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This article is concerned with the internationalisation of higher education and student mobility for society and community engagement purposes. Drawing on the specific case study of Universiti Brunei Darussalam's Community Outreach Programme overseas, it examines the programme's operation in Vietnam as well as investigates Bruneian students' experiences during their programme activities in this Asian country. The article also explores the impacts of such experiences on the students' growth and transformations. The reported growth and transformations, on the one hand, demonstrate the importance of social engagement beyond campus and correspond to the internationalisation in higher education for society agenda recently advocated by international education scholars and practitioners. They also offer rich insights into (inter-Asian) student mobility for non-academic purposes, which remain largely under-researched. On the other hand, underlying the students' transformative experiences are many issues associated with student safety and wellbeing that require ethical responses and appropriate adaptive pedagogies.

: Objective: To report the prevalence of healthy weight and related behaviours among Victorian Aboriginal and non‐Aboriginal children and explore associations between these factors and health‐related quality of life (HRQoL). Methods: Analysis of cross‐sectional data from two cluster randomised controlled trials using logistic and linear mixed models. The sample included Aboriginal (n=303) and non‐Aboriginal (n=3,026) children aged 8–13 years. Results: More than two‐thirds of Aboriginal children met guidelines for fruit (75.9%), sweetened drinks (66.7%), sleep (73.1%), screen time (67.7%) and objectively measured physical activity (83.6%); and 79.1% reported consuming take‐away foods less than once per week. Aboriginal children were more likely to meet vegetable consumption guidelines (OR=1.42, 95%CI: 1.05, 1.93), but less likely to have a healthy weight (OR=0.66, 95%CI: 0.52, 0.85) than non‐Aboriginal children. Mean HRQoL scores were significantly higher among non‐Aboriginal children and both Aboriginal and non‐Aboriginal children meeting health guidelines. Conclusions: Most Aboriginal children in this study met guidelines for fruit, physical activity, screen time and sleep, and those meeting these guidelines had significantly higher HRQoL. Implications for public health: Promoting nutrition, physical activity and sleep is likely to benefit all children. Aboriginal community‐controlled organisations can use these data to design culturally‐specific programs that may improve disparities in healthy weight and HRQoL., Aboriginal and Torres Strait Islander peoples have lived on the lands, now known as Australia, for over 65,000 years, and are one of the world's oldest continuous populations.[sup.1] Compared to [...]

This paper draws on a small-scale qualitative study with international students enrolled in various English- and Chinese-medium instruction programs in Chinese universities. It seeks to explore these students' educational experiences and their perceptions of China and China's higher education. Our study provides ample evidence about the irrelevance of Chinese language in the current policies and practices of Chinese universities regarding internationalization and international students. It also counters earlier studies that show how deeply rooted the discourses of native speaker and native-speaking varieties of English are in English-medium-instruction programs around the world. All in all, the paper makes theoretical and empirical contributions to the emerging literature on international students' education and academic experiences in China. Through accounts obtained from international students of varied backgrounds, the paper also sheds light on nuances of internationalization, medium of instruction, and academic mobilities.

Summary: In this paper, a design of a substrate‐integrated waveguide (SIW) triplexer with improved low‐loss performance, passband ratio, and compactness based on the complementary split ring resonator (CSRR) structure is presented. The proposed triplexer operates at three passbands of 6, 8, and 10 GHz that correspond to the passband ratios of 1.33 and 1.67. By appropriately designing square CSRRs on the surface of the SIW structure, the low‐loss and compact resonator filters below the cut‐off frequency of the SIW at each operation frequency can be realized. The wide passband ratio is obtainable by adjusting the dimensions of the T‐junction. The measured results show the minimum insertion losses of 1.5, 1.4, and 1.9 dB at 6, 8, and 10 GHz, respectively. In addition, the minimum measured return losses are −9.33, −11.3, and −12.4 dB at the corresponding three passbands. The measured isolation between output ports is better than −17 dB in the frequency range from 5 to 11 GHz. The measured results agree well with simulations which are conducted by the CST Microwave Studio simulator. The proposed triplexer is designed on a cost‐effective RO4003C substrate with a compact size of 35 × 25 mm2 [ABSTRACT FROM AUTHOR]

