title: Sparkling wine choice from supermarket shelves: the impact of certification of origin and production practices

authors: Thiene, Mara

subjects: Consumer preferences

abstract: We report the results of a study based on revealed and stated preference data on choice of Prosecco wines in retail stores close to the origin of production in Northern Italy. Emphasis is placed on ability to reconcile the utility structure of stated preference data with that underlying revealed preference data. We extend the analysis to cover nonattendance of key attributes, such as price and certification of origin, while controlling for the large range of brand effects.

text: Sparkling wine choice from supermarket shelves: the impact of certification of origin and production practices We report the results of a study based on revealed and stated preference data on choice of Prosecco wines in retail stores close to the origin of production in Northern Italy. Emphasis is placed on ability to reconcile the utility structure of stated preference data with that underlying revealed preference data. We extend the analysis to cover nonattendance of key attributes, such as price and certification of origin, while controlling for the large range of brand effects.

year: 2013

title: Distributional Impacts of Interest Free Student Loans

authors: Coker, Emma

subjects: Student loans

abstract: Prior to 2006, New Zealand charged one of the highest rates of interest on student loans in the world; however, in line with the Labour government’s agenda to increase access to tertiary education, this was the year a blanket subsidy was applied to interest on all such loans. Literature theorising on the implications of introducing an interest-free arrangement of this nature suggests the policy is likely to exacerbate income inequality. This distributional effect is attributed to the consequent non-price rationing of scarce educational resources and, in the case of income-contingent repayments, the benefit is greater the wealthier the borrower.

Changes in inequality owing to New Zealand’s education subsidy are examined from two aspects in this thesis. First, data from the New Zealand Income Survey (2002-2007), is analysed to determine the distributional effects on a subgroup of likely student loan holders relative to the total sample population. Propensity score and kernel matching techniques reveal that the subgroup of likely student loan holders have higher average incomes irrespective of the subsidy, which suggests the large subsidisation may in fact be an inefficient way to target income inequality. 

Second, public opinion regarding inequality in New Zealand is evaluated using data from the International Social Science Survey (1999 & 2009). OLS and probit regression models both suggest citizens would prefer to live in a society with less inequality; although, individuals from 2009 were less likely than those surveyed a decade earlier to believe it is the Government’s responsibility to intervene. This indicates a policy such as the blanket subsidy on student loan interest may not adhere to public opinion as a solution to mitigate inequality.

text: Distributional Impacts of Interest Free Student Loans Prior to 2006, New Zealand charged one of the highest rates of interest on student loans in the world; however, in line with the Labour government’s agenda to increase access to tertiary education, this was the year a blanket subsidy was applied to interest on all such loans. Literature theorising on the implications of introducing an interest-free arrangement of this nature suggests the policy is likely to exacerbate income inequality. This distributional effect is attributed to the consequent non-price rationing of scarce educational resources and, in the case of income-contingent repayments, the benefit is greater the wealthier the borrower.

Changes in inequality owing to New Zealand’s education subsidy are examined from two aspects in this thesis. First, data from the New Zealand Income Survey (2002-2007), is analysed to determine the distributional effects on a subgroup of likely student loan holders relative to the total sample population. Propensity score and kernel matching techniques reveal that the subgroup of likely student loan holders have higher average incomes irrespective of the subsidy, which suggests the large subsidisation may in fact be an inefficient way to target income inequality. 

Second, public opinion regarding inequality in New Zealand is evaluated using data from the International Social Science Survey (1999 & 2009). OLS and probit regression models both suggest citizens would prefer to live in a society with less inequality; although, individuals from 2009 were less likely than those surveyed a decade earlier to believe it is the Government’s responsibility to intervene. This indicates a policy such as the blanket subsidy on student loan interest may not adhere to public opinion as a solution to mitigate inequality.

year: 2014

title: Key concepts in Māori and iwi histories: A critique of Te Takanga o te Wā (2015)

authors: Palmer, Georgia

subjects: History

abstract: In 2019, the New Zealand government announced a “reset” of the national history curriculum, with the intention of including more Māori content and addressing ongoing petitions to make the New Zealand Wars compulsory in all schools. Two curricula - one for mainstream schools and the other for Māori immersion Kura - were developed, with each drawing on a recent Ministry of Education publication Te Takanga o te Wā (2015) to provide key insights to Māori history concepts and themes. The Māori curricula has since taken on the name of that document, and uses those themes in its new framework, while the mainstream curriculum also adopts some of these same concepts. But how relevant are these proposed themes and concepts to Māori history, and what have Māori and iwi historians and experts actually written or said about the significance of these concepts to Māori historical practice, content, and theory?
This thesis critiques the five key themes and concepts presented in Te Takanga o te Wā and evaluates their relevance as leading Māori history concepts. These are Whakapapa, Tūrangawaewae; Mana-Motuhake; Kaitiakitanga, and Whānaungatanga. This study surveys the existing work produced by Māori historians and other experts over the past century, particularly the extent to which they have used these themes or discussed their significance to Māori and iwi historical practice and thinking. This dissertation argues that aside from whakapapa, the majority of the themes presented in Te Takanga o te Wā are not reflected in the historiography of the field, and that there are in fact a range of other crucial concepts missing. These include discussions about Wā, the importance of te reo Māori, tikanga, Mātauranga-a-iwi and other important approaches like “historical trauma”, “survivance”, Kaupapa Māori and decolonisation.

text: Key concepts in Māori and iwi histories: A critique of Te Takanga o te Wā (2015) In 2019, the New Zealand government announced a “reset” of the national history curriculum, with the intention of including more Māori content and addressing ongoing petitions to make the New Zealand Wars compulsory in all schools. Two curricula - one for mainstream schools and the other for Māori immersion Kura - were developed, with each drawing on a recent Ministry of Education publication Te Takanga o te Wā (2015) to provide key insights to Māori history concepts and themes. The Māori curricula has since taken on the name of that document, and uses those themes in its new framework, while the mainstream curriculum also adopts some of these same concepts. But how relevant are these proposed themes and concepts to Māori history, and what have Māori and iwi historians and experts actually written or said about the significance of these concepts to Māori historical practice, content, and theory?
This thesis critiques the five key themes and concepts presented in Te Takanga o te Wā and evaluates their relevance as leading Māori history concepts. These are Whakapapa, Tūrangawaewae; Mana-Motuhake; Kaitiakitanga, and Whānaungatanga. This study surveys the existing work produced by Māori historians and other experts over the past century, particularly the extent to which they have used these themes or discussed their significance to Māori and iwi historical practice and thinking. This dissertation argues that aside from whakapapa, the majority of the themes presented in Te Takanga o te Wā are not reflected in the historiography of the field, and that there are in fact a range of other crucial concepts missing. These include discussions about Wā, the importance of te reo Māori, tikanga, Mātauranga-a-iwi and other important approaches like “historical trauma”, “survivance”, Kaupapa Māori and decolonisation.

year: 2022