title: Used product acquisition, sorting and disposition for circular supply chains: Literature review and research directions

authors: Gunasekara, Lahiru

abstract: The vision of a circular economy (CE) inspires firms, governments, and scholars alike. The transition is underway in both practice and the literature, but success depends on the effective implementation of circular supply chains (CSCs), which encompass acquiring used products, sorting them by type and quality, and deciding which to dispose to various processing options. We review 131 high-impact journal articles on returns acquisition, sorting, and disposition (ASD) over the decade 2012–2021 to assess the current status of ASD research for CSCs and to discuss important research directions for supporting the transition to a CE. Uniquely synthesising the state of the art on all these three overarching decision areas, we find aspects of CSCs prominent in the decade's research agenda, such as closed loop supply chain coordination and ASD for remanufacturing, and highlight growing coverage of behavioural considerations. Research applicability has been constrained by a lack of empirical studies, limited practical validation of mathematical models, a focus on economic objectives, and restrictive modelling assumptions about behaviour and uncertainty in returns. We recommend further research in each part of ASD to facilitate a CSC, and as a whole, for transitioning to a CE. CE concepts such as joint decision-making between product design and returns management, cross-sector collaboration, and product-service systems should inform the agenda for CSC research.

text: Used product acquisition, sorting and disposition for circular supply chains: Literature review and research directions The vision of a circular economy (CE) inspires firms, governments, and scholars alike. The transition is underway in both practice and the literature, but success depends on the effective implementation of circular supply chains (CSCs), which encompass acquiring used products, sorting them by type and quality, and deciding which to dispose to various processing options. We review 131 high-impact journal articles on returns acquisition, sorting, and disposition (ASD) over the decade 2012–2021 to assess the current status of ASD research for CSCs and to discuss important research directions for supporting the transition to a CE. Uniquely synthesising the state of the art on all these three overarching decision areas, we find aspects of CSCs prominent in the decade's research agenda, such as closed loop supply chain coordination and ASD for remanufacturing, and highlight growing coverage of behavioural considerations. Research applicability has been constrained by a lack of empirical studies, limited practical validation of mathematical models, a focus on economic objectives, and restrictive modelling assumptions about behaviour and uncertainty in returns. We recommend further research in each part of ASD to facilitate a CSC, and as a whole, for transitioning to a CE. CE concepts such as joint decision-making between product design and returns management, cross-sector collaboration, and product-service systems should inform the agenda for CSC research.

year: 2023-06-01

title: Making the Shift:  Perceptions and Challenges of Modern Learning Practice

authors: Murphy, Christine

subjects: innovative learning environments

abstract: As we move into the third millennium, Modern Learning Environments (MLE) - also referred to as Innovative Learning Environments (ILE) – have been strongly backed by educators, both internationally and within New Zealand.  These open and flexible spaces are claimed to effectively support a range of student-centred, strengths-based pedagogies - dubbed Modern Learning Practice (MLP)  - where teachers and students can engage in more personalised, ubiquitous and collaborative teaching and learning.  Set within an educational context of a holistic national curriculum, a new way of thinking about schooling in New Zealand is emerging, with a strong focus on life-long learning skills and competencies.  Endorsed financially by policy-makers and philosophically by educational thought leaders, the physical landscape of education in New Zealand is rapidly shifting.  However, for a change of such magnitude to take place in public education, there must be clarity of message when establishing links between the physical environment, corresponding practice and their collective impact on student learning. It is a potential disparity in definition and purpose around what, exactly, constitutes MLE and MLP that this study explores.  Specifically, in a school making the shift, what are the stakeholders’ perceptions of MLE and MLP?  And what - if any - challenges are faced by a school’s learning community in implementing MLE and MLP?

This mixed-method case study has created a snapshot of community perceptions at a recently renovated intermediate school undergoing a shift to MLP at a specific space and time.  Through the use of surveys, interviews and focus groups, the perspectives of both the school and wider community have been gathered and thematically analysed.  The findings suggest that, although perceptions of the purpose of MLE and MLP were largely synergistic across all participants, challenges in implementation were highlighted, which create on-going questions that could affect the success of the shift at this school and others.  Implications for further research into the impact of MLE and MLP on student learning outcomes are identified and recommendations are made at the practitioner, school and policy level – from the imperative for a vision that better aligns with student-centred pedagogies, to the need for more robust conversation about the competencies that are promoted in these contexts, and how to address the subsequent dichotomy with regards to current assessment standards.

