University‐school collaboration and needs assessment in the training of student leadership and peer support in Hong Kong

One hundred seventy secondary schools in Hong Kong responded to a questionnaire designed to assess their needs for leadership training of students in different domains of school activities and their endorsement of university‐school collaboration in these activities. The questionnaire also assessed the extent and degree of support and involvement that schools intended to provide in training programs and in organized school activities for students to assume leadership roles in schools. Findings indicated that schools were in need of student leaders in different student activities, especially in those less related to academic concerns. It was stressed that in providing opportunities for student leaders to continue practicing their skills in school activities, other students might eventually benefit through participation in school activities and peer support programs organized by student leaders.     

Leadership competencies among Chinese gifted students in Hong Kong: The connection with emotional intelligence and successful intelligence

This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self‐efficacy. They perceived greater strengths in social skills and utilization of emotions than management of emotions and empathy, and in practical abilities as opposed to analytical and creative abilities. In predicting the three components of leadership competencies, practical abilities and management of emotions emerged as common and significant predictors, suggesting that applied and pragmatic skills, tacit knowledge, and ability to manage and regulate one's emotions were all important in leadership.     

Gender differences in spatial ability: Relationship to spatial experience among Chinese gifted students in Hong Kong

Spatial ability based on measures of mental rotation, and spatial experience based on self‐reported participation in visual‐arts as well as spatial‐orientation activities were assessed in a sample of 337 Chinese, gifted students. Consistent with past findings for the general population, there were gender differences in spatial ability favoring boys. However, other results provided little support for the idea that gender differences in spatial experience might foster gender differences in spatial ability; specifically, results showed modest gender differences in visual‐arts experience favoring girls, and variation in visual orientation experience favoring secondary‐school boys. Nonetheless, the role of spatial experience had a more marked effect on girls, suggesting that encouraging female students to gain spatial experience might help bridge the gap in spatial ability between the genders.     

论北宋词的文人抒怀与自况式用典

词至北宋逐渐走向成熟,进入词体发展的黄金时期,词中的用典也随之普及。北宋文人善于在词中以典故自况,并借此强化词中的自我身份意识,进而以文人惯用的典雅方式自抒情怀。这是词发展为与诗相似的自我抒怀性文学样式的一个重要体现,苏轼、贺铸、周邦彦、秦观等北宋著名词人都在各自的人生经历、词体观念的基础上积极地进行着探索性的拓展。     

一般攻击模型理论的拓展：群体暴力

大多数的攻击理论都试图解释个体间攻击的原因和后果,却留下一个悬而未决的问题,那就是相似的过程是否能解释群体间的暴力行为。DeWall等人率先对一般攻击模型理论（the general aggression model ,GAM ）进行了有益的扩展和延伸,将其应用于实验室外的攻击形式：群体暴力。根据GAM的基本理论框架,对真实世界中的群体暴力的产生、持续和升级进行了解释,并详细描述了如何干预群体暴力,以达到阻止其发展的目的。由于该理论是一个具有普适性的理论,所以将其应用于具体的群体暴力时存在一定的缺陷。但是这并不妨碍该理论对群体暴力的启示意义和广阔的应用价值。     

Counting blessings versus misfortunes: positive interventions and subjective well-being of Chinese school teachers in Hong Kong

This study compared a gratitude intervention approach with a coping intervention approach in promoting subjective well-being in a sample of 78 Hong Kong Chinese school teachers. Forty teachers were randomly assigned to the eight-week count-your-blessings condition and 38 teachers to the eight-week count-your-misfortunes condition. Increases in life satisfaction were observed in the post-intervention assessment for both approaches. However, statistically significant changes were observed on life satisfaction and the experience of negative and gratitude-related emotions only for the gratitude intervention approach, suggesting the relative effectiveness of the count-your-blessings exercise. Implications of the findings on developing intervention approaches that encompass counting positive and negative events for promoting subjective well-being are discussed.     

如何在语文教学中进行审美教育

语文课是一门综合人文、审美、语言等各个方面知识的课程。语文课在学生的人生观、价值观的形成中扮演了一个重要的角色。因为好的语文课给学生创造的是一种浓郁的文化氛围,可以激荡学生的情感,陶冶学生的性情。法国著名作家乔治·桑说：“生活中的点滴感动永远存在于只要我们伸出手就可以捉住它的地方。”同样,审美教育应该永远存在于每一堂语文课上。语文教学中,教师要紧紧把握每一篇课文的构思、意境,要通过朗读、分析,力求在课堂教学中不断渗透审美教育,让学生在丰富的美学内容中感觉自然的美,鉴赏社会的美。     

Control of impact loading during distracted running before and after gait retraining in runners

Gait retraining using visual biofeedback has been reported to reduce impact loading in runners. However, most of the previous studies did not adequately examine the level of motor learning after training, as the modified gait pattern was not tested in a dual-task condition. Hence, this study sought to compare the landing peak positive acceleration (PPA) and vertical loading rates during distracted running before and after gait retraining. Sixteen recreational runners underwent a two-week visual biofeedback gait retraining program for impact loading reduction, with feedback on the PPA measured at heel. In the evaluation of PPA and vertical loading rates before and after the retraining, the participants performed a cognitive and verbal counting task while running. Repeated measures ANOVA indicated a significant interaction between feedback and training on PPA (F = 4.642; P = 0.048) but not vertical loading rates (F > 1.953; P > 0.067). Pairwise comparisons indicated a significantly lower PPA and vertical loading rates after gait retraining (P < 0.007; Cohen’s d > 0.68). Visual feedback after gait retraining reduced PPA and vertical loading rates during distracted running (P < 0.033; Cohen’s d > 0.36). Gait retraining is effective in lowering impact loading even when the runners are distracted. In dual-task situation, visual biofeedback provided beneficial influence on kinetics control after gait retraining.     

Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments

In this research, a survey method utilising questionnaires and focus group interviews was employed to determine correlations between students’ learning styles and each of the presences in the CoI Framework across disciplines as well as students’ blended learning experience. To this end, the linear regression model was the statistical approach used to explore the correlation between each of the presences and the learning styles after controlling for the disciplines. Consequently, a three–way cross-tab using Chi-square statistics was the statistical method used to discover the variations of the students’ experience of blended learning under different disciplines and learning styles. A total of 12 lecturers and 377 students from three private institutions were involved in this study. The results show that among the four discipline categories, only the soft-applied has a significant effect on the linear regression model. In this particular discipline, the Kinesthetic variable alone has a significant effect on all the three presences in the CoI Framework. The R-squared values are rather small. Further investigation should be directed towards an inclusion of a larger number of postgraduate participants, more courses in the soft-pure and hard-pure categories, and the learning styles of lecturers.     

Developing and managing school human capital for information and communication technology integration: a case study of a school-based e-learning project in Hong Kong

The application of information and communication technology (ICT) in education has been gaining attention worldwide. Educators and school administrators are interested in the myriad possibilities offered by new technologies to enrich teaching materials and to provide ubiquitous learning environments to enhance students’ learning. This case study examined the implementation of a school-based e-learning initiative in a primary school in Hong Kong by focusing on the development and management of forms of school human capital. The findings drew from interviews with 25 staff members in the case school and elucidated how school reform and transformation were effected through the development and management of intellectual, social, and organisational capitals. The interplay between these three forms of school human capitals highlighted the significance of shared vision, differentiated leadership as well as a culture of learning community in advancing towards ICT integration. Suggestions are made for establishing practices of distributed leadership and professional learning communities in the case school and other settings undertaking ICT integration.