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Providing a support surface with an even pressure distribution for wheelchair occupants is one of the primary objectives in clinical practice. Consequently a new warp-knit fabric has been developed with the aim to provide a more ideal orthopaedic support. The fabric, which has been described in a US patent, comprises a lock-knit stitch with a laid-in yarn and is made by using three guide bars with nylon and elastic yarns. In a clinical trial it was observed that users found this new fabric system to be more comfortable than a conventional wheelchair material. The relationship between relevant fabric properties (including the supporting characteristics of the fabric) and the findings of the clinical trial were investigated. Comparisons of interface pressure were made on 5 nondisabled subjects sitting on a hard surface, a conventional wheelchair seat and the new fabric under different pre-stressed tension loading. Preliminary results indicated that the average pressure under the ischial tuberosities was reduced by 34% for the new fabric system and 17% for the conventional wheelchair seating material as compared to the hard surface. In the case of the fabric system, there appears to be little effect on the interfacial pressure under the ischial tuberosities due to variation in the pre-stressed tension loading. A consideration of the physical properties of the two supporting systems under investigation revealed that the new fabric system had a number of advantages in addition to the reduction of the average pressure under ischial tuberosities and that these advantages supported the findings ofthe clinical trial.

Presents a study of the relationships between fabric drapeability and seam allowance, seam position and seam directions in terms of drape coefficient, bending length and draped profile. Concludes that by the results obtained from the sewn specimens, the draped profile of a fabric without a seam can be predicted and proved by extended experimental work. Suggests that the knowledge gained from present research on fabric drape will be useful in the determination of the drape profile on garment in practical use. Moreover, it has significant value in paving the way for establishing clothing CAD systems, and sheds light on fundamental mechanisms operating in fabric drape behaviour.

Developing a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.

As the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.

The thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.

Researchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.

Given that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.

The study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.