Introducción: En el distrito en el que fue desarrollado este proyecto (Miraflores), las enfermedades diarreicas y la obesidad, causadas principalmente por la ineficiente higiene de las manos y el hábito incorrecto de alimentación, son las principales causas de morbilidad. A este antecedente se le suma la pandemia por el virus del COVID -19, el cual viene ocasionando miles de pérdidas humanas. Descripción del proyecto: Partiendo de un análisis de involucrados, el Diagnóstico Participativo Comunitario y la priorización de problemas, el objetivo general fue implementar hábitos favorables a la salud física de la familia Murata Yamamoto frente al COVID. Se realizaron sesiones teóricas y talleres demostrativos con herramientas digitales, elaboración de material educativo e instrumentos de evaluación como cuestionarios y listas de cotejo, los logros fueron registrados durante la supervisión, monitoreo y evaluación final. Evaluación de resultados: La eficacia obtenida entre los miembros de la familia em la aplicación de las técnicas de lavado de manos, desinfección de alimentos, uso de barreras para la bioseguridad fue del 100%. Además, se incorporó una dieta balanceada como hábito frecuente en la familia. El manejo de conocimientos favorables en higiene y dieta fue del 100% entre todos los integrantes. Conclusiones: El proyecto de intervención en los integrantes de la familia Murata Yamamoto fue ejecutado con éxito y se logró implementar hábitos favorables para la salud física, convirtiéndose así en modelo de proyecto de promoción de la salud en un entorno familiar. / Introduction: In the district where this project was carried out (Miraflores), diarrheal diseases and obesity, which are caused by inefficient of hand hygiene and incorrect eating habits, are the main causes of morbidity. To this antecedent now is added the pandemic due to the COVID -19, that has caused thousands of human losses. Project description: Based on stakeholder analysis, Participatory Community Diagnostics and prioritization of problems, the main objective was to implement favorable habits to improve physical health of the Murata Yamamoto family against COVID. Theoretical sessions and demonstrative workshops were carried out with digital tools, elaboration of educational material and evaluation instruments such as questionnaires and checklists. All the achievements were recorded during supervision, monitoring and a final evaluation. Evaluation Results : The efficacy obtained was 100% among the family members in application of hand washing techniques, food disinfection, use of biosafety barriers . In addition, as a frequent habit a balanced diet was incorporated. The management of favorable knowledge in hygiene and diet was 100% among all the members. Conclusions: This intervention project on members of the Murata Yamamoto family was successfully carried out and it was possible to implement favorable habits to enhance physical health, turning this model of promotion project into a family environment. / Trabajo de investigación

Introducción: La pandemia por el COVID-19 durante los últimos meses ha ocasionado en las personas desde un resfriado común hasta la muerte. El confinamiento obligatorio generó un nuevo estilo de vida limitando a los individuos en diversos aspectos. Descripción del proyecto: Partiendo del ASIS, DPC y ánalisis de involucrados se ejecutó el proyecto para mejorar las prácticas favorables a la salud física frente al COVID-19 en un entrono familiar entre mayo-junio del 2020. Se desarrollaron actividades para mejorar las prácticas sobre medidas de bioseguridad, promover la actividad física y la organización de las tareas del hogar, tales como sesiones educativas, talleres demostrativos y colaborativos, confección de afiches, elaboración de cronogramas, evaluación con listas de cotejo, cuestionarios, implementación de zonas en el hogar para la desinfección y para las rutinas de ejercicios. Resultados: El proyecto mostró resultados positivos y las actividades fueron desarrolladas con éxito. Se observó mejora en los conocimientos del 50 al 100% en las medidas de bioseguridad, actividad física y deberes del hogar. Se mejoró en las técnicas del lavado de manos, uso correcto de mascarilla, aseo personal al llegar a casa, desinfección de objetos y alimentos. Las rutinas de ejercicio se realizaron mínimo 3 veces por semana y para los deberes del hogar se obtuvo una organización adecuada. Conclusiones: Se logró una eficacia al 100% para la promoción de actividades de bioseguridad, actividad física y organización de los deberes. / Introduction: The COVID-19 pandemic in recent months has caused people from a common cold to death. The compulsory confinement generated a new lifestyle limiting individuals in various aspects. Project description: Based on the ASIS, CPD and stakeholder analysis, the project was carried out to improve practices favorable to physical health against COVID-19 in a family environment between May-June 2020. Activities were developed to improve practices on biosecurity measures, promote physical activity and the organization of household chores, such as educational sessions, demonstrative and collaborative workshops, making posters, drawing up schedules, evaluation with checklists, questionnaires, implementation of areas in the home for disinfection and for exercise routines. Results: The project showed positive results and the activities were developed successfully. An improvement in knowledge of 50 to 100% was observed in the biosecurity measures, physical activity and household duties. Hand washing techniques, proper use of a mask, personal hygiene when arriving home, disinfection of objects and food, were improved. The exercise routines were carried out at least 3 times a week and adequate organization was obtained for household duties. Conclusions: 100% efficiency was achieved for the promotion of biosecurity activities, physical activity and organization of duties. / Trabajo de investigación

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.

