handbook - HKU Common Core Curriculum - The University of Hong ...
handbook - HKU Common Core Curriculum - The University of Hong ...
handbook - HKU Common Core Curriculum - The University of Hong ...
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CONTENTS<br />
Introduction<br />
What is the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong>?<br />
What are the goals?<br />
What will you study?<br />
What will you learn?<br />
How will you learn?<br />
How is it structured?<br />
How will you be assessed?<br />
Why are tutorials important?<br />
What are the requirements?<br />
• Table 1: Programme Requirements for<br />
Taking <strong>Common</strong> <strong>Core</strong> Courses for Students <strong>of</strong><br />
the 3-Year Undergraduate <strong>Curriculum</strong> Entering in 2012-13<br />
• Table 2: Programme Requirements for<br />
Taking <strong>Common</strong> <strong>Core</strong> Courses for Students <strong>of</strong><br />
the 4-Year Undergraduate <strong>Curriculum</strong> Entering in 2012-13<br />
Non-Permissible Combinations<br />
• Table 3: Non-Permissible Combinations <strong>of</strong><br />
<strong>Common</strong> <strong>Core</strong> Courses<br />
<strong>The</strong> Areas <strong>of</strong> Inquiry: Rationale,<br />
Aims and Objectives, and Key <strong>The</strong>mes<br />
• Scientific and Technological Literacy<br />
• Humanities<br />
• Global Issues<br />
• China: Culture, State and Society<br />
Course Details<br />
• Scientific and Technological Literacy<br />
• Humanities<br />
• Global Issues<br />
• China: Culture, State and Society<br />
1
4<br />
Introduction<br />
T<br />
his <strong>handbook</strong> is designed to acquaint you with the <strong>HKU</strong> <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong><br />
and to assist you in making an informed selection <strong>of</strong> the courses<br />
you wish to study. In order to maximize the benefits <strong>of</strong> your university education,<br />
it is important that you choose your courses carefully. To this end, the<br />
<strong>handbook</strong> provides you with detailed information <strong>of</strong> all the <strong>Common</strong> <strong>Core</strong> courses<br />
on <strong>of</strong>fer in 2012-2013. This information includes the course description, the<br />
learning outcomes, the study load, the assessment requirements, the required<br />
reading, and the course teacher(s). Additional relevant information might be<br />
available on the course websites.<br />
What is the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong>?<br />
T<br />
he <strong>HKU</strong> <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong>, a new requirement for undergraduate<br />
students, is an essential part <strong>of</strong> academic induction to facilitate the transition<br />
from secondary school to university. It is designed to provide key common<br />
learning experience for all <strong>HKU</strong> students and to broaden their horizons beyond<br />
their chosen disciplinary fields <strong>of</strong> study. It focuses on issues that have been, and<br />
continue to be, <strong>of</strong> deeply pr<strong>of</strong>ound significance to humankind, the core intellectual<br />
skills that all <strong>HKU</strong> undergraduates should acquire and the core values that they<br />
should uphold.<br />
What are the goals?<br />
<strong>The</strong> goals <strong>of</strong> the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong> are:<br />
1. to enable students to develop a broader perspective and a critical understanding<br />
<strong>of</strong> the complexities and the interconnectedness <strong>of</strong> the issues that they are<br />
confronted with in their everyday lives;<br />
2. to cultivate students’ appreciation <strong>of</strong> their own culture and other cultures, and<br />
the inter-relatedness among cultures;<br />
3. to enable students to see themselves as members <strong>of</strong> global as well as local communities<br />
and to play an active role as responsible individuals and citizens in<br />
these communities; and<br />
4. to enable students to develop the key intellectual skills that will be further enhanced<br />
in their disciplinary studies.
What will you study?<br />
T<br />
he <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong> is designed to help you see the interconnectedness<br />
and interdependence <strong>of</strong> human existence through exploring the<br />
following fundamental common human experiences:<br />
• the aesthetic (or symbolic) expressions <strong>of</strong> ideas and emotions<br />
• the relationship between individuals and communities, and the role <strong>of</strong> the former<br />
in the latter<br />
• the interaction amongst communities on various scales<br />
• the relationships and interdependencies between human beings, science, technology<br />
and nature<br />
• the beliefs and values that are essential to human bonding and to mediating<br />
tensions within and between groups<br />
• the relationship between our past, present and future.<br />
What will you learn?<br />
W<br />
hile the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong> as a whole will engage you in an exploration<br />
<strong>of</strong> issues <strong>of</strong> pr<strong>of</strong>ound significance in relation to a number <strong>of</strong> fundamental<br />
human experiences, the detail <strong>of</strong> what you will learn will vary from course<br />
to course. Hence, each course has its own set <strong>of</strong> learning outcomes. <strong>The</strong>se learning<br />
outcomes are statements that specify precisely what you should be able to do at the<br />
end <strong>of</strong> a course, usually expressed as knowledge, skills, or attitudes.<br />
How will you learn?<br />
S<br />
tudent workload hours for a 6-credit course, as endorsed by Senate, amount<br />
to 120-180 hours. <strong>Common</strong> <strong>Core</strong> courses normally consist <strong>of</strong> 36 contact<br />
hours, with a 2-hour lecture and a 1-hour tutorial per week. Within these sessions,<br />
you may have first-hand encounters with your subjects <strong>of</strong> study, be asked<br />
to solve problems, or be asked to decide on issues you wish to investigate. <strong>The</strong> remainder<br />
<strong>of</strong> the hours will be made up through engaging in a number <strong>of</strong> other relevant<br />
learning activities including reading, self-study, fieldwork, visits, group projects,<br />
research, and exam preparation.<br />
<strong>The</strong> one real goal <strong>of</strong> education is to leave a person asking questions.<br />
Max Beerbohm<br />
5
6<br />
How is it structured?<br />
I<br />
n order to ensure a broad and balanced exploration <strong>of</strong> the abovementioned<br />
common human experiences, the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong> is divided<br />
into four Areas <strong>of</strong> Inquiry (AoIs). However, it is important for you to realize that<br />
while these AoIs serve as a means <strong>of</strong> organizing the curriculum, they are interrelated<br />
rather than mutually exclusive. <strong>The</strong> Areas <strong>of</strong> Inquiry are:<br />
• Scientific and Technological Literacy<br />
• Humanities<br />
• Global Issues<br />
• China: Culture, State and Society<br />
Within each AoI a number <strong>of</strong> key themes have been identified, each with an outline<br />
<strong>of</strong> the key issues that should be addressed. <strong>The</strong>se themes and issues provide<br />
the building blocks for the individual courses. <strong>The</strong> AoIs and the key themes are:<br />
Scientific and Technological Literacy<br />
<strong>The</strong>mes // <strong>The</strong> Nature and Methods <strong>of</strong> Science<br />
Science, Technology and Society<br />
Science, Technology and Global Issues<br />
Science and Technology in Everyday Life<br />
Frontiers <strong>of</strong> Science and Technology<br />
Humanities<br />
<strong>The</strong>mes // <strong>The</strong> Creative Arts<br />
Historical Awareness: Past and Present<br />
Language, Communication and Society<br />
Mind-Body-Spirit<br />
Ethics and Society<br />
Global Issues<br />
<strong>The</strong>mes // Global Issues, Local Lives<br />
Challenges <strong>of</strong> Global Governance<br />
Globalization and Economic Development<br />
Global Ethics and Citizenship<br />
China: Culture, State and Society<br />
<strong>The</strong>mes // Chinese Culture: Thoughts, Values and Ways <strong>of</strong> Life<br />
Chinese Civilization: State, Society and Economy<br />
China’s Changing Environment<br />
China’s Quest for Modernization<br />
<strong>The</strong> Rise <strong>of</strong> China in the 21st Century: Challenges and Prospects
How will you be assessed?<br />
C<br />
ommon <strong>Core</strong> courses utilize diverse modes <strong>of</strong> assessment. As well as the more<br />
traditional exams, tests and quizzes, you are likely to be required to demonstrate<br />
your knowledge and skills in a variety <strong>of</strong> other ways, for example, by<br />
keeping a journal to reflect on lectures and readings, making a movie, engaging in<br />
fieldwork, undertaking research, constructing a website or doing group projects<br />
and presentations.<br />
Why are tutorials important?<br />
T<br />
utorials are an essential and compulsory element <strong>of</strong> study in the <strong>Common</strong><br />
<strong>Core</strong> <strong>Curriculum</strong>. Tutorials will normally be conducted weekly in groups <strong>of</strong><br />
no more than 12 students. <strong>The</strong> purpose <strong>of</strong> tutorials is to provide a context for<br />
you to clarify and deepen your understanding <strong>of</strong> ideas and issues arising from the<br />
course through dialogue with others in an interactive setting. Additionally, tutorials<br />
<strong>of</strong>fer an environment for you to improve your communication skills and develop<br />
your confidence. You should therefore make every effort to participate actively and<br />
constructively in tutorials. Indeed, each member <strong>of</strong> the tutorial group has responsibility<br />
for creating an effective learning experience for all concerned. Thus, it is also<br />
important that you prepare adequately for tutorials by reviewing your understanding<br />
<strong>of</strong> the relevant lecture(s), formulating questions for discussion and completing<br />
any preset tasks and/or reading requirements.<br />
Education should be related to an intercultural and interdependent<br />
world.<br />
Miguel Ángel Escotet<br />
7
8<br />
What are the requirements?<br />
3-Year Undergraduate <strong>Curriculum</strong><br />
You are required to take two 6-credit <strong>Common</strong> <strong>Core</strong> courses, chosen from two different<br />
Areas <strong>of</strong> Inquiry (AoIs), normally in your first year <strong>of</strong> study. However, the<br />
year and semester in which <strong>Common</strong> <strong>Core</strong> courses are taken vary from programme<br />
to programme. Please refer to Table 1 to find out the requirements for your programme.<br />
You are advised to check the accuracy <strong>of</strong> the information in the table with<br />
your home Faculty before choosing courses. If your programme permits, you may<br />
wish to take both courses in the same semester but if you decide to do so you will<br />
need to consider the implications for your overall workload and to check that there<br />
are no timetable clashes. All <strong>Common</strong> <strong>Core</strong> courses are taught on Wednesday afternoon<br />
apart from a few courses which are taught on Saturday morning.<br />
4-Year Undergraduate <strong>Curriculum</strong><br />
You are normally required to take six 6-credit courses, one from each AoI and not<br />
more than two from any AoI. However, the number <strong>of</strong> courses required and the<br />
year and semester in which they are taken vary from programme to programme.<br />
Please refer to Table 2 to find out the requirements for your programme. You are<br />
advised to check the accuracy <strong>of</strong> the information in the table with your home Faculty<br />
before choosing courses. Please note that whatever the requirements for<br />
your programme you are not allowed to take more than one course from any<br />
AoI in an academic year.<br />
All things in the world are linked together, in one way or another.<br />
Not a single thing comes into being without some relationship to<br />
something else.<br />
Keiji Nishitani
Table 1: Programme Requirements for Taking <strong>Common</strong> <strong>Core</strong> Courses for<br />
Students <strong>of</strong> the 3-Year Undergraduate <strong>Curriculum</strong> Entering in 2012-13<br />
Students are advised to check the accuracy <strong>of</strong> the information below with their home Faculty before choosing courses.<br />
Faculty Programme Year(s) in which the <strong>Common</strong> <strong>Core</strong> courses are taken<br />
Architecture<br />
BA(ArchStud)<br />
BA(LS)<br />
Both in Year 1<br />
BSc(Surv) One in Year 1, one in Year 2<br />
Arts<br />
BA<br />
BA(Literary Studies)<br />
Both in Year 1<br />
BBA Both in Year 1<br />
BBA(Acc&Fin) Both in Year 2<br />
BBA(IBGM) Both in Year 1<br />
Business and Economics<br />
BBA(IS)<br />
BBA(Law)<br />
BEcon<br />
Both in Year 2<br />
BBA(Law) and BBA(Law) major in Accounting: One in Year 1, one in Year 2<br />
BEcon&Fin<br />
BSc(QFin)<br />
Both in Year 1<br />
Dentistry BDS<br />
BA&BEd(LangEd)<br />
One in Year 1, one in Year 2<br />
BEd(LibSt)<br />
Both in Year 1<br />
Education<br />
BEd(LangEd)<br />
BSc(Exercise&Health) Two courses to be taken by the end <strong>of</strong> Year 2<br />
BSc(Sp&HearSc) Both in Year 1<br />
BEng(CE)<br />
BEng(CivE)<br />
Both in Year 2<br />
BEng(CivE-Law)<br />
BEng(Civ-EnvE)<br />
One in Year 1, one in Year 2<br />
BEng(CompSc) Both in Year 1<br />
Engineering<br />
BEng(EComE)<br />
BEng(EE)<br />
Both in Year 2<br />
BEng(IETM)<br />
BEng(InfoE)<br />
One in Year 1, one in Year 2<br />
BEng(LESCM)<br />
BEng(ME)<br />
BEng(ME-BSE)<br />
Both in Year 2<br />
BEng(MedE) Both in Year 1<br />
Law LLB<br />
BChinMed<br />
Four in Year 1, two in Year 2<br />
(same requirement as the 4-Year Undergraduate <strong>Curriculum</strong>)<br />
Medicine<br />
BNurs<br />
BPharm<br />
One in Year 1, one in Year 2<br />
MBBS Both in Year 1<br />
Science<br />
BSc<br />
BSc(ActuarSc)<br />
BJ<br />
Two courses to be taken by the end <strong>of</strong> Year 2<br />
One in Year 1, one in Year 2<br />
Social Sciences<br />
BSocSc<br />
BSocSc(Govt&Laws)<br />
BSW<br />
Both in Year 1<br />
9
10<br />
Table 2: Programme Requirements for Taking <strong>Common</strong> <strong>Core</strong> Courses for<br />
Students <strong>of</strong> the 4-Year Undergraduate <strong>Curriculum</strong> Entering in 2012-13<br />
Students are advised to check the accuracy <strong>of</strong> the information below with their home Faculty before choosing courses.<br />
Faculty Programme Year(s) in which the <strong>Common</strong> <strong>Core</strong> courses are taken<br />
BA(ArchStud)<br />
BA(LS)<br />
Four in Year 1, two in Year 2<br />
Architecture<br />
BSc(Surv) Four in Year 1, one in Year 2, one in Year 3<br />
BA(Conservation)<br />
BA(UrbanStud)<br />
Four in Year 1, two in Year 2<br />
Arts<br />
BA<br />
1, 2<br />
BA(Literary Studies)<br />
BBA<br />
Six within the first 3 years<br />
Four within the first 2 years<br />
BBA(Acc&Fin)<br />
BBA(IBGM)<br />
Four in Year 1, two in Year 2<br />
Business and Economics<br />
BBA(IS)<br />
BBA(Law)<br />
BEcon<br />
One in Year 1, two in Year 2, three in Year 3<br />
BEcon&Fin<br />
BSc(QFin)<br />
Three in Year 1, two in Year 2, one in Year 3<br />
Dentistry BDS Four in Year 1, two in Year 2<br />
BA&BEd(LangEd)<br />
Education<br />
1<br />
Three in Year 1, one in Year 2<br />
BSc(Exercise&Health)<br />
BSc(Sp&HearSc)<br />
Four in Year 1, two in Year 2<br />
BSc(IM)<br />
Two in the first year <strong>of</strong> the curriculum [BSc(IM) is a curriculum admitting<br />
students to senior year places only, i.e. direct entry to Year 3]<br />
BEd&BSc 1<br />
BEd&BSocSc 1<br />
Two in Year 1, two in Year 2<br />
Engineering<br />
BEng(CE)<br />
BEng(CivE)<br />
BEng(Civ-EnvE)<br />
BEng(CompSc)<br />
BEng(ElecE)<br />
BEng(EE)<br />
BEng(IETM)<br />
BEng(LESCM)<br />
BEng(ME)<br />
BEng(ME-BSE)<br />
BEng(MedE)<br />
BEng(EngSci)<br />
Three in Year 1, three in Year 2<br />
Law LLB Four in Year 1, two in Year 2<br />
BBiomedSc Four in Year 1, two in Year 2<br />
BChinMed Three in Year 1, three in Year 2<br />
Medicine<br />
BNurs<br />
BPharm<br />
MBBS<br />
Four in Year 1, two in Year 2<br />
Science<br />
BSc<br />
BSc(ActuarSc)<br />
BJ<br />
Two in Year 1, two in Year 2, two in Year 3<br />
Social Sciences<br />
BSocSc<br />
BSW<br />
Six within the first 3 years<br />
1, 3<br />
BSocSc(Govt&Laws) Two in Year 1, two in Year 2<br />
1. Double degree -- four <strong>Common</strong> <strong>Core</strong> courses are required.<br />
2. Before the commencement <strong>of</strong> semester 1 in Year 3, students will be required to declare if they will continue with the LLB programme.<br />
Students who opt out <strong>of</strong> the LLB programme will be required to complete the remaining two <strong>Common</strong> <strong>Core</strong> courses by the end <strong>of</strong> Year 4 if necessary.<br />
3. Before the commencement <strong>of</strong> semester 2 in Year 3, students will be required to declare if they will continue with the LLB programme.<br />
Students who opt out <strong>of</strong> the LLB programme will be required to complete the remaining two <strong>Common</strong> <strong>Core</strong> courses in the second semester in Year 3<br />
and in Year 4 if necessary.
Non-Permissible Combinations<br />
Courses in which there is considerable overlap <strong>of</strong> issues covered will be listed as nonpermissible<br />
combinations, and you will only be permitted to take one course in those<br />
combinations. Please check Table 3 for non-permissible combinations before you choose<br />
your courses.<br />
Table 3: Non-Permissible Combinations <strong>of</strong> <strong>Common</strong> <strong>Core</strong> Courses.<br />
Course Code Course Title<br />
CCST9006 Biomedical Breakthroughs in a Pluralistic World<br />
CCST9011 Biotechnology -- Science and Impacts<br />
CCST9003 Everyday Computing and the Internet<br />
CCST9004 Appropriate Technology for the Developing World<br />
CCST9015 Electronic Technologies in Everyday Life<br />
CCST9013 Our Living Environment<br />
CCST9016 Energy: Its Evolution and Environmental Impacts<br />
CCST9002 Quantitative Literacy in Science, Technology and Society<br />
CCST9039 Statistics and Our Society<br />
CCST9017 Hidden Order in Daily Life: A Mathematical Perspective<br />
CCST9037 Mathematics: A Cultural Heritage<br />
CCST9010 <strong>The</strong> Science <strong>of</strong> Crime Investigation<br />
CCST9030 Forensic Science: Unmasking Evidence, Mysteries and Crimes<br />
CCST9028 Critical Thinking about Science and Technology<br />
CCST9035 Making Sense <strong>of</strong> Science-related Social Issues<br />
CCHU9007 Sexuality and Gender: Diversity and Society<br />
CCHU9015 Sex and Intimacy in Modern Times<br />
CCHU9039 Sexuality and Culture<br />
CCGL9004 Governance and Democracy in the Age <strong>of</strong> Globalization<br />
CCGL9006 Asian Regional Governance in an Age <strong>of</strong> Globalization<br />
CCGL9016 Feeding the World<br />
CCGL9017 Food: Technology, Trade and Culture<br />
CCGL9005 Poverty, Development, and the Next Generation: Challenges for a Global World<br />
CCGL9025 <strong>The</strong> Political Economy <strong>of</strong> Growth and Poverty in the World<br />
CCGL9002 <strong>Hong</strong> Kong Culture in the Context <strong>of</strong> Globalization<br />
CCGL9026 Think Global, Act Local: You, <strong>Hong</strong> Kong, and the World<br />
To the extent that we are all educated and informed, we will be<br />
more equipped to deal with the gut issues that tend to divide us.<br />
Caroline Kennedy Schlossberg<br />
11
12<br />
Rationale<br />
<strong>The</strong> well-being <strong>of</strong> our society owes much to science<br />
and technology. Science and technology<br />
transform our living conditions tremendously<br />
and contribute to pr<strong>of</strong>ound changes in our society.<br />
However, while some <strong>of</strong> these changes bring<br />
great benefits to us (such as health, security and<br />
economic prosperity) some other changes bring<br />
damages and threats to the world (such as environmental<br />
degradation and ecological imbalance).<br />
Because <strong>of</strong> the high stakes involved, all<br />
members <strong>of</strong> our community need to be literate in<br />
science and technology.<br />
A scientifically and technologically literate individual<br />
is better able to cope with the demands<br />
<strong>of</strong> everyday life in an increasingly technologydominated<br />
society, better positioned to evaluate<br />
and respond critically to the supposed “scientific<br />
evidence” used by advertising agencies and politicians<br />
to promote particular products and policies,<br />
better equipped to make important life decisions,<br />
and more ready and willing to engage in debates<br />
on contemporary socio-scientific issues.<br />
AoI // Scientific<br />
and Technological Literacy<br />
Scientifically literate individuals benefit not<br />
only intellectually but also aesthetically and<br />
moral-ethically. A scientifically literate individual<br />
is better able to appreciate the beauty<br />
and wonders <strong>of</strong> nature, just as an individual<br />
who is knowledgeable in music and fine arts<br />
can appreciate a musical theme or a work <strong>of</strong><br />
art. An understanding <strong>of</strong> the ethical standards<br />
and code <strong>of</strong> responsible behaviour that should<br />
be observed within the scientific community<br />
enables individuals to make better decisions in<br />
their personal and pr<strong>of</strong>essional lives as responsible<br />
individuals and citizens.<br />
Increased scientific literacy will also benefit<br />
society as a whole, in that the humanities and<br />
the sciences can be brought together, and citizens<br />
will share a more common and holistic<br />
knowledge that can serve as a unifying force for<br />
democratic living. Scientific literacy promotes<br />
decision making that is more democratic (by<br />
encouraging people to exercise their democratic<br />
rights) and more effective (with people exercising<br />
their rights more wisely and responsibly)<br />
on the more and more complex issues <strong>of</strong> scientific<br />
and technological public policy.
Aim and Objectives<br />
<strong>The</strong> aim <strong>of</strong> raising students’ levels <strong>of</strong> scientific<br />
and technological literacy is to enable them to<br />
engage critically with knowledge and discourse<br />
on science and technology and to respond actively<br />
and appropriately to issues surrounding<br />
scientific and technological advancements.<br />
<strong>The</strong> objectives are:<br />
1. to equip students with a general understanding<br />
<strong>of</strong> the fundamental ideas, principles<br />
and theories <strong>of</strong> science and technology<br />
and <strong>of</strong> natural phenomena and the ways in<br />
which scientific and technological knowledge<br />
is generated, validated and disseminated,<br />
and to enable students to use this<br />
knowledge appropriately and effectively;<br />
2. to enable students to understand the form,<br />
structure and purpose <strong>of</strong> scientific language,<br />
to read and interpret scientific data<br />
and scientific arguments, and at a general<br />
level, to evaluate their validity and reliability<br />
or claim to knowledge;<br />
3. to arouse students’ general interest in science<br />
and technology, and to inculcate a willingness<br />
and capacity to update and acquire<br />
new scientific and technological knowledge;<br />
4. to enhance students’ awareness <strong>of</strong> the circumstances<br />
surrounding the history and<br />
development <strong>of</strong> some <strong>of</strong> the “big ideas” <strong>of</strong><br />
science, and the social implications <strong>of</strong> important<br />
technologies;<br />
5. to enable students to be critically aware <strong>of</strong><br />
contemporary socio-scientific and technology<br />
issues at the local, regional, national<br />
and global levels;<br />
6. to develop students’ appreciation <strong>of</strong> the<br />
complexity <strong>of</strong> inter-relationships among<br />
science, technology, society and environment,<br />
and the role played by science and<br />
technology in the progress <strong>of</strong> civilization;<br />
7. to raise students’ awareness <strong>of</strong> the moralethical<br />
issues associated with scientific and<br />
technology research and the deployment<br />
<strong>of</strong> scientific knowledge and technological<br />
innovations, and to enable them to engage<br />
actively with these issues in an ethically appropriate<br />
manner; and<br />
8. to enable students to see the interconnection<br />
between the humanities and the sciences<br />
and technology.<br />
Key <strong>The</strong>mes //<br />
Under this AoI, the following key themes will be addressed:<br />
> <strong>The</strong> Nature and Methods <strong>of</strong> Science<br />
> Science, Technology and Society<br />
> Science, Technology and Global Issues<br />
> Science and Technology in Everyday Life<br />
> Frontiers <strong>of</strong> Science and Technology.<br />
13
14<br />
Rationale<br />
AoI // Humanities<br />
<strong>The</strong> humanities engage with the fundamental<br />
questions <strong>of</strong> human existence. <strong>The</strong>y unravel how<br />
humans make sense <strong>of</strong> the world from critical,<br />
interpretive and analytical perspectives. <strong>The</strong> issues<br />
that the humanities have tried to grapple<br />
with pertain to the intellectual, moral, aesthetic,<br />
and spiritual aspects <strong>of</strong> human existence. <strong>The</strong><br />
study <strong>of</strong> the humanities raises our awareness <strong>of</strong><br />
human qualities and experiences which are inextricably<br />
bound up with the context and culture<br />
in which they are embedded. Understanding how<br />
humans are related to each other and the moral<br />
responsibility <strong>of</strong> humans to their fellow humans<br />
and the community to which they belong is fundamental<br />
to the study <strong>of</strong> the humanities. Moreover,<br />
as Procter points out, “<strong>The</strong> humanities … not<br />
only give us a history <strong>of</strong> the modern self; they<br />
remind us that our own culture, our own past,<br />
contains experiences and ideals which can help<br />
us to transcend this self and find other ways <strong>of</strong><br />
experiencing our humanity.” (1998, p. 174) In<br />
summary, the humanities are unified by (a) an<br />
attempt to address the various aspects <strong>of</strong> human<br />
existence through (b) the employment <strong>of</strong><br />
interpretive, critical and analytical methods <strong>of</strong><br />
inquiry.<br />
While the modes <strong>of</strong> thinking and enquiry <strong>of</strong> the<br />
humanities are critical and interpretive in nature<br />
whereas those <strong>of</strong> the sciences are mostly<br />
empirical in nature, we should not overlook the<br />
interconnection between the two. Although<br />
in the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong>, science and<br />
technological literacy and humanistic studies<br />
are organized as two separate AoIs, the courses<br />
in both AoIs should enable students to see the<br />
interconnection between them.
Aim and Objectives<br />
<strong>The</strong> aim <strong>of</strong> this AoI is to enable students to appreciate<br />
how intellectual, moral, aesthetic and<br />
spiritual aspects <strong>of</strong> human existence have been<br />
explored from critical, analytical and interpretive<br />
perspectives, to think about the meaning <strong>of</strong><br />
our lives, and to seek wisdom and virtue, as embodied<br />
in the <strong>HKU</strong> motto: Sapientia et Virtus.<br />
<strong>The</strong> objectives are to enable students:<br />
1. to gain an understanding <strong>of</strong> the distinctive<br />
qualities and experiences <strong>of</strong> being human;<br />
2. to appreciate the ways in which humans express<br />
their experiences through literatures<br />
and arts;<br />
3. to become aware <strong>of</strong> the fact that human<br />
qualities and experiences are situated in<br />
the contexts and cultures <strong>of</strong> which they are<br />
a part;<br />
4. to understand human relationships and the<br />
social fabric <strong>of</strong> human communities;<br />
5. to become aware <strong>of</strong> the relationship between<br />
humankind and other forms <strong>of</strong> lives<br />
and the place <strong>of</strong> humankind in the “web <strong>of</strong><br />
life”;<br />
6. to become aware <strong>of</strong> their moral responsibilities<br />
to their fellow humans and other<br />
forms <strong>of</strong> lives, and to uphold civic and moral<br />
values;<br />
7. to engage in critical, interpretive and analytical<br />
exploration <strong>of</strong> human qualities and<br />
experiences; and<br />
8. to appreciate the interconnection between<br />
studies <strong>of</strong> science and technology and those<br />
<strong>of</strong> humanities.<br />
Key <strong>The</strong>mes //<br />
Education in the humanities is traditionally organized<br />
under the following fields <strong>of</strong> study: language, history,<br />
literature, visual and performing arts, and philosophy.<br />
However, this AoI will comprise five interdisciplinary<br />
themes that cross these boundaries, all <strong>of</strong> which address<br />
the intellectual, moral, aesthetic and spiritual aspects <strong>of</strong><br />
human existence:<br />
> <strong>The</strong> Creative Arts<br />
> Historical Awareness: Past and Present<br />
> Language, Communication and Society<br />
> Mind-Body-Spirit<br />
> Ethics and Society.<br />
15
16<br />
Rationale<br />
AoI // Global Issues<br />
Today we live in a world with an unprecedented<br />
level <strong>of</strong> interdependence. Our lives are pr<strong>of</strong>oundly<br />
affected by decisions and events that occur in<br />
places far away from us. Capital, products, services,<br />
information, ideas and people move across<br />
national borders much more easily and rapidly<br />
than before. Such domestic issues as food, energy,<br />
health, environment, economic development<br />
and national security have acquired a significant<br />
global dimension. How are we to comprehend the<br />
complex nature <strong>of</strong> globalization that significantly<br />
shapes our personal, social, cultural, economic,<br />
and political lives? What are the pros and cons <strong>of</strong><br />
globalization? What duties and rights do people <strong>of</strong><br />
this global village have towards each other? What<br />
are the opportunities and challenges that confront<br />
the contemporary world? <strong>The</strong>se questions<br />
merit careful thinking by every <strong>HKU</strong> student, as<br />
one <strong>of</strong> the <strong>University</strong>’s six educational aims is to<br />
develop capabilities in intercultural understanding<br />
and global citizenship.
Aim and Objectives<br />
<strong>The</strong> aim <strong>of</strong> this AoI is to enable students to<br />
think globally and live as informed and active<br />
members <strong>of</strong> a global community.<br />
<strong>The</strong> objectives are to enable students:<br />
1. to understand that globalization is a multifaceted<br />
and contested concept;<br />
2. to develop an appreciation <strong>of</strong> the interconnectedness<br />
(or interdependence) <strong>of</strong> the<br />
world in which they live;<br />
3. to develop a critical awareness <strong>of</strong> how their<br />
daily lives are shaped by globalization;<br />
4. to develop an ability to critically analyze<br />
the nature <strong>of</strong> globalization, and its pros and<br />
cons;<br />
5. to develop a capability to reflect on their<br />
duties and rights as global citizens and to be<br />
critically aware <strong>of</strong> the moral controversies<br />
that confront existing international institutions;<br />
and<br />
6. to cultivate a willingness to become informed<br />
and active members <strong>of</strong> a global community.<br />
Key <strong>The</strong>mes //<br />
An understanding <strong>of</strong> globalization can be approached<br />
from various perspectives, including the impact<br />
<strong>of</strong> globalization on our daily lives, the processes <strong>of</strong><br />
globalization and the resulting interdependencies and<br />
inequalities at local, national, international levels,<br />
the challenges <strong>of</strong> global governance in relation to<br />
globalization, and the duties and rights <strong>of</strong> global citizens.<br />
<strong>The</strong> following themes elaborate on these perspectives<br />
and serve as a framework for organizing courses:<br />
> Global Issues, Local Lives<br />
> Challenges <strong>of</strong> Global Governance<br />
> Globalization and Economic Development<br />
> Global Ethics and Citizenship.<br />
17
18<br />
Rationale<br />
China is a rich, enduring, yet progressing civilization<br />
that still instills awe or admiration across the<br />
globe. Understanding China from past to present<br />
enables our students not only to see how a major<br />
civilization in the world has experienced both<br />
grandeur as well as setbacks, but also to understand<br />
the historical processes and international<br />
forces that have shaped the conditions <strong>of</strong> the<br />
Chinese across time and space. In order to com-<br />
AoI // China:<br />
Culture, State and Society<br />
prehend the complexities <strong>of</strong> China’s changing<br />
fortunes and the fundamental challenges confronting<br />
her today, one has to examine how the<br />
Chinese have lived their lives, formed and debated<br />
their values, identities and heritage, and<br />
survived dramatic changes over the centuries.<br />
Since the late 1970s, China’s achievements in<br />
carrying out economic reforms and open door<br />
policy have not only improved the livelihood <strong>of</strong><br />
the majority <strong>of</strong> the Chinese people, but also created<br />
enormous business opportunities for many
countries in the world. Its phenomenal economic<br />
growth has laid the foundation for China’s<br />
recent rise as a major power on the world stage.<br />
<strong>Hong</strong> Kong is the most cosmopolitan city on<br />
Chinese soil today. Yet her history reminds us<br />
<strong>of</strong> modern China’s precarious quest for modernity<br />
and her role in bridging China and the West.<br />
<strong>The</strong> future <strong>of</strong> Greater China, comprising the<br />
Mainland, <strong>Hong</strong> Kong, Macau and Taiwan, will<br />
have far reaching repercussions for Asia and the<br />
world. <strong>Hong</strong> Kong, being a unique, dynamic part<br />
<strong>of</strong> China, is privileged intellectually, culturally<br />
and geographically to engage in a critical, intellectual<br />
inquiry <strong>of</strong> China’s civilization, people<br />
and environment. Reflecting upon China’s past,<br />
interpreting her present, and exploring the prospects<br />
<strong>of</strong> her progress and future pose a series <strong>of</strong><br />
intellectual puzzles that merit the attention and<br />
thought <strong>of</strong> every student at <strong>HKU</strong>.<br />
Aim and Objectives<br />
<strong>The</strong> aim <strong>of</strong> this AoI is to enhance the interest<br />
and intellectual ability <strong>of</strong> students in understanding<br />
China from past to present and from<br />
different disciplinary perspectives and to engage<br />
them in critical inquiries <strong>of</strong> the issues and<br />
problems faced by China.<br />
<strong>The</strong> objectives are:<br />
1. to enhance the interest <strong>of</strong> students in understanding<br />
China’s civilization, people<br />
and environment and in searching and constructing<br />
the meanings <strong>of</strong> being Chinese;<br />
2. to guide students in an intellectual journey<br />
through key aspects <strong>of</strong> China’s social, economic<br />
and political transformation from a<br />
variety <strong>of</strong> disciplinary perspectives;<br />
3. to heighten the sensitivity and awareness<br />
<strong>of</strong> students in appreciating the characteristics<br />
and diversities <strong>of</strong> China’s culture and<br />
heritage, her cultural transformation and<br />
dynamism, as well as her changing relations<br />
with other cultures;<br />
4. to engage students in critically reflecting on<br />
the challenges and possibilities in China’s<br />
quest for modernity and the implications <strong>of</strong><br />
her recent transformation; and<br />
5. to explore the many roles played by <strong>Hong</strong><br />
Kong, Macau, Taiwan and overseas Chinese<br />
communities in the making <strong>of</strong> modern China<br />
and the shaping <strong>of</strong> her future.<br />
Key <strong>The</strong>mes //<br />
<strong>The</strong> following key themes will be addressed in the AoI:<br />
> Chinese Culture: Thoughts, Values and Ways <strong>of</strong> Life<br />
> Chinese Civilization: State, Society, and Economy<br />
> China’s Changing Environment<br />
> China’s Quest for Modernization<br />
> <strong>The</strong> Rise <strong>of</strong> China in the 21st Century: Challenges and Prospects.<br />
19
20<br />
Life 2.0: Synthetic Biology<br />
and the Future Bioeconomy<br />
Course Code: CCST9001<br />
Quantitative Literacy<br />
in Science, Technology<br />
and Society<br />
Course Code: CCST9002<br />
Everyday Computing<br />
and the Internet<br />
Course Code: CCST9003<br />
Appropriate Technology for<br />
the Developing World<br />
Course Code: CCST9004<br />
Science and Health:<br />
<strong>The</strong> Ever-changing<br />
Challenges and Solutions<br />
Course Code: CCST9005<br />
Biomedical Breakthroughs<br />
in a Pluralistic World<br />
Course Code: CCST9006<br />
Vision: <strong>The</strong> Science<br />
and Art <strong>of</strong> Perception<br />
Course Code: CCST9007<br />
Infectious Disease<br />
in a Changing World<br />
Course Code: CCST9008<br />
Living with Stem Cells<br />
Course Code: CCST9009<br />
<strong>The</strong> Science <strong>of</strong> Crime<br />
Investigation<br />
Course Code: CCST9010<br />
Biotechnology –<br />
Science and Impacts<br />
Course Code: CCST9011<br />
Our Place in the Universe<br />
Course Code: CCST9012<br />
Our Living Environment<br />
Course Code: CCST9013<br />
Science and Music<br />
Course Code: CCST9014<br />
Scientific and<br />
Technological Literacy<br />
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Electronic Technologies<br />
in Everyday Life<br />
Course Code: CCST9015<br />
Energy: Its Evolution<br />
and Environmental Impacts<br />
Course Code: CCST9016<br />
Hidden Order in Daily Life:<br />
A Mathematical<br />
Perspective<br />
Course Code: CCST9017<br />
Origin and<br />
Evolution <strong>of</strong> Life<br />
Course Code: CCST9018<br />
Understanding Climate<br />
Change<br />
Course Code: CCST9019<br />
Sustainable Development<br />
<strong>of</strong> the Built Environment<br />
Course Code: CCST9020<br />
<strong>Hong</strong> Kong:<br />
Our Marine Heritage<br />
Course Code: CCST9021<br />
How the Mass Media<br />
Depicts Science, Technology<br />
and the Natural World<br />
Course Code: CCST9022<br />
<strong>The</strong> Oceans:<br />
Science and Society<br />
Course Code: CCST9023<br />
Blood, Beliefs, Biology<br />
Course Code: CCST9024<br />
Genetics and<br />
Human Nature<br />
Course Code: CCST9025<br />
Scientific Revolutions<br />
and their Impact on<br />
Modern Societies<br />
Course Code: CCST9026<br />
<strong>The</strong> Science <strong>of</strong><br />
Irrational Thinking<br />
Course Code: CCST9027<br />
Critical Thinking about<br />
Science and Technology<br />
Course Code: CCST9028<br />
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Cyberspace Crime:<br />
Technology and Ethics<br />
Course Code: CCST9029<br />
Forensic Science: Unmasking<br />
Evidence, Mysteries and<br />
Crimes<br />
Course Code: CCST9030<br />
“Intelligent” Architecture<br />
and Sustainability<br />
Course Code: CCST9032<br />
Left Brain, Right Brain:<br />
Science and Myth<br />
Course Code: CCST9033<br />
Living in<br />
a Hazardous World<br />
Course Code: CCST9034<br />
Making Sense <strong>of</strong><br />
Science-related<br />
Social Issues<br />
Course Code: CCST9035<br />
Material World:<br />
Past, Present, and Future<br />
Course Code: CCST9036<br />
Mathematics:<br />
A Cultural Heritage<br />
Course Code: CCST9037<br />
Science and<br />
Science Fiction<br />
Course Code: CCST9038<br />
Statistics and Our Society<br />
Course Code: CCST9039<br />
<strong>The</strong> Science <strong>of</strong> Evidence:<br />
Is Medicine Scientific?<br />
Course Code: CCST9040<br />
<strong>The</strong> World <strong>of</strong> Waves<br />
Course Code: CCST9042<br />
It’s All About Time<br />
Course Code: CCST9043<br />
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Designs on the Future:<br />
Sustainability <strong>of</strong><br />
the Built Environment<br />
Course Code: CCHU9001<br />
Battles for Bodies:<br />
<strong>The</strong> Birth <strong>of</strong><br />
Surveillance Society<br />
Course Code: CCHU9002<br />
Making History:<br />
Engaging with the<br />
Powerful Past<br />
Course Code: CCHU9003<br />
Catastrophes, Cultures,<br />
and the Angry Earth<br />
Course Code: CCHU9004<br />
Food and Values<br />
Course Code: CCHU9005<br />
Girl Power in a<br />
Man’s World<br />
Course Code: CCHU9006<br />
Sexuality and Gender:<br />
Diversity and Society<br />
Course Code: CCHU9007<br />
Moral Controversies in<br />
Contemporary Society<br />
Course Code: CCHU9009<br />
Being Different: Understanding<br />
People with<br />
Disabilities<br />
Course Code: CCHU9010<br />
Social Divisions in<br />
Contemporary Societies<br />
Course Code: CCHU9011<br />
Body, Beauty and Fashion<br />
Course Code: CCHU9012<br />
Cultural Heritages in the<br />
Contemporary World<br />
Course Code: CCHU9013<br />
Humanities<br />
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Spirituality, Religion and<br />
Social Change<br />
Course Code: CCHU9014<br />
Sex and Intimacy in<br />
Modern Times<br />
Course Code: CCHU9015<br />
<strong>The</strong> British Empire in Text<br />
and Image<br />
Course Code: CCHU9016<br />
Stages <strong>of</strong> Life: Scientific<br />
Fact or Social Fiction?<br />
Course Code: CCHU9017<br />
Arts and Ideas:<br />
East and West<br />
Course Code: CCHU9018<br />
From Health to Well-being<br />
Course Code: CCHU9019<br />
Being Good When No One<br />
is Watching: On Becoming<br />
an Ethical Pr<strong>of</strong>essional<br />
Course Code: CCHU9020<br />
Critical Thinking in<br />
Contemporary Society<br />
Course Code: CCHU9021<br />
Journey into Madness:<br />
Conceptions <strong>of</strong> Mental<br />
Health and Mental Illness<br />
Course Code: CCHU9022<br />
Shaping the Landscape:<br />
A Quest for Harmony between<br />
Nature and the City<br />
Course Code: CCHU9023<br />
<strong>The</strong> Last Dance: Understanding<br />
Death and Dying<br />
Course Code: CCHU9024<br />
Creativity, Technology<br />
and Law<br />
Course Code: CCHU9025<br />
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Cultures <strong>of</strong> War:<br />
Making Sense <strong>of</strong> the<br />
Human Fighting Instinct<br />
Course Code: CCHU9026<br />
Happy Endings:<br />
How a Text Ends<br />
Course Code: CCHU9028<br />
Language Play as Social<br />
Communication in<br />
Multilingual Settings<br />
Course Code: CCHU9031<br />
Literature and the<br />
Environment<br />
Course Code: CCHU9033<br />
Metropolitan Visions:<br />
Modernity, Architecture<br />
and the City<br />
Course Code: CCHU9034<br />
Politics <strong>of</strong> Space<br />
Course Code: CCHU9035<br />
Reflecting on Human<br />
Experience through<br />
Literature<br />
Course Code: CCHU9036<br />
Music and<br />
the Human Body<br />
Course Code: CCHU9038<br />
Sexuality and Culture<br />
Course Code: CCHU9039<br />
Human Language:<br />
Nature or Nurture?<br />
Course Code: CCHU9042<br />
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22<br />
<strong>Hong</strong> Kong Cinema<br />
through a Global Lens<br />
Course Code: CCGL9001<br />
<strong>Hong</strong> Kong Culture in the<br />
Context <strong>of</strong> Globalization<br />
Course Code: CCGL9002<br />
Contagions:<br />
Global Histories <strong>of</strong> Disease<br />
Course Code: CCGL9003<br />
Governance and<br />
Democracy in the Age <strong>of</strong><br />
Globalization<br />
Course Code: CCGL9004<br />
Poverty, Development,<br />
and the Next Generation:<br />
Challenges for a Global World<br />
Course Code: CCGL9005<br />
Asian Regional Governance<br />
in an Age <strong>of</strong> Globalization<br />
Course Code: CCGL9006<br />
Youth in a Global World<br />
Course Code: CCGL9007<br />
Cybersocieties:<br />
Understanding Technology<br />
as Global Change<br />
Course Code: CCGL9008<br />
Local Cultures<br />
and Global Markets<br />
Course Code: CCGL9009<br />
Sports Culture<br />
under Global Capitalism<br />
Course Code: CCGL9010<br />
Media in the Age <strong>of</strong><br />
Globalization<br />
Course Code: CCGL9011<br />
Global Issues<br />
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Media, Politics<br />
and the Environment<br />
Course Code: CCGL9012<br />
Globalization:<br />
African Experiences<br />
Course Code: CCGL9013<br />
Thinking about<br />
Global Ethics<br />
Course Code: CCGL9014<br />
Globalization and<br />
Migration<br />
Course Code: CCGL9015<br />
Feeding the World<br />
Course Code: CCGL9016<br />
Food: Technology,<br />
Trade and Culture<br />
Course Code: CCGL9017<br />
Corporate Social<br />
Responsibility<br />
Course Code: CCGL9018<br />
Economic Globalization:<br />
Issues and Challenges<br />
Course Code: CCGL9019<br />
Environment,<br />
Globalization, and the Law<br />
Course Code: CCGL9020<br />
Globalization and Tourism<br />
Course Code: CCGL9021<br />
Internet,<br />
Media and Society<br />
Course Code: CCGL9023<br />
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<strong>The</strong> Life and Death <strong>of</strong> Languages:<br />
Diversity, Identity<br />
and Globalization<br />
Course Code: CCGL9024<br />
<strong>The</strong> Political Economy <strong>of</strong><br />
Growth and Poverty<br />
in the World<br />
Course Code: CCGL9025<br />
Think Global, Act Local:<br />
You, <strong>Hong</strong> Kong,<br />
and the World<br />
Course Code: CCGL9026<br />
Criminal Organizations, Clandestine<br />
Globalization and the<br />
Illicit World Political Economy<br />
Course Code: CCGL9027<br />
Understanding<br />
the Financial Crisis<br />
Course Code: CCGL9030<br />
Entrepreneurship: Global<br />
and Social Development<br />
Course Code: CCGL9031<br />
Rule <strong>of</strong> Law in a<br />
Globalizing World<br />
Course Code: CCGL9032<br />
Weapons <strong>of</strong> Mass Destruction:<br />
Science, Proliferation<br />
and Terrorism<br />
Course Code: CCGL9033<br />
English as a Global<br />
Language in Asian<br />
Contexts<br />
Course Code: CCGL9038<br />
World Heritage and Us<br />
Course Code: CCGL9039<br />
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Chinese House and Garden:<br />
Architecture, Landscape,<br />
and Material Culture<br />
Course Code: CCCH9001<br />
Chinese Cities<br />
in the 21st Century<br />
Course Code: CCCH9002<br />
Modernity and Traditional<br />
Chinese Thought<br />
Course Code: CCCH9003<br />
Ideas and Images <strong>of</strong> the<br />
West in Late Imperial China<br />
Course Code: CCCH9004<br />
China’s Modernization in<br />
the East Asian Context<br />
Course Code: CCCH9006<br />
China in the<br />
Global Economy<br />
Course Code: CCCH9007<br />
<strong>Hong</strong> Kong’s Environment:<br />
Issues and Policies<br />
Course Code: CCCH9008<br />
Protests, Rebellions and<br />
Revolutions in Modern China:<br />
From 1840 until Today<br />
Course Code: CCCH9009<br />
Understanding China’s<br />
Governance:<br />
Challenges and Prospects<br />
Course Code: CCCH9010<br />
China’s Rise<br />
and Asia’s Future<br />
Course Code: CCCH9011<br />
China and World Order<br />
Course Code: CCCH9012<br />
China: Culture,<br />
State and Society<br />
p.132<br />
p.133<br />
p.134<br />
p.135<br />
p.136<br />
p.137<br />
p.138<br />
p.139<br />
p.140<br />
p.141<br />
p.142<br />
Love, Marriage<br />
and Sex in Modern China<br />
Course Code: CCCH9013<br />
Social Development<br />
Challenges in China<br />
Course Code: CCCH9014<br />
Population, Society and<br />
Sustainable Development<br />
in <strong>Hong</strong> Kong<br />
Course Code: CCCH9015<br />
<strong>Hong</strong> Kong: Becoming<br />
a Chinese Global City<br />
Course Code: CCCH9016<br />
People, Propaganda and<br />
Pr<strong>of</strong>it: Understanding<br />
Media in China<br />
Course Code: CCCH9017<br />
Buddhism and<br />
Chinese Culture<br />
Course Code: CCCH9018<br />
Science and Technology:<br />
Lessons from China<br />
Course Code: CCCH9020<br />
Chinese Business and<br />
Society: Past and Present<br />
Course Code: CCCH9021<br />
Family and Development<br />
in Modern China<br />
Course Code: CCCH9023<br />
Following the Dao: Ways<br />
<strong>of</strong> Life in Chinese Thought<br />
Course Code: CCCH9024<br />
Humanity and Nature in<br />
Chinese Thought<br />
Course Code: CCCH9025<br />
p.143<br />
p.144<br />
p.145<br />
p.146<br />
p.147<br />
p.148<br />
p.149<br />
p.150<br />
p.151<br />
p.152<br />
p.153<br />
<strong>Hong</strong> Kong and China’s<br />
Economic Development<br />
Course Code: CCCH9028<br />
Ideas and Practices <strong>of</strong> Healing<br />
in Traditional China<br />
Course Code: CCCH9029<br />
Modernization and Constitutionalism<br />
in China<br />
Course Code: CCCH9030<br />
Property Rights, Built<br />
Heritage and Sustainable<br />
Development in <strong>Hong</strong> Kong<br />
Course Code: CCCH9031<br />
Sports and<br />
Chinese Society<br />
Course Code: CCCH9032<br />
Sustainable Urban Development<br />
and <strong>Hong</strong> Kong<br />
Course Code: CCCH9033<br />
Musicking the Silk Road<br />
Course Code: CCCH9035<br />
Environmental Pollution<br />
in China<br />
Course Code: CCCH9036<br />
Chinese Mythology<br />
Course Code: CCCH9037<br />
Early Chinese Political<br />
Thought and the Law<br />
Course Code: CCCH9038<br />
Curing the Chinese:<br />
Medicine and Society in<br />
Modern China<br />
Course Code: CCCH9039<br />
p.154<br />
p.155<br />
p.156<br />
p.157<br />
p.158<br />
p.159<br />
p.160<br />
p.161<br />
p.162<br />
p.163<br />
p.164<br />
23
24<br />
Scientific & Technological Literacy<br />
Course Code // CCST9001<br />
Required Reading<br />
Biology 2.0. (2010, June 19). <strong>The</strong> Economist, 395(8687). [A<br />
special report on the human genome]<br />
ETC Group. (2010). Synthetic biology and the next assault<br />
on biodiversity and livelihoods. <strong>The</strong> New Biomassters.<br />
From http://www.etcgroup.org/<br />
Geddes, L. (2008). Rewriting the code for life. <strong>The</strong> New<br />
Scientist, 198(2660), 6-7.<br />
Gibbs, W. W. (2009). Evolution in a bottle: Synthetic life<br />
oozes closer to reality. Scientific American, 330(4), 18-21.<br />
Greer, D. (2008, August). Building better bi<strong>of</strong>uels. Biomass<br />
Magazine.<br />
Krauss, L. M. (2010). Life from a test tube? <strong>The</strong> real promise<br />
<strong>of</strong> synthetic biology. Scientific American, 302(2), 32.<br />
Unfinished business. (2009). <strong>The</strong> Economist, 390(8617), 72-<br />
74.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 18<br />
Tutorials 9<br />
Laboratory experience 3<br />
Reading / Self-study / Tutorial and debate<br />
preparation 45<br />
Team assessment task preparation 30<br />
Individual assessment task preparation 15<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Performance in tutorials and online<br />
discussion forums 20<br />
Lecture minute assessments /<br />
In-class assessments 10<br />
Individual assessment: Essay 20<br />
Group assessment: Poster 30<br />
Individual and group assessment: Debate 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Discuss key concepts in molecular, evolutionary<br />
and synthetic biology, and recognize how<br />
all living organisms have compositional and organizational<br />
similarities at the molecular level.<br />
2. Review theories <strong>of</strong> evolution and the origins <strong>of</strong><br />
life from both historical and theoretical perspectives,<br />
and examine the interconnections<br />
with changing values <strong>of</strong> society in the context<br />
<strong>of</strong> contemporary discoveries in biology.<br />
3. Critically analyze and debate scientific, philosophical<br />
and ethical issues pertinent to modern-day<br />
synthetic biology research.<br />
4. Evaluate how emerging and future biological<br />
technologies may benefit and/or potentially<br />
endanger the global population.<br />
Lecture Time // Second semester (Wed)<br />
Life 2.0: Synthetic Biology and the<br />
Future Bioeconomy<br />
Synthetic Biology has been heralded as the solution to many <strong>of</strong> contemporary<br />
society’s most pressing problems in energy, food and medicine. Will synthetic<br />
biology really deliver on its promises in our lifetimes, or is it just rebranded scientific<br />
technology?<br />
This course brings together molecular biology, evolutionary biology and insight<br />
into the origins <strong>of</strong> life to allow students to understand how synthetic biology is now<br />
attempting to solve many <strong>of</strong> humanity’s gravest challenges. We will discuss the<br />
sweeping discoveries <strong>of</strong> molecular biology with a particular perspective on the<br />
nature and origins <strong>of</strong> life, and reflect on the opportunities, possibilities and<br />
risks <strong>of</strong> technologies emerging from the synthesis <strong>of</strong> life de novo.<br />
<strong>The</strong> course content will be explored through a blend <strong>of</strong> lectures and<br />
video materials, supported by interactive learning tasks in small<br />
groups. <strong>The</strong> tutorials will be used to consolidate ideas and discuss<br />
issues in greater depth.<br />
Course Co-ordinator<br />
Dr J.A. Tanner<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9472<br />
Email: jatanner@hku.hk<br />
Teacher(s):<br />
Dr J.A. Tanner<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9472<br />
Email: jatanner@hku.hk<br />
Dr R.M. Watt<br />
Oral Biosciences, Faculty <strong>of</strong> Dentistry<br />
Tel: 2859 0482<br />
Email: rmwatt@hku.hk<br />
Dr S.J. Bevan<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9495<br />
Email: sambevan@hku.hk<br />
Dr W.K. Tsang<br />
Oral Biosciences, Faculty <strong>of</strong> Dentistry<br />
Tel: 2859 0484<br />
Email: pwktsang@hku.hk<br />
http://commoncore.hku.hk/ccst9001
Scientific & Technological Literacy<br />
Course Code // CCST9002<br />
Non-Permissible Combination:<br />
CCST9039 Statistics and Our Society<br />
Required Reading<br />
Bennett, J. O., & Briggs, W. L. (2008). Using and<br />
understanding mathematics: A quantitative reasoning<br />
approach (4th ed.). Boston; London: Pearson Addison<br />
Wesley. [Chaps. 1, 2, 3, 5, 7, 8, 9]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures / Seminars 22<br />
Tutorials 12<br />
Reading / Self-study 50<br />
Assessment: Group project (incl preparation,<br />
report writing and presentation) 30<br />
Assessment: E-forum 14<br />
Assessment: One individual assignment<br />
(linked with group project) 20<br />
Assessment: Quiz 2<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group project (incl written report<br />
and oral presentation) 30<br />
Individual assignment<br />
(linked with group project) 30<br />
E-forum 20<br />
Quiz 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Interpret, organize and report logically and<br />
analytically multiple representations <strong>of</strong> numerical<br />
information derived from daily life<br />
transactions.<br />
2. Make connections between issues such as consumers’<br />
choice, resources and risk-taking in<br />
health and science.<br />
3. Analyze novel or ill-defined problem situations<br />
embedded in messages raised in the media concerning<br />
socio-scientific issues.<br />
4. Differentiate between objective and mal-use <strong>of</strong><br />
statistics and scientific evidence in advertisement<br />
and media.<br />
5. Critically evaluate different models representing<br />
the growth and pattern <strong>of</strong> some phenomena<br />
such as virus-spread and population growth,<br />
etc.<br />
6. Communicate findings and views on socio-scientific<br />
issues with the support <strong>of</strong> quantitative<br />
data in platforms such as workshops, seminars<br />
and e-forum.<br />
Lecture Time // First semester (Wed)<br />
Quantitative Literacy in Science,<br />
Technology and Society<br />
This course aims to help students develop quantitative literacy for the understanding<br />
<strong>of</strong> the dialogue in science-technology-society issues. It consists <strong>of</strong> three themes: (1)<br />
Synthesizing multiple representations <strong>of</strong> quantitative data; (2) Understanding risk and<br />
uncertainty; and (3) Modeling and prediction <strong>of</strong> phenomena. <strong>The</strong> course will help students<br />
develop mathematical reasoning in contextualized scenarios.<br />
<strong>The</strong> course will focus on the use (and<br />
mis-use) <strong>of</strong> quantitative information<br />
in the understanding (and mis-understanding)<br />
<strong>of</strong> scientific and technological<br />
issues we face in our daily lives.<br />
<strong>The</strong> limitation <strong>of</strong> quantitative information<br />
is also highlighted. Through<br />
case studies <strong>of</strong> various issues with the<br />
use <strong>of</strong> quantitative information, students<br />
will be able to develop critical<br />
eyes when handling socio-scientific/<br />
technological issues and to make informed<br />
decisions. Although the course<br />
addresses the use <strong>of</strong> mathematical<br />
reasoning in the better understanding<br />
<strong>of</strong> socio-scientific/technological<br />
issues, no pre-requisite specialized<br />
mathematics and science knowledge<br />
is required.<br />
Course Co-ordinator<br />
Dr I.A.C. Mok<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 2536<br />
Email: iacmok@hku.hk<br />
Teacher(s):<br />
Dr I.A.C. Mok<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 2536<br />
Email: iacmok@hku.hk<br />
Dr M.M.W. Cheng<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 2532<br />
Email: mwcheng@hku.hk<br />
Mr A.M.S. Lee<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 2717<br />
Email: amslee@hku.hk<br />
Mr K.L. Wong<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2857 8397<br />
Email: klwong3@hku.hk<br />
http://commoncore.hku.hk/ccst9002<br />
25
26<br />
Scientific & Technological Literacy<br />
Course Code // CCST9003<br />
Non-Permissible Combination:<br />
CCST9004 Appropriate Technology for<br />
the Developing World /<br />
CCST9015 Electronic Technologies in Everyday Life<br />
Required Reading<br />
Adleman, L. M. (1994). Molecular computation <strong>of</strong> solutions<br />
to combinatorial problems. Science, 266(5187), 1021-<br />
1024.<br />
Benenson, Y., Gil, B., Ben-Dor, U., Adar, R., & Shapiro, E.<br />
(2004). An autonomous molecular computer for logical<br />
control <strong>of</strong> gene expression. Nature, 429(6990), 423-429.<br />
Conry-Murray, A. (2007). 5 keys to social networking<br />
success. InformationWeek. From http://www.<br />
informationweek.com/blog/main/archives/2007/08/5_<br />
keys_to_socia.html<br />
Google. (2009). Google Flu Trends. From http://www.google.<br />
org/flutrends/<br />
Hölzle, U. (2009). Powering a Google search. Google: Official<br />
Blog. From http://googleblog.blogspot.com/2009/01/<br />
powering-google-search.html<br />
Kling, R. (1980). Computing people. Society, 17(2), 14.<br />
Layton, J. (2009). How MapQuest works. How Stuff Works.<br />
From http://money.howstuffworks.com/mapquest.htm<br />
Watson, C. (1994). An image processing tutorial. From<br />
http://www.cs.washington.edu/research/metip/tutor/<br />
tutor.html<br />
Wing, J. M. (2006). Computational thinking.<br />
Communications <strong>of</strong> the ACM, 49(3), 33-35. From http://<br />
www.cs.cmu.edu/~CompThink/<br />
Timely articles published on the Web and in other<br />
magazines (e.g., Science, Nature, Time, Newsweek, <strong>The</strong><br />
Economist, Psychology Today, etc.)<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 12<br />
Seminars 4<br />
Reading / Self-study 30<br />
Short one-page survey + 3-minute talk 30<br />
Assessment: Essay / Report writing 15<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Simple quantitative homework<br />
assignments 15<br />
Total: 141<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Performance in classes (lectures and tutorials) 20<br />
Short survey 10<br />
3-minute talk 15<br />
Critique essay 20<br />
Group presentations 15<br />
Homework assignments 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain, in a high-level manner,<br />
various representative computational algorithms<br />
(e.g., Google search, MapQuest route<br />
finding, etc.).<br />
2. Use the understanding <strong>of</strong> limitations on computability<br />
to judge whether a certain problem is<br />
computable.<br />
3. Apply the various “tricks” learned in designing<br />
algorithms (e.g., recursion) to come up with a<br />
rough solution to a new problem.<br />
4. Demonstrate appreciation <strong>of</strong> the various technology<br />
frontiers and make informed judgments<br />
as to what new services/products we can expect<br />
to be derived from them.<br />
5. Critically judge whether a certain computing<br />
service/facility is likely to be beneficial to society.<br />
6. Demonstrate understanding that “computing”<br />
as a tool is a double-edge sword, and thus, reflect<br />
critically on whether we have been relying<br />
too much on computing devices in educating<br />
and entertaining young people.<br />
Lecture Time // First semester (Sat)<br />
Everyday Computing and the Internet<br />
In order to make informed decisions<br />
in this information age, everyone<br />
needs to have an efficient way to sift<br />
through and evaluate the myriads <strong>of</strong><br />
information that is available through<br />
the Internet. <strong>The</strong> ultimate objective<br />
<strong>of</strong> this course is to help students<br />
develop a “computational” state <strong>of</strong><br />
mind for everyday events. Specifically,<br />
the course will enable students<br />
to answer the following questions:<br />
What daily problems need to be<br />
solved by a computational method?<br />
Are such problems solvable? By what<br />
means can such problems be solved?<br />
Is it worthwhile to compute such<br />
problems? How do all these problems<br />
relate to the Internet that we use on<br />
a daily basis? We will also discuss<br />
intensively the societal impacts <strong>of</strong><br />
computing technologies on our daily<br />
life. <strong>The</strong> course will be taught with<br />
minimal levels <strong>of</strong> mathematical and<br />
technical detail.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor Y.K. Kwok<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2859 8059<br />
Email: ykwok@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor Y.K. Kwok<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2859 8059<br />
Email: ykwok@hku.hk<br />
http://commoncore.hku.hk/ccst9003
Scientific & Technological Literacy<br />
Course Code // CCST9004<br />
Non-Permissible Combination:<br />
CCST9003 Everyday Computing and the Internet /<br />
CCST9015 Electronic Technologies in Everyday Life<br />
Required Reading<br />
Hazeltine, B., & Bull, C. (1999). Appropriate technology:<br />
Tools, choices and implications. San Diego, CA: Academic<br />
Press.<br />
Smith, C. E., & Cooper-Hewitt Museum. (2007). Design<br />
for the other 90% (1st ed.). New York: Cooper-Hewitt,<br />
National Design Museum, Smithsonian Institution.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 10<br />
Seminars 6<br />
Reading / Self-study 44<br />
Assessment: Oral presentation<br />
(incl preparation) 10<br />
Assessment: Mini project (incl preparation) 10<br />
Assessment: Design project (incl preparation) 50<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial discussion 5<br />
Oral presentation 15<br />
Mini project 20<br />
Final project 60<br />
Appropriate Technology for<br />
the Developing World<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain the challenges in designing technologies<br />
for the developing world.<br />
2. Identify the key design considerations pertinent<br />
to technologies intended for deployment<br />
in the developing world.<br />
3. Assess how technology can actively contribute<br />
to the betterment <strong>of</strong> life in the developing<br />
world.<br />
4. Formulate a design model for a technology that<br />
has potential to be developed into a working<br />
prototype for use in the developing world.<br />
Lecture Time // Second semester (Sat)<br />
This course introduces students to the opportunities, barriers, and challenges in designing<br />
technologies for the developing world. Students will examine the design constraints<br />
and resource limitations encountered in the developing world from different perspectives.<br />
<strong>The</strong> overall aim <strong>of</strong> the course is to broaden the vision <strong>of</strong> the students on how properly<br />
designed technologies can make positive contributions to the developing world.<br />
Throughout the course, students will be introduced to four key intellectual ideas that<br />
form the cornerstones <strong>of</strong> developing-world technologies:<br />
• A developing-world technology should be considered as appropriate only if it can<br />
fulfill all the design constraints and resource limitations.<br />
• Design constraints for a developing-world technology should be defined in terms<br />
<strong>of</strong> at least four aspects: technical, social, political, and economical.<br />
• We must think outside the box when designing and assessing a technology intended<br />
for third world deployment, as technologies that form part <strong>of</strong> daily life in the<br />
developed world usually do not meet the needs <strong>of</strong> the developing world.<br />
• Properly designed technologies can help developing-world people solve their<br />
basic needs and improve their standard <strong>of</strong> living, while inappropriate ones may<br />
phase out rapidly.<br />
In taking this course, students will have the opportunity to think more critically about<br />
the impact <strong>of</strong> science and technology on the cultural values and quality <strong>of</strong> life in the<br />
developing world. In doing so, they can become more mindful <strong>of</strong> the comparatively<br />
luxurious living conditions in <strong>Hong</strong> Kong where technology is abundant and plays an<br />
integral role in daily living.<br />
<strong>The</strong> course will be taught using a combination <strong>of</strong> lectures, small-group tutorials, and<br />
hands-on design activities. Another key component <strong>of</strong> this course is a group design<br />
project where students will work collaboratively to propose a piece <strong>of</strong> appropriate<br />
technology to address an ill-defined problem that is related to real-world challenges<br />
faced by people living in the developing world.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor L.G. Tham<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 1965<br />
Email: hrectlg@hkucc.hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor L.G. Tham<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 1965<br />
Email: hrectlg@hkucc.hku.hk<br />
Dr A.C.H. Yu<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8482<br />
Email: alfred.yu@hku.hk<br />
Pr<strong>of</strong>essor K.A. Laidler<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2059<br />
Email: kjoe@hku.hk<br />
Dr A.W.Y. Ko<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2219 4860<br />
Email: albertko@hku.hk<br />
http://commoncore.hku.hk/ccst9004<br />
27
28<br />
Scientific & Technological Literacy<br />
Course Code // CCST9005<br />
Required Reading<br />
Study Load<br />
Assessment: 100% coursework<br />
<strong>Hong</strong> Kong Observatory<br />
Hewitt, P. G. (2007). Conceptual integrated science (1st ed.).<br />
San Francisco, CA; London: Pearson/Addison Wesley.<br />
[Chap. 1]<br />
Lafaille, R., & Fulder, S. (1993). Towards a new science <strong>of</strong><br />
health. London: Routledge.<br />
Westwood, O. M. R. (1999). <strong>The</strong> scientific basis for health<br />
care. London: Mosby. [Chap. 21]<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 10<br />
Fieldwork / Visits 30<br />
Reading / Self-study 25<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: Debate 10<br />
Total: 127<br />
Assessment Tasks Weighting<br />
Field trip reports 30<br />
Debates 20<br />
Problem-based Learning tutorials 20<br />
Problem-based Learning tutorial case reports 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Recognize from history dramatic improvements<br />
in the health <strong>of</strong> human beings attributable to the<br />
innovation <strong>of</strong> our predecessors in the development<br />
and discoveries <strong>of</strong> scientific advances.<br />
2. Identify the difficulties, challenges and drawbacks<br />
encountered when science is applied to<br />
improve the health <strong>of</strong> human beings and hazard<br />
prevention and minimization.<br />
3. Show awareness <strong>of</strong> the moral-ethical considerations<br />
in applying a scientific achievement to the<br />
health <strong>of</strong> human beings, especially in imminent<br />
and imperative clinical situations e.g. outbreaks<br />
or epidemics.<br />
4. Apply optimization techniques when placing<br />
priorities on utilization <strong>of</strong> limited resources in<br />
scientific research <strong>of</strong> health improvement, promotion<br />
and prevention.<br />
5. Demonstrate awareness <strong>of</strong> the utmost importance<br />
<strong>of</strong> social, national and global responsibilities<br />
and moral obligations to ensure equity and<br />
justness to enjoy the scientific achievement for<br />
human health.<br />
6. Think critically on how the impact, difficulties<br />
and consequences <strong>of</strong> health improvement foster<br />
and influence further new scientific research to<br />
maintain sustainability <strong>of</strong> health improvement<br />
and continuity <strong>of</strong> the human species.<br />
Lecture Time // First semester (Wed)<br />
Science and Health: <strong>The</strong> Ever-changing<br />
Challenges and Solutions<br />
For thousands <strong>of</strong> years human beings have been striving hard to survive, get healthier<br />
and improve their standard <strong>of</strong> living. Numerous methods have evolved to improve and<br />
maintain health, in the context <strong>of</strong> different cultural and ethnic backgrounds among various<br />
regions in the world. However, obstacles and limitations are always ahead during the<br />
development <strong>of</strong> scientific achievements to improve health. More importantly, even when<br />
we have attained certain levels <strong>of</strong> achievement, the human ambition to further improve<br />
our health and create more achievements by developing more advanced scientific techniques<br />
is never-ending. We are always at the crossroads <strong>of</strong> how much more we should<br />
achieve in one respect at the expense <strong>of</strong> others. This course will enable students to: (i)<br />
acknowledge from history the improvement <strong>of</strong> health through scientific achievements<br />
as well as realize the limitations <strong>of</strong> science in solving health-related problems; (ii) be<br />
aware <strong>of</strong> the motives and challenges when developing, making judgments and applying<br />
scientific achievements from theories to real practice on human health; (iii) recognize<br />
the dilemma <strong>of</strong> decision making on placing priorities on utilization <strong>of</strong> limited resources<br />
in fostering scientific research and health promotion with special emphasis on recent<br />
health challenges in <strong>Hong</strong> Kong and China; (iv) realize the importance <strong>of</strong> moral and ethical<br />
obligations/considerations when performing scientific research on human beings; (v)<br />
identify the actual social, national and global judgments and conscience to ensure equity<br />
and justness to enjoy scientific achievements; and (vi) comprehend the cross-influences<br />
between science and health and how health improvements develop and foster new motives<br />
and discoveries in future scientific research. Field trip visits to the <strong>Hong</strong> Kong<br />
Observatory, Daya Bay Nuclear Power Station and the Department <strong>of</strong> Clinical Oncology<br />
at Queen Mary Hospital will be arranged to keep abreast <strong>of</strong> the recent hot issues <strong>of</strong> radiation<br />
leakage, safety and surveillance (see photo).<br />
Course Co-ordinator<br />
Dr V.H.F. Lee<br />
Department <strong>of</strong> Clinical Oncology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4698<br />
Email: vhflee@hkucc.hku.hk<br />
Teacher(s):<br />
Dr V.H.F. Lee<br />
Department <strong>of</strong> Clinical Oncology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4698<br />
Email: vhflee@hkucc.hku.hk<br />
Dr J.K.C. Leung<br />
Department <strong>of</strong> Physics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2858<br />
Email: jkcleung@hku.hk<br />
Pr<strong>of</strong>essor D.L.W. Kwong<br />
Department <strong>of</strong> Clinical Oncology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4521<br />
Email: dlwkwong@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9005
Scientific & Technological Literacy<br />
Course Code // CCST9006<br />
Non-Permissible Combination:<br />
CCST9011 Biotechnology – Science and Impacts<br />
Required Reading<br />
Carlson, E. A. (2006). Times <strong>of</strong> triumph, times <strong>of</strong> doubt:<br />
Science and the battle for public trust. Cold Spring Harbor,<br />
NY: Cold Spring Harbor Laboratory Press.<br />
Nobel Prize in Medicine. Nobelprize.org. From http://<br />
nobelprize.org/nobel_prizes/medicine/ [Selected<br />
presentations, press releases and/or information]<br />
Widmaier, E. P., Raff, H., & Strang, K. T. (2011). Vander’s<br />
human physiology: <strong>The</strong> mechanisms <strong>of</strong> body function (12th<br />
ed.). Boston: McGraw-Hill Higher Education.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 12<br />
Laboratory 2<br />
Reading / Self-study 55<br />
Assessment: Essay / Report writing 35<br />
Assessment: Presentation (incl preparation) 24<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Reading assignment (formative) 0<br />
Short essay 40<br />
Tutorial discussion 30<br />
Poster presentation 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain the basic process <strong>of</strong> scientific discovery<br />
and the historical and scientific background<br />
behind major biomedical breakthroughs.<br />
2. Describe and explain how major biomedical<br />
discoveries have improved human health globally<br />
by providing the basics <strong>of</strong> disease mechanism,<br />
diagnosis and treatment.<br />
3. Explain and evaluate the social and ethical implications<br />
<strong>of</strong> major biomedical discoveries.<br />
4. Apply the above knowledge to critically evaluate<br />
other biomedical discoveries and their social<br />
and ethical implications.<br />
Lecture Time // Second semester (Wed)<br />
Biomedical Breakthroughs in a<br />
Pluralistic World<br />
<strong>The</strong> aim <strong>of</strong> this course is to help students develop critical, balanced and multi-dimensional<br />
perspectives on the power <strong>of</strong> modern biomedical science in <strong>of</strong>fering solutions<br />
to complex health problems against the new societal and ethical challenges brought by<br />
such technological advancements. It is hoped that by attending to the scientific, social<br />
and ethical ramifications <strong>of</strong> what modern medicine does to our lives and society, we<br />
may be able to shape biomedical progress to best suit our values. <strong>The</strong> course contents<br />
include: (i) Literacy in biomedical science – basic process <strong>of</strong> scientific discovery, combat<br />
with microbes, drug development, genes and the human genome; (ii) Interdisciplinary<br />
nature <strong>of</strong> scientific research for technological empowerment – organ transplantation;<br />
(iii) Complexity <strong>of</strong> the dynamic interactions between science and humanities in<br />
finding pragmatic solutions to major health problems.<br />
Course Co-ordinator<br />
Dr S.Y.W. Shiu<br />
Department <strong>of</strong> Physiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9261<br />
Email: sywshiu@hkucc.hku.hk<br />
Teacher(s):<br />
Dr S.Y.W. Shiu<br />
Department <strong>of</strong> Physiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9261<br />
Email: sywshiu@hkucc.hku.hk<br />
Dr N.S. Wong<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9142<br />
Email: nswong@hkucc.hku.hk<br />
Dr K.M. Yao<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9275<br />
Email: kmyao@hkusua.hku.hk<br />
http://commoncore.hku.hk/ccst9006<br />
29
30<br />
Scientific & Technological Literacy<br />
Course Code // CCST9007<br />
Required Reading<br />
Alissa, I. (1995). <strong>The</strong> illusion <strong>of</strong> reality or the reality <strong>of</strong><br />
illusion – Hallucinations and culture. British Journal <strong>of</strong><br />
Psychiatry, 166, 368-373.<br />
Bainbridge, D. (2009). Teenagers: A natural history. London:<br />
Portobello.<br />
Bottino, A., & Laurentini, A. (2010). <strong>The</strong> analysis <strong>of</strong> facial<br />
beauty: An emerging area <strong>of</strong> research in pattern analysis.<br />
Lecture Notes in Computer Science, 6111, 425-435.<br />
Cobb, M. (2006). <strong>The</strong> egg & sperm race: <strong>The</strong> seventeenthcentury<br />
scientists who unravelled the secrets <strong>of</strong> sex, life<br />
and growth. London: Free Press.<br />
Cross, J. F., & Cross, J. (1971). Age, sex, race, and perception<br />
<strong>of</strong> facial beauty. Developmental Psychology, 5(3), 433-439.<br />
Hrabosky, J. I., Cash, T. F., Veale, D., Neziroglu, F., Soll, E. A.,<br />
Garner, D. M., et al. (2009). Multidimensional body image<br />
comparisons among patients with eating disorders, body<br />
dysmorphic disorder, and clinical controls: A multisite<br />
study. Body Image, 6(3), 155-163.<br />
Jefferson, Y. (2004). Facial beauty – Establishing a universal<br />
standard. International Journal <strong>of</strong> Orthodontics, 15(1),<br />
9-22.<br />
Miller, K. J., Gleaves, D. H., Hirsch, T. G., Green, B. A., Snow,<br />
A. C., & Corbett, C. C. (2000). Comparisons <strong>of</strong> body image<br />
dimensions by race/ethnicity and gender in a university<br />
population. International Journal <strong>of</strong> Eating Disorders,<br />
27(3), 310-316.<br />
Patnaik, V., Rajan, S., & Sanju, B. (2003). Anatomy <strong>of</strong> “A<br />
beautiful face & smile”. Journal <strong>of</strong> the Anatomical Society<br />
<strong>of</strong> India, 52(1), 74-80.<br />
Powell, N., & Humphreys, B. (1984). Proportions <strong>of</strong> the<br />
aesthetic face. New York: Thieme-Stratton.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 40<br />
Movie viewing 4<br />
Finding materials from the Internet/magazines,<br />
newspapers or books 10<br />
Assessment: Short essay (formative) 6<br />
Assessment: Dissertation 20<br />
Assessment: Photo essay 16<br />
Total: 132<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Essay writing 40<br />
In-class presentation 20<br />
Class discussion 30<br />
Literature review 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Compare the way pictures are captured by<br />
a camera with the perception we acquire<br />
through sight.<br />
2. Analyze how images can be digitally manipulated<br />
to influence our perceptions.<br />
3. Differentiate when it comes to beauty, the subjective<br />
from the objective.<br />
4. Critically debate the value-system <strong>of</strong> a society<br />
based on outward appearance.<br />
Lecture Time // Second semester (Wed)<br />
Vision:<br />
<strong>The</strong> Science and Art <strong>of</strong> Perception<br />
We use vision as a means to illustrate that perception depends on the interaction <strong>of</strong><br />
body and mind. <strong>The</strong> course will cover the following topics: (i) “Seeing is believing” –<br />
Our eye can be easily fooled and sometimes we see what we want to or expect to see.<br />
Under this topic, we will learn how we see and explore the nature <strong>of</strong> illusion, delusion<br />
and hallucination; (ii) “Can we trust our eyes?” – This looks at digital photography and<br />
photojournalism. We will examine how a picture tells a story and find out how our perception<br />
can be manipulated to influence our perception; and (iii) “Looking at you, looking<br />
at me” – Popular culture can objectify our bodies and endorse a value system that is<br />
based on self-image and physical attractiveness. <strong>The</strong> way we see ourselves and others<br />
affects the way we think, feel and behave.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor D.S.H. Wong<br />
Eye Institute,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 3962 1413<br />
Email: shdwong@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor D.S.H. Wong<br />
Eye Institute,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 3962 1413<br />
Email: shdwong@hku.hk<br />
Pr<strong>of</strong>essor G.C.F. Chan<br />
Department <strong>of</strong> Paediatrics and Adolescent<br />
Medicine, Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4091<br />
Email: gcfchan@hku.hk<br />
Dr M.M. Marcet<br />
Eye Institute,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2817 5085<br />
Email: marcet@hku.hk<br />
http://commoncore.hku.hk/ccst9007
Scientific & Technological Literacy<br />
Course Code // CCST9008<br />
Required Reading<br />
Greenwood, D. (2007). Medical microbiology: A guide to<br />
microbial infections: Pathogenesis, immunity, laboratory<br />
diagnosis and control (17th ed.). Edinburgh: Churchill<br />
Livingstone.<br />
Nelson, K. E., & Williams, C. M. (2007). Infectious disease<br />
epidemiology: <strong>The</strong>ory and practice (2nd ed.). Sudbury,<br />
MA: Jones and Bartlett Publishers.<br />
Pommerville, J. C., & Alcamo, I. E. (2007). Alcamo’s<br />
fundamentals <strong>of</strong> microbiology (8th ed.). Sudbury, MA:<br />
Jones and Bartlett Publishers.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 8<br />
Practical classes 6<br />
Visit to the <strong>Hong</strong> Kong Museum <strong>of</strong><br />
Medical Sciences 3<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 25<br />
Assessment: In-class test 3<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class test 30<br />
Topic presentation and report 40<br />
Short essay 30<br />
Lecture Time // Second semester (Wed)<br />
Infectious Disease in a Changing World<br />
Infectious disease is one <strong>of</strong> the key threats to global health. <strong>The</strong> emergence <strong>of</strong> new<br />
pathogens, the re-emergence <strong>of</strong> old pathogens, the growing problem <strong>of</strong> antimicrobial<br />
resistance, and the threat <strong>of</strong> bioterrorism pose substantial difficulties to public<br />
health and patient management. HIV, SARS, avian influenza and pandemic influenza,<br />
extensively-resistant tuberculosis, cholera, community-acquired methicillin-resistant<br />
Staphylococcus aureus are just some recent reminders that emerging infections can<br />
strike both the developing and industrialized countries equally. China, as the most populous<br />
country in the world and one <strong>of</strong> the fastest growing economies, has also been one<br />
<strong>of</strong> the epicenters for emerging infectious diseases. This course aims to: (i) introduce<br />
the concepts <strong>of</strong> microbes and infection; (ii) introduce the concepts <strong>of</strong> emerging and<br />
re-emerging infectious diseases and their local and global significance; (iii) illustrate<br />
the importance <strong>of</strong> infectious disease in the history <strong>of</strong> humankind; (iv) study the role <strong>of</strong><br />
nations in the global control <strong>of</strong> emerging infectious diseases, with special reference to<br />
