The experiences of Vietnamese in Australia: the racist tradition continues

The aim of this paper is to explore and document the racism experienced by the Vietnamese people in Australia. After presenting a brief review of the role that racism towards non-Anglo immigrant groups has played in Australian society over the last century, it reports on a study in which 50 Vietnamese were asked to describe their experiences of racism. These experiences were categorised according to a taxonomy derived from the data, and interpreted with reference to those reported by indigenous participants in a previous study. It is concluded that, although the racism reported is less pervasive and frequent than that reported by Indigenous Australians, the tradition of racism toward non-Anglo immigrants continues.

Near normalisation of lumbar spine bone density in young women with osteopenia recovered from adolescent onset anorexia nervosa: a longitudinal study

To investigate the effect of the progression of adolescent onset anorexia nervosa (AN) on bone parameters we followed two cohorts (Disease cohort and recovered cohort) of adolescents for a total of 5.2 years. In the 'Disease' cohort (n = 18), lumbar spine bone density (BMD) was reduced by 0.6 SD after 0.8 years of disease and was reduced a further 1.0 SD after a total 2.5 years of disease (p < 0.001). At the third lumbar vertebra there was bone loss (-3.7%, p < 0.05) resulting in reduced volumetric BMD (-5.1%, p < 0.08). In the 'recovered' cohort, lumbar spine BMD was reduced by 1.9 SD after 1.7 years of disease, and increased by 1.5 SD after 2.7 years of recovery (p < 0.001). At the third lumbar vertebra there was an increase in bone mass (20.5%, p < 0.001) and bone volume (14.1%, p < 0.001), resulting in increased volumetric BMD (6.3%, p < 0.08). Normalisation of lumbar spine BMD may be achieved in patients with adolescent onset AN when the successful recovery of body weight is combined with the return of regular menses.

Troubling identities: teacher education students` constructions of class and ethnicity

Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, 'race', or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio-economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo-Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.

Post-migration food habits of sub-Saharan migrants in Victoria: a cross-sectional study

Objective: (i) To describe sub-Saharan African (SSA) post-migration food habits and eating patterns; and (ii) to examine how the food habits of SSA households in Victoria reflect post-migration acculturation.
Design: A cross-sectional survey using a snowball sampling technique. Data on food habits and eating patterns were obtained using semi-structured, face-to-face interviews from November 2001 to April 2002.
Subjects: A total of 139 households of demographically diverse recent migrants from across sub-Saharan Africa.
Setting: Melbourne metropolitan and Melbourne fringes.
Analysis: Data were summarised using descriptive statistics.
Results: SSA migrants and refugees indicated dietary acculturation characterised by three processes: substitution, supplementation and modification of recipes. They experienced difficulty locating their traditional foods, in particular, African vegetables (34.2%), unprocessed maize meal (29.1%), camel milk (23.1%) and maize grain (13.7%). The new foods adopted since arrival were pizza, breakfast cereals and fast foods, but also included new fruits and vegetables. Takeaway food such as Pizza Hut or McDonalds featured prominently in the SSA post-migration diet. Reasons for eating out were favourite food (48.3%), routine family outing (38.3%), special occasion (33.3%) and no time to cook (25%). A significant change in meal pattern was the inclusion of breakfast, although 21% reported skipping breakfast.
Conclusion: Many of the observed dietary changes were not consistent with good health and may predispose this population to rapid weight gain and chronic disease. Rapid modernisation and the Anglo-Australian culture interact in a complex way with traditional eating and socialisation practices of SSA migrants. Understanding these forces can allow effective health promotion and community development strategies to be developed for the future health of SSA migrants and their communities.

Community language programs in Australian schools: policy at the crossroads

The linguistic situation in Australia today presents an intriguing case for sociolinguistic inquiries. Despite the recent waves of migration from non Anglo-Celtic regions, the majority of Australians today are primarily monolingual with English being the dominant language. More critical, perhaps, is the diminishing appeal of second language learning even among second generation speakers of the large ethnic communities. This is indeed ironic giving that prior to white settlement in Australia, the Aboriginal inhabitants were predominantly multilingual with more than 250 languages (and many of their dialects) spoken by the 300 000 original inhabitants at the time when Captain James Cook's ship reached Botany Bay in Sydney in 1770. Given the size of the post-War migration, it was not until 1987 that the Australian government adopted a formal national policy on languages becoming 'the first English-speaking country to have such a policy and the first in the world to have a multilingual languages policy' (Australian Alliance for Languages 2001: 2). This paper will discuss the historical context for multilingualism in Australia and the current trend in government policy and funding. It will provide insights into community language programs and the challenges of remaining viable and relevant in the current social and political climate. Statistical analyses will be used to highlight emerging trends and future prospects.

