the newsletter to tell people about it. If
not, should we
>get one started??
>
>Lees
>
>Lees N. Stuntz Phone- 508-287-0070
>1 Keefe Road Fax- 508-287-0080
>Acton, MA 01720 e-mail- stuntzln@tiac.net
Anthony Gill phone: +44 (0)1295 812262
Phrontis Limited
Beacon House fax: +44 (0)1295 812511
Horn Hill Road
Adderbury email: t2@phrontis.demon.co.uk
Banbury
OXON. OX17 3EU URL: http://www.phrontis.com/
U.K.
Date: Wed, 8 Oct 1997
From: Mary Ellen Verona <mverona@mvhs1.mbhs.edu>
Cc: K-12sd@sysdyn.mit.edu
Subject: Cost of health care
Heard a report today that gave startling news: if the percent
of smokers
decreased sharply, the total cost of health care would initally
go down -
but then go back up. Seems like a nice doable problem for students
to
tackle.
Mary Ellen Verona mverona@mvhs1.mbhs.edu 301-650-6520 FAX: 650-6692
/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\
||<< Maryland Virtual High School of Science and Mathematics
>>||
||<< Blair Magnet Program, 313 Wayne Avenue, Silver Spring,
20910 >>||
||<< http://mvhs1.mbhs.edu/mvhs.html >>||
\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/\/
Date: Thu, 9 Oct 1997 10:44:50 -0400
To: K-12sd@sysdyn.mit.edu
From: sherry@heaven-and-earth.com (C. Sherry Immediato)
Subject: Re: Cost of Health Care
As someone who does alot of work with health care providers, including
microworlds to test health improvement strategies, I liked the
example that
Mary Ellen Verona offered regarding the consequences over time
of a
reduction in smoking. Many articles on other health improvement
strategies
usually only quote the near term impact. I can't remember the
actual
intervention, but another article this week reported that if the
improvement was made, deaths would decrease by 40,000 per year.
While
clearly this could happen in the short term, it is also clear
that in the
long term, we're all dead. I suspect that the authors of the article
Mary
Ellen mentions are making the related assumption that the costs
of old age
and illness are merely postponed and perhaps increased for reasons
of
longer life expectancy.
Does this mean that it's not so bad from a pubic policy standpoint
for
people to smoke? What about the effects of second-hand smoke?
Are the
cost dynamics similar? I don't think so. But clearly these are
questions
that young modelers can start to address. I am particularly encouraged
when students take on issues like this and share their work in
the
community. I know from work with Boards of Trustees of health
care
providers that these types of issues are of great interest to
them, but day
to day concerns often keep them low on the priority list. I suspect
that a
well-prepared presentation could make it on to many of their agendas.
This
exposure to systems thinking could help them think differently
about many
issues and give students a chance to make a contribution to their
communities on a substantive issue and improve decision making
processes.
Sherry Immediato
Sherry Immediato, President (617)354-6506 sherry@heaven-and-earth.com
Heaven & Earth Incorporated - enabling collective intelligence
and wisdom
P.O. Box 381027 Cambridge, MA 02238-1027 (781)449-8909
Date: Thu, 9 Oct 1997
To: system-dynamics@world.std.com
From: Lucia Breierova <lucia@MIT.EDU>
Subject: REPLY General Questions (SD1117)
Hello Lee,
Road Maps is a series of self-study guides that use modeling exercises
and
elected literature to provide a resource for learning about the
principles
and practices of system dynamics.
Road Maps is written by the System Dynamics in Education Project
at MIT, a
group of undergraduate students working under the direction of
Prof. Jay W.
Forrester. Eight chapters of Road Maps are currently available
and can be
downloaded from:
http://sysdyn.mit.edu
Some additional books are required for purchase in order to complete
all
the readings in Road Maps. The series is currently based on STELLA
II.
If you have any other questions or comments about Road Maps, please
send us
an mail at rm-help@sysdyn.mit.edu.
Lucia Breierova, Project Manager
System Dynamics in Education Project
E60-355, 30 Memorial Drive, Cambridge, MA 02139
Phone: (617) 253-6356 Fax: (617) 258-9405
Email: lucia@mit.edu
Date: Thu, 9 Oct 1997 16:21:25 -0400
To: k-12sd@sysdyn.mit.edu
From: jsoderquist@hps-inc.com (Jane Soderquist)
Subject: STELLA
High Performance Systems, Inc. is now shipping version 5.0 of
the STELLA
dynamic modeling and simulation software. Version 5.0 includes
new
user-interface-building capabilities that enable you or your students
to
communicate insights by transforming models into multimedia Learning
Environments. Visit our web site at http://www.hps-inc.com to
download the
new demo, which includes a pre-built Learning Environment, and
STELLA
examples (with interfaces!) from across the curriculum.
In response to the recent email on the K-12 list-serve regarding
a systems
thinking web site for kids, you'll be interested in knowing there
is now a
free downloadable STELLA Run-time available at our web site. Please
feel
free to distribute your models--via disk or web-site--and have
colleagues,
friends, and students download the new Run-time. In our 10 years
of
working in the systems thinking and education community, HPS has
found that
great insights come from not just changing variables within a
model, but
from working with and modifying the model structure. We are confident
this
free Run-time will enhance the ability of people to view, modify,
and
simulate each others' models--thereby generating increasingly
greater
understanding!
