Disaster exercises are intended to improve disaster responses effectiveness. Exercises exist in a wide variety,
ranging from table-top scenarios to full-scale disaster simulations, offering participants different learning
experiences. However these exercises canbe overwhelming to newcomers, especially when involving large scale
simulations, reducing the effectiveness of the learning experience. In order to make the learning experiences
more effective to newcomers, researchers or professionals, a new exercise is proposed. This exercise, designed
as a serious game, provides a new way to introduce people to the field of disaster management in general and
information management in particular. The first version of the game was played during the 2012 ISCRAM
summer school where it yielded positive reactions from both novice participants and experienced professionals
Abcusd comprehensive emrg plan template 3Rafael Waites
The document provides guidelines for ABC Unified School District's Comprehensive Safe School Plan. It outlines the district's goal to provide a safe learning environment and establishes teams to manage emergencies, including a Safe School Leadership Team and Threat Assessment Management Team at each school. It also describes the Standardized Emergency Management System used to coordinate response and assigns roles and responsibilities to school staff to effectively respond to incidents.
Arla Foods is the largest dairy company in Scandinavia. In 2005, Danish newspapers published cartoons depicting the prophet Muhammad, offending many Muslims. As a result, Muslim clerics and societies called for a boycott of all Danish products, severely impacting Arla Foods sales in the Middle East. To address the crisis, Arla launched a campaign emphasizing its long relationships with Muslims, Islamic values, and lobbying the Danish government for an apology. The campaign's goals were to regain consumer confidence and reintroduce the brand to markets cut off due to its Danish association. However, major grocery retailers continued supporting the boycott given the lack of apology.
The document discusses different types of crises. A crisis in medicine refers to a point of decision where failure to act appropriately and timely could result in a patient's death. Crises can be regular situations that require a plan to mitigate impacts, or they can be sudden with no warning signs, requiring immediate action. Some crises are predictable and detectable early on, allowing time to recover the situation. Managing crises requires key experts, tools, and partners working together.
This document discusses different types of crises including financial, technological, malevolence, natural, deception, and workplace violence. It provides examples for each type such as the Kingfisher Airlines financial crisis, the Exxon Valdez oil spill technological crisis, and the Tylenol murders malevolence crisis. The document also discusses crisis management and provides an example of Union Carbide's unsuccessful management of the Bhopal gas tragedy and Pepsi's successful handling of a 1993 tampering crisis through effective communication.
Disaster preparedness is a very vital aspect of any organization or even an individual in any community (Academic Papers on Porter’s Strategy, n.d.). According to Homeland Security Exercise and Evaluation Program (HSEEP), its major objective is provision of guiding principles that have a common response in addressing programs management, evaluation, improving planning, designing and planning of mitigation measures
This document summarizes research on the use of digital games, simulations, and virtual worlds for educational purposes. It finds that while serious games are widely used for training in fields like the military and healthcare, their adoption in formal education has been limited. The document outlines challenges to integrating serious games into classrooms and argues that educators need guidance on how to design, select, and assess games to meet educational goals and fit within existing lesson structures.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Abcusd comprehensive emrg plan template 3Rafael Waites
The document provides guidelines for ABC Unified School District's Comprehensive Safe School Plan. It outlines the district's goal to provide a safe learning environment and establishes teams to manage emergencies, including a Safe School Leadership Team and Threat Assessment Management Team at each school. It also describes the Standardized Emergency Management System used to coordinate response and assigns roles and responsibilities to school staff to effectively respond to incidents.
Arla Foods is the largest dairy company in Scandinavia. In 2005, Danish newspapers published cartoons depicting the prophet Muhammad, offending many Muslims. As a result, Muslim clerics and societies called for a boycott of all Danish products, severely impacting Arla Foods sales in the Middle East. To address the crisis, Arla launched a campaign emphasizing its long relationships with Muslims, Islamic values, and lobbying the Danish government for an apology. The campaign's goals were to regain consumer confidence and reintroduce the brand to markets cut off due to its Danish association. However, major grocery retailers continued supporting the boycott given the lack of apology.
The document discusses different types of crises. A crisis in medicine refers to a point of decision where failure to act appropriately and timely could result in a patient's death. Crises can be regular situations that require a plan to mitigate impacts, or they can be sudden with no warning signs, requiring immediate action. Some crises are predictable and detectable early on, allowing time to recover the situation. Managing crises requires key experts, tools, and partners working together.
This document discusses different types of crises including financial, technological, malevolence, natural, deception, and workplace violence. It provides examples for each type such as the Kingfisher Airlines financial crisis, the Exxon Valdez oil spill technological crisis, and the Tylenol murders malevolence crisis. The document also discusses crisis management and provides an example of Union Carbide's unsuccessful management of the Bhopal gas tragedy and Pepsi's successful handling of a 1993 tampering crisis through effective communication.
Disaster preparedness is a very vital aspect of any organization or even an individual in any community (Academic Papers on Porter’s Strategy, n.d.). According to Homeland Security Exercise and Evaluation Program (HSEEP), its major objective is provision of guiding principles that have a common response in addressing programs management, evaluation, improving planning, designing and planning of mitigation measures
This document summarizes research on the use of digital games, simulations, and virtual worlds for educational purposes. It finds that while serious games are widely used for training in fields like the military and healthcare, their adoption in formal education has been limited. The document outlines challenges to integrating serious games into classrooms and argues that educators need guidance on how to design, select, and assess games to meet educational goals and fit within existing lesson structures.
