Decision support tool for Operations Management course and instructor scheduling

The goal of this project is develop a decision support tool that will assist the Operations Management Department at the University of Arkansas with scheduling courses and instructors for the upcoming academic year. The staff of the department dreads this time each year because it takes countless hours to complete the daunting task. Creating an abstract mathematical model will assist the department in scheduling the courses. The model will have the ability to optimize the schedule of the courses and instructors from a large number of variables and constraints that the department requires. An optimization software package can solve the problem based on the data for the upcoming year. The staff will be able to use a decision support tool to input the relevant data with ease, and run the optimization software package with little knowledge of how mathematical models work. The focus of this project will be creating an abstract class-scheduling mathematical model that will be easily solved through the creation of a decision support tool. The tool will optimize the schedule, and save the staff precious time that could be spent elsewhere

Goal Programming untuk Optimasi Jadwal Perkuliahan pada Fakultas Pertanian UNIMOR

The Faculty of Agriculture, University of Timor often has problems scheduling courses. Lectures in 7 study programs with 543 courses and 118 lecturers must be distributed into the 15 available rooms. This limitation causes lecture scheduling not to be evenly distributed for several lecturer. Some lecturers experience schedule buildup on certain days and time periods of the week. In addition, there is a fairly long time lag between one lecture and another on the same day for several lecturers. This scheduling problem is modeled using the Goal Programming method. The LINGO 11.0 software was used to solve this model. The results obtained are that each lecturer gets a lecture schedule that is evenly distributed on each day of the week without experiencing an overlap in lecture schedules. This model also solves the problem of the long time span between lecture schedules of several lecturers by limiting teaching breaks to only one time before starting the next lecture on the same day for each lecturer.Fakultas Pertanian Universitas Timor sering mengalami permasalahan dalam penjadwalan mata kuliah. Perkuliahan 7 program studi dengan 543 mata kuliah dan 118 orang dosen harus didistribusikan ke dalam 15 ruangan yang tersedia. Keterbatasan ini menyebabkan penjadwalan perkuliahan tidak dapat terdistribusi secara merata bagi beberapa dosen. Beberapa dosen mengalami penumpukan jadwal pada hari dan periode waktu tertentu dalam seminggu. Selain itu, terdapat jeda waktu yang cukup panjang antara satu perkuliahan dengan perkuliahan yang lain dalam hari yang sama untuk beberapa dosen. Masalah penjadwalan ini dimodelkan dengan menggunakan metode Goal Programming. Perangkat lunak LINGO 11.0 digunakan untuk menyelesaikan model ini. Hasil yang diperoleh adalah setiap dosen mendapatkan jadwal perkuliahan yang terdistribusi secara merata pada setiap hari dalam seminggu tanpa mengalami tumpang tindih jadwal perkuliahan. Model ini juga menyelesaikan masalah rentang waktu yang panjang antara jadwal perkuliahan dari beberapa pengajar dengan membatasi jeda mengajar hanya satu periode waktu sebelum memulai perkuliahan berikutnya pada hari yang sama untuk setiap pengajar

Modelo de programación entera para la asignación de materias a las aulas de la USFQ

Nowadays, the creation of the schedules is a hard and time-consuming task in the internal processes of the university. An integer programming model is used in order to solve the timetabling problem in USFQ. The model allows assigning lectures, laboratories, exercise classes, and computational laboratories. Moreover, it avoids time conflicts between subjects, professors, rooms and courses that have to be taken by the students. Furthermore, equipment and infrastructure requirements are also considered. In addition, each professor shows their schedule preferences, so they are assured to have a balanced agenda. To solve this model an heuristic is created in order to overcome the computational limitations that result of the problem complexity. The model was validated with the data of the School of Engineering and Business Administration School, allowing to solve the timetabling problem successfully. There were not conflict detected and all the specifications were achieved. Finally, it was verified that the problem solved was NP-Hard so the resolution time grows exponentially when the variables number increases.En la actualidad, la creación de horarios en la universidad es una tarea bastante compleja y que consume mucho tiempo. Se crea un modelo de programación entera para la asignación de horarios a las aulas de la USFQ, el cual es un problema que cae dentro de la categoría de NP-hard y NP-complete, lo cual significa que el tiempo de resolución crece exponencialmente conforme se incrementa el número de variables. El modelo permite asignar clases teóricas, laboratorios, ejercicios y clases de computación. Además, evita todo tipo de conflictos de horario entre clases, profesores, aulas, y entre cursos que deben ser tomados por los mismos estudiantes. También se consideran los requerimientos de cada clase en cuanto a infraestructura y equipamiento. Se tiene la opción de que los profesores indiquen las horas en las que prefieren dictar clases, y se asegura que los profesores tengan un horario balanceado. Para resolver el modelo se crea una heurística que permite superar las limitaciones computacionales producidas por la complejidad del problema. El modelo fue validado con datos de dos colegios de la USFQ permitiendo crear horarios exitosamente, sin ningún tipo de conflictos y con las características señaladas. Finalmente, con los datos obtenidos se verifica que el problema es del tipo NP-Hard por lo que su tiempo de resolución crece exponencialmente conforme aumenta el número de variables

