Explore the vast range of titles available.

PurposeThis study focuses on extra-curricular start-up programs for students at higher educational institutions. It explores the social and situated learning experiences of students who participate in start-up programs, as well as how the processes and outcomes of entrepreneurial learning are potentially shaped by this context.Design/methodology/approachThe study follows multiple cohorts of students who have participated in an extra-curricular start-up program managed by three collaborating universities in Greater Copenhagen. The data have been inductively analyzed using semi-structured interviews with students and project managers during and after the start-up program, complemented with project progress reports, observation notes and survey data.FindingsThe analysis generates a grounded, theoretically informed process model of entrepreneurial learning situated in extra-curricular start-up programs. The model depicts how the immersion, comprehension and co-participation in entrepreneurship as social practice subsequently enables students to expand knowledge structures and develop greater self-confidence in performing entrepreneurship. The model identifies three interconnected components that trigger entrepreneurial learning among students, which allow them to acquire two set of competencies: venture creation competencies and enterprising competencies.Originality/valueThe findings offer unique insights into how the social and relational environment influence and shape the learning experience of students, hence filling the research void on entrepreneurial learning in the situated context of extra-curricular enterprise activities. The findings also elucidate how individual learning experiences of students are potentially shaped by the immersion, comprehension and co-participation in entrepreneurship as social practice.

In this paper, I review an issue that is an urgent challenge in the development field—the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.

The author examined the effectiveness of a developmental 1st-grade transition program by following the progress from kindergarten through 3rd grade of 34 children placed in a transition room program and 37 transition-room eligible (but not placed) children. The children were followed through the end of 3rd grade. The instructional context of the transition room was documented, and outcome measures included academic achievement (assessed through standardized achievement tests and teacher ratings), special education, and grade retention placements, social skills, behavior problems, and parent involvement By the end of the study, children in the transition room program showed some academic and socioemotional advantages over their recommended-but-not-enrolled peers. However, effect sizes declined in magnitude as the study progressed. Thus, it is not clear that the findings support the transition room policy, particularly in light of serious cautions in the literature about the assumptions that lead to extra-year school policies for young children.

The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and extra-curricular activities has emerged for developing employability. Their relative value lacks empirical exploration. This study explored graduates’ self-reported participation in, and their perspectives on the value of, a range of embedded, extra-curricular, and cocurricular learning activities, as well as paid work, for employability. Survey data were gathered (N = 510) from Business and Creative Industries graduates from three Australian universities about the perceived value of activities for skill development, gaining relevant experience, networking, and creating employment opportunities. The activities were considered more useful for gaining experience and skills than for broadening networks and improving career outcomes. Embedded and extra-curricular internships, as well as extra-curricular activities, were believed to be important for enhancing employability. Internships organised as an extra-curricular activity rated better than those delivered as work-integrated learning. Implications for stakeholders responsible for curricular and cocurricular design are discussed.

Innovation behavior (INB) is considered a particularly significant outcome in every level of education management, professional work, and across various organizations. There is still a lack of clear understanding regarding the suitable approaches and formats for fostering INB among undergraduate students. This research presents the results of the Integrated Thinking Promotion Program (ITPP) as an extra-curricular activity which effectively promotes undergraduate students’ INB. Quasi-experimental research was conducted involving 68 university students in Thailand, the experimental group received the ITTP program for three weeks, while the control group received regular course instruction. INB scales were used to collect INB with both groups. The study found that the ITTP program significantly promotes undergraduate students’ INB. This finding provides challenging directions for higher education management, emphasizing the implementation of short-term extra- curricular activity to foster the development of INB among undergraduate students.

Strategies employed by middle-class families to ensure successful educational outcomes for their children have long been the focus of theoretical and empirical analysis in the United Kingdom and beyond. In austerity England, the issue of middle-class social reproduction through higher education increases in saliency, and students' awareness of how to 'play the game' of enhancing their chances to acquire a sought-after graduate position becomes increasingly important. Using data from a longitudinal study of working-class and middle-class undergraduates at Bristol's two universities (the Paired Peers project), we employ Bourdieu's conceptual tools to examine processes of capital mobilisation and acquisition by students to enhance future social positioning. We highlight middle-class advantage over privileged access to valued capitals, and argue that the emphasis on competition, both in terms of educational outcomes and the accrual of capital in the lives of working-class and middle-class students, compounds rather than alleviates social inequalities.

