The document discusses risk communication and perception. It notes that risk cannot be objectively measured and involves assumptions and subjective judgments. Factors like who benefits from a risk, gut feelings, worldviews, and outrage factors influence risk perception. Effective risk communication requires understanding these factors and how the relationship between risk and benefit is perceived differently in reality versus in people's minds. A framework for risk communication includes using the risk equation to discuss toxicity and exposure, acknowledging uncertainty, and addressing people's specific concerns.
Risk communication differs from other communication methods -- such as advertising, marketing and publicity -- in that it encourages the audience to actively participate in an ongoing conversation.
AGES TV - Dr. Ragnar E Lƶfstedt, Professor fĆ¼r Risikomanagment und Direktor des King's Centre for Risk Management am King's College London: http://www.youtube.com/watch?v=01rZCvb_gGQ&list=UUaDErMBvGGb1FZoLmdRenbQ&index=1&feature=plcp
Fachsymposium "Verbraucherschutz, Ćffentliche Gesundheit & Arzneimittelsicherheit im Spannungsfeld Risiko, Krise und Panikmache", 21.11.2011 (AGES, Wien)
Finanz, EHEC, Fukushima - Wahrnehmung und Umgang mit einer Krise sind so unterschiedlich und individuell, wie die Menschen selbst. Doch wie empfinden wir VerbraucherInnen Risiko und was sagt die Wissenschaft dazu? Wann beginnt aus einer potentiellen Gefahr eine tatsƤchliche Krise zu werden? Und wann wird eine Krise zur medialen Panikmache? Rund 100 VertreterInnen aus Politik und Wirtschaft, Behƶrden und Medien diskutierten den Umgang mit gefĆ¼hlten und tatsƤchlichen Risiken und dem Management im Krisenfall. Die Themen reichten von Dioxin Ć¼ber EHEC bis Fukushima, von BSE Ć¼ber Acrylamid bis zur Vogelgrippe.
Neben Gesundheitsminister Alois Stƶger standen mit Risikoforscher Prof. Dr. Ragnar Lƶfstedt (Direktor des King's Centre for Risk Management am Kingās College, London) und Prof. DDr. Andreas Hensel (PrƤsident des deutschen Bundesinstituts fĆ¼r Risikobewertung, BfR) zwei internationale Experten aus dem Bereich Risikoforschung und Risikomanagment fĆ¼r einen Dialog bereit. Priv.-Doz. Dr. Pamela Rendi-Wagner (Generaldirektorin fĆ¼r Ćffentliche Gesundheit im Bundesministerium fĆ¼r Gesundheit, BMG) und Univ.-Prof. Dr. Marcus MĆ¼llner (Bereichsleiter der Arzneimittelagentur AGES PharmMed) erlƤuterten die Risikokommunikation in der ƶffentlichen Gesundheit anhand der Beispiele Fukushima bzw. Risiken und Nutzen von Arzneimitteln. Die PR-Expertinnen Sabrina Oswald und Martina Tuma beleuchteten die Anforderungen der Risikokommunikation von Wirtschaftsunternehmen in Zeiten des āWeb 2.0ā.
GemĆ¤Ć dem Spruch "Nach der Krise ist vor der Krise" sehen die ExpertInnen vor allem Bedarf an organisatorischer Vorbereitung (Krisenhandbuch, Ansprechpartnern, etc), inhaltlicher Aufbereitung der eigenen Krisen-PR-Themen sowie professionellem Management im akuten Krisenfall. Investiert werden sollte āin Friedenszeitenā in den Aufbau von Vertrauen unter Einbindung von Meinungsbildnern sowie in Bereitstellung transparenter Informationen unter Verwendung unabhƤngiger wissenschaftlicher Expertise. Denn eine jede Krise ist Ć¼ber die wirtschaftlichen Folgen des betroffenen Produzenten hinaus immer mit enormen volkswirtschaftlichen Kosten verbunden. Schlussendlich gebe es nur eine Antwort fĆ¼r eine Ćffentlichkeit, die regelmƤĆig und latent mit Angst machenden Krisen konfrontiert wird: schnelle, adƤquate und transparente Information.
Details zu Programm, Inhalten und Vortragenden: http://www.ages.at/ages/ages-akademie/stakeholderveranstaltungen/wien-risikokommunikation/
Presentation by Prof. George Gray, Director of the Centre for Risk Science and Public Health, George Washington University, at the Workshop on Risk Assessment in Regulatory Policy Analysis (RIA), Session 14, Mexico, 9-11 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Risk communication differs from other communication methods -- such as advertising, marketing and publicity -- in that it encourages the audience to actively participate in an ongoing conversation.
