A Probabilistic Framework for Risk Analysis of Widespread Flood Events: A Proof‐of‐Concept Study

This article presents a flood risk analysis model that considers the spatially heterogeneous nature of flood events. The basic concept of this approach is to generate a large sample of flood events that can be regarded as temporal extrapolation of flood events. These are combined with cumulative flood impact indicators, such as building damages, to finally derive time series of damages for risk estimation. Therefore, a multivariate modeling procedure that is able to take into account the spatial characteristics of flooding, the regionalization method top‐kriging, and three different impact indicators are combined in a model chain. Eventually, the expected annual flood impact (e.g., expected annual damages) and the flood impact associated with a low probability of occurrence are determined for a study area. The risk model has the potential to augment the understanding of flood risk in a region and thereby contribute to enhanced risk management of, for example, risk analysts and policymakers or insurance companies. The modeling framework was successfully applied in a proof‐of‐concept exercise in Vorarlberg (Austria). The results of the case study show that risk analysis has to be based on spatially heterogeneous flood events in order to estimate flood risk adequately.     

Effective educators are culturally competent communicators

Effective formal education or schooling is not simply a matter of teaching and learning curriculum content. It is also about values, assumptions, feelings, perceptions and relationships. No education can take place without interpersonal communication. Effective teaching can thus be qualified in terms of relating effectively in the classroom. Effective education thus also presupposes effective communication skills. Communication as the means and indeed the medium of education is therefore crucial to school success in culturally diverse education. Teachers should therefore be sensitive to the potentially problematic outcomes of intercultural communication in the culturally diverse class. Communication may be a useful source of intercultural knowledge and mutual enrichment between culturally diverse students if managed proactively by the teacher. Otherwise, it could be a source of frustration, misapprehensions, intercultural conflict and ultimately school failure. Effective and successful communication is difficult to realise even in the most favourable circumstances. Intercultural factors, therefore, create the potential for numerous communication problems and intercultural conflict. Communication, both verbal as well as non-verbal, is critically important in cross-cultural competence. As language and culture are inextricably bound, cross-cultural communication is complex and potentially problematic. In this paper, it is argued that effective educators are effective communicators and thus culturally competent in cross-cultural encounters.     

Two-stage Huber estimation

In this paper we propose a new robust estimator in the context of two-stage estimation methods directed towards the correction of endogeneity problems in linear models. Our estimator is a combination of Huber estimators for each of the two stages, with scale corrections implemented using preliminary median absolute deviation estimators. In this way we obtain a two-stage estimation procedure that is an interesting compromise between concerns of simplicity of calculation, robustness and efficiency. This method compares well with other possible estimators such as two-stage least-squares (2SLS) and two-stage least-absolute-deviations (2SLAD), asymptotically and in finite samples. It is notably interesting to deal with contamination affecting more heavily the distribution tails than a few outliers and not losing as much efficiency as other popular estimators in that case, e.g. under normality. An additional originality resides in the fact that we deal with random regressors and asymmetric errors, which is not often the case in the literature on robust estimators.     

Stochastic Forecasting of Labor Supply and Population: An Integrated Model

This paper presents a stochastic model to forecast the German population and labor supply until 2060. Within a cohort-component approach, our population forecast applies principal components analysis to birth, mortality, emigration, and immigration rates, which allows for the reduction of dimensionality and accounts for correlation of the rates. Labor force participation rates are estimated by means of an econometric time series approach. All time series are forecast by stochastic simulation using the bootstrap method. As our model also distinguishes between German and foreign nationals, different developments in fertility, migration, and labor participation could be predicted. The results show that even rising birth rates and high levels of immigration cannot break the basic demographic trend in the long run. An important finding from an endogenous modeling of emigration rates is that high net migration in the long run will be difficult to achieve. Our stochastic perspective suggests therefore a high probability of substantially decreasing the labor supply in Germany.     

Understanding Canonical Correlation through the General Linear Model and Principal Components

Canonical correlation has been little used and little understood, even by otherwise sophisticated analysts. An alternative approach to canonical correlation, based on a general linear multivariate model, is presented. Properties of principal component analysis are used to help explain the method. Standard computational methods for full rank canonical correlation, techniques for canonical correlation on component scores, and canonical correlation with less than full rank are discussed. They are seen to be essentially equivalent when the model equation for canonical correlation on component scores is presented. The two approaches to less than full rank situations are equivalent in some senses, but quite different in usefulness, depending on the application. An example dataset is analyzed in detail to help demonstrate the conclusions.     

Quantitative Risk Assessment of Listeria monocytogenes in French Cold-Smoked Salmon: II. Risk Characterization

A model for the assessment of exposure to Listeria monocytogenes from cold-smoked salmon consumption in France was presented in the first of this pair of articles (Pouillot et al ., 2007, Risk Analysis, 27:683–700). In the present study, the exposure model output was combined with an internationally accepted hazard characterization model, adapted to the French situation, to assess the risk of invasive listeriosis from cold-smoked salmon consumption in France in a second-order Monte Carlo simulation framework. The annual number of cases of invasive listeriosis due to cold-smoked salmon consumption in France is estimated to be 307, with a very large credible interval ([10; 12,453]), reflecting data uncertainty. This uncertainty is mainly associated with the dose-response model. Despite the significant uncertainty associated with the predictions, this model provides a scientific base for risk managers and food business operators to manage the risk linked to cold-smoked salmon contaminated with L. monocytogenes. Under the modeling assumptions, risk would be efficiently reduced through a decrease in the prevalence of L. monocytogenes or better control of the last steps of the cold chain (shorter and/or colder storage during the consumer step), whereas reduction of the initial contamination levels of the contaminated products and improvement in the first steps of the cold chain do not seem to be promising strategies. An attempt to apply the recent risk-based concept of FSO (food safety objective) on this example underlines the ambiguity in practical implementation of the risk management metrics and the need for further elaboration on these concepts.     

Social dynamics of the multicultural classroom

Instruction and learning are socially determined activities, where social forces such as classroom atmosphere, social feelings, cultural sentiments, prejudice and stereotyping, interpersonal relations and expectations, as well as the reflection of social reality in subject matter all have a significant influence on the effectiveness of teaching and learning. The effective "multicultural" teacher has to be concerned about each individual student, and also be sensitive to the group and cultural affiliations of each of his or her students. Intercultural relations in the classroom may be a source of knowledge and mutual enrichment between culturally diverse learners if managed proactively by teachers. Frustration, misapprehensions and intercultural conflict are a more likely outcome if teachers do not deal with diversity in a sensitive manner.