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Data on economic variables are drawn from the International Financial Statistics (IFS) Yearbook (Edward, 2008; Carson, 2000, 2002, 2004; McLenaghan, 1992, 1995) published by the International Monetary Fund (IMF) Statistics Department (1964, 1973, 1981, 1983). The economic variables that I obtained from the IFS are GDP, gross domestic investment, and government expenditures. The IMF values for the variables are in current prices. The current values are non-comparable across countries due to the different amounts of inflation across nations over time. I converted all data to constant values with the year 1985 as a base year using the GDP deflator provided by the IFS. For countries that do not have GDP deflators for the period (1960–2002), I used the consumer price index (CPI)² provided by the same source. In addition, the values for the variables are converted from their respective national currencies to U.S. dollars. Some countries in Latin America posed problems when I conducted the conversion process because they arbitrarily changed their national currencies several times from 1960 to 2002. These currency changes made it very difficult in the cases of Argentina, Brazil, Bolivia, and Mexico to draw reliable conclusions from the empirical analysis. Several countries – Chile, Indonesia, Liberia, Mauritius, Madagascar, the Sudan, Tanzania, Zaire, and Zambia – have numerous missing values that made their time series fall below the required span for appropriate time series analysis. These nine countries were dropped from the NLS analysis, which reduced the number of countries involved in the NLS analysis to sixty countries. However, these nine countries were included in the CNTS analysis.

The purpose of this paper is to ask: what effect does moving from individual to collective understandings of the entrepreneur in enterprising education have on the student’s learning? And given this shift in understanding, is there a need for a new paradigm in entrepreneurship learning?

This paper draws on ethnographic data from entrepreneurship education (EEd) at a summer school in Denmark. The purpose of the summer school was to bring the students from an awareness of their own competences to a shared understanding of resources, relationships and opportunities for becoming enterprising.

Drawing on the recent developments in understanding creativity, the authors’ explore the potential for similarities between becoming an entrepreneur in collaboration with others and being creative in collaboration with others. The authors’ found that a focus on the collaborative and distributed character of entrepreneurship, as within the We-paradigm from creativity, does not exclude the importance of perceptions of individuals’ self-images as part of a course in entrepreneurship. Yet, a reformulation of these could be an entry point for richer group work and articulation of diverse group potential.

This study suggests that it is possible to take at least one step further in what can be achieved during an EEd course. Rather than remain a focus on individual learning and treating group work a didactics instrument, team formation processes can be used as a pedagogy/andragogy experiential tool in the classroom with its own learning outcomes, as presented and discussed above. For educators, this means that they have an additional tool to aid the complicated task of bringing EEd to students across campus. For students, this new approach means that the often dreaded and frustrating process of classroom team formation can become a positive experience of purposeful team assembly and collaboration. Two possible limitations regarding the findings of this paper can be identified: for students with extensive experience in forming teams and working in groups, taking them through this process may not have the desired effect as they may rely on habits and known mechanism without much reflection; it may be difficult to achieve the desired effect with students that know each other well before the course starts, as they may have too strong hidden agendas about who they want to work with and who they do not want to work with that this will over-power the idea/opportunity/subject-matter driven approach (Aldrich and Kim, 2007). Educators should consider if they may be subject to these limitations as this may have an effect on the use of active, opportunity-driven team formation in practise. To counter the second limitation, educators may want to consider how far into a course they want to facilitate the team formation; especially for courses running over significantly longer periods than two weeks. Future research may be able to assess the significance of these limitations.

This paper explores how students experience and handle a shift from an individual to a collaborative understanding of entrepreneurship imposed on them by the novel and unique design of a course that explicitly incorporates the team formation process into the curriculum. This is undertaken to gauge the extent to which students experience this shift as fitting the actual and perceived need for shared practices in developing enterprising behaviour, and to shed light on what action/process-based EEd courses may benefit from actively including a team formation process in the course design.

