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Neural networks, which provide the basis for deep learning, are a class of machine learning methods that are being applied to a diverse array of fields in business, health, technology, and research. In this chapter, we survey some of the key features of deep neural networks and aspects of their design and architecture. We give an overview of some of the different kinds of networks and their applications and highlight how these architectures are used for business applications such as recommender systems. We also provide a summary of some of the considerations needed for using neural network models and future directions in the field.

A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.

Enterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.

Results suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.

For the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.

For the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.

This approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.

Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.

This chapter begins with a reflection on the call for investigating how entrepreneurial competencies are developed (Bird, 1995) in the context of university-based entrepreneurship centers. Through clarifying the nature of entrepreneurial competencies and applying a social constructivist perspective of learning, it is proposed that effective nurturing of entrepreneurial competencies for university students through entrepreneurship centers shall be based on five key characteristics; namely, active experimentation, authenticity, social interaction, sense of ownership, and scaffolding support. The chapter contributes to the literature through establishing a link between entrepreneurship education and entrepreneurial competencies in the context of university-based entrepreneurship centers, which have become an increasingly popular way for promoting entrepreneurial development. The practical implications on nurturing entrepreneurs through entrepreneurship centers are discussed, together with the directions for further research. This chapter is designed as a refection upon Bird’s original article articulating the concept of entrepreneurial competencies. In this chapter, the author outlines how entrepreneurial competencies can be developed through education programs, specifically via entrepreneurship centers.

This chapter documents an innovative pedagogical application of a service-learning oriented approach, pioneered by academics at a University in the North of England (UNEUK). Referred to as directed experiential learning, the core ethos of this approach connected forms of close-to-practice research, critical reflection, and community engagement and as such brought about a radical reworking of the final year of study for an existing undergraduate program – a BA (Hons) Education Studies. Responding to a broadening professional context within UK schools, this program prepared nascent professional educators and through their studies, invited them to engage in university–community partnerships where their learning and contributions to practice were inextricably conjoined.

Although there are contradictory reports in regard to the tinned meat scandal in America, there is not the least doubt that an appalling condition of things prevails, and to the ordinary person who knows little or nothing of the extent to which food adulteration and other such malpractices exist in this country as well as elsewhere, such revelations as those which have recently been made by the daily press must come as a shock. To those whose duty it is to acquaint themselves with the nature and quality of the food supply of the people, the revelations are not so startling. The layman would hardly believe that the cases of obscure poisoning which repeatedly occur, sometimes resulting in death, and sometimes producing more or less severe attacks of illness, are largely due to the use of bad tinned foods. According to various reports from reliable sources, some of the practices in vogue at the Chicago packing houses are too disgusting to be given publicity to, but the malpractices which have been revealed in connection with the manufacture of tinned meat products, such as the use of diseased carcases, filthy offal and sweepings, putrid and decomposed meat artificially coloured and preserved with boric acid or some other chemical preservative, of potted ham made from mouldy flesh, of sausages made from the sweepings of the packing houses where it is the habit of the employees to expectorate freely on the floor, will tend to make people refuse to purchase any kind of tinned food, and unfortunately the manufacturer of good and wholesome products is sure to suffer. As might have been anticipated, denials as to the allegations made have been put forward and circulated, no doubt at the instance of persons more or less interested in the maintenance of the practices referred to. It has been alleged that protection is afforded to the consumer by certain labels, which read, “Quality Guaranteed, Government Inspected,” but it appears from recent official reports that this statement in reality means nothing at all, and affords no guarantee whatever—which is precisely what we should have expected. The absurdity and criminality of permitting the admixture of chemical preservatives with articles of food are well illustrated by these exposures, and we have more justification than ever in asking that our own Government authorities will make up their minds to take the action which has so long and so forcibly been urged upon them with respect to this form of adulteration.

In response to widespread concerns about health and fairness within elite sport, the World Anti-Doping Agency (WADA) was established as an organization to tackle the use of performance enhancing drugs in sport. Whilst significant efforts have been made to regulate performance enhancement in the context of elite sport, the use of prohibited substances continues to persist. Doping rules are now potentially applicable across sporting levels, not just within elite sport. The WADA has further formalized its jurisdiction in recreational sport by defining the term ‘recreational athlete’ for the purposes of their regulation within and by the 2021 WADA Code. The extension of Anti-Doping Policy into recreational sport broadens the scope of anti-doping's regulatory framework but is consistent in its health protection rationale, and its attempt to preserve sporting integrity. There are, however, a number of ethical concerns associated with the application of Anti-Doping Policy within recreational sport. Anti-doping policy was originally designed exclusively for elite athletes and although amendments have been made within the revised 2021 World Anti-Doping Code, it is unclear whether this extension is justifiable or operationalizable on a global scale. This chapter pays particular attention to the 2021 WADA Code revisions and draws attention to the role of anti-doping policy within recreational sport. Here we raise some ethical concerns associated with the 2021 WADA Code and critically examine the implications for recreational athletes.

The purpose of this paper is an archival study of images taken from cruise brochures available in New Zealand from the late twentieth century and early twenty-first century. The investigation adds to previous work undertaken on cruise ship posters and to the discussion surrounding how cruise lines motivated customers to purchase a cruise.

An archival approach was taken. The aim of the research is to explain how images used in the brochures have their origin in the mid-twentieth century concept of motivational research. In doing so, the work of Veblen (1899), Lazarsfeld (1935) and Packard (1957, 1959) are used as a foundation to illustrate how more recent commentators, such as Gad (2016) and Jamieson (1983), can be evoked.

Analysis of the images presented builds upon previous work done on cruise ship posters. Previous examinations used mid-twentieth century posters to show how the ship was slowly being eroded. The current work illustrates how the brochure evolved to entice consumers to purchase. Analysis of the images suggests that motivational theory is alive and well within the cruise industry.

This study is constructed around the archival holding of the National Maritime Museum of New Zealand. As such, the study does not include information that does not form part of this holding.

New Zealand underwent large structural, economic and social change between 1984 and 2000. During that time, there was growth of income inequity. This provided some with greater disposable income for leisure and travel. While the following survey concerns cruise ship brochures, an examination of airline, resort and hotel advertising may be worthy of a companion study.

The cruise ship brochure available to New Zealand customers in the last quarter of the twentieth century demonstrated the ship is not centre stage. In this regard, the following work adds to previous work conducted using posters and an understanding of the evolution of cruise ship advertising in emergent modern markets.

“My Story” is based on a life story approach. This study aims to facilitate therapeutic alliances by providing a format for older and younger people to interact.

Three pairings were studied to explore the experiences of the older and younger person using “My Story”. The focus of the case studies was on how and if any therapeutic alliance emerged.

This study found that in the two of the pairings, “My Story” helped to create a bond and mutual benefit for the participants’ central to a therapeutic alliance. This led one of the pairings to develop into an intergenerational friendship and potentially help with loneliness.

As this was an exploratory and small pilot, more cases and research are required to fully assess if “My Story” is a useful approach to develop intergenerational befriending.

Intergenerational befriending may be one solution that could help with loneliness and social isolation through forming a therapeutic alliance to make the befriending successful.

Loneliness and social isolation for older people remain a problem.

An original pilot was undertaken to test the approach by bringing together older people identified as lonely by a voluntary sector provider and pairing these with a student volunteer. The students visited the older person over six weeks to discuss their life story and create an artefact based on the story for the older person.