Priority class scheduling: Production scheduling for multi-objective environments

A new scheduling framework (priority class scheduling) is devised which reduces the conflict in the manufacturingmarketing interface. Priority class scheduling rewards manufacturing for making small improvements in efficiency, involves marketing in the setting of production priorities, improves customer service by putting in place realistic production timetables, allows manufacturing to concentrate on improving both quality and efficiency, and improves both the communication and cooperation between the shop floor, the production scheduler, marketing, and customer service. Within a production period, all jobs are classified into priority classes based on both their due dates and importance. Production is scheduled within each production period to maximize throughput subject to the priority class constraints- if any job in priority class i is started in the production period, then all jobs in priority class i - 1 must be completed within the production periods.     

Confronting the “Threat” of Private Practice

Although an increasing number of social workers are engaging in private clinical practice and a majority of entering MSW students plan to do so, content on private practice is generally not included in MSW curricula. This article reports on a 1992-93 survey of faculty and student attitudes concerning various aspects of studying private practice in MSW programs. It compares the views of the two groups, assesses the implications for social work education, and encourages creative approaches to integrating the realities of professional practice with the traditional values and mission of social work.     

Factors associated with the preventive healthcare service use among older adults in Korea: Focusing on age variation

The importance of preventive health examinations for older adults has been well emphasized due to an increase in chronic diseases associated with age. In this study, we estimated the preventive health examination participation rate and its associated factors among the elderly with specific focuses on the moderating effects between age and socioeconomic status. We used data drawn from the first to sixth waves (4164 people) of the Korean Longitudinal Study of Aging for the elderly aged 65 and over. A generalized linear model was used to address research questions. The results showed that the participation rate decreased as older adults age. The interaction between age and education was also significant, indicating that older adults with higher education were more likely to use a preventive health examination compared to those with lower education. There were no significant interaction effects between income and age. Based on the findings, implications for theory and practice were discussed with specific focuses on age‐specific approaches in preventive healthcare services for older adults.     

Capturing gendered aspects of active aging in China: Insights drawn from the Active Aging Index in comparison with EU countries

This paper extends the Active Aging Index (AAI) to China to measure active aging among men and women over the age of 55. The strength of the AAI approach lies in its selection of a dashboard of multidimensional indicators of active aging, which are then aggregated into composite measures. The analysis used here considers the differences between men and women on 22 AAI indicators and their aggregations. China scores high on the first domain of the AAI (employment), is comparable with the EU countries on the second (participation in society), and scores lower on the third and fourth domains (independent and health living, and capacity and enabling environment). China has one of the largest gender gaps in active aging, especially in employment, but also in the domain of “Independent Living.” The comparison with EU countries points to a number of policy priorities and learnings, including the removal of disincentives to women working longer, namely differential mandatory and occupational retirement ages, and the introduction of measures to make workplaces more age and gender friendly.     

Exploring the Dynamics of Middle-Aged and Older Adult Residents' Perceptions of Neighborhood Safety

This study examined what variables best predict concerns about neighborhood safety among middle-aged and older adults. Eighty-five participants were selected from a Midwestern urban area. Participants completed a 22-item questionnaire that assessed their perceptions of neighborhood safety and vigilance. These items were clustered as: (a) community care and vigilance, (b) safety concerns, (c) physical incivilities, and (d) social incivilities. Police crime data were also used in the analyses. Our findings suggest that aspects of the broken window theory, collective efficacy, and place attachments play a role in affecting residents' perceptions of neighborhood safety.     

Parenting Styles: The Impact on Student Achievement

ABSTRACT

Parenting style and its impact on student achievement in a multidimensional society continues to pose significant challenges to clinicians, researchers, educators, and parents alike. This literature review summarizes the research surrounding five domains: (1) parental control; (2) gender and parenting style; (3) parental education; (4) perceptual differences between parents and their children; and (5) ethnicity and diversity. Behavioral control and psychological control were found to be two inherent features of parental style that have a direct affect on student achievement. Adolescents' perceived level of independence when interacting with their parents also seemed to have a direct relationship on their academic achievement. Research concerning children's progress in mathematics as related to parenting style and gender stereotype was also uncovered. Evidence was found to support the notion that parental education can have an indirect impact on children's academic achievement in various cultures. Implications for future research are identified including the need for applied research in learning communities factoring in variables for family structure, expectations, ethnicity, communication, and involvement.     

Book reviews

This article reviews the development of an experiential learning exercise at Kingston University, designed to involve service users and carers in assessing students' readiness to practise. The new social work degree places increased emphasis on practice learning and equipping social workers with the knowledge, skills and tools for the job. This article draws out some of the strengths and advantages of involving ‘experts by experience’ in helping students to develop awareness of self, their impact on others and effective communication skills, ultimately promoting an understanding of reflective practice early in their training. It also acknowledges some of the problems and dilemmas in providing an equitable experience for all students. The students are provided with this learning/assessment experience as part of a module in the first year of the undergraduate social work degree programme and have to pass this element of the module, in addition to the academic component, in order to progress to level two.

The terms ‘service users’ and ‘carers’ and ‘experts by experience’ are used interchangeably in this article. The Steering Group at Kingston University, involved in the development of the exercise discussed, are aware of the power and impact of language and have expressed preference to being referred to as ‘experts by experience’.     

Building Capacity for Service User and Carer Involvement in Social Work Education

Requirements set out for the social work degree and post‐qualifying framework specify the involvement of service users and carers on a number of levels. Research indicates that service user and carer involvement can benefit students, professionals and service users and carers themselves. To keep up with demands placed on service users and carers by higher education institutions and other social work bodies, the issue of capacity needs to be addressed. This paper describes a programme (Getting Involved) designed by Skills for Care to build capacity to participate among service users and carers new to social work education. It describes the experience of piloting the programme in Dorset by a team at Bournemouth University consisting of service users and carers and staff from the Centre for Post‐Qualifying Social Work. Getting Involved is a welcome development and the outcomes of the pilot have been extremely positive for all involved. The process of undertaking and evaluating the pilot raised issues concerning setting up programmes, project management, service users and carers as co‐researchers and sustainability. These are discussed in terms of our experience and how they link with the literature. Lessons learnt and implications for similar work in the future are highlighted.     

Readiness to practice social work in Aotearoa New Zealand: perceptions of students and educators

The readiness to practice of newly qualified social workers in Aotearoa New Zealand is a contested subject. In recent years, criticism by public figures including government ministers and the New Zealand government-appointed Children’s Commissioner have stimulated debate within the profession. Media critique of social work practice has highlighted many of the challenges faced by social workers. Significant policy developments, in particular a substantive government review of child protection services, have also increased the scrutiny of the capabilities of social workers.

A timely 3-year multi-phase project ‘Enhancing readiness to practise’ is the first large study of social work education to be funded in Aotearoa New Zealand. The findings reported here have been derived from data collected in a series of focus group interviews with social work educators and students, in which they reflected on curricula in their programs and explored their perceptions of readiness to practice. Overall, educators were positive about the preparedness of their graduating students but held concerns over the organizational environments they would enter. Students were more ambivalent about their readiness, but hopeful and committed to ongoing learning. Development of programs to support graduates to transition to employment is recommended.