title: Supply chain integration: an international comparison of maturity

authors: Childerhouse, Paul

subjects: supply chain integration

abstract: Purpose – The purpose of this paper is to examine the uptake of supply chain integration (SCI) principles internationally and the resultant integration maturity.
Design/methodology/approach – A rigorous supply chain diagnostics methodology called the Quick Scan is used to assess the integration maturity of 72 value streams located in New Zealand, Thailand and the UK.
Findings – The majority of the organisations studied are struggling to turn the SCI concept into reality. Supply chains on average are poorly integrated. However, there exist a handful of exemplar cases that provide guidance; levels of integration maturity appear not to differ internationally.
Research limitations/implications – Only three nations are compared, hence the sample is not fully representative of all countries and industries. There is a significant gap between supply chain rhetoric and practice; clear guidance on how to enable effective integration is required. National settings do not appear to affect the extent of application of supply chain management concepts.
Practical implications – SCI is a very difficult undertaking. Indifferent practice is the norm. If organisations can attain even the middle ground of internal integration they will outperform many of their competitors.
Originality/value – The paper presents an international benchmark of SCI maturity involving three triangulated measures of supply chain performance.

text: Supply chain integration: an international comparison of maturity Purpose – The purpose of this paper is to examine the uptake of supply chain integration (SCI) principles internationally and the resultant integration maturity.
Design/methodology/approach – A rigorous supply chain diagnostics methodology called the Quick Scan is used to assess the integration maturity of 72 value streams located in New Zealand, Thailand and the UK.
Findings – The majority of the organisations studied are struggling to turn the SCI concept into reality. Supply chains on average are poorly integrated. However, there exist a handful of exemplar cases that provide guidance; levels of integration maturity appear not to differ internationally.
Research limitations/implications – Only three nations are compared, hence the sample is not fully representative of all countries and industries. There is a significant gap between supply chain rhetoric and practice; clear guidance on how to enable effective integration is required. National settings do not appear to affect the extent of application of supply chain management concepts.
Practical implications – SCI is a very difficult undertaking. Indifferent practice is the norm. If organisations can attain even the middle ground of internal integration they will outperform many of their competitors.
Originality/value – The paper presents an international benchmark of SCI maturity involving three triangulated measures of supply chain performance.

year: 2011

title: By rule or by rote? To what extent does children’s spelling improve as a result of learning words with the LOOK, SAY, COVER, WRITE, CHECK, FIX strategy, compared with phonological spelling strategies?

authors: Dymock, Susan

abstract: The present study was a randomised controlled trial designed to compare the effects of two spelling interventions on spelling of taught words and transfer words. The sample consisted of 55 seven-year-olds, including proficient and less proficient spellers, in two Year 3 classrooms. The spelling interventions were for three lessons per week, 20-minutes per lesson, over 10 weeks. In the first intervention we taught eight spelling strategies that showed children how to stretch out the sounds in words and how to use different phonological spelling strategies, including how to spell short and long vowel sounds and phonics strategies, such as use of the silent e marker, how to break long words into syllables, and the doubling rule. In the second intervention students learned the LOOK, SAY, COVER, WRITE, CHECK, FIX strategy along with putting words to be learned into alphabetical order and writing each word in a sentence. They were not taught any strategies or rules. The control group completed comprehension, vocabulary, and punctuation activities. In order to see if the control group might implicitly learn the words, all groups in all lessons were exposed to the same words by reading a story to them that contained the words. Results for taught words showed that both intervention conditions increased participants’ spelling at an equivalent rate, greater than that of the control condition. For transfer words not taught but that followed similar patterns to the taught words, the strategy intervention showed greater transfer to spelling new words with similar patterns compared with the LOOK, SAY, COVER, WRITE, CHECK, FIX condition and the control condition. For this reason we conclude that although both intervention approaches had strong local effects in terms of learning to spell specific words, teaching rule-based spelling strategies had more global effects in terms of transfer to new words than the LOOK, SAY, COVER, WRITE, CHECK, FIX for both proficient and less proficient spellers.

