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Implementation of the Hong Kong language policy in pre-school settings
No full textIn the past, the Curriculum Development Council in Hong Kong [Curriculum Development Council (CDC). (1996). Guide to the pre-primary curriculum. Hong Kong: Government Printer; CDC. (2000). Consultation document: Learning to learn: The way forward in curriculum development. Hong Kong: Government Printer; CDC. (2001). The way forward in curriculum development – Learning to learn: Life-long learning and whole-person development. Hong Kong: Government Printer; CDC. (2006). Guide to the pre-primary curriculum. Hong Kong: Government Printer], has issued a number of consultation documents regarding the overall aims of the twenty-first century and its implementation, particularly in pre-primary education. These documents provide the backdrop for our research on the implementation of language policies in Hong Kong kindergartens. Data were collected via questionnaires, focus group interviews, and classroom observations in pre-school settings. This paper discusses the provision of bilingualism in Hong Kong pre-schools, especially the teaching and learning of English
Learners\u27 narratives of learning Mandarin Chinese as a foreign language: language, pedagogy and context
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Hong Kong industrial history: brief account of the accompanying role played by technical education and training
No full text香港大專生課堂普通話演說實例及其課程設計理念 Cultivating Putonghua presentation skills for university students in Hong Kong and curriculum development
No full textThe effect of perceived campus learning environment on students’ self-determined motivation in vocational studies
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Authenticity in ELT task design: a case study of project-based vocational English learning
No full textHollow carbon fibers derived from natural cotton as effective sorbents for oil spill cleanup
No full textBecause of increasing numbers of oil spill accidents, considerable attention has been paid to the development of effective and inexpensive oil sorbents. Carbonized cotton fibers (CCFs) with a hollow tubular structure were successfully prepared by treating natural cotton in a N2 atmosphere and used as high-capacity oil sorbents. The material properties of the as-prepared CCFs were investigated by scanning electron microscopy, X-ray diffraction, contact-angle measurements, and N2 adsorption–desorption. Maximum oil sorption tests indicated that CCFs-400 showed the highest oil adsorption capacity and could absorb up to 32–77 times its own weight in pure oils and organic solvents, suggesting an increase of 27–126% compared with the capacity of cotton fibers. Also, repeatability, selectivity, and floating-ability tests suggested that CCFs-400 showed much better performance than cotton fibers in pure oil medium or water–oil mixtures. Owing to their multiscale porous structures, superhydrophobicity, and superoleophilicity, the CCFs demonstrated great potential as low-cost and effective sorbents in oil adsorption
Regulating creativity and management constraints in design practice
No full textManagers and producers regard designers are people difficult to work with, in particularly when it comes to the balancing of creativity, budgeting, timing and producing. It is not new to see designers at work may take advantage of stretching their time to the fullest to generate idea, waiting for the particular spark for inspiration and intuition. This empirical study examines whether there is a system applicable to design practices and how it would nurture design students to self-regulate creativity and management constraints. For a better understanding of the issue, interviews were conducted with design practitioners, design teachers and students. Findings reveal that the major management constraint that hinders creativity is time. Respondents further show that budget, work environment, client, management and communication style have significant influences on creativity. Implications of this research suggest that the “Stage-gate model”: a management method commonly adopted in the new product development industry resemblances design process and has its significances during the planning, developing and controlling stages in design practice. Thus, stage-gate model should be introduced to design students to raise their awareness of the constraints and limitations when working with different stakeholders