A Review of Regional Economic Models for Fisheries Management in the U.S.

In 1986, Andrews and Rossi reviewed input-output (IO)studies of U.S. fisheries. Since then, many more fisheries studies have appeared using IO and other types of regional economic models, such as Fishery Economic Assessment Models, Social Accounting Matrices, and Computable General Equilibrium models. However, to our knowledge no updated summary of these studies or models has appeared since 1986. This paper attempts to fill this gap by briefly reviewing the types of regional economic models that have been applied to fisheries, reviewing studies using these models that have been conducted for U.S. fisheries, and identifying data and modeling issues associated with regional economic analysis of fisheries in the U.S. The authors conclude that although economic impact analysis of fisheries policy is required under federal law, development of more representative regional economic models for this purpose is not likely to be forthcoming without increased information obtained through some type of comprehensive data collection program.Review, regional economic models, fisheries, IO, FEAM, SAM, CGE, IMPLAN, data., Community/Rural/Urban Development, Resource /Energy Economics and Policy, R1, R13, R15,

The Rain Forests of Home: an Atlas of People and Place

pdf contains 31 page

Comparing two financial crises: the case of Hong Kong real estate markets

Hong Kong is no stranger to bubbles or crisis. During the Asian Financial Crisis(AFC), the Hong Kong housing price index drops more than 50% in less than a year. The same market then experiences the Internet Bubble, the SARS attack, and recently the Global Financial Crisis (GFC). This paper attempts to provide some “stylized facts” of the real estate markets and the macroeconomy, and follow the event-study methodology to examine whether the markets behave differently in the AFC and GFC, and discuss the possible linkage to the change in government policies (“learning effect”) and the flow of Chinese consumers and investors to Hong Kong (“China factor”).regime switching, structural change, small open economy, bounded rationality, banking policy

A New Template Family For The Detection Of Gravitational Waves From Comparable Mass Black Hole Binaries

In order to improve the phasing of the comparable-mass waveform as we approach the last stable orbit for a system, various re-summation methods have been used to improve the standard post-Newtonian waveforms. In this work we present a new family of templates for the detection of gravitational waves from the inspiral of two comparable-mass black hole binaries. These new adiabatic templates are based on re-expressing the derivative of the binding energy and the gravitational wave flux functions in terms of shifted Chebyshev polynomials. The Chebyshev polynomials are a useful tool in numerical methods as they display the fastest convergence of any of the orthogonal polynomials. In this case they are also particularly useful as they eliminate one of the features that plagues the post-Newtonian expansion. The Chebyshev binding energy now has information at all post-Newtonian orders, compared to the post-Newtonian templates which only have information at full integer orders. In this work, we compare both the post-Newtonian and Chebyshev templates against a fiducially exact waveform. This waveform is constructed from a hybrid method of using the test-mass results combined with the mass dependent parts of the post-Newtonian expansions for the binding energy and flux functions. Our results show that the Chebyshev templates achieve extremely high fitting factors at all PN orders and provide excellent parameter extraction. We also show that this new template family has a faster Cauchy convergence, gives a better prediction of the position of the Last Stable Orbit and in general recovers higher Signal-to-Noise ratios than the post-Newtonian templates.Comment: Final published version. Accepted for publication in Phys. Rev.

Detecting Galactic Binaries with LISA

One of the main sources of gravitational waves for the LISA space-borne interferometer are galactic binary systems. The waveforms for these sources are represented by eight parameters, of which four are extrinsic, and four are intrinsic to the system. Geometrically, these signals exist in an 8-d parameter space. By calculating the metric tensor on this space, we calculate the number of templates needed to search for such sources. We show in this study that below a particular monochromatic frequency, we can ignore one of the intrinsic parameters and search over a 7-d space. Beyond this frequency, we have a sudden change in dimensionality of the parameter space from 7 to 8 dimensions, which results in a change in the scaling of the growth of template number as a function of monochromatic frequency.Comment: 7 pages-2 figures. One figure added and typos corrected. Accepted for the proceedings of GWDAW 9, special edition of Classical and Quantum Gravit

Influences on children’s development and progress in Key Stage 2: social/behavioural outcomes in Year 6

