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During commercial production of liquid egg yolk (LEY), phospholipase A2 (PLA2) is used to improve its emulsification capacity and thermal stability. The enzymatic treatment may occur at elevated temperatures such as 50 °C, potentially allowing foodborne pathogens, such as Bacillus cereus, to grow. Little knowledge is available concerning growth of B. cereus in LEY during PLA2 treatment. Therefore, the objective of this study was to investigate the growth kinetics of B. cereus during PLA2 treatment using pathogenic B. cytotoxicus NVH391-98, the most thermotolerant member in the B. cereus group, as a surrogate. Inoculated LEY samples were placed in precision programmable incubators to observe the growth of B. cytotoxicus NVH391-98 under multiple isothermal and dynamic temperature conditions between 20 and 53 °C. The bacterial growth was described using the differential Baranyi model coupled with two different secondary models. The kinetic parameters were determined using one-step dynamic inverse analysis of multiple growth curves. The least square method was used in combination with the 4th order Runge-Kutta method to solve the differential Baranyi model using multiple growth curves to determine the cardinal kinetic parameters. The results showed that B. cytotoxicus NVH391-98 can grow prolifically at 50 °C. The estimated minimum, optimum and maximum temperatures were 16.7 or 18.5, 47.8 or 48.1, and 52.1 or 52.4 °C, respectively, depending on the secondary models, with an optimum growth rate of 2.1 log colony-forming-unit (CFU)/g per hour. The dynamic model is validated using isothermal curves with reasonable accuracy. B. cytotoxicus died off slowly at 15 °C. At 55 °C, thermal inactivation was observed, with a D value of approximately 2.7 h. Holding at 55 °C or below 15 °C can effectively prevent the growth of B. cytotoxicus in egg yolk.

During commercial production of liquid egg yolk (LEY), phospholipase A2 (PLA2) is used to improve its emulsification capacity and thermal stability. The enzymatic treatment may occur at elevated temperatures such as 50 °C, potentially allowing foodborne pathogens, such as Bacillus cereus, to grow. Little knowledge is available concerning growth of B. cereus in LEY during PLA2 treatment. Therefore, the objective of this study was to investigate the growth kinetics of B. cereus during PLA2 treatment using pathogenic B. cytotoxicus NVH391-98, the most thermotolerant member in the B. cereus group, as a surrogate. Inoculated LEY samples were placed in precision programmable incubators to observe the growth of B. cytotoxicus NVH391-98 under multiple isothermal and dynamic temperature conditions between 20 and 53 °C. The bacterial growth was described using the differential Baranyi model coupled with two different secondary models. The kinetic parameters were determined using one-step dynamic inverse analysis of multiple growth curves. The least square method was used in combination with the 4th order Runge-Kutta method to solve the differential Baranyi model using multiple growth curves to determine the cardinal kinetic parameters. The results showed that B. cytotoxicus NVH391-98 can grow prolifically at 50 °C. The estimated minimum, optimum and maximum temperatures were 16.7 or 18.5, 47.8 or 48.1, and 52.1 or 52.4 °C, respectively, depending on the secondary models, with an optimum growth rate of 2.1 log colony-forming-unit (CFU)/g per hour. The dynamic model is validated using isothermal curves with reasonable accuracy. B. cytotoxicus died off slowly at 15 °C. At 55 °C, thermal inactivation was observed, with a D value of approximately 2.7 h. Holding at 55 °C or below 15 °C can effectively prevent the growth of B. cytotoxicus in egg yolk.

This book offers the first introduction to the concepts, theories, and applications of pricing and revenue optimization. From the initial success of "yield management" in the commercial airline industry down to more recent successes of markdown management and dynamic pricing, the application of mathematical analysis to optimize pricing has become increasingly important across many different industries. But, since pricing and revenue optimization has involved the use of sophisticated mathematical techniques, the topic has remained largely inaccessible to students and the typical manager. With methods proven in the MBA courses taught by the author at Columbia and Stanford Business Schools, this book presents the basic concepts of pricing and revenue optimization in a form accessible to MBA students, MS students, and advanced undergraduates. In addition, managers will find the practical approach to the issue of pricing and revenue optimization invaluable. With updates to every chapter, this second edition covers topics such as estimation of price-response functions and machine-learning-based price optimization. New discussions of applications of dynamic pricing and revenue management by companies such as Amazon, Uber, and Disney, and in industries such as sports, theater, and electric power, are also included. In addition, the book provides current coverage of important applications such as revenue management, markdown management, customized pricing, and the behavioral economics of pricing.

This book offers the first introduction to the concepts, theories, and applications of pricing and revenue optimization. From the initial success of "yield management" in the commercial airline industry down to more recent successes of markdown management and dynamic pricing, the application of mathematical analysis to optimize pricing has become increasingly important across many different industries. But, since pricing and revenue optimization has involved the use of sophisticated mathematical techniques, the topic has remained largely inaccessible to students and the typical manager. With methods proven in the MBA courses taught by the author at Columbia and Stanford Business Schools, this book presents the basic concepts of pricing and revenue optimization in a form accessible to MBA students, MS students, and advanced undergraduates. In addition, managers will find the practical approach to the issue of pricing and revenue optimization invaluable. With updates to every chapter, this second edition covers topics such as estimation of price-response functions and machine-learning-based price optimization. New discussions of applications of dynamic pricing and revenue management by companies such as Amazon, Uber, and Disney, and in industries such as sports, theater, and electric power, are also included. In addition, the book provides current coverage of important applications such as revenue management, markdown management, customized pricing, and the behavioral economics of pricing.

