The North-South gap in overweight and obesity in England

Regional differences in overweight and obesity levels in England have mirrored those of CVD, with higher levels in the North. It is unclear whether the increase in the prevalence of overweight and obesity over the last 15 years has been consistent in different regions of the country. BMI data from each of the health surveys for England conducted between 1993 and 2004 were analysed. Annual grouped estimates of the prevalence of overweight (BMI ≤ 25 kg/m²) and obesity (BMI ≤ 30 kg/m²) for the North and the South of England were produced by appropriately combining regional administrative authorities. Logistic regression analyses were performed to assess the independence of the geographical effect after adjustment for age and social class. The prevalence of both overweight and obesity in women has risen more quickly in the North than in the South between 1993 and 2004, leading to a widening of inequalities. The prevalence of both overweight and obesity in women in the South has remained reasonably stable since 1997. The prevalence rates of both conditions in men have risen in parallel in the North and the South between 1993 and 2004 by approximately 8%. The OR for obesity for young women increased between 1993/98 and 1998/2004 from 1·07 (1·00, 1·14) to 1·21 (1·13, 1·30). Widening geographical inequalities in overweight and obesity rates in women could lead to widening inequalities in cardiovascular and other diseases.

Bridging the gap : competencies students should focus on during their cooperative experience to enhance employability

Cooperative education programmes aim to prepare students for the workplace by developing both generic and specific competencies that will enhance  employability. Researchers have investigated the competencies relevant to business, science and technology graduates (Coll & Zegward, 2006; Hodges & Burchell, 2003). However, there is little published research on the perceptions of the skills or graduate competencies that employers desire of sport and recreation graduates entering the workforce.

The aims of the study were to identify key competencies needed by third year sport and recreation degree students entering their cooperative placement as well as to identify the difference between student and graduate competencies. An online survey of sport and recreation industry supervisors was conducted. For comparison the survey was also completed by academic supervisors from AUT University. Supervisors were asked to rate the importance of specific competencies (adapted from Coll & Zegward, 2006) for the cooperative student and for the graduate.

To enhance employability in the sport and recreation industry, academic programmes within a university need to ensure that students are provided with opportunities to facilitate the development of competencies including the ability and willingness to learn, the use of initiative and personal organisational skills. Cooperative education experiences should be designed to provide opportunities for students to develop in the areas of relationship building as well as teamwork and cooperation in order to increase their likelihood of employment as graduates. It is important to identify and communicate to the tertiary education providers the needs of the industry in order to create successful cooperative education partnerships.

Closing the gap? Building surveyors in Oceania

Purpose – The Royal Institution of Chartered Surveyors (RICS) has implemented a policy to expand its influence around the world. Quantity or construction surveyors had an established presence and history of working overseas, offering their services particularly in the Middle- and Far-East. Property surveyors found the transition to working in European Union (EU) countries relatively straightforward and numerous UK property consultancies have European, Asian, North American and Oceanic offices. Furthermore UK-based firms establishing partnerships with overseas real estate firms expanded significantly over the past decade. Building surveying (BS) is a different case. Small numbers work in commonwealth countries but it is limited and in many countries professional and academic qualifications are not recognised. This paper aims to consider the extent of the barriers and opportunities facing RICS chartered building surveyors (CBS) in Oceania (taken as Australia, New Zealand, Papua New Guinea and Fiji) and whether the gap is closing.
Design/methodology/approach – A desktop study reviewed the political, economic and sociological issues that affect the employment opportunities and professional services CBS offer throughout the world. Six opportunities and ten barriers were put to the RICS Oceania Building Surveying Faculty to ascertain their perceptions of these barriers and opportunities. No previous study had identified barriers and opportunities in Oceania for the BS and this research adopted a census survey of RICS practitioners currently employed in the region and the results form the most comprehensive picture of the current position.
Findings – Many respondents felt that stronger links and/or mergers with the different Oceania professional property and surveying bodies would open a large field of opportunities to the CBS. Some provided comments on future business opportunities, for example “leaky buildings,”"dilapidations/‘ make good’ work”, and seemed to be in general agreement that, as businesses came to know the benefits of protecting themselves from rogue tenants (and landlords) by using the services of a CBS, then opportunities would continue to rise. The principal barrier is communicating those skills and the value they add.
Research limitations/implications – The limitations that affected this research were time constraints and communicating with surveyors in Oceania, to whom the authors were not permitted direct access. The research methodology methods were, with hindsight, not ideal for the type and range of data that the researchers sought.
Originality/value – The research will be of use to building surveyors and providers of building-surveying education in Oceania.

