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Abstract: Due to the large variety of options offered to customers, batch production schemes are highly accepted in the paint industry implying that scheduling plays an important role in optimal allocation of plant resources among multiple products. Since in a batch process, the cleaning of equipment units is the major source of waste, waste minimization is also to be taken into account in determining the schedule. The formerly developed S-graph framework [Sanmartí E, Holczinger T, Puigjaner L, Friedler F. Combinatorial framework for effective scheduling of multipurpose batch plants. AIChE Journal 2002;48(11):2557–70.] proved to be highly effective in solving multipurpose batch scheduling; it has now been specialized for solving paint production scheduling problems including waste minimization. The efficacy of the new approach is illustrated with the solution of large-scale paint production scheduling problems. [Copyright &y& Elsevier]

This study examined how Pinterest , a multimodal social networking site, was used as a tool in a graduate course to allow students to explore interesting language use in everyday life for a class assignment. The findings indicated that pinners' collection on the Pinterest board celebrated various uses of language and multimodal signifiers as different examples of language use. Thus, pins revealed pinners' interpretation of what made particular instances of language use “psycholinguistic examples.” The affordances of the Pinterest board as a public site allowed pinners to engage in on-going communication with their fellow pinners and the greater Internet public. Both images and accompanying messages revealed pinners' intentions to express their thoughts about noteworthy language use and to invite their audience to pay attention to what they had shared. The Pinterest activity as digital curation created a participatory culture that encouraged students' collaboration and informal learning. [ABSTRACT FROM AUTHOR]

The focus of this study was on how students created and shared humor in an online multimodal learning environment. Across two semesters of a graduate course on psycholinguistics in education, 28 students posted 1006 pins on a social-networking webpage (Pinterest) that were subjected to a multimodal content analysis. The Pinterest boards provided a dialogic space for students to engage in on-going collaborative exploration of notable ways of using language in authentic sociocultural spaces. Many examples of humorous uses of language attested to students' playful and creative application of course concepts. Through participants' comments on pins and multimodal aspects of pins that transformed the nature of student-shared examples, some pins, originally not intended to be funny, came to represent examples of humor. Students took risks in pinning what they envisioned as possibly misconceived or even provocative content in pursuit of refining their understanding of psycholinguistic concepts. [ABSTRACT FROM AUTHOR]