The Value of Cultural Heritage Sites in Armenia: Evidence From a Travel Cost Method Study



18

trip faced by the respondent, and q j is a vector of three dummies capturing the
presence/absence of a specific type of hypothetical program.
β1, β2 and β3 are unknown
coefficients. The subscripts i and j denote the respondent (i=1, 2, ..., n) and the scenario
within the respondent, respectively (j=1, 2, 3, where j=1 refers the current conditions, and
j=2, 3 refer to the scenarios with the hypothetical programs (see table 5).

Estimation of the βs is further complicated by the nature of our sample. Because
we intercept people on site, Y is truncated from below at 1, and the people that we are
more likely to run into are the most avid visitors, i.e., those persons with the highest
λij s.

Accordingly, if we wish to estimate the parameters βs using the method of maximum
likelihood, the correct contribution to the likelihood is:

(8)


h(y) = У ' Pr(У ) = У ' Pr(У)
w Pr(w )     λ

w=1

where Pr() is the Poisson distribution function (equation (7)), and the subscripts have
been omitted to avoid notational clutter. This amendment allows us to infer the demand
for trips in the population from our on-site sample.

Assuming that the observations on trip frequencies are independent within and
across respondents, the likelihood function of the sample is thus
∏∏h ( yj ), and the log
ij

likelihood function is

(9)          ∑∑ log h ( y a ).

ij

It is easily shown (see Shaw, 1988) that (8) is simplified to the probability function of a

Poisson variate defined as Y' = Y -1.



More intriguing information

1. ANTI-COMPETITIVE FINANCIAL CONTRACTING: THE DESIGN OF FINANCIAL CLAIMS.
2. The name is absent
3. Ongoing Emergence: A Core Concept in Epigenetic Robotics
4. Qualifying Recital: Lisa Carol Hardaway, flute
5. Graphical Data Representation in Bankruptcy Analysis
6. Secondary school teachers’ attitudes towards and beliefs about ability grouping
7. A Review of Kuhnian and Lakatosian “Explanations” in Economics
8. Critical Race Theory and Education: Racism and antiracism in educational theory and praxis David Gillborn*
9. How much do Educational Outcomes Matter in OECD Countries?
10. Large Scale Studies in den deutschen Sozialwissenschaften:Stand und Perspektiven. Bericht über einen Workshop der Deutschen Forschungsgemeinschaft