For more details, a free demo, or a free Run-time, visit our web
site at
http://www.hps-inc.com, email us at support@hps-inc.com, or call
us at
800-332-1202. As always, we are interested in any thoughts, comments,
or
suggestions you might have about our software--and about how you're
using
it in your classrooms and daily lives. Please keep in touch.
Sincerely,
Jane Soderquist
p.s. If you own version 3.0, you'll be glad to know that Message
Postings
and Sensitivity Analysis Setups will fully translate to this new
version.
If you own version 2.2 or 2.0, we have translator disks to help
you bring
your models up to version 5.0.
----------------Jane Soderquist-----------------
High Performance Systems, Inc.
45 Lyme Road, Suite, 200
Hanover, NH 03755-1221
http://www.hps-inc.com * support@hps-inc.com
-----------jsoderquist@hps-inc.com--------------
Date: Thu, 09 Oct 1997
To: Lees Stuntz <stuntzln@tiac.net>, K-12sd@sysdyn.mit.edu
From: Will Glass-Husain <wilgl@powersim.com>
Subject: Re: Kids ST/SD site
Hi all...
Been a while since I've posted here... hello to old friends.
As Tony mentioned, Powersim has new software ("Metro Server")
released last
week that allows users to create web-based simulators ("WebSims").
Web
developers can build a WebSim by creating a model with Powersim
Constructor, programming a Java interface, and then embedding
the simulator
into a web page with standard html.
Once the WebSim is up, users around the world (with either a Mac
or PC) can
experiment with the WebSim using a java-compatible web browser
such as
Netscape or Microsoft Internet Explorer. If the web site creator
wants to
give students access to the model, they may include a link to
download the
model and to download a free copy of the Powersim run-time.
Note that Powersim's web page (www.powersim.com) offers a free
converter
from iThink/STELLA models to Powersim models, allowing you to
use your
models with the Metro Server regardless of which software you
used to build
the model.
Powersim has special programs offering our software at steep discounts
(and
in some cases free) to academic institutions. Contact Brian Beard
at
703-481-1270 for more information on educational discounts and
on our
model-building tool, Powersim Constructor. For information on
the Metro
Server, ask for Charlie Church.
Best regards, Will
------------------------
Will Glass-Husain
wilgl@powersim.com
Powersim-
Simulator Solutions Group
1700 Montgomery Street, Suite 111
San Francisco, CA 94111
Phone: 415-835-9464 (direct)
Fax: 415-954-7147
http://www.powersim.com/services
Date: Wed, 15 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: sds@cnsvax.albany.edu (by way of Nan Lux)
Subject: CALL FOR PAPERS
There will be a very special session on using system dynamics
in K-12
education, so get those abstracts ready!
----------------------------------------------------
THE SIXTEENTH INTERNATIONAL CONFERENCE OF THE
SYSTEM DYNAMICS SOCIETY
Celebrating over forty years of advancing policy simulation
July 20 - 23, 1998
Quebec Hilton
Quebec City
CANADA
System Dynamics
Quebec '98
CONFERENCE INFORMATION AND CALL FOR PAPERS
SYSTEM DYNAMICS
QUEBEC '98
The sixteenth international conference of the System Dynamics
Society will be
held July 20-23, 1998, in Quebec City, Canada. The conference
will attract
more than two hundred practitioners interested in policy studies
based on
systems thinking and computer simulation informed by a feedback
perspective.
PROGRAM
The conference will consist of plenary and parallel sessions with
deliberate
opportunities for relaxed social and professional interaction.
Plenary sessions will feature refereed presentations of current
developments in
system dynamics and exemplary applications of system dynamics
and systems
thinking.
Parallel sessions will cover the range of work being done by system
dynamics
practitioners worldwide, including
- applications of system dynamics and systems thinking in
corporate and public policy
- policy studies emphasizing the role of feedback
- developments in simulation tools and techniques
- advances in the modeling process and group model building
- system dynamics contributions to theory building in the social
and natural
sciences
- complex nonlinear dynamic systems
- contributions to system dynamics teaching materials and methods
LOCATION
The conference will be held at the Quebec Hilton, just outside
the walls of Old
Quebec, a U.N. World Heritage Site, the location of the first
permanent
European settlement in North America, an area rich in history
and francophone
culture.
Quebec City and its surroundings offer a wide variety of tourist
and cultural
activities, excellent restaurants and great shopping opportunities,
making it
an ideal destination for companions and children to accompany
conference
participants.
Quebec City is accessible by air through the Lesage International
Airport in
the suburb of Ste-Foy, just 20 minutes from the conference hotel,
and is two
and a half hours by car, bus or train from Montreal.
The conference is registered with the Hilton International Hotel
chain. Room
reservations can be made through Hilton Hotels anywhere in the
world.
