Search

Hollywood screenwriters worry about Artificial Intelligence (AI) replacements taking over their jobs. Famous museums litigate to protect their art from AI infringement. A major retailer scraps a machine-learning based recruitment program that was biased against women. These are just a few examples of how AI is affecting the world of work, learning, and living. MIS and computer science students are among the professional groups who are embarking into careers with nebulous frontiers obscured by the outcroppings brought on by AI. Computer Science and Information System curriculum task forces have recognized the increasing ethical and professional implications developers' work can have beyond the scope of the programmers' code. In this article, the authors examine the professional, legal, and ethical implications of copyrights and algorithmic bias resulting from development of AI-enhanced applications and offer suggestions for addressing these topics in courses considering changes to the CC2020 and IS2020 Model Curriculum frameworks.

The rapid progression of science and technology has brought both remarkable conveniences and innovations and potential risks to us. To address these risks within science education, this study aims to identify the tendency of students' risk perceptions across different technologies. For this purpose, we developed a survey addressing three key components of risk perception (i.e., risk recognition, risk assessment, and risk management) and the educational need for risk education. 311 responses were collected from elementary, middle, and high school students and statically analyzed. The results indicated that students showed various risk perception patterns depending on the technology. There were significant perception gaps between boys and girls regarding vaccines and antimicrobial technology. It was also found that high school students' perceptions of the benefits of the technologies were higher than elementary and middle school students' perceptions. Based on these findings, we discuss pedagogical implications for risk education in science classrooms.

Many current investigations have analysed adolescents' risky ICT behaviours (such as excessive or addictive use), but few have explored the characteristics of low-risk behaviour in this regard. This study aimed to explore the psychosocial profile of a sample of 593 Spanish adolescents aged 13 to 18 who have been categorized as low-risk ICT users. To this end, the low-risk ICT use group was calculated using the "multitasking while doing homework index" and a set of items on risky ICT behaviour. Chi-squared and t-tests were performed and a forward stepwise binary logistic regression was carried out to determine the explanatory variables for low-risk ICT use. The results showed that some 7.1% were classified as low-risk ICT users, with a higher percentage of girls. These users' profile was characterised by: lower digital self-efficacy with social networking applications; less generalized ICT use and a less dependent attitude; less extroversion and more agreeableness and conscientiousness; higher academic self-concept; having rules for ICT use at home; and less insecure and anxious attachment to parental figures. The variables that predicted the likelihood of low-risk ICT behaviour were: high academic self-concept; low perceived separation anxiety from loved ones; and high agreeableness scores. These results are useful for proposing psycho-socio-educational interventions to promote healthy ICT use.

Concerning approaches and communications to the Royal Family and other British public figures are relatively numerous. This paper examines over 2000 such cases logged over a three-year period in the United Kingdom. Using police and health data, the paper conducts a series of bivariate and multivariate analyses to demonstrate the predictors of what types of risk are posed by an individual case (e.g., communicate only, approach, security breach). The results showed that (a) the rates of serious mental disorders are higher among this sample than the general population base rate, (b) approachers were significantly more likely than communicators to suffer from serious mental disorders, (c) approachers were significantly more likely than communicators to have a history of substance use and abuse problems, (d) approachers were significantly more likely than communicators to have a history of violent behavior against property and persons, and (e) the motivations of approachers and communicators significantly differ. The paper concludes with a consideration of the implications for threat assessment and management., (© 2021 The Authors. Journal of Forensic Sciences published by Wiley Periodicals LLC on behalf of American Academy of Forensic Sciences.)

The recent criminal negligence case against an Ontario teacher in the death of a student identified pertinent outdoor education administration and policy issues. This comparative case study examined this case and two additional high profile Canadian outdoor education fatalities, identifying common factors and issues. Using Accimaps to illustrate the multiple contributing factors for each event, the case studies all exhibited contributory administrative factors of undefined risk tolerance, risk creep, lack of oversight, and issues regarding parental consent. Conclusions were drawn as preventative lessons that can inform school or board-level outdoor education policy and practice.

