title: Beyond the Screen: Emerging Cinema and Engaging Audiences. [Book Review]

authors: Zalipour, Arezou

subjects: Social Sciences

abstract: This article reviews the book “Beyond the Screen: Emerging Cinema and Engaging Audiences”, by Sarah Atkinson.

text: Beyond the Screen: Emerging Cinema and Engaging Audiences. [Book Review] This article reviews the book “Beyond the Screen: Emerging Cinema and Engaging Audiences”, by Sarah Atkinson.

year: 2016

title: Scheduling contractors' farm-to-farm crop harvesting operations

authors: Basnet, Chuda

subjects: harvesting

abstract: The harvesting of renewable resources from an operations scheduling viewpoint is introduced, and a harvesting scenario arising in the agricultural context involving a commercial contracting enterprise that travels from farm-to-farm harvesting crops is discussed. This paper is an extension of previous work by two of the authors from the one-farm to the multi-farm case. In both cases, the duration of each operation is dependent upon the combination of constrained resources allocated to it, equipment and worker allocation is restricted, and minimum or maximum time lags on the start and completion of operations may be imposed. The present case incorporates harvesting at more than one farm and thus the sequence in which the farms are visited and the inter-farm travel times must be taken into account. We report on a harvesting scheduling model and solution procedures designed specifically for large-scale versions of the multi-farm case. The computational times experienced in solving general instances of the model of small-to-medium practical size by a commercial integer programming package are encouraging. Greedy and tabu search heuristics, which are capable of solving problems of relatively large dimensions in reasonable computational time are also included. The authors believe that the model and the solution techniques developed represent a useful addition to the farm crop contractor's tool kit.

text: Scheduling contractors' farm-to-farm crop harvesting operations The harvesting of renewable resources from an operations scheduling viewpoint is introduced, and a harvesting scenario arising in the agricultural context involving a commercial contracting enterprise that travels from farm-to-farm harvesting crops is discussed. This paper is an extension of previous work by two of the authors from the one-farm to the multi-farm case. In both cases, the duration of each operation is dependent upon the combination of constrained resources allocated to it, equipment and worker allocation is restricted, and minimum or maximum time lags on the start and completion of operations may be imposed. The present case incorporates harvesting at more than one farm and thus the sequence in which the farms are visited and the inter-farm travel times must be taken into account. We report on a harvesting scheduling model and solution procedures designed specifically for large-scale versions of the multi-farm case. The computational times experienced in solving general instances of the model of small-to-medium practical size by a commercial integer programming package are encouraging. Greedy and tabu search heuristics, which are capable of solving problems of relatively large dimensions in reasonable computational time are also included. The authors believe that the model and the solution techniques developed represent a useful addition to the farm crop contractor's tool kit.

year: 2006

title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008