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
The document describes the development of a serious game to teach group decision-making skills to emergency managers. The game aims to embed learning in its mechanics by distributing crucial information among players, requiring cooperation. An evaluation found that groups playing the prototype made inefficient decisions and performed worse than individuals, replicating real-world group dynamics, suggesting the game provides a valid environment for skills training. Further work is needed to develop the full online multiplayer version and integrate it into the overall training program.
Modelling the recommendation technique for achieving awareness in serious gam...journalBEEI
Obesity among children is increasing alarmingly. Therefore it is crucial to instill the awareness about the danger of being obese to the children. To instill the awareness is a challenge. A good approach is required for the message to be accepted and conceptualized by the children. Serious game has been an important mechanism to assist the achievement of many serious purposes other than for entertainment and enjoyment. This paper proposes the implementation of content-based recommendation technique in serious game for obesity awareness among children. Several recommendation techniques for awareness had been studied and the content-based recommendation technique is found to be suitable to be implemented in games. The game was developed according to game development approach and fulfilled the game characteristics. For this preliminary study, 10 children participated in the experiment to determine the effectiveness of the game. The participants were given a pre-and post test to answer before and after playing the game. The result of the test shows that participants achieved the obesity awareness after playing the game. The content-based recommendation technique is applicable to be adopted in serious games to instill awareness in the players.
Here are the key facts we know so far:
- Date is June 9, 1953
- Location is Worcester, MA and surrounding towns
- Tornado was an F4 with wind speeds 207-260 mph
- Tornado destroyed everything in its path, few structures remain
- Objects have been carried over 40 miles away
- Reports of many injuries and deaths coming in
Our priorities right now need to be:
1. Search and rescue - we need to get teams out assessing the damage and looking for anyone who may be trapped or injured
2. Medical assistance - the hospitals are likely overwhelmed. We need to set up triage areas and get additional medical supplies and personnel in
3. Shelter - many homes have
This document discusses using gamification to improve disaster education. It presents two games called FloodQuest and AlarmSlide that aim to increase players' knowledge, attitudes, and practices around risk management, safety, and monitoring hazards. The document also notes some limitations of current disaster education in Thailand, such as a lack of local context and hands-on tools. Gamification is proposed as a way to boost engagement by integrating game mechanics into existing disaster-related content. An example role-playing game is described where players collaborate as local leaders to control disasters and allocate resources. The document concludes that games are effective learning tools but require careful design and facilitation to change attitudes and link lessons to player behavior.
Role assignment in simulation involves assigning students specific roles to simulate healthcare providers and the patient environment. Roles can include the primary nurse, medication nurse, and roles of other disciplines. Research shows roles promote active learning of skills and knowledge. Roles are commonly assigned by the facilitator and may be tailored to learners or randomly assigned. Students should be prepared for their roles and observers have an important role to focus on through structured observation sheets. Debriefing incorporates learning from all roles.
Simulation can benefit disaster preparation for both professionals and the public. For professionals, simulations allow training of specialized emergency skills through repeated practice with reduced costs and dangers compared to real disasters. Simulations also enable observation of complex coordination and feedback. For the public, simulations can increase interest, knowledge, and preparedness through entertainment and practice in a memorable way. Both physical and virtual simulations are being used for these purposes.
Online Lecture- Preparedness Exercising the Emergency Operations.docxodiliagilby
This document discusses exercises for testing emergency operations plans. It describes four main types of exercises: discussion-based, operations-based, functional exercises, and full-scale exercises. Discussion-based exercises include seminars, workshops, and tabletop exercises to familiarize participants with plans and policies without mobilizing resources. Operations-based exercises involve actual response and include drills, functional exercises, and full-scale exercises to validate plans and clarify roles using increased interaction or simulated emergencies. Together, exercises provide a low-risk way to evaluate capabilities, identify gaps, and strengthen emergency preparedness.
This document discusses using computer games in special education. It notes that traditional education focuses more on memorization than creativity and collaboration. Video games can increase motivation, attention and help apply concepts to real life. Educational video games should prioritize designing experiences over content. They can engage students more than classrooms and help students think critically. However, games must be designed correctly for special education, considering each student's cognitive abilities and disabilities. Guidelines for design include identifying student profiles, structuring objectives to fit them, offering feedback, and gradually increasing difficulty levels. Video games show potential to teach essential life skills to those with disabilities in novel ways compared to traditional methods.
first report - Technologies for LearningMaHannaGrace
Simulations allow students to practice skills in realistic contexts with feedback. They can be computer-based or involve role-playing interactions. Simulations immerse participants in problem situations to help students apply lessons to real life. Simulators represent physical systems to allow safe practice of skills like CPR. Learning centers promote small group work around specific tasks. Programmed instruction uses printed or online materials for self-paced learning, while programmed tutoring provides one-on-one instruction and feedback. Programmed teaching applies these principles in a large group setting with smaller breakouts.
This document discusses using e-learning to teach metacognitive and creative thinking skills. It explains that metacognitive skills involve planning, monitoring, and assessing solutions and can be taught effectively through simulations and games. Specific types of thinking skills training focus on general transferable skills or specific problem-solving skills. Effective metacognitive training focuses on skills relevant to tasks learners will perform and includes practice implementing skills. Simulations model real-world systems and teach procedures or domain knowledge, while games are competitive activities constrained by rules. Leveraging games/simulations for learning involves matching them to goals, making learning essential for progression, and integrating guidance.