This study will be of use to any school that is planning to utilise MLE and their associated practices in the future, as it discusses potential challenges as well as possible solutions surrounding implementation.

text: Making the Shift:  Perceptions and Challenges of Modern Learning Practice As we move into the third millennium, Modern Learning Environments (MLE) - also referred to as Innovative Learning Environments (ILE) – have been strongly backed by educators, both internationally and within New Zealand.  These open and flexible spaces are claimed to effectively support a range of student-centred, strengths-based pedagogies - dubbed Modern Learning Practice (MLP)  - where teachers and students can engage in more personalised, ubiquitous and collaborative teaching and learning.  Set within an educational context of a holistic national curriculum, a new way of thinking about schooling in New Zealand is emerging, with a strong focus on life-long learning skills and competencies.  Endorsed financially by policy-makers and philosophically by educational thought leaders, the physical landscape of education in New Zealand is rapidly shifting.  However, for a change of such magnitude to take place in public education, there must be clarity of message when establishing links between the physical environment, corresponding practice and their collective impact on student learning. It is a potential disparity in definition and purpose around what, exactly, constitutes MLE and MLP that this study explores.  Specifically, in a school making the shift, what are the stakeholders’ perceptions of MLE and MLP?  And what - if any - challenges are faced by a school’s learning community in implementing MLE and MLP?

This mixed-method case study has created a snapshot of community perceptions at a recently renovated intermediate school undergoing a shift to MLP at a specific space and time.  Through the use of surveys, interviews and focus groups, the perspectives of both the school and wider community have been gathered and thematically analysed.  The findings suggest that, although perceptions of the purpose of MLE and MLP were largely synergistic across all participants, challenges in implementation were highlighted, which create on-going questions that could affect the success of the shift at this school and others.  Implications for further research into the impact of MLE and MLP on student learning outcomes are identified and recommendations are made at the practitioner, school and policy level – from the imperative for a vision that better aligns with student-centred pedagogies, to the need for more robust conversation about the competencies that are promoted in these contexts, and how to address the subsequent dichotomy with regards to current assessment standards.

This study will be of use to any school that is planning to utilise MLE and their associated practices in the future, as it discusses potential challenges as well as possible solutions surrounding implementation.

year: 2016

title: Kia Maanu, Kia Ora: Stay Afloat, Stay Alive – Acknowledging the significance of tikanga Māori in formulating and communicating water safety policies and practices

authors: Haimona, Mark

subjects: New Zealand

abstract: The traditional beliefs and practices of Māori demonstrate great respect for water, for its dangers as well as its life-giving properties, and Māori have, along with other Polynesian peoples, been known for their skill in swimming, fishing and canoeing. However, Māori now outnumber others in New Zealand in terms of the proportion involved in drowning and water-related injury. In seeking to promote water safety among Māori, Water Safety New Zealand has enlisted the help of Māori communities. Its message - Kia Maanu, Kia Ora (Stay Afloat, Stay Alive) - is underpinned by an acknowledgment of the need to reinforce the traditional respect for water that permeates the Māori worldview.

text: Kia Maanu, Kia Ora: Stay Afloat, Stay Alive – Acknowledging the significance of tikanga Māori in formulating and communicating water safety policies and practices The traditional beliefs and practices of Māori demonstrate great respect for water, for its dangers as well as its life-giving properties, and Māori have, along with other Polynesian peoples, been known for their skill in swimming, fishing and canoeing. However, Māori now outnumber others in New Zealand in terms of the proportion involved in drowning and water-related injury. In seeking to promote water safety among Māori, Water Safety New Zealand has enlisted the help of Māori communities. Its message - Kia Maanu, Kia Ora (Stay Afloat, Stay Alive) - is underpinned by an acknowledgment of the need to reinforce the traditional respect for water that permeates the Māori worldview.

year: 2007