Thesis (M.App.Sc.) - Carleton University, 2006. / Includes bibliographical references (p. 81-89). Also available in electronic format on the Internet.

A thesis submitted to the Faculty of Engineering and the Built Environment in fulfilment of the requirements for the degree of Doctor of Philosophy, 2016 / Online resource (xii, 151 leaves) / Several meetings of the Extremely Large Databases Community for large scale scientific applications have advocated the use of multidimensional arrays as the appropriate model for representing scientific databases. Scientific databases gradually grow to massive sizes of the order of terabytes and petabytes. As such, the storage of such databases requires efficient dynamic storage schemes where the array is allowed to arbitrarily extend the bounds of the dimensions. Conventional multidimensional array representations in today’s programming environments do not extend or shrink their bounds without relocating elements of the data-set. In general extendibility of the bounds of the dimensions is limited to only one dimension. This thesis presents a technique for storing dense multidimensional arrays by chunks such that the array can be extended along any dimension without compromising the access time of an element. This is done with a computed access mapping function that maps the k-dimensional index onto a linear index of the storage locations. This concept forms the basis for the implementation of an array file of any number of dimensions, where the bounds of the array dimension can be extended arbitrarily. Such a feature currently exists in the Hierarchical Data Format version 5 (HDF5). However, extending the bound of a dimension in the HDF5 array file can be unusually expensive in time. Such extensions, in our storage scheme for dense array files, can be performed while still accessing elements of the array at orders of magnitude faster than in HDF5 or conventional array-files. We also present Parallel Chunked Extendible Dense Array (PEXTA), a new parallel I/O model for the Global Array Toolkit. PEXTA provides the necessary Application Programming Interface (API) for explicit data transfer between the memory resident global array and its secondary storage counterpart but also allows the persistent array to be extended on any dimension without compromising the access time of an element or sub-array elements. Such APIs provide a platform for high speed and parallel hyperspectral image processing without performance degradation, even when the imagery files undergo extensions. / MT2017

Este projeto de pesquisa, que desperta a vivência e suscita questionamentos pessoais sobre os aparentes resultados da formação continuada de professores com o uso das Tecnologias Digitais de Informação e Comunicação TDIC , inicia-se com a formação introdutória para uso de software de programação para professores de informática educativa do município de São Paulo. E, em razão do rápido avanço nas relações entre as novas tecnologias e a rede, em todas as áreas socioeconômico-culturais, constata ser imprescindível expandir o conceito de fluência digital, para fortalecer o currículo Trivium contemporâneo e melhorar a situação real da educação brasileira. E questiona: qual leitura segundo a abordagem antiessencialista da tecnologia é realizada, pelo professor em formação, do software de programação, neste caso o Scratch, para utilizá-lo com seus alunos em nossas atuais escolas? Para tal investigação, utiliza-se o estudo de caso com a técnica do process tracing, adaptada à educação, de maneira a transferir a análise das causas e dos resultados para o processo em si, que é desconhecido, na criação de uma teoria. Por meio das manifestações e das atividades reais, desde a formação até a aplicação do Scratch em classe, preveem-se e testam-se evidências em mecanismo causal hipotético. Tais evidências, confirmadas ou não pelas observações em classe, por entrevistas, questionários, depoimentos e rotinas de aula, nos casos em estudo, contribuem para que se proponha a Formação Insubordinada de Professores para o uso das TDIC FoIP-TDIC. O modelo traz como premissas serem as TDIC dependentes da cultura; por meio delas, o professor pode estimular a criatividade, a consciência cidadã, a investigação e a resolução de problemas reais e relevantes, de forma a elaborar criticamente seu cotidiano. A FoIP-TDIC relativiza as evidências tidas por formadores e formandos como necessárias e/ou imprescindíveis em uma formação. Portanto, pretende ampliar ideias para a estrutura e a organização de formação inicial ou continuada do professor da educação básica, seja ela presencial ou semipresencial. Aprofundar pesquisas da FoIP-TDIC poderá contribuir para a formação rumo à Educação 4.0 em uma sociedade que se deseja solidária. / This research project, which awakens