cc13 Lowres

CONTENTS
Introduction What is the Common Core Curriculum? What are the goals? What will you study? What will you learn? How will you learn? How is it structured? How will you be assessed? Why are tutorials important? What are the requirements? How do you select your courses? Table 1: Programme Requirements for Taking Common Core Courses for Students Entering in 2013-14 Non-Permissible Combinations Table 2: Non-Permissible Combinations of Common Core Courses The Areas of Inquiry: Rationale, Aims and Objectives, and Key Themes Scientific and Technological Literacy Humanities Global Issues China: Culture, State and Society Course Details Scientific and Technological Literacy Humanities Global Issues China: Culture, State and Society
Introduction
his handbook is designed to acquaint you with the HKU Common Core Curriculum and to assist you in making an informed selection of the courses you wish to study. In order to maximize the benefits of your university education, it is important that you choose your courses carefully. To this end, the handbook provides you with detailed information of all the Common Core courses on offer in 2013-2014. This information includes the course description, the learning outcomes, the study load, the assessment requirements, the required reading, and the course teacher(s). Additional relevant information might be available on the course websites.
What is the Common Core Curriculum?

he HKU Common Core Curriculum, is an essential part of academic induction to facilitate the transition from secondary school to university. It is designed to provide key common learning experience for all HKU undergraduate students and to broaden their horizons beyond their chosen disciplinary fields of study. It focuses on issues that have been, and continue to be, of deeply profound significance to humankind, the core intellectual skills that all HKU undergraduates should acquire and the core values that they should uphold.
What are the goals?
he goals of the Common Core Curriculum are:
1. to enable students to develop a broader perspective and a critical understanding of the complexities and the interconnectedness of the issues that they are confronted with in their everyday lives; 2. to cultivate students appreciation of their own culture and other cultures, and the inter-relatedness among cultures; 3. to enable students to see themselves as members of global as well as local communities and to play an active role as responsible individuals and citizens in these communities; and 4. to enable students to develop the key intellectual skills that will be further enhanced in their disciplinary studies.
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What will you study?

he Common Core Curriculum is designed to help you see the interconnectedness and interdependence of human existence through exploring the following fundamental common human experiences: the aesthetic (or symbolic) expressions of ideas and emotions the relationship between individuals and communities, and the role of the former in the latter the interaction amongst communities on various scales the relationships and interdependencies between human beings, science, technology and nature the beliefs and values that are essential to human bonding and to mediating tensions within and between groups the relationship between our past, present and future.
What will you learn?

the Common Core Curriculum as a whole will engage you in an W hile exploration of issues of profound significance in relation to a number of fundamental human experiences, the detail of what you will learn will vary from course to course. Hence, each course has its own set of learning outcomes. These learning outcomes are statements that specify precisely what you should be able to do at the end of a course, usually expressed as knowledge, skills, or attitudes.
How will you learn?

tudent workload hours for a 6-credit course, as endorsed by Senate, amount to 120-180 hours. Common Core courses normally consist of 36 contact hours, with a 2-hour lecture and a 1-hour tutorial per week. Within these sessions, you may have first-hand encounters with your subjects of study, be asked to solve problems, or be asked to decide on issues you wish to investigate. The remainder of the hours will be made up through engaging in a number of other relevant learning activities including reading, self-study, fieldwork, visits, group projects, research, and exam preparation.
The one real goal of education is to leave a person asking questions. Max Beerbohm
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How is it structured?
n order to ensure a broad and balanced exploration of the abovementioned common human experiences, the Common Core Curriculum is divided into four Areas of Inquiry (AoIs). However, it is important for you to realize that while these AoIs serve as a means of organizing the curriculum, they are inter-related rather than mutually exclusive. The Areas of Inquiry are: Scientific and Technological Literacy Humanities Global Issues China: Culture, State and Society
Within each AoI a number of key themes have been identified, each with an outline of the key issues that should be addressed. These themes and issues provide the building blocks for the individual courses. The AoIs and the key themes are:
Themes // The Nature and Methods of Science Science, Technology and Society Science, Technology and Global Issues Science and Technology in Everyday Life Frontiers of Science and Technology
Scientific and Technological Literacy
Humanities
Themes // The Creative Arts Historical Awareness: Past and Present Language, Communication and Society Mind-Body-Spirit Ethics and Society
Global Issues
Themes // Global Issues, Local Lives Challenges of Global Governance Globalization and Economic Development Global Ethics and Citizenship
China: Culture, State and Society

Themes // Chinese Culture: Thoughts, Values and Ways of Life Chinese Civilization: State, Society and Economy Chinas Changing Environment Chinas Quest for Modernization The Rise of China in the 21st Century: Challenges and Prospects
How will you be assessed?

ommon Core courses utilize diverse modes of assessment. As well as the more traditional exams, tests and quizzes, you are likely to be required to demonstrate your knowledge and skills in a variety of other ways, for example, by keeping a journal to reflect on lectures and readings, making a movie, engaging in fieldwork, undertaking research, constructing a website or doing group projects and presentations.
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Why are tutorials important?

utorials are an essential and compulsory element of study in the Common Core Curriculum. Tutorials will normally be conducted weekly in groups of no more than 12 students. The purpose of tutorials is to provide a context for you to clarify and deepen your understanding of ideas and issues arising from the course through dialogue with others in an interactive setting. Additionally, tutorials offer an environment for you to improve your communication skills and develop your confidence. You should therefore make every effort to participate actively and constructively in tutorials. Indeed, each member of the tutorial group has responsibility for creating an effective learning experience for all concerned. Thus, it is also important that you prepare adequately for tutorials by reviewing your understanding of the relevant lecture(s), formulating questions for discussion and completing any preset tasks and/or reading requirements.
What are the requirements?

the year and semester in which they are taken vary from programme to programme. Please refer to Table 1 to find out the requirements for your programme. You are advised to check the accuracy of the information in the table with your home Faculty before choosing courses. The majority of Common Core courses are taught on Wednesday afternoon and a number of them on Saturday morning. Please note that whatever the requirements for your programme you are not allowed to take more than one course from any AoI in an academic year. are normally required to take six 6-credit courses, one from each AoI and Y ou not more than two from any AoI. However, the number of courses required and
How do you select your courses?

antee a place on the course as Common Core courses have a fixed quota*. For oversubscribed courses, enrolment will be determined by auto-ballot carried out on a daily basis during the course selection period and add/drop period. Students who are disapproved by auto-ballot will be notified by an auto-generated e-mail so it is important that you check your e-mail account on a regular basis. You should also regularly check your course selection status online. The quota is strictly applied and there is no way whatsoever of gaining a place on a course that is full. *The quota may not apply to exchange students whose acceptance on a course that is full is subject to the approval of the course co-ordinator and the Faculty concerned.
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C tem (SIS). It is important to note that selecting a course online does not guar-
ommon Core courses are selected online through the Student Information Sys-
Table 1: Programme Requirements for Taking Common Core Courses for Students Entering in 2013-14
Students are advised to check the accuracy of the information below with their home Faculty before choosing courses.
Faculty Programme BA(ArchStud) BA(LS) BSc(Surv) BA(Conservation) BA(UrbanStud) BA BA (Literary Studies)1, 2 BBA BBA(Acc&Fin) BBA(IBGM) BBA(IS) BBA(Law) BEcon BEcon&Fin BSc(QFin) BDS BA&BEd(LangEd)1 BSc(Exercise&Health) BSc(Sp&HearSc) BSc(IM) BEd&BSc1 BEd&BSocSc1 BEng(CE) BEng(CivE) BEng(Civ-EnvE) BEng(CompSc) BEng(ElecE) BEng(EE) BEng(IETM) BEng(LESCM) BEng(ME) BEng(ME-BSE) BEng(MedE) BEng(EngSci) LLB BBiomedSc BChinMed BNurs BPharm MBBS BSc BSc(ActuarSc) BJ BSocSc BSW BSocSc(Govt&Laws)&LLB1, 3 Year(s) in which the Common Core courses are taken Four in Year 1, two in Year 2 Four in Year 1, one in Year 2, one in Year 3 Four in Year 1, two in Year 2 Six within the first 3 years Four within the first 3 years Four in Year 1, two in Year 2 One in Year 1, two in Year 2, three in Year 3 Three in Year 1, two in Year 2, one in Year 3 Four in Year 1, two in Year 2 Three in Year 1, one in Year 2 Four in Year 1, two in Year 2 Two in the first year of the Curriculum [BSc(IM) is a curriculum admitting students to senior year places only, i.e. direct entry to Year 3] Two in Year 1, two in Year 2
Architecture
Arts
Business and Economics
Dentistry
Education
Engineering
Three in Year 1, three in Year 2
Law
Four in Year 1, two in Year 2
Medicine
Four in Year 1, two in Year 2
Science
Six within the first 3 years Six within the first 3 years Four within the first 2 years
Social Sciences
1. Double degree - four Common Core courses are required. 2. Before the end of semester 2 in Year 2, students will be required to declare if they will continue with the LLB programme. Students who opt out of the LLB programme will be required to complete the remaining two Common Core courses by the end of Year 3 if necessary. 3. Before the commencement of semester 1 in Year 3, students will be required to declare if they will continue with the LLB programme. Students who opt out of the LLB programme will be required to complete the remaining two Common Core courses by the end of Year 3.
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Non-Permissible Combinations
Courses in which there is considerable overlap of issues covered will be listed as non-permissible combinations, and you will only be permitted to take one course in those combinations. Please check Table 2 for non-permissible combinations before you choose your courses.
Table 2: Non-Permissible Combinations of Common Core Courses

Course Code CCST9006 CCST9011 CCST9003 CCST9004 CCST9015 CCST9013 CCST9016 CCST9002 CCST9039 CCST9017 CCST9037 CCST9010 CCST9030 CCST9028 CCST9035 CCHU9034 CCHU9037 CCHU9007 CCHU9015 CCHU9039 CCGL9004 CCGL9006 CCGL9019 CCGL9022 CCGL9016 CCGL9017 CCGL9041 CCGL9005 CCGL9025 CCGL9002 CCGL9026 CCCH9030 CCCH9041 Course Title Biomedical Breakthroughs in a Pluralistic World Biotechnology Science and Impacts Everyday Computing and the Internet Appropriate Technology for the Developing World Electronic Technologies in Everyday Life Our Living Environment Energy: Its Evolution and Environmental Impacts Quantitative Literacy in Science, Technology and Society Statistics and Our Society Hidden Order in Daily Life: A Mathematical Perspective Mathematics: A Cultural Heritage The Science of Crime Investigation Forensic Science: Unmasking Evidence, Mysteries and Crimes Science and Technology: Facts and Fallacies (Former title: Critical Thinking about Science and Technology) Making Sense of Science-related Social Issues Metropolitan Visions: Modernity, Architecture and the City Street Sense: The City and its Environment Sexuality and Gender: Diversity and Society Sex and Intimacy in Modern Times Sexuality and Culture Governance and Democracy in the Age of Globalization Asian Regional Governance in an Age of Globalization Economic Globalization: Issues and Challenges Globalization in Question: Human and Economic Consequences Feeding the World Food: Technology, Trade and Culture You, Food and the City: Local and Global Food Networks Poverty, Development, and the Next Generation: Challenges for a Global World The Political Economy of Growth and Poverty in the World Hong Kong Culture in the Context of Globalization Think Global, Act Local: You, Hong Kong, and the World Modernization and Constitutionalism in China The Rule of Law in Contemporary China
AoI // Scientific and Technological Literacy

Rationale
The well-being of our society owes much to science and technology. Science and technology transform our living conditions tremendously and contribute to profound changes in our society. However, while some of these changes bring great benefits to us (such as health, security and economic prosperity) some other changes bring damages and threats to the world (such as environmental degradation and ecological imbalance). Because of the high stakes involved, all members of our community need to be literate in science and technology. A scientifically and technologically literate individual is better able to cope with the demands of everyday life in an increasingly technology-dominated society, better positioned to evaluate and respond critically to the supposed scientific evidence used by advertising agencies and politicians to promote particular products and policies, better equipped to make important life decisions, and more ready and willing to engage in debates on contemporary socioscientific issues. Scientifically literate individuals benefit not only intellectually but also aesthetically and moral-ethically. A scientifically literate individual is better able to appreciate the beauty and wonders of nature, just as an individual who is knowledgeable in music and fine arts can appreciate a musical theme or a work of art. An understanding of the ethical standards and code of responsible behaviour that should be observed within the scientific community enables individuals to make better decisions in their personal and professional lives as responsible individuals and citizens. Increased scientific literacy will also benefit society as a whole, in that the humanities and the sciences can be brought together, and citizens will share a more common and holistic knowledge that can serve as a unifying force for democratic living. Scientific literacy promotes decision making that is more democratic (by encouraging people to exercise their democratic rights) and more effective (with people exercising their rights more wisely and responsibly) on the more and more complex issues of scientific and technological public policy.
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Aim and Objectives

The aim of raising students levels of scientific and technological literacy is to enable them to engage critically with knowledge and discourse on science and technology and to respond actively and appropriately to issues surrounding scientific and technological advancements. The objectives are: 1. to equip students with a general understanding of the fundamental ideas, principles and theories of science and technology and of natural phenomena and the ways in which scientific and technological knowledge is generated, validated and disseminated, and to enable students to use this knowledge appropriately and effectively; 2. to enable students to understand the form, structure and purpose of scientific language, to read and interpret scientific data and scientific arguments, and at a general level, to evaluate their validity and reliability or claim to knowledge; 3. to arouse students general interest in science and technology, and to inculcate a willingness and capacity to update and acquire new scientific and technological knowledge; 4. to enhance students awareness of the circumstances surrounding the history and development of some of the big ideas of science, and the social implications of important technologies; 5. to enable students to be critically aware of contemporary socio-scientific and technology issues at the local, regional, national and global levels; 6. to develop students appreciation of the complexity of inter-relationships among science, technology, society and environment, and the role played by science and technology in the progress of civilization; 7. to raise students awareness of the moral-ethical issues associated with scientific and technology research and the deployment of scientific knowledge and technological innovations, and to enable them to engage actively with these issues in an ethically appropriate manner; and 8. to enable students to see the interconnection between the humanities and the sciences and technology.
Key Themes //
Under this AoI, the following key themes will be addressed: > The Nature and Methods of Science > Science, Technology and Society > Science, Technology and Global Issues > Science and Technology in Everyday Life > Frontiers of Science and Technology.
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AoI // Humanities
Rationale
The humanities engage with the fundamental questions of human existence. They unravel how humans make sense of the world from critical, interpretive and analytical perspectives. The issues that the humanities have tried to grapple with pertain to the intellectual, moral, aesthetic, and spiritual aspects of human existence. The study of the humanities raises our awareness of human qualities and experiences which are inextricably bound up with the context and culture in which they are embedded. Understanding how humans are related to each other and the moral responsibility of humans to their fellow humans and the community to which they belong is fundamental to the study of the humanities. Moreover, as Procter points out, The humanities not only give us a history of the modern self; they remind us that our own culture, our own past, contains experiences and ideals which can help us to transcend this self and find other ways of experiencing our humanity. (1998, p. 174) In summary, the humanities are unified by (a) an attempt to address the various aspects of human existence through (b) the employment of interpretive, critical and analytical methods of inquiry. While the modes of thinking and enquiry of the humanities are critical and interpretive in nature whereas those of the sciences are mostly empirical in nature, we should not overlook the interconnection between the two. Although in the Common Core Curriculum, science and technological literacy and humanistic studies are organized as two separate AoIs, the courses in both AoIs should enable students to see the interconnection between them.
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Aim and Objectives

The aim of this AoI is to enable students to appreciate how intellectual, moral, aesthetic and spiritual aspects of human existence have been explored from critical, analytical and interpretive perspectives, to think about the meaning of our lives, and to seek wisdom and virtue, as embodied in the HKU motto: Sapientia et Virtus. The objectives are to enable students: 1. to gain an understanding of the distinctive qualities and experiences of being human; 2. to appreciate the ways in which humans express their experiences through literatures and arts; 3. to become aware of the fact that human qualities and experiences are situated in the contexts and cultures of which they are a part; Key Themes // 4. to understand human relationships and the social fabric of human communities;
Education in the humanities is traditionally organized under the following fields of study: language, history, literature, visual and performing arts, and philosophy. However, this AoI will comprise five interdisciplinary themes that cross these boundaries, all of which address the intellectual, moral, aesthetic and spiritual aspects of human existence: > The Creative Arts > Historical Awareness: Past and Present > Language, Communication and Society > Mind-Body-Spirit Ethics and Society. >
5. to become aware of the relationship between humankind and other forms of lives and the place of humankind in the web of life; 6. to become aware of their moral responsibilities to their fellow humans and other forms of lives, and to uphold civic and moral values; 7. to engage in critical, interpretive and analytical exploration of human qualities and experiences; and 8. to appreciate the interconnection between studies of science and technology and those of humanities.
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AoI // Global Issues

Rationale
Today we live in a world with an unprecedented level of interdependence. Our lives are profoundly affected by decisions and events that occur in places far away from us. Capital, products, services, information, ideas and people move across national borders much more easily and rapidly than before. Such domestic issues as food, energy, health, environment, economic development and national security have acquired a significant global dimension. How are we to comprehend the complex nature of globalization that significantly shapes our personal, social, cultural, economic, and political lives? What are the pros and cons of globalization? What duties and rights do people of this global village have towards each other? What are the opportunities and challenges that confront the contemporary world? These questions merit careful thinking by every HKU student, as one of the Universitys six educational aims is to develop capabilities in intercultural understanding and global citizenship.
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Aim and Objectives

The aim of this AoI is to enable students to think globally and live as informed and active members of a global community. The objectives are to enable students: 1. to understand that globalization is a multifaceted and contested concept; 2. to develop an appreciation of the interconnectedness (or interdependence) of the world in which they live; 3. to develop a critical awareness of how their daily lives are shaped by globalization; 4. to develop an ability to critically analyze the nature of globalization, and its pros and cons; 5. to develop a capability to reflect on their duties and rights as global citizens and to be critically aware of the moral controversies that confront existing international institutions; and 6. to cultivate a willingness to become informed and active members of a global community. Key Themes //
An understanding of globalization can be approached from various perspectives, including the impact of globalization on our daily lives, the processes of globalization and the resulting interdependencies and inequalities at local, national, international levels, the challenges of global governance in relation to globalization, and the duties and rights of global citizens. The following themes elaborate on these perspectives and serve as a framework for organizing courses: > Global Issues, Local Lives > Challenges of Global Governance Globalization and Economic Development > > Global Ethics and Citizenship.
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AoI // China: Culture, State and Society

Rationale
China is a rich, enduring, yet progressing civilization that still instills awe or admiration across the globe. Understanding China from past to present enables our students not only to see how a major civilization in the world has experienced both grandeur as well as setbacks, but also to understand the historical processes and international forces that have shaped the conditions of the Chinese across time and space. In order to comprehend the complexities of Chinas changing fortunes and the fundamental challenges confronting her today, one has to examine how the Chinese have lived their lives, formed and debated their values, identities and heritage, and survived dramatic changes over the centuries. Since the late 1970s, Chinas achievements in carrying out economic reforms and open door policy have not only improved the livelihood of the majority of the Chinese people, but also created enormous business opportunities for many countries in the world. Its phenomenal
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economic growth has laid the foundation for Chinas recent rise as a major power on the world stage. Hong Kong is the most cosmopolitan city on Chinese soil today. Yet her history reminds us of modern Chinas precarious quest for modernity and her role in bridging China and the West. The future of Greater China, comprising the Mainland, Hong Kong, Macau and Taiwan, will have far reaching repercussions for Asia and the world. Hong Kong, being a unique, dynamic part of China, is privileged intellectually, culturally and geographically to engage in a critical, intellectual inquiry of Chinas civilization, people and environment. Reflecting upon Chinas past, interpreting her present, and exploring the prospects of her progress and future pose a series of intellectual puzzles that merit the attention and thought of every student at HKU.
Aim and Objectives

The aim of this AoI is to enhance the interest and intellectual ability of students in understanding China from past to present and from different disciplinary perspectives and to engage them in critical inquiries of the issues and problems faced by China. The objectives are: 1. to enhance the interest of students in understanding Chinas civilization, people and environment and in searching and constructing the meanings of being Chinese; 2. to guide students in an intellectual journey through key aspects of Chinas social, economic and political transformation from a variety of disciplinary perspectives; 3. to heighten the sensitivity and awareness of students in appreciating the characteristics and diversities of Chinas culture and heritage, her cultural transformation and dynamism, as well as her changing relations with other cultures; 4. to engage students in critically reflecting on the challenges and possibilities in Chinas quest for modernity and the implications of her recent transformation; and 5. to explore the many roles played by Hong Kong, Macau, Taiwan and overseas Chinese communities in the making of modern China and the shaping of her future. Key Themes //
The following key themes will be addressed in the AoI: > Chinese Culture: Thoughts, Values and Ways of Life > Chinese Civilization: State, Society, and Economy > Chinas Changing Environment > Chinas Quest for Modernization > The Rise of China in the 21st Century: Challenges and Prospects.
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Scientific and Technological Literacy

Life 2.0: Synthetic Biology and the Future Bioeconomy
Course Code: CCST9001
p.22
Hidden Order in Daily Life: A Mathematical Perspective
p.37
Left Brain, Right Brain: Science and Myth
p.52
Quantitative Literacy in Science, Technology and Society

p.23
Origin and Evolution of Life
p.38
Living in a Hazardous World
p.53
Everyday Computing and the Internet
p.24
Understanding Climate Change
p.39
Making Sense of Science-related Social Issues
p.54
Appropriate Technology for the Developing World
p.25
Sustainable Development of the Built Environment
p.40

p.26
Material World: Past, Present, and Future
p.55
Science and Health: The Ever-changing Challenges and Solutions
Hong Kong: Our Marine Heritage
p.41
Mathematics: A Cultural Heritage
p.56

p.42
Biomedical Breakthroughs in a Pluralistic World
p.27
How the Mass Media Depicts Science, Technology and the Natural World
Science and Science Fiction
p.57

p.28
Infectious Disease in a Changing World
The Oceans: Science and Society
p.43
Statistics and Our Society
p.58
Living with Stem Cells
p.29
Blood, Beliefs, Biology
p.44
The Science of Evidence: Is Medicine Scientific?
p.59
The Science of Crime Investigation
p.30
Genetics and Human Nature
p.45
The World of Waves
p.60
Biotechnology Science and Impacts
p.31
Scientific Revolutions and their Impact on Modern Societies The Science of Irrational Thinking
p.46
Times Arrow
p.61

p.47
Our Place in the Universe
p.32
Radiation: A Blessing and a Curse?