Identification and Evaluation of Predictors for Learning Success and of Models for Teaching Computer Programming in Contemporary Contexts

Introductory undergraduate computer programming courses are renowned for higher than average failure and withdrawal rates when compared to other subject areas. The closer partnership between higher education and the rapidly expanding digital technology industry, as demonstrated by the establishment of new Degree Apprenticeships in computer science and digital technologies, requires efficient and effective means for teaching programming skills. This research, therefore, aimed to identify reliable predictors of success in learning programming or vulnerability to failure. The research also aimed to evaluate teaching methods and remedial interventions towards recommending a teaching model that supported and engaged learners in contemporary contexts that were relevant to the workplace. Investigation of qualifications designed to prepare students for undergraduate computer science courses revealed that A-level entrants achieved significantly higher programming grades than BTEC students. However, there was little difference between the grades of those with and those without previous qualifications in computing or ICT subjects. Analysis of engagement metrics revealed a strong correlation between extent of co-operation and programming grade, in contrast to a weak correlation between programming grade and code understanding. Further analysis of video recordings, interviews and observational records distinguished between the type of communication that helped peers comprehend tasks and concepts, and other forms of communication that were only concerned with completing tasks. Following the introduction of periodic assessment, essentially converting a single final assessment to three staged summative assessment points, it was found that failing students often pass only one of the three assignment parts. Furthermore, only 10% of those who failed overall had attempted all three assignments. Reasons for failure were attributed to ‘surface’ motivations (such as regulating efforts to achieve a minimum pass of 40%), ineffective working habits or stressful personal circumstances rather than any fundamental difficulty encountered with subject material. A key contribution to pedagogical practice made by this research is to propose an ‘incremental’ teaching model. This model is informed by educational theory and empirical evidence and comprises short cycles of three activities: presenting new topic information, tasking students with a relevant exercise and then demonstrating and discussing the exercise solution. The effectiveness of this model is evidenced by increased engagement, increased quiz scores at the end of each teaching session and increased retention of code knowledge at the end of the course

Proceedings of the 9th Arab Society for Computer Aided Architectural Design (ASCAAD) international conference 2021 (ASCAAD 2021): architecture in the age of disruptive technologies: transformation and challenges.

The ASCAAD 2021 conference theme is Architecture in the age of disruptive technologies: transformation and challenges. The theme addresses the gradual shift in computational design from prototypical morphogenetic-centered associations in the architectural discourse. This imminent shift of focus is increasingly stirring a debate in the architectural community and is provoking a much needed critical questioning of the role of computation in architecture as a sole embodiment and enactment of technical dimensions, into one that rather deliberately pursues and embraces the humanities as an ultimate aspiration

Eastern Illinois University Undergraduate Catalog 2009 - 2010

This Catalog lists available courses for the 2009 term.https://thekeep.eiu.edu/eiu_catalogs/1011/thumbnail.jp

Eastern Illinois University Undergraduate Catalog 2009 - 2010

This Catalog lists available courses for the 2009 term.https://thekeep.eiu.edu/eiu_catalogs/1011/thumbnail.jp

Eastern Illinois University Undergraduate Catalog 2008 - 2009

This Catalog lists available courses for the 2008 - 2009 term.https://thekeep.eiu.edu/eiu_catalogs/1012/thumbnail.jp

Eastern Illinois University Undergraduate Catalog 2007 - 2008

This Catalog lists available courses for the 2007-2008 term.https://thekeep.eiu.edu/eiu_catalogs/1013/thumbnail.jp