The play, of blessed memory : the Dybbuk as imagined and reconstructed Jewishness in the Gilgul Theatre's 'Exile Trilogy'

I have quite distinct memories of my first encounters with people I identified as Jews. In the 1970's, when I was in my teens, I made friends with a group of Jewish girls, and was invited to their homes, most of which were in the Melbourne (Australia) suburb of Caulfield, which had one of the highest proportions of Jewish inhabitants in the city. I was growing up opposite a golf-course in an increasingly affluent, beachside, bleached-blonde outer suburb whose micro-culture epitomised entrenched Anglo-Australian values; good manners, regular hours, discreet display of wealth, restrained emotion, mid-week tennis, weekends on the beach. Entree to the homes of these Jewish families provided my fairly romantic and uncritical eye with a glimpse of another world....

Cross cultural engagement: teaching African music to Australian students

This paper reports on research that examined the effectiveness of introducing rhythmic concepts through an unfamiliar musical genre to Australian generalist prim my teacher education students. The genre selected was African music, in particular action songs, dance and instrumental improvisation. The methodologies of Orff, Kodaly and Dalcroze were taught through the repertoire of African music in order to foster a closer relationship between pedagogical theory and practice and to teach rhythm through cross-cultural engagement. Through analyses of questionnaire and interview data, it was demonstrated that African music had a positive effect on students' conjidence as non-specialists music teachers and enhanced their skills in staff, sol-fa, hand notation and performance. Also students were not only highly motivated to engage with this new musical genre, but also gained an increased understanding of African culture. It is argued that African music was perceived by students not so much as a "novelty", but as a source of genuine motivation, interest and enjoyment. Its potential for extending student understanding of rhythm as well as taking a significant step towards internationalizing the curriculum for a cohort of predominantly Anglo-Celtic, pre-service teachers is also explored.

Regional specificity of exercise and calcium during skeletal growth in girls: a randomized controlled trial

Combining exercise with calcium supplementation may produce additive or multiplicative effects at loaded sites; thus, we conducted a single blind, prospective, randomized controlled study in pre- and early-pubertal girls to test the following hypotheses. (1) At the loaded sites, exercise and calcium will produce greater benefits than exercise or calcium alone. (2) At non-loaded sites, exercise will have no benefit, whereas calcium with or without exercise will increase bone mass over that in exercise alone or no intervention. Sixty-six girls aged 8.8 ± 0.1 years were randomly assigned to one of four study groups: moderate-impact exercise with or without calcium or low-impact exercise with or without calcium. All participants exercised for 20 minutes, three times a week and received Ca-fortified (434 ± 19 mg/day) or non-fortified foods for 8.5 months. Analysis of covariance (ANCOVA) was used to determine interaction and main effects for exercise and calcium on bone mass after adjusting for baseline bone mineral content and growth in limb lengths. An exercise-calcium interaction was detected at the femur (7.1%, p < 0.05). In contrast, there was no exercise-calcium interaction detected at the tibia-fibula; however, there was a main effect of exercise: bone mineral content increased 3% more in the exercise than non-exercise groups (p < 0.05). Bone mineral content increased 2-4% more in the calcium-supplemented groups than the non-supplemented groups at the humerus (12.0% vs. 9.8%, respectively, p < 0.09) and radius-ulna (12.6% vs. 8.6%, respectively, p < 0.01). In conclusion, greater gains in bone mass at loaded sites may be achieved when short bouts of moderate exercise are combined with increased dietary calcium, the former conferring region-specific effects and the latter producing generalized effects.

Exercise and calcium combined results in a Greater osteogenic effect than either factor alone: a blinded randomized placebo-controlled trial in boys

We examined the combined effects of exercise and calcium on BMC accrual in pre- and early-pubertal boys. Exercise and calcium together resulted in a 2% greater increase in femur BMC than either factor alone and a 3% greater increase in BMC at the tibia–fibula compared with the placebo group. Increasing dietary calcium seems to be important for optimizing the osteogenic effects of exercise.

Introduction: Understanding the relationship between exercise and calcium during growth is important given that the greatest benefits derived from these factors are achieved during the first two decades of life. We conducted a blinded randomized-controlled exercise–calcium intervention in pre- and early-pubertal boys to test the following hypotheses. (1) At the loaded sites (femur and tibia–fibula), exercise and calcium will produce greater skeletal benefits than either exercise or calcium alone. (2) At nonloaded sites (humerus and radius–ulna), there will be an effect of calcium supplementation.

Materials and Methods: Eighty-eight pre- and early-pubertal boys were randomly assigned to one of four study groups: moderate impact exercise with or without calcium (Ca) (Ex + Ca and Ex + placebo, respectively) or low impact exercise with or without Ca (No-Ex + Ca and No-Ex + Placebo, respectively). The intervention involved 20 minutes of either moderate- or low-impact exercise performed three times a week and/or the addition of Ca-fortified foods using milk minerals (392 ± 29 mg/day) or nonfortified foods over 8.5 months. Analysis of covariance was used to determine the main and combined effects of exercise and calcium on BMC after adjusting for baseline BMC.

Results: At baseline, no differences were reported between the groups for height, weight, BMC, or bone length. The increase in femur BMC in the Ex + Ca group was 2% greater than the increase in the Ex + placebo, No-Ex + Ca, or No-Ex + Placebo groups (all p < 0.03). At the tibia–fibula, the increase in BMC in the Ex + Ca group was 3% greater than the No-Ex + placebo group (p < 0.02) and 2% greater than the Ex + Placebo and the No-Ex + Ca groups (not significant). No effect of any group was detected at the humerus, ulna–radius, or lumbar spine for BMC, height, bone area, or volume.

