研究

Population ageing is a challenge to societies worldwide in terms of healthcare, social support, community infrastructure, and more. With one of the longest life expectancies in the world, Hong Kong will soon see a dramatic increase in the number of older residents together with a decrease in the old age dependency ratio. This book provides a timely examination of the current status and services available for Hong Kong’s ageing population in four key areas: general healthcare needs, such as health promotion and lifestyle modifications; specific healthcare needs, including care of chronic conditions and hip fractures; psychosocial needs for older people with intellectual disabilities and impairments, as well as the needs of their caregivers; and environmental and technological needs in relation to universal design, information and communication technology, and telehealth. Drawing from a wide range of experience in local professional settings combined with international best practices, the authors offer holistic, evidence-based solutions for the development of an age-friendly society where elders can age in place at home in their communities. These suggestions will be useful for policy makers, healthcare practitioners, social workers, care workers, as well as older people and their families not only in Hong Kong but globally.

鏈結

In a world of unprecedented changes and uncertainties, our next generation needs to be equipped with appropriate skills to solve real-world problems. Design thinking, an approach to solving novel problems, can be situated in education to help students learn to solve ill-defined problems, practice empathy, think critically, as well as think creatively. This paper will describe an experiential learning opportunity whereby secondary school students experienced the stages of design thinking through a workshop. There were many gains, including an increase in the students’ level of creativity, as well as a heightened awareness of the needs of others. This study shows that experiencing design thinking can be beneficial to secondary students as they acquire essential skills for the future.

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The study reported in this paper examines an under-researched aspect of design thinking (DT) in teacher education. While DT has popularized for responding to the needs of 21st century teaching and learning, there have been very few attempts to gauge the voices of teachers as non-designers and how they master the related knowledge, skills, and attitudes of DT. To illustrate this, Retna (2016) notes that very limited empirical evidence has navigated teachers’ voices throughout the implementation process and endeavored to respond to this gap. There is also a wider issue here about how teacher education institutes prepare for a 21st century teaching force that can respond to uncertainties and with this in mind the current paper draws on the voices of 24 pre-service teachers at a leading university in Asia. Through understanding this important learning process of facilitating DT workshops we hope to show how pre-service teachers, as non-designers confront the challenges and show development in the important mindsets associated with DT. There is a lack of attention invested in such process (Diefenthaler et al, 2017) and the current paper seeks to better understand it.

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Adolescents’ classroom experiences have a long-term impact on their future education and life chances (Kramer, 1991). Long have achievement gaps among students been recognized, so it is crucial to explore different instructional strategies that can improve learning outcomes for all (Okoye-Johnson, 2011). Design thinking has been widely applied in business settings and a growing trend has been observed in the K12 classroom as well. Yet, little is known on the effects of such application on different learning outcomes (Razzouk & Shute, 2012). In responding to this gap, the current study stems from the second year of a 3-year project that offers subjectbased design thinking workshops to secondary schools in Hong Kong. Adopting a mixedmethods approach, this study aims to unpack the learning experiences of students engaged in this innovative curriculum initiative with depth and breadth. Findings inform policymakers and fieldwork practitioners who seek to nurture students for the 21st century.

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Design thinking (DT) is a human-centric, iterative and interactive problem-solving process that captures how designers innovate and problem-solve. Such important skill set has become one of the most crucial skill set in the knowledge society of the twenty-first century (OECD, 2015). Thus, DT has been widely applied in business education and social innovation, and a similar trend has also been observed in the field of education (Carroll et al, 2010) and yet, there is a paucity of study that try to understand the important learning outcomes of such application (Taheri et al, 2016) and to empower teachers to adopt DT as a pedagogy (Panke, 2019). This presentation highlights a cross-university collaboration on nurturing 21st century skills in pre-service, in-service teachers and students with an experiential learning process through DT workshops.

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《香港2020年可持續建築環境狀況報告》提名102個傑出項目，當中JCDISI有三項推動可持續發展的工作入選。

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《香港2020年可持續建築環境狀況報告》提名102個傑出項目，當中JCDISI有三項推動可持續發展的工作入選。

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《香港2020年可持續建築環境狀況報告》提名102個傑出項目，當中JCDISI有三項推動可持續發展的工作入選。

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在國家鋼結構工程技術研究中心香港分中心的支持下，JCDISI與利安顧問有限公司和WSP合作研究最新的現代建築技術──組裝合成建築法（MiC）可如何應用於興建過渡性房屋，幫助香港應對前所未有的住屋挑戰。此研究旨在找出關鍵技術應用問題，並以可移動重用的MiC建築系統的型式提出適用的解決方案。

