Medical tourism : a comparison of Australian, French and South Korean medical and health tourists to Thailand.

The high cost of surgery in Western countries has led to an increase in the demand for surgery in developing countries (York, 2008). The objective of this article is to examine the utilization and satisfaction with medical and health services purchased by Australian, French and South Korean visitors to Thailand. In late 2006 a face-to-face survey was conducted with 1,200 randomly selected tourists who had visited Thailand. Results show substantial usage of medical and health services. Satisfaction levels vary across type of service provided and by country of origin of tourist. Recommendations are provided to the national tourism authority. Future research directions are discussed.

A review of the game-centred approaches to teaching and coaching literature since 2006

Background: In 2006, Oslin and Mitchell published a review of the game-centred approaches (GCAs) to teaching and coaching literature highlighting a number of core concepts thought to provide justification for the use of GCAs including (a) its potential to enhance participant motivation, (b) potential for tactical transfer, and (c) development of decision-making skills and effective decision-makers. Oslin and Mitchell also suggested recommendations for future GCA research.Purpose: The purpose of this paper was threefold: (a) to present a review of Anglophone research into GCAs building on the previous review of Oslin and Mitchell published in 2006; (b) to identify new trends in research since 2006; and (c) to investigate the extent to which the initial suggestions and future research directions suggested by Oslin and Mitchell have been addressed.Data collection: GCA literature since 2006 was searched systematically using a three-phase approach. Phase 1 included initial searches of the EBSCO database using terms associated with GCAs and their acronyms (e.g. TGfU (teaching games for understanding), GS (Game Sense), etc.). Phase 2 expanded the search adopting more generic terms from keywords located in the recent literature (e.g. teaching games, tactical development, game performance, etc.). Multiple searches through the EBSCO database were conducted, whereby key terms were cross-referenced until a saturation point was reached. Phase 3 involved removing those publications that were not empirical, peer reviewed, intervention studies or published in English.Findings: Forty-four studies on GCA implementation were identified and the methodological and substantive nature of these studies was examined. The review noted two positive trends: (a) the expansion of research which included the growth of research on GCAs in Europe and Southeast Asia and (b) an increased amount of research in the affective domain. The review found, however, that a number of key challenges remain within GCA research, which include (a) the need for improved articulation of GCA verification procedures; (b) further assessment of tactical awareness development; (c) extended inquiry about GCAs in coaching contexts; (d) more research into ‘newer’ GCAs (i.e. PP (play practice), IGCM (invasion game competence model) and TDLM (tactical decision learning model)); (e) use of longitudinal research designs; (f) inadequate length of GCA induction and training for teachers and coaches, and (g) examination of GCAs in terms of fitness and special populations.Conclusions: GCA pedagogies are of significant importance as they have the potential to promote change within current adult-centric cultures of youth sport and encourage engagement in physical activity over the life course. To meet these needs, it is recommended that GCA research undergo continued expansion with the use of research designs and data collection techniques that aid the examination of different philosophical understandings of GCAs (e.g. ethnographic, phenomenological and psycho-phenomenological). These are paramount to the exploration of ‘who the individual is’ and ‘how the learner is motivated to continue to participate’ and further permit the in-depth, contextual and ecological analysis of GCA interventions that Oslin and Mitchell recommended in their previous review.

American and Australian doctoral literature reviewing practices and pedagogies

The literature review is fundamental to the doctoral enterprise of academic disciplines, yet research into how the doctoral literature review is learned, taught or experienced is limited. Responding to an apparent under-examination of the literature review as a critical feature of doctoral learning, this thesis investigates the doctoral literature review process as experienced by American and Australian doctoral candidates, doctoral supervisors and academic librarians. The research followed a qualitative approach shaped by two questions: "How is the doctoral literature review process learned?" and, "What is learned by doing a doctoral literature review?" Data were generated from in-depth interviews conducted with 42 participants in education, nursing and the physical and biological sciences. Critical literacy, critical pedagogy and critical information literacy provided frameworks for interpreting participants‘ experiences and perspectives on literature reviewing practices, disciplinary influences and mutually associated doctoral literacies.

The doctoral literature review is traditionally considered to be two segregated events—literature seeking and writing in an academic genre. The study findings challenge this perspective, proposing instead that doctoral literature reviewing is a complex, comprehensive process characterised by interdependent activities in a cycle of gathering, reflecting upon and synthesising literatures. Moreover, these findings indicate that, by engaging with disciplinary literatures and the literature review process, doctoral researchers become familiar with an array of critical doctoral literacies—disciplinary literacy, information literacy and reading and writing literacies. Thus, the doctoral literature review can be conceptualised as a pedagogy through which candidates acquire the lived practices and craft skills of disciplinary-specific research; learn to manage large bodies of information, literature and knowledge; and learn to read and write as scholars in their disciplines.

