Unrelated Machines Scheduling With Machine Eligibility Restrictions

In this paper we present a new heuristic algorithm to minimize the makespan for scheduling jobs on unrelated parallel machines with machine eligibility restrictions ( R^ I M .1 C^^). To the best of our knowledge, the problem has not been addressed previously in the literature. The multi-phase heuristic algorithm incorporates new concepts from the multi-depot vehicle routing in the constructive heuristic. A computational study includes problems with two or four machines, up to 105 jobs, and three levels of a machine selection parameter. The heuristic algorithm solution values are compared to optimal solution values. The results show that the heuristic algorithm can yield solutions within a few percent of the optimal solutions with performance improving as the number of jobs to be scheduled increases

Using Mastery-Based Grading To Facilitate Learning

With a traditional approach to grading, a grade is assigned for a particular evaluation instrument (e.g., quiz, homework assignment, test, project, presentation.) In many cases, the material is reviewed following the grading and the student presumably learns from his or her mistakes. Despite the assumed improved knowledge, the student\u27s grade still represents what he or she knew at the time of the evaluation. This paper describes a concept termed mastery-based grading that is intended to actively use the grading system to improve learning. In mastery-based grading, students may re-take examinations as often as they desire in an attempt to improve their grades - ideally, until they have mastered the material. The paper reports the results of the use of the method in two offerings of an undergraduate operations research course. The challenges and benefits of using this approach are discussed and suggestions offered for using the approach in other engineering courses

A 0-1 Nonlinear Programming Model For Coast Guard Fisheries Law Enforcement Aircraft Patrols

In response to increased foreign fishing activity near US coasts, the US Coast Guard developed a 0-1 nonlinear programming model of fisheries law enforcement aircraft patrols that identified the level of patrol required to maximize the expected value of the patrol effort. The model results were used to address the strategic questions of determining the required resource levels, to provide justification for additional resources in the budget process, and to establish performance guidelines. A nonlinear behavioral model of a fisherman\u27s probability of violation that explicitly accounted for the deterrent effect of the aircraft patrols was the basis for calculating the expected value of a patrol. The model represented a major advance in characterizing program effectiveness for the fisheries law enforcement program, providing, for the first time, a quantified estimate of deterrence and a defensible analytic basis for determining aircraft needs. © 1992

Enhancing Communication And Professional Practice Skills In An Introductory Engineering Course

One of the major requirements of today\u27s employers is for their new hires to have excellent communication and professional skills. These skills include writing, speaking, listening, presenting, working in multidisciplinary teams, engaging in life-long learning, and exhibiting professional and ethical behavior. These skills have been clearly identified by the Accreditation Board for Engineering and Technology as being essential for all engineering graduates, but tend to be very difficult to teach and embed in the curriculum. This paper describes how to structure an introductory course in the major that would help to teach communication and professional practice skills in the context of the student\u27s chosen major. The objectives of this course are to provide students with an exposure to the entire domain of the discipline in order to set the stage for the remaining curriculum, and to develop the students\u27 skills in, and awareness, sensitivity, and understanding of professional practice and communication skills

A Queuing System Approach for the Design of Coast Guard Vessel Traffic Services Communications

In order to provide for the safe and expeditious passage of maritime traffic in congested waters, the U.S. Coast Guard is authorized by the Ports and Waterways Safety Act of 1972 to establish, operate, and maintain Vessel Traffic Services (VTS) where needed. In larger areas, a VTS will generally require a communications system to enable the vessel traffic center and the participating vessels to exchange information. In designing such a system, it is necessary to assess the expected communications loading in order to determine frequency requirements and evaluate alternative configurations for the system. Here, VTS communications are viewed as a queuing system. The customers (messages) arrive at the service facility (communications channel) according to some probabilistic process, and are then serviced (transmitted) according to some other probabilistic process. Queues or waiting lines form as arriving messages wait to be transmitted, because the communications channels are busy. Three classes of messages are considered in the arrival process: check in/check out (basic VTS) messages; Vessel Movement Reporting System (VMRS) messages; and bridge-to-bridge messages. Each class is characterized by an independent Poisson distribution, and the resultant arrival process is a well-defined nonhomogeneous Poisson process. The service time is characterized by a general distribution with a known mean and variance. The queuing results, which are developed, include the utilization factor, the expected waiting time, and the expected number of messages waiting to be transmitted. The arrival process and the queuing results vary according to the time of the day, reflecting the varying traffic load throughout the day. A detailed example is given for a preliminary analysis of New York Harbor VTS communications

Risk-Based Management Of Waterway Safety

Considering safety to be defined as an acceptable level of risk, waterway managers seek to minimise risks in order to maximise safety. Failures in waterway operations result in events that may require emergency response. A proactive management approach identifies potential risks (events, their likelihoods, and their adverse consequences) associated with waterway operations, and identifies areas where improvements will yield reductions in those risks and the consequent incidents. This paper develops a high-level risk-based decision support tool that assesses waterway performance on two dimensions: realised risk outcomes and inferred risks. The assessment results, obtained through an application of the Analytic Hierarchy Process, are represented as a performance map that can be used by waterway managers to compare the performance of different waterways. In addition, the underlying hierarchy can be used to identify those specific areas requiring remedial attention or additional analyses to reduce risk and improve safety. This decision support tool, called the Waterway Evaluation Tool, has been developed for the US Coast Guard to assist management of maritime safety, enhance maritime mobility, and support the protection of natural resources in the maritime Environment. Copyright © 2002 Inderscience Enterprises Ltd

Enhancing Communication And Professional Practice Skills In An Introductory Engineering Course

One of the major requirements of today\u27s employers is for their new hires to have excellent communication and professional skills. These skills include writing, speaking, listening, presenting, working in multidisciplinary teams, engaging in life-long learning, and exhibiting professional and ethical behavior. These skills have been clearly identified by the Accreditation Board for Engineering and Technology as being essential for all engineering graduates, but tend to be very difficult to teach and embed in the curriculum. This paper describes how to structure an introductory course in the major that would help to teach communication and professional practice skills in the context of the student\u27s chosen major. The objectives of this course are to provide students with an exposure to the entire domain of the discipline in order to set the stage for the remaining curriculum, and to develop the students\u27 skills in, and awareness, sensitivity, and understanding of professional practice and communication skills

Using Mastery-Based Grading To Facilitate Learning

With a traditional approach to grading, a grade is assigned for a particular evaluation instrument (e.g., quiz, homework assignment, test, project, presentation.) In many cases, the material is reviewed following the grading and the student presumably learns from his or her mistakes. Despite the assumed improved knowledge, the student\u27s grade still represents what he or she new at the time of the evaluation. This paper describes a concept termed mastery-based grading that is intended to actively use the grading system to improve learning. In mastery-based grading, students may re-take examinations as often as they desire in an attempt to improve their grades - ideally, until they have mastered the material. The paper reports the results of the use of the method in two offerings of an undergraduate operations research course. The challenges and benefits of using this approach are discussed and suggestions offered for using the approach in other engineering courses