THE HARMS SHOE COMPANY: DEVELOPMENT OF A COMPUTER MODEL FOR THE CLASSROOM

This paper describes a case that examines five key topics in production and operations management [1]—forecasting, inventory control, transportation planning, aggregate planning, and the disaggregation of the aggregate plan—in an integrated, realistic manner for upper-level undergraduate business majors [3]. The case structure stresses the linkage of these interrelated subjects and supplements the regular classroom presentations dealing with them. The case relies on computer calculations at each stage to provide the information input for calculations at the next stage. It is a static model with a twelve-month planning horizon. Students complete several exercises and assume several roles as the case unfolds. They act on their own in filling some roles and as members of teams in performing others. They do not compete with each other, as the purpose of the case is to help them develop an appreciation of the factors that persons performing the role must consider.     

The Development of a Reliable Change Index and Cutoff for the Revised Dyadic Adjustment Scale

The Revised Dyadic Adjustment Scale (RDAS; Busby, Crane, Larson, & Christensen, 1995) is a measure of couple relationship adjustment that is often used to differentiate between distressed and non‐distressed couples. While the measure currently allows for a determination of whether group mean scores change significantly across administrations, it lacks the ability to determine whether an individual's change in dyadic adjustment is clinically significant. This study addresses this limitation by establishing a cutoff of 47.31 and reliable change index of 11.58 for the RDAS by pooling data across multiple community and clinical samples. An individual whose score on the RDAS moves across the cutoff changes by 12 or more points can be classified as experiencing clinically significant change.     

Preparing Social Work Doctoral Students for Teaching

The results of a national survey of 51 social work doctoral program directors indicate that, although the majority of doctoral programs include preparation for teaching as a program objective, they offer limited formal course work and few opportunities for supervised teaching experiences. The authors discuss the results of this survey and make recommendations for better preparing social work doctoral students for their roles as teachers.     

Layered supervisory control architecture for reconfigurable automation

The development of control systems and supporting software remains one of the greatest obstacles to the widespread implementation of highly adaptive reconfigurable automation technology. This paper will present the structure of a modular automation control system designed to support rapid reconfiguration and redeployment of automation components. The paper will first present the concept of a layered system architecture and the use of modular automation components to support the construction of a wide variety of automated systems. This layered system architecture is then applied to the proposed modular supervisory control system responsible for configuring and driving automated production resources. Each of the control components comprising this modular control system will be presented.     

Evaluation of the Food and Agriculture Sector Criticality Assessment Tool (FASCAT) and the Collected Data

To protect and secure food resources for the United States, it is crucial to have a method to compare food systems’ criticality. In 2007, the U.S. government funded development of the Food and Agriculture Sector Criticality Assessment Tool (FASCAT) to determine which food and agriculture systems were most critical to the nation. FASCAT was developed in a collaborative process involving government officials and food industry subject matter experts (SMEs). After development, data were collected using FASCAT to quantify threats, vulnerabilities, consequences, and the impacts on the United States from failure of evaluated food and agriculture systems. To examine FASCAT's utility, linear regression models were used to determine: (1) which groups of questions posed in FASCAT were better predictors of cumulative criticality scores; (2) whether the items included in FASCAT's criticality method or the smaller subset of FASCAT items included in DHS's risk analysis method predicted similar criticality scores. Akaike's information criterion was used to determine which regression models best described criticality, and a mixed linear model was used to shrink estimates of criticality for individual food and agriculture systems. The results indicated that: (1) some of the questions used in FASCAT strongly predicted food or agriculture system criticality; (2) the FASCAT criticality formula was a stronger predictor of criticality compared to the DHS risk formula; (3) the cumulative criticality formula predicted criticality more strongly than weighted criticality formula; and (4) the mixed linear regression model did not change the rank‐order of food and agriculture system criticality to a large degree.     

Re-Focusing the Business School Agenda

This commentary agrees with Starkey and Madan (2001) that business schools must incorporate Mode 2 production methods if they are to be significant knowledge producers in the future. We reinforce their specific suggestions about how that might be accomplished by focusing on learning from early Mode 2 attempts, promoting practitioner research, seeking business co-sponsorship and sheltering some Mode 1 practices and values, including longitudinal reflective research and information storage. We also argue, however, that business schools must go beyond such tasks, difficult and expensive though they are. The way business and business schools currently operate, and are being encouraged to operate, does not address the broader issues of human relevance that concern James March (1998) and others. The gap here is a risk for business and society, and appears to require new, Mode 3, methods of knowledge production.     

End-of-life care and social work education: what do students need to know?

Social workers are major service providers to people who are facing end-of-life issues including the terminally ill and their families. Yet, exemplary models for social work education and intervention methods are limited in rural states. A statewide survey conducted in Kentucky found only two social work courses dedicated to end-of-life care currently being offered by accredited undergraduate and graduate institutions. Another statewide survey found that many hospice social workers are relatively inexperienced and have a need and desire for more education on death, dying and loss. Also, unique cultural, economic and geographic areas, such as Appalachia are enigmas when it comes to the provision of end-of-life care. This partnership provides a varied perspective on delivery of end-of-life care services with an emphasis on social work interventions and education.     

Divorced Yet Still Together: Ongoing Personal Relationship and Coparenting Among Divorced Parents

This study examined the ongoing personal and emotional involvement between former spouses and its association with perceptions of the quality of the coparenting relationship. Dyadic analysis of 54 formerly married couples revealed that both men and women rate their coparenting relationship as better when they also report ongoing personal and emotional involvement with their former spouse. Furthermore, when men reported ongoing involvement, their former wives reported better coparenting. The opposite effect was not found. This pattern held for both Black Americans and White Americans. Clinical implications of the findings of this study are also discussed.     

Exploring the professor and student relationship after a life-threatening trauma

ABSTRACT

A professor shares his account of recovering from a near fatal bicycle accident in this article. The authors explore the professor/student relationship after this life-threatening accident. Using qualitative research methods, a purpose sample of students from a mid-size undergraduate social work program described their experiences of interacting with the professor after he returned to work. All the students in the sample took a course from the professor before the accident. All the students in the sample also knew about the severity of his injuries after the accident. Important themes of trauma emerged interwoven in the relationship between students and the professor. There are also important concepts mentioned in the article that look at the healing process that occurs between the students and the professor, where significant trauma has occurred in the life of a professor. Existing studies examine the professional/student relationship when the student experienced trauma. Administrators need to consider these important themes of trauma when a professor returns to work after a life-threatening accident.