Orientador: Eduardo Candido Xavier / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Computação / Made available in DSpace on 2018-08-18T10:12:53Z (GMT). No. of bitstreams: 1 Peixoto_RobsonRobertoSouza_M.pdf: 1268588 bytes, checksum: ff8a093aa133696dcd5bbe31bc4d6e78 (MD5) Previous issue date: 2011 / Resumo: Nesta dissertação estudamos algoritmos para resolver problemas de escalonamento de tarefas em grades computacionais. Dado um conjunto de tarefas submetidas a uma grade computacional, deve-se definir em quais recursos essas tarefas serão executadas. Algoritmos de escalonamento são empregados com o objetivo de minimizar o tempo necessário para executar todas as tarefas (makespan) que foram submetidas. Nosso foco é estudar os atuais algoritmos de escalonamento usados em grades computacionais e comparar estes algoritmos. Nesta dissertação apresentamos algoritmos onlines, aproximados e heurísticas para o problema. Como resultados novos, provamos fatores de aproximação para o algoritmo RR quando utilizado para resolver os problemas R; sit|Tj|Cmax, R; sit|Tj|TPCC, R; sit|Tj = L| Cmax e R; sit|Tj = L|TPCC é justo. Por fim, definimos uma interface que adiciona replicação de tarefas a qualquer algoritmo de escalonamento, onde nós mostramos a aproximação desta interface, e apresentamos uma comparação via simulação dos algoritmos sem e com replicação. Nossas simulações mostram que, com a utilização de replicação, houve a redução no makespan de até 80% para o algoritmo Min-min. Nas nossas análises também fazemos uso da métrica RTPCC que calcula exatamente a quantidade de instruções que foram usadas para executar todas as tarefas / Abstract: In this dissertation, we studied algorithms to solve task scheduling problems in computational grids. Given a task set that was submitted to a computational grid, the problem is to define in which resources these tasks will be executed and the order they will be executed. Scheduling algorithms are used in order to minimize the time required to execute all tasks (makespan). We studied the most recent scheduling algorithms proposed to be used in computational grids, and then compare them using simulations. In this dissertation we also present approximate algorithms and new heuristics for the problem. As new results, we proved approximation factors to the RR algorithm when applied to solve the problems R; sit|Tj|Cmax, R; sit|Tj|TPCC, R; sit|Tj = L| Cmax and R; sit|Tj = L|TPCC. Finally, we defined an interface that adds task replication capability to any scheduling algorithm. We then show approximation results for algorithms using this interface, and present a comparison of well know algorithms with and without replication. This comparison is done via simulation. Our simulations show that, with replication, there was up to 80% of reduction in the makespan to some algorithms like the Min-min / Mestrado / Teoria da Computação / Mestre em Ciência da Computação

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é um dos transtornos de maior prevalência na infância e adolescência. Pesquisas recentes demonstram que, ao menos do ponto de vista cognitivo, existem diferenças importantes no desenvolvimento de crianças com TDAH quando comparadas com crianças sem qualquer diagnóstico psiquiátrico. O presente trabalho pretende contribuir para o campo de pesquisa sobre o TDAH, buscando uma compreensão mais dinâmica deste transtorno, ultrapassando o nível descritivo dos sintomas, incorporando aspectos da Psicologia do Desenvolvimento. Acreditamos que a teoria de Piaget acerca do desenvolvimento psicológico, do processo de transição do estágio pré-operatório para o estágio operatório concreto de desenvolvimento, é um subsídio teórico importante para a compreensão deste transtorno, em especial a construção operatória da noção de tempo. A hipótese geral foi a de que crianças com TDAH apresentariam déficits no desenvolvimento de noções operatórias, como a conservação, reversibilidade e apreensão temporal. Foram entrevistadas 62 crianças, com idades entre 6 a 12 anos, subdividas em dois grupos: uma amostra clínica de crianças diagnosticadas com TDAH (n=32), e uma amostra de crianças sem diagnóstico (grupo controle, n=30). A amostra clínica foi também dividida entre crianças que faziam uso de metilfenidato, e crianças não medicadas, com o intuito de observar se a medicação exerceria alguma influência no desempenho das crianças em provas piagetianas. Para a composição dos grupos, foi utilizada a K-SADS-PL, elaborada segundo os critérios do DSM-IV. Com o objetivo de avaliar os níveis de desatenção e