This thesis concerns with both practical and theoretical aspects of phenomenon called Emergence. First part has been devoted to the research of available specialized resources on emergent topic and also on main features of complex systems. Acquired knowledge of two topics has been implemented on a real practical example of complex information system by creation of method which purpose is to help finding and determining emergent behavior. Last part of the thesis brings outcome of analysis of real system and discusses the recommendations for researchers on how to determine emergent behavior in their own systems.

This master's thesis describes modified Chinese Postman Problems. These Problems are solved by (mixed) integer linear programming. The modified problems and also used approach (integer programming) belong at least to the NP complexity class. The thesis analyzes, compares and estimates computational complexity of each model. Based on this analysis, usability of described models for solving real-life problems is deduced. The models are focused on problems in urban environment. Therefore, it is possible to apply these models on problems like optimization of a waste collection or road maintenance. Graph and problem generator is programmed for purposes of this thesis.

The dynamical origin of complexity is an object of intense debate and, up to moment of writing this manuscript, no unified approach exists as to how it should be properly addressed. This research work adopts the perspective of complexity as characterized by the emergence of non-Poisson renewal processes. In particular I introduce two new complex system models, namely the two-state stochastic clocks and the integrate-and-fire stochastic neurons, and investigate its coupled dynamics in different network topologies. Based on the foundations of renewal theory, I show how complexity, as manifested by the occurrence of non-exponential distribution of events, emerges from the interaction of the units of the system. Conclusion is made on the work's applicability to explaining the dynamics of blinking nanocrystals, neuron interaction in the human brain, and synchronization processes in complex networks.

Despite the central importance of conditional discriminations to the derivation of equivalence relations, there is little research relating the dynamics of conditional discrimination learning to the derivation of equivalence relations. Prior research has shown that conditional discriminations with simple sample and comparison stimuli are acquired faster than conditional discriminations with complex sample and comparison stimuli. This study attempted to replicate these earlier results and extend them by attempting to relate conditional discrimination learning to equivalence relations. Each of four adult humans learned four, four-choice conditional discriminations (simple-simple, simple-complex, complex-simple, and complex-complex) and were tested to see if equivalence relations had developed. The results confirm earlier findings showing acquisition to be facilitated with simple stimuli and retarded with complex stimuli. There was no difference in outcomes on equivalence tests, however. The results are in implicit agreement with Sidman's theory of stimulus equivalence.

Un réseau de transport est un objet géographique complexe possédant plusieurs dimensions : géométrique, topologique, métrique et relationnelle. À partir de ces dimensions, il est possible d'effectuer une analyse se situant entre l'analyse descriptive des composantes issues des bases de données et l'analyse fonctionnelle reposant sur des paramètres anthropiques. Cette analyse dite structurelle permet de mettre en évidence certaines propriétés du réseau sans contexte d'usage. Elle est basée sur la construction et l'analyse d'indicateurs basés sur les relations proposées par le réseau : les indicateurs relationnels. Ils mettent en évidence ses potentialités relationnelles ; c'est à dire en quoi celui-ci par sa structure etl'organisation spatiale et topologique de ses composantes prédispose à la mise en relation plus ou moins aisée de lieux de l'espace. Notre travail consiste en la conception d'un modèle pour l'analyse et l'exploration des propriétés structurelles d'un réseau de transport. Ce type d'analyse engendre une complexité combinatoire liée au nombre de relations sur le réseau, une complexité algorithmique liée aux calculs des indicateurs et une complexité visuelle liée à la difficulté de mettre en valeur des informations. Le modèle proposé vise à faciliter à l'utilisateur l'analyse exploratoire des propriétés structurelles du réseau par la création de cartes exploratoires. Notre modèle comprend deux parties. La première permet de réaliser des cartes statiques d'exploration. La seconde permet la combinaison visuelle de cartes en s'appuyant sur un langage graphique. Les deux aspects du modèle ont été développés dans un prototype logiciel baptisé GeoGraphLab / A transportation network is a complex spatial system characterized by four dimension types : geometric, topological, metric and relational. Thanks to these dimensions, it is possible to perform analysis situated in between the descriptive analysis of components from databases and functional analysis based on anthropogenic parameters. This analysis called structural helps to emphasize some properties of the network without usage context. It is established on the construction and analysis of indicators based on the relationship generated by the network: the relational indicators. They highlight their relational possibilities ; ie how their structure and spatial organization and topology of their components predispose to connect places in space in more or less easy way. Our work consists of designing a model for analysis and exploration of the structural properties of a transportation network. This type of analysis leads to a combinatorial complexity related to the number of relationships within the network, algorithmic complexity related to the calculation of indicators and visual complexity related to the difficulty to emphasize information. The proposed model aims to supply the user with the exploratory analysis of structural properties of the network by creating exploratory maps. Our model is composed of two parts. The first one allows to prepare static maps of exploration. The second one enables the visual combination of maps based on a graphic language. Both aspects of the model were developed in a prototype software called GeoGraphLab

