title: A process mining technique using pattern recognition

authors: Liesaputra, Veronica

subjects: computer science

abstract: Several works have proposed process mining techniques to discover process models fromevent logs. With the existing works, mined models can be built based on analyzing the relationship between any two events seen in event logs. Being restricted by that, they can only handle special cases of routing constructs and often produce unsound models that do not cover all of the traces in the logs. In this paper, we propose a novel technique for process mining based on using a pattern recognition technique called Maximal Pattern Mining (MPM). Our MPM technique can handle loops (of any length), duplicate tasks, non-free choice constructs, and long distance dependencies. Furthermore, by using the MPM, the discovered models are generally much easier to understand.

text: A process mining technique using pattern recognition Several works have proposed process mining techniques to discover process models fromevent logs. With the existing works, mined models can be built based on analyzing the relationship between any two events seen in event logs. Being restricted by that, they can only handle special cases of routing constructs and often produce unsound models that do not cover all of the traces in the logs. In this paper, we propose a novel technique for process mining based on using a pattern recognition technique called Maximal Pattern Mining (MPM). Our MPM technique can handle loops (of any length), duplicate tasks, non-free choice constructs, and long distance dependencies. Furthermore, by using the MPM, the discovered models are generally much easier to understand.

year: 2015

title: Arcs of supply chain integration

authors: Childerhouse, Paul

subjects: supply chain integration

abstract: Integration is posited by many authors as a supply chain utopia. Indeed, it is claimed as being synonymous with supply chain management excellence. The primary aim of this research is to verify the link between supply chain integration and competitive performance. Detailed information collected via an 8-year international field study of 50 products and their associated supply chains subjected to an extensive statistical analysis provides rigorous insight into supply chain integration in practice. The breadth of supply chain integration significantly correlates with increased performance, yet in practice, the majority of supply chains are not well integrated. However, most supply chains seem to follow a popular route when seeking to enable seamless operations. This starts with enhanced internal effectiveness followed by upstream streamlining and then finally downstream integration. If practitioners are still struggling with supply chain integration, this research confirms that they are not unique in their predicament. Indifferent practice is indeed the norm. Fortunately, practitioners can follow the popular route established herein when seeking to improve integrative capability.

text: Arcs of supply chain integration Integration is posited by many authors as a supply chain utopia. Indeed, it is claimed as being synonymous with supply chain management excellence. The primary aim of this research is to verify the link between supply chain integration and competitive performance. Detailed information collected via an 8-year international field study of 50 products and their associated supply chains subjected to an extensive statistical analysis provides rigorous insight into supply chain integration in practice. The breadth of supply chain integration significantly correlates with increased performance, yet in practice, the majority of supply chains are not well integrated. However, most supply chains seem to follow a popular route when seeking to enable seamless operations. This starts with enhanced internal effectiveness followed by upstream streamlining and then finally downstream integration. If practitioners are still struggling with supply chain integration, this research confirms that they are not unique in their predicament. Indifferent practice is indeed the norm. Fortunately, practitioners can follow the popular route established herein when seeking to improve integrative capability.

year: 2011

title: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako

authors: Horne, Sharon Karey

subjects: Addressing

abstract: This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

text: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

year: 2020