Parallel Hybrid Trajectory Based Metaheuristics for Real-World Problems

G. Luque, E. Alba, Parallel Hybrid Trajectory Based Metaheuristics for Real-World Problems, In Proceedings of Intelligent Networking and Collaborative Systems, pp. 184-191, 2-4 September, 2015, Taipei, Taiwan, IEEE PressThis paper proposes a novel algorithm combining path relinking with a set of cooperating trajectory based parallel algorithms to yield a new metaheuristic of enhanced search features. Algorithms based on the exploration of the neighborhood of a single solution, like simulated annealing (SA), have offered accurate results for a large number of real-world problems in the past. Because of their trajectory based nature, some advanced models such as the cooperative one are competitive in academic problems, but still show many limitations in addressing large scale instances. In addition, the field of parallel models for trajectory methods has not deeply been studied yet (at least in comparison with parallel population based models). In this work, we propose a new hybrid algorithm which improves cooperative single solution techniques by using path relinking, allowing both to reduce the global execution time and to improve the efficacy of the method. We applied here this new model using a large benchmark of instances of two real-world NP-hard problems: DNA fragment assembly and QAP problems, with competitive results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The Methodological and Didactic Aspects of Comprehensive Greening of Educational Process Towards Sustainable University

The process of greening education is aimed to educate new generation with the holistic vision of the real world challenges, attitudes of responsibility and active social behavior as an agent of sustainability transformations. The methodological and didactic aspects of comprehensive greening of educational process discussed. It’s based on integration the competence and the whole school approaches, sustainable life style and green campus practices into sustainable university model. The preconditions for systemic and holistic integration of the sustainability principles into all fields of the university life are identified. Especial attention is paid to the recent experiences of the Ukrainian National Forestry University as the leading university in Ukraine in implementing the concept of greening higher education in Ukraine and member of new networking project “V4 Green Universities” supported by the Visegrad Fund

The use of a social networking site with pre-enrolled Business School students to enhance their first year experience at university, and in doing so, improve retention

A Social Networking Site was explored as a medium for forging early links with students entering a UK University Business School within the North-West region. A Facebook page was specifically created for pre –enrolment contact with students coming to study on one of six pre-identified ‘retention hotspot’ courses within the department. Students firmly accepted offers to study on these courses in August 2011 and from this point, forthcoming students were invited to join the Facebook page. The Facebook page, alongside being informative, introduced forthcoming students to their prospective course mates as well as to the department, university and city. This pre-enrolment contact via Facebook aimed to engender students’ sense of belonging and facilitate social integration, not just to the student group but on a departmental level too. Sense of belonging and social integration are frequently highlighted in the literature as issues pertaining to student retention. An evaluation revealed positive feedback from the students about the Facebook page who reported that it helped to build friendships and networks earlier, faster and easier thus ultimately facilitating social integration and feelings of belonging. Figures revealed that students who were members of the Facebook page experienced higher levels of retention than non-Facebook page member

The Cowl - v.79 - n.15 - Jan 29, 2015

The Cowl - student newspaper of Providence College. Vol 79 - No. 15 - January 29, 2015. 20 pages

The Cowl - v.82 - n.15 - Feb 1, 2018

The Cowl - student newspaper of Providence College. Volume 82, Number 15 - February 1, 2018. 24 pages

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological