The Protection of Subjects in Human Research rule by the USEPA, including the establishment of the Human Studies Review Board (HSRB), has resulted in changes to both study design and study evaluation processes, particularly with respect to ethical considerations. Non-Dietary Human Exposure andRisk Assessment is a compilation of the presentations given in a symposium of the same name at the 238th ACS National Meeting in Washington D.C. The purpose of the symposium was to provide a forum for scientists from industry, academia, and government to share investigative methods used to generate data for use in non-dietary human risk assessments and to share methodology for performing and evaluating those assessments.
This compilation is intended to provide the reader with a concise overview of the current status of both the scientific and regulatory aspects of non-dietary human exposure and risk assessment as applied to pesticides. It is the hope of the editors that it will also be the starting point for discussions leading to the further refinement of study and risk assessment design, data evaluation, and regulatory harmonization.
Three major areas are covered in this symposium edition. The first area is regulatory issues including the development of the Protection of Subjects in Human Research rule and the HSRB, statistical procedures involved in designing human exposure studies, handling of the data generated in those studies, and quality assurance processes related to worker exposure studies. The second area, study design, includes processes for the identification and recruitment of volunteers for human exposure studies, overviews of several studies that have been recently performed, the development of procedures for evaluating the resulting data by Regulatory Agencies, and efforts towards international cooperation in the generation and use of exposure data. The final area, methodology, includes examples of the development of methods for the analysis of samples generated in non-dietary human exposure studies with particular emphasis on the use of hyphenated techniques and the development of a model for determining greenhouse exposures that is currently being used in Europe.

Risk model validation is an emerging and important area of research, and has arisen because of Basel I and II. These regulatory initiatives require trading institutions and lending institutions to compute their reserve capital in a highly analytic way, based on the use of internal risk models. It is part of the regulatory structure that these risk models be validated both internally and externally, and there is a great shortage of information as to best practise. Editors Christodoulakis and Satchell collect papers that are beginning to appear by regulators, consultants, and academics, to provide the first collection that focuses on the quantitative side of model validation. The book covers the three main areas of risk: Credit Risk and Market and Operational Risk.
*Risk model validation is a requirement of Basel I and II
*The first collection of papers in this new and developing area of research
*International authors cover model validation in credit, market, and operational risk

For a long time, conventional reliability analyses have been oriented towards selecting the more reliable system and preoccupied with maximising the reliability of engineering systems. On the basis of counterexamples however, we demonstrate that selecting the more reliable system does not necessarily mean selecting the system with the smaller losses from failures! As a result, reliability analyses should necessarily be risk-based, linked with the losses from failures.
Accordingly, a theoretical framework and models are presented which form the foundations of the reliability analysis and reliability allocation linked with the losses from failures.
An underlying theme in the book is the basic principle for a risk-based design: the larger the cost of failure associated with a component, the larger its minimum necessary reliability level. Even identical components should be designed to different reliability levels if their failures are associated with different losses.
According to a classical definition, the risk of failure is a product of the probability of failure and the cost given failure. This risk measure however cannot describe the risk of losses exceeding a maximum acceptable limit. Traditionally the losses from failures have been 'accounted for' by the average production availability (the ratio of the actual production capacity and the maximum production capacity). As demonstrated in the book by using a simple counterexample, two systems with the same production availability can be characterised by very different losses from failures.
As an alternative, a new aggregated risk measure based on the cumulative distribution of the potential losses has been introducedand the theoretical framework for risk analysis based on the concept potential losses has also been developed. This new risk measure incorporates the uncertainty associated with the exposure to losses and the uncertainty in the consequences given the exposure. For repairable systems with complex topology, the distribution of the potential losses can be revealed by simulating the behaviour of systems during their life-cycle. For this purpose, fast discrete event-driven simulators are presented capable of tracking the potential losses for systems with complex topology, composed of a large number of components. The simulators are based on new, very efficient algorithms for system reliability analysis of systems comprising thousands of components.
An important theme in the book are the generic principles and techniques for reducing technical risk. These have been classified into three major categories: preventive (reducing the likelihood of failure), protective (reducing the consequences from failure) and dual (reducing both, the likelihood and the consequences from failure). Many of these principles (for example: avoiding clustering of events, deliberately introducing weak links, reducing sensitivity, introducing changes with opposite sign, etc.) are discussed in the reliability literature for the first time.
Significant space has been allocated to component reliability. In the last chapter of the book, several applications are discussed of a powerful equation which constitutes the core of a new theory of locally initiated component failure by flaws whose number is a random variable.
This book has been written with the intention to fill two big gaps in the reliability and riskliterature: the risk-based reliability analysis as a powerful alternative to the traditional reliability analysis and the generic principles for reducing technical risk. I hope that the principles, models and algorithms presented in the book will help to fill these gaps and make the book useful to reliability and risk-analysts, researchers, consultants, students and practising engineers.
- Offers a shift in the existing paradigm for conducting reliability analyses.
- Covers risk-based reliability analysis and generic principles for reducing risk.
- Provides a new measure of risk based on the distribution of the potential losses from failure as well as the basic principles for risk-based design.
- Incorporates fast algorithms for system reliability analysis and discrete-event simulators.
- Includes the probability of failure of a structure with complex shape expressed with a simple equation.

