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This paper presents findings from an investigation of nature-based practices, from the perspectives of 10 academics/educators from six nations. Participants engaged in a focus group exploring the prevalence and inclusion of nature in social work practice and education. While the study focused on individual members' experiences and perspectives, the findings highlight important context-specific factors for including nature within social work to reconnect humans with nature for health, well-being, healing, and justice. An Integrative Environmental Model for social work is proposed to assist future practice and education. [ABSTRACT FROM AUTHOR]

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

This paper draws on in-depth interviews undertaken eight years apart to provide a reflection upon the nature of transnational relationships and settlement over time. It follows the lives of five immigrant families between 1999 and 2007, and focuses in particular on the accounts provided by the women. These individuals migrated to Canada from Hong Kong or Taiwan during the 1990s, and then 'stuck it out', when most of their friends, in contrast, had returned home. The paper uncovers changes in their familial and personal circumstances as a consequence of migration to Canada and their subsequent experiences of transnationalism, and provides insights into the longevity and durability of transnational relationships. It contributes to debates around the persistence of transnationalism over time and the relationship between transnationalism and integration for migrants, whilst also making a methodological point about the need for more longitudinal qualitative accounts of immigrants' lives. [ABSTRACT FROM AUTHOR]

Purpose — The purpose of this paper is to provide an in-depth examination of country-of-origin (COO) perceptions of consumers in a multinational setting. It shows how explanatory factors like demographics, familiarity with a country's products, purchase behaviour and psychological variables jointly work to explain consumers' COO perceptions. Design/methodology/approach — This is a quantitative study using a drop-off and pick-up survey among three samples of consumers in Canada, Morocco and Taiwan. The final sample size was comprised of 506 male consumers. The data were analyzed using factor analysis to group countries of origin and analyses of variance to relate COO perceptions to the explanatory variables. Findings — The familiarity with products made in a country was the strongest predictor of country perceptions, followed by nationality and the manufacturing process and product complexity dimensions of country evaluation. Canadians had the highest propensity to distinguish between countries of origin on the basis of product technological complexity and manufacturing dimensions and Moroccans the least. Taiwanese appeared to show animosity towards China. Research limitations/implications — The study used an only-male sample from a limited number of countries. Future research should seek to develop a multi-dimensional scale for the familiarity construct. They should also explore the concept of consumer capacity to distinguish between COOs. Cross-national studies using cognitive style scales should be carried out. A qualitative examination of Taiwanese's COO perceptions is also recommended. Practical implications — It seems important to increase consumers' familiarity with a COO and its products to improve its overall perception. Products made in Latin American countries have the lowest level of familiarity in general. Thus, increasing familiarity with their products is particularly important to achieve export success. Originality/value — This study contributes to the marketing and international business literatures and provides insights to international marketers by bringing valuable information that can help make decisions as to where to manufacture and how to promote global products. It provides guidance as to what types of nations are likely to require multi-dimensional information about countries of origin. [ABSTRACT FROM AUTHOR]

Objective: Schools are important settings for health promotion. In schools, children and adolescents can be reached regardless of their social background, which represents a unique opportunity for promoting health. Several studies have demonstrated the importance of school leadership in initiating and sustaining health promotion; however, efforts to systematically review the influence of school leadership on school health promotion are still lacking. Hence, this paper analyses empirical studies published in scientific journals on school leadership and health promotion in schools. Design: Systematic literature review. Method: Informed by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a review was conducted using two main databases: Web of Science and Scopus, which retrieved 51 eligible articles. Results: The review of these articles resulted in the identification of seven main themes -- school leaders' health; attitudes, knowledge and behaviour; accountability; support from school leaders; shared leadership approaches; capacity building and parent engagement. Conclusion: This systematic literature review expands the literature by highlighting the school leadership factors that promote school health promotion in Oceania, Europe, North America, South America, Africa and Asia continents. Future systematic literature reviews could explore studies and different aspects of health promotion by teachers, especially in the Asian context.