ABSTRACTS, PRESENTATIONS, PAPERS, AND CONFERENCE PROCEEDINGS
Submissions for conference presentations including tutorial sessions
and
workshops, as well as papers are invited. A written paper is required
for
plenary presentations but not for parallel sessions. An one page
abstracts
(maximum 250 words plus title and author(s) identification) for
all
presentations are due by February 1, 1998, to the program chair
listed below.
They will be peer reviewed, and acceptances mailed March 1, 1998.
Abstracts
should be submitted in electronic format as a plain text (ASCII)
file on
DOS-compatible diskette or by E-mail to the program chair.
Plenary presentations will be selected from completed papers only,
submitted by
May 1. Invitation to submit a paper for consideration for a plenary
session
will be mailed March 1, 1998.
For those wishing to organize tutorial sessions, workshops or
special interest
group sessions around the conference dates, submit a brief description
of the
activity with estimated space and time requirements to the conference
or
program chair before February 1, 1998.
Material for the conference proceedings is due by May 1, 1998.
Presentations
must be submitted in one of a limited number of common file formats.
Instructions for format will be sent with acceptances in March.
CONTACTS
Conference chair
R. Joel Rahn
3460 De Nevers
Ste-Foy, Quebec, Canada G1X 2E1
E-mail: rjrahn@microtec.net or
joel.rahn@osd.ulaval.ca
Program chair
Alexander Pugh
49 Bedford Road
Lincoln, MA 01773, USA
E-mail: JandJpugh@aol.com
SPONSORS OF THE SYSTEM DYNAMICS SOCIETY
Frank Davidsen
Jay W. Forrester
GKA Incorporated
High Performance Systems Inc.
Microworlds, Inc.
Modelldata AS
Pegasus Communications, Inc.
Powersim Corporation
Pugh-Roberts Associates
Paradigm Business Simulators
Ventana Systems, Inc.
Roberta L. Spencer System.Dynamics@albany.edu
Executive Director, System Dynamics Society Phone: 518-442-3865
Milne 300, Rockefeller College Fax: 518-442-3398
University at Albany - State University of New York
Albany, NY, 12222, U.S.A.
Date: Fri, 17 Oct 1997
From: Lukas Heierle <heierle@ubaclu.unibas.ch>
Subject: Costs of Health Care
To: k-12sd@sysdyn.mit.edu
Reply-To: Lukas Heierle <heierle@ubaclu.unibas.ch>
Last week I read the two emails concerning the Costs of Smoking
for Public
Health Care. For those who are interested in this topic and who
would like
to read the original article: It was published on october 9 1997
in the
NEW ENGLAND JOURNAL OF MEDICINE, Vol.337:1052-1057.
With best regards
Lukas Heierle
Date: Sat, 18 Oct 1997
From: LucasRPS@aol.com
To: heierle@ubaclu.unibas.ch, k-12sd@sysdyn.mit.edu
Subject: Re: Costs of Health Care
Having the information on the original article concerning the
Cost of Smoking
for Public Health Care is very helpful for classroom teachers
who want to
start the exploration and model building with their students.
(Thank you
Lukas) We will put the article to use in our eighth grade health
classes.
At some point, posting actual models on this bulletin board would
be a
helpful to all. Maybe even with a shared pen. We could learn as
we go and
encourage others.
I'm looking to expand my parent workshops on S.T. to include mapping
and
modeling current fiction/non-fiction or books on child development/parenting.
Has anyone been working with parent book group and literature
circles in
S.T. I'm searching for some different resources.
Tim Lucas
Ho-Ho-Kus Public Schools, NJ
Date: Sat, 18 Oct 1997
From: "Malcolm, Barbara, and Ian" <ovington@inetw.net>
Reply-To: ovington@inetw.net
Organization: Ovington Square, Ltd
To: LucasRPS@aol.com
Cc: heierle@ubaclu.unibas.ch, k-12sd@sysdyn.mit.edu
Subject: Re: Models like Costs of Health Care
Greetings...I am beginning a project to develop computer simulation
models with kids 5-8 at a Montessori school in Rockport, Maine.
If you
have some experience or advice to offer, I would be most
grateful....Malcolm Brooks
Date: Sat, 18 Oct 1997
From: Arlen Wolpert <awolpert@world.std.com>
To: "Malcolm, Barbara, and Ian" <ovington@inetw.net>
Cc: LucasRPS@aol.com, heierle@ubaclu.unibas.ch, k-12sd@sysdyn.mit.edu
Subject: Re: Models like Costs of Health Care
On Sat, 18 Oct 1997, Malcolm, Barbara, and Ian wrote:
> Greetings...I am beginning a project to develop computer
simulation
> models with kids 5-8 at a Montessori school in Rockport,
Maine. If you
> have some experience or advice to offer, I would be most
> grateful....Malcolm Brooks
>
Dear Malcolm, et al.,
I have written a book that may interest you.
Below are a couple of blurbs on the book that
I wrote back in 1992.
Arlen Wolpert
Independent Scholar
411 Franklin Street, Apt. 1008
Cambridge, MA 02139 USA
Telephone: (617)547-6994
email: awolpert@world.std.com
___________________________
Blurb#1:
System Dynamics for Beginner's, Book I: Bathtub
by Arlen Wolpert
The author is a system dynamicist who taught at one
time in the inner city. He knows how difficult it is at first
for
young people to get the hang of system dynamics. So he has made
this first introduction to it very simple.
