GNGTS 2017 - 36° Convegno Nazionale

GNGTS 2017 S essione 2.3 503 recent earthquakes, perception of distinction between structural and non-structural damage, the expected expert’s role, the level of responsibility felt by the public. These were all incorporated into the strategy of communication: the message, the language and tools had to take into account the output of the research conducted on the target public (Musacchio et al., 2017). Action for prevention. Prevention should be supported by communication. For each target public, specific media and tools judged suitable for effective communication were used. Because communication in KnowRISK is based on public engagement each tool takes needs of the target public into accounts . “Differentiate, mix and repeat” was the main lesson learned during engagement with public: the more differentiated is the access to the same message (events, leaflets, social networks), the more effective the communication was found to be. The tools are designed to take into account cultural peculiarities of local communities, but they can be easily adapted for other European countries. In schools, media that rely on students’direct engagement and a flipped-up learning approach were used. For communicating with citizens, videos and printed brochures were used. Both digital and printed media were used to communicate with the professionals. A cross-media tool, specifically implemented in the KnowRISK project, is based on Augmented Reality. Aprotocol of communication in schools. Protocols of communication in schoolswere different in each country, as per local needs, and existing theoretical approaches in risk communication judged suitable for local needs by the project partners. Assessment of effectiveness through quantitative improvement of KAP provided feedback to better calibrate the protocols on a scientific basis. “Know your school: be safe!” was the KnowRISK communication campaign in schools. It stood on a participatory process that starts with understanding and ends with building up or reinforcing knowledge, and acting on attitude to promote a shared view of a more resilient society. School education is fundamental in disseminating knowledge and in raising risk awareness. Schools include resources - that can be mobilized to reduce the risk of disaster (Luna, 2012). These resources are students, teachers, parents, community associations, the school infrastructure and the endogenous knowledge of the school system. In Portugal, the focus was on knowledge building and development of competences. In Italy, we relied on a peer-to-peer communication (Piangiamore et al. , 2017), asking the students to prepare a product (e.g., videos, cartoons, etc.) to convince their peers of the need to undertake preventative actions against the potential harm that non-structural elements may have in case of an earthquake (https://www.youtube.com/watch?v=DUv4gvDwsg0) . In Iceland, the focus was on renewal of local population’s experience of the destruction from past earthquakes, and explaining how easy and low cost the mitigation measures can be. A Practical Guide. The Practical Guide (O’Neill et al. , 2017) addresses essentially non- structural issues found in our homes. It privileges DIY (do it yourself) solutions at no cost (ex: move heavy or large items to the floor or low shelves) or low cost solutions such as hanging mirrors and pictures, installing latches on kitchen cabinets, etc. The main end-users are the householders that are guided into a process of increasing safety, efforts and eventually cost. Four steps are coded in the Guide (Fig. 1): Move, referring to actions that just require rearranging furniture; Protect, referring to valuable fragile or expensive object; Secure, referring to large and heavy items that pose serious danger when loose; Retrofit, referring to those actions that are more intrusive and need an expert intervention. The Guide provide indication to implement, where possible, DIY actions. A Short Guide for Students is prepared in a suitable language for students that are intended to be the major actors in building a culture of prevention (Fig. 2). The Short Guide addresses two settings: one specific for school and another specific for home. It includes suggestions on how to make classrooms, school laboratories and teenagers living environments more secure. They both make extensive use of visual content in order to reduce the text and capture the attention of the reader; both tools convey the concept that some actions are inexpensive and