This project reconceptualises traditional perspectives on doctoral literature reviewing and recommends further exploration into its pedagogical potential. By approaching the doctoral literature review as a pedagogical process, the inquiry attempts to unpack literacies embedded within the doctoral enterprise, thereby exposing them as explicit aspects of doctoral learning. Becoming aware of the interrelatedness of critical doctoral literacies can mobilise supervisors, librarians and candidates to exploit the literature review process more fully. Ultimately, this research contributes to an international focus on a central feature of the doctorate and, as such, more broadly informs and supports doctoral pedagogy, particularly for those involved in American and Australian doctoral education.

The personal selling and sales management ethics research : managerial implications and research directions from a comprehensive review of the empirical literature

Research into ethics in personal selling and sales management has increased substantially over the preceding decade by investigating complex dimensions of ethical decision-making in greater depth and with more analytical sophistication. This review of the recent conceptual and empirical literature provides insight into the extent and the direction of this knowledge, recommends managerial action, and discusses areas for future exploration. Future direction is also provided through research propositions. The type of sales practitioner investigated, the main variables examined, and the key findings are summarized in an Appendix.

Loss and grief in the workplace. What can we learn from the literature?

Purpose – The purpose of this paper is to determine how Australian workplaces, their managers and employees respond to those who are grieving at work, as a result of chronic or terminal illness, or caring for those with chronic or terminal illness. The review draws on Australian and relevant international literature and seeks to answer this question.
Design/methodology/approach – A literature review was undertaken in preparation for an Australian study examining workplace supports for people who are grieving – because they are carers, have experienced a death, or are balancing their own illness with their work. Using a range of search terms, the literature was searched for relevant work between 1980 and 2010. The search found examples of workplace supports throughout the world and some developing Australian literature.
Findings – Despite illness and death occurring at any stage of a person's life, there is little research that identifies workplace issues associated with grief and loss. And while workplace legislation allows for minimal supports, there was evidence that some workplaces have begun to offer flexibility for work life balance.
Practical implications – Effective workplace supports will involve individual and workplace responses, but also require legislative approaches in order to effect broad-based system change.
Originality/value – The paper compares Australian and international literature about workplace supports and provides an overview of the issues arising.

Reading the local and global: teaching literature in secondary schools in Australia

Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within  a policy environment where there is increasing emphasis on Australia’s place  in a world economy, and on the need to encourage young people to think of  themselves in a global context. These dimensions are reflected in the  recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from  'world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when  young people engage with literary texts? How does this impact on teachers’  and students’ interpretative approaches to literature? What place does a  ‘literary’ education, whether conceived in ‘local’, 'national’ or ‘global’  terms, have in the twenty-first century?

Measurement invariance of English and French Health Education Impact Questionnaire (heiQ) empowerment scales validated for cancer

PURPOSE: If measurement invariance (MI) is demonstrated for a scale completed by respondents from two different language groups, it means that the scale measures the same construct in the same way in both groups. We assessed MI of the French- and English-language versions of the five Health Education Impact Questionnaire (heiQ) empowerment scales validated for the cancer setting. METHODS: Data came from two cross-sectional studies of Canadian cancer survivors (704 English, 520 French). Single-group confirmatory factor analysis (CFA) was used to test whether the hypothesized factor structure of the French-language heiQ empowerment scales fit the data. Multi-group CFAs were conducted to assess different levels of MI conditions (configural, metric, scalar, strict, as well as MI of factor variances, covariances, and latent means) of the French- and English-language heiQ empowerment scales. RESULTS: The correlated five-factor model showed good fit in both language groups (goodness-of-fit indices: CFI ≥ .97; RMSEA ≤ .07). Goodness-of-fit indices and tests of differences in fit between models supported MI of the five-factor model across the two language groups (∆CFI ≤ -.010 combined with ∆RMSEA ≤ .015). CONCLUSIONS: The French- and English-language heiQ empowerment scales measure the same five dimensions of empowerment in the same way across both language groups. Thus, any observed similarities or differences between French- and English-speaking respondents completing these scales are valid and reflect similarities or differences in empowerment across language groups, not measurement artifact. Consequently, heiQ empowerment data from English- and French-speaking respondents can be directly pooled or contrasted in data analyses.

