Background: The Service-Learning and Research Scheme (SLRS) is the showcase of Lingnan's Service-Learning model, which is the manifestation of Lingnan University's Liberal Arts education and mission "Education for Service". The scheme was a pilot project, from 2004 to 2005, which led to the development of a University-wide protocol for Service-Learning at Lingnan University.
Aims: This paper highlights the processes and the strategies of incorporating Service-Learning into courses, based on the experiences in Lingnan University. Implementation and evaluation models are suggested to provide a framework for other interested parties to apply Service-Learning in their learning and teaching.
Results: This is a descriptive analysis, associating outcome measurement (three outcomes: "ABC" quality--Adaptability, Brainpower and Creativity) through the process of Service-Learning. Evaluation contents and guidelines for doing Service-Learning are developed based on the past experience in doing Service-Learning at Lingnan. The research element procedures offer instructors with guidance as well as a well-defined protocol and evaluation for Service-Learning programs in Lingnan.
Conclusion: In consolidating the above experience and in detailing the validity of the Lingnan Model of Service-Learning, a manual is produced documenting our efforts. This is the first manual which can be the protocol of applying Service-Learning in higher education for students' whole-person development.
背景：服務研習計劃正好展示了嶺南大學的服務研習模式。服務研習計劃是嶺南大學博雅教育及辦學宗旨「作育英才，服務社會」的實踐。計劃在2004年至2005年推行先導試驗計劃，並有助嶺南大學發展全校性的服務研習計劃草案。
目標：本文以嶺南大學的服務研習計劃作例，握要說明將服務研習元素融入在課程中的程式和策略，並提供執行程式和評估模式的架構，以供其他有興趣人士將服務研習融入在學習和教學中。
結果：本文結合了服務研習成果評估方法（三項成果 “ABC”素質：Adaptability 適應力、Brainpower智力和Creativity 創造力）的描述性分析。實踐服務研習評估內容和指引是建基於過往在嶺南大學執行服務研習的經驗而制定的。研究元素能為導師提供明確的嶺南大學服務研習執行指引、草案及評估。
結論：本文作者統整過往經驗，以推出執行手冊，手冊並詳細列出嶺南模式的服務研習計劃的有效性。這本執行手冊是第一本有關應用服務研習的草案，推動高等教育界學生的全人發展。
[Copyright of New Horizons: The Journal

Background: Seventeen pre-service teachers from The Hong Kong Institute of Education involved in a service education project during the summer vacation in 2008. They spent seven weeks in an orphanage and a commune in Vietnam to provide various services for disabled children and to help constructing a house for the poor villagers respectively. They learned how to cope with challenging environment through developing service leadership, problem solving and communication abilities in a different cultural context.
Aims: To reveal what respondents have experienced, reflected and gained through involving in the cross-cultural service exposure project and how such fruitful learning experiences can be enhanced.
Sample: All seventeen pre-service teachers involved in the project.
Method: Content analysis was conducted on service-learning journals, day logs and writings prepared by the students after the service-learning experience.
Results: The analysis based on respondents' reflective writings revealed that the development of genuine relationship among participants through mutual care, their generic skills, leadership abilities and cultural competencies are enhanced while they work collaboratively and support each other to overcome difficulties.
Conclusion: As a multicultural service-learning co-curricular activity, participants can acquire new knowledge, change attitudes and develop constructive behaviors through a genuine and caring environment and reflection. They are perceived to attain gains in leadership abilities, cultural competence skills and professional commitment.
背景：在2008年的暑假，十七位來自香港教育學院師資培訓的學生，遠赴越南參加了一項為期七個星期的服務學習計劃，他們分別在兒童院為有肢體障礙的孩童提供服務，並為貧困村民修建房屋，同學在過程中學習面對種種環境及文化差異上的挑戰，從而鍛鍊出服務領導才能、解決困難和溝通能力。
目的：作者透過參加者的文章以描述他們在這異地服務計劃中所得出的經驗，從而總結出如何更有效地推展此種在文化差異環境中的學習經驗。
調查對象：十七位參加該服務學習計劃的師資培訓學生
調查方法：作者以內容分析方法，從同學們的學習日誌及反省文章中探討他們的學習經歷。
調查結果：從參加者文章中反映出學員間在合作和支持解困的過程中，能建立出彼此照顧的誠懇關係，以促成共通能力、領導才能及文化勝任能力的培養。
總結：學生在參加不同文化背景的服務學習聯課活動中

