Epidemiology instructors are collaborating with computer scientists to construct network-based simulations to recreate infectious disease transmission dynamics and to examine intervention strategy efficacies. Here we propose an architecture based on demographic and geographic properties to support the learning efforts of undergraduate students and novice researchers, and describe our simulations of HIV, SARS, and influenza transmission dynamics in Taiwan. Our findings are offered to support the construction of new network-based epidemic simulations.

/pdf/a-network-based-simulation-architecture-for-studying-gn6hqugn4q.pdf

A Network-based Simulation Architecture for Studying Epidemic Dynamics

The 50th anniversary of WSC provides a good opportunity to reflect on how widely simulation is used in the business world to support problem solving and decision making. This paper posits that, despite the success of the WSC, simulation is not as widely used as it should be and that a major cause is a general lack of understanding of the value of simulation outside of the simulation-specialist community. However, this paper suggests that one way to increase the use of simulation is through changes in education. As part of the review and development of suggested changes, the paper examines the activities related to education at the WSC. It then offers a variety of suggestions for how the simulation education community - including academics, practitioners, and vendors - can help to address this issue.

Striving for ubiquity of simulation in operations through educational enhancements

In this paper we present seven short lessons used for introducing management science students to discrete event simulation. It has been used both as the only element of such simulation in courses that devote only two classroom hours to this topic and as the introduction in courses that are devoted almost completely to simulation.

/pdf/webgpss-the-first-two-hours-of-simulation-education-1n6g7ehbg3.pdf

WebGPSS: the first two hours of simulation education

The economic and improved decision-making value of discrete-event simulation has been employed by businesses for years, though not at a large scale in every area of business. The lack of rapid growth in the use of simulation modeling is due, in part, to the cost of many simulation software packages in addition to the difficulty of learning them and the complexity of developing even the simplest of models of business systems with them. This paper discusses a modern version of GPSS (General Purpose Simulation System) known as WebGPSS, which was designed to overcome these problems as well as satisfy the special interests and needs of the business student. Students working with WebGPSS quickly see that it provides business value, allows sharing of information for decision making, is practical, and promotes the idea that simulation is fun.

A business course in simulation modeling

An important component of any simulation course is the discussion of experimental design WebGPSS has been used by the author for two years to discuss experimentation in an introductory course in discrete-event simulation This paper discusses how to set up simulation experiments using WebGPSS by presenting three business problems whose solutions require careful attention to experimental design The first problem looks at staffing an emergency department of a hospital with physicians The second problem involves the optimal method for stocking a perishable food product such as cottage cheese on a supermarket shelf, showing that under realistic conditions, spoilage can be minimized by placing newer containers in the front The third problem involves analysis of a proposal for two neighboring communities currently operating completely separate fire departments to integrate their two systems in a way that could reduce the amount of time that fires are unattended

/pdf/from-emergency-departments-to-cottage-cheese-to-fire-3730cl0emx.pdf

From emergency departments to cottage cheese to fire departments: learning simulation experimentation through WebGPSS

Managers of businesses worldwide are only beginning to realize the economic and improved decision-making value of discrete-event simulation In order to accelerate the rate at which business managers employ simulation, such a course needs to be taught to more business students than is currently being done This, in turn, implies the need for an improvement in the teaching of simulation to beginners, so that these fledglings will encourage fellow students to take a course in simulation because it provides business value, practicality, and promotes the idea that simulation is fun The manner in which simulation is introduced during the first week of class as well as how the course is summed up during the last week of class are, perhaps, the most critical points in student learning Therefore, we focus on activities that the author uses during the first and last weeks of his simulation courses for business students

/pdf/teaching-discrete-event-simulation-to-business-students-the-5fivw06ud9.pdf

Teaching discrete event simulation to business students: the alpha and omega

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Teaching discrete event simulation to business students: the alpha and omega