Work-integrated learning (WIL) can be expensive for tertiary students. There are potential accommodation, equipment, and travel expenses, as well as opportunity costs associated with lost income when completing unpaid WIL placements. Non-remunerative financial support such as bursaries, scholarships, stipends, and honorariums (collectively 'WIL studentships') can defray student expenses and facilitate access to WIL for students of diverse backgrounds, alleviating equity concerns. Careful consideration is required, however, when designing WIL studentships to maximize the opportunities and minimize the hazards for stakeholders. This article arises from the first known systematic study examining WIL studentship design across Australian institutions, which included a qualitative web-based study of 59 WIL studentships. The article presents a typology of WIL studentships developed from that study. In addition, two case studies are presented as to facilitate examination of key features of WIL studentships, identify risks, and provide a basis for recommending effective practice in WIL studentship design.

Higher educational institutions are exposed to various types of risks what other entities face naming strategic, operational, financial, compliance, technological and reputational risk owing to terrifying competition, rapid technological advancements and unpredictable environmental tremors. Implementation of enterprise risk management is the best strategic tool to identify, assess and mitigate the overall risks faced by entities. The implementation of enterprise risk management is however hindered by the high cost for ERM systems implementation and the inability of justification of increasing performances. Many research studies conducted by academicians and practitioners to ascertain the significant positive relationship of Enterprise Risk Management implementation and firm performance concluded with contradictory deductions. This study is an investigation of the reliability of the indicators measuring the impact of ERM implementation on the performance of non-state higher education institutions in Sri Lanka. The sample of hundred and seventy senior professionals was selected from the study population of seven hundred and seven senior persons attached to non-state institutions in Sri Lanka using stratified random sampling technique. This paper presents the outcomes of the quantitative investigation conducted to test the reliability of the indicators that were used to measure the latent variables in the survey instrument. As the Cronbach's alpha value of each latent variable was well above the threshold of 0.70, the items used in each variable were fitting to the construct and therefore accepted as reliable indicators to measure the constructs.

Standard tools used in societal risk management such as probabilistic risk analysis or cost-benefit analysis typically define risks in terms of only probabilities and consequences and assume a utilitarian approach to ethics that aims to maximize expected utility. The philosopher Carl F. Cranor has argued against this view by devising a list of plausible aspects of the acceptability of risks that points towards a non-consequentialist ethical theory of societal risk management. This paper revisits Cranor's list to argue that the alternative ethical theory responsibility-catering prioritarianism can accommodate the aspects identified by Cranor and that the elements in the list can be used to inform the details of how to view risks within this theory. An approach towards operationalizing the theory is proposed based on a prioritarian social welfare function that operates on responsibility-adjusted utilities. A responsibility-catering prioritarian ethical approach towards managing risks is a promising alternative to standard tools such as cost-benefit analysis.

Background: People with a learning disability can present with complex physical and social needs, and sometimes rely on touch for communication. Historically, touch-related staff guidance has been described as risk-averse, lacking an evidence base, control-orientated and potentially harmful. This project reviews local touch-related guidance from adult learning disability services, exploring the extent to which they consider the social and communication needs of service users. Methods: Five touch-related guidance documents were analysed using a summative content analysis. Counts of relevant search terms were analysed quantitatively. Extracts containing the search terms were then analysed qualitatively, to explore their context. Findings: Considerable variation was noted between the guidance documents. All the documents discuss communication within the context of touch, although to varying extents. The analysis highlighted a focus on safety and risk within most documents, however, some documents also demonstrated encouragement of positive risk management and the safe use of touch. Conclusions: While this study has identified several positive aspects of the guidance documents, these helpful recommendations and arguments appear inconsistently within individual documents. Services should work towards developing guidance that consistently considers practical steps to reduce risk and facilitate the safe and effective use of expressive touch cross-service. Further research into current practice relating to expressive touch is indicated.

