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]

A review of the literature showed that systematic studies on adolescent volunteerism, particularly in the Chinese context, were very limited. The present study was conducted to fill this knowledge gap. The conceptual model was an integrative model comprising elements of the ecological perspective and the cognitive motivational approach. Both personal and environmental factors were taken into account during the examination of psychosocial correlates of students' volunteering intention and behavior in Hong Kong based on the paradigm of post-positivism. With reference to literature, a series of hypotheses were put forward for empirical testing.
The first part of the study was to construct and validate four instruments assessing personal beliefs on volunteerism and perceived environmental influence, including (1) Revised Personal Functions of Volunteerism Scale, (2) Beliefs Against Volunteering Scale, (3) Microsystem (Family, School, Peers) Influence on Volunteerism Scale, and (4) Cultural Influence on Volunteerism Scale. A small-sample validation study (N = 192) showed that the instruments had high internal consistency, good content validity and acceptable criterion-related validity in distinguishing between volunteers and non-volunteers. The scales were used in the main study.
The second part of the study was a large-scale quantitative survey with 6,213 secondary school students from F.1 to F.6 (Grade 7 to 12) recruited via convenience sampling. The respondents completed a 244-item questionnaire which measured beliefs on volunteerism, perceived environmental influence, personal competence assets, prior volunteering experience, intention to volunteer, volunteering interests, details of current volunteering behavior and socio-demographic characteristics.
The findings from the main study showed that the scales used in the study possessed acceptable psychometric properties. While most of the proposed antecedents were found to be related to volunteering behavior

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

本文將回顧並分析亞洲地區及香港青少年網絡成癮的趨勢、各地處理青少年網絡成癮的介入方法，及導致青少年網絡成癮的危機因素；亦會探討預防青少年網絡成癮教育工作的重要性，並就此服務提出一些建議。
Youth Internet addiction has become a common problem among youth in Hong Kong. The authors explore Asian countries' strategies for handling youth Internet addiction and its contributing factors. They advocate preventive education as the most essential element to prevent youth Internet addiction.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]