This book offers the first introduction to the concepts, theories, and applications of pricing and revenue optimization. From the initial success of "yield management" in the commercial airline industry down to more recent successes of markdown management and dynamic pricing, the application of mathematical analysis to optimize pricing has become increasingly important across many different industries. But, since pricing and revenue optimization has involved the use of sophisticated mathematical techniques, the topic has remained largely inaccessible to students and the typical manager. With methods proven in the MBA courses taught by the author at Columbia and Stanford Business Schools, this book presents the basic concepts of pricing and revenue optimization in a form accessible to MBA students, MS students, and advanced undergraduates. In addition, managers will find the practical approach to the issue of pricing and revenue optimization invaluable. With updates to every chapter, this second edition covers topics such as estimation of price-response functions and machine-learning-based price optimization. New discussions of applications of dynamic pricing and revenue management by companies such as Amazon, Uber, and Disney, and in industries such as sports, theater, and electric power, are also included. In addition, the book provides current coverage of important applications such as revenue management, markdown management, customized pricing, and the behavioral economics of pricing.

Leptoconops Skuse and Culicoides Latreille (Diptera: Ceratopogonidae) biting midges are serious pests of mammals, birds, and reptiles and important vectors of viruses, protozoans, and filarial nematodes. Their collection became an important adjunct to mosquito surveillance using light-baited and CO2-baited suction traps in Grand County, Utah, United States, during 1999–2016. During 2017–2020, collecting was expanded to California, Nevada, Idaho, Wyoming, Colorado, Arizona, New Mexico, and other parts of Utah using an ultraviolet light suction trap. As a result, five species of Leptoconops and 59 species of Culicoides, representing Leptoconops subgenera Holoconops Kieffer and Leptoconops Skuse, Culicoides subgenera Amoss­ovia Glukhova, Beltranmyia Vargas, Diphaomyia Vargas, Drymodesmyia Vargas, Haematomyidium Goeldi, Monoculicoides Khalaf, Selfia Khalaf, Sensiculicoides Shevchenko, Silvaticulicoides Glukhova, Silvicola Mirza­eva and Isaev, and Wirthomyia Vargas, and the Culicoides Leoni, Limai, Palmerae, Piliferus, Saundersi, and Stonei species groups, were collected. Keys to adult males and females and tables of diagnostic characters are provided for identification of 15 species of Leptoconops and 86 species of Culicoides collected, reported by others, or likely to occur in the Southwestern United states west of the Continental Divide. Description ref­erences, synonymies, diagnoses, geographic and seasonal distributions, and biological summaries from the available literature are provided. Data on relative abundance in light-baited or CO2-baited traps are provided for the species collected. Intersex specimens and specimens parasitized by mites or mermithid nematodes are tabulated. Culicoides (Drymodesmyia) bakeri Vargas is reported from California (new United States re­cord). New state records of other species for Idaho, Nevada, Utah, Colorado, Arizona, and New Mexico of the United States and for the Mexico states of Puebla, San Luis Potosi, and Oaxaca are reported.