hiperatividade, os pais e/ou responsáveis responderam a dois questionários: a versão abreviada do questionário de Conners, e o Inventário dos Comportamentos de Crianças e Adolescentes entre 6 e 18 anos (CBCL). Tendo como referência a entrevista clínica de Piaget, foram aplicadas as seguintes provas piagetianas: Conservação das quantidades discretas; Mudança de critério dicotomia; as provas de Sucessão dos Acontecimentos Percebidos e da Simultaneidade, e O tempo da ação própria e a duração interior. Os resultados demonstram haver diferença estatisticamente significativa entre o desempenho das crianças dos diferentes grupos, para as provas piagetianas como um todo (p < 0,001), e, quando analisadas separadamente, para as provas de Conservação de Quantidades Discretas (p = 0,003), Simultaneidade (p = 0,004), e O tempo da ação própria e a duração interior (p < 0,001). Crianças com TDAH apresentaram uma tendência a terem suas respostas classificadas em níveis inferiores ao esperado, quando comparadas ao grupo controle. Em relação ao uso do metilfenidato na amostra clínica, não foi observada diferença significativa entre os grupos. Apesar importante no tratamento, o metilfenidato não demonstrou ser suficiente para potencializar o desenvolvimento cognitivo de crianças com TDAH, superando os déficits observados. Esses achados corroboram a hipótese de déficit na aquisição das noções operatórias em crianças com TDAH. Assim, são necessárias novas reflexões a respeito do TDAH, considerando alternativas de intervenções que considerem os déficits observados, ultrapassando o tratamento medicamentoso. / Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent disorders in childhood and adolescence. Recent research shows that, at least from a cognitive level, there are important differences in the development of children with ADHD when compared with children without any psychiatric diagnosis. This work aims to contribute to the field of research on ADHD, seeking a more dynamic understanding of this disorder, surpassing the descriptive level of symptoms, incorporating aspects of Developmental Psychology. We believe that Piaget´s theory about the psychological development, the process of transition from pre-operative stage to concrete operative stage of development, is important for the theoretical understanding of this disorder, especially the construction of the operative notion of time. The general hypothesis was that children with ADHD present deficits in the development of operational concepts, such as conservation, reversibility and temporal seizure. Sixty two children, aged 6 to 12 years, were interviewed, and subdivided into two groups: a clinical sample of children diagnosed with ADHD (n = 32) and a sample composed by children without diagnosis (control group, n = 30). The clinical sample was divided between children who made use of methylphenidate, and children non-medicated, in order to see if the medication did some influence on the children´s performance in piagetian tasks. For the composition of groups, the K-SADS-PL was utilized, prepared according to the DSM-IV criteria. To assess the levels of inattention and hyperactivity, the parents and / or guardians answered two questionnaires: Conners´ Abbreviated Parents Rating Scale, and the Child Behavior Checklist (CBCL). According to the Piaget´s clinical interview, the following tasks were applied: Conservation of discrete quantities; Change of criteria - dichotomy; the tasks Succession of Events Perceived; Simultaneity, and The time of the action and the internal duration. Results show statistically significant differences between the performance of children from different groups, for piagetians tasks as a whole (p <0001) and, when analyzed separately, for the tasks Conservation of Discrete Quantities (p = 0003), Simultaneity, (p = 0004), and The time of the action and the internal duration. (p <0001). Children with ADHD showed a tendency to take their responses classified at levels lower than expected when compared to the control group. Regarding the use of methylphenidate in the clinical sample, there was no significant difference between groups. Although necessary of treatment, methylphenidate has not be sufficient to enhance the cognitive development of children with ADHD, overcoming the deficits observed. These findings support the hypothesis of deficits in the acquisition of concepts operative in children with ADHD. This calls for new thinking about the ADHD, considering alternatives for interventions that consider the deficits observed, surpassing the drug treatment.

