Collaboration with entrepreneurship education programmes : building spinout capacity at universities

As the University Spin Out (USO) has become a highly desirable outcome for commercialization efforts, the development of entrepreneurial capacity within the university system becomes increasingly more important. We hypothesize that entrepreneurship education (EE) programs ceterus paribus may play a role in developing this capacity. This paper examines the attitudes and perceptions of academics who are directly involved in the field of EE programs with four research goals in mind: 1) to determine whether or not there are perceived advantages to collaboration between EE programs and technology transfer departments, 2) identify specific factors that influence these perceptions, (3) query academics as to perceived barriers to collaboration, and (4) to identify whether collaborations already exist and categorize them. Our findings suggest that significant advantages from collaboration between these two functions are perceived and that indirect linkages are believed to be more important than direct linkages.<br /

A nexus perspective on competing land demands: Wider lessons from a UK policy case study

As nations develop policies for low-carbon transitions, conflicts with existing policies and planning tools are leading to competing demands for land and other resources. This raises fundamental questions over how multiple demands can best be managed. Taking the UK as an empirical example, this paper critiques current policies and practices to explore the interdependencies at the water-energy-food nexus. It considers how current land uses and related policies affect the UK’s resilience to climate change, setting out an agenda for research and practice relevant to stakeholders in land-use management, policy and modelling. Despite recent progress in recognising such nexus challenges, most UK land-related policies and associated science continue to be compartmentalised by both scale and sector and seldom acknowledge nexus interconnections. On a temporal level, the absence of an over-arching strategy leaves inter-generational trade-offs poorly considered. Given the system lock-in and the lengthy policy-making process, it is essential to develop alternative ways of providing dynamic, flexible, practical and scientifically robust decision support for policy-makers. A range of ecosystem services need to be valued and integrated into a resilient land-use strategy, including the introduction of non-monetary, physical-unit constraints on the use of particular services

Method of making bonded or sintered permanent magnets

An isotropic permanent magnet is made by mixing a thermally responsive, low viscosity binder and atomized rare earth-transition metal (e.g., iron) alloy powder having a carbon-bearing (e.g., graphite) layer thereon that facilitates wetting and bonding of the powder particles by the binder. Prior to mixing with the binder, the atomized alloy powder may be sized or classified to provide a particular particle size fraction having a grain size within a given relatively narrow range. A selected particle size fraction is mixed with the binder and the mixture is molded to a desired complex magnet shape. A molded isotropic permanent magnet is thereby formed. A sintered isotropic permanent magnet can be formed by removing the binder from the molded mixture and thereafter sintering to full density

Method of making bonded or sintered permanent magnets

An isotropic permanent magnet is made by mixing a thermally responsive, low viscosity binder and atomized rare earth-transition metal (e.g., iron) alloy powder having a carbon-bearing (e.g., graphite) layer thereon that facilitates wetting and bonding of the powder particles by the binder. Prior to mixing with the binder, the atomized alloy powder may be sized or classified to provide a particular particle size fraction having a grain size within a given relatively narrow range. A selected particle size fraction is mixed with the binder and the mixture is molded to a desired complex magnet shape. A molded isotropic permanent magnet is thereby formed. A sintered isotropic permanent magnet can be formed by removing the binder from the molded mixture and thereafter sintering to full density

Method of making permanent magnets

A method for making an isotropic permanent magnet comprises atomizing a melt of a rare earth-transition metal alloy (e.g., an Nd--Fe--B alloy enriched in Nd and B) under conditions to produce protectively coated, rapidly solidified, generally spherical alloy particles wherein a majority of the particles are produced/size classified within a given size fraction (e.g., 5 to 40 microns diameter) exhibiting optimum as-atomized magnetic properties and subjecting the particles to concurrent elevated temperature and elevated isotropic pressure for a time effective to yield a densified, magnetically isotropic magnet compact having enhanced magnetic properties and mechanical properties.</p

Probing Cosmology with Weak Lensing Minkowski Functionals

In this paper, we show that Minkowski Functionals (MFs) of weak gravitational lensing (WL) convergence maps contain significant non-Gaussian, cosmology-dependent information. To do this, we use a large suite of cosmological ray-tracing N-body simulations to create mock WL convergence maps, and study the cosmological information content of MFs derived from these maps. Our suite consists of 80 independent 512^3 N-body runs, covering seven different cosmologies, varying three cosmological parameters Omega_m, w, and sigma_8 one at a time, around a fiducial LambdaCDM model. In each cosmology, we use ray-tracing to create a thousand pseudo-independent 12 deg^2 convergence maps, and use these in a Monte Carlo procedure to estimate the joint confidence contours on the above three parameters. We include redshift tomography at three different source redshifts z_s=1, 1.5, 2, explore five different smoothing scales theta_G=1, 2, 3, 5, 10 arcmin, and explicitly compare and combine the MFs with the WL power spectrum. We find that the MFs capture a substantial amount of information from non-Gaussian features of convergence maps, i.e. beyond the power spectrum. The MFs are particularly well suited to break degeneracies and to constrain the dark energy equation of state parameter w (by a factor of ~ three better than from the power spectrum alone). The non-Gaussian information derives partly from the one-point function of the convergence (through V_0, the "area" MF), and partly through non-linear spatial information (through combining different smoothing scales for V_0, and through V_1 and V_2, the boundary length and genus MFs, respectively). In contrast to the power spectrum, the best constraints from the MFs are obtained only when multiple smoothing scales are combined.Comment: 19 pages, 9 figures, 5 table

Navigating Learning Journeys of Online Teachers: Threshold Concepts and Self-efficacy

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context. This paper reports on Phase 2 of a research project, which takes into consideration the cumulative effect of tailored professional development measures implemented in response to findings in Phase 1. The three aims were: 1) to identify the threshold concepts that teaching staff develop when they learn about online learning and teaching; 2) to compare self-efficacy levels and threshold concepts of staff who are experienced or inexperienced in online learning and teaching; and 3) to develop customised professional learning programs and resources to extend the online teaching and course design skills of academic staff. Findings from the study are outlined by identifying threshold concepts, threshold attitudes and self-efficacy levels of online educators and the implications these findings have for designing professional development programs in higher education contexts