Leptoconops Skuse and Culicoides Latreille (Diptera: Ceratopogonidae) biting midges are serious pests of mammals, birds, and reptiles and important vectors of viruses, protozoans, and filarial nematodes. Their collection became an important adjunct to mosquito surveillance using light-baited and CO2-baited suction traps in Grand County, Utah, United States, during 1999–2016. During 2017–2020, collecting was expanded to California, Nevada, Idaho, Wyoming, Colorado, Arizona, New Mexico, and other parts of Utah using an ultraviolet light suction trap. As a result, five species of Leptoconops and 59 species of Culicoides, representing Leptoconops subgenera Holoconops Kieffer and Leptoconops Skuse, Culicoides subgenera Amossovia Glukhova, Beltranmyia Vargas, Diphaomyia Vargas, Drymodesmyia Vargas, Haematomyidium Goeldi, Monoculicoides Khalaf, Selfia Khalaf, Sensiculicoides Shevchenko, Silvaticulicoides Glukhova, Silvicola Mirzaeva and Isaev, and Wirthomyia Vargas, and the Culicoides Leoni, Limai, Palmerae, Piliferus, Saundersi, and Stonei species groups, were collected. Keys to adult males and females and tables of diagnostic characters are provided for identification of 15 species of Leptoconops and 86 species of Culicoides collected, reported by others, or likely to occur in the Southwestern United states west of the Continental Divide. Description references, synonymies, diagnoses, geographic and seasonal distributions, and biological summaries from the available literature are provided. Data on relative abundance in light-baited or CO2-baited traps are provided for the species collected. Intersex specimens and specimens parasitized by mites or mermithid nematodes are tabulated. Culicoides (Drymodesmyia) bakeri Vargas is reported from California (new United States record). New state records of other species for Idaho, Nevada, Utah, Colorado, Arizona, and New Mexico of the United States and for the Mexico states of Puebla, San Luis Potosi, and Oaxaca are reported. Culi, Leptoconops Skuse y Culicoides Latreille (Diptera: Ceratopogonidae) los mosquitos picadores de son plagas graves de mamíferos, aves y reptiles y vectores importantes de virus, protozoos y nematodos filariales. Su colección se convirtió en un complemento importante para la vigilancia de mosquitos mediante el uso de trampas de succión con cebo ligero y con cebo de CO2 en Grand County, Utah, Estados Unidos, durante 1999–2016. Durante 2017–2020, la recolección se expandió a California, Nevada, Idaho, Wyoming, Colorado, Arizona, New Mexico, y otras partes de Utah usando una trampa de succión de luz ultravioleta. Como resultado, cinco especies de Leptoconops y 59 especies de Culicoides, representando Leptoconops subgénero Holoconops Kieffer y Leptoconops Skuse, Culicoides subgénero Amossovia Glukhova, Beltranmyia Vargas, Diphaomyia Vargas, Drymodesmyia Vargas, Haematomyidium Goeldi, Monoculicoides Khalaf, Selfia Khalaf, Sensiculicoides Shevchenko, Silvaticulicoides Glukhova, Silvicola Mirzaeva e Isaev, y Wirthomyia Vargas, y los grupos Culicoides Leoni, Limai, Palmerae, Piliferus, Saundersi, y Stonei. Se proporcionan claves para machos y hembras adultos y tablas de caracteres de diagnóstico para la identificación de 15 especies de Leptoconops y 86 especies de Culicoides recolectadas, reportadas de otra manera o que probablemente ocurran en el suroeste de los Estados Unidos al oeste de la Divisoria Continental de América. Se proporcionan referencias descriptivas, sinonimias, diagnósticos, distribuciones geográficas y estacionales, y resúmenes biológicos de la literatura disponible. Se proporcionan datos sobre la abundancia relativa en trampas con cebo ligero o cebo con CO2 para las especies recolectadas. Se tabulan los especímenes intersexuales y los especímenes parasitados por ácaros o nematodos mermitidos. Culicoides (Drymodesmyia) bakeri Vargas se informa de California (nuevo registro de Estados Unidos). Se reportan nuevos registros estatales de otras especies para Idah

[EN] Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.

[EN] Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.

[EN] Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.

This book offers the first introduction to the concepts, theories, and applications of pricing and revenue optimization. From the initial success of "yield management" in the commercial airline industry down to more recent successes of markdown management and dynamic pricing, the application of mathematical analysis to optimize pricing has become increasingly important across many different industries. But, since pricing and revenue optimization has involved the use of sophisticated mathematical techniques, the topic has remained largely inaccessible to students and the typical manager. With methods proven in the MBA courses taught by the author at Columbia and Stanford Business Schools, this book presents the basic concepts of pricing and revenue optimization in a form accessible to MBA students, MS students, and advanced undergraduates. In addition, managers will find the practical approach to the issue of pricing and revenue optimization invaluable. With updates to every chapter, this second edition covers topics such as estimation of price-response functions and machine-learning-based price optimization. New discussions of applications of dynamic pricing and revenue management by companies such as Amazon, Uber, and Disney, and in industries such as sports, theater, and electric power, are also included. In addition, the book provides current coverage of important applications such as revenue management, markdown management, customized pricing, and the behavioral economics of pricing.

Purpose: To update the 2015 clinical practice guideline for the prevention of oral mucositis in pediatric cancer or hematopoietic stem cell transplant (HSCT) patients. Methods: We performed seven systematic reviews of mucositis prevention. Three reviews included randomized controlled trials (RCTs) conducted in pediatric and adult patients evaluating cryotherapy, keratinocyte growth factor (KGF) or photobiomodulation therapy with a focus on efficacy. Three reviews included studies of any design conducted in pediatric patients evaluating these same interventions with a focus on adverse events and feasibility. One review included all RCTs of any intervention for mucositis prevention in pediatric patients. Primary outcome was severe oral mucositis.

Purpose: To update the 2015 clinical practice guideline for the prevention of oral mucositis in pediatric cancer or hematopoietic stem cell transplant (HSCT) patients. Methods: We performed seven systematic reviews of mucositis prevention. Three reviews included randomized controlled trials (RCTs) conducted in pediatric and adult patients evaluating cryotherapy, keratinocyte growth factor (KGF) or photobiomodulation therapy with a focus on efficacy. Three reviews included studies of any design conducted in pediatric patients evaluating these same interventions with a focus on adverse events and feasibility. One review included all RCTs of any intervention for mucositis prevention in pediatric patients. Primary outcome was severe oral mucositis.

