title: Ranking economics departments in terms of residual productivity: New Zealand economics departments, 2000–2006

authors: Anderson, David L.

subjects: economic departments

abstract: This paper utilises a human-capital approach for ranking the research productivity of academic departments. Our approach provides rankings in terms of residual research output after controlling for the key characteristics of each department's academic staff. More specifically, we estimate residual research output rankings for all of New Zealand's economics departments based on their publication performance over the 2000 to 2006 period. We do so after taking into account the following characteristics of each department's academic staff: gender, experience, seniority, academic credentials and academic rank. The paper demonstrates that the rankings generated by the residual research approach and those generated by traditional approaches to research rankings may be significantly different for some departments. These differences are important in determining the likely efficiency impact of research assessment exercises.

text: Ranking economics departments in terms of residual productivity: New Zealand economics departments, 2000–2006 This paper utilises a human-capital approach for ranking the research productivity of academic departments. Our approach provides rankings in terms of residual research output after controlling for the key characteristics of each department's academic staff. More specifically, we estimate residual research output rankings for all of New Zealand's economics departments based on their publication performance over the 2000 to 2006 period. We do so after taking into account the following characteristics of each department's academic staff: gender, experience, seniority, academic credentials and academic rank. The paper demonstrates that the rankings generated by the residual research approach and those generated by traditional approaches to research rankings may be significantly different for some departments. These differences are important in determining the likely efficiency impact of research assessment exercises.

year: 2011

title: Automatic Parallelization of Data-Driven JStar Programs

authors: Weng, Min-Hsien

subjects: Parallel Programming Models

abstract: Data-driven problems have common characteristics: a large number of small objects with complex dependencies. This makes the traditional parallel programming approaches more difficult to apply as pipe-lining the task dependencies may require to rewrite or recompile the program into efficient parallel implementations. This thesis focuses on data-driven JStar programs that have rules triggered by the tuples from a bulky CSV file or from other sources of complex data, and making those programs run fast in parallel. JStar is a new declarative language for parallel programming that encourages programmers to write their applications with implicit parallelism.

The thesis briefly introduces the JStar language and the implicit default parallelism of the JStar compiler. It describes the root causes of the poor performance of the naive parallel JStar programs and defines a performance tuning process to increase the speed of JStar programs as the number of cores increases and to minimize the memory usage in the Java Heap. Several graphic analysis tools were developed to allow easier analysis of bottlenecks in parallel programs. The JStar compiler and runtime were extended so that it is easy to apply a variety of optimisations to a JStar program without changing the JStar source code. This process was applied to four case studies which were benchmarked on different multi-core machines to measure the performance and scalability of JStar programs.

text: Automatic Parallelization of Data-Driven JStar Programs Data-driven problems have common characteristics: a large number of small objects with complex dependencies. This makes the traditional parallel programming approaches more difficult to apply as pipe-lining the task dependencies may require to rewrite or recompile the program into efficient parallel implementations. This thesis focuses on data-driven JStar programs that have rules triggered by the tuples from a bulky CSV file or from other sources of complex data, and making those programs run fast in parallel. JStar is a new declarative language for parallel programming that encourages programmers to write their applications with implicit parallelism.

The thesis briefly introduces the JStar language and the implicit default parallelism of the JStar compiler. It describes the root causes of the poor performance of the naive parallel JStar programs and defines a performance tuning process to increase the speed of JStar programs as the number of cores increases and to minimize the memory usage in the Java Heap. Several graphic analysis tools were developed to allow easier analysis of bottlenecks in parallel programs. The JStar compiler and runtime were extended so that it is easy to apply a variety of optimisations to a JStar program without changing the JStar source code. This process was applied to four case studies which were benchmarked on different multi-core machines to measure the performance and scalability of JStar programs.

year: 2013

title: Te Mātaiaho as curricular justice?

authors: Shafer, Derek

abstract: Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

text: Te Mātaiaho as curricular justice? Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

year: 2023-11-22