title: Using the Global Positioning System (GPS) in household surveys for better economics and better policy

authors: Gibson, John

subjects: distance

abstract: Distance and location are important determinants of many choices that economists study. While these variables can sometimes be obtained from secondary data, economists often rely on information that is self-reported by respondents in surveys. These self-reports are used especially for the distance from households or community centers to various features such as roads, markets, schools, clinics and other public services. There is growing evidence that self-reported distance is measured with error and that these errors are correlated with outcomes of interest. In contrast to self-reports, the Global Positioning System (GPS) can determine almost exact location (typically within 15 meters). The falling cost of GPS receivers (typically below US$100) makes it increasingly feasible for field surveys to use GPS as a better method of measuring location and distance. In this paper we review four ways that GPS can lead to better economics and better policy: (i) through constructing instrumental variables that can be used to understand the causal impact of policies, (ii) by helping to understand policy externalities and spillovers, (iii) through better understanding of the access to services, and (iv) by improving the collection of household survey data. We also discuss several pitfalls and unresolved problems with using GPS in household surveys.

text: Using the Global Positioning System (GPS) in household surveys for better economics and better policy Distance and location are important determinants of many choices that economists study. While these variables can sometimes be obtained from secondary data, economists often rely on information that is self-reported by respondents in surveys. These self-reports are used especially for the distance from households or community centers to various features such as roads, markets, schools, clinics and other public services. There is growing evidence that self-reported distance is measured with error and that these errors are correlated with outcomes of interest. In contrast to self-reports, the Global Positioning System (GPS) can determine almost exact location (typically within 15 meters). The falling cost of GPS receivers (typically below US$100) makes it increasingly feasible for field surveys to use GPS as a better method of measuring location and distance. In this paper we review four ways that GPS can lead to better economics and better policy: (i) through constructing instrumental variables that can be used to understand the causal impact of policies, (ii) by helping to understand policy externalities and spillovers, (iii) through better understanding of the access to services, and (iv) by improving the collection of household survey data. We also discuss several pitfalls and unresolved problems with using GPS in household surveys.

year: 2007-03

title: Using the Internet to Enhance Teaching at The University of Waikato

authors: Dewstow, Ross Albert

subjects: e-learning

abstract: The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching.
Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment.
This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online.

The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies.
To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.

text: Using the Internet to Enhance Teaching at The University of Waikato The University of Waikato brought the Internet to New Zealand, was one of the first Universities in New Zealand to graduate students who had completed a bachelor's degree online, and recently won an award for innovative use of video software in an online classroom. The video software was created by a company that had its beginnings within the University. However, the use of the Internet for teaching and learning in the University has reached a plateau in the last few years, as measured by the daily page views of the online platform (Moodie, 2004), the number of courses taught online and staff teaching online remaining fairly constant. This thesis sets out to investigate why the use of online teaching at the University has not increased to a point where a majority of staff are using online teaching to at least supplement their classroom teaching.
Previous research into online teaching and learning focused heavily on technology barriers and lack of access to computers and the Internet. It is the position of the researcher that this lack of access is no longer a valid reason for academics not to use online environments for teaching and learning in a tertiary environment.
This study hypothesized that enhancing their teaching using online technologies may be related to the culture of different subjects, disciplines and Schools of study. Accordingly three groups of lecturers from different Schools within the University were invited to participate in focus group interviews. Questions asked were related to their approach to teaching in their subject areas, the culture of their Schools and the University, as well as their reflections on teaching online.

The study found that there was a strong relationship between the use of online technologies and subject areas as well as the culture that exists within the School of study. The influence of University management on the use of online technologies was also highlighted. But more surprising was the relationship between trained teachers in the University, and their uptake and use of online technologies.
To take advantage of the changing student population, with their greater awareness and use of computing and new technologies, the University of Waikato, and indeed many other similar institutions, are now at a technological and educational crossroad. Decisions need to be made by senior management regarding the importance of the Internet and emerging media technologies in shaping the teaching and learning environment of tomorrow's University.