Reflective practice is at the core of teacher education programmes and is highly regarded as an essential component in the education of new and experienced teachers. Given the recent interest in language use and the role of discourse in articulating knowledge of one's practice, this paper focuses on how two groups of early career teachers from distinct teaching contexts engage in reflection. The study aims to (i) investigate how they reflect and (ii) explore to what extent their reflections may be influenced by their contexts. The paper mines two small written sub-corpora, which are part of the larger 200,000-word Corpus of Reflective Practice (CoRP). Using corpus-based tools and methodologies, the paper identifies distinct trends which reveal insights into different conceptualisations of reflective practice. As a result, the paper raises awareness of the need to consider (inter)national cultural sensitivity, and questions the assumption that early career reflective practice is flexible enough to work across cultural, social and institutional differences and influences without more careful guidance and consideration. The paper also highlights a predominant shared trait across the data which signals the need to see reflective practice as a process and to value the kind of reflective practice in which early practitioners engage as being reflective of their stage in the process.

Purpose: This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach: A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings: Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value: This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with "integration" in the target native English-speaking culture, but with the construction of a "bi-cultural" or "world citizen" identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today's global context.

The works of contemporary artists Xu Bing, Ed Pien and Gu Xiong are involved in bringing to light some of the factors inherent in social, cultural and linguistic translation. In doing so, each artist is also engaged in the nuanced activity of moving between historical and contemporary aesthetic strategies in order to interrogate the way meaning is produced through materials-based iterations, against a backdrop of public culture. This essay situates the works of Xu Bing, Ed Pien and Gu Xiong in relation to each artist's own respective practice which has spanned more than twenty years. Concentrating specifically on projects where the artists mobilize western-influenced art methodologies and refer to traditional Chinese/Asian art styles, the essay makes canny revelations about the nature of communication, and on linguistic and material translation, in contemporary culture in the globalizing world. (Contains 9 figures and 8 endnotes.)

With the increase in our older adult population, there is a need for dementia training for informal and formal dementia caregivers. The objective of this scoping study is to assess dementia knowledge instruments utilized in educational programs and interventions intended for formal and informal dementia caregivers. Scoping review methodology was used to search PubMed, PsycInfo, CINAHL and Web of Science with tailored database search terms. The search yielded 8101 results, with 35 studies meeting inclusion. Studies were conducted in eight countries, had varying study designs (randomized controlled trials [RCTs] = 9, non‐RCTs = 6, one‐group study design = 20) and utilized previously published (19) and author developed (16) instruments. Furthermore, the studies were internationally diverse, conducted in the United States (n = 18), Australia (n = 7), UK (n = 3), China (n = 2), Canada (n = 2), Taiwan (n = 1), Brazil (n = 1) and multi‐country (n = 1). Only two studies focused on minority populations. While author‐developed instruments may be more relevant and timesaving, studies should strive to validate instruments or use previously published instruments to help standardize findings across studies and understand better the effects of educational programs on caregiver knowledge. Geriatr Gerontol Int 2020; 20: 397–413. [ABSTRACT FROM AUTHOR]

Developing culturally appropriate diabetes nutrition interventions for immigrants could be facilitated knowing what is successful in the home country and other relevant countries. The primary purpose of this scoping review was to identify the design and delivery methods of nutrition interventions for Chinese populations with type 2 diabetes, in their home countries and as immigrants to western countries. A total of 14 articles was retrieved and included. Overall, the approaches used in China often were modelled on intensive lifestyle programs although alternative strategies were also identified. Most interventions were not focussed solely on nutrition, and only a few were conducted in community settings. Most of the interventions were delivered in a group format, while those conducted in China also included individual counselling, particularly for nutrition. In addition, the diabetes and nutrition-related outcomes, cultural relevance and acceptability, and other factors that influenced protocol compliance were considered. Improvements in blood glucose control were observed in participants in all interventions where it was measured. Participants reported increased nutritional knowledge but nutritional behaviour was generally not well documented. Trials conducted in the United States emphasized the importance of cultural adaptation of intervention programs, particularly with respect to dietary patterns and specific foods. Practice-transferable characteristics are highlighted. Research gaps included trials conducted in community settings with pragmatic implementation and evaluation, comparative trials of interventions to gauge relative effectiveness, and measuring and reporting dietary outcomes for better understanding of the impact on dietary behaviours and their relationship to health outcomes. [ABSTRACT FROM AUTHOR]

