title: A comparison of linear and calendar travel itinerary visualizations for personal digital assistants

authors: Masoodian, Masood

subjects: computer science

abstract: Various graphical travel itinerary visualization systems have in recent years been developed to allow making easier references between different events such as flights and hotel bookings on a travel itinerary, thereby addressing a problem with tabular itineraries which list travel events in a chronological order of date and time, and only allow referencing consecutive events. These graphical travel itinerary systems are based on a linear visualization of travel events. Although this linear visualization deals with some of the problems associated with tabular itineraries, it is not the only form of visualization which might be capable of addressing these issues. This paper introduces a new visualization of travel itineraries, called the calendar visualization, which relies on a more familiar concept of calendars to depict the relationships between travel events. This paper also describes an empirical study undertaken to compare the calendar and linear itinerary visualizations.

text: A comparison of linear and calendar travel itinerary visualizations for personal digital assistants Various graphical travel itinerary visualization systems have in recent years been developed to allow making easier references between different events such as flights and hotel bookings on a travel itinerary, thereby addressing a problem with tabular itineraries which list travel events in a chronological order of date and time, and only allow referencing consecutive events. These graphical travel itinerary systems are based on a linear visualization of travel events. Although this linear visualization deals with some of the problems associated with tabular itineraries, it is not the only form of visualization which might be capable of addressing these issues. This paper introduces a new visualization of travel itineraries, called the calendar visualization, which relies on a more familiar concept of calendars to depict the relationships between travel events. This paper also describes an empirical study undertaken to compare the calendar and linear itinerary visualizations.

year: 2004

title: Business networks and the uptake of sustainability practices: the case of New Zealand

authors: Collins, Eva Marie

subjects: networks

abstract: This paper reports on the adoption of sustainability practices by a sample of over 800 firms in New Zealand, contrasting results from members of the Sustainable Business Network (SBN) with non-members. The study also examined differences related to business size. Not surprisingly, large firms were found to be more actively engaged in sustainability. On the other hand, of the sample approximately one-third cited the existence of barriers to adoption of sustainable practices. Of these, larger companies were more likely to state that costs or other priorities inhibited the adoption of such practices. Generally speaking members of an SBN were more likely than non-members to adopt environmental initiatives, citing in particular the importance of reputation and brand, but in terms of total waste and energy waste there were no significant differences between members and non-members. There were few differences between the two groups on the adoption of social practices. In assessing membership of an SBN and company size as determinants of good environmental practices, company size was found to be the more significant factor.

text: Business networks and the uptake of sustainability practices: the case of New Zealand This paper reports on the adoption of sustainability practices by a sample of over 800 firms in New Zealand, contrasting results from members of the Sustainable Business Network (SBN) with non-members. The study also examined differences related to business size. Not surprisingly, large firms were found to be more actively engaged in sustainability. On the other hand, of the sample approximately one-third cited the existence of barriers to adoption of sustainable practices. Of these, larger companies were more likely to state that costs or other priorities inhibited the adoption of such practices. Generally speaking members of an SBN were more likely than non-members to adopt environmental initiatives, citing in particular the importance of reputation and brand, but in terms of total waste and energy waste there were no significant differences between members and non-members. There were few differences between the two groups on the adoption of social practices. In assessing membership of an SBN and company size as determinants of good environmental practices, company size was found to be the more significant factor.

year: 2007

title: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry

authors: Sands, Lorraine May

subjects: Narrative inquiry

abstract: Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

text: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

year: 2022