title: Sad or happy? The effects of emotions on stated preferences for environmental goods

authors: Hanley, Nick

subjects: Choice experiments

abstract: A substantial literature in behavioural science and psychology shows that emotions affect human choices and values. This paper investigates whether such emotional impacts are also present in stated choice experiments for environmental goods. If this were so, it would introduce an additional element of context dependence to the welfare measures derived from such methods, and would be at odds with the rational choice model underlying welfare economics. A laboratory experiment using three different emotion treatments was combined with a stated preference choice experiment concerned with changes in coastal water quality and fish populations in New Zealand. No statistically significant effects of changes in emotional state on estimated preference parameters, willingness to pay or the randomness of choices were found. The paper concludes by questioning, why such a contrast exists with empirical findings in behavioural science.

text: Sad or happy? The effects of emotions on stated preferences for environmental goods A substantial literature in behavioural science and psychology shows that emotions affect human choices and values. This paper investigates whether such emotional impacts are also present in stated choice experiments for environmental goods. If this were so, it would introduce an additional element of context dependence to the welfare measures derived from such methods, and would be at odds with the rational choice model underlying welfare economics. A laboratory experiment using three different emotion treatments was combined with a stated preference choice experiment concerned with changes in coastal water quality and fish populations in New Zealand. No statistically significant effects of changes in emotional state on estimated preference parameters, willingness to pay or the randomness of choices were found. The paper concludes by questioning, why such a contrast exists with empirical findings in behavioural science.

year: 2017

title: Racing committees for large datasets

authors: Frank, Eibe

subjects: Machine learning

abstract: This paper proposes a method for generating classifiers from large datasets by building a committee of simple base classifiers using a standard boosting algorithm.  It allows the processing of large datasets even if the underlying base learning algorithm cannot efficiently do so.  The basic idea is to split incoming data into chunks and build a committee based on classifiers build from these individual chunks [3].  Our method extends earlier work in two ways:  (a) the best chunk size is chosen automatically by racing committees corresponding to different chunk sizes, and (b) the committees are pruned adaptively to keep the size of each individual committee as small as possible without negatively affecting accuracy.  This paper shows that choosing an appropriate chunk size automatically is important because the accuracy of the resulting committee can vary significantly with the chunk size.  It also shows that pruning is crucial to make the method practical for large datasets in terms of running time and memory requirements.  Surprisingly, the results demonstrate that pruning can also improve accuracy.

text: Racing committees for large datasets This paper proposes a method for generating classifiers from large datasets by building a committee of simple base classifiers using a standard boosting algorithm.  It allows the processing of large datasets even if the underlying base learning algorithm cannot efficiently do so.  The basic idea is to split incoming data into chunks and build a committee based on classifiers build from these individual chunks [3].  Our method extends earlier work in two ways:  (a) the best chunk size is chosen automatically by racing committees corresponding to different chunk sizes, and (b) the committees are pruned adaptively to keep the size of each individual committee as small as possible without negatively affecting accuracy.  This paper shows that choosing an appropriate chunk size automatically is important because the accuracy of the resulting committee can vary significantly with the chunk size.  It also shows that pruning is crucial to make the method practical for large datasets in terms of running time and memory requirements.  Surprisingly, the results demonstrate that pruning can also improve accuracy.

year: 2002-06-01

title: Youth Development Circles: A Report on a School Trial

authors: Hannah, Belinda Anne

subjects: Youth Development Circles

abstract: This research traces the development and trial of the Youth Development Circle (YDC) process in a low decile secondary school in a rural community in Aotearoa New Zealand. Youth Development Circles are an intervention based on restorative justice principles initially proposed by Braithwaite (2004). They were originally suggested as a strategy for use in an alternative education centre or “activity centre”.  Increasing use of restorative approaches has enabled many schools to make significant progress in reducing suspensions, but there remains a concern for students whose behaviour is at the more serious end of the spectrum - who are at risk of suspension, or exclusion, after multiple stand-downs from school.  The possibilities for the use of YDC were proposed to the school by the researcher, who is a Deputy Principal responsible for behaviour management and pastoral care.  This proposal was supported fully by the school’s staff and Board of Trustees.  The YDC process documented in this study was developed by the researcher, informed by a range of sources including Youth Development Circles, Judge McElrea’s proposed School Community Conference (1996), and Hui Whakatika, developed at the University of Waikato (2003).  Participation in the circles was a condition for the student to remain at the school. The school is a state school, with a roll of approximately 800. The ethnic breakdown of the students is 56% Māori and 39% NZ European with 5% of Pasifika, Asian and other.  

