Traveler Attitudes Toward Biometric Data-Enabled Hotel Services: Can Risk Education Play a Role?

This study compares attitudes toward the use of biometrics data-enabled services in hotels of prospective travelers before and after receiving information about the risks and benefits of disclosing biometric data and about how the disclosed data are being utilized. This was done based on a sample of 579 U.S. respondents, using a split-plot scenario-based experimental design. The results revealed that the respondents did not show enthusiastic support for biometrics-based hotel services. Most sampled respondents did not view such services as highly desirable or as having a positive influence on their sense of well-being. Significant demographic differences were observed between prospective travelers. Females and older respondents in particular provided significantly lower ratings of biometric-enabled services on both desirability and effects on well-being. Significant changes in respondents’ ratings were also observed when information was given about the risks and benefits of disclosing biometric data and how the disclosed data were being utilized. That is, respondents’ ratings were lower when information was given about the risks and for scenarios where the data were utilized in ways that increased risk. Overall, these results are consistent with rational choice theory and demonstrate a strong risk-education effect or information-nudge effect on consumer acceptance of commercial use in hotels of artificial intelligence technology. The study outcomes also provide insight for developing potential guardrails and parameters for designing intelligent hospitality services.

Playing games for risk prevention: design, implementation and testing of serious games in recent European projects UPStrat-MAFA and KnowRISK

In the last decade, bottom-up strategies of risk education have raised importance, making serious games to become an alternative or complementary teaching tool for enhancing skills for a collaborative and adaptive response to social-ecological challenges. This study describes issues and challenges of serious games implemented within the framework of two European projects, namely UPStrat-MAFA (Urban Disaster Prevention Strategies using Macroseismic Fields and FAult sources) and KnowRISK (Know your city, Reduce seISmic risK through non-structural elements); the goal is to instil in young people a proactive attitude towards the mitigation of seismic risk . The games were tested in some dissemination events focussed on fostering seismic risk preparedness in students and improving good practices. We discuss the performance of our games even against more standard approaches to risk education. Our experience shows a rise of students’ engagement compared to standard learning activities. The games were effective as students were able to grasp the most relevant actions to reduce risk.

Covid19, lesson at vulnerability at Tacna – Perú: “The role of education at management risk in to building resilient communities at natural events”.

The present article, it’s a descriptive study, about the circumstances and conditions of Sendai Framework implementation by de Disaster Risk Reduction and the application of Sustainable Development Goals (ODS) at enforcement to build resilient communities to disruptive events by natural origin at Tacna – Perú, in to world health emergency by the Covid19 pandemic. And the new – future social, environmental and sanitary stage, therefore to determine a new social and governance dynamic. Accordingly, to promote a new method to comprehension at risk scene and determinate to requirement to implementation a better reduction risk education in to community, to purpose a enhance the governance indicators; make a sustainable communities and strong institution by mean of transversal a interinstitutional alliances as for get accomplishment integral reduction risk goals and enforcement to vulnerability communities at Tacna – Perú.

A PROTOCOL TO COMMUNICATE SEISMIC RISK IN SCHOOLS: DESIGN, TEST AND ASSESSMENT IN ITALY

The best chance to achieve a future disaster-resilient society is through risk education in school: it has a great potential to strengthen capacity of communities to mitigate risks. The KnowRISK (Know your city, Reduce seISmic risK through non-structural elements) project gave the opportunity to implement a risk communication campaign for schools in Portugal, Italy, and Iceland. The idea was that suitably changes in people’s knowledge and attitude can trigger best practices. Crucial to reach such target is the raise of awareness on meaningful issues. The main challenge of the campaign was how to effectively address the mitigation of the vulnerability to earthquakes of non-structural elements, which is an issue considered to be of low priority even in the building regulations of many countries around the world. The campaign stood on a communication strategy that was systematized within a protocol, for 13-15 years old students, that specifies goals, contents, learning strategy, support material, and relies on face-to- face intervention of scientists in the classroom. This protocol had training sessions bounded by assessment sessions, ex-ante and ex-post, that allowed to validate its efficacy. The training made large use of flipped learning and Episode of Situated Learning (EAS) strategy to raise student’s motivation and increase achievements. To ensure its replicability, the protocol was tested in zones matching a wide range of seismic hazard in Italy. The assessment showed the protocol be effective and ready for a wide dissemination.

Progressive Multifocal Leukoencephalopathy Risk Perception in Patients Considering Natalizumab for Multiple Sclerosis

Background: Progressive multifocal leukoencephalopathy (PML) remains a concern when considering natalizumab for multiple sclerosis (MS) treatment. Extensive research has identified factors that increase PML risk, and it is important that providers and patients accurately understand risk to make appropriate benefit-risk decisions. Methods: One hundred adult US patient-candidates for natalizumab therapy were questioned about their PML risk perception, the maximum PML risk they deemed acceptable, and sources of information used to understand risk. Differences in group distributions were compared. Results: Patients estimated their potential PML risk from 0.1% to 87% (mean, 31.5%). Maximum PML risk deemed acceptable ranged from 0.1% to 45% (mean, 14.5%). Actual risk (mean, 0.01%), based on published risk estimates, was calculated as a function of time receiving therapy, anti–John Cunningham virus antibody index, and previous use of immunosuppressants. The sexes perceived their risks similarly and had similar risk acceptance. Patient perception of PML risk increased with age, whereas willingness to accept risk remained similar among all ages. Higher levels of education correlated with more accurate risk perception and lower risk tolerance. Neither risk perception nor tolerance was correlated with disability level. Sixty-three percent of patients indicated that their primary/referring physician’s concern level regarding potential risk of PML during the benefit-risk discussion was their main source of information about risk. Conclusions: Patients with MS substantially overestimated their PML risk, often by three orders of magnitude. Patients with MS could benefit from accurate risk education, and providers could play an essential role in presenting PML risk information in a manner understandable to each individual patient.

