A decade of Taiwanese migration in Australia: Comparisons with Mainland Chinese and Hong Kong settlers

The arrival of Taiwanese migrants to Australia represents the second major wave of Chinese immigration to this nation. Many who entered Australia did so as business migrants. They were typically well educated, affluent professionals, managers, &/or entrepreneurs who were looking for new business opportunities as well as a lifestyle characterized by open space, clean air, a good education for their children, & personal & political safety. Yet, the settlement experiences of many Taiwanese migrants, despite their affluence & (business) skills, have been typified by stress & hardship, particularly in making adjustments in social, business, & economic relationships. A review of statistical data compiled from census & government reports in Australia has revealed that after a decade Down Under, the Taiwanese settler group was still characterized by high unemployment, even when compared to other Chinese migrant groups from Hong Kong & Mainland China. It is suggested that the Taiwanese migrants' persistent high nonparticipation in Australia's labor force is indicative & poignant of their highly distinctive, albeit not exclusive in the broader Chinese migrant terms, experience of migration settlement. There seems to be an increasing number of Taiwanese settlers returning to resettle in Taiwan in recent years, because of perceived better employment & business opportunities or for family & personal reasons. Recent interviews with Taiwanese settlers have also suggested that the most recent arrivals, being more aware of the obstacles in achieving work or business satisfaction during settlement, seem less likely to commit themselves to lifelong settlement in Australia. 16 Tables, 1 Figure, 37 References. Adapted from the source document.

Evidence and information for health policy: a decade of change

Over the past decade or so, there has been increasing demand for greater clarity about the major causes of disease and injury, how these differentially affect populations, and how they are changing. In part, this demand has been motivated by resource constraints and a realisation that better health is possible with more informed allocation of resources. At the same time, there has been a change in the way population health and its determinants are quantified, with a much closer integration of the quantitative population sciences (such as epidemiology, demography and health economics) to strengthen and broaden the evidence base for healthcare policy.

Developing students' critical literacy: Exploring identity construction in young adult fiction

The authors use a critical literacy stance to engage students in a discussion of young adult literature from Australia and America. They offer a framework teachers can use to initiate discussions based on critical literacy in their own classrooms.

A sociocultural analysis of language learning: New forms of literacy practices in a language and culture awareness programme

This paper reports on a sociocultural study conducted in a Catholic primary school in the Australian outback and provides insights into how policy related to Languages Other Than English (LOTE) programmes is implemented in a specific location and interwoven within the literacy practices of children, parents and teachers. A case study that tracked a Year Four student's learning and development during a Language and Culture Awareness Programme is discussed within a discourse of cultural and linguistic practices. Significant aspects of the student's learning related to a phenomenon called multi-tiered scaffolding temporarily disrupted the established literacy practices in the school community. Implications of the research for second-language teaching and learning in Australian primary schools are elaborated.

Going global with assessment: what to do when the dominant culture's literacy drives assessment

This article explores how the dominant cultural literacy in a western context relies on a western template of knowledge that can inhibit internationalisation of the curricula unless it is identified, transformed, and broadened to become interculturally responsive. As Brian Street has said "literacies may be sites of negotiation and transform ation" (1994, p. 99). Drawing on the findings of an innovative website, Worldmarks , developed at Queensland University of Technology, as well as qualitative interviews with international students and staff, this article addresses the serious implications of assessment driven by the dominant culture's literacy. We identify how and why assessment driven by responsive cultural literacy enables all students to develop comprehensive intercultural communication skills and understandings as part of their lifelong learning in Australian universities.