Realistic multi-agent team applications often feature dynamic environments with soft deadlines that penalize late execution of tasks. This puts a premium on quickly allocating tasks to agents. However, when such problems include temporal and spatial constraints that require tasks to be executed sequentially by agents, they are NP-hard, and thus are commonly solved using general and specifically designed incomplete heuristic algorithms. We propose FMC_TA, a novel such incomplete task allocation algorithm that allows tasks to be easily sequenced to yield high-quality solutions. FMC_TA first finds allocations that are fair (envy-free), balancing the load and sharing important tasks among agents, and efficient (Pareto optimal) in a simplified version of the problem. It computes such allocations in polynomial or pseudo-polynomial time (centrally or distributedly, respectively) using a Fisher market with agents as buyers and tasks as goods. It then heuristically schedules the allocations, taking into account inter-agent constraints on shared tasks. We empirically compare our algorithm to state-of-the-art incomplete methods, both centralized and distributed, on law enforcement problems inspired by real police logs. We present a novel formalization of the law enforcement problem, which we use to perform our empirical study. The results show a clear advantage for FMC_TA in total utility and in measures in which law enforcement authorities measure their own performance. Besides problems with realistic properties, the algorithms were compared on synthetic problems in which we increased the size of different elements of the problem to investigate the algorithm’s behavior when the problem scales. The domination of the proposed algorithm was found to be consistent.
Training the next generation of industrial engineers and managers is a constant challenge for academia, given the fast changes of industrial technology. The current and predicted development trends in applied technologies affecting industry worldwide as formulated in the Industry 4.0 initiative have clearly emphasized the needs for constantly adapting curricula. The sensible socioeconomic changes generated by the COVID-19 pandemic have induced significant challenges to society in general and industry. Higher education, specifically when dealing with Industry 4.0, must take these new challenges rapidly into account. Modernization of the industrial engineering curriculum combined with its migration to a blended teaching landscape must be updated in real-time with real-world cases. The COVID-19 crisis provides, paradoxically, an opportunity for dealing with the challenges of training industrial engineers to confront a virtual dematerialized work model which has accelerated during and will remain for the foreseeable future after the pandemic. The paper describes the methodology used for adapting, enhancing, and evaluating the learning and teaching experience under the urgent and unexpected challenges to move from face-to-face university courses distant and online teaching. The methodology we describe is built on a process that started before the onset of the pandemic, hence in the paper we start by describing the pre-COVID-19 status in comparison to published initiatives followed by the real time modifications we introduced in the faculty to adapt to the post-COVID-19 teaching/learning era. The focus presented is on Industry 4.0. subjects at the leading edge of the technology changes affecting the industrial engineering and technology management field. The manuscript addresses the flow from system design subjects to implementation areas of the curriculum, including practical examples and the rapid decisions and changes made to encompass the effects of the COVID-19 pandemic on content and teaching methods including feedback received from participants.
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