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Learning machine scheduling strategies are addressed while concentrating on the dynamic nature of real systems. A framework is proposed consisting of two modules: intelligent simulation (IS) and incremental learning. A simulation technique is basically exploited to mirror the manufacturing system. The knowledge base incorporated within the simulation environment enables the IS to behave intelligently as well as to evaluate the knowledge base (KB). A genetic algorithm drives the learning module. Its ingredients are tailored to tackle such a problem with a huge search space. A set of decision rules is identified as a chromosome. The rule set’s fitness is related to the scheduling performance measure and is scaled. A crossover and three kinds of mutations together with a steady‐state replacement technique are designed to discover the (near) best rule set. The whole framework is designed to work in an automated way. A series of test results on a basic model show that the proposed system learns, adapts itself to the dominating dynamic patterns, and converges to the optimum solution.

Dispatching rule‐based scheduling is a kind of dynamic scheduling commonly used in real world applications. Because of the lack of scheduling objective, it cannot optimize the specific performances at which shop managers aim in the current production period. To overcome the limitations of the dispatching rule‐based scheduling, an iterative learning scheduling scheme is proposed in this paper. A scheduling objective function, which reflects the performance criteria in which the shop managers are most interested, is established and used to guide the optimization of the crucial performances. According to the value of the scheduling objective obtained from the last simulation period, the parameters are adjusted so as to decrease the objective during the next simulation period. Experimental results show that the iterative learning scheduling overcomes the limitations of the dispatching rule‐based scheduling and achieves higher performances.

Focusing on the individual unit of analysis, we explore how workplace identification can explain why individuals engage in unethical behavior that benefits an organization (unethical pro-organizational behavior; UPB). Social identity theory (SIT) stipulates that we want membership within high status organizations and, at extreme levels, may put the organization’s needs above all else. In taking a holistic approach to identification, we investigated how a strong occupational identification can mitigate this desire to unethically help an organization; occupations are a separate identity source and contain codes of conduct that guide ethical behavior. Utilizing a sample of 236 accountants and financial professionals, results indicated that organizational identification and occupational identification alone did not significantly predict UPB, however, the interaction of these identities did. More specifically, organizational identification significantly positively predicted UPB only when occupational identification was extremely low in strength. This effect was found after controlling for relevant personality and cognitive mechanisms related to unethical behavior. Implications for a multidimensional identification view of unethical behavior are discussed.

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.

The purpose of this paper is to treat disinformation and misinformation (intentionally deceptive and unintentionally inaccurate misleading information, respectively) as a socio-cultural technology-enabled epidemic in digital news, propagated via social media.

The proposed disinformation and misinformation triangle is a conceptual model that identifies the three minimal causal factors occurring simultaneously to facilitate the spread of the epidemic at the societal level.

Following the epidemiological disease triangle model, the three interacting causal factors are translated into the digital news context: the virulent pathogens are falsifications, clickbait, satirical “fakes” and other deceptive or misleading news content; the susceptible hosts are information-overloaded, time-pressed news readers lacking media literacy skills; and the conducive environments are polluted poorly regulated social media platforms that propagate and encourage the spread of various “fakes.”

The three types of interventions – automation, education and regulation – are proposed as a set of holistic measures to reveal, and potentially control, predict and prevent further proliferation of the epidemic. Partial automated solutions with natural language processing, machine learning and various automated detection techniques are currently available, as exemplified here briefly. Automated solutions assist (but not replace) human judgments about whether news is truthful and credible. Information literacy efforts require further in-depth understanding of the phenomenon and interdisciplinary collaboration outside of the traditional library and information science, incorporating media studies, journalism, interpersonal psychology and communication perspectives.

In this paper, we review the literature on pay variation (e.g., pay dispersion, pay compression, pay range) in organizations. Pay variation research has increased markedly in the past two decades and much progress has been made in terms of understanding its consequences for individual, team, and organizational outcomes. Our review of this research exposes several levels-related assumptions that have limited theoretical and empirical progress. We isolate the issues that deserve attention, develop an illustrative multilevel model, and offer a number of testable propositions to guide future research on pay structures.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The use of verbal reinforcement has longstanding support in encouraging desired student responses. For students with learning and behavioral disabilities, the use of verbal reinforcement through behavior specific praise (BSP) and feedback are promising practices for improving academic and behavioral outcomes. While these strategies are relatively straightforward to implement, they are often applied inappropriately. Thus, specific guidelines should be followed to ensure that BSP and feedback are used effectively. The purpose of this chapter is to provide an overview of BSP and feedback related specifically to students with learning and behavioral disabilities, provide theoretical and empirical support for these practices, offer research-based recommendations for implementation, and identify common errors to avoid.

Incentives are effective at enhancing productivity, but research also suggests that performance incentives can have “unintended negative consequences” including increases in hazard/injuries, increases in errors, and reduction in cooperation, prosocial behaviors, and creativity. Relatively overlooked is whether, when, and how incentives can be designed to prevent such negative consequences. The authors review literature in several disciplines (construction, healthcare delivery, economics, psychology, and [some] management) on this issue. This chapter, in toto, sheds a generally positive light and suggests that, beyond productivity, incentives can be used to improve other outcomes such as safety, quality, prosocial behaviors, and creativity, particularly when the incentives are thoughtfully designed. The review concludes with several potential fruitful areas for future research such as investigations of incentive-effect duration.