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Hispanic female (Latina) adolescents have high rates of suicidal behavior. Latinas face suicide risks common to all adolescents, but also face unique risks, including family and acculturation struggles. Life is Precious (LIP), a community-based organization operating in Brooklyn and the Bronx, has developed a comprehensive suicide prevention intervention for Latinas that has been well-received by adolescents, their parents, and the community. The purpose of this paper is to describe an academic-community partnership that has been created to evaluate the program and develop an evidence-based practice (EBP) that can be replicated in other settings.

A quantitative and qualitative research design has been developed to evaluate the current program and identify how it can be scaled into an EBP.

To date, 55 participants have completed the baseline interview. All participants are Latinas age 12-18. In total, 84 percent were born in the USA and 89 percent report fluency in English. About one-third report having repeated a grade in school and over a quarter report a history of sexual abuse. Preliminary findings indicate the effectiveness of LIP. Since the program's inception in 2008, only three participants have been hospitalized for mental health reasons and none have attempted suicide. Participants report improvements in school and family functioning.

Findings may be useful in design of programs (not necessarily suicide prevention) serving immigrant, low income, and urban populations.

LIP is an innovative program that addresses the unique risk factors facing Latina adolescents. LIP's success makes it a promising avenue to learn about preventing suicidal behavior in this vulnerable population.

To extract the full potential from internet‐wide knowledge sharing and reuse, the underlying copyright issues must be taken into account and managed using digital rights management (DRM) tools. The paper aims to focus on the issues involved.

Traditional DRM and open licensing initiatives lack the required computerised support and flexibility to scale to internet‐wide copyright management. Our approach is based on a semantic web ontology that conceptualises the copyright domain.

The Copyright Ontology facilitates interoperation while providing a rich framework that accommodates copyright law and copes with custom licensing schemes.

The ontology is based on the description logic variant of the Web Ontology Language. Despite its scalability, this variant has some limitations on expression that will be overcome with the help of semantic web rules in future versions of the ontology.

The ontology provides the building blocks for flexible machine‐understandable licenses and facilitates implementation because existing semantic web tools can be easily reused. Moreover, existing initiatives can be mapped to the ontology to make it an interoperability hub.

The paper contributes a novel approach to DRM, based on semantic web technologies, that takes into account the underlying copyright legal framework. This is possible thanks to the greater expressiveness of semantic web knowledge representation tools.

Entrepreneurship involves the skills and competencies needed to identify, develop, and exploit opportunities in new or existing ventures. Studies have demonstrated that entrepreneurship can be learned and taught; for this reason, universities and educational institutions have increased the number of courses, concentrations, master programs, majors, and PhD programs, seeking a better impact on their students, graduates, and communities. As the knowledge of entrepreneurship has increased, one of the emerging areas of study is the analysis of the methodologies to accomplish better teaching and learning of entrepreneurship.

This chapter introduces entrepreneurship as a discipline and presents its theoretical evolution and impact on education through different educational approaches: the first approach is related to the entrepreneur; the second to the process; the third focuses on cognition; and the fourth approach, determines the education of entrepreneurship as a method, involving new educational techniques for developing skills through practice, action, and reflection. Then, there is an analysis of how three universities in Mexico, Chile, and Colombia use these teaching approaches in their entrepreneurship programs. Finally, there is a reflection on the new perspectives of entrepreneurship education, the stakeholders involved, and the role that universities, educational institutions, and government play in the transformation of entrepreneurship education.

This study pioneers examining the relationships between psychological factors, cognitive processes and entrepreneurial mindset to enhance an understanding of the underlying mechanisms contributing to successful entrepreneurship.

Amos software applied a quantitative approach to analyze the fit indices for the hypothesized model, while SPSS conducted descriptive and factor analysis. Eventually, the primary survey technique was performed with quantitative research, collecting 413 numerical data through a structured, closed-ended Likert scale questionnaire delivered to the target respondents.

Results have shown that data analysis verifies the positive relationships between psychological factors and the entrepreneurial mindset (hypothesis H1) and cognitive processes and the entrepreneurial mindset (hypothesis H2). These findings contribute to understanding the mechanisms underpinning the entrepreneurial mindset and have implications for entrepreneurship development and support initiatives. The study findings also underscore the importance of understanding the covariance between psychology and cognition in the context of the entrepreneurial mindset – a complex and engaging aspect of the research that is crucial for a comprehensive understanding of entrepreneurship.

It is important to note that the measuring tools used to evaluate these characteristics may have issues with common technique biases, self-report biases or limitations in fully reflecting their complexity. Awareness of these potential challenges is crucial for future research in this area.

