Inclusive education policy in the Hong Kong primary music classroom

An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact—the education reform policy entitled “Learning to Learn,” the policy of inclusive education, and the undeclared “policy” of making savings in the government budget. This article seeks to explore the results of the interaction of these three policies. A qualitative study was carried out to investigate the views of Hong Kong primary school music teachers on the policy of inclusion in relation to music teaching. Insufficient support in inclusive learning in “non-core” subjects, such as music, is evidenced.     

The role of the IOB in the future of biological education

The Teacher Assessment Scheme (TAS) is a form of school-based assessment that has recently replaced the external practical examination in AL Biology of Hong Kong. This study aimed at understanding the problems encountered by teachers in implementing this innovation. Over 300 teachers expressed their concern about different aspects of the TAS in a questionnaire of 25 items and two open-ended questions. The responses showed that the teachers were deeply concerned about the lack of resource materials and training, as well as the heavy workload involved in designing and assessing practical activities for their students. Other key concerns included the impact of the scheme on student learning, the fairness of school-based assessment, and the need for a critical review on the implementation of the scheme. However, the teachers had a relatively low level of concern on their role in revising or improving the scheme. This paper also considers whether the levels of concern in different areas might change as the teachers gain experience in TAS.     

Three Primary Color Wheel

This longitudinal study (2001–09) of two Hong Kong secondary schools highlights six issues with an integrated arts curriculum: first, integration of knowledge and skills negatively precedes the integration of learners’ construction of meaning; second, integration is perceived as challenging the profession's status; third, teachers are unaccustomed to co-teaching; fourth, teachers have little prior experience conceptualizing cross-discipline teaching and learning; fifth, Hong Kong's current systemwide education reform places arts integration as a relatively low priority; and sixth, because integrated arts curriculum implementation is not mandatory, the vagaries of individual school management create a plethora of integration approaches that confound the task of forging a common definition. Remedial recommendations include cascading “seed projects” to broaden teachers’ views of integrated arts and teaching, facilitating supportive school timetabling, and sharing integrated learning outcomes in the individual schools.     

Sharing science: characteristics of effective scientist-teacher interactions

Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project's success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education.     

Teacher candidates in the garden

Recent science education reform has led to an increased emphasis on engaging students in inquiry and science practices rather than having them simply memorize scientific facts. However, many teachers of elementary science may themselves have had more traditional science learning experiences, and may therefore be unsure about inquiry-based teaching methods. One way to enhance preservice teachers' comfort with and desire to teach science using a hands-on approach might be to engage them in science learning experiences alongside children during their educator preparation program. The purpose of this article is to share how one faculty member and a cooperating teacher from a partner school involve teacher candidates in working with children in the school's garden, allowing them to personally experience inquiry while witnessing firsthand the potential benefits to children of authentic science learning through garden based activities.     

Comparing Quality of Public Primary Care between Hong Kong and Shanghai Using Validated Patient Assessment Tools

Objectives

Primary care is the key element of health reform in China. The objective of this study was to compare patient assessed quality of public primary care between Hong Kong, a city with established primary care environment influenced by its colonial history, and Shanghai, a city leading primary care reform in Mainland China; and to measure the equity of care in the two cities.

Methods

Cross sectional stratified random sampling surveys were conducted in 2011. Data were collected from 1,994 respondents in Hong Kong and 811 respondents in Shanghai. A validated Chinese version of the primary care assessment tool was employed to assess perceived quality of primary care with respect to socioeconomic characteristics and health status.

Results

We analyzed 391 and 725 respondents in Hong Kong and Shanghai, respectively, who were regular public primary care users. Respondents in Hong Kong reported significant lower scores in first contact accessibility (1.59 vs. 2.15), continuity of care (2.33 vs. 3.10), coordination of information (2.84 vs. 3.64), comprehensiveness service availability (2.43 vs. 3.31), comprehensiveness service provided (2.11 vs. 2.40), and the total score (23.40 vs. 27.40), but higher scores in first contact utilization (3.15 vs. 2.54) and coordination of services (2.67 vs. 2.40) when compared with those in Shanghai. Respondents with higher income reported a significantly higher total primary care score in Hong Kong, but not in Shanghai.

Conclusions

Respondents in Shanghai reported better quality of public primary care than those in Hong Kong, while quality of public primary care tended to be more equitable in Shanghai.     