Bridging the gap between anecdotal and empirical evidence in the international education market : insights from the US and UK

Education is an industry which has seen rapid growth in its trade over a short period of time. From the import and export of textbooks to international examinations such as the British Advanced and Ordinary levels and the American GMAT, GRE, LSAT, TOEFL and others, international trade in education has truly become a multidimensional phenomenon (Liston and Reeves, 1985). While all these aspects have largely contributed to the development of the so called “academic trade” (McMahon, 1988), it is the cross-border migration of international students which however remains the most visible aspect of this trade (Bourke, 2000). Indeed, recent estimates by the Organisation for Economic Cooperation and Development (OECD) suggest that nearly 1.9 million students were abroad in 2002 (OECD, 2004). There are probably thousands more foreign students involved in lower level education, language training and the like, but at the time of writing, no comprehensive statistics is yet available on international students enrolled in non-tertiary level institutions (Knight, 2002). As a result, it is vital to stress at the outset that this paper focuses exclusively on cross-border tertiary education but parallels can be drawn for lower level education.

Student support : bridging the gap between students and the university

Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education. BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances. Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the country’s culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials. To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.

Gap-crossing decisions of forest birds in a fragmented landscape

Habitat loss and fragmentation are recognized as primary drivers of biodiversity loss worldwide. To understand the functional effects of habitat fragmentation on bird populations, data on movement across gaps in habitat cover are necessary, although rarely available. In this study, we used call playback to simulate a conspecific territorial intruder to entice birds to move through the landscape in a predictable and directional manner. We then quantified the probability of movement in continuous forest and across cleared gaps for two forest-dependent species, the grey shrike-thrush (Colluricincla harmonica) and the white-throated treecreeper (Cormobates leucophaeus). Fifty-four playback trials were conducted for each species across distances ranging from 25 to 480 m in continuous forest and 15-260 m across gaps in a forest-agricultural landscape in southern Victoria, Australia. The probability of movement was significantly reduced by gaps in forest cover for both species. Shrike-thrushes were six times more likely to move 170 m in continuous forest than to cross 170-m gaps. The mean probability that treecreepers would cross any gap at all was less than 0.5, and they were three times less likely to move 50 m across a gap than through continuous forest. Both species displayed non-linear responses to increasing gap distance: we identified a gap-tolerance threshold of 85 m for the shrike-thrush and 65 m for the treecreeper beyond which individuals were most unlikely to cross. The presence of scattered paddock trees increased functional connectivity for the shrike-thrush, with individuals crossing up to 260 m when scattered trees were present. We conclude that gaps in habitat cover are barriers to movement, and that characteristics of the intervening matrix influence landscape permeability.

Australian businesses in China : strategies to overcome the cultural gap

This paper indentifies a main barrier when doing business with China, the cultural gap, and provides the strategies that companies can use when entering the Chinese market. This empirical study examined 40 Australian organisations in their activities when entering the Chinese market. Alarmingly after 30 years of attempting to do business in China, companies are still not addressing the issue of cultural differences. Companies are also caught by surprises due to lack of preparation how large the cultural gap is between Australian and Chinese business culture. The findings of the study have important implications for businesses considering entry to China, and for Australian businesses already doing business in China. The strategies investigated include human resource strategies, dealing with Chinese staff, relationship building, getting outside support (employing consultants), learning about the culture, and adapting to the culture.

Foreign aid, wage inequality and welfare for a small open economy with tourism

While the welfare effect of foreign aid has been extensively analyzed, the impact on the distribution of income has received less attention. At the same time, there has been recent work on tourism where it is complementary to aid in improving welfare.By combining these two strands, this paper concentrates on wage inequality in developing countries.We find that an increase in aid in the form of tied aid can lower the relative price of nontraded goods. The rent extracted from tourists declines, reducing welfare of domestic residents. In addition, the fall in the nontradable price can widen the wage inequality between skilled and unskilled workers.Thus, increased foreign aid may have detrimental effects on national welfare and the distribution of income. Rising wage inequality is confirmed by numerical simulations.

Making connections with nature : bridging the theory-practice gap in outdoor and environmental education

In this paper I describe my experience in attempting to assist tertiary students connect with the natural environment through outdoor and environmental education experiences. The paper addresses research conducted with students undertaking an outdoor and environmental education degree and focuses on the pedagogical methods employed in this context. I argue that outdoor and environmental education practitioners may benefit from moving away from a mode of teaching based upon 'generic' methods and look instead to a more local, specific and contextual form of education. By describing an outdoor and environmental education journey in a local, 'ordinary' place and students' experiences in unearthing the stories embedded in this place, I aim to provide some practical strategies to engage young people in a direct and meaningful way. The intention is to broaden the pedagogical possibilities related to facilitating experiences in natural environments and thus contribute to bridging the rhetoric/reality gap in outdoor education.