AGES TV - Dr. Ragnar E Lƶfstedt, Professor fĆ¼r Risikomanagment und Direktor des King's Centre for Risk Management am King's College London: http://www.youtube.com/watch?v=01rZCvb_gGQ&list=UUaDErMBvGGb1FZoLmdRenbQ&index=1&feature=plcp
Fachsymposium "Verbraucherschutz, Ćffentliche Gesundheit & Arzneimittelsicherheit im Spannungsfeld Risiko, Krise und Panikmache", 21.11.2011 (AGES, Wien)
Finanz, EHEC, Fukushima - Wahrnehmung und Umgang mit einer Krise sind so unterschiedlich und individuell, wie die Menschen selbst. Doch wie empfinden wir VerbraucherInnen Risiko und was sagt die Wissenschaft dazu? Wann beginnt aus einer potentiellen Gefahr eine tatsƤchliche Krise zu werden? Und wann wird eine Krise zur medialen Panikmache? Rund 100 VertreterInnen aus Politik und Wirtschaft, Behƶrden und Medien diskutierten den Umgang mit gefĆ¼hlten und tatsƤchlichen Risiken und dem Management im Krisenfall. Die Themen reichten von Dioxin Ć¼ber EHEC bis Fukushima, von BSE Ć¼ber Acrylamid bis zur Vogelgrippe.
Neben Gesundheitsminister Alois Stƶger standen mit Risikoforscher Prof. Dr. Ragnar Lƶfstedt (Direktor des King's Centre for Risk Management am Kingās College, London) und Prof. DDr. Andreas Hensel (PrƤsident des deutschen Bundesinstituts fĆ¼r Risikobewertung, BfR) zwei internationale Experten aus dem Bereich Risikoforschung und Risikomanagment fĆ¼r einen Dialog bereit. Priv.-Doz. Dr. Pamela Rendi-Wagner (Generaldirektorin fĆ¼r Ćffentliche Gesundheit im Bundesministerium fĆ¼r Gesundheit, BMG) und Univ.-Prof. Dr. Marcus MĆ¼llner (Bereichsleiter der Arzneimittelagentur AGES PharmMed) erlƤuterten die Risikokommunikation in der ƶffentlichen Gesundheit anhand der Beispiele Fukushima bzw. Risiken und Nutzen von Arzneimitteln. Die PR-Expertinnen Sabrina Oswald und Martina Tuma beleuchteten die Anforderungen der Risikokommunikation von Wirtschaftsunternehmen in Zeiten des āWeb 2.0ā.
GemĆ¤Ć dem Spruch "Nach der Krise ist vor der Krise" sehen die ExpertInnen vor allem Bedarf an organisatorischer Vorbereitung (Krisenhandbuch, Ansprechpartnern, etc), inhaltlicher Aufbereitung der eigenen Krisen-PR-Themen sowie professionellem Management im akuten Krisenfall. Investiert werden sollte āin Friedenszeitenā in den Aufbau von Vertrauen unter Einbindung von Meinungsbildnern sowie in Bereitstellung transparenter Informationen unter Verwendung unabhƤngiger wissenschaftlicher Expertise. Denn eine jede Krise ist Ć¼ber die wirtschaftlichen Folgen des betroffenen Produzenten hinaus immer mit enormen volkswirtschaftlichen Kosten verbunden. Schlussendlich gebe es nur eine Antwort fĆ¼r eine Ćffentlichkeit, die regelmƤĆig und latent mit Angst machenden Krisen konfrontiert wird: schnelle, adƤquate und transparente Information.
Details zu Programm, Inhalten und Vortragenden: http://www.ages.at/ages/ages-akademie/stakeholderveranstaltungen/wien-risikokommunikation/
Presentation by Prof. George Gray, Director of the Centre for Risk Science and Public Health, George Washington University, at the Workshop on Risk Assessment in Regulatory Policy Analysis (RIA), Session 14, Mexico, 9-11 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
In 2005, the USAID Global Health Bureau sponsored a Summer Seminar series on Knowledge Management. For Better Practices in Global Health. The Public Health Consequences of Disasters was presented by Eric Noji, M.D., M.P.H. Dr. Noji is a Senior Policy Advisor (Emergency Preparedness and Response) at the Centers for Disease Control and Prevention (CDC), Washington, D.C. He is an expert in disaster epidemiology and the author of the book, The Public Health Consequences of Disasters (Oxford University Press). The presentation summarized the development of disaster management and humanitarian assistance, focusing on epidemiological methods, accident prevention, and disaster mitigation. Dr. Noji provided case studies on natural disasters and technological accidents, and emerging public health challenges to show the evolution of disaster epidemiology. The complete series on disasters can be accessed at the following link: http://transition.usaid.gov/km/seminars/2005/0726.html
Introduction to Risk assessment and management. What is risk assessment and management? How to evaluate risk and how to analyze risk? What is the necessity of risk assessment and management? What are the basic steps for risk assessment and management?
April 24, 2012. Webinar sponsored by the Silicon Valley & San Francisco Chapters of the International Association of Business Communicators (IABC).
A briefing for Public Health teams on a public mental health approach resilience, trauma and coping beyond the pandemic, and addressing the needs of communities and workplaces
A principal aim of epidemiology is to assess the cause of disease. However, since most epidemiological studies are by nature observational rather than experimental, a number of possible explanations for an observed association need to be considered before we can infer a cause-effect relationship exists.
Intuition can be misleading!
This short presentation demonstrates that the occurrence of events changes people's perception of the outcomes to which they may be exposed. After an event has occurred once, it will be perceived as much more frequent even though in reality, its recurrence probability has not changed.