China and <strong>Hong</strong> Kong; (v) examine some basic tools to understand infectious diseases<br />
and the pathogens; and (vi) explore some <strong>of</strong> the controversial issues in the prevention<br />
and management <strong>of</strong> infectious diseases.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the interaction<br />
between microbes and humans in infectious<br />
diseases.<br />
2. Describe the environmental, ecological, social,<br />
historical, and human factors in determining<br />
the epidemiology <strong>of</strong> infectious diseases.<br />
3. Balance the risk and benefits <strong>of</strong> vaccination as<br />
a preventive measure for infectious diseases.<br />
4. Demonstrate understanding <strong>of</strong> the ecology and<br />
epidemiology <strong>of</strong> some important emerging and<br />
re-emerging infectious diseases that are locally<br />
or globally important.<br />
5. Demonstrate understanding <strong>of</strong> the importance<br />
<strong>of</strong> a free flow <strong>of</strong> information in the global control<br />
<strong>of</strong> infectious diseases.<br />
Course Co-ordinator<br />
Dr S.S.Y. Wong<br />
Department <strong>of</strong> Microbiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4892<br />
Email: samsonsy@hku.hk<br />
Teacher(s):<br />
Dr S.S.Y. Wong<br />
Department <strong>of</strong> Microbiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4892<br />
Email: samsonsy@hku.hk<br />
Pr<strong>of</strong>essor K.Y. Yuen<br />
Department <strong>of</strong> Microbiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4892<br />
Email: kyyuen@hku.hk<br />
Pr<strong>of</strong>essor J.S.M. Peiris<br />
Department <strong>of</strong> Microbiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4888<br />
Email: malik@hku.hk<br />
Dr P.L. Ho<br />
Department <strong>of</strong> Microbiology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4193<br />
Email: plho@hku.hk<br />
http://commoncore.hku.hk/ccst9008<br />
31
32<br />
Scientific & Technological Literacy<br />
Course Code // CCST9009<br />
Required Reading<br />
Hogan, K. A., & Palladino, M. A. (2009). Stem cells and<br />
cloning (2nd ed.) (<strong>The</strong> Benjamin Cummings special<br />
topics in biology series). San Francisco, CA; London:<br />
Pearson/ Benjamin Cummings.<br />
Park, A. (2009, January 29). Stem cell research: <strong>The</strong> quest<br />
resumes. Time.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Laboratory 3<br />
Movie viewing 4<br />
Reading / Self-study 40<br />
Assessment: Group tasks 15<br />
Assessment: Individual tasks 25<br />
Assessment: In-class test (incl preparation) 5<br />
Total: 125<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class continuous assessment<br />
(discussions, debates, activities) 20<br />
Group projects 20<br />
Individual assignments 40<br />
In-class test 20<br />
Living with Stem Cells<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Define the basic characteristics <strong>of</strong> different<br />
types <strong>of</strong> stem cells and discuss their applications<br />
in medicine.<br />
2. Express the implications <strong>of</strong> stem cell technologies<br />
on individuals, families, societies and humankind.<br />
3. State the principles <strong>of</strong> biomedical ethics and<br />
apply ethical and moral understanding to<br />
evaluate the benefits and dilemmas <strong>of</strong> stem cell<br />
technologies.<br />
4. Analyze and evaluate case scenarios for informed<br />
decision making and recommend strategies<br />
for stem cell research policy making.<br />
5. Explain the positions taken by different individuals,<br />
organizations and cultures with respect<br />
to stem cell technologies.<br />
Lecture Time // First semester (Wed)<br />
Discoveries in biological and medical sciences in recent decades have transformed our<br />
life and society. <strong>The</strong> potential <strong>of</strong> stem cells to replace ‘new cells for old’ <strong>of</strong>fers great<br />
hope for the treatment <strong>of</strong> many diseases, yet it is uncertain whether these cells will<br />
live up to the expectations <strong>of</strong> doctors and society at large. Some bioethicists have expressed<br />
concerns that society’s drive to find cures is obscuring our judgment and forcing<br />
us to step over inappropriate moral boundaries.<br />
This course will guide you through the scientific discoveries to allow you to appreciate<br />
how stem cells can be a therapeutic tool, both now and in the future. It will give you the<br />
opportunity to explore the relevant moral issues and bioethical framework for evaluating<br />
the benefits and dilemmas <strong>of</strong> stem cell-based regenerative medicine. It will also allow<br />
you to examine <strong>Hong</strong> Kong’s current stem cell policies and regulations in relation<br />
to other countries, providing you with both the scientific and ethical perspectives necessary<br />
to inform future stem cell policy making.<br />
<strong>The</strong> topics will be addressed through scientific, literary and popular media in a combination<br />
<strong>of</strong> lectures, tutorials and case studies. <strong>The</strong>re will be many opportunities for<br />
interactive groupwork and sharing <strong>of</strong> ideas during the classes.<br />
Course Co-ordinator<br />
Dr M.H. Sham<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9240<br />
Email: mhsham@hku.hkv<br />
Teacher(s):<br />
Dr S.J. Bevan<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9495<br />
Email: sambevan@hku.hk<br />
Dr M.H. Sham<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9240<br />
Email: mhsham@hku.hk<br />
Dr D. Chan<br />
Department <strong>of</strong> Biochemistry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9482<br />
Email: chand@hku.hk<br />
http://commoncore.hku.hk/ccst9009
Scientific & Technological Literacy<br />
Course Code // CCST9010<br />
Non-Permissible Combination:<br />
CCST9030 Forensic Science: Unmasking Evidence,<br />
Mysteries and Crimes<br />
Required Reading<br />
About forensic DNA. <strong>The</strong> DNA Initiative. From http://www.<br />
dna.gov/basics/<br />
Casey, E. (2004). Digital evidence and computer crime:<br />
Forensic science, computers and the Internet (2nd ed.).<br />
London; San Diego, CA: Academic Press. [Chaps. 1-7]<br />
Collected writings on the washing away <strong>of</strong> wrongs.<br />
Chinaculture.org. From http://www1.chinaculture.org/<br />
library/2008-01/31/content_26879.htm<br />
Lee, H. C., Palmbach, T., & Miller, M. T. (2001). Henry Lee’s<br />
crime scene <strong>handbook</strong>. San Diego, CA; London: Academic.<br />
[Chaps. 1-7]<br />
Saukko, P. J., & Knight, B. (2004). Knight’s forensic pathology<br />
(3rd ed.). London; New York: Arnold. [Chaps. 1, 2]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 8<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 16<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: Development <strong>of</strong> case file 10<br />
Total: 124<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Portfolio collection <strong>of</strong> references (individual) 20<br />
Problem-based Learning tutorials 30<br />
Analysis and preparation <strong>of</strong> a case file 20<br />
Presentation case analysis and conclusions<br />
(individual and small group) 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the scientific<br />
principles that underline and support the practical<br />
application <strong>of</strong> various scientific disciplines<br />
that are involved in the forensic sciences.<br />
2. Analyze and integrate various sources <strong>of</strong> scientific<br />
data and understand their validity and limitations<br />
hence allowing critical appraisal <strong>of</strong> their<br />
value in providing answers for solving a crime.<br />
3. Display interpersonal communication and collaboration<br />
skills in working with students from<br />
different backgrounds.<br />
4. Demonstrate awareness <strong>of</strong> the importance <strong>of</strong><br />
pr<strong>of</strong>essional standards and ethical practices.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> Science <strong>of</strong> Crime Investigation<br />
This course introduces students to the scientific,<br />
legal and ethical concepts that underpin<br />
forensic science. Forensic science spans all<br />
scientific disciplines such as anthropology, biology,<br />
chemistry, computing, medicine, physics,<br />
etc. Students will explore and develop an<br />
understanding <strong>of</strong> the principles <strong>of</strong> forensic<br />
science through an overview as well as more<br />
topic-specific lectures, and experience handson<br />
some <strong>of</strong> the simple skills involved in scientific<br />
analysis. Knowledge gained will be applied<br />
and students will be required to work on<br />
an assigned case and <strong>of</strong>fer solutions.<br />
Course Co-ordinator<br />
Dr S.L. Beh<br />
Department <strong>of</strong> Pathology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4863<br />
Email: philipbeh@pathology.hku.hk<br />
Teacher(s):<br />
Dr S.L. Beh<br />
Department <strong>of</strong> Pathology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4863<br />
Email: philipbeh@pathology.hku.hk<br />
Pr<strong>of</strong>essor F.C.C. Leung<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0825<br />
Email: fcleung@hkucc.hku.hk<br />
Dr K.P. Chow<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2191<br />
Email: chow@cs.hku.hk<br />
http://commoncore.hku.hk/ccst9010<br />
33
34<br />
Scientific & Technological Literacy<br />
Course Code // CCST9011<br />
Non-Permissible Combination:<br />
CCST9006 Biomedical Breakthroughs<br />
in a Pluralistic World<br />
Required Reading<br />
Selected reading materials (2-3 assigned articles<br />
per week) from Scientific American, the science and<br />
technology section <strong>of</strong> <strong>The</strong> New York Times and <strong>The</strong><br />
Washington Post, and the Internet.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Discussion (reading and self-study) 48<br />
Assessment: Essay / Report writing 15<br />
Assessment: Presentation (incl preparation) 30<br />
Total: 129<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class participation and quizzes 15<br />
Essays and reports 20<br />
Discussion forum 35<br />
Poster and oral presentation 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the principles <strong>of</strong> inheritance,<br />
recombinant DNA and cloning.<br />
2. Determine, explain and appraise the benefits<br />
and shortcomings <strong>of</strong> the application <strong>of</strong> biotechnology<br />
knowledge.<br />
3. Select and justify the use <strong>of</strong> advanced biotechnology<br />
products through bioethical consideration.<br />
4. Demonstrate pr<strong>of</strong>essional and ethical approaches<br />
in presenting findings and analyses in<br />
a coherent and effective manner.<br />
Lecture Time // First semester (Wed)<br />
Biotechnology – Science and Impacts<br />
This course provides students with<br />
the facts about the scientific discovery<br />
leading to the development <strong>of</strong><br />
this new and revolutionary technology,<br />
and challenges them to think,<br />
investigate and evaluate how this<br />
technology can help solve medical<br />
and health, agricultural and food,<br />
and environmental and sustainable<br />
resources problems and also its potential<br />
risk and hazards. Students<br />
will gain general understanding and<br />
knowledge <strong>of</strong> basic genetic, molecular<br />
biology and biotechnology,<br />
and interest in and awareness <strong>of</strong><br />
the modern advancement <strong>of</strong> molecular<br />
biology and biotechnology.<br />
Students will be challenged to gain<br />
understanding about the impacts<br />
<strong>of</strong> biotechnology in human medical<br />
health, agriculture and environment.<br />
<strong>The</strong> moral-ethical issues associated<br />
with the biotechnology industry will<br />
be discussed and debated leading<br />
to the appreciation <strong>of</strong> the potential<br />
significant interconnection between<br />
biotechnology knowledge and humanities.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor F.C.C. Leung<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0825<br />
Email: fcleung@hkucc.hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor F.C.C. Leung<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0825<br />
Email: fcleung@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9011
Scientific & Technological Literacy<br />
Course Code // CCST9012<br />
Required Reading<br />
Koestler, A. (1968). <strong>The</strong> sleepwalkers: A history <strong>of</strong> man’s<br />
changing vision <strong>of</strong> the universe. New York: Penguin<br />
Books.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 8<br />
Fieldwork / Visits 2<br />
Reading / Self-study 100<br />
Laboratory 4<br />
Assessment: Essay / Report writing 10<br />
Assessment: Examination 4<br />
Total: 150<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Assignments 20<br />
Laboratory reports 20<br />
Mid-term test 20<br />
Examination 40<br />
Our Place in the Universe<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe the scientific method and explain how<br />
the scientific method was developed and applied<br />
to explain and predict motions <strong>of</strong> celestial<br />
objects.<br />
2. Evaluate the role <strong>of</strong> science in transforming our<br />
philosophical thinking.<br />
3. Identify qualitative and quantitative everyday<br />
astronomical phenomena and describe how<br />
such understanding has evolved over history.<br />
4. Describe the emergence <strong>of</strong> rational thinking<br />
and assess the effects <strong>of</strong> social environment on<br />
intellectual development through historical<br />
examples.<br />
Lecture Time // Second semester (Wed)<br />
This course discusses the historical changes in the perception <strong>of</strong> our place in the universe<br />
as a result <strong>of</strong> astronomical development. We begin with ancient models <strong>of</strong> the<br />
universe in different cultures and the religious and philosophical interpretation <strong>of</strong> celestial<br />
objects, through the Copernican revolution and the work <strong>of</strong> Kepler, Galileo and<br />
Newton, towards our current physical model <strong>of</strong> the universe.<br />
Topics include:<br />
• Changing perceptions <strong>of</strong> our place in the universe as the result <strong>of</strong> astronomical<br />
development. Illustration <strong>of</strong> the development <strong>of</strong> the scientific method and how<br />
science has influenced the evolution <strong>of</strong> our philosophical thinking and cultural<br />
development;<br />
• Ancient models <strong>of</strong> the universe and the early philosophical and religious interpretation<br />
<strong>of</strong> celestial objects;<br />
• <strong>The</strong> development <strong>of</strong> concepts <strong>of</strong> time and calendars through the observation <strong>of</strong> solar,<br />
lunar, and planetary motions;<br />
• <strong>The</strong> Copernican revolution and the change from geocentric to heliocentric cosmology;<br />
• <strong>The</strong> application <strong>of</strong> scientific method and a physical interpretation <strong>of</strong> the universe<br />
through the work <strong>of</strong> Kepler, Galileo and Newton;<br />
• <strong>The</strong> expansion <strong>of</strong> the spatial scale <strong>of</strong> the universe as the result <strong>of</strong> modern astronomical<br />
observations;<br />
• Expansion <strong>of</strong> the time domain in cosmic history through the study <strong>of</strong> the history<br />
<strong>of</strong> the Earth, biological evolution, and cosmic evolution.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor S. Kwok<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2682<br />
Email: deansci@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor S. Kwok<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2682<br />
Email: deansci@hku.hk<br />
Dr J.C.S. Pun<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 1962<br />
Email: jcspun@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9012<br />
35
36<br />
Scientific & Technological Literacy<br />
Course Code // CCST9013<br />
Non-Permissible Combination:<br />
CCST9016 Energy: Its Evolution and<br />
Environmental Impacts<br />
Required Reading<br />
Sections from:<br />
Jones, G. E. (2004). People and environment: A global<br />
approach. New York: Pearson Prentice Hall.<br />
Simmons, I. G. (1989). Changing the face <strong>of</strong> the earth:<br />
Culture, environment, history. Oxford: Blackwell.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 8<br />
Fieldwork / Visits 4<br />
Palaeoclimate laboratory 4<br />
Reading / Self-study 84<br />
Workshops on essay writing 2<br />
Assessment: Essay / Report writing 16<br />
Assessment: Presentation (incl preparation) 8<br />
Assessment: Quizzes 2<br />
Total: 148<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Literature reviews 20<br />
Paleoclimate laboratory (report and quiz) 30<br />
Lamma field trip 10<br />
Concept mapping with explanations 20<br />
Multiple choice quiz 20<br />
Our Living Environment<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Recognize and describe the reciprocal relationships<br />
between humans and their environment<br />
influenced by scientific discovery and technological<br />
development.<br />
2. Analyze the impacts <strong>of</strong> scientific discovery<br />
and technological development on the natural<br />
environment and human societies at different<br />
spatial and temporal scales.<br />
3. Demonstrate an awareness <strong>of</strong> the impacts <strong>of</strong><br />
science within the broader economic, environmental<br />
and socio-cultural context, and apply<br />
knowledge gained to evaluate solutions appropriate<br />
to the specific cultures and environments.<br />
4. Produce written evidence, in the form <strong>of</strong> individual<br />
course work, <strong>of</strong> their aquisition <strong>of</strong><br />
knowledge and analytical skills in the topic.<br />
5. Present, in the form <strong>of</strong> internet searching for<br />
relevant information and group digital presentation<br />
<strong>of</strong> research results, their IT and communication<br />
skills.<br />
Lecture Time // Second semester (Wed)<br />
This course will introduce to students the diverse ways in which human society has<br />
interacted with the natural environment, raise their awareness <strong>of</strong> the complexity <strong>of</strong><br />
environmental issues, and encourage them to explore various aspects <strong>of</strong> global and<br />
local environmental problems. <strong>The</strong> teaching will focus firstly on how scientific and<br />
technological development has influenced human society in gaining economic benefits<br />
from understanding and being able to modify and manage the natural environment. It<br />
will then draw students’ attention to the consequences <strong>of</strong> human’s modification <strong>of</strong> the<br />
natural environment, including an increase in the scale <strong>of</strong> natural hazards recently occurring<br />
across the world. Students will be guided to examine global (resources, climate<br />
change, economic growth, etc.) and local (pollution and resource depletion in China<br />
and <strong>Hong</strong> Kong) environmental issues, and explore possible scientific and technological<br />
solutions along with political, social and economical considerations to these environmental<br />
problems.<br />
Course Co-ordinator<br />
Dr S.C. Chang<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2857 8577<br />
Email: suchin@hku.hk<br />
Teacher(s):<br />
Dr S.C. Chang<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2857 8577<br />
Email: suchin@hku.hk<br />
Dr J.A. King<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5473<br />
Email: jessking@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9013
Scientific & Technological Literacy<br />
Course Code // CCST9014<br />
Required Reading<br />
Hall, D. E. (2002). Musical acoustics (3rd ed.). Pacific Grove,<br />
CA: Brooks/Cole Publishing Co. [Chaps. 2, 11, 12, 18]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 50<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: In-class tests (incl preparation) 20<br />
Total: 137<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class tests 40<br />
Project component 1 (content) 30<br />
Project component 2 (portfolio) 10<br />
Project component 3 (presentation) 20<br />
Science and Music<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate appreciation <strong>of</strong> the close ties<br />
there have been between the study <strong>of</strong> music<br />
and science over the centuries, and how in the<br />
modern era close ties still exist but for various<br />
reasons are largely ignored.<br />
2. Explain the production <strong>of</strong> musical tone and<br />
timbre in musical instruments using the scientific<br />
principles and understanding <strong>of</strong> sound<br />
propagation, waves and harmonics.<br />
3. Apply simple mathematics to the construction<br />
<strong>of</strong> different musical scales ( just, equal, meantone)<br />
and appreciate the historical development<br />
<strong>of</strong> scales in both Europe and China.<br />
4. Realize and discuss coherently philosophical<br />
issues at the science and music interface.<br />
5. Demonstrate academic research capabilities by<br />
carrying out a research project on some topics<br />
relating science and music.<br />
Lecture Time // First semester (Wed)<br />
<strong>The</strong> course aims at an appreciation <strong>of</strong> the close connection between music and science<br />
that has existed historically from Pythagoras on into modern times. <strong>The</strong> essential<br />
physics <strong>of</strong> musical sound production and analysis will be provided in order to facilitate<br />
the elementary principles behind wind, string and percussion instruments and their<br />
characteristic timbre. <strong>The</strong> development <strong>of</strong> scales from fundamental principles will be<br />
dealt with leading to an appreciation <strong>of</strong> some <strong>of</strong> the subtle differences between Chinese<br />
and Western music. Contemporary music and science interactions will focus on<br />
electronic music and the working principles <strong>of</strong> modern instruments such as the electric<br />
guitar. Finally some scientific understanding <strong>of</strong> musical appreciation will be given<br />
by looking at the factors that make music pleasing.<br />
Course Co-ordinator<br />
Dr H.F. Chau<br />
Department <strong>of</strong> Physics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 1925<br />
Email: hfchau@hku.hk<br />
Teacher(s):<br />
Dr H.F. Chau<br />
Department <strong>of</strong> Physics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 1925<br />
Email: hfchau@hku.hk<br />
Dr H.Y. Chan<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5210<br />
Email: tlychan@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9014<br />
37
38<br />
Scientific & Technological Literacy<br />
Course Code // CCST9015<br />
Non-Permissible Combination:<br />
CCST9003 Everyday Computing and the Internet /<br />
CCST9004 Appropriate Technology for the<br />
Developing World<br />
Required Reading<br />
Class notes, news clips, and advertisement excerpts.<br />
Selections from:<br />
Baase, S. (2009). A gift <strong>of</strong> fire: Social, legal, and ethical issues<br />
for computing and the Internet (3rd ed.). Upper Saddle<br />
River, NJ: Pearson Prentice Hall.<br />
Hayles, N. K. (2008). Electronic literature: New horizons for<br />
the literary. Notre Dame, IN: <strong>University</strong> <strong>of</strong> Notre Dame.<br />
Jarvis, J. (2011). Public parts: How sharing in the digital age<br />
improves the way we work and live. New York: Simon &<br />
Schuster.<br />
Kraut, R. E., Brynin, M., & Kiesler, S. (2006). Computers,<br />
phones, and the Internet: Domesticating information<br />
technology. New York: Oxford <strong>University</strong> Press.<br />
Levine, R. (2011). Free ride: How digital parasites are<br />
destroying the culture business, and how the culture<br />
business can fight back. New York: Doubleday.<br />
Muller, R. (2010). Physics and technology for future<br />
presidents: An introduction to the essential physics every<br />
world leader needs to know. Princeton, NJ: Princeton<br />
<strong>University</strong> Press.<br />
Pernick, R., & Wilder, C. (2008). <strong>The</strong> clean tech revolution:<br />
Discover the top trends, technologies, and companies to<br />
watch (1st Collins pbk. ed.). New York: Collins Business.<br />
Seidensticker, B. (2006). Future hype: <strong>The</strong> myths <strong>of</strong><br />
technology change. San Francisco, CA: Berrett-Koehler<br />
Publishers.<br />
Tapscott, D. (2009). Grown up digital: How the net<br />
generation is changing your world. New York: McGraw-<br />
Hill.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 24<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Homework tasks 40<br />
Group project report 30<br />
Peer-review <strong>of</strong> group project presentation 15<br />
Group project presentation 15<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Differentiate true innovation from marketing<br />
hypes.<br />
2. Locate caveats in marketing hypes.<br />
3. Identify key merits <strong>of</strong> a new technology.<br />
4. Discuss the socio-economical impact <strong>of</strong> major<br />
technologies from recent years.<br />
Lecture Time // Second semester (Wed)<br />
Electronic Technologies in Everyday Life<br />
In this age <strong>of</strong> information explosion, it is easy for one to get lost in the labyrinth <strong>of</strong> new<br />
technology surfacing everyday in mass media and the Internet. While some <strong>of</strong> these<br />
new technologies will eventually change our ways <strong>of</strong> living, some, unfortunately, are<br />
mere marketing hypes. This course aims to: (i) arouse students’ general interest in<br />
science and technology, particularly with regard to current “high-tech” products that<br />
they encounter everyday; and (ii) train students to develop critical intellectual enquiries<br />
concerning existing and latest technologies they encounter in their everyday lives<br />
through examining scientific evidence and information. Through lectures and discussions,<br />
students will not only be able to recognize the latest advancement in technologies<br />
and identify misinformation presented in the mass media, but also be able to understand<br />
their social implications, as well as to develop critical thinking and to carry<br />
educated discussion about merits and common misconceptions associated with new<br />
technologies.<br />
Course Co-ordinator<br />
Dr H.K.H. So<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2702<br />
Email: hso@eee.hku.hk<br />
Teacher(s):<br />
Dr H.K.H. So<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2702<br />
Email: hso@eee.hku.hk<br />
Dr E.Y. Lam<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2241 5942<br />
Email: elam@eee.hku.hk<br />
Dr K.K.Y. Wong<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8483<br />
Email: kywong@eee.hku.hk<br />
http://commoncore.hku.hk/ccst9015
Scientific & Technological Literacy<br />
Course Code // CCST9016<br />
Non-Permissible Combination:<br />
CCST9013 Our Living Environment<br />
Required Reading<br />
Fanchi, J. R. (2005). Energy in the 21st century. Hackensack,<br />
NJ: World Scientific.<br />
Gibilisco, S. (2007). Alternative energy demystified. New<br />
York: McGraw-Hill.<br />
International Energy Agency, & Organisation for Economic<br />
Co-operation and Development. (2000). Energy<br />
technology and climate change: A call to action. Paris:<br />
OECD/IEA.<br />
Kostic, M. M. (2007). Energy: Global and historical<br />
background. Encyclopedia <strong>of</strong> Energy Engineering and<br />
Technology, 1(1), 601-615. [Also available from http://<br />
www.kostic.niu.edu/Energy_Global_Historical-Kostic.<br />
pdf ]<br />
Lam, P., & <strong>Hong</strong> Kong Centre for Economic Research. (1996).<br />
<strong>The</strong> scheme <strong>of</strong> control on electricity companies. <strong>Hong</strong><br />
Kong: <strong>The</strong> Chinese <strong>University</strong> Press.<br />
Mitchell, C. (2008). <strong>The</strong> political economy <strong>of</strong> sustainable<br />
energy. Basingstoke, UK; New York: Palgrave Macmillan.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Fieldwork / Visits (incl report writing) 10<br />
Reading / Self-study 50<br />
Assessment: Essay / Report writing 40<br />
Assessment: Examination (incl preparation) 20<br />
Total: 152<br />
Assessment: 50% coursework;<br />
50% examination<br />
Assessment Tasks Weighting<br />
Essays and reports 25<br />
Quizzes 25<br />
Final examination 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain various energy conversion<br />
technologies.<br />
2. Assess the social benefits and environmental<br />
impacts <strong>of</strong> the fossil fuel economy and present<br />
their own views.<br />
3. Evaluate the potential <strong>of</strong> renewable energy technologies<br />
for future sustainable development.<br />
4. Demonstrate understanding <strong>of</strong> the ways energy<br />
was discovered and used in human history.<br />
5. Formulate informed arguments in responding<br />
to energy-related environmental issues.<br />
Lecture Time // Second semester (Wed)<br />
Energy: Its Evolution and Environmental<br />
Impacts<br />
Energy is essential to our daily lives. Electricity, fuel gas and fuel oil have brought us<br />
much convenience, luxury and prosperity. However, our present heavy reliance on<br />
fossil fuels has caused a serious energy crisis, air pollution and climate change problems.<br />
Active technological development is needed on both the supply and demand<br />
sides to enhance the energy industry to achieve sustainability. This course is designed<br />
to enable students to develop a broader perspective and critical understanding <strong>of</strong> energy<br />
issues that they are confronted with, to cultivate their appreciation <strong>of</strong> various<br />
viewpoints and responsibilities<br />
as global and local citizens,<br />
and to develop their problemsolving<br />
ability through lectures<br />
and discussion <strong>of</strong> the key energy<br />
and environmental issues. <strong>The</strong><br />
course topics include: (i) world<br />
energy resources; (ii) fossil fuelbased,<br />
nuclear and hydro energy<br />
technologies; (iii) energy conservation<br />
and energy efficiency;<br />
(iv) clean and renewable energy<br />
technologies; (v) scheme <strong>of</strong> control<br />
and deregulation in electricity<br />
supply; (vi) environmental<br />
impacts <strong>of</strong> energy industry; (vii)<br />
social, economic and political<br />
issues; and (viii) remedial measures<br />
and policies.<br />
Course Co-ordinator<br />
Dr T.S.P. Feng<br />
Department <strong>of</strong> Mechanical Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8554<br />
Email: hpfeng@hku.hk<br />
Teacher(s):<br />
Dr T.S.P. Feng<br />
Department <strong>of</strong> Mechanical Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8554<br />
Email: hpfeng@hku.hk<br />
Dr S.C.M. Hui<br />
Department <strong>of</strong> Mechanical Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2123<br />
Email: cmhui@hku.hk<br />
Dr G.C.K. Lam<br />
Department <strong>of</strong> Mechanical Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2877 3122<br />
Email: glam@nt.com.hk<br />
http://commoncore.hku.hk/ccst9016<br />
39
40<br />
Scientific & Technological Literacy<br />
Course Code // CCST9017<br />
Non-Permissible Combination:<br />
CCST9037 Mathematics: A Cultural Heritage<br />
Required Reading<br />
Bryan, K., & Leise, T. (2006). <strong>The</strong> $25,000,000,000<br />
eigenvector: <strong>The</strong> linear algebra behind Google. Siam<br />
Review, 48(3), 569-581.<br />
Gura, E.-Y., & Maschler, M. (2008). Insights into game<br />
theory: An alternative mathematical experience.<br />
Cambridge: Cambridge <strong>University</strong> Press. [Chap. 3]<br />
Haigh, J. (2003). Taking chances: Winning with probability<br />
(New ed.). Oxford: Oxford <strong>University</strong> Press. [Chap.14]<br />
Lysyanskaya, A. (2008). How to keep secrets safe. Scientific<br />
American, 299(3), 88-95.<br />
Shermer, M. (2008). <strong>The</strong> doping dilemma. Scientific<br />
American, 298(4), 82-89. From http://www.sciam.com/<br />
article.cfm?id=the-doping-dilemma<br />
Taylor, A. D., & Pacelli, A. M. (2008). Mathematics and<br />
politics: Strategy, voting, power and pro<strong>of</strong> (2nd ed.). New<br />
York: Springer.<br />
Woolfson, M. M. (2008). Everyday probability and statistics:<br />
Health, elections, gambling and war. London: Imperial<br />
College Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 36<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: In-class test 1.5<br />
Assessment: Assignments 30<br />
Total: 138.5<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Written assignment 35<br />
Mini project and group presentation 35<br />
In-class test 30<br />
Hidden Order in Daily Life:<br />
A Mathematical Perspective<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> important applications<br />
<strong>of</strong> mathematics in our everyday life.<br />
2. Apply mathematical ideas and methods to decision<br />
making on everyday issues.<br />
3. Investigate the mathematical foundation <strong>of</strong><br />
topics that are related to everyday life.<br />
4. Communicate daily life problems and solutions<br />
using appropriate mathematical terminology<br />
and good English.<br />
5. Solve real-life problems using mathematics<br />
and present the solutions using appropriate<br />
s<strong>of</strong>tware.<br />
Lecture Time // First semester (Wed)<br />
Although not obvious, mathematics actually permeates many areas <strong>of</strong> our modern society,<br />
affecting us fundamentally on an everyday basis. For example, the Human Genome<br />
Project, GPS systems, and mobile phones use mathematics extensively as well as<br />
other non-science matters such as financial investment, data encryption, and internet<br />
searching. Even voting systems, an important feature <strong>of</strong> our democracy, can be analyzed<br />
with the help <strong>of</strong> mathematics, enabling us to gain a deeper understanding <strong>of</strong> what<br />
is meant by fairness <strong>of</strong> a voting system or a social choice procedure and its limitations.<br />
Through exploring non-technically some mathematically rich daily life topics, this<br />
course aims to help students gain essential mathematical literacy for living in the 21st<br />
century. Students will learn the mathematical concepts and principles <strong>of</strong> things that<br />
they encounter in modern society, and learn how to handle and interpret numerical<br />
and other forms <strong>of</strong> mathematical data that affect their daily life.<br />
* Note: Mathematics beyond the level <strong>of</strong> general school mathematics is not required. <strong>The</strong><br />
focus <strong>of</strong> the course is on demonstrating analytical reasoning, formulating evidential<br />
and logical arguments, and presenting and communicating the coherent body <strong>of</strong> knowledge<br />
acquired.<br />
Course Co-ordinator<br />
Dr T.W. Ng<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5631<br />
Email: ntw@maths.hku.hk<br />
Teacher(s):<br />
Dr T.W. Ng<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5631<br />
Email: ntw@maths.hku.hk<br />
Dr K.H. Chan<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2857 8571<br />
Email: mkhchan@hku.hk<br />
http://commoncore.hku.hk/ccst9017
Scientific & Technological Literacy<br />
Course Code // CCST9018<br />
Required Reading<br />
Grady, M. M. (2001). Astrobiology. Washington, DC:<br />
Smithsonian Institution Press in association with the<br />
Natural History Museum, London.<br />
NASA. Astrobiology Magazine. From http://www.astrobio.<br />
net<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials (incl preparation) 18<br />
Reading / Self-study 36<br />
Assessment: Essay / Report writing 24<br />
Assessment: Presentation (incl preparation) 24<br />
Total: 126<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Video critiques / Self-produced video interview 20<br />
Debate 10<br />
Mini-essay 20<br />
Poster presentation 30<br />
Quizzes and tutorial activities 20<br />
Origin and Evolution <strong>of</strong> Life<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe how advances in technology have<br />
influenced scientific thinking on the origin,<br />
evolution and future <strong>of</strong> life.<br />
2. Discriminate between scientific explanations<br />
and other belief-based explanations for the origin<br />
and evolution <strong>of</strong> life.<br />
3. Describe and explain the societal implications<br />
<strong>of</strong> scientific discoveries relating to the origin,<br />
evolution and future <strong>of</strong> life.<br />
4. Evaluate how technological advances can affect<br />
the long-term future <strong>of</strong> humankind.<br />
Lecture Time // First semester (Wed)<br />
Among the most fundamental questions we can ask ourselves as human beings are:<br />
Where do we come from – how did life begin and evolve? Are we alone – is the Earth<br />
unique in our universe in supporting life? and Where are we going – what is the longterm<br />
future for humankind? <strong>The</strong>se questions focus on the origin, evolution and future<br />
<strong>of</strong> life, a field <strong>of</strong> study collectively termed astrobiology. Answers have been sought via<br />
scientific inquiry throughout human history, and technological advances have created<br />
paradigm shifts in the way that society reconciles new scientific findings with accepted<br />
norms and belief-systems. <strong>The</strong> course will examine: (i) how the conditions for life<br />
arose in the universe and how scientific and technological advances have changed this<br />
perception over time; (ii) the various scientific threads supporting the appearance <strong>of</strong><br />
life including humans, and their evolutionary changes over time; and (iii) the societal<br />
implications <strong>of</strong> discovering extraterrestrial life.<br />
Course Co-ordinator<br />
Dr S.B. Pointing<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0677<br />
Email: pointing@hku.hk<br />
Teacher(s):<br />
Dr S.B. Pointing<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0677<br />
Email: pointing@hku.hk<br />
Dr G.W. Porter<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5195<br />
Email: porterg@hku.hk<br />
http://commoncore.hku.hk/ccst9018<br />
41
42<br />
Scientific & Technological Literacy<br />
Course Code // CCST9019<br />
Required Reading<br />
Caron, Z., & May, E. (2009). Global warming for dummies.<br />
Mississauga, Ontario: J. Wiley & Sons Canada.<br />
Weekly or bi-weekly reading from the Internet such as<br />
Science News, Science, <strong>The</strong> Washington Post, <strong>The</strong> New York<br />
Times, South China Morning Post, etc.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 16<br />
Practical classes 4<br />
Tutorials 8<br />
Seminars 4<br />
Fieldwork / Visits 8<br />
Reading / Self-study 80<br />
Palaeoclimate laboratory 4<br />
Blog participation 2<br />
Assessment: Essay / Report writing 18<br />
Assessment: Presentation (incl preparation) 4<br />
Total: 148<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Essay 20<br />
Multiple choice quiz 20<br />
Group presentation and blog 20<br />
Field trip worksheet 10<br />
Laboratory report 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe, explain and connect the basic principles,<br />
concepts and theories, pertaining to the<br />
climate change debate using appropriate scientific<br />
language.<br />
2. Describe and explain how climate change impacts<br />
everyday life and society.<br />
3. Critically assess films and other media information<br />
(e.g. from the Internet, the popular<br />
press, books, journals) on the climate change<br />
debate.<br />
4. Work constructively in peer-selected groups to<br />
produce a presentation.<br />
5. Demonstrate public speaking skills.<br />
Lecture Time // First semester (Wed)<br />
Understanding Climate Change<br />
Climate change is consistently in the news, yet there is little public understanding <strong>of</strong><br />
what is now one <strong>of</strong> the biggest issues facing humanity. This course will provide students<br />
with the scientific literacy needed to understand climate change and consider<br />
existing and proposed solutions. <strong>The</strong> guiding objective is to promote the understanding<br />
needed to evaluate, develop and propose emerging and creative solutions at individual,<br />
local and global levels. Students will be required to critically examine different media<br />
on the subject including critiques <strong>of</strong> “An Inconvenient Truth” and “<strong>The</strong> Great Global<br />
Warming Swindle” films that present opposing sides <strong>of</strong> the climate change argument.<br />
Besides lectures, the course will use self-directed web-based learning and “blog” discussions<br />
together with a climate lab and field trip to stimulate student thinking. An interest<br />
in climate change issues and the ability to think critically and express ideas are<br />
the only prerequisites for the course.<br />
Course Co-ordinator<br />
Dr Z.H. Liu<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2831<br />
Email: zhliu@hku.hk<br />
Teacher(s):<br />
Dr Z.H. Liu<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2831<br />
Email: zhliu@hku.hk<br />
Dr J.A. King<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5473<br />
Email: jessking@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9019
Scientific & Technological Literacy<br />
Course Code // CCST9020<br />
Required Reading<br />
Anderson, R. C. (1998). Mid-course correction: Toward a<br />
sustainable enterprise: <strong>The</strong> Interface model. Atlanta, GA:<br />
Peregrinzilla Press.<br />
Granade, H. C., Creyts, J., Derkach, A., Farese, P., Nyquist,<br />
S., & Ostrowski, K. (2009). Unlocking energy efficiency<br />
in the U.S. economy. McKinsey Global Energy and<br />
Materials, McKinsey & Company.<br />
Additional required readings will be provided in class by<br />
the teachers.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 10<br />
Fieldwork / Visits 3<br />
Reading / Self-study 48<br />
Assessment: Quizzes 1<br />
Assessment: Assignments and reports 36<br />
Assessment: Examination 2<br />
Total: 122<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
In-course quizzes 10<br />
Participation in tutorial discussions 15<br />
Assignments 15<br />
Field visit report 20<br />
Examination 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> abstract to<br />
semi-technical issues relating to sustainable<br />
development in the context <strong>of</strong> the built environment.<br />
2. Demonstrate awareness <strong>of</strong> the impact <strong>of</strong> human<br />
activity on the natural and built environment<br />
and argue the role pr<strong>of</strong>essionals have played<br />
and will play.<br />
3. Describe modern day built environment systems<br />
and sustainable technologies.<br />
4. Formulate strategies to ensure sustainable development<br />
<strong>of</strong> current and future built environments.<br />
Lecture Time // Second semester (Wed)<br />
Sustainable Development <strong>of</strong> the Built<br />
Environment<br />
“First we shape our buildings; thereafter they shape us.” (Winston Churchill)<br />
An ever growing awareness <strong>of</strong> the adverse impacts that humans are having upon the<br />
natural environment is prompting a greater public awareness <strong>of</strong> the need to live in a<br />
sustainable manner. An opportunity to enact such a manner <strong>of</strong> living is no greater than<br />
the very place we spend a significant portion <strong>of</strong> our lives; the built environment. <strong>The</strong><br />
sustainable functioning <strong>of</strong> large cities, such as <strong>Hong</strong> Kong, <strong>of</strong>fers an ideal opportunity<br />
to positively influence the present and future impact <strong>of</strong> human activity on our planet.<br />
Students <strong>of</strong> this course should gain an informed understanding <strong>of</strong> the central issues associated<br />
with sustainable development <strong>of</strong> the built environment and the ways in which<br />
these issues have been responded to throughout history and the present day as well as<br />
how they could be responded to in the future. Students will also develop an ability to<br />
formulate clear strategies by drawing upon relevant best practices and technologies.<br />
Topics specific to this course include (i) global issues related to the natural and built<br />
environment, (ii) the science <strong>of</strong> sustainable development and associated technologies,<br />
(iii) relevant ethical, socioeconomic, philosophical and political issues as well as the<br />
role <strong>of</strong> pr<strong>of</strong>essionals, (iv) energy, and (v) case studies and the future. In this course students<br />
will be expected to attend lectures and tutorials, participate in tutorial discussions,<br />
search literature and read widely, and to also undertake a field trip (within <strong>Hong</strong><br />
Kong) and report the results.<br />
Course Co-ordinator<br />
Dr S.T. Smith<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2241 5699<br />
Email: stsmith@hku.hk<br />
Teacher(s):<br />
Dr S.T. Smith<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2241 5699<br />
Email: stsmith@hku.hk<br />
Dr K.M. Shih<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 1973<br />
Email: kshih@hku.hk<br />
http://commoncore.hku.hk/ccst9020<br />
43
44<br />
Scientific & Technological Literacy<br />
Course Code // CCST9021<br />
Required Reading<br />
Blewitt, J. (2008). Understanding sustainable development.<br />
London: Earthscan. [e-book]<br />
Environmental Protection Department. (2006). 20 years<br />
<strong>of</strong> marine water quality monitoring in <strong>Hong</strong> Kong,<br />
1986-2005. <strong>Hong</strong> Kong: Environmental Protection<br />
Department, HKSAR Government. From http://www.<br />
epd.gov.hk/epd/misc/marine_quality/1986-2005/<br />
Rogers, P. P., Jalal, K. F., & Boyd, J. A. (2008). An introduction<br />
to sustainable development. London; Sterling, VA:<br />
Earthscan. [e-book]<br />
Tsang, S. Y. S. (2004). A modern history <strong>of</strong> <strong>Hong</strong> Kong.<br />
London: I. B. Tauris. [e-book]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 64<br />
Self-learning exercises through museum<br />
and site visits 20<br />
Assessment: Group project / Presentation<br />
(incl preparation) 20<br />
Assessment: Essay / Report writing 20<br />
Total: 160<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Self-learning exercises 30<br />
Group project 30<br />
Tutorial participation and individual<br />
presentation 20<br />
Essay writing 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate in-depth understanding <strong>of</strong> our<br />
marine heritage in relation to its historical, societal,<br />
physicochemical, and ecological aspects.<br />
2. Critically analyze the various situations, problems<br />
and conflicts with respect to the use and<br />
management <strong>of</strong> our marine resources.<br />
3. Apply essential principles and skills to resolve<br />
the environmental problems in relation to the<br />
sustainable development <strong>of</strong> marine natural resources.<br />
4. Appreciate our own culture related to history<br />
<strong>of</strong> the unique marine heritage in contrast to the<br />
cultures in other jurisdictions.<br />
5. Demonstrate understanding <strong>of</strong> the potential<br />
positive and negative impacts <strong>of</strong> science and<br />
technology such as those demonstrated in fishing<br />
gears’ evolution.<br />
6. Ascertain self-learning habits, problem solving<br />
and communication skills through various<br />
learning activities.<br />
Lecture Time // Second semester (Wed)<br />
<strong>Hong</strong> Kong: Our Marine Heritage<br />
This course will provide students<br />
with an in-depth understanding <strong>of</strong><br />
our marine heritage in relation to its<br />
historical, social, economical, physicochemical,<br />
and ecological aspects.<br />
In particular, the course will acquaint<br />
students with key principles and<br />
skills to resolve the environmental<br />
problems with respect to the sustainable<br />
development <strong>of</strong> marine natural<br />
resources. Students will also explore<br />
the positive and negative impacts <strong>of</strong><br />
science and technology such as those<br />
demonstrated in the evolution <strong>of</strong><br />
fishing gear and chemical use. Eventually,<br />
students will learn how to critically<br />
analyze the various situations,<br />
problems, conflicts and solutions<br />
regarding the use and management <strong>of</strong><br />
our marine resources.<br />
Course Co-ordinator<br />
Dr K.M.Y. Leung<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0607<br />
Email: kmyleung@hkucc.hku.hk<br />
Teacher(s):<br />
Dr K.M.Y. Leung<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0607<br />
Email: kmyleung@hkucc.hku.hk<br />
Pr<strong>of</strong>essor Y. Sadovy<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0603<br />
Email: yjsadovy@hku.hk<br />
http://commoncore.hku.hk/ccst9021
Scientific & Technological Literacy<br />
Course Code // CCST9022<br />
Required Reading<br />
Day, R. A., & Gastel, B. (2006). How to write and publish a<br />
scientific paper. Westport, CT: Greenwood Press.<br />
Erickson, M. (2005). Science, culture and society:<br />
Understanding science in the twenty-first century.<br />
Cambridge, UK: Polity.<br />
Goldacre, B. (2009). Bad science. London: Fourth Estate.<br />
Gregory, J., & Miller, S. (1998). Science in public:<br />
Communication, culture, and credibility. New York:<br />
Plenum Trade.<br />
Hargreaves, I., & Ferguson, G. (2000). Who’s<br />
misunderstanding whom? Swindon, UK: Economic and<br />
Social Research Council.<br />
Sagan, C. (1997). <strong>The</strong> demon-haunted world: Science as a<br />
candle in the dark. New York: Ballantine Books.<br />
Scanlon, E. (1999). Communicating science: Contexts and<br />
channels. London; New York: Routledge.<br />
Silverstone, R. (1985). Framing science: <strong>The</strong> making <strong>of</strong> a BBC<br />
documentary. London: British Film Institute Publishing.<br />
<strong>The</strong> nature <strong>of</strong> Nature. (2009, April 25). <strong>The</strong> Economist,<br />
390(8628), 83-84.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 10<br />
Reading / Self-study 60<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Case study 15<br />
Assessment: Mini-project 15<br />
Assessment: In-class quizzes (incl revision time) 8<br />
Total: 145<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class quizzes 20<br />
Individual mini-project 30<br />
Group presentation 20<br />
Case study 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Define the scientific method and recognize how<br />
it is applied in the real world.<br />
2. Describe how the mass media shapes our view<br />
<strong>of</strong> the modern world.<br />
3. Explain how the public understanding and<br />
perception <strong>of</strong> science and technology issues is<br />
shaped by the mass media.<br />
4. Critically appraise the depiction <strong>of</strong> science in<br />
the media and in popular culture: learning to<br />
formulate opinions on facts depicted, seeing<br />
how it shapes our society.<br />
Lecture Time // Second semester (Wed)<br />
How the Mass Media Depicts Science,<br />
Technology and the Natural World<br />
Public understanding and perception <strong>of</strong> science and technology issues are heavily<br />
shaped by their depictions in the mass media. This course aims at helping students to<br />
understand what is science from the point <strong>of</strong> view <strong>of</strong> scientists, to become discerning<br />
and critical consumers <strong>of</strong> science and technology as depicted in the mass media, and<br />
to be able to critically understand how science and technology influence our daily life<br />
from multiple perspectives. In this course, we first introduce the scientific method (i.e.,<br />
observations, hypothesis, prediction, experiment, and theory) and how it is applied in<br />
the real world (e.g., issues such as public/private funding source, control sample, statistics,<br />
and press-release versus peer-reviewed publications). We then introduce elements<br />
<strong>of</strong> media criticism and how the media shape our view <strong>of</strong> the world.<br />
Course Co-ordinator<br />
Dr H.F. Chau<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 1925<br />
Email: hfchau@hkusua.hku.hk<br />
Teacher(s):<br />
Dr H.F. Chau<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 1925<br />
Email: hfchau@hkusua.hku.hk<br />
Mr T. Abraham<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4017<br />
Email: thomas@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9022<br />
45
46<br />
Scientific & Technological Literacy<br />
Course Code // CCST9023<br />
Required Reading<br />
<strong>The</strong>se readings are subject to change. More appropriate<br />
literature may be available later.<br />
Charnock, H. (1973). H.M.S. Challenger and the development<br />
<strong>of</strong> marine science. <strong>The</strong> Journal <strong>of</strong> Navigation, 26(1), 1-12.<br />
Imbrie, J., & Imbrie, K. P. (1979). Ice age: Solving the mystery.<br />
Short Hills, NJ: Enslow Publishers. [<strong>The</strong> Deep and the<br />
Past, pp. 123-133]<br />
Kious, W. J., Tilling, R. I., & Geological Survey (U.S.).<br />
(1994). This dynamic earth: <strong>The</strong> story <strong>of</strong> plate tectonics.<br />
Washington, DC: U.S. Geological Survey. [Developing the<br />
<strong>The</strong>ory, pp. 14-30; Also available from http://pubs.usgs.<br />
gov/publications/text/developing.html]<br />
Powell, H. (2008). Fertilizing the ocean with iron. Oceanus,<br />
46(1), 4-9.<br />
Reves-Sohn, R. (2004). Unique vehicles for a unique<br />
environment. Oceanus, 42(2), 25-27.<br />
Safina, C. (1995). <strong>The</strong> world’s imperiled fish. Scientific<br />
American, 273(5), 46-53.<br />
Smith, L. (2008, May 24). Titanic search was cover for<br />
secret Cold War subs mission. <strong>The</strong> Times.<br />
Viviano, F. (2005). China’s Great Armada. National<br />
Geographic, 208(1), 28-53.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 8<br />
Practical (laboratory) classes 4<br />
Fieldwork / Visits 8<br />
Reading / Self-study 60<br />
Assessment: Field trip quiz (incl preparation) 2<br />
Assessment: Essay / Laboratory report writing 15<br />
Assessment: Debate presentation<br />
(incl preparation) 10<br />
Assessment: Final class MCQ (incl preparation) 15<br />
Total: 144<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Black box assignment 15<br />
Field trip worksheet and MCQ 15<br />
Laboratory report 15<br />
Essay 10<br />
Mini-debate 15<br />
Final class MCQ 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe the scientific process and how it relates<br />
to oceanography.<br />
2. Describe how global conflict and the quest for<br />
food and resources led to advancement in our<br />
understanding <strong>of</strong> the oceans.<br />
3. Evaluate critically the physical, chemical and<br />
biological impacts <strong>of</strong> human activities on the<br />
ocean systems.<br />
4. Apply knowledge on the human dependence on<br />
the oceans to decision making on policies pertaining<br />
to their management.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> Oceans: Science and Society<br />
<strong>The</strong> oceans are the last frontier on earth. <strong>The</strong>y cover 70% <strong>of</strong> the earth surface, and yet<br />
we have mapped only 5% <strong>of</strong> the ocean floors. Given that the oceans are the primary reason<br />
that the Earth is habitable, increasing our understanding <strong>of</strong> this system and its role<br />
in the development <strong>of</strong> civilization, and our interdependence on the oceans’ many resources<br />
is critical. In this course we will explore the interactions between humans and<br />
the oceans throughout civilization. Humans rely on the oceans for water supply, food,<br />
energy, and military and economic activities. We will discuss how historical and recent<br />
oceanographic explorations have enlightened our understanding <strong>of</strong> the earth and<br />
contributed to the advancement <strong>of</strong> technology. <strong>The</strong> course will also explore the human<br />
impacts on the oceans and how such impacts could in turn produce adverse effects on<br />
civilization – including climate change.<br />
Course Co-ordinator<br />
Dr S.C. Chang<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2857 8577<br />
Email: suchin@hku.hk<br />
Teacher(s):<br />
Dr S.C. Chang<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2857 8577<br />
Email: suchin@hku.hk<br />
Dr J.A. King<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5473<br />
Email: jessking@hkucc.hku.hk<br />
Dr C.E. Dingle<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5484<br />
Email: cdingle@hku.hk<br />
http://commoncore.hku.hk/ccst9023
Scientific & Technological Literacy<br />
Course Code // CCST9024<br />
Required Reading<br />
Selected chapters from:<br />
Harrison, E. (2007). Blood cells for sale. Scientific American,<br />
297(5), 108-109.<br />
H<strong>of</strong>fbrand, A. V., Moss, P. A. H., & Pettit, J. E. (2006).<br />
Essential haematology (5th ed.). Malden, MA; Oxford:<br />
Blackwell.<br />
Kline, R. M. (2001). Whose blood is it, anyway? Scientific<br />
American, 284(4), 42.<br />
Netting, J. (1999). Viral gene screen. Scientific American,<br />
281(2), 31-32.<br />
Nucci, M. L., & Abuchowski, A. (1998). <strong>The</strong> search for blood<br />
substitutes. Scientific American, 278(2), 72-77.<br />
Porter, R. (2003). Blood and guts: A short history <strong>of</strong> medicine.<br />
London: Penguin Books.<br />
Starr, D. P. (1998). Blood: An epic history <strong>of</strong> medicine and<br />
commerce (1st ed.). New York: Alfred A. Knopf. [Also<br />
available from Scientific American]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Problem-based Learning tutorials 12<br />
Fieldwork/ Visits 5<br />
Reading / Self-study 40<br />
Practicals 4<br />
Films and videos 5<br />
Assessment: Essay / Report writing 24<br />
Assessment: Field work visit report 6<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Short essays 30<br />
Practical quiz and worksheet 10<br />
Field trip presentation 20<br />
Participation in Problem-based Learning<br />
tutorials 10<br />
Problem-based Learning portfolio 30<br />
Blood, Beliefs, Biology<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain how scientific discoveries and technolgoical<br />
innovations shape our understanding<br />
<strong>of</strong> blood, its biological properties and potential<br />
uses.<br />
2. Discuss how blood maintains our body in<br />
health, and describe why transfusions <strong>of</strong> blood<br />
and its products have been viewed to bring both<br />
benefit and harm to human beings.<br />
3. Demonstrate understanding <strong>of</strong> how cultural<br />
and personal beliefs shape engagement with<br />
blood through rituals, ceremonies, and in films<br />
and stories associated with vampirism.<br />
4. Articulate how science is distinct from, and<br />
connected with, other areas <strong>of</strong> investigation<br />
in the humanities, the social sciences, and in<br />
everyday life.<br />
Lecture Time // Second semester (Wed)<br />
This course will enable students<br />
to understand the reasons for the<br />
fascination which blood holds<br />
over human beings from a number<br />
<strong>of</strong> different, but interrelated,<br />
perspectives. <strong>The</strong>y will be able to<br />
articulate how our views <strong>of</strong> blood<br />
are not only changed in time<br />
through scientific discoveries<br />
and technological innovations,<br />
but are also affected by cultural<br />
and religious beliefs. Under the<br />
theme “Nature and Methods <strong>of</strong><br />
Science,” the course will address<br />
the historical understanding <strong>of</strong><br />
blood and its function viewed<br />
from both a western perspective<br />
as driven by scientific discoveries<br />
and from the traditional Chinese<br />
concept <strong>of</strong> blood and its relationship<br />
to qi. Under the themes “Science,<br />
Technology and Society”<br />
and “Science and Technology in<br />
Everyday Life,” the student will<br />
understand how advances in science<br />
coupled with innovations in<br />
technology have expanded the uses <strong>of</strong> blood e.g. blood banks (and the need for screening<br />
for infectious agents), blood as source <strong>of</strong> stem cells, and blood tests in forensic<br />
and legal medicine. Finally, the course will examine the meanings which blood bring<br />
through cultural and religious beliefs e.g. the role <strong>of</strong> blood in sacrifice and rituals; the<br />
prohibition <strong>of</strong> transfusion <strong>of</strong> blood by Jehovah’s Witnesses, the global fascination with<br />
taking and giving <strong>of</strong> blood in vampirism and its association with immortality.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor L.C. Chan<br />
Department <strong>of</strong> Pathology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4872<br />
Email: chanlc@pathology.hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor L.C. Chan<br />
Department <strong>of</strong> Pathology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4872<br />
Email: chanlc@pathology.hku.hk<br />
Dr J.C.C. So<br />
Department <strong>of</strong> Pathology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4570<br />
Email: scc@pathology.hku.hk<br />
Dr S.L. Beh<br />
Department <strong>of</strong> Pathology,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2255 4863<br />
Email: philipbeh@pathology.hku.hk<br />
http://commoncore.hku.hk/ccst9024<br />
47
48<br />
Scientific & Technological Literacy<br />
Course Code // CCST9025<br />
Required Reading<br />
Dawkins, R. (2006). <strong>The</strong> selfish gene (30th anniversary ed.).<br />
Oxford; New York: Oxford <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 64<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: Online discussions 10<br />
Total: 160<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Online discussions 20<br />
Group presentations 30<br />
Essay 50<br />
Genetics and Human Nature<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the basic principles <strong>of</strong> genetics<br />
and evolution, and give an account <strong>of</strong> the<br />
principal historical figures and their major ideas<br />
and contributions.<br />
2. Evaluate the evidence concerning the relative<br />
roles <strong>of</strong> nature and nurture (or genes and<br />
environment) in the determination <strong>of</strong> human<br />
individual differences, and to discuss the implications<br />
<strong>of</strong> the findings <strong>of</strong> such studies.<br />
3. Analyze how humankind’s evolutionary past<br />
may have shaped our emotional makeup and<br />
thereby impact on how we behave to each other<br />
and the material world.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> overall theme <strong>of</strong> this course is that genetics and evolution provide a useful perspective<br />
for understanding many important aspects <strong>of</strong> our lives, including our psychological<br />
makeup and how we relate to others. <strong>The</strong> course will draw on multiple intellectual<br />
disciplines – genetics, evolution, mathematics, statistics and psychology – to<br />
address the following fundamental issues:<br />
• How life is maintained from one generation to the next through genes, and how<br />
living organisms can adapt the environment through changes in the genes.<br />
• How human individual differences in important domains such as personality and<br />
health are influenced by genetic and environmental differences.<br />
• How the nature or humankind may have been shaped by our evolutionary past,<br />
and the implications this has on the future <strong>of</strong> our species.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor P.C. Sham<br />
Centre for Genomic Sciences,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2831 5425<br />
Email: pcsham@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor P.C. Sham<br />
Centre for Genomic Sciences,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2831 5425<br />
Email: pcsham@hku.hk<br />
Dr S.S. Cherny<br />
Centre for Genomic Sciences,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2831 5079<br />
Email: cherny@hku.hk<br />
Dr W.L. Yang<br />
Centre for Genomic Sciences,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2831 5077<br />
Email: yangwl@hkucc.hku.hk<br />
Dr M.M. Garcia-Barcelo<br />
Centre for Genomic Sciences,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2831 5073<br />
Email: mmgarcia@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9025
Scientific & Technological Literacy<br />
Course Code // CCST9026<br />
Required Reading<br />
Selected chapters from:<br />
Barrow, J. D. (2005). <strong>The</strong> artful universe expanded. Oxford;<br />
New York: Oxford <strong>University</strong> Press.<br />
Barrow, J. D. (2008). Cosmic imagery: Key images in the<br />
history <strong>of</strong> science (1st Amer. ed.). London: Bodley Head.<br />
Feyerabend, P. (1987). Farewell to reason. London; New<br />
York: Verso.<br />
Galison, P., Gordin, M. D., & Kaiser, D. (2001). Science and<br />
society: <strong>The</strong> history <strong>of</strong> modern physical science in the<br />
twentieth century. New York: Routledge.<br />
Hall, A. R. (1994). Science and society: Historical essays<br />
on the relations <strong>of</strong> science, technology, and medicine.<br />
Aldershot, UK: Variorum.<br />
Kuhn, T. S. (1996). <strong>The</strong> structure <strong>of</strong> scientific revolutions (3rd<br />
ed.). Chicago, IL: <strong>University</strong> <strong>of</strong> Chicago Press.<br />
Popper, K. R. (2002). <strong>The</strong> logic <strong>of</strong> scientific discovery.<br />
London: Routledge Classics.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 11<br />
Seminars 2<br />
Reading / Self-study 40<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: In-class test (incl preparation) 28<br />
Total: 133<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class test 40<br />
Individual mini-project-essay 20<br />
Group presentation 20<br />
Reading assignments 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the most important scientific<br />
revolutions that took place in science,<br />
their causes, and their historical context.<br />
2. Use the relevant information about the scientific<br />
revolutions to critically examine their<br />
social impact.<br />
3. Apply the knowledge obtained from the course<br />
to assess the impact on society <strong>of</strong> the major scientific<br />
discoveries <strong>of</strong> the future.<br />
4. Examine the role <strong>of</strong> science in modern human<br />
history.<br />
5. Analyze the impact <strong>of</strong> science in larger sociocultural<br />
context.<br />
Lecture Time // First semester (Wed)<br />
Scientific Revolutions and their Impact<br />
on Modern Societies<br />
<strong>The</strong> main purpose <strong>of</strong> this<br />
course is to review some <strong>of</strong><br />
the most important scientific<br />
revolutions that took<br />
place in the history <strong>of</strong> science<br />
(Heliocentric, Newtonian,<br />
the Chemical, the<br />
Relativistic, the Quantum,<br />
and the Darwinian revolutions),<br />
and to present and<br />
discuss their historical context,<br />
and origin, the struggle<br />
<strong>of</strong> the individual scientists<br />
for scientific truth, and how<br />
they succeeded in changing<br />
the dominant views on nature<br />
and society. <strong>The</strong> scientific<br />
revolutions had a deep<br />
social impact, by changing<br />
the world and the way <strong>of</strong> life<br />
through the development<br />
<strong>of</strong> new technologies, and<br />
shaping a new social order.<br />
<strong>The</strong> course will promote<br />
open discussion on the social<br />
contexts and socio-cultural impacts <strong>of</strong> the major scientific discoveries. Scientific<br />
knowledge and the procedures used by scientists influence the way many individuals<br />
in society think about themselves, others, and the environment, and deeply influence<br />
the way <strong>of</strong> life <strong>of</strong> common people through technology. <strong>The</strong> course will address the following<br />
fundamental issues: what is science and how it works; the nature <strong>of</strong> research;<br />
normal science (paradigm), and its development; scientific anomaly and the shift in<br />
pr<strong>of</strong>essional commitments to shared assumptions; the scientific revolution and its<br />
meaning and consequences; and the social impact <strong>of</strong> the scientific revolution.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor K.S. Cheng<br />
Department <strong>of</strong> Physics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2368<br />
Email: hrspksc@hkucc.hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor K.S. Cheng<br />
Department <strong>of</strong> Physics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2368<br />
Email: hrspksc@hkucc.hku.hk<br />
Pr<strong>of</strong>essor A.S.C. Cheung<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2155<br />
Email: hrsccsc@hku.hk<br />
Dr T.C. Harko<br />
Department <strong>of</strong> Physics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5747<br />
Email: harko@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9026<br />
49
50<br />
Scientific & Technological Literacy<br />
Course Code // CCST9027<br />
Required Reading<br />
<strong>Core</strong> readings:<br />
Ariely, D. (2008). Predictably irrational. New York:<br />
HarperCollins.<br />
Gilovich, T. (1991). How we know what isn’t so: <strong>The</strong> fallibility<br />
<strong>of</strong> human reason in everyday life. New York: <strong>The</strong> Free<br />
Press.<br />
Schwartz, B. (2004). <strong>The</strong> paradox <strong>of</strong> choice: Why more is less<br />
(1st ed.). New York: ECCO.<br />
Selected chapters from:<br />
Gigerenzer, G. (2007). Gut feelings: <strong>The</strong> intelligence <strong>of</strong> the<br />
unconscious. New York: Viking.<br />
Groopman, J. E. (2007). How doctors think. Boston:<br />
Houghton Mifflin.<br />
Lewis, M. (2003). Moneyball: <strong>The</strong> art <strong>of</strong> winning an unfair<br />
game (1st ed.). New York: W. W. Norton.<br />
Piattelli-Palmarini, M. (1994). Inevitable illusions: How<br />
mistakes <strong>of</strong> reason rule our minds. New York: Wiley.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 10<br />
Reading / Self-study 30<br />
Demonstrations 10<br />
Homework 40<br />
Assessment: Essay / Report writing 15<br />
Total: 125<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class tests 40<br />
Short essays 50<br />
Small assignments 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and give examples <strong>of</strong> common errors<br />
in intuitive judgment and decisions.<br />
2. Recognize and identify these errors in real<br />
world situations.<br />
3. Explain psychological theories for these errors<br />
and supporting empirical evidence.<br />
4. Discuss and critically evaluate psychological<br />
theories <strong>of</strong> intuitive judgement and decision<br />
making.<br />
5. Apply knowledge and theories to analyze judgments<br />
and decisions in real world situations.<br />
Lecture Time // First semester (Wed)<br />
<strong>The</strong> Science <strong>of</strong> Irrational Thinking<br />
Human judgment and decisions are <strong>of</strong>ten irrational. People subscribe to fallacies,<br />
hold superstitious beliefs, make inconsistent judgments, and allow irrelevant factors<br />
to influence decisions. Often, such errors are not due to lack <strong>of</strong> knowledge or<br />
intelligence, but are consequences <strong>of</strong> the way our brains work. <strong>The</strong> mental processes<br />
that allow us to make decisions in the complex situations <strong>of</strong> everyday life can<br />
also lead us to errors and irrational thinking.<br />
This course examines irrational<br />
thinking from a scientific<br />
perspective. We will<br />
survey a range <strong>of</strong> systematic<br />
errors and biases that have<br />
been identified, discuss scientific<br />
evidence and explanations,<br />
and analyze how these<br />
biases manifest themselves in<br />
domains like medicine, economics,<br />
and consumer choice.<br />
A number <strong>of</strong> class demonstrations,<br />
modeled after actual<br />
studies, will help illustrate<br />
the effects.<br />
Course Co-ordinator<br />
Dr J.A. Saunders<br />
Department <strong>of</strong> Psychology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8596<br />
Email: jsaun@hkucc.hku.hk<br />
Teacher(s):<br />
Dr J.A. Saunders<br />
Department <strong>of</strong> Psychology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8596<br />
Email: jsaun@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9027
Scientific & Technological Literacy<br />
Course Code // CCST9028<br />
Non-Permissible Combination:<br />
CCST9035 Making Sense <strong>of</strong> Science-related Social Issues<br />
Required Reading<br />
Easton, T. A. (2010). Taking sides: Clashing views on<br />
controversial issues in science, technology, and society<br />
(9th ed.). Boston: McGraw Hill Higher Education. [Older<br />
editions are also acceptable]<br />
Vaughn, L. (2008). <strong>The</strong> power <strong>of</strong> critical thinking: Effective<br />
reasoning about ordinary and extraordinary claims. New<br />
York: Oxford <strong>University</strong> Press.<br />
Yudkin, B. (2006). Critical reading: Making sense <strong>of</strong> research<br />
papers in life sciences and medicine. London: Routledge.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 60<br />
Assessment: Essay / Report writing 10<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: Poster<br />
(incl preparation <strong>of</strong> own poster and<br />
grading other posters) 20<br />
Assessment: Examination (incl preparation) 12<br />
Total: 156<br />
Assessment: 75% coursework;<br />
25% examination<br />
Assessment Tasks Weighting<br />
Assignments 0<br />
Poster 45<br />
Group presentations and debates 30<br />
Examination 25<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Find the information on a specific topic, understand<br />
the scientific terminology, explain and<br />
interpret the relevant information, and examine<br />
its validity.<br />
2. Describe and explain the interplay between<br />
science and technology, government policies,<br />
economics, and society.<br />
3. Critically examine different science and technology<br />
issues relevant to their daily life.<br />
4. Compare information from different sources,<br />
discriminate between information with different<br />
reliability, and form an informed opinion<br />
about scientific controversies.<br />
Lecture Time // Second semester (Wed)<br />
Critical Thinking about Science and<br />
Technology<br />
Science and technology are important parts <strong>of</strong> modern life, and understanding <strong>of</strong> scientific<br />
concepts is necessary to form an informed judgment on a range <strong>of</strong> topics from<br />
claims in product advertisements to policies on global issues. This process can be<br />
complex due to the abundance <strong>of</strong> easily available information. Thus, it is necessary<br />
to be able to distinguish between facts and fallacies and discriminate between different<br />
claims.<br />
This course aims to help students to develop critical thinking skills and to apply<br />
them to a variety <strong>of</strong> science and technology issues. To achieve this aim, the course<br />
will first cover the general topics about scientific method and critical thinking, with<br />
numerous examples <strong>of</strong> both good and bad research practices, examples <strong>of</strong> misleading<br />
advertising, and controversial policy issues. <strong>The</strong> principles <strong>of</strong> critical thinking and<br />
sound scientific research will then be applied to several specific topics, which will be<br />
selected among the following areas: nanotechnology, global warming, pesticide use,<br />
nuclear energy, bi<strong>of</strong>uels, alternative medicine and health supplements industry, genetic<br />
engineering, cloning and stem cell research, health risks <strong>of</strong> modern lifestyles,<br />
and threats <strong>of</strong> global epidemics.<br />
Course Co-ordinator<br />
Dr A. Djurisic<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 7946<br />
Email: dalek@hku.hk<br />
Teacher(s):<br />
Dr A. Djurisic<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 7946<br />
Email: dalek@hku.hk<br />
http://commoncore.hku.hk/ccst9028<br />
51
52<br />
Scientific & Technological Literacy<br />
Course Code // CCST9029<br />
Required Reading<br />
Aker, P. (2007, November 6). Schools’ Internet filters let in porn. <strong>The</strong><br />
Columbus Dispatch. From http://www.dispatch.com/content/stories/<br />
local/2007/11/06/School_Porn.ART_ART_11-06-07_A1_L98CSNE.<br />
html<br />
Department <strong>of</strong> Justice, <strong>The</strong> Government <strong>of</strong> the <strong>Hong</strong> Kong Special<br />
Administrative Region. (2011). <strong>The</strong> Prosecutions Division. From<br />
http://www.doj.gov.hk/eng/about/pd.htm [Obscene articles and child<br />
pornography]<br />
Dillner, M. (2000, January). Internet safety and ethics for the classroom.<br />
Reading Online. From http://www.readingonline.org/editorial/edit_<br />
index.asp?HREF=/editorial/ethics.html<br />
Donoghue, A. (2008, August 15). Growth in password theft from online<br />
games. SC Magazine UK. From http://www.scmagazineuk.com/growthin-password-theft-from-online-games/article/115454/%25253e/<br />
Filby, M. (2007). Big crook in little China: <strong>The</strong> ramifications <strong>of</strong> the<br />
<strong>Hong</strong> Kong BitTorrent case on the criminal test <strong>of</strong> prejudicial effect.<br />
International Review <strong>of</strong> Law Computers and Technology, 21(3), 275-283.<br />
<strong>Hong</strong> Kong Police Force, <strong>The</strong> Government <strong>of</strong> the <strong>Hong</strong> Kong Special<br />
Administrative Region. (2011). Technology crime. From http://www.<br />
police.gov.hk/ppp_en/04_crime_matters/tcd/index.html<br />
Information Services Department, <strong>The</strong> Government <strong>of</strong> the <strong>Hong</strong> Kong<br />
Special Administrative Region. (2008, September 25). Secretary for<br />
Security talks about crime situation [Press release]. From http://www.<br />
info.gov.hk/gia/general/200809/25/P200809250258.htm<br />
Legislative Council Panel on Home Affairs. (2008). Protection <strong>of</strong> personal<br />
data privacy [LC Paper No. CB(2)2454/07-08(01)]. From http://www.<br />
legco.gov.hk/yr07-08/english/panels/ha/papers/ha0704cb2-2454-1-e.<br />
pdf<br />
Matte, C. (n.d.). Why you may need an Internet filter. From http://<br />
familyinternet.about.com/od/computingsafetyprivacy/a/needfilter.htm<br />
Moy, P. (2008, July 17). Child porn hoarders may be locked up for 3 years.<br />
<strong>The</strong> Standard. From http://www.thestandard.com.hk/news_detail.<br />
asp?pp_cat=11&art_id=68738&sid=19788009&con_type=1<br />
Office <strong>of</strong> the Privacy Commissioner for Personal Data, <strong>Hong</strong> Kong. (2008,<br />
June 5). <strong>The</strong> Director <strong>of</strong> Immigration Department signed formal<br />
undertaking [Media statement]. From http://www.pcpd.org.hk/english/<br />
infocentre/press_20080605.html<br />
Twist, J. (2005, February 25). Solutions to net security fears. BBC News.<br />
From http://news.bbc.co.uk/2/hi/technology/4273135.stm<br />
Weinstein, S., & Wild, C. (2007, April). <strong>The</strong> <strong>Hong</strong> Kong BitTorrent Case:<br />
Why should big crook do down big time for a little infringement? Paper<br />
presented at the 22nd BILETA Annual Conference 2007, Hertfordshire,<br />
UK. From http://www.bileta2007.co.uk/papers/images/stream_6/<br />
WeinsteinS_WildC.pdf<br />
Wong, K. C. (2005). <strong>The</strong> discovery <strong>of</strong> computer crime in <strong>Hong</strong> Kong: A case<br />
study <strong>of</strong> the crime creation process. Journal <strong>of</strong> Information, Law and<br />
Technology, 2005(1). From http://www2.warwick.ac.uk/fac/soc/law/elj/<br />
jilt/2005_1/wong/<br />
Yoskowitz, A. (2008, September 22). 14-year-old arrested for music uploads.<br />
Afterdawn. From http://www.afterdawn.com/news/archive/15458.cfm<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Seminars 4<br />
Assessment: Essay / Report writing 50<br />
Assessment: Presentation (incl preparation) 40<br />
Assessment: Quizzes 20<br />
Total: 148<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Quizzes 40<br />
Case study 35<br />
In-class presentation / Class discussion 25<br />
Cyberspace Crime:<br />
Technology and Ethics<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> what actions or<br />
application <strong>of</strong> technology in our everyday life<br />
might constitute a crime in the cyberspace.<br />
2. Describe and explain the legal challenges <strong>of</strong><br />
cyberspace crime in <strong>Hong</strong> Kong.<br />
3. Formulate arguments in responding to cyberspace<br />
crime related ethical issues.<br />
4. Demonstrate understanding <strong>of</strong> real-world issues<br />
relating to the balance between the use <strong>of</strong><br />
cyberspace technologies, legal challenges and<br />
ethical responsibilities.<br />
Lecture Time // First semester (Wed)<br />
<strong>The</strong> Internet (aka cyberspace) has become a platform in many arenas,<br />
including social, cultural, and public policy. Consequently, great<br />
amounts <strong>of</strong> information and data transmitted by and stored in cyberspace<br />
are vulnerable to attack by hackers and abuse by Internet users. Moreover,<br />
some cyberspace users perform unethical or criminal acts with the belief that<br />
his or her identity cannot be reviewed in cyberspace, such as sharing <strong>of</strong> copyright-protected<br />
materials and spreading <strong>of</strong> rumors.<br />
This course will adopt a holistic approach to introduce the fundamental concepts<br />
<strong>of</strong> cyberspace crime, not only from the technological point <strong>of</strong> view, but also from the<br />
legal and ethical points <strong>of</strong> view. Through the discussion <strong>of</strong> different case studies, the<br />
course aims to help students to become a scientifically and technologically equipped<br />
and responsible individual and citizen. <strong>The</strong> topics <strong>of</strong> these case studies include: internet<br />
piracy, internet privacy and data leakage, freedom <strong>of</strong> speech in cyberspace, online<br />
pornography, and cyberspace theft. Famous cyberspace crime and non-crime cases in<br />
<strong>Hong</strong> Kong and the rest <strong>of</strong> the world will be included.<br />
Course Co-ordinator<br />
Dr K.P. Chow<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2191<br />
Email: chow@cs.hku.hk<br />
Teacher(s):<br />
Dr K.P. Chow<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2191<br />
Email: chow@cs.hku.hk<br />
Dr A.T.C. Tam<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 7073<br />
Email: atctam@cs.hku.hk<br />
Dr L.C.K. Hui<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2190<br />
Email: hui@cs.hku.hk<br />
http://commoncore.hku.hk/ccst9029
Scientific & Technological Literacy<br />
Course Code // CCST9030<br />
Non-Permissible Combination:<br />
CCST9010 <strong>The</strong> Science <strong>of</strong> Crime Investigation<br />
Required Reading<br />
General<br />
Saferstein, R. (2007). Criminalistics: An introduction<br />
to forensic science. Upper Saddle River, NJ: Pearson<br />
Prentice Hall.<br />
Case studies<br />
Evans, C. (2003). A question <strong>of</strong> evidence: A casebook <strong>of</strong> great<br />
forensic controversies, from Napoleon to O. J. Hoboken,<br />
NJ: John Wiley & Sons.<br />
Evans, C. (2004). Murder two: <strong>The</strong> second casebook <strong>of</strong><br />
forensic detection. Hoboken, NJ: John Wiley & Sons.<br />
Lee, H. C., & O’ Neil, T. (2004). Cracking more cases:<br />
<strong>The</strong> forensic science <strong>of</strong> solving crimes. Amherst, NY:<br />
Prometheus Books.<br />