The document discusses different training methods used in businesses, dividing them into on-the-job and off-the-job methods. On-the-job methods include coaching, mentoring, job rotation, job instructional technique, apprenticeship, and understudy, which involve learning through observation and practice on actual jobs. Off-the-job methods such as lectures, vestibule training, simulation exercises, and sensitivity training are conducted separately from the work environment with a focus on learning rather than performance. Transactional analysis is also discussed as providing a method to analyze and understand others' behaviors in social interactions.
Introduce your presentation here. 1Use the design .docxnormanibarber20063
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
Here are a few key points regarding the availability and quality of information used for scenario planning:
- Information must be up-to-date to ensure scenarios account for the most recent developments and trends. Outdated information could lead scenarios to be inaccurate or irrelevant.
- The sources of information need to be reputable and reliable. Scenarios built on poor quality or questionable data will likewise be of poor quality. It's important to vet sources to confirm their credibility and objectivity.
- A wide range of information from multiple sources is ideal to gain different perspectives and avoid blind spots. No single source is likely to provide all necessary insights. Triangulating data enhances quality.
- Certain types of information may be difficult to
Ming Wang, Journal of Public Relations Education, Vol. 3, Issue 2, 96-109
http://aejmc.us/jpre/2017/12/29/using-crisis-sim…role-of-presence/
Abstract
"Simulation-based training (SBT) is a useful pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with post-simulation crisis management competencies, suggesting that presence is critical in designing an effective simulation activity."
Simulation, games, and role playing are effective teaching tools that involve group members and facilitate meaningful learning. These techniques create controlled scenarios that reflect real-world situations through dramatic portrayals of life experiences. Role playing is similar to simulation but often includes winners and losers, while games involve suspense and a defined end or payoff. As long as participation is voluntary, competition from games can encourage discovery and learning. Educators also use these active strategies as icebreakers to ease communication and build rapport among groups of any age.
Simulation, games, and role playing are effective teaching tools that involve participants and facilitate meaningful learning. These techniques create controlled scenarios that model real-world situations. Role playing is similar to simulation but often includes winners and losers. Games also involve elements of competition but with a defined end goal. These active learning strategies encourage discovery and examination of concepts while building rapport among participants.
The document discusses improving medical decision making training for students and residents. It proposes using simulations of common clinical situations to provide deliberate practice under pressure. Research showed trainees with more ICU experience made fewer errors in simulations. "War games" simulations improved performance for all groups to the level of experts after just three sessions. Critical incident interviews revealed experts primarily use recognition-primed decision making while novices rely more on trial and error. Mandatory simulations were proposed to evaluate basic competencies before residents treat patients independently.
This document discusses disaster drills, which are simulations of emergency situations conducted to educate personnel and test emergency response plans. It defines disaster drills and describes three common types: tabletop drills, functional drills, and full-scale drills. Key aspects of designing effective disaster drills are outlined, including defining objectives, crafting scenarios, and planning activities. Guidelines are provided for roles in drills, such as incident commanders and evaluators. The document emphasizes that regular drills are important to identify weaknesses in plans and increase staff confidence and coordination in responding to emergencies.
An Analysis Instrument For Gameplay Information Flows Supporting Sustainabili...Daniel Wachtel
This document presents a game analysis instrument to evaluate how well gameplay information flows promote complex problem-solving capabilities related to sustainability. The instrument is based on a model integrating perspectives from complex problem-solving theory and constructivism learning theory. Complex problem-solving requires engaging with dynamic, unpredictable environments through iterative exploration and adaptation. Games can foster these skills if they provide information to interpret situations and understand the effects of strategies. The instrument was tested on a disaster management game and showed it can comprehensively analyze a game's suitability for complex problem-solving learning related to sustainability issues.
#Help: Het regisseren van (online) dynamiek van burgers voor, tijdens en na ...Kenny Meesters
Presentation for the annual conference on events and (public) safety. About information, technology, organizations and people. How to empower citizens and work with empowered communities to improve safety. Contact me for English version.
Building on Community Resilience in Post-earthquake NepalKenny Meesters
Presenting of the research results on community resilience and the inclusion thereof in the disaster response following the Nepal Earthquake. Examined in a multi-disciplinary field-study through three different perspectives, coordination, logistics and information management, both at the HQ level and in the communities.
Full paper: https://www.researchgate.net/publication/301694839_A_multidisciplinary_perspective_on_supporting_community_disaster_resilience_in_Nepal
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Similar to Serious game disaster in my backyard, ISCRAM paper
The document describes the development of a serious game to teach group decision-making skills to emergency managers. The game aims to embed learning in its mechanics by distributing crucial information among players, requiring cooperation. An evaluation found that groups playing the prototype made inefficient decisions and performed worse than individuals, replicating real-world group dynamics, suggesting the game provides a valid environment for skills training. Further work is needed to develop the full online multiplayer version and integrate it into the overall training program.
