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The ‘homing' optimal control problem, described in Whittle and Gait (1970), is given a risk-sensitive formulation. It is shown that the reduction of an optimally controlled homing problem to the treatment of an uncontrolled process, demonstrated by Whittle and Gait, can be achieved in the risk-sensitive case. Two scalar problems are analyzed in detail.

The ‘homing' optimal control problem, described in Whittle and Gait (1970), is given a risk-sensitive formulation. It is shown that the reduction of an optimally controlled homing problem to the treatment of an uncontrolled process, demonstrated by Whittle and Gait, can be achieved in the risk-sensitive case. Two scalar problems are analyzed in detail.

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The purpose of this study was to explore the application of path analysis to evaluate the curriculum model and provide guidance in course sequencing. Using statistical package R to add and subtract various path connections, the curriculum model was improved to a proposed curriculum model, which passed the exact-fit test (χ42 = 45.612, with P = .286 > .05). Path analysis provided an objective method to evaluate the curriculum model and course sequencing in the baccalaureate program under study, while informing possible placement of courses.

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A number of programs written for the TI-83 Plus calculator are demonstrated in this article to illustrate this graphing calculator's surprisingly advanced statistical capabilities. Examples include residual plots for analysis of variance, pairwise comparison in one-factor experimental design, statistical inference for simple linear regression and confidence intervals for contrasts used in experimental design. These and a number of other programs are available for download. Advances in graphing calculator statistical programs, such as those described in this article, allow instructors and students in introductory applied graduate level statistics courses to perform sophisticated statistical data diagnostic and inference procedures during class time in an ordinary class room.

Tests and final examination scores of three semesters of control students in a nursing foundation course were compared with tests and final examination scores of three semesters of participating students. Participating students were offered access to an asynchronous pretest online discussion activity with a faculty e-moderator. While the simplified Bloom's revised taxonomy assisted in creating appropriate preparatory test and final examination questions for pretest online discussion, Salmon's five-stage online method provided direction to the e-moderator on how to encourage students to achieve Bloom's higher-order thinking skills during the pretest online discussions. Statistical analysis showed the pretest online discussion activity had a generally positive impact on tests and final examination scores, when controlling for a number of possible confounding variables, including instructor, cumulative grade point average, age, and credit hours.