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Demand forecast methodologies have been studied extensively to improve operations in e-commerce. However, every forecast inevitably contains errors, and this may result in a disproportionate impact on operations, particularly in the dynamic nature of fulfilling orders in e-commerce. This paper aims to quantify the impact that forecast error in order demand has on order picking, the most costly and complex operations in e-order fulfilment, in order to enhance the application of the demand forecast in an e-fulfilment centre.

The paper presents a Gaussian regression based mathematical method that translates the error of forecast accuracy in order demand to the performance fluctuations in e-order fulfilment. In addition, the impact under distinct order picking methodologies, namely order batching and wave picking. As described.

A structured model is developed to evaluate the impact of demand forecast error in order picking performance. The findings in terms of global results and local distribution have important implications for organizational decision-making in both long-term strategic planning and short-term daily workforce planning.

Earlier research examined demand forecasting methodologies in warehouse operations. And order picking and examining the impact of error in demand forecasting on order picking operations has been identified as a research gap. This paper contributes to closing this research gap by presenting a mathematical model that quantifies impact of demand forecast error into fluctuations in order picking performance.

The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999).

The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994).

This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts.

The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience.

The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.

History-based trade books have an important and expanding role in various curricula. Contemporary education initiatives urge English and language arts educators to spend half their time on non-fiction and history and social studies teachers to include diverse sources starting in the early grades. Diverse professional organizations annually make financial commitments to promote new trade books. Research indicates misrepresentations abound in history-based trade books, yet few empirical studies have been completed. The purpose of this paper is to research examine the historical representation of Abraham Lincoln, arguably the most consequential nineteenth-century American.

Data samples included trade books intended for early grades and middle grades students. These grade ranges were selected because these students have the least prior knowledge and are perhaps most dependent on the text. Qualitative content analysis research methods were employed.

Misrepresentations emerged regarding Lincoln’s poverty, actions, motivations for actions, and implications of his actions as seemingly necessary historical content was minimized, vaguely included, or omitted. Findings are juxtaposed across and between selected grade ranges.

Discussion focused on the significance of findings for teachers and researchers. Teachers are guided to supplement trade books with primary sources to position students to distinguish historical misrepresentations.

This research builds on previous scholarship on Lincoln-based trade books by expanding grade range, data samples and research questions.

Aims to examine a comprehensive approach to combine several simple multiple valuation, so as to improve the valuation, accuracy of the simple multiple valuation technique.

In order to combine several simple multiple valuations, the equity value is estimated by a weighted average of the valuation outcomes obtained from several simple multiple valuations. To calculate the weight of each valuation outcome, the out‐of‐sample price‐deflated regression of stock prices on several simple multiple valuation outcomes is conducted. Next, the alternative hypothesis of whether the composite approach yields a higher valuation accuracy than the simple multiple valuation is tested, using the actual stock price of the valued firm as the benchmark to measure the valuation accuracy under the assumption of market efficiency.

It was found that combining several simple multiple valuation outcomes of a firm, each of which is based on a stock price multiple to a historical accounting performance measure of the comparable firms (historical multiple), improves the valuation accuracy of the simple multiple valuation using a single historical multiple. However, further analysis shows that the combination of the simple multiple valuation outcomes based on a stock price multiple to analysts’ earnings forecasts of the comparable firms (forward earnings multiple) and several simple multiple valuation outcomes based on historical multiples does not improve the valuation accuracy of the simple multiple valuation using a forward earnings multiple.

One caveat of this study is that only the linear combination of the simple multiple valuation outcomes is considered. Non‐linear combination of the simple multiple valuation outcomes based on both forward earnings multiple and historical multiples may be able to improve the valuation accuracy of the simple multiple valuation using a forward earnings multiple. This possibility is still an open question.

The findings imply that a historical multiple contains incremental information not captured by other historical multiples, which is useful for the improvement of the valuation accuracy. However, the historical multiples may have no incremental information beyond a forward earnings multiple.