This paper presents a bibliometric analysis of highly cited articles published in the Web of Science category "Education and Educational Research" in the Social Science Citation Index (SSCI). A total of 2091 journal articles published in this category and cited more than 100 times up to the end of the year 2016 were retrieved as highly cited articles. Distributions of highly cited articles per publication year, journals, institutions and countries were analysed, as well as the citation life cycle of the top-cited articles. The USA, its institutions and researchers are the absolute leaders in the category of Education and Educational Research according to the results of the conducted analysis.

This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers' articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts.

Using an intersectional approach, this study examines Chinese immigrant mothers' negotiation between career and family and the role of social support. Based on eight individual interviews with Chinese immigrant mothers in Toronto, we found that their employment opportunities were highly limited by the intersection of immigration status and gender. A model is proposed to explain the effect of various factors on the mothers' career decisions. Three core factors—employment difficulties, child-care responsibility and financial need—had a major influence on the mothers' cost-and-benefit analyses when they made their career decisions. Furthermore, the adequacy and effectiveness of the mothers' social and community support were affected by their immigration status. Class differences and the association between career decisions and integration are also discussed. The findings suggest that immigrant mothers experience a unique situation because of the intersectionality of their multiple identities. Researchers and community organisations should recognise the distinct circumstances and needs of this group in order to achieve comprehensive understanding and provide appropriate services. [ABSTRACT FROM AUTHOR]

Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to teaching and learning can assist in offering a perspective on learning which views learning as "enabling participation in knowing". We propose that the authentic learning practices developed in The Gift design project, discussed in this paper, constituted approaches which acknowledged that students' interests and experience are intrinsically bound up with motivation and engagement and, as such, have a major influence on the ways in which learning is constituted and developed. The Gift project has developed a range of innovative formative strategies which have provided both students and tutors with opportunities to become involved in peer assessment and review, peer feedback and reflection on learning outcomes. This re-conceptualisation of the assessment process has provided valuable insights into the development of learning skills such as problem solving, critical analysis, and the development of creativity and learner autonomy.

As the development of nursing education becomes increasingly internationalized, it is tempting to focus on universal aspects of the discipline rather than explicitly emphasizing the distinct national cultures and contexts within which our profession and its educational styles and approaches have evolved. Capitalizing on an opportunity for comparative critical reflection on the relevant political, economic and social histories that have underpinned the development of nursing education in China, Brazil and Canada – three countries united by shared values about equity and access to health services – we sought to deconstruct the manner in which these forces have shaped the national differences in the way we conceptualize and deliver nursing education. On this basis, we examined the implications for the advancement of nursing education within each national context, recognizing the fundamental relevance of indepth critical reflection for optimizing nursing's advocacy capacity within each of our national health care and policy systems. [ABSTRACT FROM AUTHOR]

Background: Media education is the study of the media with the aim of cultivating people's media literacy. In the past four decades, media education has rapidly developed in school systems and communities all over the world. Each country has its own developmental trajectory. With the rise of the interactive new media, media education is going to have a paradigm shift, bringing media education study into a new era. Goals: This paper discusses the rationales, definitions and approaches of media education. It also provides an overview about the global development of media literacy training. Results: Although different countries define media education in different ways, they share the common goal of training media literate people to deal with the media in an intelligent and responsible way. Media education has been well developed in the West but in recent years Asia regions such as Hong Kong, Taiwan, Mainland China and Japan are gaining their momentum. With the emergence of various new media devices, media education is regarded as playing a more important role in cultivating wise prosumers in the 21st century.