Purpose: To update the 2015 clinical practice guideline for the prevention of oral mucositis in pediatric cancer or hematopoietic stem cell transplant (HSCT) patients. Methods: We performed seven systematic reviews of mucositis prevention. Three reviews included randomized controlled trials (RCTs) conducted in pediatric and adult patients evaluating cryotherapy, keratinocyte growth factor (KGF) or photobiomodulation therapy with a focus on efficacy. Three reviews included studies of any design conducted in pediatric patients evaluating these same interventions with a focus on adverse events and feasibility. One review included all RCTs of any intervention for mucositis prevention in pediatric patients. Primary outcome was severe oral mucositis.

Purpose: To update the 2015 clinical practice guideline for the prevention of oral mucositis in pediatric cancer or hematopoietic stem cell transplant (HSCT) patients. Methods: We performed seven systematic reviews of mucositis prevention. Three reviews included randomized controlled trials (RCTs) conducted in pediatric and adult patients evaluating cryotherapy, keratinocyte growth factor (KGF) or photobiomodulation therapy with a focus on efficacy. Three reviews included studies of any design conducted in pediatric patients evaluating these same interventions with a focus on adverse events and feasibility. One review included all RCTs of any intervention for mucositis prevention in pediatric patients. Primary outcome was severe oral mucositis.

Purpose: To update the 2015 clinical practice guideline for the prevention of oral mucositis in pediatric cancer or hematopoietic stem cell transplant (HSCT) patients. Methods: We performed seven systematic reviews of mucositis prevention. Three reviews included randomized controlled trials (RCTs) conducted in pediatric and adult patients evaluating cryotherapy, keratinocyte growth factor (KGF) or photobiomodulation therapy with a focus on efficacy. Three reviews included studies of any design conducted in pediatric patients evaluating these same interventions with a focus on adverse events and feasibility. One review included all RCTs of any intervention for mucositis prevention in pediatric patients. Primary outcome was severe oral mucositis.

In the wake of the 2008 financial crisis, it became apparent that pricing loans in a way that is profitable for lenders and sensitive to risk is anything but simple. Increasingly, lenders are following the lead of other retailers by segmenting their market and more precisely targeting customers. To do this successfully, lenders must engage analytic approaches, such as machine learning and optimization, in setting prices for each segment. Robert L. Phillips worked with major banks and financial services companies for more than a decade to help them improve their pricing capabilities. This book draws on his experience, as well as the latest academic research, to demonstrate how lenders can apply the proven techniques of price optimization to responsibly improve the profitability of their loans. It is a go-to resource for academics and professionals alike, particularly lenders who are looking for ways to do better business in an increasingly competitive (and regulated) market.

We compared data from an enterprise course aimed at scientists and engineers using the Unit Evaluation Questionnaire, coursework marks and qualitative feedback quotes with the aim of identifying any issues for embedding enterprise and entrepreneurship units in science and engineering degrees. Enterprise courses in many universities are often offered as units within other degree programmes which fulfill chartered bodies requirements for enterprise education and for employability. Whilst broadly accepted to be successful, others have reported students views on enterprise education be mixed as they feel its out of their comfort zone, and some are not open to studying units outside of their main subject, however we found student results and satisfaction to be at least as good as faculty and departmental norms. Qualitative comments suggest despite initial misgivings, they enjoy applying their subject knowledge to entrepreneurial issues and appreciate it not being a generic course. Students were not adversely affected by different assessment techniques and performed similarly to departmental/faculty averages. We found that it was key for courses to be tailored to science and engineering students such as by allowing a company from their subject area for their assignments and giving science examples which gave better engagement and feedback.

We compared data from an enterprise course aimed at scientists and engineers using the Unit Evaluation Questionnaire, coursework marks and qualitative feedback quotes with the aim of identifying any issues for embedding enterprise and entrepreneurship units in science and engineering degrees. Enterprise courses in many universities are often offered as units within other degree programmes which fulfill chartered bodies requirements for enterprise education and for employability. Whilst broadly accepted to be successful, others have reported students views on enterprise education be mixed as they feel its out of their comfort zone, and some are not open to studying units outside of their main subject, however we found student results and satisfaction to be at least as good as faculty and departmental norms. Qualitative comments suggest despite initial misgivings, they enjoy applying their subject knowledge to entrepreneurial issues and appreciate it not being a generic course. Students were not adversely affected by different assessment techniques and performed similarly to departmental/faculty averages. We found that it was key for courses to be tailored to science and engineering students such as by allowing a company from their subject area for their assignments and giving science examples which gave better engagement and feedback.

We compared data from an enterprise course aimed at scientists and engineers using the Unit Evaluation Questionnaire, coursework marks and qualitative feedback quotes with the aim of identifying any issues for embedding enterprise and entrepreneurship units in science and engineering degrees. Enterprise courses in many universities are often offered as units within other degree programmes which fulfill chartered bodies requirements for enterprise education and for employability. Whilst broadly accepted to be successful, others have reported students views on enterprise education be mixed as they feel its out of their comfort zone, and some are not open to studying units outside of their main subject, however we found student results and satisfaction to be at least as good as faculty and departmental norms. Qualitative comments suggest despite initial misgivings, they enjoy applying their subject knowledge to entrepreneurial issues and appreciate it not being a generic course. Students were not adversely affected by different assessment techniques and performed similarly to departmental/faculty averages. We found that it was key for courses to be tailored to science and engineering students such as by allowing a company from their subject area for their assignments and giving science examples which gave better engagement and feedback.

