Suchergebnisse

AbstractHong Kong (a special administrative region of the People's Republic of China) is promoted as "Asia's World City" due to its interconnectivity, East-meets-West geopolitical orientation, and composition of migrants from both Asian and non-Asian countries. Hong Kong-based scholars have suggested that Hong Kong's policy towards the social inclusion of non-Chinese communities is ambiguous. For example, the Race Discrimination Ordinance (RDO) lacks an informative description of racial discrimination, which may lead to shortcomings in ethnic minority protections under the current social policy for integration (e.g., ethnic minorities' experiences related to religious discrimination). Most of the non-White ethnic minority population of Hong Kong consists of low-income South Asians and Southeast Asians, with some ethnic groups (e.g., Nepalese) reported to reside in socially segregated districts. Furthermore, scholars have highlighted that current social policy in Hong Kong appears to be partially or completely different from Western-based approaches to multiculturalism, necessitating further examination to promote social inclusion. To fill this gap, this study explores the perspectives of Chinese and non-Chinese individuals regarding multiculturalism in Hong Kong. The study adopts a qualitative research design and includes interviews with twenty ethnically Chinese and non-Chinese teachers serving minorities in Hong Kong. Three themes emerge in this study: 1) a general understanding of multiculturalism as diverse cultural/ethnic backgrounds, mutual understanding and acceptance, and inclusive social harmony and social justice; 2) perceptions of Hong Kong-based multiculturalism and the perceived hierarchy of ethnic groups; and 3) the main differences between Western and Hong Kong-based multiculturalism, including more acceptance of diversity in the West and geographic location. In sum, this study provides recommendations to ensure a respectful and ethical inclusion of non-White ethnic minorities in Hong Kong, such as developing a tailor-made policy.

This article discusses the importance of digital technologies in further improving the education system. The impact of today's digitalization practice on student development isdiscussed. Emphasis was placed on the education system implemented by the government,the conclusion and recommendations on the implementation of the project "1 millionprogrammers" and the introduction of new areas of higher education. In the current pandemic, the introduction of distance learning programs is another reform of the education system, and it has been highlighted as a topical issue.

Summary Meaning in life is an important element in the context of the workplace. The purpose of this study was to explore how certain factors, namely: subjective well-being, professional quality of life (compassion satisfaction, compassion fatigue, burnout), loneliness, personal work-related subjection to violence, fear of being subjected to violence, age, parental status, and marital status can predict meaning in life among social workers in Israel. An extensive battery of online questionnaires was administered to 501 participants. A hierarchical regression analysis was used to examine the association between a series of independent variables and meaning in life among social workers. Findings The findings suggest that age, subjective well-being, compassion satisfaction and fear of being personally subjected to violence were positively associated with meaning in life. However, loneliness and burnout were negatively associated with meaning in life. The other variables were not significantly associated with meaning in life. Applications Social work educators and managers must consider the importance of meaning in life when developing social care curricula and policies. Social workers must be aware of the importance of enhancing their sense of meaning in life for increasing their job satisfaction as well as improving the service provided to their clients.