Cultural contrasts in the classroom: Preparing international pre-service teachers for professional experience
International pre-service teachers often encounter a range of difficulties in their 
Professional Experience that differentiate them from the majority of the pre-service teacher 
cohort. The linguistic and communicative requirements placed upon these international preservice teachers are significant, as is the cultural adjustment that is necessary in order for 
them to operate effectively in the classroom. As a result, they often struggle with the 
dissonance they feel when they begin their Professional Experience placements. The study 
reported on in this paper describes an intervention program that was undertaken with a 
group of international pre-service teachers studying a teaching degree at the University of 
Tasmania (UTAS). International pre-service and colleague teacher perspectives both indicate 
that this group needs and benefits from additional support that addresses both linguistic and 
cultural differences. It was also evident that the preparation of pre-service teachers needs to 
be a partnership with the education faculty which extends beyond the university environment 
into the classroom
Internationalisation and the student voice
This book aims to analyse the impact of internationalisation initiatives in higher education from student perspectives. Student responses to the following learning contexts are examined: 'traditional' international contexts, where students study outside their home country for shorter or longer periods; 'trans-national' programs where students study at home or in another country and faculty from the awarding university fly in to deliver courses; domestic students studying in their home country, with staff seeking to internationalise the curriculum; and students having transformational international experiences in other countries through service learning/volunteering, or study abroad. The contents are as follows: Preface: Nurturing the global graduate for the 21st century: learning from the student voice on internationalization / Elspeth Jones and Viv Caruana. Section one, 'Student response to internationalization of the curriculum', contains the following chapters: 'Beside me is an empty chair': the student experience of internationalization / Betty Leask; Students as global citizens / Douglas Bourn; The relevance of the internationalized curriculum to graduate capability: the role of new lecturers' attitudes in shaping the 'student voice' / Viv Caruana; Student voices, internationalization and critical conversations in initial teacher education / Jon Tan and Christine Allan. Section two, 'The impact of study abroad and international volunteering', contains: Beyond immersion: global engagement and transformation through intervention via student reflection in long term study abroad / Gabriele Weber-Bosley; Discovering the world: discovering myself / Danuta de Grosbois, John Kaethler and Alexandra Young; 'Don't worry about the worries': transforming lives through international volunteering / Elspeth Jones; Guided reflective journaling: assessing the international study and volunteering experience / Mark Russell and Linda Vallade. Section three, 'Student learning in the cross-cultural classroom', contains: Sometimes it means more work ...: student perceptions of group work in a mixed cultural setting / Jane Osmond and Jannie Roed; Interactions in the international classroom: the UK perspective / Neil Harrison and Nicola Peacock; Has everybody seen a swan?: stories from the internationalized classroom / Sheila Trahar; Mutual cultures: engaging with interculturalism in higher education / Viv Thom. Section four, 'Trans-national education and support for international students', contains: The internationalized curriculum: (dis)locating students / Valerie Clifford; International students and academic acculturation: the role of relationships in the doctoral process / Michaela Borg, Rachel Maunder, Xiaoli Jiang, Elaine Walsh, Heather Fry, and Roberto Di Napoli; Refugees: home students with international needs / Jacqueline Stevenson and John Willott.
Key Considerations for an Economic and Legal Framework Facilitating Medical Travel
Medical travel has the capacity to counter increasing costs of health care by creating new markets and increased revenue for health services, potentially benefiting local populations, economies, and health-care systems. This paper is part of a broad, comprehensive project aimed at developing a global health access policy (GHAP). It presents key issues to consider in terms of ensuring economic viability, sustainability, and limiting risk to the many stakeholders involved in the rapidly expanding industry of medical travel. The noted economic and legal barriers to medical travel are based on a synthesis of themes found in an extensive review of the available literature. Economic considerations, when setting up a GHAP, include a dynamic approach to pricing that is fair to the local population. Legal considerations include the implementation of international quality standards and the protection of the rights of those traveling as well as those of local populations in recipient countries. By taking into account these opportunities, the GHAP will more adequately address existing gaps in the economic and legal regulation of medical travel.