This paper presents a hybrid genetic algorithm with collective communication (HGACC) using distributed processing for the job shop scheduling problem. The genetic algorithm starts with a set of elite micro-populations created randomly, where the fitness of these individuals does not exceed a tuned upper bound in the makespan value. The computational processes distribute the micro-populations collectively. In the micro-populations, each individual's search for good solutions is directed toward the solution space of the fittest individual, identified by an approximation of genetic traits. In each generation of the genetic algorithm, the best individual from each micro-population migrates to another micro-population to maintain diversity in populations. Changes in the genetic sequence are applied to each individual by the simulated annealing algorithm (iterative mutation). In this paper, the results obtained show that the genetic algorithm achieves excellent results, as compared to other genetic algorithms. It is also better than other non-genetic meta heuristics or competes with them.

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Teaching telecommunications theory for Engineering Technologies Information students can be viewed as an interesting challenge. This is mainly due to Telecommunications theory which integrates knowledge about two basic sciences: physics and mathematics. The proposal explained in this paper focused on obtaining and deeply understanding the physical concepts related to the theory of telecommunications, rather than memorizing equations, which most of the time would not make sense for students. Engineering students' work focusing on learning the physical and mathematical concepts, was able to design and develop academic tools with two important characteristics for Universities with low budget: easy to use and inexpensive. Therefore, the teaching-learning process is more efficient being adjusted to their endemic circumstances about understanding, knowledge application and few economic resources. Moreover those students were facing less problems understanding and handling the mathematical equations related to the telecommunications theory. Following the proposed procedure, students have designed and built academic tools, such as videos, crosswords, C# applications, graphing on worksheets, and so on. To monitor progress weekly, evaluation was conducted using questionnaires without equations, which were evaluated by the students themselves. Electronic and pedagogical tools were combined to design specific audiovisual aids to facilitate and assure that students were obtaining and retaining those physical and mathematical concepts before starting the equations handling. A comparison was done about groups working under two scenarios: the one described above and the other called in this report "traditional". A drastic difference about student's grades between two groups was observed.

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This report describes the procedure to develop mathematical literacy through learning basic mathematical concepts, and applying the acquired knowledge for the development of elemental software to be used as academic tool. Basic operations with matrix were performed using open and commercial sources software. A simple and basic matrix calculator were developed integrating mathematical concepts and software development skills, and the deliverable was a calculator developed on Java platform. The procedure started from a traditional classroom explanation; worked on calculus worksheet, solving some academic problems about addition, subtracted product of two matrix, following by the use of some commercial software, and finally the development of the own academic tool. These works were developed into the frame of competency based education system.