Annual and seasonal habitat use of Columbian black-tailed deer in urban Vancouver, Washington

We investigated habitat use of Columbian black-tailed deer in urban Vancouver, Clark County, Washington, at 3 spatial scales: (1) placement of the annual home range within the landscape mosaic, (2) annual and seasonal locations of deer within the annual home range, and (3) short-term use of critical habitats (fawning areas) within seasonal ranges. Annual home range sizes of deer were 162 ha (SD = 133; 95% minimum convex polygon; MCP) and 266 ha (SD = 228; 95% adaptive kernel; AK) for does, and 756 ha (SD = 290; MCP) and 1,235 ha (SD = 382; AK) for bucks. Home range composition of does did not differ from the study area; home ranges of bucks contained more Natural ecological land-use cover types (ELUs) than did the study area. Within home ranges, both does and bucks used Natural ELUs more often than expected by their occurrence in the home range, both annually and seasonally. During the fawning season, does were also found in Natural ELUs more often than expected. Clark County-designated habitat corridors differed from both the study area and deer home ranges in habitat composition, primarily by containing more Natural and other undeveloped ELUs. Deer were located in habitat corridors more than expected. Deer in urban areas appear to use undeveloped habitat types for security. Management that maintains Natural ELUs, such as establishment of wildlife corridors, can provide important habitat components for black-tailed deer in urban habitats.     

Assessing school effectiveness

The Collegiate Learning Assessment (CLA) program measures value added in colleges and universities, by testing the ability of freshmen and seniors to think logically and write clearly. The program is popular enough that it has attracted critics. In this paper, we outline the methods used by the CLA to determine value added. We summarize the criticisms, which revolve around the question of which students take the CLA tests. Typically, samples are not random, so that selection bias is a concern, as is confounding. We respond by showing that criticisms of CLA procedures are not supported by the data.     

The Freshman 15: is it real?

OBJECTIVE: The belief that college students gain 15 lbs during freshman year is widespread, yet the evidence for this is limited. The authors aimed to determine whether college students gain weight during freshman year. PARTICIPANTS: The authors studied unmarried freshmen living on-campus at a private university in the northeastern United States. METHODS: The authors used an online survey to collect information about social behaviors and weight. RESULTS: The authors observed an average weight gain of 2.7 lbs. About half of the students gained weight, and 15% lost weight. Men gained more weight than did women. CONCLUSIONS: Freshman weight gain was 5.5 times greater than that experienced by the general population.     

The Metrics of Societal Happiness

Growing interest in the measurement of subjective well-being (SWB) has also been accompanied by scientific debate on the optimal method for measuring SWB. The momentary perspective, which is represented by the ecological momentary assessment (EMA) and day reconstruction method (DRM), emphasizes the momentary experiences and aims to measure SWB in an objective manner via the aggregation of happiness levels over time and activities. The global reporting perspective emphasizes the subjective evaluation of life experiences and aims to capture the overall evaluation using retrospection or global evaluations. We discuss the strengths and weaknesses of these different perspectives and methods by examining conceptual, methodological, and practical issues. We propose adopting a multi-method assessment approach to SWB that uses both perspectives and the corresponding methods in a theory-driven and complementary manner. For the purposes of measuring and tracking SWB of societies, we also call for more research on the reliability and validity of EMA and DRM.     

Do-It-Yourself Social Policy: Searching for a New Paradigm?

One of the most significant trends of recent decades has been the growing importance of do-it-yourself social policy: i.e. individuals constructing their own welfare mix both within the public sector and in private markets. This paper argues that this challenges the traditional top-down bias of social policy studies and requires a shift of focus within the discipline. The implications for normative theory, research strategy and policy analysis are explored. Some of the arguments for and against choice as a guiding principle are sketched out; some existing research on benefit take-up and choice in education and health is reviewed and the case for moving away from the economist's simple model of rationality is put forward. Finally, we argue, there should be more emphasis in social policy on developing a better understanding of the way in which individuals take their decisions, the context of public policy within which they act and the interaction between the two.     

Comparative Mixed Risk Aversion: Definition and Application to Self-Protection and Willingness to Pay

We analyze the optimal choices of agents with utility functions whose derivatives alternate in sign, an important class that includes most of the functions commonly used in economics and finance (Mixed Risk Aversion, MRA, Caballé and Pomansky, 1996). We propose a comparative mixed risk aversion definition for this class of utility functions, namely, More Risk Averse MRA, and provide a sufficient condition to compare individuals. We apply the model to optimal prevention and willingness to pay. More risk averse MRA agents spend less to reduce accident probabilities that are above 1/2. They spend more only when accident probabilities are below 1/2. Explanations in terms of risk premiums are provided. The results presented also allow for the presence of background risk.     

Studies of Scholarly Productivity in Social Work Using Citation Analysis

Ideally, an educator’s reputation should be based primarily on that person’s scholarly publications. However, reputation is more than the sum of one’s scholarly efforts. In this article, the authors seek to add objective information to the subjective decision-making process involved in hiring, promoting, or providing tenure to educators. The authors present norms of citations—objective indicators of reputation—for professors, associate professors, and assistant professors. These norms were derived from the Citation Index of the Social Sciences Citation Index (SSCI). Four studies were undertaken to examine scholarly productivity using the same basic methodology: citation analysis. In Study 1, the authors examined a sample of educators listed in the Encyclopedia of Social Work. These experts were used as a national norm against which other educators could compare themselves. Study 2 was based on a citation analysis of deans of all graduate schools of social work. In Study 3, the authors examined “local norms” of four particular schools of social work and discussed the differences between national and local norms. In Study 4, the authors examined “personal norms” through a detailed study of the careers of three individual professors, and compared their entirely scholarly productions against the SSCI record.