text: By rule or by rote? To what extent does children’s spelling improve as a result of learning words with the LOOK, SAY, COVER, WRITE, CHECK, FIX strategy, compared with phonological spelling strategies? The present study was a randomised controlled trial designed to compare the effects of two spelling interventions on spelling of taught words and transfer words. The sample consisted of 55 seven-year-olds, including proficient and less proficient spellers, in two Year 3 classrooms. The spelling interventions were for three lessons per week, 20-minutes per lesson, over 10 weeks. In the first intervention we taught eight spelling strategies that showed children how to stretch out the sounds in words and how to use different phonological spelling strategies, including how to spell short and long vowel sounds and phonics strategies, such as use of the silent e marker, how to break long words into syllables, and the doubling rule. In the second intervention students learned the LOOK, SAY, COVER, WRITE, CHECK, FIX strategy along with putting words to be learned into alphabetical order and writing each word in a sentence. They were not taught any strategies or rules. The control group completed comprehension, vocabulary, and punctuation activities. In order to see if the control group might implicitly learn the words, all groups in all lessons were exposed to the same words by reading a story to them that contained the words. Results for taught words showed that both intervention conditions increased participants’ spelling at an equivalent rate, greater than that of the control condition. For transfer words not taught but that followed similar patterns to the taught words, the strategy intervention showed greater transfer to spelling new words with similar patterns compared with the LOOK, SAY, COVER, WRITE, CHECK, FIX condition and the control condition. For this reason we conclude that although both intervention approaches had strong local effects in terms of learning to spell specific words, teaching rule-based spelling strategies had more global effects in terms of transfer to new words than the LOOK, SAY, COVER, WRITE, CHECK, FIX for both proficient and less proficient spellers.

year: 2017

title: The “standard story” of anti-Māori talk in Pae Ora (Healthy Futures) Bill submissions

authors: Black, Rose

abstract: AIM: To review some common patterns of race talk in a sample of submissions made to the Pae Ora (Healthy Futures) Bill. This bill proposed a structural reform of the health system in Aotearoa New Zealand to address long-standing health inequities experienced by Māori, the Indigenous peoples, and other priority populations. METHOD: In a sample of 3,000 individual submissions made in late 2021, we found 2,536 explicit references to race. Utilising the “stan-dard story” frame of Pākehā/non-Maori race talk, five longer submissions that inferred that the Pae Ora bill was “racist” were analysed in detail. RESULTS: Many “standard story” race discourses were identified in the Pae Ora submissions. Three derived discourses included in this paper are: Pākehā as norm (monoculturalism or not seeing Pākehā as a culture), equality and the “Treaty” (equality for all to access healthcare), and one people (we are all New Zealanders). Sources such as the Waitangi Tribunal Wai 2575 Hauora report were drawn on to provide alternative discourses. CONCLUSION: Identifying Pākehā standard story discourses enables learning about language patterns systems draw on, and the development of tools and procedures to improve equity for Māori and eliminate institutional racism.

text: The “standard story” of anti-Māori talk in Pae Ora (Healthy Futures) Bill submissions AIM: To review some common patterns of race talk in a sample of submissions made to the Pae Ora (Healthy Futures) Bill. This bill proposed a structural reform of the health system in Aotearoa New Zealand to address long-standing health inequities experienced by Māori, the Indigenous peoples, and other priority populations. METHOD: In a sample of 3,000 individual submissions made in late 2021, we found 2,536 explicit references to race. Utilising the “stan-dard story” frame of Pākehā/non-Maori race talk, five longer submissions that inferred that the Pae Ora bill was “racist” were analysed in detail. RESULTS: Many “standard story” race discourses were identified in the Pae Ora submissions. Three derived discourses included in this paper are: Pākehā as norm (monoculturalism or not seeing Pākehā as a culture), equality and the “Treaty” (equality for all to access healthcare), and one people (we are all New Zealanders). Sources such as the Waitangi Tribunal Wai 2575 Hauora report were drawn on to provide alternative discourses. CONCLUSION: Identifying Pākehā standard story discourses enables learning about language patterns systems draw on, and the development of tools and procedures to improve equity for Māori and eliminate institutional racism.

year: 2023-07-21