This study investigated the effects of a small group process-based forgiveness intervention with Hong Kong Chinese children who judged themselves to have been hurt and chose not to forgive their offenders. An experimental versus control group, with pre-test/post-test design was used. The quantitative and qualitative findings revealed that the forgiveness participants out-performed their counterparts in forgiveness attitudes, psychological well-being and conceptual understanding of forgiveness. The forgiveness intervention had an impact on their decision and emotion to forgive. Empathy was considered a key strategy in forgiveness. Implications of these findings for future forgiveness intervention in school guidance were discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03069880902728572]

Learning plays a key role in ageing societies as it can help to address many of the related challenges and opportunities. Opportunities to learn should be given to senior citizens through appropriate local lifelong learning programmes. There is a need to improve research and development on learning tools and approaches designed to meet the different needs of older people. ICT has an important role to play in developing learning opportunities for older people both as a topic in its own right and as a means of learning in the so called knowledge society. This paper reports on a Hong Kong case survey understanding the role of ICT in lifelong learning for elderly and its impact of learning activity. The survey results suggest numbers of areas should be taken into consideration for older people as both learners and mentors.
[Copyright of International Journal of Emerging Technologies in Learning is the property of Kassel University Press GmbH.
Access via Directory of Open Access Journals: http://www.online-journals.org/i-jet]

This paper reports on an ethnographic field research conducted in Beijing in 2007, with an attempt to examine the cognitive and affective orientation dimensions of a group of Hong Kong students toward the Beijing 2008 Olympics and their negotiation of national identity. In 1997, China resumed sovereignty over Hong Kong under the principle of 'One Country, Two Systems,' continuing a long history of Hong Kong people struggling with their national identity. Study tours to Mainland China had been arranged as an extension of national education, with the Beijing Olympics as the main theme. With field notes and focus groups, this study found that the tour provoked in the students an interesting mixture of pride and skepticism and also reinforced their 'insider/outsider' identity crisis. This article concludes that the debate over the use of Beijing Olympics as national education reflects an intrinsic paradox of the principle of 'One Country, Two Systems.'
[Copyright of International Journal of the History of Sport is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09523360903556899 ]

Many countries have invested heavily in facilities and teacher training for the infusion of information technology (IT) into various school subjects. The background besetting this innovation and how far learning has improved thereby are important concerns for the education sector. They are examined here with respect to Hong Kong, which is a mixed Chinese-western society now seeking to promote independent learning in all areas of the school curriculum. Geography is chosen for study because IT makes possible numerous changes and benefits to teaching and learning the subject. Among others, IT can help in testing hypotheses and solving problems of an environmental and spatial nature. Literature reviews, however, suggest that the frequency, extent and level of use are limited. This discrepancy between expectation and reality suggests that many necessary teacher and organisational conditions for implementation are not present, including the lack of appropriate hardware and software, technical support and teacher training and confidence. To address the problem, teachers need to take up constructivist approaches and the role of learning facilitators, while the curriculum authority should be more humanistic and considerate of reality in making decisions on policy.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382046.2010.496966]