As an introduction to the present volume several broad issues related to social complexity, order, and power are discussed briefly in terms of their conceptual utility for South America and the Andes in particular. / Como introducción al presente volumen se discuten brevemente una serie de temas amplios relacionados con la complejidad social, orden y poder en términos de su utilidad conceptual para Sudamérica y, en particular, para los Andes.

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No. of bitstreams: 1 alanwilliandejesus.pdf: 1402687 bytes, checksum: fa723190510c1c6b39ce561da9917145 (MD5) Previous issue date: 2015-03-27 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Buscando refletir o que se passa e o que constitui o ser professor neste movimento que, por opção, aqui chamamos de Mundo Atual Complexo, logo deparamo-nos com os desafios que vêm assolando o tempo presente e que, de alguma maneira, afetam a vida dos sujeitos e também o seu conhecimento e sua maneira de pensar, agir e se sentir no e com o mundo. As escolhas de vida dos sujeitos, diretamente entrelaçadas com a forma como vemos o mundo, mostram-nos sutilmente por onde perpassam os posicionamentos e as relações com o conhecimento que o professor experiencia em seu cotidiano escolar. Suas Narrativas, que carregam em si o seu devir, possibilitam-nos compreendermos, através das experiências de vida, o sentido das situações escolares (CONNELLY; CLANDININ, 2008). Posicionando-se frente à fragmentação do ser e do saber (MORIN, 2007a), cujos processos paradigmáticos que procuraram dominar o ocidente disseminaram uma forma fragmentada de compreender o mundo e o homem, não obstante vemo-la perdurar no cotidiano escolar, uma vez que compreendemos que vida e conhecimento estão extremamente relacionados. Para isso, procuraremos compreender e buscaremos, a partir de uma forma outra de noção de sujeito, isto é, junto às contribuições da noção de sujeito compreendido pelo pensador Edgar Morin, desenvolver reflexões do devir professor e da professora a partir de suas experiências materializadas em sua própria voz e escrita. Assim sendo, nossa inquietação parte da pergunta como o professor e a professora do Ensino Fundamental de Escola Pública vem experienciando o devir professor? Nosso objetivo então é tecer, com as confissões do devir professor, possibilidades de inventar e reinventar um caminho histórico de acontecimentos na docência, que se constitui na relação com devires outros no cotidiano escolar, a fim de que o sujeito professor e professora possa melhor compreender o movimento de seu conhecimento. Nosso referencial teórico está pautado no diálogo com os intercessores Connelly e Clandinin (2008); Edgar Morin (2002a, 2002b, 2003a, 2005a, 2007a, 2007b, 2008b); Larrosa (2004); Marques (2001); Reis (2008) e Rancière (2002). Junto a esse movimento, trazemos a Narrativa como Investigação metodológica, ou melhor, uma Investigação Narrativa (CONNELLY; CLANDININ, 2008). Assim, percebemos que, enquanto Morin (2007a) nos dá a possibilidade de realizarmos uma pesquisa de natureza complexa, ou seja, sem apresentar um caráter julgador do objeto para se chegar a uma verdade, o pesquisador dialoga com o cotidiano, sendo um observador-observado em locus através de metapontos de vista provisórios; a proposta metodológica da Investigação Narrativa nos possibilita valorizar e emergir a subjetividade que habita o cotidiano escolar na tentativa de compreensão da realidade, convidando os investigados a falarem acerca de si próprios, não se limitando à análise de dados (REIS, 2008). / In an attempt to reflect on what happens and what becoming a teacher implies in this movement that, by choice, is here referred to as a Current Complex World, we are soon faced with challenges that have been sweeping present time, and which somehow affect an individual’s life, as well as their knowledge and their way of thinking, acting and feeling within and with the world. An individual’s life choice, which is directly intertwined with how we see the world, subtly shows us where the positions and relations with knowledge permeate that teachers experience in their daily life at school. Their narratives, which bring along their becoming, enable us to understand the meaning of school situations