title: The transferability of the low-cost model to long-haul airline operations

authors: Francis, Graham

subjects: long-haul low-cost carriers

abstract: Since their emergence in the US in the mid-1970s there has been significant growth in the low-cost airline sector but with a few notable exceptions low-cost airlines have operated on short-haul routes. This paper examines the extent to which the low-cost model is, or could be, applicable to long-haul operations and whether the recent emergence of long-haul low-cost carriers is a sustainable phenomenon. The authors explore the extent to which elements of the so-called low-cost model might be transferable to long-haul operations. The paper seeks to quantify the potential cost differentials that might be achievable on a long-haul ‘no-frills’ service. The paper also speculates as to the development and sustainability of the low-cost long-haul operations.

text: The transferability of the low-cost model to long-haul airline operations Since their emergence in the US in the mid-1970s there has been significant growth in the low-cost airline sector but with a few notable exceptions low-cost airlines have operated on short-haul routes. This paper examines the extent to which the low-cost model is, or could be, applicable to long-haul operations and whether the recent emergence of long-haul low-cost carriers is a sustainable phenomenon. The authors explore the extent to which elements of the so-called low-cost model might be transferable to long-haul operations. The paper seeks to quantify the potential cost differentials that might be achievable on a long-haul ‘no-frills’ service. The paper also speculates as to the development and sustainability of the low-cost long-haul operations.

year: 2007

title: Human evaluation of Kea, an automatic keyphrasing system.

authors: Jones, Steve

subjects: keyphrase extraction

abstract: This paper describes an evaluation of the Kea automatic keyphrase extraction algorithm. Tools that automatically identify keyphrases are desirable because document keyphrases have numerous applications in digital library systems, but are costly and time consuming to manually assign. Keyphrase extraction algorithms are usually evaluated by comparison to author-specified keywords, but this methodology has several well-known shortcomings. The results presented in this paper are based on subjective evaluations of the quality and appropriateness of keyphrases by human assessors, and make a number of contributions. First, they validate previous evaluations of Kea that rely on author keywords. Second, they show Kea's performance is comparable to that of similar systems that have been evaluated by human assessors. Finally, they justify the use of author keyphrases as a performance metric by showing that authors generally choose good keywords.

text: Human evaluation of Kea, an automatic keyphrasing system. This paper describes an evaluation of the Kea automatic keyphrase extraction algorithm. Tools that automatically identify keyphrases are desirable because document keyphrases have numerous applications in digital library systems, but are costly and time consuming to manually assign. Keyphrase extraction algorithms are usually evaluated by comparison to author-specified keywords, but this methodology has several well-known shortcomings. The results presented in this paper are based on subjective evaluations of the quality and appropriateness of keyphrases by human assessors, and make a number of contributions. First, they validate previous evaluations of Kea that rely on author keywords. Second, they show Kea's performance is comparable to that of similar systems that have been evaluated by human assessors. Finally, they justify the use of author keyphrases as a performance metric by showing that authors generally choose good keywords.

year: 2001-02-01

title: The centrality of relationships for pedagogy: The Whanaungatanga Thesis

authors: Bishop, Russell

subjects: addressing educational disparities

abstract: Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

text: The centrality of relationships for pedagogy: The Whanaungatanga Thesis Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

year: 2013