Bathtub leads people step by step through the process
of building a system dynamics model for emptying and filling a
bathtub and then taking a bath. It is used with the STELLA
software and the appropriate computer. There is an illustration
on every page of this 300+ page book.
For example, a page of the book might show STELLA
in the window of the Mac with a stock at the center. The student
sees the same picture on his or her computer screeen. The caption
in the book might read, "Now, let's put a drain on our bathtub.
To do this, click on the flow tool shown darkened on the toolrack
at the top, 2nd from the left. Be sure to release your click.
Move
the flow tool to the center of the square bathtub or stock. Then
click and hold and drag down. Release your click."
Then on the next page the window shows a picture of
what should be on the computer screen, if the student performed
the previous page correctly. The caption reads, "This is
what
you should have." It then goes on to the next step, page
after page.
At the end of the book the student knows how to use
STELLA; knows how to use a graph; how to use a table of data;
how to run a simulation; has a feel for what a stock is and
what a rate is; the concepts of cause and effect; etc.
Now he is ready to comprehend an important model
like Forrester's World Dynamics. He or she sees that Population
is like a bathtub: it accumulates or empties. Birthrate is like
a
faucet; it adds to Population; etc. After he gets an idea of what
is
being modeled, he or she is eager to know what happens to the
world. At that point he knows how to run a model, so he runs it.
But, dear reader, I must warn you that it makes the student sad
that the
world is headed for a crisis in his or her own lifetime! Playing
with the bathtub is much more fun. But later, he or she will ask
questions and will be told that there are ways to avoid the crisis.
Blurb#2:
System Dynamics for Beginners by Arlen Wolpert
System Dynamics for Beginners takes the student
through the process of simulating the emptying and filling of
a
bathtub and taking a bath. It has been briefly beta tested at
Sudbury Valley School with kids from ages 8 to 14. Once they
understood the stock and flow concepts for the bathtub as well
as the data table and graph concepts, they were able to grasp
the rise and fall of pollution, population, and resources as well
as the approaching world crisis when they were later
introduced to Forrester's World Model .
The book was also useful for learning the STELLA
and STELLA II software packages in a Macintosh environment.
Some MIT students found it useful in the first stages of learning
system dynamics. It was also shown to a few adults who were
afraid of computers and they found it fun.
Bathtub can be used on the following versions of STELLA. The
first half of the book is for use with STELLA II (1990-1992);the
second half is for use with STELLA (1985-1990).The book is
in the public domain. It is hoped that other system dynamicists
will contribute books to the series as time goes by. The plan
right now is that System Dynamics for Beginners will
eventually be a series of books which can teach, augment
teaching, or modernize the teaching of physics, math, biology,
and social science in 6th through 12th grades. The
modernization would occur when feedback techniques and
computers are integrated into the teaching of such basic
subject matter.
----------------------------------------------------------------------------------
Order Form
Please send me System Dynamics for Beginners, Book I: Bathtub.
NAME(PleasePrint)
ADDRESS
CITY State ZIP Country
Quantity ____ at $20.00 each equals a Total Order of $_____
(Add $5/book for mailing outside USA)
Please enclose a check or money order in US dollars for the
total order payable to Arlen Wolpert and send it with this
Order Form to him at:
411 Franklin Street #1008, Cambridge, MA. 02139, USA.
----------------------------------------------------------------------------------
Date: Mon, 20 Oct 97
From: Dan Compton <Dan_Compton@ccm.fm.intel.com>
To: k-12sd@sysdyn.mit.edu
Subject: Dyslexia
I've developed a preliminary vensim model of the knowledge
acquisition and how it is different for dyslexics. I came to the
point where I need some validation of the model from a more expert
group. Are you the group?
Much of the theory of my model is based on Ron Davis' book, "The
Gift of Dyslexia" (see http://www.dyslexia.com).
--Dan
Date: Tue, 21 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Bob L Eberlein <vensim@world.std.com> (by way of Nan
Lux)
Subject: ANNOUNCE Vensim 3.0
The message below mentions (near the end) that a free version
(Vensim PLE)
is available to you. My apologies if this is a duplicate for you!
Nan Lux, Administrator, "k-12sd" List
---------------------------------------------
Hi Everyone
Ventana Systems, Inc. is pleased to announce the availability
of version
3.0 of Vensim. Vensim 3.0 is available for Windows 95/NT, Windows
3.1,
the Macintosh and the Power Macintosh. We have rewritten the user
interface to make it easier to get started building models and
more
efficient to use Vensims unique analysis capabilities. Vensim
PLE has
also been updated and remains free for academic use. Vensim PLE
is
available for downloading from our web site.
For more information check our our web site http://www.vensim.com
or call
us at 1-800-VENSIM1 (617 489 5249 - Fax 617 489 5316).