Everyone makes decisions, but not everyone is a decision analyst. A decision analyst uses quantitative models and computational methods to formulate decision algorithms, assess decision performance, identify and evaluate options, determine trade-offs and risks, evaluate strategies for investigation, and so on. This book is written for decision analysts.
The term "decision analyst" covers an extremely broad range of practitioners. Virtually all engineers involved in design (of buildings, machines, processes, etc.) or analysis (of safety, reliability, feasibility, etc.) are decision analysts, usually without calling themselves by this name. In addition to engineers, decision analysts work in planning offices for public agencies, in project management consultancies, they are engaged in manufacturing process planning and control, in financial planning and economic analysis, in decision support for medical or technological diagnosis, and so on and on. Decision analysts provide quantitative support for the decision-making process in all areas where systematic decisions are made.
This second edition entails changes of several sorts. First, info-gap theory has found application in several new areas - especially biological conservation, economic policy formulation, preparedness against terrorism, and medical decision-making. Pertinent new examples have been included. Second, the combination of info-gap analysis with probabilistic decision algorithms has found wide application. Consequently "hybrid" models of uncertainty, which were treated exclusively in a separate chapter in the previous edition, now appear throughout the book as well as in a separate chapter. Finally, info-gapexplanations of robust-satisficing behavior, and especially the Ellsberg and Allais "paradoxes," are discussed in a new chapter together with a theorem indicating when robust-satisficing will have greater probability of success than direct optimizing with uncertain models.
* New theory developed systematically.
* Many examples from diverse disciplines.
* Realistic representation of severe uncertainty.
* Multi-faceted approach to risk.
* Quantitative model-based decision theory.

This book will providean accessible account of the key issues involved in risk assessment and management. It will focus on how nurses make decisions about clients and risk, which are essential to quality, safe nursing care. It will draw extensively on case study material gained through research in this area which the authors have undertaken and was commissioned by the English National Board, and will be likely to form the basis for educational requirements in this area in the future.Leading author in this field Link to ENB research which will be used as basis for educational developments in this area Case studies from research provide 'real life' examples from practice Drawn from 3 main areas for nursing risk management i.e. Mental health, learning disabilities, and care of the elderly Reflect multi-professional context of risk

A one-stop shop to answer your most pressing questions about what it takes to facilitate. Workshops, committees, teams, and study groups are a regular part of an educator's professional life, and any educator can find themselves in the facilitator role, with a responsibility to aid the group in achieving its goals. The Effective Facilitator's Handbook is here to help. Professional development expert Cathy A. Toll has written a guide for busy facilitators, starting with four simple rules for successful facilitation: listen, start with the end in mind, lead with productive tools, and stay organized. The processes, tools, and templates in each chapter are easy to apply and offer advice about how to create a welcoming environment, set the right tone, understand the group's dynamics, improve communication, and more. This book walks you through the unique purposes, pitfalls, and needs of specific types of groups, whether it's a professional development workshop, a committee focused on one decision or problem, a team that regularly collaborates for student success, or a study group learning about a specific issue. But Toll also considers the bigger picture and connects the patterns behind different types of facilitation skills that will serve you in a variety of situations and settings. As an effective facilitator, you'll be able to increase the value of group time, foster engagement, and help teachers improve their practice so that they can bring their best to the classroom each day.