There Is A 90% Probability That Your Son Is Pregnant: Predicting The Future ...Health Catalyst
Ā
Predictive: Relating to or having the effect of predicting an event or result. Analytics: The systematic computational analysis of data or statistics. Together they make up one of the most popular topics in healthcare today. But predictive analytics is a means to an ends, and there is little good in predicting an event or result without a strategy for acting upon that event, when it happens. If, as the Robert Wood Johnson Foundation recently published, 80% of healthcare determinants fall outside of the healthcare delivery system as we traditionally define it, should we focus our predictive analytics on the traditional 20% of traditional healthcare delivery, or broaden our focus to the 80% that includes social and economic factors, physical environment, and lifestyle behaviors? What if our predictive models reveal to us that the highest risk variable to a patientās length of life and quality of life is their economic status? Can an accountable care organization and patient centered medical home realistically do anything to reduce that risk, in reaction to the predictive model? Given the current availability and type of data in the healthcare ecosystem, and our organizational ability or inability to realistically intervene, where should we focus our predictive and interventional risk management strategies? There is enormous potential value in the application of predictive analytics to healthcare, but, in contrast to predicting the weather, credit risk, consumer purchasing habits, or college dropout rates, the data collection, and social and ethical complexities of applying predictive analytics in healthcare are significantly higher. This session will explore some of the less technical, more human interest and philosophical issues, associated with predictive analytics in healthcare, including the speakerās experience prior to healthcare, in the US Air Force, National Security Agency, and manufacturing.
In 2005, the USAID Global Health Bureau sponsored a Summer Seminar series on Knowledge Management. For Better Practices in Global Health. The Public Health Consequences of Disasters was presented by Eric Noji, M.D., M.P.H. Dr. Noji is a Senior Policy Advisor (Emergency Preparedness and Response) at the Centers for Disease Control and Prevention (CDC), Washington, D.C. He is an expert in disaster epidemiology and the author of the book, The Public Health Consequences of Disasters (Oxford University Press). The presentation summarized the development of disaster management and humanitarian assistance, focusing on epidemiological methods, accident prevention, and disaster mitigation. Dr. Noji provided case studies on natural disasters and technological accidents, and emerging public health challenges to show the evolution of disaster epidemiology. The complete series on disasters can be accessed at the following link: http://transition.usaid.gov/km/seminars/2005/0726.html
Introduction to Risk assessment and management. What is risk assessment and management? How to evaluate risk and how to analyze risk? What is the necessity of risk assessment and management? What are the basic steps for risk assessment and management?
April 24, 2012. Webinar sponsored by the Silicon Valley & San Francisco Chapters of the International Association of Business Communicators (IABC).
A briefing for Public Health teams on a public mental health approach resilience, trauma and coping beyond the pandemic, and addressing the needs of communities and workplaces
A principal aim of epidemiology is to assess the cause of disease. However, since most epidemiological studies are by nature observational rather than experimental, a number of possible explanations for an observed association need to be considered before we can infer a cause-effect relationship exists.
Intuition can be misleading!
This short presentation demonstrates that the occurrence of events changes people's perception of the outcomes to which they may be exposed. After an event has occurred once, it will be perceived as much more frequent even though in reality, its recurrence probability has not changed.
There Is A 90% Probability That Your Son Is Pregnant: Predicting The Future ...Health Catalyst
Ā
Predictive: Relating to or having the effect of predicting an event or result. Analytics: The systematic computational analysis of data or statistics. Together they make up one of the most popular topics in healthcare today. But predictive analytics is a means to an ends, and there is little good in predicting an event or result without a strategy for acting upon that event, when it happens. If, as the Robert Wood Johnson Foundation recently published, 80% of healthcare determinants fall outside of the healthcare delivery system as we traditionally define it, should we focus our predictive analytics on the traditional 20% of traditional healthcare delivery, or broaden our focus to the 80% that includes social and economic factors, physical environment, and lifestyle behaviors? What if our predictive models reveal to us that the highest risk variable to a patientās length of life and quality of life is their economic status? Can an accountable care organization and patient centered medical home realistically do anything to reduce that risk, in reaction to the predictive model? Given the current availability and type of data in the healthcare ecosystem, and our organizational ability or inability to realistically intervene, where should we focus our predictive and interventional risk management strategies? There is enormous potential value in the application of predictive analytics to healthcare, but, in contrast to predicting the weather, credit risk, consumer purchasing habits, or college dropout rates, the data collection, and social and ethical complexities of applying predictive analytics in healthcare are significantly higher. This session will explore some of the less technical, more human interest and philosophical issues, associated with predictive analytics in healthcare, including the speakerās experience prior to healthcare, in the US Air Force, National Security Agency, and manufacturing.
Part of the "2016 Annual Conference: Big Data, Health Law, and Bioethics" held at Harvard Law School on May 6, 2016.
This conference aimed to: (1) identify the various ways in which law and ethics intersect with the use of big data in health care and health research, particularly in the United States; (2) understand the way U.S. law (and potentially other legal systems) currently promotes or stands as an obstacle to these potential uses; (3) determine what might be learned from the legal and ethical treatment of uses of big data in other sectors and countries; and (4) examine potential solutions (industry best practices, common law, legislative, executive, domestic and international) for better use of big data in health care and health research in the U.S.
