title: Restaurant location in Hamilton, New Zealand: clustering patterns from 1996 to 2008

authors: Prayag, Girish

subjects: cluster analysis

abstract: Purpose – The purpose of this study is to assess the evolution of restaurant locations in the city of Hamilton over a 12-year period (1996 to 2008) using GIS techniques. Retail theories such as central place, spatial interaction and principle of minimum differentiation are applied to the restaurant setting. 

Design/methodology/approach – A database of restaurants was compiled using the NZ yellow pages and contained 981 entries that consisted mainly of location addresses and types of cuisine. This paper focuses on locational patterns only. 
Findings – A process of geo-coding and clustering enabled the identification of two clustering periods over 12 years for city restaurants, indicating locational patterns of agglomeration within a short walking distance of the CBD and spill over effects to the north of the city. 
Research limitations/implications – The data do not allow statistical analysis of the variables causing the clustering but offer a visual description of the evolution. Explanations are offered on the possible planning regimes, retail provision and population changes that may explain this evolution. 
Practical implications – The findings allow identification of land use patterns in Hamilton city and potential areas where new restaurants could be developed. Also, the usefulness of geo-coded data in identifying clustering effects is highlighted. 
Originality/value – Existing location studies relate mostly to site selection criteria in the retailing industry while few have considered the evolution of restaurant locations in a specific geographic area. This paper offers a case study of Hamilton city and highlights the usefulness of GIS techniques in understanding locational patterns.

text: Restaurant location in Hamilton, New Zealand: clustering patterns from 1996 to 2008 Purpose – The purpose of this study is to assess the evolution of restaurant locations in the city of Hamilton over a 12-year period (1996 to 2008) using GIS techniques. Retail theories such as central place, spatial interaction and principle of minimum differentiation are applied to the restaurant setting. 

Design/methodology/approach – A database of restaurants was compiled using the NZ yellow pages and contained 981 entries that consisted mainly of location addresses and types of cuisine. This paper focuses on locational patterns only. 
Findings – A process of geo-coding and clustering enabled the identification of two clustering periods over 12 years for city restaurants, indicating locational patterns of agglomeration within a short walking distance of the CBD and spill over effects to the north of the city. 
Research limitations/implications – The data do not allow statistical analysis of the variables causing the clustering but offer a visual description of the evolution. Explanations are offered on the possible planning regimes, retail provision and population changes that may explain this evolution. 
Practical implications – The findings allow identification of land use patterns in Hamilton city and potential areas where new restaurants could be developed. Also, the usefulness of geo-coded data in identifying clustering effects is highlighted. 
Originality/value – Existing location studies relate mostly to site selection criteria in the retailing industry while few have considered the evolution of restaurant locations in a specific geographic area. This paper offers a case study of Hamilton city and highlights the usefulness of GIS techniques in understanding locational patterns.

year: 2012

title: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom

authors: Brierly, Emerald Stevie

subjects: functional assessment

abstract: The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

text: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

year: 2007

title: Māori women and intimate partner violence: Some sociocultural influences

authors: Hoeata, Chloe

subjects: intimate partner violence

abstract: Intimate partner violence (IPV) has recently been acknowledged as a worldwide phenomenon, with approximately one in four intimate relationships containing some form of violence. This study explores the interaction between relationship dynamics, IPV and whānau and community influences. We completed narrative interviews with two Māori women in December 2010. Our findings confirm the results of earlier studies which have found that childhood experiences of violence, actual or witnessed, have a powerful effect that reverberate within adult lives and into the formation of intimate relationships. Our interviews show that Māori whānau and women are textured by the same patriarchal expectations that privilege men in the Pākehā world. We also found that seeking help from whānau to escape a violent relationship may not be the most welcomed course of action. We conclude with a discussion of future research directions.

text: Māori women and intimate partner violence: Some sociocultural influences Intimate partner violence (IPV) has recently been acknowledged as a worldwide phenomenon, with approximately one in four intimate relationships containing some form of violence. This study explores the interaction between relationship dynamics, IPV and whānau and community influences. We completed narrative interviews with two Māori women in December 2010. Our findings confirm the results of earlier studies which have found that childhood experiences of violence, actual or witnessed, have a powerful effect that reverberate within adult lives and into the formation of intimate relationships. Our interviews show that Māori whānau and women are textured by the same patriarchal expectations that privilege men in the Pākehā world. We also found that seeking help from whānau to escape a violent relationship may not be the most welcomed course of action. We conclude with a discussion of future research directions.

year: 2011