EEd may be offered for a number of reasons. New enterprises are seen as a potential source of economic wealth and for the student, this type of education offers the possibility of using their knowledge in new ways, becoming entrepreneurs or intrapreneurs. Also, from the perspective of both the higher education institution and the student, in the fast changing world in which we live, the digital mobility and multiplicity of work environments requires a workforce that possesses a range of individual competences. Such as being persistent, engaged and having good ideas, competences that are difficult to teach and hard to learn. Adding to our knowledge of how to handle these concerns, the paper points at a number of social implications of EEd.

The research conducted in this research paper contributes to the field of EEd by exemplifying how conceptual understandings of entrepreneurship as a collective enterprise, rather than an individual one, impact students’ understanding and experience of entrepreneurship. Furthermore, it provides a foundation for expanding research aimed at providing students with a learning experience more in line with the everyday life of an entrepreneur.

The purpose of this paper is to investigate the social construction of gendered subjects in entrepreneurship education (EEd), through the analysis of course descriptions. For this purpose, the analytical constructs of the Fictive Student and the Fictive Entrepreneur are developed.

Through analysis of 86 course descriptions from 81 universities in 21 countries, this study examines the degree to which course descriptions use gendered language, how such language constructs gendered subjects, and the resultant implications.

This paper finds that course descriptions are predominantly, but not exclusively, masculine in their language. More importantly, the distribution of feminine and masculine language is uneven across course descriptions. Context variables such as regional or national culture differences do not explain this distribution. Instead, the phenomenon is explained by course content/type; whereby practice-based entrepreneurship courses are highly masculine, compared to traditional academic courses, where students learn about entrepreneurship as a social phenomenon.

Universities and educators have not taken into account recent research about the real and possible negative consequences of positioning entrepreneurship in a stereotypical, masculinized fashion. This may offer an inexpensive opportunity to improve recruitment and description accuracy.

The paper’s contribution is fourfold. First, it contributes to debates on the gendering of entrepreneurship by extending these into EEd. Second, it extends Sarasvathy’s (2004) concern with barriers to, rather than incentives for, entrepreneurship to include EEd. Third, it contributes to the emerging literature on entrepreneurship as practice, by highlighting the masculization of EEd, as it gets closer to practice and the role of language in this. Finally, it highlights the gendered implications of English medium courses.

Raises some questions on moral and legal rights to health care, referring to various claims contained within the report of the UK’s Commission on Social Justice – “Social Justice: Strategies for National Renewal” (1994). Explores the relationship between needs and rights – rights of action and rights of recipience, moral rights and legal rights. Proceeds to delve into the role the state plays in providing services such as health care and whether or not people have a moral right to good health and good health care. Questions if the state should provide health care and, if so, should it be provided as a legal right to citizens? Concludes that the Commission on Social Justice fails to defend the National Health Service on the grounds of justice and moral rights.

Vertical handoff mechanism (VHO) becomes very popular because of the improvements in the mobility models. These developments are less to certain circumstances and thus do not provide support in generic mobility, but the vertical handover management providing in the heterogeneous wireless networks (HWNs) is crucial and challenging. Hence, this paper introduces the vertical handoff management approach based on an effective network selection scheme.

This paper aims to improve the working principle of previous methods and make VHO more efficient and reliable for the HWN.Initially, the handover triggering techniques is modelled for identifying an appropriate place to initiate handover based on the computed coverage area of cellular base station or wireless local area network (WLAN) access point. Then, inappropriate networks are eliminated for determining the better network to perform handover. Accordingly, a network selection approach is introduced on the basis ofthe Fractional-dolphin echolocation-based support vector neural network (Fractional-DE-based SVNN). The Fractional-DE is designed by integrating Fractional calculus (FC) in Dolphin echolocation (DE), and thereby, modifying the update rule of the DE algorithm based on the location of the solutions in past iterations. The proposed Fractional-DE algorithm is used to train Support vector neural network (SVNN) for selecting the best weights. Several parameters, like Bit error rate (BER), End to end delay (EED), jitter, packet loss, and energy consumption are considered for choosing the best network.