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城市空間易行性是建設老年人友好城市必須考慮的環境指標。易行空間促進步行和體能活動，對老年人的身心健康有益。本文選取居住區密度、道路聯通性和用地混合性三個指標測度香港城市空間的易行性，發現城市中心區（港島和九龍）的空間易行性明顯高於新界。相關性分析指出易行性與人口密度和第三產業就業率存在正相關，與家庭收入和地塊面積存在負相關。通過專家訪談，本文分析了不同空間易行性背後的規劃思路。早期城市規劃推崇的小地塊發展模式使中心區地塊面積細碎、街道狹小，促進了居住密度和用地混合度，這是造成易行性高的主要原因。然而，這同時造成了環境污染和公共衛生隱患，對老年人身心健康不利。文章指出，未來城市規劃要在地塊劃分的面積與多樣性之間求得平衡。定量測度需結合其他研究方法探討完善步行空間、提高宜居性與老年人幸福感的對策。

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雙老化」是指人口老化和樓宇老化，雖已廣受關注，卻往往被視為兩個獨立議題。香港社會整體仍未察覺兩者的複合效應，已構成香港急需面對的複雜難題。假如缺乏恰當和及時「雙老化」將嚴重影響香港的宜居度和社會韌力，威脅香港的可持續發展。本文的首要目的是闡述“雙老化”的挑戰及現有的應對方案。此外，本文主張一個綜合、以人為本的「雙智慧」方法，利用智慧老齡化和智慧城市的優點來應對此挑戰並為城市帶來積極改變。

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社福用地和處所的提供，給予一般人或社福同工的印象，是屬於土地及城市規劃工作的範疇。這個印象沒有錯。但筆者希望指出的，是規劃師及規劃署必須得到各方面的配合和合作，才能做好這方面的工作。我們也要從社會創新的角度，開拓思維、擴寬視野，啟動集體智慧，協調各方努力和合作，才能找到增加社福用地及處所供應的可能進路。

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全球各地面對急劇的人口老齡化現象，均積極地提出及進行相應的適老居住環境改善計畫，目的是提供一個安全暢達的生活環境，讓老人能獨立及自主地、在原住社區內安居頤年。過去二十多年，不同的國家包括英、美、加、澳、新等，已開始訂立及實行有關的建築法例或標準，一般以通用設計(Universal Design) 為基礎原則，同時建議較高水準的最佳實踐(Best Practice)，作為更具指導性的行業指引。與此同時，腦退化症患病率的普遍性亦急劇上升。環境心理科學亦開始探討相應的循證設計原則(Evidence Based Design)，如腦退化設計(Design for Dementia)，以緩解患者生活上的障礙、穩定甚至有助改善證狀。故此，適老環境設計有必要在現有的知識基礎上，有系統地融匯循證設計原則，並配合香港本身地區性的特質，即高密度垂直城市的居住模式，整合為一整體的人境全息設計指引，積極應對香港面臨的城市及人口“雙老化”嚴峻挑戰。

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本文從國際社會對於“殘疾”定義的轉變出發，首先梳理了“傷健共融”、“無障礙設計”、“通用設計” 理論在香港地區的發展情況；其次從政策法規、資金投入、多方配合的角度，闡述了香港無障礙環境建設的推動機制，進而介紹了香港地區在垂直居所、公共區域、旅遊景點方面的無障礙環境建設實踐成果；最後探討了該地區的經驗在理念、推進機制及建設方案方面，為中國內地城市相關設施及環境建設帶來的啟示與借鑒。

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夏鑄九教授為台灣建築和城市研究的專家，他的書《三城記》為全球化時代的香港、深圳和台灣，提供了一系列城市掃描。餘有少量實體版，請聯絡我們索取。

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著名的華文作家和文化人陳冠中先生，透過探索本地智慧，來構建一個「好社會」的參數，為社會創新奠定基礎。在他的著作《活出時代的矛盾》一書中，他探討了教育和社會創新的不同類型，以容讓下一代可應對不斷進步的科技發展。餘有少量實體版，請聯絡我們索取。

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Edinburgh Napier大學名譽教授Matthew TURNER教授在港多年，見證了這座城市的轉型。他無疑是個有趣和見識廣博的人物，適合為香港設想未來。在這本《對對談》中，探討了兩個相關的問題，即「什麼是社會創新？」和「社會創新是什麼意思，對香港意味著什麼？」。