СВІТОВИЙ ДОСВІД ФОРМУВАННЯ КУЛЬТУРИ БЕЗПЕКИ ПРОТИМІННОЇ ДІЯЛЬНОСТІ ТА МОЖЛИВІСТЬ ІМПЛЕМЕНТАЦІЇ ЙОГО В УКРАЇНІ

За результатами опрацювання масиву наукової інформації з досліджуваної проблеми нами встановлено, що в Україні. прийнято ДСТУ-П 8820:2018. - Протимінна діяльність. Процеси управління. Основні положення. Національний стандарт України. Цей стандарт установлює основні положення щодо процесів управління в сфері протимінної діяльності під час організації заходів забезпечення захисту населення від впливу вибухонебезпечних предметів, що ґрунтується на основі нормативних документів Організації Об’єднаних Націй з протимінної діяльності (IMAS) з метою впровадження міжнародних вимог з протимінної діяльності в Україні. У нормативних документах Організації Об’єднаних Націй з протимінної діяльності (IMAS) наведено визначення освіти щодо небезпеки протипіхотних мін Mine Risk Education (MRE) як діяльності, що спрямована на зменшення ризику травмування внаслідок дії мін і вибухонебезпечних предметів (далы – ВНП) шляхом підвищення обізнаності та сприяння змінам поведінки населення, включаючи розповсюдження публічної інформації, освіту та навчання та зв'язок із протимінними діями в громаді. Певним чином можна провести паралель з існуючим в Україні інформуванням населення про небезпеки, пов’язані з мінами та вибухонебезпечними залишками війни (ІНРМ), що гарантує обізнаність місцевого населення з різновидами ризику, створюваного мінами та ВНП, моделлю поведінки, яка знижує ризик для людей, майна і навколишнього середовища. Досліджено досвід країн, які впроваджують програми навчання щодо мінних небезпек. Основна увага в цих програмах приділяється впливу на поведінку тих, хто безпосередньо постраждав від забруднення територій мінами. Приклад Хорватії та Боснії і Герцеговини вказує на застосування більш різноманітних підходів, включаючи залучення журналістів, місцевих знаменитостей, туристів та широку громадськість з метою формування позитивних зразків поведінки для місцевого населення. Ефективним визначено метод «chield-to-chield». Визначено, що зміст інформаційних матеріалів категорізують залежно від цільових аудиторій. Інформаційні матеріали мають бути прийнятними в культурному, мовному та соціальному відношенні й мати позитивний характер та надавати населенню відчути, що заходи, які пропонують в інформаційних матеріалах, можуть убезпечити безпеку їх життя. Засвідчено важливість інтегрування ІНРМ до навчальних програм всіх закладів освіти країни та необхідності підготовки викладацького складу й придбання відповідних навчальних матеріалів для більш якісного викладання цього вкрай важливого матеріалу для формування безпекового середовища.

4-H youth advance biosecurity at home and in their communities

Youth participants in 4-H animal science projects are involved extensively with raising and exhibiting agricultural animals, often on backyard farms (Smith and Meehan 2012). Since backyard farms can serve as sources and vectors of pathogens (FAO 1999; WHO 2011), it is critical that 4-H youth take an active role in preventing the introduction and spread of economically important animal diseases. Fifteen 4-H youth from two counties in California participated in the 4-H Bio-Security Proficiencies Program, a long-term community and citizen science project focused on animal and zoonotic disease risk education and mitigation. Then, in the role of community science experts, they acted upon the risk assessments and mitigation plans they had developed to improve biosecurity practices and reduce the likelihood of disease spread on their home premises and at their local county fair. They also extended their knowledge to the broader livestock exhibition community through outreach videos.

Fierce flames: Evoking wildfire disaster emotions through children’s drawings

In the aftermath of catastrophes, art based participatory research has proven to be a useful tool for evoking emotions and knowledge in affected children, as well as for informing risk education and recovery psychology practices. Framed by disaster risk reduction and environmental philosophy, this article analyses a sample of drawings produced by schoolchildren aged 6–10 years old affected by the wildfires of October 2017 in the central inland region of Portugal, obtained using a ‘draw and write’ technique. The children’s narratives expressed concerns for their own safety and that of others, as well as concern for ecological damage. Emotional distress was also reported. The verbal statements accompanying the drawings helped the children to express their narratives carefully, allowing them to become active participants in their own process of thinking about the phenomena. We argue that children’s drawings constitute a valuable methodology to access children’s experiences after a disaster, as their visual richness reaches more than humans worlds. We recommend training for professionals, age-appropriate levels of informational support and a children’s disaster intervention model.