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it involves serving elderly people living in the elderly homes far away from the school community. While it is quite right to say that both the students and the elderly people benefit from these projects; the connection of these students to their community, as well as the student learning from the senior citizens in these projects are still in question. In other words, there is a missing linkage between student learning and the community in these philanthropic service learning projects.
Aims or focus of discussion: In this paper, we suggest to bridge this missing linkage with the concept "classroom in community" to connect students, and their learning, with the community.
Arguments / comments /suggestion: Based on the service learning curriculum derived by us with local secondary schools, we will illustrate how "classroom in community" could facilitate students to learn from and learn for their community, and to act with the community to co-produce public goods. Examples of community based services for elderly people will be used to further elaborate how students could initiate community services through collective dialogues with the community, in these cases, to get connected with their community by serving the elderly people and learning from them as senior citizens.
Conclusion: A summary of the characteristics of the approach of classroom in community to service learning is suggested to conclude the paper.
背景：近年，香港越來越多中學開始嘗試以服務學習作為教學活動。當中大部份的計劃，多以推廣關懷慈愛或慈善救濟作為理念基礎，而服務對象大多是遠離學校所在社區的長者。誠然，從上述服務當中，學生與長者是有所得著的。但是，在這些計劃能否連繫學生與身處社區和使學生從長者身上學習這兩個問題上，就值得存疑。換句話說，這些以慈善為理念基礎的服務學習計劃，欠缺了結連學生學習於身處的社區當中。
目的或討論焦點：我們透過本文提出善用“社區有教室”的概念來彌補這些不足，把學生、學習、以及社區三者緊密地結連起來。
論點/評論/建議：根據我們在中學進行服務學習課程的經驗，我們將透過本文說明

Based on the emerging experiences of the Committee on the Promotion of Civic Education, this paper advocates an effective model of values development for youths in their post-school stage, through encouraging companies and corporations to take on an advanced form of Corporate Social Responsibility called Corporate Citizenship that also has an internal values development role, apart from the usual external contributions role. Moral education inside and beyond schools for youth in Hong Kong is also presented as background to this development for the benefit of overseas readers.
基於香港公民教育委員會推廣公民教育與德育之經驗，本文提倡企業及公司採用一種有效的校外青少年價值觀發展模式。此模式名為「企業公民」，是「企業社會責任」的較高層次。此模式鼓勵企業及公司除慣常的對外捐助及義工服務之外，還須注意到對自身員工的價值觀培養。本文亦為外地讀者簡介香港青少年畢業前後的德育工作。
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本文首先介紹三位專家對領袖所下的定義，然後綜合指出領袖的特質，包括：遠見、熱忱、正直、誠實、信任別人、敢於冒險、有服務精神和信任團隊。作者介紹學校培養領袖之「隱藏議程」，並透露學校提供環境和合情合理的運作原則。文章亦藉着喇沙書院的四個例子，逐一分析培養學生領袖的竅門。
The article begins by posing the definitions of leadership as made by Warren Bennis, Stephen Covey and James O'Toole. It concludes that having vision, passion, integrity, trust, being adventure, willing to serve and able to work in teams are the characteristics of a good leader. It then proceeds to reveal the school's "Hidden agenda" on leadership training, its supporting environment and its working system. Finally, by applying four case studies, it analyses various means by which leaders are nurtured.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

A number of risk factors including obesity, insufficient consumption of fruits and vegetables, and lack of physical activities are responsible for the majority of chronic disease burden. Healthy behaviours should begin early in life with sustained actions, but in many countries there is no system addressing positive health. The opportunities offered by different settings for gaining entry into individuals and groups are of paramount importance for health promotion. Evidence has shown the effectiveness of the Healthy School model to improve healthy eating and physical activities. In this article we report key findings of studies in Hong Kong showing changes in school policies and environment in relationship to student health apart from improvement of health behaviours by adopting the Healthy School framework. A case study has illustrated how the framework created a supportive environment, policies changes, and personal health skills development to improve healthy eating. The Healthy School model can help to combat childhood obesity.
[Copyright of Research in Sports Medicine is the property of Taylor & Francis Inc.. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/15438620903423825]