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Society For Risk Analysis Annual Meeting 2008

Risk Analysis: the Science and the Art

Session Schedule & Abstracts


* Disclaimer: All presentations represent the views of the authors, and not the organizations that support their research. Please apply the standard disclaimer that any opinions, findings, and conclusions or recommendations in abstracts, posters, and presentations at the meeting are those of the authors and do not necessarily reflect the views of any other organization or agency. Meeting attendees and authors should be aware that this disclaimer is intended to apply to all abstracts contained in this document. Authors who wish to emphasize this disclaimer should do so in their presentation or poster. In an effort to make the abstracts as concise as possible and easy for meeting participants to read, the abstracts have been formatted such that they exclude references to papers, affiliations, and/or funding sources. Authors who wish to provide attendees with this information should do so in their presentation or poster.

Common abbreviations

W4-J
Risk Education

Room: Hancock   4:00-5:30 PM

Chair(s): John Watt



W4-J.1  16:00  Insights into the future of risk education from a survey of SRA members. Watt J, Corr L*; Middlesex University   j.watt@mdx.ac.uk

Abstract: Risk analysis is a complex and changing profession and the SRA is determined to be at the forefront of efforts to ensure that the best fit is achieved between the needs of the profession and the educational programmes available. In the Spring of 2008 the Education Committee of the SRA invited the members of the Society to take part in a survey which aimed to identify current practice and future opportunities for risk related education. The resulting sample (n=189), representing almost 10% of the membership of the Society, provides a reflection of the many facets of the profession and a worldwide coverage with respondents from 29 different countries. This paper presents the results of the research and, along with an earlier study that provided a synopsis of risk analysis academic syllabi and curricula currently available in the USA (reported elsewhere), provides a platform for the ongoing discussion over future provision. There is a large body of academic research to draw upon and one key challenge is to identify common components that need to be present for a programme to include risk analysis or risk management in its title.

W4-J.2  16:20  Reproductive Health and Environment in Alexandria Egypt: Development of a Model Training Course. Farag A*, Marzouk H, Walker K, Abdou S; University of Alexandria, Egypt, WHO (consultant)    kdwalker1206@hotmail.com

Abstract: In 2007, the World Health Organization, Special Programme of Research, Development and Research Training in Human Reproduction, funded an unusual collaboration between professors from diverse faculties at the University of Alexandria – the Faculties of Agriculture, Arts, Medicine, and Nursing, the High Institute of Social Service, senior managers at the Health Directorate in Alexandria, Maternal and Child Health Clinics and Occupational Health Centers, and Health and Safety Managers from key industries in Alexandria. They were charged with developing a training course focused on the potential impacts of environmental exposures on reproductive health. It was offered to fourth year undergraduates or graduate students recruited from each of the Faculties listed above, nurses, occupational health educators and community health educators The course provided students with an increased awareness of potential reproductive health and environmental contamination, basic understanding of the methodologies necessary to study them, and practical experience working with a multi-disciplinary team of students and practitioners to evaluate and seek solutions to health problems. The project is unique in Egypt and has been an important first step toward building capacities for future training and research efforts in reproductive health and the environment in Alexandria, Egypt’s second largest city home to about 40% of Egypt’s industry and a major agricultural area. It may serve ultimately as a model for similar efforts in other Egyptian universities. This paper provides insights into the challenges of conducting environmental health research in Egypt as well as an overview of the course, its achievements, and plans for the future.

W4-J.3  16:40  Development of post graduate education and continuing professional development in occupational safety and health risk management. Lundy SJ*, Watt J; Middlesex University   s.lundy@mdx.ac.uk

Abstract: This paper examines the ethical decision making dilemmas faced by occupational safety and health practitioners and the educational and continuing professional development (CPD) requirements needed to meet the emerging challenges of this pertinent role in risk management. The function of the safety and health practitioner is a diverse and complex one covering an eclectic range of disciplines. Additionally the professional practitioner will need to be a persuasive communicator both written and verbally at every level of the organisation from employees to management and at the most senior level in the board room. Following a review of the available CPD training and the recent validation of accredited programmes at BSc and MSc level there appears to be a knowledge gap in the important area of professional ethics as it pertains to safety and health practitioners; although ethical dilemmas may be discussed during seminars there are no explicit requirements to provide the underpinning knowledge on professional ethics in the current syllabus. The recent discussions between the UK government and the Institution of Occupational Safety and Health regarding the intended move towards a regulated profession have raised questions regarding education, codes of conduct and the continuing professional development of practitioners in relation to ethical dilemmas and sound risk based decision making.

W4-J.4  17:00  Program development for the first SRA Risk Analysis Education Conference to be held July 14-15 2009 at the University of Nevada, Reno. Thran BH*, Ross CS, Clauberg M, Louis G, Hassenzahl DM; Branded Professional Services   randbthran@hotmail.com

Abstract: The SRA Education Committee has identified a general need and unique opportunity for SRA to support the development of “train-the-trainer”-type educational initiatives. Various outreach strategies have been proposed and explored by the Education Committee, such as providing a status update of risk education, identifying resources, and fostering the sharing of experiences in delivering risk education by educators for different grade levels. The latter opportunity for sharing is the focus of this presentation. Program development is well underway for the first SRA Risk Analysis Education Conference. The 2-day conference will be held on the University of Nevada, Reno campus on 14 – 15 July, 2009. The expected audience for the conference is K-12 and university educators who use or are interested in learning how to incorporate risk analysis into their curriculum. Plenary sessions will cover topics related to the real world application of risk analysis and how those experiences can be used to enhance classroom learning. Breakout sessions will include presentations and discussions by the Society’s’ Specialty Groups aimed at university professors as well as special breakout sessions for K-12 educators. This presentation will highlight the planned speakers, topics, opportunities to participate, and provide insight as to why risk analysis in the classroom has the potential to improve student achievement across science, math, social studies, and language arts.



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