Tourism in the Caribbean: competitiveness, upgrading, linkages and the role of public private partnerships (PPP) and public policy

The main purpose of this paper is to explore and analyze the contributions that publicprivate partnerships and public policy have made in the development of tourism in the Caribbean as tools for enhancing competitiveness in the Caribbean tourism industry. The paper explores these contributions mainly in the context of the upgrading strategies that Caribbean countries have pursued over the past 15 years or so and using the lens of the tourism value chain and tourism cluster approach. The paper also analyzes the potential roles that public-private partnerships and public policy will continue to play in the future especially in the process of building linkages between the tourism sector and other sectors in order to increase net benefits from tourism to the Region. This paper is divided into five sections. In Section I, we define public-private partnerships (PPP) and describe the areas in tourism where PPP are most widely used, the tools used to implement PPP in tourism and the various forms of PPP. Economic arguments are then laid to motivate PPP as a determinant of tourism competitiveness using the tourism value-chain and tourism cluster approach. Specific case examples illustrating the contributions of PPP and public policy towards increasing tourism competitiveness are provided at a regional level and for specific areas in Sections II and III respectively. Section IV summarizes findings from the previous two sections and discusses ways to enhance the effectiveness of PPP and public policy in Caribbean tourism for increased competitiveness. Section V analyzes a few of the challenges that the Caribbean tourism sector is facing. The final section proposes new areas of intervention for PPP and public policy as tools for enhancing competitiveness in the Caribbean tourism sector in order to assist the region in addressing these challenges.

Tourism in the Caribbean: competitiveness, upgrading, linkages and the role of public private partnerships (PPP) and public policy

The main purpose of this paper is to explore and analyze the contributions that publicprivate partnerships and public policy have made in the development of tourism in the Caribbean as tools for enhancing competitiveness in the Caribbean tourism industry. The paper explores these contributions mainly in the context of the upgrading strategies that Caribbean countries have pursued over the past 15 years or so and using the lens of the tourism value chain and tourism cluster approach. The paper also analyzes the potential roles that public-private partnerships and public policy will continue to play in the future especially in the process of building linkages between the tourism sector and other sectors in order to increase net benefits from tourism to the Region. This paper is divided into five sections. In Section I, we define public-private partnerships (PPP) and describe the areas in tourism where PPP are most widely used, the tools used to implement PPP in tourism and the various forms of PPP. Economic arguments are then laid to motivate PPP as a determinant of tourism competitiveness using the tourism value-chain and tourism cluster approach. Specific case examples illustrating the contributions of PPP and public policy towards increasing tourism competitiveness are provided at a regional level and for specific areas in Sections II and III respectively. Section IV summarizes findings from the previous two sections and discusses ways to enhance the effectiveness of PPP and public policy in Caribbean tourism for increased competitiveness. Section V analyzes a few of the challenges that the Caribbean tourism sector is facing. The final section proposes new areas of intervention for PPP and public policy as tools for enhancing competitiveness in the Caribbean tourism sector in order to assist the region in addressing these challenges.

Windows into Elementary Mathematics:Alternate public images of mathematics and mathematicians

Research on students’ (and teachers’) images of mathematics and mathematicians reveals a number of stereotypical images, most of which are negative. In this paper we present an overview of some these images and stereotypes and consider the questions: (1) how might the image of mathematics and mathematicians be a problem in mathematics education, and (2) what can be done to remedy the situation? Also, we consider an outreach project called Windows into Elementary Mathematics. In this project mathematicians are interviewed about their perspectives on elementary mathematics topics and their interviews are videotaped and are posted online, along with supporting images and interactive content. In this context we consider the questions: (3) what is the Windows project about, and (4) how might it offer an alternate (and perhaps better) image of mathematics and mathematicians? Lastly, we share an example where activities from the project were used in a math-for-teachers course.

Global Competence: Determination of its Importance for Engineers Working in a Global Environment

We live and work in a world that is even more interconnected and interdependent than ever before. Engineers must now not only develop technical engineering competence, but must also develop additional skills and competencies including global competence to obtain success within a global engineering environment. The purpose of this study was to determine whether multinational companies considered global competence an important skill in mechanical engineering graduates when making hiring decisions. The study was an exploratory study that utilized an extensive literature review to identify eight global competencies for engineering success within a global environment and also included a survey instrument completed by Brigham Young University (BYU) mechanical engineering alumni in 48 states and 17 countries. The study focused on an evaluation of standard hiring technical engineering competencies with eight global competencies identified in the literature review. The study established that standard engineering technical competencies were the most important consideration when hiring mechanical engineers, but global competence was also considered important by a majority of all survey respondents with six of the eight global competencies rated important by 79 to 91% of respondents with an ability to communicate cross-culturally the highest-rated global competence. The importance of global competence in engineers when making hiring decisions, as considered by large companies who employed more than 10,000 employees or who had annual revenue exceeding $1 billion (US$) per year, was particularly strong. The majority of respondents (70%) indicated that companies were willing to provide training and experience to help engineers obtain success in a global engineering environment. In addition, a majority of respondents (59.9%) indicated that companies valued the efforts of higher educational engineering institutions to prepare engineers for success in a global environment with only 4.8% of respondents indicating that they did not value the efforts of higher education engineering institutions. However, only 27% of respondents agreed that colleges and universities were successful in this endeavor. Globalization is not a passing phenomenon, it is here to stay. Colleges and universities throughout the world need to recognize the importance of globalization and the interdependence and interconnectedness among the world’s population. Therefore, it is important to identify, develop, and provide opportunities for international collaboration and interaction among students and faculty throughout the world and to focus on developing global competence as an important outcome for engineering graduates.