year: 2006

title: Ghost Town

authors: Wrigley, David

abstract: Abstract

A hometown is a thing full of horrors.
Ghosts line the footpaths like spectators at an ANZAC Day parade. They leap from thickets and pounce from suburban ranch sliders like tom cats. 
These ghosts have been waiting for you. There are things they need you to remember. 
When David Wrigley returns to Cambridge, a town he thought he’d left behind him forever, he finds the ghosts are out in force. He stumbles on a note in his mother’s garage, tightly folded and hot to the touch, that sets him off in pursuit of the memory of Jacob Avonlea, a friend from the past who he has never been able to leave behind.
But the currents of memory are unpredictable, and the waters and riverbanks are crowded with the dead. David and Jacob’s friendship, which crackled with a boyish intensity and a surfeit of secrets, was just the first of many stories tussling for attention.
 There is a family history – a fifty year old cataclysm that destroyed his brother. 
The grotesque origins of the school that nurtured David and murdered Jacob. The eccentric founder who brought with him from the mill towns of Manchester a fear of women and a predilection for young boys. 
And then there is the land – the meanders of the Waikato and the eruptions that diverted it from one coast to another, leaving forgotten oxbows in its wake. The roaming forests of kahikateas that followed the river and the wetlands, and once dominated these landscapes but have now all but disappeared. The rich farmland that has usurped the forests and slowly leaks poison into the soil and the waterways.
Ghost Town is a psychogeographer’s novel. A novel in which the landscape and the people that live and act upon it are inseparable, the ghosts of one haunting the present of the other.  It is a story of colonial men, locked into cycles of violence and destruction. The story of the silence they have inflicted upon themselves and on their children, and ultimately on the landscape itself, as the forests retreat, the birdsong hushed.
As we drift downstream, at every bend of the river we can see through the ever-widening gaps in the trees, glimpses of lost futures– that different species of ghost. 
A free and autonomous Māori Waikato. 
A spring-fed lake full of eels and koura. 
Five hundred year old kahikateas growing arrow-straight into the distant blueness.
An egalitarian, socialist Aotearoa. 
A family man gathering his sons into his arms.
A man of forty six raising his eyes towards the swaying tree-tops and starting to sing.

text: Ghost Town Abstract

A hometown is a thing full of horrors.
Ghosts line the footpaths like spectators at an ANZAC Day parade. They leap from thickets and pounce from suburban ranch sliders like tom cats. 
These ghosts have been waiting for you. There are things they need you to remember. 
When David Wrigley returns to Cambridge, a town he thought he’d left behind him forever, he finds the ghosts are out in force. He stumbles on a note in his mother’s garage, tightly folded and hot to the touch, that sets him off in pursuit of the memory of Jacob Avonlea, a friend from the past who he has never been able to leave behind.
But the currents of memory are unpredictable, and the waters and riverbanks are crowded with the dead. David and Jacob’s friendship, which crackled with a boyish intensity and a surfeit of secrets, was just the first of many stories tussling for attention.
 There is a family history – a fifty year old cataclysm that destroyed his brother. 
The grotesque origins of the school that nurtured David and murdered Jacob. The eccentric founder who brought with him from the mill towns of Manchester a fear of women and a predilection for young boys. 
And then there is the land – the meanders of the Waikato and the eruptions that diverted it from one coast to another, leaving forgotten oxbows in its wake. The roaming forests of kahikateas that followed the river and the wetlands, and once dominated these landscapes but have now all but disappeared. The rich farmland that has usurped the forests and slowly leaks poison into the soil and the waterways.
Ghost Town is a psychogeographer’s novel. A novel in which the landscape and the people that live and act upon it are inseparable, the ghosts of one haunting the present of the other.  It is a story of colonial men, locked into cycles of violence and destruction. The story of the silence they have inflicted upon themselves and on their children, and ultimately on the landscape itself, as the forests retreat, the birdsong hushed.
As we drift downstream, at every bend of the river we can see through the ever-widening gaps in the trees, glimpses of lost futures– that different species of ghost. 
A free and autonomous Māori Waikato. 
A spring-fed lake full of eels and koura. 
Five hundred year old kahikateas growing arrow-straight into the distant blueness.
An egalitarian, socialist Aotearoa. 
A family man gathering his sons into his arms.
A man of forty six raising his eyes towards the swaying tree-tops and starting to sing.

year: 2023