Modelling the recommendation technique for achieving awareness in serious gam...journalBEEI
Obesity among children is increasing alarmingly. Therefore it is crucial to instill the awareness about the danger of being obese to the children. To instill the awareness is a challenge. A good approach is required for the message to be accepted and conceptualized by the children. Serious game has been an important mechanism to assist the achievement of many serious purposes other than for entertainment and enjoyment. This paper proposes the implementation of content-based recommendation technique in serious game for obesity awareness among children. Several recommendation techniques for awareness had been studied and the content-based recommendation technique is found to be suitable to be implemented in games. The game was developed according to game development approach and fulfilled the game characteristics. For this preliminary study, 10 children participated in the experiment to determine the effectiveness of the game. The participants were given a pre-and post test to answer before and after playing the game. The result of the test shows that participants achieved the obesity awareness after playing the game. The content-based recommendation technique is applicable to be adopted in serious games to instill awareness in the players.
Here are the key facts we know so far:
- Date is June 9, 1953
- Location is Worcester, MA and surrounding towns
- Tornado was an F4 with wind speeds 207-260 mph
- Tornado destroyed everything in its path, few structures remain
- Objects have been carried over 40 miles away
- Reports of many injuries and deaths coming in
Our priorities right now need to be:
1. Search and rescue - we need to get teams out assessing the damage and looking for anyone who may be trapped or injured
2. Medical assistance - the hospitals are likely overwhelmed. We need to set up triage areas and get additional medical supplies and personnel in
3. Shelter - many homes have
This document discusses using gamification to improve disaster education. It presents two games called FloodQuest and AlarmSlide that aim to increase players' knowledge, attitudes, and practices around risk management, safety, and monitoring hazards. The document also notes some limitations of current disaster education in Thailand, such as a lack of local context and hands-on tools. Gamification is proposed as a way to boost engagement by integrating game mechanics into existing disaster-related content. An example role-playing game is described where players collaborate as local leaders to control disasters and allocate resources. The document concludes that games are effective learning tools but require careful design and facilitation to change attitudes and link lessons to player behavior.
Role assignment in simulation involves assigning students specific roles to simulate healthcare providers and the patient environment. Roles can include the primary nurse, medication nurse, and roles of other disciplines. Research shows roles promote active learning of skills and knowledge. Roles are commonly assigned by the facilitator and may be tailored to learners or randomly assigned. Students should be prepared for their roles and observers have an important role to focus on through structured observation sheets. Debriefing incorporates learning from all roles.
Simulation can benefit disaster preparation for both professionals and the public. For professionals, simulations allow training of specialized emergency skills through repeated practice with reduced costs and dangers compared to real disasters. Simulations also enable observation of complex coordination and feedback. For the public, simulations can increase interest, knowledge, and preparedness through entertainment and practice in a memorable way. Both physical and virtual simulations are being used for these purposes.
Online Lecture- Preparedness Exercising the Emergency Operations.docxodiliagilby
This document discusses exercises for testing emergency operations plans. It describes four main types of exercises: discussion-based, operations-based, functional exercises, and full-scale exercises. Discussion-based exercises include seminars, workshops, and tabletop exercises to familiarize participants with plans and policies without mobilizing resources. Operations-based exercises involve actual response and include drills, functional exercises, and full-scale exercises to validate plans and clarify roles using increased interaction or simulated emergencies. Together, exercises provide a low-risk way to evaluate capabilities, identify gaps, and strengthen emergency preparedness.
This document discusses using computer games in special education. It notes that traditional education focuses more on memorization than creativity and collaboration. Video games can increase motivation, attention and help apply concepts to real life. Educational video games should prioritize designing experiences over content. They can engage students more than classrooms and help students think critically. However, games must be designed correctly for special education, considering each student's cognitive abilities and disabilities. Guidelines for design include identifying student profiles, structuring objectives to fit them, offering feedback, and gradually increasing difficulty levels. Video games show potential to teach essential life skills to those with disabilities in novel ways compared to traditional methods.
first report - Technologies for LearningMaHannaGrace
Simulations allow students to practice skills in realistic contexts with feedback. They can be computer-based or involve role-playing interactions. Simulations immerse participants in problem situations to help students apply lessons to real life. Simulators represent physical systems to allow safe practice of skills like CPR. Learning centers promote small group work around specific tasks. Programmed instruction uses printed or online materials for self-paced learning, while programmed tutoring provides one-on-one instruction and feedback. Programmed teaching applies these principles in a large group setting with smaller breakouts.
This document discusses using e-learning to teach metacognitive and creative thinking skills. It explains that metacognitive skills involve planning, monitoring, and assessing solutions and can be taught effectively through simulations and games. Specific types of thinking skills training focus on general transferable skills or specific problem-solving skills. Effective metacognitive training focuses on skills relevant to tasks learners will perform and includes practice implementing skills. Simulations model real-world systems and teach procedures or domain knowledge, while games are competitive activities constrained by rules. Leveraging games/simulations for learning involves matching them to goals, making learning essential for progression, and integrating guidance.
The document discusses different training methods used in businesses, dividing them into on-the-job and off-the-job methods. On-the-job methods include coaching, mentoring, job rotation, job instructional technique, apprenticeship, and understudy, which involve learning through observation and practice on actual jobs. Off-the-job methods such as lectures, vestibule training, simulation exercises, and sensitivity training are conducted separately from the work environment with a focus on learning rather than performance. Transactional analysis is also discussed as providing a method to analyze and understand others' behaviors in social interactions.