The performance of the proposed VHO mechanism based on Fractional-DE is evaluated based on delay, energy consumption, staytime, and throughput. The proposed Fractional-DE method achieves the minimal delay of 0.0100 sec, the minimal energy consumption of 0.348, maximal staytime of 4.373 sec, and the maximal throughput of 109.20 kbps.

In this paper, a network selection approach is introduced on the basis of the Fractional-Dolphin Echolocation-based Support vector neural network (Fractional-DE-based SVNN). The Fractional-DE is designed by integrating Fractional calculus (FC) in Dolphin echolocation (DE), and thereby, modifying the update rule of the DE algorithm based on the location of the solutions in past iterations. The proposed Fractional-DE algorithm is used to train SVNN for selecting the best weights. Several parameters, like Bit error rate (BER), End to end delay (EED), jitter, packet loss, and energy consumption are considered for choosing the best network.The performance of the proposed VHO mechanism based on Fractional-DE is evaluated based on delay, energy consumption, staytime, and throughput, in which the proposed method offers the best performance.

The purpose of this paper is to solve economic emission dispatch problem in connection of wind with hydro-thermal units.

The proposed hybrid methodology is the joined execution of both the modified salp swarm optimization algorithm (MSSA) with artificial intelligence technique aided with particle swarm optimization (PSO) technique.

The proposed approach is introduced to figure out the optimal power generated power from the thermal, wind farms and hydro units by minimizing the emission level and cost of generation simultaneously. The best compromise solution of the generation power outputs and related gas emission are subject to the equality and inequality constraints of the system. Here, MSSA is used to generate the optimal combination of thermal generator with the objective of minimum fuel and emission objective function. The proposed method also considers wind speed probability factor via PSO-artificial neural network (ANN) technique and hydro power generation at peak load demand condition to ensure economic utilization.

To validate the advantage of the proposed approach, six- and ten-units thermal systems are studied with fuel and emission cost. For minimizing the fuel and emission cost of the thermal system with the predicted wind speed factor, the proposed approach is used. The proposed approach is actualized in MATLAB/Simulink, and the results are examined with considering generation units and compared with various solution techniques. The comparison reveals the closeness of the proposed approach and proclaims its capability for handling multi-objective optimization problems of power systems.

Examines the extent to which social policy adopted by the colonial government in Hong Kong (prior to its hand‐over China in 1997) has set the agenda for the government of the newly formed Special Administrative Region (SAR). Chronicles the historical development of social policy in Hong Kong since the inception of the colonial government in 1842; identifies that, with the exception of a short‐lived period of expansionism (stimulated by social unrest in the mid‐1960’s) social welfare provision appears to have been low on the government’s agenda and incremental in nature ‐ the emphasis being on economic growth, rather than public spending on welfare programmes. Examines the strengths and weaknesses of this incremental approach; outlines the commitment of the SAR government to the market economy and its proposals for a modest increase in welfare provision, essentially building on the legacy left behind by the colonial government.

Although Greece is not a party to the Brussels Convention of 1924 on bills of lading (Hague Rules) major part of its substantive provisions has been incorporated in title 6 of the Code of Private Maritime Law which was introduced by Law 3816 in 1958. The Hague and Hague‐Visby Rules become recently part of the Greek law by law 2107/1992. The contract of carriage of goods by sea is regarded as a kind of the general contract of affreightment (charter‐parties). Scholars have clearly expressed in favour of the regulation of both kinds of contracts under the same provisions. So the former (contract of carriage) is governed by the same provisions as the latter (charter party)

NOW THAT the diplomatic excitement of Europe's enlargement has faded, there is the anti‐climactic realization that, industrially‐speaking, things are not going at all well in the Market. European industrialists do not conceal their gloom about the present indicators.