title: Osobiste i zawodowe rozważania nad wartością Szkoły Lwowsko-Warszawskiej

authors: Ulatowski, Joseph W.

abstract: Rok 2025 stanowi kamień milowy dla Szkoły Lwowsko--Warszawskiej . Obchodzimy 130 . rocznicę jej założenia przez Kazimierza Twardowskiego (1866–1938), ucznia wie-deńskiego filozofa i psychologa Franza Brentana (1838–1917) .Podejście Twardowskiego do zagadnień filozoficznych jest wyjątkowe w historii filozofii, a jego dziedzictwo kon-tynuowali jego uczniowie, każdy na swój indywidualny spo-sób   . Choć rocznica ta nie jest obchodzona jako stulecie czy półtorawiecze, które zazwyczaj są okazją do uroczystości, rok ten pozostaje znaczący.

text: Osobiste i zawodowe rozważania nad wartością Szkoły Lwowsko-Warszawskiej Rok 2025 stanowi kamień milowy dla Szkoły Lwowsko--Warszawskiej . Obchodzimy 130 . rocznicę jej założenia przez Kazimierza Twardowskiego (1866–1938), ucznia wie-deńskiego filozofa i psychologa Franza Brentana (1838–1917) .Podejście Twardowskiego do zagadnień filozoficznych jest wyjątkowe w historii filozofii, a jego dziedzictwo kon-tynuowali jego uczniowie, każdy na swój indywidualny spo-sób   . Choć rocznica ta nie jest obchodzona jako stulecie czy półtorawiecze, które zazwyczaj są okazją do uroczystości, rok ten pozostaje znaczący.

year: 2025-10-31

title: Retail value stream management

authors: Powell, Mark

subjects: retail industry

abstract: In this paper the authors translate, integrate and synthesise supply chain management concepts for application in the retail sector. Although a number of best practice retail supply chains have been well popularised, the majority of retailers are struggling with applying the traditionally manufacturing-focussed concepts of supply chain management. This paper provides a comprehensive toolkit, comprising seven retail value stream principles specifically aimed at translating supply chain management for retailers. These seven principles are focus on the customers' perception of value; engineer value streams to match customer requirements; remove non-value adding waste; maximise customer pull; optimise the total supply chain; develop win-win supply chain relationships; and continuously review and improve, striving for perfection. Case applications of these principles clearly highlight the significant improvements possible in retail supply chain competence and the resultant competitiveness.

text: Retail value stream management In this paper the authors translate, integrate and synthesise supply chain management concepts for application in the retail sector. Although a number of best practice retail supply chains have been well popularised, the majority of retailers are struggling with applying the traditionally manufacturing-focussed concepts of supply chain management. This paper provides a comprehensive toolkit, comprising seven retail value stream principles specifically aimed at translating supply chain management for retailers. These seven principles are focus on the customers' perception of value; engineer value streams to match customer requirements; remove non-value adding waste; maximise customer pull; optimise the total supply chain; develop win-win supply chain relationships; and continuously review and improve, striving for perfection. Case applications of these principles clearly highlight the significant improvements possible in retail supply chain competence and the resultant competitiveness.

year: 2010

title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024