Efforts to mitigate bias in faculty hiring processes are well-documented in the literature. Yet, significant barriers to the hiring of racially minoritized and White women in many STEM fields remain. An underreported barrier to inclusive hiring is assessment of risk. Guided by theory from behavioral economics, social psychology, and decision-making, we examine the inner workings of five faculty search committees to understand how committee members identified and assessed risk with particular attention to assessments of risk that became intermingled with social biases. Committees identified and assessed five risks, including candidate interest, candidate disciplinary expertise, candidate competence, candidate collegiality, and the timing and oversight of the search process itself. We discuss implications of risk identification and assessment for effective and inclusive searches.

Objectives: The aims of this study were to 1) examine individual professionals' perceptions of staffing risks and safe staffing in intensive care and 2) identify and examine the cognitive processes that underlie these perceptions., Design: Qualitative case study methodology with nurses, doctors, and physiotherapists., Setting: Three mixed medical and surgical adult ICUs, each on a separate hospital site within a 1,200-bed academic, tertiary London hospital group., Subjects: Forty-four ICU team members of diverse professional backgrounds and seniority., Interventions: None., Main Results: Four themes (individual, team, unit, and organizational) were identified. Individual care provision was influenced by the pragmatist versus perfectionist stance of individuals and team dynamics by the concept of an "A" team and interdisciplinary tensions. Perceptions of safety hinged around the importance of achieving a "dynamic balance" influenced by the burden of prevailing circumstances and the clinical status of patients. Organizationally, professionals' risk perceptions affected their willingness to take personal responsibility for interactions beyond the unit., Conclusions: This study drew on cognitive research, specifically theories of cognitive dissonance, psychological safety, and situational awareness to explain how professionals' cognitive processes impacted on ICU behaviors. Our results may have implications for relationships, management, and leadership in ICU. First, patient care delivery may be affected by professionals' perfectionist or pragmatic approach. Perfectionists' team role may be compromised and they may experience cognitive dissonance and subsequent isolation/stress. Second, psychological safety in a team may be improved within the confines of a perceived "A" team but diminished by interdisciplinary tensions. Third, counter intuitively, higher "situational" awareness for some individuals increased their stress and anxiety. Finally, our results suggest that professionals have varying concepts of where their personal responsibility to minimize risk begins and ends, which we have termed "risk horizons" and that these horizons may affect their behavior both within and beyond the unit.

The immersion of students into a workplace environment, as part of a deliberate pedagogy for integrating theoretical and practical knowledge, is not without risk. In order to safely provide such work-integrated learning (WIL) opportunities, the responsibility for managing these risks should be shared by all stakeholders. The purpose of this study was to explore strategies to manage different types of risks in WIL for students, host organizations and universities. Data was collected using an online survey, and interviews with university staff involved in WIL. Twenty-eight disciplines and a range of models of WIL from across the eight New Zealand universities were represented. Key strategies identified included: appropriate pre-placement preparation for students and hosts; clear contractual arrangements; good internal systems and resourcing (especially staff); and strong relationship management. Practical guidelines to help WIL stakeholders further develop their understanding and awareness of risk are presented.

Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized.

This article contributes to an emerging academic dialogue about teaching aerial dance. As aerial dance in higher education has become more widespread, institutions and instructors must evaluate both the risks and benefits of implementing these programs. Although the inherent risk of aerial dance may invite some skepticism, the authors propose that risk can be managed within a framework of best practices that are modeled and explicitly taught by a qualified instructor. In the well-managed aerial dance classroom, risk provides unique learning opportunities for students, namely the cultivation of responsibility. While this article is practical in nature, it is not a "how-to" for the implementation of an aerial arts program in a university setting. Rather, the authors seek to illuminate pedagogical benefits that they have witnessed through the inclusion of aerial dance curriculum in higher education dance programs and suggest that these concepts integrate into the larger context of students' lives.

Arming teachers remains a divisive issue in the United States. Since one goal of this policy is to improve perceptions of safety, it is important to understand how arming teachers impacts students. Using survey data from six Midwestern school districts, we apply Ferraro's risk assessment model to explore how individual and school conditions impact feelings of safety if teachers carry guns in school. We find perceived risk of victimization decreases feelings of safety if teachers are armed, which is driven by self-reported and vicarious victimization. Self-reported delinquency, in contrast, is directly related to feeling safer if teachers are armed. We conclude that arming teachers may mitigate efforts to help students feel safe in school by increasing fear among those with victimization experiences.

