The Effects of Transfer of Global Improvements in Genetic Programming

Koza has shown how Automatically Defined Functions (ADFs) can reduce computational effort in the genetic programming paradigm. In Koza's Automatically Defined Functions, as well as in standard genetic programming, an improvement in a part of a program (an ADF or a main body) can only be transferred to other individuals in the population via crossover. In this article, we consider whether it is a good idea to transfer immediately improvements found by a single individual to other individuals in the population. A system that implements this idea has been proposed and tested for the even-5-parity, even-6-parity, and even-10-parity problems. Results are very encouraging: computational effort is reduced (compared to Koza's ADFs) and the system seems to be less prone to early stagnation. Also, as evolution occurs in separate populations, our approach permits to parallelize genetic programming in another different way

Perspective Chapter: Changing the Educational Metaphors

Change in society is happening—change in knowledge, change in working practices, availability of employment (robotics and AI) and change in management. How is Higher Education responding to these changes? This chapter takes the view that the metaphors employed by educationalists play an important role. It is suggested that machine-based metaphors emanating from Newtonian thinking are now outdated and need to be replaced with ones based on the systems approach. The chapter identifies some common metaphors used by governments, HE management and HE employees. It then examines the consequences of changing them. The chapter does not promote a specific point of view but is intended to stimulate debate in this important area

A System Strategy for Higher Education

The exponential growth of technology and artificial intelligence means that the world is rapidly changing. Education is not exempt from this trend. New ways of engaging and teaching are needed. This need has been exacerbated by the arrival of COVID-19, which is stimulating higher education to reevaluate its approach to teaching and learning. This is a conceptual paper that looks at several theories and philosophies that underpin all forms of “learning” especially those theories coming from the systems paradigm which the authors consider is essential for future higher educators. Based on these theories, a new approach to higher education is proposed and an example given of how it could work in practice. The article provides a platform for further discussion and debate to support the strategic vision and direction of travel for higher education

Brexit: a political and economic case study

No economic policy can be implemented without political influence, and politics is deeply affected by economic consequences. This braiding of political and economic sciences is clearly illustrated in a case study of the decision-making process by the United Kingdom to leave the European Union in 2016. This article reveals the role of political and economic factors instrumental in this decision and concludes with appeal for understanding and future built on mutual respect and trust

NATO Advanced Research Workshop on The Design of Mathematical Modelling Courses for Engineering Education

As the role of the modern engineer is markedly different from that of even a decade ago, the theme of engineering mathematics educa­ tion (EME) is an important one. The need for mathematical model­ ling (MM) courses and consideration of the educational impact of computer-based technology environments merit special attention. This book contains the proceeding of the NATO Advanced Research Workshop held on this theme in July 1993. We have left the industrial age behind and have entered the in­ formation age. Computers and other emerging technologies are penetrating society in depth and gaining a strong influence in de­ termining how in future society will be organised, while the rapid change of information requires a more qualified work force. This work force is vital to high technology and economic competitive­ ness in many industrialised countries throughout the world. Within this framework, the quality of EME has become an issue. It is expected that the content of mathematics courses taught in schools of engineering today have to be re-evaluated continuously with regard to computer-based technology and the needs of mod­ ern information society. The main aim of the workshop was to pro­ vide a forum for discussion between mathematicians, engineering scientists, mathematics educationalists, and courseware develop­ ers in the higher education sector and to focus on the issues and problems of the design of more relevant and appropriate MM courses for engineering education