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This study aims to propose a computationally efficient framework for multi-objective optimization (MO) of antennas involving nested kriging modeling technology. The technique is demonstrated through a two-objective optimization of a planar Yagi antenna and three-objective design of a compact wideband antenna.

The keystone of the proposed approach is the usage of recently introduced nested kriging modeling for identifying the design space region containing the Pareto front and constructing fast surrogate model for the MO algorithm. Surrogate-assisted design refinement is applied to improve the accuracy of Pareto set determination. Consequently, the Pareto set is obtained cost-efficiently, even though the optimization process uses solely high-fidelity electromagnetic (EM) analysis.

The optimization cost is dramatically reduced for the proposed framework as compared to other state-of-the-art frameworks. The initial Pareto set is identified more precisely (its span is wider and of better quality), which is a result of a considerably smaller domain of the nested kriging model and better predictive power of the surrogate.

The proposed technique can be generalized to accommodate low- and high-fidelity EM simulations in a straightforward manner. The future work will incorporate variable-fidelity simulations to further reduce the cost of the training data acquisition.

The fast MO optimization procedure with the use of the nested kriging modeling technology for approximation of the Pareto set has been proposed and its superiority over state-of-the-art surrogate-assisted procedures has been proved. To the best of the authors’ knowledge, this approach to multi-objective antenna optimization is novel and enables obtaining optimal designs cost-effectively even in relatively high-dimensional spaces (considering typical antenna design setups) within wide parameter ranges.

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

The study aims to define a research agenda for creating resource-efficient supply chains (RESCs) by identifying and analysing their key characteristics as well as future research opportunities.

We follow a systematic review method to analyse the literature and to understand RESC, taking a substantive theory approach. Our approach is grounded in a specific domain, the agri-food sector, because it is an intensive user of an extensive range of resources.

The review shows that works of literature has looked at the use of resources primarily from the environmental impact perspective. There is a need to explore whether or not and how logistics/supply chain decisions will affect the overall configuration of future food supply chains in an era of resource scarcity and depletion and what the trade-offs will be.

The paper proposes an agenda for future research in the area of RESC. The framework proposed along with the key characteristics identified for RESC can be applied to other sectors.

Our research should facilitate further understanding of the implications and trade-offs of supply chain decisions taken on the use of resources by supply chain managers.

The paper explores the interaction between supply chains and natural resources and defines the key characteristics of RESC.

International policy approaches to cannabis production and use are changing rapidly, and within the Irish context, alternatives to prohibition are being considered. This study aims to explore policymaker’s attitudes towards the decriminalisation and legal regulation of cannabis for recreational use in the midst of an unfolding policy process, examining the degree which a “policy window” might be open for the implementation of cannabis policy change.

Semi-structured interviews were held with eight key informants within the policy field in Dublin, Ireland. Kingdon’s (2014) Multiple Streams framework was used to consider whether the problems, policy and political streams were aligning to support progressive policy change.

Irish policymakers indicated broad support for the decriminalisation of cannabis. The legal regulation of cannabis received more qualified support. Existing policy was heavily criticised with criminalisation identified as a clear failure. Of particular interest was the willingness of policymakers to offer opinions which contrasted with the policy positions of their organisations. While a policy window did open – and close – subsequent governmental commitments to examine the issue of drugs policy in a more deliberative process in the near future highlight the incremental nature of policy change.

This study provides unique insight into the opinions of policymakers in the midst of a prolonged period of policy evolution. A latent aspiration for historical policy change was situated within the realpolitik of more traditional approaches to policy development, demonstrating that the alignment of Kingdon’s (2014) problem, policy and political streams are essential for change in cannabis policy.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education.

The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ² tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis.

The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group.

The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research.

The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university.

This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.