Understanding problem gambling in two ethnic communities in Brisbane, Queensland - A pilot study

This paper aims to present findings from a pilot study on understanding gambling within the Greek and Vietnamese communities in Brisbane, the capital city of Queensland State. It explores gambling behaviour among gamblers and views of workers from their own communities. Rich data were obtained by conducting qualitative semi-structured interviews. Three themes that emerged are the causes of gambling, the impact of gambling, and participants' views on existing delivery of gambling services. It appears that a more culturally appropriate gambling service is necessary to address the needs and problems of gamblers from non-English speaking backgrounds.

Internationale Konjunkturverbunde

After conceptual clarification of international business cycle and a review of the literature, a new indicator is proposed. This indicator refers to two time series only and allows for an internationally comparable quantification of a country's position in the business cycle. We then calculate times series of this indicator for 30 countries from 1970-2000. After some plausibility checks, we refer to these series to test a number of hypotheses. Cross correlations reveal a high degree of interconnectedness. Moreover, the number of highly positive correlations has increased over time, whereas the number of low and moderate correlations has decreased. A principal components analysis yields a first component that can be interpreted as the world business cycle. The further components suggest the existence of a Scandinavian-Anglo-Saxon business cycle as well as of another, smaller group of Anglo-Saxon countries that move together. This finding is replicated by a hierarchical cluster analysis, which in addition suggests a closely integrated group of non-Scandinavian and non-English speaking European countries plus Japan and Israel. Furthermore, there is indication for some, albeit weak business cycle integration in Southeast Asia and in South America. The international business cycle is thus found to have a hierarchical structure.

Successful mental health aging: Results from a longitudinal study of older Australian men

Objective: The authors investigated the associations of medical and lifestyle factors with the mental health of men in their 80s. Methods: This was a prospective study of a community-representative cohort of older men. Successful mental health aging was defined as reaching age 80 years with Mini-Mental State Examination score (MMSE) of 24 or more and Geriatric Depression Scale-15 items (GDS-15) score of 5 or less. Results: Of 601 men followed for 4.8 years, 76.0% enjoyed successful mental health aging. Successful mental health aging was inversely associated with age (hazard ratio [HR] = 0.87; 95% confidence interval [CI]: 0.81 - 0.94), non-English-speaking background (HR = 0.42; 95% CI: 0.21 - 0.85), and the consumption of full-cream milk (HR = 0.63; 95% CI: 0.45 - 0.89), and directly associated with high school or university education (HR = 1.92; 95% CI: 1.34 - 2.75) and vigorous (HR = 1.89; 95% CI: 1.17 - 3.05) and nonvigorous physical activity (HR = 1.50; 95% CI: 1.05 - 2.14). Marital status, smoking and alcohol use, weekly consumption of meat or fish, and a medical history of hypercholesterolemia, hypertension, diabetes, myocardial infarction, and stroke were not associated with mental health outcomes in men aged 80 years or over. Conclusion: Three in four men who reach age 80 years undergo successful mental health aging. Factors associated with successful mental health aging include education and lifestyle behaviors such as physical activity. Lifestyle modification by means of increasing physical activity and reducing saturated fat intake may prove to be a safe, inexpensive, and readily available strategy to help maximize the successful mental health aging of the population.

Graduate overeducation and its effects among recently arrived immigrants to Australia: A longitudinal survey

There is increasing importance attached to skill-based immigration in many countries including Australia. This paper investigates the incidences, determinants, and returns to graduate overeducation among tertiary qualified immigrants during the early phase of their settlement in Australia. We place particular emphasis on visa categories and region of origin. As expected, those on visas with higher skill requirements perform better in the labour market. The bulk of these are immigrants from English Speaking Backgrounds (ESB). Non-English Speaking Background (NESB) immigrants, on the other hand, have higher and persistent rates of overeducation. The wage returns to required and surplus education match the stylized facts of overeducation for ESB and Other NESB immigrants while Asian NESB immigrants receive no return to surplus education. Thus, the results suggest that NESB graduate immigrants are a heterogeneous group, with Asian graduate immigrants facing greater assimilation hurdles in the Australian labour market.

