title: Good lattice rules with a composite number of points based on the product weighted star discrepancy

authors: Joe, Stephen

subjects: mathematics

abstract: Rank-1 lattice rules based on a weighted star discrepancy with weights of a product form have been previously constructed under the assumption that the number of points is prime. Here, we extend these results to the non-prime case. We show that if the weights are summable, there exist lattice rules whose weighted star discrepancy is O(n−1+δ), for any δ > 0, with the implied constant independent of the dimension and the number of lattice points, but dependent on δ and the weights. Then we show that the generating vector of such a rule can be constructed using a component-by-component (CBC) technique. The cost of the CBC construction is analysed in the final part of the paper.

text: Good lattice rules with a composite number of points based on the product weighted star discrepancy Rank-1 lattice rules based on a weighted star discrepancy with weights of a product form have been previously constructed under the assumption that the number of points is prime. Here, we extend these results to the non-prime case. We show that if the weights are summable, there exist lattice rules whose weighted star discrepancy is O(n−1+δ), for any δ > 0, with the implied constant independent of the dimension and the number of lattice points, but dependent on δ and the weights. Then we show that the generating vector of such a rule can be constructed using a component-by-component (CBC) technique. The cost of the CBC construction is analysed in the final part of the paper.

year: 2008

title: A framework for Go/No-Go decisions in high-tech R&D

authors: Woollaston, Owen

abstract: New product development (NPD) failure rates range from 40% (Cooper, 2019) to 90% (Kim et al., 2016), so firms must allocate resources effectively, including abandoning failing projects if necessary. However, when to abandon is often unclear, so portfolio managers risk commitment escalation (Eliens et al., 2018) and overinvesting. This study explored the research question: How should firms evaluate whether to continue or abandon projects in high-tech R&D? A dual approach was taken: First, to gain foundational insights, an innovative AI-assisted literature review method was developed and used to create a novel R&D decision-making framework. Second, to test the key concepts of the framework and illustrate its application, an agent-based simulation (Sulis & Taveter, 2022) compared the performance of the framework against risk-based and ROI-based approaches in a 1000-project portfolio. The framework outperformed the other strategies in simulations and emphasised the importance of gatekeeper independence, negotiating clear criteria up front and using formal decision gates. The simulation results also suggested actionable guidance for practitioners: For a feasibility phase to add value, it should cost less than 30% of the project budget and significantly improve cost estimates.
Theoretical contribution: This study integrated key NPD decision theories from real options, behavioural decision-making, and portfolio management and developed a novel decision-making framework while exemplifying the use of AI to enable rapid, scalable research. It then demonstrated that decision gates outperform ROI- and risk-based approaches in simulation.
Practical contribution: For R&D portfolio managers, the study provides a structured decision-making approach and guidance for sizing feasibility studies. For researchers, it provides a methodology for accelerating and scaling literature reviews.

text: A framework for Go/No-Go decisions in high-tech R&D New product development (NPD) failure rates range from 40% (Cooper, 2019) to 90% (Kim et al., 2016), so firms must allocate resources effectively, including abandoning failing projects if necessary. However, when to abandon is often unclear, so portfolio managers risk commitment escalation (Eliens et al., 2018) and overinvesting. This study explored the research question: How should firms evaluate whether to continue or abandon projects in high-tech R&D? A dual approach was taken: First, to gain foundational insights, an innovative AI-assisted literature review method was developed and used to create a novel R&D decision-making framework. Second, to test the key concepts of the framework and illustrate its application, an agent-based simulation (Sulis & Taveter, 2022) compared the performance of the framework against risk-based and ROI-based approaches in a 1000-project portfolio. The framework outperformed the other strategies in simulations and emphasised the importance of gatekeeper independence, negotiating clear criteria up front and using formal decision gates. The simulation results also suggested actionable guidance for practitioners: For a feasibility phase to add value, it should cost less than 30% of the project budget and significantly improve cost estimates.
Theoretical contribution: This study integrated key NPD decision theories from real options, behavioural decision-making, and portfolio management and developed a novel decision-making framework while exemplifying the use of AI to enable rapid, scalable research. It then demonstrated that decision gates outperform ROI- and risk-based approaches in simulation.
Practical contribution: For R&D portfolio managers, the study provides a structured decision-making approach and guidance for sizing feasibility studies. For researchers, it provides a methodology for accelerating and scaling literature reviews.

year: 2024

title: Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations

authors: Lawrence, Dawn Cherie

subjects: culturally responsive pedagogy of relations

abstract: Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.

text: Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.

year: 2014