Review of evolution of clinical,training and educational services and research program for autism spectrum disorders in Hong Kong

The evolution of a local fragmented model of services for children with autism in Hong Kong emerged gradually over the past three decades with lack of government funding or support. This had been due to increasing number of children with autism being detected and referred for earlier assessment. With increasing pressure from parents due to long waiting time for assessment and training services and the increasing polarization by mass media there had been a gradual increasing public awareness over the past five years. Though still highly fragmented in the availability of services, there is a growing "business model" available in the community due to increasing need and lack of public funding for support. There is a lack of strategic planning for medical diagnostic and management issues in Hong Kong. Our University of Hong Kong based Autism Research Program was pioneered in 1985 based on the increasing load of autism cases referred for assessment for other developmental problems and diagnosed as Autism in the Duchess of Kent Children's Hospital. As the first author has been the staff of the University of Hong Kong, this program flourished as a research based program. The benefits of early identification and intervention of autism spectrum disorder(ASD) had been increasingly recognized, and with the increased public awareness and increasing trend of earlier diagnosis, there has been a continuously high demand from parents for earlier assessment and training for children suspected to have ASD. This model had not received extra funding for this integrated program for research, teaching and training in autism. We had to apply for various donations and grants to support the development of this pioneer program. The research output and organization of forums for public education and awareness are reviewed. The latter part of the paper reports the summary of clinical profile of autism cases(N=1441) assessed from 1985 to 2010 June under the University of Hong Kong. As the waiting time for initial developmental assessment for any children in Hong Kong is 12?24 months, we also report our preliminary experience with a newly launched triaging service provision for children suspected to be ASD since 2009, including multi-disciplinary assessment and parallel interim training in our university affiliated child assessment centre in Hong(N=89).     

Nutrient flow in a major urban settlement: Hong Kong

A nutrient balance is established for the contemporary urban ecosystem of Hong Kong. The flow of nutrients in the Hong Kong food system in particular is examined, including current and potential nutrient recycling patterns. Losses of nutrients in food for human consumption are found to be up to 20% for major nutrients. The flow of mineral phosphorus in the Hong Kong food system is examined in detail. About 3600 tonnes of phosphorus are lost from the Hong Kong food system each year. A comparison is made between the land-based forage area demand of the Hong Kong population and a similar-sized Western population, that of Sydney, Australia. It is estimated that the average Hong Kong person consumes a diet which requires only half the land area needed to produce the diet of the average Sydney person. However, Hong Kong relies on the ocean for 25% of its animal protein supply compared with 2.5% for Sydney. Patterns of food production and nutrient recycling are proposed, with the aim of optimizing resource utilization in close association with contemporary urban settlements.     

“趣味教学法”在微生物学课堂中的应用及探讨

微生物学属于生命科学的重要分支,是生物、食品科学、临床医学等大学专业一门重要的基础课。该课程综合性强、知识涉及面广,所以如何有效调动学生的学习兴趣将直接影响课堂效果。为达到良好的教学效果,教师可在微生物学教学过程中综合运用多种方式提高学生学习兴趣与学习质量。因此,我们采用“趣味教学法”进行教学设计,并针对连续3个不同年级的相同专业班级做出教学改革,通过学生期末闭卷成绩、过程考核（签到率、课堂参与度、注意力集中程度等）成绩与学生反馈评语对教学成果进行验证。结果表明,采用“趣味教学法”进行教学改革的班级学生期末闭卷成绩中不及格率低于未改革的班级,“良好”与“优秀”学生比例均高于未改革的班级,过程考核成绩远高于未改革的班级,说明“趣味教学法”教学改革有效调动了学生的学习兴趣。我们认为,在大学微生物学课堂上,教师可在教学设计中适当引入趣味教学内容并适时展开,有助于改善教学气氛,调动学生学习积极性与主动性,提高教学质量。     

American Folk Art Painting

Educators in China are facing challenges as a tug-of-war between local culture and global influences in Chinese early childhood music educations plays out. By exploring the situations of Hong Kong and Nanjing, the authors demonstrate a wide gap between policy and practice. The top-down policy from government officials is based on global views of education. It cannot work without providing the necessary support for teachers, parents, and children based on an understanding of local cultural beliefs. Four factors need to be considered in bridging this gap. The aims of the policy must be appropriate; resources necessary should be available, capacity of the practitioners has to be adequate, and the local environment should be carefully considered.     

