Where do graduates Develop their Enterprise Skills? The Value of the Contribution of Higher Education Institutions’ Context

This study investigates the value of the contribution of HEIs’ context in developing graduates enterprise skills. HEIs are under pressure to develop more enterprising graduates, particularly with the increasing numbers of graduates seeking employment and the growing dissatisfaction of employers. This study explores where graduates develop enterprise skills through investigating the impact of HE and employment contexts on their development. The paper draws on a qualitative study in the social constructionist paradigm within the pharmacy context, where interviews were conducted with pharmacy academics and employers. Results show that ability to demonstrate skills in one context does not necessarily mean ability to demonstrate them in another since the development and demonstration of enterprise skills is impacted by the contexts in which they are developed and demonstrated. The study adds value by highlighting the significant role of both HE and employment contexts in developing enterprise skills, while emphasising that these skills become more transferable through exposure to more contexts

Plasma-Induced Frequency Chirp of Intense Femtosecond Lasers and Its Role in Shaping High-Order Harmonic Spectral Lines

We investigate the self-phase modulation of intense femtosecond laser pulses propagating in an ionizing gas and its effects on collective properties of high-order harmonics generated in the medium. Plasmas produced in the medium are shown to induce a positive frequency chirp on the leading edge of the propagating laser pulse, which subsequently drives high harmonics to become positively chirped. In certain parameter regimes, the plasma-induced positive chirp can help to generate sharply peaked high harmonics, by compensating for the dynamically-induced negative chirp that is caused by the steep intensity profile of intense short laser pulses.Comment: 5 pages, 5 figure

Partially and Fully Frustrated Coupled Oscillators With Random Pinning Fields

We have studied two specific models of frustrated and disordered coupled Kuramoto oscillators, all driven with the same natural frequency, in the presence of random external pinning fields. Our models are structurally similar, but differ in their degree of bond frustration and in their finite size ground state properties (one has random ferro- and anti-ferromagnetic interactions; the other has random chiral interactions). We have calculated the equilibrium properties of both models in the thermodynamic limit using the replica method, with emphasis on the role played by symmetries of the pinning field distribution, leading to explicit predictions for observables, transitions, and phase diagrams. For absent pinning fields our two models are found to behave identically, but pinning fields (provided with appropriate statistical properties) break this symmetry. Simulation data lend satisfactory support to our theoretical predictions.Comment: 37 pages, 7 postscript figure

Dynamics of on-line Hebbian learning with structurally unrealizable restricted training sets

We present an exact solution for the dynamics of on-line Hebbian learning in neural networks, with restricted and unrealizable training sets. In contrast to other studies on learning with restricted training sets, unrealizability is here caused by structural mismatch, rather than data noise: the teacher machine is a perceptron with a reversed wedge-type transfer function, while the student machine is a perceptron with a sigmoidal transfer function. We calculate the glassy dynamics of the macroscopic performance measures, training error and generalization error, and the (non-Gaussian) student field distribution. Our results, which find excellent confirmation in numerical simulations, provide a new benchmark test for general formalisms with which to study unrealizable learning processes with restricted training sets.Comment: 7 pages including 3 figures, using IOP latex2e preprint class fil

The high-lying 6^6Li levels at excitation energy around 21 MeV

The $^3$H+$^3$He cluster structure in $^6$Li was investigated by the $^3$H($\alpha$,$^3$H $^3$He)n kinematically complete experiment at the incident energy $E_\alpha$ = 67.2 MeV. We have observed two resonances at $E_x^*$ = 21.30 and 21.90 MeV which are consistent with the $^3$He($^3$H, $\gamma$)$^6$Li analysis in the Ajzenberg-Selove compilation. Our data are compared with the previous experimental data and the RGM and CSRGM calculations.Comment: 12 pages, 6 figures. Accepted for publication in J. Phys. Soc. Jp

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)

A framework for evaluating qualitative changes in learners’ experience and engagement: Developing communicative English teaching and learning in Bangladesh

This article presents the context and framework for evaluation studies of educational transformations associated with the English in Action Project, Bangladesh (EIA) as it progresses over a 9-year period. EIA was launched in May 2008 with the intention of developing communicative English language learning and teaching in Bangladesh. Through a range of interventions involving school students, teachers and young adults, EIA aims to achieve measurable changes in the way that English in taught and learned in Bangladesh, such that useful communicative competence results. Before the interventions were launched, baseline research was undertaken to examine the environment and contexts within which the project would operate. The baseline studies not only provide information and data that will enable subsequent comparisons to be made to assess the impact and effects of the project, they also make evidence available to inform the development of project activities. Innovative approaches to language and teacher development are being employed in order to address the challenges and legacy issues identified. Evaluation of the anticipated qualitative changes over the life of EIA requires a broad programme of studies focusing on the various target beneficiaries

Dynamical and Stationary Properties of On-line Learning from Finite Training Sets

The dynamical and stationary properties of on-line learning from finite training sets are analysed using the cavity method. For large input dimensions, we derive equations for the macroscopic parameters, namely, the student-teacher correlation, the student-student autocorrelation and the learning force uctuation. This enables us to provide analytical solutions to Adaline learning as a benchmark. Theoretical predictions of training errors in transient and stationary states are obtained by a Monte Carlo sampling procedure. Generalization and training errors are found to agree with simulations. The physical origin of the critical learning rate is presented. Comparison with batch learning is discussed throughout the paper.Comment: 30 pages, 4 figure

Nonlinear damping in mechanical resonators based on graphene and carbon nanotubes

Carbon nanotubes and graphene allow fabricating outstanding nanomechanical resonators. They hold promise for various scientific and technological applications, including sensing of mass, force, and charge, as well as the study of quantum phenomena at the mesoscopic scale. Here, we have discovered that the dynamics of nanotube and graphene resonators is in fact highly exotic. We propose an unprecedented scenario where mechanical dissipation is entirely determined by nonlinear damping. As a striking consequence, the quality factor Q strongly depends on the amplitude of the motion. This scenario is radically different from that of other resonators, whose dissipation is dominated by a linear damping term. We believe that the difference stems from the reduced dimensionality of carbon nanotubes and graphene. Besides, we exploit the nonlinear nature of the damping to improve the figure of merit of nanotube/graphene resonators.Comment: main text with 4 figures, supplementary informatio

Number of quantal resonances

Employing the concept of time-delay, a relation is found which counts the number of quantal resonances supported by a potential. Several simple and advanced illustrations include a treatment of square-well, Dirac delta barrier, an interesting physical situation from neutron reflectometry, and the Delta resonance appearing in the scattering of \pi meson from proton.Comment: 9 pages, 5 figure