We compared data from an enterprise course aimed at scientists and engineers using the Unit Evaluation Questionnaire, coursework marks and qualitative feedback quotes with the aim of identifying any issues for embedding enterprise and entrepreneurship units in science and engineering degrees. Enterprise courses in many universities are often offered as units within other degree programmes which fulfill chartered bodies requirements for enterprise education and for employability. Whilst broadly accepted to be successful, others have reported students views on enterprise education be mixed as they feel its out of their comfort zone, and some are not open to studying units outside of their main subject, however we found student results and satisfaction to be at least as good as faculty and departmental norms. Qualitative comments suggest despite initial misgivings, they enjoy applying their subject knowledge to entrepreneurial issues and appreciate it not being a generic course. Students were not adversely affected by different assessment techniques and performed similarly to departmental/faculty averages. We found that it was key for courses to be tailored to science and engineering students such as by allowing a company from their subject area for their assignments and giving science examples which gave better engagement and feedback.

We compared data from an enterprise course aimed at scientists and engineers using the Unit Evaluation Questionnaire, coursework marks and qualitative feedback quotes with the aim of identifying any issues for embedding enterprise and entrepreneurship units in science and engineering degrees. Enterprise courses in many universities are often offered as units within other degree programmes which fulfill chartered bodies requirements for enterprise education and for employability. Whilst broadly accepted to be successful, others have reported students views on enterprise education be mixed as they feel its out of their comfort zone, and some are not open to studying units outside of their main subject, however we found student results and satisfaction to be at least as good as faculty and departmental norms. Qualitative comments suggest despite initial misgivings, they enjoy applying their subject knowledge to entrepreneurial issues and appreciate it not being a generic course. Students were not adversely affected by different assessment techniques and performed similarly to departmental/faculty averages. We found that it was key for courses to be tailored to science and engineering students such as by allowing a company from their subject area for their assignments and giving science examples which gave better engagement and feedback.

The Masters of Enterprise Programme is a postgraduate programme whereby a student attempts to start a business during the course of their studies. Established in 2001, we have analysed the success of the 59 companies created from the course and found that as expected the start-up rate is higher than the general population. We also found that ratio of male to female founders (70-30) was similar to start-ups from the general population; however, the survival rate of ventures created from the programme was significantly higher. Also, a higher rate of the businesses were employing more than just the founder, implying they are what could be considered “Entrepreneurial” businesses rather than simply someone self- employed as might be normal in some careers. Despite many overseas students completing the course, only 3 of the businesses were founded outside the UK, suggesting the UK economy is benefitting from the ventures created. We also discuss other outcomes from the course such as these entrepreneurial students are often recruited by top corporates. We further discuss what we believe are the contributing pedagogic factors to its success. Keywords: Entrepreneurship and Enterprise Education, Employability, Start-ups, UK economy.

The Masters of Enterprise Programme is a postgraduate programme whereby a student attempts to start a business during the course of their studies. Established in 2001, we have analysed the success of the 59 companies created from the course and found that as expected the start-up rate is higher than the general population. We also found that ratio of male to female founders (70-30) was similar to start-ups from the general population; however, the survival rate of ventures created from the programme was significantly higher. Also, a higher rate of the businesses were employing more than just the founder, implying they are what could be considered “Entrepreneurial” businesses rather than simply someone self- employed as might be normal in some careers. Despite many overseas students completing the course, only 3 of the businesses were founded outside the UK, suggesting the UK economy is benefitting from the ventures created. We also discuss other outcomes from the course such as these entrepreneurial students are often recruited by top corporates. We further discuss what we believe are the contributing pedagogic factors to its success. Keywords: Entrepreneurship and Enterprise Education, Employability, Start-ups, UK economy.

The Masters of Enterprise Programme is a postgraduate programme whereby a student attempts to start a business during the course of their studies. Established in 2001, we have analysed the success of the 59 companies created from the course and found that as expected the start-up rate is higher than the general population. We also found that ratio of male to female founders (70-30) was similar to start-ups from the general population; however, the survival rate of ventures created from the programme was significantly higher. Also, a higher rate of the businesses were employing more than just the founder, implying they are what could be considered “Entrepreneurial” businesses rather than simply someone self- employed as might be normal in some careers. Despite many overseas students completing the course, only 3 of the businesses were founded outside the UK, suggesting the UK economy is benefitting from the ventures created. We also discuss other outcomes from the course such as these entrepreneurial students are often recruited by top corporates. We further discuss what we believe are the contributing pedagogic factors to its success. Keywords: Entrepreneurship and Enterprise Education, Employability, Start-ups, UK economy.