The Petrie-Flom Center for Health Law Policy, Biotechnology, and Bioethics at Harvard Law School 2016 annual conference was organized in collaboration with the Berkman Center for Internet & Society at Harvard University and the Health Ethics and Policy Lab, University of Zurich.
Learn more at http://petrieflom.law.harvard.edu/events/details/2016-annual-conference.
How to address privacy, ethical and regulatory issues: Examples in cognitive ...SharpBrains
Ā
How to address privacy, ethical and regulatory issues: Examples in cognitive enhancement, depression and ADHD
Dr. Karen Rommelfanger, Director of the Neuroethics Program at Emory University
Dr. Anna Wexler, Assistant Professor at the Perelman School of Medicine at UPenn
Jacqueline Studer, Senior VP and General Counsel of Akili Interactive Labs
Chaired by: Keith Epstein, Healthcare Practice Leader at Blue Heron
Slidedeck supporting presentation and discussion during the 2019 SharpBrains Virtual Summit: The Future of Brain Health (March 7-9th). Learn more at:
https://sharpbrains.com/summit-2019/
Presentation by Prof. George Gray, Director of the Centre for Risk Science and Public Health, George Washington University, at the Workshop on Risk Assessment in Regulatory Policy Analysis (RIA), Session 13, Mexico, 9-11 June 2014. Further information is available at http://www.oecd.org/gov/regulatory-policy/
Gretchen Michael, of the U.S. Department of Health and Human Services Office of the Assistant Secretary for Preparedness and Response, presented these slides at a Federal Communicators Network event on February 6, 2014.
Animal Testing Essay | Essay on Animal Testing for Students and .... Experimenting on Animals - Free Essay Example | PapersOwl.com. Animal experimentation essay. Animal Experimentation in the World .... Animal Testing Speech/Essay | Animal Testing | Cosmetics | Free 30-day .... Video shows mental health studies on monkeys. Experimentation on Animals - 1509 Words | Essay Example. Should animal be used for experimentation Essay Example | Topics and .... Animal experimentation essay. Thesis statement for animal experimentation. Animal Testing: Should .... Animal Experimentation Should Be Allowed I. Introduction Thesis. Singular Animal Testing Argumentative Essay ~ Thatsnotus. 001 Cruelty To Animals Essay Example Page 1 ~ Thatsnotus. Animal Experimentation Essays. Animal testing essay - GCSE Science - Marked by Teachers.com. animal experimentation. Animal Experimentation. Animal Experimentation for Cosmetics. The Ethics of Animal Experimentation ā Call for chapters ICAS .... Essay On Animal Experimentation | Animal Experimentation Essay Example. Animal Experiments Free Essay Example. Example discursive essay ā Animal Testing. Opinion Essay About Experimenting On Animals - Against Animal Testing Essay. Topic: Animal Experimentation. PPT - Animal Experimentation PowerPoint Presentation, free download .... Animal essay experimentation.
IN THIS SUMMARY
In How Risky Is It, Really?, David Ropeik discusses how the human brain determines whether a person is at risk and the methods it takes to reach that conclusion. Today, significant advances in neuroscience, economics, psychology, anthropology, and sociology lend new insight into the brainās perception of risk and help explain why people may overreact to relatively small threats and underestimate the really big ones. According to Ropeik, these Perception Gaps ā the difference between fears and actual facts ā can be dangerous, and people must learn to better understand their perception of fears in order to reduce them. Ropeik outlines the various risk perception factors the brain uses in hopes that readers will be able to reduce their Perception Gaps and make smarter, safer, and healthier decisions.
http://www.bizsum.com/summaries/how-risky-it-really
Effect Essay Outline. . 8 Cause And Effect Essay Template - Template GuruAmanda Harris
Ā
How To Write A Cause And Effect Essay Writing Guides Ultius. Descriptive essay: Cause and effect essay outline. Cause and Effect essay outline by Elda Quezada TpT. 37 Outstanding Essay Outline Templates Argumentative, Narrative .... Cause and effect outline template. Cause and Effect Matrix Template .... 015 Sample Cause And Effect Essay Outline Topics L Thatsnotus. How To Write A Cause amp; Effect Essay - A Complete Guide. How to Write an Essay Outline 21 Examples FREE Templates. Cause and effect essay outline. How to end a cause and effect essay. How to Write a Cause and Effect .... Cause and Effect Essay Outline: Types, Examples, Tips HMW Blog .... How to write an introduction paragraph for a cause and effect essay .... Cause and Effect Essay Outline - Types, Formats, and Tips. Cause amp; Effect Essay - Excelsior College OWL - How to Write a Cause and .... Cause And Effect Essay Outline Example : Essays. Cause and effect essay outline is the key to well-organized and .... Cause Effect Outline Sample Essay Outline Sample, Essay Outline .... 021 Essay Example Ib Extended Free Sample Easy Cause And Effect .... Cause and Effect Essay Outline: Types, Examples amp; Writing Tips. ļø Cause and effect outline sample. Cause and Effect Essay Examples: A .... How to write a cause amp; effect essay OUTLINE. Buy Cause And Effect Essay Outline - An Ultimate Guide to Writing a .... Cause and effect outline. Cause and Effect Essay Outline. 2022-10-18. How to Write an Essay Outline: Complete Guide and Samples. Cause and Effect Essay Examples YourDictionary. How to Write Cause and Effect Essay Guide by EssayHub Writers. 8 Cause And Effect Essay Template - Template Guru. Buy cause and effect essay outline samples pdf; Buy Cause And Effect .... 019 Outline And Essay Cause Effect Sample Thatsnotus Effect Essay Outline Effect Essay Outline. . 8 Cause And Effect Essay Template - Template Guru
OECD Global Forum on the Environment dedicated to Per- and Polyfluoroalkyl Su...OECD Environment
Ā
PFAS, which stands for per- and polyfluoroalkyl substances, are a diverse group of chemicals that include PFCAs, PFOA, PFSAs, PFHxS, and thousands of others. These chemicals have been in commercial production since the 1950s and are now widely used in consumer and industrial applications. One characteristic of PFAS is their persistence in the environment, as they are extremely resistant to degradation. PFAS have emerged as contaminants of global concern because of their potential to accumulate in the human body and food chains.