p.62
Our Living Environment
p.33
Science and Technology: Facts and Fallacies
p.48
The Science and Lore of Culinary Culture
p.63
Science and Music
p.34
Cyberspace Crime: Technology and Ethics
p.49
The Science of the Mind-body-health Relationship

p.64
Electronic Technologies in Everyday Life
p.35
Forensic Science: Unmasking Evidence, Mysteries and Crimes

p.50
The Age of Big Data
p.65
Energy: Its Evolution and Environmental Impacts

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p.36
Intelligent Architecture and Sustainability
p.51
Humanities
Designs on the Future: Sustainability of the Built Environment Making History: Engaging with the Powerful Past
p.66
The British Empire in Text and Image

Course Code: CCHU9016
p.79
Countries of the Mind: Texts that Shape the Environment
p.92

p.67
Stages of Life: Scientific Fact or Social Fiction?
p.80
Metropolitan Visions: Modernity, Architecture and the City

p.93
Catastrophes, Cultures, and the Angry Earth
p.68
Art and Ideas: East and West
p.81
Politics of Space
p.94
Food and Values
p.69
From Health to Well-being
p.82
Reflecting on Human Experience through Literature Street Sense: The City and its Environments
p.95
Girl Power in a Mans World
p.70
Critical Thinking in Contemporary Society
p.83
p.96
Sexuality and Gender: Diversity and Society
p.71
Journey into Madness: Conceptions of Mental Health and Mental Illness

p.84
Music and the Human Body
p.97
Moral Controversies in Contemporary Society
p.72
Shaping the Landscape: A Quest for Harmony between Nature and the City
p.85
Sexuality and Culture
p.98
Being Different: p.73 Understanding People with Disabilities

The Last Dance: Understanding Death and Dying
p.86
Human Language: Nature or Nurture?
p.99
Social Divisions in Contemporary Societies
p.74
Creativity, Technology and Law
p.87
Thinking Women: Their Oppression and Resistance
p.100
Body, Beauty and Fashion
p.75
Cultures of War: Making Sense of the Human Fighting Instinct
p.88
Creative Arts as a Way of Knowing
p.101
Cultural Heritages in the Contemporary World
p.76
Happy Endings: How a Text Ends
p.89
Vision: The Science and Art of Perception
p.102
Spirituality, Religion and Social Change
p.77
Image, Architecture and Society: Finding Meaning in Architectural Representation
p.90
Critical Readings of Popular Culture

p.103
Sex and Intimacy in Modern Times
p.78
Language Play as Social Communication in Multilingual Settings
p.91
The Press, the Public and the Public Sphere
p.104
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Global Issues
Hong Kong Cinema through a Global Lens
p.106
Globalization and Migration
p.119
Course Code: CCGL9001
Understanding the Financial Crisis
p.132
Hong Kong Culture in the Context of Globalization
p.107
Feeding the World
p.120
Entrepreneurship: Global and Social Development
p.133
Contagions: Global Histories of Disease
p.108
Food: Technology, Trade and Culture
p.121
Rule of Law in a Globalizing World
p.134
Governance and Democracy in the Age of Globalization
p.109
Corporate Social Responsibility
p.122
Weapons of Mass Destruction: Science, Proliferation and Terrorism
p.135
Poverty, Development, and the Next Generation: Challenges for a Global World
p.110
Economic Globalization: Issues and Challenges
p.123
Globalization and Architecture
p.136
Asian Regional Governance in an Age of Globalization
p.111
Environment, Globalization, and the Law
p.124
Dilemmas of Humanitarian Intervention
p.137
Youth in a Global World
p.112
Globalization and Tourism
p.125
English as a Global Language in Asian Contexts
p.138
Cybersocieties: Understanding Technology as Global Change
p.113
Globalization in Question: Human and Economic Consequences
p.126
World Heritage and Us
p.139
Local Cultures and Global Markets
p.114
Internet, Media and Society
p.127
Energy Futures, Globalization and Sustainability
p.140
Sports Culture under Global Capitalism
p.115
p.128 The Life and Death of Languages: Diversity, Identity and Globalization
You, Food and the City: Local and Global Food Networks
p.141
Media in the Age of Globalization
p.116
The Political Economy of Growth and Poverty in the World
p.129
The Evolution of Civilization
p.142
Media, Politics and the Environment
p.117
Think Global, Act Local: You, Hong Kong, and the World
p.130
Thinking about Global Ethics
p.118
Criminal Organizations, Clandestine Globalization and the Illicit World Political Economy
p.131
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China: Culture, State and Society

Chinese House and Garden: Architecture, Landscape, and Material Culture
p.144
Social Development Challenges in China
p.157
Course Code: CCCH9001
Modernization and Constitutionalism in China
p.170
Chinese Cities in the 21st Century
p.145
Population, Society and Sustainable Development in Hong Kong

p.158
Property Rights, Built Heritage and Sustainable Development in Hong Kong
p.171

p.159
Modernity and Traditional Chinese Thought
p.146
Hong Kong: Becoming a Chinese Global City
Sports and Chinese Society
p.172
Ideas and Images of the West in Late Imperial China
p.147
People, Propaganda and Profit: Understanding Media in China
p.160
Sustainable Urban Development and Hong Kong
p.173
The Chinese Cultural Revolution
p.148
Buddhism and Chinese Culture
p.161
Music Along the Silk Road
p.174
Chinas Modernization in the East Asian Context
p.149
Science and Technology: Lessons from China
p.162
Environmental Pollution in China
p.175
China in the Global Economy
p.150
Chinese Business Practice and Society: Past and Present

p.163
Chinese Mythology
p.176
Hong Kongs Environment: Issues and Policies
p.151
Family and Development in Modern China
p.164
Chinese Social Values: Authority and Anarchy
p.177
Protests, Rebellions and Revolutions in Modern China: From 1840 until Today
p.152
Following the Dao: Ways of Life in Chinese Thought
p.165
p.178 Curing the Chinese: Medicine and Society in Modern China
Understanding Chinas Governance: Challenges and Prospects

p.153
Humanity and Nature in Chinese Thought
p.166
Representing Contemporary China through Film
p.179
Chinas Rise and Asias Future
p.154
Chinas Ethnic Groups: Cultural Assimilation or Cultural Pluralism?
p.167
The Rule of Law in Contemporary China
p.180
China and World Order
p.155
Hong Kong and Chinas Economic Development
p.168
Love, Marriage and Sex in Modern China
p.156
Ideas and Practices of Healing in Traditional China
p.169
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Scientific & Technological Literacy
Lecture Time // Second semester (Wed)
Course Code // CCST9001
Life 2.0: Synthetic Biology and the Future Bioeconomy
Required Reading
Church, G. M., & Regis, E. (2012). Regenesis: How synthetic biology will reinvent nature and ourselves. New York: Basic Books. [Note: Certain chapters and sections will be highlighted in the course] Darwin, C. (1859). The origin of species. Multiple publishers. [Note: Certain chapters and sections will be highlighted in the course] ETC Group. (2012). The principles for the oversight of synthetic biology. From http://www.etcgroup.org/ Genesis redux. (2010). The Economist. 395(8683), 81-83. Krauss, L. M. (2010). Life from a test tube? The real promise of synthetic biology. Scientific American, 302(2), 32. Kwok, R. (2010). Five hard truths for synthetic biology. Nature, 463(7279), 288-290. Marris, C., & Rose, N. (2012). Lets get real on synthetic biology. New Scientist, 2868, 28-29. Vinson, V., & Pennisi, E. (2011). The allure of synthetic biology. Science, 333(6047), 1235.
Synthetic Biology has been heralded as the solution to many of contemporary societys most pressing problems in energy, food and medicine. Will synthetic biology really deliver on its promises in our lifetimes, or is it just a rebranding of biotechnology? This course brings together molecular biology, evolutionary biology and insight into the origins of life to allow students to understand how synthetic biology is now attempting to solve many of humanitys gravest challenges. We will discuss the impact of synthetic biology on the individual, the global community, the natural environment and the economy using evidence-based arguments to reach reasoned positions. The opportunities, possibilities and risks of technologies emerging from synthetic biology will be examined from multiple perspectives. The course content will be explored through a blend of lectures, video materials, and interactive learning tasks. There will be a strong emphasis on collaborative group learning including a synthetic biology laboratory experience and a narrated group presentation that will enable students to engage creatively with the course issues. The tutorials will be used to consolidate ideas and discuss issues in greater depth.
Study Load
Activities Number of hours Lectures 24 Tutorials 9 Laboratory experience 3 Reading / Self-study / Tutorial and debate preparation 40 Team assessment task preparation 30 Individual assessment task preparation 14 Total: 120
Course Learning Outcomes

On completing the course, students will be able to: 1. Demonstrate understanding of molecular, evolutionary and synthetic biology, and recognize the continued interconnectedness between science, technology and fundamental human issues.
Course Co-ordinator
Dr J.A. Tanner Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9472 jatanner@hku.hk
2. Review theories of evolution and the origins of life in the light of recent developments in synthetic biology, and examine changing values, interests and behaviors of society from multiple perspectives. 3. Critically analyze scientific and ethical perspectives relating to the applications of synthetic biology using evidencebased arguments to reach reasoned positions. 4. Evaluate how emerging and future synthetic biology technologies may benefit and/or potentially endanger humanity and the natural environment.
Teacher(s)
Dr J.A. Tanner Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9472 jatanner@hku.hk Dr S.J. Bevan Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9495 sambevan@hku.hk Dr R.M. Watt Oral Biosciences, Faculty of Dentistry 2859 0482 rmwatt@hku.hk Dr W.K. Tsang Oral Biosciences, Faculty of Dentistry 2859 0484 pwktsang@hku.hk
Assessment: 100% coursework

Assessment Tasks Performance in tutorials and online discussion forums Lecture minute assessments / In-class assessments Individual assessment: Written opinion piece Group assessment: Narrated presentation Individual and group assessment: Debate Weighting 20 10 20 30 20
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http://commoncore.hku.hk/ccst9001
Lecture Time // First semester (Wed)
Quantitative Literacy in Science, Technology and Society

Non-Permissible Combination: CCST9039 Statistics and Our Society
Required Reading
Bennett, J. O., & Briggs, W. L. (2008). Using and understanding mathematics: A quantitative reasoning approach (4th ed.). Boston; London: Pearson Addison Wesley. [Chaps. 1, 2, 3, 5, 7, 8, 9]
This course aims to develop students quantitative literacy for the understanding of scientific, technological and social issues. It consists of three themes: (1) Synthesizing multiple representations of quantitative data; (2) Understanding risk and uncertainty; and (3) Modeling and prediction of phenomena. The course will help students develop mathematical reasoning in contextualized scenarios. The course will focus on the use (and mis-use) of quantitative information in the understanding (and mis-understanding) of scientific and technological issues we face in our daily lives. The limitation of quantitative information is also highlighted. Through case studies of various issues with the use of quantitative information, students will be able to develop critical eyes when handling socio-scientific/technological issues and to make informed decisions. Although the course addresses the use of mathematical reasoning in the better understanding of socio-scientific/technological issues, no pre-requisite specialized mathematics and science knowledge is required.
Study Load
Activities Number of hours Lectures / Seminars 22 Tutorials 12 Reading / Self-study 50 Assessment: E-forum 14 Assessment: Group project 30 Assessment: Individual assignment 20 Total: 148

On completing the course, students will be able to: 1. Interpret, organize and report logically and analytically multiple representations of numerical information derived from daily life transactions.
Course Co-ordinator
Dr I.A.C. Mok Division of Science, Mathematics and Computing, Faculty of Education 2859 2536 iacmok@hku.hk
2. Relate issues such as consumers choice, resources and risk-taking in health and science. 3. Analyze novel or ill-defined problem situations embedded in messages raised in the media concerning socio-scientific issues.
Teacher(s)
Dr I.A.C. Mok Division of Science, Mathematics and Computing, Faculty of Education 2859 2536 iacmok@hku.hk Dr M.M.W. Cheng Division of Science, Mathematics and Computing, Faculty of Education 2859 2532 mwcheng@hku.hk Mr A.M.S. Lee Division of Science, Mathematics and Computing, Faculty of Education 2859 2717 amslee@hku.hk Mr K.L. Wong Division of Science, Mathematics and Computing, Faculty of Education 2857 8397 klwong3@hku.hk

Assessment Tasks Weighting E-forum 20 Group presentation 30 Individual assignment (linked with group project) 30 Quiz 20
4. Evaluate uses of statistics and scientific evidence in advertisement and media. 5. Critically evaluate different models representing the growth and pattern of some phenomena such as virusspread and population growth, etc. 6. Communicate findings and views on socio-scientific issues with the support of quantitative data in platforms such as workshops, seminars and e-forum.
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Lecture Time // First semester (Sat)
Everyday Computing and the Internet

Non-Permissible Combination: CCST9004 Appropriate Technology for the Developing World / CCST9015 Electronic Technologies in Everyday Life
Required Reading
Adleman, L. M. (1994). Molecular computation of solutions to combinatorial problems. Science, 266(5187), 1021-1024. Bailenson, J. N., Blascovich, J., Bleicher, A., DeTorres, C., Dunbar, R., Garfield, B., et al. (2011, June). IEEE Spectrum, 48(6). [A detailed report on social networking] Benenson, Y., Gil, B., Ben-Dor, U., Adar, R., & Shapiro, E. (2004). An autonomous molecular computer for logical control of gene expression. Nature, 429(6990), 423-429. Google. (2013). Google Flu Trends. From http://www.google.org/ flutrends/ Hany Farids research. From http://www.cs.dartmouth.edu/farid/ research/tampering.html Hlzle, U. (2009). Powering a Google search. Google: Official Blog. From http://googleblog.blogspot.com/2009/01/powering-googlesearch.html Kuhnert, L., Agladze, K. I., & Krinsky, V. I. (1989, January). Image processing using light-sensitive chemical waves. Nature, 337, 244247. Layton, J. (2009). How MapQuest works. How Stuff Works. From http://money.howstuffworks.com/mapquest.htm Watson, C. (1994). An image processing tutorial. From http://www. cs.washington.edu/research/metip/tutor/tutor.html Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. From http://www.cs.cmu.edu/~CompThink/ Timely articles published on the Web and in other magazines (e.g., Science, Nature, Time, Newsweek, The Economist, Psychology Today, etc.)
In order to make informed decisions in this information age, everyone needs to have an efficient way to sift through and evaluate the myriads of information that is available through the Internet. The ultimate objective of this course is to help students develop a computational state of mind for everyday events. Specifically, the course will enable students to answer the following questions: What daily problems need to be solved by a computational method? Are such problems solvable? By what means can such problems be solved? Is it worthwhile to compute such problems? How do all these problems relate to the Internet that we use on a daily basis? We will also discuss intensively the societal impacts of computing technologies on our daily life. The course will be taught with minimal levels of mathematical and technical detail.

On completing the course, students will be able to: 1. Describe and explain, in a high-level manner, various representative computational algorithms (e.g., Google search, Google map route finding, etc.).
Course Co-ordinator
Professor Y.K. Kwok Department of Electrical and Electronic Engineering, Faculty of Engineering 2859 8059 ykwok@eee.hku.hk
Study Load
Number of hours Activities Lectures 20 Tutorials 12 Seminars 4 Reading / Self-study 30 Assessment: Short one-page survey + 3-minute talk 30 Assessment: Project report writing 15 Assessment: Project presentation (incl preparation) 15 Assessment: Simple quantitative homework assignments 15 Total: 141
2. Use the understanding of limitations on computability to judge whether a certain problem is computable. 3. Apply the various tricks learned in designing algorithms (e.g., recursion) to come up with a rough solution to a new problem. 4. Demonstrate appreciation of the various technology frontiers and make informed judgments as to what new services/products we can expect to be derived from them. 5. Critically judge whether a certain computing service/facility is likely to be beneficial to society. 6. Demonstrate understanding that computing as a tool is a double-edge sword, and thus, reflect critically on whether we have been relying too much on computing devices in educating and entertaining young people.
Teacher(s)
Professor Y.K. Kwok Department of Electrical and Electronic Engineering, Faculty of Engineering 2859 8059 ykwok@eee.hku.hk

Assessment Tasks Weighting Performance in classes (lectures and tutorials) 20 Short survey 10 3-minute talk 15 Project report 20 Group project presentation 15 Homework 20
24
Lecture Time // Second semester (Sat)
Appropriate Technology for the Developing World

Non-Permissible Combination: CCST9003 Everyday Computing and the Internet / CCST9015 Electronic Technologies in Everyday Life
Required Reading
Hazeltine, B., & Bull, C. (1999). Appropriate technology: Tools, choices and implications. San Diego, CA: Academic Press. Smith, C. E., & Cooper-Hewitt Museum. (2007). Design for the other 90% (1st ed.). New York: Cooper-Hewitt, National Design Museum, Smithsonian Institution.
This course introduces students to the opportunities, barriers, and challenges in designing technologies for the developing world. Students will examine the design constraints and resource limitations encountered in the developing world from different perspectives. The overall aim of the course is to broaden the vision of the students on how properly designed technologies can make positive contributions to the developing world. Throughout the course, students will be introduced to four key intellectual ideas that form the cornerstones of developing-world technologies: A developing-world technology should be considered as appropriate only if it can fulfill all the design constraints and resource limitations. Design constraints for a developing-world technology should be defined in terms of at least four aspects: technical, social, political, and economical. We must think outside the box when designing and assessing a technology intended for third world deployment, as technologies that form part of daily life in the developed world usually do not meet the needs of the developing world. Properly designed technologies can help developing-world people solve their basic needs and improve their standard of living, while inappropriate ones may phase out rapidly.
In taking this course, students will have the opportunity to think more critically about the impact of science and technology on the cultural values and quality of life in the developing world. In doing so, they can become more mindful of the comparatively luxurious living conditions in Hong Kong where technology is abundant and plays an integral role in daily living.
Study Load
Activities Number of hours Lectures 20 Tutorials 10 Seminars 6 Reading / Self-study 44 Assessment: Oral presentation (incl preparation) 10 Assessment: Mini project (incl preparation) 10 Assessment: Design project (incl preparation) 50 Total: 150
The course will be taught using a combination of lectures, small-group tutorials, and hands-on design activities. Another key component of this course is a group design project where students will work collaboratively to propose a piece of appropriate technology to address an illdefined problem that is related to real-world challenges faced by people living in the developing world.

On completing the course, students will be able to: 1. Explain the challenges in designing technologies for the developing world.
Course Co-ordinator
Professor L.G. Tham Department of Civil Engineering, Faculty of Engineering 2859 1965 hrectlg@hkucc.hku.hk

Assessment Tasks Tutorial discussion Oral presentation Mini project Final project Weighting 5 15 20 60
2. Identify the key design considerations pertinent to technologies intended for deployment in the developing world. 3. Assess how technology can actively contribute to the betterment of life in the developing world. 4. Formulate a design model for a technology that has potential to be developed into a working prototype for use in the developing world.
Teacher(s)
Dr A.C.H. Yu Department of Electrical and Electronic Engineering, Faculty of Engineering 2857 8482 alfred.yu@hku.hk Dr A.W.Y. Ko Faculty of Engineering 2219 4860 albertko@hku.hk
25
Science and Health: The Ever-changing Challenges and Solutions

(Hong Kong Observatory) applying scientific achievements from theories to real practice on human health; (iii) recognize the dilemma of decision making on placing priorities on utilization of limited resources in fostering scientific research and health promotion with special emphasis on recent health challenges in Hong Kong and China; (iv) realize the importance of moral and ethical obligations/considerations when performing scientific research on human beings; (v) identify the actual social, national and global judgments and conscience to ensure equity and justness to enjoy scientific achievements; and (vi) comprehend the cross-influences between science and health and how health improvements develop and foster new motives and discoveries in future scientific research. Field trip visits to the Hong Kong Observatory, Daya Bay Nuclear Power Station and the Department of Clinical Oncology at Queen Mary Hospital will be arranged to keep abreast of the recent hot issues of radiation leakage, safety and surveillance (see photo). Course Co-ordinator
Dr V.H.F. Lee Department of Clinical Oncology, Li Ka Shing Faculty of Medicine 2255 4698 vhflee@hkucc.hku.hk
For thousands of years human beings have been striving hard to survive, get healthier and improve their standard of living. Numerous methods have evolved to improve and maintain health, in the context of different cultural and ethnic backgrounds among various regions in the world. However, obstacles and limitations are always ahead during the development of scientific achievements to improve health. More importantly, even when we have attained certain levels of achievement, the human ambition to further improve our health and create more achievements by developing more advanced scientific techniques is never-ending. We are always at the crossroads of how much more we should achieve in one respect at the expense of others. This course will enable students to: (i) acknowledge from history the improvement of health through scientific achievements as well as realize the limitations of science in solving health-related problems; (ii) be aware of the motives and challenges when developing, making judgments and Required Reading
Hewitt, P. G. (2007). Conceptual integrated science (1st ed.). San Francisco, CA; London: Pearson/Addison Wesley. [Chap. 1] Lafaille, R., & Fulder, S. (1993). Towards a new science of health. London: Routledge. Westwood, O. M. R. (1999). The scientific basis for health care. London: Mosby. [Chap. 21]

On completing the course, students will be able to: 1. Recognize from history dramatic improvements in the health of human beings attributable to the innovation of our predecessors in the development and discoveries of scientific advances.
Study Load
Activities Number of hours Lectures 22 Tutorials 10 Fieldwork / Visits 30 Reading / Self-study 25 Assessment: Presentation (incl preparation) 30 Assessment: Debate 10 Total: 127
2. Identify the difficulties, challenges and drawbacks encountered when science is applied to improve the health of human beings and hazard prevention and minimization. 3. Show awareness of the moral-ethical considerations in applying a scientific achievement to the health of human beings, especially in imminent and imperative clinical situations e.g. outbreaks or epidemics. 4. Apply optimization techniques when placing priorities on utilization of limited resources in scientific research of health improvement, promotion and prevention. 5. Demonstrate awareness of the utmost importance of social, national and global responsibilities and moral obligations to ensure equity and justness to enjoy the scientific achievement for human health. 6. Think critically on how the impact, difficulties and consequences of health improvement foster and influence further new scientific research to maintain sustainability of health improvement and continuity of the human species.
Teacher(s)
Dr V.H.F. Lee Department of Clinical Oncology, Li Ka Shing Faculty of Medicine 2255 4698 vhflee@hkucc.hku.hk Dr J.K.C. Leung Department of Physics, Faculty of Science 2859 2858 jkcleung@hku.hk Professor D.L.W. Kwong Department of Clinical Oncology, Li Ka Shing Faculty of Medicine 2255 4521 dlwkwong@hkucc.hku.hk

Assessment Tasks Weighting Field trip report 30 Debates 20 Problem-based Learning tutorials 20 Problem-based Learning tutorials case reports 30
26
Biomedical Breakthroughs in a Pluralistic World
Non-Permissible Combination: CCST9011 Biotechnology Science and Impacts
Required Reading
Carlson, E. A. (2006). Times of triumph, times of doubt: Science and the battle for public trust. Cold Spring Harbor, NY: Cold Spring Harbor Laboratory Press. Nobel Prize in Medicine. Nobelprize.org. From http://nobelprize.org/ nobel_prizes/medicine/ [Selected presentations, press releases and/or information] Widmaier, E. P., Raff, H., & Strang, K. T. (2011). Vanders human physiology: The mechanisms of body function (12th ed.). Boston: McGraw-Hill Higher Education.
The aim of this course is to help students develop critical, balanced and multi-dimensional perspectives on the power of modern biomedical science in offering solutions to complex health problems against the new societal and ethical challenges brought by such technological advancements. It is hoped that by attending to the scientific, social and ethical ramifications of what modern medicine does to our lives and society, we may be able to shape biomedical progress to best suit our values. The course contents include: (i) Literacy in biomedical science basic process of scientific discovery, combat with microbes, drug development, genes and the human genome; (ii) Interdisciplinary nature of scientific research for technological empowerment organ transplantation; (iii) Complexity of the dynamic interactions between science and humanities in finding pragmatic solutions to major health problems.
Study Load
Number of hours Activities Lectures 22 Tutorials 12 Laboratory 2 Reading / Self-study 55 Assessment: Essay / Report writing 35 Assessment: Presentation (incl preparation) 24 Total: 150 1.