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No. of bitstreams: 1 dayselanepimentalopesrezende.pdf: 2005394 bytes, checksum: 680064aadc3bc3261286f3e1eb1492a7 (MD5) Previous issue date: 2017-03-14 / O ensino da Geometria por muitos anos foi deixado em segundo plano e isso trouxe consequências graves que até hoje permeiam as salas de aulas de nossas escolas. Nesse sentido, percebe-se a necessidade da utilização de diferentes metodologias para o ensino da geometria. Diante de tantas inquietações sobre a forma como os conceitos geométricos são abordados em sala de aula, a presente pesquisa tem como foco responder as seguintes indagações: Quais contribuições para o processo de aprendizagem de estudantes do ensino fundamental podem ocorrer a partir do ensino de polígonos com tarefas exploratório-investigativas e com o uso de material didático manipulativo? Quais as contribuições que um trabalho com tarefas exploratório-investigativas com a utilização de material didático manipulável traz para a mudança da prática docente da professora-pesquisadora? Procurando responder essas questões, o estudo tem como objetivo geral ampliar a compreensão acerca de polígonos, trazendo elementos que possam contribuir para a elaboração de atividades que estimulem o desenvolvimento do pensamento crítico, raciocínio lógico e a habilidade argumentativa dos alunos. Para tal, procuramos identificar e analisar de que forma as aulas de cunho exploratório-investigativas, mediadas pelo uso de material didático manipulável, do trabalho em grupo e a intervenção do professor podem favorecer a aquisição do conhecimento geométrico produzido pelos alunos. Também procuramos descrever e refletir sobre as mudanças ocorridas na prática pedagógica da professora-investigadora para a formação e produção do conhecimento. Nesse sentido, a pesquisa foi de cunho qualitativo e realizada com alunos do oitavo ano do Ensino Fundamental de uma escola do interior do Estado do Rio de Janeiro. A coleta e análise de dados foram realizadas a partir do desenvolvimento de uma sequência didática que abordou conceitos relativos a polígonos, utilizando tarefas exploratório-investigativas e materiais didáticos manipuláveis. Os resultados desta pesquisa apontam para a importância das aulas de cunho investigativo para a aprendizagem de polígonos, destacando que esse tipo de tarefa oportuniza a participação individual e coletiva, tornando o aluno mais autônomo e facilitando o desenvolvimento do pensamento geométrico. Também destaca que investigar a própria prática possibilita ao professor refletir e rever seus saberes, propiciando assim, a produção de novos saberes para si e para outros professores de matemática. Por outro lado, o trabalho com investigações matemáticas propiciou a mudança da perspectiva da sala de aula, pois tanto o professor quanto o aluno têm uma alternância de papéis, no qual um novo modelo de comunicação foi estabelecido, permitindo assim, que ambos adquirissem uma postura mais livre e autônoma, permeada por indagações e troca de saberes. / The teaching of geometry for many years was left in the background and it brought serious consequences that pervade classrooms of our schools. In this regard, the need for the use of different methodologies for the teaching of geometry. Faced with so many concerns about how geometric concepts are covered in the classroom, the present research focuses on answering the following questions: What contributions to the learning process of students of elementary school learning of polygons can occur with exploratory-investigative tasks with the use of manipulative courseware? What are the contributions that a job with exploratory-investigative tasks with the use of courseware manipulative brings to the change of the teaching practice of teacherresearcher? Seeking to answer these questions, the study aims to extend the general understanding about polygons, bringing elements that may contribute to the development of activities to stimulate the development of critical thinking, logical reasoning and argumentative ability of students. For this, we seek to identify and analyze how exploratory-oriented classes, mediated by the use of investigative teaching material work group handle and the intervention of the teacher can encourage the acquisition of geometric knowledge produced by the students. Also we seek to describe and reflect on the changes in pedagogical practice of the teacher-researcher for the formation and production of knowledge. In this sense, the research was qualitative measures and held with students in the eighth grade of elementary school to a school in the State of Rio de Janeiro. The data collection and analysis were performed from the development of a didactic sequence which addressed concepts related to polygons, using exploratory-investigative tasks courseware manipulative. The results of this research points to the importance of investigative nature classes for learning of polygons, noting that this type of task it gives individual and collective participation, making the student more and facilitating the development of geometric thinking. Also highlights that investigate the practice allows the teacher to reflect and review their knowledge, thus, the production of new knowledge for themselves and other math teachers. On the other hand, working with mathematical investigations led to the change from the perspective of the classroom as the teacher as student have an alternating roles, in which a new model of communication was established, allowing both to acquire a more free and autonomous, permeated by questions and exchange of knowledge.