Bob Eberlein
BobEberlein@vensim.com
Date: Tue, 21 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Fabian Szulanski <fabians@swbell.net>
Subject: System Dynamics in the elevator
Dear Colleagues,
I invite you with the challenge of trying to define System Dynamics
as if
you were in an elevator, and somebody was asking to you what it
is when you
tell him that you are interested in this field; therefore leaving
you less
than 30 seconds to explain.
I hope the generated brainstorming will be useful for all of us,
who I guess
have already experienced that kind of question, and frequently
we couldn't
do more than refer them to some Web sites, lacking a synthetic
answer.
Be well...and in touch
Fabian Szulanski
Adjunct Assistant Professor
University of Texas at San Antonio
Master Student in System Dynamics
University of Bergen, Norway
E-mail address: fabians@swbell.net
Web Page: http://www.ifi.uib.no/student/sd/fabians
Date: Wed, 22 Oct 1997
From: George Richardson <gr383@cnsvax.albany.edu>
Subject: Re: System Dynamics in the elevator
To: Fabian Szulanski <fabians@swbell.net>
Cc: k-12sd@sysdyn.mit.edu
I'd say "System dynamics is the use of computer simulation
for policy
analysis in complex systems. It's big contribution is helping
people to
build progressively richer understandings of some dynamic problem,
and
anticipate weaknesses in policy initiatives that would develop
over time."
And as Fred say, "Here's my card. Let me know if we can help."
If you still have time (and an audience), I'd say "It gets
a lot of its
power from a 'feedback' perspective -- the realization that tough
dynamic
problems arise in situations with lots of pressures and perceptions
that
interact to form loops of circular causality, rather than simple
one-way
causal chains. Humans are really good at thinking up all that
interconnected complexity and really weak at inferring its implications
without the support of simulation models."
And you are now at the lobby level, so you probably won't be able
to give
them a nice list of references...
...GPR
-----------------------------------------------------------------------
George P. Richardson G.P.Richardson@Albany.edu
Rockefeller College of Public Affairs and Policy Phone: 518-442-3859
University at Albany - SUNY, Albany, NY 12222 Fax: 518-442-3398
-----------------------------------------------------------------------
Sender: J.B.Williamson@bolton.ac.uk
Date: Wed, 22 Oct 1997
From: jbw1@basil.acs.bolton.ac.uk
Reply-To: <jbw1@bolton.ac.uk>
To: K-12SD@SYSDYN.MIT.EDU
Subject: System Dynamics in a sentence
Causes generate effects which are causes which generate effects
which are causes......
Either fade into self-reflection, increase speed and volume or
just keep
repeating it.
Best Wishes
Jim Williamson
Date: Wed, 22 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: ithomas@mail.sd70.bc.ca (Ian Thomas)
Subject: Re: System Dynamics in the elevator
My experience is that my answer depends heavily on the interests
of the
person. In the high school where I work I explain it to teachers
in terms
of how they could use it to teach a concept in there discipline.
When I
talk with administrators I talk about the problems of the school
and how
system dynamics could be applied to help us understand and discuss
the
problems.
I think it is important and useful to share ideas. I would be
interested
in a series of analogies and short answer that can be used for
different
audiences.
Ian Thomas
Network Manager
Alberni District Secondary School
ithomas@mail.sd70.bc.ca
Date: Wed, 22 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Ed Gallaher <gallaher@teleport.com>
Subject: Re: System Dynamics in the elevator
>Dear Colleagues,
>I invite you with the challenge of trying to define System
Dynamics as if
>you were in an elevator, and somebody was asking to you what
it is when you
>tell him that you are interested in this field; therefore
leaving you less
>than 30 seconds to explain.
>
>I hope the generated brainstorming will be useful for all
of us, who I guess
>have already experienced that kind of question, and frequently
we couldn't
>do more than refer them to some Web sites, lacking a synthetic
answer.
>
>Be well...and in touch
>
>Fabian Szulanski
I have enjoyed seeing the first few answers to this provocative
question,
and I must compliment Fabian on raising a very interesting issue.
I wrote something along these lines about two years ago and I'll
dig it out
and send it along in the next day or so. Of course, this immediately
departs from Fabian's question, What would I say RIGHT NOW in
the elevator?
A marketing acquaintance observed that a good brand name has one
word, 2-3
syllables, and contains information that is -immediately- obvious,
descriptive, and memorable. System Dynamics does not fit these
requirements; neither does STELLA, Vensim, or Powersim, although
perhaps
the latter comes closest.
Dynamo (DYNAmic MOdeling) is a wonderful name! Too bad (for everyone
but
Pugh-Roberts) that the name is linked to a specific brand rather
than to
the field itself.
Collectively, we have a huge marketing task ahead of us.
I have heard JWF state that it takes about 6-8 hours of exposure
for the
newcomer to begin to catch on, and I agree with this. After a
long
struggle I have succeeded in inserting a 1-hr lecture and two
4-hour
computer labs into an introductory physiology/pharmacology course
for
graduate students. (Hooray!) The lecture was Monday, and the labs
are
tomorrow and next week. (I'll keep you posted . . . )
If JWF's contention is true (and they almost always are), then
an infinite
number of 1-hour lectures, seminars, or presentations, will not
do it. And
this has been my frustrating experience over the past 10 years.