Introduce your presentation here. 1Use the design .docxnormanibarber20063
This document provides an overview of key concepts for an emergency management course unit on disaster response and recovery. It discusses the response phase, which aims to minimize risk and provide emergency assistance in the initial disaster period. Recovery has short-term efforts to restore minimum operations within two weeks and longer-term recovery over 30-90 days depending on the disaster. The document also outlines challenges for emergency managers, like coordination between agencies and acquiring financial resources, and stresses the importance of planning, communication, and stakeholder involvement in both response and recovery phases.
Here are a few key points regarding the availability and quality of information used for scenario planning:
- Information must be up-to-date to ensure scenarios account for the most recent developments and trends. Outdated information could lead scenarios to be inaccurate or irrelevant.
- The sources of information need to be reputable and reliable. Scenarios built on poor quality or questionable data will likewise be of poor quality. It's important to vet sources to confirm their credibility and objectivity.
- A wide range of information from multiple sources is ideal to gain different perspectives and avoid blind spots. No single source is likely to provide all necessary insights. Triangulating data enhances quality.
- Certain types of information may be difficult to
Ming Wang, Journal of Public Relations Education, Vol. 3, Issue 2, 96-109
http://aejmc.us/jpre/2017/12/29/using-crisis-sim…role-of-presence/
Abstract
"Simulation-based training (SBT) is a useful pedagogical tool used in crisis management training. This paper explores the effects of a crisis simulation activity on students’ crisis management competencies. Pre- and post-test surveys indicated that students significantly improved crisis management competencies after the crisis simulation activity. Moreover, presence was found to be positively associated with post-simulation crisis management competencies, suggesting that presence is critical in designing an effective simulation activity."
Simulation, games, and role playing are effective teaching tools that involve group members and facilitate meaningful learning. These techniques create controlled scenarios that reflect real-world situations through dramatic portrayals of life experiences. Role playing is similar to simulation but often includes winners and losers, while games involve suspense and a defined end or payoff. As long as participation is voluntary, competition from games can encourage discovery and learning. Educators also use these active strategies as icebreakers to ease communication and build rapport among groups of any age.
Simulation, games, and role playing are effective teaching tools that involve participants and facilitate meaningful learning. These techniques create controlled scenarios that model real-world situations. Role playing is similar to simulation but often includes winners and losers. Games also involve elements of competition but with a defined end goal. These active learning strategies encourage discovery and examination of concepts while building rapport among participants.
The document discusses improving medical decision making training for students and residents. It proposes using simulations of common clinical situations to provide deliberate practice under pressure. Research showed trainees with more ICU experience made fewer errors in simulations. "War games" simulations improved performance for all groups to the level of experts after just three sessions. Critical incident interviews revealed experts primarily use recognition-primed decision making while novices rely more on trial and error. Mandatory simulations were proposed to evaluate basic competencies before residents treat patients independently.
This document discusses disaster drills, which are simulations of emergency situations conducted to educate personnel and test emergency response plans. It defines disaster drills and describes three common types: tabletop drills, functional drills, and full-scale drills. Key aspects of designing effective disaster drills are outlined, including defining objectives, crafting scenarios, and planning activities. Guidelines are provided for roles in drills, such as incident commanders and evaluators. The document emphasizes that regular drills are important to identify weaknesses in plans and increase staff confidence and coordination in responding to emergencies.
An Analysis Instrument For Gameplay Information Flows Supporting Sustainabili...Daniel Wachtel
This document presents a game analysis instrument to evaluate how well gameplay information flows promote complex problem-solving capabilities related to sustainability. The instrument is based on a model integrating perspectives from complex problem-solving theory and constructivism learning theory. Complex problem-solving requires engaging with dynamic, unpredictable environments through iterative exploration and adaptation. Games can foster these skills if they provide information to interpret situations and understand the effects of strategies. The instrument was tested on a disaster management game and showed it can comprehensively analyze a game's suitability for complex problem-solving learning related to sustainability issues.
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#Help: Het regisseren van (online) dynamiek van burgers voor, tijdens en na ...Kenny Meesters
Presentation for the annual conference on events and (public) safety. About information, technology, organizations and people. How to empower citizens and work with empowered communities to improve safety. Contact me for English version.
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Presenting of the research results on community resilience and the inclusion thereof in the disaster response following the Nepal Earthquake. Examined in a multi-disciplinary field-study through three different perspectives, coordination, logistics and information management, both at the HQ level and in the communities.
Full paper: https://www.researchgate.net/publication/301694839_A_multidisciplinary_perspective_on_supporting_community_disaster_resilience_in_Nepal
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Emerging technologies provide opportunities for the humanitarian responders’ community to enhance the effectiveness of their response to crisissituations. A part of this development can be contributed to a new type of information supply chains -driven by collaboration with digital, online communities- enabling organizations to make better informed decisions. However, how exactly and to what extend this collaboration impacts the decision making process is unknown. To improve these new information exchanges and the corresponding systems, an evaluation method is needed to assess the performance of these processes and systems. This paper builds on existing evaluation methods for information systems and design principles to propose such an impact evaluation framework. The proposed framework has been applied in a case study to demonstrate its potential to identify areas for further improvement in the (online) collaboration between information suppliers and users.
