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The risk differentiation process requires the regulator to directly link a robust risk assessment, such as via a risk scoring model, to different regulatory responses (e.g. financial penalties, criminal imprisonment). Regulatory risk differentiation is also referred to as the Compliance Model in some regulatory agencies. [1]
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]
In a similar way, there is a gradual dismantling of the scaffolding as the 'job' becomes more secure and so there is a gradual release of responsibility from the teacher to the learner. As scaffolding is temporary, so too are the lessons that are constructed to help students as they embark into unfamiliar thinking.
Together with risk assessment and risk management, risk communication aims to reduce foodborne illnesses. Food safety risk communication is an obligatory activity for food safety authorities [73] in countries, which adopted the Agreement on the Application of Sanitary and Phytosanitary Measures. Risk communication also exists on a smaller scale.
2. Once this task description has been constructed a nominal human unreliability score for the particular task is then determined, usually by consulting local experts. Based around this calculated point, a 5th – 95th percentile confidence range is established.
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).
Effective risk management demands that the project manager and risk manager fully understand the risks of a project. A successful risk management process would also require a good knowledge and understanding of the business objectives of the project. During risk identification, a large volume of risks can be identified.
Through the dialogic nature of scaffolding, the student and teacher interact in order to establish the optimal amount of assistance and titration of this assistance. At the heart of the creation of the scaffolding extension to distributed scaffolding, was the need to address the many different ways a scaffold could be provided.