International audienceFor about 10 years, many methodologies have been developed to undertake a risk analysis on an industrial plant. In this paper, 62 methodologies have been identified, these are separated into three different phases (identification, evaluation and hierarchisation). In order to understand their running, it seems necessary to examine the input data, methods used, obtained output data and to rank them in several classes. First, all the input data are grouped together into seven classes (plan or diagram, process and reaction, products, probability and frequency, policy, environment, text, and historical knowledge). Then, the methods are ranked in six classes based on the combination of four usual criteria (qualitative, quantitative, deterministic and probabilistic). And finally, the output data are classified into four classes (management, list, probabilistic and Merarchisation). This classification permits the appraisal of risk analysis methodologies. With the intention of understanding the running of these methodologies, the connections between the three defined previously criteria (determinist, probabilistic and determinist and probabilistic) are brought to the fore. Then the paper deals with the application fields and the main limitations of these methodologies. So the hierarchisation phase is discussed and the type of scale used. This paper highlights the difficulties in taking into account all risks for an industrial plant and suggests that there is not only one general method to deal with the problems of industrial risks

The increasing number of disruptions to critical infrastructure, like natural disasters, terrorist attacks or internal failure is today a major problem of society. Concern is even greater when considering the interconnected nature of critical infrastructure, which might lead to failure propagation, causing domino and cascade effects. To mitigate such outcomes, critical infrastructure must recover its capacity to function with regard to several criteria. Stakeholders must therefore analyse and improve the resilience of critical infrastructure before any disruption occurs, and base this analysis on different models so as to guarantee society's vital needs. Current resilience assessment methods are mainly oriented toward the context of a single system, thus narrowing their criteria metrics, limiting flexibility and adaptation to other contexts and overlooking the interconnected nature of systems. This article introduces a new tool-equipped approach that makes it possible to define a model to evaluate the functionalities of interconnected systems. The model is then used to assess the resilience of these systems based on simple and generic criteria that can be extended and adapted. Several assertions related to the concept of resilience and some resilience indicators are also introduced. A case study provides the validation performed by experts from several domains.

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Serious games and environmental computer-based simulations can be useful training tools for people who have to act in emergencies. Currently, stakeholders who deal with crises have to make decisions under stress, for example in order to mitigate consequences or avoid negative impacts on high-stake elements.Many factors are critical in a training environment for ensuring that effective learning occurs, principally: experience improvement, engagement and immersion, and realism. This paper aims to identify the limits of existing learning systems for emergency stakeholders within a crisis cell and then to propose a set of recommendations in order to specify a system to improve the effectiveness of peoples' actions in case of a major crisis.The development of this approach requires the pooling of information concerning varied and multidisciplinary skills. The paper first focuses on the classical difficulties of crisis management, after which the notion of experience in decision-making is defined. The issue is studied from three points of view: the educational approach, the simulation system, and the training environment.The last section of this paper contributes to establishing a set of enhancements which can lead to the specification of simulation based learning systems for further development. More particularly, we specify the needed characteristics of our learning approach and teaching strategy. Finally, we propose a model with the main steps that have to be implemented in order to design a new learning system: a semi-virtual training environment for strategic crisis management.