On completing the course, students will be able to: Explain the basic process of scientific discovery and the historical and scientific background behind major biomedical breakthroughs.
Course Co-ordinator
Dr S.Y.W. Shiu Department of Physiology, Li Ka Shing Faculty of Medicine 2819 9261 sywshiu@hkucc.hku.hk
2. Describe and explain how major biomedical discoveries have improved human health globally by providing the basics of disease mechanism, diagnosis and treatment. 3. Explain and evaluate the social and ethical implications of major biomedical discoveries.
Teacher(s)
Dr S.Y.W. Shiu Department of Physiology, Li Ka Shing Faculty of Medicine 2819 9261 sywshiu@hkucc.hku.hk Dr N.S. Wong Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9142 nswong@hkucc.hku.hk Dr K.M. Yao Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9275 kmyao@hku.hk

Assessment Tasks Reading assignment (formative) Short essay Tutorial discussion Poster presentation Weighting 0 40 30 30
4. Apply the above knowledge to critically evaluate other biomedical discoveries and their social and ethical implications.
27
Infectious Disease in a Changing World
Required Reading
Greenwood, D. (2007). Medical microbiology: A guide to microbial infections: Pathogenesis, immunity, laboratory diagnosis and control (17th ed.). Edinburgh: Churchill Livingstone. Nelson, K. E., & Williams, C. M. (2007). Infectious disease epidemiology: Theory and practice (2nd ed.). Sudbury, MA: Jones and Bartlett Publishers. Pommerville, J. C., & Alcamo, I. E. (2007). Alcamos fundamentals of microbiology (8th ed.). Sudbury, MA: Jones and Bartlett Publishers.
Infectious disease is one of the key threats to global health. The emergence of new pathogens, the re-emergence of old pathogens, the growing problem of antimicrobial resistance, and the threat of bioterrorism pose substantial difficulties to public health and patient management. HIV, SARS, avian influenza and pandemic influenza, extensively-resistant and totally-resistant tuberculosis, cholera, communityacquired methicillin-resistant Staphylococcus aureus, and other multiple-resistant or pan-resistant bacteria are just some recent reminders that emerging infections can strike both the developing and industrialized countries equally. China, as the most populous country in the world and one of the fastest growing economies, has also been one of the epicenters for emerging infectious diseases. This course aims to: (i) introduce the concepts of microbes and infection; (ii) introduce the concepts of emerging and re-emerging infectious diseases and their local and global significance; (iii) illustrate the importance of infectious disease in the history of humankind; (iv) study the role of nations in the global control of emerging infectious diseases, with special reference to China and Hong Kong; (v) examine some basic tools to understand infectious diseases and the pathogens; and (vi) explore some of the controversial issues in the prevention and management of infectious diseases. Course Learning Outcomes
On completing the course, students will be able to: 1. Demonstrate understanding of the interaction between microbes and humans in infectious diseases.
Study Load
Activities Number of hours Lectures 20 Tutorials 8 Practical classes 6 Visit to the Hong Kong Museum of Medical Sciences 3 Reading / Self-study 30 Assessment: Essay / Report writing 25 Assessment: Presentation (incl preparation) 25 Assessment: In-class test 3 Total: 120
Course Co-ordinator
Dr S.S.Y. Wong Department of Microbiology, Li Ka Shing Faculty of Medicine 2255 4714 samsonsy@hku.hk
2. Describe the environmental, ecological, social, historical, and human factors in determining the epidemiology of infectious diseases. 3. Balance the risk and benefits of vaccination as a preventive measure for infectious diseases. 4. Demonstrate understanding of the ecology and epidemiology of some important emerging and re-emerging infectious diseases that are locally or globally important. 5. Demonstrate understanding of the importance of a free flow of information in the global control of infectious diseases.
Teacher(s)
Dr S.S.Y. Wong Department of Microbiology, Li Ka Shing Faculty of Medicine 2255 4714 samsonsy@hku.hk Professor K.Y. Yuen Department of Microbiology, Li Ka Shing Faculty of Medicine 2255 4892 kyyuen@hku.hk Professor J.S.M. Peiris School of Public Health, Li Ka Shing Faculty of Medicine 2816 8404 malik@hku.hk Dr P.L. Ho Department of Microbiology, Li Ka Shing Faculty of Medicine 2255 4892 plho@hku.hk

Assessment Tasks In-class test Topic presentation and report Short essay Weighting 30 40 30
28
Living with Stem Cells
Required Reading
Hogan, K. A., & Palladino, M. A. (2009). Stem cells and cloning (2nd ed.) (The Benjamin Cummings special topics in biology series). San Francisco, CA; London: Pearson/ Benjamin Cummings. Park, A. (2009, January 29). Stem cell research: The quest resumes. Time.
Discoveries in biological and medical sciences in recent decades have transformed our life and society. The potential of stem cells to replace new cells for old offers great hope for the treatment of many diseases, yet it is uncertain whether these cells will live up to the expectations of doctors and society at large. Some bioethicists have expressed concerns that societys drive to find cures is obscuring our judgment and forcing us to step over inappropriate moral boundaries. This course will guide you through the scientific discoveries to allow you to appreciate how stem cells can be a therapeutic tool, both now and in the future. It will give you the opportunity to explore the relevant moral issues and bioethical framework for evaluating the benefits and dilemmas of stem cell-based regenerative medicine. It will also allow you to examine Hong Kongs current stem cell policies and regulations in relation to other countries, providing you with both the scientific and ethical perspectives necessary to inform future stem cell policy making. The topics will be addressed through scientific, literary and popular media in a combination of lectures, tutorials and case studies. There will be many opportunities for interactive group work and sharing of ideas during the classes.
Study Load
Number of hours Activities Lectures 24 Tutorials 9 Laboratory 3 Movie viewing 4 Reading / Self-study 40 Assessment: Group tasks 15 Assessment: Individual tasks 25 Assessment: In-class test (incl preparation) 5 Total: 125

On completing the course, students will be able to: 1. Express the implications of stem cell technologies on individuals, families, societies and humankind.
Course Co-ordinator
Dr M.H. Sham Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9240 mhsham@hku.hk
2. State the principles of biomedical ethics and apply ethical and moral understanding to evaluate the benefits and dilemmas of stem cell technologies. 3. Analyze and evaluate case scenarios for informed decision making and recommend strategies for stem cell research policy making. 4. Explain the positions taken by different individuals, organizations and cultures with respect to stem cell technologies. 5. Define the basic characteristics of different types of stem cells and discuss their applications in medicine.
Teacher(s)
Dr M.H. Sham Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9240 mhsham@hku.hk Dr S.J. Bevan Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9495 sambevan@hku.hk Dr D. Chan Department of Biochemistry, Li Ka Shing Faculty of Medicine 2819 9482 chand@hku.hk

Assessment Tasks In-class continuous assessment (discussions, debates, activities) Group projects Individual assignments In-class test Weighting 20 20 40 20
29
The Science of Crime Investigation

Non-Permissible Combination: CCST9030 Forensic Science: Unmasking Evidence, Mysteries and Crimes
Required Reading
About forensic DNA. The DNA Initiative. From http://www.dna.gov/ basics/ Casey, E. (2004). Digital evidence and computer crime: Forensic science, computers and the Internet (2nd ed.). London; San Diego, CA: Academic Press. [Chaps. 1-7] Collected writings on the washing away of wrongs. Chinaculture. org. From http://www1.chinaculture.org/library/2008-01/31/ content_26879.htm Lee, H. C., Palmbach, T., & Miller, M. T. (2001). Henry Lees crime scene handbook. San Diego, CA; London: Academic. [Chaps. 1-7] Saukko, P. J., & Knight, B. (2004). Knights forensic pathology (3rd ed.). London; New York: Arnold. [Chaps. 1, 2]
This course introduces students to the scientific, legal and ethical concepts that underpin forensic science. Forensic science spans all scientific disciplines such as anthropology, biology, chemistry, computing, medicine, physics, etc. Students will explore and develop an understanding of the principles of forensic science through an overview as well as more topic-specific lectures, and experience hands-on some of the simple skills involved in scientific analysis. Knowledge gained will be applied and students will be required to work on an assigned case and offer solutions.
Study Load
Activities Number of hours Lectures 20 Tutorials 8 Reading / Self-study 40 Assessment: Essay / Report writing 16 Assessment: Presentation (incl preparation) 30 Assessment: Development of case file 10 Total: 124

On completing the course, students will be able to: 1. Demonstrate understanding of the scientific principles that underline and support the practical application of various scientific disciplines that are involved in the forensic sciences.
Course Co-ordinator
Dr S.L. Beh Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4863 philipbeh@pathology.hku.hk
2. Analyze and integrate various sources of scientific data and understand their validity and limitations hence allowing critical appraisal of their value in providing answers for solving a crime. 3. Display interpersonal communication and collaboration skills in working with students from different backgrounds.
Teacher(s)
Dr S.L. Beh Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4863 philipbeh@pathology.hku.hk Dr K.P. Chow Department of Computer Science, Faculty of Engineering 2859 2191 chow@cs.hku.hk

Assessment Tasks Portfolio collection of references (individual) Problem-based Learning tutorials Analysis and preparation of a case file Presentation case analysis and conclusions (individual and small group) Weighting 20 30 20 30
4. Demonstrate awareness of the importance of professional standards and ethical practices.
30
Biotechnology Science and Impacts

Non-Permissible Combination: CCST9006 Biomedical Breakthroughs in a Pluralistic World
Required Reading
Selected reading materials (2-3 assigned articles per week) from Scientific American, the science and technology section of The New York Times and The Washington Post, and the Internet.
This course provides students with the facts about the scientific discovery leading to the development of this new and revolutionary technology, and challenges them to think, investigate and evaluate how this technology can help solve medical and health, agricultural and food, and environmental and sustainable resources problems and also its potential risk and hazards. Students will gain general understanding and knowledge of basic genetic, molecular biology and biotechnology, and interest in and awareness of the modern advancement of molecular biology and biotechnology. Students will be challenged to gain understanding about the impacts of biotechnology in human medical health, agriculture and environment. The moral-ethical issues associated with the biotechnology industry will be discussed and debated leading to the appreciation of the potential significant interconnection between biotechnology knowledge and humanities.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Discussion (reading and self-study) 48 Assessment: Essay / Report writing 15 Assessment: Presentation (incl preparation) 30 Total: 129

On completing the course, students will be able to: 1. Describe and explain the principles of inheritance, recombinant DNA and cloning.
Course Co-ordinator
Professor F.C.C. Leung School of Biological Sciences, Faculty of Science 2299 0825 fcleung@hkucc.hku.hk
2. Determine, explain and appraise the benefits and shortcomings of the application of biotechnology knowledge. 3. Select and justify the use of advanced biotechnology products through bioethical consideration. 4. Demonstrate professional and ethical approaches in presenting findings and analyses in a coherent and effective manner.
Teacher(s)
Professor F.C.C. Leung School of Biological Sciences, Faculty of Science 2299 0825 fcleung@hkucc.hku.hk

Assessment Tasks In-class participation and quizzes Essay and reports Discussion forum Poster and oral presentation Weighting 15 20 35 30
31
Our Place in the Universe
Required Reading
Koestler, A. (1968). The sleepwalkers: A history of mans changing vision of the universe. New York: Penguin Books.
This course discusses the historical changes in the perception of our place in the universe as a result of astronomical development. We begin with ancient models of the universe in different cultures and the religious and philosophical interpretation of celestial objects, through the Copernican revolution and the work of Kepler, Galileo and Newton, towards our current physical model of the universe. Topics include: Changing perceptions of our place in the universe as the result of astronomical development. Illustration of the development of the scientific method and how science has influenced the evolution of our philosophical thinking and cultural development; Ancient models of the universe and the early philosophical and religious interpretation of celestial objects; The development of concepts of time and calendars through the observation of solar, lunar, and planetary motions; The Copernican revolution and the change from geocentric to heliocentric cosmology; The application of scientific method and a physical interpretation of the universe through the work of Kepler, Galileo and Newton; The expansion of the spatial scale of the universe as the result of modern astronomical observations; Expansion of the time domain in cosmic history through the study of the history of the Earth, biological evolution, and cosmic evolution.
Study Load
Number of hours Activities Lectures 22 Tutorials 8 Fieldwork / Visits 2 Reading / Self-study 100 Laboratory 4 Assessment: Assignments / Reports 10 Assessment: Mid-term test 1 Assessment: Examination 3 Total: 150

On completing the course, students will be able to: 1. Describe the scientific method and explain how the scientific method was developed and applied to explain and predict motions of celestial objects.
Course Co-ordinator
Professor S. Kwok Faculty of Science 2859 2682 deansci@hku.hk
2. Evaluate the role of science in transforming our philosophical thinking. 3. Identify qualitative and quantitative everyday astronomical phenomena and describe how such understanding has evolved over history. 4. Describe the emergence of rational thinking and assess the effects of social environment on intellectual development through historical examples.
Teacher(s)
Professor S. Kwok Faculty of Science 2859 2682 deansci@hku.hk Dr J.C.S. Pun Department of Physics, Faculty of Science 2859 1962 jcspun@hkucc.hku.hk
Assessment: 60% coursework; 40% examination

Weighting Assessment Tasks Assignments 20 Laboratory reports 20 Mid-term test 20 Examination 40
32
Our Living Environment
Non-Permissible Combination: CCST9016 Energy: Its Evolution and Environmental Impacts
Required Reading
Sections from: Jones, G. E. (2004). People and environment: A global approach. New York: Pearson Prentice Hall. Simmons, I. G. (1989). Changing the face of the earth: Culture, environment, history. Oxford: Blackwell.
This course will introduce to students the diverse ways in which human society has interacted with the natural environment, raise their awareness of the complexity of environmental issues, and encourage them to explore various aspects of global and local environmental problems. The teaching will focus firstly on how scientific and technological development has influenced human society in gaining economic benefits from understanding and being able to modify and manage the natural environment. It will then draw students attention to the consequences of humans modification of the natural environment, including an increase in the scale of natural hazards recently occurring across the world. Students will be guided to examine global (resources, climate change, economic growth, etc.) and local (pollution and resource depletion in China and Hong Kong) environmental issues, and explore possible scientific and technological solutions along with political, social and economical considerations to these environmental problems.
Study Load
Activities Number of hours Lectures 20 Tutorials 8 Fieldwork / Visits 4 Palaeoclimate laboratory 4 Reading / Self-study 84 Workshops on essay writing 2 Assessment: Essay / Report writing 16 Assessment: Presentation (incl preparation) 8 Assessment: Quiz 2 Total: 148

On completing the course, students will be able to: 1. Recognize and describe the reciprocal relationships between humans and their environment influenced by scientific discovery and technological development.
Course Co-ordinator
Dr S.C. Chang Department of Earth Sciences, Faculty of Science 2857 8577 suchin@hku.hk
2. Analyze the impacts of scientific discovery and technological development on the natural environment and human societies at different spatial and temporal scales. 3. Demonstrate an awareness of the impacts of science within the broader economic, environmental and socio-cultural context, and apply knowledge gained to evaluate solutions appropriate to the specific cultures and environments. 4. Produce written evidence, in the form of individual course work, of their aquisition of knowledge and analytical skills in the topic. 5. Present, in the form of internet searching for relevant information and group digital presentation of research results, their IT and communication skills.
Teacher(s)
Dr S.C. Chang Department of Earth Sciences, Faculty of Science 2857 8577 suchin@hku.hk Dr C.D. Dingle Department of Earth Sciences, Faculty of Science 2219 4170 cdingle@hku.hk

Assessment Tasks Literature review Paleoclimate laboratory Lamma field trip Concept mapping with explanations Multiple choice quiz Weighting 20 30 10 20 20
33
Science and Music
Required Reading
Chen, C. (1996). Early Chinese work in natural science: A re-examination of the physics of motion, acoustic, astronomy and scientific thoughts. Hong Kong: Hong Kong University Press. [Chaps. 1, 2] Parker, B. (2009). Good vibrations: The physics of music. Baltimore: Johns Hopkins University Press.
The course aims at an appreciation of the close connection between music and science that has existed historically from Pythagoras on into modern times. The essential physics of musical sound production and analysis will be provided in order to facilitate the elementary principles behind wind, string and percussion instruments and their characteristic timbre. The development of scales from fundamental principles will be dealt with leading to an appreciation of some of the subtle differences between Chinese and Western music. Contemporary music and science interactions will focus on electronic music and the working principles of modern instruments such as the electric guitar. Finally some scientific understanding of musical appreciation will be given by looking at the factors that make music pleasing.
Study Load
Number of hours Activities Lectures 24 Tutorials 8 Reading / Self-study 50 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 15 Assessment: In-class test (incl preparation) 20 Total: 137

On completing the course, students will be able to: 1. Demonstrate appreciation of the close ties there have been between the study of music and science over the centuries, and how in the modern era close ties still exist but for various reasons are largely ignored.
Course Co-ordinator
Professor H.F. Chau Department of Physics, Faculty of Science 2859 1925 hfchau@hku.hk
2. Explain the production of musical tone and timbre in musical instruments using the scientific principles and understanding of sound propagation, waves and harmonics. 3. Apply simple mathematics to the construction of different musical scales (just, equal, meantone) and appreciate the historical development of scales in both Europe and China.
Teacher(s)
Professor H.F. Chau Department of Physics, Faculty of Science 2859 1925 hfchau@hku.hk Dr H.Y. Chan School of Humanities (Music), Faculty of Arts 3917 5210 tlychan@hkucc.hku.hk

Assessment Tasks In-class tests Project component 1 (content) Project component 2 (portfolio) Project component 3 (presentation) Weighting 40 30 10 20
4. Realize and discuss coherently philosophical issues at the science and music interface. 5. Demonstrate academic research capabilities by carrying out a research project on some topics relating science and music.
34
Electronic Technologies in Everyday Life

Non-Permissible Combination: CCST9003 Everyday Computing and the Internet / CCST9004 Appropriate Technology for the Developing World
Required Reading
Sections from: Jarvis, J. (2011). Public parts: How sharing in the digital age improves the way we work and live. New York: Simon & Schuster. Levine, R. (2011). Free ride: How digital parasites are destroying the culture business, and how the culture business can fight back. New York: Doubleday.
In this age of information explosion, it is easy for one to get lost in the labyrinth of new technology surfacing everyday in mass media and the Internet. While some of these new technologies will eventually change our ways of living, some, unfortunately, are mere marketing hypes. This course aims to: (i) arouse students general interest in science and technology, particularly with regard to current high-tech products that they encounter everyday; and (ii) train students to develop critical intellectual enquiries concerning existing and latest technologies they encounter in their everyday lives through examining scientific evidence and information. Through lectures and discussions, students will not only be able to recognize the latest advancement in technologies and identify misinformation presented in the mass media, but also be able to understand their social implications, as well as to develop critical thinking and to carry educated discussion about merits and common misconceptions associated with new technologies.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study / Homework 24 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 20 Total: 120

On completing the course, students will be able to: 1. Differentiate true innovation from marketing hypes.
Course Co-ordinator
Professor Y.K. Kwok Department of Electrical and Electronic Engineering, Faculty of Engineering 2859 8059 ykwok@hku.hk
2. Locate caveats in marketing hypes. 3. Identify key merits of a new technology. 4. Discuss the socio-economical impact of major technologies from recent years.
Teacher(s)
Professor Y.K. Kwok Department of Electrical and Electronic Engineering, Faculty of Engineering 2859 8059 ykwok@hku.hk

Assessment Tasks Weighting In-class quizzes, tutorial exercises, and homework tasks 40 3-minute talk 15 Group project report 30 Group project presentation 15
35
Energy: Its Evolution and Environmental Impacts
Non-Permissible Combination: CCST9013 Our Living Environment
Required Reading
Fanchi, J. R. (2005). Energy in the 21st century. Hackensack, NJ: World Scientific. Gibilisco, S. (2007). Alternative energy demystified. New York: McGraw-Hill. International Energy Agency, & Organisation for Economic Cooperation and Development. (2000). Energy technology and climate change: A call to action. Paris: OECD/IEA. Kostic, M. M. (2007). Energy: Global and historical background. Encyclopedia of Energy Engineering and Technology, 1(1), 601-615. Also available from http://www.kostic.niu.edu/Energy_Global_ Historical-Kostic.pdf Lam, P., & Hong Kong Centre for Economic Research. (1996). The scheme of control on electricity companies. Hong Kong: The Chinese University Press. Mitchell, C. (2008). The political economy of sustainable energy. Basingstoke, UK; New York: Palgrave Macmillan.
Energy is essential to our daily lives. Electricity, fuel gas and fuel oil have brought us much convenience, luxury and prosperity. However, our present heavy reliance on fossil fuels has caused a serious energy crisis, air pollution and climate change problems. Active technological development is needed on both the supply and demand sides to enhance the energy industry to achieve sustainability. This course is designed to enable students to develop a broader perspective and critical understanding of energy issues that they are confronted with, to cultivate their appreciation of various viewpoints and responsibilities as global and local citizens, and to develop their problem-solving ability through lectures and discussion of the key energy and environmental issues. The course topics include: (i) world energy resources; (ii) fossil fuel-based, nuclear and hydro energy technologies; (iii) energy conservation and energy efficiency; (iv) clean and renewable energy technologies; (v) scheme of control and deregulation in electricity supply; (vi) environmental impacts of energy industry; (vii) social, economic and political issues; and (viii) remedial measures and policies.
Study Load
Number of hours Activities Lectures 24 Tutorials 8 Fieldwork / Visits (incl report writing) 10 Reading / Self-study 50 Assessment: Essay / Report writing 40 Assessment: Examination (incl preparation) 20 Total: 152

