Browsing by Author "Stephen Campbell, Committee Member"
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- Acute Inflammatory Response to Endotoxin Challenge: Model Development, Parameter Estimation, and Treatment Control.(2010-08-03) Frank, Dennis; Hien Tran, Committee Chair; Stephen Campbell, Committee Member; Negash Medhin, Committee Member; John Franke, Committee Member
- Characterizing Gender Diverse Graduate Mathematics Departments as Communities of Practice.(2010-05-25) Lambertus, Amanda Jane; Hollylynne Lee, Committee Chair; Karen Keene, Committee Chair; Sarah Berenson, Committee Member; Susan Bracken, Committee Member; Stephen Campbell, Committee Member
- Comparisons between Computation and Experiment for Shock-Layer Radiation.(2010-11-03) Mccorkle, Evan; Hassan Hassan, Committee Chair; Stephen Campbell, Committee Member; Hong Luo, Committee Member
- The Effect of Cross-Training and Scheduling in an Inbound Call Center Using Simulation(2004-08-15) Racz, Melanie Beth; Stephen Roberts, Committee Co-Chair; Stephen Campbell, Committee Member; Xiuli Chao, Committee Co-ChairThis thesis presents an analysis of the benefits of cross-training between the claims division and calls division in a large health insurance call center by building a discrete-event simulation model of the call center. The simulation model was built in Rockwell Software's Arena v. 7.0 using a modified trace-style simulation. The simulation is directly driven by eleven months of data in half-hour interval summaries; the randomness of the events that occur within these half-hour intervals has been interpreted so as to fit the average speed of answer to that given in the data. The model of the actual system is then modified to incorporate cross-training. The effect on average speed of answer and claims output of cross-training claims agents that can answer phones when needed is analyzed as well as the effect of cross-training calls agents to process claims when call volumes are low. In addition, the total number of call center agents needed when cross-training is introduced is also examined. The schedules of the call center agents are then manipulated in an attempt to lower the average speed of answer during the busiest periods of the day. The analysis shows that cross-training holds the potential to not only reduce the average speed of answer and increase the rate at which claims are processed, but can also significantly reduce the wage-related costs. Also, simply changing the schedules of the call center agents without adding resource capacity had a great positive impact on the average speed of answer, lowering it immensely during the periods which formerly had the highest average speed of answer. This result is an indication that carefully planned scheduling, along with strong schedule adherence, can have a significant positive effect on call center performance.
- Modeling and Identification of Vascular Biomechanical Properties in Large Arteries.(2010-08-05) Valdez-Jasso, Daniela; Mette Olufsen, Committee Chair; Mansoor Haider, Committee Chair; Stephen Campbell, Committee Member; Brooke Steele, Committee Member
- Relaxed Matching for Stabilization of Relative Equilibria of Mechanical Systems.(2010-08-05) Long, David; Dmitry Zenkov, Committee Chair; Stephen Campbell, Committee Member; Ralph Smith, Committee Member; Irina Kogan, Committee Member; John Brown, Committee Member
- Students' Understanding of the Function Concept: Concept Images and Concept Definitions(2008-04-27) Lambertus, Amanda Jane; Karen Norwood, Committee Chair; Hollylynne Lee, Committee Member; Stephen Campbell, Committee MemberThe purpose of the study is to examine students' understanding of the function concept by examining their concept images and concept definition when the students are introduced to function concept through a formal definition and informal approach. The participants were traditional college students enrolled in Intermediate Algebra at a large university in the southeast region of the United States. The students completed a questionnaire that asked them to identify functions and non-functions, mentally construct functions from verbal statements, and provide a definition for the function concept. The questionnaires were analyzed for correct answers, justifications related to the identification of a function or non-function, and the accuracy of the definitions provided. Often students do not possess concept definitions that match their concept images.