through life experiences (CONNELLY; CLANDININ, 2008). Nevertheless, by positioning ourselves before a fragmentation of being and knowing (MORIN, 2007a), whose paradigmatic processes that sought to take over the West spread a fragmented way of understanding the world and man, we see them persist in everyday school life, once we understand that life and knowledge are closely related. To this end, we shall try to understand it from another perspective of an individual’s manner, i.e., with the contributions of an individual’s notion as understood by thinker Edgar Morin, we will try to develop thoughts of becoming a teacher based on their materialized experiences in their own voice and writing. Therefore, our concern starts by questioning how a Public Fundamental Education School teacher has been experiencing the fact of becoming a teacher. Our goal then is to create, based on the confessions of what it is like to become a teacher, possibilities to invent and reinvent a historical path of events in teaching, which comprises the relations of other ways of becoming in everyday school life, so that the individual teacher can better understand the movement of their knowledge. Our theoretical reference is based on the dialogue with the intercessors Connelly and Clandinin (2008); Edgar Morin (2002a, 2002b, 2003a, 2005a, 2007a, 2007b, 2008b); Larrosa (2004); Marques (2001); Reis (2008) and Rancière (2002). Along with this movement, we present Narrative as methodological research, or rather a Narrative Research (CONNELLY; CLANDININ, 2008). Thus, we can see that while Morin (2007a) gives us the possibility of doing research of a complex nature, i.e., without giving it a judgment tone of the object to get to the truth, the researcher should have a dialogue with everyday life by being an observed observer in locus through provisional view meta-points; the methodological proposal for Narrative Research enables us to value and emerge the subjectivity that is present in the school routine in an attempt to understand reality by inviting respondents to talk about themselves, not limited to data analysis (REIS, 2008).

O objetivo desse trabalho foi investigar os efeitos da estrutura de prática no processo adaptativo de aprendizagem motora em razão da complexidade da tarefa. Os participantes foram 160 crianças de ambos os gêneros e a tarefa foi de timing coincidente. No experimento 1, as crinaças executaram uma tarefa que consistiu tocar certos alvos de forma seqüencial em integração a um estímulo visual (tarefa simples) e, o experimento 2, uma tarefa com 6 toques (tarefa complexa). O delineamento dos dois experimentos constou de quatro grupos (prática constante, prática aleatória, prática constante-aleatória, e prática aleatória-constante) e de duas fases de aprendizagem (estabilização e adaptação) As variáveis dependentes foram os erros absoluto, variável e constante. Os resultados mostraram que a complexidade da tarefa afetou os efeitos da estruturação da prática no processo adaptativo de aprendizagem motora. Verificou-se que, para a aprendizagem da tarefa simples, a adaptação ocorreu com similar desempenho para os quatro grupos, enquanto que para a tarefa complexa, o desempenho foi pior para o grupo constante / The objective of this work was to investigate the effects of practice schedule in the adaptive process of motor learning in reason of task complexity. The participants were one hundred and sixty children of both gender and the task was of coincident timing. In the experiment 1 the children performed a task that consisted of touching four response keys sequentially in conjunction with a visual stimulus (simple task), and, the experiment 2, the task evolved six touches (complex task). The experimental design of both experiments consisted of four practice groups (constant, random, constant-random and random-constant) and two learning phases (stabilization and adaptation). Dependent variables were absolute, variable and constant errors. The results show that task complexity affected the effects of practice schedule in the adaptive process of motor learning. It was verified that for learning of simple task the adaptation occurred with similar performance for all groups, while the complex task occurred worse performance for constant group