On 12-13 February 2024, a wide range of stakeholders, including governments, industry, non-governmental organisations (NGOs), and academics came together to discuss various topics related to PFAS. These topics covered areas such as country risk management approaches, innovation challenges for finding safer alternatives, effective risk communication strategies, monitoring techniques, waste management, and approaches to managing contamination.
Security Is Like An Onion, That's Why It Makes You CryMichele Chubirka
Ā
Why is the security industry so full of fail? We spend millions of dollars on firewalls, IPS, IDS, DLP, professional penetration tests and assessments, vulnerability and compliance tools and at the end of the day, the weakest link is the user and his or her inability to make the right choices. It's enough to make a security engineer cry. The one thing you can depend upon in an enterprise is that many of our users, even with training, will still make the wrong choices. They still click on links they shouldn't, respond to phishing scams, open documents without thinking, post too much information on Twitter and Facebook, use their pet's name as passwords, etc'. But what if this isn't because users hate us or are too stupid? What if all our complaints about not being heard and our instructions regarding the best security practices have more to do with our failure to understand modern neuroscience and the human mind's resistance to change?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Ā
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Ā
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
ā¢ The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
ā¢ The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate āany matterā at āany timeā under House Rule X.
ā¢ The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Ā
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanās Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderās LMA Course, this piece examines the courseās effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Ā
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnāt one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. ā¢ A science-based information service for pesticides
ā¢ Toll-free phone service available:
ā¢ 10:00 ā 2:00 Central time; 8:00 ā 12:00 Pacific time
ā¢ Funded through a cooperative agreement with EPA
ā¢ NPIC answers ~ 12,000 inquiries per year from diverse
audiences
Call the National Pesticide Information Center
4. ā¢ To compare the toxicity of products
ā¢ To evaluate the persistence of pesticides
ā¢ To discuss specific pesticides and potential health effects
ā¢ To discuss risk to groundwater, fish, bees, or pets
ā¢ For help with confusing label statements
ā¢ To find local resources
Call the National Pesticide Information Center
6. Risk-Comm Training
ā¢ The science of risk perception
ā¢ A framework for risk communication
ā¢ Communication moves that build trust
o Verbally
o In writing
o On the web
ā¢ Checklists
7. The Science of Risk
Perception
Every hazard is unique
Every person is unique
Acknowledgement: Dr. Paul Slovic, University of Oregon
8. Risk
ā¢ Human beings made up the concept of ārisk.ā
ā¢ It cannot be objectively measured.
ā¢ Assumptions and subjective judgments are used.
ā¢ Most risk perception is determined by fast intuitive
feelings.
ā¢ The risk(s) cannot be separated from the benefit(s)
ā¢ Understanding risk perception is critical for effective
communication.
9. Results of failed risk
communication
ā¢ Frustrated scientists,
regulators, and
industrialists think the
public makes irrational
or ignorant judgments.
ā¢ The public thinks that
risks are under-
estimated to serve
someone elseās
purposes, not their
own.
10. Risk Perceptions
Process of Stigmatization Affects:
o Technologies: nuclear, chemical, bioengineering
o Places: Chernobyl, Love Canal
o Products:
ļ³ Alar ā $100 million
ļ³ Tylenol ā $1.4 billion
ļ³ Three Mile Island ā $10 billion
Today: Ground Beef (Pink Slime); GMO foods, Water re-use
Stigma
Economic Losses ($)
11. Risk Perception Factors
ā¢ Who benefits? How much?
ā¢ Who defines the way we measure the risk?
ā¢ Gut feelings, āprobability neglectā
ā¢ Worldview
ā¢ Other āoutrage factorsā (dread, voluntary, etc.)?
13. According to social science research, the relationship
between risk and benefit in peopleās minds is
negatively correlated.
Low High
Benefit
High
Low
Risk
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ļ¬ Activities,
hazards, etc.