Background: There is a somewhat common understanding that links teaching and environmentalism. This may be because schools are pioneers or are often used as platforms for many environmental advocacies. Years of research have demonstrated that teaching increases awareness and concern for the environment and encourages people to protect the environment, however there is a deficit in the literature that probed and determined which among teacher activities may be considered as pro-environmental behavior. Purpose: This study attempted to determine the influence of values, beliefs and norms in teaching disaster risk reduction. This paper attempted to reflect on teaching and environmentalism as deduced from the findings and aims to stimulate and contribute to the discussion on teaching and environmentalism. Participants: Data were gathered from 185 public school science teachers teaching from grades 3 to 6 under the Department of Education -- Division of Biliran located in one of the highly natural hazard-vulnerable islands in the Philippines. Participants were selected through random sampling of schools. All science teachers of the schools drawn were asked to voluntarily participate in the study. Design and methods: This quantitative study made use of survey design using adapted and content-validated Likert scale questionnaire on values, beliefs and norms in teaching disaster risk reduction. Data collected were analyzed through partial least squares-structural equation modeling (PLS-SEM) using Smart PLS. Conclusion: Results conform to the Value-Belief-Norm Theory of Environmentalism, which suggest that teacher activities pertaining to the integration and teaching of disaster risk reduction in science lie within the continuum of environmentalism, therefore, they may be considered pro-environmental behavior.

Optimism is linked to persistence and resilience in adults; however, how optimism might relate to children's evaluations of potentially challenging situations and risk-taking behaviors is unknown. This study examined the role of optimism in 4- to 8-year-old children's (N = 121) perceptions of and willingness to engage in physical activities that ranged from low to high risk. Overall, children perceived activities with more risky elements as more dangerous and were less willing to try them, with this pattern strongest in older children. Moreover, children higher in optimism were (1) more willing to engage in moderate-risk activities relative to children lower in optimism, but (2) less willing to engage in the highest-risk activities--even though they perceived those highest-risk activities as less dangerous than children lower in optimism. These findings support the possibility that optimism motivates children to engage in beneficial moderately challenging activities and protects them from engaging in severe injury-inflicting activities.

This article critically considers these recent developments and political context, proposing an approach to manage sensitive research in the complex contemporary political environment. The first part of the article defines security-sensitive research as research having risk associated with foreign interference, cybersecurity, biosecurity or terrorism. The second discusses recent political developments, foreign interference laws and government reforms seeking to better manage the security risks of sensitive research projects in Australia, and briefly surveying relevant developments in the United Kingdom and the United States. The third part examines the ideological and practical issues for universities in complying with the new government requirements and undertaking research in the contemporary political environment. It argues that universities must engage with ongoing societal developments and government reform to adapt their management of security sensitive research, and balance priorities, such as integrity and academic freedom, with broader critical priorities, such as the national interest.

Recently, foreign interference has emerged as an important compliance issue for U.S. research institutions, due to efforts by foreign governments to misappropriate intellectual property and research. Consequently, federal funding agencies are now requiring research institutions to ensure compliance with foreign component regulations and to implement protections against foreign interference. This paper offers an analysis of foreign interference cases and recommendations from national committees and leading academic institutions, summarizing the geopolitical context, compliance risks, risk management strategies, and future challenges in this area. The key risks identified were the diversion of IP and research and non-disclosure of foreign sponsorship. Recommended compliance and risk management strategies include centralized work groups, monitoring and auditing, integration of foreign component compliance into research misconduct and conflict of interest and commitment policies, staff training, and security controls. Special attention should be paid to future regulations and industry standards for dual appointments and foreign talent recruitment programs and compliance with federal deemed-export and equal employment opportunity laws. Finally, foreign interference management programs should also include measures to prevent racial profiling and xenophobia, while emphasizing a commitment to international collaboration, a diverse workforce, and America's open academic system.