Clearly, one cannot explain (yet) what S.D. is if the listener
does not
know what a system is! And this is not easy either. The dictionary
definitions are not consistent, nor are they very illuminating.
JWF says
in Principles of Systems "As used here a 'system' means a
grouping of
parts that operate together for a common purpose. An automobile
. . .
an autopilot . . . a warehouse . . . . "
This is a good definition. And when we KNOW what SD is all about
it makes
perfect sense. But if we don't realize where this is going, it
may not be
too meaningful. If everyone already knew what -systems- were,
then it
would be easier to sell a tool that is used to analyze systems.
Likewise,
if I don't know what an internal combustion engine can do, I am
not going
to be very interested in buying an engine block, camshaft, pistons,
rings,
and socket wrenches.
I guess I would say something like this:
****************
"A 'system' means a grouping of parts that operate together
for a common
purpose."
(As in any teaching environment I'd try to be very aware of non-verbal
responses from my listener.)
"As one example we could consider the salmon ecosystem which
includes
fish, predators, commercial and sports fishermen, the physical
environment
(cold, clear, running water with gravel beds vs. clearcutting,
grazing,
silt, and warm water), dams, turbines, and fishladders."
(I'd try to
create as broad a laundry list as possible, perhaps drawing my
listener in
to provide suggestions as well.)
"Another very different example might be the criminal justice
system, which
includes jails, policemen, judges, criminals, probation offiicers,
victims,
families, and the perceptions of the general public."
"I need to give you several examples here, because system
dynamics is not a
"sociology" tool, or an "ecology" tool, or
a "financial" tool. It is a
more general tool that let's us think about, and study, systems
in general."
"System Dynamics provides us with two major tools. First
is a very simple,
but powerful way to develop DIAGRAMS which specifically help us
talk to
each other about the parts of a system and how they fit together.
As we
build a diagram together we are forced to talk about our underlying
ideas
and assumptions, so they become much less fuzzy. We may find that
we
-cannot- build a diagram that we both agree with. This is a HUGE
step
forward, because now we have at least clarified our own understanding,
and
increased our understanding of the other person's "mental
model".
"After we have developed a diagram, System Dynamics software
allows us to
put numbers on each piece of the puzzle, or on each connection
between two
or more pieces of the puzzle. Then we can run computer simulations
which
describe the behavior of the "system" under different
conditions (more
dams, fewer dams; more rain, less rain; more logging, less logging).
Is the model "right"? We don't know for sure. It can
never be "perfect".
Does it help us understand the system? Yes! Does it increase our
awareness of other factors that may be outside our usual viewpoint?
Yes!
Does it allow us to talk more intelligently to our colleagues,
our kids,
and our politicians? Yes! This approach will very often identify
"fixes
that fail", despite the best intentions of idealistic policy
makers. And
hopefully, it will lead us fixes that don't fail . . . "
************************
Now, was the elevator going up or down?
If it was going down, as George Richardson suggested, and you
are in the
lobby, then your power of persuasion and enthusiasm might give
you another
60 seconds, which could come close to getting through the above
scenario.
If there is a coffee shop nearby your chances go up even further.
If going
up it is a little more awkward, because the other people on the
elevator
get increasingly irritated if you hold the door open too long
. . .
Anyone who knows me will recognize these as typical scenarios.
The LAST
thing my wife wants to hear on an elevator with me is for someone
to ask,
"What is that system dynamics stuff, anyway . . . ?"
Sincerely,
Ed Gallaher
Assoc. Prof. Pharmacology and Behavioral Neuroscience
Oregon Health Sciences University
Portland, OR
Date: Wed, 22 Oct 97
To: k-12sd@sysdyn.mit.edu, system-dynamics@world.std.com
From: "Jay W. Forrester" <jforestr@MIT.EDU>
Subject: Re: System Dynamics in the elevator
>Dear Colleagues,
>I invite you with the challenge of trying to define System
Dynamics as if
>you were in an elevator, and somebody was asking to you what
it is when you
>tell him that you are interested in this field; therefore
leaving you less
>than 30 seconds to explain.
>
>Fabian Szulanski
---------------------------------
System dynamics deals with how things change through time, which
includes
most of what most people find important. It uses computer simulation
to
take the knowledge we already have about details in the world
around us and
to show why our social and physical systems behave the way they
do. System
dynamics demonstrates how most of our own decision-making policies
are the
cause of the problems that we usually blame on others, and how
to identify
policies we can follow to improve our situation.
[this may work if the building is tall enough, and if the person
really
wanted to know]
----------------------------------------------------------
PLEASE CHANGE YOUR RECORDS FOR MY MIT FAX NUMBER BELOW
NOTE THE NEW AREA CODE FOR MY HOME OFFICE NUMBERS BELOW
---------------------------------------------------------
Jay W. Forrester
Professor of Management, Emeritus
and Senior Lecturer, Sloan School
Massachusetts Institute of Technology
Room E60-389
Cambridge, MA 02139
tel: 617-253-1571
fax: 617-258-9405 THIS IS A NEW FAX NUMBER, 8/28/97
email: jforestr@mit.edu
Home office:
tel: 978-369-9372 CHANGE AREA CODE 508 TO 978 ON SEPT. 1, '97
fax: 978-369-9077 CHANGE AREA CODE 508 TO 978 ON SEPT. 1, '97
Date: Thu, 23 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: Elevator speeches
If you all don't mind- I will complie all the elevator speeches
and put
them in the newsletter- it certainly does make you think! There
is a bit
longer piece in the CLE documents by Deb Lyneis called" Systems
Thinking in
25 words or Less" ( 25WORDDL) available on the web site whcih
people might
enjoy reading.
