To understand the physical activity culture in the lives of Hong Kong Chinese children and their parents, 48 young people between the ages 9 and 16 and their parents, with different socio-economic backgrounds and geographical locations, were interviewed for this study. By applying Confucianism and postcolonialism, this study aimed to investigate the meaning of physical activity in the lives of Hong Kong children and their parents. The results showed that parents value physical activity as a factor which contributes to their children's well-being and provides balance to their life. There were differences though, in this attitude, for different age groups. Junior students (aged 9-12) expressed their interest in physical activities. However, older students (12 or above) in secondary school, think or are told that academic study is the most important aspect of their life and that physical activities are not a priority. When examining parents' and children's involvement in physical activity, the barriers to the parents' involvement in their children's physical activities included lack of time and a habitual sedentary lifestyle at home.
[Copyright of Sport, Education and Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13573322.2010.493313]

This study investigates the transition from kindergarten to primary school through the experiences of the teachers, parents and children involved. Emphasis is given to the transitional activities participated in by the stakeholders and the effectiveness of these activities. These experiences of children's transition to school will inform further research into the design of effective transition programmes in the local context. The means of investigation in this study include questionnaires, semi-structured interviews and observations. The results show that the teachers and parents generally believed that the children performed quite well academically, although the primary school teachers reported that they were average in discipline. The findings from both the questionnaires and the interviews show that most of the respondents agreed that strong connections between kindergarten, primary school and parents could facilitate a smoother transition to school. However, in reality, both kindergarten and primary school teachers showed ignorance of each other's teaching practices and curriculum.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430802586130]

Counselling as a profession plays an important role in education reform in Hong Kong as it focuses on students and has a life-span developmental perspective. Gysbers, through this timely paper, introduces the concept and a concrete program on "Implementing a Whole School Approach to Guidance Through a Comprehensive Guidance Program." His proposal, whilst very comprehensive, practical and proven to be effective in the U.S., is valuable for counselling professionals on putting principle into practice in Hong Kong.
在教育改革的熱潮中，輔導專業的立場和方向，對改善教育素質有重要影響，特別在「人本」及「一生發展」這兩重點，輔導和教育在實踐及學理上都有共通點。Norman C. Gysbers的文章以輔導為中心，設計了一套課程及其執行方法和推動的策略。而這「學校為本的全方位輔導」在美國已推行多年，非常值得我們深思和參考。

This paper examines the management and evaluation of school guidance and counselling service in Hong Kong. A school-based model which has the potential to improve the quality of school guidance and counselling service is proposed. The model consists of a management component and an evaluation component. The school-based strategic management component is used as a mechanism to improve the quality of guidance and counselling service. The evaluation component includes curriculum and programme, personnel, and resources and policies. Evaluation is viewed as an ongoing process to improve the quality of services.
本文是探討學校輔導服務在香港之管理和評鑑。為提高輔導服務之質素，本文建議採用一個以學校為本位之模式，此模式包括管理和評鑑兩個元素，其中校本策略性管理是用作提升輔導服務質素之機制，而評鑑則包括課程與規劃，人力調配，資源和政策三方面。在此模式中，評鑑是被視為一持續不斷的過程，用以改善服務的質素。

The Whole School Approach to guidance in the schools, organized as a comprehensive guidance program is featured. The conceptual foundation for the program is described and the basic elements of the program are presented. The article closes with a presentation of some demonstrated effects of guidance programs in the United States.
本文描述了在學校內透過全方位輔導計劃所推行的校本輔導、有關計劃之基礎理念和基本元素。文章最後列舉了輔導計劃在美國推行以來，一些已獲得印證的影響。

該研究表明，北京、廣州、香港和台北的大學生在對創造力和創造力人才的內隱認知甚為一致。其中北京和廣州大學生的內隱認知更為接近，而香港和台灣大學生的內隱認知更為接近。在對高創造力特徵的內隱認知上，四地大學生一致看重的條目有：有創造力、有創見、創新、有觀察力、有思考力、願做嘗試、靈活性、有自信、有想象力、有好奇心、有個性和有獨立性等。而在對低創造力表現的內隱認知上，四地大學生的一致認同的條目有：、呆鈍、保守、跟隨傳統和願做讓步。在對創造力人才的認知上，四地的大學皆首推政治名人，次推科技界名人。四地大學生最不看重的創造力人才是藝術界和音樂界名人。這說明，兩岸三地的中國人雖然分離長久，但其對創造力的認知上仍相當一致，都甚看重政治與科技人物的影響。
This study was intended to examine how much Chinese people in Beijing, Guangzhou, Taipei and HK might share or differ on their view of creativity or creative figures. Specifically, it examined the implicit conception of creativity and creative people among a sample of 451 undergraduates in Beijing, Guangzhou, Hong Kong and Taipei. A Likert style questionnaire consisting of 60 adjectives was administered to the undergraduates and in addition, each respondent was required to nominate up to three most creative historical modern figures in China as well. The results showed that (a) the core characteristics of creativity identical in all the samples were: originality, innovativeness, thinking and observational skills, flexibility, willingness to try, self confidence, and "imagination"; (b) the Taipei sample, unlike the other three samples, do not associates wisdom, assertiveness, and individualism with creativity; (c) in all Chinese populations the three factors labeled innovative, dynamic, and intellectual were distinguishable in the concept of creativity; (d) a number of specifically Chinese personality traits were identified as not beneficial for creativity ; (e) artistic and humorous were consistently missing in the Chinese perception of creativity. In short, the respondents in the four cities shared much more than they differed in their implicit conception of creativity. Additionally, politicians were unanimously nominated by all four samples as being the most creative people in the past and at present. Scientists and inventors ranked second in position. Taken together, they occupy over 90 percent of the total number of nominations. Thus, it may