Lara Buchak sets out an original account of the principles that govern rational decision-making in the face of risk. A distinctive feature of these decisions is that individuals are forced to consider how their choices will turn out under various circumstances, and decide how to trade off the possibility that a choice will turn out well against the possibility that it will turn out poorly. The orthodox view is that there is only one acceptable way to do this: rational individuals must maximize expected utility. Buchak's contention, however, is that the orthodox theory (expected utility theory) dictates an overly narrow way in which considerations about risk can play a role in an individual's choices. Combining research from economics and philosophy, she argues for an alternative, more permissive, theory of decision-making: one that allows individuals to pay special attention to the worst-case or best-case scenario (among other 'global features' of gambles). This theory, risk-weighted expected utility theory, better captures the preferences of actual decision-makers. Furthermore, it isolates the distinct roles that beliefs, desires, and risk-attitudes play in decision-making. Finally, contra the orthodox view, Buchak argues that decision-makers whose preferences can be captured by risk-weighted expected utility theory are rational. Thus, Risk and Rationality is in many ways a vindication of the ordinary decision-maker-particularly his or her attitude towards risk-from the point of view of even ideal rationality.

Students learning math are expected to do more than just solve problems; they must also be able to demonstrate their thinking and share their ideas, both orally and in writing. As many classroom teachers have discovered, these can be challenging tasks for students. The good news is, mathematical communication can be taught and mastered. In Teaching Students to Communicate Mathematically, Laney Sammons provides practical assistance for K-8 classroom teachers. Drawing on her vast knowledge and experience as a classroom teacher, she covers the basics of effective mathematical communication and offers specific strategies for teaching students how to speak and write about math. Sammons also presents useful suggestions for helping students incorporate correct vocabulary and appropriate representations when presenting their mathematical ideas. This must-have resource will help you help your students improve their understanding of and their skill and confidence in mathematical communication.

What is a true learning organization, and how can your school become one? To excel, schools must embrace continuous school improvement and evaluation, as well as systems thinking. In Measuring What We Do in Schools, author Victoria L. Bernhardt details the critical role program evaluation serves in school success and how to implement meaningful evaluations that make a difference. She provides a roadmap of how to conduct comprehensive, systemwide evaluations of programs and processes; the tools needed to obtain usable, pertinent information; and how to use these data to expand teachers' and administrators' data-informed decision-making focus. Educators will learn how to Assess what is working and not working for students. Determine which processes need to change. Use data to improve practices on an ongoing basis. Although challenging for many schools, program evaluation and data analysis can begin with a single program or process, over time building on the expanded knowledge of the school's processes and the results they produce. An effective tool-The Program Evaluation Tool-enables schools to easily identify the purpose and intended outcomes of any school program, along with whom it serves, and how it should be implemented, monitored, and evaluated. These data can then be used to improve every aspect of a school's programs and processes and the outcomes achieved. Filled with practical strategies and featuring an in-depth case study, this book is designed to help educators see that evaluation work is logical and easy to do. They'll gain the confidence to do this work on a regular basis-working together to become a true learning organization.