Lees Stuntz
Lees N. Stuntz
Creative Learning Exchange Phone- 508-287-0070
1 Keefe Road Fax- 508-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
Date: Thu, 23 Oct 1997
To: Lees Stuntz <stuntzln@tiac.net>
From: jheinbokel@UCSD.Edu (John Heinbokel)
Subject: Re: Elevator speeches
Cc: k-12sd@sysdyn.mit.edu
>If you all don't mind- I will complie all the elevator speeches
and put
>them in the newsletter- it certainly does make you think!
>
>Lees Stuntz
===>>>Fine with me, Lees,'though I always figure what
you get from me is
worth every penny you paid (and since this came free...). My only
concern,
as I've skimmed the other responses, is a heavy focus on "policy"
and
"social problem" aspects. Those are valuable and valid
subsets or areas of
application for SD, but I'd hate for folks to think that was its
only, or
even its primary or most valuable, use. The educators (at least
the
pre-college ones) using this stuff seem to have a much broader
appreciation
of its value and applicability beyond the common definition of
"public
policy." I haven't seen many of those players contributing
to this
conversation.
I hadn't meant to make this a general posting, but my mouth seems
to have
run away with me in chatting with Lees, so you all might as well
suffer my
opinions.
john
-----------------------------------
john heinbokel
visiting scholar
scripps institution of oceanography
la jolla, ca 92093-0227
619/822-2512(W); 619/350-7496(H)
jheinbokel@ucsd.edu
Date: Thu, 23 Oct 1997
From: Janice Mae Curtis <jancurt@tenet.edu>
To: systems MIT group <k-12sd@sysdyn.mit.edu>
Subject: channel "ELEVATOR"
Hi everyone,
I realize this response is at the tail end of the conversation,
but I wanted to add a bit from what I have observed by teaching
systems
thinking/system dynamics in the classroom. If I were faced with
the
question (as sooooo often I am by parents, teachers etc..) I would
not
attempt to explain in my terms, but in theirs therefore, making
the
concept more understandable, relevant and interesting (many other
benefits
of course but in 30 seconds give me a break!!!). It is this that
makes
system dynamics so incredibly valuable for students. In a nutshell,
making it relevant so that the sense of adventure in that particular
person could be captured. Since it's an elevator ride, I would
pose the
"what if" scenario, that is, if the elevator was to
malfunction a repair
person (to be politically correct) would not just look at one
part of the
"system" being the elevator, but the system as a whole
to ensure that
people riding the elevator would remain safe (unless you are in
Hollywood). I would then take advantage of the "systems"
at play concept
and transfer to other systems such as the body and a Doctor's
conclusion
about a certain set of symptoms within the "body system"
etc.... I would
explain that system dynamics is the use of computer simulations
which is
one step further in observing, testing, validating,and processing
causal
relationships and systems over time. The approach acts as a grounding
mechanism to help illogical assumptions from dominating. Then
if my blood
pressure was not to high from the sheer excitement of talking
about such
things, I would invite them to read the "Fifth Discipline"
and many other
wonderful books and curriculum items that are available.
Thanks,
Janice Curtis
Mind Science Foundation Education Project
San Antonio, Texas
Date: Thu, 23 Oct 1997
To: system-dynamics@world.std.com
From: roderick@copernicus.bbn.com (Steven Roderick)
Subject: REPLY System Dynamics in the elevator (SD1159)
Dear Colleagues,
I don't mean to offend by sounding tongue in cheek, but to this
high school
teacher, system dynamics is a discipline that uses computers as
tools to
compress time and expand thought, making manifest the changing
conseqences
of complex and often circular relationships. It is the one disciple
I can
think of that might explain why after getting on the elevator,
pushing the
button for the sixth floor, and experiencing the ride, the doors
open and
you find yourself back where you began.
This is a wonderful discussion. Thank you Fabian.
In peace,
Steve Roderick
roderick@copernicus.bbn.com
_____________________
"Is the sun the same as yesterday's
or is this fire different from that fire?"