Background: The Project Yi Jin (PYJ), an alternative pathway for secondary school leavers and adults to further their education, has been receiving full support from the government, the Federation for Continuing Education in Tertiary Institutions (FCE) in Hong Kong and the public. Graduates of PYJ have the equivalent academic status of their counterparts in the main stream education. It was first implemented in 2000/01 by the FCE and has been offered to more than 35,000 students by 2006/07. With the success of the programme as a safety-net for a mass education system, it should continue to function more vigorously as new reforms are being implemented in the Hong Kong education scene in the future. The Chief Executive in his 2004 Policy Address has set out the direction to develop a new secondary and university system, i.e., (3+3) for secondary + 4 (tertiary) [the old one is (3+2+2)+3], to be launched in 2010/11, that will effectively prepare the next generation to cope with the challenges of the 21st century and the demands of the rapidly developing knowledge-based society. The new system, together with substantial modified curricula including the newly developed applied learning courses (ApL), is supposed to be able to look after all secondary students. Aims and focus of discussion: This paper aims to argue the necessity of launching a new version of Project Yi Jin (nPYJ) concurrently together with the new 3+3+4 academic system. In light of the contemporary global educational systems as compared to that of Hong Kong, it is postulated that the launching of nPYJ as a continuation of the successful PYJ is both legitimate and indispensable with regard to the carefully observed current global fashion of lifelong learning and continuing education in which diversity, equity, and flexibility are highly valued. Method: A comprehensive comparative review was carried out on eleven selected oriental and occidental countries and regions, namely, Australia, Canada, Germany, Japan, South Korea, United Kingdom, United States, China, Taiwan, Singapore and Macao, focusing on the worldwide trend of constant high school drop-out rate as well as the mentioned countries' respective senior secondary schooling articulation policy leading to higher education, in particular shedding light on the establishment of alternative pathways towards tertiary education alongside the conventional educational track. Conclusion: With the literature backdrop and empirical support, it is shown that high school drop-outs are inevitable no matter how well-defined an education system may be. Thus this is where the "safety-net" contingency plan is found essential. A new version of Project Yi Jin (nPYJ), to be offered in parallel with the Hong Kong's new 3+3+4 secondary academic curricula, is indispensable to the new educational structure in the territory which fundamentally helps transform the conventionally somewhat segregated and elite educational system into a mass one. Regarding the curricular design, both PYJ and nPYJ will focus on generic skills and a wide range of electives will be offered as well to arouse students' interest of study. (Contains 1 figure, 1 table and 5 footnotes.)

This paper empirically examines the impact of academic research on high-tech manufacturing growth of 28 Organisation for Economic Co-operation and Development (OECD) and emerging countries over the 1991-2005 period. A standard research and development (R&D) expenditure based measure is found to be too general to capture the input in high-tech research. To overcome this problem, a novel proxy for high-tech research investment--the supercomputer capacity--is proposed. Empirical evidence strongly supports this choice of variable. It is also found that academic R&D exerts a larger growth effect on high-tech output than its industry and government counterparts, but only the impact differential between academic and government R&D is statistically significant.

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Language brokering, whereby children of immigrants provide informal translation and interpretation for others, is considered commonplace. However, the research evidence remains inconsistent concerning how language brokering relates to the psychological health of child language brokers and their relationships with their parents. Furthermore, few studies have examined the familial context as an explanation source. This study evaluated the moderating effects of adolescents' support of family obligation values and their perceptions of parental psychological control on relationships between language brokering frequency and both adolescent psychological health and parent-child relationship quality. Adolescents from 182 immigrant Chinese families residing in Canada (average age 15 years, 52% females) reported the frequency with which they translated or interpreted various materials for their parents. More frequent language brokering was associated with poorer psychological health for adolescents who held strong family obligation values or who perceived parents as highly psychologically controlling. More frequent language brokering was also associated with more parent-child conflict. Contrary to some past findings, language brokering frequency was not significantly positively associated with self-esteem or with parent-child congruence (i.e., levels of understanding and satisfaction with parent-child relationships). The findings are discussed in relation to their support for theories of parent-child role reversals or independent-interdependent scripts in language brokering. [ABSTRACT FROM AUTHOR]