14. Figure 1 Perceived risks and benefits of nanotechnology and 43 other technologies, based on
503 responses to a national telephone survey. Source:Currall et al. 2006
15. 5
4
3
2
1
5
4
3
2
1
Radiation
Chemicals
Nuclear Power X-rays
Pesticides Prescription Drugs
Figure 3. Mean perceived risk and perceived benefit for medical and nonmedical sources of exposure to
radiation and chemicals. Each item was rated on a scale of perceived risk ranging from 1 (very low risk) to 7
(very high risk) and a scale of perceived benefit ranging from 1 (very low benefit) to 7 (very high benefit). Data
are from a national survey in Canada by Slovic et al., 1991.
Benefit
Benefit
Benefit
Benefit
Risk
Risk
Risk
Risk
16. Risks are less likely to be
acceptable if the benefits
are hidden from view, or if
they are not fairly
distributed among those
who bear the risks.
17.
18. Risk denial increases with perceived control
Sjoberg, L. Factors in Risk Perception. 2000. Risk Analysis 20:1 (pp1-11)
19. How is risk defined? Who decides?
Is coal mining getting safer?
Accidental deaths per
thousand coal mine
employees in the United
States
Accidental deaths per
million tons of coal mined
in the United States
20. Defining risk is an act of power
Counting fatalities gives equal weight to:
ā¢ Young and old
ā¢ Painful and painless deaths
ā¢ Voluntary and involuntary exposure(s)
ā¢ Fair (beneficial) and unfair (no benefit)
Whoever controls the definition of risk is in control:
ā¢ If you define risk one way, no action may be needed.
ā¢ If you define risk another way, major actions may be
in order.
21. Gut feelings
ā¢ Feelings about outcomes and feelings about
probabilities are often confused.
ā¢ When strong emotions are involved, there is
āprobability neglect.ā
22. Strong Emotion Overcomes Probability
1% 99%
Payment to avoid a chance of electric shock is not much affected by probability
Source: Rottenstreich & Hsee:
Money, Kisses, and Electric Shock: On the Affective Psychology of Risk.
Psychological Science, 2001
$20
18
16
14
12
10
8
6
4
2
0
Prices paid to
avoid electric
shock and
$20 penalty
Shock
Money
Probability
23. Cass R. Sunstein
The Journal of Risk and Uncertainty, 26(2/3); 2003
ā¢ People are prone to . . . probability neglect, especially when
their emotions are intensely engaged. When probability
neglect is at work, peopleās attention is focused on the
bad outcome itself, and they are inattentive to the fact
that it is unlikely to occur.
ā¢ Probability neglect is highly likely in the aftermath of
terrorism. People fall victim to probability neglect when
the intensity of their reaction does not change much,
even with large differences in the likelihood of harm.
24. Many people lack dose-response sensitivity for exposure to chemicals
that can produce dreaded effects, such as cancer.
If large exposures are bad, small exposures are also bad.
Public
Toxicologists
HighLow
Low
High
Cancer
risk
Exposure
High
probability
of harm
Small
probability
of harm
25. Worldview
- Hierarchist (support superior/subordinate social
relations and detest civil disobedience)
- Individualists (support self-regulation, individual
achievement and reward and dislike social rules that
constrain individual initiative)
- Egalitarians (support broad distribution of power and
wealth and dislike ranked role differentiation)
- Communitarians (see nature as capricious and thus
uncontrollable)
26. Some questions that measure
worldviews (agree?)
The government should stop telling people how to live
their lives (Individualism)
The government should do more to advance societyās goals,
even if that limits the freedom of individuals
(Communitarian)
Our society would be better off if the distribution of wealth
was more equal (Egalitarianism)
We should let the experts make all the risk decisions for
society (Hierarchism)
27. People with different worldviews were asked
about their attitudes towards nanotechnology,
before and after being given information
about nanotechnology.
28.
29. Personal āoutrage factorsā
In personās control -----------------Out of personās control
Voluntary ---------------------- Imposed
Beneficial -------------- Not beneficial
Natural ---------------- Man-made
Affects only adults ------------------ Affects children
Familiar ------------------ Exotic
Trusted entity ---------- Untrusted entity
Lower risk
perceived
Higher risk
perceived
30.
31. Rank risks
from highest
(1) to lowest
(4)
Rank items from 1
(high amount of
control) to 4 (low
amount of control)
Rank items from
lowest benefit (1)
to highest benefit
(4)
Your local government
borrows money to
replace the high school ___ ___ ___
You smoke a cigar
every few months ___ ___ ___
Your family is giving
up sugar for 30 days. ___ ___ ___
You like to camp/hike
in remote wilderness
areas
___ ___ ___
32. Rank risks
from highest
(1) to lowest
(4)
Rank items from 1
(high amount of
control) to 4 (low
amount of control)
Rank items from
highest benefit (1)
to lowest benefit
(4)
Your local government
borrows money to
replace the high school 3 4 4
You smoke a cigar
every few months 1 1 3
Your family is giving
up sugar for 30 days 4 2 1
You like to camp/hike
in remote wilderness
areas
2 3 2
33. Risk Perception Factors
ā¢ Who benefits? How much?
ā¢ Who defines the way we measure the risk?
ā¢ Gut feelings, āprobability neglectā
ā¢ Worldview
ā¢ Other āoutrage factorsā (dread, voluntary, etc.)?