-Pablo Neruda
Steven Roderick
Lincoln Sudbury High School
390 Lincoln Road
Sudbury, MA 01776
(508) 443-9961 x287
Fax: 508 443-8824
Subject: Re: REPLY System Dynamics in the elevator (SD1152)
Date: Fri, 24 Oct 97
From: Eric Wolstenholme <eric@cognitus.co.uk>
To: "system dynamics" <system-dynamics@world.std.com>,
<k-12sd@sysdyn.mit.edu>,
"system dynamics" <system-dynamics@world.std.com>
It occurs to me that one neat way of expressing an elevator (lift)
definiton of system dynamics might be to present it as a mission
statement. Here goes:
The what, why and how of system dynamics:
What: A rigorous way to help thinking, visualising, sharing, and
communication of the future evolution of complex organisations
and issues
over time,
Why: for the purpose of solving problems and creating more robust
designs, which minimise the likelihood of unpleasant surprises
and
unintended consequences,
How: by creating operational maps and simulation models which
externalise
mental models and capture the interrelationships of physical and
behavioural processes, organisational boundaries, policies, information
feedback and time delays; and by using these architectures to
test the
holistic outcomes of alternative plans and ideas, .
Within: a framework which respects and fosters the needs and values
of
awareness, openness, responsibility and equality of individuals
and teams.
Eric Wolstenholme (Eric@Cognitus.co.uk)
Date: Fri, 24 Oct 1997
To: system-dynamics@world.std.com, k-12sd@sysdyn.mit.edu
From: Mohammad Mojtahedzadeh <mohammad@hps-inc.com>
Subject: REPLY System Dynamics in the elevator
Ninth floor please!
Well, system dynamics modeling is the art of constructing thorough,
consistent, cogent stories narrating "how roads lead on to
roads" (feedback
loops), and cause a series of events (dynamic behavior), in order
to reveal
"what made all the difference".
Sorry, it got too poetic.
Mohammad Mojtahedzadeh
High Performance Systems, Inc.
Date: Fri, 24 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Barry Richmond <brichmond@hps-inc.com>
Subject: re: SD in an elevator
SD in a 30 second elevator ride…
To make sense of reality, we all simplify it. Let's call these
simplifications "mental models." We "simulate"
our mental models in order
to determine which course of action to implement, which alternative
to
choose, which strategies will best achieve our objectives.
History shows that our choices and decisions often leave us with
holes in
our feet. We so often injure our feet two reasons: (1) the assumptions
constituting the mental models we build are not sufficiently congruent
with
the reality they are seeking to represent, and (2) our simulations
of these
models do not correctly trace out the dynamic consequences implied
by the
assumptions in the models.
System Dynamics is an approach which can help us to construct
mental models
which are more likely to be congruent with reality and to then
simulate
these models more accurately. System Dynamics is thus increases
the
likelihood that we will produce the consequences we intend.
From: "Doug Cardell" <cardell@azstarnet.com>
To: <k-12sd@sysdyn.mit.edu>
Subject: Elevator
Date: Mon, 27 Oct 1997 11:04:52 -0700
The One Minute Modeler
As we go through life we look for patterns that will help us look
into the
future. Most of the patterns we look for involve looking for similarity
in
THINGS. Most people would see no similarity between a rabbit population
and money in the bank because they deal with very different THINGS.
In
system dynamics we look for similarity in SYSTEMS not THINGS.
In the
rabbit population, rabbits make more rabbits that make more rabbits
and so
on. When money is in the bank, it makes more money that makes
more money
and so on. Different THINGS, same SYSTEM. Finding similarity between
systems increases understanding in complex environments, particularly
those
in which causes and effects are widely separated in time and space.
Doug Cardell
"Confusion is a symptom of learning."
Date: Tue, 28 Oct 1997
To: <k-12sd@sysdyn.mit.edu>
From: Ingrid Stallsmith <istallsmith@hps-inc.com>
Subject: Bio Models and Development of Feedback Relationships
Mary Ellen Verona (Maryland Virtual HS of Science and Mathematics)
posed a
question to the k-12 list-serve regarding resources for developing
models
that capture the feedback relationships inherent in biological
processes. I
wish to inform subscribers of the upcoming release of High Performance
Systems, Inc.'s new Learning Environment, "Design a Cell."
This
interactive multimedia
learning tool allows students to experience how the organelles
within a
cell work as a dynamic system. The underlying model of the LE,
which has
been created with STELLA Author, captures the complexities of
the feedback
relationships that link the organelles and shape their behavior.
For more
information about "Design a Cell" and/or modeling biological
feedback
relationships, please contact us at the information below.
Thank you,
Ingrid Stallsmith
******************************************************************************
High Performance Systems, Inc. phone: (603) 643-9636
45 Lyme Road, Suite 200 fax: (603)
643-9502
Hanover, NH 03755-1221 email: support@hps-inc.com
web: http://www.hps-inc.com
************************************************************************
Date: Thu, 30 Oct 1997
To: k-12sd@sysdyn.mit.edu
From: Fabian Szulanski <fabians@swbell.net>
Subject: Assessment of ST/SD in Education
Cc: system-dynamics@world.std.com, dinamica-sistemas@campus.mty.itesm.mx
Hello dear colleagues,
It'd be interesting if we can build a collective understanding
about how the
different educational initiatives that use ST and SD as tools
around the
world are assessing learning effectiveness, in all levels, from
K to Graduate.
Be well...and in touch.
Fabian Szulanski.
Adjunct Assistant Professor
University of Texas at San Antonio
Master Student in System Dynamics
University of Bergen, Norway
E-mail address: fabians@swbell.net
Web Page: http://www.ifi.uib.no/student/sd/fabians