Owen, D. (2000). Hidden evidence: 40 true crimes and how<br />
forensic science helped solve them. Willowdale, Ontario:<br />
Firefly Books.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 40<br />
Case study <strong>of</strong> a crime scence 20<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Laboratory practicals<br />
(incl preparation, performance and<br />
report writing) 20<br />
Assessment: Quizzes 4<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Case studies and Problem-based<br />
Learning tutorial 20<br />
Individual collection <strong>of</strong> references into<br />
a personal reference folder with a summary<br />
report and a group presentation 20<br />
Assignments and laboratory reports 30<br />
Quizzes 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able<br />
to:<br />
1. Describe and explain how scientific and<br />
technological principles are being applied in<br />
modern forensic science.<br />
2. Demonstrate good understanding <strong>of</strong> how<br />
modern forensic science is being applied to<br />
uphold justice in the society and solve crimes<br />
in everyday life.<br />
3. Investigate and apply forensic principles and<br />
analysis on evidences/samples gathered by<br />
students.<br />
4. Apply critical thinking and scientific knowledge<br />
systematically on uncertain and unfamiliar<br />
situations, starting from identifying<br />
and defining problems, gathering evidences,<br />
analytical reasoning and group discussion, to<br />
finally generating solutions to solve the problem<br />
<strong>of</strong> crime case studies.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- Second semester (Wed)<br />
Section 2 -- Second semester (Wed)<br />
Forensic Science: Unmasking Evidence,<br />
Mysteries and Crimes<br />
Modern forensic science covers multiple scientific disciplines such as chemistry,<br />
physics, biology, medicine, computing, engineering, etc. This course will lead students<br />
to explore the world <strong>of</strong> modern forensic science through a series <strong>of</strong> selected forensic<br />
science topics interplayed with interesting, famous or mysterious crime case studies<br />
and Problem-based Learning tutorials. Additionally, hands-on practicals will enable<br />
students to carry out the collection <strong>of</strong>, and examination and analysis on, several types<br />
<strong>of</strong> forensic materials, including hairs and fibers, fingerprints and soil samples, which<br />
can be found in everyday life. Through the hands-on work, students can appreciate<br />
the possible gap between theory and practice, which will help them develop in-depth<br />
understanding <strong>of</strong> the scientific topics taught in lectures or read from books as well as<br />
applying and verifying ideas and theories in practice. In additional to introducing students<br />
to the underlying scientific, legal and ethical concepts <strong>of</strong> crime investigation,<br />
knowledge gained in the course will be used by students to critically analyze assigned<br />
crime cases and generate logical solutions. All course contents including practicals are<br />
designed to be suitable for students having little or no science training.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor D.L. Phillips<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2160<br />
Email: phillips@hkucc.hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor D.L. Phillips<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2160<br />
Email: phillips@hkucc.hku.hk<br />
Dr W.T. Chan<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2156<br />
Email: wtchan@hku.hk<br />
Dr A.S.T. Wong<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0865<br />
Email: awong1@hku.hk<br />
Dr B.L. Lim<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0826<br />
Email: bllim@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9030<br />
53
54<br />
Scientific & Technological Literacy<br />
Course Code // CCST9032<br />
Required Reading<br />
Benyus, J. M. (1998). Biomimicry: Innovation inspired by<br />
nature. New York: Quill.<br />
Fox, M., & Kemp, M. (2009). Interactive architecture (1st<br />
ed.). New York: Princeton Architectural Press.<br />
Rud<strong>of</strong>sky, B. (1987). Architecture without architects: A short<br />
introduction to non-pedigreed architecture. Albuquerque,<br />
NM: <strong>University</strong> <strong>of</strong> New Mexico Press.<br />
Van der Ryn, S., & Cowan, S. (2007). Ecological design (10th<br />
anniversary ed.). Washington, DC: Island Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Seminars 4<br />
Fieldwork / Visits 8<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 12<br />
Assessment: Presentation (incl preparation) 18<br />
Assessment: Homework assignments 18<br />
Total: 132<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group report and presentation 15<br />
Group assignment activity and presentation 25<br />
Homework assignments 25<br />
Quizzes 15<br />
Individual final report 20<br />
“Intelligent” Architecture and<br />
Sustainability<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate their understanding <strong>of</strong> how<br />
nature has inspired and continues to inspire<br />
innovative intelligent responsive systems in<br />
buildings.<br />
2. Analyze and discuss how smart buildings/environments,<br />
technology and society mutually<br />
spur their collective development.<br />
3. Demonstrate their understanding <strong>of</strong> ways in<br />
which intelligent buildings respond to and<br />
shape culturally diverse values as well as influence<br />
each <strong>of</strong> our daily lives.<br />
4. Identify and describe key developments in<br />
building technology that contribute to and inspire<br />
smart building systems that react and appropriately<br />
respond to various human actions<br />
and needs as well as environmental conditions<br />
or phenomena.<br />
5. Explain how intelligent building systems contribute<br />
to sustainability.<br />
Lecture Time // Second semester (Wed)<br />
Emerging in our midst is intelligent<br />
architecture which in this course<br />
refers to intelligent built environments:<br />
dynamic systems with the<br />
capacity to respond intelligently and<br />
immediately to various human and<br />
environmental stimuli for our benefit.<br />
What makes these built environments<br />
“intelligent” is their ability to<br />
react positively and spontaneously<br />
to forces <strong>of</strong> nature, to fluctuating climates,<br />
to human activity, to cultural<br />
nuances and to human expectations.<br />
Intelligent architecture harnesses<br />
not only evolving technology but also<br />
valuable insights and lessons from<br />
the forms and processes that occur in<br />
nature. This enables it to provide enhanced<br />
productivity, safety, comfort<br />
and quality living to society. <strong>The</strong> central<br />
aim <strong>of</strong> this course is to explore<br />
the world <strong>of</strong> intelligent built environments<br />
and the mutual impact, relationships<br />
and evolution they have in<br />
the culture and daily lives <strong>of</strong> people.<br />
First-hand exploration involving<br />
experiential learning and direct activation<br />
<strong>of</strong> the senses, will be a key component <strong>of</strong> the course. This complements discussions<br />
that would uncover and reveal, in broad and general terms, the underlying principles<br />
and technologies that allow buildings to perform smartly. Students will also be<br />
encouraged to unleash their imagination to construct future scenarios that the concept<br />
<strong>of</strong> intelligent architecture may lead to.<br />
Course Co-ordinator<br />
Mr R.C. Garcia<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2281<br />
Email: rjgarcia@hku.hk<br />
Teacher(s):<br />
Mr K.P. Cheung<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 7963<br />
Email: kpcheuna@hku.hk<br />
Dr B.S. Jia<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2219 4260<br />
Email: bjiaa@hku.com<br />
Mr R.C. Garcia<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2281<br />
Email: rjgarcia@hku.hk<br />
http://commoncore.hku.hk/ccst9032
Scientific & Technological Literacy<br />
Course Code // CCST9033<br />
Required Reading<br />
Springer, S. P., & Deutsch, G. (2001). Left brain, right brain:<br />
Perspectives from cognitive neuroscience (5th ed.). New<br />
York: W. H. Freeman and Company/ Worth Publishers.<br />
Selected primary journal articles.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 24<br />
Group project 24<br />
Assessment: Essay / Report writing 24<br />
Assessment: Presentation (incl preparation) 12<br />
Assessment: In-class test (incl preparation) 12<br />
Total: 132<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group project 35<br />
Oral presentation <strong>of</strong> group project 10<br />
Participation in tutorial discussions 10<br />
Participation in discussions on the<br />
class blog 10<br />
Quiz 35<br />
Left Brain, Right Brain:<br />
Science and Myth<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain, in general and non-technical<br />
terms, the general principles that govern<br />
neural function and hemispheric specialization<br />
in the human brain.<br />
2. Critically evaluate the nature <strong>of</strong> brain organization<br />
that underlies different human abilities<br />
(e.g., seeing, language, creativity).<br />
3. Effectively communicate and collaborate with<br />
teammates in developing a term project that<br />
critically evaluates the link between cerebral<br />
laterality and domains <strong>of</strong> human expression.<br />
4. Demonstrate an understanding <strong>of</strong> the general<br />
principles by which the scientific method can<br />
be used to evaluate complex, ill-defined problems.<br />
Lecture Time // First semester (Wed)<br />
<strong>The</strong> human brain is made up <strong>of</strong> about 100 billion neurons, and contains trillions <strong>of</strong> connections<br />
between cells. Somehow, activity <strong>of</strong> these neurons results in “consciousness”,<br />
and gives us our memories, abilities, creativity, and dreams. In this course, we will focus<br />
on how the brain controls some <strong>of</strong> the processes that we think <strong>of</strong> as making us human,<br />
such as language, memory, musical ability, learning, emotion, and so forth, and,<br />
in particular, whether there are differences between the two cerebral hemispheres,<br />
known colloquially as the “left brain” and the “right brain”. For each topic we will look<br />
at the way these abilities are instantiated in the brains <strong>of</strong> all <strong>of</strong> us, and also at what differences<br />
there might be in, say, musical processing between a skilled violinist and a<br />
complete novice. In addition, we will also look at fascinating case studies <strong>of</strong> people<br />
who have suffered brain damage and then lost some aspects <strong>of</strong> their conscious experience.<br />
Our aim is to critically evaluate claims about differences in function between the<br />
left brain and the right brain, for example in terms <strong>of</strong> “right brain learning”.<br />
Course Co-ordinator<br />
Dr J.H.W. Hsiao<br />
Department <strong>of</strong> Psychology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4874<br />
Email: jhsiao@hku.hk<br />
Teacher(s):<br />
Dr J.H.W. Hsiao<br />
Department <strong>of</strong> Psychology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4874<br />
Email: jhsiao@hku.hk<br />
http://commoncore.hku.hk/ccst9033<br />
55
56<br />
Scientific & Technological Literacy<br />
Course Code // CCST9034<br />
Required Reading<br />
United Nations Development Programme. (2004). Reducing<br />
disaster risk: A challenge for development. New York:<br />
United Nations Development Programme, Bureau for<br />
Crisis Prevention and Recovery.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 47<br />
Assessment: Hazard portfolio 46<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: Examination 1<br />
Total: 150<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Hazard portfolio 35<br />
Short presentation 20<br />
Participation in tutorial discussions 5<br />
Examination 40<br />
Living in a Hazardous World<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the origins, occurrence,<br />
and characteristics <strong>of</strong> various hazards.<br />
2. Compare and contrast the impacts on human<br />
society <strong>of</strong> various hazards for different regions<br />
<strong>of</strong> the world.<br />
3. Describe and evaluate the various measures<br />
that can be used to reduce the impact <strong>of</strong> environmental<br />
hazards.<br />
4. Demonstrate an awareness <strong>of</strong> information<br />
sources regarding hazards.<br />
5. Demonstrate critical understanding <strong>of</strong> the contrasting<br />
vulnerability <strong>of</strong> different societies to<br />
specific hazards.<br />
Lecture Time // Second semester (Wed)<br />
We are living in an increasingly hazardous world. Since the beginning <strong>of</strong> this century<br />
we have experienced unprecedented disasters: the Asian tsunami, Hurricane Katrina,<br />
the 2003 European heat wave, devastating earthquakes in Sichuan and Haiti and the<br />
volcanic eruption in Iceland in April 2010, to name just a few <strong>of</strong> the most notable. This<br />
course will examine the causes and characteristics <strong>of</strong> a broad range <strong>of</strong> environmental<br />
hazards and their destructive impact on human society. <strong>The</strong> impact <strong>of</strong> global environmental<br />
change on the nature and occurrence <strong>of</strong> recent and possible future hazards will<br />
be discussed. In addition the role that technology has played in the occurrence <strong>of</strong> various<br />
hazards will be explored. Particular emphasis will be placed on who is most vulnerable<br />
to specific hazards. <strong>The</strong> responses available to different societies in dealing with<br />
these hazards, including adjustment, mitigation and the role <strong>of</strong> science and technology<br />
will be evaluated. Governance in the form <strong>of</strong> hazard planning and management will<br />
also form a focus.<br />
Course Co-ordinator<br />
Dr M.R. Peart<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 7021<br />
Email: mrpeart@hkucc.hku.hk<br />
Teacher(s):<br />
Dr M.R. Peart<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 7021<br />
Email: mrpeart@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccst9034
Scientific & Technological Literacy<br />
Course Code // CCST9035<br />
Non-Permissible Combination:<br />
CCST9028 Critical Thinking about Science<br />
and Technology<br />
Required Reading<br />
Jarman, R., & McClune, B. (2007). Developing scientific<br />
literacy: Using news media in the classroom. Maidenhead,<br />
UK: McGraw-Hill/Open <strong>University</strong> Press.<br />
McComas, W. F. (1998). <strong>The</strong> principal elements <strong>of</strong> the nature<br />
<strong>of</strong> science: Dispelling the myths. In W. F. McComas (Ed.),<br />
<strong>The</strong> nature <strong>of</strong> science in science education: Rationales<br />
and strategies (pp. 53-70). Dordrecht; Boston: Kluwer<br />
Academic Publishers.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures/ Seminars/ Workshops 24<br />
Tutorials 10<br />
Reading / Self-study 40<br />
Assessment: Group video production<br />
and presentation 10<br />
Assessment: Group poster production<br />
and presentation 40<br />
Assessment: Essay / Report writing 20<br />
Total: 144<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Video report on a SSI 15<br />
Peer-evaluated poster presentation 25<br />
Essay 60<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and describe relevant features <strong>of</strong> science<br />
and technology as reflected in history <strong>of</strong><br />
science and contemporary science practice.<br />
2. Explain the intricate relationship between<br />
facts and opinions, and evaluate arguments as<br />
presented in different sources <strong>of</strong> the media on<br />
the same issue.<br />
3. Apply the understanding <strong>of</strong> the nature <strong>of</strong> science<br />
and technology and news media in critical<br />
analysis <strong>of</strong> SSI.<br />
4. Communicate ideas related to science, technology<br />
and society in an organized manner with<br />
appropriate terminologies.<br />
5. Critically evaluate a SSI and make sensible<br />
judgments and decisions on the SSI based on<br />
evidence and ethical values, etc.<br />
Lecture Time // Second semester (Wed)<br />
Making Sense <strong>of</strong> Science-related<br />
Social Issues<br />
<strong>The</strong> course aims to enhance students’ understanding about science and technology, and<br />
to enable them to critically evaluate socio-scientific issues (SSI) as reported in the media.<br />
Such critical evaluation should enable them to make rational and responsible decisions on<br />
these issues, and to be aware <strong>of</strong> the implication <strong>of</strong> such decisions.<br />
<strong>The</strong> course will consist <strong>of</strong> three components: (1) Features about science and technology<br />
aims to promote an understanding <strong>of</strong> the nature <strong>of</strong> science and technology. Cases on frontier<br />
scientific research such as the development <strong>of</strong> anti-cancer drugs and prenatal diagnosis,<br />
and their implications and controversies, will be discussed. (2) <strong>The</strong> making <strong>of</strong> sciencerelated<br />
news in the media aims to develop an understanding <strong>of</strong> the agendas behind the<br />
inclusion <strong>of</strong> certain SSI in media reports. Operation <strong>of</strong> the media, criteria <strong>of</strong> ‘news worthiness’<br />
<strong>of</strong> science news, and editorial stances <strong>of</strong> different media, etc. will be considered. (3)<br />
Critical evaluation <strong>of</strong> SSI and making <strong>of</strong> sensible decisions aims to develop transferable<br />
skills such as reasoning, analytical and evaluative skills through critical analysis <strong>of</strong> the impact<br />
<strong>of</strong> scientific and technological development on issues like equity, public health, and<br />
socio-cultural practices.<br />
Course Co-ordinator<br />
Dr A.S.L. Wong<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 1958<br />
Email: aslwong@hku.hk<br />
Teacher(s):<br />
Dr A.S.L. Wong<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 1958<br />
Email: aslwong@hku.hk<br />
Dr M.M.W. Cheng<br />
Division <strong>of</strong> Science, Mathematics and<br />
Computing, Faculty <strong>of</strong> Education<br />
Tel: 2859 2532<br />
Email: mwcheng@hku.hk<br />
http://commoncore.hku.hk/ccst9035<br />
57
58<br />
Scientific & Technological Literacy<br />
Course Code // CCST9036<br />
Required Reading<br />
Arunachalam, V. S., & Fleischer, E. L. (2000). Behind the<br />
themes and between the lines: Materials challenges for<br />
the next century. MRS Bulletin, 25(1), 3.<br />
Arunachalam, V. S., & Fleischer, E. L. (2001). Materials<br />
challenges for the next century: A concluding note. MRS<br />
Bulletin, 26(12), 1020-1021.<br />
Cottrell, A. (2000). A centennial report: Looking back on 100<br />
years <strong>of</strong> materials <strong>of</strong> development. MRS Bulletin, 25(2),<br />
125-132.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Seminars 4<br />
Reading / Self-study 20<br />
Practical sessions 12<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: In-class test 2<br />
Assessment: Group project 40<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Mini group project 30<br />
Presentation <strong>of</strong> project 15<br />
Participation in practical sessions 10<br />
Participation in discussion group 5<br />
Quiz 40<br />
Material World:<br />
Past, Present, and Future<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify, describe, and compare some essential<br />
materials used by human in the past and present,<br />
and to explain the basic scientific principles<br />
<strong>of</strong> how there materials function.<br />
2. Describe and explain the relationship between<br />
the usage <strong>of</strong> materials and advancement in human<br />
civilization.<br />
3. Identify problems related to the improper usage<br />
and disposal <strong>of</strong> materials, and describe the<br />
impact <strong>of</strong> these problems to our society.<br />
4. Analyze simple scientific problems related to<br />
materials, to design and conduct simple experiments<br />
to solve these problems, and to organize,<br />
present, and discuss their findings in public or<br />
other workshops.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> civilization and technology <strong>of</strong> humankind in the pre-historical period may be<br />
described by the type <strong>of</strong> materials used. <strong>The</strong> transition from one period to another<br />
reflects the evolution in human civilization and their skills in making and processing<br />
materials. Analyzing the chemical components in archaeological objects is indeed a<br />
very important tool to identify when these objects were made. <strong>The</strong> rapid advancement<br />
in modern technology is also a consequence <strong>of</strong> the development <strong>of</strong> many new types <strong>of</strong><br />
materials. For example, the discovery <strong>of</strong> silicon in 19th century and the invention <strong>of</strong><br />
the transistor in 20th century paved the road for the “information age”.<br />
This course is designed to equip students with a general understanding that the development<br />
<strong>of</strong> materials by humankind in history has a close relationship with human civilization.<br />
<strong>The</strong> organization <strong>of</strong> the course will be based on the development <strong>of</strong> materials<br />
by humankind in chronological order, and the underlying scientific principles. <strong>The</strong><br />
principles related to the preparation, processing, and functions <strong>of</strong> different types <strong>of</strong><br />
materials will be integrated into the topics presented.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor W.K. Chan<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 8943<br />
Email: waichan@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor W.K. Chan<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 8943<br />
Email: waichan@hku.hk<br />
http://commoncore.hku.hk/ccst9036
Scientific & Technological Literacy<br />
Course Code // CCST9037<br />
Non-Permissible Combination:<br />
CCST9017 Hidden Order in Daily Life:<br />
A Mathematical Perspective<br />
Required Reading<br />
Selected sections from:<br />
Calinger, R. (1999). A contextual history <strong>of</strong> mathematics.<br />
Upper Saddle River, NJ: Prentice Hall.<br />
Davis, P. J., & Hersh, R. (1998). <strong>The</strong> mathematical experience.<br />
Boston: Houghton Mifflin.<br />
Selected excerpts from other books.<br />
Selected articles from journals, magazines, and newspapers.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 60<br />
Assessment: Essay / Report writing 30<br />
Assessment: Weekly assignments 20<br />
Total: 144<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class worksheets 10<br />
Weekly assignments 30<br />
Tutorial discussions 20<br />
Essay 40<br />
Course Learning Outcomes<br />
On completing the course, students will be<br />
able to:<br />
1. Appreciate and describe the beauty, the<br />
utility, and the “Way” <strong>of</strong> mathematics.<br />
2. Comprehend and describe how mathematics<br />
was and is being developed as a work <strong>of</strong><br />
human culture.<br />
3. Investigate and describe the interplay<br />
among mathematics and other areas <strong>of</strong> human<br />
culture.<br />
4. Investigate and explain the role <strong>of</strong> mathematics<br />
in the development <strong>of</strong> civilization.<br />
Lecture Time // Second semester (Wed)<br />
Mathematics: A Cultural Heritage<br />
Mathematics is one <strong>of</strong> the major threads, together with language, science, and the arts,<br />
that have woven the beautiful fabric <strong>of</strong> human civilization. Through examples gathered<br />
from the long history <strong>of</strong> humankind, around our daily lives, and in diverse areas <strong>of</strong> human<br />
activities, this course aims to help students to comprehend how mathematics was,<br />
and is being, developed as a work <strong>of</strong> human endeavour with cultural, intellectual, and<br />
social contexts. We will also investigate the role <strong>of</strong> mathematics in the development<br />
<strong>of</strong> other areas <strong>of</strong> our civilization. In particular we shall examine the interplay between<br />
mathematics and other cultural pursuits such as philosophy, the arts, and science and<br />
technology, and to study how they have affected each others’ development. Rather than<br />
transmitting a body <strong>of</strong> technical knowledge in mathematics, our emphasis is placed on<br />
appreciating, contemplating, and examining the beauty, the utility, and the “Way” <strong>of</strong><br />
mathematics, as well as the intricate relationship between mathematics and other human<br />
cultural pursuits.<br />
<strong>The</strong> demand on technical preparation in mathematics is minimal, say up to the level<br />
<strong>of</strong> the general mathematics curriculum in secondary school, but the student is expected<br />
to possess intellectual curiosity and willingness to participate in the reasoning<br />
process.<br />
Course Co-ordinator<br />
Dr N.K. Tsing<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2251<br />
Email: nktsing@hku.hk<br />
Teacher(s):<br />
Dr N.K. Tsing<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2251<br />
Email: nktsing@hku.hk<br />
Dr S.P. Yung<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 1992<br />
Email: spyung@hkucc.hku.hk<br />
Dr T.W. Ng<br />
Department <strong>of</strong> Mathematics,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5631<br />
Email: ntw@maths.hku.hk<br />
http://commoncore.hku.hk/ccst9037<br />
59
60<br />
Scientific & Technological Literacy<br />
Course Code // CCST9038<br />
Required Reading<br />
Lambourne, R. J., Shallis, M., & Shortland, M. (1990). Close<br />
encounters? Science and science fiction. Bristol, UK:<br />
Adam Hilger.<br />
Stocker, J. H. (Ed.). (1998). Chemistry and science fiction.<br />
Washington, DC: American Chemical Society.<br />
At least one <strong>of</strong> the books from the list <strong>of</strong> examples <strong>of</strong> works<br />
provided. Science fiction books not on the list can be<br />
acceptable if approved by the course coordinator.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: In-class test (incl preparation) 12<br />
Total: 161<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Debates in tutorials and short assignments 0<br />
Group presentation 45<br />
Short essay 30<br />
In-class test 25<br />
Science and Science Fiction<br />
Science fiction represents a blend <strong>of</strong> science, social science and arts. It frequently<br />
draws inspiration from science, as well as addressing the social issues relevant today<br />
by highlighting certain social aspects. Science fiction also serves to popularize science<br />
and affects public opinion about certain scientific and technological issues. <strong>The</strong>refore,<br />
there is a complex relationship between science and science fiction, and understanding<br />
this relationship requires its analysis from multiple perspectives.<br />
This course will cover the topics <strong>of</strong> the influence <strong>of</strong> science on science fiction, the influence<br />
<strong>of</strong> science fiction on science, and the influence <strong>of</strong> science fiction on public perception<br />
<strong>of</strong> science and scientists. <strong>The</strong>se topics will be discussed in the context <strong>of</strong> examples<br />
<strong>of</strong> science fiction works dealing with space exploration and space travel, time<br />
travel, near future fiction, and science fiction dealing with social issues. <strong>The</strong> science<br />
concepts involved in these topics will be briefly explained at a layperson level, and the<br />
main emphasis will be placed on critical thinking and analyzing interdisciplinary connections<br />
and relationships.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe what is science fiction and classify<br />
different types <strong>of</strong> science fiction.<br />
2. Illustrate the use and misuse <strong>of</strong> science as a<br />
plot device.<br />
3. Describe and explain the influence <strong>of</strong> science<br />
on science fiction and vice versa.<br />
4. Appraise and evaluate scientific and societal<br />
relevance <strong>of</strong> science fiction works.<br />
Lecture Time // First semester (Wed)<br />
Course Co-ordinator<br />
Dr A. Djurisic<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 7946<br />
Email: dalek@hku.hk<br />
Teacher(s):<br />
Dr A. Djurisic<br />
Department <strong>of</strong> Physics, Faculty <strong>of</strong> Science<br />
Tel: 2859 7946<br />
Email: dalek@hku.hk<br />
http://commoncore.hku.hk/ccst9038
Scientific & Technological Literacy<br />
Course Code // CCST9039<br />
<strong>The</strong> course seeks to expose students to a range <strong>of</strong> statistical concepts<br />
and perspectives essential to the understanding <strong>of</strong> different<br />
scientific, social and economic issues. <strong>The</strong> course consists <strong>of</strong> two<br />
parts. <strong>The</strong> first part aims at enhancing students’ understanding <strong>of</strong><br />
some fundamental statistical principles and concepts. This enables<br />
them to comprehend and assess critically the statistical analyses<br />
presented in various sources, such as news media and research reports<br />
which they would frequently come across in their daily lives.<br />
<strong>The</strong> second part introduces students to a range <strong>of</strong> major <strong>of</strong>ficial<br />
statistical series compiled by the Government and selected statistics<br />
compiled by non-government organizations, the academia, and<br />
private companies. Key concepts and methodologies underlying the<br />
compilation <strong>of</strong> these statistics will be covered. <strong>The</strong> focus <strong>of</strong> this part<br />
is on analyzing and interpreting the inter-relatedness among <strong>Hong</strong><br />
Kong, Mainland China and other major territories in the world, and<br />
understanding various socio-economic issues through studying different<br />
sets <strong>of</strong> statistics. Through a more in-depth understanding <strong>of</strong><br />
the proper interpretation and application <strong>of</strong> statistics, students will<br />
be able to compare and formulate solutions using appropriate statistics<br />
in discerning the complexities and cross-disciplinary nature <strong>of</strong><br />
real life issues.<br />
Non-Permissible Combination:<br />
CCST9002 Quantitative Literacy in Science, Technology and Society<br />
Required Reading<br />
<strong>The</strong>re is no <strong>of</strong>ficial textbook for the course. Lecture<br />
notes will be distributed and all required readings will be<br />
provided.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Assessment: Group project 30<br />
Assessment: Examination (incl preparation) 30<br />
Total: 126<br />
Assessment: 100% 60% coursework;<br />
coursework<br />
40% examination<br />
Assessment Tasks Weighting<br />
Group project (written report) 40<br />
Tutorial participation and performance 20<br />
Examination 40<br />
Statistics and Our Society<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> some commonly<br />
used probability and statistical concepts.<br />
2. Evaluate and interpret critically statistics<br />
reporting from the press and various research<br />
reports.<br />
3. Analyze problems and make logical decisions<br />
from a statistical perspective.<br />
4. Analyze the inter-relatedness among different<br />
territories, appraise the socio-economic wellbeing<br />
<strong>of</strong> a territory through statistics.<br />
Lecture Time // Second semester (Wed)<br />
Course Co-ordinator<br />
Dr K.C. Cheung<br />
Department <strong>of</strong> Statistics and Actuarial<br />
Science, Faculty <strong>of</strong> Science<br />
Tel: 2859 1987<br />
Email: kccg@hku.hk<br />
Teacher(s):<br />
Dr K.C. Cheung<br />
Department <strong>of</strong> Statistics and Actuarial<br />
Science, Faculty <strong>of</strong> Science<br />
Tel: 2859 1987<br />
Email: kccg@hku.hk<br />
Pr<strong>of</strong>essor W.K. Li<br />
Department <strong>of</strong> Statistics and Actuarial<br />
Science, Faculty <strong>of</strong> Science<br />
Tel: 2859 2743<br />
Email: hrntlwk@hku.hk<br />
Dr L.H. Yu<br />
Department <strong>of</strong> Statistics and Actuarial<br />
Science, Faculty <strong>of</strong> Science<br />
Tel: 2857 8321<br />
Email: plhyu@hku.hk<br />
http://commoncore.hku.hk/ccst9039<br />
61
62<br />
Scientific & Technological Literacy<br />
Course Code // CCST9040<br />
Required Reading<br />
A (1842-word) consideration. Truth and science (Originally<br />
published on April 30, 2007). Seed. From http://<br />
seedmagazine.com/content/article/truth_and_science/<br />
Barnes, B., & Bloor, D. (1982). Relativism, rationalism and<br />
the sociology <strong>of</strong> knowledge. In M. Hollis & S. Lukes (Eds.),<br />
Rationality and relativism (pp. 21-47). Oxford: Blackwell.<br />
Beder, S. (2002). Global spin: <strong>The</strong> corporate assault on<br />
environmentalism (Rev. ed.). White River Junction, VT:<br />
Chelsea Green Publishing Company. [Chaps. 2, 6, 9]<br />
Belton, P. S., Belton, T., & Food Science and Society. (2003).<br />
Exploring the gap between expert advice and individual<br />
behavior. Berlin: Springer-Verlag. [Chap. 3]<br />
Boseley, S. (2010). Lacet retracts “utterly false” MMR paper. <strong>The</strong><br />
Guardian. From http://www.guardian.co.uk/society/2010/<br />
feb/02/lancet-retracts-mmr-paper<br />
Brom, F. W. A. (2000). Food consumer concerns and trust food<br />
ethics for a globalizing market. Journal <strong>of</strong> Agricultural and<br />
Environmental Ethics, 12, 127-139.<br />
Brown, J. R. (2001). Who rules in Science? : An opinionated guide<br />
to the wars. Cambridge, MA: Harvard <strong>University</strong> Press.<br />
Cook, J. (2010). Is the science settled? From http://www.<br />
skepticalscience.com/news.php?p=3&t=119&&n=136<br />
Cummins, S., & Macintyre, S. (2002). “Food deserts” − evidence<br />
and assumption in health policy making. British Medical<br />
Journal, 325, 436-438.<br />
Dingelstad, D., Gosden, R., Martin, B., & Vakas, N. (1996). <strong>The</strong><br />
social construction <strong>of</strong> drug debates. Social Science and<br />
Medicine, 43(12), 1823-1838.<br />
Dolby, R. G. A. (1996). Uncertain knowledge. Cambridge, UK;<br />
Cambridge <strong>University</strong> Press. [Chaps. 5, 7, 8]<br />
Elster, F. (1982). Belief, bias and ideology. In M. Hollis & S.<br />
Lukes (Eds.), Rationality and relativism (pp. 123-148).<br />
Oxford: Blackwell.<br />
Feynman, R. P. (1999). <strong>The</strong> pleasure <strong>of</strong> finding things out.<br />
Cambridge, MA: Perseus Books. [Chaps. 6, 8]<br />
Greenpeace USA. (2010). Koch Industries secretly funding the<br />
climate denial machine. From http://www.greenpeace.org/<br />
usa/en/media-center/reports/koch-industries-secretlyfund/<br />
Lacey, H. (1999). Is science value free? : Values and scientific<br />
understanding. London: Routledge. [Chap. 7]<br />
Lang, T. (2005). Food control or food democracy? Re-engaging<br />
nutrition with society and the environment. Public Health<br />
Nutrition, 8(6A), 730-737.<br />
Lang, T., Barling, D., & Caraher, M. (2009). Food policy:<br />
Integrating health, environment and society. Oxford: Oxford<br />
<strong>University</strong> Press. [Chap. 2]<br />
Marmot, M. G. (2004). Evidence based policy or policy based<br />
evidence? Willingness to take action influences the view <strong>of</strong><br />
the evidence-look at alcohol. British Medical Journal, 328,<br />
906-907.<br />
McIntyre, N., & Popper, K. (1983). <strong>The</strong> critical attitude in<br />
medicine: <strong>The</strong> need for a new ethics. British Medical Journal,<br />
287, 1919-1923.<br />
Morkegerg, A., & Porter, J. R. (2001). Organic movement reveals<br />
a shift in the social position <strong>of</strong> science. Nature, 412(6848),<br />
677.<br />
Plitz, R. (2010). Koch Industries multibillionaire Koch brothers<br />
bankroll attacks on climate change science and policy. From<br />
http://www.climatesciencewatch.org/2010/03/18/kochindustries-multibillionaire-koch-brothers-bankrollattacks-on-climate-change-science-and-policy/<br />
Rosenstock, L., & Lee, L. J. (2002). Attacks on science: <strong>The</strong> risks<br />
to evidence-based policy. Ethics and Public Health, 92(1), 14-<br />
18.<br />
Tauber, A. I. (2005). Patient autonomy and the ethics <strong>of</strong><br />
responsibility. Cambridge, MA: MIT Press. [Chap. 1]<br />
Vazquez-Torres, A. (1999). Dangers <strong>of</strong> over-dependence on<br />
peer-reviewed publication. Nature, 401(6755), 387.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Offer related theoretical explanations for different international<br />
recommendations on food components and<br />
their consumption.<br />
2. Integrate features <strong>of</strong> examples <strong>of</strong> established knowledge<br />
systems that have been overturned by evidence and extrapolate<br />
this to one or more relevant current “debates”.<br />
3. Rationalize the use <strong>of</strong> evidence in claims to knowing<br />
within different complex debates.<br />
4. Relate the evidence for harmfulness <strong>of</strong> drugs to their legal<br />
status: <strong>of</strong>fer reasoned explanations for any inconsistencies.<br />
5. Analyze the moral and ethical issues inherent in societal<br />
and personal application <strong>of</strong> and responses to the use <strong>of</strong><br />
evidence for population based decision making.<br />
6. Integrate the above and synthesize implications for<br />
knowing how evidence is contextualized in our perceptions<br />
<strong>of</strong> the world.<br />
Study Load<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> Science <strong>of</strong> Evidence: Is Medicine<br />
Scientific?<br />
<strong>The</strong> aim <strong>of</strong> this course is for students to understand the<br />
complexity involved in the application <strong>of</strong> scientific knowledge<br />
to the improvement <strong>of</strong> the human condition, both<br />
from the individual and societal perspective. As such, the<br />
course will require the students to think critically about<br />
topical, ill-defined, societal issues with complex ramifications<br />
from a number <strong>of</strong> perspectives. Science is a tool<br />
with which we can test reality to determine that which is.<br />
Hence, the course will examine the science <strong>of</strong> evidence –<br />
what is it and how do we know it? Knowing what is “true”<br />
is not necessarily straightforward.<br />
<strong>The</strong> course provides a vehicle within which students can explore the issues <strong>of</strong> how and where evidence<br />
for and against certain truths comes about. This is particularly important in a world that is<br />
increasingly being filled with “evidence” and countervailing “evidence” in support <strong>of</strong> such issues<br />
as global warming vs. global cooling; evolution vs. intelligent design; “healthy” and “unhealthy”<br />
food; drugs -- bad chemicals, bad people or bad science? <strong>The</strong> course covers how evidence is used<br />
to support particular value-based orientations through a series <strong>of</strong> example cases.<br />
<strong>The</strong> course requires students to explore a series <strong>of</strong> in-depth case studies which underpin the<br />
basis <strong>of</strong> “evidence”, its influences and contexts, and how these influence meaning and knowing.<br />
Teaching is by core lecture-based material supplemented by snowballed small group learning to<br />
enable students to pursue in-depth, self-directed learning for several exemplary problems and to<br />
debate these openly within the class. It is crucial for this course that students are fully engaged<br />
in this process <strong>of</strong> debate and discussion as this exemplifies the mechanisms by which evidence<br />
is used in the real world. Small-group sessions will be managed using a “floating tutor” approach<br />
– Following the presentation <strong>of</strong> some core material, students are then asked to synthesize and<br />
derive related short-term learning goals that they research and present at the next session’s small<br />
groups. <strong>The</strong>se will be guided by provision <strong>of</strong> Problem-based Learning (PBL) materials. Following<br />
small groups, large group integrative discussions will wrap up each session.<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 100<br />
Assessment: Reflective diary 36<br />
Total: 172<br />
Course Co-ordinator<br />
Dr J. Johnston<br />
Department <strong>of</strong> Community Medicine,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9108<br />
Email: jjohnsto@hku.hk<br />
Teacher(s):<br />
Dr J. Johnston<br />
Department <strong>of</strong> Community Medicine,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9108<br />
Email: jjohnsto@hku.hk<br />
Pr<strong>of</strong>essor R. Fielding<br />
Department <strong>of</strong> Community Medicine,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9288<br />
Email: fielding@hku.hk<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Continuous reflective diary 40<br />
Essay 30<br />
Poster presentation 30<br />
http://commoncore.hku.hk/ccst9040
Scientific & Technological Literacy<br />
Course Code // CCST9042<br />
Required Reading<br />
Selected chapters from:<br />
Krauskopf, K. B., & Beiser, A. (2006). <strong>The</strong> physical universe<br />
(11th ed.). Boston, MA: McGraw-Hill Higher Education.<br />
Spencer, E. W. (2003). Earth science: Understanding<br />
environmental systems (1st ed.). Boston, MA: McGraw-<br />
Hill.<br />
Tillery, B. W. (2007). Physical science (7th ed.). New York:<br />
McGraw-Hill Higher Education.<br />
<strong>The</strong>se three books are all written at a level suitable for first<br />
and second year students without quantitative background.<br />
Typically one or two chapter(s) from each book will be<br />
required for the preparation <strong>of</strong> the mid-term quiz and final<br />
examination. <strong>The</strong> “Recommended Reading” list (available<br />
from http://commoncore.hku.hk/ccst9042 ) contains books<br />
relevant for a term paper.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Laboratory demonstrations 1<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 5<br />
Assessment: Quizzes (incl preparation) 30<br />
Total: 138<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Mid-term quizzes 60<br />
Term paper 30<br />
Presentation 10<br />
<strong>The</strong> World <strong>of</strong> Waves<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Recognize the importance and widespread occurrence<br />
<strong>of</strong> wave motion, the primary process in<br />
the transmission <strong>of</strong> energy and information in<br />
Nature. Comprehend the working principles <strong>of</strong><br />
several selected inventions and phenomena, e.g.<br />
radar, mirage, and telescope, as examples <strong>of</strong> how<br />
wave motion has brought changes to the society.<br />
2. Describe the historical development <strong>of</strong> optical<br />
fiber and wireless communications, and identify<br />
and analyze the capability and the limitations <strong>of</strong><br />
these two modern inventions <strong>of</strong> technology.<br />
3. Realize that waves <strong>of</strong> gigantic scales occurring in<br />
Nature (e.g. tsunamis and earthquakes) cannot be<br />
seen nor heard, and since measurements <strong>of</strong> these<br />
motions are difficult, international collaboration<br />
must be sought to mitigate potential damages.<br />
4. Demonstrate (a) understanding <strong>of</strong> how a body <strong>of</strong><br />
scientific knowledge is created; (b) ability to apply<br />
established scientific principles to everyday<br />
devices and phenomena, and (c) capability to<br />
evaluate claims and conjectures in newspaper<br />
and media.<br />
5. Identify the distinctions, restrictions and interconnectedness<br />
between elegant, rigorous scientific<br />
principles and the demand for cost, efficiency<br />
and performance <strong>of</strong> products in technology.<br />
Lecture Time // First semester (Wed)<br />
<strong>The</strong> primary objective <strong>of</strong> this course is to elucidate the dynamics and physics <strong>of</strong> wave<br />
propagation in applied sciences and Nature. Understanding these principles and applying<br />
them wisely have dramatically improved the living conditions, safety and comfort<br />
<strong>of</strong> humankind. Wave motion acts as an agent for conveying information and energy. Elementary<br />
concepts <strong>of</strong> optics and acoustics will first be introduced, highlighting light and<br />
sound as examples <strong>of</strong> wave motion. <strong>The</strong> working principles <strong>of</strong> many novel devices and<br />
instruments – e.g. telescopes in astronomy, Doppler radar in detecting speeding vehicle<br />
and ultrasound imaging machines in the health care sector – will be explained. A major<br />
thrust will be placed on two modern devices, namely, optical fiber and mobile phones.<br />
<strong>The</strong> relation between mobile phones and radio wave transmission will be identified. Optical<br />
fiber networks are marvelous systems with tremendous capacity for carrying information<br />
electronically. Historical account, technical designs as well as social significance<br />
will be described. Finally, large scale wave motions in Nature, especially phenomena associated<br />
with earthquakes and tsunamis, will be presented.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor K.W. Chow<br />
Department <strong>of</strong> Mechanical Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2641<br />
Email: kwchow@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor K.W. Chow<br />
Department <strong>of</strong> Mechanical Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2641<br />
Email: kwchow@hku.hk<br />
Dr K.K.Y. Wong<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8483<br />
Email: kywong@eee.hku.hk<br />
Dr Y.C. Wu<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2859 7090<br />
Email: ycwu@eee.hku.hk<br />
http://commoncore.hku.hk/ccst9042<br />
63
64<br />
Scientific & Technological Literacy<br />
Course Code // CCST9043<br />
Required Reading<br />
Davis, P. (1996). About time, Einstein’s unfinished revolution.<br />
New York: Simon & Schuster.<br />
Holland, C. H. (1999). <strong>The</strong> idea <strong>of</strong> time. Chichester, UK:<br />
John Wiley & Sons Ltd.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 10<br />
Seminars 12<br />
Fieldwork / Visits 2<br />
Reading / Self-study 30<br />
Movie and discussion 5<br />
Problem-based Learning sessions 10<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: Examination 2<br />
Total: 131<br />
Assessment: 80% coursework;<br />
20% examination<br />
Assessment Tasks Weighting<br />
Problem-based Learning sessions and<br />
group poster presentation 30<br />
Essay 50<br />
Examination 20<br />
It’s All About Time<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the concept <strong>of</strong> Time and<br />
how it has been measured and perceived in different<br />
stages <strong>of</strong> the story <strong>of</strong> human civilization.<br />
2. Elaborate critically on an ordinary, everyday<br />
phenomenon such as Time, and on its role in<br />
the development <strong>of</strong> knowledge and its consequences<br />
for modern society.<br />
3. Use the familiar concept <strong>of</strong> Time to derive<br />
connection and commonalities between different<br />
aspects and disciplines <strong>of</strong> science and<br />
the humanities.<br />
4. Demonstrate an understanding <strong>of</strong> the universal<br />
beauty <strong>of</strong> natural science and obtain a better<br />
understanding <strong>of</strong> the nature <strong>of</strong> Time as perceived<br />
in different cultures.<br />
5. Realize the importance <strong>of</strong> good management<br />
<strong>of</strong> time.<br />
Lecture Time // Second semester (Wed)<br />
This course will introduce students to a well-known but poorly understood phenomenon,<br />
time. We all have a personal concept <strong>of</strong> time since it drives our lives minute by<br />
minute, and day after day. It changes us over our lifetime yet it is one <strong>of</strong> the greatest<br />
mysteries to humankind. In this course, we will discuss the concept <strong>of</strong> time and how it<br />
pr<strong>of</strong>oundly affects our everyday lives from different yet connected angles: cosmological,<br />
biological, geological, historical and cultural. We will explore the fundamental definition<br />
<strong>of</strong> time, how we measure it, how it is essential to the development <strong>of</strong> humankind.<br />
We will examine the patterns and laws that are exposed in the progression <strong>of</strong> events.<br />
We will investigate the concept <strong>of</strong> evolution, one <strong>of</strong> the greatest discoveries in the history<br />
<strong>of</strong> science as an intrinsic property <strong>of</strong> life and other components <strong>of</strong> nature.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor J.G. Malpas<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2103<br />
Email: jgmalpas@hku.hk<br />
Teacher(s):<br />
Pr<strong>of</strong>essor J.G. Malpas<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2103<br />
Email: jgmalpas@hku.hk<br />
Dr Y. Li<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 8021<br />
Email: yiliang@hku.hk<br />
http://commoncore.hku.hk/ccst9043
Education in the critical faculty is the only education <strong>of</strong> which it<br />
can be truly said that it makes good citizens.<br />
William Graham Sumner<br />
65
66<br />
Humanities<br />
Course Code // CCHU9001<br />
Required Reading<br />
<strong>The</strong> set readings which the students are required to read<br />
and make a written response to, will be announced in the<br />
previous week’s lecture. <strong>The</strong> readings are on current issues<br />
and will be in a variety <strong>of</strong> media, but typically will be between<br />
1500 and 3000 words each.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 16<br />
Tutorials 12<br />
Workshop / Seminars 16<br />
Reading / Self-study 44<br />
Assessment: Written assignments 48<br />
Total: 136<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Critical writing 50<br />
Participation in tutorial discussions 25<br />
Assignments and presentation 25<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the concept <strong>of</strong> sustainable<br />
living environments, and discuss ideas about the<br />
interdependent relationship between humans and their<br />
environment, and the values and responsibilities placed<br />
on humans as custodians <strong>of</strong> the environment.<br />
2. Identify prevailing ideas and philosophies in sustainable<br />
development and evaluate the extent to which these influence,<br />
and are influenced by the built environment.<br />
3. Explore, interpret, and critically analyze expressions<br />
<strong>of</strong> the future environment, through time and its attendant<br />
physical and socio-cultural contexts, challenge<br />
traditional processes and thinking, and appreciate how<br />
visions <strong>of</strong> the future can inspire innovation in thinking<br />
and design.<br />
Lecture Time // Second semester (Wed)<br />
Designs on the Future:<br />
Sustainability <strong>of</strong> the Built Environment<br />
<strong>The</strong> course examines a broad range<br />
<strong>of</strong> sustainability issues such as<br />
population and urbanization; transportation<br />
and logistics; resourceswater;<br />
resources-energy and food;<br />
(natural) disasters; community and<br />
governance; technology and mobility.<br />
<strong>The</strong>se are explored through the<br />
perspective <strong>of</strong> contemporary and<br />
historical examples <strong>of</strong> how people,<br />
in their visions <strong>of</strong> the future, have<br />
sought to perfect built environments<br />
as the setting for model communities.<br />
<strong>The</strong> ideas raised are discussed<br />
in weekly tutorial sessions<br />
and are brought together at the<br />
end <strong>of</strong> the course with an intensive<br />
workshop, in which students look to<br />
define their own vision <strong>of</strong> a sustainable<br />
community. This course is intended<br />
to inspire thinking about the<br />
way we should construct our living<br />
environments in future, in order to<br />
find a sustainable balance.<br />
Course Co-ordinator<br />
Mr M.R. Pryor<br />
Division <strong>of</strong> Landscape Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 7961<br />
Email: matthew.pryor@hku.hk<br />
Teacher(s)<br />
Mr M.R. Pryor<br />
Division <strong>of</strong> Landscape Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 7961<br />
Email: matthew.pryor@hku.hk<br />
http://commoncore.hku.hk/cchu9001
Humanities<br />
Course Code // CCHU9002<br />
Required Reading<br />
Extracts from:<br />
Arnold, D. (1993). Colonizing the body: State medicine and epidemic<br />
disease in nineteenth-century India. Berkeley, CA: <strong>University</strong> <strong>of</strong><br />
California Press.<br />
Casper, M., & Moore, L. J. (2009). Missing bodies: <strong>The</strong> politics <strong>of</strong><br />
visibility. New York: New York <strong>University</strong> Press. [Electronic<br />
resource]<br />
Elbe, S. (2010). Security and global health. Cambridge: Polity.<br />
Fairchild, A. L., Bayer, R., & Colgrove, A. (2007). Searching eyes:<br />
Privacy, the state, and disease surveillance in America. Berkeley,<br />
CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Farmer, P. (2005). Pathologies <strong>of</strong> power: Health, human rights, and<br />
the new war on the poor. Berkeley, CA: <strong>University</strong> <strong>of</strong> California<br />
Press.<br />
Foucault, M., & Rabinow, P. (1991). <strong>The</strong> Foucault reader. London:<br />
Penguin Books.<br />
Lemke, T. (2011). Biopolitics: An advanced introduction. New York:<br />
New York <strong>University</strong> Press.<br />
Lupton, D. (1995). <strong>The</strong> imperative <strong>of</strong> health: Public health and the<br />
regulated body. London; Thousand Oaks, CA: Sage Publications.<br />
Lyon, D. (2007). Surveillance studies: An overview. Cambridge:<br />
Polity.<br />
Porter, D. (1999). Health, civilization, and the state: A history <strong>of</strong><br />
public health from ancient to modern times. London; New York:<br />
Routledge.<br />
Rosen, G. (1993). A history <strong>of</strong> public health (Expanded ed.).<br />
Baltimore, MD: Johns Hopkins <strong>University</strong> Press.<br />
Youde, J. R. (2010). Biopolitical surveillance and public health in<br />
international politics. New York: Palgrave Macmillan.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 38<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Continual assessment and task focused activities 25<br />
Online portfolio 25<br />
Course project 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Analyze the historical role <strong>of</strong> the state in regulating<br />
health.<br />
2. Reflect upon and critically consider the relationship<br />
between health and societal organization.<br />
3. Apply comparative historical approaches to examine<br />
the political, social and ethical issues which underlie<br />
current public health debates.<br />
4. Reflect upon and critically consider how Western<br />
and non-Western health systems have impacted<br />
upon each other.<br />
Lecture Time // Second semester (Wed)<br />
Battles for Bodies:<br />
<strong>The</strong> Birth <strong>of</strong> Surveillance Society<br />
What is the state’s final frontier? How and why have governments around the world<br />
been vested with the authority to manage the most intimate aspects <strong>of</strong> our existence:<br />
from the food we eat to our sexual behaviour? What has the impact <strong>of</strong> this encroachment<br />
been on our sense <strong>of</strong> self ? Engaging with these questions from an historical perspective<br />
provides a critical lens for re-evaluating our own relationship to society and<br />
the state, as well as furnishing a context for considering the extent to which we are ever<br />
fundamentally ‘free’ to possses our own bodies. Exploring the birth <strong>of</strong> ‘surveillance<br />
society’ enables us to reflect upon – and challenge – the inherited assumptions which<br />
underpin our reliance on government and our aspirations for personal autonomy. This<br />
course ranges from the formation <strong>of</strong> the modern state in Europe and the techonologies<br />
it developed for managing populations, to global health surveillance and recent<br />
biomedical advances which have resulted in progressively interventionist governmental<br />
measures, with pr<strong>of</strong>ound social, political and ethical implications. Topics include:<br />
surveillance; ‘medical police’ and state-sponsored interventions in eighteenth and<br />
nineteenth-century Europe;<br />
the invention <strong>of</strong> the<br />
‘population’ as a collective<br />
body; colonialism and<br />
the global exportation <strong>of</strong><br />
ideas about what is ‘normal’;<br />
‘healthy citizens’:<br />
the coercive state and the<br />
democratization <strong>of</strong> society;<br />
and, finally, the limits<br />
<strong>of</strong> public health in the<br />
twenty-first century.<br />
Course Co-ordinator<br />
Dr R.S. Peckham<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 7048<br />
Email: rpeckham@hku.hk<br />
Teacher(s)<br />
Dr R.S. Peckham<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 7048<br />
Email: rpeckham@hku.hk<br />
http://commoncore.hku.hk/cchu9002<br />
67
68<br />
Humanities<br />
Course Code // CCHU9003<br />
Required Reading<br />
Bloch, M. L. B. (1953). <strong>The</strong> historian’s craft. New York: Knopf.<br />
Gaddis, J. L. (2002). <strong>The</strong> landscape <strong>of</strong> history: How historians<br />
map the past. Oxford; New York: Oxford <strong>University</strong> Press.<br />
[Chap. 6, pp. 100-109]<br />
Hayden, D. (1995). <strong>The</strong> power <strong>of</strong> place: Urban landscapes as<br />
public history. Cambridge, MA: MIT Press.<br />
Jenkins, K. (1991). Re-thinking history. London; New York:<br />
Routledge. [Extracts]<br />
Kikumura, A. (1998). Family life histories: A collaborative<br />
venture. In R. Perks & A. Thomson (Eds.), <strong>The</strong> oral history<br />
reader. London; New York: Routledge.<br />
Lowenthal, D. (1997). <strong>The</strong> past is a foreign country. Cambridge:<br />
Cambridge <strong>University</strong> Press. [Extracts]<br />
Moore, K. (1997). Museums and popular culture. London;<br />
Washington: Cassell. [Chap. 2, pp. 13-22, 28-31]<br />
Rosenstone, R. A. (1995). Visions <strong>of</strong> the past: <strong>The</strong> challenge<br />
<strong>of</strong> film to our idea <strong>of</strong> history. Cambridge, MA: Harvard<br />
<strong>University</strong> Press. [Chap. 8, pp. 169-197, 254-255]<br />
Tetlock, P. E., Lebow, R. N., & Parker, G. (2006). Unmaking the<br />
West: “What-if” scenarios that rewrite world history. Ann<br />
Arbor: <strong>University</strong> <strong>of</strong> Michigan Press.<br />
Wallis, B. (1994). Selling nations: International exhibitions<br />
and cultural diplomacy. In D. J. Sherman & I. Rog<strong>of</strong>f (Eds.),<br />
Museum culture: Histories, discourses, spectacles. London:<br />
Routledge.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Fieldwork / Visits 4<br />
Reading / Self-study 34<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Project 40<br />
Fieldwork report 30<br />
Meeting participation 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Engage critically with representations <strong>of</strong> the past.<br />
2. Analyze and use evidence to construct historical accounts.<br />
3. Critically interpret interconnections between past and<br />
present.<br />
4. Reflect upon and critically consider the value <strong>of</strong> historical<br />
awareness.<br />
Lecture Time // First semester (Wed)<br />
Making History:<br />
Engaging with the Powerful Past<br />
<strong>The</strong> past is no longer present,<br />
but its influence can be felt everywhere.<br />
We connect with the<br />
past in many ways in our everyday<br />
lives. But what relevance<br />
or value does the past have in a<br />
globalizing world? Why should<br />
we care about the past? Could it<br />
help us to build a better future?<br />
Is there such a thing as a ‘true’<br />
historical account? What is the<br />
relationship between commercial,<br />
political and pr<strong>of</strong>essional<br />
discourses <strong>of</strong> the past? And how<br />
do these relate to our own memories<br />
<strong>of</strong> the past? This course<br />
engages with these questions<br />
from multiple perspectives. It<br />
brings students face to face with<br />
the myriad ways in which the<br />
past is present in our lives today,<br />
and the importance <strong>of</strong> thinking<br />
historically. <strong>The</strong> course introduces<br />
students to the richness<br />
and value inherent in reading,<br />
writing and reflecting on the<br />
past; or in other words, making<br />
history.<br />
Course Co-ordinator<br />
Dr D.M. Pomfret<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2865<br />
Email: pomfretd@hkucc.hku.hk<br />
Teacher(s)<br />
Dr D.M. Pomfret<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2865<br />
Email: pomfretd@hkucc.hku.hk<br />
http://commoncore.hku.hk/cchu9003
Humanities<br />
Course Code // CCHU9004<br />
Required Reading<br />
Antoine, R., & Katrina Narrative Project. (2008). Voices rising:<br />
Stories from the Katrina Narrative Project. New Orleans: UNO<br />
Press. [Excerpts]<br />
Atwater, B. F. (2005). <strong>The</strong> orphan tsunami <strong>of</strong> 1700: Japanese clues<br />
to a parent earthquake in North America. Seattle: <strong>University</strong> <strong>of</strong><br />
Washington Press. [Excerpts]<br />
Cardona, O. D. (2004). <strong>The</strong> need for rethinking concepts <strong>of</strong><br />
vulnerability and risk from a holistic perspective. In G. Bank<strong>of</strong>f,<br />
G. Frerks & T. Hilhorst (Eds.), Mapping vulnerability: Disasters,<br />
development, and people (pp. 37-51). London: Earthscan.<br />
H<strong>of</strong>fman, S. M., & Oliver-Smith, A. (2002). <strong>The</strong>orizing disasters:<br />
Nature, power, and culture. In S. M. H<strong>of</strong>fman & A. Oliver-Smith<br />
(Eds.), Catastrophe and culture: <strong>The</strong> anthropology <strong>of</strong> disaster (pp.<br />
23-47). Santa Fe, NM: School <strong>of</strong> American Research Press.<br />
Kanamori, H., & Heaton, T. H. (1996). <strong>The</strong> wake <strong>of</strong> a legendary<br />
earthquake. Nature, 379, 203-204.<br />
Levitt, J. I., & Whitaker, M. C. (2009). Hurricane Katrina: America’s<br />
unnatural disaster. Lincoln: <strong>University</strong> <strong>of</strong> Nebraska Press.<br />
[Selected chapters]<br />
Ludwin, R. S., Dennis, R., Carver, D., McMilan, A. D., Losey, R.,<br />
Clayue, J., et al. (2005). Dating the 1700 Cascadia Earthquake:<br />
Great coastal earthquakes in native stories. Seismological<br />
Research Letters, 76(2), 140-148.<br />
Oliver-Smith, A. (1999). What is a disaster? Anthropological<br />
perspectives on a persistent question. In A. Oliver-Smith & S.<br />
M. H<strong>of</strong>fman (Eds.), <strong>The</strong> angry earth: Disaster in anthropological<br />
perspective (pp. 18-34). New York: Routledge.<br />
Oliver-Smith, A. (2002). Why anthropologists should study<br />
disasters. In S. M. H<strong>of</strong>fman & A. Oliver-Smith (Eds.),<br />
Catastrophe and culture: <strong>The</strong> anthropology <strong>of</strong> disaster (pp. 3-22).<br />
Santa Fe, NM: School <strong>of</strong> American Research Press.<br />
Padgett, T. (2010, March 1). Chile and Haiti: A tale <strong>of</strong> two<br />
earthquakes. Time, 1-3.<br />
Satake, K., et al. (1996). Time and size <strong>of</strong> a giant earthquake in<br />
Cascadia inferred from Japanese tsunami records <strong>of</strong> January<br />
1700. Nature, 379(6562), 246-249.<br />
Schencking, J. (2007). <strong>The</strong> Great Kantō Earthquake <strong>of</strong> 1923 and<br />
the Japanese nation. Education about Asia, 12(2), 20-25.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Seminars / Tutorials 8<br />
Reading / Self-study 48<br />
Group work (debates, disaster management<br />
plan, disaster relief poster) 36<br />
Assessment: Essay / Report writing 24<br />
Assessment: Presentation (incl preparation) 12<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class tests and written assignments 70<br />
Tutorial / Seminar projects 30<br />
Lecture Time // Second semester (Wed)<br />
Catastrophes, Cultures, and the Angry<br />
Earth<br />
This course explores how natural disasters have influenced cultures and societies<br />
across time and geography. It will encourage students to reflect upon the interconnections<br />
between nature, society, and the built environment in new and exciting ways. Using<br />
disasters as revealers, the course will assist participants to think critically and creatively<br />
about: what makes a natural phenomenon such as an earthquake, a tsunami, a<br />
volcanic eruption, or a cyclone a natural disaster; how have pre-modern, early modern,<br />
and modern societies interpreted disasters and what does this tell us about our evolving<br />
relationships with religion, science and technology; and how and why have people<br />
portrayed disasters through art, literature, and the media. Students will also examine<br />
how governments have responded to disasters and used reconstruction processes to<br />
redevelop landscapes, remake societies, and reorder politics. Disasters will thus be<br />
examined not only as events that cause suffering and devastation, but as occurrences<br />
that inspire opportunism and unleash contestation. Disasters studied will include the<br />
1700 Cascadia Earthquake and Tsunami, the Indian Ocean Tsunami <strong>of</strong> 2004, the Great<br />
Kanto Earthquake <strong>of</strong> 1923 and the Great Tohoku Earthquake and Tsunami <strong>of</strong> 2011,<br />
hurricanes in the Atlantic world including Hurricane Katrina 2005, Cyclone Nargis <strong>of</strong><br />
2008, and the Sichuan Earthquake <strong>of</strong> 2008.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Interpret, analyze, and critically and creatively reflect<br />
upon how natural disasters have been understood, interpreted,<br />
explained, and expressed across cultures and<br />
over time since 1700 to the present.<br />
2. Interpret, analyze, and critically and creatively reflect<br />
upon how governing elites and non-governmental actors<br />
have attempted to use catastrophes and the reconstruction<br />
processes that follow to redevelop landscapes and<br />
reorder societies.<br />
3. Interpret, analyze, and critically and creatively reflect<br />
upon how historical knowledge and understanding <strong>of</strong><br />
past natural disasters can help us better understand and<br />
develop solutions to problems posed by future catastrophes<br />
in our region <strong>of</strong> the world.<br />
4. Interpret, analyze, and critically and creatively reflect<br />
upon how the study <strong>of</strong> natural disasters can illuminate<br />
the interconnections between science, technology, religion,<br />
politics, economics, society, and the humanities.<br />
Course Co-ordinator<br />
Dr J.C. Schencking<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2875<br />
Email: jcharles@hku.hk<br />
Teacher(s)<br />
Dr J.C. Schencking<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2875<br />
Email: jcharles@hku.hk<br />
http://commoncore.hku.hk/cchu9004<br />
69
70<br />
Humanities<br />
Course Code // CCHU9005<br />
Required Reading<br />
<strong>The</strong> case for legalisation: Time for a puff <strong>of</strong> sanity. (2001, July<br />
26). <strong>The</strong> Economist, 360(8232), 11-12. From http://www.<br />
economist.com/node/709603<br />
Gardner, S. (1995). Aesthetics. In A. C. Grayling (Ed.),<br />
Philosophy: A guide through the subject (pp. 583-628).<br />
Oxford; New York: Oxford <strong>University</strong> Press.<br />
Kaplan, D. M. (Ed.). (2012). Introduction. <strong>The</strong> philosophy <strong>of</strong><br />
food. Berkeley: <strong>University</strong> <strong>of</strong> California Press. From http://<br />
www.food.unt.edu/philfood<br />
Singer, P. (1997). <strong>The</strong> drowning child and the expanding circle.<br />
New Internationalist, 289. From http://www.newint.org/<br />
issue289/drowning.htm<br />
Sunstein, C. R. (2004). Introduction: What are animal rights?<br />
In C. R. Sunstein & M. C. Nussbaum (Eds.), Animal rights:<br />
Current debates and new directions (pp. 3-15). Oxford; New<br />
York: Oxford <strong>University</strong> Press.<br />
Telfer, E. (1996). Food as art. Food for thought: Philosophy<br />
and food (pp. 41-60). London: Routledge. [Ebook version<br />
available through <strong>HKU</strong> library website]<br />
Whitman, D. B. (2000). Genetically modified foods: Harmful<br />
or helpful? Discovery Guides. From http://www.csa.com/<br />
discoveryguides/gmfood/overview.php<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 40<br />
Assessment: Writing assignments 40<br />
Assessment: Special project 40<br />
Total: 152<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Short writing assignments 60<br />
Special project 30<br />
Tutorial participation 10<br />
Food and Values<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Compare and contrast the various absolutist, relativist<br />
and contextualist positions about morality and values.<br />
2. Identify the critical factors to consider in moral evaluation<br />
and apply such knowledge in analyzing selected<br />
ethical problems related to food.<br />
3. Critically examine the nature <strong>of</strong> subjectivity in aesthetic<br />
and taste preferences and the possibility <strong>of</strong> objective<br />
evaluative standards, and demonstrate an awareness <strong>of</strong><br />
their connections to moral reasoning.<br />
4. Use relevant research information related to the course<br />
to collaborate with others in presenting ideas creatively,<br />
clearly and systematically.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- Second semester (Wed)<br />
Section 2 -- Second semester (Sat)<br />
Food is a fundamental aspect <strong>of</strong> human existence. This course examines philosophical<br />
issues about food and its relation to ethics, objectivity and values. Topics include<br />
moral issues such as the debate about animal rights, world hunger, the use <strong>of</strong> genetic<br />
engineering in agriculture and animal husbandry, and the justification <strong>of</strong> healthcare<br />
policies about food and drugs. We shall also look at issues about objective standards in<br />
food, such as the relationship between food and art, and how we evaluate taste and food<br />
preferences. <strong>The</strong> main objective <strong>of</strong> the course is to help students adopt new perspectives<br />
in thinking critically about what they might normally take for granted in their<br />
daily lives.<br />
Course Co-ordinator<br />
Dr J.Y.F. Lau<br />
School <strong>of</strong> Humanities (Philosophy),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: jyflau@hku.hk<br />
Teacher(s)<br />
Dr J.Y.F. Lau<br />
School <strong>of</strong> Humanities (Philosophy),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: jyflau@hku.hk<br />
http://commoncore.hku.hk/cchu9005
Humanities<br />
Course Code // CCHU9006<br />
Required Reading<br />
Arnett, J. (2007). Emerging adulthood: What is it, and what is it good for?<br />
Child Development Perspectives, 1(2), 68-73.<br />
Chang, L. T. (2008). Factory girls: From village to city in a changing China<br />
(1st ed.). New York: Spiegel & Grau. [http://www.worldvisionreport.<br />
org/Stories/Week-<strong>of</strong>-February-27-2010/Factory-Girls]<br />
Gonick, M. (2006). Between “girl power” and “reviving Ophelia”:<br />
Constituting the neoliberal girl subject. NWSA Journal, 18(2), 1-23.<br />
Hargreaves, J., & Boler, T. (2006). Girl power: <strong>The</strong> impact <strong>of</strong> girls’<br />
education on HIV and sexual behaviour. ActionAid International,<br />
Education and HIV Series 01. From http://www.ungei.org/<br />
resources/1612_1065.html<br />
Jackson, C., & Tinkler, P. (2007). “Ladettes” and “modern girls”:<br />
“Troublesome” young femininities. Sociological Review, 55(2), 251-<br />
272.<br />
Kam, I. C. P. (2012). Absence <strong>of</strong> girl images: <strong>The</strong> gender construct in<br />
personal and social education in <strong>Hong</strong> Kong. Sex Education, 12(1).<br />
King, E. M., Klasen, S., & Porter, M. (2007, November). Women and<br />
development. Copenhagen Consensus 2008 Challenge Paper. From<br />
http://www.copenhagenconsensus.com/<strong>The</strong>%2010%20challenges/<br />
Women%20and%20Development.aspx<br />
LeVine, R., LeVine, S., & Schnell, B. (2001). “Improve the women”: Mass<br />
schooling, female literacy, and worldwide social change. Harvard<br />
Educational Review, 71(1), 1-51.<br />
Mortenson, G., & Relin, D. O. (2007). Three cups <strong>of</strong> tea: One man’s mission<br />
to promote peace... one school at a time. New York: Penguin Books.<br />
[http://www.threecups<strong>of</strong>tea.com/]<br />
Pipher, M. B. (1994). Reviving Ophelia: Saving the selves <strong>of</strong><br />
adolescent girls. New York: Putnam. [http://www.youtube.com/<br />
watch?v=OrRtJY28ps8]<br />
UNICEF. (2006). <strong>The</strong> state <strong>of</strong> the world’s children 2007. Woman and<br />
children: <strong>The</strong> double dividend <strong>of</strong> gender equality. From http://www.<br />
unicef.org/sowc07/docs/sowc07.pdf<br />
<strong>The</strong> Women’s Foundation, <strong>Hong</strong> Kong. (2008). Closing the gender<br />
gap in <strong>Hong</strong> Kong: Conversations with the community (Executive<br />
summary). From http://www.thewomensfoundationhk.org/upload/<br />
TWF_Conversations_Exec_Summary_Eng___Web.pdf<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 15<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 30<br />
Assessment: Group project and presentation 30<br />
Total: 141<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Book review and analysis 25<br />
Film review and analysis 25<br />
Quizzes 15<br />
Tutorial participation 10<br />
Group fieldwork project and presentation 25<br />
Girl Power in a Man’s World<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain and apply key theories and concepts relating to<br />
how we define girlhood from both historical and contemporary<br />
perspectives.<br />
2. Demonstrate understanding <strong>of</strong> how a myriad <strong>of</strong> modern<br />
disciplines – such as anthropology, psychology, economics,<br />
sociology, medicine and politics – shape our perception<br />
and definition <strong>of</strong> girlhood.<br />
3. Apply a holistic comprehension <strong>of</strong> girlhood on a multiplicity<br />
<strong>of</strong> dimensions (e.g., social, economical, political)<br />
that embrace the human condition both locally and globally.<br />
4. Analyze the immediate and long-term social issues that<br />
emerge when societies limit how girl power is both explicitly<br />
and implicitly defined.<br />
5. Analyze the role that culture plays in normatizing girlhood,<br />
taking examples from both developed and developing<br />
societies.<br />
6. Critique how girl power is both assisted and hindered by<br />
patriarchal-oriented social norms, and critically understand<br />
the complex relationship between girl power and<br />
masculinity.<br />
7. Demonstrate a broad perspective <strong>of</strong> the issues defining<br />
girlhood and how these insights impact the daily lives <strong>of</strong><br />
students – both male and female.<br />
Lecture Time // Second semester (Wed)<br />
Girl Power has emerged as the subject <strong>of</strong> much popular, policy and scholarly interest<br />
in the new millennium. This interest has been sparked by multiple, competing<br />
debates about girlhood for it is girls and young women whose lives have long been<br />
shaped by male-dominant societies and patriarchal structures and yet who have,<br />
with the rapid changes resulting from a globalizing political economy, experienced a<br />
surge <strong>of</strong> new opportunities and challenges. <strong>The</strong>se range from choices in the domains<br />
<strong>of</strong> personal health, sexuality, education and occupational choice to changes in their<br />
roles in their interactions with family, peers, and colleagues. Boys and men have also<br />
had a significant role in “Girl Power”. Listen to http://www.worldvisionreport.org/<br />
Stories/Week-<strong>of</strong>-February-27-2010/Factory-Girls, look at http://www.youtube.com/<br />
watch?v=OrRtJY28ps8, and read http://www.threecups<strong>of</strong>tea.com/ and http://www.<br />
guyland.net/ to gain an understanding <strong>of</strong> some <strong>of</strong> the issues which will be covered. <strong>The</strong><br />
debates about girlhood and their implications for their male counterparts have largely<br />
been in the context <strong>of</strong> the social transformations and experiences <strong>of</strong> girls and young<br />
women in developed countries. But the majority <strong>of</strong> the world’s female adolescent (10 to<br />
24 years) population lives in the developed world. While gender discrimination occurs<br />
across the life cycle in most developing countries there are particular threats to adolescent<br />
development in these contexts. <strong>The</strong> relevance <strong>of</strong> girls’ empowerment – the emerging<br />
opportunities, the traditional demands, and the choices created and taken – clearly<br />
extends beyond the borders <strong>of</strong> developed countries. Indeed girls’ and women’s issues<br />
are core to Millennium Development Goals (MDG), the main development targets to<br />
improve the human condition. Against this background this course considers<br />
(i) notions about girlhood from its early biological emphasis to contemporary frameworks<br />
that are informed by anthropology, psychology, economics, sociology, and politics;<br />
and (ii) the cultural meaning and consequences <strong>of</strong> girl power in both developed<br />
and developing societies, paying particular attention to the ways in which the male<br />
dominant world has both assisted and hindered girls’ development.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor N. Rao<br />
Division <strong>of</strong> Learning, Development<br />
and Diversity, Faculty <strong>of</strong> Education<br />
Tel: 2859 2521<br />
Email: nrao@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor N. Rao<br />
Division <strong>of</strong> Learning, Development<br />
and Diversity, Faculty <strong>of</strong> Education<br />
Tel: 2859 2521<br />
Email: nrao@hku.hk<br />
Pr<strong>of</strong>essor K.A. Laidler<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2059<br />
Email: kjoe@hku.hk<br />
http://commoncore.hku.hk/cchu9006<br />
71
72<br />
Humanities<br />
Course Code // CCHU9007<br />
Non-Permissible Combination:<br />
CCHU9015 Sex and Intimacy in Modern Times /<br />
CCHU9039 Sexuality and Culture<br />
Required Reading<br />
Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2008). Human<br />
sexuality in a world <strong>of</strong> diversity (7th ed.). Boston, MA:<br />
Pearson/A&B.<br />
<strong>The</strong> Yogyakarta Principles on the Application <strong>of</strong> International<br />
Human Rights Law in relation to Sexual Orientation<br />
and Gender Identity (2006). From http://www.<br />
yogyakartaprinciples.org<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 48<br />
Assessment: Reflective journal 18<br />
Assessment: Web presentation 18<br />
Assessment: Individual assignment 18<br />
Total: 138<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Reflective journal 33.3<br />
Web presentation 33.3<br />
Assignment 33.3<br />
Sexuality and Gender:<br />
Diversity and Society<br />
What is sexual and gender diversity? How does the experience <strong>of</strong> our own genderedness and<br />
sexuality define members <strong>of</strong> sexual and gender minorities as people, and shape our opinions<br />
about those people who do not share our experiences or who do not express their sexuality<br />
in the same ways as we do? In this course, which we believe has the potential to be lifechanging,<br />
we will look at these sorts <strong>of</strong> questions. And we will do so while learning about (and<br />
in many cases meeting and talking with) people whose gender or sexuality places them on<br />
the fringes <strong>of</strong> mainstream society (in some cases beyond it). People who are gay, lesbian, bisexual<br />
or asexual. Transgender people and individuals who cross dress, or play with bondage,<br />
domination, and sado-masochism, use pornography, and/or are involved in commercial sex<br />
activities. And other people whose own experiences, known by strange-sounding names such<br />
as acrotomophilia and apotemnophilia, have their own story to tell. In lectures and tutorials<br />
we will examine other questions, such as: To what extent are sexual and gender diversity biologically<br />
‘hard-wired’ rather than learned? What is ‘normal’ in human sexuality and gender?<br />
How, when thinking about sexual and gender diversity, do we distinguish normal from abnormal,<br />
different from deviant, and healthy from sick anyway? When responding (as individuals<br />
and as a society) to those whose sexuality and gender are different to our own, how do we<br />
balance individual rights (e.g. to sexual and gender expression) and responsibility to others<br />
(e.g. ‘to protect family values’)? What roles do society and culture play in forming our ideas<br />
about sexual and gender diversity? What roles do language, the arts and religion, the family,<br />
education, and the media play, not only in forming those ideas, but also in transmitting them?<br />
What effect has science and medicine had on the lives <strong>of</strong> individuals from sexual and gender<br />
minorities? How, in an increasingly interconnected world, are our ideas about sexual and<br />
gender diversity changing? We expect students will come out <strong>of</strong> the course with an informed,<br />
open-minded and critical understanding <strong>of</strong> the issues covered, and better able to join contemporary<br />
debates on sexual and gender diversity: debates that so <strong>of</strong>ten stir deep emotions<br />
and challenge fundamental beliefs.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Critically evaluate concepts central to the study <strong>of</strong><br />
sexual and gender diversity and appraise the role that<br />
society and culture play (a) in the construction <strong>of</strong> these<br />
concepts and the links and distinctions that are drawn<br />
between them, and (b) in framing actual development <strong>of</strong><br />
individuals from sexual and gender minorities.<br />
2. Demonstrate understanding <strong>of</strong> historical changes (and<br />
cultural differences) in the ways in which sexual and<br />
gender diversity has been (and is) viewed.<br />
3. Critically appraise the ways that ideas about sexual<br />
and gender diversity are created and transmitted (and<br />
adherence to norms is regulated) within any culture<br />
or society, and reflect upon how these ideas (including<br />
norms) frame our responses (individual and collective)<br />
to sexual and gender diversity and to the behaviour <strong>of</strong><br />
persons belonging to sexual and gender minority groups.<br />
4. Analyze critically the impact <strong>of</strong> increasing global interconnectedness<br />
in framing ideas about sexual and gender<br />
diversity, norms for sexual and gendered behaviour, and<br />
individual and collective responses to individuals from<br />
sexual and gender minorities.<br />
5. Reflect on ways in which, globally, and in regard to sexual<br />
and gender diversity, humanity can reconcile a heightened<br />
awareness <strong>of</strong> cultural differences with a respect for<br />
individual differences and preferences, uphold human<br />
rights, justice and equality, and improve the well-being<br />
<strong>of</strong> humankind.<br />
6. Reflect and debate on issues <strong>of</strong> human sexual and gender<br />
