Type 2 diabetes prevalence varies by socio-economic status within and between migrant groups: analysis and implications for Australia

Background:
Ethnic diversity is increasing through migration in many developed countries. Evidence indicates that type 2 diabetes mellitus (T2DM) prevalence varies by ethnicity and socio- economic status (SES), and that in many settings, migrants experience a disproportionate burden of disease compared with locally-born groups. Given Australia’s multicultural demography, we sought to identify groups at high risk of T2DM in Victoria, Australia.

Code-switching and teaching Chinese as a second language

This book aims to explore the nature of code-switching. The purpose is to find out how this works and thereby inform language-teaching strategies. It focuses on Chinese / English bilinguals with special emphasis on younger students living in two linguistic worlds (Chinese and English). The book examines code-switching in relation to several aspects: grammatical structures, tonal facilitation, contextual factors, speakers' social background aspects and their participation in school language programs.

Making connections in a regional city: social capital and the primary social contract

Government policy in many countries encourages migration to regional centres to relieve pressure on major cities and to boost economic development. Migrants are more likely to remain in a new location if they have meaningful work and establish social connections there. This article explores how organisations and groups in a regional city provide newcomers with access to social capital resources which migrants can use to forge social connections. Past research has shown that migrants require a mix of linking, bridging and bonding social capital to form an effective primary social contract with their new home. This research suggests that regional cities – such as Geelong, Victoria – which are proactive in assembling diverse social capital resources and making them accessible to migrants, are more likely not only to receive more newcomers but also more likely to retain migrants and a skilled workforce. The findings have relevance to other regional centres.

Towards designing privacy-preserving signature-based IDS as a service : a study and practice

With the advent of Cloud Computing, IDS as a service (IDSaaS) has been proposed as an alternative to protect a network (e.g., financial organization) from a wide range of network attacks by offloading the expensive operations such as the process of signature matching to the cloud. The IDSaaS can be roughly classified into two types: signature-based detection and anomaly-based detection. During the packet inspection, no party wants to disclose their own data especially sensitive information to others, even to the cloud provider, for privacy concerns. However, current solutions of IDSaaS have not much discussed this issue. In this work, focus on the signature-based IDSaaS, we begin by designing a promising privacy-preserving intrusion detection mechanism, the main feature of which is that the process of signature matching does not reveal any specific content of network packets by means of a fingerprint-based comparison. We further conduct a study to evaluate this mechanism under a cloud scenario and identify several open problems and issues for designing such a privacy-preserving mechanism for IDSaaS in a practical environment.

Learning how to teach chemistry with technology: pre-service teachers’ experiences with integrating technology into their learning and teaching

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.