Cette thèse porte sur l’étude des stratégies de compréhension de l’oral des apprenants de français dans le contexte hétéroglotte thaïlandais. Nos travaux ont pour objectifs d’étudier ainsi que d’analyser les stratégies de la compréhension de l’oral, le rôle du multimédia dans l’acquisition de cette compétence et de proposer des macro-tâches d’entraînement individuel à la compréhension de l’oral du français en tant que langue étrangère dans des environnements multimédias. Nos deux expérimentations ont été menées auprès de 30 apprenants de français en tant que langue étrangère au centre de langues étrangères de l’université Suan Dusit Rajabhat, à Bangkok en Thaïlande. Nous avons effectué différents modes de collectes de données : observation, questionnaire et entretien. La réalisation de cette recherche nous a permis non seulement de répondre aux questions initiales mais aussi de valider nos hypothèses et d’obtenir des résultats positifs et favorables chez les apprenants, comme point de départ de l’amélioration de la compétence d’écoute. Le type de stratégie employée dépend du niveau linguistique. Les apprenants adaptent leurs stratégies d’écoute aux types de tâches à résoudre et de documents sonores. Ils sont favorables à nos tâches d’écoute médiatisées avec les supports TIC permettant un rythme d’apprentissage personnalisé qui facilite la gestion et la répartition du temps, l’individualisation et l’autonomie dans l’apprentissage, sans regard ni jugement unique du formateur, mais une gestion partagée de l’évaluation. Tous les apprenants ont tiré le plus grand profit de ces expérimentations d’entraînement à l’écoute qui leur permettent d’améliorer leur compétence dans la compréhension de l’oral ainsi que leur autonomie. Cette étude analytique nous amènera à tirer profit, pour l’enseignement et l’entraînement de l’utilisation des stratégies adéquates, pouvant être intégrées en début d’apprentissage linguistique, qui seraient bénéfiques à la compréhension de l’oral ainsi qu’à d’autres compétences langagières (compréhension de l’écrit, production orale et production écrite) du français en tant que langue étrangère. / This thesis focuses on the study of listening strategies to learn French in the Thai heteroglott context. Our work has two main aims. The first is to study and analyze listening strategies and the role of multimedia in the acquisition of this skill. The second is to provide individual macro-task training in multimedia environments to improve listening comprehension of French as a foreign language. The study was conducted with 30 learners of French as a foreign language at the institute of language, art and culture at Suan Dusit Rajabhat University, Bangkok, Thailand. We collected the data by using three different methods : observation, questionnaire and interview. The realization of this research has enabled us not only to respond to initial questions and to validate our assumptions, but also to develop methods that can be used by learners as a starting point to improve the skill of listening. We found that the type of listening strategy employed depended on the learner’s language level. Students adjusted their listening strategies according to the type of task that needed to be carried out and the type of sound recording. Students used the support of ICT to learn at their own pace, manage their time more effectively, be more autonomous, and learn according to their individual needs without the need for feedback from the teacher. All learners have taken advantage of our listening training experiments to enable them to improve their listening skills and be more autonomous learners. This analytical study has enabled us to devise and make use of the best teaching and training strategies for early language learning that can improve learners’ listening and other language skills (reading, speaking and writing) when studying French as a foreign language.

Research and development on vehicle safety has lately started to direct its focus towards how to actively support the driver and make it easier for her to drive safely through letting Advanced Driver Assistance Systems (ADAS) have effect on how the driver interacts with the vehicle and the surrounding traffic. This requires research on both how the driver and vehicle perform in different situations, in terms of psychology, cognition and individual differences. In addition, physical limitations and requirements of the driver and the vehicle must be taken into account. Therefore scenarios for evaluation of these systems are required. In the area of user-centered design a rather new method, Personas, is being adopted. This thesis tries to explore if the Persona method is a viable tool for creating scenarios for such evaluations. Experiences after completing this work imply that personas indeed is a viable way to include aspects and raise issues concerning individual variability and situational context in ADAS scenarios.