diversity in an informed and rational way, incorporating<br />
an awareness <strong>of</strong> others’ experiences and perspectives<br />
and a commitment to fundamental democratic values<br />
such as freedom <strong>of</strong> speech (including expression <strong>of</strong><br />
ideas), human rights, justice and equality.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- First semester (Wed)<br />
Section 2 -- First semester (Sat)<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor G.A. Postiglione<br />
Division <strong>of</strong> Policy, Administration<br />
and Social Sciences Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2859 2526<br />
Email: postiglione@hku.hk<br />
Teacher(s)<br />
Dr S.J. Winter<br />
Division <strong>of</strong> Policy, Administration<br />
and Social Sciences Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2859 1901<br />
Email: sjwinter@hku.hk<br />
Dr T.S.K. Kong<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2055<br />
Email: travisk@hkucc.hku.hk<br />
http://commoncore.hku.hk/cchu9007
Humanities<br />
Course Code // CCHU9009<br />
Required Reading<br />
Buchanan, A. (2011). Better than human: <strong>The</strong> promise and perils<br />
<strong>of</strong> enhancing ourselves (pp. 133-171). New York: Oxford<br />
<strong>University</strong> Press. [Chap. 6]<br />
Dworkin, R. (1993). Life’s dominion: An argument about<br />
abortion, euthanasia and individual freedom (pp. 179-217).<br />
New York: Knopf.<br />
Ertman, M. M., & Williams, J. C. (Eds.). (2005). Rethinking<br />
commodification: Cases and readings in law and culture (pp.<br />
243-270). New York: New York <strong>University</strong> Press. [Part II, C1]<br />
Glover, J. (1986). It makes no difference whether or not I do<br />
it. In P. Singer (Ed.), Applied ethics (pp. 125-144). Oxford:<br />
Oxford <strong>University</strong> Press.<br />
Kamisar, Y. (1978). Euthanasia legalisation: Some nonreligious<br />
objections. In T. L. Beauchamp & S. Perlin (Eds.), Ethical<br />
issues in death and dying (pp. 220-231). Englewood Cliffs,<br />
NJ: Prentice-Hall.<br />
Nussbaum, M. C. (1998). “Whether from reason or prejudice”:<br />
Taking money for bodily services. Journal <strong>of</strong> Legal Studies,<br />
27, 693-724.<br />
Primoratz, I. (1993). What’s wrong with prostitution?<br />
Philosophy, 68(264), 159-182.<br />
Regan, T. (2006). <strong>The</strong> case for animal rights. In J. E. White<br />
(Ed.), Contemporary moral problems (8th ed., pp. 379-395).<br />
Belmont, CA: Thomson Wadsworth.<br />
Sandel, M. J. (2007). <strong>The</strong> case against perfection: Ethics in<br />
the age <strong>of</strong> genetic engineering. Cambridge, MA: Harvard<br />
<strong>University</strong> Press. [Chap. 1]<br />
Satz, D. (1995). Markets in women’s sexual labour. Ethics,<br />
106(1), 63-85.<br />
Shrage, L. (2007). Feminist perspectives on sex markets. In E.<br />
Zalta (Ed.), Stanford encyclopedia <strong>of</strong> philosophy. Stanford,<br />
CA: <strong>The</strong> Metaphysics Research Lab, Stanford <strong>University</strong>.<br />
From http://stanford.library.usyd.edu.au/entries/feministsex-markets<br />
Singer, P. (2006). All animals are equal. In J. E. White (Ed.),<br />
Contemporary moral problems (8th ed., pp. 377-378).<br />
Belmont, CA: Thomson Wadsworth.<br />
Timmons, M. (2002). Moral theory: An introduction. Lanham,<br />
MD: Rowman & Littlefield. [Chaps. 5-7, 9]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 60<br />
Assessment: Essay writing 30<br />
Assessment: In-class test (incl preparation) 30<br />
Total: 154<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 20<br />
Mid-term essay 40<br />
In-class test 40<br />
Lecture Time // Second semester (Wed)<br />
Moral Controversies in Contemporary<br />
Society<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Open-mindedly consider different viewpoints in moral<br />
controversies.<br />
2. Identify the strengths and weaknesses <strong>of</strong> different philosophical<br />
and popular arguments in the four topic areas<br />
<strong>of</strong> the course.<br />
3. Demonstrate understanding <strong>of</strong> the major moral philosophical<br />
approaches and techniques in moral reasoning.<br />
4. Formulate and critically assess personal positions/convictions.<br />
This course critically examines<br />
some moral controversies in<br />
contemporary society. It aims<br />
to help students develop their<br />
ability to think in intellectually<br />
sophisticated ways about difficult<br />
issues <strong>of</strong> personal and public<br />
morality. <strong>The</strong> course focuses<br />
on four controversial moral<br />
topics: animal use, assisted suicide,<br />
prostitution, and biomedical<br />
enhancement. <strong>The</strong>se topics<br />
concern not only personal morality<br />
but also social or public<br />
morality. Students will be asked<br />
to discuss not only whether the<br />
above practices are moral or<br />
immoral, but also whether they<br />
should be prohibited, regulated,<br />
recognized, or supported by law.<br />
It is hoped that students will<br />
be better equipped to evaluate<br />
opposing arguments about the<br />
proper use <strong>of</strong> law in regulating<br />
personal conduct and social<br />
interaction. In the course <strong>of</strong> discussing<br />
these topics, students<br />
will be introduced to major<br />
moral approaches, such as consequentialism<br />
and deontology,<br />
as well as methods <strong>of</strong> critical<br />
thinking in moral reasoning.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor J.C.W. Chan<br />
Department <strong>of</strong> Politics and Public<br />
Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8361<br />
Email: jcwchan@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor J.C.W. Chan<br />
Department <strong>of</strong> Politics and Public<br />
Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8361<br />
Email: jcwchan@hku.hk<br />
http://commoncore.hku.hk/cchu9009<br />
73
74<br />
Humanities<br />
Course Code // CCHU9010<br />
Required Reading<br />
Chan, C. W. (2004). Advocacy issues in dyslexia in <strong>Hong</strong> Kong.<br />
Brainchild, 5(3), 32-36.<br />
Oliver, M. (2009). Understanding disability: From theory to<br />
practice (2nd ed.). Basingstoke, UK: Palgrave Macmillan.<br />
[Chaps. 3, 10]<br />
Rehabilitation Programme Plan Review Working Group.<br />
(2007). <strong>Hong</strong> Kong rehabilitation programme plan. <strong>Hong</strong><br />
Kong: <strong>The</strong> Government Printer. [Executive summary, Chap.<br />
2] From http://www.lwb.gov.hk/eng/advisory/rac/rpp_<br />
report.htm<br />
Rusch, N., Angermeyer, M. C., & Corrigan, P. W. (2005). Mental<br />
illness stigma: Concepts, consequences, and initiatives to<br />
reduce stigma. European Psychiatry, 20(8), 529-539.<br />
Sherry, M. (2008). Disability and diversity: A sociological<br />
perspective. New York: Nova Science Publishers. [Chap. 1]<br />
Wong, P. K. S., & Wong, F. K. D. (2007). Disability. In J. C. B.<br />
Leung (Ed.), Envisioning social welfare: Our shared future<br />
(pp. 96-110). <strong>Hong</strong> Kong: Consultancy Team, Department<br />
<strong>of</strong> Social Work and Social Administration, <strong>The</strong> <strong>University</strong><br />
<strong>of</strong> <strong>Hong</strong> Kong.<br />
Yip, K. (2003). Traditional Chinese religious beliefs and<br />
superstitions in delusions and hallucinations <strong>of</strong> Chinese<br />
schizophrenic patients. International Journal <strong>of</strong> Social<br />
Psychiatry, 49(2), 97-111.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Fieldwork / Visits (incl preparation) 8<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 30<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial presentation and discussion 50<br />
Reflection notes 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain disability issues through a critical analysis <strong>of</strong> its<br />
definitions, moving away from the purely medical model<br />
to a human rights perspective and the social model <strong>of</strong><br />
disabilities.<br />
2. Identify the social, political, biological and cultural determinants<br />
<strong>of</strong> social exclusion in disabilities.<br />
3. Demonstrate understanding <strong>of</strong> the experiences <strong>of</strong> persons<br />
with disabilities and reflect on the personal values<br />
and societal issues <strong>of</strong> social inclusion.<br />
4. Express an understanding <strong>of</strong> the family issues, educational<br />
concerns, and psychosocial aspects <strong>of</strong> the disability<br />
experience.<br />
5. Critically examine the basis <strong>of</strong> discrimination and necessary<br />
changes for social inclusion <strong>of</strong> human diversities.<br />
6. Critically examine the related social policies and service<br />
provisions and identify the changes necessary to build<br />
up a barrier-free society.<br />
Lecture Time // First semester (Wed)<br />
Being Different:<br />
Understanding People with Disabilities<br />
This course focuses on disability as a social phenomenon and social construct. It engages<br />
students to look into the everyday life situations people with disabilities (PWDs)<br />
commonly encounter, particularly people with physical and intellectual disabilities as<br />
well as mental illnesses (PD, ID and MI). Issues that arise from these situations will<br />
be examined through the critical lens <strong>of</strong> sociology, politics, culture and social policies.<br />
Stereotypical images <strong>of</strong> PWDs, myths and erroneous assumptions about them, and the<br />
basis <strong>of</strong> discrimination against them are major aspects students will reflect upon. <strong>The</strong>y<br />
will explore how these attitudes have been shaped by the media, cultural representations,<br />
knowledge from medical and social sciences and further obtain an empathetic<br />
understanding <strong>of</strong> PWDs through class activities and direct contact in NGOs or selfhelp<br />
organizations.<br />
By the end <strong>of</strong> the course, students should be able to appreciate the value <strong>of</strong> social inclusion<br />
and human diversities. <strong>The</strong>y should have been equipped to critically identify<br />
necessary amendment to be made in related social policies and service provisions<br />
and to take individual and collective actions in their future positions for building an<br />
inclusive society.<br />
Course Co-ordinator<br />
Dr B.M.F. Law<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2087<br />
Email: blaw@hku.hk<br />
Teacher(s)<br />
Dr B.M.F. Law<br />
Department <strong>of</strong> Social Work and<br />
Social Adminstration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2087<br />
Email: blaw@hku.hk<br />
http://commoncore.hku.hk/cchu9010
Humanities<br />
Course Code // CCHU9011<br />
Required Reading<br />
Best, S. (2005). Understanding social divisions. London;<br />
Thousand Oaks, CA: SAGE.<br />
Braham, P., & Janes, L. (2002). Social differences and divisions.<br />
Oxford: Blackwell.<br />
Haralambos, M., & Holborn, M. (2008). Sociology: <strong>The</strong>mes and<br />
perspectives. London: HarperCollins.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: In-class quiz and final test<br />
(incl preparation) 28<br />
Total: 124<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class quiz 35<br />
Group presentation 15<br />
Tutorial participation 10<br />
Final test 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Apply personal experiences and observations to the discussion<br />
<strong>of</strong> social divisions.<br />
2. Explain how social divisions are socially constructed.<br />
3. Analyze social divisions from different perspectives.<br />
4. Examine social exclusion faced by disadvantaged social<br />
groups.<br />
5. Identify ways to narrow social divides in contemporary<br />
societies.<br />
Lecture Time // First semester (Wed)<br />
Social Divisions in Contemporary<br />
Societies<br />
This course aims to enhance students’ awareness <strong>of</strong> social divisions and their implications<br />
for the distribution <strong>of</strong> resources and life chances in contemporary societies.<br />
It examines how social divisions are shaped; how they can be understood from<br />
different theoretical perspectives; and the ways they can be dealt with at personal,<br />
societal and policy level. Various social divisions (such as class, gender, age, health<br />
and sexuality) will be used as examples for illustration. Critical thinking, social<br />
analysis and reflection on personal experiences will be emphasized. Through video<br />
viewing, guest lectures and visits, students will have the opportunity to learn about<br />
the real life experiences <strong>of</strong> social groups who are in different positions in social<br />
divisions. Students with an interest in understanding social issues and a commitment<br />
to search for ways to improve the life <strong>of</strong> disadvantaged social groups would<br />
find this course particularly stimulating.<br />
Course Co-ordinator<br />
Dr B.M.F. Law<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2087<br />
Email: blaw@hku.hk<br />
Teacher(s)<br />
Dr B.M.F. Law<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2087<br />
Email: blaw@hku.hk<br />
http://commoncore.hku.hk/cchu9011<br />
75
76<br />
Humanities<br />
Course Code // CCHU9012<br />
Required Reading<br />
Bun, K. H. (2006). Body, dress and cultural exclusion:<br />
Experiences <strong>of</strong> Pakistani women in “global” <strong>Hong</strong> Kong.<br />
Asian Ethnicity, 7(3), 285-302.<br />
Choi, S., & Ting, K. F. (2009). A gender perspective on<br />
families in <strong>Hong</strong> Kong. In F. Cheung & E. Holroyd (Eds),<br />
Mainstreaming gender in <strong>Hong</strong> Kong society (pp. 159-180).<br />
<strong>Hong</strong> Kong: Chinese <strong>University</strong> Press.<br />
Dittmar, H., Halliwel, E., & Ive, S. (2006). Does Barbie make<br />
girls want to be thin? <strong>The</strong> effect <strong>of</strong> experimental exposure<br />
to images <strong>of</strong> dolls on the body image <strong>of</strong> 5-8 year old girls.<br />
Developmental Psychology, 42(2), 283-292.<br />
Francis, B. (2006). <strong>The</strong> nature <strong>of</strong> gender. In C. Skelton (Ed.),<br />
Sage <strong>handbook</strong> <strong>of</strong> gender and education. Thousand Oaks,<br />
CA: Sage.<br />
Gibbs. J., Ellison, N., & Heino, R. (2006). Self-presentation in<br />
online personals: <strong>The</strong> role <strong>of</strong> anticipated future interaction,<br />
self-disclosure and perceived success in Internet dating.<br />
Communication Research, 33(2), 152-177.<br />
G<strong>of</strong>fman, E. (1959). “Introduction” from <strong>The</strong> presentation<br />
<strong>of</strong> self in everyday life. In C. Malacrida & J. Low (Eds.),<br />
Sociology <strong>of</strong> the body: A reader. (pp. 53-56). Oxford: Oxford<br />
<strong>University</strong> Press.<br />
Lee, S. (1999). Fat, fatigue and the feminine: <strong>The</strong> changing<br />
cultural experience <strong>of</strong> women in <strong>Hong</strong> Kong. Culture,<br />
Medicine and Psychiatry, 23, 51-73.<br />
Leong, S. (2006). Who’s the fairest <strong>of</strong> them all? Television<br />
ads for skin-whitening cosmetics in <strong>Hong</strong> Kong. Asian<br />
Ethnicity, 7(2), 167-181.<br />
Louie, K., & Edwards, L. (1994). Chinese masculinity. East<br />
Asian History, 8, 135-148.<br />
So, A. (2003). Cross border families in <strong>Hong</strong> Kong: <strong>The</strong> role <strong>of</strong><br />
social class and politics. Critical Asian Studies, 35(4), 515-<br />
534.<br />
Wang, C. Y., & Goodridge, W. (2009). Chicken feathers and<br />
garlic skin: Diary <strong>of</strong> a Chinese garment factory girl on<br />
saipan. New York: Passion Pr<strong>of</strong>it Company.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 26<br />
Tutorials 10<br />
Fieldwork / Visits 10<br />
Reading / Self-study 25<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: In-class quizzes (incl preparation) 12<br />
Total: 143<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Reflective journal 40<br />
Fieldwork assignment 20<br />
In-class quizzes 20<br />
Tutorial workshop participation 20<br />
Body, Beauty and Fashion<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe, explain and differentiate the sociological, psychological,<br />
anthropological and biological theories and<br />
ideas related to body, beauty and fashion.<br />
2. Extrapolate key elements <strong>of</strong> various theories regarding<br />
beauty, body image, fashion and gender and apply to<br />
their everyday experiences.<br />
3. Assess and critique messages regarding beauty, body image<br />
and fashion and place these messages in both a local<br />
and global context.<br />
4. Demonstrate comprehensive understanding <strong>of</strong> the complex<br />
relationship between gender and beauty and how<br />
culture and history impact this relationship.<br />
5. Critically assess social messages regarding body, beauty<br />
and fashion and discuss the social responsibility <strong>of</strong> accepting,<br />
not judging beauty as they explore alternative<br />
concepts <strong>of</strong> beauty that question conventional definitions.<br />
Lecture Time // Second semester (Wed)<br />
This course takes students on an exploration<br />
<strong>of</strong> the links between body, beauty and<br />
fashion from a variety <strong>of</strong> perspectives ranging<br />
from sociology, social policy, economics,<br />
psychology and medicine. <strong>The</strong>se various<br />
perspectives together <strong>of</strong>fer students a way <strong>of</strong><br />
seeing how individual level issues (like self<br />
esteem, stigma and identity) shape and are<br />
shaped by community level issues (mass media),<br />
societal level issues (gender) and global<br />
level issues (globalization and westernization).<br />
<strong>The</strong> course examines these issues in a<br />
variety <strong>of</strong> formats using guest lectures, mass<br />
media analysis, video clips, problem solving<br />
activities and discussion. <strong>The</strong> course also<br />
focuses on cultural representations and understandings<br />
<strong>of</strong> the human body and ideals<br />
<strong>of</strong> beauty. Although the emphasis is primarily<br />
on contemporary <strong>Hong</strong> Kong society,<br />
lectures will also include in-depth analyses<br />
<strong>of</strong> how beauty is culturally constructed and historically situated around the world. To<br />
this end, the course is gender inclusive and presents both the female and male perspectives<br />
on beauty and body image. In this context, how human bodies and standards<br />
<strong>of</strong> beauty are increasingly influenced by a global media, which promotes a progressively<br />
narrow concept <strong>of</strong> beauty, will be critically discussed. Aside from the media influence<br />
on an increasingly globalized interpretation <strong>of</strong> beauty standards, the course also<br />
explores how diet and fashion industries are gaining momentum in shaping beauty<br />
ideals. Lectures address other globally and socially constructed aspects <strong>of</strong> beauty and<br />
identity, such as: race, class, culture, ethnicity, sexual identity, age, and ability/disability.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor K.A. Laidler<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2059<br />
Email: kjoe@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor K.A. Laidler<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2059<br />
Email: kjoe@hku.hk<br />
Dr M.T. Dean<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4641<br />
Email: mtdean@hku.hk<br />
http://commoncore.hku.hk/cchu9012
Humanities<br />
Course Code // CCHU9013<br />
Required Reading<br />
Ahmad, Y. (2006). <strong>The</strong> scope and definitions <strong>of</strong> heritage: From<br />
tangible to intangible. International Journal <strong>of</strong> Heritage<br />
Studies, 12(3), 292-300.<br />
Australia ICOMOS Incorporated. (2000). <strong>The</strong> Burra Charter:<br />
<strong>The</strong> Australia ICOMOS Charter for Places <strong>of</strong> Cultural<br />
Significance, 1999. From http://australia.icomos.org/wpcontent/uploads/BURRA_CHARTER.pdf<br />
Hobsbawm, E. J., & Ranger, T. O. (1983). <strong>The</strong> invention <strong>of</strong><br />
tradition. Cambridge, UK; New York: Cambridge <strong>University</strong><br />
Press.<br />
Kuah, K. E. (1994). Bugis street in Singapore: Development,<br />
conservation and the reinvention <strong>of</strong> cultural landscape. In<br />
W. S. Logan & M. Askew (Eds.), Cultural identity and urban<br />
change in Southeast Asia: Interpretative essays (pp. 167-<br />
186). Geelong, Victoria: Deakin <strong>University</strong> Press.<br />
Kuah, K. E. (1998). State, conservation, and ethnicization <strong>of</strong><br />
Little India in Singapore. Urban Anthropology and Studies<br />
<strong>of</strong> Cultural Systems and World Economic Development,<br />
27(1), 1-48.<br />
Schmitt, T. M. (2008). <strong>The</strong> UNESCO concept <strong>of</strong> safeguarding<br />
intangible cultural heritage: Its background and Marrakchi<br />
roots. International Journal <strong>of</strong> Heritage Studies, 14(2), 95-<br />
111.<br />
UNESCO. (1972). UNESCO Convention Concerning the<br />
Protection <strong>of</strong> the World Cultural and Natural Heritage.<br />
From http://whc.unesco.org/archive/convention-en.pdf<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Seminars / Tutorials 12<br />
Fieldwork / Visits 10<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 24<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Group discussion 15<br />
Total: 130<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Field trip and individual portfolio 20<br />
Group project and presentation 30<br />
Blog writing / Tutorial discussion 20<br />
Test 20<br />
Pop quiz 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe, explain and connect the basic concepts and<br />
theories pertaining to cultural heritage using appropriate<br />
academic language.<br />
2. Critically examine the preservation and conservation <strong>of</strong><br />
cultural heritage in <strong>Hong</strong> Kong and other Asian societies<br />
using relevant theoretical knowledge.<br />
3. Propose a policy framework for implementation <strong>of</strong> the<br />
preservation and conservation <strong>of</strong> cultural heritage in<br />
<strong>Hong</strong> Kong.<br />
4. Demonstrate an awareness <strong>of</strong> the need for the sustainability<br />
<strong>of</strong> cultural heritage in contemporary society.<br />
5. Explain the significance <strong>of</strong> cultural heritage in everyday<br />
life and society from historical and contemporary perspectives.<br />
6. Evaluate the relationship between intangible cultural<br />
heritages, and the tourist industry in the local and global<br />
environment.<br />
7. Demonstrate critical understanding <strong>of</strong> the academic and<br />
policy debates and framework <strong>of</strong> cultural heritage from<br />
various media portrayal (newspapers, films, internet,<br />
journals).<br />
Lecture Time // First semester (Wed)<br />
Cultural Heritages in the Contemporary<br />
World<br />
Cultural heritage has been consistently in the news in recent years in <strong>Hong</strong> Kong,<br />
Mainland China and the rest <strong>of</strong> the world and this has created renewed interest and debates<br />
that surround the significance <strong>of</strong> heritage conservation and preservation where<br />
it is viewed as part <strong>of</strong> the creative cultural industries, as exemplified by the Kowloon<br />
Cultural Hub, as well as the tourist industry. Cultural heritages include the built environment,<br />
primarily historical buildings and sites as well as “intangible heritages” as<br />
defined by UNESCO which include the living cultures <strong>of</strong> the people such as religion,<br />
ethno-music, films and food. Both categories <strong>of</strong> heritages are now assuming great<br />
significance and communities and governments throughout the world are now looking<br />
at the need to preserve cultural heritages with a high level <strong>of</strong> urgency. This course<br />
addresses three key themes relating to cultural heritages in the contemporary world,<br />
namely, (i) Understanding our History and Culture, (ii) Conservation and Preservation<br />
<strong>of</strong> Cultural Heritages, and (iii) Cultural Heritage and the Tourism Industry.<br />
Course Co-ordinator<br />
Dr K.E. Kuah-Pearce<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2060<br />
Email: kekuah@hku.hk<br />
Teacher(s)<br />
Dr K.E. Kuah-Pearce<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2060<br />
Email: kekuah@hku.hk<br />
http://commoncore.hku.hk/cchu9013<br />
77
78<br />
Humanities<br />
Course Code // CCHU9014<br />
Required Reading<br />
<strong>The</strong> required reading each week is one chapter or book selection <strong>of</strong><br />
approximately 10-25 pages long. Besides two readings which provide a<br />
conceptual framework for using anthropology and film to understand<br />
religion, the other readings all explore connections between scientific<br />
and religious approaches to reality. <strong>The</strong> readings are taken from the<br />
following volumes:<br />
Arbab, F. (2000). Promoting a discourse on science, religion and<br />
development. In S. Harper (Ed.), <strong>The</strong> lab, the temple, and the market:<br />
Reflections at the intersection <strong>of</strong> science, religion, and development.<br />
Ottawa: International Development Research Centre Press.<br />
Capra, F. (1976/1982). <strong>The</strong> Tao <strong>of</strong> physics: An exploration <strong>of</strong> the parallels<br />
between modern physics and Eastern mysticism. London: Flamingo.<br />
Dahl, A. L. (1996). <strong>The</strong> eco principle: Ecology and economics in symbiosis.<br />
Oxford: George Ronald; London: Zed Books.<br />
Lassiter, L. E. (2006). Invitation to anthropology. Lanham, MD: Altamira<br />
Press.<br />
Plate, S. B. (2008). Religion and film: Cinema and the re-creation <strong>of</strong> the<br />
world. London; New York: Wallflower.<br />
Teilhard de Chardin, P. (1959/1964). <strong>The</strong> future <strong>of</strong> man. New York:<br />
Harper & Row.<br />
Waldron, W. S. (2003). <strong>Common</strong> ground, common cause: Buddhism and<br />
science on the afflictions <strong>of</strong> identity. In B. A. Wallace (Ed.), Buddhism<br />
& science: Breaking new ground. New York: Columbia <strong>University</strong><br />
Press.<br />
In-class discussion will focus on the concepts in these readings as<br />
well as quotations from religious texts including Zhuangzi, Laozi, the<br />
Great Learning, the Baghavad Gita, the Dhammapada, Proverbs and<br />
Ecclesiastes, the Gospels <strong>of</strong> Matthew and Luke, the Qur’an, the Hidden<br />
Words, etc.<br />
Required Film Viewing<br />
Extracts from the following feature films will be viewed and discussed<br />
in tutorial sessions: Avatar, Hero, Star Wars, Prince <strong>of</strong> Egypt, Samsara,<br />
Gandhi, and others. Some ethnographic documentary films will be<br />
shown as well.<br />
Field Trips<br />
Students shall join field trips to three <strong>of</strong> the following religious<br />
communities in <strong>Hong</strong> Kong: Baha’i, Buddhism, Daoism, Christian,<br />
Hinduism, Islam and Judaism, and take part in activities such<br />
as meditation, spirit-writing, ritual, study circle, interviews and<br />
discussions with believers.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 20<br />
Required readings 36<br />
Assessment: Weekly assignments 36<br />
Assessment: Field journal writing 10<br />
Total: 138<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Weekly assignments 65<br />
Attendance and participation in lecture<br />
group discussions and tutorials 20<br />
Field visit reflective journal 15<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Engage in self-reflective dialogue with others on issues<br />
<strong>of</strong> spiritual and social concern.<br />
2. Compare expressions <strong>of</strong> religion and spirituality emanating<br />
from different cultural and religious backgrounds.<br />
3. Apply scientific perspectives and concepts to analyze,<br />
interpret and evaluate spiritual concepts and their associated<br />
social and religious practices.<br />
4. Evaluate the appropriateness <strong>of</strong> different forms <strong>of</strong> spiritual<br />
and religious engagement for improving the human<br />
condition in the context <strong>of</strong> an emerging global society.<br />
Lecture Time // Second semester (Wed)<br />
Spirituality, Religion and Social<br />
Change<br />
<strong>The</strong> aim <strong>of</strong> this course is to engage you in a reflection<br />
on spirituality and religion, and on their relevance<br />
to contemporary social change. It will aim to<br />
do so in a manner which is personally meaningful,<br />
appropriate for critical analysis, and relevant to<br />
social action. Society is undergoing a resurgence <strong>of</strong><br />
religious beliefs and practices. Many <strong>of</strong> us are personally<br />
committed to spiritual or religious beliefs,<br />
are engaged in what could be called a “spiritual<br />
search”, or at the very least have many questions<br />
<strong>of</strong> a spiritual nature. As faith in secular ideologies<br />
declines, there is a growing tendency to turn<br />
to religious traditions as conceptual and social<br />
resources for personal growth and social engagement.<br />
But is this appropriate or even right? In the<br />
past few decades the world has witnessed a dramatic<br />
resurgence <strong>of</strong> spiritual seeking and religious<br />
engagement in society, in ways that may be either<br />
constructive or destructive. Given the historical<br />
record, is it realistic to expect religion to provide<br />
answers to personal and social problems?<br />
Open to believers, agnostics, skeptics, atheists and seekers, this course will give you<br />
exposure to, and an opportunity to engage with, the spiritual heritage <strong>of</strong> humanity:<br />
you will discuss passages from the scriptures <strong>of</strong> the world’s major religious traditions,<br />
as well as spiritual themes contained in popular feature films. You will critically<br />
consider the contemporary social implications <strong>of</strong> religious teachings and spiritual<br />
principles when applied to questions <strong>of</strong> truth and knowledge, power and authority,<br />
conflict and cooperation, and sacrifice and service. You will reflect on whether these<br />
approaches to human spiritual life are part <strong>of</strong> the cause or part <strong>of</strong> the solution for<br />
global social problems.<br />
Course Co-ordinator<br />
Dr D.A. Palmer<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2051<br />
Email: palmer19@hku.hk<br />
Teacher(s)<br />
Dr D.A. Palmer<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2051<br />
Email: palmer19@hku.hk<br />
http://commoncore.hku.hk/cchu9014
Humanities<br />
Course Code // CCHU9015<br />
Non-Permissible Combination:<br />
CCHU9007 Sexuality and Gender: Diversity and Society /<br />
CCHU9039 Sexuality and Culture<br />
Required Reading<br />
Bartky, S. L. (1999). Foucault, femininity, and the<br />
modernisation <strong>of</strong> patriarchal power. In J. A. Kourany, J. P.<br />
Sterba & R. Tong (Eds.), Feminist philosophies. Englewood<br />
Cliffs, NJ: Prentice Hall.<br />
Ben-Ze’ev, A. (2004). Love online: Emotions <strong>of</strong> the Internet.<br />
Cambridge, UK: Cambridge <strong>University</strong> Press. [Chap. 8]<br />
Carroll, J. L., & Wolpe, P. R. (1996). Sexuality and gender in<br />
society. New York: HarperCollins College Publishers. [Chap.<br />
1]<br />
Giddens, A. (1992). <strong>The</strong> transformation <strong>of</strong> intimacy: Sexuality,<br />
love, and eroticism in modern societies. Cambridge: Polity<br />
Press. [Chaps. 3, 4]<br />
Jamieson, L. (1998). Intimacy: Personal relationships in<br />
modern societies. Cambridge: Polity Press. [Introduction,<br />
Chap. 2]<br />
Kong, T. S. K. (2006). What it feels like for a whore: <strong>The</strong> body<br />
politics <strong>of</strong> women performing erotic labour in <strong>Hong</strong> Kong.<br />
Gender, Work and Organization, 13(5), 409-434.<br />
McNair, B. (2002). Striptease culture: Sex, media and the<br />
democratization <strong>of</strong> desire. London: Routledge. [Chaps. 4, 5]<br />
Plummer, K. (1995). Telling sexual stories: Power, change and<br />
social worlds. London: Routledge. [Part 1]<br />
Plummer, K. (2003). Intimate citizenship: Private decisions<br />
and public dialogues. Seattle: <strong>University</strong> <strong>of</strong> Washington<br />
Press. [Key reading]<br />
Rubin, G. (1984/1993). Thinking sex: Notes for a radical theory<br />
<strong>of</strong> the politics <strong>of</strong> sexuality. In H. Abelove, M. A. Barale & D.<br />
M. Halperin (Eds.), <strong>The</strong> lesbian and gay studies reader (pp.<br />
3-44). London: Routledge.<br />
More readings will be assigned for each lecture in the<br />
beginning <strong>of</strong> the term.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 20<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: Group project 50<br />
Total: 146<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Participation in Problem-based Learning tutorial 30<br />
Individual essay 20<br />
Group project 40<br />
Individual reflective exercises 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify key concepts in understanding intimacy using<br />
contemporary sociological and political theories <strong>of</strong> identity,<br />
gender and sexuality.<br />
2. Demonstrate critical understanding <strong>of</strong> the complexity <strong>of</strong><br />
issues <strong>of</strong> intimacy in their everyday lives through examination<br />
<strong>of</strong> the interplay between the self and society, i.e.<br />
how social, economic, political and cultural forces shape<br />
our intimate choices and decisions; and between private<br />
and public, i.e. how our most private decisions are bound<br />
up with public institutions such as the state, the law, the<br />
media, and medicine.<br />
3. Express an appreciation <strong>of</strong> the distinctiveness and interrelatedness<br />
<strong>of</strong> their own and other intimate cultures and<br />
demonstrate a cultural sensitivity with people <strong>of</strong> diverse<br />
cultures.<br />
4. Behave as responsible global citizens who respect individual<br />
differences and preferences and uphold the core<br />
values <strong>of</strong> a democratic society: human rights, justice,<br />
equality and freedom <strong>of</strong> speech.<br />
Lecture Time // Second semester (Wed)<br />
Sex and Intimacy in Modern Times<br />
Great transformations have been taking place in the realm <strong>of</strong> intimacy – the rise <strong>of</strong><br />
non-monogamous non-marital forms <strong>of</strong> intimacy, the increasing visibility <strong>of</strong> lesbian<br />
and gay existence, the well established commercial sex industry, the popularized public<br />
report <strong>of</strong> private stories, the huge development <strong>of</strong> the popularity <strong>of</strong> cosmetic surgery,<br />
and numerous possibilities for intimacy in the cyber world, just to name but a few. New<br />
forms <strong>of</strong> identity, intimacy and sexuality have emerged in the era <strong>of</strong> the post-modern/<br />
globalized world, which blur the boundaries <strong>of</strong> what constitutes private matters and<br />
public issues and challenge the meanings <strong>of</strong> normal/abnormal citizen, natural/artificial<br />
body, real/virtual relationship, authentic/counterfeit intimacy, and so forth. Using<br />
contemporary sociological and political theories <strong>of</strong> identity, gender and sexuality, this<br />
course aims to track down the major transformation<br />
in the realm <strong>of</strong> sexual intimacy in modern times and<br />
to examine newly emerged ethical issues, moral dilemmas<br />
and social conflicts over sexual intimacy in<br />
four inter-related domains: (a) democracy, human<br />
sexual rights and citizenship – how these issues are<br />
important in talking about intimate relationships;<br />
(b) mass media and popular culture – how private<br />
matters become increasingly subject to public scrutiny;<br />
(c) economy and consumption – how intimacy<br />
is increasingly commodified and commercialized;<br />
and (d) science, medicine and computer technology<br />
– how medical and computer technologies foster<br />
new pleasures, bodies and practices and the problems<br />
that arise from this. At the end <strong>of</strong> the course,<br />
students are expected to be able to think critically<br />
about intimacy, to understand the complex interplay<br />
between self and society and to have learnt how<br />
to respect individual differences and preferences.<br />
Course Co-ordinator<br />
Dr T.S.K. Kong<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2055<br />
Email: travisk@hkucc.hku.hk<br />
Teacher(s)<br />
Dr T.S.K. Kong<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2055<br />
Email: travisk@hkucc.hku.hk<br />
http://commoncore.hku.hk/cchu9015<br />
79
80<br />
Humanities<br />
Course Code // CCHU9016<br />
Required Reading<br />
Students are required to get hold <strong>of</strong> the following text by purchase,<br />
borrowing or internet download/photocopy: Joseph Conrad,<br />
Heart <strong>of</strong> Darkness. Suggested for purchase are the World’s<br />
Classics Series text (Oxford: Oxford <strong>University</strong> Press, 2003) or<br />
the Penguin Classics text (London: Penguin, 1995), which contain<br />
good introductions and notes. Some copies will be available for<br />
purchase from the <strong>University</strong> bookshop. For students who do not<br />
want to buy the text, the text can also be downloaded and printed<br />
at the following sites (among many others):<br />
• http://www.gutenberg.org/etext/219<br />
• http://gaslight.mtroyal.ca/darkmenu.htm<br />
<strong>The</strong> <strong>University</strong> Library contains a number <strong>of</strong> copies <strong>of</strong> the<br />
novella as well, which students may borrow.<br />
Students are also required to purchase the Course Reader<br />
(AV & Reserve Collection, 1st Floor, Main Library, cost<br />
about HK$90), containing the following compulsory reading<br />
materials:<br />
1. John Frederick Lewis, ‘Harem Life in Constantinople’, ‘A<br />
Cairo Bazaar’, ‘A View <strong>of</strong> the Street’, ‘<strong>The</strong> Commentator on<br />
the Koran’ (painting)<br />
2. E. J. Eitel, extract from Europe in China (history)<br />
3. R. M. Martin, extract from Report on the Island <strong>of</strong> <strong>Hong</strong><br />
Kong (history)<br />
4. Rudyard Kipling, ‘If ’, ‘<strong>The</strong> White Man’s Burden’, ‘Mandalay’<br />
(poetry)<br />
5. Joseph Chamberlain, ‘<strong>The</strong> True Conception <strong>of</strong> Empire’<br />
(politics)<br />
6. Lady Elizabeth Butler, ‘Egypt 1885’, from From Sketch-Book<br />
and Diary (travel writing)<br />
7. Edward Said, extract from Orientalism (criticism)<br />
8. Robert Young, extract from Colonial Desire (criticism)<br />
9. Aimé Césaire, extract from Discourse on Colonialism<br />
(criticism)<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 36<br />
Independent preparation for assessments 50<br />
Assessment: In-class writing exercise 2<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial writing or research exercises /<br />
Quizzes / Workshop reports 20<br />
Written assignment / Portfolio / Term paper 35<br />
Tutorial, workshop and class participation,<br />
and contributions to the discussion forum<br />
on Moodle 10<br />
In-class writing exercise 35<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate knowledge <strong>of</strong> the key features <strong>of</strong> the historical<br />
project, trajectory and history <strong>of</strong> the British Empire.<br />
2. Describe and critically examine a variety <strong>of</strong> representations<br />
<strong>of</strong> Empire in text and image with appropriate critical<br />
frameworks.<br />
3. Explain, explore and appreciate the form and function <strong>of</strong><br />
historical texts, the novel, poetry, travel writing, painting,<br />
sketch and cartoon.<br />
4. Practice close reading strategies, analysis, discussion<br />
and argument.<br />
5. Use critical approaches to various genres <strong>of</strong> text and image,<br />
including specifically genre and gender discourse,<br />
colonial discourse analysis and postcolonial theory.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> British Empire in Text and Image<br />
This course looks at textual and pictorial representations <strong>of</strong> the British contact with<br />
her various colonies, in particular India, Africa, the Middle East and <strong>Hong</strong> Kong. <strong>The</strong><br />
focus is on the nineteenth century and the period known as ‘the New Imperialism’,<br />
although earlier texts are considered. Students are thus invited to learn about, and<br />
reflect critically upon, a particular period in history – which is also their own – by approaching<br />
it through historical texts and the creative arts.<br />
<strong>The</strong> course is structured along the theme <strong>of</strong> the ‘reality’ versus ‘representations’ <strong>of</strong> the<br />
British Empire. Within the <strong>Common</strong> <strong>Core</strong> <strong>Curriculum</strong>, it invites students to tackle<br />
an unfamiliar set <strong>of</strong> questions, texts and thoughts, and approach these academically.<br />
Within the Humanities Area <strong>of</strong> Inquiry, the course will show students that the human<br />
experience and human representation <strong>of</strong> reality might be very different from ‘the<br />
truth’, and that knowledge and experience are always contextual.<br />
Course Co-ordinator<br />
Dr J.C. Kuehn<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 1921<br />
Email: jkuehn@hku.hk<br />
Teacher(s)<br />
Dr J.C. Kuehn<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 1921<br />
Email: jkuehn@hku.hk<br />
http://commoncore.hku.hk/cchu9016
Humanities<br />
Course Code // CCHU9017<br />
Required Reading<br />
Journal Papers<br />
Markstrom, C. A., & Iborra, A. (2003). Adolescent identity<br />
formation and rites <strong>of</strong> passage: <strong>The</strong> Navajo Kinaalda<br />
ceremony for girls. Journal <strong>of</strong> Research on Adolescence,<br />
13(4), 399-425.<br />
Nelson, L. J., Badger, S., & Wu, B. (2004). <strong>The</strong> influence <strong>of</strong><br />
culture in emerging adulthood: Perspectives <strong>of</strong> Chinese<br />
college students. International Journal <strong>of</strong> Behavioral<br />
Development, 28(1), 26-36.<br />
Books<br />
Selected chapters from:<br />
Mendelson, E. (2007). <strong>The</strong> things that matter: What seven<br />
classic novels have to say about the stages <strong>of</strong> life. New York:<br />
Anchor Books.<br />
Sigelman, C. K., & Rider, E. A. (2012). Human development<br />
across the life span (7th ed.). Belmont, CA: Wadsworth<br />
Cengage Learning.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 35<br />
Other learning activities:<br />
e.g. life stage documentaries, movies and<br />
music, with class discussion 5<br />
Assessment: Poster presentation<br />
(incl preparation) 12<br />
Assessment: Group presentation<br />
(incl preparation) 12<br />
Assessment: Individual self-reflection portfolio 50<br />
Total: 146<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group presentation 20<br />
Poster presentation 20<br />
Individual portfolio 50<br />
Performance in small group discussion<br />
tutorials and TV documentary/movie/<br />
arts class discussion 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the major stage theories <strong>of</strong> development<br />
and alternative approaches to development in<br />
psychology, biology, sociology and anthropology, including<br />
their underlying assumptions and key concepts.<br />
2. Analyze and discuss portrayal <strong>of</strong> human developmental<br />
stages in literature and the arts.<br />
3. Critically examine the validity <strong>of</strong> the stage approach to<br />
development. Analyze and evaluate evidence for and<br />
against it, by synthesizing psychological, biological, sociological<br />
and anthropological perspectives.<br />
4. Analyze and discuss the complexities and holistic nature<br />
<strong>of</strong> human development and the interconnectedness <strong>of</strong><br />
culture, societal change and human biology.<br />
5. Demonstrate an ability to apply a broad perspective to<br />
achieve greater intercultural understanding <strong>of</strong> human<br />
development.<br />
6. Critically reflect on how one’s own development has<br />
been shaped by multiple forces, including cultural values,<br />
the Internet age, and globalization.<br />
Lecture Time // First semester (Wed)<br />
Stages <strong>of</strong> Life:<br />
Scientific Fact or Social Fiction?<br />
Shakespeare observed that “one man in his time plays many parts, his acts being<br />
seven ages”. Many theories on different aspects <strong>of</strong> personhood, including personality,<br />
emotions, cognitions, and morality, also typically depict development as progressing<br />
through stages. However, are life stages really distinct categories or are they social<br />
constructions created by humans to serve particular social purposes? What scientific<br />
evidence do we have that supports the life stage demarcations? If they are social constructions,<br />
what purposes do these constructions serve? How does culture and modernization<br />
impact on the lived experience <strong>of</strong> these stages? This course critically examines<br />
these issues and enables students to reflect on what has shaped us as individuals.<br />
Topics include:<br />
1. major psychological and biological<br />
theories <strong>of</strong> stages <strong>of</strong> development<br />
and maturation,<br />
2. sociological and anthropological<br />
approaches to development,<br />
3. rites <strong>of</strong> passage,<br />
4. portrayals <strong>of</strong> development in the<br />
literature and the arts,<br />
5. role <strong>of</strong> culture and modernization<br />
in shaping the developmental experiences<br />
<strong>of</strong> individuals, and<br />
6. individual and social implications<br />
<strong>of</strong> different approaches to development.<br />
Course Co-ordinator<br />
Dr A.M. Lee<br />
Department <strong>of</strong> Psychiatry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9564<br />
Email: amlee@hku.hk<br />
Teacher(s)<br />
Dr A.M. Lee<br />
Department <strong>of</strong> Psychiatry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9564<br />
Email: amlee@hku.hk<br />
Dr C. Cheung<br />
Department <strong>of</strong> Psychiatry,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2819 9578<br />
Email: charlton@hku.hk<br />
http://commoncore.hku.hk/cchu9017<br />
81
82<br />
Humanities<br />
Course Code // CCHU9018<br />
Required Reading<br />
Selections from:<br />
Addiss, S. (1989). <strong>The</strong> art <strong>of</strong> Zen: Paintings and calligraphy by<br />
Japanese monks, 1600-1925. New York: H. N. Abrams.<br />
Barnet, S. (2005). A short guide to writing about art. (8th ed.).<br />
<strong>Hong</strong> Kong: Pearson Longman.<br />
Berger, J. (1972). Ways <strong>of</strong> seeing. London: Penguin Books.<br />
Chipp, H. B., Selz, P. H., & Taylor, J. C. (1968). Vincent van<br />
Gogh (1853-1890) “Letters”. In <strong>The</strong>ories <strong>of</strong> modern art: A<br />
source book by artists and critics. Berkeley, CA: <strong>University</strong><br />
<strong>of</strong> California Press.<br />
Lazzari, M. R., & Schlesier, D. (2005). Exploring art: A global,<br />
thematic approach. Belmont, CA: Thomson/Wadsworth.<br />
Lin, Y. (1967). <strong>The</strong> Chinese theory <strong>of</strong> art: Translations from the<br />
masters <strong>of</strong> Chinese art (pp. 140-143). London: Heinemann.<br />
Liu, X., Kelley, J., & Asian Art Museum, Chong-Moon Lee<br />
Center for Asian Art and Culture. (2006). <strong>The</strong> Three Gorges<br />
Project: Paintings by Liu Xiaodong. San Francisco, CA:<br />
Asian Art Museum, Chong-Moon Lee Center for Asian Art<br />
and Culture.<br />
Macy, L. W. (Ed.). (1998- ). Grove’s dictionary <strong>of</strong> art online.<br />
Oxford: Oxford <strong>University</strong> Press.<br />
McCloud, S. (1994). Understanding comics: <strong>The</strong> invisible art.<br />
New York: Harper Perennial.<br />
Munroe, A., Yokohama Bijutsukan, Solomon R. Guggenheim<br />
Museum., & San Francisco Museum <strong>of</strong> Modern Art. (1994).<br />
Japanese art after 1945: Scream against the sky. New York:<br />
H. N. Abrams.<br />
Schaarschmidt-Richter, I., Städtische Kunstsammlungen<br />
Chemnitz, Schirn Kunsthalle Frankfurt, & Kokusai Kōryū<br />
Kikin. (2000). Japanese modern art: Painting from 1910 to<br />
1970. Zurich: Edition Stemmle.<br />
Wang, Y. (2000). Looking at Chinese painting. Tokyo:<br />
Nigensha.<br />
Wilkins, D. G., Schultz, B., & Linduff, K. M. (2005). Art past, art<br />
present. Upper Saddle River, NJ: Pearson Prentice Hall.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Reading / Self-study 100<br />
Assessment: Essay / Report writing 20<br />
Assessment: In-class test (incl preparation) 15<br />
Total: 168<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class tests 45<br />
Tutorial discussions 25<br />
First paper 15<br />
Second paper 15<br />
Arts and Ideas: East and West<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Analyze the formal elements (that is the appearance) <strong>of</strong><br />
selected examples <strong>of</strong> works <strong>of</strong> art, explain the historical<br />
meaning <strong>of</strong> these works <strong>of</strong> art, and articulate how these<br />
works <strong>of</strong> art make meaning within their cultural context.<br />
2. Demonstrate an awareness <strong>of</strong> underlying principles <strong>of</strong><br />
artistic practices across cultures, that is explain how the<br />
concept <strong>of</strong> art is constructed within Europe and Asia.<br />
3. Explain the processes through which art makes meaning<br />
vis-à-vis tradition and innovation.<br />
4. Discuss the roles <strong>of</strong> artist-activists in different societies<br />
to challenge established conventions and explain how<br />
artist-activists engage with issues <strong>of</strong> ethics in art.<br />
Lecture Time // First semester (Wed)<br />
This course is about ideas that are related to art, art history and visual culture across<br />
cultural boundaries <strong>of</strong> “the East” and “the West”. It is designed to explore ideas about<br />
art, such as how art functions in various societies and its meanings. It will examine<br />
artistic traditions, the functions <strong>of</strong> art and its institutions such as patronage, art<br />
market, and roles <strong>of</strong> the artist across cultures, and will challenge assumptions about<br />
separation <strong>of</strong> cultural realms into eastern and western areas. <strong>The</strong> course will explore<br />
key monuments and concepts that shaped artistic traditions, techniques, and media<br />
and continue to define today’s international visual environment.<br />
Art as a concept belongs to all cultures, and deploys similar strategies to create<br />
meaning. Through the application <strong>of</strong> linguistic theories, the course will look at strategies<br />
<strong>of</strong> art production and consider the meanings <strong>of</strong> certain works <strong>of</strong> art within specific<br />
cultural and historical situations. It aims to develop the skills <strong>of</strong> asking questions<br />
<strong>of</strong> a work <strong>of</strong> art and using historical knowledge along with some careful looking<br />
to answer these questions. Students will encounter works <strong>of</strong> art, not necessarily in<br />
chronological order, but connected together by common themes.<br />
Course Co-ordinator<br />
Dr R.L. Hammers<br />
School <strong>of</strong> Humanities (Fine Arts),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2612<br />
Email: rhammers@hkucc.hku.hk<br />
Teacher(s)<br />
Dr R.L. Hammers<br />
School <strong>of</strong> Humanities (Fine Arts),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2612<br />
Email: rhammers@hkucc.hku.hk<br />
http://commoncore.hku.hk/cchu9018
Humanities<br />
Course Code // CCHU9019<br />
Required Reading<br />
Excerpts from:<br />
Bauby, J. -D. (2007). <strong>The</strong> diving-bell and the butterfly.<br />
Hopkinton, MA: Vintage Books.<br />
Charon, R. (2006). Narrative medicine: Honoring the stories<br />
<strong>of</strong> illness. New York: Oxford <strong>University</strong> Press. [Chaps. 1, 3,<br />
7, 9]<br />
Damasio, A. R. (1994). Descartes’ error: Emotion, reason, and<br />
the human brain. New York: Putnam.<br />
Epsterin, P. R. (2005). Climate change and human health.<br />
New England Journal <strong>of</strong> Medicine, 353, 1433-1436.<br />
Foucault, M. (1989). <strong>The</strong> birth <strong>of</strong> the clinic: An archaeology <strong>of</strong><br />
medical perception. London: Routledge.<br />
Illich, I. (1976). Medical nemesis: <strong>The</strong> expropriation <strong>of</strong> health.<br />
New York: Pantheon Books.<br />
Leder, D. (1990). <strong>The</strong> absent body. Chicago: <strong>University</strong> <strong>of</strong><br />
Chicago Press.<br />
Pope, R. (2002). Illness and healing: Images <strong>of</strong> cancer.<br />
Hantsport, NS, Canada: Robert Pope Foundation.<br />
Sacks, O. W. (1990). <strong>The</strong> man who mistook his wife for a hat<br />
and other clinical tales. New York: Harper Perennial<br />
Library.<br />
Sacks, O. W. (1996). Awakenings. London: Duckworth.<br />
Schlosser, E. (2001). Fast food nation: <strong>The</strong> dark side <strong>of</strong> the all-<br />
American meal. Boston, MA: Houghton Mifflin.<br />
Schmidt, S. (1996). A piece <strong>of</strong> my mind – When you<br />
come into my room. Journal <strong>of</strong> the American Medical<br />
Association, 276(7), 512.<br />
Styron, W. (1989). Darkness visible: A memoir <strong>of</strong> madness.<br />
Vanity Fair, 52(12), 212-215, 278-286.<br />
White, E. B. (1999). <strong>The</strong> second tree from the corner. In<br />
J. Updike & K. Kenison (Eds.), <strong>The</strong> 500 best American<br />
short stories <strong>of</strong> the century (pp. 281-285). Boston, MA:<br />
Houghton Mifflin.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 24<br />
Assessment: Essay / Report writing 14<br />
Assessment: Presentation (incl preparation) 48<br />
Assessment: Blog participation 12<br />
Total: 132<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Blog contribution 10<br />
Individual essay 25<br />
Small group tutorial participation 15<br />
Small group project 30<br />
Reflective journal 20<br />
From Health to Well-being<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain health as a multi-dimensional and dynamic concept,<br />
which necessarily integrates individual, societal,<br />
biomedical, spiritual, cultural and historical influences,<br />
and how this relates to health issues encountered in everyday<br />
life.<br />
2. Assess the inter-relatedness <strong>of</strong> health perceptions and<br />
practices across cultures.<br />
3. Discuss personal responsibilities towards achieving<br />
health in a rational way and how this contributes to the<br />
individual, community and global good.<br />
4. Critically evaluate the meaning <strong>of</strong> health through the<br />
analysis <strong>of</strong> qualitative and quantitative health data, literary<br />
and artistic works and personal introspection.<br />
Lecture Time // Second semester (Wed)<br />
To examine health in its truest sense, one must explore beyond the limits <strong>of</strong> medicine<br />
to engage a much wider set <strong>of</strong> questions embracing social, cultural, political, economic,<br />
moral and spiritual aspects <strong>of</strong> human experience. <strong>The</strong> aim <strong>of</strong> this course is for students<br />
to gain greater insight into the multi-dimensional aspects <strong>of</strong> health and to develop<br />
a more holistic and humanistic appreciation <strong>of</strong> health in both a personal and societal<br />
context. <strong>The</strong> course will encourage students to look critically at various models<br />
<strong>of</strong> health, to understand the complexities <strong>of</strong> health-related behaviors and to appreciate<br />
the possible roles played by politico-social forces, cultural change and spiritual disorientation<br />
in shaping well-being. <strong>The</strong> humanistic aspects <strong>of</strong> health will be examined<br />
through an exploration <strong>of</strong> the winding journey from illness to healing, with illness <strong>of</strong>ten<br />
being the wake-up call for individuals to re-evaluate the way they approach life and<br />
thus inspire questions about self–awareness, self–actualization and spirituality.<br />
Course Co-ordinator<br />
Dr J.Y. Chen<br />
Department <strong>of</strong> Family Medicine<br />
and Primary Care,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2855 0753 / 2518 5657<br />
Email: juliechen@hku.hk<br />
Teacher(s)<br />
Dr J.Y. Chen<br />
Department <strong>of</strong> Family Medicine<br />
and Primary Care,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2855 0753 / 2518 5657<br />
Email: juliechen@hku.hk<br />
Dr W.Y. Chin<br />
Department <strong>of</strong> Family Medicine<br />
and Primary Care,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2553 4817<br />
Email: chinwy@hku.hk<br />
http://commoncore.hku.hk/cchu9019<br />
83
84<br />
Humanities<br />
Course Code // CCHU9020<br />
Required Reading<br />
Lectures 1-6:<br />
Blackburn, S. (2003). Being good: An introduction to ethics. New<br />
York: Oxford <strong>University</strong> Press. [Full book (150 pages) finished<br />
before Lecture 3]<br />
Fisher, A. (2004). <strong>The</strong> logic <strong>of</strong> real arguments (2nd ed.). New York:<br />
Cambridge <strong>University</strong> Press. [Chaps. 1, 2, 10]<br />
Howard, R. A., & Korver, C. D. (2008). Ethics for the real world:<br />
Creating a personal code to guide decisions in work and life.<br />
Boston: Harvard Business School Publishing.<br />
Pritchard, M. S. (2006). Pr<strong>of</strong>essional integrity: Thinking ethically.<br />
Lawrence, KS: <strong>University</strong> Press <strong>of</strong> Kansas.<br />
Whitbeck, C. (1996). Ethics as design: Doing justice to moral<br />
problems. <strong>The</strong> Hastings Center Report, 26(3).<br />
Whitbeck, C. (1998). Ethics in engineering practice and research.<br />
Cambridge: Cambridge <strong>University</strong> Press. [Chaps. 1-2, 4, 6-9]<br />
Lectures 7-12:<br />
<strong>The</strong> particular material is contingent upon student votes for<br />
select pr<strong>of</strong>essions. However, attempts will be made to find reading<br />
materials that are quickly read and easily digested, such as:<br />
Badaracco, J. L., Jr. (2001). We don’t need another hero. Harvard<br />
Business Review, 79(8), 120.<br />
Other possibilities include:<br />
Committee on Science, Engineering, and Public Policy, National<br />
Academies (U.S.). (2009). On being a scientist: A guide to<br />
responsible conduct in research (3rd ed.). Washington, DC:<br />
National Academies Press.<br />
Thompson, D. F. (1981). <strong>The</strong> private lives <strong>of</strong> public <strong>of</strong>ficials. In J.<br />
L. Fleishman, L. Liebman & M. H. Moore (Eds.), Public duties:<br />
<strong>The</strong> moral obligations <strong>of</strong> government <strong>of</strong>ficials (pp. 221-247).<br />
Cambridge, MA: Harvard <strong>University</strong> Press.<br />
Each <strong>of</strong> these weeks will be supplemented by a fictive case written<br />
by the instructor that is approximately one A4 page in length.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Viewing recommended films 12<br />
Assessment: Presentation (incl preparation) 4<br />
Assessment: Portrait <strong>of</strong> my ethical self 10<br />
Assessment: Portrait <strong>of</strong> the ethical pr<strong>of</strong>essional 10<br />
Total: 132<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Project / Performance project<br />
(a portrait <strong>of</strong> my ethical self ) 20<br />
Project (a portrait <strong>of</strong> the ethical pr<strong>of</strong>essional) 30<br />
Presentation and case studies 20<br />
Multiple-choice tests 20<br />
Participation in lectures and tutorials 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate a deeper level <strong>of</strong> knowledge <strong>of</strong> the role that<br />
ethical standards play in the definition <strong>of</strong> a “good” pr<strong>of</strong>essional.<br />
2. Recognize and critique, from the perspective <strong>of</strong> the pr<strong>of</strong>essional<br />
and the client-observer, the ethical standards<br />
expected <strong>of</strong> different pr<strong>of</strong>essions.<br />
3. Interrogate thoughtfully the students’ own values and<br />
compare these with the values expected <strong>of</strong> their projected<br />
pr<strong>of</strong>ession.<br />
4. Communicate effectively, in an ethically plural environment,<br />
thoughtful solutions to ethical problems presented<br />
in class and tutorials.<br />
5. Demonstrate a sense <strong>of</strong> “ethical studentship” that includes<br />
maintaining the highest standards <strong>of</strong> academic<br />
integrity.<br />
Lecture Time // Second semester (Wed)<br />
Being Good When No One is Watching:<br />
On Becoming an Ethical Pr<strong>of</strong>essional<br />
What does it take to be an ethical pr<strong>of</strong>essional? Most<br />
degree programmes at <strong>HKU</strong> prepare students for entry<br />
into a pr<strong>of</strong>ession by teaching essential knowledge<br />
and skills. But, what are the “s<strong>of</strong>t skills” necessary to<br />
be a good pr<strong>of</strong>essional? <strong>The</strong> purpose <strong>of</strong> this course is<br />
to introduce students to pr<strong>of</strong>essional ethics with the<br />
long-term objective <strong>of</strong> inculcating a sense <strong>of</strong> ethical<br />
pr<strong>of</strong>essionalism in students as future pr<strong>of</strong>essionals.<br />
Students engaged in this course will explore and<br />
employ the vocabulary, argumentative methods<br />
and case-based assessment techniques common to<br />
the study <strong>of</strong> pr<strong>of</strong>essional ethics. <strong>The</strong> course uses a<br />
100% coursework assessment mode and students are<br />
strongly encouraged to use multi-disciplinary and<br />
multi-media formats to express their own arguments<br />
about the qualities that an ethical pr<strong>of</strong>essional exhibits.<br />
Students completing this course successfully<br />
will gain a better sense <strong>of</strong> themselves as ethical students<br />
and as future ethical pr<strong>of</strong>essionals.<br />
Course Co-ordinator<br />
Dr S.R. Jordan<br />
Department <strong>of</strong> Politics and Public<br />
Administration, Faculty <strong>of</strong> Social<br />
Sciences<br />
Tel: 3917 1088<br />
Email: sjordan@hku.hk<br />
Teacher(s)<br />
Dr S.R. Jordan<br />
Department <strong>of</strong> Politics and Public<br />
Administration, Faculty <strong>of</strong> Social<br />
Sciences<br />
Tel: 3917 1088<br />
Email: sjordan@hku.hk<br />
http://commoncore.hku.hk/cchu9020
Humanities<br />
Course Code // CCHU9021<br />
Required Reading<br />
Selections from:<br />
Gilovich, T. (1993). How we know what isn’t so: <strong>The</strong> fallibility<br />
<strong>of</strong> human reason in everyday life. New York: Free Press.<br />
Goldacre, B. (2009). Bad science. London: Fourth Estate.<br />
Huff, D. (1993). How to lie with statistics. New York: Norton.<br />
Lau, J. Y. F. (2011). An introduction to critical thinking and<br />
creativity: Think more, think better. Hoboken, NJ: Wiley.<br />
Russo, J. E., & Schoemaker, P. J. H. (1989). Decision traps: Ten<br />
barriers to brilliant decision-making and how to overcome<br />
them. New York: Doubleday.<br />
Schick, T., & Vaughn, L. (2008). How to think about weird<br />
things: Critical thinking for a new age (5th ed.). Boston:<br />
McGraw-Hill.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 50<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Homework<br />
(short written assignments) 16<br />
Assessment: Journal 12<br />
Total: 124<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 25<br />
Homework 25<br />
Group project 25<br />
Individual journals 25<br />
Course Learning Outcomes<br />
On completing the course, students will be<br />
able to:<br />
1. Demonstrate understanding <strong>of</strong> and<br />
identify a variety <strong>of</strong> distinct styles <strong>of</strong><br />
argumentation and be able to make an<br />
informed judgment about when a claim<br />
is supported by evidence.<br />
2. Support claims <strong>of</strong> their own with good<br />
reasons and explain why the reasons<br />
soundly or cogently justify the claims.<br />
3. Collaborate and coordinate with others,<br />
in tutorial meetings, and in a group<br />
project involving the use <strong>of</strong> problemsolving<br />
skills and other critical thinking<br />
techniques.<br />
4. Interpret and analyze statistical information,<br />
for example about health<br />
products, and apply this information to<br />
evaluate their effectiveness.<br />
5. Apply critical thinking skills in assessing<br />
contemporary debates over such things<br />
as evolution, global warming, and race<br />
and intelligence.<br />
Course will be <strong>of</strong>fered four times<br />
Lecture Time // Section 1 & 2 -- First semester (Wed)<br />
Section 3 & 4 -- Second semester (Wed)<br />
Critical Thinking in Contemporary Society<br />
<strong>The</strong> aim <strong>of</strong> this course is to introduce students to the basic concepts and techniques<br />
<strong>of</strong> critical thinking as these apply to life in contemporary society. <strong>The</strong> course covers<br />
fundamental logical notions crucial to critical thinking, including the notions <strong>of</strong> argument,<br />
sound reasoning, and rationality. In addition, the course will cover social, legal,<br />
consumer, and health issues, along with issues in the public understanding <strong>of</strong> science,<br />
medicine, and the environment. Special emphasis will be placed on understanding the<br />
role <strong>of</strong> critical thinking in scientific investigation and how critical thinking applies in<br />
philosophical investigations <strong>of</strong> the nature <strong>of</strong> value. <strong>The</strong> course will train students in<br />
both theoretical knowledge and practical skills essential to a well-rounded liberal education,<br />
and to life as a thinking citizen in contemporary society. <strong>The</strong> course dovetails<br />
with several aspects <strong>of</strong> a traditional humanities education, in particular the ability to<br />
interpret, analyze, and evaluate information communicated by political leaders, popular<br />
literature, advertising, and the news media.<br />
Course Co-ordinator<br />
Dr D. McCarthy<br />
School <strong>of</strong> Humanities (Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: mccarthy@hku.hk<br />
Teacher(s)<br />
Each section will be taught by one or two <strong>of</strong> the following<br />
teachers:<br />
First Semester<br />
Dr T.E. O’Leary<br />
School <strong>of</strong> Humanities (Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: teoleary@hkucc.hku.hk<br />
Dr D. McCarthy<br />
School <strong>of</strong> Humanities (Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: mccarthy@hku.hk<br />
Second Semester<br />
Dr G.A. Cook<br />
School <strong>of</strong> Humanities (Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: cookga@hkucc.hku.hk<br />
Dr J. Wolff<br />
School <strong>of</strong> Humanities (Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
http://commoncore.hku.hk/cchu9021<br />
85
86<br />
Humanities<br />
Course Code // CCHU9022<br />
Required Reading<br />
Alloy, L. B., Riskind, J. H., & Manos, M. J. (2005). Abnormal<br />
psychology: Current perspectives. New York: McGraw-<br />
Hill. [Excerpt on behavioural, cognitive, and sociocultural<br />
perspectives, pp.75-104; <strong>The</strong> psychodynamic perspective,<br />
pp. 105-122]<br />
Fillingham, L. A. (1993). Madness and civilization. Foucault<br />
for beginners (pp. 26-58). New York: Writers and Readers<br />
Publishing.<br />
Foucault, M. (1972, 2006). Experiences <strong>of</strong> madness. <strong>The</strong><br />
history <strong>of</strong> madness (pp. 108-115). Abingdon, UK: Routledge.<br />
[Excerpt]<br />
Lin, K. M. (1981). Traditional Chinese medical beliefs and<br />
their relevance for mental illness and psychiatry. In<br />
A. Kleinman & Y. Y. Lin (Eds.), Normal and abnormal<br />
behavior in Chinese culture (pp. 95-111). Hingham, MA:<br />
D. Reidel.<br />
Luchins, D. J. (2004). At issue: Will the term brain disease<br />
reduce stigma and promote parity for mental illnesses?<br />
Schizophrenia Bulletin, 30(4), 1043-1048.<br />
Rosenhan, D. L. (1973). On being sane in insane places,<br />
Science, 179 (4070), 250-258.<br />
Watters, E. (2010). <strong>The</strong> mega-marketing <strong>of</strong> depression in<br />
Japan. <strong>The</strong> globalization <strong>of</strong> the American psyche (pp. 87-<br />
213). New York: Free Press. [Excerpt]<br />
Yap, P. M. (2000). Mental diseases peculiar to certain<br />
cultures: A survey <strong>of</strong> comparative psychiatry. In R.<br />
Littlewood & S. Dein (Eds.), Cultural psychiatry & medical<br />
anthropology (pp. 179-196). New Brunswick, NJ: <strong>The</strong><br />
Athlone Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Reading / Self-study 52<br />
Visit 3<br />
Video viewing 5<br />
Video presentations 3<br />
Assessment: Presentation (incl preparation) 6<br />
Assessment: Reflective report 6<br />
Assessment: Term paper 12<br />
Assessment: Video production 10<br />
Total: 130<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 15<br />
Reflection paper 20<br />
Video production 15<br />
Term paper 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe conceptions <strong>of</strong> mental health and mental illness.<br />
2. Critically appraise the contributions and limitations <strong>of</strong><br />
the various conceptions <strong>of</strong> mental health and mental illness.<br />
3. Appreciate how certain mental health issues have been<br />
conceived and defined through a dynamic interplay <strong>of</strong><br />
various biomedical, psychological, sociological and cultural<br />
perspectives.<br />
4. Develop cultural sensitivity towards intercultural differences<br />
in understanding and responding to issues in<br />
mental health and mental illness.<br />
Lecture Time // Second semester (Wed)<br />
Journey into Madness: Conceptions <strong>of</strong><br />
Mental Health and Mental Illness<br />
Portrayed by mass media, there is an exaggerated link between mental illness<br />
and violence. Mental illness is <strong>of</strong>ten considered as an adversary that should<br />
be dealt with by medical pr<strong>of</strong>essionals. Challenging this monopolized medical<br />
discourse on mental illness, this course aims to expand the students’ view to<br />
appreciate how mental illness has been psychologically influenced, socially<br />
constructed and policed, as well as culturally shaped. Coupling biochemistry’s<br />
knowledge <strong>of</strong> mental illness with self-reflections, students are expected<br />
to develop a critical and comprehensive understanding <strong>of</strong> mental illness and<br />
mental health. With the use <strong>of</strong> experiential exercises, case studies, and film<br />
viewing, students will be further encouraged to<br />
scrutinize mental health issues in their daily<br />
lives. As there is a growing number <strong>of</strong> individuals<br />
challenged by mental illnesses<br />
both locally and internationally,<br />
students will have high chance <strong>of</strong><br />
encountering an individual with<br />
mental illnesses in their social<br />
circles, workplaces or even family<br />
in the future. <strong>The</strong> development<br />
<strong>of</strong> a comprehensive and<br />
critical view towards mental<br />
illnesses will definitely prepare<br />
them to face this future challenge.<br />
Course Co-ordinator<br />
Dr A.Y.M. Chow<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5530<br />
Email: chowamy@hku.hk<br />
Teacher(s)<br />
Dr A.Y.M. Chow<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5530<br />
Email: chowamy@hku.hk<br />
Dr P.W.C. Wong<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5029<br />
Email: paulw@hku.hk<br />
http://commoncore.hku.hk/cchu9022
Humanities<br />
Course Code // CCHU9023<br />
Required Reading<br />
Beardsley, J. (1998). Earthworks and beyond: Contemporary<br />
art in the landscape (3rd ed.). New York: Abbeville Press.<br />
Goldsworthy, A. (1990). Andy Goldsworthy: A collaboration<br />
with nature. New York: H. N. Abrams.<br />
Grande, J. K. (2004). Art nature dialogues: Interviews with<br />
environmental artists. Albany, NY: State <strong>University</strong> <strong>of</strong> New<br />
York Press.<br />
Graziani, R. (2004). Robert Smithson and the American<br />
landscape. New York: Cambridge <strong>University</strong> Press.<br />
Lailach, M., & Grosenick, U. (2007). Land art. Köln; London:<br />
Taschen.<br />
Malpas, W. (2009). <strong>The</strong> art <strong>of</strong> Richard Long: Complete works.<br />
Kent, UK: Crescent Moon Publishing.<br />
Smithson, R., Tsai, E., Butler, C. H., Crow, T. E., Alberro, A.,<br />
Roth, M., et al. (2004). Robert Smithson. Berkeley, CA:<br />
<strong>University</strong> <strong>of</strong> California Press.<br />
Tufnell, B. (2006). Land art. London; New York: Tate;<br />
Distributed in the U.S. by Harry N. Abrams.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 12<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 18<br />
Assessment: Land art design project 24<br />
Assessment: Land art public exhibition<br />
preparation, and exhibition catalogue writing 14<br />
Total: 144<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Site visit and case study reports 30<br />
Design project, public exhibition and<br />
exhibition catalogue writing 40<br />
Short essay 15<br />
In-class discussions / Debate participation 15<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Critique the imbalanced situation between the contemporary<br />
culture and the environment, and to challenge<br />
the contemporary attitude towards the treatment <strong>of</strong> the<br />
environment.<br />
2. Demonstrate awareness <strong>of</strong> the urgency to address the<br />
dis-connectedness between culture and nature as a<br />
global issue, and be able to analyze the potential consequences<br />
on a world-wide level if we do not take the sustainability<br />
issue collectively as a serious matter.<br />
3. Demonstrate understanding <strong>of</strong> the importance <strong>of</strong> a sustainable<br />
reciprocity between human culture and nature.<br />
4. Apply their learnt “art and design” experience (via the<br />
“Art and Design Workshop”) and the public engagement<br />
experience (via the Land Art Exhibition) as part <strong>of</strong> their<br />
future communication strategies.<br />
5. Re-define their own ways <strong>of</strong> sustainable living by evaluating<br />
how others have attempted to restore the balance<br />
between human culture and the environment.<br />
Lecture Time // First semester (Wed)<br />
Shaping the Landscape: A Quest for<br />
Harmony between Nature and the City<br />
Through the history <strong>of</strong> our civilization, humankind has been working with the environment<br />
both as a means for survival and as expressions <strong>of</strong> culture. It has always been<br />
a two-way relationship in harmony. However, recently, such balance was tilted by our<br />
unsustainable way <strong>of</strong> living, and our current landscape reflects humankind’s abuse and<br />
mis-management towards the environment.<br />
This course aims at exploring how different groups <strong>of</strong> people respond to such imbalance,<br />
and what they do to restore a healthy reciprocal relationship between human<br />
beings and nature. Initially, topics like the Garden City Movement in the late 19th<br />
century, and the emergence <strong>of</strong> the protection movement <strong>of</strong> “Cultural Landscapes” initiated<br />
by the UNESCO World Heritage Committee in 1992, will be discussed through<br />
lectures and seminars. <strong>The</strong>n, land art – an artistic expression <strong>of</strong> human culture and<br />
how we sculpt the land – will be explored as a more contemporary approach to advocate<br />
the balance between human and nature. Initiated by some leading artists in the<br />
creative art industry as an artistic response to such issue, land art helps to manifest<br />
the reciprocal relationship between human culture and the environment, and hence<br />
to re-align people’s attitude, perception, and interpretation, towards nature. Besides<br />
lectures and seminars, the topic <strong>of</strong> land art will also be explored in the form <strong>of</strong> “land<br />
art design workshop”, in which students can learn how to express their environmental<br />
opinions through the creative process <strong>of</strong> making their own land art. Field trips will also<br />
be organized for students to explore various local cases <strong>of</strong> how human civilization can<br />
integrate and achieve a more harmonious relationship with the natural landscape.<br />
Course Co-ordinator<br />
Ms W.S. Mak<br />
Division <strong>of</strong> Landscape Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2241 5654<br />
Email: wsvmak@hku.hk<br />
Teacher(s)<br />
Ms W.S. Mak<br />
Division <strong>of</strong> Landscape Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2241 5654<br />
Email: wsvmak@hku.hk<br />
http://commoncore.hku.hk/cchu9023<br />
87
88<br />
Humanities<br />
Course Code // CCHU9024<br />
Required Reading<br />
Chan, C. L. W., & Chow, A. Y. M. (2006). Death, dying and<br />
bereavement: A <strong>Hong</strong> Kong Chinese experience. <strong>Hong</strong> Kong:<br />
<strong>Hong</strong> Kong <strong>University</strong> Press.<br />
DeSpelder, L. A., & Strickland, A. L. (2009). <strong>The</strong> last dance:<br />
Encountering death and dying. Boston: McGraw Hill.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Workshop / Visits 3<br />
Reading / Self-study 30<br />
Weekly individual reflective log book 12<br />
Assessment: Creative group project report writing 30<br />
Assessment: Creative group project presentation<br />
(incl preparation) 30<br />
Assessment: Take-home written examination<br />
(incl preparation) 30<br />
Total: 168<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Individual reflective log book 20<br />
Group project and audio-visual presentation 25<br />
Group project written report 25<br />
Take-home written examination 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the fundamental knowledge, myths,<br />
attitudes, practices and ideological contradictions <strong>of</strong><br />
death, dying and bereavement with a cultural sensitivity<br />
to the Chinese experience; and critically appraise the oppressive<br />
social norms, rituals, discourses and portrayals<br />
<strong>of</strong> death and dying in contemporary societies.<br />
2. Demonstrate an understanding <strong>of</strong> the emotional concerns,<br />
family issues and psychosocial aspects <strong>of</strong> death and dying<br />
on the individual level; and critically examine the inequality<br />
<strong>of</strong> access to care and services among vulnerable groups<br />
such as widows, minors, orphans, the poor and people<br />
with contentious diesase such as AIDS and other lifelimiting<br />
infections.<br />
3. Appraise the impact <strong>of</strong> death and loss on the societal level;<br />
and critically examine the future development <strong>of</strong> social<br />
policies, service provisions, education programs as well<br />
as the commercial industry on the management and commodification<br />
<strong>of</strong> death and dying.<br />
4. Reflect on the meaning <strong>of</strong> life though a heightened awareness<br />
<strong>of</strong> death and an enhanced spiritual orientation;<br />
and create a more pr<strong>of</strong>ound understanding <strong>of</strong> the “self ”<br />
through an appraisal <strong>of</strong> personal beliefs, cultural ideologies<br />
and popular religions and philosophies on spirituality<br />
and immortality.<br />
5. Develop a compassion for individuals, communities and<br />
the larger world as well as a commitment to activism,<br />
equity and social justice during those most vulnerable<br />
moments in the human experience; and challenge the hypocrisy<br />
<strong>of</strong> pricing human life and commercializing death<br />
in the modern era.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> Last Dance:<br />
Understanding Death and Dying<br />
“If you are not aware <strong>of</strong> death, you will not be mindful <strong>of</strong> your<br />
practice, but will just spend your life meaninglessly, not examining<br />
what sorts <strong>of</strong> attitudes and actions perpetuate suffering<br />
and which ones bring about happiness.” (Dalai Lama, 2002).<br />
“In confronting death however, life takes on new meanings. In<br />
accepting death, we experience the fullness <strong>of</strong> life. It is like being<br />
reborn.” (David Kuhl, 2002).<br />
<strong>The</strong> study <strong>of</strong> death and dying is concerned with questions that<br />
are rooted at the core <strong>of</strong> human experience. Individuals who<br />
set out to increase their knowledge <strong>of</strong> mortality are embarking<br />
on life’s most important exploration, a constructive journey<br />
<strong>of</strong> personal discovery and spiritual awakening. Whilst acknowledging<br />
the finite nature <strong>of</strong> existence allows individuals<br />
to reflect upon the meaning <strong>of</strong> life for a more pr<strong>of</strong>ound understanding<br />
<strong>of</strong> personhood, mortality also plays a pivotal role in<br />
defining cultural beliefs, family values and social structures.<br />
This course provides an interdisciplinary overview <strong>of</strong> the<br />
major themes and theories on death and dying from a global<br />
viewpoint with a critical focus on the Chinese perspective.<br />
Through interactive lectures, experiential workshops and creative<br />
group projects, students will be <strong>of</strong>fered an opportunity<br />
to examine the psycho-socio-spiritual, economic, ethical and<br />
political issues <strong>of</strong> mortality through a range <strong>of</strong> cultural lenses.<br />
Such exploration will facilitate insights, reflections and personal<br />
growth for enhancing students’ capacity in dealing with<br />
the inevitability <strong>of</strong> loss, death, dying and bereavement.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor C.L.W. Chan<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 0501<br />
Email: cecichan@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor C.L.W. Chan<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 0501<br />
Email: cecichan@hku.hk<br />
Dr P.P.Y. Leung<br />
Department <strong>of</strong> Social Work and<br />
Social Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 1185<br />
Email: pamelalt@hku.hk<br />
Dr D.A. Palmer<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2051<br />
Email: palmer19@hku.hk<br />
Dr C.S.C Chan<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4341<br />
Email: cherisch@hku.hk<br />
http://commoncore.hku.hk/cchu9024
Humanities<br />
Course Code // CCHU9025<br />
Do we possess the right <strong>of</strong> ownership <strong>of</strong> our own creative<br />
work? How much is innovation worth? What is lost when<br />
members <strong>of</strong> society can freely exchange creative works<br />
produced by others, and what might be gained from such<br />
a circumstance? Where did the contemporary concept <strong>of</strong><br />
‘intellectual property rights’ come from, and who are its<br />
defenders and opponents? Using copyright as an example,<br />
this course examines the issue <strong>of</strong> how new technologies<br />
have lent new intensity to the debate over creative works in<br />
the domains <strong>of</strong> science and art, and it asks how a legal concept<br />
such as copyright in its current form could or should<br />
be used to support and sustain a free, vibrant and creative<br />
society. Drawing on their own experiences, this course invites<br />
students to analyze various real-life scenarios with a<br />
view to assessing critically whether the current copyright<br />