The YDC is a deliberate and careful process which aims to bring increased focus on the individual student and their educational outcomes, through engaging a community of care in supporting them. There were many anticipated benefits of the YDC for the student. Such benefits included an opportunity to establish and maintain healthy relationships of trust (within which negative experiences can be learned from), a re-establishment of trust, improved self-confidence and improved educational outcomes. The circles included members of the student’s whānau/family, a kaumātua/elder who cared about them, and representatives from local Police, Social Welfare, and the school.  The circles were studied over a period of one year.  Circles met regularly throughout this time, at increasing intervals.

A mixed method case study approach was used for this research which includes the collection of both quantitative and qualitative data. The study evaluated the effectiveness of the YDCs by analysing student behaviour, attendance and achievement KAMAR data, minutes of each circle meeting, and interviews with circle participants.


Three student case studies are presented.  The stories have had details altered and pseudonyms used to protect the persons involved. All the students completed the academic year without receiving a further stand down or suspension.  The data showed an improvement in student attendance, achievement and engagement in all three case studies.  Other outcomes include reflections on the process used, strategies for implementation in the school, and factors that either hindered or supported student, family or community involvement in YDCs. 

This exploratory study suggests that the Youth Development Circle could offer a unique possibility for inter-sectorial collaboration in the field of restorative justice.

text: Youth Development Circles: A Report on a School Trial This research traces the development and trial of the Youth Development Circle (YDC) process in a low decile secondary school in a rural community in Aotearoa New Zealand. Youth Development Circles are an intervention based on restorative justice principles initially proposed by Braithwaite (2004). They were originally suggested as a strategy for use in an alternative education centre or “activity centre”.  Increasing use of restorative approaches has enabled many schools to make significant progress in reducing suspensions, but there remains a concern for students whose behaviour is at the more serious end of the spectrum - who are at risk of suspension, or exclusion, after multiple stand-downs from school.  The possibilities for the use of YDC were proposed to the school by the researcher, who is a Deputy Principal responsible for behaviour management and pastoral care.  This proposal was supported fully by the school’s staff and Board of Trustees.  The YDC process documented in this study was developed by the researcher, informed by a range of sources including Youth Development Circles, Judge McElrea’s proposed School Community Conference (1996), and Hui Whakatika, developed at the University of Waikato (2003).  Participation in the circles was a condition for the student to remain at the school. The school is a state school, with a roll of approximately 800. The ethnic breakdown of the students is 56% Māori and 39% NZ European with 5% of Pasifika, Asian and other.  

The YDC is a deliberate and careful process which aims to bring increased focus on the individual student and their educational outcomes, through engaging a community of care in supporting them. There were many anticipated benefits of the YDC for the student. Such benefits included an opportunity to establish and maintain healthy relationships of trust (within which negative experiences can be learned from), a re-establishment of trust, improved self-confidence and improved educational outcomes. The circles included members of the student’s whānau/family, a kaumātua/elder who cared about them, and representatives from local Police, Social Welfare, and the school.  The circles were studied over a period of one year.  Circles met regularly throughout this time, at increasing intervals.

A mixed method case study approach was used for this research which includes the collection of both quantitative and qualitative data. The study evaluated the effectiveness of the YDCs by analysing student behaviour, attendance and achievement KAMAR data, minutes of each circle meeting, and interviews with circle participants.


Three student case studies are presented.  The stories have had details altered and pseudonyms used to protect the persons involved. All the students completed the academic year without receiving a further stand down or suspension.  The data showed an improvement in student attendance, achievement and engagement in all three case studies.  Other outcomes include reflections on the process used, strategies for implementation in the school, and factors that either hindered or supported student, family or community involvement in YDCs. 

This exploratory study suggests that the Youth Development Circle could offer a unique possibility for inter-sectorial collaboration in the field of restorative justice.

year: 2015