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In a university startup ecosystem, there are a number of stakeholders. The faculty founder is one of the key stakeholders, being one of the inventors of the innovation, a founder of the startup, and likely engaged with the startup’s product development and fundraising. They need to understand their motivations founding the company and expectations for the roles they can play in helping the company. They also need to understand the constraints placed on them in terms of conflict of interest and commitment. The entrepreneur is one of the key external stakeholders who typically partners with the faculty founder to launch and grow the startup. For entrepreneurs, they need to understand the nuances of working with a faculty founder as well as working with the university to license the innovation. For these two stakeholders, a number of “lessons learned” are provided experienced faculty founders and entrepreneurs. The final stakeholder is the university administration. They need to understand the types of programs and policies that can help build and support a thriving entrepreneurial ecosystem.

Chapter 7 draws together some of the lessons that can be learned from the experiences of three small European countries in responding to homelessness. It is clear that responses to homelessness are embedded and enmeshed in the political and administrative culture of the individual countries, particularly the role of the state, both centrally and locally, in the provision of housing, welfare, and social services. Homelessness cannot be responded to as a separate issue from this broader context, and this is particularly the case in Finland and Ireland, where the roles of the state and market are understood very differently.

YEPP I showed that YEPP works when fully implemented and the lessons learnt were built into YEPP II. Difficulties in implementing the research design were overcome by routinising the active participation of Local Teams in the evaluation process and simplifying it by focusing more on changes taking place on the ground. To improve partnerships with the public and private sectors, it was agreed to engage the public sector from the outset in selecting Local Programme Sites and requiring commitment to take on certain responsibilities e.g. giving staff time for coordination and evaluation. However, involving the private sector still remains a challenge. Transnational work was one of the successes of YEPP I but to engage all sites more fully this element was adapted to meet the needs of young people more meaningfully. Strategies to increase sustainability, youth participation and partnerships and create new funding channels were adopted. New approaches to impact more on public policy included expansion of YEPP by involving new partners and countries and adopting improved communication and advocacy strategies. The role of youth in pressing for change was seen as crucial and led young people to write their own ‘Golden Rules of Participation in Decision-making Processes’.

This final chapter discusses what we have learned from generating the scenarios and how the three variables affect one another in certain circumstances. Analysis is provided on which aspects of the scenarios are more plausible than others. Each scenario is assigned a degree of low, medium, and high probability. Missing elements of scenarios are also discussed. The final part provides insights and deductions we drew from conducting this exercise and where more analysis is needed. Readers are left to contemplate how certain policy choices made by key actors in the international community push us in more or less plausible directions.

This chapter deals with the continuing Iranian counter attacks that got momentum and initial successes during the period of September 1981-February 1982. These included new counter attacks in the Khafajiya and the Serbil Zehab sectors, and the counter attack in the Abadan area, that was the first Iranian victory in the ground battle against the Iraqi invading forces. It describes also the fighting in other sectors during October-November 1981, and continuing battles in the Khafajiya and Basitin areas in Khuzestan, as well as the Sumar-Qilan Gharb area in the central sector of the front and the fighting in the northern sector of the front. It sums up the lessons learned by the Iraqis in the first year and half of the war.

This chapter deals with a new Iranian offensive launched in the Maysan sector in the southern sector of the Iraqi-Iranian border, in several attacks during the period of November 1982-April 1983. It describes the battles in this sector and their developments and consequences. It also deals with the joining of the Iraqi navy in the war against the Iranian oil export in the Persian/Arabic Gulf in November 1982. It describes also the military achievements of the Iraqi armed forces, as viewed by them, a year after their withdrawal to the international border.