Alcohols are common alkylating agents and starting materials alternative to harmful alkyl halides. In this study, a simple, benign and efficient pathway was developed to synthesize 1,3‐diphenylpropan‐1‐ols via the β‐alkylation of 1‐phenylethanol with benzyl alcohols. Unlike conventional borrowing hydrogen processes in which alcohols were activated by transition‐metal catalyzed dehydrogenation, in this work, t‐BuONa was suggested to be a dual‐role reagent, namely, both base and radical initiator, for the radical coupling of aromatic alcohols. The cross‐coupling reaction readily proceeded under transition metal‐free conditions and an inert atmosphere, affording 1,3‐diphenylpropan‐1‐ol with an excellent yield. A good functional group tolerance in benzyl alcohols was observed, leading to the production of various phenyl‐substituted propan‐1‐ol derivatives in moderate‐to‐good yields. The mechanistic studies proposed that the reaction could involve the formation of reactive radical anions by base‐mediated deprotonation and single electron transfer. [ABSTRACT FROM AUTHOR]

There are many types of support for young autistic children and their families, but service use in this population is not well understood. In this study, primary caregivers of autistic preschoolers were surveyed (n = 95) and a selection were then interviewed (n = 19) to understand how early, therapeutic supports were accessed by families in Australia following the establishment of a National Disability Insurance Scheme (NDIS). This article presents the quantitative data from surveys and interviews. Families usually accessed at least two types of support. The most accessed supports were occupational therapy, speech pathology and psychology, with 43% of the sample accessing some other form of support. Multiple linear regression indicated that children's higher level of support need, living in less remote or less socio‐economically disadvantaged areas, and high household income were associated with higher numbers of supports accessed. Services tended to follow an individual, clinic‐based model and little use of alternative service delivery was reported. The findings indicate that Australian families are accessing a wider range of support types than before the NDIS and children with more substantial autism‐related support needs are likely to access a greater number of types of supports. Socio‐economic inequities continue to exist and should be addressed. Lay Summary: In Australia, there are various types of support available for young autistic children and their families, but we know surprisingly little about how they are used. The public health and education sectors offer support, and recently the National Disability Insurance Scheme (NDIS) was introduced to give people with disabilities, including eligible autistic people, more choice and control over their supports. In this study, we surveyed 95 primary caregivers of autistic preschoolers, and 19 of them were also interviewed, to understand how they use early, therapeutic supports in Australia. Most families used at least two types of support, like occupational therapy, speech pathology or psychology. Some families used other services like play therapy, diet therapy, or early intensive behavioral interventions. Overall, children with lower levels of autistic traits, families with lower incomes, and/or families in more remote or disadvantaged areas received fewer supports. Most services were provided individually in clinics, with little use of telehealth, therapy groups or flexible service delivery. This study's findings indicate that Australian families are accessing a wider range of support types since the introduction of the NDIS. Children with higher support needs tend to access more different supports, but socio‐economic disparities still exist. [ABSTRACT FROM AUTHOR]

Informed by an ethnographic qualitative research study conducted with expatriate teachers of English in Saudi Arabia, we examine emotion(al) labor in the context of transnational mobilities with regards to cultural and institutional tensions. Engaged with wide-ranging interdisciplinary literature on emotion and affect, we discuss the place of transnational emotion(al) labor in four inter-related manifestations: (a) struggles and efforts to interact and communicate with students; (b) internalization and resentment of privilege and deficiency underlying discourses of native speakers; (c) responses to challenges from social, religious, and cultural difference; and (d) prolonged endurance, frustration, helplessness, and resistance to prescribed curriculum, testing, and top-down policy and practice. We also incorporate our reflections and emotion(al) labor as transnationally trained academics as we engage with the participants' accounts. We show how our study could inspire dialogues with the self and conversations among researchers for support and solidarity beyond constructed boundaries of race, language, religion, ethnicity, and nationality.

This article, through autoethnographic narrative and reflection, in-depth interviews, and focus group discussions, explores how the transnational academic mobility experiences of a Muslim scholar of Islam based in Brunei may influence his identity, research, and teaching. It pinpoints how transnational academic mobilities could (re)produce, sustain and endorse East/West, local/global, and religious/secular dichotomies and binary thinking. Likewise, it shows that transnational academic mobilities often generate ambiguous and divided spaces concerning knowledge production, pedagogy, and identity formation. The article also maintains that contextualizing and engaging (with) the specificity and particularity of place and academic discipline are pivotal in studying transnational academic mobilities. Methodologically, it highlights the role of autoethnographic reflection in bringing out complex experiences and accounts that academics undergo but rarely acknowledge and conceptualize in scholarly work. Such accounts and experiences serve as reminders of the importance of humility, trust, ethics, and reflexivity in academia. Transnational academic mobilities, after all, must not be privileged.