system promotes or impedes creativity. In this process, students<br />
are exposed not only to the legal arguments but also<br />
the broader moral and ethical issues, as well as the more<br />
abstract questions relating to the public interest <strong>of</strong> society<br />
via-a-vis the private interest in one’s own creative labour.<br />
Required Reading<br />
Selected articles from newspapers, books, magazines and<br />
websites, case studies and other materials designated as<br />
required reading for each lecture.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 50<br />
Assessment: Essay / Report writing 25<br />
Assessment: In-class test (incl preparation) 25<br />
Assessment: In-class quizzes 4<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Meeting participation 20<br />
Essay / Report writing 25<br />
In-class quizzes 25<br />
In-class test 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Use copyright as an example to describe and explain the<br />
concept, historical origin and rationale <strong>of</strong> intellectual<br />
property rights, and their current impacts on the creation<br />
<strong>of</strong> works in arts and science.<br />
2. Identify and analyze legal and ethical issues relating to<br />
creative works in daily life, both within and outside the<br />
university.<br />
3. Describe and explain the impact <strong>of</strong> new technologies on<br />
creative work and on the ways people share ideas, views<br />
and information in modern society.<br />
4. Critically analyze and assess whether the current responses<br />
to issues <strong>of</strong> information sharing, for example<br />
legal interventions through copyright law, are beneficial<br />
or detrimental to society.<br />
5. Formulate and communicate their independent views as<br />
to what is required to support and sustain a free, vibrant<br />
and creative society.<br />
Lecture Time // First semester (Wed)<br />
Creativity, Technology and Law<br />
Course Co-ordinator<br />
Dr K.K.H. Pun<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2186<br />
Email: pun@cs.hku.hk<br />
Teacher(s)<br />
Dr K.K.H. Pun<br />
Department <strong>of</strong> Computer Science,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2859 2186<br />
Email: pun@cs.hku.hk<br />
http://commoncore.hku.hk/cchu9025<br />
89
90<br />
Humanities<br />
Course Code // CCHU9026<br />
Required Reading<br />
Donohue, J. (Ed.). (2004). <strong>The</strong> overlook martial arts reader,<br />
Vol. 2. New York: Overlook Press. [Part 1; Part 2.5; Parts 3.1,<br />
3.6, 3.8, 3.9, 3.11, 3.16]<br />
Kaldor, M. (2007). New & old wars. Stanford, CA: Stanford<br />
<strong>University</strong> Press.<br />
Waal, F. B. M. (2005). Our inner ape: A leading primatologist<br />
explains why we are who we are. New York: Penguin. [Chaps.<br />
2, 4]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 12<br />
Fieldwork / Visits 6<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Individual essay 40<br />
Presentations 40<br />
Oral participation 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate awareness <strong>of</strong> the significance <strong>of</strong> war and<br />
combat in human history and society.<br />
2. Describe and explain the relationship between mind and<br />
body central to the path <strong>of</strong> the warrior and the spiritual<br />
roots <strong>of</strong> fighting in different cultures.<br />
3. Critically discuss the ethics <strong>of</strong> aggression and defense in<br />
different cultures and eras.<br />
4. Discuss the relationship between gender and violence.<br />
Lecture Time // Second semester (Wed)<br />
Cultures <strong>of</strong> War: Making Sense <strong>of</strong> the<br />
Human Fighting Instinct<br />
This course tackles the issue <strong>of</strong> fighting as a fundamental aspect <strong>of</strong> human nature as<br />
expressed through war, combat sports and random violence. In many cultures combat<br />
theories and techniques have evolved into organized systems <strong>of</strong> fighting such as warrior<br />
or military codes, combat systems or martial arts. Martial arts are the soul <strong>of</strong> the<br />
human fighting instinct; they can be used to justify violence, maintain social order, as<br />
well as foment underground dissent. Through a comparative, critical analysis <strong>of</strong> martial<br />
systems, students are led to reflect on the spiritual foundations, ethical codes, literary<br />
traditions and pervasive social functions that underlie fighting cultures. Some <strong>of</strong><br />
the questions this course attempts to answer include: Why do humans fight? Why are<br />
males, rather than females, predominantly involved in violent acts? How do different<br />
social groups justify violence? How can the fighting instinct be controlled? Is today’s<br />
world a more or less peaceful place? If so, why?<br />
Course Co-ordinator<br />
Dr U. Ansaldo<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2872<br />
Email: ansaldo@hku.hk<br />
Teacher(s)<br />
Dr U. Ansaldo<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2872<br />
Email: ansaldo@hku.hk<br />
http://commoncore.hku.hk/cchu9026
Humanities<br />
Course Code // CCHU9028<br />
Required Reading<br />
Selected fairy tales from the Grimm Brothers and Charles<br />
Perrault.<br />
Atwood, M. (1988). “Bluebeard’s egg.” Bluebeard’s egg and other<br />
stories. London: Jonathan Cape.<br />
Carter, A. (1995). “<strong>The</strong> bloody chamber.” Burning your boats:<br />
Stories. London: Chatto & Windus.<br />
Desy, J. (1993). “<strong>The</strong> princess who stood on her own two<br />
feet.” <strong>The</strong> Oxford book <strong>of</strong> modern fairy tales. Oxford: Oxford<br />
<strong>University</strong> Press.<br />
Shakespeare, W. (1955). <strong>The</strong> merchant <strong>of</strong> Venice. London:<br />
Methuen.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 8<br />
Reading / Self-study 60<br />
Preparation for tutorial discussions 10<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Journal writing 12<br />
Assessment: In-class test (incl preparation) 10<br />
Total: 137<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group presentation 20<br />
In-class test 25<br />
In-class exam 30<br />
Journal writing 25<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Appraise critical and aesthetic qualities <strong>of</strong> literary texts.<br />
2. Produce close critical analyses <strong>of</strong> literary texts.<br />
3. Demonstrate an awareness and understanding <strong>of</strong> the<br />
ideological nature <strong>of</strong> narrative endings.<br />
4. Analyze the ideological effects <strong>of</strong> particular kinds<br />
<strong>of</strong> endings.<br />
5. Recognize and address alternative points <strong>of</strong> view left out<br />
in certain endings.<br />
Lecture Time // First semester (Wed)<br />
Happy Endings: How a Text Ends<br />
<strong>The</strong> tag “happily ever after” seems transparently obvious. We read it and make automatic<br />
assumptions about what a good and happy end is, <strong>of</strong>ten not realizing how deeply<br />
encoded in endings are ideas about how people, societies and cultures should relate to<br />
one another. This is the key issue this course will engage in – the questioning <strong>of</strong> familiar<br />
assumptions about the good ending in genres such as fairy tales and comedies and,<br />
in the process, the identification <strong>of</strong> dominant ideological threads embodied in the good<br />
ending. Following on from this is the other fundamental issue the course addresses –<br />
the possibilities <strong>of</strong> other kinds <strong>of</strong> endings representing alternative worldviews. As<br />
such, the course will also look<br />
at re-writings <strong>of</strong> endings as a<br />
means to represent marginal<br />
points <strong>of</strong> view. By introducing<br />
students to the ideological<br />
dimensions to the endings <strong>of</strong><br />
texts, this course will encourage<br />
them to hone their analytical<br />
skills and bring a new<br />
awareness to representations<br />
<strong>of</strong> ideals with regards to human<br />
relationships and societies.<br />
<strong>The</strong> course will show how subtly<br />
literary and filmic texts may<br />
enforce specific world-views.<br />
As such, the political subtexts<br />
amidst the pleasures <strong>of</strong> the creative<br />
arts will be highlighted.<br />
Course Co-ordinator<br />
Dr W.C.H. Gan<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5143<br />
Email: wchgan@hku.hk<br />
Teacher(s)<br />
Dr W.C.H. Gan<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5143<br />
Email: wchgan@hku.hk<br />
Pr<strong>of</strong>essor E.Y.L. Ho<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2761<br />
Email: eylho@hku.hk<br />
Dr P.K. Richards<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5145<br />
Email: pkerr@hku.hk<br />
http://commoncore.hku.hk/cchu9028<br />
91
92<br />
Humanities<br />
Course Code // CCHU9031<br />
Required Reading<br />
Beard, A. (2007). Language play in English. In J. Maybin, N.<br />
Mercer, & A. Hewings (Eds.), Using English. Abingdon,<br />
Oxford: Routledge.<br />
Cook, G. (2000). Language play, language learning. Oxford:<br />
Oxford <strong>University</strong> Press. [Chaps. 1, 2, 3]<br />
Crystal, D. (1998). Language play. London: Penguin.<br />
Maybin, J., & Swann, J. (2007). Everyday creativity in<br />
language: Textuality, contextuality, and critique. Applied<br />
Linguistics, 28(4), 497-517.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 12<br />
Seminars 4<br />
Reading / Self-study 60<br />
Collecting examples <strong>of</strong> language play from local<br />
semiotic landscapes, and surfing the Internet 12<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 12<br />
Total: 145<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group presentations 30<br />
Individual portfolio <strong>of</strong> language play examples 40<br />
Essay 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify the linguistic, poetic, discourse, generic and<br />
contextual features <strong>of</strong> language play, and their use in<br />
multimodal and multilingual communication.<br />
2. Describe and explain the semantic meanings <strong>of</strong> instances<br />
<strong>of</strong> language play in specific linguistic and sociocultural<br />
contexts, and in interaction with other modes <strong>of</strong><br />
representation such as image, sound and movements.<br />
3. Interpret the functions and uses (e.g. psychological, social,<br />
cultural, interpersonal, ideological and pragmatic)<br />
<strong>of</strong> language play.<br />
4. Explain and interpret the cross-cultural meanings and<br />
use <strong>of</strong> language play in multilingual settings where English<br />
is used alongside other language varieties.<br />
5. Apply knowledge and understanding <strong>of</strong> the subject matter<br />
to create own examples <strong>of</strong> language play and reflect<br />
on their meanings and use.<br />
Lecture Time // Second semester (Sat)<br />
Language Play as Social<br />
Communication in Multilingual<br />
Settings<br />
This course critically examines how people across different linguistic and cultural settings<br />
achieve mental pleasure through artful and skilful manipulation <strong>of</strong> language. By<br />
engaging students in critically examining language play as a form <strong>of</strong> socio-culturally<br />
and ideologically shaped language practice in multilingual and multicultural settings<br />
including <strong>Hong</strong> Kong and Asia where English <strong>of</strong>ten exists as a global language alongside<br />
other local languages, this course precisely addresses <strong>The</strong>me III “Language, Communication<br />
and Society” <strong>of</strong> the Humanities Area <strong>of</strong> Inquiry (AoI). <strong>The</strong> course will focus<br />
on four key issues:<br />
1. the formal aspects <strong>of</strong> language play that include the linguistic properties, poetic<br />
features, discourse features, and multimodal elements;<br />
2. the generic and contextual manifestations <strong>of</strong> language play such as language play<br />
in literary works, mass media, popular cultural artifacts, and interpersonal conversations;<br />
3. the semantic and ideational meanings <strong>of</strong> language play; and<br />
4. the psychological, social, interpersonal, ideological and pragmatic functions <strong>of</strong><br />
language play as a form <strong>of</strong> communication. Teaching and learning activities include<br />
interactive lectures, student presentations and tutorials, workshops with<br />
guest speaker input, outside class reading, and experiential learning through the<br />
Faculty online Learning Management System.<br />
Course Co-ordinator<br />
Dr J.C.M. Luk<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5392<br />
Email: lukcmj@hkucc.hku.hk<br />
Teacher(s)<br />
Dr J.C.M. Luk<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5392<br />
Email: lukcmj@hkucc.hku.hk<br />
Dr A.M.Y. Lin<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2859 2784<br />
Email: angellin@hku.hk<br />
Ms M.M. Lo<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2857 8608<br />
Email: mmlo@hkucc.hku.hk<br />
http://commoncore.hku.hk/cchu9031
Humanities<br />
Course Code // CCHU9033 Lecture Time // Second semester (Wed)<br />
Required Reading<br />
Anderson, L., Slovic, S., & O’ Grady, J. P. (1999). Literature and<br />
the environment: A reader on nature and culture. New York:<br />
Longman.<br />
Payne, D. G., & Newman, R. S. (Eds.). (2005). <strong>The</strong> Palgrave<br />
environmental reader. New York: Palgrave Macmillan.<br />
Slovic, S., & Dixon, T. (Eds.). (1993). Being in the world: An<br />
environmental reader for writers. New York: Macmillan.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures (incl in-class exercises) 18<br />
Tutorials 12<br />
Fieldwork / Visits 10<br />
Reading / Self-study 60<br />
Assessment: Essay / Report writing 30<br />
Assessment: Tutorial participation 10<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Short critical essay 35<br />
Environmental report 30<br />
Tutorial presentation, participation,<br />
and response 35<br />
Literature and the Environment<br />
This course explores how literature informs the ways we understand, imagine and relate<br />
to the environment. Students will study literary texts, past to present, analyzing<br />
how literary writings and representations reflect and construct our concept <strong>of</strong> place<br />
and space, shaping our attitudes and values towards the environment. <strong>The</strong> course<br />
has both historical and contemporary strands. <strong>The</strong> former examines ways in which<br />
the environment has been represented in and shaped by literature from the Classical<br />
to the Modern era. <strong>The</strong> textual basis for this will be literary extracts from a range<br />
<strong>of</strong> traditions and genres. <strong>The</strong> latter examines how spatial constructs are employed in<br />
conceptualizing and responding to the environment in a broader sense. Students will,<br />
for instance, be asked to reflect on local environmental issues and consider these in<br />
the context <strong>of</strong> contemporary theories such as globalization and eco-criticism. <strong>The</strong><br />
course has three focus areas: ‘forms <strong>of</strong> environments’, ‘environmental thought’ and ‘the<br />
relation between environments and their communities’. Within these, topics such as<br />
space and place, science and nature, modernity and progress, and utopia and dystopia<br />
will be considered.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate an awareness <strong>of</strong> the function <strong>of</strong> literary<br />
representation as both shaped by concrete situations<br />
and shaping responses to such situations.<br />
2. Analyze and compare different conventions and strategies<br />
in the representation <strong>of</strong> place in literature and<br />
explain their significance in relation to environmental<br />
attitudes and values.<br />
3. Distinguish between different concepts and representations<br />
<strong>of</strong> the environment and point out their historical<br />
relationships to material and imaginary uses <strong>of</strong> places.<br />
4. Identify key issues in eco-criticism and trace their histories<br />
across different cultural traditions.<br />
5. Recognize distinct imaginary and institutional environments<br />
constituted by literature and engage in arguments<br />
about their relevance to society.<br />
Course Co-ordinator<br />
Dr P. Smethurst<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2766<br />
Email: paulsmet@hkusua.hku.hk<br />
Teacher(s)<br />
Dr P. Smethurst<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2766<br />
Email: paulsmet@hkusua.hku.hk<br />
Dr Q.S. Tong<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 1923<br />
Email: qstong@hkusua.hku.hk<br />
Dr O. Heim<br />
School <strong>of</strong> English,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2770<br />
Email: oheim@hku.hk<br />
http://commoncore.hku.hk/cchu9033<br />
93
94<br />
Humanities<br />
Course Code // CCHU9034<br />
Required Reading<br />
Abbas, M. A. (1997). <strong>Hong</strong> Kong: Culture and the politics <strong>of</strong><br />
disappearance. <strong>Hong</strong> Kong: <strong>Hong</strong> Kong <strong>University</strong> Press.<br />
AlSayyad, N. (2006). Cinematic urbanism: A history <strong>of</strong> the<br />
modern from reel to real. New York; London: Routledge.<br />
Augé, M. (1995). Non-places: Introduction to an anthropology<br />
<strong>of</strong> supermodernity. London: Verso.<br />
Baudrillard, J. (1994). <strong>The</strong> precession <strong>of</strong> Simulacra. Simulacra<br />
and simulation (S. F. Glaser, Trans.) (pp.1-42). Ann Arbor:<br />
<strong>University</strong> <strong>of</strong> Michigan Press.<br />
Bellamy, E. (1996). Looking backward. New York: Dover<br />
Publications.<br />
Benjamin, W. (1986). Paris, capital <strong>of</strong> the nineteenth century.<br />
In P. Demetz (Ed.), Reflections: Essays, aphorisms,<br />
autobiographical writings. New York: Schoken.<br />
Berman, M. (1982). All that is solid melts into air: <strong>The</strong><br />
experience <strong>of</strong> modernity. New York: Simon and Schuster.<br />
[pp. 15-36]<br />
Borden, I. (2000). Material sounds: Jacques Tati and modern<br />
architecture. In B. Fear (Ed.), Architecture + film II (pp.26-<br />
31). West Sussex, UK; New York: Wiley-Academy.<br />
Callenbach, E. (1977). Ecotopia. Toronto; New York: Bantam<br />
Books.<br />
Campanella, T. J. (2008). <strong>The</strong> country and the city. <strong>The</strong><br />
concrete dragon: China’s urban revolution and what it<br />
means for the world (pp. 172-187). New York: Princeton<br />
Architectural Press.<br />
Certeau, M. de. (1984). <strong>The</strong> practice <strong>of</strong> everyday life. Berkeley,<br />
CA: <strong>University</strong> <strong>of</strong> California Press, pp. 90-110.<br />
Clark, D. B. (1997). <strong>The</strong> cinematic city. London: Routledge.<br />
Debord, G. (1994). <strong>The</strong> society <strong>of</strong> the spectacle. New York: Zone<br />
Books.<br />
Eisenstein, S. M., & Bois, Y.-A. (1989, December). Montage and<br />
architecture. Assemblage, 10, 110-131.<br />
Frisby, D. (2001). Cityscapes <strong>of</strong> modernity: Critical<br />
explorations. Cambridge: Polity Press.<br />
Harraway, D. J. (1991). <strong>The</strong> Cyborg Manifesto. Simians,<br />
cyborgs and women: <strong>The</strong> reinvention <strong>of</strong> nature (pp. 149-181).<br />
New York: Routledge.<br />
Howard, E. (1974). Garden cities <strong>of</strong> to-morrow. London: Faber<br />
and Faber.<br />
Jacobs, J. (1993). <strong>The</strong> death and life <strong>of</strong> great American cities.<br />
New York: Modern Library.<br />
Koolhaas, R. (1994). Delirious New York: A retroactive<br />
manifesto for Manhattan. New York: Monacelli Press.<br />
Koolhaas, R. (1995). <strong>The</strong> generic city. S, M, L, XL (pp. 1238-<br />
1269). New York: Monacelli Press.<br />
Kracauer, S. (1995). <strong>The</strong> mass ornament. In T. Y. Levin (Ed. &<br />
Trans.), <strong>The</strong> mass ornament (pp. 75-88). Cambridge, MA:<br />
Harvard <strong>University</strong> Press.<br />
Kracauer, S. (1995). <strong>The</strong> cult <strong>of</strong> distraction. In T. Y. Levin (Ed.<br />
& Trans.), <strong>The</strong> mass ornament (pp. 323-330). Cambridge,<br />
MA: Harvard <strong>University</strong> Press.<br />
Law, L. (2010). Defying disappearance: Cosmopolitan public<br />
spaces in <strong>Hong</strong> Kong. In A. M. Orum & Z. P. Neal (Eds.).<br />
<strong>Common</strong> ground? Readings and reflections on public space<br />
(pp. 129-142). New York: Routledge.<br />
McLuhan, M., & Fiore, Q. (1967). <strong>The</strong> medium is the massage.<br />
New York: Touchstone.<br />
Sassen, S. (1991). <strong>The</strong> global city: New York, London, Tokyo.<br />
Princeton, NJ: Princeton <strong>University</strong> Press.<br />
Simmel, G. (1950). <strong>The</strong> metropolis and mental life (1903). In K.<br />
H. Wolff (Ed. & Trans.), <strong>The</strong> sociology <strong>of</strong> Georg Simmel (pp.<br />
409-424). New York: Free Press.<br />
Course Learning Outcomes<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials (incl preparation) 10<br />
Workshops (incl preparation) 8<br />
Reading / Self-study 45<br />
Film screening and discussion 4<br />
Assessment: Quizzes (incl preparation) 2<br />
Assessment: Workshop report /<br />
Analytical mapping (incl preparation) 12<br />
Assessment: Presentation poster (incl preparation) 8<br />
Assessment: Project research proposal /<br />
Report (preparation) and project research<br />
proposal interim consultation<br />
(group consultation with Course Co-ordinator) 36<br />
Total: 145<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial discussion 10<br />
Quizzes 10<br />
Workshop 10<br />
Workshop reports 20<br />
Presentation poster 10<br />
Research presentation and proposal 40<br />
Lecture Time // Second semester (Wed)<br />
Metropolitan Visions:<br />
Modernity, Architecture and the City<br />
<strong>The</strong> modern metropolis – as an abstract idea and as an actual place – is not only the<br />
site <strong>of</strong> the most radical experiments <strong>of</strong> modernism but is itself an active subject in the<br />
imagination and actions <strong>of</strong> the avant-gardes. Beginning with an examination <strong>of</strong> the<br />
historical and theoretical formation <strong>of</strong> the modern metropolis as a twentieth century<br />
phenomenon, this inter-disciplinary comparative study examines how the intersection<br />
<strong>of</strong> architectural design, planning, technology, media and politics transformed the<br />
landscape <strong>of</strong> the city. Looking backwards from the global networked cities <strong>of</strong> the twenty-first<br />
century to the fin-de-siècle cities <strong>of</strong> the nineteenth century that underwent<br />
the first onslaught <strong>of</strong> major metropolitan development such as Berlin, London, Paris,<br />
Vienna, New York, colonial New Delhi and concessionary Shanghai, the metropolis<br />
will be studied through various disciplinary lens including art, architecture, planning,<br />
sociology, history, literature and critical theory, with a focus on film. This course <strong>of</strong>fers<br />
a cross-cultural perspective on the development and deployment <strong>of</strong> architectural and<br />
urban visions and how they align social relations, how they produce and reproduce the<br />
image <strong>of</strong> the city, their effect on the everyday work <strong>of</strong> building the cities and how they<br />
impact everyday life. <strong>The</strong> course will investigate the architecture, spaces, islands, cities<br />
and worlds – built or un-built – envisioned by individuals or groups as responses to<br />
the bombardment <strong>of</strong> the metropolitan experience.<br />
On completing the course, students will be able to:<br />
1. Demonstrate a broad knowledge <strong>of</strong> ideas behind visions that drive the making <strong>of</strong> cities, in order to<br />
understand cities across inter-disciplinary boundaries and appreciate and read the city through its<br />
diverse representations.<br />
2. Describe and interpret the implications <strong>of</strong> the cultural, architectural and urban theories behind the<br />
making <strong>of</strong> different cities and distinguish the different intentions and contexts that brought about different<br />
visions and revolutionary thought.<br />
3. Employ relevant information from case studies to critically examine the limitations <strong>of</strong> the theories<br />
and formulate their own analytical thinking.<br />
4. Critically discuss lessons drawn from the historical precedents to engage with global issues and adapt<br />
to local contexts, by articulating their intuitions and observations <strong>of</strong> the city through well-considered<br />
and impactful representations.<br />
5. Construct a synthesized critique <strong>of</strong> their current urban environment, and to further appreciate the<br />
processes at work in a city, and re-formulate it from comparative and cross-cultural perspectives.<br />
Course Co-ordinator<br />
Ms E.M.F. Seng<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2546 5717<br />
Email: eseng@arch.hku.hk<br />
Teacher(s)<br />
Ms E.M.F. Seng<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2546 5717<br />
Email: eseng@arch.hku.hk<br />
http://commoncore.hku.hk/cchu9034
Humanities<br />
Course Code // CCHU9035<br />
Required Reading<br />
Bataille, G. (1985). <strong>The</strong> Obelisk. Visions <strong>of</strong> excess: Selected writings, 1927-<br />
1939 (pp. 213-222). Minneapolis, MN: <strong>University</strong> <strong>of</strong> Minnesota<br />
Press.<br />
Required Certeau, M. de. Reading<br />
(1984). <strong>The</strong> practice <strong>of</strong> everyday life. Berkeley, CA:<br />
<strong>University</strong> <strong>of</strong> California Press. [pp. xi-xxiv, 90-130]<br />
xx Debord, G. (1994). <strong>The</strong> society <strong>of</strong> the spectacle. New York: Zone Books.<br />
[Chaps. I, II, VII]<br />
Evans, R. (1971). Bentham’s Panopticon: An incident in the social history<br />
<strong>of</strong> architecture. Architectural Association Quarterly, 3, 335-39.<br />
Foucault, M. (1965). Madness and civilization: A history <strong>of</strong> insanity in the<br />
age <strong>of</strong> reason. New York: Vintage Books, Random House. [pp. 3-64,<br />
241-289]<br />
Foucault, M. (1977). Discipline and punish: <strong>The</strong> birth <strong>of</strong> the prison. New<br />
York: Vintage Books.<br />
Foucault, M. (1984). Space, knowledge, and power. In P. Rabinow (Ed.),<br />
Foucault reader (pp. 239-256). New York: Pantheon.<br />
Foucault, M. (1986). Of other space, Diacritics, 16(1), 22-27. [Also<br />
reprinted in J. Ockman & E. Eigen (Eds.)(1993), Architecture culture,<br />
1943-1968: A documentary anthology. New York: Rizzoli.]<br />
Giedion, S. (1984, Spring). <strong>The</strong> need for a new monumentality. Harvard<br />
Architecture Review: Monumentality and the City, 4, 52-61.<br />
Giedion, S., Léger, F., & Sert, J. L. (1984, Spring). Nine points on<br />
monumentality. Harvard Architecture Review: Monumentality and<br />
the City, 4, 62-63.<br />
Huyssen, A. (1986). Mass culture as woman: Modernism’s other. After<br />
the great divide: Modernism, mass culture, postmodernism (pp. 44-<br />
62). Bloomington, IN: Indiana <strong>University</strong> Press.<br />
Huyssen, A. (1995). Monuments and holocaust memory in a media age.<br />
Twilight memories: Marking time in a culture <strong>of</strong> amnesia (pp. 249-<br />
260, Notes 277). New York; London: Routledge.<br />
Jacobs, J. (1961). <strong>The</strong> death and life <strong>of</strong> great American cities. New York:<br />
Vintage Books. [pp. 1-238]<br />
Lefebvre, H. (1990). Everyday life in the modern world. New Brunswick,<br />
NJ: Transaction Books. [pp. 1-109, 194-206]<br />
Lefebvre, H. (1991). <strong>The</strong> production <strong>of</strong> space. Oxford: Blackwell. [pp. 31-<br />
46, 360-363]<br />
Sennett, R. (1976). <strong>The</strong> fall <strong>of</strong> public man. New York: Vintage Books. [pp.<br />
1-63].<br />
Venturi, R., Scott, B. D., & Izenour, S. (1977). Learning from Las Vegas:<br />
<strong>The</strong> forgotten symbolism <strong>of</strong> architectural form. Cambridge, MA: MIT<br />
Press. [Part I, pp. 3-83]<br />
Vidler, A. (1977, March). Architecture, management and mores. Lotus, 14.<br />
Vidler, A. (1987). Confinement and cure: Reforming the hospital, 1770-<br />
1789. <strong>The</strong> Writing <strong>of</strong> the Wall (pp. 51-72). Princeton, NJ: Princeton<br />
Architectural Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 6<br />
Reading / Self-study 48<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Impromptu quizzes 25<br />
Tutorials 15<br />
Field visits and visual presentation <strong>of</strong> field projects 30<br />
Final project presentation and research report 30<br />
Politics <strong>of</strong> Space<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain the key concepts in the social/spatial theories<br />
covered; identify each theory’s specific context, strength<br />
and limitation; categorize and compare different theoretical<br />
concepts with given common criteria.<br />
2. Use personal experience/examples to support, and personal<br />
counter-experience/examples to criticize the key<br />
theoretical concepts covered.<br />
3. Apply the learned theories to analyze how political power<br />
is produced and embedded in our living environment.<br />
4. Propose various forms and possibilities <strong>of</strong> Spatial Practices<br />
that can be accomplished by the local people to<br />
improve their community toward a more just one.<br />
Lecture Time // Second semester (Wed)<br />
This course explores the relationship between space, power and politics in the urban<br />
environment from the Age <strong>of</strong> Enlightenment to the present time. Contrary to the conventional<br />
approach that sees space and architecture as merely passive reflections <strong>of</strong><br />
dominant political and economic forces, this course views them as active participants<br />
in the structuring <strong>of</strong> our daily lives and interaction with each other. It will investigate<br />
how political power is actually produced and embedded in our urban physical environment.<br />
<strong>The</strong> course will be organized into three parts. <strong>The</strong> first part will <strong>of</strong>fer a general<br />
theoretical introduction about the relationship between space and power, the concept<br />
<strong>of</strong> space as a social product and the politics <strong>of</strong> people’s daily lives. <strong>The</strong> second part will<br />
deal with specific aspects <strong>of</strong> the space-power relationship in the actual urban environment,<br />
such as institutions, public/private dichotomies, urban monuments, mass<br />
culture and the city <strong>of</strong> everyday life. <strong>The</strong> third part will include a series <strong>of</strong> case studies<br />
devoted to current debates about urban development with regard to issues concerning<br />
the politics <strong>of</strong> space in cities such as New York City, Beijing and <strong>Hong</strong> Kong.<br />
Course Co-ordinator<br />
Mr T. Zhu<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2148<br />
Email: taozhu@hku.hk<br />
Teacher(s)<br />
Mr T. Zhu<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2148<br />
Email: taozhu@hku.hk<br />
http://commoncore.hku.hk/cchu9035<br />
95
96<br />
Humanities<br />
Course Code // CCHU9036 Lecture Time // Second semester (Wed)<br />
Required Reading<br />
Austen, J. (2007). Pride and prejudice. London: Penguin<br />
Popular Classics.<br />
Fielding, H. (2001). Bridget Jones’s diary. New York: Picador.<br />
Shelley, M. (2007). Frankenstein, or the modern Prometheus.<br />
London: Penguin Popular Classics.<br />
Tan, A. (1991). <strong>The</strong> Joy Luck Club. Vintage Books USA.<br />
(Extracts from these novels will be used in lectures and tutorials)<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 48<br />
Literary journal 20<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 144<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Literary journal<br />
Group presentation on one <strong>of</strong> the 4 themes<br />
30<br />
during tutorials 30<br />
Essay 40<br />
Reflecting on Human Experience<br />
through Literature<br />
This course draws on the commonality <strong>of</strong> human experiences by exposing students<br />
to a range <strong>of</strong> novels and texts. <strong>The</strong>se texts then act as a springboard<br />
for students to share experiences, make connections, form opinions, and<br />
develop linguistic and cultural awareness. Students will be exposed to<br />
different literary texts (print and non-print) organized under four universal<br />
themes: love and romance, family and culture, the emotions <strong>of</strong><br />
conflict, and man’s relationship with the world. Coherence across<br />
these themes is achieved by one over-arching theme <strong>of</strong> ‘relationships’<br />
starting with love and tension in personal and family relationships.<br />
From the family, the focus shifts to a wider context<br />
and examines conflict between nations (war poems, protest<br />
songs) before focusing on man’s responsibility to himself<br />
and fellow man in the wider global context (technology,<br />
the environment etc.). Topics chosen for the lectures<br />
and tutorials will enable students to understand human<br />
relationships and the social fabric <strong>of</strong> human<br />
communities, to engage in critical, interpretive<br />
and analytical exploration <strong>of</strong> human qualities<br />
and experiences, and appreciate the ways in<br />
which humans express their experiences<br />
through literature and arts. <strong>The</strong> course<br />
will include lectures, in-class discussions,<br />
visiting speakers, tutorials, as<br />
well as exposure to novels, films,<br />
visual texts, songs, poems, and<br />
short stories.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate and articulate appreciation and critical<br />
understanding <strong>of</strong> the complex relationship between literary<br />
texts and human experience.<br />
2. Apply and use relevant information from the course<br />
themes to make personal responses to texts through<br />
writing and discussion tasks on the course.<br />
3. Demonstrate critical thinking and literacy skills when<br />
analyzing text and film interpretations <strong>of</strong> novels.<br />
4. Describe and explain how literary texts and film texts<br />
reflect, shape and influence historical perspectives and<br />
cultural norms.<br />
5. Display an appreciation <strong>of</strong> the contribution <strong>of</strong> literary<br />
texts to our everyday world in the ways they reflect on<br />
our own behaviour, experience and human development.<br />
Course Co-ordinator<br />
Dr G.J. Harfitt<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5729<br />
Email: gharfitt@hkucc.hku.hk<br />
Teacher(s)<br />
Dr G.J. Harfitt<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5729<br />
Email: gharfitt@hkucc.hku.hk<br />
Dr F. Hyland<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2859 2783<br />
Email: fhyland@hku.hk<br />
Ms T. Kempston<br />
Division <strong>of</strong> English Language Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5425<br />
Email: kempston@hku.hk<br />
http://commoncore.hku.hk/cchu9036
Humanities<br />
Course Code // CCHU9038<br />
Required Reading<br />
Extracts from:<br />
Becker, J. O. (2007). Deep listeners: Music, emotion, and<br />
trancing. Bloomington, IN: Indiana <strong>University</strong> Press.<br />
Gritten, A., & King, E. (Eds.). (2006). Music and gesture.<br />
Aldershot, UK: Ashgate.<br />
Hanna, J. L. (1988). Dance, sex and gender: Signs <strong>of</strong> identity,<br />
dominance, defiance, and desire. Chicago: <strong>University</strong> <strong>of</strong><br />
Chicago Press.<br />
Koestenbaum, W. (1993). <strong>The</strong> queen’s throat: Opera,<br />
homosexuality, and the mystery <strong>of</strong> desire. New York:<br />
Poseidon Press.<br />
Lehmann, A. C., Sloboda, J. A., & Woody, R. H. (2007).<br />
Psychology for musicians: Understanding and acquiring the<br />
skills. Oxford: Oxford <strong>University</strong> Press.<br />
Levitin, D. J. (2006). This is your brain on music: <strong>The</strong> science <strong>of</strong><br />
a human obsession. New York: Dutton. [Chap. 1]<br />
Mithen, S. J. (2006). <strong>The</strong> singing Neanderthals: <strong>The</strong> origins <strong>of</strong><br />
music, language, mind and body. London: Phoenix.<br />
Sacks, O. (2007). Musicophilia: Tales <strong>of</strong> music and the brain.<br />
New York: Alfred A. Knopf.<br />
Straus, J. N. (2011). Extraordinary measures: Disability in<br />
music. New York: Oxford <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 11<br />
Fieldwork / Visits 4<br />
Reading / Self-study 48<br />
Assessment: Examination 3<br />
Assessment: Journal 24<br />
Assessment: Field report 6<br />
Total: 120<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Field report 25<br />
Reflective journal 25<br />
Class/tutorial participation 10<br />
Examination 40<br />
Music and the Human Body<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate a deep awareness <strong>of</strong> music and its roots in<br />
the body through the appraisal <strong>of</strong> various functions <strong>of</strong><br />
the body in perceiving and making music.<br />
2. Critically revisit the traditional separation <strong>of</strong> the mind<br />
and the body in the light <strong>of</strong> embodied nature <strong>of</strong> musical<br />
thinking.<br />
3. Illustrate an understanding <strong>of</strong> the intertwined nature<br />
<strong>of</strong> the relationship between biology and culture through<br />
the paradigmatic example <strong>of</strong> music.<br />
4. Utilize a broad conceptual and perceptual toolkit for the<br />
appreciation <strong>of</strong> music as a creative art.<br />
5. Integrate knowledge gained from multidisciplinary perspectives<br />
and apply such knowledge to the experience <strong>of</strong><br />
music in everyday life.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> course will illustrate the full extent <strong>of</strong> the role <strong>of</strong> the body in music making and listening.<br />
Our initial goal is to revisit the ear’s astonishing synthetic and analytical powers in the context<br />
<strong>of</strong> a holistic view <strong>of</strong> music as the (literal) embodiment <strong>of</strong> sound. To this end, we will use the human<br />
body as a map for the topics covered in the semester. More than a mere gimmick, the idea<br />
<strong>of</strong> the body-as-map will help the students grasp the rationale that guides our choice <strong>of</strong> topics<br />
while at the same providing a clearly defined conceptual anchor for their tutorials, readings,<br />
and assignments. <strong>The</strong> repertory will mingle the familiar with the less familiar. Many <strong>of</strong> our<br />
case studies will be drawn from the vocal and instrumental repertories <strong>of</strong> the Western Classical<br />
Tradition, Opera, and Musical Multimedia. <strong>The</strong>re will also be significant forays into early<br />
musical practices as well as dance, religious, and popular music <strong>of</strong> other traditions.<br />
Whether performed, danced or listened to, music is an appealing starting point for challenging<br />
the old, rigid separations between nature and culture on the one hand, and body and mind<br />
on the other. Music and the Human Body aims to make good on this premise by examining the<br />
fluid and extraordinarily productive relationship between physiology, psychology, and culture<br />
as exemplified by a wide range <strong>of</strong> types <strong>of</strong> musical behaviour.<br />
Course Co-ordinator<br />
Dr G. Biancorosso<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5209<br />
Email: rogopag@hku.hk<br />
Teacher(s)<br />
Dr G. Biancorosso<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5209<br />
Email: rogopag@hku.hk<br />
Dr Y. Kim<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 8220<br />
Email: younkim@hku.hk<br />
http://commoncore.hku.hk/cchu9038<br />
97
98<br />
Humanities<br />
Course Code // CCHU9039<br />
Non-Permissible Combination:<br />
CCHU9007 Sexuality and Gender: Diversity and Society /<br />
CCHU9015 Sex and Intimacy in Modern Times<br />
Required Reading<br />
Donnan, H., & Magowan, F. (2010). <strong>The</strong> anthropology <strong>of</strong> sex.<br />
New York: Berg.<br />
Foucault, M. (1990). <strong>The</strong> history <strong>of</strong> sexuality. New York:<br />
Vintage Books.<br />
Phillips, K., & Reay, B. (2002). Sexualities in history: A reader.<br />
New York: Routledge.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Studying movies, audi<strong>of</strong>iles etc 8<br />
Assessment: Presentation (incl preparation) 18<br />
Assessment: Reflective journal 18<br />
Assessment: NOTE: Participation slips<br />
will be completed in lecture, and will therefore<br />
not imply additional workload hours 0<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Questions for reflection 25<br />
Reflective journal 25<br />
Contribution in tutorials 25<br />
Small group web presentation 25<br />
Sexuality and Culture<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the ways in which human sexuality<br />
(the ways we think and talk about it, as well as the way<br />
we experience and express it) contributes to our sense <strong>of</strong><br />
self, and intersects with other facets <strong>of</strong> self.<br />
2. Describe, compare and contrast the ways in which<br />
broader culture has in different times and places shaped<br />
sexual discourse, experience and expression (and related<br />
facets <strong>of</strong> self ), as well as in turn being shaped by changing<br />
discourses, and ways <strong>of</strong> experiencing and expressing<br />
sexuality.<br />
3. Identify the facets <strong>of</strong> broad contemporary culture which<br />
reflect and/or shape our modern discourse, experience<br />
and expression <strong>of</strong>, sexuality, and which may (for better<br />
or worse) reflect and shape our sexualities in the shortto-mid<br />
term future.<br />
4. Evaluate the extent to which there is a homogenization<br />
<strong>of</strong> human sexuality in our modern world, and analyze the<br />
effects <strong>of</strong> any such homogenization.<br />
Lecture Time // Second semester (Wed)<br />
This course looks at relationships between sexuality and culture, bringing in speakers<br />
from the Faculties <strong>of</strong> Education, Arts, Humanities and Law, and drawing upon a range<br />
<strong>of</strong> writers and thinkers on sexuality, upon real events and their coverage in the media,<br />
and upon creative works from the world <strong>of</strong> fine art, literature, music and film. First <strong>of</strong><br />
all we examine sexuality (that range <strong>of</strong> experiences and expressions <strong>of</strong> ourselves as sexual<br />
beings) as an aspect <strong>of</strong> our humanity. We look at the part that sexuality plays in the<br />
human condition, paying attention to the ways in which sexuality can intersect with<br />
other aspects <strong>of</strong> what we believe it is to be human. We then look at the ways in which,<br />
historically, different cultures have reflected and shaped not only the ways people have<br />
thought and talked sexuality, but also how they have experienced and expressed sexuality.<br />
We look, for example, at how sexuality has been described and portrayed in the<br />
creative and performing arts. We examine how, in our own increasingly complex, technological<br />
and globalized world, culture both reflects and shapes contemporary ideas,<br />
experiences and expressions <strong>of</strong> sexuality. We ask how the study <strong>of</strong> the relationships between<br />
sexuality and culture at other times and in other places can inform our contemporary<br />
thinking about sexuality.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor G.A. Postiglione<br />
Division <strong>of</strong> Policy, Administration<br />
and Social Sciences Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2859 2526<br />
Email: postiglione@hku.hk<br />
Teacher(s)<br />
Dr S.J. Winter<br />
Division <strong>of</strong> Policy, Administration<br />
and Social Sciences Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2859 1901<br />
Email: sjwinter@hku.hk<br />
Dr M.M.H. Wan<br />
Department <strong>of</strong> Law, Faculty <strong>of</strong> Law<br />
Tel: 3917 2911<br />
Email: mwan@hkucc.hku.hk<br />
Dr W.C.W. Wong<br />
Department <strong>of</strong> Family Medicine<br />
and Primary Care,<br />
Li Ka Shing Faculty <strong>of</strong> Medicine<br />
Tel: 2518 5650<br />
Email: wongwcw@hku.hk<br />
http://commoncore.hku.hk/cchu9039
Humanities<br />
Course Code // CCHU9042<br />
Required Reading<br />
Selected chapters from:<br />
Everett, D. (2012). Language: <strong>The</strong> cultural tool. New York:<br />
Pantheon.<br />
Pinker, S. (1994). <strong>The</strong> language instinct. New York: W.<br />
Morrow and Co.<br />
Samson, G. (2005). <strong>The</strong> ‘language instinct’ debate. London:<br />
Continuum.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 42<br />
Total: 134<br />
Assessment: 100% coursework<br />
Assessment Tasks<br />
Tutorial participation and assignments/<br />
Weighting<br />
discussions 20<br />
Brief review <strong>of</strong> literature 20<br />
Poster, group presentation and/or debate 30<br />
Written assignment 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Appreciate the nature vs. nurture debate in language,<br />
and demonstrate awareness <strong>of</strong> the presence <strong>of</strong> the nature<br />
vs. nurture debate in other disciplines.<br />
2. Identify the basic issues regarding human beings’ ability<br />
to acquire knowledge <strong>of</strong> language.<br />
3. Compare and contrast the various behaviorist, nativist<br />
and social interactionist views on human beings’ ability<br />
to acquire knowledge <strong>of</strong> language.<br />
4. Use relevant information to critically evaluate the arguments<br />
that support or challenge the various hypotheses.<br />
5. Support their own views regarding the different theories<br />
<strong>of</strong> language acquisition by drawing relevant linguistic,<br />
cognitive, and philosophical evidence.<br />
Lecture Time // First semester (Wed)<br />
Human Language: Nature or Nurture?<br />
Language is an indispensable part <strong>of</strong> human experience,<br />
and yet, the ability to construct linguistic structures<br />
to make oneself understood and to interpret<br />
correctly the structures that others have produced is,<br />
almost always, taken for granted. <strong>The</strong> understanding<br />
<strong>of</strong> this course description is, in fact, made possible<br />
by a number <strong>of</strong> highly complex linguistic/cognitive<br />
processes in our mind. A fundamental question that<br />
arises, then, is how we human beings come to have this<br />
ability to possess and apply knowledge <strong>of</strong> language.<br />
How is it possible to obtain knowledge <strong>of</strong> language? Is<br />
language unique and specific to human beings? What<br />
are the stages <strong>of</strong> language acquisition? <strong>The</strong>re are a<br />
number <strong>of</strong> different hypotheses regarding how human<br />
beings obtain knowledge <strong>of</strong> natural language. On the<br />
‘nature’ side, researchers argue that human beings are<br />
born with the ability to acquire and process language.<br />
Proponents on the ‘nurture’ side, however, think that<br />
our ability to use language is learnt, much like how our<br />
other cognitive and intellectual abilities are learnt. In<br />
this course, students will be taken through a critical<br />
survey <strong>of</strong> these hypotheses, and consider what the various<br />
views tell us about the nature <strong>of</strong> the human mind.<br />
This course is <strong>of</strong> relevance and interest to anyone who<br />
uses language.<br />
Course Co-ordinator<br />
Dr A.B. Bodomo<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 8285<br />
Email: abbodomo@hku.hk<br />
Teacher(s)<br />
Dr A.B. Bodomo<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 8285<br />
Email: abbodomo@hku.hk<br />
Dr O.S.C. Lam<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2758<br />
Email: osclam@hku.hk<br />
http://commoncore.hku.hk/cchu9042<br />
99
Global Issues<br />
Course Code // CCGL9002<br />
Non-Permissible Combination:<br />
CCGL9026 Think Global, Act Local:<br />
You, <strong>Hong</strong> Kong, and the World<br />
Required Reading / Films<br />
Bryman, A. (2004). <strong>The</strong> disneyization <strong>of</strong> society. London;<br />
Thousand Oaks, CA: Sage Publishers.<br />
Community Cultural Concern (2009, Oct 9). Preserving<br />
Edinburgh Place as a monument. <strong>Hong</strong> Kong: Heritage Watch.<br />
Engelhardt, R. (2002). <strong>The</strong> management <strong>of</strong> world heritage cities:<br />
Evolving concepts, new strategies. Review <strong>of</strong> Culture, 17-25.<br />
Giroux, H. A. (1999). <strong>The</strong> mouse that roared: Disney and the end<br />
<strong>of</strong> innocence. Lanham, MD: Rowman & Littlefield. [pp. 63-81,<br />
83-121]<br />
Harvey, D. (2000). From managerialism to entrepreneurialism:<br />
<strong>The</strong> transformation in urban governance in late capitalism.<br />
In M. Miles, I. Borden & T. Hall (Eds.), <strong>The</strong> city cultures reader<br />
(pp. 50-59). London; New York: Routledge.<br />
Harvey, D. (2005). A brief history <strong>of</strong> neoliberalism. Oxford;<br />
New York: Oxford <strong>University</strong> Press. [Selected chapter and<br />
excerpts]<br />
Mommaas, H. (2004). Cultural clusters and the post-industrial<br />
city: Towards the remapping <strong>of</strong> urban cultural policy. Urban<br />
Studies, 41(3), 507-532.<br />
Picker, M. (Director). (2001). Mickey Mouse monopoly. [Film]<br />
Ritzer, G. (2004). <strong>The</strong> McDonaldization <strong>of</strong> society. Thousand<br />
Oaks, CA: Pine Forge Press. [Chap. 1]<br />
Spurlock, M. (Director). (2004). Super size me. [Film]<br />
Szeto, M. M. & Chen, Y. C. (2011). Mainlandization and<br />
neoliberalism with post-colonial and Chinese characteristics:<br />
Challenges for the <strong>Hong</strong> Kong film industry. In J. Kapur &<br />
K. Wagner (Eds.), Neoliberalism and global cinema: Capital,<br />
culture, and Marxist critique. New York: Routledge.<br />
Williams, R. (1985). Keywords: A vocabulary <strong>of</strong> culture and<br />
society (Rev. ed.). New York: Oxford <strong>University</strong> Press.<br />
[Selected keywords]<br />
Williams, R. (2000). Culture is ordinary. In G. Bradford et<br />
al. (Eds.), <strong>The</strong> politics <strong>of</strong> culture: Policy perspectives for<br />
individuals, institutions, and communities. New York: New<br />
Press: Distributed by W. W. Norton.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 58<br />
Cultural tour 6<br />
Assessment: Essay / Report writing 32<br />
Assessment: Presentation (incl preparation) 8<br />
Assessment: Mid-term test (incl preparation) 12<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Test 25<br />
Term essay 50<br />
Cultural tour and workshop 10<br />
Tutorial participation, discussion, presentations 15<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate awareness and understanding <strong>of</strong><br />
the relation <strong>of</strong> <strong>Hong</strong> Kong culture to issues <strong>of</strong><br />
globalization and culture.<br />
2. Interpret local and cross-cultural texts and case<br />
studies on globalization and culture.<br />
3. Demonstrate awareness and understanding <strong>of</strong><br />
the interconnectedness <strong>of</strong> the cultural and economic<br />
aspects <strong>of</strong> globalization.<br />
4. Examine and critique issues <strong>of</strong> globalization<br />
from a range <strong>of</strong> different theoretical perspectives.<br />
5. Critically question and reflect on mainstream<br />
values and assumptions about globalization,<br />
particularly in the local context <strong>of</strong> <strong>Hong</strong> Kong.<br />
6. Apply critical theories to respond creatively to<br />
issues <strong>of</strong> globalization that are observable in local<br />
communities or comparable foreign cases.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- First semester (Wed)<br />
Section 2 -- Second semester (Wed)<br />
<strong>Hong</strong> Kong Culture in the Context <strong>of</strong><br />
Globalization<br />
Globalization has become the keyword to signify the pr<strong>of</strong>ound changes common to<br />
contemporary human experience. This course provides an interdisciplinary and critical<br />
analysis <strong>of</strong> the impact <strong>of</strong> globalization on <strong>Hong</strong> Kong culture. We start by asking:<br />
What is culture? What are the important global cultural trends that <strong>Hong</strong> Kong also<br />
participate in and contribute to? What aspects <strong>of</strong> globalization are relevant to the<br />
study <strong>of</strong> <strong>Hong</strong> Kong culture? How can postcolonial <strong>Hong</strong> Kong culture <strong>of</strong>fer new ways<br />
to understand the relation between the colonial past and the present global world order?<br />
How can we understand the global-local cultural dynamics that drives <strong>Hong</strong> Kong<br />
into the future? What will we learn about <strong>Hong</strong> Kong culture if we adopt new critical<br />
and self-reflective perspectives? <strong>The</strong> course introduces key concepts and theories <strong>of</strong><br />
globalization by focusing on cultural analyses and critical cultural responses to globalization.<br />
Particular emphasis is placed on the creative media, transnational cultural<br />
industries and global cultural phenomena relevant to everyday <strong>Hong</strong> Kong experience.<br />
This includes the analysis <strong>of</strong> <strong>Hong</strong> Kong’s participation in global cultural trends like<br />
the creation <strong>of</strong> cultural districts, the changing emphasis on cultural industries, the<br />
conditions <strong>of</strong> cultural production and consumption, the proliferation <strong>of</strong> urban redevelopment<br />
framed in terms <strong>of</strong> cultural heritage preservation and tourism, as well as<br />
the transformations in our everyday experience due to global cultural trends like the<br />
Disneyization and McDonaldization <strong>of</strong> society, new technologies <strong>of</strong> video and internet<br />
gaming and other new media phenomena.<br />
Course Co-ordinator<br />
Dr M.M. Szeto<br />
School <strong>of</strong> Humanities (Comparative Literature),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2868<br />
Email: mmszeto@hku.hk<br />
Teacher(s)<br />
Dr M.M. Szeto<br />
School <strong>of</strong> Humanities (Comparative Literature),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2868<br />
Email: mmszeto@hku.hk<br />
Dr G. Marchetti<br />
School <strong>of</strong> Humanities (Comparative Literature),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 8900<br />
Email: marchett@hku.hk<br />
http://commoncore.hku.hk/ccgl9002<br />
101
102<br />
Global Issues<br />
Course Code // CCGL9003<br />
Required Reading<br />
Extracts from:<br />
Bashford, A., & Hooker, C. (2001). Contagion: Historical and<br />
cultural studies. London: Routledge.<br />
Crosby, A. W. (2003). <strong>The</strong> Columbian exchange: Biological<br />
and cultural consequences <strong>of</strong> 1492 (30th anniversary ed.).<br />
Westport, CT: Praeger. [Chaps. 1, 6]<br />
Crossley, P. K. (2008). What is global history? Cambridge,<br />
UK; Malden, MA: Polity.<br />
Farmer, P. (1999). Infections and inequalities: <strong>The</strong> modern<br />
plagues. Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Garrett, L. (1995). <strong>The</strong> coming plague: Newly emerging<br />
diseases in a world out <strong>of</strong> balance. New York: Penguin.<br />
Hays, J. N. (1998). <strong>The</strong> burdens <strong>of</strong> disease: Epidemics and<br />
human response in western history. New Brunswick, NJ:<br />
Rutgers <strong>University</strong> Press.<br />
Le Roy Ladurie, E. (1981). A concept: <strong>The</strong> unification <strong>of</strong> the<br />
globe by disease. <strong>The</strong> mind and method <strong>of</strong> the historian<br />
(pp. 28-83). (S. Reynolds & B. Reynolds, Trans.). Brighton,<br />
Sussex: Harvester Press.<br />
Mazlish, B., & Iriye, A. (2005). <strong>The</strong> global history reader. New<br />
York: Routledge.<br />
McNeill, W. H. (1976). Plagues and peoples (1st ed.). Oxford:<br />
Blackwell.<br />
Price-Smith, A. T. (2009). Contagion and chaos: Disease,<br />
ecology, and national security in the era <strong>of</strong> globalization.<br />
Cambridge, MA: MIT Press.<br />
Rosenberg, C. E. (1992). Explaining epidemics and other<br />
studies in the history <strong>of</strong> medicine. Cambridge; New York:<br />
Cambridge <strong>University</strong> Press.<br />
Wald, P. (2008). Contagious: Cultures, carriers, and the<br />
outbreak narrative. Durham, NC: Duke <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Fieldwork / Visits 4<br />
Reading / Self-study 34<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Continual assessment and task-focused<br />
activities 35<br />
Online portfolio 15<br />
Course project 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Analyze how epidemics have shaped the modern<br />
world.<br />
2. Demonstrate an awareness <strong>of</strong> globalization’s<br />
role in facilitating the spread <strong>of</strong> disease.<br />
3. Reflect upon and critically consider the value <strong>of</strong><br />
historical knowledge in meeting current global<br />
health challenges.<br />
4. Use a historically-informed approach to critically<br />
examine contemporary ideas about contagion.<br />
Lecture Time // First semester (Wed)<br />
Contagions: Global Histories <strong>of</strong> Disease<br />
How have epidemics shaped the modern world? In what ways has globalization contributed<br />
to the spread <strong>of</strong> disease? And how can historical awareness help us meet the<br />
challenges <strong>of</strong> the present and reconsider the relationship between the local and the<br />
global? This course addresses these critical issues from a number <strong>of</strong> perspectives,<br />
mapping the intertwined histories <strong>of</strong> globalization and infection from fifteenth-century<br />
European conquests <strong>of</strong> the ‘New World’ to the present. <strong>The</strong> course explores the economic,<br />
political and social processes that have contributed to the rise <strong>of</strong> global epidemics,<br />
including: early modern transoceanic exchanges, the slave trade to the Western<br />
hemisphere, global conflicts and epidemics, imperial responses to contagion, the rise<br />
<strong>of</strong> global health agencies after WWII, and emergent twenty-first-century animal-tohuman<br />
infections such as SARS and avian flu in Asia, Europe, the Americas and Africa.<br />
Within this broad scope, the course engages with a number <strong>of</strong> fundamental questions:<br />
How and under what conditions did the ‘unification <strong>of</strong> the world by disease’ come<br />
about? What challenges to global security does this infectious interconnectedness<br />
pose? What potential might globalization <strong>of</strong>fer in helping to contain epidemics? How,<br />
and with what consequences, has the past shaped the way we think about contagious<br />
outbreaks today?<br />
Course Co-ordinator<br />
Dr R.S. Peckham<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 7048<br />
Email: rpeckham@hku.hk<br />
Teacher(s)<br />
Dr R.S. Peckham<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 7048<br />
Email: rpeckham@hku.hk<br />
http://commoncore.hku.hk/ccgl9003
Global Issues<br />
Course Code // CCGL9004<br />
Non-Permissible Combination:<br />
CCGL9006 Asian Regional Governance<br />
in an Age <strong>of</strong> Globalization<br />
Required Reading<br />
Cardoso, F. H., Gaviria, C., & Zedillo, E. (2009, February 23). <strong>The</strong><br />
war on drugs is a failure. <strong>The</strong> Wall Street Journal.<br />
Giddens, A. (2003). Runaway world: How globalization is reshaping<br />
our lives. New York: Routledge.<br />
Habermas, J. (1998). Beyond the nation-state? Peace Review, 10(2),<br />
235-239.<br />
Held, D. (1997). Globalization and cosmopolitan democracy. Peace<br />
Review, 9(3), 309-314.<br />
Helleiner, E. (2005). <strong>The</strong> evolution <strong>of</strong> the international monetary<br />
and financial system. In J. Ravenhill (Ed.), Global political<br />
economy (pp. 152-175). Oxford: Oxford <strong>University</strong> Press.<br />
Hitchcock, W. I. (2003). <strong>The</strong> struggle for Europe: <strong>The</strong> turbulent<br />
history <strong>of</strong> a divided continent, 1945-2002. London: Pr<strong>of</strong>ile.<br />
Keohane, R. O., & Nye, J. S. (2001). Power and interdependence (3rd<br />
ed.). New York: Longman.<br />
Naím, M. (2003). <strong>The</strong> five wars <strong>of</strong> globalization. Foreign Policy, 134,<br />
28-37.<br />
Nicholson, M. (2002). International relations. A concise<br />
introduction (2nd ed.). Basingstoke, UK: Palgrave Macmillan.<br />
O’Neill, S. (2011, June 17). How Mexico can win the drug war,<br />
Colombia’s way. Council on Foreign Relations. From http://www.<br />
cfr.org/mexico/mexico-can-win-drug-war-colombias-way/<br />
p25298 [Originally published on Bloomberg.com]<br />
Rawlins, A. (2011, December 13). Mexico’s drug war. Council on<br />
Foreign Relations. From http://www.cfr.org/mexico/mexicosdrug-war/p13689<br />
Wolf, M. (2004). Why globalization works. New Haven: Yale<br />
<strong>University</strong> Press.<br />
Primary source documents (UN Charter, ICC Statute, NATO<br />
Treaty, etc.).<br />
Newspaper articles because up-to-date examples will be used in the<br />
lectures and tutorials.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 40<br />
Assessment: Essay / Proposal writing 30<br />
Assessment: Small-group presentation<br />
(incl preparation) 5<br />
Assessment: In-class assignment 1<br />
Assessment: Weekly reading assignments 15<br />
Total: 127<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Short reading assignments 25<br />
Research proposal and outline for the essay 10<br />
Essay 35<br />
Small-group tutorial presentation 10<br />
In-class assignment 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Compare, explain, and differentiate the basic concepts,<br />
terminology, modes, and mechanisms <strong>of</strong> governance<br />
at the global level.<br />
2. Apply conceptual and theoretical frameworks to<br />
explore the factors, conditions, and processes which<br />
impact on the way governance is administered.<br />
3. Evaluate and critically reflect on how democratic<br />
forms <strong>of</strong> governance are challenged by globalization.<br />
4. Appraise the limitations <strong>of</strong> strictly national forms<br />
<strong>of</strong> governance and the need for cooperation among<br />
diverse stakeholders on a global level.<br />
Lecture Time // Second semester (Wed)<br />
Governance and Democracy in the Age<br />
<strong>of</strong> Globalization<br />
How can global problems and issues be solved when there is no global government?<br />
This issue-driven course explores how the world is likely to be governed in the 21st<br />
century.<br />
We will examine some <strong>of</strong> the most important issues and challenges facing the world<br />
today: conflicts and global security; the development <strong>of</strong> the global economy; and the<br />
impacts <strong>of</strong> organized crime, migration, economic crises, and diseases on social stability<br />
and the wellbeing <strong>of</strong> societies. <strong>The</strong> course elucidates how these challenges are<br />
being addresed by a growing variety <strong>of</strong> actors, some <strong>of</strong> which are beyond the control<br />
<strong>of</strong> nation-states.<br />
<strong>The</strong> aim is to raise your awareness <strong>of</strong> the risks globalization poses to state-based governance<br />
in general and democracy in particular. <strong>The</strong> course illustrates the connection<br />
between global developments (which <strong>of</strong>ten impact on individual societies but<br />
can no longer be controlled by them) and the need to bring about effective decisionmaking<br />
arrangements. But how accountable, transparent, and open are these new<br />
governance mechanisms? We will analyze the interplay <strong>of</strong> state-based and international<br />
institutions, regimes, and agreements, as well as the emerging impact <strong>of</strong> private<br />
and non-state actors. <strong>The</strong> aim is to critically reflect on the evolution <strong>of</strong> global<br />
governance and the potential erosion <strong>of</strong> democracy.<br />
Course Co-ordinator<br />
Dr C.R. Vogt<br />
School <strong>of</strong> Modern Languages and Cultures<br />
(European Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 8046<br />
Email: crvogt@hku.hk<br />
Teacher(s)<br />
Dr C.R. Vogt<br />
School <strong>of</strong> Modern Languages and Cultures<br />
(European Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 8046<br />
Email: crvogt@hku.hk<br />
http://commoncore.hku.hk/ccgl9004<br />
103
104<br />
Global Issues<br />
Course Code // CCGL9005<br />
Non-Permissible Combination:<br />
CCGL9025 <strong>The</strong> Political Economy <strong>of</strong> Growth<br />
and Poverty in the World<br />
Required Reading<br />
Brautigam, D. (2009). <strong>The</strong> dragon’s gift: <strong>The</strong> real story <strong>of</strong><br />
China in Africa. Oxford; New York: Oxford <strong>University</strong><br />
Press.<br />
Collier, P. (2007). <strong>The</strong> bottom billion: Why the poorest<br />
countries are failing and what can be done about it.<br />
Oxford; New York: Oxford <strong>University</strong> Press.<br />
Collins, D. (2009). Portfolios <strong>of</strong> the poor: How the world’s poor<br />
live on. Princeton: Princeton <strong>University</strong> Press.<br />
Easterly, W. (2006). <strong>The</strong> white man’s burden: Why the West’s<br />
efforts to aid the rest have done so much ill and so little<br />
good. New York: Penguin Press.<br />
Postiglione, G. A. (2009). Dislocated education: <strong>The</strong> case <strong>of</strong><br />
Tibet. Comparative Education Review, 3(4), 483-512.<br />
Postiglione, G. A., Jiao, B., & Goldstein, M. (2011). Education<br />
in the Tibetan autonomous region: Policies and practices<br />
in rural and nomadic communities. In J. Ryan (Ed.),<br />
Education reform in China. London: Routledge.<br />
Sachs, J. (2005). <strong>The</strong> end <strong>of</strong> poverty: Economic possibilities<br />
for our time. New York: Penguin Press.<br />
Sen, A. (2001). Development as freedom. Oxford; New York:<br />
Oxford <strong>University</strong> Press.<br />
UNESCO. (2011). EFA Global Monitoring Reports. Paris:<br />
UNECO. From http://www.unesco.org/new/en/<br />
education/themes/leading-the-international-agenda/<br />
efareport/reports/ [Executive summaries]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Out <strong>of</strong> class experiences 8<br />
Reading / Self-study 48<br />
Assessment: Portfolio 32<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Case study preparation 20<br />
Challenge Project portfolio 80<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Critically analyze the concepts <strong>of</strong> poverty and<br />
development and how they are used in various<br />
contexts.<br />
2. Examine the strategies used by individuals and<br />
organizations, including nations, multilateral<br />
agencies, foundations, corporations, and individuals,<br />
to reduce poverty and promote sustainable<br />
development.<br />
3. Develop an actionable plan to help reduce poverty<br />
and/or promote sustainable development.<br />
Lecture Time // First semester (Wed)<br />
Poverty, Development, and the Next<br />
Generation: Challenges for a Global<br />
World<br />
This course examines the ways in which poverty and development affect the lives <strong>of</strong><br />
people around the world, with a special focus on the lives <strong>of</strong> young people. What are<br />
the challenges faced by young people living in poverty? What actions can individuals<br />
and organizations take to help young people better meet these challenges? We examine<br />
these questions in the context <strong>of</strong> current debates over international development as<br />
well as case studies <strong>of</strong> organizations involved in the fight against poverty.<br />
Course Co-ordinator<br />
Dr C.R. Lykins<br />
Division <strong>of</strong> Policy, Administration and<br />
Social Sciences Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5428<br />
Email: lykins@hku.hk<br />
Teacher(s)<br />
Dr C.R. Lykins<br />
Division <strong>of</strong> Policy, Administration and<br />
Social Sciences Education,<br />
Faculty <strong>of</strong> Education<br />
Tel: 2241 5428<br />
Email: lykins@hku.hk<br />
http://commoncore.hku.hk/ccgl9005
Global Issues<br />
Course Code // CCGL9006<br />
Non-Permissible Combination:<br />
CCGL9004 Governance and Democracy<br />
in the Age <strong>of</strong> Globalization<br />
Required Reading<br />
Acharya, A. (2010). Democracy or death? Will democratization bring<br />
greater regional instability to East Asia? <strong>The</strong> Pacific Review,<br />
23(3), 335-358.<br />
Baldwin, R. E. (2006, March). Managing the noodle bowl: <strong>The</strong><br />
fragility <strong>of</strong> East Asian regionalism. CEPR Discussion Papers.<br />
Beeson, M. (2005). Rethinking regionalism: Europe and East Asia in<br />
comparative historical perspective. Journal <strong>of</strong> European Public<br />
Policy, 12(6) 969-985.<br />
Bergsten, C. F. (2007, March). China and economic integration in<br />
East Asia: Implications for the United States. Policy Briefs in<br />
International Economics. Peterson Institute for International<br />
Economics.<br />
Caballero-Anthony, M. (2007, June). Nontraditional security and<br />
multilateralism in Asia: Reshaping the contours <strong>of</strong> regional<br />
security architecture? Policy Analysis Brief. <strong>The</strong> Stanley<br />
Foundation.<br />
Cossa, R. A. (2008). Security dynamics in East Asia. In D. Shambaugh<br />
& M. Yahuda (Eds.), International relations <strong>of</strong> Asia (pp. 317- 338).<br />
Lanham, MD: Rowman & Littlefield Publishers.<br />
Curley, M., & Thomas, N. (2004). Human security and public health<br />
in Southeast Asia: <strong>The</strong> SARS outbreak. Australian Journal <strong>of</strong><br />
International Affairs, 58(1), 17-32.<br />
Kang, D. C. (2010). Hierarchy and legitimacy in international<br />
systems: <strong>The</strong> tribute system in early modern East Asia. Security<br />
Studies, 19(4), 591-622.<br />
Park, J. (1997). APEC and ASEAN: <strong>The</strong> future <strong>of</strong> Asian<br />
environmental regionalism. Environmental Politics, 6(3), 162-167.<br />
Park, J. J. (2011). <strong>The</strong> US-led alliances in the Asia-Pacific: Hedge<br />
against potential threats or an undesirable multilateral security<br />
order? <strong>The</strong> Pacific Review, 24(2), 137-158.<br />
Park, J. S. (2005, Autumn). Inside multilateralism: <strong>The</strong> Six-party<br />
talks. <strong>The</strong> Washington Quarterly, 28(4), 75-91.<br />
Sohn, I. (2005). Asian financial cooperation: <strong>The</strong> problem <strong>of</strong><br />
legitimacy in global financial governance. Global Governance,<br />
11(4), 487-504.<br />
Terada, T. (2006, May). Forming an East Asian Community: A site<br />
for Japan−China power struggles. Japanese Studies, 26(1), 5-17.<br />
Tuli, V. (2006, August). Regional cooperation for Asian energy<br />
security. RIS Discussion Papers, No. 112.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: In-class test (incl preparation) 30<br />
Assessment: East Asian Summit negotiation<br />
simulation 20<br />
Total: 151<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class participation and weekly<br />
discussion questions 15<br />
Tutorial discussion 15<br />
Simulation (incl group paper and presentation) 30<br />
In-class test 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the nature, challenges,<br />
responses and consequences <strong>of</strong> East<br />
Asia’s globalization.<br />
2. Compare and contrast regional institutions<br />
across Europe, Latin America, Asia and the<br />
Middle East in the context <strong>of</strong> globalization.<br />
3. Critique global and regional governance from<br />
multiple perspectives.<br />
4. Demonstrate communication skills and leadership<br />
for the improvement <strong>of</strong> the human condition.<br />
Lecture Time // First semester (Wed)<br />
Asian Regional Governance in an Age <strong>of</strong><br />
Globalization<br />
This course examines the Challenges <strong>of</strong> Global Governance theme <strong>of</strong> the Global Issues<br />
AoI. Understanding <strong>of</strong> globalization challenges in the East Asian context and East<br />
Asia’s institutional responses <strong>of</strong>fers a useful strategy to explore this issue. Taking a<br />
historical approach and using key theoretical perspectives, students will learn how the<br />
East Asian region has been coping with an unprecedented level <strong>of</strong> interdependence<br />
and how Asian regional governance has evolved into its current forms. <strong>The</strong> course also<br />
explores the dynamics <strong>of</strong> regional institutional governance from a comparative perspective<br />
and the relationship between regional governance and global governance in<br />
the process <strong>of</strong> globalization.<br />
Course Co-ordinator<br />
Dr I.J. Sohn<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4372<br />
Email: isohn@hku.hk<br />
Teacher(s)<br />
Dr I.J. Sohn<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4372<br />
Email: isohn@hku.hk<br />
http://commoncore.hku.hk/ccgl9006<br />
105
106<br />
Global Issues<br />
Course Code // CCGL9007<br />
Required Reading<br />
Beck, U., & Beck-Gernsheim, E. (2009). Global generations and<br />
the trap <strong>of</strong> methodological nationalism for a cosmopolitan<br />
turn in the sociology <strong>of</strong> youth and generation. European<br />
Sociological Review, 25(1), 25-36.<br />
Collin, P., & Burns, J. (2009). <strong>The</strong> experience <strong>of</strong> youth in the<br />
digital age. In A. Furlong (Ed.), Handbook <strong>of</strong> youth and young<br />
adulthood: New perspectives and agendas (pp. 283-290).<br />
London: Routledge.<br />
Falk, R. (1994). <strong>The</strong> making <strong>of</strong> global citizenship. In B.<br />
Steenbergen (Ed.), <strong>The</strong> condition <strong>of</strong> citizenship (pp. 127-<br />
140). London: Sage.<br />
Juris, J. S., & Pleyers, G. H. (2009). Alter-activism: Emerging<br />
cultures <strong>of</strong> participation among young global justice<br />
activists. Journal <strong>of</strong> Youth Studies, 12(1), 57-75.<br />
Kaufman, N. H., Rizzini, I., Wilson, K., & Bush, M. (2002).<br />
<strong>The</strong> impact <strong>of</strong> global economic, political, and social<br />
transformations on the lives <strong>of</strong> children: A framework for<br />
analysis. In N. H. Kaufman & I. Rizzini (Eds.), Globalization<br />
and children: Exploring potentials for enhancing<br />
opportunities in the lives <strong>of</strong> children and youth (pp. 3-18).<br />
New York: Kluwer Academic/Plenum Publishers.<br />
Mills, M., Blossfeld, H. P., & Klijzing, E. (2005). Becoming an<br />
adult in uncertain times: A 14-country comparison <strong>of</strong> the<br />
losers <strong>of</strong> globalization. In H. P. Blossfeld (Ed.), Globalization,<br />
uncertainty and youth in society (pp. 423-441). Oxford:<br />
Routledge.<br />
Nilan, P., & Feixa, C. (2006). Introduction: Youth hybridity<br />
and plural worlds. In P. Nilan & C. Feixa (Eds.), Global<br />
youth? Hybrid identities, plural worlds (pp. 1-13). London:<br />
Routledge.<br />
Turner, B. S., & Khondker, H. H. (2010). Globalization: East and<br />
West. London: Sage. [Chap. 2]<br />
Tyyska, V. (2005). Conceptualizing and theorizing youth:<br />
Global perspectives. In H. Helve & G. Holm (Eds.),<br />
Contemporary youth research: Local expressions and global<br />
connections (pp. 3-14). Aldershot, UK: Ashgate.<br />
Weenink, D. (2008). Cosmopolitanism as a form <strong>of</strong> capital:<br />
Parents preparing their children for a globalizing world.<br />
Sociology, 42(6), 1089-1106.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Fieldwork / Visits 4<br />
Reading / Self-study 40<br />
Participation in discussion forums (Moodle) 8<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 146<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group project and presentation 30<br />
Group report 30<br />
Field visit report 20<br />
Participation in tutorials and discussion<br />
forum (Moodle) 20<br />
Youth in a Global World<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate awareness, as ‘young people’<br />
themselves, <strong>of</strong> the interconnectedness <strong>of</strong> the<br />
world.<br />
2. Critically assess how globalization influences<br />
different aspects <strong>of</strong> young people’s daily lives.<br />
3. Analyze the proactive and positive role youth<br />
can play in the changing world.<br />
4. Propose how young people as global citizens<br />
can and should respond to transformations<br />
brought about by globalization.<br />
Lecture Time // Second semester (Wed)<br />
This course facilitates students as ‘young people’ to be more aware <strong>of</strong> the interconnectedness<br />
<strong>of</strong> the world and to critically assess how globalization influences different<br />
aspects <strong>of</strong> young people’s daily lives. It also analyzes the proactive and positive role<br />
youth can play in the changing world, and provides students with an opportunity to<br />
propose how young people as global citizens can and should respond to transformations<br />
brought about by globalization. Various social issues or specific areas <strong>of</strong> youth<br />
global trends such as consumerism, transnationalism, cosmopolitanism and digitalism<br />
that confront young people in their everyday life will be examined in a systematic manner.<br />
By doing so, students will critically evaluate what global citizenship should entail<br />
in order to reduce inequality and promote care for human rights as well as human dignity<br />
in today’s global community.<br />
Course Co-ordinator<br />
Dr E.W.H. Chui<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2074<br />
Email: ericchui@hku.hk<br />
Teacher(s)<br />
Dr E.W.H. Chui<br />
Deparment <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2074<br />
Email: ericchui@hku.hk<br />
http://commoncore.hku.hk/ccgl9007
Global Issues<br />
Course Code // CCGL9008<br />
Required Reading<br />
Boyd, D. (2008). Why youth (heart) social network sites: <strong>The</strong> role <strong>of</strong><br />
networked publics in teenage social life. In D. Buckingham (Ed.),<br />
Youth, identity, and digital media (pp. 119-142). Cambridge, MA:<br />
<strong>The</strong> MIT Press. [Also available from http://www.danah.org/papers/<br />
WhyYouthHeart.pdf ]<br />
Gottschalk, S. (2010). <strong>The</strong> presentation <strong>of</strong> avatars in Second Life: Self and<br />
interaction in social virtual spaces. Symbolic Interaction, 33(4), 501-<br />
525.<br />
Lewis, J., & West, A. (2009). “Friending”: London-based undergraduates’<br />
experience <strong>of</strong> Facebook. New Media & Society, 11(7), 1209-1229.<br />
Qiang, X. (2011). <strong>The</strong> battle for the Chinese Internet. Journal <strong>of</strong><br />
Democracy, 22(2), 47-61.<br />
Selwyn, N. (2004). Reconsidering political and popular understandings <strong>of</strong><br />
the digital divide. New Media & Society, 6(3), 341-362.<br />
Wood, N., & Ward, S. (2010). Stigma, secrets, and the human condition:<br />
Seeking to remedy alienation in PostSecret’s digitally mediated<br />
environment. Symbolic Interaction, 33(4), 578-602.<br />
Yar, M. (2006). Political hacking. Cybercrime and Society (pp.45-62).<br />
London: Sage.<br />
Required Websites<br />
Anonymous and the global correction (Aljazeera, 2011, February 16)<br />
http://english.aljazeera.net/indepth/<br />
opinion/2011/02/201121321487750509.html<br />
China tries to stamp out “Jasmine Revolution” (A. Chang, <strong>The</strong> Washington<br />
Times, 2011, February 20)<br />
http://www.washingtontimes.com/news/2011/feb/20/china-tries-stampout-jasmine-revolution/?page=all<br />
Cyberspace when you’re dead (R. Walker, <strong>The</strong> New York Times, 2011,<br />
January 5)<br />
http://www.nytimes.com/2011/01/09/magazine/09Immortality-t.html?_r=1<br />
Difference is the norm on these dating sites (K. Barrow, <strong>The</strong> New York<br />
Times, 2010, December 27)<br />
http://www.nytimes.com/2010/12/28/health/28dating.html?_r=1<br />
Facebook rescue highlights “ongoing struggle” (ABC News, 2009,<br />
September 8)<br />
http://www.abc.net.au/news/2009-09-08/facebook-rescue-highlightsongoing-struggle/1421180<br />
A girl’s nude photo, and altered lives (J. H<strong>of</strong>fman, <strong>The</strong> New York Times,<br />
2011, March 26)<br />
http://www.nytimes.com/2011/03/27/us/27sexting.<br />
html?pagewanted=1&_r=1&ref=homepage&src=me<br />
<strong>The</strong> Great Firewall <strong>of</strong> China (G. R. Barme & S. Ye, Wired, 1997, June)<br />
http://www.wired.com/wired/archive/5.06/china.html<br />
Hacking for free speech: A new breed <strong>of</strong> “hacktivists” takes on Internet<br />
censorship (C. Sprigman, FindLaw, 2003, June 24)<br />
http://writ.news.findlaw.com/commentary/20030624_sprigman.html<br />
How Second Life affects real life (K. Dell, Time, 2008, May 12)<br />
http://www.time.com/time/health/article/0,8599,1739601,00.html<br />
Jihad vs. McWorld (B. R. Barber, <strong>The</strong> Atlantic, 1992, March)<br />
http://www.theatlantic.com/magazine/archive/1992/03/jihad-vsmcworld/3882/<br />
Tell-all generation learns to keep things <strong>of</strong>fline (L. M. Holson, <strong>The</strong> New York<br />
Times, 2010, May 8)<br />
http://www.nytimes.com/2010/05/09/fashion/09privacy.html?emc=eta1<br />
Trapped girls update Facebook instead <strong>of</strong> calling cops (ABC News, 2009,<br />
September 9)<br />
http://www.abc.net.au/news/2009-09-07/trapped-girls-call-for-help-onfacebook/1420352<br />
Who’s online – Trend data (Pew Internet & American Life Project)<br />
http://pewinternet.org/Trend-Data/Whos-Online.aspx<br />
WikiLeaks and hacktivist culture (P. Ludlow, <strong>The</strong> Nation, 2010, October 4)<br />
http://xa.yimg.com/kq/groups/7669895/771113000/name/Wikileaks.pdf<br />
World wakes up to digital divide (J. Wakefield, BBC News, 2010, March 19)<br />
http://news.bbc.co.uk/2/hi/technology/8568681.stm<br />
<strong>The</strong> world is flat (T. L. Friedman, 2005, May 16) [Video]<br />
http://mitworld.mit.edu/video/266/<br />
Study Load<br />
Lecture Time // First semester (Wed)<br />
Cybersocieties: Understanding<br />
Technology as Global Change<br />
As evidenced by a wide range <strong>of</strong> fundamental<br />
social, cultural, political and economic<br />
transformations, the world today is becoming<br />
increasingly globalized. Within this environment,<br />
it is essential that we examine how<br />
Information and Communication Technology<br />
(ICT) is directing and redefining what it<br />
means to live in a “global society”. <strong>The</strong> melding<br />
<strong>of</strong> technology and globalization has become<br />
the touchstone <strong>of</strong> the new millennium and it is<br />
impossible to discuss the impact and significance<br />
<strong>of</strong> one without the other. In short, these<br />
dual revolutions are shaping each other and,<br />
through combined forces, directing the way we<br />
live, learn, work and socialize.<br />
This interdisciplinary course examines how<br />
ICT allows for high-speed global access – making<br />
it possible to instantly connect to anyone<br />
and anywhere – and how this immediate access<br />
has created a nexus <strong>of</strong> social, cultural, economic<br />
and political implications for everyone.<br />
<strong>The</strong> course <strong>of</strong>fers students an opportunity to<br />
critically evaluate not only how globalization<br />
and ICT have revolutionized the way we live,<br />
but also how this new environment uniquely<br />
situates them to, in turn, direct many <strong>of</strong> these<br />
