The future of research on entrepreneurial intentions

Entrepreneurial intention is a rapidly evolving fi eld of research, with a growing number of studies using entre- preneurial intention as a powerful theoretical framework. Some authors, however, are now calling for scholars to rethink the future of research on entrepreneurial intentions. This paper addresses this issue and, on the basis of a number of knowledge gaps in the literature, proposes future directions for researc

A Survey of Methods for Converting Unstructured Data to CSG Models

The goal of this document is to survey existing methods for recovering CSG representations from unstructured data such as 3D point-clouds or polygon meshes. We review and discuss related topics such as the segmentation and fitting of the input data. We cover techniques from solid modeling and CAD for polyhedron to CSG and B-rep to CSG conversion. We look at approaches coming from program synthesis, evolutionary techniques (such as genetic programming or genetic algorithm), and deep learning methods. Finally, we conclude with a discussion of techniques for the generation of computer programs representing solids (not just CSG models) and higher-level representations (such as, for example, the ones based on sketch and extrusion or feature based operations).Comment: 29 page

Oxidative degradation of polylactide (PLA) and its effects on physical and mechanical properties

The thermo-oxidative degradation of polylactide (PLA) films was studied between 70 and 150 C. It was shown that the oxidative degradation of PLA leads to a random chain cission responsible for a reduction of the molar mass. These molar mass changes affect Tg and the degree of crystallinity, and it was found that Tg decreases according to the Fox–Flory theory whereas the degree of crystallinity increases due to a chemicrystallization process. A correlation between molar mass and strain at break during oxidation has been established: PLA displays a brittle behavior when Mn falls below 40 kg mol 1 in agreement with relationships linking the critical value for embrittlement with the molar mass between entanglements

Tangling with spaghetti : pedagogical lessons from games

International audienceGovernments are seeking to develop entrepreneurial competencies among today’s technology, science, and engineering graduates. However, the creation of “bilingual” graduates who have dual technical and managerial competencies is thwarted by students’ inferior teamwork and interpersonal skills. In education, what is taught is inextricably bound to how it is taught (Dewey, 1916). Current pedagogies in engineering education are insufficiently adapted to student learning style needs (Felder & Silverman, 1988), and the management component of engineering education remains underdeveloped. This problem is keenly felt in one French engineering school where students struggle with a team-based innovation project. We detail efforts made to equip students with teamwork skills by using games as a pedagogical device. Student teams compete to build weight resistant structures using only spaghetti sticks and sewing thread. Their written feedback forms the primary qualitative data for this study. Individual student interviews were subsequently carried out to further uncover potential learning outcomes. We found that students’ responses to the spaghetti game were overwhelmingly positive. Their commentary also illustrates concrete learning of many crucial teamwork processes. Finally, we discuss what makes this pedagogical innovation work and how it should be further studied.<br/

Four Educational Principles to Rethink Ethically Entrepreneurship Education

While most entrepreneurship education stakeholders still assume the position that the main aim of entrepreneurship courses at the university and business schools levels would be to produce entrepreneurs, we advocate in this article that entrepreneurship education is much more. Entrepreneurship education can be seen as a powerful lever to help students in learning how to create new economic and social wealth in a complex and dynamic world, how to think and act entrepreneurially in a range of situations and contexts, how to see entrepreneurship mainly as a method and not as a end by itself. In order to better address these issues, we argue that entrepreneurship education should be conceptualized and designed based on four educational principles: learning to understand the interplay of multiple social interactions, learning to navigate in a complex and dynamic environment, learning how to build and permanently revise knowledge and strategies and learning how to turn ideas into action