In K-12 education, your job title or place of work should not prevent you from offering unique insights and pathways for creating change. You have a voice. Working in education today is to continually be on the precipice of change. However, far too many educators don't recognize the power they have to control and shape that change into what's best for students. Individual contributions create collective change, and you are an integral part of the change inevitably happening around you. With that in mind, Ashley Lamb-Sinclair invites you to identify and examine your personal leadership style (or change archetype), which includes what motivates you, how you respond to adversity, how you position yourself in the larger story, how you help move that story forward, and how you deal with the unexpected. How do you create change? You might be a Diplomat if you build relationships and value fairness and integrity. Champion if you are passionate about a cause and advocate for people and ideals. Creative if you approach things through novelty and ingenuity. Storyteller if you are thoughtful, attentive to details, and a clear communicator. Inventor if you are a forward thinker who operates through free experimentation. Sage if you are perceptive, insightful, and persuasive. Investigator if you have an analytical curiosity, ask probing questions, and conduct thorough research. Guardian if you have compassion for and are drawn to nurture and protect others.Many schools tend to ignore or underestimate the powerful catalysts for change that exist in their buildings. Don't let the change story continue without its most vital character-you! Find the lightning bolts of lasting change only you can wield. Become unstoppable!

Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders-as well as teachers, teacher leaders, instructional coaches, and other staff-can close persistent opportunity gaps and reverse longstanding patterns of low achievement.

Design thinking is a person-centered, problem-solving process that's a go-to for innovative businesses and gaining traction with school leaders interested in positive change. But understanding design thinking is one thing; actually putting it in play is something else. Authors Alyssa Gallagher and Kami Thordarson offer educators a practical guide for navigating design thinking's invigorating challenges and reaping its considerable rewards. They dig deep into the five-stage design thinking process, highlighting risk factors and recommending specific steps to keep you moving forward. The 25 downloadable and reproducible tools provide prompts and supports that will help you and your team: Identify change opportunities. Dig deeper into complex problems. Analyze topics to isolate specific challenges. Connect with and solve for user needs. Apply what you've learned about users to design challenges. Maximize brainstorming power. Create and employ solution prototypes. Pitch solutions and secure buy-in from stakeholders. Organize and analyze user feedback. Map out a solution's specific actions and resource requirements. Design Thinking in Play is a must-have for education leaders who are tired of waiting for someone else to solve their problems and ready to take action, have fun, and leverage collective insight to figure out what will really work for their school, their colleagues, and their students.

What will it take to create truly contemporary learning environments that meet the demands of 21st-century society, engage learners, and produce graduates who are prepared to succeed in the world? What skills and capacities do teachers and leaders need to create and sustain such schools? What actions are necessary? Bold Moves for Schools offers a compelling vision that answers these questions-and action steps to make the vision a reality. Looking through the lenses of three pedagogies-antiquated, classical, and contemporary-authors Heidi Hayes Jacobs and Marie Hubley Alcock examine every aspect of K-12 education, including curriculum, instruction, assessment, and the program structures of space (both physical and virtual), time, and grouping of learners and professionals. In a new job description for teachers, Jacobs and Alcock highlight and expound on the following roles: Self-navigating professional learner. Social contractor. Media critic and media maker. Innovative designer. Globally connected citizen. Advocate for learners and learning. With thought-provoking proposals and practical strategies for change, Bold Moves for Schools sets educators on the path to redefining their profession and creating exciting new learning environments. The challenge is unprecedented. The possibilities are unlimited.

In this lively and practical book, seasoned educator Jonathan Cassie shines a spotlight on gamification, an instructional approach that's revolutionizing K-12 education. Games are well known for their ability to inspire persistence. The best ones feature meaningful choices that have lasting consequences, reward experimentation, provide a like-minded community of players, and gently punish failure and encourage risk-taking behavior. Players feel challenged, but not overwhelmed. A gamified lesson bears these same hallmarks. It is explicitly gamelike in its design and fosters perseverance, creativity, and resilience. Students build knowledge through experimentation and then apply what they've learned to fuel further exploration at higher levels of understanding. In this book, Cassie covers: What happens to student learning when it is gamified. Why you might want to gamify instruction for your students. The process for gamifying both your classroom and your lessons. If you want to see your students engaged, motivated, and excited about learning, join Jonathan Cassie on a journey that will add a powerful new set of ideas and practices to your teaching toolkit. The gamified classroom-an exciting new frontier of 21st century learning-awaits you and your students. Will you answer the call?