Background: People with an intellectual disability who commit a criminal offence can be detained, by a court, in a forensic inpatient facility. There is limited understanding of how inpatients with an intellectual disability and their nurses navigate risk in U.K. forensic services. Methods: A traditional literature review design was followed to map evidence (2000-2021) around the forensic and health and wellbeing risks faced by inpatients with an intellectual disability, nurses' perceptions of managing risk, and patient experiences of informing risk assessment and management. Papers were analysed thematically. Results: Findings suggest that restrictive measures to mitigate forensic risks (e.g., violence) can exacerbate the risk of poor health and wellbeing outcomes. There was some limited evidence of direct patient involvement in risk assessment and management. Conclusion: Further research is required to explore how forensic inpatients with an intellectual disability can have input in care planning, risk assessment and management.

Background: The effects of COVID-19 on social mobility are still being recognized yet few studies have examined sex behavior and sexual risk during the pandemic. Methods: A random sample of 2000 undergraduate students at a mid-sized, public university in Ohio were sent an electronic survey in April 2021. A total of 293 completed surveys were included for analysis (14.7%). Results: Females were significantly more likely than males to agree kissing, oral sex, vaginal sex, and anal sex increase the risk of COVID. Most agreed COVID is making it harder to "hook-up" (i.e. have casual sexual encounters) and that they are masturbating more. While females were more likely than males to agree COVID is making it harder to hook-up, males were more likely than females to agree that they are missing out on intimacy, they are watching more porn, they are dissatisfied with the amount of sex they are having, and that they want to have sex but COVID is making it harder to find a partner. Conclusion: Perceived susceptibility to COVID-19 does not appear to be high among this population, although most agreed the virus was a serious threat. Moreover, perceptions of COVID risk differed based on the type of sexual activity and gender. Our results also show that more free time during the pandemic did not always translate into more sex for college students.

The increased use of student internships and other forms of work placements in higher education programmes brings recognised benefits to students but also changes the risks for higher education institutions (HEIs) globally. This paper responds to the under-addressed problem for HEI managers of understanding the varying levels of risk of harm to students and HEIs, and the HEIs' strategic responsibilities to understand how to mitigate the risk for both parties. We develop a typology of the main types of internship placements and theorise their associated levels of risk according to the HEI's levels of responsibility and operational control. The risk types are then plotted in a model of risk mitigation, mapped against the frequency of their occurrence and the severity of their impact, with a focus on HEIs and students. We conclude with practical and policy implications for HEIs and their managers. Our paper argues that HEIs must balance their risks and responsibilities with the costs and benefits of student internships and work placements, and contributes to understanding potential gaps between HEI strategic decision-making and operational practice at the programme level, along with solutions to address these.

Most educators today are likely to proclaim a commitment to teaching critical thinking. Willingness to take intellectual risks such as questioning orthodox teachings or proposing unconventional solutions is an important component of critical thinking and the larger project of liberal education, yet the reward structures of educational institutions may actually function to discourage such risk-taking. In light of the extra importance placed on grades and high-stakes entrance exams in an increasingly competitive educational marketplace, this problem might presumably be magnified among honors students. This essay concludes by calling on honors educators and other interested parties to contribute their voices, their questions, and their proposed solutions to a new "JNCHC" Forum focusing on the tension among talented students between taking intellectual risks and a desire to avoid the personal struggle and possible failure that sometimes come from taking such risks.

Purpose: This research article aims to prioritize the risks associated with the implementation of the project-based learning (PBL) concept in engineering institutions and develop possible strategies for risk management. Design/methodology/approach: In this research article, various risks associated with the implementation of the PBL concept in engineering institutions are discovered by taking inputs from academicians and performing a literature survey of peer-reviewed journal articles. Then, identified risks are prioritized by using the Technique for Order Preference by Similarity to the Ideal Solution (TOPSIS) method. Finally, the risk mitigation strategies are developed. Findings: From the literature survey, 11 risks associated with the implementation of the PBL concept are identified. The TOPSIS method resulted in group dynamics risk and faculty training risk as the top two risks in the implementation of the PBL concept, whereas anxiety risk and poor prior learning experience risk are relatively low-ranked risks. Research limitations/implications: The outcome of the research is based on the responses received through questionnaires. There are other methods also available for risk analysis, which are beyond this study. Practical implications The outcome of this research work will help the implementer of the PBL concept to effectively deal with the risks involved in implementing the PBL concept in engineering institutions by adopting strategies. Originality/value: This research paper gives an idea about risks associated with the PBL implementation in engineering institutions. Also, this paper uses TOPSIS method for ranking of identified risks.