We just coveredā¦
35. Framework for Risk
Communication
ā¢ Frame as āriskā rather than āsafetyā
ā¢ The risk equation as scaffolding for risk
communication
ā¢ A proposed checklist
ā¢ Tips from neuroscience
36. Risk
More risky----------------Less risky
Precautions reduce risk
Risk is higher for certain people
Harder to explain
Safety
Yes or No
No precautions necessary
Safe is safe for everyone
Easy to explain
The
impression
of safety
Careless
behaviors,
lack of
vigilance
Increased
risk
Why risk, when people ask about safety?
37. Yes
Is it Safe?
NoYes, as long
asā¦
Trust me.
ā¢ ā¦You tell me about all of your
current medications, allergies and
symptoms.
ā¢ ā¦We watch for signs like (this)
and (that), which might mean that
we should adjust the dose.
ā¢ ā¦We do not add other
medications without talking about it
together.
ā¢ etc.
Which response
would inspire the
most trust?
Imagine asking your doctor about
a new medicationā¦ You askā¦
38. Yes
Is it Safe?
NoYes, as long
asā¦
Trust me.
ā¢ ā¦You tell me about all of your pest
problems, previous treatments and
sensitive sites/individuals
ā¢ ā¦You wait X hours to return, and
ventilate right away
ā¢ ā¦You check the bait stations
periodically to make sure theyāre
secure
ā¢ ā¦You do not add other treatments
without talking about it togetherā¦
ā¢ etc.
Now imagine someone asked about the
safety of a pesticide applicationā¦
39. Is it
safe?
The risk is low, but tell
me about your specific
concernsā¦ ā¢ Listen
ā¢ Consider tailored
approaches
ā¢ Quickly explain why
āsafeā isnāt the right
word or mindset
ā¢ Discuss risk level
and things that affect it
Re-framing the āsafeā question
41. Toxicity/Hazard X Exposure = Risk
10 X 10 = 100
10 X 50 = 500
10 X 5 = 50
10 X 1 = 10
10 X 0 = 0
5 X 10 = 50
5 X 5 = 25
Careless
behaviors,
lack of
vigilance
The power of the risk equation
42. Risk = Toxicity X Exposure
ļ§ Toxicology of active
ingredient
ļ§ Product signal word
ļ§ Dose estimate
ļ§ Effects (signs,
symptoms) reported in
the literature
ļ§ Onset, duration and
resolution of
symptoms
ļ§ Distance to application site
ļ§ Route of potential
exposure
ļ§ Physical/chemical
properties of active
ingredient
ļ§ Duration/frequency of
exposure
ļ§ Bioavailability by the route
in question
Talking about toxicity and exposure
44. A patient ā Mr. Jones ā was evaluated for discharge from a mental health
facility. A psychologist whose professional opinion you respect has
evaluated Mr. Jones. Her conclusions, stated differently:
EITHER:
Patients similar to Mr. Jones have a 20% probability of committing an act of
violence during the first several months after discharge.
OR:
Of every 100 patients similar to Mr. Jones, 20 may commit an act of
violence during the first several months after discharge.
46. 20%
20% is pretty low.
He probably wonāt hurt anyone.
20 out of 100
He could be one of those 20.
Now Iām thinking about 100 mental patients on the loose.
47. Risk Communication Checklist:
Listen, ask questions, paraphrase: ___________________
Frame as risk rather than safety: _____________________
Toxicity/Hazard information: _____________________
Exposure information: _____________________
Benefit(s) of the activity: _____________________
Action items in personās control: _____________________
Where to get more info: _____________________
48. Finding the Sweet Spot
Threat/danger Reward/benefit
- Norepinephrine
- on alert
- Dopamine
- relaxed
0 50 100
~60
If the focus is too much on āthreatā, learning shuts down.
49. When people experience social pain,
their IQ is decreased by up to 20%.
- Embarrassment, shame
- Disappointment, anger
50. ļ§ The brain wanders about 30% of the time.
ļ§ People tend to internalize the most dominant emotion in the room.
ļ§ Reading trumps listening, even if you try to do both.
ļ§ People learn best in 20-minute chunks.
ļ§ To maximize learning, use stories that are tangible, relatable, and
emotional. This strategy turns information into a life experience.
What else can neuroscience tell us?
51. Feel: Acknowledge the personās feelings (i.e. fear).
Felt: Share how you felt about something similar.
Found: Share some information you found that may
have influenced your thinking on the topic.
One approach to relatable storiesā¦
52. Framework for Risk
Communication
ā¢ Frame as āriskā rather than āsafetyā
ā¢ The risk equation as scaffolding for risk
communication
ā¢ A proposed checklist
ā¢ Tips from neuroscience
We just coveredā¦
54. Verbal communication
ā¢ Treat it like your first call or conversation of the day.
ā¢ Check your personal opinions at the door.
ā¢ Give the person your full attention.
ā¢ Set the tone for the conversation. Alarmed or calm?
55. ā¢ Ask questions and listen, building a picture of the
situation
ā¢ Clearly describe what you can/cannot do
ā¢ Start listing the personās questions as they tell the story.
ā¢ Choose words that reflect the uncertainty in the situation.
Use words like āmayā, āmight haveā, ācould haveā, etc.
56. LEAP over the barriers.
Listen.
Empathize.