The Masters of Enterprise Programme is a postgraduate programme whereby a student attempts to start a business during the course of their studies. Established in 2001, we have analysed the success of the 59 companies created from the course and found that as expected the start-up rate is higher than the general population. We also found that ratio of male to female founders (70-30) was similar to start-ups from the general population; however, the survival rate of ventures created from the programme was significantly higher. Also, a higher rate of the businesses were employing more than just the founder, implying they are what could be considered “Entrepreneurial” businesses rather than simply someone self- employed as might be normal in some careers. Despite many overseas students completing the course, only 3 of the businesses were founded outside the UK, suggesting the UK economy is benefitting from the ventures created. We also discuss other outcomes from the course such as these entrepreneurial students are often recruited by top corporates. We further discuss what we believe are the contributing pedagogic factors to its success. Keywords: Entrepreneurship and Enterprise Education, Employability, Start-ups, UK economy.

Within Indo-Fijian immigrant communities in Vancouver, Canada and Sacramento, U.S.A., some young women have struggled daily with questions of who they are. This research documents ethnographically how they have created, constructed, and negotiated identities as a result of their experiences as immigrants in Canada and the United States. While these young women negotiated subjectivities as racialized young female immigrants in a multicultural, or diverse, society, their decision regarding where they belong on the racial hierarchy of North American culture is at the forefront of these negotiations. Drawing on my ethnographic research in the form of participant observation at a number of cultural and athletic events as well as in-depth individual interviews with 18 young Indo-Fijian immigrant women in Vancouver, B.C., and Sacramento, California, I discuss how subjectivity of immigrant girls is constructed as a result of conflicts around culture, race, nationality, intergenerational conflict, and gender. By focusing on young women I attempt to contribute to feminist insights within the study of youth by acknowledging the experiences of youths’ gendered lives. Subjectivity then, for these individuals extends beyond the choices of adapting to their post migration North American culture or remaining loyal to their Indo-Fijian culture. I propose that the racialized world of the youth denies these young women freedom to self-identify themselves. By using the native ethnographer approach as well as using auto-ethnography, I demonstrate that subjectivity is a complex and multi-faceted concept and, its expression is influenced by social domains, and that changes over time and space dependent on specific social situations, environments, and settings.

Within Indo-Fijian immigrant communities in Vancouver, Canada and Sacramento, U.S.A., some young women have struggled daily with questions of who they are. This research documents ethnographically how they have created, constructed, and negotiated identities as a result of their experiences as immigrants in Canada and the United States. While these young women negotiated subjectivities as racialized young female immigrants in a multicultural, or diverse, society, their decision regarding where they belong on the racial hierarchy of North American culture is at the forefront of these negotiations. Drawing on my ethnographic research in the form of participant observation at a number of cultural and athletic events as well as in-depth individual interviews with 18 young Indo-Fijian immigrant women in Vancouver, B.C., and Sacramento, California, I discuss how subjectivity of immigrant girls is constructed as a result of conflicts around culture, race, nationality, intergenerational conflict, and gender. By focusing on young women I attempt to contribute to feminist insights within the study of youth by acknowledging the experiences of youths’ gendered lives. Subjectivity then, for these individuals extends beyond the choices of adapting to their post migration North American culture or remaining loyal to their Indo-Fijian culture. I propose that the racialized world of the youth denies these young women freedom to self-identify themselves. By using the native ethnographer approach as well as using auto-ethnography, I demonstrate that subjectivity is a complex and multi-faceted concept and, its expression is influenced by social domains, and that changes over time and space dependent on specific social situations, environments, and settings.

[EN] It is accepted by most agencies that enterprise education is important for students and for the economy, however it is often difficult to measure the effectiveness of this education as effects can take many years to be shown. We have collected qualitative data from over 300 alumni entrepreneurs, reflecting on their time at the Univeristy of Manchester, which suggested that their experiences of enterprise education were mixed and that they would have benefitted from more practical courses rather than more academically interesting topics. For example they wanted training on how to register a company, understanding tax, employment law and basic book keeping, rather than how to generate ideas and theories of innovation and entrepreneurship. There is a clear need to shift some enterprise education to cater for those who have an idea now and need practical advice, or may have an idea in the future from their subject area and need to know how to proceed formally. On curricular courses are more likely to be academically and theory driven, especially with the need to provide appropriate assessment for students, whilst it is often the extra curricular activities which provide more practical details in how to start a business, which may not be open to all students, or may not be well advertised. Since many students don’t start a business until later in life, with activity peaking in the 35-60 year old age group, they often do not take advantage of these opportunities while at university, should they be available. Our paper shows there needs to be a better mix of practical with academic courses to provide for alumni entrepreneurs’ needs to allow them to start a business whether it be straight form university or later on in life.

[EN] A comparison of the effectiveness of two educational activities are carried out; a standard on-curricular postgraduate unit and an off-curricular school activity. The taught area for both is the theme of enterprise and entrepreneurship. They share similar intended learning outcomes, equipping participants with the same skills, knowledge and tools to set up their own business start-up. Another similarity is the number of contact hours with the students, however the main difference is the span these two activities take place; over a full semester or over a week. A survey was designed to be used in post teaching sessions to evaluate the effectiveness and impact the activities had on the students in the area of enterprise and entrepreneurship. The results indicated that both activities had an impact on start-up intention and activity however, the cost of the enterprise school per head and the fact that the on-curricular activities provide a recognized qualification in case the business fails means that short intensive off-curricular activities are better suited for researchers with limited time and who are still open minded about career choices. Both activities serve their own purpose and value as they provide the desired interventions for supporting positive attitudes towards enterprise and entrepreneurship.