No description available.

No description available.

La Tuberculosis es una enfermedad ocupacional que afecta sobre todo a países subdesarrollados. Presenta elevada exposición y riesgo de contagio de hasta un 40 a 50 veces más en el personal médico que la población en general. Esto se ve incrementado debido a la mala praxis, actitudes desfavorables y déficit de conocimientos sobre Bioseguridad en prevención de Tuberculosis, representando un problema de salud pública a nivel mundial. Por ello, se plantea como objetivo Determinar el nivel de conocimientos y actitudes de los internos de Medicina de una Universidad Privada de Chiclayo sobre bioseguridad para la prevención de Tuberculosis, en el año 2022. A través de un estudio descriptivo transversal no experimental, mediante un instrumento de evaluación, el cual considera principalmente las variables “conocimiento” y “actitudes”. Este instrumento consta de 10 ítems de opción múltiple con única respuesta para evaluar conocimientos y 10 ítems tipo escala Likert; este instrumento fue sometido a juicio de expertos para evaluar su validez de constructo y contenido, se realizó una prueba piloto para evaluar la confiabilidad. Posteriormente, se aplicó en la población diana. La mayoría de los internos presentan conocimientos altos, siendo la dimensión trasmisión de tuberculosis con mayor acierto; asimismo, el 86% presenta actitudes favorables. Se concluyó que los internos de medicina presentaron un nivel de conocimientos alto, siendo las dos terceras partes quienes tuvieron mayor acierto en el cuestionario. La dimensión más acertada fue la transmisión de tuberculosis, mientras que la menos acertada fue el uso de mascarilla. En cuanto a las actitudes, la mayoría demostró que estas son favorables.

No / While there are many mythical stories of various kinds about the Phoenix it retains several features throughout all of them. In ancient Egypt, the Phoenix was the prodigy of the sun god Ra and appeared in the shape of a giant bird of fire, which was one of the most beautiful creatures on earth. It was remarkable in that it could not foster any offspring and at the end of its life would explode in a ball of fire. Out of the ashes, an egg is formed which then hatches the Phoenix again in its young form. The cry of a Phoenix was supposed to be of miraculous beauty. This chapter will explore if the Phoenix is a suitable metaphor for the recent re-emergence of the US National Science Advisory Board for Biosecurity (NSABB), which was tasked with providing scientific expertise to the government on questions of the security risks of emerging science and technology in the life sciences. The analogy to the Phoenix suggests itself because the NSABB, chartered in 2004, had been inactive for over two years and only recently took up its work. The comparison between the Phoenix and the NSABB gives rise to several questions: first, has the re-emergence of the NSABB been met with an equally beautiful cry of joy among the scientists and security experts? Second, what happens when the Phoenix lies dormant? And third, what took place before the Phoenix was created?

New methods and technology are needed to detect biological agents that threaten the health of humans and domestic animals. The bacterium Bacillus anthracis, causal agent of anthrax, has been used as a biological warfare agent. Here, we extend the work of Chinowksy et al. (2007) to the detection of a surrogate of B. anthracis, B. globigii (also known as B. atrophaeus, B. subtilis var. niger, B. subtilis var. subtilis) in a mixed sample containing two different species of Bacillus using a portable surface plasmon resonance (SPR) biosensor (SPIRIT 4.0, Seattle Sensor Systems). Two methods (direct capture and antibody injection) were used to determine the limit of detection for spores of B. globigii and to detect spores of B. globigii in a mixed sample containing at least one other Bacillus spp. Spores of B. globigii were detected on freshly coated sensors (not previously exposed to spores) with direct capture at a minimum concentration of 10^7 spores/mL, and with antibody injection at a concentration of 10^5 spores/mL. Spores of B. globigii were also detected when mixed with B. pumilus spores in the same sample at equal concentrations (107 spores/mL) using antibody injection. An SPR method using synthetic miRNA was adapted to the portable SPR unit (SPIRIT), and preliminary experiments suggested that the target sequence could be detected. SPR methods using nucleic acids have an exciting future in the detection of biological agents, such as B. anthracis. With the availability of portable instrumentation to accurately detect biological warfare agents such as B. anthracis, emergency responders can implement emergency protocols in a timely fashion, limiting the amount of people and domestic animals exposed. / Master of Science