Analysis of organic matter has been one of the major motivations behind solar system exploration missions. It addresses questions related to the organic inventory of our solar system and its implication for the origin of life on Earth. Sample return missions aim at returning scientifically valuable samples from target celestial bodies to Earth. By analysing the samples with the use of state-of-the-art analytical techniques in laboratories here on Earth, researchers can address extremely complicated aspects of extra-terrestrial organic matter. This level of detailed sample characterisation provides the range and depth in organic analysis that are restricted in spacecraft-based exploration missions, due to the limitations of the on-board in-situ instrumentation capabilities. So far, there are four completed and in-process sample return missions with an explicit mandate to collect organic matter: Stardust and OSIRIS-REx missions of NASA, and Hayabusa and Hayabusa2 missions of JAXA. Regardless of the target body, all sample return missions dedicate to minimise terrestrial organic contamination of the returned samples, by applying various degrees or strategies of organic contamination mitigation methods. Despite the dedicated efforts in the design and execution of contamination control, it is impossible to completely eliminate sources of organic contamination. This paper aims at providing an overview of the successes and lessons learned with regards to the identification of indigenous organic matter of the returned samples vs terrestrial contamination.

In the last decade, a large number of different software component models have been developed, with different aims and using different principles and technologies. This has resulted in a number of models which have many similarities, but also principal differences, and in many cases unclear concepts. Component-based development has not succeeded in providing standard principles, as has, for example, object-oriented development. In order to increase the understanding of the concepts and to differentiate component models more easily, this paper identifies, discusses, and characterizes fundamental principles of component models and provides a Component Model Classification Framework based on these principles. Further, the paper classifies a large number of component models using this framework.

On the basis of previous ground-based and fly-by information, we knew that Titan's atmosphere was mainly nitrogen, with some methane, but its temperature and pressure profiles were poorly constrained because of uncertainties in the detailed composition. The extent of atmospheric electricity (‘lightning’) was also hitherto unknown. Here we report the temperature and density profiles, as determined by the Huygens Atmospheric Structure Instrument (HASI), from an altitude of 1,400 km down to the surface. In the upper part of the atmosphere, the temperature and density were both higher than expected. There is a lower ionospheric layer between 140 km and 40 km, with electrical conductivity peaking near 60 km. We may also have seen the signature of lightning. At the surface, the temperature was 93.65 ± 0.25 K, and the pressure was 1,467 ± 1 hPa. New views of Titan The Huygens probe landed on Titan on 14 January this year, and seven papers published in this issue record the encounter. They describe a world that resembles a primitive Earth, complete with weather systems and geological activity. The ‘Huygens on Titan’ section opens with an overview of the descent and landing and a News and Views piece. Tomasko et al . describe the dry riverbed and drainage channels seen during Huygens' descent, evidence that liquid methane falls as rain or erupts from cryovolcanoes, periodically flooding the surface. This paper includes the images used on the cover to the Huygens section. Niemann et al . measured the abundances of isotopes of argon, nitrogen and carbon in the atmosphere, and conclude that there is no evidence that Titan's methane comes from biological activity. Fulchignoni et al . obtained precise measurements of temperature and pressure from the upper atmosphere right down to the surface. On the way down Huygens recorded evidence for lightning. Zarnecki et al . report that the probe landed on a relatively smooth surface of icy grains with the consistency of wet clay or sand. Isräl et al . report that the aerosols in Titan's clouds have solid cores made from complex organic molecules containing carbon and nitrogen. And Bird et al . found that on average Titan's winds blow in the same direction as the moon rotates, and that close to the surface these winds are very weak, travelling at around walking speed.