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Livres sur le sujet « Facility location theory »

Auteur : Grafiati

Publié le 11 janvier 2025

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1

Zvi, Drezner, et Hamacher Horst, dir. Facility location : Applications and theory. Berlin : Springer, 2002.

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2

W, Hamacher Horst, et Drezner Zvi, dir. Facility location : Applications and theory. Berlin : Springer, 2001.

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3

Hurter, Arthur P., et Joseph S. Martinich. Facility Location and the Theory of Production. Dordrecht : Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2518-2.

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4

Hurter, Arthur P. Facility Location and the Theory of Production. Dordrecht : Springer Netherlands, 1989.

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5

1950-, Martinich Joseph Stanislaus, dir. Facility location and the theory of production. Boston : Kluwer Academic Publishers, 1989.

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6

Maßmann, Matthias. Kapazitierte stochastisch-dynamische Facility-Location-Planung : Modellierung und Lösung eines strategischen Standortentscheidungsproblems bei unsicherer Nachfrage. Wiesbaden : Dt. Univ.-Verl., 2006.

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7

(Editor), Zvi Drezner, et Horst W. Hamacher (Editor), dir. Facility Location : Applications and Theory. Springer, 2001.

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8

(Editor), Zvi Drezner, et Horst W. Hamacher (Editor), dir. Facility Location : Applications and Theory. Springer, 2004.

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9

Chan, Yupo. Location Theory and Decision Analysis with Facility. South-Western Educational Publishing, 2000.

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10

Hurter, Arthur P., et Joseph S. Martinich. Facility Location and the Theory of Production. Island Press, 1989.

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11

Pardalos, P. M. Spatial Interaction Models : Facility Location Using Game Theory. Springer, 2017.

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12

Pardalos, P. M. Spatial Interaction Models : Facility Location Using Game Theory. Springer, 2018.

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13

Pardalos, P. M. Spatial Interaction Models : Facility Location Using Game Theory. Springer, 2017.

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14

Modeling Discrete Competitive Facility Location. Springer, 2015.

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15

Mathes, Prof Heinz D., et Matthias Maßmann. Kapazitierte Stochastisch-Dynamische Facility-Location-Planung : Modellierung und lösung Eines Strategischen Standortentscheidungsproblems Bei Unsicherer Nachfrage. Westdeutscher Verlag GmbH, 2007.

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16

Schmidt III, Henry, et André M. Ivanoff. Behavior management plans. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0050.

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The processes in behavior management include many strategies and methods found in sound cognitive-behavioral clinical practice. Broadly speaking, we define behavior management as the point of interaction between staff and inmate patients within the facility (or any other location in which they work together). It is always occurring, although not always planful or well-executed. A behavior management plan (BMP) takes into consideration staff abilities, specific characteristics of the unit, and the capacity of the patient for whom the plan is developed. A well-constructed BMP specifies who will do what, for whom, and in what contexts. Behavior management plans are most often developed and implemented for behaviors that pose high risk to inmate or staff health within the facility, or high risk to disrupt the safety and programming within the facility. We distinguish ‘behavior management’, which we define as a series of interventions designed to reduce behaviors which destabilize unit or facility functioning, from ‘treatment.’ Treatment is viewed as a series of interventions designed to reduce the future frequency, intensity and/or severity of a given behavior in the unit and upon return to the community. Thus, while there may be treatment characteristics included in BMPs, the scope of the intervention is typically more limited. A BMP may focus on a particular disruptive behavior in the unit, for instance, without any consideration of whether the behavior may occur in the community following release. In this chapter we review concepts related to behavior management and the creation of behavior management plans.

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Hanson, Annette L. Clinical and legal implications of gangs. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0058.

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Gangs are a fact of life in jails and prisons. The extent and impact of gang activity on a facility will depend upon the size and geographic location of the facility. Smaller jails and prisons, or facilities in rural areas, are more likely to be involved with local or regional groups, also known as street gangs, while large facilities in urban areas will be affected more by nationally known or connected gangs. One survey of Florida prisoners found that inmates who were suspected or confirmed gang members were 35% more likely to commit violent acts than non-members. In a study of 2,158 male inmates in the Arizona Department of Corrections, gang-affiliated inmates were more than twice as likely as nonaffiliated inmates to commit an assault during the first three years of confinement Since institutional management often involves restriction of privileges, placement on long-term segregation, or transfer to a control unit prison, advocacy groups and individual inmates have filed suit against these policies based on First and Eighth Amendment, religious freedom, and anti-discrimination claims. Gang validation procedures themselves have been challenged as arbitrary and inaccurate, leading to inappropriate segregation or restrictions on prisoners who have exhibited no institutional violence. Psychiatrists need to be aware of the dynamics of gang leadership, membership or involvement when working with any gang member, as that will affect their ability and interest in collaborative treatment. These issues and best practices for intervention will be presented in this chapter.

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Harland, Pam Colburn. The Learning Commons. ABC-CLIO, LLC, 2011. http://dx.doi.org/10.5040/9798400677809.

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This simple guide provides valuable insights for transforming an out-of-date public, school, or academic library into a thriving, user-centric learning commons. The goal of the learning-commons strategy is to provide a centralized, "go-to" location for all users seeking help on the complex issues of teaching, researching, and being a global citizen in our changing world. A library organized around the learning-commons construct fosters collaborative work and social interaction between users during research and learning. This paradigm also encourages use of innovative technologies and information resources. Transforming a traditional library into a thriving learning commons does take some planning and effort, however. Each of the seven chapters in this book explains a simple step that a librarian can take to improve their facility. Photographs and concrete examples of the suggested strategies are included; checklists at the end of each chapter serve as indicators for measuring progress. This text is useful for library administrators in school settings (both public and private, K-12) as well as academic, public, and special libraries.

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