title: Building bridges: Treating a new transport link as a real option

authors: Grimes, Arthur

subjects: transport investment

abstract: A transportation investment that materially improves links between centres opens up previously unavailable options for new activities. Traditional cost-benefit analysis does not adequately take account of the value of this option; real options theory must be added to the analysis to evaluate the full benefits. This paper uses a specific example, Auckland’s Harbour Bridge, to motivate the importance of real options analysis. Using illustrative, multi-period models of the real options problem, it highlights how inclusion of real options factors may either increase or decrease the attractiveness of a proposed investment. The models identify situations in which it is optimal to invest even where a standard benefit-cost ratio is less than one.

text: Building bridges: Treating a new transport link as a real option A transportation investment that materially improves links between centres opens up previously unavailable options for new activities. Traditional cost-benefit analysis does not adequately take account of the value of this option; real options theory must be added to the analysis to evaluate the full benefits. This paper uses a specific example, Auckland’s Harbour Bridge, to motivate the importance of real options analysis. Using illustrative, multi-period models of the real options problem, it highlights how inclusion of real options factors may either increase or decrease the attractiveness of a proposed investment. The models identify situations in which it is optimal to invest even where a standard benefit-cost ratio is less than one.

year: 2011

title: Can neuroscience construct a literate gendered culture?

authors: Whitehead, David

subjects: gender

abstract: The construction of boys as a gendered culture is not usually associated with neuroscience. Exceptions are publications and presentations by consultants on boys’ education who adopt a “brain-based” perspective. From a neuroscience perspective, my analysis indicates the selective use of primary neuroscience research to construct and perpetuate generalisations and stereotypic representations of boys as a gendered culture. In this article I draw on data obtained over 12 months from a boys’ school that engaged a consultant on boys’ education. The consultant selectively used neuroscience to construct a hegemonic discourse that constructed boys as a gendered culture. I analyse the consultant’s professional learning sessions, question the veracity of populist claims presented to teachers and indicate the degree to which this discourse about boys’ literacy ability and behaviour influenced the school as they revised their language policy and made commercial decisions. My observations suggest that, over the course of a year, the school uncritically accepted sufficient popular interpretations of primary neuroscience research to fulfil their intention of building a marketable, gendered school culture. I further note the existence of a parallel cognitive discourse around principles of learning that influenced teacher pedagogy. These two discourses allowed the school to meet its aims of i) building a gendered educational culture at a school for boys, ii) placing the school in a competitive education market (both primarily based on the discourse of neuroscience) and iii) meeting the educational needs of their students (based primarily on the discourse of cognitive psychology).

text: Can neuroscience construct a literate gendered culture? The construction of boys as a gendered culture is not usually associated with neuroscience. Exceptions are publications and presentations by consultants on boys’ education who adopt a “brain-based” perspective. From a neuroscience perspective, my analysis indicates the selective use of primary neuroscience research to construct and perpetuate generalisations and stereotypic representations of boys as a gendered culture. In this article I draw on data obtained over 12 months from a boys’ school that engaged a consultant on boys’ education. The consultant selectively used neuroscience to construct a hegemonic discourse that constructed boys as a gendered culture. I analyse the consultant’s professional learning sessions, question the veracity of populist claims presented to teachers and indicate the degree to which this discourse about boys’ literacy ability and behaviour influenced the school as they revised their language policy and made commercial decisions. My observations suggest that, over the course of a year, the school uncritically accepted sufficient popular interpretations of primary neuroscience research to fulfil their intention of building a marketable, gendered school culture. I further note the existence of a parallel cognitive discourse around principles of learning that influenced teacher pedagogy. These two discourses allowed the school to meet its aims of i) building a gendered educational culture at a school for boys, ii) placing the school in a competitive education market (both primarily based on the discourse of neuroscience) and iii) meeting the educational needs of their students (based primarily on the discourse of cognitive psychology).

year: 2011-07

title: Bay of Plenty Region and its Territorial Authorities: Demographic Profile 1986 - 2031

authors: Jackson, Natalie

subjects: Bay of Plenty Region

abstract: This report outlines the demographic changes that have occurred in Bay of Plenty Region, as well as what trends are expected in the future.

text: Bay of Plenty Region and its Territorial Authorities: Demographic Profile 1986 - 2031 This report outlines the demographic changes that have occurred in Bay of Plenty Region, as well as what trends are expected in the future.

year: 2013-12