D'un côté, la démocratie et l'économie de marché changent la conception du pouvoir en Pologne, et de ce fait appellent un positionnement nouveau de l'enseignant-chercheur. De l'autre, la neurobiologie jette un éclairage nouveau sur le fonctionnement de l'individu en groupe et sur le traitement de l'information en cours d'apprentissage. L'étude du contexte scolaire polonais fait voir une possibilité de décentralisation des relations en classe, tout en prenant en compte les besoins sociaux et émotionnels de l'apprenant.Le présent projet de thèse, réalisé dans le cadre de la recherche-action, vise l'implication de l'élève par le biais d'un dispositif nommé : Discussion à Responsabilité Limitée (DARL). Grâce au dispositif, l'apprenant a la possibilité d'exercer des choix (documents de référence, groupe de discussion, prise de parole et son étendue); il a aussi l'occasion d'être dans une situation à responsabilité (choix du sujet et gestion d'une discussion). Les analyses des prises de parole en groupe ont démontré un lien entre la responsabilisation et l'augmentation du volume de prise de parole dans plusieurs cas décrits. Elles ont mis aussi en exergue des comportements d'auto-limitation de parole chez les apprenants-responsables qui, en tant que participants, étaient habituellement très actifs. Outre ces acquis d'ordre langagier, la recherche rend compte des attitudes des apprenants envers le travail et l'autorité.Le travail de thèse s'ouvre sur les Technologies de l'Information et de la Communication (TIC) qui, tout en résolvant certains problèmes liés au dispositif proposé,initient des questions nouvelles, relatives à l'interaction en groupe et à l'évaluation. / On the one hand, democracy and market economy have changed the concept of powerin Poland and they thereby ask for a new positioning of the teacher-researcher. On the otherhand, neurobiology sheds new light on the way an individual functions in a group, and oninformation processing during learning.The study of the Polish educational context authorizes a wider implementation oflearner-centered rather than teacher-centered classroom practices, while paying attention tothe learner's social and emotional needs.The project, realized in the action-research framework, aims at involving the studentthrough an environment called : Limited Liability Discussion (LLD). Thanks to thisenvironment, the learner has a chance to choose (reference documents, discussion group,speaking out and its duration); he also has an opportunity to be in a situation with a certainlevel of responsibility (choice of a topic and management of the discussion).The analysis of speaking out in a group has established a connection betweenempowerment and the increase in oral production in the majority of the described cases. Theresults of the analysis have also emphasized specific behaviour of self-limitation in speakingin the case of "responsible" learners who, as participants, were usually very active. Apart fromlanguage acquisition gains, this research highlights learner attitudes to work and authority.The thesis opens on Information and Communication Technologies (ICT) which solvesome of the problems connected with the proposed environment, but at the same time raisenew questions, related to interaction in a group as well as assessment.

Notre étude relève du domaine de la didactique des langues et plus particulièrement sur la focalisation sur l’utilisation des présentations PowerPoint pour les réalisations des tâches. Ces dernières jouent un rôle important dans le déclenchement de processus d’apprentissage. Lorsque les apprenants réalisent des tâches sur support PowerPoint,interagissent ensemble pour construire du sens, ils sont dotés d’un statut d’acteurs sociaux.Cette étude se donne alors comme objectif d’améliorer la pratique des apprenants en classe et de résoudre certaines de leurs difficultés didactiques et pédagogiques à travers un dispositif hybride. Celui-ci est fondé sur des macro-tâches réalisées majoritairement en semi distance et mise en place majoritairement en présentiel à travers des exposés techniques. Ces derniers ont été conçus pour encourager le développement de performances langagières attendues en production orale des apprenants.Elle se base sur une recherche-action qui a été menée en Ouganda pour des apprenants anglophones qui apprennent le français comme langue étrangère à Makerere UniversityBusiness School (MUBS) à Kampala. Cette étude a porté sur un exposé technique oral parles apprenants du Français sur Objectif Spécifique (FOS) à (MUBS) en Ouganda.Cette recherche-action vise à améliorer l’expression orale en FOS des apprenants de l’université MUBS. Nous avons donc menée des multiples expérimentations qui nous ont permises dans un premier temps de questionner l’impact d’un exposé oral des tâches réelles collectivement élaborée et présentée sur support Power Point sur la production orale de ces apprenants. Ces tâches avaient comme objectif d’encourager les apprenants de transformer un texte en titre, sous-titres