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    Education and Security: Design and Evaluation Tools for Deliberate Disease Risks Mitigation

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    PhD Thesis (2.922Mb)
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    Publication date
    2016
    Author
    Mancini, Guilio M.
    Supervisor
    Whitby, Simon M.
    Keyword
    Biological weapons
    Biorisk
    Biological and Toxin Weapons Convention (BTWC)
    Securitisation
    Biosecurity
    Education
    Training
    Constructivism
    Rights
    Creative Commons License
    The University of Bradford theses are licenced under a Creative Commons Licence.
    Institution
    University of Bradford
    Department
    Faculty of Social Sciences
    Awarded
    2016
    
    Metadata
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    Abstract
    This thesis addresses the role of education to mitigate the risks of deliberate disease, including biological weapons. Specifically, it aims to analyse how education was constructed as a potential instrument to mitigate specific security risks; if and how education could impact on risks; and how effectiveness of education as a risk mitigation measure could be improved. The research framework combines concepts of security, risk and education within a general constructionist approach. Securitization is used to analyse attempts to construct education as a tool to mitigate specific security risks; risk assessment is used to identify and characterize risk scenarios and potential for risks mitigation; and instructional design and evaluation models are used for the design and evaluation of education. The thesis contends that education has been constructed as a mitigation tool for what were presented as urgent security risks of deliberate disease. Nine attempted securitization moves are identified and assessed. Improved competences identified in four thematic areas, and built with education, can mitigate risks in specific scenarios via impacting factors that primarily influence risk likelihood. The thesis presents several examples of achieved learning objectives, and tools that can be useful to evaluate behavioural and risk impacts, though empirical results on these levels here are still scarce. Design and evaluation tools, illustrated through a large amount of original and pre-existing data from a range of countries and contexts, are presented that can improve effectiveness of education as a deliberate disease risks mitigation measure.
    URI
    http://hdl.handle.net/10454/15740
    Type
    Thesis
    Qualification name
    PhD
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    Theses

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