Hybrid Genetic Algorithms for Scheduling High-Speed Multimedia Systems

It has been observed that most conventional operating systems could not cope with the scheduling of multimedia tasks owing to the large size of these files. For instance, processing of multimedia tasks using the traditional operating systems are fraught with problems such as low quality of service and delay jitters. In order to address these problems, a scheduling algorithm christened hybrid genetic algorithm for multimedia task scheduling (HGAMTS) was developed. It employed heuristic knowledge of the problem domain to model a hybrid genetic algorithm in a multiprocessor environment. The system is made up of the scheduler model and the task model. The scheduler model consist a centralized dynamic scheduling scheme. In this scheme, all tasks arrive at a central processor (scheduler). The model has a minimum of five and maximum of ten processors. Attached to each processor is a dispatch queue

Retroactive and generative loops in the narrative construction of pedagogical and didactic knowledge of teachers in university contexts

This research article shows the final results of the research project "Construction of knowledge on teaching practice at Santo Tomás University – Bucaramanga: A contribution from the paradigm of complexity", which seeks to show the construction of pedagogical and didactic knowledge from said paradigm, based on the recognition and reflection on teaching practice narratives. As a methodology, a research based on an interpretative approach with a narrative design was proposed. The data were collected through semi-structured interviews analyzed with the support of Atlas.ti software; the interpretative model was based on the categorization of units of meaning from the categories of recognition and reflection, followed by a description, interpretation and conceptualization. Seven main teaching strategies and actions were identified as implemented by teachers: project-based learning; integrating project; workshops and collaborative groups; practices and use of laboratories; use of ICT; classroom research, and use and production of support material. The reflections revolved around: teacher planning; concepts, implementation and training in the institutional pedagogical educational model; teacher training; academic performance; monitoring of learning, strengths and weaknesses. It was concluded that pedagogical knowledge is the result of the reflective processes or the practice the teacher carries out on the planning, development and evaluation of the formative process. Pedagogical and didactic elements are interwoven there in a simultaneous, complementary and antagonistic way, constituting their complex character

Outlook Magazine, Autumn 2016

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