This study's findings have significant practical implications for entrepreneurship training, education and policy-making initiatives. Their practicality will equip the reader with the necessary knowledge to succeed in entrepreneurship.

The study aims to ascertain whether educational and social support for entrepreneurs significantly affects university students’ intentions to become successful entrepreneurs. This study examines the mediating role of the Theory of Planned Behavior (TPB) variables (e.g. entrepreneurial personal attitude, subjective norms and entrepreneurial perceived behavioral control) and entrepreneurial self-efficacy in encouraging young entrepreneurs.

An online survey with a structured questionnaire collected data from different university students in Bangladesh; subsequently, it was analyzed through the structural equation model.

The results suggested that educational support has a direct positive relationship with the three variables of TPB. Moreover, the findings indicated that social support positively influences the variables of TPB, entrepreneurial self-efficacy and entrepreneurial intentions. The variables of TPB and entrepreneurial self-efficacy were found to have a significant direct impact on entrepreneurial intentions and also exhibited favorable mediating effects of educational and social support on entrepreneurial intentions.

First, the study is only generalized to some sectors of entrepreneurship activities because the researchers used samples from university students across Bangladesh. Second, the implicit limitation of survey-based research is that respondents need to know more ways of understanding the questionnaires accurately, and some participants need to be taught how to answer the question items.

The main practical implication for the relationship between entrepreneurial intentions and educational support involves different entrepreneurial educational programs, which give rise to attitude, behavior, self-efficacy and intentions and enhance the student's awareness of advancing a successful entrepreneurial career.

This study demonstrated that universities and social communities should promote the improvement of innovative thoughts for entrepreneurs and offer essential information about entrepreneurship.

Because entrepreneurial educational support is a crucial factor in entrepreneurial intentions, universities need to develop a practical education system that can help improve the skills required to start new ventures. The results will improve a new route to developing students’ entrepreneurial intentions using the variables of TPB and entrepreneurial self-efficacy. Subsequently, these research findings will help to achieve governmental goals and increase the number of startups in the future.

The purpose of this paper is to involve the differences in the entrepreneurial intentions of student at higher education institutions (HEIs) in the Portuguese regions (mainland and insular).

Applying a sample of 594 valid responses, the authors analyzed the data according to linear regression models.

The results convey how HEI students generally do not intend to become entrepreneurs in both the mainland and the insular regions. Although HEI students broadly do not aim to launch their own businesses, the results show that students in mainland regions feel they have the skills to start a business and drive it to success. In insular regions, students feel encouraged by their friends and family to set up their own business. When comparing insular and mainland regions, the results demonstrate how in insular regions, there is a greater probability that HEI students become entrepreneurs than in the mainland regions. Furthermore, entrepreneurial intentions in the mainland regions develop in terms of “opportunities” while driven by necessity in the insular regions.

This furthermore makes recommendations to regional governments and to HEIs in order to enable better encouragement of entrepreneurship in academia.

This study is original and innovative due to its comparison of the entrepreneurial intentions prevailing in mainland and insular regions and may propose new highlights to the academic scientific literature.

By harnessing technology developments such as Internet-of-Things (IoT)-enabled intelligent sensors and immersive virtual reality (VR) experiences, facility managers can access real-time, precise information on thermal comfort-related indicators through virtual facility models. While prior research studies have developed key technologies for improving the understanding of thermal comfort and its impact on the occupants’ well-being and productivity, there remain areas yet to be explored, especially in relation to integrating both real-time data from multimodal IoT-enabled smart sensors and VR technologies. Hence, this study demonstrates the potential of integrating IoT and VR technologies for real-time thermal comfort assessment and visualization as well as user interaction with HVAC systems to enhance thermal comfort.

To develop the proposed integrated analytical framework in this paper, various steps were implemented. First, four multimodal IoT-enabled sensing stations were created and installed to collect real-time thermal comfort-related data (i.e. temperature and relative humidity). Second, a VR environment was developed using the Unity engine to offer an immersive experience. Third, the real-time data from the IoT-enabled sensing stations was integrated into the VR environment by transmitting it to the cloud via the MQTT protocol server, and various programming scripts were developed to provide multiple functionalities to the users, including visualizing the thermal comfort along the entire indoor space as well as interacting with and controlling the cooling and heating HVAC systems. Fourth, the applicability and effectiveness of the developed framework was validated and evaluated by 92 participants using a survey questionnaire.