et paragraphes, puis de présenter leur travail sous forme de diaporama avec PowerPoint. Le but était d’éviter la lecture linéaire de l’exposé,afin d’accroître leur confiance en eux-mêmes et dans l’interaction en FOS. Grâce à la recherche-action, nous avons pu définir précisément en quoi et pourquoi les choix de nos tâches, de nos activités devraient avoir un effet positif sur notre public cible. / The initial objective of this study, which lies within the field of language teaching andespecially on the role of information and Communication Technology (ICT), is to investigate the potential of ICT in triggering oral language development in the learners of French for Specific purposes (FSP) at Makerere University Business School. This studyadopts action research that focuses on the role of technologies deployed in oral technical presentations of macro-tasks such as the use of MS Office. The aim is to enhance Frenchlearners’ skills in French for Specific purposes. The social constructivist or cultural hypotheses posit that social interaction plays an important role in L2 acquisition (French in this case) in FSP classes through a hybrid environment based on macro-tasks performed indistance and presented in class.The current action research project involved identifying and putting into place a learningsystem for learners of FSP who experienced several difficulties with their spoken French inthe learning process. It further posits that learners construct the new language through socially mediated interaction. Subsequently, this involved establishing whether the use ofPowerPoint presentation (PPP) would engage learners of FSP in collective actions both inthe classroom and in the real world activities. In addition, there was an attempt to establishif relevant web quest materials were likely to enhance oral language acquisition and prompt learners to take responsibility for their own learning.

This thesis deals with the elaboration of learning problem-tasks related to the Standards for elementary education in the field of Chemistry. The author of this thesis worked on this topic within a project under National Institute for Education. The starting point for creating the tasks, illustrating and concretely expounding the Standards is the concept of science literacy. In this principle in chemistry instruction a broader context and a transfer to everyday life are applied. Learning tasks were created on the base of: science literacy and the results of Czech pupils in its testing, context of standards in Czech curricular system, elements of problem-based learning, types of learning tasks and cognitive parameters. During the elaboration of the tasks a pilot testing of selected learning tasks was realized. The results of the pilot testing were used in further designing more problem-tasks to cover one expected outcome in every topic of Chemistry within the elementary school curriculum. According to the methodology described in this thesis, a material named Methodical comments and tasks to the standards for primary education - Chemistry was created. This material contains a coherent set of learning problem-tasks illustrating two- thirds of the indicators from the standards for elementary education...

Les modèles de simulation de foules visent généralement à produire des foules visuellement crédibles avec l'intention d'insuffler de la vie à des environnements virtuels. Notre travail se concentre sur la génération de comportements statistiquement cohérents qui peuvent être utilisés pour piloter des modèles de simulation de foules sur de longues périodes de temps, jusqu'à plusieurs jours. Dans les foules réelles, les comportements des individus dépendent principalement de l'activité qu'ils ont l'intention d'effectuer. La façon d’ordonnancer cette activité repose sur l'interaction étroite qui existe entre l'environnement, les contraintes spatiales et temporelles associées à l'activité et les caractéristiques personnelles des individus. Par rapport à l'état de l'art, notre modèle gérer mieux cette interaction. Nos principales contributions se situent dans le domaine de l'ordonnancement d'activités et de la planification de chemin. Dans un premier temps, nous proposons un processus d'ordonnancement d'activités individuelles et son extension aux activités coopératives. Basé sur les descriptions de l'environnement, des activités désirées et des caractéristiques des agents, ces processus génèrent une séquence de la tâche pour chaque agent. Des lieux où ces tâches doivent être effectuées sont sélectionnés et un timing relâché est produit. Cet ordonnancement est compatible avec les contraintes spatiales et temporelles liées à l'environnement et à l'activité prévue par l'agent et par d'autres agents en coopération. Il prend également en compte les caractéristiques personnelles des agents, induisant de la diversité dans les ordonnancements produits. Nous montrons que notre modèle produit des comportements statistiquement cohérents avec ceux produits par des personnes dans les