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• Title:Decision-making in crisis situations : research and innovation for optimal training / edited by Sophie Sauvagnargues.
  
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• Other Contributors/Collections:Sauvagnargues, Sophie, editor.
  
• Published/Created:London : ISTE Ltd ; Hoboken, NJ : John Wiley & Sons, Inc., 2018.
  

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  • Location:DAVID LAM LIBRARY stacksWhere is this?
    
  • Call Number: HD49 .D43 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Crisis management.
  Decision making.
  
• Medical Subjects: Decision Making
  
• Description:xiv, 194 pages : illustrations ; 25 cm
  
• Series:Information systems, web and pervasive computing series.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:1786303434 hardback
  9781786303431 hardback
  
• Contents:Machine generated contents note: 1.1. crisis unit at the heart of the process / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  1.2. Training for crisis units / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  1.3. Simulation of critical situations / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  1.4. construction of crisis simulation exercises / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  1.5. simulation and research platform of the Institute of Risk Sciences (IMT Mines Ales) / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  1.6. Conclusion / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  1.7. References / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier
  2.1. Introduction / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.2. State of the art / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.2.1. Teaching strategy / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.2.2. Simulation strategy / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.2.3. Training environment / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3. Methodology / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3.1. Definition of "Degrees of Training" / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3.2. Connecting the DOTs with a definition of the skills required / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3.3. Skills activation by a crisis scenario / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3.4. Scenario execution through a simulation / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3.5. Simulation execution through a semi-virtual training environment (SVTE) / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.3.6. Towards serious gaming in a real infrastructure for crisis management training / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.4. Discussion / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.5. Conclusion / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  2.6. References / Florian Tena-Chollet / Aurelia Bony-Dandrieux / Jerome Tixier
  3.1. What is a pedagogical scenario for a crisis exercise? / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.2. Why and for whom the script is crucial? / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.2.1. Stakes of scriptwriting for participants / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.2.2. Stakes of scriptwriting for animators / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.2.3. Stakes of scriptwriting for observers / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.3. How can we improve the pedagogical scripting of crisis exercises? / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4. Methodology to develop a crisis exercise scenario / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.1. Prepare the scriptwriting / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.2. Better define the objectives to achieve / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.3. Develop the crisis scene and construct the initial spatio-temporal structure of the scenario / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.4. Insert learning levers to solicit training objectives: the obstacles / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.5. Insert stimuli to not solicit unelected objectives: support stimuli / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.6. Adjust the number of stimuli to the level and objectives of the participants / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.7. Recreate a crisis universe: crisis stimuli / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.8. Verify and validate the pedagogical scriptwriting / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.4.9. Prepare the scenario for animators and observers / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.5. Conclusion / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  3.6. References / Philippe Limousin / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  4.1. Introduction / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.2. State of the art / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.2.1. limitations encountered / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.2.2. Analogy with interactive narratives / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.3. Method / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.3.1. Facilitation form / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.3.2. Management of facilitation data / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.4. Results / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.4.1. Facilitation form for the technical field team leader / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.4.2. "lockdown" mission's information flow diagram used in a simulation exercise at the communal level / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.5. Conclusion and perspectives / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  4.6. References / Noemie Frealle / Florian Tena-Chollet / Sophie Sauvagnargues
  5.1. Introduction / Dimitri Lapierre / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss
  5.2. Review / Dimitri Lapierre / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss
  5.3. Methodology / Dimitri Lapierre / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss
  5.4. Results / Dimitri Lapierre / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss
  5.5. Conclusion / Dimitri Lapierre / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss
  5.6. References / Dimitri Lapierre / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss
  6.1. Introduction / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.1.1. concept of Ludicity: a definition / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.2. Key components of Ludicity / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.2.1. span of the game space / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.2.2. Magic circle and rabbit hole / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.2.3. Characters and persona / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.2.4. Game master / Sophie Sauvagnargues / Laurent Mermet / David Goutx
  6.3. Manifestations of Ludicity / David Goutx / Laurent Mermet / Sophie Sauvagnargues
  6.3.1. Engagement and pedagogy / David Goutx / Sophie Sauvagnargues / Laurent Mermet
  6.3.2. Style of play / Sophie Sauvagnargues / Laurent Mermet / David Goutx
  6.4. Managing Ludicity / Laurent Mermet / Sophie Sauvagnargues / David Goutx
  6.4.1. Observing and detecting Ludicity / Sophie Sauvagnargues / Laurent Mermet / David Goutx
  6.4.2. Using Ludicity to augment the simulation / Laurent Mermet / Sophie Sauvagnargues / David Goutx
  6.5. Conclusions / Sophie Sauvagnargues / Laurent Mermet / David Goutx
  6.5.1. Using Ludicity to mend the simulation / Laurent Mermet / Sophie Sauvagnargues / David Goutx
  6.5.2. Crisis exercise or crisis simulacrum: does the exercise imitate life or does life imitate the exercise? / Sophie Sauvagnargues / Laurent Mermet / David Goutx
  6.6. References / Sophie Sauvagnargues / David Goutx / Laurent Mermet
  7.1. What is a good crisis communication? / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss / Clement Laverdet / Serge Caparos
  7.2. Information dissemination / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss / Clement Laverdet / Serge Caparos
  7.3. Behavioral communication / Clement Laverdet / Karine Weiss / Aurelia Bony-Dandrieux / Jerome Tixier / Serge Caparos
  Contents note continued: 7.4. Method / Clement Laverdet / Karine Weiss / Aurelia Bony-Dandrieux / Jerome Tixier / Serge Caparos
  7.5. Results / Jerome Tixier / Serge Caparos / Clement Laverdet / Karine Weiss / Aurelia Bony-Dandrieux
  7.5.1. Situation report / Aurelia Bony-Dandrieux / Jerome Tixier / Karine Weiss / Clement Laverdet / Serge Caparos
  7.5.2. Editorial line: normal and crisis times / Clement Laverdet / Karine Weiss / Aurelia Bony-Dandrieux / Jerome Tixier / Serge Caparos
  7.5.3. Quality of communication / Karine Weiss / Clement Laverdet / Aurelia Bony-Dandrieux / Serge Caparos / Jerome Tixier
  7.5.4. Defining a crisis editorial line / Clement Laverdet / Karine Weiss / Aurelia Bony-Dandrieux / Jerome Tixier / Serge Caparos
  7.5.5. Behavior, dissemination orders and crisis storytelling / Clement Laverdet / Karine Weiss / Jerome Tixier / Aurelia Bony-Dandrieux / Serge Caparos
  7.6. Summary / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss / Clement Laverdet / Serge Caparos
  7.7. Limits / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss / Clement Laverdet / Serge Caparos
  7.8. Conclusion / Clement Laverdet / Karine Weiss / Aurelia Bony-Dandrieux / Jerome Tixier / Serge Caparos
  7.9. References / Jerome Tixier / Aurelia Bony-Dandrieux / Karine Weiss / Clement Laverdet / Serge Caparos
  8.1. Introduction / David Goutx / Aurelia Bony-Dandrieux / Jerome Tixier / Florian Tena-Chollet / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Sophie Sauvagnargues / Pierre-Alain Ayral
  8.2. Understanding what is played out in a crisis unit / Noemie Frealle / Philippe Limousin / Jerome Tixier / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / David Goutx / Florian Tena-Chollet / Sophie Sauvagnargues / Dimitri Lapierre
  8.2.1. From the observation and debriefing point of view / Sophie Sauvagnargues / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / David Goutx / Jerome Tixier / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Florian Tena-Chollet
  8.2.2. From the physiological and behavioral point of view / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Sophie Sauvagnargues / Florian Tena-Chollet / Jerome Tixier / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / David Goutx
  8.3. Developing new methods to improve learner immersion / Sophie Sauvagnargues / Dimitri Lapierre / Jerome Tixier / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / David Goutx / Florian Tena-Chollet / Noemie Frealle / Philippe Limousin
  8.3.1. Getting closer to reality, or modifying it / Sophie Sauvagnargues / Florian Tena-Chollet / David Goutx / Pierre-Alain Ayral / Jerome Tixier / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Aurelia Bony-Dandrieux
  8.3.2. Encouraging learner engagement / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / David Goutx / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Jerome Tixier / Sophie Sauvagnargues
  8.3.3. Developing credible, pedagogical and interactive exercise scenarios / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / Jerome Tixier / Sophie Sauvagnargues / Dimitri Lapierre / Philippe Limousin / Noemie Frealle / Florian Tena-Chollet / David Goutx
  8.4. Implementing innovative complementary tools / Sophie Sauvagnargues / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / David Goutx / Jerome Tixier / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Florian Tena-Chollet
  8.5. Conclusion / Aurelia Bony-Dandrieux / Pierre-Alain Ayral / David Goutx / Florian Tena-Chollet / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Sophie Sauvagnargues / Jerome Tixier
  8.6. References / Noemie Frealle / Philippe Limousin / Dimitri Lapierre / Sophie Sauvagnargues / Jerome Tixier / David Goutx / Pierre-Alain Ayral / Aurelia Bony-Dandrieux / Florian Tena-Chollet.