The South Omaha Community Scholarship Program: A Qualitative Study of Persistence of Hispanic Students at Bellevue University

The purpose of this case study was to determine the impact of the South Omaha Community Scholarship Program on the persistence of the Hispanic students who participated. Previous research on Hispanic student persistence has focused on the reasons why students do not persist and more recent research has been conducted on programs and retention efforts, colleges and universities are implementing on their campuses. This study researched a specific program, The South Omaha Community Scholarship Program, designed to provide financial, academic and other needed resources to help Hispanic students persist to graduation. The researcher believes this study was important because it provided an overview of how the South Omaha Community Scholarship Program is affecting students both on campus and in their community. Eight interviews were conducted, with eligible students, in person. Students eligible for the study were current students or recent graduates of the South Omaha Community Scholarship Program and had attained at least junior or senior status as of the fall of 2009, as defined by Bellevue University. Research questions were based on the four components of the program and the affect the program had on the student’s life, outside of Bellevue University. The four components of the program were: financial aid, academic advising, the scholarship aid, and the Professional Enrichment Program. The results of the study were broken into five components with an additional section that provided other themes that were derived from the interviews. The five components were: (a) financial aid counseling, (b) academic advising, (c) scholarship aid, (d) Professional Enrichment Program, and (e) the South Omaha Community Scholarship Program beyond Bellevue University. Other themes that were derived from the interviews were: class format, deciding on a college, higher education class, campus resources, and a sense of community on-campus. The research found that the scholarship, provided by the South Omaha Community Scholarship Program, was the primary motivating factor for students to attend Bellevue University and persist in college. The interviewed students also commented on how the scholarship had given them the opportunity to attend college, even though that opportunity had seemed out of reach. The interviewed students also commented on their academic advising experience, campus resources, and feeling a sense of community on-campus as other campus related areas that were affected by the South Omaha Community Scholarship Program. Finally, students provided examples of how the South Omaha Community Scholarship Program impacted their connection to their South Omaha community through volunteer and employment opportunities. Adviser: Richard Hoover

Implementing Human Papillomavirus Testing in a Public Health Hospital: Challenges and Opportunities

Objectives: Robust evidence now supports human papillomavirus (HPV) testing as a more effective option to screening and as more sensitive than cytology in detecting high-grade cervical intraepithelial neoplasia. Our goal was to analyze the performance of the Hybrid Capture II (HC2) assay for high-risk HPV (hrHPV) in women undergoing gynecological examination at a public health hospital as part of the evaluation of HPV screening as an alternative or complement to cytology. Study Design: This analysis is a subset of a cross-sectional study carried out at a large public hospital serving a predominantly low-resource population. A total of 705 women were enrolled; the sensitivity and specificity of each test were estimated and compared. Results: The analysis identified 272 hrHPV-positive women (mean age 36.3 years) and 433 hrHPV-negative women (mean age 41.2 years). HPV testing showed a significantly increased sensitivity of the HC2 assay versus cytology (84.5 vs. 69.7%; p < 0.0001) but a lower specificity (49.90 vs. 88.78%; p < 0.0001). Conclusion: The combination of both methods seems to be useful in improving detection of cervical lesions. Copyright (C) 2012 S. Karger AG, Basel

Five-Year Clinical and Angiographic Outcomes of a Randomized Comparison of Sirolimus-Eluting and Paclitaxel-Eluting Stents: Results of the Sirolimus-Eluting Versus Paclitaxel-Eluting Stents for Coronary Revascularization LATE Trial

