Investigating the 'integrated' in work-integrated learning.

Work-integrated learning (WIL) is an educational strategy in which students undergo conventional academic learning with an educational institution, and combine this with some time spent in a workplace relevant to their program of study and career aims. It goes under a number of names internationally; sandwich degree (Ward & Jefferies, 2004); cooperative education; and internships (Groenewald, 2004; Sovilla & Varty, 2004; Walters, 1947). The name cooperative education reflects the tripartite nature of WIL in which the student, tertiary education institution (TEI), and workplace work together collaboratively to develop a comprehensive skill set in students (Coll, 1996). Recently the World Association for Cooperative Education added 'integrated' in a by-line to its name to reflect a broader perspective of the nature of cooperative education that can include capstone programs [practicum], internships, sandwich degrees, and work-based learning via industry projects (Franks & Blomqvist, 2004). A key aspect of WIL is the notion that it entails the integration of knowledge and skills gained in the educational institution and in the workplace. It is the integration aspect of WIL that distinguishes it from workplace learning (i.e., simply what a student or employee learns in the workplace, see Boud & Falchikov, 2006).

Eames (2003) notes that whilst there is a rich literature on the success of WIL programs, such research is almost entirely concerned with what he terms 'operational outcomes', such as benefits for students (Dressler & Keeling, 2004), employers (Braunstein & Loken, 2004), and TEIs (Weisz & Chapman, 2004). For example, it has been reported that compared with conventional graduates students who participate in WIL programs gain employment more easily, fit in better in the workplace, advance more rapidly in their careers, and so on (Dressler & Keeling, 2004). However, there is a serious paucity of research into what WIL students learn, how they learn, whom they learn from (Eames & Bell, 2005), and how the learning might be better facilitated and supported. A key purpose of work-integrated learning is the notion of providing graduates with a comprehensive skill set desired by potential employers. However, the literature notes that it is problematic for tertiary education providers to provide students with such skills, especially behavioural skills; the so-called soft skills (Burchell, Hodges & Rainsbury, 2000; Coll & Zegwaard, 2006). In what way does the student take what he or she has learned into the workplace, and conversely in what way does what the student learns in the workplace become related to, or incorporated into, the next phase of academic learning when he or she returns to the TEI after completing a work-placement?

Survey of a group of nineteenth and early twentieth century British millionaires : the influence of this wealth on their descendants

This study selected British wealth holders who died between 1858 and 1914 and registered probate values of over 1 million pounds. Their descendants were traced using an array of sources. These descendants generally consisted af a group of wealthy individuals in the upper few percent of wealth holders in the British community as indicated by their probate valuations. Generally the male descendants were wealthier, received a better education, and dominated in commerce and business activities.

Dyslexic and entrepreneur : typologies, commonalities and differences

There is anecdotal evidence as well as a small but growing research literature indicating there may be a higher incidence of dyslexia amongst entrepreneurs compared to business managers and to the general population. Studies indicate that while dyslexics may resist entry into mainstream business due to their generally low literacy levels, there appears to be no such barrier for dyslexics wanting to start new ventures. Given that dyslexics also dislike imposed structure, have strong oral and spatial skills, are intuitive/insightful/curious as well as resilient and determined, it is not suprising that they gravitate towards self-employment as opposed to highly organised corporate professions.

FTO genotype and weight loss: systematic review and meta-analysis of 9563 individual participant data from eight randomised controlled trials

OBJECTIVE:  To assess the effect of the FTO genotype on weight loss after dietary, physical activity, or drug based interventions in randomised controlled trials.

DESIGN:  Systematic review and random effects meta-analysis of individual participant data from randomised controlled trials.

DATA SOURCES:  Ovid Medline, Scopus, Embase, and Cochrane from inception to November 2015.

ELIGIBILITY CRITERIA FOR STUDY SELECTION:  Randomised controlled trials in overweight or obese adults reporting reduction in body mass index, body weight, or waist circumference by FTO genotype (rs9939609 or a proxy) after dietary, physical activity, or drug based interventions. Gene by treatment interaction models were fitted to individual participant data from all studies included in this review, using allele dose coding for genetic effects and a common set of covariates. Study level interactions were combined using random effect models. Metaregression and subgroup analysis were used to assess sources of study heterogeneity.

RESULTS:  We identified eight eligible randomised controlled trials for the systematic review and meta-analysis (n=9563). Overall, differential changes in body mass index, body weight, and waist circumference in response to weight loss intervention were not significantly different between FTO genotypes. Sensitivity analyses indicated that differential changes in body mass index, body weight, and waist circumference by FTO genotype did not differ by intervention type, intervention length, ethnicity, sample size, sex, and baseline body mass index and age category.

CONCLUSIONS:  We have observed that carriage of the FTO minor allele was not associated with differential change in adiposity after weight loss interventions. These findings show that individuals carrying the minor allele respond equally well to dietary, physical activity, or drug based weight loss interventions and thus genetic predisposition to obesity associated with the FTO minor allele can be at least partly counteracted through such interventions.