title: At the nexus of data and collections: new affordances in the age of mass-scale digital libraries

authors: Downie, J. Stephen

subjects: computer science

abstract: Within the context of mass-scale digital libraries, this panel will explore methodologies and uses for-as well as the results of- conceiving of "data as collections" and "collections as data." The panel will explore the implications of these concepts through use cases involving data mining of the HathiTrust Digital Library, particularly major projects developed at the HathiTrust Research Center. Featured will be the Workset Creation for Scholarly Analysis + Data Capsules (WCSA+DC) project, the Solr Extracted Features project, and the Image Analysis for Archival Discovery (Aida) project. Each of these projects focuses on various aspects of text, image and data mining and analysis of mass-scale digital library collections.

text: At the nexus of data and collections: new affordances in the age of mass-scale digital libraries Within the context of mass-scale digital libraries, this panel will explore methodologies and uses for-as well as the results of- conceiving of "data as collections" and "collections as data." The panel will explore the implications of these concepts through use cases involving data mining of the HathiTrust Digital Library, particularly major projects developed at the HathiTrust Research Center. Featured will be the Workset Creation for Scholarly Analysis + Data Capsules (WCSA+DC) project, the Solr Extracted Features project, and the Image Analysis for Archival Discovery (Aida) project. Each of these projects focuses on various aspects of text, image and data mining and analysis of mass-scale digital library collections.

year: 2018

title: The influence of multi-product production strategy on factory induced bullwhip

authors: Potter, Andrew

subjects: minimum reasonable bullwhip

abstract: Conventional thinking suggests bullwhip should necessarily be minimised within the supply chain. While this may be good practice where no constraints exist, in reality companies have shared resources and capacity limits that affect their ability to do this. Consequently, there is an influence upon their production strategy. This can introduce some bullwhip into the supply chain but, managed effectively, can actually be useful. We call this useful strategy 'minimum reasonable bullwhip' (MRB). The aim of this paper is to examine the relationship between production strategy and bullwhip where constraints exist. In doing so, three case studies are presented where distinct clusters of product types exist, each with different observed levels of bullwhip. By considering total supply chain costs, we explain why these clusters exist. The paper contributes to the literature by challenging the contention that bullwhip should always be minimised, given that it is important to achieve performance objectives across the product range. It also identifies areas for future research to extend the MRB concept.

text: The influence of multi-product production strategy on factory induced bullwhip Conventional thinking suggests bullwhip should necessarily be minimised within the supply chain. While this may be good practice where no constraints exist, in reality companies have shared resources and capacity limits that affect their ability to do this. Consequently, there is an influence upon their production strategy. This can introduce some bullwhip into the supply chain but, managed effectively, can actually be useful. We call this useful strategy 'minimum reasonable bullwhip' (MRB). The aim of this paper is to examine the relationship between production strategy and bullwhip where constraints exist. In doing so, three case studies are presented where distinct clusters of product types exist, each with different observed levels of bullwhip. By considering total supply chain costs, we explain why these clusters exist. The paper contributes to the literature by challenging the contention that bullwhip should always be minimised, given that it is important to achieve performance objectives across the product range. It also identifies areas for future research to extend the MRB concept.

year: 2009

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025