changes. Within this context, the course will<br />
ask: What kind <strong>of</strong> global society are we heading<br />
toward? Who should participate in deciding<br />
the future? How will the “big” decisions be<br />
made and by whom? <strong>The</strong> course also requires<br />
students to reflect critically on their own uses<br />
<strong>of</strong> technology and how today’s Net Generation<br />
is confronted with global technologies that<br />
are, at once, both constraining and empowering.<br />
As such, students will be inspired to not<br />
only broaden their interest and understanding<br />
<strong>of</strong> globalization, but develop a position as<br />
informed global citizens and articulate the impact<br />
<strong>of</strong> technology on all human endeavors.<br />
Course Co-ordinator<br />
Dr M.C. Adorjan<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8532<br />
Email: madorjan@hku.hk<br />
Teacher(s)<br />
Dr M.C. Adorjan<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8532<br />
Email: madorjan@hku.hk<br />
Dr A.C.H. Yu<br />
Department <strong>of</strong> Electrical and Electronic<br />
Engineering, Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8482<br />
Email: alfred.yu@hku.hk<br />
Course Learning Outcomes<br />
On completing the course, students<br />
will be able to:<br />
1. Differentiate and integrate the key<br />
theories, concepts and issues relating<br />
to globalization and ICT.<br />
2. Apply key concepts and theories framing<br />
the interface <strong>of</strong> globalization and<br />
ICT to their everyday experiences.<br />
3. Demonstrate a keen understanding <strong>of</strong><br />
the interconnectedness <strong>of</strong> the world<br />
by critically evaluating films, websites,<br />
video clips, Internet media, and<br />
other sources.<br />
4. Explore and apply a multi-cultural<br />
perspective <strong>of</strong> global citizenship and<br />
the duties and responsibilities associated<br />
with global membership.<br />
5. Express a critical understanding <strong>of</strong><br />
the digital divide debate and understand<br />
how both the “haves” and “have<br />
nots” <strong>of</strong> technology are simultaneously<br />
benefited and limited by ICT.<br />
Activities Number <strong>of</strong> hours<br />
Lectures 26<br />
Tutorials 10<br />
Reading / Self-study 20<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 40<br />
Assessment: In-class test<br />
(incl preparation) 8<br />
Total: 134<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group YouTube project/presentation 40<br />
Second Life experiential portfolio 30<br />
In-class test 20<br />
Tutorial critical reflections and discussion 10<br />
http://commoncore.hku.hk/ccgl9008<br />
107
108<br />
Global Issues<br />
Course Code // CCGL9009<br />
Required Reading<br />
Chan, C. S. (2009). Creating a market in the presence <strong>of</strong><br />
cultural resistance: <strong>The</strong> case <strong>of</strong> life insurance in China.<br />
<strong>The</strong>ory and Society, 38(3), 278-302.<br />
Diawara, M. (1998). Toward a regional imaginary in Africa.<br />
In F. Jameson & M. Miyoshi (Eds.), <strong>The</strong> cultures <strong>of</strong><br />
globalization (pp. 103-124). Durham, NC: Duke <strong>University</strong><br />
Press.<br />
Klein, N. (2000). No logo: Taking aim at the brand bullies. New<br />
York: Picador. [Chap. 6]<br />
Mittelman, J. H. (2004). Whither globalization? <strong>The</strong> vortex <strong>of</strong><br />
knowledge and ideology. London; New York: Routledge. [pp.<br />
89-98]<br />
Pun, N. (2005). <strong>The</strong> social body, the art <strong>of</strong> discipline and<br />
resistance. Made in China: Women factory workers<br />
in a global workplace (pp. 77-108). Durham, NC: Duke<br />
<strong>University</strong> Press; <strong>Hong</strong> Kong: <strong>Hong</strong> Kong <strong>University</strong> Press.<br />
Ritzer, G. (2006). An introduction to McDonaldization. In<br />
G. Ritzer (Ed.), McDonaldization: <strong>The</strong> reader (2nd ed., pp.<br />
4-24). Thousand Oaks, CA: Pine Forge Press.<br />
So, A. Y. (1990). Social change and development:<br />
Modernization, dependency, and world-systems theories.<br />
Newbury Park, CA: Sage Publications. [pp. 17-23, 33-37, 91-<br />
93, 104-109, 169-171, 180-199]<br />
Steger, M. B. (2009). Globalization: A very short introduction.<br />
Oxford; New York: Oxford <strong>University</strong> Press. [pp. 1-16, 71-<br />
80]<br />
Trent, B. (1998). Media in a capitalist culture. In F. Jameson<br />
& M. Miyoshi (Eds.), <strong>The</strong> cultures <strong>of</strong> globalization (pp. 230-<br />
246). Durham, NC: Duke <strong>University</strong> Press.<br />
Watson, J. L. (1997/2006). Golden arches east: McDonald’s in<br />
East Asia. Stanford, CA: Stanford <strong>University</strong> Press. [pp.<br />
1-38]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 11<br />
Reading / Self-study 48<br />
Preparing questions for discussion 12<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Quizzes (incl preparation) 16<br />
Total: 151<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Participation in classroom activities 20<br />
Memo writings 30<br />
Group project 30<br />
Quizzes 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Appraise different cultures outside their own<br />
world.<br />
2. Analytically engage in the current debates over<br />
culture and globalization within and outside<br />
the academic circle.<br />
3. Evaluate the pros and cons <strong>of</strong> the current globalizing<br />
forces and attempt to think <strong>of</strong> better<br />
alternatives for the problematic arenas.<br />
Lecture Time // First semester (Wed)<br />
Local Cultures and Global Markets<br />
“Culture and globalization” has drawn increasing attention from journalists and scholars<br />
<strong>of</strong> different disciplines. Today, even economists are interested in “culture” and its<br />
impacts on economic practices. This course on one hand discusses and analyzes how<br />
culture matters in the global diffusion <strong>of</strong> the market economy, and how the globalizing<br />
modern capitalist practices affect local cultures, and on the other hand examines<br />
whether economic globalization homogenizes or diversifies cultures at the local and<br />
global scales, and evaluates if the processes increase or reduce human freedom and<br />
choice. This course will explore these issues through a perusal <strong>of</strong> different topics, such<br />
as work and labor in multi-national corporations, the McDonaldization <strong>of</strong> social and<br />
cultural sphere <strong>of</strong> life, local consumption habits and patterns, and the global discourse<br />
<strong>of</strong> media and fashion.<br />
Course Co-ordinator<br />
Dr C.S.C. Chan<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4341<br />
Email: cherisch@hku.hk<br />
Teacher(s)<br />
Dr C.S.C. Chan<br />
Deparment <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4341<br />
Email: cherisch@hku.hk<br />
http://commoncore.hku.hk/ccgl9009
Global Issues<br />
Course Code // CCGL9010<br />
This course introduces students to an analysis <strong>of</strong> how global capitalism<br />
has brought various sports games into a global sports culture<br />
since the mid 19th century and from the 1980s onwards has turned<br />
such a global sports culture into a new kind <strong>of</strong> global business. Global<br />
capitalism is the driving force <strong>of</strong> the growth and spread <strong>of</strong> a global<br />
sports culture. Yet, it has also restructured the nature <strong>of</strong> our sports<br />
culture. Increasingly, our sports games have been turned into ‘theatres<br />
<strong>of</strong> dreams’, being spectacles <strong>of</strong> global consumption. <strong>The</strong> latter<br />
are further intertwined with nationalist projects <strong>of</strong> identity building.<br />
<strong>The</strong> main objectives are to help students examine contemporary<br />
sports culture critically and from different perspectives, understand<br />
the impacts <strong>of</strong> global capitalism on contemporary social life, and relate<br />
them to their personal experiences through an analysis <strong>of</strong> lively<br />
examples <strong>of</strong> spectator sports such as soccer and basketball.<br />
Required Reading<br />
Giulianotti, R. (1999). Football: A sociology <strong>of</strong> the global<br />
game. Cambridge: Polity Press.<br />
King, A. (2002). <strong>The</strong> end <strong>of</strong> the terraces: <strong>The</strong> transformation<br />
<strong>of</strong> English football in the 1990s (Rev. ed.). London; New<br />
York: Leicester <strong>University</strong> Press.<br />
LaFeber, W. (2002). Michael Jordan and the new global<br />
capitalism (Expanded ed.). New York: W. W. Norton.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Fieldwork / Visits (incl field visit and<br />
writing up observation notes) 6<br />
Reading / Self-study (incl preparations<br />
for lectures and tutorials) 60<br />
Assessment: Report writing (incl research<br />
and data collection) 30<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Quiz 1<br />
Total: 145<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group project report 40<br />
Group presentation and tutorial participation 40<br />
Field visit report 15<br />
Quiz 5<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and analyze the impacts <strong>of</strong> globalization<br />
on social life (sports culture being an example)<br />
in the contemporary world.<br />
2. Relate global changes to their daily experience.<br />
3. Apply the basic concepts and theoretical perspectives<br />
to an analysis <strong>of</strong> the impacts <strong>of</strong> globalization<br />
in our social life.<br />
4. Connect the basic concepts and theoretical perspectives<br />
to an analysis <strong>of</strong> a selected topic on<br />
sports culture under global capitalism in their<br />
group project report.<br />
5. Cooperate in groups to produce a presentation<br />
and demonstrate appropriate presentation<br />
skills.<br />
Lecture Time // First semester (Wed)<br />
Sports Culture under Global Capitalism<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor T.L. Lui<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8531<br />
Email: tloklui@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor T.L. Lui<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8531<br />
Email: tloklui@hku.hk<br />
http://commoncore.hku.hk/ccgl9010<br />
109
110<br />
Global Issues<br />
Course Code // CCGL9011<br />
Required Reading<br />
Selections from:<br />
Altschull, J. H. (1995). Agents <strong>of</strong> power: <strong>The</strong> media and public policy<br />
(2nd ed.). White Plains, NY: Longman Pub. USA.<br />
Bennett, W. L. (2011). News: <strong>The</strong> politics <strong>of</strong> illusion (9th ed.) New York:<br />
Pearson/Longman.<br />
Browne, M. N., & Keeley, S. M. (2009). Asking the right questions: A<br />
guide to critical thinking (9th ed). Upper Saddle River, NJ: Pearson<br />
Prentice Hall.<br />
Chan, J. M., Lee, C. C., Pan, Z., & So, C. Y. K. (2002). Global media<br />
spectacle: News war over <strong>Hong</strong> Kong. <strong>Hong</strong> Kong: <strong>Hong</strong> Kong<br />
<strong>University</strong> Press.<br />
Herman, E. S., & Chomsky, N. (2002). Manufacturing consent: <strong>The</strong><br />
political economy <strong>of</strong> the mass media. New York: Pantheon Books.<br />
Lippmann, W. (1922). Public opinion. New York: Free Press.<br />
Nazer, H. M. (1999). Power <strong>of</strong> a third kind: <strong>The</strong> Western attempt to<br />
colonize the global village. Westport, CT; London: Praeger.<br />
Postman, N. (2005). Amusing ourselves to death: Public discourse in the<br />
age <strong>of</strong> show business. New York: Penguin Books.<br />
Rampton, S., & Stauber, J. C. (2003). Weapons <strong>of</strong> mass deception: <strong>The</strong><br />
uses <strong>of</strong> propaganda in Bush’s war on Iraq. New York: Jeremy P.<br />
Tarcher/Penguin.<br />
Schiffrin, A., & Kircher-Allen, E. (2012). From Cairo to Wall Street:<br />
Voices from the Global Spring. New York: New Press.<br />
Seib, P. (Ed.). (2012). Al Jazeera English: Global news in a changing<br />
world (1st ed.). New York: Palgrave Macmillan.<br />
UNESCO. (1978, November 28). Declaration on Fundamental<br />
Principles concerning the Contribution <strong>of</strong> the Mass Media<br />
to Strengthening Peace and International Understanding, to<br />
the Promotion <strong>of</strong> Human Rights and to Countering Racialism,<br />
Apartheid and Incitement to War (Document 20C/20 21). From<br />
http://www.unesco.org<br />
Selected essays by George Orwell<br />
Selected journal articles:<br />
Mundy, A. (1992, September/October). Is the press any match for<br />
powerhouse PR? Columbia Journalism Review, 31, 27-34.<br />
Ravi, N. (2005). Looking beyond flawed journalism: How national<br />
interests, patriotism, and cultural values shaped the coverage <strong>of</strong><br />
the Iraq War. Harvard International Journal <strong>of</strong> Press/Politics,<br />
10(1), 45-62.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 40<br />
Group discussions 15<br />
News and documentary viewing 15<br />
Debates (incl preparation) 20<br />
Assessment: Essay / Report writing 10<br />
Assessment: Presentation (incl preparation) 6<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Final research project 30<br />
Quizzes and short writing assignments 20<br />
Group project 15<br />
Language analysis 15<br />
Group debates / Presentations 15<br />
Class participation 5<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the process <strong>of</strong><br />
framing international and local issues in light<br />
<strong>of</strong> contending political, cultural and economic<br />
paradigms.<br />
2. Demonstrate understanding <strong>of</strong> the role <strong>of</strong> dominant<br />
cultural values in the creation <strong>of</strong> narrative frames.<br />
3. Demonstrate an awareness <strong>of</strong> the power and use<br />
<strong>of</strong> emotive language to influence readers’ perception<br />
<strong>of</strong> events.<br />
4. Identify and demonstrate understanding <strong>of</strong> the<br />
mechanisms by which governments, intelligence<br />
agencies, political parties, churches and businesses<br />
influence the framing <strong>of</strong> news.<br />
5. Demonstrate understanding <strong>of</strong> the influence <strong>of</strong><br />
business pressure on news operations in marketdriven/influenced<br />
media systems.<br />
6. Examine and assess the impact <strong>of</strong> “new media”<br />
on the global power dynamics <strong>of</strong> information<br />
flow and control.<br />
7. Demonstrate an awareness <strong>of</strong> the emergence <strong>of</strong><br />
“new voices” in the global media.<br />
Lecture Time // First semester (Wed)<br />
Media in the Age <strong>of</strong> Globalization<br />
In this course, students will assess the ability <strong>of</strong> globalized news media to shape perceptions<br />
<strong>of</strong> global and local reality. <strong>The</strong>y will examine the extent to which the growing<br />
access to information from every corner <strong>of</strong> the globe fosters reporting that accurately<br />
reflects global and local realities. <strong>The</strong>y will also consider the extent to which an increasingly<br />
globalized and fragmented media system impacts on power balances in<br />
information gathering and dissemination and distorts our views <strong>of</strong> both our own and<br />
global environments. Does media globalization simply amount to the triumph <strong>of</strong> capitalist<br />
consumerism and the media values and institutions associated with the western<br />
model <strong>of</strong> economic and social development? Is there a developing “culture war” between<br />
“Eastern” and “Western” institutions and values? Is a multipolar cultural world<br />
a possibility in the context <strong>of</strong> news gathering and reporting?<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor Y.Y. Chan<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4000<br />
Email: yychan@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor Y.Y. Chan<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4000<br />
Email: yychan@hku.hk<br />
Mr J. Young<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4092<br />
Email: shexiang@hku.hk<br />
http://commoncore.hku.hk/ccgl9011
Global Issues<br />
Course Code // CCGL9012<br />
Required Reading<br />
Brown, L. R. (2000). Challenges <strong>of</strong> the new century. State <strong>of</strong><br />
the world 2000: A Worldwatch Institute report. New York:<br />
W. W. Norton and Company, Inc. [pp. 3-21]<br />
Dryzek, J. S. (2005). <strong>The</strong> politics <strong>of</strong> the earth: Environmental<br />
discourses. Oxford: Oxford <strong>University</strong> Press.<br />
Entman, R. M. (1993). Framing: Toward clarification <strong>of</strong> a<br />
fractured paradigm. Journal <strong>of</strong> Communication, 43(4),<br />
51-58.<br />
McCombs, M. E., & Shaw, D. E. (1994 [1972]). <strong>The</strong> agendasetting<br />
function <strong>of</strong> the press. In D. A. Graber (Ed.), Media<br />
power in politics (pp. 63-72). Washington, DC: CQ Press.<br />
Note: Additional readings, including contemporary news<br />
articles, may be added to the required reading list during the<br />
semester. Documentary and fictional films (eight films in<br />
total) will be selected based on a class vote in the first week<br />
<strong>of</strong> the semester.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study:<br />
Course textbook reading 30<br />
Additional and optional course readings 15<br />
Final exam preparation 3<br />
Journal writing and critical reviews <strong>of</strong> films 16<br />
Film viewing 12<br />
Group presentation preparation and research 10<br />
Debate preparation 5<br />
Assessment: Examination 2<br />
Total: 127<br />
Assessment: 70% coursework;<br />
30% examination<br />
Assessment Tasks Weighting<br />
Journal writing: Critical reviews <strong>of</strong> films 30<br />
Group debates 20<br />
Group presentations 20<br />
Examination 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify the stakeholders and their basic strategies<br />
in environmental politics and communication.<br />
2. Explore media news programs, framing and agenda<br />
setting, especially in the environmental area.<br />
3. Critically analyze media events, fiction films and<br />
documentaries related to environmental issues.<br />
4. Describe and explain environmental NGOs’ media<br />
and communication strategies.<br />
5. Demonstrate understanding <strong>of</strong> the concepts,<br />
practices and dilemmas <strong>of</strong> environmental journalists.<br />
6. Demonstrate an awareness <strong>of</strong> sustainable practices<br />
in corporate and consumer behavior.<br />
7. Demonstrate understanding <strong>of</strong> and sensitivity to<br />
the core values and ethical stances regarding social,<br />
economic and environmental sustainability.<br />
8. Demonstrate understanding <strong>of</strong> the complex relationship<br />
<strong>of</strong> sustainability, information society,<br />
and social media.<br />
Lecture Time // Second semester (Wed)<br />
Media, Politics and the Environment<br />
In the 21st century, environmental problems (including global warming, widespread<br />
pollution, the shortage <strong>of</strong> fresh water, the mass extinction <strong>of</strong> animal and plant species,<br />
and genetic modification) move ever higher on the agenda <strong>of</strong> national and international<br />
politics. At the same time, we all gather information about these issues from the media<br />
(the Internet and social media, television, the press, radio), documentary films and<br />
movies. Utilizing a communication perspective, this course focuses on how the media<br />
present environmental issues and conflicts.<br />
First we explore different versions <strong>of</strong> environmentalism and related social movements.<br />
<strong>The</strong>n we focus on environmental communication: the concepts <strong>of</strong> media framing,<br />
agenda setting, campaigns, newsworthiness, news construction, and media events. We<br />
also discuss movies and documentaries with environmental themes, and the social impact<br />
they may have. Special attention is paid to communication strategies <strong>of</strong> environmental<br />
NGOs (e.g., Greenpeace), and environmental journalism. Finally, we address issues<br />
related to sustainability, consumption and the media. <strong>The</strong> course also features the<br />
screening <strong>of</strong> American, British and Chinese films with environmental themes. Class<br />
topics include: environmental problems and the power <strong>of</strong> the media; concepts <strong>of</strong> mass<br />
media; concepts in political ecology; environmental discourses; media and the environment;<br />
communication<br />
strategies <strong>of</strong> environmental<br />
NGOs; green politics and<br />
green political parties. We<br />
end the course by considering<br />
the question: is information<br />
society sustainable?<br />
Course Co-ordinator<br />
Dr M. Sukosd<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2241 5071<br />
Email: sukosd@hku.hk<br />
Teacher(s)<br />
Dr M. Sukosd<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2241 5071<br />
Email: sukosd@hku.hk<br />
http://commoncore.hku.hk/ccgl9012<br />
111
112<br />
Global Issues<br />
Course Code // CCGL9013<br />
Required Reading<br />
Asante, M. K. (2007). <strong>The</strong> history <strong>of</strong> Africa: <strong>The</strong> quest for eternal<br />
harmony. New York; London: Routledge.<br />
Bodomo, A. B. (2010). <strong>The</strong> African trading community in<br />
Guangzhou: An emerging bridge for Africa-China relations.<br />
China Quarterly, 203(1), 693-707.<br />
Bodomo, A. B. (2012). Africans in China: A sociocultural study<br />
and its implications for Africa-China relations. New York:<br />
Cambria Press.<br />
Canvin, M. (2007). Language and education issues in policy<br />
and practice in Mali, West Africa. In N. Rassool, M. Canvin,<br />
K. Heugh & S. Mansoor (Eds.), Global issues in language,<br />
education, and development: Perspectives from postcolonial<br />
countries (pp. 157-186). Clevedon, UK; Tonawanda, NY:<br />
Multilingual Matters.<br />
Chepyator-Thomson, J. R. (2005). African women and<br />
globalization: Dawn <strong>of</strong> the 21st century. Trenton, NJ: Africa<br />
World Press.<br />
Collier, P. (1998). Globalization: Implications for Africa. In<br />
Z. Iqbal & M. S. Khan (Eds.), Trade reform and regional<br />
integration in Africa. Washington, DC: IMF Institute,<br />
International Monetary Fund.<br />
Cooper, F. (2001). What is the concept <strong>of</strong> globalization good<br />
for? An African historian’s perspective. African Affairs: <strong>The</strong><br />
Journal <strong>of</strong> the Royal African Society, 100, 189-213.<br />
Liu, H. (2008). China-Africa relations through the prism <strong>of</strong><br />
culture: <strong>The</strong> dynamics <strong>of</strong> China’s cultural diplomacy with<br />
Africa. Journal <strong>of</strong> Current Chinese Affairs, 37(3), 9-43.<br />
Murphy, D. (2007). Where does world music come from?<br />
Globalization, Afropop and the question <strong>of</strong> cultural identity.<br />
In I. D. Biddle & V. Knights (Eds.), Music, national identity<br />
and the politics <strong>of</strong> location: Between the global and the local (pp.<br />
39-61). Aldershot, UK; Burlington, VT: Ashgate.<br />
Rogerson, C. M. (1997). Globalization or informalization?<br />
African urban economies in the 1990s. In C. Rakodi (Ed.),<br />
<strong>The</strong> urban challenge in Africa: Growth and management <strong>of</strong> its<br />
large cities (pp. 337-370). Tokyo; New York: United Nations<br />
<strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 12<br />
Reading / Self-study 36<br />
Assessment: Essay / Report writing 36<br />
Assessment: Presentation<br />
(incl preparation) 12<br />
Assessment: Debate 6<br />
Total: 138<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class quizzes 20<br />
End <strong>of</strong> term essay 35<br />
Contribution in tutorials, online exercises<br />
and debates 30<br />
Fieldwork report 15<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and describe the major global issues<br />
confronting Africa today.<br />
2. Critically assess both the positive and negative<br />
consequences <strong>of</strong> globalization for selected African<br />
societies and cultures.<br />
3. Compare the impact <strong>of</strong> globalization on African<br />
economic, political and socio-cultural developments<br />
with the consequences <strong>of</strong> globalization<br />
on their own society and culture.<br />
4. Identify and analyze the economic, political<br />
and socio-cultural implications <strong>of</strong> China’s investment<br />
in Africa.<br />
Lecture Time // Second semester (Wed)<br />
Globalization: African Experiences<br />
Globalization, in the broadest sense, is not new. When modern humans first walked out<br />
<strong>of</strong> Africa around 100,000 years ago they began the long road toward the globalized world<br />
<strong>of</strong> today. <strong>The</strong> African slave trade, which resulted in the greatest forced migration in history,<br />
pr<strong>of</strong>oundly shaped not only the development <strong>of</strong> African societies over the centuries<br />
but also the new economies and polities <strong>of</strong> the New World. <strong>The</strong> ensuing periods <strong>of</strong><br />
European colonialism and imperialism brought Africa into yet closer interaction with a<br />
newer globalizing world. And the more recent involvement <strong>of</strong> emerging powers, particularly<br />
China, in Africa has extended its interaction within newer economic, political and<br />
cultural orbits <strong>of</strong> influence. Globalization, therefore, has always affected Africa, and its<br />
consequences provide us with a unique case study for understanding the complex processes,<br />
interactions, and relationships that characterize the contemporary world.<br />
This course examines the economic, social, political, environmental, and cultural dimensions<br />
<strong>of</strong> globalization from African perspectives. Major global issues such as democratic<br />
governance, inequalities <strong>of</strong> development, poverty eradication, conflict and war, disease<br />
control, climate change, financial crises, natural resource exploitation, and diasporization,<br />
cultural change, and appropriation will be illustrated and analyzed from the perspective<br />
<strong>of</strong> Africa’s experience <strong>of</strong> globalization. This approach, in turn, will throw light<br />
on the intricate, and <strong>of</strong>ten difficult, relations between global and local forces that typify<br />
the world today.<br />
Course Co-ordinator<br />
Dr A.B. Bodomo<br />
School <strong>of</strong> Humanities (Linguistics/African<br />
Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 8285<br />
Email: abbodomo@hku.hk<br />
Teacher(s)<br />
Dr A.B. Bodomo<br />
School <strong>of</strong> Humanities (Linguistics/African<br />
Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 8285<br />
Email: abbodomo@hku.hk<br />
http://commoncore.hku.hk/ccgl9013
Global Issues<br />
Course Code // CCGL9014<br />
Required Reading<br />
Brock, G. (2009). Global justice: A cosmopolitan account.<br />
Oxford; New York: Oxford <strong>University</strong> Press. [Chaps. 5, 8]<br />
Jones, C. (1999). Global justice: Defending cosmopolitanism.<br />
Oxford; New York: Oxford <strong>University</strong> Press. [Chaps. 5-7]<br />
Singer, P. (2002). One world: <strong>The</strong> ethics <strong>of</strong> globalization. New<br />
Haven, CT; London: Yale <strong>University</strong> Press. [Chaps. 1-5]<br />
<strong>The</strong> United Nations General Assembly. (1948). Universal<br />
Declaration <strong>of</strong> Human Rights. From http://www.un.org/<br />
en/documents/udhr/index.shtml<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 100<br />
Assessment: Essay / Report writing 15<br />
Total: 149<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Term essay 70<br />
Tutorial participation 30<br />
Thinking about Global Ethics<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain some <strong>of</strong> the main global<br />
problems and some <strong>of</strong> the main theories about<br />
global justice intended to tackle these problems.<br />
2. Relate and apply these theories to specific<br />
cases and issues and to different phases in the<br />
development <strong>of</strong> the international order.<br />
3. Demonstrate an awareness <strong>of</strong> how normative<br />
debates can be connected with, affected by and<br />
impact upon political agendas.<br />
4. Identify certain advantages and limitations <strong>of</strong><br />
the respective theories.<br />
5. Form an informed opinion and support it by<br />
argument.<br />
Lecture Time // First semester (Wed)<br />
This course provides, against the background <strong>of</strong> some <strong>of</strong> the most significant global<br />
problems and concerns, an introduction into some <strong>of</strong> the main moral issues in international<br />
affairs, such as ethical universalism vs. particularism and cultural relativism;<br />
the (real or perceived) tension between nationalism or patriotism on the one hand and<br />
cosmopolitanism on the other; global distributive justice; moral issues in the context<br />
<strong>of</strong> pollution and climate change; individual responsibility in a global context; and the<br />
(real or perceived) tension between human rights and international (criminal) law on<br />
the one hand and national sovereignty/self-determination on the other. At the end <strong>of</strong><br />
the course, students should have an overview <strong>of</strong> some <strong>of</strong> the most important debates<br />
about global ethics and be able to make use <strong>of</strong> some <strong>of</strong> the most advanced philosophical<br />
theories in assessing the issues involved.<br />
Course Co-ordinator<br />
Dr U.B. Steinh<strong>of</strong>f<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 1927<br />
Email: ustnh<strong>of</strong>f@hku.hk<br />
Teacher(s)<br />
Dr U.B. Steinh<strong>of</strong>f<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 1927<br />
Email: ustnh<strong>of</strong>f@hku.hk<br />
http://commoncore.hku.hk/ccgl9014<br />
113
114<br />
Global Issues<br />
Course Code // CCGL9015<br />
Required Reading<br />
Allerfeldt, K. (2010). “And we got here first”: Albert Johnson,<br />
national origins and self-interest in the immigration<br />
debate <strong>of</strong> the 1920s. Journal <strong>of</strong> Contemporary History,<br />
45(1), 7-26.<br />
Castles, S., & Miller, M. J. (2009). International migration<br />
before 1945. <strong>The</strong> age <strong>of</strong> migration: International<br />
population movements in the modern world (4th ed., pp.<br />
79-95). Basingstoke, UK; New York: Palgrave Macmillan.<br />
Davis, M. (2001). Late Victorian holocausts: El Niño famines<br />
and the making <strong>of</strong> the third world (pp. 1-59). London; New<br />
York: Verso. [Preface, A note on definitions & Chap. 1]<br />
Hsia, H. C. (2004). Internationalization <strong>of</strong> capital and<br />
the trade in Asian women: <strong>The</strong> case <strong>of</strong> foreign brides<br />
in Taiwan. In D. D. Aguilar & A. E. Lacsamana (Eds.),<br />
Women and globalization (pp. 181-229). Amherst, NY:<br />
Humanity Books.<br />
Martin, P. L. (1999). Guest worker policies: An international<br />
survey. In A. Bernstein & M. Weiner (Eds.), Migration<br />
and refugee policies: An overview (pp. 45-83). London;<br />
New York: Pinter.<br />
Nyíri, P., & Saveliev, I. R. (2002). Globalizing Chinese<br />
migration: Trends in Europe and Asia. Aldershot, UK:<br />
Ashgate. [2 selected chapters]<br />
Parnwell, M. (1993). Forms <strong>of</strong> population movements in the<br />
Third World. Population movements and the Third World<br />
(pp. 29-70). London: Routledge.<br />
Pecoud, A. (2009). <strong>The</strong> UN convention on migrant workers’<br />
rights and international migration management. Global<br />
Society, 23(3), 333-350.<br />
Teschke, B. (2002). <strong>The</strong>orizing the Westphalian system<br />
<strong>of</strong> states: International relations from absolutism to<br />
capitalism. European Journal <strong>of</strong> International Relations,<br />
8(1), 5-48.<br />
Vink, M. (2003). “<strong>The</strong> world’s oldest trade”: Dutch slavery<br />
and slave trade in the Indian Ocean in the seventeenth<br />
century. Journal <strong>of</strong> World History, 14(2), 131-177.<br />
Wells, S. (2002). <strong>The</strong> journey <strong>of</strong> man: A genetic odyssey.<br />
Princeton, NJ: Princeton <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 72<br />
Group projects, collective research,<br />
presentations 20<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: In-class tests (incl preparation) 12<br />
Total: 160<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 30<br />
Group projects 30<br />
In-class tests 40<br />
Globalization and Migration<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> human and social<br />
developments in the movement <strong>of</strong> people across<br />
time, and articulate differences with its current<br />
forms in globalization.<br />
2. Demonstrate understanding <strong>of</strong> how seemingly<br />
far-<strong>of</strong>f phenomena such as wars, famines, the dispossession<br />
<strong>of</strong> people or corruption in governance<br />
can have an effect on urban centers and urban<br />
lives.<br />
3. Identify types <strong>of</strong> human flows, and objectify their<br />
causes, motivations, nature, issues and debates in<br />
discourses <strong>of</strong> globalized human flows.<br />
4. Demonstrate understanding <strong>of</strong> the role <strong>of</strong> development<br />
and trade in producing surplus labor<br />
and dispossessed populations who migrate, and<br />
engage with the moral and political discourses<br />
shaping people flows across borders.<br />
5. Participate as active members <strong>of</strong> a diverse global<br />
community through exposure to issues <strong>of</strong> development<br />
and links that they will be encouraged to<br />
explore in their assignments.<br />
6. Engage in intensive group activities with their<br />
classmates in seeking solutions to existing problems<br />
in human flows.<br />
Lecture Time // First semester (Wed)<br />
This course will introduce students to historical and contemporary perspectives <strong>of</strong><br />
globalization and migration. <strong>The</strong>re will be twelve lectures comprising three themes. In<br />
the first theme, Past and Present: Globalization and Migration as Historical Phenomena,<br />
human flows will be introduced in their historical contexts, including the impact <strong>of</strong><br />
developments such as capitalism, colonialism and the emergence <strong>of</strong> nation states. <strong>The</strong><br />
second theme, Migration: Forms, Causes and Social Issues, introduces the typologies<br />
<strong>of</strong> migratory flows and the barriers to these movements. <strong>The</strong> third theme, Global Governance<br />
and Civil Society, provides a framework for understanding migration from the<br />
individual level to the national level, and <strong>of</strong> relations between states. Students will be<br />
introduced to inter-governmental bodies and the agreements/conventions that regulate<br />
human flows, and the civil society movements for migrant populations.<br />
Course Co-ordinator<br />
Dr A.S.C. Sim<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2058<br />
Email: asim@hku.hk<br />
Teacher(s)<br />
Dr A.S.C. Sim<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2058<br />
Email: asim@hku.hk<br />
http://commoncore.hku.hk/ccgl9015
Global Issues<br />
Course Code // CCGL9016<br />
Non-Permissible Combination:<br />
CCGL9017 Food: Technology, Trade and Culture<br />
Required Reading<br />
Several newspaper, popular science, business school case<br />
studies, website references, and other teaching resources<br />
will be prepared using up-to-date sources for each class<br />
session. Extensive use will be made <strong>of</strong> FAOSTAT, an<br />
agricultural production database from the United Nations.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Seminars 6.5<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 12<br />
Assessment: Presentation (incl preparation) 60<br />
Assessment: In-class test 1.5<br />
Total: 156<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Quizzes / Participation 10<br />
Proposal / Outline for essay 5<br />
In-class test 50<br />
Group project and presentation 35<br />
Feeding the World<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the Green Revolution and<br />
its relationship to future improvements in agriculture<br />
through biotechnology.<br />
2. Demonstrate an understanding <strong>of</strong> the critical<br />
issues facing China’s struggle to feed itself.<br />
3. Discuss critically the fundamental relationships<br />
among energy supply, energy cost, and<br />
food production.<br />
4. Use newly developed skills to critically read,<br />
analyze and interpret media reports on food<br />
supply related topic.<br />
5. Demonstrate investigative skills by preparing<br />
an in-depth group investigation (resulting in<br />
a 30 minute presentation) using library databases<br />
and FAOStat production data.<br />
Lecture Time // First semester (Sat)<br />
Continuing human population increases, competition for water supplies, and concern<br />
about energy prices have led to pr<strong>of</strong>ound pessimism about long-term food supplies.<br />
Already a billion people go hungry every day. This course <strong>of</strong>fers an in-depth look at key<br />
issues in global food sufficiency, food production, food distribution, prospects and constraints.<br />
You will develop an integrated technical, economic and political understanding<br />
<strong>of</strong> the global food supply crisis. You will be equipped to understand and appreciate<br />
media reports related to this issue in your lives as informed and influential citizens.<br />
Topics covered will include: global food production and population trends; the special<br />
problem <strong>of</strong> China the world’s biggest producer and consumer <strong>of</strong> food; the Green Revolution;<br />
alternative agricultures; meat production; agriculture as an energy-intensive<br />
business; water and agriculture; and bi<strong>of</strong>uels.<br />
Course Co-ordinator<br />
Dr H. Corke<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0313<br />
Email: harold@hku.hk<br />
Teacher(s)<br />
Dr H. Corke<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0313<br />
Email: harold@hku.hk<br />
Pr<strong>of</strong>essor D.L. Phillips<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2160<br />
Email: phillips@hku.hk<br />
http://commoncore.hku.hk/ccgl9016<br />
115
116<br />
Global Issues<br />
Course Code // CCGL9017<br />
Non-Permissible Combination:<br />
CCGL9016 Feeding the World<br />
Required Reading<br />
Pomeranz, K., & Topik, S. (2006). <strong>The</strong> world that trade<br />
created: Society, culture, and the world economy, 1400 to<br />
the present (2nd ed.). Armonk, NY: M. E. Sharpe.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Seminars 6<br />
Reading / Self-study 30<br />
Research and development <strong>of</strong> project 20<br />
Assessment: Essay / Report writing 10<br />
Assessment: Presentation (incl preparation) 48<br />
Assessment: Examination 2<br />
Total: 152<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Tutorial participation 10<br />
Short critical reports 10<br />
Project development 10<br />
Project outcome and presentation 30<br />
Examination 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the origin, production,<br />
and processing <strong>of</strong> a range <strong>of</strong> key food materials<br />
and food products.<br />
2. Outline the history <strong>of</strong> global trade in selected<br />
food commodities and products, showing an<br />
understanding <strong>of</strong> how this impacted economic<br />
development and cultural change.<br />
3. Apply formal methodologies from sensory science<br />
to evaluating the organoleptic properties<br />
<strong>of</strong> food products.<br />
4. Appreciate the massive changes in the dietary<br />
culture <strong>of</strong> a “global city” such as <strong>Hong</strong> Kong<br />
over the past 30 years.<br />
5. Demonstrate the ability to investigate a topic<br />
within the subject matter <strong>of</strong> the course, and apply<br />
new methodologies and paradigms to summarize<br />
and present the results.<br />
Lecture Time // Second semester (Sat)<br />
Food: Technology, Trade and Culture<br />
Why do we eat what we eat? Where does the food come from? What makes for “desirability”<br />
or sensory quality in food? How and why did global trade develop around the<br />
production and shipping <strong>of</strong> food? What are the historical roots <strong>of</strong> the modern-day globalized<br />
food industry? This course will <strong>of</strong>fer an in-depth look at key issues in the economic<br />
history <strong>of</strong> global trade in food, in processing foods for optimum quality, and the<br />
development <strong>of</strong> markets for new products. Examples will be drawn from commodities<br />
– such as salt, sugar or spices; major beverages – such as wine or c<strong>of</strong>fee; and newly globalized<br />
products – such as pizza or chocolate. <strong>The</strong> major themes <strong>of</strong> the course are:<br />
• <strong>The</strong> historical development <strong>of</strong> food commodity trading<br />
• <strong>The</strong> globalization <strong>of</strong> food preferences<br />
• <strong>The</strong> definition, development and spread<br />
<strong>of</strong> “new” products<br />
• <strong>The</strong> understanding <strong>of</strong> some basic underlying<br />
technology/science in the production<br />
and processing <strong>of</strong> major foods.<br />
Course Co-ordinator<br />
Dr H. Corke<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0313<br />
Email: harold@hku.hk<br />
Teacher(s)<br />
Dr H. Corke<br />
School <strong>of</strong> Biological Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2299 0313<br />
Email: harold@hku.hk<br />
Pr<strong>of</strong>essor D.L. Phillips<br />
Department <strong>of</strong> Chemistry,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 2160<br />
Email: phillips@hku.hk<br />
http://commoncore.hku.hk/ccgl9017
Global Issues<br />
Course Code // CCGL9018<br />
Required Reading<br />
Berle, A. A., Jr. (1932). For whom corporate managers are<br />
trustees: A note. Harvard Law Review, 45(8), 1365-1372.<br />
Bowen, H. R. (1953). Social responsibilities <strong>of</strong> the<br />
businessman. New York: Harper & Row. [Selections]<br />
Coase, R. (1960). <strong>The</strong> problem <strong>of</strong> social cost. <strong>The</strong> Journal <strong>of</strong><br />
Law and Economics, 3, 1-44.<br />
Dodd, E. M., Jr. (1932). For whom are corporate managers<br />
trustees? Harvard Law Review, 45(7), 1145-1163.<br />
Drucker, P. F. (1999). Management challenges for the 21st<br />
century. New York: HarperBusiness.<br />
Friedman, M. (1970, September 13). <strong>The</strong> social<br />
responsibility <strong>of</strong> business is to increase its pr<strong>of</strong>its. <strong>The</strong><br />
New York Times Magazine.<br />
Hardin, G. (1968). <strong>The</strong> tragedy <strong>of</strong> the commons. Science,<br />
162(3859), 1243-1248.<br />
Hardin, G. (1998). Extensions <strong>of</strong> ‘<strong>The</strong> tragedy <strong>of</strong> the<br />
commons’. Science, 280(5364), 682-683.<br />
Hiltzik, M. (2009, December 31). Peter Drucker’s<br />
revolutionary teachings decades old but still fresh. Los<br />
Angeles Times.<br />
Olson, M. (1971). <strong>The</strong> logic <strong>of</strong> collective action: Public goods<br />
and the theory <strong>of</strong> groups. Cambridge, MA: Harvard<br />
<strong>University</strong> Press. [Selections]<br />
Ostrom, E., Burger, J., Field, C. B., Norgaard, R. B., &<br />
Policansky, D. (1999). Sustainability − Revisiting the<br />
commons: Local lessons, global challenges. Science,<br />
284(5412), 278-282.<br />
Pigouvian Tax. In Wikipedia. From http://en.wikipedia.org/<br />
wiki/Pigovian_tax<br />
Sheldon, O. (1923). <strong>The</strong> philosophy <strong>of</strong> management. London:<br />
Pitman. [Selections]<br />
Stigler, G. (1971). <strong>The</strong> theory <strong>of</strong> economic regulation. Bell<br />
Journal <strong>of</strong> Economics and Management Science, 3, 3-18.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Group work (preparation for debates) 24<br />
Debate and case/data analysis essays 30<br />
Assessment: In-class test 2<br />
Total: 152<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Debate and case/analysis essays 50<br />
Class test 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate a heuristic understanding <strong>of</strong> economic<br />
concepts relevant to analyzing CSR issues.<br />
2. Understand, analyze and critically interpret<br />
cases and examples <strong>of</strong> issues in corporate social<br />
responsibility using the relevant economic<br />
concepts.<br />
3. Reflect upon the interactions between economic<br />
and political dimensions <strong>of</strong> corporate social<br />
responsibility issues and their moral dilemmas.<br />
4. Understand, analyze and critically interpret<br />
and reflect upon the relationship between issues<br />
<strong>of</strong> corporate social responsibility affecting<br />
businesses and its broader relationship with<br />
the nature <strong>of</strong> society and duties <strong>of</strong> citizenship.<br />
Lecture Time // Second semester (Sat)<br />
Corporate Social Responsibility<br />
In this course, the idea that corporations have social responsibility beyond maximizing<br />
shareholder value is examined from two competing perspectives. <strong>The</strong> market failure<br />
conception sees corporate behavior as voluntary responses to market failures that<br />
are not adequately corrected by state action alone and is therefore complementary to<br />
the market. Students study the central arguments <strong>of</strong> Peter Drucker on why businesses<br />
should embrace responsibility for the impact <strong>of</strong> their activities on their communities,<br />
environment, consumers, employees, and all other members <strong>of</strong> the public sphere. <strong>The</strong><br />
government failure conception <strong>of</strong> corporate social responsibility sees it as a reaction<br />
to an interventionist state captured by interest groups. Milton Friedman and George<br />
Stigler made the case that in a free society the primary, if not sole, social responsibility<br />
<strong>of</strong> corporations is to maximize pr<strong>of</strong>its. Social action is seen as advocacy for special interests<br />
that have conflicting loyalties to local, national and global constituencies. <strong>The</strong>ir<br />
actions are viewed as misguided and worst as advancing special interests that are socially<br />
harmful to the broader social interest. Through the study <strong>of</strong> examples, the course<br />
examines the adequacy <strong>of</strong> these two conceptions in explaining the behavior <strong>of</strong> corporations.<br />
Students examine well known issues like, global warming, pollution, contagious<br />
diseases, public security, consumer product safety, employee satisfaction, and the extinction<br />
<strong>of</strong> animal species.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor R.Y.C. Wong<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1122<br />
Email: rycwong@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor R.Y.C. Wong<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1122<br />
Email: rycwong@hku.hk<br />
http://commoncore.hku.hk/ccgl9018<br />
117
118<br />
Global Issues<br />
Course Code // CCGL9019<br />
Required Reading<br />
Bhagwati, J. (2004). In defense <strong>of</strong> globalization. Auckland:<br />
Oxford <strong>University</strong> Press.<br />
Stiglitz, J. E. (2003). Globalization and its discontents. New<br />
York: W. W. Norton.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study / Preparation for tutorials 50<br />
Assessment: Group report writing 18<br />
Assessment: Presentation (incl preparation) 18<br />
Assessment: In-class test 2<br />
Total: 122<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class test 30<br />
Tutorials 20<br />
Group project presentation 25<br />
Group project report 25<br />
Economic Globalization:<br />
Issues and Challenges<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Discuss the economic, social, institutional,<br />
technological and other underlying forces that<br />
drive globalization.<br />
2. Apply basic economic concepts to understand<br />
the economic benefits and costs <strong>of</strong> globalization.<br />
3. Analyze the pros and cons <strong>of</strong> economic globalization<br />
on different stakeholders from multiple<br />
perspectives, such as economic, social, and political<br />
economy.<br />
4. Evaluate the impact <strong>of</strong> economic globalization<br />
on the conflict between nations, social classes,<br />
and how international organizations mitigate<br />
or aggravate such conflicts.<br />
5. Demonstrate a sense <strong>of</strong> global citizenship and<br />
social responsibility.<br />
Lecture Time // Second semester (Wed)<br />
Globalization is a buzzword that means different things to different people. This<br />
course is about the economic dimensions <strong>of</strong> globalization. It refers to the integration<br />
<strong>of</strong> national economies into the world economy through trade, investment, finance,<br />
technological transfer and labor movement. Globalization has created not only winners<br />
and losers but also new economic issues for humankind. <strong>The</strong> costs and benefits <strong>of</strong><br />
globalization to individuals, firms, and governments are intertwined and complex. <strong>The</strong><br />
aim <strong>of</strong> this course is to provide a clear, coherent and holistic roadmap for students to<br />
understand the economic issues and challenges <strong>of</strong> globalization and how the latter affect<br />
the interests <strong>of</strong> various stakeholders in the world economy.<br />
Course Co-ordinator<br />
Dr Y.F. Luk<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1050<br />
Email: yfluk@hku.hk<br />
Teacher(s)<br />
Dr Y.F. Luk<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1050<br />
Email: yfluk@hku.hk<br />
http://commoncore.hku.hk/ccgl9019
Global Issues<br />
Course Code // CCGL9020<br />
Required Reading<br />
Ghosh, A. (2010, March 25). Climate, trade and global<br />
governance in the midst <strong>of</strong> an economic crisis. Briefing<br />
at a public hearing on global governance, European<br />
Parliament, Brussels.<br />
Hardin, G. (1968). <strong>The</strong> tragedy <strong>of</strong> the commons. Science,<br />
162(3859), 1243-1248.<br />
Hardin, G. (1998). Extensions <strong>of</strong> “<strong>The</strong> tragedy <strong>of</strong> the<br />
commons”. Science, 280(5364), 682-683.<br />
Najam, A., & Halle, M. (2010, May). Global environmental<br />
governance: <strong>The</strong> challenge <strong>of</strong> accountability. Sustainable<br />
Development Insights. <strong>The</strong> Frederick S. Pardee Center for<br />
the Study <strong>of</strong> the Longer-range Future, Boston <strong>University</strong>.<br />
Sax, J. (1971). Defending the environment: A strategy for<br />
citizen action. New York: A. Knopf. [Selections]<br />
Siebert, H. (2008). Economics <strong>of</strong> the environment: <strong>The</strong>ory<br />
and policy. Berlin; New York: Springer. [Selections]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 48<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 15<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Term paper 50<br />
Participation in tutorials/group discussions 20<br />
Produce and present a PowerPoint 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the institutional framework<br />
<strong>of</strong> economic globalization and how it affects<br />
the environment.<br />
2. Critically evaluate previous and current international<br />
efforts to address environment issues<br />
at a global level in the light <strong>of</strong> the concepts introduced<br />
in the course.<br />
3. Contribute actively to solving global environmental<br />
issues.<br />
Lecture Time // First semester (Wed)<br />
Environment, Globalization, and the Law<br />
Globalization is a process under which economies, societies, and cultures are integrated<br />
through a worldwide network. Environmental protections together with other<br />
shared objectives in the face <strong>of</strong> globalization pose fundamental challenges to humankind<br />
in the 21st century and need to be addressed. In this course, students will develop<br />
an understanding <strong>of</strong> environmental issues arising from economic globalization and<br />
how they are addressed by global governance and international conventions. Course<br />
topics include: (i) <strong>The</strong>oretical framework from a layperson’s perspective – externality,<br />
the tragedy <strong>of</strong> the commons, Coase <strong>The</strong>orem and public good; (ii) Pollution, deforestation,<br />
hazardous substances, and climate change; (iii) Globalization: economic, political,<br />
and legal dimensions; (iv) Global governance: international conventions and treaties<br />
on environment; (v) Trade and environment: WTO Agreement and environmental protection;<br />
(vi) Regulating the environment: law and policy, tax, and economic incentives.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor B.F.C. Hsu<br />
Department <strong>of</strong> Real Estate and Construction,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 8064<br />
Email: bhsu@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor B.F.C. Hsu<br />
Department <strong>of</strong> Real Estate and Construction,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 8064<br />
Email: bhsu@hku.hk<br />
http://commoncore.hku.hk/ccgl9020<br />
119
120<br />
Global Issues<br />
Course Code // CCGL9021<br />
Required Reading<br />
Hall, C. M. (1994). Tourism and politics: Policy, power, and<br />
place. Chichester, UK: Wiley.<br />
Ioannides, D., & Debbage, K. G. (Eds.). (1998). <strong>The</strong> economic<br />
geography <strong>of</strong> the tourist industry: A supply-side analysis.<br />
London: Routledge.<br />
Meethan, K. (2001). Tourism in global society: Place,<br />
culture, consumption. Basingstoke, UK: Palgrave.<br />
Sharpley, R., & Telfer, D. J. (Eds.). (2002). Tourism and<br />
development: Concepts and issues. Clevendon, UK:<br />
Channel View Publications.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Seminars 6<br />
Fieldwork / Visits 10<br />
Reading / Self-study 47<br />
Assessment: Essay / Report writing 20<br />
Assessment: Examination (incl preparation) 5<br />
Total: 120<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Mid-term test 30<br />
Issue papers 30<br />
Examination 40<br />
Globalization and Tourism<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain theories <strong>of</strong> globalization,<br />
and apply them to an understanding <strong>of</strong> the social,<br />
economic and political organization <strong>of</strong> the<br />
international tourism system.<br />
2. Comprehend and evaluate the changing relationships<br />
between states, civil society and<br />
markets, and their influence on the relations <strong>of</strong><br />
power and inequality in international tourism.<br />
3. Use relevant information about globalization to<br />
evaluate the influence <strong>of</strong> international tourism<br />
on economic development, employment, migration<br />
and notions <strong>of</strong> citizenship in global society.<br />
4. Identify and devise effective strategies to regulate<br />
processes <strong>of</strong> tourism development that are<br />
compatible with notions <strong>of</strong> social justice and<br />
fair trade, particularly in poorer regions and<br />
states.<br />
5. Apply intellectual skills with particular emphasis<br />
on the analysis, synthesis and evaluation<br />
<strong>of</strong> ideas, concepts and theories relevant to the<br />
study <strong>of</strong> globalization and tourism.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> issue <strong>of</strong> whether globalization is beneficial remains controversial, particularly<br />
because globalization policies are <strong>of</strong>ten examined without consideration <strong>of</strong> their<br />
interactions with key sectors <strong>of</strong> economy, notably tourism. Tourism is arguably the<br />
world’s largest industry and has been considered as an economic development option<br />
by many developing countries. However, it<br />
is questionable whether income generated<br />
through tourism can bring marginalized<br />
communities increased economic independence<br />
and life standards. This course<br />
aims to use tourism as a lens to explore key<br />
issues <strong>of</strong> globalization and economic development<br />
and how tourism, a global phenomenon,<br />
influences local people’s lives. Course<br />
objectives are to 1) introduce the concepts<br />
relevant to tourism and globalization; 2) apply<br />
theoretical frameworks to the analysis<br />
<strong>of</strong> contemporary issues <strong>of</strong> the globalization<br />
<strong>of</strong> tourism, and the complex relationships<br />
that link local, regional, national and international<br />
processes and patterns <strong>of</strong> tourism<br />
development; 3) explore the dynamic relationship<br />
between the forces <strong>of</strong> globalization,<br />
transnational tourism corporations, and the<br />
state and civil society in the context <strong>of</strong> tourism;<br />
and 4) assess critically the economic,<br />
political and social ramifications <strong>of</strong> the<br />
systemic sources <strong>of</strong> power and inequality<br />
which are reflected in and sustained by international<br />
tourism, for all actors involved<br />
in the international tourism system.<br />
Course Co-ordinator<br />
Dr T.C.H. Tao<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2841<br />
Email: c2tao@hku.hk<br />
Teacher(s)<br />
Dr T.C.H. Tao<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2841<br />
Email: c2tao@hku.hk<br />
Dr Y.P. Li<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2837<br />
Email: liyiping@hku.hk<br />
http://commoncore.hku.hk/ccgl9021
Global Issues<br />
Course Code // CCGL9023<br />
Required Reading<br />
Excerpts from:<br />
Castells, M. (2007). Mobile communication and society: A<br />
global perspective: A project <strong>of</strong> the Annenberg Research<br />
Network on international communication. Cambridge,<br />
MA: MIT Press.<br />
Diebert, R. (Ed.). (2008). Access denied: <strong>The</strong> practice and<br />
policy <strong>of</strong> global Internet filtering. Cambridge, MA: MIT<br />
Press.<br />
Lessig, L. (2009). Code 2.0. New York: Basic Books.<br />
Nakamura, L. (2008). Digitizing race: Visual cultures <strong>of</strong> the<br />
Internet. Minneapolis, MN: <strong>University</strong> <strong>of</strong> Minnesota<br />
Press.<br />
Palfrey, J., & Gasser, U. (2008). Born digital: Understanding<br />
the first generation <strong>of</strong> digital natives. New York: Basic<br />
Books.<br />
Solove, D. (2008). <strong>The</strong> future <strong>of</strong> reputation: Gossip, rumor<br />
and privacy on the Internet. New Haven, CT: Yale<br />
<strong>University</strong> Press.<br />
Thussu, D. K. (2007). News as entertainment: <strong>The</strong> rise <strong>of</strong><br />
global infotainment. Thousand Oaks, CA: Sage.<br />
Zittrain, J. (2009). <strong>The</strong> future <strong>of</strong> the Internet and how to stop<br />
it. New Haven, CT: Yale <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Group debates 12<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 12<br />
Assessment: Examination (incl preparation) 10<br />
Total: 120<br />
Assessment: 80% coursework;<br />
20% examination<br />
Assessment Tasks Weighting<br />
Research project and written paper 30<br />
Group project 20<br />
Examination 20<br />
Group debates and presentations 15<br />
Quizzes 10<br />
Class participation 5<br />
Internet, Media and Society<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the history and global<br />
development <strong>of</strong> the Internet with its myriad<br />
impacts on the daily personal lives <strong>of</strong> individuals<br />
around the world.<br />
2. Identify and analyze the prevailing practices<br />
<strong>of</strong> institutional and individual Internet users,<br />
including those who have created changes or<br />
controversies in society.<br />
3. Understand and appraise fundamental ethical<br />
and legal principles, including areas such as<br />
freedom <strong>of</strong> speech, privacy, defamation, copyright<br />
and obscenity, and how they affect Internet<br />
users.<br />
4. Analyze how key local and transnational regulatory<br />
developments, including in Greater China,<br />
are changing the nature and use <strong>of</strong> the Internet<br />
worldwide.<br />
5. Apply knowledge to increase users’ online<br />
literacy and thus enhance comprehension and<br />
effective use <strong>of</strong> the Internet.<br />
Lecture Time // Second semester (Wed)<br />
This course will explore the history and global impact <strong>of</strong> the Internet, how it is reshaping<br />
individual and mass communications worldwide and how these globalizing<br />
changes affect the personal, social, cultural and economic aspects <strong>of</strong> the daily lives <strong>of</strong><br />
its users. Course elements will also provide an overview <strong>of</strong> how Internet users are affected<br />
by growing efforts internationally to control the Internet in the wake <strong>of</strong> moral<br />
controversies such as cyberbullying, hate speech and sex photo scandals, as well as the<br />
objectives and strategies <strong>of</strong> key stakeholders in those efforts. A critical examination<br />
<strong>of</strong> the duties and responsibilities <strong>of</strong> users as global citizens within ethical and legal<br />
frameworks will enhance students’ abilities to assert their rights, to respect those <strong>of</strong><br />
others and to build on their capacity to promote quality dialogue and critical reflection<br />
<strong>of</strong> important topics.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor Y.Y. Chan<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4000<br />
Email: yychan@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor Y.Y. Chan<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4000<br />
Email: yychan@hku.hk<br />
Mr M. Kajimoto<br />
Journalism and Media Studies Centre,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 2219 4005<br />
Email: kajimoto@hku.hk<br />
http://commoncore.hku.hk/ccgl9023<br />
121
122<br />
Global Issues<br />
Course Code // CCGL9024<br />
Required Reading<br />
Evans, N. (2010). Dying words: Endangered languages<br />
and what they have to tell us. Chichester, UK: Wiley-<br />
Blackwell.<br />
Kymlicka, W., & He, B. (Eds.). (2005). Multiculturalism in<br />
Asia. Oxford: Oxford <strong>University</strong> Press. [Chaps. 2, 3, 5, 13]<br />
Nettle, D., & Romaine, S. (2000). Vanishing voices: <strong>The</strong><br />
extinction <strong>of</strong> the world’s languages. New York: Oxford<br />
<strong>University</strong> Press.<br />
Simpson, A. (Ed.). (2007). Language and national identity in<br />
Asia. Oxford; New York: Oxford <strong>University</strong> Press. [Chaps.<br />
6, 7, 8, 17]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Fieldwork / Visits 10<br />
Reading / Self-study 40<br />
Independent research and fact-finding tasks 15<br />
Assessment: Essay / Report writing 25<br />
Assessment: Presentation (incl preparation) 5<br />
Total: 129<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Essay writing 40<br />
Fieldwork diary 40<br />
Oral participation 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate an awareness <strong>of</strong> linguistic diversity<br />
in human history.<br />
2. Critically examine the discourse <strong>of</strong> linguistic<br />
endangerment and revitalization and its foundations.<br />
3. Identify and explain the challenges that modernity<br />
poses to diversity.<br />
4. Demonstrate critical evaluation <strong>of</strong> the politics<br />
<strong>of</strong> diversity in multilingual societies, in particular<br />
educational policies.<br />
5. Describe and discuss the relationship between<br />
language and identity at the individual and societal<br />
level.<br />
Lecture Time // Second semester (Wed)<br />
<strong>The</strong> Life and Death <strong>of</strong> Languages:<br />
Diversity, Identity and Globalization<br />
This course critically examines the issue <strong>of</strong> endangered languages, with particular focus<br />
on the role <strong>of</strong> globalization, ethnic identity and language policies in the life and death<br />
<strong>of</strong> languages. Since ancient times, population movements, war and trade have affected<br />
the ways in which different languages have fared. Western colonization <strong>of</strong> many parts<br />
<strong>of</strong> the world brought about drastic changes in the ecology <strong>of</strong> languages, in particular a<br />
dramatic decrease in diversity. <strong>The</strong> distribution <strong>of</strong> languages in the world today reveals<br />
that 78% <strong>of</strong> humans today express themselves in one <strong>of</strong> 85 large languages, while the<br />
remaining groups <strong>of</strong> humans speak over 5,000 different minor languages. Why is there<br />
such an imbalance? <strong>The</strong> fact that a few global languages represent modern and powerful<br />
nations while thousands <strong>of</strong> small languages usually represent indigenous and marginalized<br />
groups leads to a discourse <strong>of</strong> endangerment in which a threatened language<br />
requires ‘saving’ or revitalization efforts. Others argue that the demands <strong>of</strong> modernity<br />
and globalization challenge this view. Who is right? In this course students are led to<br />
a deeper examination <strong>of</strong> the political, cultural and educational forces that shape the<br />
destiny <strong>of</strong> languages, so as to be able to more insightfully discuss the tension between<br />
preservation and modernization <strong>of</strong> human cultural heritage in modern society.<br />
Course Co-ordinator<br />
Dr U. Ansaldo<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2872<br />
Email: ansaldo@hku.hk<br />
Teacher(s)<br />
Dr U. Ansaldo<br />
School <strong>of</strong> Humanities (Linguistics),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2872<br />
Email: ansaldo@hku.hk<br />
http://commoncore.hku.hk/ccgl9024
Global Issues<br />
Course Code // CCGL9025<br />
Non-Permissible Combination:<br />
CCGL9005 Poverty, Development, and the Next Generation:<br />
Challenges for a Global World<br />
Required Reading<br />
Bhagwati, J. N. (2004). In defense <strong>of</strong> globalization. New York:<br />
Oxford <strong>University</strong> Press. [Note: <strong>The</strong>re is a new paperback<br />
edition ‘with a new afterword’.]<br />
Lal, D. (2000). <strong>The</strong> poverty <strong>of</strong> ‘development economics’.<br />
Cambridge, MA: MIT Press.<br />
Rodrik, D. (2007). One economics, many recipes:<br />
Globalization, institutions, and economic growth.<br />
Princeton, NJ: Princeton <strong>University</strong> Press.<br />
Secondi, G. (Ed.). (2008). <strong>The</strong> development economics reader.<br />
London; New York: Routledge. [Selections]<br />
Stiglitz, J. E. (2002). Globalization and its discontents. New<br />
York: W. W. Norton.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 28<br />
Tutorials 8<br />
Reading / Self-study 60<br />
Group work (preparation for debates) 24<br />
Assessment: Debate and case/data analysis essays 30<br />
Assessment: In-class test 2<br />
Total: 152<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Debate and case/data analysis essays 50<br />
In-class test 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Understand, analyze and critically interpret<br />
key economic concepts and ideas through applying<br />
them to quantitative data on growth and<br />
poverty across the world and over time.<br />
2. Understand, analyze and critically interpret<br />
and reflect upon interacting economic and political<br />
dimensions <strong>of</strong> growth and poverty.<br />
3. Understand, analyze and critically interpret<br />
and reflect upon the outcomes for growth and<br />
poverty comparing socialist versus capitalist<br />
economies and open versus closed economies<br />
through the study <strong>of</strong> cases and examples in<br />
history.<br />
4. Understand, analyze and critically interpret<br />
and reflect upon the relationship between issues<br />
<strong>of</strong> growth and poverty and its broader relationship<br />
with human development.<br />
Lecture Time // Frist semester (Sat)<br />
<strong>The</strong> Political Economy <strong>of</strong> Growth and<br />
Poverty in the World<br />
Globalization has been criticized for failing to bring prosperity for all and blamed for<br />
the poverty that has continued to exist, if not worsened. This course examines the empirical<br />
evidence for these claims. It develops and applies economic concepts to understand<br />
how growth and poverty as development outcomes are affected by the economic<br />
and political processes within and among nations. <strong>The</strong> role <strong>of</strong> trade, migration, capital<br />
flows, and technology are studied as global market processes that affect growth and<br />
poverty. <strong>The</strong> behavior <strong>of</strong> the state in promoting development, regulating economic activities,<br />
and as an agent for corporate and special interest groups is examined critically<br />
for its affects on growth and poverty.<br />
<strong>The</strong> course helps students to:<br />
(1) gain an understanding <strong>of</strong> why some nations succeed to grow and others remain poor;<br />
(2) learn why prosperity within and across nations is not equally shared;<br />
(3) understand the interplay <strong>of</strong> the state and the market in affecting growth and<br />
poverty; and<br />
(4) attain a critical appreciation <strong>of</strong> why different individuals and groups support or<br />
oppose globalization.<br />
Students are introduced to examples<br />
<strong>of</strong> how political processes in<br />
one nation can impact development<br />
outcomes in another nation.<br />
<strong>The</strong>y study how political processes<br />
interacting with economic processes<br />
at local, national, and global<br />
levels can lead to great variations<br />
in development outcomes.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor R.Y.C. Wong<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1122<br />
Email: rycwong@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor R.Y.C. Wong<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1122<br />
Email: rycwong@hku.hk<br />
http://commoncore.hku.hk/ccgl9025<br />
123
124<br />
Global Issues<br />
Course Code // CCGL9026<br />
Non-Permissible Combination:<br />
CCGL9002 <strong>Hong</strong> Kong Culture in the Context <strong>of</strong> Globalization<br />
Required Reading<br />
Castells, M. (1996). <strong>The</strong> rise <strong>of</strong> the network society. Malden, MA: Blackwell Publishers.<br />
Chang, L. T. (2008). Factory girls: From village to city in a changing China. New York: Spiegel & Grau.<br />
Civic Party. (2009). An action agenda for <strong>Hong</strong> Kong’s green new deal. <strong>Hong</strong> Kong: Civic Party.<br />
Committee on Climate Change, Great Britain. (2008). Building a low-carbon economy: <strong>The</strong> UK’s<br />
contribution to tackling climate change. London: TSO.<br />
Dodman, D. (2009). Blaming cities for climate change? An analysis <strong>of</strong> urban greenhouse gas emissions<br />
inventories. Environment and Urbanization, 21(1), 185-201.<br />
Ferguson, N. (2008). <strong>The</strong> ascent <strong>of</strong> money: A financial history <strong>of</strong> the world. New York: Penguin Press.<br />
Gereffi, G., Humphrey, J., & Sturgeon, T. (2005). <strong>The</strong> governance <strong>of</strong> global value chains. Review <strong>of</strong><br />
International Political Economy, 12(1), 78-104.<br />
Marar, P., Iyer, B. S., & Brahme, U. (2009). HSBC brings a business model <strong>of</strong> banking to the doorsteps<br />
<strong>of</strong> the poor. Global Business and Organizational Excellence, 28, 15-26.<br />
Ramirez, H., & Hondagneu-Sotelo, P. (2009). Mexican immigrant gardeners: Entrepreneurs or<br />
exploited workers? Social Problems, 56(1), 70-88.<br />
Sachs, W. (2004). Environment and human rights. Development, 47(1), 42-49.<br />
Seghezzo, L. (2009). <strong>The</strong> five dimensions <strong>of</strong> sustainability. Environmental Politics, 18(4), 539-556.<br />
Stiglitz, J. E. (2003). Dealing with debt: How to reform the global financial system. Harvard<br />
International Review, 25.<br />
Wang, T., & Watson, J. (2007). Who owns China’s carbon emissions? (Tyndall Centre Briefing Note<br />
No. 23). Sussex, UK: Tyndall Centre.<br />
Study Load<br />
Lecture Time // Second semester (Wed)<br />
Think Global, Act Local:<br />
You, <strong>Hong</strong> Kong, and the World<br />
<strong>The</strong> catchphrase, “Think global, act local,” has<br />
become widespread in the last two decades,<br />
as global connections have vastly expanded<br />
while the local context is increasingly recognized<br />
to be crucial in efforts to improve<br />
the world. Given the increasing complexity<br />
and interconnectedness <strong>of</strong> the contemporary<br />
world, it is important for each <strong>of</strong> us to understand<br />
how we are linked to the multitude<br />
<strong>of</strong> people and places in it, and what impacts<br />
our actions have on them. This course covers<br />
six topics – trade, consumption,<br />
labor, the carbon<br />
economy, finance, and sustainable<br />
development – in<br />
the context <strong>of</strong> <strong>Hong</strong> Kong<br />
and the world. In each topic<br />
we first connect examples<br />
from lives in <strong>Hong</strong> Kong to<br />
the rest <strong>of</strong> the world. <strong>The</strong>n,<br />
we will use related academic<br />
theories to understand<br />
how changes in our lives in<br />
<strong>Hong</strong> Kong can change the<br />
world. Students who have<br />
taken the course should be<br />
able to answer both ‘big’<br />
questions related to the<br />
global economy as well as<br />
seemingly ‘simple’ questions<br />
about everyday life,<br />
about the consequences <strong>of</strong><br />
actions like recycling, buying<br />
organic food or wearing<br />
acid-washed jeans.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor B.S. Tang<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2721<br />
Email: bsbstang@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor B.S. Tang<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2721<br />
Email: bsbstang@hku.hk<br />
Course Learning Outcomes<br />
On completing the course, students will be<br />
able to:<br />
1. Explain the way global trade and the<br />
global financial system works and<br />
describe the impact economic globalization<br />
has had on labor migration, consumption,<br />
carbon economy and sustainable<br />
development.<br />
2. Reflect on and discuss the ways you and<br />
<strong>Hong</strong> Kong impact and are impacted by<br />
the global economy and environment.<br />
3. Identify actions that could be taken to<br />
remedy negative impacts you might<br />
have on the world.<br />
4. Distinguish and weigh trade-<strong>of</strong>fs <strong>of</strong> different<br />
courses <strong>of</strong> action to ameliorate<br />
negative impacts or enhance positive<br />
impacts.<br />
5. Choose some small (or large) actions to<br />
take to contribute to sustainable development.<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Assessment: Essay / Report writing 5<br />
Assessment: Presentation (incl preparation) 5<br />
Assessment: Examination (incl preparation) 15<br />
Assessment: Worksheet 4<br />
Assessment: Audit <strong>of</strong> possessions 4<br />
Assessment: Written reflections 9<br />
Total: 138<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Class participation 10<br />
Presentations 25<br />
Worksheet 10<br />
Written reflections 5<br />
Written analysis and reflections 10<br />
Examination 40<br />
http://commoncore.hku.hk/ccgl9026
Global Issues<br />
Course Code // CCGL9027<br />
Required Reading<br />
Albanese, J. S. (2011). Transnational crime and the<br />
21st century: Criminal enterprise, corruption, and<br />
opportunity. Oxford <strong>University</strong> Press, USA.<br />
Andreas, P., & Nadelmann, E. (2006). Policing the globe:<br />
Criminalization and crime control in international<br />
relations. Oxford; New York: Oxford <strong>University</strong> Press.<br />
Friman, R. (Ed.). (2009). Crime and the global political<br />
economy. Boulder, CO: Lynne Rienner Publishers.<br />
Glenny, M. (2008). McMafia: A journey through the global<br />
criminal underworld. VintageBooks USA.<br />
Naaim, M. (2005). Illicit: How smugglers, traffickers and<br />
copycats are hijacking the global economy. New York:<br />
Doubleday.<br />
Ruggerio, R. (Ed.). (2008). Transnational crime: Globalizing<br />
and adapting. New York: Nova Science Publishers.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Documentary video viewing 12<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 25<br />
Assessment: In-class assessment (unseen paper) 2<br />
Total: 135<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 10<br />
Presentation 25<br />
In-class assessment 30<br />
Research essays 35<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate an understanding <strong>of</strong> the literature<br />
on the illicit global economy and its linkages to<br />
transnational crime in the global era.<br />
2. Appraise the constraints, dilemmas and quandaries<br />
facing nation-states and international institutions<br />
in their dealings with the illicit activities<br />
in the globalized age and reflect upon the challenges<br />
posed for global democratic governance.<br />
3. Critically question and reflect upon existing<br />
ethical judgments about illicit activities and<br />
their actual functionality in host societies.<br />
4. Comprehend the tensions between state actions<br />
and criminal entrepreneurship and the ambiguous<br />
moral areas <strong>of</strong> state-sanctioned illegal covert<br />
activities.<br />
5. Identify the implications <strong>of</strong> global criminal<br />
activities and how they relate to the <strong>Hong</strong> Kong<br />
society and in turn how local criminal activities<br />
have worldwide repercussions.<br />
Lecture Time // Second semester (Wed)<br />
Criminal Organizations, Clandestine<br />
Globalization and the Illicit World<br />
Political Economy<br />
Globalization has provided expansionist opportunities for less-than-honest entrepreneurs,<br />
criminal organizations and outlawed radical groups worldwide. Illicit and<br />
illegal flows <strong>of</strong> goods, services, information, money and even people cross national<br />
borders each day. <strong>The</strong>se flows represent the shadowy side <strong>of</strong> globalization and signify a<br />
real if understudied dimension <strong>of</strong> the global economy – that <strong>of</strong> the illicit world political<br />
economy. This course introduces students to this facet <strong>of</strong> globalization that pertains<br />
to organized crime, radical terrorist cells and covert groups. <strong>The</strong> course first provides<br />
the students with a conceptual and theoretical introduction. It then goes on to present<br />
an empirical survey <strong>of</strong> various activities within the illicit world political economy in<br />
relation to globalization. By inviting students to consider selected case studies on the<br />
trafficking and trade <strong>of</strong> illicit goods such as weaponry, drugs, credit card numbers and<br />
human organs, as well as illicit services such as money laundering and counterfeiting,<br />
students are encouraged to reflect on how these activities are intricately linked to their<br />
local lives, and the opportunities and challenges these issues present for global governance<br />
and economic development <strong>of</strong> the societies they live in.<br />
Course Co-ordinator<br />
Dr V.E.L. Teo<br />
School <strong>of</strong> Modern Languages and Cultures<br />
(Japanese Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 5925<br />
Email: victorteo@hku.hk<br />
Teacher(s)<br />
Dr V.E.L. Teo<br />
School <strong>of</strong> Modern Languages and Cultures<br />
(Japanese Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 5925<br />
Email: victorteo@hku.hk<br />
http://commoncore.hku.hk/ccgl9027<br />
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126<br />
Global Issues<br />
Course Code // CCGL9030<br />
Required Reading<br />
<strong>The</strong> following cases and reading materials will be assigned.<br />
<strong>The</strong> list will be updated as deemed appropriate.<br />
Chakravorti, B. (2010). Letting no serious crisis go to<br />
waste: Innovation and entrepreneurship after the Great<br />
Recession. Harvard Business Multimedia CDROM.<br />
Mathis, J., Tuzzolino, F., & Ramaswamy, V. (2011). Global<br />
financial crises and the future <strong>of</strong> securitization. Harvard<br />
Business School Case.<br />
Moss, D., & Bolton, C. (2011). Fighting a dangerous financial<br />
fire: <strong>The</strong> federal response to the crisis <strong>of</strong> 2007-2009.<br />
Harvard Business School Case.<br />
Narayanan, V. G., Ferri, F., & Brem, L. (2010). <strong>The</strong> Credit<br />
Crisis <strong>of</strong> 2008: An overview. Harvard Business School<br />
Case.<br />
Pill, H., Di Tella, R., & Schlefer, J. (2008). Financial Crisis in<br />
Asia: 1997-1998. Harvard Business School Case.<br />
Roscini, D., Schlefer, J., & Dimitriou, K. (2011). <strong>The</strong> Greek<br />
Crisis: Tragedy or opportunity. Harvard Business School<br />
Case.<br />
Rotembery, J. J. (2008). Subprime meltdown: American<br />
housing and global financial turmoil. Harvard Business<br />
School Case.<br />
Segel, A. I., & Creo, B. (2010). Understanding the Credit<br />
Crisis <strong>of</strong> 2007-2008. Harvard Business School<br />
Background Note.<br />
Steil, B. (2009, March). Lessons <strong>of</strong> the Financial Crisis<br />
(Council Special Report No. 45). Center for Geoeconomic<br />
Studies, Council on Foreign Relations.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 50<br />
Video viewing 10<br />
Assessment: Individual report on group project 10<br />
Assessment: Group presentation <strong>of</strong> group project 20<br />
Assessment: Case summaries and homework 20<br />
Assessment: Take-home test 4<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class participation and tutorial discussions 10<br />
Homework and case summaries 20<br />
Group project presentation 20<br />
Individual report on group project 20<br />
Take-home test 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe the socio-economic background and<br />
the possible causes for the financial crisis and<br />
explain how the crisis through the different<br />
financial and economic channels can reinforce<br />
itself and affect other economies in the world.<br />
2. Formulate critical questions and reflections<br />
regarding issues <strong>of</strong> economic development<br />
against an understanding that very <strong>of</strong>ten our<br />
efforts to respond to one problem might lay the<br />
foundations for the next.<br />
3. Critically evaluate the effectiveness <strong>of</strong> the<br />
various government policies for the rescue <strong>of</strong><br />
the faltering economy and assess how these<br />
policies in one country can impact others in the<br />
global economy.<br />
4. Demonstrate understanding that the elimination<br />
<strong>of</strong> crises, if possible at all, is very costly and<br />
hence why crises will almost certainly recur.<br />
5. Assess how the current crisis will form and<br />
shape the future path <strong>of</strong> growth and development<br />
for the global economy.<br />
Lecture Time // Second semester (Wed)<br />
Understanding the Financial Crisis<br />
As a subprime mortgage crisis that started in America in 2008, the crisis speedily mutated<br />
into a “systemic risk” threatening the financial system <strong>of</strong> every advanced and<br />
