Background: Recognizing that arts education is important in facilitating learning and in enhancing creativity in students, recent education reform in Hong Kong has sought to promote arts education and efforts to encourage creative expression through different art forms. Among different modes of creative arts expression, drawing has been suggested as the best choice for allowing creative expression by students with high ability in visual arts. Therefore, the connection between students' drawing and creativity warranted investigation.
Aims: This study explored the drawing abilities and creativity of Chinese students in Hong Kong based on their drawing performance, and examined their connection in relation to students' self-perceived artistic characteristics and involvement in drawing activities.
Sample: 105 Hong Kong Chinese primary and secondary school students, nominated by their schools to participate in the gifted programs of the Chinese University of Hong Kong, participated voluntarily in this study.
Method: Students completed two drawing tasks adapted from Clark's Drawing Abilities Test and a self-report questionnaire that included the Artistic Characteristics Scale of the Scales for Rating the Behavioral Characteristics of Superior Students and the Drawing Activity Checklist. The drawings were rated on students' drawing abilities and creativity by three Chinese visual artists as expert judges.
Results: Judges agreed more on their ratings on students' drawing abilities than on students' creativity. Judged drawing abilities and creativity were found to be moderately but significantly correlated. While judged drawing abilities were found to correlate significantly with students' self-reported artistic characteristics and drawing activities, judged creativity was found to correlate minimally with these variables.
Conclusion: This study provided supportive evidence on the connection between drawing abilities and creativity. The findings

法治精神是文明社會的重要基石。香港、澳門和內地雖然各具不同社會背景和法律制度，但法律普及教育工作對三地未來法治精神的延續與傳承均十分重要。本文透過由香港青年協會進行的「穗港澳三地大學生法治意識比較研究」，從中了解並分析三地大學生的有關認知和態度。此外，文中亦嘗試就研究結果，提出未來三地法律普及教育發展的重要考慮方向。
The rule of law is the foundation of our civilized society. Although the social backgrounds and legal systems of Hong Kong, Macao, and mainland China differ greatly from one another, the promotion of legal education is highly significant to the continuity and inheritance of the rule of law. This article investigates and analyzes knowledge and attitudes of the awareness of rule of law among university students in Guangzhou, Hong Kong and Macao through a comparative study carried out by The Hong Kong Federation of Youth Groups. Derived from the research results, this article suggests some considerations regarding the development of promoting legal education in the three regions concerned.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本論文就家長的參與和支持，包括出席音樂會、聆聽音樂、在家中觀看音樂節目和整體財政支持等進行研究，亦調查學生在家長參與和支持其器樂學習上的觀感。於2007年10月至11月期間，本研究以自行填寫問卷方式，收集了香港10所中學共1,493位中一至中七學生意見的數據，發現家長對學生音樂活動的參與和支持總體屬低水平，家長的參與僅流於財政上支持。這裡值得關注的，是如何使學生和家長對音樂產生興趣並感到雀躍，從而一起參與音樂活動。
This paper examines various aspects of parental involvement in and support for musical participation, including concert attendance, music listening, watching music programmes at home, and overall financial support. It also examines students' perceptions of parental involvement in, and support for, their instrument learning. Data are drawn from self-completed questionnaires administered in school from October to November 2007 to 1,493 Secondary 1 to Secondary 7 students attending a total of 10 Hong Kong secondary schools. The survey finds low overall levels of parental involvement in and support of students' musical participation, with students reporting that financial assistance from their parents accounts for the majority of parental involvement. The results suggest it is important to determine how to make both students and parents interested in and excited about music, and how to get them to enjoy participating in music together.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

Whole-school anti-bullying programs are widely recognised as the best, evidence-based approaches to reducing school bullying. Despite this, few published studies have been conducted within high schools to systematically evaluate anti-bullying interventions using a control group design. To this end, a quasi-experimental study of anti-bullying interventions was conducted in four international secondary schools in Hong Kong. The four secondary schools were randomly assigned to: (a) a whole school curriculum intervention, (b) a combined Year 7 curriculum and shared concern intervention, (c) a shared concern only intervention and (d) a control school. The sample consisted of 549, year 7 students who anonymously completed a pre-test / post-test questionnaire. Results were analysed using several ANOVA procedures. When post-test composite bullying scores were adjusted for pre-test school differences, a highly significant main effect for schools was found (F = 7.70 p < .001). In further comparisons, a repeated-measures ANOVA showed the most significant reduction in bullying composite scores occurred when a whole school intervention was used (F = 10.73 p < .001). Bullying levels increased from pre-test to post-test over the school year for both the control school and the school that adopted a shared concern only approach. These results provide strong support for the need for high schools to adopt a whole-school preventative and management approach if they are to be effective in reducing student bullying.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

Teaching is a female-dominated career in both Western and Eastern societies. While low salary and social status have been suggested by previous research as the main reasons, these cannot explain the phenomenon in Hong Kong where teachers enjoy high social status and salary. My Master of Psychology research will include samples of Hong Kong and Australian senior high school students, to contrast their gender stereotypes as measured by Bem's Sex-Role Inventory (Bem, 1981), and how these, along with their gender and gender role orientations, affect their views of what characterises a good primary and secondary teacher, likelihood to consider teaching as a career, self-efficacy, and interests in teaching.
The theoretical framework integrates Lent et al.'s Social Cognitive Career Theory (SCCT; 1994) and research on gender stereotyping. SCCT posits that self-efficacies predict individuals' interests and intentions to persist in a given domain, which has not yet been applied to the context of teaching career choice. Research on gender stereotyping predicts that gender and conformity to gender role norms significantly shape individuals' learning experiences, which, in turn, affects self-efficacy (Toker et al., 2007). Recent research in the Chinese context has found that males and females exhibit fewer and weaker traditional gendered stereotypes (Zhang, Norvilitis, & Jin, 2001).We may reasonably infer shifting conceptions of gender stereotypes, including those associated with teachers, across cultures or time.
In the present paper, I report on the pilot study results from 120 senior high school survey participants in Hong Kong. Factor analyses and measures of Cronbach's measure of internal consistency will first explore the structure of gender stereotyped characteristics. Multiple regression analysis will examine the contributions of student gender, gender stereotypes, self-efficacy, and interest in teaching, towards intentions to teach. These findings will have