The social work profession has always been involved in dealing with uncertainty and risk in the life politics of clients. However, it is not easy for young social work students to translate this philosophical disposition into their real life practice with clients. In spring 2003, when the SARS epidemic broke out in Hong Kong, a group of social work students from the Chinese University of Hong Kong were doing their fieldwork practicum. Suddenly confronted by a collective sense of risk in their role as social workers, the students went through a period of unrest, as performing their helping duties brought with it a simultaneous exposure to personal risk. This paper is based on four focus group interviews with these social work students, to understand how they processed their experience of risk during their exposure to the SARS crisis, and how they connected the experience to their social work practice with clients. It is found that the predicament arising from the exposure to personal risk brought about by the SARS crisis during the students' field placement engendered the reflective process that enabled a renewed and personalized meaning of professionalism. The results provide a basis for reflection among social work educators on the role of risk in the training of prospective social workers, and on how social work education can better prepare students for practice in a high-risk environment.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02615470601081704]

The relationships between physical fitness, activity, and self-perceived fitness in adolescents in Hong Kong were investigated. Regular physical activity patterns, self-perceptions of fitness, and health-related physical fitness were measured in 201 secondary school students (M age = 13.8 yr.). The battery of fitness tests measured cardiovascular capacity, flexibility, muscular strength, muscular endurance, and body at composition. The boys had a higher self-perception of their own fitness and exercised more outside school than the girls. Participation in physical activity was related cardiovascular capacity, muscular strength, and body composition. Linear regression analysis indicated that exercise activity and body composition explained a portion variance in the subjects' self-perceived fitness. These findings highlight the connections between physical activity, fitness, and self-perception of fitness and consequently need for understanding the concept for better health-promotion strategies.
[Reproduced with permission of author(s) and publisher from: Chan, E. W. C., Au, E. Y. M., Chan, B. H. T., Kwan, M. K. M., Yiu, P. Y. P., & Yeung, E. Y. Relations among physical activity, physical fitness, and self-perceived fitness in Hong Kong adolescents. Perceptual & Motor Skills, 2003, 96, 787-797. © Perceptual & Motor Skills 2003 Full article may be available at the publisher's website: http://ammonsscientific.com/link.php?N=4861]

The author presents an overview of special education services for students with special needs in Hong Kong. In addition, the author discusses placement policies for ethnic minority students.
[Copyright of Preventing School Failure is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/PSFL.50.2.29-36 ]

In higher education teaching, enhancing learner autonomy has become a key concern for curriculum planners and classroom teachers. The significant body of research about learner autonomy in language learning over the last 20 years (e.g. Holec 1981, 1988; Riley 1985; Dickinson 1987, 1992; Wenden & Rubin 1987; Little, 1991; Dam, 1995; Benson & Voller, 1997) has indicated an on-going search for more understanding of how learner autonomy can be implemented in different contexts.
This paper is based on a research study which was conducted in the Hong Kong Polytechnic University in Hong Kong. The study explores learners' attitudes and expectations of language learning, teacher and learner roles, their learning preferences and perceptions of learner autonomy. The paper reports the results and discusses their implication on the development of a learner-centred approach in higher education.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13562510120078045]

Private supplementary tutoring has long been a major phenomenon in parts of East Asia, including Japan, Hong Kong, South Korea and Taiwan. In recent times it has grown dramatically in other parts of Asia and in Africa, Europe and North America. The factors underlying the growth of private tutoring vary, but in all settings it has major implications for learning and livelihood. Families with the necessary resources are able to secure not only greater quantities but also better qualities of private tutoring. Children receiving such tutoring are then able to perform better in school, and in the long run to improve their lifetime earnings. By contrast, children of low‐income families who do not receive such benefits may not be able to keep up with their peers and may drop out of school at an earlier age. Tutoring also of course has a direct impact on the livelihoods of the tutors, providing employment and incomes for a range of professionals and amateurs of different age groups. The dynamics of inter‐relationships are complex, and vary from one setting to another. This paper argues that private supplementary tutoring deserves much more attention from policy makers and researchers.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057920601024974]