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Emerging technologies provide opportunities for the humanitarian responders’ community to enhance the
effectiveness of their response to crisissituations. A part of this development can be contributed to a new type of
information supply chains -driven by collaboration with digital, online communities- enabling organizations to
make better informed decisions. However, how exactly and to what extend this collaboration impacts the
decision making process is unknown. To improve these new information exchanges and the corresponding
systems, an evaluation method is needed to assess the performance of these processes and systems. This paper
builds on existing evaluation methods for information systems and design principles to propose such an impact
evaluation framework. The proposed framework has been applied in a case study to demonstrate its potential to
identify areas for further improvement in the (online) collaboration between information suppliers and users.
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Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/how-axelera-ai-uses-digital-compute-in-memory-to-deliver-fast-and-energy-efficient-computer-vision-a-presentation-from-axelera-ai/
Bram Verhoef, Head of Machine Learning at Axelera AI, presents the “How Axelera AI Uses Digital Compute-in-memory to Deliver Fast and Energy-efficient Computer Vision” tutorial at the May 2024 Embedded Vision Summit.
As artificial intelligence inference transitions from cloud environments to edge locations, computer vision applications achieve heightened responsiveness, reliability and privacy. This migration, however, introduces the challenge of operating within the stringent confines of resource constraints typical at the edge, including small form factors, low energy budgets and diminished memory and computational capacities. Axelera AI addresses these challenges through an innovative approach of performing digital computations within memory itself. This technique facilitates the realization of high-performance, energy-efficient and cost-effective computer vision capabilities at the thin and thick edge, extending the frontier of what is achievable with current technologies.
In this presentation, Verhoef unveils his company’s pioneering chip technology and demonstrates its capacity to deliver exceptional frames-per-second performance across a range of standard computer vision networks typical of applications in security, surveillance and the industrial sector. This shows that advanced computer vision can be accessible and efficient, even at the very edge of our technological ecosystem.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...
Serious game disaster in my backyard, ISCRAM paper
1. Meesters et al. Disaster in my backyard: a serious introduction to crisis management
Disaster in my backyard:
a serious game introduction to disaster information
management
Kenny Meesters Bartel van de Walle
Tilburg University Tilburg University
k.meesters@gmail.com b.a.vandewalle@uvt.nl
ABSTRACT
Disaster exercises are intended to improve disaster responses effectiveness. Exercises exist in a wide variety,
ranging from table-top scenarios to full-scale disaster simulations, offering participants different learning
experiences. However these exercises can be overwhelming to newcomers, especially when involving large scale
simulations, reducing the effectiveness of the learning experience. In order to make the learning experiences
more effective to newcomers, researchers or professionals, a new exercise is proposed. This exercise, designed
as a serious game, provides a new way to introduce people to the field of disaster management in general and
information management in particular. The first version of the game was played during the 2012 ISCRAM
summer school where it yielded positive reactions from both novice participants and experienced professionals.
Keywords
Disaster Management Training, Information Management Training, Alternate reality game, Disaster Scenarios
INTRODUCTION
During the 2012 ISCRAM summer school, the organizers wanted the participants to experience what
information management during disasters entails. To introduce participants of the ISCRAM summer school to
the this experience the development of an exercise, based on a custom alternate reality game was proposed.
When designing an exercise, trainers have to consider a wide range of options to select the most appropriate
model (Crichton, 2001; Rosenthal and Pijnenburg, 1991; Rutherford, 1990). Exercises can, for example, focus
on a specific subject or have a broad focus. Furthermore the scale of exercises vary, ranging from all-day events
involving multiple agents to table-top simulations using models and prepared scenarios.
The value of disaster exercises and simulations and their various benefits have been widely discussed in
literature. Usually the benefit of conducting exercises is the promotion of effective emergency management
(Drabek, 1985; Lagadec, 2002; Pidgeon and O'Leary, 2000). Exercises rely on learning through experience to aid
participants - individuals or organizations - to achieve an improvement in their abilities. Exercise objectives can
be specific, shifting the nature towards a training exercise, such as rescue operations. Objectives may also be
broad and have an explorative nature, such as uncovering areas for improvement. In any case there is a strong
focus on the learning objective in the exercise design (Borodzicz and Van Haperen, 2002; Lagadec, 2002).
The objective intended by the ISCRAM summers school organization and the game presented in this research
paper differs from the learning objectives mentioned earlier. Although it could be argued that the exercise will be
a learning experience for those who participated, the focus of this exercise is on becoming acquainted with
disaster management in practice. ‘Playing’ this game helps participants gain a better understanding of the
operational circumstances, problems and situations faced during disasters. The planned exercise during the
ISCRAM summer school provided a first case study for such an introduction game in information management.
THEORETICAL BACKGROUND
When developing an exercise, generally two elements are important: planning and delivery (Gagné and Driscoll,
1975). Planning involves the preparation of activities and objectives while delivery is the actual presentation or
execution of these activities and aims to convey the learning objectives. In exercise design, trainers first consider
the particular (learning) objective of the exercise (planning). The exercise can then be designed around this
focus, incorporating the most efficient ways to deliver the learning experience (delivery), aiming to enact in a
change in behavior. However, a single experience is generally not enough to enable a permanent change.