the experience and raises personal questions about the apparent results of the ongoing training of teachers with the use of Digital Information and Communication Technologies (TDIC), begins with the introductory training for the use of programming software for teachers of educational computing in the city of São Paulo. Because of the rapid progress in the relations between the new technologies and the network in all socioeconomic and cultural areas, it is essential to expand the concept of digital fluency, to strengthen the contemporary Trivium curriculum and to improve the real situation of Brazilian education. He questions: what reading - according to the antiessentialist approach of technology - is carried out by the teacher in training of programming software, in this case Scratch, to use it with his students in our current schools? For this investigation, the case study is used with the process tracing technique, adapted to education, in order to transfer the analysis of causes and results to the process itself, which is unknown, in the creation of a theory. Through the manifestations and real activities, from the formation to the application of the Scratch in class, evidence and tests in hypothetical causal mechanism are foreseen and they are tested. These evidences, confirmed or not by classroom observations, through interviews, questionnaires, statements and classroom routines, in the cases under study, contribute to the proposed Insubordinate Teacher Training for the use of TDIC - FoIP-TDIC. The model assumes that the culture-dependent TDICs are; through them, the teacher can stimulate creativity, citizen awareness, research and resolution of real and relevant problems, in order to, critically elaborate their daily lives. The FoIP-TDIC relativizes the evidences taken by trainers and trainees as necessary and / or essential in a formation. Therefore, it intends to broaden ideas for the structure and organization of initial or continuing training of the elementary school teacher, whether it is classroom or semi-presential. Deepening FoIP-TDIC research may contribute to the formation towards Education 4.0 in a society that wishes to be in solidarity.

Este projeto de pesquisa, que desperta a vivência e suscita questionamentos pessoais sobre os aparentes resultados da formação continuada de professores com o uso das Tecnologias Digitais de Informação e Comunicação TDIC , inicia-se com a formação introdutória para uso de software de programação para professores de informática educativa do município de São Paulo. E, em razão do rápido avanço nas relações entre as novas tecnologias e a rede, em todas as áreas socioeconômico-culturais, constata ser imprescindível expandir o conceito de fluência digital, para fortalecer o currículo Trivium contemporâneo e melhorar a situação real da educação brasileira. E questiona: qual leitura segundo a abordagem antiessencialista da tecnologia é realizada, pelo professor em formação, do software de programação, neste caso o Scratch, para utilizá-lo com seus alunos em nossas atuais escolas? Para tal investigação, utiliza-se o estudo de caso com a técnica do process tracing, adaptada à educação, de maneira a transferir a análise das causas e dos resultados para o processo em si, que é desconhecido, na criação de uma teoria. Por meio das manifestações e das atividades reais, desde a formação até a aplicação do Scratch em classe, preveem-se e testam-se evidências em mecanismo causal hipotético. Tais evidências, confirmadas ou não pelas observações em classe, por entrevistas, questionários, depoimentos e rotinas de aula, nos casos em estudo, contribuem para que se proponha a Formação Insubordinada de Professores para o uso das TDIC FoIP-TDIC. O modelo traz como premissas serem as TDIC dependentes da cultura; por meio delas, o professor pode estimular a criatividade, a consciência cidadã, a investigação e a resolução de problemas reais e relevantes, de forma a elaborar criticamente seu cotidiano. A FoIP-TDIC relativiza as evidências tidas por formadores e formandos como necessárias e/ou imprescindíveis em uma formação. Portanto, pretende ampliar ideias para a estrutura e a organização de formação inicial ou continuada do professor da educação básica, seja ela presencial ou semipresencial. Aprofundar pesquisas da FoIP-TDIC poderá contribuir para a formação rumo à Educação 4.0 em uma sociedade que se deseja solidária. / This research project, which awakens the experience and raises personal questions about the apparent results of the ongoing training of teachers with the use of Digital Information and Communication Technologies (TDIC), begins with the introductory training for the use of programming software for teachers of educational computing in the city of São Paulo. Because of the rapid progress in the