Towards Understanding of Social Capital and Citizenship Education

Social capital is often seen as an indicator of the effectiveness of a society. Societies that are healthy and functioning are also well stocked with social capital. However, social capital is not necessarily 'good'. In the disturbingly troubled times facing western democracies since 2001 the concept of social capital appears all the more relevant. Societies which are significantly divided, it may be argued, demonstrate less trust, civic engagement, positive networking and mutual cooperation among members. In turn this can negatively affect the quality of life of members. This argument is examined from the perspective of school programmes of citizenship education in democratic and newly democratic states. What constitutes divided societies is discussed in other articles within this issue, but the emphasis is upon severe divisions, invariably involving violence. Some of the comments in this paper are speculative and potentially contentious. Nevertheless it is important to raise these issues at this time, particularly for the benefit of emergent and newly formed democracies who may see education and social capital formation as the panacea for their future. We suggest there are many 'lessons' for divided societies wishing to enhance their social capital, including an increase in student years of schooling, designing citizenship education based on inclusive democratic citizenship, and engaging students in active participation to build trust, cooperation and networking skills.     

Influencing the Future Through Innovations in Environmental Engineering Education

Global scenarios for the next 30 years indicate increasing population, greater demand for higher standards of living, and more consumption, leading to increased air, water and land pollution; climatic change; and the depletion of and competition for natural resources. To avoid global catastrophes and conflicts, sustainable systems are required that integrate cultural and technological change. Engineers and technologists have a key role not only in developing sustainable technologies but also in promoting the cultural changes needed. High quality environmental education and training is essential if engineering professionals are to become pro-active rather than reactive, to influence the future. This paper describes examples of innovative educational and training systems, partnerships and networks with regional, national and international objectives.     

Health for all by the year 2000: information targets. National goals–no national focus?

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Hong Kong Higher Education, 1981–2001: public policy and re-emergent social stratification

In this paper I first place the development of Hong Kong's higher education in the larger context of education and governance histories. Next I describe one of the deepest policy quandaries for Hong Kong's government in charting the futures of its higher education system: whether to view the ultimate benefits of higher education for individuals in terms of ‘sponsored’ versus ‘contest’ mobility. I then turn to evidence from HK census data about the changing distribution of opportunity for higher education. I discuss trends in educational stratification since 1981, focusing most attention on changes in the opportunity for post-secondary and, especially, for university education to the Bachelors' degree level. I discuss methods for the use of Hong Kong's 1981, 1991 and 2001 census, and I present bivariate and multivariate analysis of the changing impact of family cultural and material resources on the odds of continuing and attending education at the university level. From 1991 to 2001, census data suggest there was a reversal of a trend towards greater equality of opportunity that was observed between the 1981 and 1991 census. I conclude by relating the findings from these analyses to future higher education planning in Hong Kong.     

The effect of an intermittent,high-intensity warm-up on supramaximal kayak ergometer performance

It has previously been shown that the metabolic acidaemia induced by a continuous warm-up at the 'lactate threshold' is associated with a reduced accumulated oxygen deficit and decreased supramaximal performance. The aim of this study was to determine if an intermittent, high-intensity warm-up could increase oxygen uptake (V02) without reducing the accumulated oxygen deficit, and thus improve supramaximal performance. Seven male 500 m kayak paddlers, who had represented their state, volunteered for this study. Each performed a graded exercise test to determine V02max and threshold parameters. On subsequent days and in a random, counterbalanced order, the participants then performed a continuous or intermittent, high-intensity warm-up followed by a 2 min, all-out kayak ergometer test. The continuous warm-up consisted of 15 min of exercise at approximately 65% V02max. The intermittent, high-intensity warm-up was similar, except that the last 5 min was replaced with five 10 s sprints at 200% V02max, separated by 50 s of recovery at ~55% V02max. Significantly greater (P<0.05) peak power (intermittent vs continuous: 629 ± 199 vs 601 ± 204W) and average power (intermittent vs continuous: 328±39.0 vs 321 ±42.4 W) were recorded after the intermittent warm-up. There was no significant difference between conditions for peak V02, total V02 or the accumulated oxygen deficit. The results of this study indicate that 2 min all-out kayak ergometer performance is significantly better after an intermittent rather than a continuous warm-up.     

A modified incremental shuttle run test for the determination of peak shuttle running speed and the prediction of maximal oxygen uptake

The aim of this study was to determine the incidence of subject drop-out on a multi-stage shuttle run test and a modified incremental shuttle run test in which speed was increased by 0.014m.s-1 every 20-m shuttle to avoid the need for verbal speed cues. Analysis of the multi-stage shuttle run test with 208 elite female netball players and 381 elite male lacrosse players found that 13 (+/-3) players stopped after the first shuttle of each new level, in comparison with 5 (+/-2) players on any other shuttle. No obvious drop-out pattern was observed on the incremental shuttle run test with 273 male and 79 female undergraduate students. The mean difference between a test-retest condition (n= 20) for peak shuttle running speed (-0.03+/- 0.01m.s-1) and maximal heart rate (0.4+/- 0.1 beats.min-1) on the incremental test showed no bias (P > 0.05). The 95% absolute confidence limits of agreement were 0.11m.s-1 for peak shuttle running speed and +/-5 beats.min-1 for maximal heart rate. The relationship (n= 27) between peak shuttle running speed on the incremental shuttle run test (4.22+/- 0.14m.s-1) and VO2max (59.0+/- 1.7ml.kg-1.min-1) was r=0.91 (P< 0.01), with a standard error of prediction of 2.6ml.kg-1.min-1. These results suggest verbal cues during the multi-stage shuttle run test may influence subject drop-out. The incremental shuttle run test shows no obvious drop-out patten and provides a valid estimate of VO2max.