Learning is an incremental experience, building on previous experiences (Turoff et al., 2006; Turoff et al., 2005)
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The delivery of the learning objectives in exercises often revolves around large-scale, multi-organizational
disaster drills. Such exercises can be an overwhelming experience for those involved, reducing their learning
capacity (Peterson and Perry, 1999; Walz, 1992). This does not merely apply to the persons participating (in-
game) in the exercise. Others, such as observers, researchers or game managers, involved may also be
overwhelmed and be distracted by the events unfolding (Division, 1998; Klein et al., 2005). The principles of an
incremental learning experience also apply to these roles. A prepared researcher with previous experience will be
able to anticipate the circumstances, avoid potential pitfalls and work more efficient.
GAME DESIGN
To provide researchers and professionals with an opportunity to become familiar with information management
during crisis, an exercise with the objective to provide an ‘introductory’ experience to newcomers is proposed.
Rather than focusing on specific learning experiences (planning), the exercise intends to provide a broad
experience, knowing this could overwhelm them. In other words, the exercise was developed to have a stronger
focus on delivery and presentation making participation in future exercises more efficient.
Requirements
Prior to the development of this exercise several requirements were defined, based on the field experiences of the
organizers. First the specific domain for the exercise is information management, coordination and
communication. Second, the exercise should be playable without prior knowledge. Participants for example do
not need to have first-aid knowledge to ‘rescue’ victims. Third, the delivery is a crucial aspect of the exercise:
the exercise should be based on real cases but should also include actors and attributes for a realistic effect.
Finally, the proposed exercise is intended to be ‘merely’ an introduction, thus the efficiency of setting up and
executing the exercise is important. For these reasons the exercise is designed as a serious game, with a modular
setup. This allows trainers to adapt the game to their own needs and resources. Since the game does not have a
specific learning objective but has an explorative nature, alternative ways of capturing results are needed.
Game structure
Scenario: The game is set during a rainy period; heavy rains of the past days have caused the rivers burst from
their banks. Due to the rising water, residents of the affected area need to be evacuated, some needing assistance.
Authorities are taken by surprise and the participants are called upon to assist in combating the unfolding
disaster. They need to manage the information flow, organize the response and assist the affected population.
Teams: Participants are divided in different teams, representing for example different organizations. Each team
will appoint a team leader. The rest of the team sets out to aid and rescue the victims, based on the instructions
provided by the team leader.
Control & evacuation center: Two centers are used in the game. The team leaders are based in the control
center, where they collect and process information, coordinate with others and communicate with their team. In
the initial game the center relies on Ushahidi with Twitter input. Additionally a map is projected, showing the
rising water or locations of resources. The evacuation center is a separate location where the recued are brought.
Game elements: Participants can interact with certain elements in-game. Victims are either actors or dummies
with a unique profile, detailing their background, their current situation and game-information (i.e. time and
location) (figure 1). Actors take on multiple roles as not all victims are in play at the same time. Key figures are
people with skills providing assistance to teams, such as construction workers or the police. The final elements
are resources teams need, e.g. medical supplies.
Location, attributes and effects: The game can be played at any location with multiple rooms or buildings. A
smaller location will increase the intensity of the game but also makes it more demanding for the game
managers. Depending on factors such as the available facilities, budget and volunteers and effects can be added
to the game to add more realism. These however have no effect on the mechanics of the game itself.
Game-play
The game is played by teams of between 4 and 6 persons, headed by a team leader based in the control center.
Each team gathers points by rescuing victims i.e. safely bring them to the evacuation center. Certain victims, for
example requiring medical attention, are worth additional points but require more effort. The teams are free to
decide their own response strategy, for example exchange information with others teams or apply triage. The
game provides teams with real-time information on the status of the scores and the game progress.
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Technology
At the heart of the game is the mobile application provided to the participants. This application represents some
of the field operations such as providing medical care. The application is connected to a central database from
which the game can be controlled and updated. The teams use the app to scan QR codes placed throughout the
game. Scanning of QR codes allows teams to interact with the game elements, for instance to examine the status
of a victim, apply first aid and register victims in the evacuation center. The devices can also send images to the
control center or track the team’s location. The workflow of the app usage is shown in figure 2.
Figure 1 Victim profile
The game control consists of two separate parts, stored in a central database, which can be manipulated in real-
time by the game managers; the information flow and in-game resources. Information flows are sources provided
to team-leaders. The resources are used by the teams in the field and have distinct properties, for example the
health of a victim (i.e. time to life) or the contents of a med-kit. The use of different levels allow game managers
to trigger an information flow and set the game field accordingly. Levels also allow game-managers to plan
ahead: a large part of each level, such as the information flow or victim profiles, can be prepared in advance.
Figure 2. Application data flow diagram with screenshots
Proceedings of the 10th International ISCRAM Conference – Baden-Baden, Germany, May 2013
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ISCRAM SUMMER SCHOOL EXERCISE
The full-scale version of the game was ‘played’ at the 2012 ISCRAM summer school. 24 PhD students from 11
different countries participated in a simulation of a regional emergency, lasting through the night. The
participants were not instructed prior to game, receiving only a brief instruction upon arrival at the site.
The scenario is divided in 7 levels, excluding the debriefing, representing different stages of an unfolding
disaster. The information sources used, in particular the social media (tweets), are based on the Pukkelpop 2011
disaster; where 4 people died and 140 got injured due to severe weather (Terpstra et al., 2012).