Community accessibility of health information and the consequent impact for translation into community languages

This paper reports on a research project that investigated the accessibility of health information and the consequent impact for translation into community languages. This is a critical aspect of the mediation of intercultural and interlingual communication in the domain of public health information and yet very little research has been undertaken to address such issues. The project was carried out in collaboration with the New South Wales Multicultural Health Communication Service (MHCS), which provides advice and services to state-based health professionals aiming to communicate with non-English speaking communities. The research employed a mixed-method and action research based approach involving two phases. The primary focus of this paper is to discuss major quantitative findings from the first pilot phase, which indicated that there is much room to improve the way in which health information is written in English for effective community-wide communication within a multilingual society.

The Mismatch of the Language of Textbooks and Language of ESL Students in Content Classrooms

Debate concerning bilingual education effectiveness may focus around the definition of academic language. Two aspects of such-vocabulary and grammar-were examined in 4th and 8th grade textbooks. Results showed substantial increases in the number of abstract words and complex sentences, suggesting more daunting language demands for older non-English-speaking students.

Simple techniques for a more inclusive curriculum

Students from low-socioeconomic status or non-English speaking backgrounds, or who have a disability, are Indigenous, or live in a remote area all generally score lower than average grades in Australian higher education. Deakin University’s Faculty of Arts & Education trialled a range of inclusive curriculum strategies in two units during 2015, with the aims of finding and embedding techniques that worked to improve learning outcomes of students in these groups, and at the same time building staff capacity in delivering inclusive curriculum. Staff from across academic and professional divisions collaborated to develop the techniques. This presentation outlines the techniques trialled, their varying impacts and critical success factors, as identified through quantitative and qualitative evaluation methods. Richly annotated readings, visual format seminar papers, and a formative peer assessment activity were found to be the most successful techniques. The presentation also describes briefly the staff capacity-building approach, based on activity systems theory.

Understanding health behaviour trajectories of immigrants in Australia: a longitudinal investigation

This thesis investigates the differences in key health behaviour outcomes (smoking, physical activity and risky alcohol drinking) between migrants from English speaking countries (ESC) and non-English speaking countries (NESC) relative to native-born (NB) Australians over a 12 year period using the Household Income and Labour Dynamics in Australia (HILDA) survey. The thesis also explored English language proficiency and socioeconomic factors as possible mechanisms through which health behaviour changes over time post migration. The results of this thesis enhance understanding of immigrants health behaviour trajectories which have important implications for the development of public health policies.

The pragmatics of text facilitation : the study of academic English of native and non-native writers

In this paper I describe the discursive strategies related to the writer–reader textual reciprocity. I focus on one way of achieving such reciprocity -- the employment by the writer of facilitative schematic structures and metalanguage where one text segment signposts information conveyed in the segment that follows. I refer to these facilitative schematic structures as "organising relational schemata". I see organising relations as the most explicit components of the rhetorical structure of texts: they illuminate the main message and aid the reader's cognitive processes in the orientation of how information is conveyed by text.
This paper discusses the way the choices of organising relations and associated metalanguage by the writers in different cultures and different discourse communities contribute to the communicative homeostasis in the world of text. It shows how the influence of a native culture and intellectual style together with the forces operating within the writer's international disciplinary community interact in the authorial guidance in the scholarly prose.
I introduce and exemplify three types of organising relational structures: Advance Organisers, Introducers and Enumerators. I trace the utilisation of these three types of relations in sociology research papers written in English and produced in "Anglo" and Polish academic discourse comunities by native English speaking and native Polish speaking scholars. The relational typology adopted is based on a study by Golebiowski (2002), which proposed a theoretical framework for the examination of discoursal structure of research papers, referred to as FARS – Framework for the Analysis of the Rhetorical Structure of Texts. FARS entails a relational taxonomy which displays a pattern of rhetorical relations utilised by the writer to achieve textual coherence.
I describe intertextual differences in the frequency of occurrence of organising relations, their degree of explicitness and their positioning in the hierarchical structure of texts. Differences in the mode of employment of textual organisers suggest that the rhetorical structure of English research prose produced by non-native speakers cannot escape being shaped by the characteristics and conventions of the authors’ first language. They are also attributed to cultural norms and conventions as well as educational systems prevailing within the discourse communities which constitute the social contexts of texts.

