Cyp core 3 4 task 3 1 3 3

No cleaning products or medicines reachable, for example when we finish to clean the tables with anti-bacterial we need to put the product back out of reach from the children. When an activity is planned, we need to consider that the unexpected or unusual can happen.

Cyp core 3 4 task 3 1 3 3

Development of a public outreach program A public outreach program was designed, targeting two types of stakeholders housewives and teachers.

A communication strategy was then designed as a core of a test public outreach program. Conversion of detailed expert knowledge associated with the key technical messages into a simpler audiovisual form was also attempted, again taking into account identified requirements of the focus group.

Stage 1 is aimed to win the understanding from general public that CCS is necessary by providing them with concrete evidence to support the importance of climate change measures to lessen its impact to our everyday life.

Also, the role and advantages and disadvantages of CCS and other measures in mitigation portfolio needs to be clearly explained. Stage 2 focuses on winning acceptance of local community for the deployment of CCS in its vicinity.

This could be done by forging a trusting relationship between locals and proponents. As discussed in the stakeholders were identification Task 1. And it is likewise important to satisfy both Stage 1 and Stage 2. In considering outreach programs that would materialize such outcomes, we drew experiences from two distinct attitude-change models in socio-psychological field.

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Figure Outreach Stage-1 top and Stage- 2 bottom Risk Communication Model As shown in Figuretraditional outreaching focuses on "persuasion" by sending audience positive information about the objects in question.

This is so-called "persuasive communication". When an information receiver has a negative attitude towards product X, for instance, only positive information about the product is provided in order to change her attitude, as one can see from a traditional motor vehicle advertisement to convey the qualities of the vehicle to those indifferent to it.

In the risk communication model, on the other hand, technical and negative information, such as the vehicle's specifications and defects, is provided to win the trust of consumers. Figure clearly shows the Risk Communication Model that explains how information receivers above change their attitude in relation to senders' information bottom.

According to this model, information receivers tend to feel honesty when the sender is willing to reveal potentially negative types of information, and this leads to a stable relationship between senders and receivers which can serve as the basis for building Public Acceptance or consensus. The risk communication model tries to reach a consensus by fostering a trustful relationship between information senders and receivers, which may materialize from sending negative and positive types of information about the objects in question to the audience Kinoshita et al.

In outreaching CCS, therefore, it is important to thoroughly discuss how both the strengths and weaknesses or merits and demerits of CCS can be disseminated to the public.


Kinoshita et al Elaboration likelihood model An elaboration likelihood model is a social psychological theory which states that people in general show one of the two distinct reactions to, or have two information processing "routes" to deal with persuasions such as advertisements Petty and Cacioppo, The first is the "core" route through which people make up their minds based on a careful consideration of the information provided.

This is the reaction when they have enough motivation and capabilities to do so.

Cyp core 3 4 task 3 1 3 3

The other is called the "peripheral" route and this occurs when people do not possess enough motivation and capabilities to process the information given, and thus they make judgments based on peripheral circumstances such as the information senders' expertise or the number of reasons put forward, that have little to do with the essentials of the problem in question, rather than the information per se.

But easier and simpler messages should be given to the general public. A public outreach program for the dry-runs to be assessed in the next task was developed based on the findings of the preliminary questionnaire survey and Risk Communication Model as described above.

Consists of experts from a public agency specialized in technological development and researches in various fields including CCS.

CORE - Downgrade Python to Python (if it works) in Rapps CORE - Firefox auto-updater leads to FAT filesystem corruption CORE - DnsQuery_A fails when called with localhost name as DNS name to be queried. Classroom Task: Tracking the Tortoise – A Solidify Understanding Task Solidifies the concepts of inverse function in an exponential modeling context and surfaces ideas about logarithms. Use the relationship between multiplication and division to explain that (1/3) ÷4 = 1/12 because (1/12) ×4 = 1/3. 5nf7b Interpret division of a whole number by a unit fraction, and compute such quotients.

As recognized important in the local community survey explained in 3. The team planned to provide simple messages explaining both advantages and disadvantages of CCS to typical housewives and teachers.

The team developed a simpler audiovisual form with PowerPoint slides which contains animated illustrations about various aspects of CCS and its efficacy.

Consideration of key messages: The technical safety of capture and storage facilities, especially CO2 leakage and its impact on human health were determined to be our key messages.

Although the vast majority of questionnaire respondents raised the necessity of CCS as one of their main concerns, the program did not elaborate on it because its main purpose was to assess how the general public reacts to information about risks.

Likewise, cost discussion was omitted because the team was not able to obtain reliable cost analyses. Key messages about the merits and demerits of CCS to be shown in the slides were chosen from the AM developed in Phase1.DOK 3 and 4: Use a rubric, or assess students' degree of understanding through various learning facets (eg: consider explanation, interpretation, application, perspective, empathy, and self-knowledge from Wiggins and McTighe's Understanding by Design).

TRAINING STATEMENT COCATS 4 Task Force 3: Training in Electrocardiography, Ambulatory Electrocardiography, and Exercise Testing Gary J. Balady, MD, FACC, Chair.

PMD 3+4 Testing Bug Description: Can Fall Out Of World Bug type: World Date found: 15/05/ Assignee: N/A Severity of bug: A Unity version: Unity f Bug information: Steps to reproduce: Jump up the drawers and onto the bed Run towards the window and jump out You will be able to jump.

jewelry is necklaces. 1/4 of the jewelry is pins. The rest of the jewelry is a total of 16 bracelets and rings. There are 3 times as many bracelets as rings. 4 TEC ntii nt W L 2 Ci C iin tt n ittin Pn Etin Liit, CYPW Unit 6: , CCLD Unit , Task 4 shock?

Cyp core 3 4 task 3 1 3 3

Tick the most accurate definition. What Shock is when a child needs reassurance after an accident. links to learning outcome 1, assessment criteria , , and You are asked to provide a resource to inform staff in the setting about health and safety issues.

Unit 77 – Task 3+4 | jamesworkman