[EN] It is accepted by most agencies that enterprise education is important for students and for the economy, however it is often difficult to measure the effectiveness of this education as effects can take many years to be shown. We have collected qualitative data from over 300 alumni entrepreneurs, reflecting on their time at the Univeristy of Manchester, which suggested that their experiences of enterprise education were mixed and that they would have benefitted from more practical courses rather than more academically interesting topics. For example they wanted training on how to register a company, understanding tax, employment law and basic book keeping, rather than how to generate ideas and theories of innovation and entrepreneurship. There is a clear need to shift some enterprise education to cater for those who have an idea now and need practical advice, or may have an idea in the future from their subject area and need to know how to proceed formally. On curricular courses are more likely to be academically and theory driven, especially with the need to provide appropriate assessment for students, whilst it is often the extra curricular activities which provide more practical details in how to start a business, which may not be open to all students, or may not be well advertised. Since many students don’t start a business until later in life, with activity peaking in the 35-60 year old age group, they often do not take advantage of these opportunities while at university, should they be available. Our paper shows there needs to be a better mix of practical with academic courses to provide for alumni entrepreneurs’ needs to allow them to start a business whether it be straight form university or later on in life.

[EN] It is accepted by most agencies that enterprise education is important for students and for the economy, however it is often difficult to measure the effectiveness of this education as effects can take many years to be shown. We have collected qualitative data from over 300 alumni entrepreneurs, reflecting on their time at the Univeristy of Manchester, which suggested that their experiences of enterprise education were mixed and that they would have benefitted from more practical courses rather than more academically interesting topics. For example they wanted training on how to register a company, understanding tax, employment law and basic book keeping, rather than how to generate ideas and theories of innovation and entrepreneurship. There is a clear need to shift some enterprise education to cater for those who have an idea now and need practical advice, or may have an idea in the future from their subject area and need to know how to proceed formally. On curricular courses are more likely to be academically and theory driven, especially with the need to provide appropriate assessment for students, whilst it is often the extra curricular activities which provide more practical details in how to start a business, which may not be open to all students, or may not be well advertised. Since many students don’t start a business until later in life, with activity peaking in the 35-60 year old age group, they often do not take advantage of these opportunities while at university, should they be available. Our paper shows there needs to be a better mix of practical with academic courses to provide for alumni entrepreneurs’ needs to allow them to start a business whether it be straight form university or later on in life.

[EN] It is accepted by most agencies that enterprise education is important for students and for the economy, however it is often difficult to measure the effectiveness of this education as effects can take many years to be shown. We have collected qualitative data from over 300 alumni entrepreneurs, reflecting on their time at the Univeristy of Manchester, which suggested that their experiences of enterprise education were mixed and that they would have benefitted from more practical courses rather than more academically interesting topics. For example they wanted training on how to register a company, understanding tax, employment law and basic book keeping, rather than how to generate ideas and theories of innovation and entrepreneurship. There is a clear need to shift some enterprise education to cater for those who have an idea now and need practical advice, or may have an idea in the future from their subject area and need to know how to proceed formally. On curricular courses are more likely to be academically and theory driven, especially with the need to provide appropriate assessment for students, whilst it is often the extra curricular activities which provide more practical details in how to start a business, which may not be open to all students, or may not be well advertised. Since many students don’t start a business until later in life, with activity peaking in the 35-60 year old age group, they often do not take advantage of these opportunities while at university, should they be available. Our paper shows there needs to be a better mix of practical with academic courses to provide for alumni entrepreneurs’ needs to allow them to start a business whether it be straight form university or later on in life.

[EN] A comparison of the effectiveness of two educational activities are carried out; a standard on-curricular postgraduate unit and an off-curricular school activity. The taught area for both is the theme of enterprise and entrepreneurship. They share similar intended learning outcomes, equipping participants with the same skills, knowledge and tools to set up their own business start-up. Another similarity is the number of contact hours with the students, however the main difference is the span these two activities take place; over a full semester or over a week. A survey was designed to be used in post teaching sessions to evaluate the effectiveness and impact the activities had on the students in the area of enterprise and entrepreneurship. The results indicated that both activities had an impact on start-up intention and activity however, the cost of the enterprise school per head and the fact that the on-curricular activities provide a recognized qualification in case the business fails means that short intensive off-curricular activities are better suited for researchers with limited time and who are still open minded about career choices. Both activities serve their own purpose and value as they provide the desired interventions for supporting positive attitudes towards enterprise and entrepreneurship.

Health systems struggle with equitable and affordable health spending. Over-medication, low-value care, poor access and social determinants of health amplify inequity. At the same time, primary health care (PHC) improves efficiency, equity, effectiveness, and population health. Community-based–person- and population-centered care reduces health inequalities. This requires ongoing policy. This paper explores how to secure long-term PHC policies, from policy makers obsessed with “quick wins.”

