Introduction to Simulation Learning in Emergency and Disaster Management

2021 ◽  
pp. 1-26
Author(s):  
Nicole K. Drumhiller ◽  
Terri L. Wilkin ◽  
Karen V. Srba
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Disaster Management ◽  
Acute Stress ◽  
Real Life ◽  
Game Based Learning ◽  
High Stakes ◽  
Decision Making Problem ◽  
Cognitive Understanding

Simulation and game-based learning is an essential learning application especially as it pertains to a high-stakes field like emergency and disaster management. Introducing real-life learning applications into the classroom allows the learner to make critical decisions at different points throughout a simulation providing practical learning that leads to a cognitive understanding of the material. These simulated practices ensure memory and longer retention of these events or tasks, a requirement to ensure that learning transpires. Likewise, these simulations also place the learner under acute stress, something that replicates the stress felt during real-life disasters. Therefore, it is crucial to have students apply what they have learned in simulations as a demonstration of their learning. These learned skills are essential for students to be marketable and thrive in a career field where decision-making, problem-solving, and critical thinking are vital for their success.

scholarly journals Florida 4-H Dairy Quiz Bowl

EDIS ◽  
2019 ◽  
Vol 2019 (1) ◽  
Author(s):  
Chris DeCubellis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Young People ◽  
Youth Development ◽  
Communication Skills ◽  
Decision Making Problem ◽  
Development Department

This 4-page document discusses the 4-H Dairy Quiz Bowl Program, a fun and educational way for young people ages 8-18 to positively develop critical thinking, decision-making, problem-solving, listening, and communication skills. Written by Chris Decubellis and published by the UF/IFAS 4-H Youth Development Department, January 2019. http://edis.ifas.ufl.edu/4h395

An Introduction to Neutro-Fine Topology with Separation Axioms and Decision Making

2020 ◽  
pp. 13-28
Author(s):  
admin admin ◽  
◽  
◽  
M. P. Sindhu
Keyword(s):  
Decision Making ◽  
Topological Space ◽  
Positive Solution ◽  
Real Life ◽  
Neutrosophic Set ◽  
Fine Topology ◽  
Stepwise Mechanism ◽  
The Real ◽  
Separation Axioms ◽  
Decision Making Problem

The set which describes the uncertainty incident with three levels of attributes is entitled as a neutrosophic set. The unique collection of open sets which contains all types of open sets is termed as fine-open sets. The current study introduces a topology on merging these two sets, called neutro-fine topological space. Additionally, the approach of separation axioms is implemented in such space. Furthermore, the real-life application is examined as a decision-making problem in this space. The problem is to make an unfavorable query into a favorable one by determining the complement and absolute complement of such issued neutro-fine open sets. This problem desires to find a positive solution. The solving stepwise mechanism reveals in the algorithm, also formulae provide to compute the outcome with explanatory examples.

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

Effective negotiating

2020 ◽  
pp. 568-574
Author(s):  
Leonard Marcus
Keyword(s):  
Public Health ◽  
Decision Making ◽  
Problem Solving ◽  
Decision Making Problem

The work of public health requires frequent decision making, problem solving, and transactions among people who have different stakes in the outcome. When authority is distributed among those people—such that no one stakeholder can make a unilateral and binding decision upon others— then that outcome is negotiated. Those negotiations involve exchanges in which the parties both contribute and glean expertise, resources, and information through the process. The tenor of the negotiation is often determined by the temperament, strategies, and desired outcomes that each of the stakeholders bring to the process. Are the negotiations collaborative or contentious? How are the parties framing the questions and issues to be resolved? What is each hoping to achieve, and might there be opportunities to reap mutual benefits?

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

Leadership and the Clinical Coordinator

1994 ◽  
Vol 7 (5) ◽  
pp. 217-220
Author(s):  
Maureen E. Savitsky
Keyword(s):  
Decision Making ◽  
Conflict Resolution ◽  
Problem Solving ◽  
Human Nature ◽  
Leadership Skills ◽  
Rapid Change ◽  
Pharmacy Department ◽  
Leadership Models ◽  
Decision Making Problem ◽  
Clinical Coordinator

Clinical coordinators are expected to provide leadership in a pharmacy department. Leadership involves influencing the activities or behaviors of another person. Leaders exhibit several characteristics, including an understanding of themselves, the ability to understand human nature, and the ability to adapt to rapid change. The key leadership skills are situational discretion, communications, motivation, decision-making, problem-solving, and conflict resolution. The situational and principle-centered leadership models provide useful tools for the development of leadership skills.

scholarly journals HIGHER ORDER THINKING SKILLS DALAM KOMPETENSI DASAR BAHASA ARAB

2020 ◽  
Vol 5 (2) ◽  
pp. 177
Author(s):  
Ahmad Muradi ◽  
Faisal Mubarak ◽  
Ridha Darmawaty ◽  
Arif Rahman Hakim
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Literature Review ◽  
Creative Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

Learning Arabic is more dominant as a skill than a Science. The learners’ goals are able to use Arabic both spoken and written well and correctly. While HOTS is more dominant in requiring learners to think integrally. Therefore, it is important to consider the extent to which the Ministerial Regulation accommodates HOTS through a study of the basic competence of Arabic contained in it. This study is a literature review of the basic competence of Arabic in the Decree of the Minister of Religion (KMA) number 183 in 2019 in HOTS perspective. The object of this study is the basic competence of Arabic in KMA 183 in 2019. The result shows the basic competence of Arabic in KMA 183 in 2019 to accommodate the ability in higher order thinking such as problem solving, critical thinking, and reasoning. While the Basic Competence in KMA didn’t achieve creative thinking and decision making.

scholarly journals Logarithmic Divergence Measure for Fuzzy Matrix and Application

2021 ◽  
Vol 8 ◽  
pp. 1-20
Author(s):  
Alka Rani ◽  
Omdutt Sharma ◽  
Priti Gupta
Keyword(s):  
Decision Making ◽  
Real Life ◽  
Divergence Measure ◽  
Logarithmic Divergence ◽  
Fuzzy Matrix ◽  
Decision Making Problem ◽  
Fuzzy Divergence

This paper introduces a new divergence measure for a fuzzy matrix with proof of its validity. In addition, the properties are proved for the new fuzzy divergence measure. A method to solve decision making problem is developed by using the proposed fuzzy divergence measure. Finally, the application of this fuzzy divergence measure to decision making is shown using real-life example

Achieving Greater Musical Independence in Ensembles through Cognitive Apprenticeship

2018 ◽  
Vol 104 (3) ◽  
pp. 26-31
Author(s):  
Brian N. Weidner
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Instructional Practices ◽  
Cognitive Apprenticeship ◽  
Band Directors ◽  
High Quality ◽  
Music Classroom ◽  
Large Ensembles ◽  
Three Stages

Musical independence is a common objective for large-ensemble classes, but traditional, teacher-centric instructional practices for these groups may discourage rather than promote students’ critical thinking and decision making in music. Cognitive apprenticeship provides an instructional approach through which student musicians can develop skills for musical independence, including critical thinking and problem solving, while at the same time maintaining high-quality large ensembles. This process involves three stages of instruction: modeling, coaching, and fading. This article presents examples from several band directors who use a cognitive apprenticeship approach that can be applied to all types of large ensembles to help students develop the skills and competencies needed to engage with music meaningfully on their own, both within and outside the music classroom.

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