mêmes situations. Dans un second temps, nous proposons un processus de planification de chemins hiérarchique. Il repose sur un processus d'analyse de l'environnement automatique qui produit une représentation hiérarchique sémantiquement cohérente des villes virtuelles. La nature hiérarchique de cette représentation est utilisée pour modéliser différents niveaux de prise de décisions. Un chemin grossier est d'abord calculé, puis raffiné pendant la navigation lorsque de l'information pertinente est disponible, permettant ainsi à l'agent d'adapter son chemin à des événements inattendus. Le modèle proposé gère des décisions rationnelles à long terme guidant la navigation des agents dans les villes virtuelles. Il prend en compte la forte relation entre le temps, l'espace et l'activité pour produire les comportements des agents plus crédibles de. Il peut être utilisé pour peupler facilement des villes virtuelles avec des foules au sein desquelles des phénomènes observables émergent de l'activité individuelle. / Crowd simulation models usually aim at producing visually credible crowds with the intent of giving life to virtual environments. Our work focusses on generating statistically consistent behaviours that can be used to pilot crowd simulation models over long periods of time, up to multiple days. In real crowds, people's behaviours mainly depend on the activities they intend to perform. The way this activity is scheduled rely on the close interaction between the environment, space and time constraints associated with the activity and personal characteristics of individuals. Compared to the state of the art, our model better handle this interaction. Our main contributions lie in the domain of activity scheduling and path planning. First, we propose an individual activity scheduling process and its extension to cooperative activity scheduling. Based on descriptions of the environment, of intended activities and of agents' characteristics, these processes generate a task schedule for each agent. Locations where the tasks should be performed are selected and a relaxed agenda is produced. This task schedule is compatible with spatial and temporal constraints associated with the environment and with the intended activity of the agent and of other cooperating agents. It also takes into account the agents personal characteristics, inducing diversity in produced schedules. We show that our model produces schedules statistically coherent with the ones produced by humans in the same situations. Second, we propose a hierarchical path-planning process. It relies on an automatic environment analysis process that produces a semantically coherent hierarchical representation of virtual cities. The hierarchical nature of this representation is used to model different levels of decision making related to path planning. A coarse path is first computed, then refined during navigation when relevant information is available. It enable the agent to seamlessly adapt its path to unexpected events. The proposed model handles long term rational decisions driving the navigation of agents in virtual cities. It considers the strong relationship between time, space and activity to produce more credible agents' behaviours. It can be used to easily populate virtual cities in which observable crowd phenomena emerge from individual activities.

Abstract The key purpose of this study was to understand and create a model of "safety leadership as a line supervisor's task" based on a wide range of theoretical material. At the same time, an integrated development project examined safety in a target organisation using action-analysis research methods, and this provided new knowledge about the role of the line supervisor as a safety leader. The present study is a scientific report covering the whole research project. The theoretical part of the research examined the background of a zero-accident program and sought to confirm whether it was possible to affect the actions of general management through a systematic and integrated safety program. The conclusion of this study is that the application of the concept of intangible assets is an effective strategy for achieving this end. From this point of view, the zero-accident program can be considered as a project that accumulates intangible assets. In this study special attention was paid to the communication skills of the line supervisor in handling safety management. The theoretical part of the research posited a development model of total safety management, according to which the safety program was carried out in the form of a three-part project. The model also facilitated effective and authentic communication among the whole staff at the target organisation from the very beginning of the project. Furthermore, the model provided a basis for analysing and interpreting the results that were achieved. The development project focused on improving the level of communication regarding safety so as to support the work of the line supervisor. The basic element