Background—Long-term comparative data of first-generation drug-eluting stents are scarce. We investigated clinical and angiographic outcomes of sirolimus-eluting (SES) and paclitaxel-eluting stents (PES) at 5 years as part of the Sirolimus-Eluting Versus Paclitaxel-Eluting Stents for Coronary Revascularization (SIRTAX) LATE study. Methods and Results—A total of 1012 patients were randomly assigned to SES or PES. Repeat angiography was completed in 444 of 1012 patients (43.8%) at 5 years. Major adverse cardiac events occurred in 19.7% of SES- and 21.4% of PES-treated patients (hazard ratio, 0.89; 95% confidence interval, 0.68 to 1.17; P=0.39) at 5 years. There were no differences between SES and PES in terms of cardiac death (5.8% versus 5.7%; P=0.35), myocardial infarction (6.6% versus 6.9%; P=0.51), and target lesion revascularization (13.1% versus 15.1%; P=0.29). Between 1 and 5 years, the annual rate of target lesion revascularization was 2.0% (95% confidence interval, 1.4% to 2.6%) for SES and 1.4% (95% confidence interval, 0.9% to 2.0%) for PES. Among patients undergoing paired angiography at 8 months and 5 years, delayed lumen loss amounted to 0.37±0.73 mm for SES and 0.29±0.59 mm for PES (P=0.32). The overall rate of definite stent thrombosis was 4.6% for SES and 4.1% for PES (P=0.74), and very late definite stent thrombosis occurred at an annual rate of 0.65% (95% confidence interval, 0.40% to 0.90%). Conclusions—Long-term follow-up of first-generation drug-eluting stents shows no significant differences in clinical and angiographic outcomes between SES and PES. The continuous increase in late lumen loss in conjunction with the ongoing risk of very late stent thrombosis suggests that vascular healing remains incomplete up to 5 years after implantation of first-generation drug-eluting stents.

The Other Half

Leaders and faculty at private colleges and universities should support funding for public higher education.

Fate of individuals with ischemic amputations in the REACH Registry: Three-year cardiovascular and limb-related outcomes

To evaluate systemic and limb ischemic event rates of PAD patients with prior leg amputation and determine predictors of adverse outcomes.

10-Year Survival and Success Rates of 511 Titanium Implants with a Sandblasted and Acid-Etched Surface: A Retrospective Study in 303 Partially Edentulous Patients

Purpose: This retrospective study assessed the 10-year outcomes of titanium implants with a sandblasted and acid-etched (SLA) surface in a large cohort of partially edentulous patients. Materials and Methods: Records of patients treated with SLA implants between May 1997 and January 2001 were screened. Eligible patients were contacted and invited to undergo a clinical and radiologic examination. Each implant was classified according to strict success criteria. Results: Three hundred three patients with 511 SLA implants were available for the examination. The mean age of the patients at implant surgery was 48 years. Over the 10-year period, no implant fracture was noted, whereas six implants (1.2%) were lost. Two implants (0.4%) showed signs of suppuration at the 10-year examination, whereas seven implants had a history of peri-implantitis (1.4%) during the 10-year period, but presented with healthy peri-implant soft tissues at examination. The remaining 496 implants fulfilled the success criteria. The mean Plaque Index was 0.65 (±0.64), the mean Sulcus Bleeding Index 1.32 (±0.57), the mean Probing Depth 3.27 mm (±1.06), and the mean distance from the implant shoulder to the mucosal margin value -0.42 mm (±1.27). The radiologic mean distance from the implant shoulder to the first bone-to-implant contact was 3.32 mm (±0.73). Conclusion: The present retrospective analysis resulted in a 10-year implant survival rate of 98.8% and a success rate of 97.0%. In addition, the prevalence of peri-implantitis in this large cohort of orally healthy patients was low with 1.8% during the 10-year period.

AAC&U's Integrative Liberal Learning and the CAS Standards: Advising for a 21st Century Liberal Education

The Association of American Colleges and Universities presented and promoted integrative liberal learning as a collaborative goal that all institutions of higher education must strive to achieve. The similarities between the goals of integrative liberal learning and the Standards for Academic Advising by the Council for the Advancement of Standards in Higher Education are discussed with emphasis placed on the critical role that academic advising plays in support of an integrative liberal learning education, and in turn, future success for all students.

Educating...for what?: Meaning and Purpose

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 10/5/2011 event featuring Diana Chapman Walsh and Arthur Zajonc titled "Meaning and Purpose" Event Description: As Kronman tells us, questions of meaning and purpose are often suspect in colleges and universities. If an understanding that to be educated relies on the integration of all of our higher faculties (mind, heart and spirit ) once existed, it was eclipsed long ago by a focus on the rational mind as the locus of reliable behavior. This reduced scope of teaching and learning within the academy has deprived both faculty and students of more substantive and meaningful experiences. How might we re-orient the academy to these deeper purposes—to the heart of higher education? Our guests for a conversation on questions of meaning and purpose are Diana Chapman Walsh, former President of Wellesley College, and Arthur Zajonc, professor of physics at Amherst College. In their work and their writing, they both inspire and ignite conversations around the issue of integrative education.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.

Designing a Liberal Arts Curriculum that Develops the Capacity for Effective Practice

A new agenda has been coalescing for residential liberal arts education in the United States. At its core are various forms of experiential learning that had long been relegated to the margins of institutions in which pure intellectual achievement was largely separated from, and prized above, practical application of knowledge. Recent years have brought growing student interest in opportunities to engage in experiential learning, including community service, internships, student-faculty research partnerships, study abroad, or co-operative education. All types of colleges and universities have been investing in these programs and in curricular modifications intended to begin integrating them into a coherent educational program. With support from several major associations, foundations, and research collaborations, this twenty-first century reframing of the aims of education has included a persistent call for better evaluative data to gauge the extent to which college students are actually meeting learning goals that faculty are being encouraged to specify more fully.