Conclusions: In this group of normally active boys with adequate calcium intakes, additional exercise and calcium supplementation resulted in a 2–3% greater increase in BMC than controls at the loaded sites. These findings strengthen the evidence base for public health campaigns to address both exercise and dietary changes in children for optimizing the attainment of peak BMC.

Re-thinking multiculturalism: performing the Cronulla beach riot

Since 11 September 2001, Australia’s race relations have been an issue of significant cultural concern, particularly relations between Anglo-Celtic and Middle-Eastern Australians. Riots on Cronulla Beach, Sydney, in December 2005 heightened this concern. This paper looks at the events at Cronulla and the debates they catalysed about race relations in Australia, and examines how these discourses have been shaped by arguments from both the Right and the Left. Informed by the discourse of critical multiculturalism, we examine several performance-based arts activities that made the riots their subject matter and argue that these arts practices reflect a larger cultural concern about the currency of traditional forms of multiculturalism, and promote instead an emphasis on understanding racial conflict as a critical negotiation over shared territories and values.

Exclusions and inclusions: multiculturalism in contemporary Taiwanese and Australian picturebooks

In a 1990 essay on multiculturalism and Australian children's literature, John Stephens points out that in texts of the 1970s and 1980s, examinations of multicultural issues are conducted within a relatively conservative set of paradigms where views of cultures other than Anglo-Celtic are filtered through the perspectives of Anglo-Celtic, middle-class characters, and multiculturalism is valued only in so far as it is seen to contribute to the wellbeing (economic and psychological) of the dominant culture. In Taiwan, as social groups previously marginalised seek justice through the practices and policies of multiculturalism, long-standing resentment at the authoritarian conduct of the Nationalists has manifested in texts which examine the political conflicts and cultural clashes of the past: the silenced truth is uncovered and the stigmatisation of certain ethnic groups is gradually removed.\n But these texts typically address ideas of cultural difference obliquely and by way of analogies, rather than through the realist representations of WhoeverYou Are and Fang Fang's Chinese NewYear.

Negative perceptions about self-control and identification with gender-role stereotypes related to binge eating, problem drinking, and to co-morbidity among adolescents

Purpose
To examine the role of both positive and negative styles of self-control, and gender-role stereotypes in binge eating and problem drinking.

Method
Participants were 428 adolescent boys and 555 girls from predominantly Anglo-Australian backgrounds who attended regional state schools in New South Wales, Australia. Students completed standardized questionnaires that assessed problem drinking, binge eating, self-control styles, and identification with gender-role stereotypes. ANOVA and post hoc Tukey tests were conducted to examine differences among adolescents who reported problems in binge eating, drinking, and both domains.

Results
Adolescents who reported eating and drinking problems also reported a high negative and a low positive sense of self-control coupled with self-identification with the traits that typically describe negative dimensions of gender-role stereotypes. Regardless of gender, problem drinking was mainly related to traits of negative masculinity (bossy, noisy aggressive, etc.) whereas binge eating was mainly related to negative femininity (shy, needs approval from others, etc.). Participants who reported eating and drinking symptoms recorded low scores on positive control, high scores on negative control, and also high scores on the negative dimensions of masculinity and femininity.

Summary
A negative and passive style of self-control coupled with an identification with negative dimensions of gender summarizes the type of self-regulation that is implicated in both binge eating and problem drinking, and co-morbid symptoms. There is a need for interventions working toward a more balanced gender self-concept and a positive sense of self-control.

The rise and fall of the internal reserve

The 'internal reserve' distinguished world's best practice for the early garden suburb movement. These 'hidden' spaces were designed for a variety of reasons: to encourage the formation of community, promote safe play for children, offer sites for small-scale agricultural pursuits, address  topographic and drainage constraints, and facilitate conservation of natural features. They were a feature of progressive plans for British icon developments such as Hampstead Garden Suburb. As these plans travelled globally, however, the purpose of the internal reserve was less clear than their spatial form, and most languished as undistinguished, left-over spaces. The historical origins, development and demise of the internal reserve are surveyed, with a focus on the Australian experience against an Anglo-American backdrop.

Reflections of teacher education students learning of rhythm: Orff to an African beat

This article reports on students' reflections, gathered from questionnaire and interview data, on their learning of rhythm and on their attitudes and  motivation from having engaged with African music as non-music specialists using the Orff approach. The "traditional" Orff approach to classroom music was supplemented with African repertoire which builds on the nexus, identified by Amoaku (1 982), between the Orff method and the traditional way of music learning in African cultures. This article describes my experience as a South African working with Australian non-specialist primary teacher students of predominantly Anglo-Celtic background within the context of a music education unit at Deakin University's Melbourne (Burwood) Campus. As Nketia (1988) points out, I - like many expatriate music educators - have selected music from my own country of origin as the foundation to develop curriculum materials teaching rhythm through non-Western music. The results demonstrate worthwhile experiences and outcomes for both the students and myself.