On completing the course, students will be able to: 1. Describe and explain various energy conversion technologies.
Course Co-ordinator
Dr T.S.P Feng Department of Mechanical Engineering, Faculty of Engineering 2857 8554 hpfeng@hku.hk
2. Assess the social benefits and environmental impacts of the fossil fuel economy and present their own views. 3. Evaluate the potential of renewable energy technologies for future sustainable development. 4. Demonstrate understanding of the ways energy was discovered and used in human history. 5. Formulate informed arguments in responding to energyrelated environmental issues.
Teacher(s)
Dr T.S.P Feng Department of Mechanical Engineering, Faculty of Engineering 2857 8554 hpfeng@hku.hk Dr S.C.M. Hui Department of Mechanical Engineering, Faculty of Engineering 2859 2123 cmhui@hku.hk

Assessment Tasks Weighting Essays and reports 25 Quizzes 25 Examination 50
36
Course will be offered twice Lecture Time // Section 1 First semester (Wed); Section 2 First semester (Wed)
Hidden Order in Daily Life: A Mathematical Perspective
Non-Permissible Combination: CCST9037 Mathematics: A Cultural Heritage
Required Reading
Bryan, K., & Leise, T. (2006). The $25,000,000,000 eigenvector: The linear algebra behind Google. Siam Review, 48(3), 569-581. Gura, E.-Y., & Maschler, M. (2008). Insights into game theory: An alternative mathematical experience. Cambridge: Cambridge University Press. [Chap. 3] Haigh, J. (2003). Taking chances: Winning with probability (New ed.). Oxford: Oxford University Press. [Chap.14] Lysyanskaya, A. (2008). How to keep secrets safe. Scientific American, 299(3), 88-95. Shermer, M. (2008). The doping dilemma. Scientific American, 298(4), 82-89. From http://www.sciam.com/article.cfm?id=the-dopingdilemma Taylor, A. D., & Pacelli, A. M. (2008). Mathematics and politics: Strategy, voting, power and proof (2nd ed.). New York: Springer. Woolfson, M. M. (2008). Everyday probability and statistics: Health, elections, gambling and war. London: Imperial College Press.
Although not obvious, mathematics actually permeates many areas of our modern society, affecting us fundamentally on an everyday basis. For example, the Human Genome Project, GPS systems, and mobile phones use mathematics extensively as well as other non-science matters such as financial investment, data encryption, and internet searching. Even voting systems, an important feature of our democracy, can be analyzed with the help of mathematics, enabling us to gain a deeper understanding of what is meant by fairness of a voting system or a social choice procedure and its limitations. Through exploring non-technically some mathematically rich daily life topics, this course aims to help students gain essential mathematical literacy for living in the 21st century. Students will learn the mathematical concepts and principles of things that they encounter in modern society, and learn how to handle and interpret numerical and other forms of mathematical data that affect their daily life. * Note: Mathematics beyond the level of general school mathematics is not required. The focus of the course is on demonstrating analytical reasoning, formulating evidential and logical arguments, and presenting and communicating the coherent body of knowledge acquired.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 36 Assessment: Essay / Report writing 25 Assessment: Presentation (incl preparation) 10 Assessment: Examination 1.5 Assessment: Assignments 30 Total: 138.5

On completing the course, students will be able to: 1. Demonstrate understanding of important applications of mathematics in our everyday life.
Course Co-ordinator
Dr T.W. Ng Department of Mathematics, Faculty of Science 2241 5631 ntw@maths.hku.hk
2. Apply mathematical ideas and methods to decision making on everyday issues. 3. Investigate the mathematical foundation of topics that are related to everyday life. 4. Communicate daily life problems and solutions using appropriate mathematical terminology and good English. 5. Solve real-life problems using mathematics and present the solutions using appropriate software.
Teacher(s)
Each section will be taught by one or two of the following teachers: Dr T.W. Ng Department of Mathematics, Faculty of Science 2241 5631 ntw@maths.hku.hk Dr K.H. Chan Department of Mathematics, Faculty of Science 2857 8571 mkhchan@hku.hk Dr S.P. Yung Department of Mathematics, Faculty of Science 2859 1992 spyung@hku.hk

Assessment Tasks Weighting Writing assignments 35 Mini project and group presentation 35 Examination 30
37
Lecture Time // Second Semester (Wed)
Origin and Evolution of Life
Required Reading
Grady, M. M. (2001). Astrobiology. Washington, DC: Smithsonian Institution Press in association with the Natural History Museum, London. NASA. Astrobiology Magazine. From http://www.astrobio.net
Among the most fundamental questions we can ask ourselves as human beings are: Where do we come from how did life begin and evolve? Are we alone is the Earth unique in our universe in supporting life? and Where are we going what is the long-term future for humankind? These questions focus on the origin, evolution and future of life, a field of study collectively termed astrobiology. Answers have been sought via scientific inquiry throughout human history, and technological advances have created paradigm shifts in the way that society reconciles new scientific findings with accepted norms and belief-systems. The course will examine: (i) how the conditions for life arose in the universe and how scientific and technological advances have changed this perception over time; (ii) the various scientific threads supporting the appearance of life including humans, and their evolutionary changes over time; and (iii) the societal implications of discovering extraterrestrial life.
Study Load
Activities Number of hours Lectures 24 Tutorials (incl preparation) 18 Reading / Self-study 36 Assessment: Essay / Report writing 24 Assessment: Presentation (incl preparation) 24 Total: 126

On completing the course, students will be able to: 1. Describe how advances in technology have influenced scientific thinking on the origin, evolution and future of life.
Course Co-ordinator
Dr K.H. Lemke Department of Earth Sciences, Faculty of Science 2241 5474 kono@hku.hk
2. Discriminate between scientific explanations and other belief-based explanations for the origin and evolution of life. 3. Describe and explain the societal implications of scientific discoveries relating to the origin, evolution and future of life.
Teacher(s)
Dr K.H. Lemke Department of Earth Sciences, Faculty of Science 2241 5474 kono@hku.hk Dr G.W. Porter Faculty of Science 2241 5195 porterg@hku.hk

Assessment Tasks Weighting Video critiques / Self-produced video interview 20 Debates 10 20 Mini essay Poster presentation 30 Quizzes and tutorial activities 20
4. Evaluate how technological advances can affect the longterm future of humankind.
38
Understanding Climate Change
Required Reading
Caron, Z., & May, E. (2009). Global warming for dummies. Mississauga, Ontario: J. Wiley & Sons Canada. Weekly or bi-weekly reading from the Internet such as Science News, Science, The Washington Post, The New York Times, South China Morning Post, etc.
Climate change is consistently in the news, yet there is little public understanding of what is now one of the biggest issues facing humanity. This course will provide students with the scientific literacy needed to understand climate change and consider existing and proposed solutions. The guiding objective is to promote the understanding needed to evaluate, develop and propose emerging and creative solutions at individual, local and global levels. Students will be required to critically examine different media on the subject including critiques of An Inconvenient Truth and The Great Global Warming Swindle films that present opposing sides of the climate change argument. Besides lectures, the course will use self-directed webbased learning and blog discussions together with a climate lab and field trip to stimulate student thinking. An interest in climate change issues and the ability to think critically and express ideas are the only prerequisites for the course.
Study Load
Activities Number of hours Lectures 16 Practical classes 4 Tutorials 8 Seminars 4 Fieldwork / Visits 8 Reading / Self-study 80 Palaeoclimate laboratory 4 Blog participation 2 Assessment: Essay / Report writing 18 Assessment: Presentation (incl preparation) 4 Total: 148

On completing the course, students will be able to: 1. Describe, explain and connect the basic principles, concepts and theories, pertaining to the climate change debate using appropriate scientific language.
Course Co-ordinator
Dr Z.H. Liu Department of Earth Sciences, Faculty of Science 2859 2831 zhliu@hku.hk
2. Describe and explain how climate change impacts everyday life and society. 3. Critically assess films and other media information (e.g. from the Internet, the popular press, books, journals) on the climate change debate. 4. Work constructively in peer-selected groups to produce a presentation. 5. Demonstrate public speaking skills.
Teacher(s)
Dr Z.H. Liu Department of Earth Sciences, Faculty of Science 2859 2831 zhliu@hku.hk Dr J.A. King Department of Earth Sciences, Faculty of Science 2241 5473 jessking@hkucc.hku.hk

Assessment Tasks Weighting Essay 20 Multiple choice quiz 20 Group presentation and blog 20 Field trip worksheets 10 Laboratory reports 30
39
Sustainable Development of the Built Environment
Required Reading
Granade, H. C., Creyts, J., Derkach, A., Farese, P., Nyquist, S., & Ostrowski, K. (2009). Unlocking energy efficiency in the U.S. economy. McKinsey Global Energy and Materials, McKinsey & Company. Kibert C. (2008). Sustainable construction: Green building design and delivery (2nd ed.). Hoboken, NJ: John Wiley and Sons. Mulder, K., Ferrer, D., & Van Lente, H. (Eds.). (2011). What is sustainable technology? Perceptions, paradoxes and possibilities. Sheffield: Greenleaf Publishing. Additional required readings will be provided in class by the teachers.
First we shape our buildings; thereafter they shape us. (Winston Churchill) An ever growing awareness of the adverse impacts that humans are having upon the natural environment is prompting a greater public awareness of the need to live in a sustainable manner. An opportunity to enact such a manner of living is no greater than the very place we spend a significant portion of our lives; the built environment. The sustainable functioning of large cities, such as Hong Kong, offers an ideal opportunity to positively influence the present and future impact of human activity on our planet. Students of this course should gain an informed understanding of the central issues associated with sustainable development of the built environment and the ways in which these issues have been responded to throughout history and the present day as well as how they could be responded to in the future. Students will also develop an ability to formulate clear strategies by drawing upon relevant best practices and technologies. Topics specific to this course include (i) global issues related to the natural and built environment, (ii) the science of sustainable development and associated technologies, (iii) relevant ethical, socioeconomic, philosophical and political issues as well as the role of professionals, (iv) energy, and (v) case studies and the future. In this course students will be expected to attend lectures and tutorials, participate in tutorial discussions, search literature and read widely, and to also undertake a field trip (within Hong Kong) and report the results. Course Learning Outcomes
On completing the course, students will be able to: 1. Demonstrate understanding of abstract to semi-technical issues relating to sustainable development in the context of the built environment.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Fieldwork / Visits 3 Reading / Self-study 48 Assessment: Quizzes 1 Assessment: Assignments and reports 36 Assessment: Examination 2 Total: 124
Course Co-ordinator
Dr W. Pan Department of Civil Engineering, Faculty of Engineering 2859 2671 wpan@hku.hk
2. Demonstrate awareness of the impact of human activity on the natural and built environment and argue the role professionals have played and will play. 3. Describe modern built environment systems and sustainable technologies.
Teacher(s)
Dr W. Pan Department of Civil Engineering, Faculty of Engineering 2859 2671 wpan@hku.hk Dr K.M. Shih Department of Civil Engineering, Faculty of Engineering 2859 1973 kshih@hku.hk

Assessment Tasks Weighting In-course quizzes 10 Participation in tutorial discussions 15 Assignments 15 Field visit reports 20 Examination 40
4. Formulate strategies to ensure sustainable development of current and future built environments.
40
Hong Kong: Our Marine Heritage
Required Reading
Rogers, P. P., Jalal, K. F., & Boyd, J. A. (2008). An introduction to sustainable development. London; Sterling, VA: Earthscan. [e-book] Tsang, S. Y. S. (2004). A modern history of Hong Kong. London: I. B. Tauris. [e-book]
This course will provide students with an in-depth understanding of our marine heritage in relation to its historical, social, economical, physicochemical, and ecological aspects. In particular, the course will acquaint students with key principles and skills to resolve the environmental problems with respect to the sustainable development of marine natural resources. Students will also explore the positive and negative impacts of science and technology such as those demonstrated in the evolution of fishing gear and chemical use. Eventually, students will learn how to critically analyze the various situations, problems, conflicts and solutions regarding the use and management of our marine resources.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Fieldwork / Visits 8 Reading / Self-study 64 Self-learning exercises through museum and site visits 20 Assessment: Group project / Presentation (incl preparation) 20 Assessment: Essay / Report writing 20 Total: 168

On completing the course, students will be able to: 1. Demonstrate in-depth understanding of our marine heritage in relation to its historical, societal, physicochemical, and ecological aspects.
Course Co-ordinator
Dr K.M.Y. Leung School of Biological Sciences, Faculty of Science 2299 0607 kmyleung@hkucc.hku.hk
2. Critically analyze the various situations, problems and conflicts with respect to the use and management of our marine resources. 3. Apply essential principles and skills to resolve the environmental problems in relation to the sustainable development of marine natural resources. 4. Appreciate our own culture related to history of the unique marine heritage in contrast to the cultures in other jurisdictions. 5. Demonstrate understanding of the potential positive and negative impacts of science and technology such as those demonstrated in fishing gears evolution. 6. Ascertain self-learning habits, problem solving and communication skills through various learning activities.
Teacher(s)
Dr K.M.Y. Leung School of Biological Sciences, Faculty of Science 2299 0607 kmyleung@hkucc.hku.hk Professor Y. Sadovy School of Biological Sciences, Faculty of Science 2299 0603 yjsadovy@hku.hk

Assessment Tasks Weighting Self-learning exercises 20 Field trip worksheet 10 In-class assessments 20 Group project 20 Tutorial participation and individual presentation 20 Essay 10
41
How the Mass Media Depicts Science, Technology and the Natural World
Required Reading
Day, R. A., & Gastel, B. (2006). How to write and publish a scientific paper. Westport, CT: Greenwood Press. Erickson, M. (2005). Science, culture and society: Understanding science in the twenty-first century. Cambridge, UK: Polity. Goldacre, B. (2009). Bad science. London: Fourth Estate. Gregory, J., & Miller, S. (1998). Science in public: Communication, culture, and credibility. New York: Plenum Trade. Hargreaves, I., & Ferguson, G. (2000). Whos misunderstanding whom? Swindon, UK: Economic and Social Research Council. Sagan, C. (1997). The demon-haunted world: Science as a candle in the dark. New York: Ballantine Books. Scanlon, E. (1999). Communicating science: Contexts and channels. London; New York: Routledge. Silverstone, R. (1985). Framing science: The making of a BBC documentary. London: British Film Institute Publishing. The nature of Nature. (2009, April 25). The Economist, 390(8628), 8384.
Public understanding and perception of science and technology issues are heavily shaped by their depictions in the mass media. This course aims at helping students to understand what is science from the point of view of scientists, to become discerning and critical consumers of science and technology as depicted in the mass media, and to be able to critically understand how science and technology influence our daily life from multiple perspectives. In this course, we first introduce the scientific method (i.e., observations, hypothesis, prediction, experiment, and theory) and how it is applied in the real world (e.g., issues such as public/private funding source, control sample, statistics, and press-release versus peer-reviewed publications). We then introduce elements of media criticism and how the media shape our view of the world.
Study Load
Number of hours Activities Lectures 22 Tutorials 10 Reading / Self-study 60 Assessment: Presentation (incl preparation) 15 Assessment: Case study 15 Assessment: Mini-project 15 Assessment: In-class quizzes (incl revision) 8 Total: 145

On completing the course, students will be able to: 1. Define the scientific method and recognize how it is applied in the real world.
Course Co-ordinator
Professor H.F. Chau Department of Physics, Faculty of Science 2859 1925 hfchau@hku.hk
2. Describe how the mass media shapes our view of the modern world. 3. Explain how the public understanding and perception of science and technology issues is shaped by the mass media. 4. Critically appraise the depiction of science in the media and in popular culture: learning to formulate opinions on facts depicted, seeing how it shapes our society.
Teacher(s)
Professor H.F. Chau Department of Physics, Faculty of Science 2859 1925 hfchau@hku.hk Mr T. Abraham Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4017 thomas@hku.hk

Assessment Tasks In-class quizzes Individual mini-project Group presentation Case study Weighting 20 30 20 30
42
The Oceans: Science and Society
Required Reading
These readings are subject to change. More appropriate literature may be available later. Charnock, H. (1973). H.M.S. Challenger and the development of marine science. The Journal of Navigation, 26(1), 1-12. Imbrie, J., & Imbrie, K. P. (1979). Ice age: Solving the mystery. Short Hills, NJ: Enslow Publishers. [The Deep and the Past, pp. 123-133] Kious, W. J., Tilling, R. I., & Geological Survey (U.S.). (1994). This dynamic earth: The story of plate tectonics. Washington, DC: U.S. Geological Survey. [Developing the Theory, pp. 14-30] Also available from http://pubs.usgs.gov/publications/text/developing. html Powell, H. (2008). Fertilizing the ocean with iron. Oceanus, 46(1), 4-9. Reves-Sohn, R. (2004). Unique vehicles for a unique environment. Oceanus, 42(2), 25-27. Safina, C. (1995). The worlds imperiled fish. Scientific American, 273(5), 46-53. Smith, L. (2008, May 24). Titanic search was cover for secret Cold War subs mission. The Times. Viviano, F. (2005). Chinas Great Armada. National Geographic, 208(1), 28-53.
The oceans are the last frontier on earth. They cover 70% of the earth surface, and yet we have mapped only 5% of the ocean floors. Given that the oceans are the primary reason that the Earth is habitable, increasing our understanding of this system and its role in the development of civilization, and our interdependence on the oceans many resources is critical. In this course we will explore the interactions between humans and the oceans throughout civilization. Humans rely on the oceans for water supply, food, energy, and military and economic activities. We will discuss how historical and recent oceanographic explorations have enlightened our understanding of the earth and contributed to the advancement of technology. The course will also explore the human impacts on the oceans and how such impacts could in turn produce adverse effects on civilization including climate change.
Study Load
Activities Number of hours Lectures 22 Tutorials 8 Practical (laboratory) classes 4 Fieldwork / Visits 8 Reading / Self-study 60 Assessment: Field trip quiz (incl preparation) 2 Assessment: Essay / Laboratory report writing 15 Assessment: Debate presentation (incl preparation) 10 Assessment: Final class MCQ (incl preparation) 15 Total: 144

On completing the course, students will be able to: 1. Describe the scientific process and how it relates to oceanography.
Course Co-ordinator
Dr S.C. Chang Department of Earth Sciences, Faculty of Science 2857 8577 suchin@hku.hk
2. Describe how global conflict and the quest for food and resources led to advancement in our understanding of the oceans. 3. Evaluate critically the physical, chemical and biological impacts of human activities on the ocean systems. 4. Apply knowledge on the human dependence on the oceans to decision making on policies pertaining to their management.
Teacher(s)
Dr S.C. Chang Department of Earth Sciences, Faculty of Science 2857 8577 suchin@hku.hk Dr J.A. King Department of Earth Sciences, Faculty of Science 2241 5473 jessking@hkucc.hku.hk

Assessment Tasks Weighting Black box assignment 15 Field trip worksheet and MCQ 15 Laboratory report 15 Essay 10 Mini-debate 15 Final class MCQ 30
43
Blood, Beliefs, Biology
Required Reading
Selected chapters from: Harrison, E. (2007). Blood cells for sale. Scientific American, 297(5), 108-109. Hoffbrand, A. V., Moss, P. A. H., & Pettit, J. E. (2006). Essential haematology (5th ed.). Malden, MA; Oxford: Blackwell. Kline, R. M. (2001). Whose blood is it, anyway? Scientific American, 284(4), 42. Netting, J. (1999). Viral gene screen. Scientific American, 281(2), 31-32. Nucci, M. L., & Abuchowski, A. (1998). The search for blood substitutes. Scientific American, 278(2), 72-77. Porter, R. (2003). Blood and guts: A short history of medicine. London: Penguin Books. Starr, D. P. (1998). Blood: An epic history of medicine and commerce (1st ed.). New York: Alfred A. Knopf. [Also available from Scientific American]
This course will enable students to understand the reasons for the fascination which blood holds over human beings from a number of different, but interrelated, perspectives. They will be able to articulate how our views of blood are not only changed in time through scientific discoveries and technological innovations, but are also affected by cultural and religious beliefs. Under the theme Nature and Methods of Science, the course will address the historical understanding of blood and its function viewed from both a western perspective as driven by scientific discoveries and from the traditional Chinese concept of blood and its relationship to qi. Under the themes Science, Technology and Society and Science and Technology in Everyday Life, the student will understand how advances in science coupled with innovations in technology have expanded the uses of blood e.g. blood banks (and the need for screening for infectious agents), blood as source of stem cells, and blood tests in forensic and legal medicine. Finally, the course will examine the meanings which blood bring through cultural and religious beliefs, e.g. the role of blood in sacrifice and rituals; the prohibition of transfusion of blood by Jehovahs Witnesses, the global fascination with taking and giving of blood in vampirism and its association with immortality.
Study Load
Activities Number of hours Lectures 24 Problem-based Learning tutorials 12 Fieldwork/ Visits 5 Reading / Self-study 40 Practicals 4 Films and videos 5 Assessment: Essay / Report writing 24 Assessment: Field work visit report 6 Total: 120

On completing the course, students will be able to: 1. Explain how scientific discoveries and technolgoical innovations shape our understanding of blood, its biological properties and potential uses.
Course Co-ordinator
Professor L.C. Chan Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4872 chanlc@pathology.hku.hk
2. Discuss how blood maintains our body in health, and describe why transfusions of blood and its products have been viewed to bring both benefit and harm to human beings. 3. Demonstrate understanding of how cultural and personal beliefs shape engagement with blood through rituals, ceremonies, and in films and stories associated with vampirism.
Teacher(s)
Professor L.C. Chan Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4872 chanlc@pathology.hku.hk Dr J.C.C. So Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4570 scc@pathology.hku.hk Dr S.L. Beh Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4863 philipbeh@pathology.hku.hk

