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Hyper-heuristics are a class of high-level search techniques which operate on a search space of heuristics rather than directly on a search space of solutions. The purpose of this paper is to investigate the suitability of using genetic programming as a hyper-heuristic methodology to generate constructive heuristics to solve the multidimensional 0-1 knapsack problem

Early hyper-heuristics focused on selecting and applying a low-level heuristic at each stage of a search. Recent trends in hyper-heuristic research have led to a number of approaches being developed to automatically generate new heuristics from a set of heuristic components. A population of heuristics to rank knapsack items are trained on a subset of test problems and then applied to unseen instances.

The results over a set of standard benchmarks show that genetic programming can be used to generate constructive heuristics which yield human-competitive results.

In this work the authors show that genetic programming is suitable as a method to generate reusable constructive heuristics for the multidimensional 0-1 knapsack problem. This is classified as a hyper-heuristic approach as it operates on a search space of heuristics rather than a search space of solutions. To our knowledge, this is the first time in the literature a GP hyper-heuristic has been used to solve the multidimensional 0-1 knapsack problem. The results suggest that using GP to evolve ranking mechanisms merits further future research effort.

Recovery seems to be one of the most important mechanisms explaining the relationship between acute stress reactions and chronic health complaints (Geurts & Sonnentag, 2006). Moreover, insufficient recovery may be the linking mechanism that turns daily stress experiences into chronic stress. Given this role recovery has in the stress process, it is important to ask in which contexts and under what circumstances recovery takes place.

The pharmaceutical industry is a high‐technology, high‐investment and high‐risk industry. It is also a highly competitive research‐based industry and a dedicated and demanding user of information. It follows that the industry is in the forefront of information science and information handling techniques which use the new information technologies, both with respect to handling internally generated data and externally published materials.

Considerable attention has been given to the vulnerability of young people leaving care in the UK in their transition to adulthood. To date, however, there has been limited focus on the perceptions of care leavers about what factors enable and inhibit effective practice. The paper aims to discuss these issues.

This systematic literature review sought to elicit the views of UK care leavers in identifying barriers and facilitators to the process of transition to adulthood. Qualitative studies in the care-leaving field were identified, of which seven met inclusion criteria and were included in the final synthesis.

The findings yielded a range of facilitators, including authentic and consistent relationships with those acting in the role of corporate parent; and flexible systems, which accommodated personal readiness for leaving care. Barriers included insufficient recognition of, and a lack of support for, the psychological dimensions of transition, exacerbated by insufficient support networks.

This literature search yielded seven qualitative papers, some with small sample sizes, meaning that the findings may not be representative of a wider population or directly relevant to international contexts.

Suggestions for enhancing the transition process are posited. In particular, the potential usefulness of an “interdependence” transition approach for UK care leavers is proposed.

This study analyses qualitative data, thus constituting a response to policy calls for care leaver views to be central to transition processes.

Mr F. H. Pollicutt, F.R.Ae.S., A.F.A.I.A.A. and Mr M. G. Wilde, B.Sc., Dip.Ac (Hull), A.F.R.Ae.S., have been appointed Directors of British Aircraft Corporation (Operating) Ltd., Filton Division. Appointed Special Directors are Mr E. H. Burgess, M.B.E., D.F.C., Mr E. A. Hyde, Mr J. Longley, C.Eng., M.I.Prod.E. and Mr R. P. Matthews. These appointments take effect from January 1st, 1968.

CHAUCER HOUSE was opened with due ceremony on May 25th. But not by Mr. Stanley Baldwin; the decision of the Prime Minister the day before that he liked Lossiemouth more than London made Mr. Baldwin's presence at the House of Commons essential. He attended the luncheon at University College, where, we are told, he smoked his famous pipe and made a brief and delightful speech to a company limited to the officers, council and some distinguished guests, including Mrs. Carnegie herself, representatives of the Carnegie United Trust in Lord Elgin, Miss Haldane and Sir Donald MacAlister, as well as Lord Balniel (who, however, is an officer, being Chairman of the Council) and our fine old friend Lawrence Inkster; but lack of space confined the lunch and Mr. Baldwin to that distinguished but very small assembly.

Events that are designed around the needs of children are particularly challenging to plan and thus choosing the right venue to stage such an event is a substantial task. Venue considerations for such events includes location, access and nearby amenities, capacity and flow, facilities, catering, decor as well as safeguarding. Given that event managers can now choose from purpose-built event spaces, hotels, academic, sporting and unique venues, the decision is even more complex. This chapter provides a comprehensive assessment of key venue considerations for event managers when planning child-centric events and outlines the typical characteristics of a range of venues, as relevant to organising events for family audiences.

Achievement motivation is not a fixed quantity. Rather, it depends, in part, on one’s subjective construal of the learning environment and their place within it – their narrative. In this paper, we describe how brief interventions can maximize student motivation by changing the students’ narratives.

We review the recent field experiments testing the efficacy of social-psychological interventions in classroom settings. We focus our review on four types of interventions: ones that change students’ interpretations of setbacks, that reframe the learning environment as fair and nonthreatening, that remind students of their personal adequacy, or that clarify students’ purpose for learning.

Such interventions can have long-lasting benefits if changes in students’ narratives lead to initial achievement gains, which further propagate positive narratives, in a positive feedback loop. Yet social-psychological interventions are not magical panaceas for poor achievement. Rather, they must be targeted to specific populations, timed appropriately, and given in a context in which students have opportunities to act upon the messages they contain.

Social-psychological interventions can help many students realize their achievement potential if they are integrated within a supportive learning context.