This study investigates the processes that mediate the effects of framing flood risks on people's information needs. Insight into the effects of risk frames is important for developing balanced risk communication that explains both risks and benefits of living near water. The research was inspired by the risk information seeking and processing model and related models. In a web-based survey, respondents (n = 1,457) were randomly assigned to one of three communication frames or a control frame (experimental conditions). Each frame identically explained flood risk and additionally refined the message by emphasizing climate change, the quality of flood risk management, or the amenities of living near water. We tested the extent to which risk perceptions, trust, and affective responses mediate the framing effects on information need. As expected, the frames on average resulted in higher information need than the control frame. Attempts to lower fear appeal by stressing safety or amenities instead of climate change were marginally successful, a phenomenon that is known as a "negativity bias." Framing effects were mediated by negative attributes (risk perception and negative affect) but not by positive attributes (trust and positive affect). This finding calls for theoretical refinement. Practically, communication messages will be more effective when they stimulate risk perceptions and evoke negative affect. However, arousal of fear may have unwanted side effects. For instance, fear arousal could lead to lower levels of trust in risk management among citizens. Regular monitoring of citizens' attitudes is important to prevent extreme levels of distrust or cynicism., (© 2014 Society for Risk Analysis.)

Purpose: To analyze the concept of risk utilizing Walker and Avant's method of analysis to determine a conceptual definition applicable within nursing and nursing research., Conclusion: The mental constructs and consequences of risk have a proactive connotation compared with the negative behaviors often identified as illustrations of risk., Practice Application: A new conceptual definition of risk provides insight into an understanding of risk regardless of discipline. Its application to the metaparadigm of nursing should be the impetus for action and education. Formalizing the mental constructs of the concept of risk in a clear manner facilitates the inclusion of its latent constructs in nursing research., (© 2013 Wiley Periodicals, Inc.)

Purpose: "Additional" risk minimisation measures (aRMMs) can be necessary to optimise the benefit-risk balance of a drug. Evaluation of effectiveness of these measures has become mandatory with the new European Union (EU) pharmacovigilance legislation in force since July 2012. The aim of this study was to classify the aRMMs in the EU with a special emphasis on the possibilities to analyse the effectiveness of these aRMMs in existing electronic healthcare databases (EHDs)., Methods: European Public Assessment Reports were reviewed to identify key elements of the aRMMs. Researchers categorised the key elements based on the objectives, i.e. knowledge change or behavioural change and sub-categorised the behavioural changes. They assessed for each key element if it would be eligible for analysis in existing EHDs., Results: 68 drugs with aRMMs contained 801 key elements of which 57% aimed at behavioural changes. 22% of all key elements, all aimed behavioural changes, were assessed eligible for analysis in existing EHDs. These mainly concerned recommendations targeted at healthcare professionals regarding drug prescription, e.g. dose recommendations, contraindications or the need to perform laboratory tests for patient monitoring., Conclusions: Only a limited proportion of key elements of the aRMMs could potentially be monitored in existing EHDs as these data sources cannot capture all the required data. Due to difference between existing EHDs, not necessarily all available EHDs are appropriate for every drug or aRMM. To facilitate rapid evaluation of aRMM implementation and timely adjustments, industry and regulatory authorities should agree well-defined key elements of aRMMs leading to unambiguous actions of the target group., (Copyright © 2013 John Wiley & Sons, Ltd.)

This article explores the nature of instructional communication in responding to crisis situations. Through the lens of chaos theory, the relevance of instructional messages in restoring order is established. This perspective is further advanced through an explanation of how various learning styles impact the receptivity of various instructional messages during the acute phase of crises. We then summarize an exploratory study focusing on the relationship between learning styles and the demands of instructional messages in crisis situations. We conclude the article with a series of conclusions and implications., (© 2011 Society for Risk Analysis.)

