title: Bringing the real world into economic analyses of land use value: Incorporating spatial complexity

authors: Bateman, Ian J.

subjects: modelling

abstract: The paper reviews recent developments in the incorporation of real-world spatial issues into the economic appraisal of land use change. The opening discussion introduces non-economists to the concepts underpinning the approach. The remainder of the paper uses a case study approach (concerning potential conversions from agriculture into multi-purpose woodland) to illustrate the quantification and valuation of land use change. The application of geographical information system (GIS) routines allows spatial complexity to be incorporated within the analysis. Key concepts are introduced such as making allowance for subsidies, the marginal value concept, and the valuation of non-market externalities such as carbon storage of open-access recreation. The case study also shows that, if issues such as spatial variation and externalities are ignored, sole reliance upon market prices can lead to perverse outcomes which are actually to the detriment of society.

text: Bringing the real world into economic analyses of land use value: Incorporating spatial complexity The paper reviews recent developments in the incorporation of real-world spatial issues into the economic appraisal of land use change. The opening discussion introduces non-economists to the concepts underpinning the approach. The remainder of the paper uses a case study approach (concerning potential conversions from agriculture into multi-purpose woodland) to illustrate the quantification and valuation of land use change. The application of geographical information system (GIS) routines allows spatial complexity to be incorporated within the analysis. Key concepts are introduced such as making allowance for subsidies, the marginal value concept, and the valuation of non-market externalities such as carbon storage of open-access recreation. The case study also shows that, if issues such as spatial variation and externalities are ignored, sole reliance upon market prices can lead to perverse outcomes which are actually to the detriment of society.

year: 2009

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: Boy, Oh Boy!: An interview with Taika Waititi

authors: Lealand, Geoff

subjects: film

abstract: An Interview with Taika Waititi.

text: Boy, Oh Boy!: An interview with Taika Waititi An Interview with Taika Waititi.

year: 2011