emerging economy. <strong>The</strong> financial contagion quickly exacerbated the impact <strong>of</strong> the crisis<br />
by transmitting the financial shocks through the interlinked financial markets to<br />
the whole global economy.<br />
Sooner than expected, millions <strong>of</strong> people in America, Europe and even China lost their<br />
jobs and fell into poverty. Almost overnight the entire investment banking industry<br />
worldwide was wiped out. <strong>The</strong> crisis that started out in America has turned into the<br />
worst global economic crisis since the Great Depression.<br />
Understanding the Financial Crisis aims to bring to students an exploratory account <strong>of</strong><br />
the crisis and an understanding <strong>of</strong> the conceptual underpinnings <strong>of</strong> the issues that lie<br />
at the heart <strong>of</strong> it. <strong>The</strong> course will focus on how the current financial crisis began, how<br />
it developed, how the different countries dealt with it with their own politico-economic<br />
means and measures, what are the effects on people, and what is its implication for<br />
the global economy, and its broader ramifications for our society.<br />
Course Co-ordinator<br />
Dr K.S. Tse<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2857 8636<br />
Email: ktse@hku.hk<br />
Teacher(s)<br />
Dr K.S. Tse<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2857 8636<br />
Email: ktse@hku.hk<br />
http://commoncore.hku.hk/ccgl9030
Global Issues<br />
Course Code // CCGL9031<br />
Required Reading<br />
Selected chapters from:<br />
Hisrich, R. (2010). International entrepreneurship: Starting,<br />
developing, and managing a global venture. Los Angeles:<br />
Sage Publications.<br />
Landes, D., Mokyr, J., & Baumol, W. (Eds.). (2010). <strong>The</strong><br />
invention <strong>of</strong> enterprise: Entrepreneurship from ancient<br />
Mesopotamia to modern times. Princeton: Princeton<br />
<strong>University</strong> Press.<br />
Salkowitz, R. (2010). Young world rising: How youth<br />
technology and entrepreneurship are changing the world<br />
from the bottom up. Hoboken, NJ: Wiley.<br />
Westhead, P., Wright, M., & McElwee, G. (Eds.). (2011).<br />
Entrepreneurship: Perspectives and cases. London: FT<br />
Prentice Hall.<br />
Isenberg, D. (2007, June 5). Bert Twaalfhoven: <strong>The</strong><br />
successes and failures <strong>of</strong> a global entrepreneur. Harvard<br />
Business Review. [Case study]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 12<br />
Fieldwork / Visits / Guest speaker 5<br />
Reading / Self-study 20<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Group project 20<br />
Assessment: Class discussion 10<br />
Assessment: In-class test (incl preparation) 5<br />
Total: 122<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class contribution 30<br />
Case summaries and reports 30<br />
Project 20<br />
In-class test 20<br />
Course Learning Outcomes<br />
On completing the course, students will be<br />
able to:<br />
1. Assess the global market and evaluate<br />
business and social opportunities from<br />
a novel point <strong>of</strong> view concurrent with<br />
the technological trends.<br />
2. Develop the awareness and understanding<br />
for the relevant social factors<br />
in different cultural environments.<br />
3. Evaluate the effectiveness <strong>of</strong> the social<br />
media tools in reaching different<br />
market segments and promoting social<br />
equality and justice.<br />
Lecture Time // Second semester (Wed)<br />
Entrepreneurship:<br />
Global and Social Development<br />
This course introduces entrepreneurship from historical, global, and social perspectives.<br />
It aims to provide a basic understanding <strong>of</strong> entrepreneurship and to guide students<br />
to embrace the fundamental changes occurring in both the business communities<br />
and society. Students will learn about the history <strong>of</strong> entrepreneurship in ancient<br />
civilizations, which will help students develop an objective and balanced view on entrepreneurship.<br />
Furthermore, the course brings in the modern elements by examining<br />
the evolution <strong>of</strong> entrepreneurship with the proliferation <strong>of</strong> information technology<br />
and economic globalization. This is important for motivating students to deepen their<br />
understanding about entrepreneurship and its connection with global phenomena.<br />
Lastly, students will be guided to think about entrepreneurship in the context <strong>of</strong> social<br />
enterprise. It is particularly relevant to acknowledge ways to leverage successful business<br />
models to address social and environmental concerns. <strong>The</strong> course links historical<br />
and societal interests with business strategies, which have critical implications far beyond<br />
pr<strong>of</strong>itability.<br />
Course Co-ordinator<br />
Dr Y. Zheng<br />
School <strong>of</strong> Business,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1026<br />
Email: yzheng@business.hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor A.F. Farhoomand<br />
School <strong>of</strong> Business, Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 7069<br />
Email: ali@business.hku.hk<br />
Dr M. Lin<br />
School <strong>of</strong> Business, Faculty <strong>of</strong> Business and Economics<br />
Tel: 2219 4220<br />
Email: linm@hku.hk<br />
Pr<strong>of</strong>essor S.S.K. Lam<br />
School <strong>of</strong> Business, Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1008<br />
Email: simonlam@business.hku.hk<br />
Dr Y. Zheng<br />
School <strong>of</strong> Business, Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1026<br />
Email: yzheng@business.hku.hk<br />
http://commoncore.hku.hk/ccgl9031<br />
127
128<br />
Global Issues<br />
Course Code // CCGL9032<br />
Required Reading<br />
Botero, J., Nelson, R., & Pratt, C. (2011). Indices and<br />
indicators <strong>of</strong> justice, governance and the rule <strong>of</strong> law: An<br />
overview. Hague Journal on the Rule <strong>of</strong> Law, 3(2), 153-<br />
169.<br />
Chibundu, M. (1999). Globalizing the rule <strong>of</strong> law: Some<br />
thoughts at and on the periphery. Indiana Journal <strong>of</strong><br />
Global Legal Studies, 7(1), 79-116.<br />
Grimm, D. (2011). Levels <strong>of</strong> the rules <strong>of</strong> law on the possibility<br />
<strong>of</strong> exporting a Western achievement. European-Asian<br />
Journal <strong>of</strong> Law and Governance, 1(1), 5-11.<br />
Heydebrand, W. (2001). From globalization <strong>of</strong> law to law<br />
under globalization. In D. Nelken & J. Feest (Eds.),<br />
Adapting legal cultures. Oxford: Hart Pub.<br />
Samford, C. (2005). Reconceiving the rule <strong>of</strong> law for a<br />
globalizing world. In S. Zifcak (Ed.), Globalization and the<br />
rule <strong>of</strong> law. London: Routledge.<br />
Tamanaha, B. (2004). On the rule <strong>of</strong> law: History, politics,<br />
theory. Cambridge: Cambridge <strong>University</strong> Press. [Chaps.<br />
3, 4, 5]<br />
Walker, G. de Q. (1988). <strong>The</strong> rule <strong>of</strong> law: Foundation <strong>of</strong><br />
constitutional democracy. Carlton, Vic.: Melbourne<br />
<strong>University</strong> Press. [Chap. 1]<br />
World Justice Forum (2010). <strong>The</strong> WJP Rule <strong>of</strong> Law Index<br />
(Version 3.0). From http://www.worldjusticeproject.<br />
org/sites/default/files/Rule%20<strong>of</strong>%20Law%202010_1_<br />
page_text.pdf<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Fieldwork / Visits 8<br />
Reading / Self-study 30<br />
Assessment: Electronic portfolio 45<br />
Assessment: Worksheets 12<br />
Assessment: Research paper 30<br />
Total: 157<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Worksheets 50<br />
Portfolio 20<br />
Research paper 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the basic concepts<br />
<strong>of</strong> law, the Rule <strong>of</strong> Law and globalization.<br />
2. Describe the evolution <strong>of</strong> the principle <strong>of</strong> the<br />
Rule <strong>of</strong> Law in western societies and explain the<br />
impact <strong>of</strong> globalization in influencing the developmental<br />
path <strong>of</strong> the Rule <strong>of</strong> Law in non-western<br />
societies.<br />
3. Illustrate the different levels <strong>of</strong> the Rule <strong>of</strong> Law<br />
and the institutions needed to achieve the goals<br />
<strong>of</strong> each <strong>of</strong> the levels and the cultural conditions<br />
for each <strong>of</strong> the levels.<br />
4. Compare and analyze different methods used in<br />
ascertaining the level <strong>of</strong> the Rule <strong>of</strong> Law attained<br />
by a political community.<br />
5. Review the multi-dimensional relationships between<br />
law and globalization.<br />
Lecture Time // First semester (Wed)<br />
Rule <strong>of</strong> Law in a Globalizing World<br />
<strong>The</strong> footprint <strong>of</strong> the Rule <strong>of</strong> Law, as an ideology <strong>of</strong> law, can be found throughout the<br />
world in almost all domestic jurisdictions as well as international governance bodies.<br />
<strong>The</strong> Rule <strong>of</strong> Law can be expressed as different levels depending on the ultimate goals<br />
in introducing the Rule <strong>of</strong> Law in a society. With a different goal, the demands on the<br />
legal institutions to implement the Rule <strong>of</strong> Law are also different.<br />
Understanding the Rule <strong>of</strong> Law as different levels also provides a framework to understand<br />
how the Rule <strong>of</strong> Law is being globalized. For non-western societies aiming to<br />
develop the Rule <strong>of</strong> Law, owing to their different historical, political, economic, social<br />
and cultural contexts, the specific level <strong>of</strong> the Rule <strong>of</strong> Law<br />
that they aim to sustain or achieve and the form and<br />
manner <strong>of</strong> the legal institutions operating to implement<br />
the Rule <strong>of</strong> Law may be different from western<br />
societies. <strong>The</strong> development <strong>of</strong> the Rule <strong>of</strong><br />
Law in these societies also does not necessarily<br />
follow the same sequence as in the West.<br />
This course aims to explore the developmental<br />
processes <strong>of</strong> the Rule <strong>of</strong> Law in<br />
different societies under globalization.<br />
Course Co-ordinator<br />
Mr B.Y.T. Tai<br />
Department <strong>of</strong> Law, Faculty <strong>of</strong> Law<br />
Tel: 3917 2937<br />
Email: yttai@hku.hk<br />
Teacher(s)<br />
Mr B.Y.T. Tai<br />
Department <strong>of</strong> Law, Faculty <strong>of</strong> Law<br />
Tel: 3917 2937<br />
Email: yttai@hku.hk<br />
http://commoncore.hku.hk/ccgl9032
Global Issues<br />
Course Code // CCGL9033<br />
Required Reading<br />
Reading materials, i.e. articles, review papers, white papertype<br />
reports will be provided on a weekly basis. Current<br />
issue related course reading materials may change and will<br />
be provided accordingly.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 15<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: In-class test (incl preparation) 15<br />
Total: 121<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Essay 25<br />
Group multimedia presentation 25<br />
Group debate 20<br />
In-class test 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the technological development<br />
<strong>of</strong> nuclear, chemical and biological<br />
WMD and their application in conflicts.<br />
2. Identify and evaluate the relationship between<br />
WMD producers and proliferators and how globalization<br />
has impacted these relationships.<br />
3. Evaluate key components <strong>of</strong> recent nuclear test<br />
ban treatises and describe what type <strong>of</strong> technology<br />
is used for compliance monitoring.<br />
4. Discuss how proliferation networks <strong>of</strong> nuclear,<br />
chemical and biological WMD differ and how<br />
non-state actors seek to acquire WMD.<br />
5. Identify and analyze potential worst-case<br />
WMD attack scenarios and develop appropriate<br />
response strategies.<br />
Lecture Time // First semester (Wed)<br />
Weapons <strong>of</strong> Mass Destruction:<br />
Science, Proliferation and Terrorism<br />
Weapons <strong>of</strong> mass destruction (WMD), i.e. nuclear, chemical and biological, comprise<br />
the most destructive and lethal weapons ever developed by humankind. Given that<br />
these weapons pose a severe threat to the survivability <strong>of</strong> humanity, increasing our<br />
understanding <strong>of</strong> their development, deterrent potential, reduction and more recently,<br />
the threat posed by proliferation networks as well as terrorist groups is <strong>of</strong> utmost importance.<br />
This course will start with the historical development <strong>of</strong> WMD and will be<br />
followed by a discussion <strong>of</strong> the underlying physical principles involved in WMD technology<br />
as well as biological and medical effects <strong>of</strong> nuclear weapons and other weapons<br />
<strong>of</strong> mass destructions. We will then draw students’ attention to the political and philosophical<br />
aspects <strong>of</strong> weapons <strong>of</strong> mass destruction,<br />
the current spread <strong>of</strong> WMD technology<br />
and non-proliferation treaties that aim to<br />
regulate and reduce WMD proliferation. We<br />
will also take a close look at the evolution <strong>of</strong><br />
WMD proliferation networks, the emergence<br />
<strong>of</strong> nuclear terrorism and the consequences <strong>of</strong><br />
terror-networks acquiring WMD materials.<br />
Finally, we will end this course with an important<br />
question: can the world move towards<br />
the complete disarmament <strong>of</strong> all WMD and<br />
would such a goal be desirable?<br />
Course Co-ordinator<br />
Dr K.H. Lemke<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5474<br />
Email: kono@hku.hk<br />
Teacher(s)<br />
Dr K.H. Lemke<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2241 5474<br />
Email: kono@hku.hk<br />
Dr Y. Chiu<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 1926<br />
Email: yvchiu@hku.hk<br />
http://commoncore.hku.hk/ccgl9033<br />
129
130<br />
Global Issues<br />
Course Code // CCGL9038<br />
Required Reading<br />
Bacon-Shone, J., & Bolton, K. (2008). Bilingualism and<br />
multilingualism in the HKSAR: Language surveys and<br />
<strong>Hong</strong> Kong’s changing linguistic pr<strong>of</strong>ile. In K. Bolton &<br />
H. Yang (Eds.), Language in society in <strong>Hong</strong> Kong (pp. 25-<br />
51). <strong>Hong</strong> Kong: Open <strong>University</strong> <strong>of</strong> <strong>Hong</strong> Kong Press.<br />
Bolton, K. (2002). <strong>The</strong> sociolinguistics <strong>of</strong> <strong>Hong</strong> Kong and<br />
the space for <strong>Hong</strong> Kong English. In K. Bolton (Ed.), <strong>Hong</strong><br />
Kong English: Autonomy and creativity (pp. 29-56). <strong>Hong</strong><br />
Kong: <strong>Hong</strong> Kong <strong>University</strong> Press.<br />
Crystal, D. (2003). English as a global language. Cambridge,<br />
UK: Cambridge <strong>University</strong> Press. [Chaps. 1, 5]<br />
Jenkins, J. (2009). World Englishes: A resource book for<br />
students (2nd ed.). London; New York: Routledge. [Units<br />
A1, A3, A4, B3, B6, B8, C7 and C8]<br />
Li, D. C. S. (2002). Cantonese-English code-switching<br />
research in <strong>Hong</strong> Kong: A survey <strong>of</strong> recent research.<br />
In K. Bolton (Ed.), <strong>Hong</strong> Kong English: Autonomy<br />
and creativity (pp. 79-100). <strong>Hong</strong> Kong: <strong>Hong</strong> Kong<br />
<strong>University</strong> Press.<br />
Li, D. C. S. (2009). Towards “biliteracy and trilingualism” in<br />
<strong>Hong</strong> Kong (SAR): Problems, dilemma and stakeholders’<br />
views. In L. Lim & E. Low (Eds.), Multilingual, globalizing<br />
Asia: Implications for policy and education (AILA Review<br />
22) (pp. 72-84). Amsterdam: John Benjamins Publishing.<br />
Lim, L. (2009). Beyond fear and loathing in SG: <strong>The</strong> real<br />
mother tongues and language policies in multilingual<br />
Singapore. In L. Lim & E. Low (Eds.), Multilingual,<br />
globalizing Asia: Implications for policy and education<br />
(AILA Review 22) (pp. 52-71). Amsterdam: John<br />
Benjamins Publishing.<br />
Tsui, A. B. M. (2004). Medium <strong>of</strong> instruction in <strong>Hong</strong> Kong:<br />
One country, two systems, whose language? In J. W.<br />
Tollefson & A. B. M. Tsui (Eds.), Medium <strong>of</strong> instruction<br />
policies: Which agenda? Whose agenda? (pp. 97-106).<br />
Mahwah, NJ: Lawrence Erlbaum Associates.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 48<br />
Fieldwork and data analysis 20<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Website/blog (report writing) 20<br />
Assessment: Learning reflection 2<br />
Assessment: In-class quizzes 2<br />
Total: 134<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Website/blog presenting fieldwork<br />
In-class presentation and question/<br />
40<br />
answer/discussion session 20<br />
Tutorial discussion 20<br />
In-class quizzes 10<br />
Reflection writing 10<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Recognize and discuss the important sociolinguistic<br />
issues involved in the appropriation <strong>of</strong> a<br />
global language such as English in contemporary<br />
local multilingual Asian contexts.<br />
2. Creatively apply sociolinguistic knowledge to<br />
language issues observed and identified, and<br />
define and illustrate the roles and values that<br />
English and other local languages have, in the local,<br />
everyday context <strong>of</strong> <strong>Hong</strong> Kong, and compare<br />
and contrast these to other Asian situations like<br />
Singapore, India, China.<br />
3. Explain and analyze sociolinguistic phenomena<br />
and issues both to academic peers as well as to<br />
the wider non-linguistic, non-academic community,<br />
in an intelligent, interesting and accessible<br />
mode and manner.<br />
4. Appraise and respond to the views and presentations<br />
<strong>of</strong> others as found in published texts as well<br />
as in class.<br />
5. Identify and evaluate the sociolinguistic issues<br />
and challenges in the local context that are important<br />
for sustainability with a view to making<br />
intelligent, significant and responsible contributions<br />
to the community.<br />
Lecture Time // Second semester (Wed)<br />
English as a Global Language in<br />
Asian Contexts<br />
What fundamental issues – social, cultural, political, ideological – confront all communities<br />
when a global language is transplanted to a new locale, specifically a multilingual,<br />
Asian context? Focusing on the global language par excellence, English, with particular<br />
attention to the situation <strong>of</strong> <strong>Hong</strong> Kong, but also drawing on settings elsewhere<br />
in the region, such as Singapore and India, where English is even more established<br />
and localized, and mainland China, where the presence <strong>of</strong> English is burgeoning, this<br />
course has three main thrusts:<br />
1. the social and linguistic consequences for the positioning <strong>of</strong> English when it encounters<br />
other languages, such as Cantonese, including the spread <strong>of</strong> multilingualism,<br />
the emergence <strong>of</strong> code switching/mixing practices, the evolution <strong>of</strong> New<br />
Englishes, and the occurrence <strong>of</strong> language shift;<br />
2. the challenges that these pose for the concepts <strong>of</strong> language norms and standards<br />
and the notion <strong>of</strong> the native speaker <strong>of</strong> English, and the implications that this has<br />
for issues <strong>of</strong> identity and the ownership <strong>of</strong> language; and<br />
3. the dilemmas faced in the management<br />
<strong>of</strong> such New Englishes<br />
and multilingual practices in<br />
language policy and education,<br />
the challenges encountered in<br />
the liberation <strong>of</strong> such codes in<br />
popular culture, including ecommunication<br />
and pop music,<br />
as well as the commodification<br />
and commercialization <strong>of</strong> global<br />
languages.<br />
Course Co-ordinator<br />
Dr L.L.S. Lim<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 2871<br />
Email: lisalim@hku.hk<br />
Teacher(s)<br />
Dr L.L.S. Lim<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 2871<br />
Email: lisalim@hku.hk<br />
Dr A.M. Pablé<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 2750<br />
Email: apable@hku.hk<br />
Dr K.H.Y. Chen<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 4474<br />
Email: khychen@hku.hk<br />
Dr D. Noël<br />
School <strong>of</strong> English, Faculty <strong>of</strong> Arts<br />
Tel: 3917 1922<br />
Email: dnoel@hku.hk<br />
http://commoncore.hku.hk/ccgl9038
Global Issues<br />
Course Code // CCGL9039<br />
Required Reading<br />
DiStefano, L., Lee, H. Y., & Cummer, K. (2011). Heritage: A<br />
driver <strong>of</strong> development – <strong>Hong</strong> Kong style urban conservation.<br />
Presented at the 17th ICOMOS General Assembly and<br />
Scientific Symposium, November 27-December 2, 2011,<br />
Paris.<br />
Lee, H. Y., & DiStefano, L. (2002). <strong>The</strong> story <strong>of</strong> changing village<br />
life in the New Territories. <strong>Hong</strong> Kong: Oxford <strong>University</strong><br />
Press.<br />
Loh, L. (2007). Conveying the spirit <strong>of</strong> place. In R. A.<br />
Engelhardt & M. H. Unakul (Eds.), Asia conserved: Lessons<br />
learned from the UNESCO Asia-Pacific Heritage Awards<br />
for Cultural Heritage Conservation (2000-2004) (pp. 9-12).<br />
Bangkok: UNESCO.<br />
Lung, D., DiStefano, L., Lee, H. Y., & Wong, D. T. Y. (2007).<br />
Interpreting the significance <strong>of</strong> heritage sites. In R. A.<br />
Engelhardt & M. H. Unakul (Eds.), Asia conserved: Lessons<br />
learned from the UNESCO Asia-Pacific Heritage Awards for<br />
Cultural Heritage Conservation (2000-2004) (pp. 21-27).<br />
Bangkok: UNESCO.<br />
UNESCO. (1972). UNESCO World Heritage Convention Text.<br />
From http://whc.unesco.org/en/conventiontext<br />
UNESCO. (2002). World heritage in young hands. Italy:<br />
UNESCO. [<strong>The</strong> World Heritage Convention, pp. 40, 42-44,<br />
46, 48, 50-53, 57, 59; World Heritage and the Environment,<br />
pp. 126-129, 132-135, 140-141]<br />
UNESCO. (2011). <strong>The</strong> Operational Guidelines for the<br />
Implementation <strong>of</strong> the World Heritage Convention. From<br />
http://whc.unesco.org/en/guidelines<br />
UNESCO-ICCROM. (2006). Introducing young people to the<br />
protection <strong>of</strong> heritage sites and historic cities (pp. 7-10) (2nd<br />
ed.). Amman: UNESCO-ICCROM. [Unit 1: Concepts in<br />
cultural heritage]<br />
UNESCO and Institute for Tourism Studies (IFT), Macao.<br />
(2007). Cultural Heritage Specialist Guide Training and<br />
Certification Programme for UNESCO World Heritage Sites<br />
(4th ed.). Macao: IFT and UNESCO. [Unit 1: <strong>The</strong> Cultural<br />
Heritage Specialist Guide, p. 3; Unit 2: Understanding<br />
UNESCO World Heritage Sites, pp. 3-14; Unit 3: Protecting<br />
and Managing Cultural Heritage, pp. 8-9]<br />
Widodo, J. (2007). Contributing to the community’s cultural<br />
continuum. In R. A. Engelhardt & M. H. Unakul (Eds.), Asia<br />
conserved: Lessons learned from the UNESCO Asia-Pacific<br />
Heritage Awards for Cultural Heritage Conservation (2000-<br />
2004) (pp. 46-50). Bangkok: UNESCO.<br />
Note: A core reader detailing required weekly readings and two<br />
glossaries will be uploaded and made accessible to students<br />
on Moodle at the start <strong>of</strong> the semester. Weekly readings will be<br />
specific to the lecture topic that week and will include one or<br />
more short articles and selected short readings from a variety<br />
<strong>of</strong> sources. Student will be required to read these materials in<br />
preparation for the tutorials.<br />
World Heritage and Us<br />
World Heritage sites belong to all the people<br />
<strong>of</strong> the world, irrespective <strong>of</strong> the territory<br />
where the sites or the people are located. Yet,<br />
you may ask, how can a World Heritage site<br />
in Europe “belong” equally to people in Asia?<br />
How does World Heritage relate to us?<br />
This course will introduce students to the<br />
United Nations Educational, Scientific and<br />
Cultural Organization (UNESCO)’s World<br />
Heritage List, which identifies, protects<br />
and preserves cultural and natural heritage<br />
around the world considered to be <strong>of</strong><br />
outstanding value to humanity. <strong>The</strong> course<br />
will provide a conceptual framework <strong>of</strong> how<br />
heritage sites should be understood in the<br />
contemporary context <strong>of</strong> the world we live<br />
in. Students will develop a broad perspective<br />
and a critical understanding about what<br />
constitutes a World Heritage site, why and<br />
how these sites should be identified and related<br />
issues spanning across a wide range <strong>of</strong><br />
academic disciplines: environment and life<br />
sciences, history, anthropology, archaeology,<br />
architecture and urban planning.<br />
<strong>The</strong>re has been a sharp rise in interest to<br />
identify, learn and better understand <strong>Hong</strong><br />
Kong’s natural and cultural heritage. By recognizing<br />
the need to identify and conserve<br />
our heritage, we can pass on what we have to<br />
future generations, and more importantly,<br />
encourage sustainable development in <strong>Hong</strong><br />
Kong for the future. By understanding what<br />
constitutes World Heritage, students will be<br />
able to have a holistic understanding <strong>of</strong> natural<br />
and cultural heritage in <strong>Hong</strong> Kong and<br />
develop an informed awareness <strong>of</strong> the challenges<br />
associated with heritage conservation<br />
in our city.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 10<br />
Fieldwork / Visits 30<br />
Reading / Self-study 40<br />
Assessment: Group report presentation<br />
(incl preparation) 20<br />
Assessment: Weekly blog and<br />
written reports 30<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial, lecture and field trip<br />
participation 30<br />
Weekly blog and field trip reports 40<br />
Final project presentation 20<br />
In-class impromptu quizzes 10<br />
Lecture Time // First semester (Wed)<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor D.P.Y. Lung<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2147<br />
Email: dpylung@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor D.P.Y. Lung<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2147<br />
Email: dpylung@hku.hk<br />
Dr L. DiStefano<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 1101<br />
Email: ldistefa@hku.hk<br />
Dr H.Y. Lee<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 7952<br />
Email: hoyin@hku.hk<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate knowledge, understanding and<br />
appreciation that the world’s cultural and<br />
natural heritage belongs to all <strong>of</strong> us and demonstrates<br />
an understanding and awareness<br />
that we have a duty to help safeguard it for<br />
future generations.<br />
2. Distinguish and explain the framework<br />
behind the identification, protection and<br />
preservation <strong>of</strong> World Heritage Sites, the inscription<br />
process, criteria used to justify the<br />
inclusion on the World Heritage List, and the<br />
vital process <strong>of</strong> World Heritage Conservation.<br />
3. Identify and articulate key World Heritage<br />
issues and introduce students to different<br />
lines <strong>of</strong> intellectual inquiry across a range <strong>of</strong><br />
academic subjects.<br />
4. Apply fundamental skills in the identification<br />
and interpretation <strong>of</strong> natural and cultural<br />
heritage, both tangible and intangible, and<br />
be able to critically examine and evaluate the<br />
values <strong>of</strong> architectural and cultural theories.<br />
5. Demonstrate knowledge and understanding<br />
<strong>of</strong> World Heritage Sites as a testimony<br />
to peace, human rights, democracy, and the<br />
importance <strong>of</strong> racial non-discrimination,<br />
tolerance, and respect for all people and their<br />
cultures.<br />
6. Demonstrate critical thinking and reflective<br />
learning by examining World Heritage issues<br />
in the context <strong>of</strong> <strong>Hong</strong> Kong’s natural and<br />
cultural heritage conservation and its related<br />
challenges.<br />
http://commoncore.hku.hk/ccgl9039<br />
131
132<br />
China: Culture, State & Society<br />
Course Code // CCCH9001<br />
Required Reading<br />
Boyd, A. C. H. (1962). Chinese architecture and town<br />
planning: 1500 B.C.-A.D. 1911. Chicago: <strong>University</strong> <strong>of</strong><br />
Chicago Press.<br />
Chinese Academy <strong>of</strong> Architecture. (1986). Classical Chinese<br />
architecture (2nd ed.). <strong>Hong</strong> Kong: Joint Publishing Co.<br />
Han, P. T. (1992). <strong>The</strong> story <strong>of</strong> Chinese landscape design:<br />
External forms and internal visions. Taipei: Youth<br />
Cultural Enterprise Co.<br />
Keswick, M. (1986). <strong>The</strong> Chinese garden: History, art &<br />
architecture (2nd rev. ed.). London: Academy Editions.<br />
Knapp, R. G. (1989). China’s vernacular architecture: House<br />
form and culture. Honolulu: <strong>University</strong> <strong>of</strong> Hawaii Press.<br />
Knapp, R. G. (1999). China’s living houses: Folk beliefs,<br />
symbols, and household ornamentation. Honolulu:<br />
<strong>University</strong> <strong>of</strong> Hawaii Press.<br />
Liang, S., & Fairbank, W. (1984). A pictorial history <strong>of</strong><br />
Chinese architecture: A study <strong>of</strong> the development <strong>of</strong><br />
its structural system and the evolution <strong>of</strong> its types.<br />
Cambridge, MA: MIT Press.<br />
Luo, Q., & He, P. (Eds.). (1999). Gu cheng jin xi: Zhongguo<br />
min jian sheng huo fang shi [Living heritage: Vernacular<br />
environment in China]. Xianggang: Yong ming tang.<br />
Wu, N. I. (1963). Chinese and Indian architecture: <strong>The</strong> city <strong>of</strong><br />
man, the mountain <strong>of</strong> god, and the realm <strong>of</strong> the immortals.<br />
New York: George Brasiller.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 12<br />
Fieldwork / Visits 10<br />
Reading / Self-study 56<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 160<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Quizzes 20<br />
Tutorial, lecture and field trip participation 30<br />
Project presentation 20<br />
Final essay 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> how physical<br />
patterns displayed in Chinese architecture<br />
and landscape were related to thoughts, values,<br />
technology as well as ways <strong>of</strong> life in Chinese<br />
culture.<br />
2. Explore ways <strong>of</strong> critical analysis on the relationship<br />
between Chinese built forms and<br />
landscape, as well as their ideas and socialeconomical<br />
contexts behind.<br />
3. Demonstrate understanding <strong>of</strong> how Chinese architecture<br />
and landscape are transformed over<br />
time, influenced by changes <strong>of</strong> thoughts, values,<br />
technology, and society in large.<br />
4. Apply the knowledge on the ways in which<br />
traditional buildings and landscape respond to<br />
and shape cultural values and physical forms in<br />
the modern world.<br />
Lecture Time // First semester (Wed)<br />
Chinese House and Garden: Architecture,<br />
Landscape, and Material Culture<br />
By looking into the physical significance <strong>of</strong> Chinese architecture, cities and landscapes,<br />
this course introduces theories and principles <strong>of</strong> Chinese houses and gardens.<br />
Through the study <strong>of</strong> Chinese houses and their settings in a city, it brings out<br />
the daily life and social fabric for a Chinese man under Confucian influence. Through<br />
the study <strong>of</strong> Chinese gardens and the literati ideas behind the making <strong>of</strong> garden, landscape<br />
and painting, it introduces the artistic pr<strong>of</strong>ile for a Chinese intellectual under<br />
the influence <strong>of</strong> Daoism. <strong>The</strong> course investigates how geography, society and economy,<br />
as well as aesthetic and ideology, shape the traditional physical environment in<br />
China. It deals with explorations <strong>of</strong> form and space, technology and material, as well<br />
as the ways in which these architectural attributes affect life patterns and values in<br />
a traditional society. <strong>The</strong> course particularly addresses how the culture pr<strong>of</strong>ile was<br />
manifested in the architecture and urban spaces during the late Ming – an era <strong>of</strong><br />
unique aesthetic orientation cultivated from a distinct stage <strong>of</strong> social and economic<br />
development in Chinese history.<br />
Course Co-ordinator<br />
Mr W.J. Wang<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2548 1274<br />
Email: wjwang@hku.hk<br />
Teacher(s)<br />
Mr W.J. Wang<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2548 1274<br />
Email: wjwang@hku.hk<br />
Pr<strong>of</strong>essor D.P.Y. Lung<br />
Department <strong>of</strong> Architecture,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2147<br />
Email: dpylung@hku.hk<br />
http://commoncore.hku.hk/ccch9001
China: Culture, State & Society<br />
Course Code // CCCH9002<br />
Required Reading<br />
Ma, L. J. C., & Wu, F. (2005). Restructuring the Chinese city:<br />
Changing society, economy and space. London; New York:<br />
Routledge.<br />
Wu, F., Xu, J., & Yeh, A. G. O. (2007). Urban development in<br />
post-reform China: State, market, and space. London;<br />
New York: Routledge.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 24<br />
Assessment: Examination (incl preparation) 20<br />
Total: 150<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Group project and presentation 50<br />
Reflective journals 10<br />
Semi-open book examination 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able<br />
to:<br />
1. Demonstrate understanding <strong>of</strong> the evolution<br />
and modernization <strong>of</strong> Chinese cities in<br />
the past three decades.<br />
2. Identify important issues and challenges<br />
facing contemporary Chinese cities.<br />
3. Identify possible solutions to address these<br />
problems and challenges and investigate<br />
their implications for the sustainability <strong>of</strong><br />
Chinese cities.<br />
4. Identify key problems <strong>of</strong> a Chinese city<br />
based on its urban development history and<br />
current conditions.<br />
Lecture Time // Second semester (Wed)<br />
Chinese Cities in the 21st Century<br />
This course provides students<br />
with an understanding <strong>of</strong> the<br />
evolution and driving forces <strong>of</strong><br />
urban development in major<br />
Chinese cities in the last three<br />
decades; helps them to develop<br />
an appreciation <strong>of</strong> the rapidly<br />
changing urban landscapes in<br />
Chinese cities; and exposes<br />
them to the key issues and<br />
challenges facing these cities<br />
in the 21st century. <strong>The</strong> topics<br />
covered include urban economic<br />
development, housing,<br />
transport, urban sustainability<br />
and planning.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor A.G.O. Yeh<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2721<br />
Email: hdxugoy@hkucc.hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor A.G.O. Yeh<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2721<br />
Email: hdxugoy@hkucc.hku.hk<br />
Dr F. Zhang<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2857 8598<br />
Email: fzhang78@hku.hk<br />
Dr R.C.K. Chan<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2277<br />
Email: hrxucck@hkucc.hku.hk<br />
Pr<strong>of</strong>essor R.L.H. Chiu<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2727<br />
Email: rlhchiu@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccch9002<br />
133
134<br />
China: Culture, State & Society<br />
Course Code // CCCH9003<br />
Required Reading<br />
Bell, D. (2006). Beyond liberal democracy: Political thinking<br />
for an East Asian context. Princeton, NJ: Princeton<br />
<strong>University</strong> Press. [Chap. 6]<br />
Creel, H. G. (1956). Chinese thought: From Confucius to Mao<br />
Tse-tung. Chicago: <strong>University</strong> <strong>of</strong> Chicago Press. [Chap. 3]<br />
Donnelly, J. (2006). Human rights. In J. S. Dryzek, B. Honig<br />
& A. Philips (Eds.), Oxford <strong>handbook</strong> <strong>of</strong> political theory.<br />
(pp. 601-620). New York: Oxford <strong>University</strong> Press.<br />
Kant, I. (1970). Kant’s political writings (H. B. Nisbet,<br />
Trans.) (pp. 54-60). Cambridge: Cambridge <strong>University</strong><br />
Press.<br />
Li, C. (1997). Confucian value and democratic value. Journal<br />
<strong>of</strong> Value Inquiry, 31(2), 183-193.<br />
Pye, L. W. (1991). China: An introduction (4th ed.). New<br />
York: HarperCollins. [Chap. 3]<br />
Spence, J. D. (1999). <strong>The</strong> search for modern China (2nd ed.).<br />
New York: Norton. [Chap. 10]<br />
Zhou, C. (1960). <strong>The</strong> May Fourth Movement: Intellectual<br />
revolution in modern China. Cambridge, MA: Harvard<br />
<strong>University</strong> Press. [Chaps. 13, 14]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Reading / Self-study 48<br />
Class discussion and debates (incl preparation) 20<br />
Assessment: Essay / Report writing 40<br />
Assessment: Quizzes (incl revision) 20<br />
Total: 160<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class discussion / Online discussion 10<br />
Tutorial participation / Debate 30<br />
Quizzes 20<br />
Essay 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe major events and figures <strong>of</strong> the Selfstrengthening<br />
Movement and the Hundred<br />
Days’ Reform <strong>of</strong> 1898.<br />
2. Review the leading ideas <strong>of</strong> the May Fourth<br />
Movement and appraise their significance.<br />
3. Compare and discuss the major claims made by<br />
anti-traditionalism and conservatism on Chinese<br />
tradition.<br />
4. Identify respectively the Confucian and the<br />
modern understanding <strong>of</strong> person, and evaluate<br />
their compatibility.<br />
5. Analyze the central ideas <strong>of</strong> human rights and<br />
democracy, and evaluate their compatibility<br />
with Confucianism.<br />
Lecture Time // First semester (Wed)<br />
Modernity and Traditional Chinese<br />
Thought<br />
This course introduces students to the intellectual<br />
history <strong>of</strong> modern China. It also inquires<br />
into the compatibility <strong>of</strong> modernity<br />
and traditional Chinese thought, in particular<br />
Confucianism. <strong>The</strong> course addresses two fundamental<br />
issues. On the one hand is the issue<br />
<strong>of</strong> China’s responses to the modern world.<br />
<strong>The</strong> course traces the changes and development<br />
<strong>of</strong> China’s intellectual world since the<br />
second half <strong>of</strong> the nineteenth century to the<br />
twentieth century. <strong>The</strong> survey does not aim to<br />
be comprehensive but picks out certain major<br />
trends <strong>of</strong> thought such as iconoclasm and conservatism.<br />
On the other hand is the issue <strong>of</strong><br />
the compatibility <strong>of</strong> modernity and traditional<br />
Chinese thought. Students will examine the<br />
“essence <strong>of</strong> Chinese culture” and its relevance<br />
to the modern world. Particular attention will<br />
be paid to the relation between Confucianism<br />
and certain key ideas <strong>of</strong> modernity such as human<br />
rights, democracy and liberalism.<br />
Course Co-ordinator<br />
Dr S.F. Tang<br />
School <strong>of</strong> Chinese, Faculty <strong>of</strong> Arts<br />
Tel: 3917 4293<br />
Email: tangsf@hku.hk<br />
Teacher(s)<br />
Dr S.F. Tang<br />
School <strong>of</strong> Chinese, Faculty <strong>of</strong> Arts<br />
Tel: 3917 4293<br />
Email: tangsf@hku.hk<br />
http://commoncore.hku.hk/ccch9003
China: Culture, State & Society<br />
Course Code // CCCH9004<br />
Required Reading<br />
Arnold, L. (2005). Folk goddess or Madonna: Early<br />
missionary encounters with the image <strong>of</strong> Guanyin.<br />
In X. Wu (Ed.), Encounters and dialogues: Changing<br />
perspectives on Chinese-Western exchanges from the<br />
sixteenth to eighteenth centuries (pp. 227-238). Nettetal:<br />
Styler Verlag.<br />
Cohen, P. A. (1974). Between tradition and modernity:<br />
Wang Tao and reform in late Ch’ing China (pp. 209-235).<br />
Cambridge, MA: Harvard Unviersity Press.<br />
Fairbank, J. K. (Ed.). (1968). <strong>The</strong> Chinese world order:<br />
Traditional China’s foreign relations (pp. 1-13, 257-275).<br />
Cambridge, MA: Harvard <strong>University</strong> Press.<br />
Frodsham, J. D. (1974). <strong>The</strong> first Chinese embassy to the<br />
West: <strong>The</strong> journals <strong>of</strong> Kuo Sung-t’ao, Liu Hsi-hung and<br />
Chang Te-yi (pp. 97-109, 134-149). Oxford: Clarendon<br />
Press.<br />
Gernet, J. (1985). China and the Christian impact: A<br />
conflict <strong>of</strong> cultures (pp. 105-140). Cambridge: Cambridge<br />
<strong>University</strong> Press.<br />
Meng, H. (2000). <strong>The</strong> Chinese genesis <strong>of</strong> the term “Foreign<br />
Devil”. In H. Meng & S. Hirakawa (Eds.), Images <strong>of</strong><br />
Westerners in Chinese and Japanese literature (pp. 17-<br />
37). Amsterdam: Rodopi.<br />
Michael, F. H. (1971). <strong>The</strong> Taiping rebellion: History<br />
and documents (pp. 715-721). Seattle: <strong>University</strong> <strong>of</strong><br />
Washington Press.<br />
Mish, J. L. (1964). Creating an image <strong>of</strong> Europe for China:<br />
Aleni’s Hsi-fang ta-wen. Monumenta Serica: Journal <strong>of</strong><br />
Oriental Studies, 23, 30-63.<br />
Smith, R. J. (1996). Chinese maps: Images <strong>of</strong> “All Under<br />
Heaven” (pp. 7-41). <strong>Hong</strong> Kong: Oxford <strong>University</strong> Press.<br />
Ye, X. (2003). <strong>The</strong> Dianshizhai pictorial: Shanghai urban<br />
life, 1884-1898 (pp. 117-131). Ann Arbor, MI: Center for<br />
Chinese Studies, <strong>The</strong> <strong>University</strong> <strong>of</strong> Michigan.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 30<br />
Assessment: Discussion, debate, presentation<br />
(incl preparation) 25<br />
Assessment: Mini-quizzes 4<br />
Total: 132<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class discussions 10<br />
Tutorial participation 30<br />
Mini-quizzes 10<br />
Term paper 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate solid knowledge <strong>of</strong> key components<br />
<strong>of</strong> the traditional Sino-centric world order<br />
and its continuous impacts on late imperial<br />
Chinese society.<br />
2. Critically evaluate varied types <strong>of</strong> textual and<br />
visual sources, and develop the ability to summarize<br />
differences and similarities among<br />
ideas/images presented in these sources.<br />
3. Reflect on important historical and social factors<br />
that conditioned Chinese perception, representation,<br />
and imagination <strong>of</strong> the West.<br />
4. Apply theories and research methods learned<br />
in class to a wider range <strong>of</strong> academic discussions<br />
and writings.<br />
5. Demonstrate understanding <strong>of</strong> the diversity<br />
and dynamism <strong>of</strong> Chinese culture from past to<br />
present, and challenge normative assumptions<br />
on Chinese ethnic/cultural identity.<br />
Lecture Time // First semester (Wed)<br />
Ideas and Images <strong>of</strong> the West in Late<br />
Imperial China<br />
During the late imperial period (17th-19th centuries), China was involved in substantive<br />
exchanges with the West in politics, religion, sciences, and arts. <strong>The</strong>y made great<br />
impacts on China’s later development towards a modern nation. How did the Chinese<br />
people at this period perceive or conceptualize the West in textual and visual representations?<br />
What factors may have contributed to the creation <strong>of</strong> diversified ideas and<br />
images <strong>of</strong> the West, such as “red-haired barbarians”, “Holy Mother”, “scholars from the<br />
West”, and “heavenly brothers”? Why do some old ideas and images still affect the Chinese<br />
minds today, as can be seen in the name<br />
“foreign devils” (yang guizi in mandarin, or<br />
gwai lou in Cantonese)? In this course, we will<br />
find answers to these questions by looking at a<br />
set <strong>of</strong> exemplar cases. Both textual and visual<br />
sources will be used to investigate the formation<br />
and transformation <strong>of</strong> an idea or image<br />
<strong>of</strong> the West, followed by a critical reflection<br />
on its historical and cultural meanings. A few<br />
relevant theories in history, literature, and<br />
cultural studies will be introduced to foster<br />
students’ research skills. Along with class discussions<br />
and group presentations, students<br />
will learn to re-examine the changing Chinese<br />
identities mirrored by the Western others in<br />
history, and express their own views on some<br />
contested issues, for example, the definition<br />
<strong>of</strong> Chinese-ness and the compatibility between<br />
Chinese and Western cultures.<br />
Course Co-ordinator<br />
Dr G. Song<br />
School <strong>of</strong> Chinese, Faculty <strong>of</strong> Arts<br />
Tel: 3917 7921<br />
Email: songg@hku.hk<br />
Teacher(s)<br />
Dr G. Song<br />
School <strong>of</strong> Chinese, Faculty <strong>of</strong> Arts<br />
Tel: 3917 7921<br />
Email: songg@hku.hk<br />
http://commoncore.hku.hk/ccch9004<br />
135
136<br />
China: Culture, State & Society<br />
Course Code // CCCH9006<br />
Required Reading<br />
Fairbank, J. K., & Goldman, M. (2006). China: A new history<br />
(2nd enl. ed.). Cambridge, MA: Belknap Press <strong>of</strong> Harvard<br />
<strong>University</strong> Press.<br />
Spence, J. D. (1999). <strong>The</strong> search for modern China (2nd ed.).<br />
New York: Norton.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 40<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: In-class test 4<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 10<br />
Essay 30<br />
Tutorial presentation 30<br />
In-class test 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the history <strong>of</strong> modernization<br />
<strong>of</strong> China within the East Asia context and<br />
challenge any pre-conceived assumptions held<br />
about the modernization <strong>of</strong> China and Asia<br />
from previous historical studies.<br />
2. Demonstrate understanding that the history<br />
<strong>of</strong> a region and country (in this case China) can<br />
be subjected to a variety <strong>of</strong> sharply contrasting<br />
views and interpretations.<br />
3. Apply the knowledge gained from the course to<br />
analyze and understand contemporary China<br />
and East Asian affairs.<br />
4. Demonstrate a nuanced comparative understanding<br />
<strong>of</strong> China’s political, economic and<br />
cultural changes and use it to draw and study<br />
trends developing in the region.<br />
5. Analyze the differences and similarities between<br />
China and her neighbours, notably Japan<br />
and Korea in their approaches towards modernity<br />
and development.<br />
Lecture Time // First semester (Wed)<br />
China’s Modernization in the East Asian<br />
Context<br />
This course enables students<br />
to understand and<br />
appreciate China’s quest<br />
for modernity since the<br />
19th century, contextualized<br />
against the development<br />
<strong>of</strong> her neighbours<br />
in East Asia. Beyond<br />
examining the various<br />
forces that prompted the<br />
modernization process in<br />
East Asia, students will<br />
scrutinize the dynamics<br />
and processes involved.<br />
For example: Is the arrival<br />
<strong>of</strong> the West in Asia<br />
the dominant force which<br />
transformed East Asia,<br />
and specifically China<br />
from the predominantly<br />
agricultural, Sino-centric<br />
civilization <strong>of</strong> the 1800s<br />
to the modern nation-state we see today? Is modernization just about economic development<br />
and the construction <strong>of</strong> a state structure or should it encompass broader<br />
advances in ideology and the embracement <strong>of</strong> universal values and norms like the<br />
protection <strong>of</strong> Human Rights? How should one view the Cultural Revolution or the<br />
Tiananmen Massacre in China’s modernization process? What are the continuities and<br />
discontinuities in the modernization process <strong>of</strong> China, as it evolves from Qing China to<br />
Republican China to the People’s Republic? <strong>The</strong> course will also examine the impact<br />
<strong>of</strong> modernization on contemporary China thematically and comparatively by scrutinizing<br />
modern day political and social institutions such as state-society relations, the<br />
family, marriage, education and social mobility etc. By the end <strong>of</strong> the course, students<br />
would be able to apply the knowledge gained to analyze and understand contemporary<br />
China and East Asian affairs better.<br />
Course Co-ordinator<br />
Dr V.E.L. Teo<br />
School <strong>of</strong> Modern Languages and Cultures<br />
(Japanese Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 5925<br />
Email: victorteo@hku.hk<br />
Teacher(s)<br />
Dr V.E.L. Teo<br />
School <strong>of</strong> Modern Languages and Cultures<br />
(Japanese Studies), Faculty <strong>of</strong> Arts<br />
Tel: 3917 5925<br />
Email: victorteo@hku.hk<br />
http://commoncore.hku.hk/ccch9006
China: Culture, State & Society<br />
Course Code // CCCH9007<br />
Required Reading<br />
Chow, G. C. (2012). China as a leader <strong>of</strong> the world economy.<br />
Hackensack, NJ: World Scientific.<br />
Lin, J. Y. (2012). Demystifying the Chinese economy.<br />
Cambridge: Cambridge <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study and preparation for tutorials 50<br />
Assessment: Written assignments / Report writing 25<br />
Assessment: Presentation (incl preparation) 18<br />
Assessment: In-class test 2<br />
Total 129<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class test 20<br />
Tutorials 20<br />
Group project presentation 20<br />
Group project report 20<br />
Written assignments 20<br />
China in the Global Economy<br />
This course examines the rise <strong>of</strong> China<br />
as an economic power in the context<br />
<strong>of</strong> the global economy. <strong>The</strong> impacts <strong>of</strong><br />
China’s economic development on a<br />
number <strong>of</strong> national and global issues<br />
are explored. <strong>The</strong>se include trade relations,<br />
direct and indirect investment,<br />
international currencies, global payments<br />
imbalance, technology transfer,<br />
resource scarcity, environmental degradation,<br />
population and geo-political<br />
relationships. <strong>The</strong> course also compares<br />
China’s experience with those <strong>of</strong><br />
other economies so that students can<br />
understand China from a comparative<br />
point <strong>of</strong> view.<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe the development <strong>of</strong> the Chinese economy<br />
since economic reform.<br />
2. Demonstrate understanding <strong>of</strong> the Chinese<br />
economy in a historical and comparative context.<br />
3. Analyze the impacts <strong>of</strong> China’s economic development<br />
on the global economy.<br />
4. Identify the social and economic problems that<br />
China faces in its quest for modernization.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- First semester (Wed)<br />
Section 2 -- Second semester (Wed)<br />
Course Co-ordinator<br />
Dr Y.F. Luk<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1050<br />
Email: yfluk@hku.hk<br />
Teacher(s)<br />
Dr Y.F. Luk<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1050<br />
Email: yfluk@hku.hk<br />
Dr C.Y.P. Wong<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1037<br />
Email: ypclemw@hku.hk<br />
http://commoncore.hku.hk/ccch9007<br />
137
138<br />
China: Culture, State & Society<br />
Course Code // CCCH9008<br />
Required Reading<br />
Chiu, S. W. K., Hung, H. F., & Lai, O. K. (1999). Environmental<br />
movements in <strong>Hong</strong> Kong. In Y. S. Lee & A. Y. So (Eds.),<br />
Asia’s environmental movements: Comparative perspectives<br />
(pp. 55-89). Armonk, NY; London: M. E. Sharpe.<br />
Corlett, R. T. (2004). Sustainable and biodiversity conservation<br />
in <strong>Hong</strong> Kong. In T. Mottershead (Ed.), Sustainable<br />
development in <strong>Hong</strong> Kong (pp. 421-444). <strong>Hong</strong> Kong: <strong>Hong</strong><br />
Kong <strong>University</strong> Press.<br />
Dudgeon, D., Corlett, R., & Friends <strong>of</strong> the Country Parks. (2004).<br />
<strong>The</strong> ecology and biodiversity <strong>of</strong> <strong>Hong</strong> Kong (1st ed.). <strong>Hong</strong><br />
Kong: Friends <strong>of</strong> the Country Parks: Joint Publishing (HK).<br />
Hills, P., & Welford, R. (2006). Ecological modernisation and<br />
corporate environmental governance in <strong>Hong</strong> Kong. In<br />
R. Welford, P. Hills & W. Young (Eds.), Partnerships for<br />
sustainable development: Perspectives from the Asia-Pacific<br />
Region (pp. 209-252). <strong>Hong</strong> Kong: Centre <strong>of</strong> Urban Planning<br />
and Environmental Management, <strong>The</strong> <strong>University</strong> <strong>of</strong> <strong>Hong</strong><br />
Kong.<br />
Lai, O. K. (2000). Greening <strong>of</strong> <strong>Hong</strong> Kong? Forms <strong>of</strong><br />
manifestation <strong>of</strong> environmental movements. In S. W. K.<br />
Chiu & T. L. Lui (Eds.), <strong>The</strong> dynamics <strong>of</strong> social movement<br />
in <strong>Hong</strong> Kong (pp. 259-296). <strong>Hong</strong> Kong: <strong>Hong</strong> Kong<br />
<strong>University</strong> Press.<br />
Lee, Y. S. F. (2002). Tackling cross-border environmental<br />
problems in <strong>Hong</strong> Kong: Initial responses and institutional<br />
constraints. <strong>The</strong> China Quarterly, 172, 986-1009.<br />
Lee, Y. S. F. (2003). Environmental consciousness in <strong>Hong</strong><br />
Kong. Tonan Ajia Kenkyū [Southeast Asian Studies], 41(1),<br />
15-35.<br />
Morton, B. (1996). Protecting <strong>Hong</strong> Kong’s marine biodiversity:<br />
Present proposals, future challenges. Environmental<br />
Conservation, 23(1), 55-65.<br />
Ng, C. M., & Lee, Y. S. F. (2007). Environmental safeguards<br />
and breakthroughs. In Y. M. Yeung (Ed.), <strong>The</strong> first decade:<br />
<strong>The</strong> <strong>Hong</strong> Kong SAR in retrospective and introspective<br />
perspectives (pp. 321-350). <strong>Hong</strong> Kong: Chinese <strong>University</strong><br />
Press.<br />
Stern, R. E. (2003). <strong>Hong</strong> Kong haze: Air pollution as a social<br />
class issue. Asian Survey, 43(5), 780-800.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 8<br />
Reading / Self-study 36<br />
Assessment: Essay / Report writing 50<br />
Assessment: Presentation (incl preparation) 10<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Essay 70<br />
Field trip report 20<br />
Presentation 10<br />
<strong>Hong</strong> Kong’s Environment:<br />
Issues and Policies<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the causes, contours and<br />
consequences <strong>of</strong> major environmental issues in<br />
<strong>Hong</strong> Kong.<br />
2. Compare and contrast the similarities and differences<br />
<strong>of</strong> the environmental challenges faced<br />
by <strong>Hong</strong> Kong and its neighboring jurisdictions<br />
in Southern China.<br />
3. Examine critically the strengths and limitations<br />
<strong>of</strong> the policies formulated to address environmental<br />
problems in <strong>Hong</strong> Kong and its neighboring<br />
jurisdictions in Southern China.<br />
4. Demonstrate an awareness <strong>of</strong> the complex relations<br />
between the socio-economic-political<br />
processes and environmental change in a highdensity<br />
urban setting.<br />
Lecture Time // First semester (Wed)<br />
This course will provide students with a regional and comparative perspective to<br />
examine the complex inter-relationships between the socio-economic-political processes<br />
and the deteriorating environmental and ecological conditions <strong>of</strong> <strong>Hong</strong> Kong.<br />
This perspective will help students develop an in-depth understanding <strong>of</strong> the larger<br />
issues impinging on the city’s ecological future. It will also enable them to think critically<br />
<strong>of</strong> the material causes and consequences <strong>of</strong> the changing nature <strong>of</strong> environmental<br />
challenges associated with sustained economic and urban growth, both in <strong>Hong</strong> Kong<br />
and in its neighboring jurisdictions in Southern China. <strong>The</strong> course is organized around<br />
three major themes to help achieve its overall objectives: the sustainability dimensions<br />
<strong>of</strong> <strong>Hong</strong> Kong as a compact city; the links between economic restructuring and changing<br />
environmental challenges; and the constraints to, and opportunities for, crossboundary<br />
environmental cooperation.<br />
Course Co-ordinator<br />
Dr F.Y.S. Lee<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2840<br />
Email: leey@hku.hk<br />
Teacher(s)<br />
Dr F.Y.S. Lee<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2840<br />
Email: leey@hku.hk<br />
Dr C.N. Ng<br />
Department <strong>of</strong> Geography,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 7025<br />
Email: cnng@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccch9008
China: Culture, State & Society<br />
Course Code // CCCH9009<br />
Required Reading<br />
Bianco, L. (1971). Origins <strong>of</strong> the Chinese revolution, 1915-<br />
1949. Stanford: Stanford <strong>University</strong> Press. [Selected<br />
chapters]<br />
Blecher, M. (2010). China against the tides: Restructuring<br />
through revolution, radicalism, and reform. New York:<br />
<strong>The</strong> Continuum International Publishing. [Selected<br />
chapters]<br />
Fairbank, J. K. (1986). <strong>The</strong> great Chinese revolution, 1800-<br />
1985 (1st ed.). New York: Harper & Row. [Selected<br />
chapters]<br />
Perry, E. J. (2002). Challenging the mandate <strong>of</strong> Heaven:<br />
Social protest and state power in China. Armonk, NY: M. E.<br />
Sharpe. [Selected chapters]<br />
Perry, E. J., & Selden, M. (2000). Chinese society: Change,<br />
conflict, and resistance. London; New York: Routledge.<br />
[Selected chapters]<br />
Schoppa, R. K. (2006). Revolution and its past: Identities and<br />
change in modern Chinese history. Upper Saddle River,<br />
NJ: Pearson Education. [Selected chapters]<br />
Shirk, S. (2007). China: Fragile superpower. Oxford: Oxford<br />
<strong>University</strong> Press. [Selected chapters]<br />
Spence, J. D. (1999). <strong>The</strong> search for modern China (2nd ed.).<br />
New York: Norton.<br />
Tarrow, S. G. (1998). Power in movement: Social movements<br />
and contentious politics (2nd ed.). Cambridge: Cambridge<br />
<strong>University</strong> Press. [Selected chapters]<br />
Wakeman, F. (1975). <strong>The</strong> fall <strong>of</strong> imperial China. New York:<br />
<strong>The</strong> Free Press. [Selected chapters] Course Learning Outcomes<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 22<br />
Tutorials 10<br />
Reading / Self-study 42<br />
Movie session 3<br />
Assessment: Essay / Report writing 15<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Examination (incl preparation) 15<br />
Total: 122<br />
Assessment: 50% coursework;<br />
50% examination<br />
Assessment Tasks Weighting<br />
Short paper 30<br />
Tutorial participation 20<br />
Examination 50<br />
On completing the course, students will be able to:<br />
1. Use basic theoretical tools to critically analyze<br />
the causes, processes and outcomes <strong>of</strong> social<br />
resistances and social movements.<br />
2. Describe and critically explain the links between<br />
various social movements and China’s<br />
quest for modernity.<br />
3. Describe and critically explain the changing<br />
patterns <strong>of</strong> state-society relationship during<br />
China’s modernization process, from 1840 until<br />
today.<br />
4. Critically analyze and comment on contemporary<br />
political events in <strong>Hong</strong> Kong and<br />
Mainland China from both a comparative and a<br />
historical perspective.<br />
Lecture Time // Second semester (Wed)<br />
Protests, Rebellions and Revolutions in<br />
Modern China: From 1840 until Today<br />
How has China’s grand transformation<br />
to a modern nation-state shaped the<br />
country’s state-society relationship<br />
today? By focusing on the tensions and<br />
conflicts between the Chinese state<br />
and the country’s evolving civil society,<br />
this course surveys the major protests,<br />
rebellions and revolutions in China in<br />
the past 150 years. From a comparative<br />
perspective, the course particularly examines<br />
the economic, social, political<br />
and organizational resources that have<br />
facilitated various Chinese resistance<br />
movements during the country’s long<br />
and tedious journey to modernity. It<br />
also explores how China’s revolutionary<br />
past has significantly influenced the social<br />
movements <strong>of</strong> mainland China and<br />
<strong>Hong</strong> Kong in the 21st century. Weekly<br />
topics include but are not limited to:<br />
the Chinese revolutionary tradition;<br />
the concept <strong>of</strong> “the mandate <strong>of</strong> heaven”;<br />
Chinese secret societies and the Triad;<br />
underground religions and cults past<br />
and present; the Chinese communist<br />
movement; the legacies <strong>of</strong> the Cultural<br />
Revolution; social movements in the<br />
1980s; the rising nationalism in Mainland<br />
China since the 1990s; and various<br />
new forms <strong>of</strong> social resistance under<br />
the ongoing market transition.<br />
Course Co-ordinator<br />
Dr X.J. Yan<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4880<br />
Email: xyan@hku.hk<br />
Teacher(s)<br />
Dr X.J. Yan<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4880<br />
Email: xyan@hku.hk<br />
http://commoncore.hku.hk/ccch9009<br />
139
140<br />
China: Culture, State & Society<br />
Course Code // CCCH9010<br />
Required Reading<br />
Bergsten, C. F., et al. (2008). China’s rise: Challenges and<br />
opportunities. Washington, DC: Center for Strategic<br />
and International Studies, Peterson Institute for<br />
International Economics. [Chap. 5]<br />
Cai, Y. (2010). Collective resistance in China: Why popular<br />
protests succeed or fail. Stanford, CA: Stanford <strong>University</strong><br />
Press. [Chap. 2]<br />
Dickson, B. J. (2011). Updating the China Model. <strong>The</strong><br />
Washington Quarterly, 34(4), 39-58.<br />
Fewsmith, J. (2010). China today, China tomorrow: Domestic<br />
politics, economy, and society. Lanham, MD: Rowman &<br />
Littlefield Publishers [Chaps. 3, 4, 9]<br />
Joseph, W. A. (2010). Politics in China: An introduction.<br />
Oxford: Oxford <strong>University</strong> Press. [Chaps. 6, 7]<br />
Naughton, B. (2007). <strong>The</strong> Chinese economy: Transitions and<br />
growth. Cambridge, MA: MIT Press. [Chap. 9]<br />
Zhao, S. <strong>The</strong> China Model: Can it replace the Western model<br />
<strong>of</strong> modernization? Journal <strong>of</strong> Contemporary China,<br />
19(65), 419-436.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Documentary film shows 2<br />
Assessment: Essay writing 45<br />
Assessment: Presentation (incl preparation) 12<br />
Total: 155<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 30<br />
Presentation 10<br />
Short paper assignments 60<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the key arguments <strong>of</strong> major<br />
theoretical perspectives on the governance<br />
<strong>of</strong> transitional and emerging economies, and<br />
critically assess their relative strengths and<br />
weaknesses in interpreting China’s developmental<br />
experience.<br />
2. Identify the causes, scale and characteristics <strong>of</strong><br />
the key governance challenges facing contemporary<br />
China, and understand the difficulties<br />
that China faces in tackling them.<br />
3. Analyze why the Chinese government has<br />
adopted a particular set <strong>of</strong> policy measures in<br />
coping with such challenges, examine the political<br />
considerations and consequences <strong>of</strong> these<br />
policy choices, and critically evaluate their effectiveness<br />
and impacts.<br />
4. Compare and contrast the developmental trajectories<br />
and governance challenges in China<br />
and other emerging economies.<br />
5. Demonstrate the ability to collect information,<br />
analyze data and arguments, and write up findings<br />
and arguments.<br />
Lecture Time // Second semester (Wed)<br />
Understanding China’s Governance:<br />
Challenges and Prospects<br />
In order to understand the prospect <strong>of</strong> China’s quest for modernity, this course examines<br />
the key governance challenges that have emerged during its transition from a<br />
socialist system to an increasingly marketized economy and diversified society. <strong>The</strong><br />
course has three parts. Part I introduces contending analytical perspectives on the<br />
governance <strong>of</strong> transitional political systems, such as the gradualist reform model, the<br />
developmental state model and the predatory state model. Part II first analyzes the<br />
causes, scale and dynamics <strong>of</strong> several governance challenges facing contemporary China,<br />
namely legitimacy challenges, regulatory challenges, distributive challenges and<br />
external challenges, and then examines the policies <strong>of</strong> the Chinese government in tackling<br />
these critical issues and applies the different analytical perspectives in evaluating<br />
their efforts. Part III concludes the course by comparing the developmental trajectories<br />
and experiences in China with those in other developing countries.<br />
Course Co-ordinator<br />
Dr P.T.Y. Cheung<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8362<br />
Email: tsyicheu@hku.hk<br />
Teacher(s)<br />
Dr P.T.Y. Cheung<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8362<br />
Email: tsyicheu@hku.hk<br />
http://commoncore.hku.hk/ccch9010
China: Culture, State & Society<br />
Course Code // CCCH9011<br />
Required Reading<br />
Selected chapters from:<br />
Johnston, A. I., & Ross, R. S. (2006). New directions in the<br />
study <strong>of</strong> China’s foreign policy. Stanford, CA: Stanford<br />
<strong>University</strong> Press.<br />
Lampton, D. M. (2001). <strong>The</strong> making <strong>of</strong> Chinese foreign and<br />
security policy in the era <strong>of</strong> reform, 1978-2000. Stanford,<br />
CA: Stanford <strong>University</strong> Press.<br />
Shambaugh, D. L. (2005). Power shift: China and Asia’s new<br />
dynamics. Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 45<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: In-class test (incl preparation) 30<br />
Total: 151<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class participation 15<br />
Tutorial discussion 15<br />
Project report 30<br />
In-class test 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> China’s perspectives,<br />
priorities and strategies in pursuing its<br />
multi-faceted relations with the Asian region<br />
and how China has utilized its growing economic<br />
and military resources in its Asian policy.<br />
2. Compare and contrast China’s rise with the<br />
power transition <strong>of</strong> other great powers in<br />
the past.<br />
3. Analyze the relations between China and the key<br />
players and how China has dealt with several<br />
critical issues.<br />
4. Evaluate the impact <strong>of</strong> China’s rise on its search<br />
for great power status and the future <strong>of</strong> the Asian<br />
region.<br />
5. Demonstrate leadership and advocacy for<br />
achieving peace and prosperity in Asia.<br />
Lecture Time // Second semester (Wed)<br />
China’s Rise and Asia’s Future<br />
This course examines the rise <strong>of</strong> China in the 21st century. In order to understand how<br />
China’s rise will shape the future <strong>of</strong> the Asian order and how its role in Asia affects its<br />
search for great power status, the course will: (i) examine China’s rise from a comparative<br />
perspective by reviewing the rise and fall <strong>of</strong> the great powers <strong>of</strong> the past and the<br />
subsequent impact on international conflict and cooperation; (ii) explain China’s perspective<br />
and strategies in conducting its multi-faceted relations with the Asian region<br />
and how China has utilized its growing economic and military resources in its Asian<br />
policy; (iii) analyze the perspectives and strategies <strong>of</strong> the major powers in Asia (such as<br />
the US, Japan and other Asian nations) toward an emerging China; and (iv) investigate<br />
whether the relations between China and the major nations in Asia have contributed<br />
to the prosperity, peace and stability in the region.<br />
Course Co-ordinator<br />
Dr I.J. Sohn<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4372<br />
Email: isohn@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor P.M. Evans<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2393<br />
Email: pmevans@hku.hk<br />
http://commoncore.hku.hk/ccch9011<br />
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Course Code // CCCH9012<br />
Required Reading<br />
Jacques, M. (2009). When China rules the world: <strong>The</strong> end <strong>of</strong><br />
the western world and the birth <strong>of</strong> a new global order. New<br />
York: Penguin Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 36<br />
Preparation <strong>of</strong> tutorials 24<br />
Assessment: Essay writing 22<br />
Assessment: Presentation (incl preparation) 10<br />
Total: 128<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial discussion and debate 50<br />
Group presentations 20<br />
Short essays 30<br />
China and World Order<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain and analyze how world order is constructed<br />
in the international society and how<br />
the rise and fall <strong>of</strong> great powers in history have<br />
shaped world order.<br />
2. Examine the nature and course <strong>of</strong> China’s rising<br />
and how the rise <strong>of</strong> China can be measured<br />
in tangible and intangible variables, in hard<br />
power and s<strong>of</strong>t power.<br />
3. Engage in the debate about different perspectives<br />
on the rise <strong>of</strong> China and its implications<br />
for world order, both from inside and outside <strong>of</strong><br />
China.<br />
4. Analyze how China views its rise in the world,<br />
how China should come to terms with its own<br />
rise, and how the “outside world” and China’s<br />
domestic reforms are mutually transformative.<br />
5. Think critically on China-related issues.<br />
Lecture Time // Second semester (Wed)<br />
World order is shaped by the rise and fall <strong>of</strong> great powers in history. <strong>The</strong> rise <strong>of</strong> China<br />
in the 21st century will be one <strong>of</strong> such historic events reshaping world order. Measured<br />
in its comprehensive national capabilities, military power, and growing influence on<br />
a global scale, China is increasingly becoming a global power whose influence is felt<br />
in all corners <strong>of</strong> the world. However, the rise <strong>of</strong> China and its implications for future<br />
world order is <strong>of</strong>ten viewed with apprehension by the “outside world”. <strong>The</strong> aim <strong>of</strong> this<br />
course is to introduce new perspectives about China’s rise and its impacts on world order.<br />
<strong>The</strong> current debate over the rise <strong>of</strong> China has focused too much on how the world<br />
should perceive China’s rise and its possible implications for world order, and too little<br />
on how China is struggling to come to terms with its own rise. Indeed, the Chinese society,<br />
the state, core values and goals <strong>of</strong> foreign relations have undergone fundamental<br />
changes in the last three decades. <strong>The</strong> rise <strong>of</strong> China and the changing world order are<br />
mutually transformative.<br />
Course Co-ordinator<br />
Dr R.W. Hu<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2398<br />
Email: rwxhu@hku.hk<br />
Teacher(s)<br />
Dr R.W. Hu<br />
Department <strong>of</strong> Politics and Public Administration,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2398<br />
Email: rwxhu@hku.hk<br />
http://commoncore.hku.hk/ccch9012
China: Culture, State & Society<br />
Course Code // CCCH9013<br />
Required Reading<br />
Foucault, M. (1995). <strong>The</strong> body <strong>of</strong> the condemned. Discipline and punish:<br />
<strong>The</strong> birth <strong>of</strong> the prison (A. Sheridan, Trans.) (pp. 3-31). New York:<br />
Vintage Books.<br />
Giddens, A. (2009). Sexuality and gender. Sociology (pp. 600-623).<br />
Cambridge: Polity Press<br />
Glosser, S. (2003). Saving self and nation: <strong>The</strong> New Culture Movement’s<br />
family-reform discourse. Chinese visions <strong>of</strong> family and state, 1915-<br />
1953 (pp. 27-52). Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Glosser, S. (2003). Love for revolution: Xiao Jiating in the People’s<br />
Republic. Chinese visions <strong>of</strong> family and state, 1915-1953 (pp. 174-196).<br />
Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Ho, P. S. Y. (2006). <strong>The</strong> (charmed) circle game: Reflections on sexual<br />
hierarchy through multiple sexual relationships. Sexualities, 9(5),<br />
547-64.<br />
Ho, P. S. Y. (2011). Recognition struggle: One woman’s politics <strong>of</strong><br />
iconogenesis. Asian Journal <strong>of</strong> Women’s Studies, 17(1), 7-27.<br />
Kershaw, A. M., & DeGolyer, D. (Eds.). (2006). <strong>The</strong> status <strong>of</strong> women<br />
and girls in <strong>Hong</strong> Kong 2006: Executive summary. <strong>Hong</strong> Kong: <strong>The</strong><br />
Women’s Foundation.<br />
Kong, T. S. K. (2011). Conclusion. Chinese male homosexualities: Memba,<br />
tongzhi and golden boy (pp. 194-207). London: Routledge.<br />
Liu, J. (2007). Growing up in the Mao era. Gender and work in urban<br />
China (pp. 25-39). London: Routledge.<br />
Liu, J. (2007). Living in the danwei: <strong>The</strong> intersection between work and<br />
family life. Gender and work in urban China (pp. 65-76). London:<br />
Routledge.<br />
Jeffreys, E. (Ed.). (2006). Sex and sexuality in China. London: Routledge.<br />
Johnson, K. A. (1983). Women, the family, and peasant revolution in<br />
China (pp. 8-35). Chicago: <strong>University</strong> <strong>of</strong> Chicago Press. [Chaps. 1, 2]<br />
Mao, Z. (1967). Quotations from Chairman Mao Tse-tung (2nd ed.).<br />
Beijing: Foreign Languages Press.<br />
McHoul, A., & Grace, W. (1995). A disciplined society. A Foucault primer<br />
(pp. 66-76). London: UCL Press.<br />
Pan, S. (2006). Transformations in the primary life cycle: <strong>The</strong> origins<br />
and nature <strong>of</strong> China’s sexual revolution. In E. Jeffreys (Ed.), Sex and<br />
sexuality in China (pp. 21-42). London: Routledge.<br />
Rubin, G. (1993). Thinking sex: Notes for a radical theory <strong>of</strong> the politics<br />
<strong>of</strong> sexuality. In H. Abelove, M. A. Barale & D. M. Halperin (Eds.), <strong>The</strong><br />
lesbian and gay studies reader (pp. 3-44). New York: Routledge.<br />
Sigley, G. (2006). Sex, politics and the policing <strong>of</strong> virtue in the People’s<br />
Republic <strong>of</strong> China. In E. Jeffreys (Ed.), Sex and sexuality in China (pp.<br />
43-61). London: Routledge.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 9<br />
Fieldwork / Visits 8<br />
Reading / Self-study 40<br />
Digital story telling workshops 3<br />
Assessment: Essay / Report writing 21<br />
Assessment: Presentation (incl preparation) 5<br />
Assessment: Productions <strong>of</strong> audio-visual<br />
art work 60<br />
Total: 170<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Individual written assignments 30<br />
Group project proposal 20<br />
Group project 30<br />
Tutorial participation 10<br />
Participation in workshops 5<br />
Project presentations and public screening 5<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain key concepts for understanding<br />
the diversity and plurality <strong>of</strong> Chinese<br />
culture.<br />
2. Apply key concepts to analyze the dynamics <strong>of</strong><br />
dating, mate selection and marriage, and how<br />
individual views, choices and behavior are<br />
shaped by complex interconnected political,<br />
economic and social forces in different regions<br />
in China.<br />
3. Identify the broad changes and the transformation<br />
in China and the world in order to understand<br />
how these come to influence the most<br />
intimate aspects <strong>of</strong> one’s life.<br />
4. Engage in critical reflections on one’s life<br />
choice in relation to social norms <strong>of</strong> specific<br />
gender, class and race categories.<br />
5. Demonstrate cultural sensitivity and interpersonal<br />
skills in group projects.<br />
6. Use the communication skills and techniques<br />
acquired to conduct and present their own case<br />
studies to an audience in different art forms.<br />
Lecture Time // Second semester (Wed)<br />
Love, Marriage and Sex in Modern China<br />
This course enables students<br />
to understand how<br />
love, sex and marriage<br />
constitute a useful lens for<br />
understanding Chinese culture,<br />
thoughts, values and<br />
ways <strong>of</strong> life so as to provide<br />
a glimpse into the complex<br />
interconnections between<br />
political, cultural, economic<br />
and interpersonal<br />
realms <strong>of</strong> experience. <strong>The</strong><br />
course begins from issues<br />
that are personally relevant<br />
to young people – mate<br />
choice, love, marriage, sex<br />
and family – with a view to<br />
helping them think about<br />
the historical and cultural<br />
roots <strong>of</strong> values concerning love, sexuality, marriage, and family life in China. Through<br />
case studies <strong>of</strong> love and marriage in <strong>Hong</strong> Kong and the Pearl River Delta, we hope to<br />
enable students to understand the diverse characteristics <strong>of</strong> “Chinese” ways <strong>of</strong> life, and<br />
how Chinese people may currently experience love, sex, marriage and cross different<br />
types <strong>of</strong> borders and boundaries to look for intimacies. Documentary films will be used<br />
to give a vivid sense <strong>of</strong> the different strategies modern Chinese men and women use<br />
to fulfill material, affective and sexual desires as a response to social changes. Possible<br />
topics include: the three bonds and five relationships in Confucian humanism; the<br />
class-based consciousness and the movement-based passions <strong>of</strong> Mao-era socialism;<br />
the impact <strong>of</strong> Post-Mao reforms on family life; urban families in the eighties and the<br />
one child policy; family strategies and economic transformation in rural China; postsocialist<br />
China and quality-based desire; “supergirls”, sex icons and Shanghai Babies in<br />
China; xiaojies and sex workers in the Pearl River Delta; early love affairs and temporary<br />
love in urban cities; and queer China and brave new families.<br />
Course Co-ordinator<br />
Dr P.S.Y. Ho<br />
Department <strong>of</strong> Social Work and Social<br />
Adminstration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2091<br />
Email: psyho@hkucc.hku.hk<br />
Teacher(s)<br />
Dr P.S.Y. Ho<br />
Department <strong>of</strong> Social Work and Social<br />
Adminstration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 2091<br />
Email: psyho@hkucc.hku.hk<br />
Dr M.S.Y. Lee<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8948<br />
Email: leesym@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccch9013<br />
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Course Code // CCCH9014<br />
Required Reading<br />
Chan, C. K., Ngok, K. L., & Phillips, D. (2008). Social policy<br />
and well-being. In C. K. Chan, K. L. Ngok & D. Phillips<br />
(Eds.), Social policy in China: Development and wellbeing<br />
(pp. 15-26). Bristol, UK: Policy Press, <strong>University</strong> <strong>of</strong><br />
Bristol.<br />
Fogel, R. (2010). Why China is likely to achieve its growth<br />
objectives. In G. G. Liu, S. Zhang & Z. Zhang (Eds.),<br />
Investing in human capital for economic development<br />
in China (pp. 3-18). Singapore; Hackensack, NJ: World<br />
Scientific.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 40<br />
Assessment: Interview report (incl interview) 50<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Quiz (incl preparation) 30<br />
Total: 166<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Interview report 25<br />
Discussion and verbal presentation in tutorials 25<br />
Open book quiz 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Define the concept <strong>of</strong> social development and<br />
explain the surrounding controversies.<br />
2. Summarize the nature and magnitude <strong>of</strong> the<br />
social challenges facing current China.<br />
3. Examine the role <strong>of</strong> the government in addressing<br />
social problems in the context <strong>of</strong> globalization<br />
and modernization.<br />
4. Analyze the Chinese government’s social policy<br />
responses within the historical and globalized<br />
features.<br />
5. Illustrate viable reform directions for China’s<br />
social development.<br />
Lecture Time // First semester (Wed)<br />
Social Development Challenges in China<br />
Starting in late 1970s, the Open Door Policy ushered in an era <strong>of</strong> privatization, decentralization,<br />
modernization, and the dismantling <strong>of</strong> the Mao era’s iron rice bowl. <strong>The</strong> reforms<br />
have had a pr<strong>of</strong>ound impact on Chinese society, creating rising quality <strong>of</strong> life and<br />
incomes, but also rising inequalities.<br />
Is inequality a must to motivate social development? Who are the emerging urban<br />
poor, and how can China achieve poverty reduction? Is it unrealistic to provide a universal<br />
pension in China? Why it is expensive and difficult to obtain quality health care?<br />
How can housing policy help to achieve social integration? This course focuses on the<br />
nature and magnitude <strong>of</strong> key social development challenges in China, and how Chinese<br />
policy-makers have dealt with them so far. Key questions explored will include differing<br />
definitions <strong>of</strong> social development, the limits <strong>of</strong> market power in providing social<br />
goods, and the challenges <strong>of</strong> policy implementation in the Chinese institutional context<br />
in a globalizing world.<br />
We will rely extensively on audio-visual<br />
news clips, documentaries, statistics,<br />
case studies, interviews, and discussion<br />
<strong>of</strong> current events to develop a<br />
better feel for the subject.<br />
Course Co-ordinator<br />
Dr V.W.Q. Lou<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4835<br />
Email: wlou@hku.hk<br />
Teacher(s)<br />
Dr V.W.Q. Lou<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4835<br />
Email: wlou@hku.hk<br />
http://commoncore.hku.hk/ccch9014
China: Culture, State & Society<br />
Course Code // CCCH9015<br />
Required Reading<br />
Weeks, J. R. (2012). Population: An introduction to<br />
concepts and issues (11th ed.). Belmont, CA: Wadsworth<br />
Publishing. [Chaps. 3, 5, 6, 7, 8, 9 (pp. 366-377), 10, 12]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 20<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: In-class test (incl preparation) 45<br />