Assessment Tasks Short essays Practical worksheet Field trip presentation Participation in Problem-based Learning tutorials Weighting 45 5 20 30
4. Articulate how science is distinct from, and connected with, other areas of investigation in the humanities, the social sciences, and in everyday life.
44
Genetics and Human Nature
Required Reading
Dawkins, R. (2006). The selfish gene (30th anniversary ed.). Oxford; New York: Oxford University Press.
The overall theme of this course is that genetics and evolution provide a useful perspective for understanding many important aspects of our lives, including our psychological makeup and how we relate to others. The course will draw on multiple intellectual disciplines genetics, evolution, mathematics, statistics and psychology to address the following fundamental issues: How life is maintained from one generation to the next through genes, and how living organisms can adapt the environment through changes in the genes. How human individual differences in important domains such as personality and health are influenced by genetic and environmental differences. How the nature or humankind may have been shaped by our evolutionary past, and the implications this has on the future of our species.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 64 Reading / Self-study Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 20 Assessment: Online discussions 10 Total: 160

On completing the course, students will be able to: 1. Describe and explain the basic principles of genetics and evolution, and give an account of the principal historical figures and their major ideas and contributions.
Course Co-ordinator
Professor P.C. Sham Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5425 pcsham@hku.hk
2. Evaluate the evidence concerning the relative roles of nature and nurture (or genes and environment) in the determination of human individual differences, and to discuss the implications of the findings of such studies. 3. Analyze how humankinds evolutionary past may have shaped our emotional makeup and thereby impact on how we behave to each other and the material world.
Teacher(s)
Professor P.C. Sham Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5425 pcsham@hku.hk Dr S.S. Cherny Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5079 cherny@hku.hk Dr W.L. Yang Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5077 yangwl@hkucc.hku.hk Dr M.M. Garcia-Barcelo Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5073 mmgarcia@hkucc.hku.hk

Assessment Tasks Online discussions Group presentations Essay Weighting 20 30 50
45
Scientific Revolutions and their Impact on Modern Societies

Required Reading
Selected chapters from: Barrow, J. D. (2005). The artful universe expanded. Oxford; New York: Oxford University Press. Barrow, J. D. (2008). Cosmic imagery: Key images in the history of science (1st Amer. ed.). London: Bodley Head. Feyerabend, P. (1987). Farewell to reason. London; New York: Verso. Galison, P., Gordin, M. D., & Kaiser, D. (2001). Science and society: The history of modern physical science in the twentieth century. New York: Routledge. Hall, A. R. (1994). Science and society: Historical essays on the relations of science, technology, and medicine. Aldershot, UK: Variorum. Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago, IL: University of Chicago Press. Popper, K. R. (2002). The logic of scientific discovery. London: Routledge Classics.
The main purpose of this course is to review some of the most important scientific revolutions that took place in the history of science (Heliocentric, Newtonian, the Chemical, the Relativistic, the Quantum, and the Darwinian revolutions), and to present and discuss their historical context, and origin, the struggle of the individual scientists for scientific truth, and how they succeeded in changing the dominant views on nature and society. The scientific revolutions had a deep social impact, by changing the world and the way of life through the development of new technologies, and shaping a new social order. The course will promote open discussion on the social contexts and socio-cultural impacts of the major scientific discoveries. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment, and deeply influence the way of life of common people through technology. The course will address the following fundamental issues: what is science and how it works; the nature of research; normal science (paradigm), and its development; scientific anomaly and the shift in professional commitments to shared assumptions; the scientific revolution and its meaning and consequences; and the social impact of the scientific revolution.
Study Load
Activities Number of hours Lectures 22 Tutorials 11 Seminars 2 Reading / Self-study 40 Assessment: Presentation (incl preparation) 30 Assessment: In-class test (incl preparation) 28 Total: 133

On completing the course, students will be able to: 1. Describe and explain the most important scientific revolutions that took place in science, their causes, and their historical context.
Course Co-ordinator
Professor K.S. Cheng Department of Physics, Faculty of Science 2859 2368 hrspksc@hkucc.hku.hk
2. Use the relevant information about the scientific revolutions to critically examine their social impact. 3. Apply the knowledge obtained from the course to assess the impact on society of the major scientific discoveries of the future.
Teacher(s)
Dr J.C.S. Pun Department of Physics, Faculty of Science 2859 1962 jcspun@hkucc.hku.hk Professor A.S.C. Cheung Department of Chemistry, Faculty of Science 2859 2155 hrsccsc@hku.hk Dr Y. Zhou Department of Physics, Faculty of Science 2989 6105 yanzhou@hku.hk

Assessment Tasks In-class test Individual mini-project-essay Group presentation Reading assignments Weighting 40 20 20 20
4. Examine the role of science in modern human history. 5. Analyze the impact of science in larger socio-cultural context.
46
Course will be offered twice Lecture Time // Section 1 First semester (Wed); Section 2 Second semester (Wed)
The Science of Irrational Thinking
Required Reading
Core readings: Ariely, D. (2008). Predictably irrational. New York: HarperCollins. Gilovich, T. (1991). How we know what isnt so: The fallibility of human reason in everyday life. New York: The Free Press. Schwartz, B. (2004). The paradox of choice: Why more is less (1st ed.). New York: ECCO. Selected chapters from: Gigerenzer, G. (2007). Gut feelings: The intelligence of the unconscious. New York: Viking. Groopman, J. E. (2007). How doctors think. Boston: Houghton Mifflin. Lewis, M. (2003). Moneyball: The art of winning an unfair game (1st ed.). New York: W. W. Norton. Piattelli-Palmarini, M. (1994). Inevitable illusions: How mistakes of reason rule our minds. New York: Wiley.
Human judgment and decisions are often irrational. People subscribe to fallacies, hold superstitious beliefs, make inconsistent judgments, and allow irrelevant factors to influence decisions. Often, such errors are not due to lack of knowledge or intelligence, but are consequences of the way our brains work. The mental processes that allow us to make decisions in the complex situations of everyday life can also lead us to errors and irrational thinking. This course examines irrational thinking from a scientific perspective. We will survey a range of systematic errors and biases that have been identified, discuss scientific evidence and explanations, and analyze how these biases manifest themselves in domains like medicine, economics, and consumer choice. A number of class demonstrations, modeled after actual studies, will help illustrate the effects.
Study Load
Activities Number of hours Lectures 20 Tutorials 10 Reading / Self-study 30 Demonstrations 10 Homework 40 Assessment: Essay / Report writing 15 Total: 125

On completing the course, students will be able to: 1. Describe and give examples of common errors in intuitive judgment and decisions.
Course Co-ordinator
Dr J.A. Saunders Department of Psychology, Faculty of Social Sciences 3917 8596 jsaun@hku.hk
2. Recognize and identify these errors in real world situations. 3. Explain psychological theories for these errors and supporting empirical evidence. 4. Discuss and critically evaluate psychological theories of intuitive judgement and decision making.
Teacher(s)
Dr J.A. Saunders Department of Psychology, Faculty of Social Sciences 3917 8596 jsaun@hku.hk

Assessment Tasks In-class tests Short essays Small assignments Weighting 40 50 10
5. Apply knowledge and theories to analyze judgments and decisions in real world situations.
47
Science and Technology: Facts and Fallacies

Non-Permissible Combination: CCST9035 Making Sense of Science-related Social Issues
Required Reading
Easton, T. A. (2010). Taking sides: Clashing views on controversial issues in science, technology, and society (9th ed.). Boston: McGraw Hill Higher Education. [Older editions are also acceptable] Vaughn, L. (2008). The power of critical thinking: Effective reasoning about ordinary and extraordinary claims. New York: Oxford University Press. Yudkin, B. (2006). Critical reading: Making sense of research papers in life sciences and medicine. London: Routledge.
Science and technology are important parts of modern life, and understanding of scientific concepts is necessary to form an informed judgment on a range of topics from claims in product advertisements to policies on global issues. This process can be complex due to the abundance of easily available information. Thus, it is necessary to be able to distinguish between facts and fallacies and discriminate between different claims. This course aims to help students to develop critical thinking skills and to apply them to a variety of science and technology issues. To achieve this aim, the course will first cover the general topics about scientific method and critical thinking, with numerous examples of both good and bad research practices, examples of misleading advertising, and controversial policy issues. The principles of critical thinking and sound scientific research will then be applied to several specific topics, which will be selected among the following areas: nanotechnology, global warming, pesticide use, nuclear energy, biofuels, alternative medicine and health supplements industry, genetic engineering, cloning and stem cell research, health risks of modern lifestyles, and threats of global epidemics.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Reading / Self-study 60 Assessment: Essay / Report writing 10 Assessment: Presentation (incl preparation) 20 Assessment: Poster (incl preparation of own 20 poster and grading other posters) Assessment: In-class test (incl preparation) 12 Total: 156

On completing the course, students will be able to: 1. Find the information on a specific topic, understand the scientific terminology, explain and interpret the relevant information, and examine its validity.
Course Co-ordinator
Professor A. Djurisic Department of Physics, Faculty of Science 2859 7946 dalek@hku.hk
2. Describe and explain the interplay between science and technology, government policies, economics, and society. 3. Critically examine different science and technology issues relevant to their daily life. 4. Compare information from different sources, discriminate between information with different reliability, and form an informed opinion about scientific controversies.
Teacher(s)

Assessment Tasks Weighting Assignments 0 Class notes 15 Poster 40 Group presentations and debates 25 In-class test 20
48
Cyberspace Crime: Technology and Ethics
Required Reading
Aker, P. (2007, November 6). Schools Internet filters let in porn. The Columbus Dispatch. From http://www.dispatch.com/content/stories/ local/2007/11/06/School_Porn.ART_ART_11-06-07_A1_L98CSNE.html Department of Justice, The Government of the Hong Kong Special Administrative Region. (2011). The Prosecutions Division. From http:// www.doj.gov.hk/eng/about/pd.html [Obscene articles and child pornography] Dillner, M. (2000, January). Internet safety and ethics for the classroom. Reading Online. From http://www.readingonline.org/editorial/edit_index. asp?HREF=/editorial/ethics.html Donoghue, A. (2008, August 15). Growth in password theft from online games. SC Magazine UK. From http://www.scmagazineuk.com/growthin-password-theft-from-online-games/article/115454/ Filby, M. (2007). Big crook in little China: The ramifications of the Hong Kong BitTorrent case on the criminal test of prejudicial effect. International Review of Law Computers and Technology, 21(3), 275-283. Hong Kong Police Force, The Government of the Hong Kong Special Administrative Region. (2011). Technology crime. From http://www. police.gov.hk/ppp_en/04_crime_matters/tcd/index.html Information Services Department, The Government of the Hong Kong Special Administrative Region. (2008, September 25). Secretary for Security talks about crime situation [Press release]. From http://www. info.gov.hk/gia/general/200809/25/P200809250258.htm Legislative Council Panel on Home Affairs. (2008). Protection of personal data privacy [LC Paper No. CB(2)2454/07-08(01)]. From http://www. legco.gov.hk/yr07-08/english/panels/ha/papers/ha0704cb2-2454-1-e. pdf Matte, C. (n.d.). Why you may need an Internet filter. From http:// familyinternet.about.com/od/computingsafetyprivacy/a/needfilter.htm Moy, P. (2008, July 17). Child porn hoarders may be locked up for 3 years. The Standard. From http://www.thestandard.com.hk/news_ detail.asp?pp_cat=11&art_id=68738&sid=19788009&con_type=1&d_ str=20080717&isSearch=1&sear_year=2008 Office of the Privacy Commissioner for Personal Data, Hong Kong. (2008, June 5). The Director of Immigration Department signed formal undertaking [Media statement]. From http://www.pcpd.org.hk/english/ infocentre/press_20080605.html Twist, J. (2005, February 25). Solutions to net security fears. BBC News. From http://news.bbc.co.uk/2/hi/technology/4273135.stm Weinstein, S., & Wild, C. (2007, April). The Hong Kong BitTorrent Case: Why should big crook do down big time for a little infringement? Paper presented at the 22nd BILETA Annual Conference 2007, Hertfordshire. From http://www.bileta2007.co.uk/papers/images/stream_6/ WeinsteinS_WildC.pdf Wong, K. C. (2005). The discovery of computer crime in Hong Kong: A case study of the crime creation process. Journal of Information, Law and Technology, 2005(1). From http://www2.warwick.ac.uk/fac/soc/law/elj/ jilt/2005_1/wong/ Yoskowitz, A. (2008, September 22). 14-year-old arrested for music uploads. Afterdawn. From http://www.afterdawn.com/news/archive/15458.cfm
The Internet (aka cyberspace) has become a platform in many arenas, including social, cultural, and public policy. Consequently, great amounts of information and data transmitted by and stored in cyberspace are vulnerable to attack by hackers and abuse by Internet users. Moreover, some cyberspace users perform unethical or criminal acts with the belief that his or her identity cannot be reviewed in cyberspace, such as sharing of copyright-protected materials and spreading of rumors. This course will adopt a holistic approach to introduce the fundamental concepts of cyberspace crime, not only from the technological point of view, but also from the legal and ethical points of view. Through the discussion of different case studies, the course aims to help students to become a scientifically and technologically equipped and responsible individual and citizen. The topics of these case studies include: internet piracy, internet privacy and data leakage, freedom of speech in cyberspace, online pornography, and cyberspace theft. Famous cyberspace crime and non-crime cases in Hong Kong and the rest of the world will be included. Study Load
Activities Number of hours Lectures 24 Tutorials 10 Assessment: Essay / Report writing 50 Assessment: Presentation (incl preparation) 40 20 Assessment: Quiz Total: 144

Assessment Tasks Weighting Quizzes 40 Case study and final project 35 In-class presentation / Class discussion 25

On completing the course, students will be able to: 1. Demonstrate understanding of what actions or application of technology in our everyday life might constitute a crime in the cyberspace.
Course Co-ordinator
Dr K.P. Chow Department of Computer Science, Faculty of Engineering 2859 2191 chow@cs.hku.hk
2. Describe and explain the legal challenges of cyberspace crime in Hong Kong. 3. Formulate arguments in responding to cyberspace crime related ethical issues. 4. Demonstrate understanding of real-world issues relating to the balance between the use of cyberspace technologies, legal challenges and ethical responsibilities.
Teacher(s)
Dr K.P. Chow Department of Computer Science, Faculty of Engineering 2859 2191 chow@cs.hku.hk
49
Forensic Science: Unmasking Evidence, Mysteries and Crimes

Non-Permissible Combination: CCST9010 The Science of Crime Investigation
Required Reading
Saferstein, R. (2007). Criminalistics: An introduction to forensic science. Upper Saddle River, NJ: Pearson Prentice Hall.
Modern forensic science covers multiple scientific disciplines such as chemistry, physics, biology, medicine, computing, engineering etc. This course will lead students to explore the world of modern forensic science through a series of selected forensic science topics interplayed with interesting, famous or mysterious crime case studies and Problem-based Learning tutorials. Additionally, hands-on practicals will enable students to carry out the collection of, and examination and analysis on, several types of forensic materials, including hairs and fibers, fingerprints and soil samples, which can be found in everyday life. Through the hands-on work, students can appreciate the possible gap between theory and practice, which will help them develop in-depth understanding of the scientific topics taught in lectures or read from books as well as applying and verifying ideas and theories in practice. In additional to introducing students to the underlying scientific, legal and ethical concepts of crime investigation, knowledge gained in the course will be used by students to critically analyze assigned crime cases and generate logical solutions. All course contents including practicals are designed to be suitable for students having little or no science training.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 40 Case study of a crime scene 20 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 10 Assessment: Laboratory practicals (incl preparation, performance and report writing) 20 Assessment: Quizzes 4 Total: 150

On completing the course, students will be able to: 1. Describe and explain how scientific and technological principles are being applied in modern forensic science.
Course Co-ordinator
Professor D.L. Phillips Department of Chemistry, Faculty of Science 2859 2160 phillips@hku.hk
2. Demonstrate good understanding of how modern forensic science is being applied to uphold justice in the society and solve crimes in everyday life. 3. Investigate and apply forensic principles and analysis on evidences/samples gathered by students. 4. Apply critical thinking and scientific knowledge systematically on uncertain and unfamiliar situations, starting from identifying and defining problems, gathering evidences, analytical reasoning and group discussion, to finally generating solutions to solve the problem of crime case studies.
Teacher(s)
Professor D.L. Phillips Department of Chemistry, Faculty of Science 2859 2160 phillips@hku.hk Dr W.T. Chan Department of Chemistry, Faculty of Science 2859 2156 wtchan@hku.hk Dr B.L. Lim School of Biological Sciences, Faculty of Science 2299 0826 bllim@hkucc.hku.hk

Assessment Tasks Weighting Case studies and Problem-based Learning tutorial 20 Individual collection of references into a personal reference folder with a summary report and a group presentation 20 Assignments and laboratory reports 30 Quizzes 30
50
Intelligent Architecture and Sustainability
Required Reading
Benyus, J. M. (1998). Biomimicry: Innovation inspired by nature. New York: Quill. Fox, M., & Kemp, M. (2009). Interactive architecture (1st ed.). New York: Princeton Architectural Press. Rudofsky, B. (1987). Architecture without architects: A short introduction to non-pedigreed architecture. Albuquerque, NM: University of New Mexico Press. Van der Ryn, S., & Cowan, S. (2007). Ecological design (10th anniversary ed.). Washington, DC: Island Press.
Emerging in our midst is intelligent architecture which in this course refers to intelligent built environments: dynamic systems with the capacity to respond intelligently and immediately to various human and environmental stimuli for our benefit. What makes these built environments intelligent is their ability to react positively and spontaneously to forces of nature, to fluctuating climates, to human activity, to cultural nuances and to human expectations. Intelligent architecture harnesses not only evolving technology but also valuable insights and lessons from the forms and processes that occur in nature. This enables it to provide enhanced productivity, safety, comfort and quality living to society. The central aim of this course is to explore the world of intelligent built environments and the mutual impact, relationships and evolution they have in the culture and daily lives of people. First-hand exploration involving experiential learning and direct activation of the senses, will be a key component of the course. This complements discussions that would uncover and reveal, in broad and general terms, the underlying principles and technologies that allow buildings to perform smartly. Students will also be encouraged to unleash their imagination to construct future scenarios that the concept of intelligent architecture may lead to.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Seminars 4 Fieldwork / Visits 8 Reading / Self-study 40 Assessment: Essay / Report writing 12 Assessment: Presentation (incl preparation) 18 Assessment: Homework assignments 18 Total: 132

On completing the course, students will be able to: 1. Demonstrate their understanding of how nature has inspired and continues to inspire innovative intelligent responsive systems in buildings.
Course Co-ordinator
Mr R.J.C. Garcia Department of Architecture, Faculty of Architecture 2859 2281 rjgarcia@hku.hk
2. Analyze and discuss how smart buildings/environments, technology and society mutually spur their collective development. 3. Demonstrate their understanding of ways in which intelligent buildings respond to and shape culturally diverse values as well as influence each of our daily lives. 4. Identify and describe key developments in building technology that contribute to and inspire smart building systems that react and appropriately respond to various human actions and needs as well as environmental conditions or phenomena. 5. Explain how intelligent building systems contribute to sustainability.
Teacher(s)
Mr R.J.C. Garcia Department of Architecture, Faculty of Architecture 2859 2281 rjgarcia@hku.hk Mr K.P. Cheung Department of Architecture, Faculty of Architecture 2859 7963 kpcheuna@hku.hk Dr B.S. Jia Department of Architecture, Faculty of Architecture 2219 4260 bjiaa@hku.hk

Assessment Tasks Weighting Group report on presentation topic 15 Group assignment activity and presentation 25 Homework 25 Quizzes 15 Individual final report 20
51
Left Brain, Right Brain: Science and Myth
Required Reading
Selected news and journal articles.
The human brain is made up of about 100 billion neurons, and contains trillions of connections between cells. Somehow, activity of these neurons results in consciousness, and gives us our memories, abilities, creativity, and dreams. In this course, we will focus on how the brain controls some of the processes that we think of as making us human, such as language, memory, musical ability, learning, emotion, and so forth, and, in particular, whether there are differences between the two cerebral hemispheres, known colloquially as the left brain and the right brain. For each topic we will look at the way these abilities are instantiated in the brains of all of us, and also at what differences there might be in, say, musical processing between a skilled violinist and a complete novice. In addition, we will also look at fascinating case studies of people who have suffered brain damage and then lost some aspects of their conscious experience. Our aim is to critically evaluate claims about differences in function between the left brain and the right brain, for example in terms of right brain learning.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 24 Group project 24 Assessment: Essay / Report writing 24 Assessment: Presentation (incl preparation) 12 Assessment: In-class test (incl preparation) 12 Total: 132

On completing the course, students will be able to: 1. Describe and explain, in general and non-technical terms, the general principles that govern neural function and hemispheric specialization in the human brain.
Course Co-ordinator
Dr J.H.W. Hsiao Department of Psychology, Faculty of Social Sciences 3917 4874 jhsiao@hku.hk
2. Critically evaluate the nature of brain organization that underlies different human abilities (e.g., seeing, language, creativity). 3. Effectively communicate and collaborate with teammates in developing a term project that critically evaluates the link between cerebral laterality and domains of human expression. 4. Demonstrate an understanding of the general principles by which the scientific method can be used to evaluate complex, ill-defined problems.
Teacher(s)
Dr J.H.W. Hsiao Department of Psychology, Faculty of Social Sciences 3917 4874 jhsiao@hku.hk

Assessment Tasks Weighting Group project 35 Oral presentation of group project 10 Participation in tutorial discussions 15 Quizzes 40
52
Living in a Hazardous World
Required Reading
United Nations Development Programme. (2004). Reducing disaster risk: A challenge for development. New York: United Nations Development Programme, Bureau for Crisis Prevention and Recovery.
We are living in an increasingly hazardous world. Since the beginning of this century we have experienced unprecedented disasters: the Asian tsunami, Hurricane Katrina, the 2003 European heat wave, devastating earthquakes in Sichuan and Haiti and the volcanic eruption in Iceland in April 2010, to name just a few of the most notable. This course will examine the causes and characteristics of a broad range of environmental hazards and their destructive impact on human society. The impact of global environmental change on the nature and occurrence of recent and possible future hazards will be discussed. In addition the role that technology has played in the occurrence of various hazards will be explored. Particular emphasis will be placed on who is most vulnerable to specific hazards. The responses available to different societies in dealing with these hazards, including adjustment, mitigation and the role of science and technology will be evaluated. Governance in the form of hazard planning and management will also form a focus.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 47 Assessment: Hazard portfolio 46 Assessment: Presentation (incl preparation) 20 Assessment: Examination 1 Total: 150