yes / Introduction Combining Contents with Strategy: A Case for Team-Based Learning. The term "biosecurity‟ has been used in many different contexts for many different purposes. The present Handbook uses the concept of "biosecurity‟ (or biological security) to mean successful minimising of the risks that the biological sciences will be deliberately or accidentally misused in a way which causes harm for humans, animals, plants or the environment, including through awareness and understanding of the risks. Biosecurity thus involves a complex and rapidly evolving set of issues that concern a broad range of stakeholders: policy makers, legislators, industry, academia, the security community, science educators, life science students and practitioners, and the general public.1 Addressing those issues requires continuous cooperation among all concerned parties, that is, biosecurity awareness is a responsibility incumbent upon all. The need for fostering awareness of biological security among those engaged in the life sciences has been widely acknowledged in various fora and, as a result, over the past few years a number of important initiatives have been carried out, designed to further education about the broader social, ethical, security and legal implications of cutting-edge biotechnology.2 The chief objective of the present Handbook is to complement those efforts by combining teaching material in biological security with an active learning training approach – Team-Based Learning (TBL) – to empower educators, students and practitioners as they begin to engage with biological security. The Handbook seeks to supplement the Guide "Preventing Biological Threats: What You Can Do‟ by providing its users with tips and insights into how to implement its content in different educational settings. Part 5 of the Guide introduces the reader to the value of active learning in the context of biosecurity education and training. Chapter 20 in particular details the implementation of the TBL format at an interactive biosecurity seminar and the results achieved by the seminar participants. Consequently, the Handbook aims to: i. Highlight the strengths of the TBL format in teaching biological security. ii. Provide practical guidance on how to organise, run, and facilitate TBL biosecurity seminars. iii. Offer sample sets of exercises based on the individual chapters of the Guide. iv. Explain how each set of exercises can be used for achieving specific learning objectives. Each chapter of the Handbook introduces the reader to a key concept discussed in the respective chapter of the Guide and elaborates on the specific learning objectives, which the TBL exercises are aimed at. Each set comprises Individual and Team Readiness Assurance Test questions, and Application Exercises in the form of multiple-choice problem-solving tasks and practical scenarios (see below). A growing body of evidence suggests that the use of active learning approaches to teaching and training can significantly enhance the effectiveness of education programmes.3 Part of the reason behind this trend is the fact that active learning strategies aid the learner in „unlocking‟ their existing knowledge and linking new subject matter to their established conceptual framework.4 In other words, through case studies, scenarios, problem-solving games, role plays, and simulations – to name few examples of active learning methods – learners are prompted to think critically, reflect and develop understanding of unfamiliar concepts. Active learning approaches allow fostering a learner-centred environment where the learner rather than the instructor is at the centre of the activities taking place in the classroom.5 The Handbook focuses on a specific format of active learning instruction – Team Based Learning (TBL). This is a special form of collaborative learning which uses a specific sequence of individual work, group work, and immediate feedback to create a motivational framework, whereby the focus is shifted from conveying concepts by the instructor to the application of concepts by student teams.6 TBL is an easy-to-replicate, user-friendly approach, that can be applied in many different educational settings at various stages of instruction, and for different purposes. It enables the instructor to cover new material in a way that engages learners as active participants, allowing them to take ownership of their own learning, and develop reflection and self-evaluation skills.

Yes / The devastating COVID-19 disease outbreak of 2020 is likely to cause a profound rethink of how national and international communities deal with such outbreaks whether they are caused naturally, accidentally or deliberately. This paper suggests that now is the time to build on two decades of work within the BTWC and for States Parties to agree on a Biosecurity Code of Conduct under the Convention as proposed by China. Over the past two decades, as part of their attempts to strengthen the BTWC and thereby to help prevent the development of biological and toxin weapons, States Parties have given considerable attention to the potential utility of Codes of Conduct for life and associated scientists. This paper reviews these debates about this novel dual-use ethical challenge within the Convention and concludes that a Code of Conduct should be agreed at the 2021 Review Conference, but that radical reorientation of the mandatory education of such scientists will also be needed to make the agreed code effective.