中国香港淡水鱼类的生物多样性与保护

Hong Kong Special Administrative Region,China,has an area of1095km2and is located at the edge of thenorthern tropical zone.The landscape is dominated byhills and ravines withflat landrestrictedtothe lowflood-plains and coastal regions.Inthis hilly domain,the smallrocky streams are typically fast flowing at their uplandsources,and graduallyreduceinspeed asthey wind alonghill cuttings to reach the lowlands.While streams arecommonlyfound,rivers are very limited in number.Thefewlong and meanderi…     

香港观赏植物资源及园林应用调查

采用实地调查和资料搜集的方法,对香港的公园和主要街道展开植物资源调查和编目,共记载香港观赏植物约70科260种,分析其观赏特性和园林应用,探讨观赏植物园林应用的不足之处,提出香港地区植物资源合理利用和保护的建议,为香港园林建设中的植物景观改良和建设提供参考。     

Relationships among Teachers’ Knowledge and Beliefs Regarding the Teaching of Evolution: A Case for Turkey

The research study investigated the possible associations among science and biology teachers?? knowledge and belief variables concerning teaching evolution in science and biology classes. Specifically, this study examined how a set of variables including teachers?? understanding of evolution and nature of science (NOS) is related to the set of variables including teachers?? acceptance of evolution and perceptions of teaching evolution (i.e., perceptions of the necessity of addressing evolution in their classrooms, perceptions of the factors that impede addressing evolution in their classrooms, and personal science teaching efficacy beliefs regarding evolution). Data were collected from science and biology teachers through administration of Evolution Content Knowledge Test, Measure of Acceptance of the Theory of Evolution, Nature of Science as Argument Questionnaire and Teachers?? Perceptions of Teaching Evolution Scale. Canonical correlation analysis findings suggested that teachers who had thorough understanding of evolution and NOS were likely to both accept the scientific validity of evolution and believe the necessity of addressing evolution in the classrooms. On the other hand, teachers with thorough understanding of evolution and NOS did not necessarily believe that they have a stronger sense of self-efficacy beliefs regarding teaching evolution and that there are fewer obstacles to addressing evolution in the classroom. The research is significant in that it provides empirical evidence clarifying the interactions between teachers?? understanding and beliefs in teaching evolution. Implications for science teacher education are discussed.     

香港特区公营医院运行机制评估及对内地的启示

回顾香港医疗融资的发展历程并简述香港公营医院的运营状况与开支构成比,重点分析香港公营医院的管理机构——香港医院管理局,研究其宗旨任务与目标策略相结合的管理医院管理战略,跟踪其主要经费来源的变化趋势,对其财务状况进行深入探究并进行预测。在对香港公营医院运行机制进行评估的基础上,探讨香港公营医院存在的问题以及对内地的启示,为内地医院管理机构借鉴香港逐步建立以政府投入为主体的医疗融资体系提供参考。     

Elementary education majors experience hands-on learning in introductory biology

Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K-8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers.     

提升实验动物学年轻教员任教能力的几点措施

实验动物学是一门应用型课程,任课教员需要具备较好的理论知识以及较强的操作能力和良好的沟通应变能力。对青年教员制定详细的培养计划以及健全培养评价机制,逐步提升新教员的任教能力,是一项长期值得探索的课题。本教研室坚持以提高教员素质为根本,通过完善年轻教员培养计划、优化新老教员一对一"传帮带"机制、建立青年教员试讲和课堂督导机制、完善教员与学员沟通机制、鼓励学习现代化信息手段丰富教学形式、健全新教员授课质量评价制度等举措,有效提高了年轻教员的专业水平、任教能力,年轻教员教学活动不断创新,学员满意度进一步提高。通过以上努力,教研室形成了一支以中青年教员为主的实验动物学教学团队,有效保障了实验动物学的教学质量,为今后医学院校实验动物学教学改革奠定了基础。     

The Management of Contaminated Sediment in Hong Kong

Many years of uncontrolled discharge of sewage and industrial effluent have resulted in serious contamination of much of the sediments underlying inland and nearshore coastal waters in Hong Kong by potentially toxic heavy metal and trace organic pollutants. Much has been achieved to improve control of this pollution at the source and prevent further deterioration. Nevertheless, comprehensive environmental assessment and management measures are required to ensure that any unacceptably contaminated sediment that must be dredged to facilitate infrastructural development is safely handled and disposed of. It is estimated that some 50?Mm³ of sediment classified as unacceptably contaminated may require dredging and special management elsewhere over the coming 10-year period. To facilitate improved decision making about the most appropriate disposal options for dredged sediment Hong Kong has recently implemented a new sediment quality assessment framework under which information on the biological activity of contaminated material is considered in addition to data on chemical composition. Dredged sediment classified as unacceptably contaminated has been disposed of at a contained disposal facility at East Sha Chau since 1992. To date over 20?Mm³ of sediment has been placed into seabed pits that are subsequently capped with clay. The site is subject to a rigorous monitoring programme that has clearly demonstrated its environmental acceptability.     

