Identification of stochastic processes for an estimated icewine temperature hedging variable

Weather derivatives are a relatively new form of financial security that can provide firms with the ability to hedge against the impact of weather related risks to their activities. Participants in the energy industry have employed standardized weather contracts trading on organized exchanges since 1999 and the interest in non-standardized contracts for specialized weather related risks is growing at an increasing rate. The purpose of this paper is to examine the potential use of weather derivatives to hedge against temperature related risks in Canadian ice wine production. Specifically we examine historical data for the Niagara region of the province of Ontario, Canada, the largest icewine producing region of the world, to determine an appropriate underlying variable for the design of an option contact that could be employed by icewine producers. Employing monte carlo simulation we derive a range of benchmark option values based upon varying assumptions regarding the stochastic process for an underlying temperature variable. The results show that such option contracts can provide valuable hedging opportunities for producers, given the historical seasonal temperature variations in the region.wine market, weather derivatives, weather hedging, Agribusiness, Agricultural Finance, Crop Production/Industries, Environmental Economics and Policy, G13, G32, Q14, Q51, Q54,

Techniques for Supporting Advanced Learners\u27 Social-Emotional Needs in the Classroom

This session explores techniques for supporting advanced learners social-emotionally in the classroom. Topics will include addressing challenges related to anxiety, perfectionism, as well as building teacher awareness of potential trauma. This session is geared to middle school and high school, but elementary level teachers are also welcome

Universal Mental Health Screenings: The Whats, Whys, and Hows

According to the CDC, 6.1 million children aged 2-17 have been diagnosed with ADHD, 4.4 million with anxiety, and 1.9 million with depression. Because our schools play a pivotal role in the lives of children and families, early intervention and prevention within our schools makes logical sense. During this presentation, universal mental health screening will be discussed: what it is, why it is relevant, and how to implement it in your community

Examining Mental Health and Resiliency Factors of Gifted and Talented Students Participating in an Accelerative, Residential Program

Early intervention around mental health and wellness is a vital piece for the school system to address when working holistically with students. The American School Counselor Association (ASCA) and the Substance Abuse and Mental Health Services Administration (SAMHSA) emphasize the importance for schools to develop a comprehensive systemic framework around the academic, social, and emotional needs of students. By using the Multi-tiered System of Supports (MTSS), school districts can administer Universal Mental Health Screening (UMHS), a Tier 1 intervention, to help identify students who may be considered at risk for mental health and wellness issues. Unfortunately, less than 15% of K–12 schools in the United States engage in UMHS with their students. For one specialized population, gifted and talented students, specifically ones attending an accelerative, residential program, there is minimal published data regarding their mental health, wellness, and intervention-based supports. Also, none of the publicly-funded schools for these students in the United States have a UMHS process for their student population. This quantitative study aimed to institute a Tier 1 UMHS process for gifted and talented students attending an accelerative, residential program to evaluate mental health and resiliency factors. The researcher used the Beck Youth Inventories--2nd edition (BYI-2) and the Resiliency Scales for Children and Adolescents (RSCA) to assess prevalent concerns, identified strengths, and potential correlation between screening factors and gifted and talented students who are at risk

Universal Mental Health Screening: Why is it Needed and How to Get Started

Schools screen for physical and medical purposes, but less than 15% of schools in the United States screen for mental health needs. The purpose of this session is to discuss what mental health screening is, how it can help your community, and how to start the process of implementing it based on community needs

Universal Mental Health Screenings: The Whats, Whys, and Hows

According to the CDC, 6.1 million children aged 2-17 have been diagnosed with ADHD, 4.4 million with anxiety, and 1.9 million with depression. Because our schools play a pivotal role in the lives of children and families, early intervention and prevention within our schools makes logical sense. During this presentation, universal mental health screening will be discussed: what it is, why it is relevant, and how to implement it in your community

Discussing Multiculturally Competent Counseling with Gifted and Talented Students

IMSA strives to advocate for students of all cultural backgrounds and wants to meet or exceed multicultural counseling competencies established when working with talented students. Current competency based counseling models address multicultural concepts but do not integrate framework to include social justice advocacy. This presentation will attempt to start to bridge the gap to more inclusive-based counseling work with talented student

Who is a Gifted or Talented Student?

Identifying our high functioning, talented students. Discuss some of the current challenges these students face. Identify ways for counselors to provide multicultural competency when working with these students and for teachers to learn how to better encourage social/emotional development in the classroom

Building a Positive Culture Around Mental Health

Creating a safe and open environment for students and staff to talk about mental health and wellness is a key to developing healthy, productive students. This session will discuss how to effectively develop and sustain mental health interventions within an educational setting