We propose a shift in emphasis when communicating to people when the objective is to motivate household disaster preparedness actions. This shift is to emphasize the communication of preparedness actions (what to do about risk) rather than risk itself. We have called this perspective "communicating actionable risk," and it is grounded in diffusion of innovations and communication theories. A representative sample of households in the nation was analyzed using a path analytic framework. Preparedness information variables (including content, density, and observation), preparedness mediating variables (knowledge, perceived effectiveness, and milling), and preparedness actions taken were modeled. Clear results emerged that provide a strong basis for communicating actionable risk, and for the conclusion both that information observed (seeing preparedness actions that other have taken) and information received (receiving recommendations about what preparedness actions to take) play key, although different, roles in motivating preparedness actions among the people in our nation., (© 2011 Society for Risk Analysis.)

This paper analyses the nature of the relationship between risk and responsibility. Since neither the concept of risk nor the concept of responsibility has an unequivocal definition, it is obvious that there is no single interpretation of their relationship. After introducing the different meanings of responsibility used in this paper, we analyse four conceptions of risk. This allows us to make their link with responsibility explicit and to determine if a shift in the connection between risk and responsibility can be outlined. (1) In the engineer's paradigm, the quantitative conception of risk does not include any concept of responsibility. Their relationship is indirect, the locus of responsibility being risk management. (2) In Mary Douglas' cultural theory, risks are constructed through the responsibilities they engage. (3) Rayner and (4) Wolff go further by integrating forms of responsibility in the definition of risk itself. Analysis of these four frameworks shows that the concepts of risk and responsibility are increasingly intertwined. This tendency is reinforced by increasing public awareness and a call for the integration of a moral dimension in risk management. Therefore, we suggest that a form of virtue-responsibility should also be integrated in the concept of risk., (© Springer Science+Business Media B.V. 2010)

The present research investigated the relationship between public anxiety about a variety of risks and trust in the management of each risk. Adults (N = 2,200) were selected from the residents' basic registers using a stratified two-step random sampling method. Of this sample, 1,192 (54.2%) rated their anxiety toward 51 kinds of risks and their trust in the management of each risk. Six-point scales were utilized for their ratings. The results demonstrated that the more the risk management was trusted, the less the risk was of concern. The basic statistics for the trust ratings are provided for the discussion of societal risk governance. The implications and limitations of the present findings are discussed.

This article describes the anti-terrorism risk-based decision aid (ARDA), a risk-based decision-making approach for prioritizing anti-terrorism measures. The ARDA model was developed as part of a larger effort to assess investments for protecting U.S. Navy assets at risk and determine whether the most effective anti-terrorism alternatives are being used to reduce the risk to the facilities and war-fighting assets. With ARDA and some support from subject matter experts, we examine thousands of scenarios composed of 15 attack modes against 160 facility types on two installations and hundreds of portfolios of 22 mitigation alternatives. ARDA uses multiattribute utility theory to solve some of the commonly identified challenges in security risk analysis. This article describes the process and documents lessons learned from applying the ARDA model for this application.

This article aims to bring to the fore some of the underlying rationales that inform common conceptions of the constitution of risk communication in academic and policy communities. "Normative,""instrumental," and "substantive" imperatives typically employed in the utilization of risk communication are first outlined. In light of these considerations, a theoretical scheme is subsequently devised leading to the articulation of four fundamental "idealized" models of risk communication termed the "risk message" model, the "risk dialogue" model, the "risk field" model, and the "risk government" model, respectively. It is contended that the diverse conceptual foundations underlying the orientation of each model suggest a further need for a more contextualized view of risk communication that takes account not only of the strengths and limitations of different formulations and functions of risk communication, but also the underlying knowledge/power dynamics that underlie its constitution. In particular, it is hoped that the reflexive theoretical understanding presented here will help to bring some much needed conceptual clarity to academic and policy discourses about the use and utility of risk communication in advanced liberal societies.