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The risk rating of the hazard prior to applying the control is known as the 'inherent risk rating'. The risk rating of the hazard with the control in place is known as the 'residual' risk rating. Risk, within the occupational health and safety sphere, is defined as the 'effect of uncertainties on objectives [8] '. In the context of rating a ...
Risk assessment determines possible mishaps, their likelihood and consequences, and the tolerances for such events. [1] [2] The results of this process may be expressed in a quantitative or qualitative fashion. Risk assessment is an inherent part of a broader risk management strategy to help reduce any potential risk-related consequences. [1] [3]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
This term 'scaffolding' is a useful metaphor that is used to symbolise the process of supporting a learner in the early stages of the learning process – as the walls get higher – until there is sufficient evidence of knowledge and skills having been acquired, to then be able to remove that scaffolding so the learner is able to 'stand alone ...
Several instructional programs were developed based on this interpretation of the ZPD, including reciprocal teaching and dynamic assessment. For scaffolding to be effective, one must start at the child's level of knowledge and build from there. [15] One example of children using ZPD is when they are learning to speak.
SBAR is an acronym for Situation, Background, Assessment, Recommendation; a technique that can be used to facilitate prompt and appropriate communication. This communication model has gained popularity in healthcare settings, especially amongst professions such as physicians and nurses .
Risk is the lack of certainty about the outcome of making a particular choice. Statistically, the level of downside risk can be calculated as the product of the probability that harm occurs (e.g., that an accident happens) multiplied by the severity of that harm (i.e., the average amount of harm or more conservatively the maximum credible amount of harm).
Summative assessments evaluate skills at or after the end of an instructional unit, to ensure that competence has been achieved. At this point remedial work may no longer be practicable. Integrated assessment is part of the learning and teaching process, and can take place at various stages of a learning programme.