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1.
Dennis Wagenaar Tiaravanni Hermawan Marc J. C. van den Homberg Jeroen C. J. H. Aerts Heidi Kreibich Hans de Moel Laurens M. Bouwer 《Risk analysis》2021,41(1):37-55
Damage models for natural hazards are used for decision making on reducing and transferring risk. The damage estimates from these models depend on many variables and their complex sometimes nonlinear relationships with the damage. In recent years, data‐driven modeling techniques have been used to capture those relationships. The available data to build such models are often limited. Therefore, in practice it is usually necessary to transfer models to a different context. In this article, we show that this implies the samples used to build the model are often not fully representative for the situation where they need to be applied on, which leads to a “sample selection bias.” In this article, we enhance data‐driven damage models by applying methods, not previously applied to damage modeling, to correct for this bias before the machine learning (ML) models are trained. We demonstrate this with case studies on flooding in Europe, and typhoon wind damage in the Philippines. Two sample selection bias correction methods from the ML literature are applied and one of these methods is also adjusted to our problem. These three methods are combined with stochastic generation of synthetic damage data. We demonstrate that for both case studies, the sample selection bias correction techniques reduce model errors, especially for the mean bias error this reduction can be larger than 30%. The novel combination with stochastic data generation seems to enhance these techniques. This shows that sample selection bias correction methods are beneficial for damage model transfer. 相似文献
2.
Chulpan Gromova Rezeda Khairutdinova Dina Birman Aydar Kalimullin 《Intercultural Education》2019,30(5):495-509
ABSTRACTEducational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called ‘technologies’. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed. 相似文献
3.
Eileen Munro 《Child & Family Social Work》2019,24(1):123-130
The argument is made for having a positive error culture in child protection to improve decision‐making and risk management. This requires organizations to accept that mistakes are likely and to treat them as opportunities for learning and improving. In contrast, in many organizations, a punitive reaction to errors leads to workers hiding them and developing a defensive approach to their practice with children and families. The safety management literature has shown how human error is generally not simply due to a “bad apple” but made more or less likely by the work context that helps or hinders good performance. Improving safety requires learning about the weaknesses in the organization that contribute to poor performance. To create a learning culture, people need to feel that when they talk about mistakes or weak practice, there will be a constructive response from their organization. One aspect of reducing the blame culture is to develop a shared understanding of how practice will be judged and how those appraising practice will avoid the hindsight bias. To facilitate a positive error culture, a set of risk principles are presented that offer a set of criteria by which practice should be appraised. 相似文献
4.
金诗学唐的历程 总被引:1,自引:0,他引:1
王锡九 《南京工业大学学报(社会科学版)》2003,2(2):49-54
金代诗歌在受苏轼等宋代诗人的影响之外 ,也受到唐诗的浸润。本文依据金诗发展变化的自身情况 ,考察了金诗学唐的历程。文中将金诗学唐分为金初“借才异代”时期、“国朝文派”时期、金代后期等三个阶段 ,做了比较详细的论述 ,从一个方面展示了金诗发展的轨迹 ,揭示了金诗的某些重要特点 ,对于我们深入地认识金诗是有裨益的 相似文献
5.
Adam S. Weinberg 《Qualitative sociology》2002,25(2):263-272
Can universities be agents of progressive social change? How would we know if a university was acting as an agent of social change? Drawing on four case studies, I raise a number of questions to problematize our understanding of the university as an agent of social change. I outline a number of contributing factors that appear to explain successful cases. I conclude by arguing the relevancy of these cases for larger, and more traditional, sociological projects. 相似文献
6.
C. Eddie Palmer E. Joseph Savoie 《Sociological Practice: A Journal of Clinical and Applied Sociology》2002,4(1):89-97
Service-learning programs are not free from challenges brought about by lack of financial support, lack of widespread commitment from professors, community agencies, and recipients of service, and lack of knowledge and insight in students directly involved in such programs. While service-learning initiatives and programs serve positive functions for organizations and individuals, rhetorical accolades for service learning can distort or omit the realities of program implementation and sustained delivery. This paper specifically explores the following challenges connected to service-learning programs: (1) pedagogical difficulties; (2) student limitations; (3) time constraints; and (4) community cooperation. 相似文献
7.
运用心理学移情原理消除师生的情感障碍 总被引:5,自引:0,他引:5
范淑莹 《广东工业大学学报(社会科学版)》2002,2(3):68-71
英语教学的成败是诸多因素相互作用的结果 ,但无论这些因素多么错综复杂 ,主要还是来自教和学两方面。教师和学生能否在教学中相互理解从而形成互动是教学成败的关键。文章将着重讨论师生间营造互动关系中的两个重要环节———情感与移情 相似文献
8.
麦克·阿基拉斯托 《深圳大学学报(人文社会科学版)》1993,(1)
深大外语系把若干计算机软件应用于英语专业本科学生的写作课教材系列。这不仅有助于学生自修写作技巧,且能为教师节省大量时间,使教师有可能对学生作更多的个别辅导。同时,学生在上写作课的过程中还能掌握一种使用计算机的实际技能。近十年来,中国的飞速发展是史无前例的。西方的技术发展史对中国虽然有启迪作用,但其实际要求与中国相去甚远。在这个意义上,深大的尝试对全中国均具有示范意义。 相似文献
9.
10.
关于高校办公室网络化管理的思考 总被引:4,自引:0,他引:4
米密 《重庆工商大学学报(社会科学版)》2002,19(6):110-111
随着科学技术和高等教育的发展,网络也广泛运用于高校办公室的管理工作,并在其中起着重要的作用。 相似文献