of safety management as a line manager's task was crystallised in the communication model created at the beginning of the research process. This model was a vital instrument of communication, committing all managers in the target organisation to a shared vision of the safety program. The empirical part of the research provided a context bound, in-depth description of the process of realising a zero-accident program in a large organisation (900 employees). On the basis of the traditional lost time injury frequency rate (LTIF) it could be shown that the development project achieved its challenging goal. At the same time, it showed that thoroughly attending to the improvement of safety matters brings about results. On the basis of other ways of measuring safety performance (process-based performance indicators), there was a positive improvement in almost every case, but it was not usually possible to achieve the strict numerical goals. This study offers new knowledge about the implementation of a long-term development project focused on total safety management, carried out on the basis of a uniquely tailored model. New knowledge was also provided regarding the role of the line supervisor in developing and implementing safety culture. The communication model gathers the basic elements of safety management for which the line supervisor is responsible (risk assessment of one's own work, advanced accident and near-accident investigation, shop floor safety meetings and advanced safety inspection) in a new way. The model clarifies the role of the line supervisor as a safety leader, and at the same time it functions as a concrete tool for enhancing the quality of the line manager's leadership regarding safety. / Tiivistelmä Tämän väitöskirjatutkimuksen keskeisin tavoite oli lisätä ymmärrystä ja mallintaa ilmiötä "turvallisuuden johtaminen esimiestyönä" laajan teoreettisen aineiston pohjalta. Samalla analysoitiin toiminta-analyyttisen tutkimusotteen keinoin kohdeorganisaatiossa toteutettua kokonaisvaltaista turvallisuuden kehittämishanketta ja tuotettiin uutta tietoa esimiehen turvallisuusroolista turvallisuuden johtamisessa. Tämä väitöskirja on koko tutkimushankkeen tieteellinen raportti. Teoriaosassa haettiin syvempää ymmärrystä nolla-tapaturmaohjelman toteuttamisen taustaksi sekä vahvistusta käsitykselle, että systemaattisella ja kokonaisvaltaisella turvallisuusohjelmalla voidaan parhaimmillaan edistää muutakin johtamistoimintaa. Tarkastelussa päädyttiin soveltamaan aineettoman pääoman -käsitettä, jonka näkökulmasta nolla-tapaturmaohjelmaa voidaan selvästi pitää myös yrityksen aineettoman pääoman kartuttamishankkeena. Tässä tarkastelussa korostui erityisesti kommunikatiivisen osaamisen merkitys esimiehen turvallisuuden johtamisessa. Teoriaosan kautta luotiin Turvallisuuden johtamisen kehittämismalli, minkä mukaisesti turvallisuusohjelma toteutettiin kolmena toisiaan läheisesti tukevana osaprojekteina. Malli mahdollisti myös ohjelman tehokkaan ja uskottavan viestinnän koko kohdetehtaan henkilöstölle heti kehittämishankkeen käynnistysvaiheesta lähtien. Lisäksi mallin avulla myöhemmin arvioitiin ja tulkittiin toteutuneita tuloksia. Kehittämishankkeessa keskityttiin siis erityisesti esimiestoimintaa tukevaan turvallisuuskommunikoinnin tehostamiseen. Asia kiteytettiin tutkimusprosessin alkuvaiheen aikana turvallisuuden johtamisen esimiestyön peruselementeistä muodostettuun Kommunikointimalliin. Tämä malli toimi kehittämishankkeen tärkeimpänä kommunikaatiovälineenä, jonka avulla turvallisuusohjelman visioon pystyttiin sitouttamaan koko kohdetehtaan esimieskunta. Empiirinen osa tuotti kontekstisidonnaisen, syvällisen prosessikuvauksen yhden varsin laajan tehtaan (noin 900 henkilöä) nolla-tapaturmaohjelman toteuttamisesta ja siihen liittyvästä analyysistä. Perinteisen tapaturmataajuusmittarin perusteella voidaan todeta kehittämishankeen onnistuneen saavuttaessaan sille asetetun varsin haasteellisen tavoitteen ja samalla osoittaneen, että perusteellinen paneutuminen turvallisuustoiminnan parantamiseen tuottaa tulosta. Muiden mittareiden osalta kehitystä myönteiseen suuntaan tapahtui lähes kaikkien prosessi- ja johtamisjärjestelmäpohjaisten mittareiden osalta, mutta varsinaiset numeraaliset tavoitteet niissä jäivät yleensä saavuttamatta. Tutkimuksen avulla saatiin uutta tietoa turvallisuuden johtamisen kehittämisen pitkäkestoisen kehittämishankkeen läpiviennistä, johon kehitettiin turvallisuuden johtamisen kehittämismalli. Uutta tietoa saatiin myös esimiehen roolista ja toiminnasta turvallisuuskulttuurin kehittämisessä ja kehittämisprosessin läpiviennissä. Kommunikointimalliin koottiin turvallisuuden johtamisen esimiestyön peruselementit (oman työn riskien arviointi, vaaratilanteiden ja tapaturmien tutkiminen, turvallisuustuokioiden pitämien sekä kehittynyt työpaikkatarkastustoiminta) uudella tavalla. Malli selkeyttää linjaesimiehen roolia turvallisuustyössä ja se toimii samalla konkreettisena työkaluna linjaesimiesten johtajuuden ja turvallisuusjohtajuuden tarkastelussa.