Esta pesquisa buscou analisar os cursos de bacharelado em Gestão Ambiental e contribuir com a construção de diretrizes para essa formação. Para isso realizaram-se uma revisão bibliográfica, que fundamentasse as diretrizes dessa formação, a análise dos projetos pedagógicos e das estruturas curriculares e entrevistas com coordenadores de quatro cursos, das seguintes instituições: ESALQ/USP, EACH/USP, UFPR e UNIPAMPA. As referências consultadas sinalizam que os desafios socioambientais demandam, para sua compreensão e gestão, um pensamento complexo, que evidencie as relações e inter-relações existentes entre o meio natural e o social. Nessa concepção, devem-se privilegiar estratégias de ensino e de aprendizagem que coloquem o estudante no centro do processo educativo e que utilizem a realidade dos problemas ambientais como espaço formativo. O curso da UFPR foi o que mais se aproximou dessas características, enquanto os da ESALQ/USP e da UNIPAMPA se distanciaram delas e o da EACH ocupou uma posição intermediária. / The objective of this study was to analyze undergraduate courses available in Brazil on Environmental Management and to contribute to establishing guidelines to improve them. The author carried out a literature review, with emphasis on the respective educational projects and curricula, and interviewed course coordinators of four Brazilian institutions of higher learning: ESALQ/USP, EACH/USP, UFPR and UNIPAMPA. The results of this survey show that, in order to properly comprehend and find solutions for socio-environmental challenges, the environmental management professional must have a clear understanding of complex issues involving the relations and inter-relations between the natural and the social environments. Along these lines, high priority should be given to teaching-learning strategies that place the student at the center of the learning process and that use environmental problems to provide hands-on experience. The course offered by UFPR showed the closest adherence to this approach, while ESALQ/USP and UNIPAMPA courses were farther away from it. The course offered by EACH/USP occupied an intermediary position.

No presente trabalho, estudamos e desenvolvemos algoritmos com análise de complexidade de avaliação de pior caso para problemas de programação não linear. Para minimização irrestrita, estabelecemos dois algoritmos semelhantes que exploram modelos de ordem superior com estratégia de regularização. Propusemos uma implementação computacional que preserva as boas propriedades teóricas de complexidade, e fizemos experimentos numéricas com problemas clássicos da literatura, a fim de atestar a implementação e avaliar a aplicabilidade de métodos que empreguem modelos de ordem superior. Para minimização com restrições, estabelecemos um algoritmo de duas fases que converge a pontos que satisfazem condições de otimalidade de primeira ordem não escaladas para o problema de programação não linear. / In the present work, we have studied and developed algorithms with worst-case evaluation complexity analysis for nonlinear programming problems. For the unconstrained optimization case, we have established two similar algorithms that explore high-order regularization models. We have proposed a computational implementation that preserves the good properties of the evaluation complexity theory, and we made numerical experiments with classical problems from the literature, in order to check the implementation and certify the practical applicability of methods that employ high-order models. For the constrained optimization case, we have established a two phases algorithm that converges to points that meet the unscaled first-order optimality condition for the nonlinear programming problem.