Stickability, transformability and transmittability: alternative, pull-out programs within schools - what the literature says about effective practice and provision for disenfranchised young people

This paper draws on the findings of a recent and extensive literature review to examine the efficacy of pull-out education programs (alternative programs) in schools in relation to student learning, well-being, and pathways. It synthesises the research on alternative education programs and their contribution to student outcomes using three main conceptual categories: how sustainable these programs are their stickability; how effective these programs are in achieving their stated purpose of improving and enhancing vulnerable students’ learning, well-being, and pathways, their transformability; and how these programs may be used successfully in other locations and contexts— their transmittability. It concludes with recommendations for future practice, suggesting that school systems should prioritise prevention and early intervention in providing support to vulnerable students in ways that take account of students’ own reasons for why they are disengaged from schooling.

Albert Camus' hellenic heart, between Saint Augustine and Hegel

This chapter situates Camus' Hellenism in the context of other French modernists in literature. It examines Camus' youthful Hellenism, rooted in his own experiences growing up in French Algeria. It then examines the philosophical dimensions of his defence of classical mesure, in the context of the 20th century European disaster. It also looks at his reading of Greek tragedy, and his key contrast of Prometheus as rebel, with Satan.

To write for children, and to write well : Protestant mission presses and the development of children’s literature in late-nineteenth and early-twentieth century China

This article uses a new historicist approach to examine the complexrelationships between translators, writers, and missionary publishersin China, and their financial supporters in the United States and Britainto demonstrate how they influenced the development of Chinese children’sliterature. It focuses on the case of the American Presbyterian MissionPress, Chinese Religious Tract Society, and Christian Literature Societyfor China, publishers of many texts for children. The article argues thatthe Western mission presses shaped Chinese children’s literature in thelate nineteenth and early twentieth century by introducing new narrativesthrough translation, highlighting the importance of including visual imagesin children’s texts by importing electrotypes and lithographic printsfrom the United States and Britain, and training Chinese students in newengraving and printing techniques which enabled them to establish theirown publishing houses.

Court delays and the defendant behaviour: an economic analysis

Court delays are consistently criticised as being inimical to social welfare. However, the theoretical basis for this assertion is not well established in the law and economics literature. As a first step, very little is known about the impact of court delay on the defendant's optimal plea decision. If the defendant is rational in the sense of inter temporally optimising, court delay may increase or decrease the probability of a trial depending on the defendant's bail status. Some empirical support for this theoretical proposition is found using data on plea behaviour for a selection of cases heard in NSW Australia.

Fakes, literary identity and public culture

The fake presupposes the genuine. The fake author implies the real author, and fake literature presupposes real literature. But literature itself is often about— perhaps fundamentally about—successfully faking it. However, the concern and hostility with which literary public culture has responded to fake authors and what is deemed to be their “fake” literature suggests that the notions of real authors and literature remain centrally important.

Development of the sheared edge in the trimming of steel and light metal sheet, part 2 - mechanisms and modelling

The shearing behavior of a drawing-steel and aluminum alloy were investigated using hardness contours of partially deformed samples and a finite element model of the trimming process. Results showed that the stress and strain distributions within the work-piece were more strongly dependent on the punch penetration than the material properties of the work-piece. Differences in the final fracture surface profile and burr formation of the drawing-steel and aluminum alloy were a consequence of the shape of the stress and strain distribution when the crack in the sample became unstable, not when it was initiated. Results and existing literature suggest that a correlation may exist between the strain-rate sensitivity of the work-piece material and the burr mechanism and fracture surface profile of the trimmed part.

Reconceptualising outsourcing in the public sector : choices and outcomes

National Competition Policy’s introduction encouraged the use of outsourcing in the public sector, but variations in the extent and types of services outsourced were evident. Through reviewing the economic and political literature, this paper has uncovered six reasons for outsourcing that straddle the two paradigms. The desire to reduce costs and increase efficiency, focus on core competitive advantage, introduce workforce flexibility, manage industrial relations’ problems, satisfy decision-makers’ personal objectives and adhere to the neo-liberal government agenda are discussed. The paper puts forward a number of models which delve into the relationship between the theoretical factors which economic and political theorists have proposed as being important in making the decision to outsource and delineates between those factors which are perceived by decision-makers as important in their reasoning and those which are unperceived but impact on the outcomes. It concludes that is only by understanding the complex relationship between reasons, and perceived and unperceived factors, will outcomes be able to be predicted.