A survey of 518 university students in Australia was conducted to gain a better understanding of complementary and alternative medicine (CAM) use. Results indicated that 81.1% of the students used at least 1 of 24 CAM practices. Top practices were relaxation, massage, herbs, art therapy, and prayer. The most common health reasons for using CAM were stress or psychosomatic issues (i.e., anxiety, allergies, stress, and headaches). Other reasons reflected a positive perspective: lifestyle, availability, and holistic health. Students who did not use CAM cited economic factors as the chief reason. Thus, these results offer further insights into the growing worldwide use of CAM.

The aim of this paper is to analyze a specific array of publicly accessible policy papers and literature necessary to provide a contextualized interpretation of segregation policies and their implications for the educational outcomes of migrant children in China. By teasing out its ramifications for education equity, this paper reveals the unanticipated current challenges resulting from educational inclusion for migrant children in urban China. The paper argues that although China’s new migration reform policies are well-intentioned and appear rationally apposite at the macro level, migrant children are presently experiencing institutional forms of acute marginality and discrimination in inclusive schools. It is to be hoped that the information provided will serve to advance governmental and institutional understanding of the subtleties of inequity that have arisen from the current policy of Chinese urbanization. Given the insights evinced in our paper, it should be evident that achieving equity for migrant children under the present policy reforms governing their admission into integrated public schools requires more philosophical reflection than has yet been given.

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<p class="Body"><em>Vietnam has been one of the best performing economies in the world over the last decade (Nguyen et al., 2008; The World Bank, 2016). The process of Vietnam’s integration into the world economic market, along with the country’s advancements in industrialization and modernization, have increased demands to improve and augment the productivity of the work force. This being so, Vietnam is now at a crucial stage of its expansionary economic development, assimilating some 425,000 tertiary graduates into its workforce during the 2014-2015 academic year (TalkVietnam, 2015). The country is also faced with a momentous challenge to provide highly qualified personnel for the emerging modern sectors of the economy. A particularly serious problem is how the country’s Higher Education Institutions (HEIs) will equip graduates with the appropriate skills and knowledge needed to meet the demands of rapidly increasing</em><em> </em><em>economic </em><em>development. Our central objective in this paper is twofold: firstly, to critically examine and assess the scholarly literature on the technological importance of soft skills in the business arena. Second to conduct a field study on the perspectives held by employers on the specific character of variant combinatory sets of key soft skills best suited for maximising commercial outcomes for employers and the companies they serve in economically vibrant business regions worldwide. The concluding section of the paper will be concerned to determine the extent to which the various skill set combinations can be sufficiently pedagogically developed so they become embedded as foundational in the creation of an international business school curriculum.</em></p>

The advent of Feminism, and the philosophical ideas it has engendered, have impacted significantly to improve 'gender equality', especially in the western world. However, such ideas represent relatively new, and from the public's perspective, unconventional concepts in Viet Nam. There is still a very strong underpinning of Confucianism which pervades and shapes community perspectives on the roles which women should and should not play. Nonetheless, a burgeoning governmental awareness of the depth of the problem of covert gender inequity is slowly but steadily surfacing, along with legislation that has encouraged and supported an increasing number of women to undertake education and employment at the tertiary level. Despite the admirable efforts of the government, there exists a cultural phenomenon of blatant inequity, now known popularly as the “glass ceiling effect” (i.e., a transparent structural barrier which compromises the spirit of equity which would otherwise afford women with the same opportunities to executive appointments in many areas of executive leadership as extend to men. The study presented here about the access women have to executive positions in Tertiary Education shows clearly that despite the fact that many women are as professionally qualified as the male applicants with whom they compete, there are significantly fewer women in executive tertiary employment than men.

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