[EN] Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education

Water management plays a major role in any city, but applying alternative strategies might be more or less feasible depending on the urban form and water demand. This paper aims to compare the environmental performance of implementing rainwater harvesting (RWH) systems in American and European cities. To do so, two neighborhoods with a water-stressed Mediterranean climate were selected in contrasting cities, i.e., Calafell (Catalonia, Spain) and Ukiah (California, US). Calafell is a high-density, tourist city, whereas Ukiah is a typical sprawled area. We studied the life cycle impacts of RWH in urban contexts by using runoff modeling before (i.e. business as usual) and after the implementation of this system. In general, cisterns were able to supply > 75% of the rainwater demand for laundry and toilet flushing. The exception were multi-story buildings with roofs smaller than 200 m2, where the catchment area was insufficient to meet demand. The implementation of RWH was environmentally beneficial with respect to the business-as-usual scenario, especially because of reduced runoff treatment needs. Along with soil features, roof area and water demand were major parameters that affected this reduction. RWH systems are more attractive in Calafell, which had 60% lower impacts than in Ukiah. Therefore, high-density areas can potentially benefit more from RWH than sprawled cities., Peer Reviewed, Postprint (author's final draft)

[EN] Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education

[EN] Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education

[EN] Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education

[EN] Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education

The Affordable Care Act authorized, but did not fund, the Primary Care Extension Program (PCEP). Much like the Cooperative Extension Program of the US Department of Agriculture sped the modernization of farming a century ago, the PCEP could speed the transformation of primary care. It could also help achieve other goals such as integrating primary care with public health and translating research into practice. The urgency of these goals and their importance to achieving the Triple Aim for health care should increase interest in rapidly building the PCEP, much as the need to feed the country did a century ago.

Between January 2002 and January 2012, over 6,500 derailments due to internal defects and track misalignments, known as sunkinks, occurred in the US, with associated ̃ 1 billion dollars of direct and indirect cost to the railroad industry. Internal defects in rails are the result of manufacturing defects and rail wear. Current rail inspection methods have well known limitations that prevent them from detecting all of the critical flaws with minimum false positive rates. Safety Recommendations issued by the National Transportation Safety Board (NTSB) following the disastrous train derailments at Superior, WI in 1992 and Oneida, NY in 2007, among others, reiterated the need to improve current rail inspection methods. Sunkinks are the result of excessive compressive thermal loads developed in Continuous Welded Rail (CWR) in hot weather. In order to monitor the possibility of a sunkink, the rail industry necessitates of a reliable method to indicate the level of thermal stress in the rail in a nondestructive and practical manner. Both the Federal Railroad Administration and the railroads are still searching for such method for in-situ thermal stress measurement in rails. is not the search. The goal of this dissertation is to improve the state of the art of ultrasonic wave propagation in waveguides, with specific applications to : (1) improving internal defect detection in rails, and (2) measuring thermal loads in rails. On the first application (defect detection), a prototype has been developed using non-contact means of generating and detecting guided waves in rails. Specifically, the prototype uses a pulsed laser for wave generation and air- coupled sensors for wave detection. The system also employs real-time statistical processing of the ultrasonic measurements that maximizes the sensitivity to defects while minimizing false positives. The prototype was field tested with excellent results in terms of defect detection reliability. On the second application (thermal s

Between January 2002 and January 2012, over 6,500 derailments due to internal defects and track misalignments, known as sunkinks, occurred in the US, with associated ̃ 1 billion dollars of direct and indirect cost to the railroad industry. Internal defects in rails are the result of manufacturing defects and rail wear. Current rail inspection methods have well known limitations that prevent them from detecting all of the critical flaws with minimum false positive rates. Safety Recommendations issued by the National Transportation Safety Board (NTSB) following the disastrous train derailments at Superior, WI in 1992 and Oneida, NY in 2007, among others, reiterated the need to improve current rail inspection methods. Sunkinks are the result of excessive compressive thermal loads developed in Continuous Welded Rail (CWR) in hot weather. In order to monitor the possibility of a sunkink, the rail industry necessitates of a reliable method to indicate the level of thermal stress in the rail in a nondestructive and practical manner. Both the Federal Railroad Administration and the railroads are still searching for such method for in-situ thermal stress measurement in rails. is not the search. The goal of this dissertation is to improve the state of the art of ultrasonic wave propagation in waveguides, with specific applications to : (1) improving internal defect detection in rails, and (2) measuring thermal loads in rails. On the first application (defect detection), a prototype has been developed using non-contact means of generating and detecting guided waves in rails. Specifically, the prototype uses a pulsed laser for wave generation and air- coupled sensors for wave detection. The system also employs real-time statistical processing of the ultrasonic measurements that maximizes the sensitivity to defects while minimizing false positives. The prototype was field tested with excellent results in terms of defect detection reliability. On the second application (thermal s

The National Museum of the Pacific War presents an interview with Robert Phillips. Phillips joined the Army Air Forces in December of 1942. He served as a B-24 pilot, and shares details of his flight training. Beginning December of 1944, Phillips and his crew flew over the Gulf of Mexico, identifying potential enemy U-boats. He later transferred to Hondo, Texas to train B-29 engineers, where he was stationed when the war ended. Phillips received his discharge in late 1945.