On completing the course, students will be able to: 1. Describe and explain the origins, occurrence, and characteristics of various hazards.
Course Co-ordinator
Dr M.R. Peart Department of Geography, Faculty of Social Sciences 3917 7021 mrpeart@hku.hk
2. Compare and contrast the impacts on human society of various hazards for different regions of the world. 3. Describe and evaluate the various measures that can be used to reduce the impact of environmental hazards. 4. Demonstrate an awareness of information sources regarding hazards. 5. Demonstrate critical understanding of the contrasting vulnerability of different societies to specific hazards.
Teacher(s)
Dr M.R. Peart Department of Geography, Faculty of Social Sciences 3917 7021 mrpeart@hku.hk

Assessment Tasks Weighting Hazard portfolio 35 Short presentation 20 Participation in tutorial discussions 5 Examination 40
53
Making Sense of Sciencerelated Social Issues

Non-Permissible Combination: CCST9028 Science and Technology: Facts and Fallacies
Required Reading
Jarman, R., & McClune, B. (2007). Developing scientific literacy: Using news media in the classroom. Maidenhead, UK: McGraw-Hill/Open University Press. McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 53-70). Dordrecht; Boston: Kluwer Academic Publishers.
The course aims to enhance students understanding about science and technology, and to enable them to critically evaluate socio-scientific issues (SSI) as reported in the media. Such critical evaluation should enable them to make rational and responsible decisions on these issues, and to be aware of the implication of such decisions. The course will consist of three components: (1) Features about science and technology aims to promote an understanding of the nature of science and technology. Cases on frontier scientific research such as the development of anti-cancer drugs and prenatal diagnosis, and their implications and controversies, will be discussed. (2) The making of science-related news in the media aims to develop an understanding of the agendas behind the inclusion of certain science-related social issues in media reports. Operation of the media, criteria of news worthiness of science news, and editorial stances of different media, etc. will be considered. (3) Critical evaluation of SSI and making of sensible decisions aims to develop transferable skills such as reasoning, analytical and evaluative skills through critical analysis of the impact of scientific and technological development on issues like equity, public health, and socio-cultural practices.
Study Load
Number of hours Activities Lectures / Seminars / Workshops 24 Tutorials 12 Reading / Self-study 40 Assessment: Group video production and presentation 10 Assessment: Group poster production and presentation 40 Assessment: Essay / Report writing 20 Total: 146

On completing the course, students will be able to: 1. Identify and describe relevant features of science and technology as reflected in history of science and contemporary science practice.
Course Co-ordinator
Dr A.S.L. Wong Division of Science, Mathematics and Computing, Faculty of Education 2859 1958 aslwong@hku.hk
2. Explain the intricate relationship between facts and opinions, and evaluate arguments as presented in different sources of the media on the same issue. 3. Apply the understanding of the nature of science and technology and news media in critical analysis of SSI.
Teacher(s)
Dr A.S.L. Wong Division of Science, Mathematics and Computing, Faculty of Education 2859 1958 aslwong@hku.hk Dr M.M.W. Cheng Division of Science, Mathematics and Computing, Faculty of Education 2859 2532 mwcheng@hku.hk

Assessment Tasks Participation in classroom activities Oral report on a SSI Peer-evaluated poster presentation Essay Weighting 20 15 25 40
4. Communicate ideas related to science, technology and society in an organized manner with appropriate terminologies. 5. Critically evaluate a SSI and make sensible judgments and decisions on the SSI based on evidence and ethical values, etc.
54
Material World: Past, Present, and Future
Required Reading
Arunachalam, V. S., & Fleischer, E. L. (2000). Behind the themes and between the lines: Materials challenges for the next century. MRS Bulletin, 25(1), 3. Arunachalam, V. S., & Fleischer, E. L. (2001). Materials challenges for the next century: A concluding note. MRS Bulletin, 26(12), 1020-1021. Cottrell, A. (2000). A centennial report: Looking back on 100 years of materials of development. MRS Bulletin, 25(2), 125-132.
The civilization and technology of humankind in the pre-historical period may be described by the type of materials used. The transition from one period to another reflects the evolution in human civilization and their skills in making and processing materials. Analyzing the chemical components in archaeological objects is indeed a very important tool to identify when these objects were made. The rapid advancement in modern technology is also a consequence of the development of many new types of materials. For example, the discovery of silicon in 19th century and the invention of the transistor in 20th century paved the road for the information age. This course is designed to equip students with a general understanding that the development of materials by humankind in history has a close relationship with human civilization. The organization of the course will be based on the development of materials by humankind in chronological order, and the underlying scientific principles. The principles related to the preparation, processing, and functions of different types of materials will be integrated into the topics presented.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Seminars 4 Reading / Self-study 20 Practical classes 12 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 10 Assessment: In-class test 2 Assessment: Group project 40 Total: 140

On completing the course, students will be able to: 1. Identify, describe, and compare some essential materials used by human in the past and present, and to explain the basic scientific principles of how these materials function.
Course Co-ordinator
Professor W.K. Chan Department of Chemistry, Faculty of Science 2859 8943 waichan@hku.hk
2. Describe and explain the relationship between the usage of materials and advancement in human civilization. 3. Identify problems related to the improper usage and disposal of materials, and describe the impact of these problems to our society. 4. Analyze simple scientific problems related to materials, to design and conduct simple experiments to solve these problems, and to organize, present, and discuss their findings in public or other workshops.
Teacher(s)
Professor W.K. Chan Department of Chemistry, Faculty of Science 2859 8943 waichan@hku.hk

Assessment Tasks Weighting Mini group project 30 Project presentation 15 Participation in practical sessions 10 Participation in discussion group 5 Quiz 40
55
Mathematics: A Cultural Heritage

Non-Permissible Combination: CCST9017 Hidden Order in Daily Life: A Mathematical Perspective
Required Reading
Selected sections from: Davis, P. J., & Hersh, R. (1998). The mathematical experience. Boston: Houghton Mifflin. McLeish, J. (1994). The story of numbers: How mathematics has shaped civilization. New York: Ballantine Books. Selected excerpts from other books. Selected articles from journals, magazines, newspapers and the Internet.
Mathematics is one of the major threads, together with language, science, and the arts, that have woven the beautiful fabric of human civilization. Through examples gathered from the long history of humankind, around our daily lives, and in diverse areas of human activities, this course aims to help students to comprehend how mathematics was, and is being, developed as a work of human endeavour with cultural, intellectual, and social contexts. We will also investigate the role of mathematics in the development of other areas of our civilization. In particular we shall examine the interplay between mathematics and other cultural pursuits such as philosophy, the arts, and science and technology, and to study how they have affected each others development. Rather than transmitting a body of technical knowledge in mathematics, our emphasis is placed on appreciating, contemplating, and examining the beauty, the utility, and the Way of mathematics, as well as the intricate relationship between mathematics and other human cultural pursuits. The demand on technical preparation in mathematics is minimal, say up to the level of the general mathematics curriculum in secondary school, but the student is expected to possess intellectual curiosity and willingness to participate in the reasoning process.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Reading / Self-study 60 Assessment: Essay / Report writing 30 Assessment: Written assignments 20 Total: 144

On completing the course, students will be able to: 1. Appreciate and describe the beauty, the utility, and the Way of mathematics.
Course Co-ordinator
Dr N.K. Tsing Department of Mathematics, Faculty of Science 2859 2251 nktsing@hku.hk
2. Comprehend and describe how mathematics was and is being developed as a work of human culture. 3. Investigate and describe the interplay among mathematics and other areas of human culture. 4. Investigate and explain the role of mathematics in the development of civilization.
Teacher(s)
Dr N.K. Tsing Department of Mathematics, Faculty of Science 2859 2251 nktsing@hku.hk

Assessment Tasks Weighting In-class worksheets 10 Written assignments 30 Tutorial discussion 20 Essay 40
56
Science and Science Fiction
Required Reading
Lambourne, R. J., Shallis, M., & Shortland, M. (1990). Close encounters? Science and science fiction. Bristol, UK: Adam Hilger. Stocker, J. H. (Ed.). (1998). Chemistry and science fiction. Washington, DC: American Chemical Society. At least one of the books from the list of examples of works provided. Science fiction books not on the list can be acceptable if approved by the course coordinator.
Science fiction represents a blend of science, social science and arts. It frequently draws inspiration from science, as well as addressing the social issues relevant today by highlighting certain social aspects. Science fiction also serves to popularize science and affects public opinion about certain scientific and technological issues. Therefore, there is a complex relationship between science and science fiction, and understanding this relationship requires its analysis from multiple perspectives. This course will cover the topics of the influence of science on science fiction, the influence of science fiction on science, and the influence of science fiction on public perception of science and scientists. These topics will be discussed in the context of examples of science fiction works dealing with space exploration and space travel, time travel, near future fiction, and science fiction dealing with social issues. The science concepts involved in these topics will be briefly explained at a layperson level, and the main emphasis will be placed on critical thinking and analyzing interdisciplinary connections and relationships.
Study Load
Activities Number of hours Lectures 22 Tutorials 12 Reading / Self-study 60 Assessment: Essay / Report writing 25 Assessment: Presentation (incl preparation) 30 Assessment: In-class test (incl preparation) 12 Total: 161

On completing the course, students will be able to: 1. Describe what is science fiction and classify different types of science fiction.
Course Co-ordinator
2. Illustrate the use and misuse of science as a plot device. 3. Describe and explain the influence of science on science fiction and vice versa. 4. Appraise and evaluate scientific and societal relevance of science fiction works.
Teacher(s)

Assessment Tasks Debates in tutorials and short assignments Group presentation Short essays In-class test Weighting 0 45 30 25
57
Statistics and Our Society

Non-Permissible Combination: CCST9002 Quantitative Literacy in Science, Technology and Society
Required Reading
There is no official textbook for the course. Lecture notes will be distributed and all required readings will be provided.
The course seeks to expose students to a range of statistical concepts and perspectives essential to the understanding of different scientific, social and economic issues. The course consists of two parts. The first part aims at enhancing students understanding of some fundamental statistical principles and concepts. This enables them to comprehend and assess critically the statistical analyses presented in various sources, such as news media and research reports which they would frequently come across in their daily lives. The second part introduces students to a range of major official statistical series compiled by the Government and selected statistics compiled by non-government organizations, the academia, and private companies. Key concepts and methodologies underlying the compilation of these statistics will be covered. The focus of this part is on analyzing and interpreting the inter-relatedness among Hong Kong, Mainland China and other major territories in the world, and understanding various socio-economic issues through studying different sets of statistics. Through a more in-depth understanding of the proper interpretation and application of statistics, students will be able to compare and formulate solutions using appropriate statistics in discerning the complexities and crossdisciplinary nature of real life issues.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 30 Assessment: Assignments and group projects 30 Assessment: Examination (incl preparation) 30 Total: 126

On completing the course, students will be able to: 1. Demonstrate understanding of some commonly used probability and statistical concepts.
Course Co-ordinator
Dr K.C. Cheung Department of Statistics and Actuarial Science, Faculty of Science 2859 1987 kccg@hku.hk
2. Evaluate and interpret critically statistics reporting from the press and various research reports. 3. Analyze problems and make logical decisions from a statistical perspective. 4. Analyze the inter-relatedness among different territories, appraise the socio-economic well-being of a territory through statistics.
Teacher(s)
Dr K.C. Cheung Department of Statistics and Actuarial Science, Faculty of Science 2859 1987 kccg@hku.hk Professor W.K. Li Department of Statistics and Actuarial Science, Faculty of Science 2859 2473 hrntlwk@hku.hk

Assessment Tasks Weighting Assignments and group projects (written reports) 40 Tutorial participation and performance 20 Examination 40
58
The Science of Evidence: Is Medicine Scientific?
The aim of this course is for students to understand the complexity involved in the application of scientific knowledge to the improvement of the human condition, both from the individual and societal perspective. As such, the course will require the students to think critically about topical, ill-defined, societal issues with complex ramifications from a number of perspectives. Science is a tool with which we can test reality to determine that which is. Hence, the course will examine the science of evidence what is it and how do we know it? Knowing what is true is not necessarily straightforward.
The course requires students to explore a series of in-depth case studies which underpin the basis of evidence, its influences and contexts, and how these influence meaning and knowing. Teaching is by core lecture-based material supplemented by snowballed small group learning to enable students to pursue in-depth, selfdirected learning for several exemplary problems and to debate these openly within the class. It is crucial for this course that students are fully engaged in this process of debate and discussion as this exemplifies the mechanisms by which evidence is used in the real world. Small-group sessions will be managed using a floating The course provides a vehicle within which students can explore tutor approach Following the presentation of some core materithe issues of how and where evidence for and against certain al, students are then asked to synthesize and derive related shorttruths comes about. This is particularly important in a world that term learning goals that they research and present at the next sesis increasingly being filled with evidence and countervailing evisions small groups. These will be guided by provision of Problemdence in support of such issues as global warming vs. global coolbased Learning (PBL) materials. Following small groups, large ing; evolution vs. intelligent design; healthy and unhealthy food; group integrative discussions will wrap up each session. drugs bad chemicals, bad people or bad science? The course covers how evidence is used to support particular value-based orientations through a series of example cases.
Required Reading
Pielke, R.A., Jr. (2010). The honest broker: Making sense of science in policy and politics. Cambridge: Cambridge University Press. Rose, H., & Rose, S. (1977). Science and society. Harmondsworth, UK: Penguin.

On completing the course, students will be able to: 1. Offer related theoretical explanations for different international recommendations on food components and their consumption.
Course Co-ordinator
Dr J.M. Johnston Department of Community Medicine, Li Ka Shing Faculty of Medicine 2819 9108 jjohnsto@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 100 Assessment: Reflective diary 36 Total: 172
2. Integrate features of examples of established knowledge systems that have been overturned by evidence and extrapolate this to one or more relevant current debates. 3. Rationalize the use of evidence in claims to knowing within different complex debates. 4. Relate the evidence for harmfulness of drugs to their legal status: offer reasoned explanations for any inconsistencies. 5. Analyze the moral and ethical issues inherent in societal and personal application of and responses to the use of evidence for population based decision making. 6. Integrate the above and synthesize implications for knowing how evidence is contextualized in our perceptions of the world.
Teacher(s)
Dr J.M. Johnston Department of Community Medicine, Li Ka Shing Faculty of Medicine 2819 9108 jjohnsto@hkucc.hku.hk Professor R. Fielding Department of Community Medicine, Li Ka Shing Faculty of Medicine 2819 9288 fielding@hku.hk

Weighting Assessment Tasks 30 Continuous reflective diary Essay 40 Poster presentation 20 Abstract 10
59
The World of Waves
Required Reading
Selected chapters from: Krauskopf, K. B., & Beiser, A. (2006). The physical universe (11th ed.). Boston, MA: McGraw-Hill Higher Education. Spencer, E. W. (2003). Earth science: Understanding environmental systems (1st ed.). Boston, MA: McGraw-Hill. Tillery, B. W. (2007). Physical science (7th ed.). New York: McGraw-Hill Higher Education. These three books are all written at a level suitable for first and second year students without quantitative background. Typically one or two chapter(s) from each book will be required for the preparation of the mid-term quiz. The Recommended Reading list (available from http://commoncore.hku.hk/ccst9042 ) contains books relevant for a term paper.
The primary objective of this course is to elucidate the dynamics and physics of wave propagation in applied sciences and Nature. Understanding these principles and applying them wisely have dramatically improved the living conditions, safety and comfort of humankind. Wave motion acts as an agent for conveying information and energy. Elementary concepts of optics and acoustics will first be introduced, highlighting light and sound as examples of wave motion. The working principles of many novel devices and instruments e.g. telescopes in astronomy, Doppler radar in detecting speeding vehicle and ultrasound imaging machines in the health care sector will be explained. A major thrust will be placed on two modern devices, namely, optical fiber and mobile phones. The relation between mobile phones and radio wave transmission will be identified. Optical fiber networks are marvelous systems with tremendous capacity for carrying information electronically. Historical account, technical designs as well as social significance will be described. Finally, large scale wave motions in Nature, especially phenomena associated with earthquakes and tsunamis, will be presented.
Study Load
Number of hours Activities Lectures 20 Tutorials 12 Reading / Self-study 30 Laboratory demonstrations 1 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 5 Assessment: Quizzes (incl preparation) 30 Total: 138

On completing the course, students will be able to: 1. Recognize the importance and widespread occurrence of wave motion, the primary process in the transmission of energy and information in Nature. Comprehend the working principles of several selected inventions and phenomena, e.g. radar, mirage, and telescope, as examples of how wave motion has brought changes to the society.
Course Co-ordinator
Professor K.W. Chow Department of Mechanical Engineering, Faculty of Engineering 2859 2641 kwchow@hku.hk

Assessment Tasks Weighting Mid-term quizzes 60 Term paper 30 Presentation 10
2. Describe the historical development of optical fiber and wireless communications, and identify and analyze the capability and the limitations of these two modern inventions of technology. 3. Realize that waves of gigantic scales occurring in Nature (e.g. tsunamis and earthquakes) cannot be seen nor heard, and since measurements of these motions are difficult, international collaboration must be sought to mitigate potential damages. 4. Demonstrate (a) understanding of how a body of scientific knowledge is created; (b) ability to apply established scientific principles to everyday devices and phenomena, and (c) capability to evaluate claims and conjectures in newspaper and media. 5. Identify the distinctions, restrictions and interconnectedness between elegant, rigorous scientific principles and the demand for cost, efficiency and performance of products in technology.
Teacher(s)
Professor K.W. Chow Department of Mechanical Engineering, Faculty of Engineering 2859 2641 kwchow@hku.hk Dr K.K.Y. Wong Department of Electrical and Electronic Engineering, Faculty of Engineering 2857 8483 kywong@eee.hku.hk Dr Y.C. Wu Department of Electrical and Electronic Engineering, Faculty of Engineering 2859 7090 ycwu@eee.hku.hk
60
Times Arrow
Required Reading
Holland, C. H. (1999). The idea of time. Chichester, UK: John Wiley & Sons.
This course will introduce students to a well-known but poorly understood phenomenon, time. We all have a personal concept of time since it drives our lives minute by minute, day after day. It changes us over our lifetime yet it is one of the greatest mysteries to humankind. In this course, we will discuss the concept of time and how it profoundly affects our everyday lives from different yet connected angles: cosmological, astronomical, biological, geological, socio-cultural and philosophical. We will explore the fundamental nature of time, how we measure it, and its important role in the human society. We will also scrutinize footprints of time on different time scales, manifested as different events in the past history of our Earth, our solar system, and even our Universe.
Study Load
Activities Number of hours Lectures 20 Tutorials 8 Fieldwork / Visits 1 Reading / Self-study 30 Film viewing 4 Panel discussion 2 Problem-based Learning sessions 40 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 15 Total: 140

On completing the course, students will be able to: 1. Describe and explain the concept of time and how it has been measured and perceived in different stages of the story of human civilization.
Course Co-ordinator
Dr Y.L. Li Department of Earth Sciences, Faculty of Science 2859 8021 yiliang@hkucc.hku.hk
2. Elaborate critically on an ordinary, everyday phenomenon such as time, and on its role in the development of knowledge and its consequences for modern society. 3. Use the familiar concept of time to derive connection and commonalities between different aspects and disciplines of science and the humanities. 4. Demonstrate an understanding of the universal beauty of natural science and obtain a better understanding of the nature of time as perceived in different cultures.
Teacher(s)
Dr Y.L. Li Department of Earth Sciences, Faculty of Science 2859 8021 yiliang@hkucc.hku.hk Dr W.M.Y. Cheung Faculty of Science 2857 8589 willmyc@hku.hk Dr T.D. Wotherspoon Faculty of Science 2241 5420 wothersp@hku.hk

Assessment Tasks Problem-based Learning sessions Poster presentation Essay Weighting 50 25 25
5. Realize the importance of good management of time.
61
Radiation: A Blessing and a Curse?
Required Reading
Allison, W. (2009). Radiation and reason: The impact of science on a culture of fear. York, UK: York Publishing Services. Curie, E. (1937/2001). Madame Curie: A biography (V. Sheean, Trans.). Boston, MA: Da Capo Press. International Atomic Energy Agency (IAEA). (2004). Radiation, people and the environment. From http://www.iaea.org/Publications/ Booklets/RadPeopleEnv/pdf/radiation_low.pdf
The word radiation generally conjures-up extremely negative and fearful images such as mutation, contamination and nuclear war. However, radiation does not just refer to nuclear radiation, and it comes in many different forms: such as visible light, heat, and radio signals. It pervades our natural environment, and we are bathed in various types of radiation from birth to death. Course structure and topics are: 1. Socio-scientific introduction to radiation and historical overview. 2. Radiation and human health: the evaluation of beneficial effects versus relative risks to health as well as societal responsibilities and the global impacts, official policies, governance and monitoring mechanisms of radiation. 3. Radiation in everyday life: a myriad of different applications and technologies such as: medical imaging; autopsy imaging; non-destructive analysis of cultural or historical items; airport security systems; microwave ovens; lasers; mobile phones; wifi routers etc. are discussed. We aim to expose students to a variety of different forms of radiation! This course will help students identify and appreciate commonalities and inter-relationships between human health; personal and social behavior; the natural environment; modern technologies; and underlying scientific issues related to radiation. It will be an intellectually-stimulating and worthwhile journey.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 2 Reading / Self-study 50 Preparation for tutorial activities 20 Assessment: Poster presentation (incl preparation) 25 Assessment: Essay / Report writing 25 Total: 158

Assessment Tasks Weighting Lecture minute assessments 10 Essay 30 Performance in tutorials 30 Poster 30
Course Co-ordinator
Dr T.K. Goto Oral Diagnosis and Polyclinics, Faculty of Dentistry 2859 0559 gototk@hku.hk