From Spanish paintings to murder:topic transitions in casual conversations between native and non-native speakers of English

This article explores some of the strategies used by international students of English to manage topic shifts in casual conversations with English-speaking peers. It therefore covers aspects of discourse which have been comparatively under-researched, and where research has also tended to focus on the problems rather than the communicative achievements of non-native speakers. A detailed analysis of the conversations under discussion, which were recorded by the participants themselves, showed that they all flowed smoothly, and this was in large measure due to the ways in which topic shifts were managed. The paper will focus on a very distinct type of topic shift, namely that of topic transitions, which enable a smooth flow from one topic to another, but which do not explicitly signal that a shift is taking place. It will examine how the non-native speakers achieved coherence in the topic transitions which they initiated, which strategies or procedures they employed, and show how their initiations were effective in enabling the proposed topic to be understood, taken up and developed. It therefore adds to our understanding of the interactional achievements of international speakers in informal, social contexts. © 2013 Elsevier B.V.

Use and non-use of electronic information sources by undergraduates at the University of the West Indies

Ramlogan, R.,& Tedd, L. (2006). Use and non-use of electronic information sources by undergraduates at the University of the West Indies. Online Information Review, 30(1), 24-42.

The Professional Legitimacy of the Taiwan-educated versus US-educated Taiwanese English Teachers

Thesis (Ph.D.)--University of Washington, 2015

Grammatical abilities of Greek-speaking children with autism

This study investigates pronoun reference and verbs with non-active morphology in high functioning Greek-speaking children with Autism Spectrum Disorders (ASD). It is motivated by problems with reflexive pronouns demonstrated by English-speaking children with ASD, and the fact that reflexivity is additionally expressed via non-active (reflexive) verbs in Greek. Twenty 5- to 8-year-old children with ASD and twenty vocabulary matched typically developing controls of the same age range completed a sentence-picture matching, an elicitation, and a judgment task. Children with ASD did not differ from controls in interpreting reflexive and strong pronouns, but were less accurate in the comprehension of clitics and omitted clitics in their production. The findings render clitics a vulnerable domain for autism in Greek, and potentially for other languages with clitics, and suggest that this could be a consequence of difficulties in the syntax-pragmatics or the syntax-phonology interface. The two groups did not differ in the comprehension of non-active morphology, but were less accurate in passive than reflexive verbs. This difference is likely to stem from the linguistic representation associated with each type of verb, rather than their input frequency.

Teachers' habitus for teaching English

In this examination of monolingual and multilingual pedagogies I draw on literature that explores the position of English globally and in the curriculum for English. I amplify the discussion with data from a project exploring how teachers responded to the arrival of Polish children in their English classrooms following Poland’s entry to the European Union in 2004. While both Poland and England are a long way from Australia, the sudden arrival of non-native speaking children from families who have the right to work and settle in the UK is interesting of itself as a development in the migration agenda affecting many nations of teachers in the 21st century. Indeed, this view of migration adds to the overview of migration in an Australian context and recent Australian immigration settlement policies often mirror this with new arrivals moving to rural areas resulting in an EAL presence in schools which may be new. Until recently it was most commonly the case that teachers in schools in inner city and other urban parts of the UK might expect to teach in multilingual classrooms, but teachers in smaller towns and in areas identified as rural were unlikely to confront either linguistic or ethnic differences in their pupils. I use the theories of Bourdieu to analyse the status of the curriculum for English expressed in research literature, and the teachers’ interview data. This supports a level of interpretation that allows us to see how teachers’ practice and the teaching of English are formed by schools’ and teachers’ histories and beliefs as much as they are by the wishes of politicians in creating educational policy. It adds to the view presented in the first article in this issue that provision for EAL/D learners sits within a monolingual assessment structure which may militate against the attainment of non-native English speakers. I present a wide-ranging discussion intentionally, in order that the many complexities of policy impact and teacher habitus on teachers’ practice are made apparent.

Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners

The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.