Assessment: In-class peer-reviewed assessment 5<br />
Total: 144<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class participation and discussions 20<br />
Group research project 30<br />
In-class test 50<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and explain the theories, models and<br />
facts about population processes.<br />
2. Clarify basic demographic concepts and measures<br />
and apply them to the contexts <strong>of</strong> <strong>Hong</strong><br />
Kong and China and international settings.<br />
3. Trace and differentiate major sources <strong>of</strong> demographic<br />
data and assess their limitations.<br />
4. Analyze the contributions <strong>of</strong> fertility, mortality,<br />
and migration to population change and characterize<br />
the political and social forces in the process<br />
<strong>of</strong> modernization at the local and global levels.<br />
5. Examine the social and economic implications<br />
<strong>of</strong> population dynamics in a multidisciplinary<br />
context with reference to <strong>Hong</strong> Kong and China.<br />
6. Identify and describe the key facts about population<br />
policies and schemes in <strong>Hong</strong> Kong and<br />
China and evaluate the impacts <strong>of</strong> the forces on<br />
modernization.<br />
7. Identify and analyze population issues in relation<br />
to social services and public policies.<br />
8. Specify the implications and challenges <strong>of</strong><br />
<strong>Hong</strong> Kong’s ageing population.<br />
Lecture Time // First semester (Wed)<br />
Population, Society and Sustainable<br />
Development in <strong>Hong</strong> Kong<br />
Very much like that <strong>of</strong> economic and social development, the population <strong>of</strong> <strong>Hong</strong> Kong<br />
has dramatically restructured due to the influx <strong>of</strong> Chinese immigrants in the fifties and<br />
the wave <strong>of</strong> the population born locally in the sixties and seventies, then later the quota<br />
system <strong>of</strong> migration control <strong>of</strong> mainlanders, rapid declining fertility and increasing<br />
life expectancy. Today, several demographic concerns persist such as extremely low<br />
fertility, gender imbalance, cross-border marriage, shrinking workforce, and ageing<br />
population. Demographic characteristics and processes are much influenced by social<br />
and political developments in Mainland China and economic growth and population<br />
in-and-out flow <strong>of</strong> <strong>Hong</strong> Kong. This course introduces various population theories,<br />
concepts and facts to enable students to develop a critical understanding <strong>of</strong> the interrelatedness<br />
<strong>of</strong> the demographic, social, cultural, economic and political issues between<br />
<strong>Hong</strong> Kong and Mainland China and its sustainable development.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor P.S.F. Yip<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5017<br />
Email: sfpyip@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor P.S.F. Yip<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5017<br />
Email: sfpyip@hku.hk<br />
http://commoncore.hku.hk/ccch9015<br />
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Course Code // CCCH9016<br />
Informed by current studies <strong>of</strong> world cities, this course introduces students<br />
to a basic understanding <strong>of</strong> <strong>Hong</strong> Kong as a global city. It will also enable<br />
them to locate themselves in a globalizing environment that is closely<br />
connected to national development in China and to the changing global<br />
and regional dynamics. Emphasis is placed on understanding <strong>Hong</strong> Kong<br />
as embedded in the broader regional milieu. Students are expected to reflect<br />
upon the key question concerning how <strong>Hong</strong> Kong, as an Asian global<br />
city, would face the challenges in the context <strong>of</strong> rapid changes in the world<br />
economy and the emergence <strong>of</strong> China as a powerful economy. <strong>The</strong> course is<br />
composed <strong>of</strong> two parts. <strong>The</strong> first part is a survey <strong>of</strong> the key features <strong>of</strong> <strong>Hong</strong><br />
Kong as a global city and the second focuses on the challenges and prospect<br />
<strong>of</strong> future development.<br />
Required Reading<br />
Chiu, S. W. K., & Lui, T. L. (2009). <strong>Hong</strong> Kong: Becoming a<br />
Chinese global city. London; New York: Routledge.<br />
Leung, K. P. B. (2003). <strong>Hong</strong> Kong: Legacies and prospects <strong>of</strong><br />
development. Aldershot, UK: Burlington Ashgate.<br />
Ngo, T. W. (1999). <strong>Hong</strong> Kong’s history: State and society<br />
under colonial rule. London; New York: Routledge.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 20<br />
Tutorials 10<br />
Seminars 4<br />
Fieldwork / Visits 10<br />
Reading / Self-study 68<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 10<br />
Total: 152<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Photo essay 40<br />
Group presentation and tutorial participation 30<br />
Field trip reports 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify the key features <strong>of</strong> <strong>Hong</strong> Kong as an<br />
Asian world city.<br />
2. Reflect critically upon the challenges and prospect<br />
<strong>of</strong> <strong>Hong</strong> Kong in maintaining its position<br />
as an Asian world city.<br />
3. Relate what has been learnt in class to daily experience.<br />
4. Connect the knowledge acquired in class to<br />
an analysis <strong>of</strong> <strong>Hong</strong> Kong as an Asian city in a<br />
group project report.<br />
5. Apply presentation skills and cooperate in<br />
group work.<br />
Lecture Time // Second semester (Wed)<br />
<strong>Hong</strong> Kong:<br />
Becoming a Chinese Global City<br />
Course Co-ordinator<br />
Dr D. Tang<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5685<br />
Email: denitang@hku.hk<br />
Teacher(s)<br />
Dr D. Tang<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5685<br />
Email: denitang@hku.hk<br />
http://commoncore.hku.hk/ccch9016
China: Culture, State & Society<br />
Course Code // CCCH9017<br />
Required Reading<br />
Cheung, A. S. Y. (2007). Public opinion supervision: A case<br />
study <strong>of</strong> media freedom in China. Columbia Journal <strong>of</strong><br />
Asian Law, 20(2), 357-384.<br />
Ma, E. K. W. (2000). Rethinking media studies: <strong>The</strong> case <strong>of</strong><br />
China. In M. J. Park & J. Curran (Eds.), De-Westernizing<br />
media studies (pp. 21-34). London; New York: Routledge.<br />
MacKinnon, R. (2008). Flatter world and thicker walls?<br />
Blogs, censorship and civic discourse in China. Public<br />
Choice, 134(1), 31-46.<br />
Nakamura, H. (1964). Part II: China. In P. P. Wiener (Ed.),<br />
Ways <strong>of</strong> thinking <strong>of</strong> Eastern peoples: India, China, Tibet,<br />
Japan (English ed., pp. 175-294). Honolulu: East-West<br />
Center Press.<br />
Pan, P. P. (2008). Out <strong>of</strong> Mao’s shadow: <strong>The</strong> struggle for the<br />
soul <strong>of</strong> a new China (1st Simon & Schuster hardcover ed.).<br />
New York: Simon & Schuster.<br />
Wang, J. (2001). Culture as leisure and culture as capital.<br />
Positions: East Asia Cultures Critique, 9(1), 69-104.<br />
Wasserstrom, J. N. (2000). Big bad China and the good<br />
Chinese: An American fairy tale. In T. B. Weston & L. M.<br />
Jensen (Eds.), China beyond the headlines (pp. 13-35).<br />
Lanham, MD: Rowman & Littlefield Publishers.<br />
Xiao, H. (2006). Narrating a happy China through a crying<br />
game: A case study <strong>of</strong> post-Mao reality shows. China<br />
Media Research, 2(3), 56-67.<br />
Zha, J. (1995). After an icon. China pop: How soap operas,<br />
tabloids, and bestsellers are transforming a culture (pp.<br />
3-24). New York: New Press.<br />
Zhao, Y. (1998). Media, market, and democracy in China:<br />
Between the party line and the bottom line. Urbana, IL:<br />
<strong>University</strong> <strong>of</strong> Illinois Press.<br />
Zheng, Y., & Wu, G. (2005). Information technology, public<br />
space, and collective action in China. Comparative<br />
Political Studies, 38(5), 507-536.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Fieldwork / Visits 20<br />
Reading / Self-study 20<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 40<br />
Assessment: Test (incl preparation) 20<br />
Total: 154<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Mid-term essay 30<br />
Final essay 35<br />
Group presentation 35<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and discuss major factors that transformed<br />
China’s media from a vehicle <strong>of</strong> mass<br />
propaganda to mass communication.<br />
2. Investigate the emerging diverse media and<br />
popular culture forms and analyze its impact<br />
on media, state and social relations.<br />
3. Analyze the rise <strong>of</strong> new media and its contribution<br />
to the development <strong>of</strong> China’s nascent civil<br />
society.<br />
4. Critically analyze the on-going debate concerning<br />
media autonomy and Party control using<br />
various media studies and sociology theories<br />
covered.<br />
5. Examine the limitations <strong>of</strong> unfettered media<br />
commercialization and continued Party ideological<br />
domination.<br />
Lecture Time // First semester (Wed)<br />
People, Propaganda and Pr<strong>of</strong>it:<br />
Understanding Media in China<br />
Mainland Chinese are increasingly<br />
able to access media stories that<br />
expose government corruption and<br />
examine the social costs <strong>of</strong> the nation’s<br />
market-based economic reforms<br />
in China’s quest for modernization.<br />
Some see this development<br />
as a sign <strong>of</strong> China’s growing media<br />
freedom, while others view it as a<br />
sophisticated government tool for<br />
legitimizing and maintaining Communist<br />
Party power. Despite these<br />
contradictory views, what cannot<br />
be ignored is that the proliferation <strong>of</strong> the Chinese media is transforming it from a vehicle<br />
<strong>of</strong> mass propaganda into a vehicle for mass communication. <strong>The</strong> diversification<br />
<strong>of</strong> the media, from the rise <strong>of</strong> celebrity blogs and pop idol talent shows, to citizen journalists<br />
publishing independent investigative reports, is changing the chief function <strong>of</strong><br />
media from merely serving as party mouthpiece to that <strong>of</strong> gathering and disseminating<br />
information and a working tool for self expression. This media development is creating<br />
new public channels that monitor and expose Party malfeasance, social ills, and reflect<br />
the views <strong>of</strong> the general public.<br />
This course engages students in a cross-disciplinary investigation on the social implications<br />
<strong>of</strong> this changing media environment on China’s nascent public sphere. By<br />
analyzing Chinese media content including news stories, films, street tabloids, TV<br />
entertainment shows, and new media technologies, the course examines the dynamic<br />
interplay <strong>of</strong> evolving social, political, economic, and media forces and the prospects for<br />
the transformation <strong>of</strong> mass culture and civil society in China. <strong>The</strong> course will survey<br />
the historical roots <strong>of</strong> media and mass propaganda in the Mao Era, analyzing its political,<br />
social and cultural role. This will be followed by an in-depth look at how market<br />
liberalization policies reshaped China’s media landscape within the context <strong>of</strong> continued<br />
government control. Specific examples will be used to illustrate the media’s new<br />
found role as a mass communication vehicle and the challenges and prospects <strong>of</strong> this<br />
shift on media, state and social relations.<br />
Course Co-ordinator<br />
Dr L.Y. Tang<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8533<br />
Email: ltang@hku.hk<br />
Teacher(s)<br />
Dr L.Y. Tang<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 8533<br />
Email: ltang@hku.hk<br />
Dr L.F. Cho<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 4641<br />
Email: lifcho@hku.hk<br />
http://commoncore.hku.hk/ccch9017<br />
147
148<br />
China: Culture, State & Society<br />
Course Code // CCCH9018<br />
Required Reading<br />
Fang, L. (2010). China’s Buddhist culture. Singapore:<br />
Cengage Learning Asia.<br />
Guang, X. (2008). Early Buddhist and Confucian concepts <strong>of</strong><br />
filial piety: A comparative study. Universal Gate Buddhist<br />
Journal, 45, 169-210.<br />
Guang, X. (2011). Avalokiteśvara in China. <strong>The</strong> Indian<br />
International Journal <strong>of</strong> Buddhist Studies, 11, 1-22.<br />
Hu, S. (1953). Ch’an (Zen) Buddhism in China: Its history<br />
and method. Philosophy East and West, 3(1), 3-24.<br />
Mair, V. H. (1994). Buddhism and the rise <strong>of</strong> the written<br />
vernacular in East Asia: <strong>The</strong> making <strong>of</strong> national<br />
languages. <strong>The</strong> Journal <strong>of</strong> Asian Studies, 53(3), 707-751.<br />
Overmyer, D. L., & Adler, J. (2005). Chinese religion: An<br />
overview. In L. Jones (Ed.), Encyclopedia <strong>of</strong> religion (2nd<br />
ed., Vol. 3, pp. 1580-1613). Detroit: Macmillan Reference<br />
USA.<br />
Teiser, S. F. (1988). <strong>The</strong> ghost festival in medieval China.<br />
Princeton, NJ: Princeton <strong>University</strong> Press.<br />
Tregear, M. (1980). Chinese art. London: Thames and<br />
Hudson.<br />
Wright, A. F. (1957). Buddhism and Chinese culture: Phases<br />
<strong>of</strong> interaction. <strong>The</strong> Journal <strong>of</strong> Asian Studies, 17(1), 17-42.<br />
Yü, C. F. (2001). Kuan-yin: <strong>The</strong> Chinese transformation <strong>of</strong><br />
Avalokiteśvara. New York: Columbia <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 60<br />
Preparation for oral report 10<br />
Assessment: Essay / Report writing 35<br />
Assessment: Presentation (incl preparation) 15<br />
Total: 156<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Lecture and tutorial<br />
participation and presentation 20<br />
Group presentations 20<br />
Written report 25<br />
Final essay 35<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> the role Buddhist<br />
culture plays in the various forms <strong>of</strong><br />
Chinese life such as thought, value, visual art,<br />
architecture, literature, language, and folk beliefs.<br />
2. Describe and explain Buddhist influence on<br />
Chinese culture in general.<br />
3. Use relevant information to critically examine<br />
how significant Buddhist culture is in Chinese<br />
people’s daily life such as Guanyin belief and<br />
ancestor worship.<br />
4. Demonstrate an awareness <strong>of</strong> the characteristics<br />
and diversities <strong>of</strong> China’s culture and heritage<br />
and her Buddhist impact.<br />
5. Apply the knowledge and understanding gained<br />
to study the deeper implications <strong>of</strong> Buddhist<br />
thought for modern society together with other<br />
philosophical and religious systems.<br />
Lecture Time // Second semester (Wed)<br />
Buddhism and Chinese Culture<br />
This course is designed to help students to understand Chinese culture and its Buddhist<br />
influence and impact. For over two thousand years, Buddhism has interacted<br />
with all levels <strong>of</strong> Chinese culture such as literature, philosophy, mores and behavioral<br />
norms, arts and architecture, and religions <strong>of</strong> all classes. As a result, Buddhism has become<br />
one <strong>of</strong> the three pillars <strong>of</strong> traditional Chinese culture and its influence is seen in<br />
many aspects and at all levels <strong>of</strong> Chinese culture. <strong>The</strong> aim <strong>of</strong> the course is to enhance<br />
students’ intellectual understanding <strong>of</strong> Chinese culture and Chinese people’s way <strong>of</strong><br />
life and belief through historical analysis, and theoretical enquiries into the key aspects<br />
<strong>of</strong> China’s long interaction and exchange with Buddhism. Attention will be paid<br />
to the open attitude <strong>of</strong> both Buddhism and Confucianism as a basis for integration and<br />
mutual assimilation. Lectures are organized in such a way as to first introduce students<br />
to the philosophical traditions and their thoughts, with follow-up discussions<br />
on specific topics. Topics include: Buddhist impact on Chinese culture; intellectual<br />
exchange between Buddhism and Chinese culture; Buddhist and Chinese attitude to<br />
life: A comparative study; Buddhist and Chinese ethics <strong>of</strong> filial piety; Buddhism and<br />
Chinese visual art; Chan and Chinese culture; Buddhist influence on Chinese language;<br />
Buddhist influence on Chinese literature; Buddhist influence on religions and popular<br />
beliefs; Guanyin belief in Chinese life; Ullambana (ghost) Festival and Chinese ancestor<br />
worship.<br />
Course Co-ordinator<br />
Ven. Dr X. Guang<br />
Centre <strong>of</strong> Buddhist Studies,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5040<br />
Email: guangxin@hku.hk<br />
Teacher(s)<br />
Ven. Dr X. Guang<br />
Centre <strong>of</strong> Buddhist Studies,<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5040<br />
Email: guangxin@hku.hk<br />
http://commoncore.hku.hk/ccch9018
China: Culture, State & Society<br />
Course Code // CCCH9020<br />
Required Reading<br />
Institute <strong>of</strong> the History <strong>of</strong> Natural Sciences, Chinese<br />
Academy <strong>of</strong> Sciences. (1983). Ancient China’s technology<br />
and science. Beijing: Foreign Languages Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 16<br />
Tutorials 4<br />
Seminars 4<br />
Fieldwork / Visits 6<br />
Reading / Self-study 80<br />
Assessment: Essay / Report writing 40<br />
Assessment: Examination 2<br />
Total: 152<br />
Assessment: 70% coursework;<br />
30% examination<br />
Assessment Tasks Weighting<br />
Essays 40<br />
Examination 30<br />
Field trip / Discussion / Hands-on work 10<br />
Book analysis 20<br />
Science and Technology:<br />
Lessons from China<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Give an account <strong>of</strong> the extent <strong>of</strong> scientific<br />
achievements in ancient China and explain the<br />
social-environmental background governing<br />
the development <strong>of</strong> science and technology in<br />
ancient China.<br />
2. Deliver an in-depth account on why western<br />
style science did not flourish in China.<br />
3. Give a critical comparison <strong>of</strong> the approach and<br />
inquiry methods used by scholars in ancient<br />
China and in modern scientific studies.<br />
Lecture Time // Second semester (Wed)<br />
In spite <strong>of</strong> the vast and superior knowledge possessed by the ancient Chinese relative<br />
to the rest <strong>of</strong> the world, China did not develop into a dominant technoculture. This<br />
course will explore some <strong>of</strong> the lesser known inventions and scientific development in<br />
ancient China and factors that caused China to fall behind the West in technological<br />
development. <strong>The</strong> contents <strong>of</strong> the course include perception <strong>of</strong> the material world in<br />
ancient China, early Chinese views <strong>of</strong> the universe, earth and Nature, changes in the<br />
perception <strong>of</strong> these entities over time, scientific inventions and theories <strong>of</strong> ancient<br />
China, and the linkage between science, art and literature in China. Guest speakers<br />
will give insights on specific areas <strong>of</strong> technological advancement in ancient China.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor L.S. Chan<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 8002<br />
Email: chanls@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor L.S. Chan<br />
Department <strong>of</strong> Earth Sciences,<br />
Faculty <strong>of</strong> Science<br />
Tel: 2859 8002<br />
Email: chanls@hku.hk<br />
http://commoncore.hku.hk/ccch9020<br />
149
150<br />
China: Culture, State & Society<br />
Course Code // CCCH9021<br />
Required Reading<br />
Beckwith, C. I. (1991). <strong>The</strong> impact <strong>of</strong> the horse and silk trade<br />
on the economies <strong>of</strong> T’ang China and the Uighur Empire:<br />
On the importance <strong>of</strong> international commerce in the<br />
Early Middle Ages. Journal <strong>of</strong> the Economic and Social<br />
History <strong>of</strong> the Orient, 34(3), 183-198. (Moodle link)<br />
Chung, W. K. (1996). <strong>The</strong> organization <strong>of</strong> Chinese business<br />
in <strong>Hong</strong> Kong during the 1940s. In Chinese Business<br />
Conference & <strong>University</strong> <strong>of</strong> <strong>Hong</strong> Kong (Eds.), <strong>The</strong> rise<br />
<strong>of</strong> business corporations in China from Ming to present.<br />
<strong>Hong</strong> Kong: Centre <strong>of</strong> Asian Studies, <strong>University</strong> <strong>of</strong> <strong>Hong</strong><br />
Kong.<br />
Cochran, S. (2000). Encountering Chinese networks:<br />
Western, Japanese, and Chinese corporations in China,<br />
1880-1937. Los Angeles, CA: <strong>University</strong> <strong>of</strong> California<br />
Press. [Chap. 6]<br />
Liu, K. W. (1988, February). Chinese merchant guilds: An<br />
historical inquiry. Pacific History Review, 57(1), 1-23.<br />
[Moodle link]<br />
Naughton, B. (2007). <strong>The</strong> Chinese economy: Transitions and<br />
growth. Cambridge, MA: MIT Press. [Chaps. 3, 4, 9, 10, 12,<br />
13, 15, 17]<br />
Powell, W. W., & DiMaggio, P. J. (1991). <strong>The</strong> New<br />
institutionalism in organizational analysis. Chicago:<br />
<strong>University</strong> <strong>of</strong> Chicago Press. [Chap. 15]<br />
Rae, I., & Witzel, M. (2004). Singular and different:<br />
Business in China, past, present, and future. Houndmills,<br />
Basingstoke, UK; New York: Palgrave Macmillan. [Chap.<br />
5]<br />
Wang, K., Zhang, X., & Goodfellow, R. (2005). China business<br />
culture: Strategies for success [Reprinted ed.]. London:<br />
Thorogood. [Chap. 2]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork/ Visits 8<br />
Reading / Self-study 50<br />
Assessment: Essay / Report writing 40<br />
Assessment: Group projects 24<br />
Total: 158<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class presentations and participation 10<br />
Group project 1 30<br />
Group project 2 30<br />
Essay 30<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate understanding <strong>of</strong> New Institutional<br />
<strong>The</strong>ory and explain how institutions<br />
interact with business activities in a society.<br />
2. Identify the social and political factors that affect<br />
the performance and decisions <strong>of</strong> Chinese<br />
businesses in historical periods before and<br />
after 1949.<br />
3. Demonstrate understanding <strong>of</strong> how businesses<br />
are organized and relations are managed to<br />
achieve business goals in a social context.<br />
4. Work with others to identify critical “success<br />
formula” in business operations.<br />
5. Analyze, in collaboration with fellow students,<br />
the opportunities and challenges facing Chinese<br />
businesses in the global economy.<br />
Lecture Time // Second semester (Wed)<br />
Chinese Business and Society:<br />
Past and Present<br />
This course is designed to develop a basic understanding <strong>of</strong> Chinese business in its<br />
societal context. Taking New Institutional <strong>The</strong>ory as an intellectual framework, the<br />
course discusses how social and political institutions interact with business activities<br />
in Chinese society from a historical perspective. <strong>The</strong> course first introduces New Institutional<br />
<strong>The</strong>ory. It then reviews the business models <strong>of</strong> the major Business Groups<br />
in traditional China and the Chinese State-owned and non-State-owned Enterprises<br />
under the Communist regime. Under the institutional framework, the discussion focuses<br />
on analyzing what are the essential features <strong>of</strong> the political and social contexts<br />
for Chinese businesses; how these contextual features have shaped the operation and<br />
competitiveness <strong>of</strong> Chinese businesses on the one hand, and, have been modified with<br />
the development <strong>of</strong> business activities on the other hand. <strong>The</strong> major themes include:<br />
government business relations, distinctive business culture and relationships among<br />
themselves and with other social institutions in China, and more recently, the effects<br />
<strong>of</strong> globalization. <strong>The</strong> discussion is divided into two parts: Chinese business and society<br />
in the Dynastic Eras and the Republic <strong>of</strong> China before 1949 and, their dissolution,<br />
transformation, and re-creation afterwards.<br />
Course Co-ordinator<br />
Dr G.Y.Y. Wong<br />
School <strong>of</strong> Business,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1016<br />
Email: gilwong@business.hku.hk<br />
Teacher(s)<br />
Dr G.Y.Y. Wong<br />
School <strong>of</strong> Business,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1016<br />
Email: gilwong@business.hku.hk<br />
Dr D. Guo<br />
School <strong>of</strong> Business,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1012<br />
Email: diguo@hku.hk<br />
http://commoncore.hku.hk/ccch9021
China: Culture, State & Society<br />
Course Code // CCCH9023<br />
Required Reading<br />
All required readings will be available on the course’s<br />
WebCT as below:<br />
Adams, B. N. (2004). Families and family study in<br />
international perspective. Journal <strong>of</strong> Marriage and<br />
Family, 66(5), 1076-1088.<br />
Attané, I. (2002). China’s family planning policy: An<br />
overview <strong>of</strong> its past and future. Studies in Family<br />
Planning, 33(1), 103-113.<br />
Coale, A. J. (1989). Marriage and childbearing in China since<br />
1940. Social Forces, 67(4), 833-850.<br />
Coontz, S. (2004). <strong>The</strong> world historical transformation <strong>of</strong><br />
marriage. Journal <strong>of</strong> Marriage and Family, 66(4), 974-<br />
979.<br />
Greenhalgh, S. (2003). Science, modernity, and the making<br />
<strong>of</strong> China’s one child policy. Population and Development<br />
Review, 29(2), 163-196.<br />
Li, N. (1985). How does China deal with divorce? Beijing<br />
Review, 5, 18-21.<br />
Poston, D. L., & Gu, B. (1987). Socioeconomic development,<br />
family planning, and fertility in China. Demography,<br />
24(4), 531-551.<br />
Tuljapurkar, S., Li, N., & Feldman, M. W. (1995). High sex<br />
ratios in China’s future. Science, 267(5199), 874-876.<br />
Wang, F. (2005). Can China afford to continue its one-child<br />
policy? Asia-Pacific Issues, 77, 1-12.<br />
Zuo, J. (2009). Rethinking family patriarchy and women’s<br />
positions in presocialist China. Journal <strong>of</strong> Marriage and<br />
Family, 71(3), 542-557.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 8<br />
Seminars 4<br />
Reading / Self-study 20<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 10<br />
Assessment: Examination (incl preparation) 45<br />
Assessment: In-class peer reviewed assessment 5<br />
Total: 146<br />
Assessment: 50% coursework;<br />
50% examination<br />
Assessment Tasks Weighting<br />
In-class participation and group debates 20<br />
Group research project 30<br />
Examination 50<br />
Family and Development in<br />
Modern China<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and explain the theories, models and facts<br />
about family changes and its interconnectedness <strong>of</strong><br />
modernization from multidisciplinary perspectives.<br />
2. Underline and clarify basic family theories and concepts<br />
and apply the analysis to the contexts <strong>of</strong> China<br />
and international settings.<br />
3. Trace and differentiate major sources <strong>of</strong> family demographic<br />
data and their limitations.<br />
4. Analyze the contributions <strong>of</strong> family, marriage, childbearing<br />
and its impact from migration and urbanization<br />
and characterize the political and social forces in the<br />
process <strong>of</strong> modernization at the local and global levels.<br />
5. Examine the social and economic implications <strong>of</strong><br />
family dynamics in a multidisciplinary context with<br />
reference to the situations <strong>of</strong> Modern China.<br />
6. Identify and describe the key facts about family planning<br />
scheme and one-child policy in China and evaluate<br />
the impacts <strong>of</strong> the forces on the modernization.<br />
7. Locate and appraise family issues to social services<br />
and public policies.<br />
8. Specify social implications and prescribe the challenges<br />
<strong>of</strong> family dissolution and baby death.<br />
Lecture Time // Second semester (Wed)<br />
Over a decade, family composition has substantially changed in parallel with socioeconomic<br />
development in China. Traditional values <strong>of</strong> a family had been evolving from<br />
Confucian basis to greater individual autonomy. From the late Mao era, China introduced<br />
the one-child policy to limit the population growth in 1978 as a prerequisite for<br />
economic development and for the success <strong>of</strong> the Four Modernizations program. <strong>The</strong><br />
one-child policy runs contrary to traditional family norms, thereby disrupting family<br />
structures and affecting not only women but all family members. <strong>The</strong> transformation<br />
<strong>of</strong> family norms and values not only deeply affects marriage, family formation,<br />
childbearing behaviors as well as obligations to old age support, but also aggregately<br />
restructures the population composition. This course aims at introducing the various<br />
family theories, concepts, facts and general demographic techniques to understand the<br />
inter-relatedness <strong>of</strong> the demographic, social, cultural, economic and political issues<br />
with family transitions in Modern China.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor P.S.F. Yip<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5017<br />
Email: sfpyip@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor P.S.F. Yip<br />
Department <strong>of</strong> Social Work and Social<br />
Administration, Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5017<br />
Email: sfpyip@hku.hk<br />
http://commoncore.hku.hk/ccch9023<br />
151
152<br />
China: Culture, State & Society<br />
Course Code // CCCH9024<br />
Required Reading<br />
Extracts from:<br />
Angle, S. C. (2009). Sagehood: <strong>The</strong> contemporary significance <strong>of</strong> neo-Confucian philosophy. Oxford;<br />
New York: Oxford <strong>University</strong> Press.<br />
Brière, O. (1979). Fifty years <strong>of</strong> Chinese philosophy, 1898-1950. Westport, CT: Greenwood Press.<br />
Chang, C. (1962). <strong>The</strong> development <strong>of</strong> Neo-Confucian thought (Vol. 2). New York: Bookman Associates.<br />
Cheng, Z., & Bunnin, N. (2002). Contemporary Chinese philosophy. Malden, MA: Blackwell Publishers.<br />
Chow, T. (1960). <strong>The</strong> May Fourth Movement: Intellectual revolution in modern China. Cambridge, MA:<br />
Harvard <strong>University</strong> Press.<br />
Fox, A. (1996). Reflex and reflectivity: Wuwei in the Zhuangzi. Asian Philosophy, 6(1), 59-72.<br />
Fraser, C. (2011). <strong>The</strong> philosophy <strong>of</strong> the Mozi: <strong>The</strong> first consequentialists. New York: Columbia<br />
<strong>University</strong> Press.<br />
Fraser, C. (Forthcoming). Chinese philosophy: An introduction. New York: Columbia <strong>University</strong> Press.<br />
Fraser, C. (Forthcoming). Wandering the way. Happiness East and West.<br />
Hansen, C. (1992). A Daoist theory <strong>of</strong> Chinese thought: A philosophical interpretation. New York:<br />
Oxford <strong>University</strong> Press.<br />
Ivanhoe, P. J. (2000). Confucian moral self cultivation (2nd ed.). Indianapolis, IN: Hackett Publishing<br />
Company.<br />
Kwok, D. W. Y. (1971). Scientism in Chinese thought, 1900-1950. New York: Biblo and Tannen.<br />
Lai, K. (2008). An introduction to Chinese philosophy. Cambridge, UK; New York: Cambridge<br />
<strong>University</strong> Press.<br />
Makeham, J. (2010). Dao companion to neo-Confucian philosophy. Dordrecht; New York: Springer.<br />
Robins, D. (2007). Xunzi. In E.N. Zalta (Ed.), <strong>The</strong> Stanford encyclopedia <strong>of</strong> philosophy (Spring 2011 ed.).<br />
From http://plato.stanford.edu/archives/spr2011/entries/xunzi/<br />
Tiwald, J. (2009). Dai Zhen. In J. Fieser & B. Dowden (Eds.), Internet encyclopedia <strong>of</strong> philosophy. From<br />
http://www.iep.utm.edu/dai-zhen/<br />
Van Norden, B. W. (2007). Virtue ethics and consequentialism in early Chinese philosophy. New York;<br />
Cambridge: Cambridge <strong>University</strong> Press.<br />
Wong, D. (2008). Chinese ethics. In E. N. Zalta (Ed.), <strong>The</strong> Stanford encyclopedia <strong>of</strong> philosophy (Spring<br />
2011 ed.). From http://plato.stanford.edu/archives/spr2011/entries/ethics-chinese/<br />
Translations<br />
Chan, W. (1963). A source book in Chinese philosophy. Princeton, NJ: Princeton <strong>University</strong> Press.<br />
Confucius, & Lau, D. C. (1979). <strong>The</strong> analects (Lun yü). Harmondsworth, UK; New York: Penguin Books.<br />
De Bary, W. T., Bloom, I., Chan, W., Adler, J., & Lufrano, R. (1999). Sources <strong>of</strong> Chinese tradition (2nd ed.,<br />
Vol. 1). New York: Columbia <strong>University</strong> Press.<br />
Gardner, D. K., & Zhu, X. (1990). Learning to be a sage: Selections from the conversations <strong>of</strong> Master Chu,<br />
arranged topically. Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Ivanhoe, P. J., Huineng, Lu, J., & Wang, Y. (2009). Readings from the Lu-Wang school <strong>of</strong> Neo-<br />
Confucianism. Indianapolis, IN: Hackett Publishing Company.<br />
Ivanhoe, P. J., & Van Norden, B. W. (2005). Readings in classical Chinese philosophy (2nd ed.).<br />
Indianapolis, IN: Hackett Publishing Company.<br />
Laozi, & Lau, D. C. (1963). Tao te ching. Baltimore, MD: Penguin Books.<br />
Mencius, & Lau, D. C. (1970). Mencius. Harmondsworth, UK: Penguin Books.<br />
Watson, B., Mo, D., Xunzi, & Han, F. (1967). Basic writings <strong>of</strong> Mo Tzu, Hsün Tzu, and Han Fei Tzu. New<br />
York: Columbia <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 26<br />
Tutorials 10<br />
Reading / Self-study 52<br />
Assessment: Essay / Report writing 10<br />
Assessment: Brief written assignments 10<br />
Assessment: Journal 12<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 25<br />
Brief writing assignments 25<br />
Individual student journal 25<br />
Final paper 25<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe the range <strong>of</strong> conceptions and practices <strong>of</strong> the dao in the<br />
Chinese tradition and explain their significance with respect to human<br />
life.<br />
2. Critically examine the views discussed and identify their strengths<br />
and weaknesses.<br />
3. Demonstrate interpretive, analytical, and argumentative skills in<br />
oral presentation and writing by discussing these issues and views<br />
in written assignments, class discussion, and tutorial presentations.<br />
4. Demonstrate appreciation <strong>of</strong> the intellectual frameworks and<br />
concerns <strong>of</strong> traditional Chinese philosophy, particularly as these<br />
pertain to the values and ways <strong>of</strong> life that ground ethical and political<br />
culture, along with appreciation <strong>of</strong> the potential for constructive<br />
engagement with them.<br />
5. Demonstrate personal reflection on and practical experimentation<br />
with traditional conceptions and practices <strong>of</strong> the dao, thus showing<br />
appreciation for their potentially transformative effect on life<br />
and society.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- First semester (Wed)<br />
Section 2 -- Second semester (Wed)<br />
Following the Dao:<br />
Ways <strong>of</strong> Life in Chinese Thought<br />
This course guides students in exploring the thought, values,<br />
and ways <strong>of</strong> life presented by the major philosophical schools <strong>of</strong><br />
traditional China and exploring the respects in which traditional<br />
philosophy may remain relevant to contemporary life. <strong>The</strong><br />
unifying theme <strong>of</strong> the course is the concept <strong>of</strong> the dao, or “way”,<br />
understood as a pattern <strong>of</strong> attitudes and activities that reflects<br />
a normative order, grounded in nature, which must be lived out<br />
in practice. <strong>The</strong> course will discuss and critically evaluate how<br />
important figures throughout the Chinese intellectual tradition<br />
understood the dao and the practical approaches by which they<br />
sought to align human attitudes and activity with it, presenting<br />
these as concrete ways <strong>of</strong> life for students to examine and critique.<br />
<strong>The</strong> course will discuss figures such as Confucius, Mozi,<br />
Mengzi, Zhuangzi, Zhu Xi, and Dai Zhen and compare and contrast<br />
approaches to practicing the dao that focus on effort, spontaneity,<br />
purification, and reform.<br />
Course Co-ordinator<br />
Dr C.J. Fraser<br />
School <strong>of</strong> Humanities<br />
(Philosophy),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: fraser@hku.hk<br />
Teacher(s)<br />
Dr D.P. Robins<br />
School <strong>of</strong> Humanities<br />
(Philosophy),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
http://commoncore.hku.hk/ccch9024
China: Culture, State & Society<br />
Course Code // CCCH9025<br />
Required Reading<br />
Readings will include brief selections from original sources and secondary sources. Original<br />
sources may include the Book <strong>of</strong> Documents, the Analects, Mengzi, Xunzi, Daodejing, Zhuangzi,<br />
Mozi, Lun Heng, sayings <strong>of</strong> Chan Buddhist masters, Zhu Xi, Wang Yangming, Hu Shih, and Mao<br />
Zedong. Secondary sources may include Hansen, Daoist; Chang, Development; Briere, Fifty; Kwok,<br />
Scientism; Chow, May Fourth; Tang (two essays); and Cheng and Bunnin, Contemporary.<br />
References<br />
Brière, O. (1979). Fifty years <strong>of</strong> Chinese philosophy, 1898-1950. Westport, CT: Greenwood Press.<br />
Chang, C. (1962). <strong>The</strong> development <strong>of</strong> Neo-Confucian thought (Vol. 2). New York: Bookman<br />
Associates.<br />
Cheng, Z., & Bunnin, N. (2002). Contemporary Chinese philosophy. Malden, MA: Blackwell<br />
Publishers.<br />
Hansen, C. (1992). A Daoist theory <strong>of</strong> Chinese thought: A philosophical interpretation. New York:<br />
Oxford <strong>University</strong> Press.<br />
Ivanhoe, P. J. (2000). Confucian moral self cultivation (2nd ed.). Indianapolis, IN: Hackett<br />
Publishing Company.<br />
Kwok, D. W. Y. (1971). Scientism in Chinese thought, 1900-1950. New York: Biblo and Tannen.<br />
Lai, K. (2008). An introduction to Chinese philosophy. Cambridge, UK; New York: Cambridge<br />
<strong>University</strong> Press.<br />
Makeham, J. (2010). Dao companion to Neo-Confucian philosophy. Dordrecht; New York: Springer.<br />
Tang, C. (1956). Chang Tsai’s theory <strong>of</strong> mind and its metaphysical basis. Philosophy East and West, 6,<br />
113-136.<br />
Tang, C. (1970). <strong>The</strong> development <strong>of</strong> the concept <strong>of</strong> moral mind from Wang Yang-ming to Wang<br />
Chi. In W. T. De Bary (Ed.), Self and society in Ming thought (pp. 93-120). New York: Columbia<br />
<strong>University</strong> Press.<br />
Zhou, C. (1960). <strong>The</strong> May Fourth movement: Intellectual revolution in modern China. Cambridge:<br />
Harvard <strong>University</strong> Press.<br />
Translations<br />
Chan, W. (1963). A source book in Chinese philosophy. Princeton, NJ: Princeton <strong>University</strong> Press.<br />
Confucius, & Lau, D. C. (1979). <strong>The</strong> analects (Lun yü). Harmondsworth; New York: Penguin Books.<br />
De Bary, W. T., Bloom, I., Chan, W., Adler, J., & Lufrano, R. J. (1999). Sources <strong>of</strong> Chinese tradition (2nd<br />
ed. Vols. 1 and 2). New York: Columbia <strong>University</strong> Press.<br />
Gardner, D. K., & Zhu, X. (1990). Learning to be a sage: Selections from the conversations <strong>of</strong> Master<br />
Chu, arranged topically. Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Huineng, Lu, J., Wang, Y., & Ivanhoe, P. J. (2009). Readings from the Lu-Wang School <strong>of</strong> Neo-<br />
Confucianism. Indianapolis, IN: Hackett Publishing Company.<br />
Ivanhoe, P. J., & Van Norden, B. W. (2005). Readings in classical Chinese philosophy (2nd ed.).<br />
Indianapolis, IN: Hackett Publishing Company.<br />
Laozi, & Lau, D. C. (1963). Tao te ching. Baltimore: Penguin Books.<br />
Mencius, & Lau, D. C. (1970). Mencius. Harmondsworth: Penguin.<br />
Watson, B., Mo, D., Xunzi, & Han, F. (1967). Basic writings <strong>of</strong> Mo Tzu, Hsün Tzu, and Han Fei Tzu.<br />
New York: Columbia <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 26<br />
Tutorials 10<br />
Reading / Self-study 60<br />
Assessment: Essay / Report writing 12<br />
Assessment: Brief written assignments 12<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorial participation 25<br />
Brief writing assignments 50<br />
Short essay 25<br />
Humanity and Nature in<br />
Chinese Thought<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe various conceptions <strong>of</strong> the relation between humanity<br />
and nature presented in the ancient, medieval, and modern eras<br />
and explain their significance with respect to ethics and politics.<br />
2. Critically examine these conceptions and identify their<br />
strengths and weaknesses.<br />
3. Demonstrate interpretive, analytical, and argumentative skills<br />
in oral presentation and writing by discussing and critiquing<br />
these conceptions in written assignments and tutorial discussions.<br />
4. Demonstrate appreciation <strong>of</strong> the intellectual framework and<br />
concerns <strong>of</strong> traditional Chinese philosophy, particularly as these<br />
bear on the relation <strong>of</strong> humanity to nature.<br />
5. Demonstrate personal critical reflection on the relation between<br />
humanity and nature while considering the significance <strong>of</strong> traditional<br />
understandings <strong>of</strong> nature in the context <strong>of</strong> a contemporary<br />
ethical, political, or environmental issue.<br />
Course will be <strong>of</strong>fered twice<br />
Lecture Time // Section 1 -- First semester (Wed)<br />
Section 2 -- Second semester (Wed)<br />
This course explores the ways prominent Chinese philosophers<br />
throughout history have understood and approached the relation<br />
between the human, social realm and the realm <strong>of</strong> nature. <strong>The</strong> dominant<br />
tendency in traditional Chinese ethical, religious, and political<br />
thought has been to ground ethical and political ideals in a normative<br />
conception <strong>of</strong> humanity’s relation to nature, as epitomized by<br />
the slogan, “nature and humanity join as one”. <strong>The</strong> course explores<br />
the conceptions <strong>of</strong> humanity, nature, and the relation between them<br />
that underlie the many competing versions <strong>of</strong> this ideal <strong>of</strong> naturalistic<br />
humanism. Students will be led to chart their own view <strong>of</strong><br />
our relation to nature, grounded in culturally authentic concepts<br />
and patterns <strong>of</strong> thinking, with the aim <strong>of</strong> enhancing their appreciation<br />
<strong>of</strong> Chinese ethical and philosophical culture, on the one hand,<br />
and modern scientific and philosophical naturalism, on the other.<br />
Schools <strong>of</strong> thought covered will include Confucianism, Daoism, Mohism,<br />
Buddhism, Song Dynasty “Dao-Study”, and contemporary Chinese<br />
pragmatism.<br />
Course Co-ordinator<br />
Dr C.J. Fraser<br />
School <strong>of</strong> Humanities<br />
(Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: fraser@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor C. Hansen<br />
School <strong>of</strong> Humanities<br />
(Philosophy), Faculty <strong>of</strong> Arts<br />
Tel: 3917 2796<br />
Email: chansen@hku.hk<br />
http://commoncore.hku.hk/ccch9025<br />
153
154<br />
China: Culture, State & Society<br />
Course Code // CCCH9028<br />
Required Reading<br />
Sung, Y. W. (1991). <strong>The</strong> China-<strong>Hong</strong> Kong connection: <strong>The</strong><br />
key to China’s open-door policy. Cambridge: Cambridge<br />
<strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study / Preparation for tutorials 50<br />
Assessment: Report writing 18<br />
Assessment: Presentation (incl preparation) 18<br />
Assessment: In-class test 2<br />
Total: 122<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
In-class test 30<br />
Group project presentation 25<br />
Group project report 25<br />
Tutorials 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe the economic interactions between<br />
<strong>Hong</strong> Kong and China since the early twentieth<br />
century.<br />
2. Identify the economic functions that <strong>Hong</strong><br />
Kong serves for China and the underlying<br />
unique advantages <strong>of</strong> <strong>Hong</strong> Kong.<br />
3. Apply basic economic concepts to understand<br />
the advantages <strong>of</strong> <strong>Hong</strong> Kong and predict their<br />
future trends.<br />
4. Evaluate the challenges and opportunities that<br />
<strong>Hong</strong> Kong faces in response to the changing<br />
socio-economic environment in the regional<br />
and global economies.<br />
5. Demonstrate an awareness <strong>of</strong> <strong>Hong</strong> Kong’s<br />
past, present and future.<br />
Lecture Time // First semester (Wed)<br />
<strong>Hong</strong> Kong and China’s Economic<br />
Development<br />
<strong>Hong</strong> Kong has been playing a pivotal role in China’s economic reform since the inauguration<br />
<strong>of</strong> her open door policy in 1978. In recent years, however, the rapid development<br />
<strong>of</strong> coastal cities and gradual opening <strong>of</strong> China to the world following her accession<br />
to the WTO have called into question the future roles <strong>of</strong> <strong>Hong</strong> Kong in China’s<br />
economic development. This course provides an overview <strong>of</strong> the economic linkages<br />
between <strong>Hong</strong> Kong and China from the twentieth century to the present. It traces the<br />
changing roles that <strong>Hong</strong> Kong has assumed during different phases in China’s economic<br />
development and explores the roles that <strong>Hong</strong> Kong can continue to serve China<br />
in the future.<br />
Course Co-ordinator<br />
Dr Y.F. Luk<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1050<br />
Email: yfluk@hku.hk<br />
Teacher(s)<br />
Dr Y.F. Luk<br />
School <strong>of</strong> Economics and Finance,<br />
Faculty <strong>of</strong> Business and Economics<br />
Tel: 2859 1050<br />
Email: yfluk@hku.hk<br />
http://commoncore.hku.hk/ccch9028
156<br />
China: Culture, State & Society<br />
Course Code // CCCH9030<br />
Required Reading<br />
Balme, S., & Dowdle, M. W. (2009). Introduction: Exploring for<br />
constitutionalism in 21st century China. In S. Balme & M.<br />
W. Dowdle (Eds.), Building constitutionalism in China. New<br />
York: Palgrave Macmillan.<br />
Brunner, G. (1977). <strong>The</strong> functions <strong>of</strong> Communist Constitutions:<br />
An analysis <strong>of</strong> recent constitutional developments. Review <strong>of</strong><br />
Socialist Review, 3, 121-153.<br />
Cai, D. (2005). <strong>The</strong> development <strong>of</strong> constitutionalism in the<br />
transition <strong>of</strong> Chinese society. Columbia Journal <strong>of</strong> Asian Law,<br />
19, 1-29.<br />
Chen, A. (2011). An introduction to the legal system <strong>of</strong> the People’s<br />
Republic <strong>of</strong> China. <strong>Hong</strong> Kong: LexisNexis, Butterworths.<br />
[Chaps. 4 & 5]<br />
Davis, M. C. (1995). Chinese perspectives on human rights. In<br />
M. C. Davis (Ed.), Human rights and Chinese values: Legal,<br />
philosophical, and political perspectives. Oxford <strong>University</strong><br />
Press.<br />
Gilley, B. (2008). Legitimacy and institutional change: <strong>The</strong> case<br />
<strong>of</strong> China. Comparative Political Studies, 41, 259-284.<br />
Inglehart, R., & Welzel, C. (2005). Modernization, cultural<br />
change, and democracy: <strong>The</strong> human development sequence.<br />
Cambridge: Cambridge <strong>University</strong> Press. [Part 1]<br />
Jiang, J. (2002). <strong>The</strong> National People’s Congress <strong>of</strong> China. Beijing:<br />
Foreign Languages Press. [Chaps. 1-5]<br />
King, A. (2002). <strong>The</strong> emergence <strong>of</strong> alternative modernity in East<br />
Asia. In D. Sachsenmaier & S. Eisenstadt (Eds.), Reflections<br />
on multiple modernities: European, Chinese and other<br />
interpretations. Leiden; Boston: Brill.<br />
Lin, F. (2000). Constitutional law in China. <strong>Hong</strong> Kong: Sweet &<br />
Maxwell Asia. [Chap. 1]<br />
Nwabueze, B. O. (1973). Constitutionalism in the emergent states.<br />
London: C. Hurst. [Chap. 1]<br />
Peerenboom, R. (2012). Social foundations <strong>of</strong> China’s living<br />
constitution. In T. Ginsburg (Ed.), Comparative constitutional<br />
design. Cambridge: Cambridge <strong>University</strong> Press.<br />
Xiao-Planes, X. (2009). Of constitutions and constitutionalism:<br />
Trying to build a new political order in China, 1908-1949. In<br />
S. Balme & M. W. Dowdle (Eds.), Building constitutionalism in<br />
China. New York: Palgrave Macmillan.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 45<br />
Assessment: Class presentation<br />
(incl preparation) 25<br />
Assessment: Essay 25<br />
Total: 129<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Class presentation 30<br />
Essay 70<br />
Modernization and<br />
Constitutionalism in China<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Explain the central ideas <strong>of</strong> constitutionalism<br />
and the connections between constitutionalism<br />
and individual rights, justice and democracy.<br />
2. Compare how Chinese intellectuals responded<br />
to the crisis China faced when encountering<br />
western power since the 19th century and their<br />
views on the application <strong>of</strong> constitutionalism<br />
to China.<br />
3. Critically review the constitutional development<br />
during Imperial China, Republican China<br />
and Communist China on how far constitutionalism<br />
was achieved.<br />
4. Identify and analyze the factors that may determine<br />
the development <strong>of</strong> constitutionalism<br />
in modern China and review the prospect <strong>of</strong><br />
constitutionalism in modern China.<br />
5. Critically determine the relevance <strong>of</strong> culture in<br />
the constitutional development <strong>of</strong> a society.<br />
Lecture Time // Second semester (Wed)<br />
Constitutionalism is not merely having a constitution but includes a series <strong>of</strong> values<br />
which were developed from Western historical experiences. <strong>The</strong> theoretical and institutional<br />
developments in constitutionalism are deeply embedded in the cultural<br />
context <strong>of</strong> a specific society. This course examines some <strong>of</strong> the most important constitutional<br />
scholars and events in modern China and helps students understand how the<br />
adoption <strong>of</strong> constitutionalism had actually been seen as an effective way to achieve the<br />
wealth and power <strong>of</strong> state in the process <strong>of</strong> China’s modernization. Students will be encouraged<br />
to reflect on the reasons for China not achieving a truly democratic and constitutional<br />
government after so many years <strong>of</strong> constitutional struggle. Students will be<br />
given opportunities to explore how constitutional values are going to be incorporated<br />
into Chinese legal culture in the future.<br />
Course Co-ordinator<br />
Mr B.Y.T. Tai<br />
Department <strong>of</strong> Law, Faculty <strong>of</strong> Law<br />
Tel: 3917 2937<br />
Email: yttai@hku.hk<br />
Teacher(s)<br />
Mr B.Y.T. Tai<br />
Department <strong>of</strong> Law, Faculty <strong>of</strong> Law<br />
Tel: 3917 2937<br />
Email: yttai@hku.hk<br />
http://commoncore.hku.hk/ccch9030
China: Culture, State & Society<br />
Course Code // CCCH9031<br />
Required Reading<br />
Books<br />
Beder, S., & Earth Foundation Australia. (1996). <strong>The</strong> nature<br />
<strong>of</strong> sustainable development. Newham, Victoria: Scribe<br />
Publications.<br />
Irving, R. T. A., Morton, B., & World Wide Fund for Nature <strong>Hong</strong><br />
Kong. (1988). A geography <strong>of</strong> the Mai Po Marshes. <strong>Hong</strong> Kong:<br />
<strong>Hong</strong> Kong <strong>University</strong> Press.<br />
Lai, L. W. C. (1998). Zoning and property rights: A <strong>Hong</strong> Kong case<br />
study. <strong>Hong</strong> Kong: <strong>Hong</strong> Kong <strong>University</strong> Press.<br />
Rollo, D. (1991). <strong>The</strong> guns and gunners <strong>of</strong> <strong>Hong</strong> Kong. <strong>Hong</strong> Kong:<br />
<strong>The</strong> Gunners’ Roll <strong>of</strong> <strong>Hong</strong> Kong.<br />
Practice papers<br />
Davies, S. N. G., Lai, L. W. C., & Tan, Y. K. (2009). World War<br />
II small gun casements, pillboxes, and open machine gun<br />
positions on <strong>Hong</strong> Kong Island in photos. Journal <strong>of</strong> the Royal<br />
Asiatic Society <strong>Hong</strong> Kong Branch, 49, 57-91.<br />
Lai, L. W. C., Davies, S. N. G., & Tan, Y. K. (2008). To action on the<br />
Gin Drinker’s Line. British Archaeology, 101 (July/August),<br />
32-35.<br />
Lai, L. W. C., & Ho, D. C. W. (2003). Facilities management and<br />
planning for heritage sites: Lessons learnt from a pilot study<br />
on dis-used military sites. Facilities, 21(3/4), 80-88.<br />
Lai, L. W. C., Ho, D. C. W., & Leung, H. F. (2003). Survey <strong>of</strong> the<br />
Devil’s Peak Redoubt and Gough Battery. Journal <strong>of</strong> the <strong>Hong</strong><br />
Kong Branch <strong>of</strong> the Royal Asiatic Society, 42, 101-137.<br />
Lai, L. W. C., Ho, D. C. W., & Lung, D. P. Y. (2000). Disused<br />
military structures on Devil’s Peak: A post-colonial planning<br />
and building analysis on pre-war British coastal defence<br />
structures in <strong>Hong</strong> Kong. Ekistics, 67(400/401/402)<br />
(January/February-March/April-May/June).<br />
Lai, L. W. C., Ho, D. C. W., & Ping, Y. (2007). Survey <strong>of</strong> the<br />
Pottinger Battery. Journal <strong>of</strong> the <strong>Hong</strong> Kong Branch <strong>of</strong> the<br />
Royal Asiatic Society, 47, 91-114.<br />
<strong>The</strong>oretical papers<br />
Henderson, J. C. (2008). Conserving <strong>Hong</strong> Kong heritage: <strong>The</strong><br />
case <strong>of</strong> Queen’s Pier. International Journal <strong>of</strong> Heritage<br />
Studies, 14(6), 540-544.<br />
Lai, L. W. C., & Lorne, F. T. (2006). Planning by negotiation for<br />
sustainable development: A tale <strong>of</strong> two habitats. Economic<br />
Affairs, 26(1), 54-58.<br />
Lu, T. L. D. (2009). Heritage management in post-colonial <strong>Hong</strong><br />
Kong. International Journal <strong>of</strong> Heritage Studies, 15(23), 258-<br />
272.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 10<br />
Tutorials 8<br />
Fieldwork / Visits 18<br />
Reading / Self-study 50<br />
Assessment: Coursework 10<br />
Assessment: Presentation (incl preparation) 24<br />
Total: 120<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Participation in tutorials and project<br />
presentation sessions 20<br />
Grading <strong>of</strong> group projects based on field trips 60<br />
Assignments 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain the observable phenomena<br />
<strong>of</strong> built heritage degradation and conservation<br />
in terms <strong>of</strong> different forms <strong>of</strong> property<br />
rights and their resource use implications and<br />
the significance <strong>of</strong> property rights for enabling/<br />
inhibiting innovations by investment.<br />
2. Describe and explain the notion <strong>of</strong> built heritage<br />
and the common methods <strong>of</strong> classification<br />
and conservation; competing conservation<br />
approaches and provide an overview <strong>of</strong> built<br />
heritage endeavours by government, NGO and<br />
private bodies.<br />
3. Critically examine the role <strong>of</strong> institutional and<br />
technical innovations in helping to foster sustainable<br />
development by conserving and using<br />
built heritage.<br />
4. Apply the approach to sustainable development<br />
through innovations to appreciate, evaluate<br />
and formulate policy and project proposals for<br />
built heritage conservation and use, using real<br />
world comparable examples as sources <strong>of</strong> ideas.<br />
Lecture Time // First semester (Wed)<br />
Property Rights, Built Heritage and<br />
Sustainable Development in <strong>Hong</strong> Kong<br />
<strong>The</strong> goal <strong>of</strong> this course is to stimulate students’ interest in built heritage conservation<br />
and utilization, along with a view to motivate and empower them to partake in<br />
community action for heritage conservation as responsible citizens. Through organized<br />
local field studies and lectures, the course examines how heritage conservation,<br />
as an emerging policy issue in <strong>Hong</strong> Kong and China, can be understood in terms <strong>of</strong><br />
basic concepts <strong>of</strong> property rights and sustainable development. It introduces simple<br />
theoretical concepts <strong>of</strong> property rights and sustainability to students through observing<br />
examples <strong>of</strong> heritage conservation in <strong>Hong</strong> Kong from a media perspective and<br />
from personal experience as informed by an awareness <strong>of</strong> relevant policy initiatives<br />
and social actions. Students will have opportunities to review selected case studies<br />
and participate in organized field trips to selected <strong>Hong</strong> Kong military heritage sites.<br />
<strong>The</strong> knowledge base <strong>of</strong> pr<strong>of</strong>essional skills and concepts is in the fields <strong>of</strong> architecture,<br />
building development, and development control. Attention will be particularly drawn<br />
to examples <strong>of</strong> local real life attempts to transform areas suffering from environmental<br />
degradation into positive and attractive environmental uses.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor L.W.C. Lai<br />
Department <strong>of</strong> Real Estate and Construction,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 7988<br />
Email: wclai@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor L.W.C. Lai<br />
Department <strong>of</strong> Real Estate and Construction,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 7988<br />
Email: wclai@hku.hk<br />
Dr D.C.W. Ho<br />
Department <strong>of</strong> Real Estate and Construction,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2413<br />
Email: danielho@hku.hk<br />
http://commoncore.hku.hk/ccch9031<br />
157
158<br />
China: Culture, State & Society<br />
Course Code // CCCH9032<br />
Required Reading<br />
Xu, G. (2008). Olympic dreams: China and sports, 1895-<br />
2008. Cambridge, MA: Harvard <strong>University</strong> Press.<br />
Various articles from newspapers and journals.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 10<br />
Reading / Self-study 60<br />
Film viewing 15<br />
Internet search 15<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 12<br />
Total: 156<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Tutorials (discussion, presentation, debate) 30<br />
Short essays 40<br />
Film viewing and internet search 30<br />
Sports and Chinese Society<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Apply critical and creative thinking skills to the analysis<br />
and interpretation <strong>of</strong> primary documents and<br />
secondary materials related to sports and Chinese<br />
society covered in this course.<br />
2. Apply research and historiographical skills (including<br />
developing hypotheses, conducting original research,<br />
and placing research findings within existing scholarly<br />
contexts) to the analysis and interpretation <strong>of</strong><br />
primary historical texts and secondary materials on<br />
issues related to sports and Chinese society covered<br />
in this course.<br />
3. Interpret, analyze, and critically and creatively reflect<br />
upon how sports played an important role in<br />
defining and affecting Chinese society and politics<br />
and gender issues and how sports has changed its<br />
people, the nation, and the world in fundamental and<br />
sometimes pr<strong>of</strong>ound ways.<br />
4. Interpret, analyze, and critically and creatively reflect<br />
upon how Chinese attitudes toward traditional<br />
and modern sports are affected by national politics<br />
and elite members, and how by studying sports students<br />
are better equipped to address questions “what<br />
is China” and “who are the Chinese”.<br />
5. Interpret, analyze, and critically and creatively reflect<br />
upon how China’s rise as a sports power coincides<br />
with its rise as an economic and political power and affects<br />
the country’s relations with the rest <strong>of</strong> the world.<br />
Lecture Time // Second semester (Wed)<br />
This course deals with sports and their impact on Chinese society with special focus<br />
on the role <strong>of</strong> sports in China’s search for national identity and internationalization. It<br />
will provide students with an in-depth understanding <strong>of</strong> Chinese society, popular culture,<br />
and politics. Students will learn how the Chinese have interacted with different<br />
peoples from the rest <strong>of</strong> the world in international games such as the Olympics and the<br />
Football World Cup. <strong>The</strong> course will help students to examine how different peoples,<br />
nations, and governments have responded to sports, how the Chinese turned sports<br />
into vehicles for both nationalism and internationalism, how Chinese governments in<br />
different stages and periods have linked sports to their political legitimacy, and how<br />
sports serve as tools for nation building, expressions <strong>of</strong> national identity and national<br />
honor or personal freedom in China. By examining the role <strong>of</strong> sports in Chinese society,<br />
students will gain valuable contextual understanding to better explain culture and<br />
politics and better understand China, its society, and its positions in the world.<br />
Course Co-ordinator<br />
Pr<strong>of</strong>essor G.Q. Xu<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2876<br />
Email: xuguoqi@hku.hk<br />
Teacher(s)<br />
Pr<strong>of</strong>essor G.Q. Xu<br />
School <strong>of</strong> Humanities (History),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 2876<br />
Email: xuguoqi@hku.hk<br />
http://commoncore.hku.hk/ccch9032
China: Culture, State & Society<br />
Course Code // CCCH9033<br />
Required Reading<br />
Chan, R. C. K. (2010). Economic integration in the Pearl River<br />
Delta Region: A study <strong>of</strong> the Closer Economic Partnership<br />
Arrangement. In J. Y. S. Cheng (Ed.), Guangdong: Challenges<br />
in development and crisis management (pp. 159-192). <strong>Hong</strong><br />
Kong: Contemporary China Research Project, City <strong>University</strong><br />
<strong>of</strong> <strong>Hong</strong> Kong.<br />
Chan, R. C. K., & Lin, G. C. S. (2008). <strong>Hong</strong> Kong: Ten years after<br />
the Handover. China Review, 8(1).<br />
Mottershead, T. (Ed.). (2004). Sustainable development in <strong>Hong</strong><br />
Kong. <strong>Hong</strong> Kong: <strong>Hong</strong> Kong <strong>University</strong> Press.<br />
Ng, M. K. (2002). Sustainable urban development issues in<br />
Chinese transitional cities: <strong>Hong</strong> Kong and Shenzhen.<br />
International Planning Studies, 7(1), 7-36.<br />
Ng, M. K. (2006). World-city formation under an executive-led<br />
government: <strong>The</strong> politics <strong>of</strong> harbour reclamation in <strong>Hong</strong><br />
Kong. Town Planning Review, 77(3), 311-337.<br />
Ng, M. K. (2008). From government to governance? Politics<br />
<strong>of</strong> planning in the first decade <strong>of</strong> the <strong>Hong</strong> Kong Special<br />
Administrative Region. Planning <strong>The</strong>ory and Practice, 9(2),<br />
165-185.<br />
Ng, M. K., & Chan, A. (2005). A citizen’s guide to sustainable<br />
planning in <strong>Hong</strong> Kong: Concepts and processes. <strong>Hong</strong> Kong:<br />
Community Participation Unit, Department <strong>of</strong> Architecture,<br />
Chinese <strong>University</strong> <strong>of</strong> <strong>Hong</strong> Kong and CUPEM, <strong>University</strong> <strong>of</strong><br />
<strong>Hong</strong> Kong.<br />
Page, E. (2006). Climate change, justice and future generations.<br />
Cheltenham, UK: Edward Elgar.<br />
Romer, P. M. (2010). What parts <strong>of</strong> globalization matter for<br />
catch-up growth? American Economic Review, 100(2), 94–98.<br />
United Nations Conference on Environment and Development.<br />
(1993). Agenda 21: Programme <strong>of</strong> action for sustainable<br />
development: Rio Declaration on Environment and<br />
Development: Statement <strong>of</strong> Forest Principles. <strong>The</strong> final text <strong>of</strong><br />
agreements negotiated by governments at the United Nations<br />
Conference on Environment and Development (UNCED), 3-14<br />
June 1992, Rio de Janeiro, Brazil. New York: Department <strong>of</strong><br />
Public Information, United Nations.<br />
World Commission on Environment and Development. (1987).<br />
Our common future. Oxford: Oxford <strong>University</strong> Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 10<br />
Reading / Self-study 30<br />
Video 4<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 20<br />
Assessment: Reflective practice 10<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Quiz 20<br />
Essays 20<br />
Group presentation 40<br />
Reflective practice 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Describe and explain urban sustainability challenges<br />
at the global level and examine responses<br />
in <strong>Hong</strong> Kong.<br />
2. Explore and use various sources <strong>of</strong> information<br />
and assess <strong>Hong</strong> Kong’s performance in terms<br />
<strong>of</strong> tackling various global issues.<br />
3. Apply knowledge generated in the cases <strong>of</strong> <strong>Hong</strong><br />
Kong to understand and examine sustainable<br />
urban development issues in Chinese cities.<br />
4. Demonstrate a reflective response to global<br />
sustainability challenges in the context <strong>of</strong> <strong>Hong</strong><br />
Kong and an awareness <strong>of</strong> the implications <strong>of</strong><br />
such responses on the challenges China is facing<br />
in her ongoing quest for modernization.<br />
Lecture Time // First semester (Wed)<br />
Sustainable Urban Development and<br />
<strong>Hong</strong> Kong<br />
<strong>The</strong> course explores how <strong>Hong</strong> Kong responds and reacts to various issues relating to<br />
sustainable urban living. As a global city with unique cultural, historical, economic<br />
and political setups, sustainability is a pressing concern and holds the key for the longterm<br />
urban development <strong>of</strong> <strong>Hong</strong> Kong. <strong>The</strong> emphasis <strong>of</strong> the course is on understanding<br />
sustainable urban development in the context <strong>of</strong> a high-density, market-oriented<br />
Asian world city. Urban sustainability is more than an environmental concept. Ethical<br />
utilization <strong>of</strong> resources, geographical equity and living within the carrying capacity <strong>of</strong><br />
Mother Nature are important components underlying the principle. Sustainable urban<br />
living is concerned with both inter- and intra-generational equity; touching upon<br />
such social, economic and political issues as satisfying basic needs, accommodating<br />
multi-cultural and diversified aspirations, ensuring public engagement as well as nurturing<br />
public participation and partnership in the development process. <strong>The</strong> course<br />
<strong>of</strong>fers a regional and comparative perspective to the understanding <strong>of</strong> the challenges<br />
that <strong>Hong</strong> Kong faces in maintaining her role as a world city.<br />
Course Co-ordinator<br />
Dr R.C.K. Chan<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2277<br />
Email: hrxucck@hkucc.hku.hk<br />
Teacher(s)<br />
Dr R.C.K. Chan<br />
Department <strong>of</strong> Urban Planning and Design,<br />
Faculty <strong>of</strong> Architecture<br />
Tel: 2859 2277<br />
Email: hrxucck@hkucc.hku.hk<br />
http://commoncore.hku.hk/ccch9033<br />
159
160<br />
China: Culture, State & Society<br />
Course Code // CCCH9035<br />
Required Reading<br />
Fletcher, P. (1997). World musics in context: A comprehensive<br />
survey <strong>of</strong> the world’s major musical cultures. New York:<br />
Oxford <strong>University</strong> Press. [Chaps. 7, 8, 10]<br />
Hobsbawm, E. J., & Ranger, T. O. (1983). <strong>The</strong> invention<br />
<strong>of</strong> tradition. Cambridge: Cambridge <strong>University</strong> Press.<br />
[Chap. 1]<br />
Wood, F. (2002). <strong>The</strong> Silk Road: Two thousand years in the<br />
heart <strong>of</strong> Asia. Berkeley, CA: <strong>University</strong> <strong>of</strong> California<br />
Press. [Chaps. 1, 3, 5]<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 48<br />
Assessment: Essay / Report writing 20<br />
Assessment: Presentation (incl preparation) 15<br />
Assessment: Mid-term test (incl preparation) 20<br />
Assessment: Reading journal 12<br />
Total: 151<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Research paper 40<br />
Reading journal 10<br />
Presentation 10<br />
Mid-term test 30<br />
Tutorial participation 10<br />
Musicking the Silk Road<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Outline the historical and geographical setting<br />
<strong>of</strong> the Silk Road.<br />
2. Identify and appreciate the musical features <strong>of</strong><br />
a broad range <strong>of</strong> Silk Road music traditions.<br />
3. Describe musical exchanges between China<br />
and other Eurasian musical cultures.<br />
4. Describe and critically examine the historical<br />
and cultural importance <strong>of</strong> the Silk Road towards<br />
the construction <strong>of</strong> China’s Nationhood.<br />
5. Appraise and evaluate musical and cultural<br />
relevance <strong>of</strong> contemporary East-meets-West<br />
performances.<br />
Lecture Time // Second semester (Wed)<br />
From roughly 100 B.C.E. to 1350 C.E., the Silk Road bred and facilitated dynamic cultural<br />
exchanges, many <strong>of</strong> which were manifested in various musical traditions that<br />
flourished along the ancient conduit. This course examines some <strong>of</strong> these musical traditions<br />
and treats each <strong>of</strong> them as a cultural process, focusing on the spread and development<br />
<strong>of</strong> these orally-transmitted art forms, thereby highlighting the complexity <strong>of</strong><br />
Chinese culture by way <strong>of</strong> its interaction with other cultures on the Silk Road.<br />
In this course, the Silk Road is understood as an ever-changing series <strong>of</strong> peoples,<br />
places, and musical traditions. Through examining a broad range <strong>of</strong> these pre-modern<br />
Eurasian musical cultures, the course helps students move beyond their preconceived<br />
understanding <strong>of</strong> music, open their minds and ears to musics <strong>of</strong> the past, and interpret<br />
interconnections between past and present.<br />
By exploring the globalized music scene <strong>of</strong> the Silk Road as a product and reflection<br />
<strong>of</strong> culture, the course nurtures critical intellectual enquiry and self-reflection across<br />
a wide range <strong>of</strong> socio-cultural issues, so as to enable students to be aware <strong>of</strong> the wider<br />
world, to respect and value diversity, and to understand how the world works culturally,<br />
socially, and politically.<br />
Course Co-ordinator<br />
Dr Y.Z. Yang<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5738<br />
Email: yuanzhen@hku.hk<br />
Teacher(s)<br />
Dr Y.Z. Yang<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5738<br />
Email: yuanzhen@hku.hk<br />
Dr H.Y. Chan<br />
School <strong>of</strong> Humanities (Music),<br />
Faculty <strong>of</strong> Arts<br />
Tel: 3917 5210<br />
Email: tlychan@hku.hk<br />
http://commoncore.hku.hk/ccch9035
China: Culture, State & Society<br />
Course Code // CCCH9036<br />
Required Reading<br />
Day, K. A. (2005). China’s environment and the challenge <strong>of</strong><br />
sustainable development. Armonk, NY: M. E. Sharpe.<br />
Ho, K., & Xi, Y. (Eds.). (2009). <strong>The</strong> challenges <strong>of</strong> water<br />
resources and water environment in China. Xianggang:<br />
Xianggang huan jing ke xue chu ban she.<br />
Lin, T., & Swanson, T. (Eds.). (2010). Economic growth and<br />
environmental regulation: <strong>The</strong> People’s Republic <strong>of</strong> China’s<br />
path to a brighter future. London; New York: Routledge.<br />
Ministry <strong>of</strong> Environmental Protection <strong>of</strong> PRC. (2009).<br />
Report on the State <strong>of</strong> the Environment in China. From<br />
http://english.mep.gov.cn/standards_reports/soe/<br />
soe2009/201104/t20110411_208979.htm<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Fieldwork / Visits 8<br />
Reading / Self-study 48<br />
Mid-term test 1<br />
Assessment: Essay / Report writing 30<br />
Assessment: Examination 3<br />
Assessment: Homework 20<br />
Total: 146<br />
Assessment: 60% coursework;<br />
40% examination<br />
Assessment Tasks Weighting<br />
Short essay 30<br />
Homework 20<br />
Mid-term test 10<br />
Examination 40<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Demonstrate an awareness <strong>of</strong> the serious pollution<br />
situation in mainland China and highlight<br />
the multi-faceted nature <strong>of</strong> the challenge for<br />
sustainable development.<br />
2. Understand the causes <strong>of</strong> pollution and obstacles<br />
to environmental protection, including an<br />
examination <strong>of</strong> the social, political and institutional<br />
dimensions.<br />
3. Use relevant information about environmental<br />
impacts <strong>of</strong> various pollutants to discuss environmental<br />
pollution in a given case.<br />
4. Apply scientific (both engineering and social<br />
science) knowledge and understanding to<br />
propose control strategies for difference pollutions.<br />
Lecture Time // Second semester (Wed)<br />
Environmental Pollution in China<br />
Mainland China has created an economic miracle during the past 30 years. However,<br />
the environmental pollution in mainland China is getting more severe and long-term<br />
sustainable development is facing a great challenge. This course will <strong>of</strong>fer an in-depth<br />
look at key issues in environment pollution <strong>of</strong> mainland China, including historical<br />
Chinese attitudes toward nature, environmental protection thoughts in traditional<br />
Chinese philosophy, current popular attitudes toward nature and environment, water<br />
shortage and pollution, air pollution, ecosystem deterioration, drinking water safety,<br />
land and soil contamination, and mainland China environmental diplomacy. Students<br />
will develop a strong integrated scientific, technical, cultural, economic, and political<br />
understanding <strong>of</strong> the environment pollutions <strong>of</strong> and challenges to a developing mainland<br />
China after learning topics <strong>of</strong>fered in this course. <strong>The</strong> main topics include 1) environmental<br />
challenges to developing China; 2) public attitudes to environment; 3) water<br />
pollution; 4) air pollution; 5) land/soil pollution and food contamination; 6) global pollutants;<br />
7) legislation and policy; 8) technologies and strategies for pollution control<br />
and reduction; 9) sustainable development.<br />
Course Co-ordinator<br />
Dr T. Zhang<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8551<br />
Email: zhangt@hku.hk<br />
Teacher(s)<br />
Dr T. Zhang<br />
Department <strong>of</strong> Civil Engineering,<br />
Faculty <strong>of</strong> Engineering<br />
Tel: 2857 8551<br />
Email: zhangt@hku.hk<br />
http://commoncore.hku.hk/ccch9036<br />
161
162<br />
China: Culture, State & Society<br />
Course Code // CCCH9037<br />
Required Reading<br />
Birrell, A. M. (1999). Chinese mythology: An introduction.<br />
Baltimore, MD: Johns Hopkins <strong>University</strong> Press.<br />
Shahar, M., & Weller, R. P. (1996). Unruly gods: Divinity and<br />
society in China. Honolulu: <strong>University</strong> <strong>of</strong> Hawaii Press.<br />
Yuan, K. (1995). Dragons and dynasties: An introduction to<br />
Chinese mythology (K. Echlin & Z. Nie, Trans.). London:<br />
Puffin.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 24<br />
Tutorials 12<br />
Reading / Self-study 54<br />
Assessment: Essay / Report writing 40<br />
Assessment: Presentation (incl preparation) 20<br />
Total: 150<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Presentation 40<br />
Tutorial discussion 10<br />
Written report 50<br />
Chinese Mythology<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Identify and assess critically the inherent cultural<br />
implications <strong>of</strong> Chinese myths.<br />
2. Critically analyze the historical and social significance<br />
<strong>of</strong> Chinese myths.<br />
3. Express through the means <strong>of</strong> oral presentations<br />
and essay writing their own opinions on<br />
the humanistic value <strong>of</strong> Chinese myths.<br />
Lecture Time // First semester (Wed)<br />
<strong>The</strong> purpose <strong>of</strong> this course is to examine China’s rich repository <strong>of</strong> myths from a sociohistorical<br />
perspective and to consider their cultural significance in both an ancient<br />
and contemporary context. By introducing students to a select list <strong>of</strong> Chinese myths,<br />
both well-known and lesser-known ones, and inviting them to compare China’s mythological<br />
tradition to that <strong>of</strong> other ancient civilizations such as Greece, Scandinavia and<br />
Native America, a macroscopic examination <strong>of</strong> the relation between myths and qualities<br />
that are conceived <strong>of</strong> as traditionally Chinese will be conducted. Along the way,<br />
students will be encouraged to examine various Chinese myths from different perspectives<br />
(i.e. cultural, anthropological and psychological), and contemplate on their roles<br />
within the development <strong>of</strong> Chinese cultural identity.<br />
In the end, this course hopes to encourage students to consider the role <strong>of</strong> myths in<br />
both ancient times and today’s modernizing society and the way the changing interpretation<br />
<strong>of</strong> specific mythological motifs can be analyzed as reflective <strong>of</strong> changes in cultural<br />
values.<br />
Course Co-ordinator<br />
Dr I.M.C. Yue<br />
School <strong>of</strong> Chinese, Faculty <strong>of</strong> Arts<br />
Tel: 3917 4355<br />
Email: isaacyue@hku.hk<br />
Teacher(s)<br />
Dr I.M.C. Yue<br />
School <strong>of</strong> Chinese, Faculty <strong>of</strong> Arts<br />
Tel: 3917 4355<br />
Email: isaacyue@hku.hk<br />
http://commoncore.hku.hk/ccch9037
164<br />
China: Culture, State & Society<br />
Course Code // CCCH9039<br />
Required Reading<br />
Ebrey, P. E. (1996). <strong>The</strong> Cambridge illustrated history <strong>of</strong><br />
China. Cambridge: Cambridge <strong>University</strong> Press.<br />
Horn, J. (1969). Away with all pests: An English surgeon in<br />
People’s China: 1954-1969. New York: Monthly Review<br />
Press.<br />
Scheid, V. (2002). Chinese medicine in contemporary China:<br />
Plurality and synthesis. Durham, NC: Duke <strong>University</strong><br />
Press.<br />
Unschuld, P. U. (1985). Medicine in China: A history <strong>of</strong> ideas.<br />
Berkeley, CA: <strong>University</strong> <strong>of</strong> California Press.<br />
Wong, K. C., & Wu, L. (1932). History <strong>of</strong> Chinese medicine:<br />
Being a chronicle <strong>of</strong> medical happenings in China from<br />
ancient times to the present period. Tianjin: Tianjin Press.<br />
Study Load<br />
Activities Number <strong>of</strong> hours<br />
Lectures 26<br />
Tutorials 10<br />
Fieldwork / Visits 4<br />
Reading / Self-study 30<br />
Assessment: Essay / Report writing 30<br />
Assessment: Presentation (incl preparation) 30<br />
Assessment: End <strong>of</strong> term take-home test<br />
(incl preparation) 10<br />
Total: 140<br />
Assessment: 100% coursework<br />
Assessment Tasks Weighting<br />
Group project report 20<br />
Tutorial presentation and participation 30<br />
Short essay 15<br />
Reflective journal 15<br />
End <strong>of</strong> term take-home test 20<br />
Course Learning Outcomes<br />
On completing the course, students will be able to:<br />
1. Effectively communicate the cultural and medical<br />
exchanges between China and the West.<br />
2. Demonstrate an understanding <strong>of</strong> how medical<br />
practice is embedded in cultural values.<br />
3. Demonstrate the capacity to analyze how medical<br />
institutions are transformed by political<br />
contexts and the consequential influence on<br />
the perception <strong>of</strong> the body and health.<br />
4. Apply the basic concepts and theoretical perspectives<br />
to analyze how global knowledge is<br />
practiced differently in different local contexts.<br />
5. Cooperate in groups to conduct field trips and<br />
to produce a presentation and demonstrate appropriate<br />
presentation skills.<br />
Lecture Time // First semester (Wed)<br />
Curing the Chinese:<br />
Medicine and Society in Modern China<br />
Being healthy is a fundamental human desire. But different cultures have different<br />
understanding <strong>of</strong> the body and employ a wide variety <strong>of</strong> methods for curing ill-health.<br />
Consequently, the history <strong>of</strong> medicine provides an important avenue for deepening our<br />
understanding <strong>of</strong> global diversity and cross-cultural interactions. Since the 19th century,<br />
both Western medicine and Traditional Chinese Medicine have played important<br />
roles in curing the Chinese. This course focuses on the social, cultural and political<br />
contexts underpinning the transmission <strong>of</strong> Western medicine and the transformations<br />
<strong>of</strong> Traditional Chinese Medicine from the early 19th century to the present.<br />
<strong>The</strong> course draws upon materials and experiences that prompt interdisciplinary inquiry<br />
such as: fiction, videos, posters, photos, as well as field trips. Beneath the overarching<br />
theme <strong>of</strong> cross-cultural interactions in the realm <strong>of</strong> medicine and health, the<br />
core problems explored in the course are:<br />
1. Challenging the idea that China was an isolated empire and reluctant to interact<br />
with the outside world.<br />
2. Exploring the idea that scientific knowledge domains like medicine are objective<br />
and value-free.<br />
3. Examining the capacity <strong>of</strong> human societies to adopt new ideas and assimilate<br />
them to fit local conditions.<br />
Course Co-ordinator<br />
Dr X.L. Tian<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5695<br />
Email: xltian@hku.hk<br />
Teacher(s)<br />
Dr X.L. Tian<br />
Department <strong>of</strong> Sociology,<br />
Faculty <strong>of</strong> Social Sciences<br />
Tel: 3917 5695<br />
Email: xltian@hku.hk<br />
http://commoncore.hku.hk/ccch9039