RICAS Accommodations and Accessibility Features Manual contains all of the information on allowable accommodations for students with disabilities and English Learners and accessibility features for all students.
If the risk estimate does not take into account the number of individuals exposed, it is termed an "individual risk" and is in units of incidence rate per a time period.
Quantitative risk assessment[ edit ] Further information: Quantitative Risk Assessment software In quantitative risk assessment an annualized loss expectancy ALE may be used to justify the cost of implementing countermeasures to protect an asset.
This may be calculated by multiplying the single loss expectancy SLEwhich is the loss of value based on a single security incident, with the annualized rate of occurrence AROwhich is an estimate of how often a threat would be successful in exploiting a vulnerability.
The usefulness of quantitative risk assessment has been questioned, however. Barry CommonerBrian Wynne and other critics have expressed concerns that risk assessment tends to be overly quantitative and reductive. For example, they argue that risk assessments ignore qualitative differences among risks.
Some charge that assessments may drop out important non-quantifiable or inaccessible information, such as variations among the classes of people exposed to hazards, or social amplification.
However, in both cases, ability to anticipate future events and create effective strategies for mitigating them when deemed unacceptable is vital. At the individual level, a simple process of identifying objectives and risks, weighing their importance and creating plans, may be all that's necessary.
At the strategic organisational level, more elaborate policies are necessary, specifying acceptable levels of risk, procedures to be followed within the organisation, priorities, and allocation of resources.
At the dynamic level, the personnel directly involved may be required to deal with unforeseen problems in real time. The tactical decisions made at this level should be reviewed after the operation to provide feedback on the effectiveness of both the planned procedures and decisions made in response to the contingency.
The first step in risk assessment is to establish the context. This restricts the range of hazards to be considered. This is followed by identification of visible and implied hazards that may threaten the project, and determining the qualitative nature of the potential adverse consequences of each hazard.
Without a potential adverse consequence, there is no hazard.
It is also necessary to identify the potential parties or assets which may be affected by the threat, and the potential consequences to them if the hazard is activated.
If the consequences are dependent on dose, i. This is the general case for many health hazards where the mechanism of injury is toxicity or repetitive injury, particularly where the effect is cumulative.
For other hazards, the consequences may either occur or not, and the severity may be extremely variable even when the triggering conditions are the same.
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|Academic Tools||History[ edit ] Modern Psychological evaluation has been around for roughly years, with roots that stem as far back as B. The first tests focused on aptitude.|
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This is typical of many biological hazards as well as a large range of safety hazards. Exposure to a pathogen may or may not result in actual infection, and the consequences of infection may also be variable.
Similarly a fall from the same place may result in minor injury or death, depending on unpredictable details. In these cases estimates must be made of reasonably likely consequences and associated probability of occurrence.
In cases where statistical records are available they may be used to evaluate risk, but in many cases there are no data or insufficient data available to be useful. Mathematical or experimental models may provide useful input. The complexity of this step in many contexts derives mainly from the need to extrapolate results from experimental animals e.
In addition, the differences between individuals due to genetics or other factors mean that the hazard may be higher for particular groups, called susceptible populations.Direct and Indirect Methods of Assessment In order to gather evidence of student learning, assessment efforts are categorized as direct and indirect measures.
Mercer County Community College, General information, interpretation of college skills placement test results, and scheduling are provided by trained professional staff and faculty members.
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Broadly speaking, a risk assessment is the combined effort of 1. identifying and analyzing potential (future) events that may negatively impact individuals, assets, and/or the environment (i.e., risk analysis); and 2. making judgments "on the tolerability of the risk on the basis of a risk analysis" while considering influencing factors (i.e., risk evaluation).
Student-Response Technology. By using technology for immediate formative assessment, I can give students timely feedback and change lessons on the fly to address student needs.