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A critical evaluation about the use of current risk assessment practices in the society.

For instructions on making lecture pages, see Lecture.

This lecture has been given in:

• Advanced toxicological risk assessment (ADTOXRI), 7.5.2010, 7.5.2012, 15.5.2013, 11.3.2014, 10.3.2015, ?.3.2016, 2.3.2017, 28.2.2018 (Application of toxicological risk assessment in society). 2014 slides contain a case study about Pahtavaara mine.

Question in the exam 21.5.2012

Select two different approaches to impact assessment (e.g. health impact assessment, chemical safety assessment in Reach, environmental impact assessment, open assessment, traditional risk assessment according to the "Red Book", life cycle assessment, or some other existing approach). Think about the availability of information in an assessment for a) reading, b) criticism, and c) further use. Discuss the similarities and differences of these two approaches in this respect. (10 p)

Evaluation criteria for the exam

The main point of the question is to make the student think about the availability of the information collected for an assessment. The evaluation is based on how the student is able to elaborate the connections of availability and use of information, and the availability of information as a rate limiting step for use in assessment approaches. Detailed knowledge about the procedures of different assessment approaches is not high priority in the evaluation. For full ten points, the following issues have to be covered in the answer:

• Selection of two assessment approaches.
• Short description of each approach regarding information and its availability in the assessment process.
• Identification of groups who have differential access to information (e.g. authorities vs. citizens in Reach).
• Comparison of the two approaches about reading (which groups can read which parts of an assessment).
• Comparison of the two approaches about criticism (who has the power to challenge the correctness of information in an assessment).
• Comparison of the two approaches about further use (which parts of the assessment can be used for other purposes than the original need, and who can use it).
• Discussion about the implications of these differences (what problems and benefits does the availability or non-availability of information cause in an assessment process and the use of assessment results).
• If the student discussed only one approach, a maximum of 6/10 is available.

Additional points are available, if the student is able to discuss other relevant points of information production, availability, and use in assessment processes. However, full 10/10 was given only if the answer covered the items described above.

Question

List the six principles of executing open policy practice. Describe why each principle is needed. If relevant, give also examples about situations where current assessment practices (e.g. REACH or environmental impact assessment YVA) are NOT following these principles.

Alternative formulation

The six principles of executing open policy practice are intentionality, shared information objects, causality, critique, reuse and openness. Describe WHAT each of them actually means, WHY it is needed, and HOW it improves assessments. If relevant, give also examples about situations where current assessment practices (e.g. REACH or environmental impact assessment YVA) are NOT following these principles.