Data Driven Modeling: An Application in Scheduling

This paper presents a data driven modeling (DDM) approach to certain types of optimization problems. DDM relinquishes control of the completed model to the user department rather than the operations research (OR) staff. The approach emphasizes development of models that are dependent on data maintained and understood by the users. The data base consists of coded user rules which describe when changes will occur in the problem structure and data which captures the generalization of the problem. Both the rules and data can be updated by user department personnel. These data drive a matrix generator controlled by the rules which uses the data base as input to generate the specific model formulation. This DDM system is designed by OR consultants or staff to allow independence of use along with low-cost and minimal-effort maintenance. The DDM approach is illustrated with an application to a real-world medical scheduling problem.     

Integrating Analysis and Communication Skills into the Decision Science Curriculum*

The teaching of decision sciences presupposes that careful attention is directed toward improving students' critical thinking and analytical skills. This paper presents an approach to teaching quantitative methods classes that focuses on developing student skills in the areas of analytical and critical thinking through written and oral communication. The approach requires very little additional instructor preparation time and does not require the instructor to make major changes in either the content or organization of the course. While the instructor's investment is minimal, the benefits to the students appear to be substantial.     

Impact of low fertility and early age at sterilisation on women’s formal education and skill development in South India

This paper examines the impact of low fertility and early age at sterilisation on women’s formal education and skill development in South India. Multilevel ordered-logit modelling of pseudo-cohort data re-organised from the three rounds of National Family Health Survey, and thematic analysis of qualitative data collected from Tamil Nadu and Kerala states showed no evidence of women’s resumption of formal education or uptake of skill development training in the post-sterilisation and post-childcare period. While resuming formal education in the post-sterilisation and post-childcare period is harder to achieve for various individual, household, community and policy reasons, there is greater preparedness and support for women to undertake skill development training. As low fertility and early age at sterilisation are widely regarded as the emerging reproductive norm in India, post-sterilisation and -childcare women will be a significant population group both in number and in proportional terms. No government policies or programs have so far recognised this group. India’s new government should consider targeted skill development programs for post-sterilisation and -childcare women appropriate to their social, economic and educational levels. An important contribution of the family planning program, particularly female sterilisation, for the economic and social development of the family and the wider society will otherwise be lost.     

Assessing the Gender Invariance of the Modern Homonegativity Scale

The measurement invariance of the Modern Homonegativity Scale (MHS) was examined among heterosexual female (n = 449) and male (n = 329) university students who were predominantly Mexican American. The MHS demonstrated full invariance of factor loadings and partial invariance of latent intercepts. At the latent mean level, heterosexual men compared to heterosexual women held more negative attitudes toward both gay men and lesbian women. There were no latent mean differences in attitudes toward gay men and lesbian women when rated by either heterosexual men or heterosexual women. The MHS can be used by heterosexual men and heterosexual women to assess their homonegativity.     

How student teachers (don’t) talk about race: An intersectional analysis

This study explores how student teacher talk about their students illuminates the identities ascribed to these same students. It uses a hybrid intersectional framework based on Disability Studies, Critical Race Theory, and Latino Critical Theory and methodologies (like examining majoritarian stories, counter-storytelling, coded talk, and post-civil rights race talk) to uncover how student teacher talk reveals oppressive discourses of race, disability (and language status). This article focuses on how the medicalization of disability facilitates student teachers not identifying the racialization of disability in school. It demonstrates the need for educational research to employ an intersectionality lens when exploring educational issues related to students’ identities.