OBJECTIVES: To understand how neighbourhood characteristics affect the health of immigrant children in Canadian cities. We question whether the health of children is influenced by immigrants living in enclaves of people with similar ethnic and socio-economic backgrounds. METHODS: Two datasets were used: the New Canadian Children and Youth Study (NCCYS) and Statistics Canada census data. The NCCYS comprises children from Hong Kong, the Philippines and Mainland China living in Canada's largest cities. Logistic regression was used to examine the influence of neighbourhood ethnic concentrations and mean income on health. RESULTS: Girls were more likely to be reported to have excellent health compared to boys, as were children living in neighbourhoods with lower mean parental education. Children from Hong Kong were less likely to have excellent health compared to the reference group. For the Mainland Chinese group only, there was an inverse relationship between reported health status and the concentration of people from the same ethnic background in the neighbourhood. CONCLUSION: The health of children from different ethnic backgrounds is influenced by different social and economic factors. In practice and in research, "immigrants" and even broadly defined cultural groupings, such as "Asian immigrants", should be considered as heterogeneous.
[Copyright of Canadian Journal of Public Health is the property of Canadian Public Health Association. Full article may be available at the publisher's website:
http://journal.cpha.ca/index.php/cjph/issue/archive]

Background: Forward planning and preventative measures before travelling can significantly reduce the risk of many vaccine preventable travel-related infectious diseases. Higher education students may be at an increased risk of importing infectious disease as many undertake multiple visits to regions with higher infectious disease endemicity. Little is known about the health behaviours of domestic or international university students, particularly students from low resource countries who travel to high-resource countries for education. This study aimed to assess travel-associated health risks and preventative behaviours in a sample of both domestic and international university students in Australia. Methods: In 2010, a 28 item self-administered online survey was distributed to students enrolled at the University of New South Wales, Sydney, Australia. Multiple methods of distributing links to the online survey were utilised. The survey examined the international travel history, travel intentions, infection control behaviours and selfreported vaccination history. Results: A total of 1663 respondents completed the online survey, 22.1% were international students and 83.9% were enrolled at an undergraduate level. Half had travelled internationally in the previous 12 months, with 69% of those travelling only once during that time with no difference in travel from Australia between domestic and international students (p = 0.8). Uptake of pre-travel health advice was low overall with 68% of respondents reporting they had not sought any advice from a health professional prior to their last international trip. Domestic students were more likely to report uptake of a range of preventative travel health measures compared to international students, including diarrhoeal medication, insect repellent, food avoidance and condoms (P < 0.0001). Overall, students reported low risk perception of travel threats and a low corresponding concern for these threats. Conclusions: Our study highlights

Investigations of Chinese students and their approaches to learning have emphasised a dichotomy in 'western' and 'Confucian' approaches to education but in a longitudinal study of Chinese postgraduate students' academic adjustment to a British university the dichotomy is less than real. The focus of this research was on an in-depth study of students' own conceptualisation of their learning and the vocabulary they used to describe their adjustment. Ethnographic interview data were collected from 14 participants studying different disciplines at three points during their first 10 months of study in a British university. The data show how students brought certain concepts of learning with them, acquired new ones, and found ways of combining the two. Students are aware of the contextual nature of their new learning processes, and the relationship between the two sets of ideas is not one of substitution but rather of extension and interaction. The implications for teaching and learning are discussed.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2011.625001]

There is a clear need for new research into the work and life outcomes for graduates of Australian international education. Drawing upon divergent post-study transitions, this article aims to present a multi-faceted, qualitative foundation for the consideration of both positional and transformative impacts of international education on graduates' post study lives and careers. We compare three divergent study and life pathways for international students via three case studies of different models of Australian international and transnational education provision. The findings show that positional and transformative outcomes were often intertwined in surprising ways in participants' stories. The pathways that they followed after graduation were strongly influenced by their engagement with international education as a life as well as a learning experience. All three case studies also suggest that concepts of the prestige of the Western degree need further consideration.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057925.2011.562369]