基于成果导向教育理念的“病原生物学”课程教学改革探索与实践

为进一步提升教学质量,基于成果导向教育(outcome based education,OBE)理念,探索病原生物学课程教学体系的改革和应用效果。课前,教师通过超星泛雅网络教学平台上传学习资料,明确教学目标,精心设计预习任务。课中,教师对学生的预习成果进行测试,进而有目的地实施教学并在课程中融入思政元素,激发学生的学习动力并培养社会主义核心价值观;运用思维导图整合学生的逻辑思维;设置多种互动环节提高学生的主动性。课后,优化考核评价体系,运用综合评价及反馈提高学生的学习效果。教学改革最终实现“以学生为中心,以成果为导向”的目标,培养能力突出的高素质应用型医学人才。     

Comparing the midpoint and endpoint approaches based on ReCiPe—a study of commercial buildings in Hong Kong

Purpose

Life cycle assessment (LCA) has been increasingly implemented in analyzing the environmental performance of buildings and construction projects. To assess the life cycle environmental performance, decision-makers may adopt the two life cycle impact assessment (LCIA) approaches, namely the midpoint and endpoint models. Any imprudent usage of the two approaches may affect the assessment results and thus lead to misleading findings. ReCiPe, a well-known work, includes a package of LCIA methods to provide assessments on both midpoint and endpoint levels. This study compares different potential LCIA results using the midpoint and endpoint approaches of ReCiPe based on the assessment of a commercial building in Hong Kong.

Methods

This paper examines 23 materials accounting for over 99 % of the environmental impacts of all the materials consumed in commercial buildings in Hong Kong. The midpoint and endpoint results are compared at the normalization level. A commercial building in Hong Kong is further studied to provide insights as a real case study. The ranking of impact categories and the contributions from various construction materials are examined for the commercial building. Influence due to the weighting factors is discussed.

Results and discussion

Normalization results of individual impact categories of the midpoint and endpoint approaches are consistent for the selected construction materials. The difference in the two approaches can be detected when several impact categories are considered. The ranking of materials is slightly different under the two approaches. The ranking of impact categories demonstrates completely different features. In the case study of a commercial building in Hong Kong, the contributions from subprocesses are different at the midpoint and endpoint. The weighting factors can determine not only the contributions of the damage categories to the total environment, but also the value of a single score.

Conclusions

In this research, the midpoint and endpoint approaches are compared using ReCiPe. Information is whittled down from the inventories to a single score. Midpoint results are comprehensive while endpoint results are concise. The endpoint approach which provides additional information of damage should be used as a supplementary to the midpoint model. When endpoint results are asked for, a LCIA method like ReCiPe that provides both the midpoint and endpoint analysis is recommended. This study can assist LCA designers to interpret the midpoint and endpoint results, in particular, for the assessment of commercial buildings in Hong Kong.     

Research Integrity in Greater China: Surveying Regulations,Perceptions and Knowledge of Research Integrity from a Hong Kong Perspective

In their 2010 article ‘Research Integrity in China: Problems and Prospects’, Zeng and Resnik challenge others to engage in empirical research on research integrity in China. Here we respond to that call in three ways: first, we provide updates to their analysis of regulations and allegations of scientific misconduct; second, we report on two surveys conducted in Hong Kong that provide empirical backing to describe ways in which problems and prospects that Zeng and Resnik identify are being explored; and third, we continue the discussion started by Zeng and Resnik, pointing to ways in which China's high‐profile participation in international academic research presents concerns about research integrity. According to our research, based upon searches of both English and Chinese language literature and policies, and two surveys conducted in Hong Kong, academic faculty and research post‐graduate students in Hong Kong are aware of and have a positive attitude towards responsible conduct of research. Although Hong Kong is but one small part of China, we present this research as a response to concerns Zeng and Resnik introduce and as a call for a continued conversation.