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This paper presents a C++ application programming interface for a co-evolutionary algorithm for solution and scenario generation in stochastic problems. Based on a two-space biased random-key genetic algorithm, it involves two types of populations that are mutually impacted by the fitness calculations. In the solution population, high-quality solutions evolve, representing first-stage decisions evaluated by their performance in the face of the scenario population. The scenario population ultimately generates a diverse set of scenarios regarding their impact on the solutions. This application allows the straightforward implementation of this algorithm, where the user needs only to define the problem-dependent decoding procedure and may adjust the risk profile of the decision-maker. This paper presents the co-evolutionary algorithm and structures the interface. We also present some experiments that validate the impact of relevant features of the application. [ABSTRACT FROM AUTHOR]

This paper describes a case study concerning the teaching of logistics in the Computers and Electrical Engineering degree at FEUP. The logistics course is taken in the last semester of the degree and there are no lectures given by the teachers. All the learning strategy is based upon the autonomous learning capacity of the students, following the widespread citation of Confucius, 'I hear and I forget. I see and I remember. I do and I understand'. The students are organized in groups and their autonomous work is motivated by the presentation that each group leader has to give every other week. A discussion period follows each presentation, and can be used by the teachers to evaluate the involvement of each member of the group and to complement the presentation whenever necessary. All the students are leaders at least once. The leaders are responsible for the group management and must prepare for the 'leaders' meeting', where the presentation session is organized. Assessment is based both on the quality of the presentation and on the technical correctness and completeness in the way subjects are treated and on leadership skills. While the teachers evaluate the two first issues, peers evaluate leadership. [ABSTRACT FROM AUTHOR]