Apologize.
Problem-
Solve.
Filters.
Values.
Experiences.
Personality.
Roles.
61. The listening phase is over when you can paraphrase the
story/question and achieve the personās agreement.
ā¢ Thatās a complicated story. I think I understand
(paraphrase the story). Is that right? Is there anything
else?
ā¢ It sounds like youāve been through a lot. Let me make
sure I understand. You did (this, that), and you found (this,
that), and now youāre wondering (this, that). Is that right?
Active listening
62. Listen.
Empathize.
Apologize.
Problem-
Solve.
LEAP over the barriers.
This does not imply
agreement, if done correctly.
ā¢ I canāt imagine how you must be feeling.
ā¢ Iām sorry that happened, it must be frustrating.
ā¢ Iām sorry to hear that. Iām an animal-lover too.
ā¢ My daughter has asthma, so I know what thatās like.
63. Writing about risk
involves science and regulations
Donāt be SUCH a Scientist: Talking Substance in an Age of Style ā Randy Olson
65. A false choice
ā¢ Option 1: Sacrifice scientific accuracy for the sake of
communicating to everyone
ā¢ Option 2: Keep your science writing at a very high level,
maintain strict accuracy, and likely fail to reach a broad
spectrum of less technical readers
ā¢ Option 3: Achieve both accuracy and readability
o It requires a lot more time and effort. Itās not just polishing, itās a
whole process.
o It requires the writer to have a very deep understanding of the
subject matter.
Plainlanguage.gov
66. It takes an expert
Donāt dumb down
āThis is easier said than done. Writing clearly without
dumbing down is an art and it takes time to master, but that
should be your goal. In order to achieve it, youāll need to
understand what youāre writing about on a deep level.
Anyone can dumb down, but it takes an expert not to.ā
Neuroskeptic ā A well-known blogger for Discover Magazine
http://blogs.discovermagazine.com/neuroskeptic/2013/10/19/science-blog/#.UnErTCTFb74
67. Sacrifice detail, not accuracy
In a 300-word pieceā¦ Use a few words to express
uncertainty. For example, say āvery likely.ā
In a 3000-word pieceā¦ you can describe the reasons for
the uncertainty in accessible, clear terms.
The Science Writerās Handbook: Everything You Need to Know to Pitch, Publish, and
Prosper in the Digital Age, edited by Thomas Haden and Michelle Nijhuis 2013
68. Say the most important
things first
ā¢ Our top priority is protecting people/the environment.
ā¢ By following the procedures below, you can keep the risk
low.
(Notice, I didnāt break down
and use the word āSafe.ā)
ā¢ Background: There was a situation, here are the details, we
are charged with respondingā¦ etc.
69. Break it up
ā¢ Walls of text are not inviting
ā¢ Use more headings, more white space, more visuals
ā¢ Use bullets, the shorter the better
ā¢ Use the checklist we talked about:
Risk Communication Checklist:
Listen, ask questions, paraphrase: ___________________
Frame as risk rather than safety: _____________________
Toxicity/Hazard information: _____________________
Exposure information: _____________________
Benefit(s) of the activity: _____________________
Action items in personās control: _____________________
Where to get more info: _____________________
70. Jargon
āā¦ Here are some unnecessarily long or ugly words
(and replacement words) that many people use a lot:ā
utilize ā use
currently ā now
possess ā have
however ā but
for the purpose of ā for
initiate ā start
Zen and the Art of Dumbing Down Your Prose ā Amy Miller, EPA Greenversations Blog
terminate ā end
facilitate ā help
interface ā meet? Talk to?
relocate ā move
retain ā keep
71. Writing for the web
Factoids:
ā¢ Visitors to web pages spend 2-4
seconds, on average, deciding whether
to leave or stay.
ā¢ People with limited literacy skills tend
to skip whole paragraphs if they have
more than 3 lines.
ā¢ Links and content on the right margin
are often ignored, mistaken for
advertisements.
http://npic.orst.edu
73. Write actionable content
ā¢ Write in plain language. Use your own voice.
ā¢ Put the most important information first.
ā¢ Describe the desirable behavior ā just the basics.
ā¢ Stay positive and realistic.
ā¢ Provide specific action steps.
74. Display content clearly
ā¢ Limit paragraph size. Use bullets or short lists.
ā¢ Use meaningful headings with action words
ā¢ Use white space, avoid clutter
ā¢ Keep content in the center, above the fold
77. Cook, J., Lewandowsky, S. (2011), The Debunking Handbook. St. Lucia, Australia: University of
Queensland. November 5. ISBN 978-0-646-56812-6. [http://sks.to/debunk]
80. Risk-Comm Training
ā¢ The science of risk perception
ā¢ A framework for risk communication
ā¢ Communication moves that build trust
o Verbally
o In writing
o On the web
ā¢ Checklists
We just coveredā¦
81. Listen.
Empathize.
Apologize.
Problem-
Solve.
Risk Communication Checklist:
Listen, ask questions, paraphrase: ___________________
Frame as risk rather than safety: _____________________
Toxicity/Hazard information: _____________________
Exposure information: _____________________
Benefit(s) of the activity: _____________________
Action items in personās control: _____________________
Where to get more info: _____________________