0. Prequel: The first level is ‘played’ prior to the arrival on-site and sets the stage for the game. During the
summer school messages are sublimely presented to the students, reporting the bad weather in a region of
Belgium. News reports are released and staff members discuss the situation just within hearing distance.
1. Briefing: During a field excursion news bulletins are played, detailing the critical situation on site. Staff
members receive phone calls from the local authorities and are asked to provide assistance as they are the
closest responders available. Upon arrival the participants are briefed, shown the control center and divided
in teams. Out-of-game, they receive instructions on the application and in-case-of-emergency’ procedures.
2. Evacuation starts: Action is undertaken by teams in the third level. In this initial search & rescue level, the
goal is familiarizing the teams with the game, each other and the game-play. Participants have to figure out
how to organize their team and rescue operations. In the control center the first tweets are received and
processed by the team leaders. In the field the teams leave the base and set out to evacuate the first victims.
3. The flood: Once the teams have successfully completed their first evacuations and are ‘familiar’ with the
game, the next level is initiated. The situation takes a turn for the worst, as a dam breaks and a larger area is
flooded. More people become trapped and/or injured and require medical attention. During this stage teams
will have to work more efficiently to cope with the increasing number of requests.
4. Power outage: The flashflood has damaged the infrastructure resulting in power failures. Communications
are down and fires erupt due to short circuits. Teams have to find alternative ways of obtaining information
and managing their efforts. They need to enlist firemen to assist in combating the fires to reach the victims.
5. Vultures: Water levels have stabilized but the population is panicking. Riots erupt and mobs raid the medical
logistics depot. Areas become ‘dangerous’ and can only be safely accessed under police escort. Entering
these areas without escorts can result in hostage situations and the loss of valuable supplies.
6. Bring them home: At the climax of the exercise, the water reach its highest point. People flee to the top of
high-rise buildings and a large coordinated evacuation effort is needed. Inside fires have erupted, impeding
the rescue efforts. Teams need to coordinate, collaborate and share resources to rescue the victims.
7. Debriefing: At the debriefing, the number of casualties, rescued victims and other scores are presented.
Teams have an opportunity to evaluate their performance, receive and provide feedback and review lessons
learned. Given the fact that the game is intended as introduction to crisis management, the main focus is to
recount and share the personal experiences and observations. Finally the game itself is evaluated.
The game was played according to the setup described earlier using social media as an information source and
mobile devices to track the progress of teams. In addition to this setup, the provided location along with roughly
20 volunteers provided unique opportunities to add realism to the game. As a practice ground for local
emergency and law enforcement services, the location offered facilities such as a fire training tower and a small
village, and a hospital. Supplies such as dummies, wheelchairs and smoke machines added to the realistic
experience. The volunteers played roles as victims or supporting characters as rebels, police officers or
construction workers. Finally, experienced first-responders accompanied teams during the game and provided
real-time feedback. Together with the central database, these mentors enabled extensive control over the game.
Figure 3. Realism added to the ISCRAM exercise
Proceedings of the 10th International ISCRAM Conference – Baden-Baden, Germany, May 2013
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DISCUSSION
As a first objective, the game presented in this paper is intended as introduction to the field of disaster
information management. The initial test yielded positive reactions from the participants as well as the
professionals involved. According to these professionals, the decision making process, uncertainty and
communication difficulties are similar to real-life experiences. This realistic experience was realized through
significant efforts from involved organizations, such as the local fire department and the provided location.
As a second requirement, participants should be able to play the game without prior knowledge. The introduced
technology allowed participants to experience circumstances faced by emergency responders, without specific
knowledge. The game could be extended to include more in field operations, presenting more choices to teams.
Finally the framework and technology of the game provided real-time control over the game and its elements.
LIMITATIONS & FUTURE RESEARCH
The concept however needs further improvement regarding the effective use of options to add realism. As an
important part of the follow up it needs to be determined what are key-elements in creating the desired
circumstances and how these can simulated in an efficient manner.
The framework upon which the game has been build provides interesting opportunities for both future use and
research. Different scenarios could be developed and easily deployed using the game framework. Captured crisis
information sources and social media can be used as input and certain scenarios can be re-played. By adding
more information sources and tools to the game, professionals can train to realistic (information management)
scenarios. Researchers can also use the game to create a controllable environment for disaster management
training and research. The used technology aids in gathering (research) data from the game, for example mobile
devices can track locations, keep track of time and information use. In the follow up of this project we will
develop the game further to not only capture this data but also present it (continues) feedback to participants.
ACKNOWLEDGEMENTS
The game was developed by students from the Media, Arts and Design Faculty, Provincial University College
Limburg. Campus Vesta, training center of the Antwerp province and the Belgian First Aid & Support Team (B-
FAST) provided volunteers and the facilities. Our special thanks to Steven Thys, Alvin Coessens, Veerle Van
der Sluys, Lieve Achten, Andrea Wilkinson, Koen Milis, Mathijs Aerts, Dimitri De Fre and Geert Gijs.
REFERENCES
1. Borodzicz, E., Van Haperen, K. (2002) Individual and group learning in crisis simulations. Journal of
Contingencies and Crisis Management 10, 139-147.
2. Crichton, M. (2001) Training for decision making during emergencies. Horizons of Psychology 10, 7-22.
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crises for operational crisis management, Proceedings of the 9th ISCRAM Conference. Vancouver, Canada.
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