On completing the course, students will be able to: 1. Identify and distinguish fundamental similarities and differences in physical properties and attributes between the various forms of ionizing (e.g. x-rays) and non-ionizing (e.g. visible light, microwave) radiation. 4. Discuss the ethical and socio-scientific implications of using nuclear technologies (e.g. nuclear power), with particular emphasis on its global environmental impact and its direct and indirect effects on human well-being. 5. Explain why radiation and radiation-related issues raise concern and controversy among the general public; and synthesize approaches that could be used to enable society members to gain an informed understanding of the nature of radiation, and its benefits/risks to humankind.
Teacher(s)
Dr T.K. Goto Oral Diagnosis and Polyclinics, Faculty of Dentistry 2859 0559 gototk@hku.hk Dr R.M. Watt Oral Biosciences, Faculty of Dentistry 2859 0482 rmwatt@hku.hk Dr W.K. Tsang Oral Biosciences, Faculty of Dentistry 2859 0484 pwktsang@hku.hk
2. Explain and demonstrate how various forms of ionizing and non-ionizing radiation may be used for diverse practical applications, and have very differing effects on human health. 3. Critically evaluate and discuss the practical and moralethical issues relating to the benefits of radiation exposure (e.g. using x-rays to diagnose disease) versus possible health risks associated with its use (e.g. cancer).
62
The Science and Lore of Culinary Culture
Required Reading
Selected chapters from: Barham, P. (2001). The science of cooking. Berlin: Springer. [Chaps. 1 5] McGee, H. (2004). On food and cooking: The science and lore of the kitchen. New York: Scribner. [Chaps. 3, 4, 6, 8, 10, 13, 14]
There is an old saying, You are what you eat, which means the food one eats has a bearing on ones state of mind and health. Since the discovery of fire, culinary practices have been instrumental in the progress of human evolution. Culinary practices may be regarded as one of the oldest and most widespread applications of chemistry and physical sciences in everyday life. Traditionally, understanding and knowledge on cooking are based on collective experiences of diverse individuals passed down from generations to generations. In this course, we will guide the students to explore everyday life cooking and food preparation activities from scientific perspectives. We will examine critically the folk knowledge of cooking from the viewpoints of chemical, biological, physical and social studies. The aim of this course is to promote science literacy through exploring concepts and theories that are behind everyday cooking and cuisines. Using knowledge of cooking as a starting point, students will explore the intimate relationship between sciences, personal life and society through daily life examples and laboratory demonstrations. All course contents including practical sections are designed to be suitable for students having little or no science training.
Study Load
Activities Number of hours Lectures 22 Tutorials 8 Laboratory experience 9 Reading / Self-study 36 Assessment: Essay / Report writing 10 Assessment: Poster and presentation (incl preparation) 40 Assessment: In-class quizzes 10 Total: 135

On completing the course, students will be able to: 1. Identify the science, social and historical contexts that influence the development of culinary field, including the evolution of cooking methods, technologies and choice of ingredients.
Course Co-ordinator
Professor G. Chen Department of Chemistry, Faculty of Science 2859 2150 ghc@yangtze.hku.hk
2. Describe and explain the science principles behind the preparation, production, consumption, storage and safety measures of food and cooking. 3. Analyze and evaluate case scenarios such as cooking myths and health claims of functional food using evidencebased scientific methods.
Teacher(s)
Professor G. Chen Department of Chemistry, Faculty of Science 2859 2150 ghc@yangtze.hku.hk Dr M.Y. Yuen Department of Chemistry, Faculty of Science 2859 7915 maiyan@hku.hk Professor D.L. Phillips Department of Chemistry, Faculty of Science 2859 2160 phillips@hku.hk

Assessment Tasks Poster and oral presentation Tutorial discussion and debate Laboratory report In-class quizzes Weighting 40 30 10 20
4. Critically evaluate the cause and impact of food productions, food safety scandals and other food related issues from scientific, social and economic perspectives.
63
The Science of the Mind-body-health Relationship
Required Reading
Englert, H. (2004). Sussing out stress. Scientific American Mind, 14(1), 56-61. Roth, G. (2004). The quest to find consciousness. Scientific American Mind, 14(1), 32-39. Sapolsky, R. M. (2004). Why zebras dont get ulcers The acclaimed guide to stress, stress-related diseases, and coping (3rd ed.). New York: Holt Publishing. [Selected materials from chapters 1, 2, 6, 8]
Do you ever wonder what is happening to your body during times of stress? Can emotional states influence the bodys physiological processes? What scientific evidence underpins the claims of mind-body effects? We undoubtedly all experience stressful times, are all recipients of healthcare, and possess lifestyles and attitudes that may impact our health. In this course, students will delve into cutting edge issues in the science of the mind-body-health relationship and analyze how communication occurs both within and across the bodys systems. Such multi-system analysis will provide biological explanations for mind-body effects seen in human health and medical treatments. Furthermore, philosophical issues of mind-body duality, emotions as drugs, and the power of positive and negative suggestion will be critically examined. The issues dealt with in this course will shed scientific light on the interconnections between thought, behavior, and health that will recur time after time in the students daily lives. The course does not require any prior in-depth biological knowledge.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 30 Assessment: Presentation (incl preparation) 20 Assessment: In-class test (incl preparation) 20 20 Assessment: Poster presentation (incl preparation) Assessment: Peer to peer critique of oral presentations 1 Total: 127

On completing the course, students will be able to: 1. Describe multiple connections between the bodys physiological systems (immune, endocrine, and nervous systems).
Course Co-ordinator
Dr H.S. El-Nezami School of Biological Sciences, Faculty of Science 2299 0835 elnezami@hkucc.hku.hk
2. Discuss how multiple systems in the body participate in the response to stress. 3. Analyze how stress, relaxation, the power of positive/negative suggestion and previous experience come into play as a part of mind-body interaction during their daily lives. 4. Appraise mind-body therapies alongside those of conventional medicine (What are the benefits? What are the potential pitfalls?).
Teacher(s)
Dr H.S. El-Nezami School of Biological Sciences, Faculty of Science 2299 0835 elnezami@hkucc.hku.hk Dr G.W. Porter Faculty of Science 2241 5195 porterg@hku.hk Professor L.C. Chan Department of Pathology, Li Ka Shing Faculty of Medicine 2255 4872 chanlc@pathology.hku.hk Dr J.Y. Chen Department of Family Medicine and Primary Care, Li Ka Shing Faculty of Medicine 2855 0753 juliechen@hku.hk

Assessment Tasks Weighting Oral presentation and critique 40 Poster 30 In-class tests 30
64
The Age of Big Data
Required Reading
Notes provided by the lecturer. Selected articles from newspapers, books, academic journal and conference papers, magazines and websites for each lecture.
We are entering the Age of Big Data an extremely large amount of information is created every day, which is revolutionizing science and technology, governments, economy, and international development. A variety of sources contribute to the Big Data, including the Internet, Wikipedia, social networks (e.g., Facebook), micro blogs, mobile phones, and cameras. This era of information burst has brought convenience to our daily lives. However, the availability of such a vast amount of information has also created a lot of problems. For example, reported incidents of leakage of private data, due to the use of the Foxy software, and the loss of USB drives that contain thousands of patients records, have raised serious legal and social concerns. The goal of this course is to engage students in examining the critical issues that they could encounter in the Age of Big Data. They will examine how Big Data is affecting our society and daily lives. They will study the security and credibility issues of Big Data. They will also address the issues of organizing and exploring Big Data. Solutions proposed in legal, technological, and education domains will be explored and discussed.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 40 Group projects and case studies 20 Assessment: Essay / Report writing 15 Assessment: Presentation (incl preparation) 10 Total: 121

On completing the course, students will be able to: 1. Describe and explain why and how Big Data impacts different aspects of the society.
Course Co-ordinator
Dr R.C.K. Cheng Department of Computer Science, Faculty of Engineering 2219 4778 ckcheng@cs.hku.hk
2. Analyze and understand the effect of Big Data on social and moral values. 3. Apply the understanding of security issues of Big Data to the protection of personal data, or new kinds of data appearing in the future. 4. Describe and explain the conditions under which a given piece of data can be trusted. 5. Apply the knowledge about the trust on Big Data to improve the quality of confidence in a given piece of data. 6. Describe and understand the basic principles of organizing and searching Big Data. 7. Apply data organizing and searching methodologies to organize a potentially large amount of personal information.
Teacher(s)
Dr R.C.K. Cheng Department of Computer Science, Faculty of Engineering 2219 4778 ckcheng@cs.hku.hk

Assessment Tasks Weighting Class discussion 5 Problem-based Learning sessions 15 Debates 10 10 Essay / Report writing Group projects 20 Quizzes 40
65
Humanities
Course Code // CCHU9001
Designs on the Future: Sustainability of the Built Environment
Required Reading
The set readings which the students are required to read and make a written response to, will be announced in the previous weeks lecture. The readings are on current issues and will be in a variety of media, but typically will be between 1500 and 3000 words each.
The course examines a broad range of sustainability issues such as population and urbanization; transportation and logistics; resources-water; resources-energy and food; (natural) disasters; community and governance; technology and mobility. These are explored through the perspective of contemporary and historical examples of how people, in their visions of the future, have sought to perfect built environments as the setting for model communities. The ideas raised in the lectures are discussed in weekly tutorial sessions and are brought together at the end of the course with an intensive workshop, in which students look to define their own sustainable project. This course is intended to inspire thinking about the way we should construct our living environments in future, in order to find a sustainable balance.
Study Load
Activities Number of hours Lectures 16 Tutorials 12 Workshop / Seminars 16 Reading / Self-study 44 Assessment: Written assignments 48 Total: 136

On completing the course, students will be able to: 1. Demonstrate understanding of the concept of sustainable living environments, and discuss ideas about the interdependent relationship between humans and their environment, and the values and responsibilities placed on humans as custodians of the environment.
Course Co-ordinator
Mr M.R. Pryor Division of Landscape Architecture, Faculty of Architecture 3917 7961 matthew.pryor@hku.hk
2. Identify prevailing ideas and philosophies in sustainable development and evaluate the extent to which these influence, and are influenced by the built environment.
Teacher(s)
Mr M.R. Pryor Division of Landscape Architecture, Faculty of Architecture 3917 7961 matthew.pryor@hku.hk

Assessment Tasks Critical writing Participation in tutorial discussions Assignments and presentation Weighting 30 20 50
3. Explore, interpret, and critically analyze expressions of the future environment, through time and its attendant physical and socio-cultural contexts, challenge traditional processes and thinking, and appreciate how visions of the future can inspire innovation in thinking and design.
66
http://commoncore.hku.hk/cchu9001
Humanities
Making History: Engaging with the Powerful Past
Required Reading
Bloch, M. L. B. (1953). The historians craft. New York: Knopf. Gaddis, J. L. (2002). The landscape of history: How historians map the past. Oxford; New York: Oxford University Press. [Chap. 6, pp. 100109] Hayden, D. (1995). The power of place: Urban landscapes as public history. Cambridge, MA: MIT Press. Jenkins, K. (1991). Re-thinking history. London; New York: Routledge. [Extracts] Kikumura, A. (1998). Family life histories: A collaborative venture. In R. Perks & A. Thomson (Eds.), The oral history reader. London; New York: Routledge. Lowenthal, D. (1997). The past is a foreign country. Cambridge: Cambridge University Press. [Extracts] Moore, K. (1997). Museums and popular culture. London; Washington: Cassell. [Chap. 2, pp. 13-22, 28-31] Rosenstone, R. A. (1995). Visions of the past: The challenge of film to our idea of history. Cambridge, MA: Harvard University Press. [Chap. 8, pp. 169-197, 254-255] Tetlock, P. E., Lebow, R. N., & Parker, G. (2006). Unmaking the West: What-if scenarios that rewrite world history. Ann Arbor: University of Michigan Press. Wallis, B. (1994). Selling nations: International exhibitions and cultural diplomacy. In D. J. Sherman & I. Rogoff (Eds.), Museum culture: Histories, discourses, spectacles. London: Routledge.
The past is no longer present, but its influence can be felt everywhere. We connect with the past in many ways in our everyday lives. But what relevance or value does the past have in a globalizing world? Why should we care about the past? Could it help us to build a better future? Is there such a thing as a true historical account? What is the relationship between commercial, political and professional discourses of the past? And how do these relate to our own memories of the past? This course engages with these questions from multiple perspectives. It brings students face to face with the myriad ways in which the past is present in our lives today, and the importance of thinking historically. The course introduces students to the richness and value inherent in reading, writing and reflecting on the past; or in other words, making history.
Study Load
Number of hours Activities Lectures 24 Tutorials 8 Fieldwork / Visits 4 Reading / Self-study 34 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 20 Total: 120

On completing the course, students will be able to: 1. Engage critically with representations of the past.
Course Co-ordinator
Dr D.M. Pomfret School of Humanities (History), Faculty of Arts 3917 2865 pomfretd@hkucc.hku.hk
2. Analyze and use evidence to construct historical accounts. 3. Critically interpret interconnections between past and present. 4. Reflect upon and critically consider the value of historical awareness.
Teacher(s)
Dr D.M. Pomfret School of Humanities (History), Faculty of Arts 3917 2865 pomfretd@hkucc.hku.hk

Assessment Tasks Weighting Project 40 Fieldwork report 30 Meeting participation 30
67
Humanities
Catastrophes, Cultures, and the Angry Earth
Required Reading
Antoine, R., & Katrina Narrative Project. (2008). Voices rising: Stories from the Katrina Narrative Project. New Orleans: UNO Press. [Excerpts] Atwater, B. F. (2005). The orphan tsunami of 1700: Japanese clues to a parent earthquake in North America. Seattle: University of Washington Press. [Excerpts] Cardona, O. D. (2004). The need for rethinking concepts of vulnerability and risk from a holistic perspective. In G. Bankoff, G. Frerks & T. Hilhorst (Eds.), Mapping vulnerability: Disasters, development, and people (pp. 37-51). London: Earthscan. Hoffman, S. M., & Oliver-Smith, A. (2002). Theorizing disasters: Nature, power, and culture. In S. M. Hoffman & A. Oliver-Smith (Eds.), Catastrophe and culture: The anthropology of disaster (pp. 23-47). Santa Fe, NM: School of American Research Press. Kanamori, H., & Heaton, T. H. (1996). The wake of a legendary earthquake. Nature, 379, 203-204. Levitt, J. I., & Whitaker, M. C. (2009). Hurricane Katrina: Americas unnatural disaster. Lincoln: University of Nebraska Press. [Selected chapters] Ludwin, R. S., Dennis, R., Carver, D., McMilan, A. D., Losey, R., Clayue, J., et al. (2005). Dating the 1700 Cascadia Earthquake: Great coastal earthquakes in native stories. Seismological Research Letters, 76(2), 140-148. Oliver-Smith, A. (1999). What is a disaster? Anthropological perspectives on a persistent question. In A. Oliver-Smith & S. M. Hoffman (Eds.), The angry earth: Disaster in anthropological perspective (pp. 18-34). New York: Routledge. Oliver-Smith, A. (2002). Why anthropologists should study disasters. In S. M. Hoffman & A. Oliver-Smith (Eds.), Catastrophe and culture: The anthropology of disaster (pp. 3-22). Santa Fe, NM: School of American Research Press. Padgett, T. (2010, March 1). Chile and Haiti: A tale of two earthquakes. Time, 1-3. Satake, K., et al. (1996). Time and size of a giant earthquake in Cascadia inferred from Japanese tsunami records of January 1700. Nature, 379(6562), 246249. Schencking, J.C. (2007). The Great Kant Earthquake of 1923 and the Japanese nation. Education about Asia, 12(2), 20-25. Schencking, J.C. (2013). The Great Kant Earthquake and the chimera of national reconstruction in Japan. New York and Hong Kong: Columbia University Press.
This course explores how natural disasters have influenced cultures and societies across time and geography. It will encourage students to reflect upon the interconnections between nature, society, and the built environment in new and exciting ways. Using disasters as revealers, the course will assist participants to think critically and creatively about: what makes a natural phenomenon such as an earthquake, a tsunami, a volcanic eruption, or a cyclone a natural disaster; how have premodern, early modern, and modern societies interpreted disasters and what does this tell us about our evolving relationships with religion, science and technology; and how and why have people portrayed disasters through art, literature, and the media. Students will also examine how governments have responded to disasters and used reconstruction processes to redevelop landscapes, remake societies, and reorder politics. Disasters will thus be examined not only as events that cause suffering and devastation, but as occurrences that inspire opportunism and unleash contestation. Disasters studied will include the 1700 Cascadia Earthquake and Tsunami, the Indian Ocean Tsunami of 2004, the Great Kanto Earthquake of 1923 and the Great Tohoku Earthquake and Tsunami of 2011, hurricanes in the Atlantic world including Hurricane Katrina 2005, Cyclone Nargis of 2008, and the Sichuan Earthquake of 2008.

On completing the course, students will be able to: 1. Interpret, analyze, and critically and creatively reflect upon how natural disasters have been understood, interpreted, explained, and expressed across cultures and over time since 1700 to the present.
Course Co-ordinator
Professor J.C. Schencking School of Humanities (History), Faculty of Arts 3917 2875 jcharles@hku.hk
Study Load
Activities Number of hours Lectures 22 Seminars / Tutorials 8 48 Reading / Self-study Group work (debates, disaster management plan, disaster relief poster) 36 Assessment: Essay / Report writing 24 Assessment: Presentation (incl preparation) 12 Total: 150
2. Interpret, analyze, and critically and creatively reflect upon how governing elites and non-governmental actors have attempted to use catastrophes and the reconstruction processes that follow to redevelop landscapes and reorder societies. 3. Interpret, analyze, and critically and creatively reflect upon how historical knowledge and understanding of past natural disasters can help us better understand and develop solutions to problems posed by future catastrophes in our region of the world. 4. Interpret, analyze, and critically and creatively reflect upon how the study of natural disasters can illuminate the interconnections between science, technology, religion, politics, economics, society, and the humanities.
Teacher(s)
Professor J.C. Schencking School of Humanities (History), Faculty of Arts 3917 2875 jcharles@hku.hk

Assessment Tasks Class tests and written assignments Tutorial / Seminar project Weighting 70 30
68
Humanities
Course will be offered twice Lecture Time // Section 1 First semester (Wed); Section 2 First semester (Wed)
Food and Values
Required Reading
The case for legalisation: Time for a puff of sanity. (2001, July 26) The Economist, 360(8232), 11-12. From http://www.economist.com/ node/709603 Fieser, J. (Ed.). (2008). Webpage of excerpts from articles on drugs from various sources. From http://www.utm.edu/staff/jfieser/ class/160/3-drugs.htm (Last update in January 2012) Gracyk, T. (2011). Humes aesthetics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Winter 2011 ed.). Stanford: The Metaphysics Research Lab, Stanford University. From http://plato. stanford.edu/archives/win2011/entries/hume-aesthetics/ [Section 4] Kaplan, D. M. (Ed.). (2012). The philosophy of food. Berkeley: University of California Press. [Introduction] From http://www.food.unt.edu/ philfood Lau, J.Y.F. (2011). An introduction to critical thinking and creativity. Hoboken, NJ: John Wiley & Sons. [Chap. 18 (Sections 1, 2)] Singer, P. (1997). The drowning child and the expanding circle. New Internationalist, 289. From http://www.newint.org/issue289/ drowning.htm Singer, P. (1989). All animals are equal. In T. Regan & P. Singer (Eds.), Animal rights and human obligations (2nd ed., pp. 148-162). Englewood Cliffs, NJ: Prentice Hall. Smith, B. (2007). The objectivity of tastes and tasting. In B. Smith (Ed.), Questons of taste: The philosophy of wine. Oxford; New York: Oxford University Press. Also available from http://philpapers.org/ rec/SMITOO-2 Telfer, E. (1996). Food as art. Food for thought: Philosophy and food (pp. 41-60). London: Routledge. [e-book version available through HKU library website] Whitman, D. B. (2000). Genetically modified foods: Harmful or helpful? Discovery Guides database. From http://www.csa.com/ discoveryguides/gmfood/overview.php
Food is a fundamental aspect of human existence. This course examines philosophical issues about food and its relation to ethics, objectivity and values. Topics include moral issues such as the debate about animal rights, world hunger, the use of genetic engineering in agriculture and animal husbandry, and the justification of healthcare policies about food and drugs. We shall also look at issues about objective standards in food, such as the relationship between food and art, and how we evaluate taste and food preferences. The main objective of the course is to help students adopt new perspectives in thinking critically about what they might normally take for granted in their daily lives.

On completing the course, students will be able to: 1. Compare and contrast the various absolutist, relativist and contextualist positions about morality and values.
Course Co-ordinator
Dr J.Y.F. Lau School of Humanities (Philosophy), Faculty of Arts 3917 2796 jyflau@hku.hk
2. Identify the critical factors to consider in moral evaluation and apply such knowledge in analyzing selected ethical problems related to food. 3. Critically examine the nature of subjectivity in aesthetic and taste preferences and the possibility of objective evaluative standards, and demonstrate an awareness of their connections to moral reasoning. 4. Use relevant research information related to the course to collaborate with others in presenting ideas creatively, clearly and systematically.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 40 Assessment: Writing assignments 50 Assessment: Special project 30 Total: 152
Teacher(s)
Dr J.Y.F. Lau School of Humanities (Philosophy), Faculty of Arts 3917 2796 jyflau@hku.hk

Assessment Tasks Short writing assignments Special project Tutorial participation Weighting 60 30 10
69
Humanities
Girl Power in a Mans World
Required Reading
Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development Perspectives, 1(2), 68-73. Gonick, M. (2006). Between girl power and reviving Ophelia: Constituting the neoliberal girl subject. NWSA Journal, 18(2), 1-23. Hargreaves, J., & Boler, T. (2006). Girl power. The impact of girls education on HIV and sexual behaviour. ActionAid International, Education and HIV Series 01. http://www.ungei.org/resources/1612_1065.html Jackson, C., & Tinkler, P. (2007). Ladettes and modern girls: Troublesome young femininities. Sociological Review, 55(2), 251-272. King, E.M., Klasen, S., & Porter, M. (2007, November). The challenge of women and development. Copenhagen Consensus 2008 Challenge Paper. Copenhagen Consensus Center. From http://www. copenhagenconsensus.com/projects/copenhagen-consensus-2008/ research/women-and-development LeVine, R.A., LeVine, S. E., & Schnell, B. (2001). Improve the women: Mass schooling, female literacy and worldwide social change. Harvard Educational Review, 71(1), 1-50. Plan International. (2012). Because I am a girl. The state of the worlds girls 2012 (Executive summary). From http://www.ungei.org/files/Learning_ for_Life_bcimagirl_2012_EN_S.pdf UN Women. (2008, December). Women 2000 and beyond: The role of men and boys in achieving gender equality. From http://www.un.org/ womenwatch/daw/public/w2000/W2000%20Men%20and%20 Boys%20E%20web.pdf UNICEF. (2006). Women and children: The double dividend of gender equality. The state of the worlds children 2007. From http://www.unicef. org/sowc07/docs/sowc07.pdf The Womens Foundation, Hong Kong. (2008). Closing the gender gap in Hong Kong: Conversations with the community (Executive summary). From http://www.thewomensfoundationhk.org/upload/TWF_ Conversations_Exec_Summary_Eng___Web.pdf
Girl Power has emerged as the subject of much popular, policy and scholarly interest in the new millennium. This interest has been sparked by multiple, competing debates about girlhood for it is girls and young women whose lives have long been shaped by male-dominant societies and patriarchal structures and yet who have, with the rapid changes resulting from a globalizing political economy, experienced a surge of new opportunities and challenges. These range from choices in the domains of personal health, sexuality, education and occupational choice to changes in their roles in their interactions with family, peers, and colleagues. Boys and men have also had a significant role in Girl Power. Watch http://www.youtube. com/watch?v=NhcqoxNhrSY and http://www.youtube.com/watch?v=OrRtJY28ps8, read http://www.threecupsoftea.com/ and http://www.guyland.net/, http://topics.nytimes.com/ top/news/world/series/the_female_factor/index.html and see https://www.facebook.com/ IHTFemaleFactor to gain an understanding of some of the issues which will be covered. The debates about girlhood and their implications for their male counterparts have largely been in the context of the social transformations and experiences of girls and young women in developed countries. But the majority of the worlds female adolescent (10 to 24 years) population lives in the developed world. While gender discrimination occurs across the life cycle in most developing countries there are particular threats to adolescent development in these contexts. The relevance of girls empowerment the emerging opportunities, the traditional demands, and the choices created and taken clearly extends beyond the borders of developed countries. Indeed girls and womens issues are core to Millennium Development Goals (MDG), the main development targets to improve the human condition. Against this background this course considers (i) notions about girlhood from its early biological emphasis to contemporary frameworks that are informed by anthropology, psychology, economics, sociology, and politics; and (ii) the cultural meaning and consequences of girl power in both developed and developing societies, paying particular attention to the ways in which the male dominant world has both assisted and hindered girls development.

