Monsters, microbiology and mathematics: the epidemiology of a zombie apocalypse

Crossley, Matthew; Carolan, K.; Jacobs, Naomi; Amos, Martyn

doi:10.1080/00219266.2013.849283

Cited by 15 publications

(12 citation statements)

References 5 publications

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“…Diseases covered by SimFection include mumps, influenza, mumps and smallpox. SimFection is based on the SimZombie package [ 35 ], which has been successfully used by us for teaching and public engagement. This approach is based on the “health games” model [ 36 , 37 ], which uses software [ 38 ], board games [ 39 , 40 ] or other activities [ 41 ] to develop understanding of health-related issues.…”

Section: Methodsmentioning

confidence: 99%

Impact of educational interventions on adolescent attitudes and knowledge regarding vaccination: A pilot study

et al. 2018

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BackgroundCurrent immunisation levels in England currently fall slightly below the threshold recommended by the World Health Organization, and the three-year trend for vaccination uptake is downwards. Attitudes towards vaccination can affect future decisions on whether or not to vaccinate, and this can have significant public health implications. Interventions can impact future vaccination decisions, and these interventions can take several forms. Relatively little work has been reported on the use of vaccination interventions in young people, who form the next generation of individuals likely to make vaccination decisions.MethodWe investigated the impact of two different types of educational intervention on attitudes towards vaccination in young people in England. A cohort of young people (n = 63) was recruited via a local school. This group was divided into three sub-groups; one (n = 21) received a presentation-based intervention, one (n = 26) received an interactive simulation-based intervention, and the third (n = 16) received no intervention. Participants supplied information on (1) their attitudes towards vaccination, and (2) their information needs and views on personal choice concerning vaccination, at three time points: immediately before and after the intervention, and after six months.ResultsNeither intervention had a significant effect on participants’ attitudes towards vaccination. However, the group receiving the presentation-based intervention saw a sustained uplift in confidence about information needs, which was not observed in the simulation-based intervention group.DiscussionOur findings with young people are consistent with previous work on vaccination interventions aimed at adults, which have shown limited effectiveness, and which can actually reduce intention to vaccinate. Our findings on the most effective mode of delivery for the intervention should inform future discussion in the growing “games for health” domain, which proposes the use of interactive digital resources in healthcare education.

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Section: Methodsmentioning

confidence: 99%

Impact of educational interventions on adolescent attitudes and knowledge regarding vaccination: A pilot study

et al. 2018

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“…For example, military war games first became common in the 1800s (Loftin : 248). Role‐plays and computer‐based simulations are now used to educate audiences about the epidemiology of infectious disease (Verran et al ). Likewise, an irrigation management simulation has been used in the context of engineering (Burton ), and a fictional city based on a simulated social system has been used to educate welfare workers (Hughes ).…”

Section: Modeling and Operationalizing Negotiation Complexitymentioning

confidence: 99%

Cognitive Maelstroms, Nested Negotiation Networks, and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Bell¹,

Mandell²

2018

Negotiation Journal

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Negotiation practitioners today struggle to manage complex political, economic, and cultural disputes that often involve an array of intertwined issues, parties, process choices, and consequences -both intended and unintended. To prepare next-generation negotiators for these multifaceted challenges, negotiation instructors must keep pace with the rapidly evolving complexity of today's world. In this article, we introduce systemic multiconstituency exercises (SMCEs), a new educational tool for capturing this emerging reality and helping to close the experiential learning gap between the simulated and the nonsimulated environment.We discuss our pedagogical rationale for developing The Transition, a seventy-two-party SMCE inspired by the complex conflicts in Afghanistan and Central Asia and then describe our experiences conducting multiple iterations of this simulation at Harvard University. We argue that SMCEs, Negotiation Journal January 2018 37 in which stakeholders are embedded in clusters of overlapping networks, differ from conventional multiparty exercises because of their immersive character, emergent properties, and dynamic architecture. This design allows for the creation of crucial negotiation complexity challenges within a simulated exercise context, most importantly what we call "cognitive maelstroms," nested negotiation networks, and cascading decision effects. Because of these features, SMCEs are uniquely suited for training participants in the art of network thinking in complex negotiations. Properly designed and executed, systemic multiconstituency exercises are next-generation teaching, training, and research platforms that carefully integrate negotiation, leadership, and decision-making challenges.Key words: negotiation, negotiation teaching, negotiation simulations, complexity, multiparty negotiation, constituencies, system effects, networks. IntroductionIn this article, we describe a method for training negotiators to be prepared for an increasingly complex world. The gap that has always existed between real-world negotiations and the quality and scope of experiential learning exercises has only grown as the world that negotiators confront has grown more complex in multiple ways.First, the number of formal and informal stakeholders that influence collective decisions across the public, private, and nonprofit sectors has increased. Because of globalization and the telecommunications revolution, actors now function across coalitions and networks. Each network operates within its own ecosystem of behaviors, assumptions, needs, and interests.Second, relationships between and among the global, regional, and local environments are rapidly changing. The distinctions between these three environments blur together. Negotiators are often unaware of the interconnectedness of conflicts and unable to decode how individuals and groups react to each other not just within but across conflicts and environments.Third, leaders around the world are hindered by the growing ineffectiveness of their conflict manageme...

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“…In their hordelike structure, zombies also operate metonymically, standing in for large swaths of the population (the infected), or viruses (the infection). The mathematics of zombie outbreaks has therefore also been explored as an education tool to represent contagion patterns and containment strategies ( 19 , 20 ). …”

Section: The Zombie As Allegory Of Infectious Disease Epidemiologymentioning

confidence: 99%

Emerging Infectious Literatures and the Zombie Condition

Reyes¹

2018

Emerg. Infect. Dis.

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Monsters, microbiology and mathematics: the epidemiology of a zombie apocalypse

Cited by 15 publications

References 5 publications

Impact of educational interventions on adolescent attitudes and knowledge regarding vaccination: A pilot study

Impact of educational interventions on adolescent attitudes and knowledge regarding vaccination: A pilot study

Cognitive Maelstroms, Nested Negotiation Networks, and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Emerging Infectious Literatures and the Zombie Condition

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