relations between the new technologies and the network in all socioeconomic and cultural areas, it is essential to expand the concept of digital fluency, to strengthen the contemporary Trivium curriculum and to improve the real situation of Brazilian education. He questions: what reading - according to the antiessentialist approach of technology - is carried out by the teacher in training of programming software, in this case Scratch, to use it with his students in our current schools? For this investigation, the case study is used with the process tracing technique, adapted to education, in order to transfer the analysis of causes and results to the process itself, which is unknown, in the creation of a theory. Through the manifestations and real activities, from the formation to the application of the Scratch in class, evidence and tests in hypothetical causal mechanism are foreseen and they are tested. These evidences, confirmed or not by classroom observations, through interviews, questionnaires, statements and classroom routines, in the cases under study, contribute to the proposed Insubordinate Teacher Training for the use of TDIC - FoIP-TDIC. The model assumes that the culture-dependent TDICs are; through them, the teacher can stimulate creativity, citizen awareness, research and resolution of real and relevant problems, in order to, critically elaborate their daily lives. The FoIP-TDIC relativizes the evidences taken by trainers and trainees as necessary and / or essential in a formation. Therefore, it intends to broaden ideas for the structure and organization of initial or continuing training of the elementary school teacher, whether it is classroom or semi-presential. Deepening FoIP-TDIC research may contribute to the formation towards Education 4.0 in a society that wishes to be in solidarity.

La majeure partie des travaux sur les problèmes d’ordonnancement se placent dans le contexte où les ressources sont disponibles en permanence. Ce qui en réalité n’est pas toujours le cas. Nous nous plaçons dans le contexte d’indisponibilités connues ; nous nous intéressons plus particulièrement aux problèmes de type job shop avec des périodes d’indisponibilité flexibles et des tâches pouvant éventuellement être interrompues par les périodes d’indisponibilité. L’intégration de ces contraintes rend les problèmes d’ordonnancement nettement plus difficiles à résoudre. La flexibilité que nous considérons peut être relative à au moins l’un des points suivants : déplacement de la période d’indisponibilité dans une fenêtre de temps, modification de la durée de la période d’indisponibilité, interruption d’une tâche par une période d’indisponibilité, ensuite reprise avec une éventuelle pénalité.Dans cette thèse, nous avons proposé des modèles mathématiques pour le problème. En plus de la résolution des problèmes considérés, le but de ces modélisations est de permettre d’analyser l'impact des différentes contraintes et d'évaluer la qualité des méthodes approchées que nous proposons. Ces dernières permettent de construire très rapidement un ordonnancement en se basant sur des règles de priorité. Les solutions sont aussi utilisées pour notre approche basée sur la génération de colonnes. Cette approche s’adapte bien à différents fonctions objectif et permet d'intégrer relativement facilement plusieurs contraintes. De nombreuses expérimentations ont été menées pour valider les méthodes proposées. / In most of the machine scheduling literature, resources are assumed to be continuously available which is not always true. We deal with the context of unavailability known a priori; we are particularly interested in job-shop scheduling problems with flexible unavailability periods and tasks that can eventually be interrupted by unavailability periods. Integrating these constraints increase the complexity of the scheduling problems. We deal with flexibility that is related to at least one of the following points: moving the unavailability period in a time window, modification of the duration of the unavailability period, interruption of a task by an unavailability period, then resumed with a possible penalty.In this thesis, we propose mathematical models for the problem. In addition to the resolution of the considered problems, the aim of this modeling is to allow for the analysis of the impact of different constraints and evaluation of the quality of the approximate methods and the column generation approach we develop. The approximate methods construct in very short time a schedule based on priority rules. The solutions are also used in our column generation approach. This approach adapts well to various objective functions and allows relatively easily for the integration of several constraints. Many experiments have been performed to validate the designed methods.