The obtained survey results validated the importance and effectiveness of the developed framework on various aspects including graphical satisfaction, spatial presence, involvement, experienced realism, low-to-no cybersickness and overall application satisfaction, among others. More specifically, the findings reflected that the participants’ average scores for graphical satisfaction, sense of spatial presence, involvement and experienced realism were 4.69, 4.61, 4.71 and 4.53 out of 5, respectively. Hence, the results showed that the visualization capabilities of the developed framework serve as a powerful feature that enables a comprehensive visualization of thermal comfort variations across the entire room/office space. Also, the results showed that there were no statistically significant differences between the responses of participants with prior VR experience with those from participants with limited-to-no prior VR experience, thus further highlighting the usefulness of the proposed technology not only for experienced users but also for users from different skills and background.

This research has the potential to revolutionize the way built environments are managed and interacted with, where facility managers can monitor, assess and visualize thermal comfort in real-time as well as interact with the HVAC systems and control multimodal IoT devices in the real-world from a distance through virtual facility models. The proposed framework’s ability to provide dynamic and continuously updated assessments of thermal conditions in real-time positions it as a valuable tool for prompt adjustments to optimize occupants’ comfort levels. Ultimately, the proposed framework provides an intuitive and immersive platform to manage thermal comfort, thus promoting healthier, more productive and eco-friendly indoor environments.

The purpose of this paper is to analyze the role that the sociocultural, family and university environment play in the entrepreneurial intention of young people in a peripheral and less innovative region.

The authors adopted the perspective of the theory of planned behavior and made an empirical study with a sample of 1,064 Spanish university students who voluntarily participated in the GUESSS Project answering an online questionnaire. A methodology based on structural equations was used employing the partial least squares structural equation modeling estimation technique.

The results show that the university environment directly influences attitude, self-confidence and motivation, and indirectly the students’ entrepreneurial intention. The social context also exerts a weak direct influence on the perceived attitudes or desires toward the option to start a business and indirectly on the intention.

The main contribution of this paper seems to confirm what previous literature highlighted in the terms of regional specificities on the link between innovation systems, the impact of entrepreneurial potential and economic development. In this sense, the university context can play an important role in generating improvements in the entrepreneurial intention’s antecedents of young people with greater potential for innovation in peripheral regions. Therefore, when it comes to defining policies to improve entrepreneurship in these regions, it seems that the establishment of entrepreneurship education and motivation programs in universities is a very effective tool to increase perceived attitude toward the option to start a new business.

The present research focuses on an understudied field in the entrepreneurial process: the events that transform intention into effective entrepreneurial behavior.

In this paper a comparative analysis, using the t-test on related samples, is made of the perceptions of these triggering events of a group of graduates who showed entrepreneurial intention in higher education but, up to now, had not taken the decision to start a business with those of a group who had started a business. To do this, a sample of 227 graduates from a medium-sized European University located in Spain, with manifest entrepreneurial intention was used.

The results show that there are important differences between perceptions of entrepreneurship triggering events of potential entrepreneurs who have yet to start a company compared to entrepreneurs who have actually started a company. In this sense, the overevaluation by those who have not yet become entrepreneurs of events related to access to finance and the greater relevance for those with entrepreneurial experience of having a good team and contacts consisting of other entrepreneurs, mentors and advisers stand out.

Some of the limitations observed in this work are related to the size of the sample analyzed. In the future, the study should be broadened, and different entrepreneurial behavior by academic specialization, gender, sector and/or type of activities should be investigated.

Our study focuses on the phase of the entrepreneurship process in which intention becomes action and, more specifically, on those events that favor this change in behavior.

The paper aims to define a dashboard of indicators to assess the quality performance of higher education institutions (HEI). The instrument is termed SMART-QUAL.

Two sources were used in order to explore potential indicators. In the first step, information disclosed in official websites or institutional documentation of 36 selected HEIs was analyzed. This first step also included in depth structured high managers’ interviews. A total of 223 indicators emerged. In a second step, recent specialized literature was revised searching for indicators, capturing additional 302 indicators.

Each one of the 525 total indicators was classified according to some attributes and distributed into 94 intermediate groups. These groups feed a debugging, prioritization and selection process, which ended up in the SMART-QUAL instrument: a set of 56 key performance indicators, which are grouped in 15 standards, and, in turn, classified into the 3 HEI missions. A basic model and an extended model are also proposed.

The paper provides a useful measure of quality performance of HEIs, showing a holistic view to monitor HEI quality from three fundamental missions. This instrument might assist HEI managers for both assessing and benchmarking purposes. The paper ends with recommendations for university managers and public administration authorities.