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The Industrial Engineering undergraduate program offered at the University of Brasília was structured on Project Based Learning (PBL) methodology. This innovative educational proposal allows the students to deploy their technical competencies through real problem solving situations. The methodology also stimulates the development of the students' soft skills, by exposing them to a challenging environment. At the end of each project, the results are presented to an external agent, and are subsequently implemented. The objective of this paper is to present the evolution of the PSP courses, which adopt as guidelines both the PMBOK project management framework, as well as content from specific technical courses related to the project's subject. One other relevant aspect of the PSP courses is their involvement of both undergraduate and graduate students from different Engineering areas, such as Industrial, Mechanical and Civil Engineering, which serves to foster a more holistic and integrated problem-solving skillset. KeywordsEngineering education. Industrial engineering. Production System Project (PSP). approach are intrinsically linked to the acquisition of knowledge that can be applied in a professional environment, in improving existing skills, and for problem solving as a whole.Project Based Learning utilizes continuous questioning as a teaching and learning technique. This particular strategy has been adopted by the University of Brasilia (UnB) in its Industrial Engineering course. The use of this approach encourages the student to seek knowledge by proposing solutions to real problems, introduced by external agents. The student becomes the subject of the learning process, as his or her learning depends on the constant search for new knowledge, technologies, methods, techniques and tools that can be used in carrying out activities that will permit them to arrive at feasible solutions.The PBL approach provides the student with a deeper understanding of the studied content, as it puts into practice the theoretical concepts and strategies for problem solving. At the same time, it fosters the development of multidisciplinary capabilities related to communication, leadership, management, and the development of a reasoned critical thinking (Witt et al., 2006;De los Ríos-Carmenado et al., 2015;Miranda, 2004). According to Barell (2007), there is an effective increase in students' performance, due to both the greater retention of information available, and to the motivation and interest that is fostered by resolving real-life issues.

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The occurrence of natural or anthropic disasters in Brazil and the world emphasizes the importance of humanitarian logistics. Scholars and practitioners have developed modeling approaches to support aid delivery planning, but little attention has been given to the selection of community or collective temporary shelters. Therefore, this paper proposes a novel multi-criteria decision model focused on the principles of humanitarian logistics for the selection and spatial location of community or collective temporary shelters. This model not only incorporates evaluation criteria from documents published by humanitarian aid organizations and related literature but also the expertise of 23 experienced humanitarian logisticians from the Brazilian Civil Defense. The results quantify the importance of each criterion and enable the development of a decision tool, the ShelterPro software, that can be used to support the decision-making process of selecting temporary shelters. The results also indicate that safety of the facility, cultural adequacy, and location accessibility are the most valuable criteria. With these insights and the decision supporting tool, better humanitarian decisions can be made by humanitarian logistics managers, local authorities, or designated officials in the selection and location of temporary shelters in emergency response.

Some authors, considering deterministic or stochastic demand patterns and different forecasting formulations, have studied the classical problem of optimally meeting a growing demand for capacity, over an infinite horizon. With this approach, only investment costs discounted with a predefined interest rate are considered in the analysis. Adding other expenditures and revenues, managers usually estimate the discounted cash flow of the project, and assume the organization will follow a predetermined plan when investing, regardless of how events unfold in the future. The real options approach, on the other hand, introduces the possibility of incorporating other decision alternatives in the economic analysis, such as the option of waiting or postponing, abandoning, switching, etc. In this paper we first review the classical capacity expansion models. Then, the concepts and properties of the real options approach, with emphasis on the BlackScholes equation, are briefly discussed. Finally, an application example is presented and discussed.Keywords: capacity expansion models; economic feasibility; real options. ResumoAlguns autores vêm estudando o problema clássico de atender otimamente a demanda por capacidade crescente ao longo de um horizonte infinito, considerando, para isso, formas determinísticas ou estocásticas de expansão da demanda, bem como diferentes formulações de previsão. Com esse enfoque, somente os custos de investimento, descontados a uma taxa predefinida de juros, são considerados na análise. Adicionando outros desembolsos e receitas, os administradores usualmente estimam o fluxo de caixa descontado do projeto, admitindo que a empresa seguirá um plano predeterminado, independentemente da forma como os eventos se desenrolarão no futuro. O enfoque de opções reais, por outro lado, introduz a possibilidade de incorporar outras alternativas de decisão na análise econômica, tais como a opção de esperar ou postergar, abandonar, trocar, etc. Neste artigo se faz, em primeiro lugar, uma revisão dos modelos clássicos de expansão de capacidade. A seguir, os conceitos e propriedades do enfoque de opções reais, com ênfase na equação de Black-Scholes, são brevemente discutidos. Finalmente é apresentado e discutido um exemplo de aplicação.