The forward earnings multiples as well as the historical multiples for the equity valuations of broader firms are considered. Given the previous finding that forward earnings multiple presents the highest valuation accuracy among the valuation multiples, it is further investigated whether the composite approach using forward earnings multiple and historical multiples can improve the valuation accuracy of the simple multiple valuation using a forward earnings multiple. In addition, the potential problem of selection bias in the previous study is addressed, which examines only the equity valuations in the tax court.

Develops a model of a sales analysis system, aiming to enable marketing mangers to assess information which could be available and of use to them. Reviews the relative importance of past sales information with regard to marketing decision making. Attempts to put sales data and the cost and effectiveness of disaggregation into perspective.

Digital technologies are widely used for digitization of museum and archival heritage and creation of digital, multimedia and online exhibitions, especially in terms of costume history. Digital exhibitions require historical dress forms which were used in the past for costume presentation. The purpose of this paper is to develop a new method for parametric modeling of the nineteenth century dress forms in accordance with fashionable body shape.

Due to limited number of body measurements in historical sizing tables, it is impossible to redesign the morphology of old fashionable body with high accuracy by means of contemporary CAD. The developed method is based on two sources of information: first, historical sizing tables with body measurements; second, historical corsets. By combining both resources and applying virtual try-on technology, the full anthropometric database about the nineteenth century fashionable body shape has been organized and the parametric model of historical dress form has been generated.

The digital replica of deformable parametric dress form was created automatically in accordance with the historical sizing systems and the corsets construction. The process of reproduction of a historical dress form has been done with high accuracy due to substantial advantages of contemporary software.

This study shows new way of anthropometric data generating from the construction of close-fitting and compression undergarments. The developed method and the new database can be applied for each type of dress forms which were used in the second part of the nineteenth century to generate its digital replica in virtual reality. The new approach is joining the digital technologies and the professional knowledge as an important part of cultural heritage for studying, recreating and presenting historical costume.

Effective teaching, while supplemented by best practice methods and assessments, is rooted in accurate, age-appropriate, and engaging content. As a foundation for history content, elementary educators rely strongly on textbooks and children’s literature, both fiction and non-fiction. While many researchers have examined the historical accuracy of textbook content, few have rigorously scrutinized the historical accuracy of children’s literature. Those projects that carried out such examination were more descriptive than comprehensive due to significantly smaller data pools. I investigate how children’s non-fiction and fiction books depict and historicize a meaningful and frequently taught history topic: Christopher Columbus’s accomplishments and misdeeds. Results from a comprehensive content analysis indicate that children’s books are engaging curricular supplements with age-appropriate readability yet frequently misrepresent history in eight consequential ways. Demonstrating a substantive disconnect between experts’ understandings of Columbus, these discouraging findings are due to the ways in which authors of children’s books recurrently omit relevant and contentious historical content in order to construct interesting, personalized narratives.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

Preliminary cost estimates for construction projects are often the basis of financial feasibility and budgeting decisions in the early stages of planning and for effective project control, monitoring and execution. The purpose of this paper is to identify and better understand the cost drivers and factors that contribute to the accuracy of estimates in residential construction projects from the developers’ perspective.

The paper uses a literature review to determine the drivers that affect the accuracy of developers’ early stage cost estimates and the factors influencing the construction costs of residential construction projects. It used cost variance data and other supporting documentation collected from two case study projects in South East Queensland, Australia, along with semi-structured interviews conducted with the practitioners involved.

It is found that many cost drivers or factors of cost uncertainty identified in the literature for large-scale projects are not as apparent and relevant for developers’ small-scale residential construction projects. Specifically, the certainty and completeness of project-specific information, suitability of historical cost data, contingency allowances, methods of estimating and the estimator’s level of experience significantly affect the accuracy of cost estimates. Developers of small-scale residential projects use pre-established and suitably priced bills of quantities as the prime estimating method, which is considered to be the most efficient and accurate method for standard house designs. However, this method needs to be backed with the expertise and experience of the estimator.

There is a lack of research on the accuracy of developers’ early stage cost estimates and the relevance and applicability of cost drivers and factors in the residential construction projects. This research has practical significance for improving the accuracy of such preliminary cost estimates.