This study examined the relationships between culture, individual attributes, and self-rating behavior among 1,786 university students in Canada, Hong Kong, Taiwan, mainland China, and Japan, and in doing so extended and refined the cultural relativity hypothesis. It explored the difference between vertical and horizontal individualists in self-rating behavior, and examined the mediating effects of two individual attributes, self-enhancement propensity and general self-efficacy in the relationship between individualism and self-rating behavior. The results confirmed that individualism is the cultural driver for self-rating leniency, and that the individual-level assessment of individualism is a stronger predictor of self-rating leniency than are culture-level differences. Vertical individualism was found to be positively related to self-enhancement propensity, which in turn was positively related to self-rating. Whereas, horizontal individualism was positively related to general self-efficacy, which in turn had a positive relationship with self-rating. We discuss the implications of the results for academic research and practical management. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper explores online instructors' perceptions on teaching experiences occurring in their own countries. The interviewees are instructors who have taught online courses for more than two years. Eleven interview transcripts, obtained from online instructors from six countries (Australia, Canada, China, United Kingdom, United States and Taiwan) were analyzed by using open and axial coding. The analysis of data established categories of perceptions related to: teachers' roles in the online environment, the methods for interacting with students, and teachers' expectations for their future educational careers. Finally, three perspectives arose which adequately describe online instructors' teaching experiences: interactive activities, evaluation criteria, and self-expectations. The study also reveals a link connecting those perspectives. (Contains 2 tables and 1 figure.)

This study examines the extent to which business students from Canada, Japan, Hong Kong, and Taiwan react differently to ethical dilemmas involving employees, supervisors, customers, suppliers, and business rivals. The empirical results show that the national origin of the students does have an impact on their reactions to particular ethical dilemmas. In addition, the results indicate that controlling for the problem of social desirability response bias is important to ensure the validity of the empirical findings. [ABSTRACT FROM AUTHOR]

Aims: We conducted an international population-based study comparing the incidence of young- (age 20-39 years) and usual- (age ≥ 40 years) onset diabetes among Chinese-Canadian immigrants; their source populations (mainland China, Hong Kong, Taiwan); and other Canadians., Methods: Using population-based data (2000-17; n = 3.4 million cases), we calculated incidence rates and incidence rate ratios comparing the average incidence for each cohort., Results: The average incidence of young-onset diabetes (YOD) among immigrants from China, Hong Kong, and Taiwan was 165.5, 121.0, and 78.4 per 100,000 person-years respectively. Immigrants from China and Hong Kong had higher YOD incidence than their source populations (RR China: 2.59, 2.44-2.74; Hong Kong: 1.64, 1.49-1.81), while immigrants from Taiwan had lower rates versus Taiwan (RR 0.63, 0.45-0.86). YOD incidence among immigrants from China increased sharply by 8.3% (3.3-13.6%) per year from 2011 onward-over twice the annual increase among non-Chinese Canadians. The average incidence rates of usual-onset diabetes among immigrants from China, Hong Kong, and Taiwan were higher than (RR 1.77, 1.73-1.81), similar to (0.98, 0.96-1.01), and lower than (0.36, 0.32-0.40) those in each source population respectively., Conclusions: Diabetes incidence among Chinese migrants is unexpectedly heterogeneous, varying according age at migration, territory of origin, and the occurrence of diabetes in the source population., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2021 Elsevier B.V. All rights reserved.)

This paper analyses the experiences of Anglo-Canadian and immigrant Chinese families with a chronically ill child by using the idea that the social organization and ideology of health care services generate particular illness experiences. Immigrant families find the ideology dissonant with their customs for managing illness. The disjuncture between practices often leads to non-compliance and ineffective treatment. Health professionals explain non-compliance by the obvious facts of cultural differences, but I argue that it should be understood by institutional practices that exclude families from participating in caretaking. I maintain that patients and families should be included in decisions that affect their lives. Pressures from government to economize by increasing home care services, and the increasing number of immigrants may force practitioners to negotiate culturally acceptable care with them.