Management Practices for Control of European Wireworms in Canada

Significant losses in crop yield, quality and marketability have been attributed to wireworms, a pest of growing concern and widening distribution in Nova Scotia and across Canada. While the Maritime Provinces harbour indigenous wireworm species, three species introduced to North America from European ship ballast cause the lion's share of damage. The destructive larvae of these three species, Agriotes lineatus, A. obscurus, and A. sputator, persist in the soil for several years, feeding on the roots of host plants and causing significant reductions in the yield and quality of economically important crops. Root crops such as potatoes and carrots are particularly susceptible because damage (holes produced by feeding larvae) to the new tubers and carrots can appreciably reduce quality, yield and storability. To control this pest, the adult must be deterred from entering and depositing eggs in the field, the larvae must be deterred from attacking the cash crop and/or the larvae themselves must be controlled. This is a difficult challenge due to the lifecycle, feeding preferences and movement habits of the wireworm

Widening access in selection using situational judgement tests: evidence from the UKCAT

CONTEXT Widening access promotes student diversity and the appropriate representation of all demographic groups. This study aims to examine diversity-related benefits of the use of situational judgement tests (SJTs) in the UK Clinical Aptitude Test (UKCAT) in terms of three demographic variables: (i) socioeconomic status (SES); (ii) ethnicity, and (iii) gender. METHODS Outcomes in medical and dental school applicant cohorts for the years 2012 (n = 15 581) and 2013 (n = 15 454) were studied. Applicants' scores on cognitive tests and an SJT were linked to SES (parents' occupational status), ethnicity (White versus Black and other minority ethnic candidates), and gender. RESULTS Firstly, the effect size for SES was lower for the SJT (d = 0.13-0.20 in favour of the higher SES group) than it was for the cognitive tests (d = 0.38-0.35). Secondly, effect sizes for ethnicity of the SJT and cognitive tests were similar (d = similar to 0.50 in favour of White candidates). Thirdly, males outperformed females on cognitive tests, whereas the reverse was true for SJTs. When equal weight was given to the SJT and the cognitive tests in the admission decision and when the selection ratio was stringent, simulated scenarios showed that using an SJT in addition to cognitive tests might enable admissions boards to select more students from lower SES backgrounds and more female students. CONCLUSIONS The SJT has the potential to appropriately complement cognitive tests in the selection of doctors and dentists. It may also put candidates of lower SES backgrounds at less of a disadvantage and may potentially diversify the student intake. However, use of the SJT applied in this study did not diminish the role of ethnicity. Future research should examine these findings with other SJTs and other tests internationally and scrutinise the causes underlying the role of ethnicity

Implications of Widening the European Union

The article looks at the initial stated requirements for EU membership- that a Member State of the European Communities be “a European state”- and the implications of widening EU membership in light of additional requirements that have since been formalized. These include, 1) being a European state; 2) having a democratic form of government; 3) respecting fundamental rights; and 4) having something of a market economy structure. With respect to the fourth requirement, a state is not required to have a full market economy structure, however, it must be on the way towards it

New ways of being public: the experience of foundation degrees

This article explores the recent development of new spheres of public engagement within UK higher education through an analysis of the foundation degree qualification. These, according to the Higher Education Funding Council for England (HEFCE), were designed to equip students with the combination of technical skills, academic knowledge, and transferable skills increasingly being demanded by employers, and they have been identified as being at the forefront of educational agendas aimed at increasing employer engagement in the higher education (HE) sector. As such, they might be regarded as an expression of the 'increasing privatisation' of HE. However, this article argues that, on the contrary, they have enabled the development of new areas of public engagement relating to the design and delivery of courses as well as providing new opportunities for the pursuit of public policy goals such as widening participation. Such outcomes, it is argued, are the result of a number of factors that explain the 'publicness' of the qualification and that should be sustained to ensure the implementation of the 2006 Leitch Report in a manner that further develops public engagement

An investigation into the comparative learning gain and ‘value added’ for students from widening participation and non-widening participation groups:a case study from sports degrees

Increasingly universities are expected to demonstrate the impact of students’ higher education experiences; learning gain is one of the metrics that can evidence this. The Scottish Funding Council (SFC) agrees Widening Participation (WP) objectives with the universities with an implicit expectation that Scottish higher education institutions (HEIs) work within their communities to enable those who could benefit from a university education to enrol. The Abertay sport programmes have historically supported students from diverse backgrounds. This case study focuses specifically on the graduate outcomes of WP and non-WP students graduating from these programmes in the years 2000–2015. An e-mail survey and departmental database of graduate destinations were linked with the student record. Analysis confirmed that those from WP backgrounds were equally as likely to gain a good degree as their non-WP counterparts and to be in graduate and/or sports employment. Longitudinal graduate outcomes are considered in the context of pedagogic strategy

Trends in educational mortality differentials in Austria between 1981/82 and 2001/2002

Background -- Many studies for European populations found an increase in socio-economic mortality differentials during the last decades of the 20th century, at least in relative terms. The aim of our paper is to explore the situation in Austria, for a wide age range, over a period of 20 years. Methods -- Based on a linkage of census information and death certificates, we computed age and education specific death rates. We calculate life expectancies at age 35 by educational level as well as regression-based measures of absolute (SII) and relative (RII) inequality, for the periods 1981/82, 1991/92, and 2001/2002. Results -- Life expectancy increased faster for the higher educated in the 1980s, whereas this trend reversed in the following decade. For males at working ages an increase in relative mortality differentials was observed during the 1980s. Absolute mortality differentials decreased among elderly females in the 1990s, particularly for circulatory disease mortality. Altogether the educational pattern of mortality was rather stable in Austria at the end of the 20th century. Conclusions -- Compared with results from other countries, trends in educational mortality differentials seem to be rather favorable in Austria in the 1990s. A stable health care system, the healthy migrant effect, and relatively low unemployment rates may have contributed to stable mortality differentials. However, an important explanation is also the inclusion of higher ages in our studyAustria, education, mortality, trends

New perspectives - approaches to medical education at four new UK Medical Schools

To create more UK doctors, the government has funded an increase in medical student numbers of 57% (from 3749 to 5894)1 between 1998 and 2005. This has been done by increasing student places at existing medical schools; creating shortened programmes open to science graduates; “twinning” arrangements, which host an existing curriculum at a new site; and four entirely new schools (table 1). Through reflection on our experiences and the literature evidence, we examine to what extent these new schools have a common vision and approach to undergraduate medical education, and we discuss the rationale for and likely outcomes of these new ventures