These reports forms part of a set of two reports that examine key influences on children’s Maths, English and social behavioural outcomes (self-regulation, pro-social behaviour, hyperactivity and anti-social behaviour) in Year 6 and on their progress across Key Stage 2. The sister report describes the results of analyses on children’s social/behavioural outcomes (ref: DCSF-RR049). The report is from the effective pre-school and primary education 3 to 11 project (EPPE 3 to 11) which is longitudinal study using multi-level modelling investigating the effects of home background, pre-school and primary education on pupils’ attainment and social / behavioural development. Around 3,000 children were recruited from 141 pre-school settings in 6 English LEAs at the age of 3+ between 1996 and 1999. The study followed these children through pre-school and into more than 900 primary schools in 100 local authorities

Final Report from the Primary phase: pre-school, school and family influences on children’s development during Key Stage 2 (7-11)

The Effective Pre-school and Primary Education project (EPPE 3-11) is Europe’s largest longitudinal study, which uses multi-level modelling to investigate the effects of pre-school and primary education on pupils’ developmental outcomes. This report explores individual, family and home learning environment (HLE) influences on pupils’ developmental outcomes at age 11. The educational influences of primary school are also investigated, showing how the academic effectiveness of each primary school is related to pupils’ outcomes. Also covered are the associations between pupils’ outcomes and their self-perceptions and views of school at age 10, as well as the impact of other factors such as pupil mobility, season of birth and out of school learning activities

Requiring Individuals to Obtain Health Insurance: A Constitutional Analysis

[Excerpt] This report analyzes certain constitutional issues raised by requiring individuals to purchase health insurance under Congress’s authority under its taxing power or its power to regulate interstate commerce. It also addresses whether the exceptions to the minimum coverage provision to purchase health insurance satisfy First Amendment freedom of religion protections. Finally, this report discusses some of the more publicized legal challenges to ACA, as well additional issues that are currently before the Court

Unravelling mucosal immunity to poliovirus

Comment - No abstrac

Influences on pupils' self-perceptions in primary school: enjoyment of school,anxiety and isolation, and self-image in year 5

This report presents the results of analyses of pupils’ self-perceptions in primary school. It is part of the longitudinal Effective Pre-school and Primary Education 3-11 (EPPE 3-11) research project funded by the Department for Children, Schools and Families (DCSF). The focus of this report is pupils’ self-perceptions in Year 5 (age 10) in four key areas: ‘Enjoyment of school’; ‘Academic self-image’; ‘Behavioural self-image’ and ‘Anxiety and Isolation’. Reports on pupils’ cognitive and social/behavioural development at this age have been published separately (Sammons et al., 2007a; 2007b). The original EPPE sample was recruited to the study at age 3 years plus and monitored to the end of Key Stage 1 (Year 2) in primary school. An additional ‘home’ sample of children (who had not attended a pre-school setting) was recruited when the pre-school sample started primary school. The EPPE 3-11 extension is following up the sample to the end of primary school (age 11 years plus). In addition to exploring pre-school influences, EPPE 3-11 research identifies the influence of primary school on a range of pupils’ educational outcomes, as well as investigating any continuing pre-school effects. EPPE 3-11 involves the collection and analysis of a range of data about pupils’ development, child, family and home learning environment (HLE) characteristics and the characteristics of the schools attended. Additional value added measures of primary school academic effectiveness have been derived from independent statistical analyses of National data sets conducted for all primary schools in England (Melhuish et al., 2006) as part of the study. These have been incorporated into the EPPE 3-11 child database to provide indicators of the academic effectiveness of primary schools attended which complement the measures on pre-school settings. Thus, it is possible to explore both preschool and primary school influences on pupils’ outcomes in Year 5. Questionnaires were administered to children asking their views about school and classroom life. These provided measures of pupils’ self-perceptions in Year 2 and again in Year 5 in terms of ‘Enjoyment of school’, ‘Anxiety and Isolation’ and ‘Academic selfimage’ and ‘Behavioural self-image’. A range of statistical methods have been used to investigate results for 2520 pupils for whom at least one self-perception outcome measure was collected in Year 5