Off-line scheduling with forbidden zones

In various manufacturing and computing environments there may be certain time intervals, during which processing may continue but may not be initiated. We examine the problem of off-line scheduling in the presence of such forbidden zones. The problem is closely related to a one-dimensional open-end bin packing problem. We prove that the decision version of the problem is strongly NP-complete and then establish bounds on the asymptotic performance ratio of an O(nlogn) approximation algorithm for a special case, and test it numerically. We present a further heuristic for a non-regular case and test it empirically

Design of facilities location by using space allocation and fuzzy logic techniques

Facilities design and planning plays an important role in industries nowadays. This knowledge includes wide spectrum of techniques and methods use to design or redesign present location of departments and machines in a plant. This design usually reduces production time, inventory volume, machines idle time and will cause to smooth flow of material between machines and departments. In the other word knowledge based layout design, leads to more optimized and productive Business. According, to the literatures an efficient lay out design can reduce production time up to 30%. It means that final product cost can be reduced significantly via a proper plant facilities design. This paper is about to evaluate using both space allocation method and fuzzy logic technique in layout design for a new constructed room in S&K Plastic Company in Melbourne. There are variety of facilities design method both quantitative and qualitative approaches, have been verified by other researchers before. But base on author literature reviews this mix technique has not been tested yet

Scheduling parallel machines with a single server: some solvable cases

and heuristic

Group technology approach on layout redesign to optimize container handling process

Abstract not available

The development of creativity in engineering students

Engineering teaching practices typically tends to be dominated by the application of scientific principles. This often encourages standard measures and procedures for engineering activities. This can inadvertently reduce engineering students' creative capabilities, which are particularly critical in their transitions to their early professional careers. The purpose of this paper is to highlight challenges faced by engineering students when developing their practical creative capabilities. From this a better understanding of the type of formal teaching required can be had. Engineering students in two different subjects, machine design and engineering management, were given large projects that required a report to be produced. In the report the students were to document a creativity tool that they found and then used to solve an identified problem that needed creativity. While students were given a list of tools to help their searching, that is all that they were given. After assessment a focus group about the experience and challenges faced by the students while taking on these challenges was held for each group. Preliminary results indicate that students enjoy taking on challenges that require creativity. However, for the development of creativity, students' background and understanding of creativity within engineering, as along with the context required to support creativity, should be addressed. This is particularly the case when students seem to be struggling to recognise the situations that require creativity. Engineering students need to be taught more than creativity. They need to be taught how to combine this with their knowledge of engineering theory to develop ingenious solution, which is the work of the engineer

Scheduling jobs with forbidden zones

The problem of sequencing ships for a berth was considered where tidal constraints restrict the movement of ships in and out of the berth. However, there is no restriction on berth loading/unloading operations even when there is a low tide. The objective is to sequence the ships, with not necessarily identical processing times, so that the completion time of the last ship's operation can be minimised. We show that the problem is NP-hard and provide some numerical results based on an integer programming approach to the problem

Challenges of progressive feedback in engineering management

Feedback is certainly among essential elements of a learning environment and developing an effective feedback process is highly desirable. Evidence from literature (e.g. Walker 2009; Ferguson 2011; Orsmond & Merry 2011; Bailey & Garner 2010) show that detailed feedback to students could enhance their learning. Moreover, early informative feedback is an essential requirement for encouraging students to change their performance in future (Brown et al. 1997). Feedback can take many shapes and forms. It can be simply a final grade or a comprehensive descriptive response for an assessment. Nevertheless, it should be designed and provided in a way that it could manage students' expectations, learning process need and be consistent and supportive of course material. There are challenges, however, when engineering students carry out a course in management where content and feedback processes are somewhat different from other scientific and technical units they often have. These technical units unlike management units seem to provide more objective, measurable often linear understanding of a knowledge area. Therefore, education process in general and feedback mechanism specifically should help students to deal with this disparity between management and technical units

Towards just-in-time based dynamic feedback

Just-In-Time (JIT), one of the key management concepts in Toyota Production System has been widely discussed as a successful operations management methodology. JIT is based on notions such as minimising in-process inventory, flexibility with customer demands, forced problem solving, empowering employees and consolidating supplier relationship. While exact replica of production system JIT arrangements might not be matching in education systems, some elements and concepts should be beneficially translated/ adapted. For example, targeting JIT based enhancements to assessment related feedbacks in education systems is valuable. Therefore, a pilot research by the authors aims to explore suitability by extrapolating interesting lessons and experiences derived from manufacturing supply chains and production management. In this paper, we provide scholarly discussions of our hypothesis that the use of JIT in education systems would be particularly beneficial for improving feedback process and students satisfactions in engineering higher education

Mutually beneficial supplier relationships in the purchasing process

In recent years, the concept of supplier management according to the Japanese companies experience has been totally changed. Dealing with several suppliers and creating competency between them has been changed to long term relationships and because of that mutually beneficial supplier relationship is one of the eight quality management system principles. In this paper we provide a new approach in the supplier evaluation to increase their motivations for long term relationship and quality level. With this model, both organisation and supplier will benefit. Ongoing supplier's evaluation is another related topic that we discuss and we have prepared a simple and effective method for an ongoing supplier evaluation based on quality, delivery and price

Using Wiki as a facilitative tool for group work

Setting an effective learning experience for students is a very complex process and yet, this has become even more challenging as the numbers of students in lectures are increasing. Apart from the usual complexities such as additional administration processes and errors associated with large units, there are other critical issues that need to be addressed. In particular, students may not have the opportunity of reasonable interaction with the lecturer and their classmates. Certainly larger units have the potential to provide an opportunity of having a wider range of lateral thinking and innovative ideas. However, these opportunities are often overlooked as there is no practical tool to support them. In this paper we report on our ongoing work using a Wiki for two different units, one an undergraduate unit and another at a postgraduate level. We found that while there are considerable differences between our perception and students’ perceptions on using a Wiki, it can be a powerful tool for providing a space for students to present and record their efforts. Through using Wiki students can effectively disseminate their work and interact beyond their tutorial classes