On completing the course, students will be able to: 1. Explain and apply key theories and concepts relating to how we define girlhood from both historical and contemporary perspectives.
7. Demonstrate a broad perspective of the issues defining girlhood and how these insights impact the daily lives of students both male and female.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 15 Fieldwork / Visits Reading / Self-study 30 Assessment: Essay / Report writing 30 Assessment: Group project and presentation 30 Total: 141
Course Co-ordinator
Professor N. Rao Division of Learning, Development and Diversity, Faculty of Education 2859 2521 nrao@hku.hk
2. Demonstrate understanding of how a myriad of modern disciplines such as anthropology, psychology, economics, sociology, medicine and politics shape our perception and definition of girlhood. 3. Apply a holistic comprehension of girlhood on a multiplicity of dimensions (e.g., social, economical, political) that embrace the human condition both locally and globally. 4. Analyze the immediate and long-term social issues that emerge when societies limit how girl power is both explicitly and implicitly defined.
Teacher(s)
Professor N. Rao Division of Learning, Development and Diversity, Faculty of Education 2859 2521 nrao@hku.hk Professor K.A. Laidler Department of Sociology, Faculty of Social Sciences 3917 2059 kjoe@hku.hk Dr S.J. Aiston Division of Policy, Administration and Social Sciences Education, Faculty of Education 2241 5426 aiston@hku.hk

Assessment Tasks Book review and analysis Film review and analysis Quizzes Tutorial participation Group fieldwork project and presentation Weighting 25 25 15 10 25
5. Analyze the role that culture plays in normatizing girlhood, taking examples from both developed and developing societies. 6. Critique how girl power is both assisted and hindered by patriarchal-oriented social norms, and critically understand the complex relationship between girl power and masculinity.
70
Humanities
Course will be offered twice Lecture Time // Section 1 First semester (Wed); Section 2 First semester (Sat)
Sexuality and Gender: Diversity and Society

Non-Permissible Combination: CCHU9015 Sex and Intimacy in Modern Times / CCHU9039 Sexuality and Culture
Required Reading
Rathus, S. A., Nevid, J. S., & Fichner-Rathus, L. (2008). Human sexuality in a world of diversity (7th ed.). Boston, MA: Pearson/A&B. The Yogyakarta Principles Principles on the Application of International Human Rights Law in relation to Sexual Orientation and Gender Identity (2007, March). From http://www.refworld.org/docid/48244e602.html
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 48 Assessment: Reflective journal 27 Assessment: Web presentation 27 Total: 138

Assessment Tasks Reflective journal Web presentation Weighting 50 50
Course Co-ordinator
Professor S.J. Andrews Faculty of Education
What is sexual and gender diversity? How does the experience of our own genderedness and sexuality define members of sexual and gender minorities as people, and shape our opinions about those people who do not share our experiences or who do not express their sexuality in the same ways as we do? In this course, which we believe has the potential to be lifechanging, we will look at these sorts of questions. And we will do so while learning about (and in many cases meeting and talking with) people whose gender or sexuality places them on the fringes of mainstream society (in some cases beyond it). People who are gay, lesbian, bisexual or asexual. Transgender people and individuals who cross dress, or play with bondage, domination, and sado-masochism, use pornography, and/or are involved in commercial sex activities. And other people whose own experiences, known by strange-sounding names such as acrotomophilia and apotemnophilia, have their own story to tell. In lectures and tutorials we will examine other questions, such as: To what extent are sexual and gender diversity biologically hard-wired rather than learned? What is normal in human sexuality and gender? How, when thinking about sexual and gender diversity, do we distinguish normal from abnormal, different from deviant, and healthy from sick anyway? When responding (as individuals and as a society) to those whose sexuality and gender are different to our own, how do we balance individual rights (e.g. to sexual and gender expression) and responsibility to others (e.g. to protect family values)? What roles do society and culture play in forming our ideas about sexual and gender diversity? What roles do language, the arts and religion, the family, education, and the media play, not only in forming those ideas, but also in transmitting them? What effect has science and medicine had on the lives of individuals from sexual and gender minorities? How, in an increasingly interconnected world, are our ideas about sexual and gender diversity changing? We expect students will come out of the course with an informed, openminded and critical understanding of the issues covered, and better able to join contemporary debates on sexual and gender diversity: debates that so often stir deep emotions and challenge fundamental beliefs.

On completing the course, students will be able to: 1. Critically evaluate concepts central to the study of sexual and gender diversity and appraise the role that society and culture play (a) in the construction of these concepts and the links and distinctions that are drawn between them, and (b) in framing actual development of individuals from sexual and gender minorities. 4. Analyze critically the impact of increasing global interconnectedness in framing ideas about sexual and gender diversity, norms for sexual and gendered behaviour, and individual and collective responses to individuals from sexual and gender minorities. 5. Reflect on ways in which, globally, and in regard to sexual and gender diversity, humanity can reconcile a heightened awareness of cultural differences with a respect for individual differences and preferences, uphold human rights, justice and equality, and improve the well-being of humankind. 6. Reflect and debate on issues of human sexual and gender diversity in an informed and rational way, incorporating an awareness of others experiences and perspectives and a commitment to fundamental democratic values such as freedom of speech (including expression of ideas), human rights, justice and equality.
Teacher(s)
Dr S.J. Winter Division of Policy, Administration and Social Sciences Education, Faculty of Education 2859 1901 sjwinter@hku.hk
2. Demonstrate understanding of historical changes (and cultural differences) in the ways in which sexual and gender diversity has been (and is) viewed. 3. Critically appraise the ways that ideas about sexual and gender diversity are created and transmitted (and adherence to norms is regulated) within any culture or society, and reflect upon how these ideas (including norms) frame our responses (individual and collective) to sexual and gender diversity and to the behaviour of persons belonging to sexual and gender minority groups.
71
Humanities
Moral Controversies in Contemporary Society
Required Reading
Buchanan, A. (2011). Better than human: The promise and perils of enhancing ourselves (pp. 133-171). New York: Oxford University Press. [Chap. 6] Dworkin, R. (1993). Lifes dominion: An argument about abortion, euthanasia and individual freedom (pp. 179-217). New York: Knopf. Ertman, M. M., & Williams, J. C. (Eds.). (2005). Rethinking commodification: Cases and readings in law and culture (pp. 243270). New York: New York University Press. [Part II, C1] Glover, J. (1986). It makes no difference whether or not I do it. In P. Singer (Ed.), Applied ethics (pp. 125-144). Oxford: Oxford University Press. Kamisar, Y. (1978). Euthanasia legalisation: Some nonreligious objections. In T. L. Beauchamp & S. Perlin (Eds.), Ethical issues in death and dying (pp. 220-231). Englewood Cliffs, NJ: Prentice-Hall. Nussbaum, M. C. (1998). Whether from reason or prejudice: Taking money for bodily services. Journal of Legal Studies, 27, 693-724. Primoratz, I. (1993). Whats wrong with prostitution? Philosophy, 68(264), 159-182. Regan, T. (2006). The case for animal rights. In J. E. White (Ed.), Contemporary moral problems (8th ed., pp. 379-395). Belmont, CA: Thomson Wadsworth. Sandel, M. J. (2007). The case against perfection: Ethics in the age of genetic engineering. Cambridge, MA: Harvard University Press. [Chap. 1] Satz, D. (1995). Markets in womens sexual labour. Ethics, 106(1), 63-85. Shrage, L. (2007). Feminist perspectives on sex markets. In E. Zalta (Ed.), Stanford encyclopedia of philosophy. Stanford, CA: The Metaphysics Research Lab, Stanford University. From http:// stanford.library.usyd.edu.au/entries/feminist-sex-markets Singer, P. (2006). All animals are equal. In J. E. White (Ed.), Contemporary moral problems (8th ed., pp. 377-378). Belmont, CA: Thomson Wadsworth. Timmons, M. (2002). Moral theory: An introduction. Lanham, MD: Rowman & Littlefield. [Chaps. 5-7, 9]
This course critically examines some moral controversies in contemporary society. It aims to help students develop their ability to think in intellectually sophisticated ways about difficult issues of personal and public morality. The course focuses on four controversial moral topics: animal use, assisted suicide, prostitution, and biomedical enhancement. These topics concern not only personal morality but also social or public morality. Students will be asked to discuss not only whether the above practices are moral or immoral, but also whether they should be prohibited, regulated, recognized, or supported by law. It is hoped that students will be better equipped to evaluate opposing arguments about the proper use of law in regulating personal conduct and social interaction. In the course of discussing these topics, students will be introduced to major moral approaches, such as consequentialism and deontology, as well as methods of critical thinking in moral reasoning.

On completing the course, students will be able to: 1. Open-mindedly consider different viewpoints in moral controversies.
Course Co-ordinator
Dr J. Gledhill Department of Politics and Public Administration, Faculty of Social Sciences 3917 2393 psdhku@hku.hk
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Reading / Self-study 60 Assessment: Essay writing 30 Assessment: In-class test (incl preparation) 30 Total: 154
2. Identify the strengths and weaknesses of different philosophical and popular arguments in the four topic areas of the course. 3. Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning. 4. Formulate and critically assess personal positions/convictions.
Teacher(s)
Dr J. Gledhill Department of Politics and Public Administration, Faculty of Social Sciences 3917 2393 psdhku@hku.hk

Assessment Tasks Tutorial participation Mid-term essay In-class test
72
Weighting 20 40 40
Humanities
Being Different: Understanding People with Disabilities
Required Reading
Chan, C. W. (2004). Advocacy issues in dyslexia in Hong Kong. Brainchild, 5(3), 32-36. Oliver, M. (2009). Understanding disability: From theory to practice (2nd ed.). Basingstoke, UK: Palgrave Macmillan. [Chaps. 3, 10] Rehabilitation Programme Plan Review Working Group. (2007). Hong Kong rehabilitation programme plan. Hong Kong: The Government Printer. [Executive summary, Chap. 2] From http://www.lwb.gov. hk/eng/advisory/rac/rpp_report.htm Rusch, N., Angermeyer, M. C., & Corrigan, P. W. (2005). Mental illness stigma: Concepts, consequences, and initiatives to reduce stigma. European Psychiatry, 20(8), 529-539. Sherry, M. (2008). Disability and diversity: A sociological perspective. New York: Nova Science Publishers. [Chap. 1] Wong, P. K. S., & Wong, F. K. D. (2007). Disability. In J. C. B. Leung (Ed.), Envisioning social welfare: Our shared future (pp. 96-110). Hong Kong: Consultancy Team, Department of Social Work and Social Administration, The University of Hong Kong. Yip, K. (2003). Traditional Chinese religious beliefs and superstitions in delusions and hallucinations of Chinese schizophrenic patients. International Journal of Social Psychiatry, 49(2), 97-111.
This course focuses on disability as a social phenomenon and social construct. It engages students to look into the everyday life situations people with disabilities (PWDs) commonly encounter, particularly people with physical and intellectual disabilities as well as mental illnesses (PD, ID and MI). Issues that arise from these situations will be examined through the critical lens of sociology, politics, culture and social policies. Stereotypical images of PWDs, myths and erroneous assumptions about them, and the basis of discrimination against them are major aspects students will reflect upon. They will explore how these attitudes have been shaped by the media, cultural representations, knowledge from medical and social sciences and further obtain an empathetic understanding of PWDs through class activities and direct contact in NGOs or self-help organizations. By the end of the course, students should be able to appreciate the value of social inclusion and human diversities. They should have been equipped to critically identify necessary amendment to be made in related social policies and service provisions and to take individual and collective actions in their future positions for building an inclusive society.
Study Load
Number of hours Activities Lectures 24 Tutorials 8 Fieldwork / Visits (incl preparation) 8 Reading / Self-study 40 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 30 Total: 150

On completing the course, students will be able to: 1. Explain disability issues through a critical analysis of its definitions, moving away from the purely medical model to a human rights perspective and the social model of disabilities.
Course Co-ordinator
Dr S.K.M. Tsang Department of Social Work and Social Administration, Faculty of Social Sciences 3917 1090 sandratsang@hku.hk
2. Identify the social, political, biological and cultural determinants of social exclusion in disabilities. 3. Demonstrate understanding of the experiences of persons with disabilities and reflect on the personal values and societal issues of social inclusion.
Teacher(s)
Dr S.K.M. Tsang Department of Social Work and Social Administration, Faculty of Social Sciences 3917 1090 sandratsang@hku.hk

Assessment Tasks Tutorial presentation and discussion Reflection notes Weighting 50 50
4. Express an understanding of the family issues, educational concerns, and psychosocial aspects of the disability experience. 5. Critically examine the basis of discrimination and necessary changes for social inclusion of human diversities. 6. Critically examine the related social policies and service provisions and identify the changes necessary to build up a barrier-free society.
73
Humanities
Social Divisions in Contemporary Societies
Required Reading
Best, S. (2005). Understanding social divisions. London; Thousand Oaks, CA: SAGE. Braham, P., & Janes, L. (2002). Social differences and divisions. Oxford: Blackwell. Haralambos, M., & Holborn, M. (2008). Sociology: Themes and perspectives. London: HarperCollins.
This course aims to enhance students awareness of social divisions and their implications for the distribution of resources and life chances in contemporary societies. It examines how social divisions are shaped; how they can be understood from different theoretical perspectives; and the ways they can be dealt with at personal, societal and policy level. Various social divisions (such as class, gender, age, health and sexuality) will be used as examples for illustration. Critical thinking, social analysis and reflection on personal experiences will be emphasized. Through video viewing, guest lectures and visits, students will have the opportunity to learn about the real life experiences of social groups who are in different positions in social divisions. Students with an interest in understanding social issues and a commitment to search for ways to improve the life of disadvantaged social groups would find this course particularly stimulating.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 30 Assessment: Presentation (incl preparation) 30 Assessment: In-class quiz and final test (incl preparation) 28 Total: 124

On completing the course, students will be able to: 1. Apply personal experiences and observations to the discussion of social divisions.
Course Co-ordinator
Dr S.S.K. Tse Department of Social Work and Social Administration, Faculty of Social Sciences 3917 1071 samsont@hku.hk
2. Explain how social divisions are socially constructed. 3. Analyze social divisions from different perspectives. 4. Examine social exclusion faced by disadvantaged social groups.
Teacher(s)
Dr S.S.K. Tse Department of Social Work and Social Administration, Faculty of Social Sciences 3917 1071 samsont@hku.hk

Assessment Tasks In-class quizzes Group presentation Tutorial participation Final test Weighting 35 15 10 40
5. Identify ways to narrow social divides in contemporary societies.
74
Humanities
Course will be offered twice Lecture Time // Section 1 Second semester (Wed); Section 2 Second semester (Wed)
Body, Beauty and Fashion
Required Reading
Bun, K. H. (2006). Body, dress and cultural exclusion: Experiences of Pakistani women in global Hong Kong. Asian Ethnicity, 7(3), 285302. Choi, S., & Ting, K. F. (2009). A gender perspective on families in Hong Kong. In F. Cheung & E. Holroyd (Eds.), Mainstreaming gender in Hong Kong society (pp. 159-180). Hong Kong: Chinese University Press. Dittmar, H., Halliwel, E., & Ive, S. (2006). Does Barbie make girls want to be thin? The effect of experimental exposure to images of dolls on the body image of 5-8 year old girls. Developmental Psychology, 42(2), 283-292. Francis, B. (2006). The nature of gender. In C. Skelton (Ed.), Sage handbook of gender and education. Thousand Oaks, CA: Sage. Gibbs, J., Ellison, N., & Heino, R. (2006). Self-presentation in online personals: The role of anticipated future interaction, self-disclosure and perceived success in Internet dating. Communication Research, 33(2), 152-177. Goffman, E. (1959). Introduction from The presentation of self in everyday life. In C. Malacrida & J. Low (Eds.), Sociology of the body: A reader. (pp. 53-56). Oxford: Oxford University Press. Lee, S. (1999). Fat, fatigue and the feminine: The changing cultural experience of women in Hong Kong. Culture, Medicine and Psychiatry, 23, 51-73. Leong, S. (2006). Whos the fairest of them all? Television ads for skinwhitening cosmetics in Hong Kong. Asian Ethnicity, 7(2), 167-181. Louie, K., & Edwards, L. (1994). Chinese masculinity. East Asian History, 8, 135-148. So, A. (2003). Cross border families in Hong Kong: The role of social class and politics. Critical Asian Studies, 35(4), 515-534. Wang, C. Y., & Goodridge, W. (2009). Chicken feathers and garlic skin: Diary of a Chinese garment factory girl on saipan. New York: Passion Profit Company.
This course takes students on an exploration of the links between body, beauty and fashion from a variety of perspectives ranging from sociology, social policy, economics, psychology and medicine. These various perspectives together offer students a way of seeing how individual level issues (like self esteem, stigma and identity) shape and are shaped by community level issues (mass media), societal level issues (gender) and global level issues (globalization and westernization). The course examines these issues in a variety of formats using guest lectures, mass media analysis, video clips, problem solving activities and discussion. The course also focuses on cultural representations and understandings of the human body and ideals of beauty. Although the emphasis is primarily on contemporary Hong Kong society, lectures will also include in-depth analyses of how beauty is culturally constructed and historically situated around the world. To this end, the course is gender inclusive and presents both the female and male perspectives on beauty and body image. In this context, how human bodies and standards of beauty are increasingly influenced by a global media, which promotes a progressively narrow concept of beauty, will be critically discussed. Aside from the media influence on an increasingly globalized interpretation of beauty standards, the course also explores how diet and fashion industries are gaining momentum in shaping beauty ideals. Lectures address other globally and socially constructed aspects of beauty and identity, such as: race, class, culture, ethnicity, sexual identity, age, and ability/disability.

On completing the course, students will be able to: 1. Describe, explain and differentiate the sociological, psychological, anthropological and biological theories and ideas related to body, beauty and fashion.
Course Co-ordinator
Professor K.A. Laidler Department of Sociology, Faculty of Social Sciences 3917 2059 kjoe@hku.hk
Study Load
Number of hours Activities Lectures 26 Tutorials 10 Fieldwork / Visits 10 Reading / Self-study 25 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 30 Assessment: In-class quizzes (incl preparation) 12 Total: 143
2. Extrapolate key elements of various theories regarding beauty, body image, fashion and gender and apply to their everyday experiences. 3. Assess and critique messages regarding beauty, body image and fashion and place these messages in both a local and global context. 4. Demonstrate comprehensive understanding of the complex relationship between gender and beauty and how culture and history impact this relationship. 5. Critically assess social messages regarding body, beauty and fashion and discuss the social responsibility of accepting, not judging beauty as they explore alternative concepts of beauty that question conventional definitions.
Teacher(s)
Professor K.A. Laidler Department of Sociology, Faculty of Social Sciences 3917 2059 kjoe@hku.hk Dr M.T. Dean Department of Sociology, Faculty of Social Sciences 3917 2061 mtdean@hku.hk

Assessment Tasks Reflective journal Fieldwork assignment In-class quizzes Tutorial workshop participation Weighting 40 20 20 20
75
Humanities
Cultural Heritages in the Contemporary World
Required Reading
Ahmad, Y. (2006). The scope and definitions of heritage: From tangible to intangible. International Journal of Heritage Studies, 12(3), 292300. Australia ICOMOS Incorporated. (2000). The Burra Charter: The Australia ICOMOS Charter for Places of Cultural Significance, 1999. From http://australia.icomos.org/wp-content/uploads/BURRA_ CHARTER.pdf Hobsbawm, E. J., & Ranger, T. O. (1983). The invention of tradition. Cambridge, UK; New York: Cambridge University Press. Kuah, K. E. (1994). Bugis street in Singapore: Development, conservation and the reinvention of cultural landscape. In W. S. Logan & M. Askew (Eds.), Cultural identity and urban change in Southeast Asia: Interpretative essays (pp. 167-186). Geelong, Victoria: Deakin University Press. Kuah, K. E. (1998). State, conservation, and ethnicization of Little India in Singapore. Urban Anthropology and Studies of Cultural Systems and World Economic Development, 27(1), 1-48. Schmitt, T. M. (2008). The UNESCO concept of safeguarding intangible cultural heritage: Its background and Marrakchi roots. International Journal of Heritage Studies, 14(2), 95-111. UNESCO. (1972). UNESCO Convention Concerning the Protection of the World Cultural and Natural Heritage. From http://whc.unesco. org/archive/convention-en.pdf
Cultural heritage has been consistently in the news in recent years in Hong Kong, Mainland China and the rest of the world and this has created renewed interest and debates that surround the significance of heritage conservation and preservation where it is viewed as part of the creative cultural industries, as exemplified by the Kowloon Cultural Hub, as well as the tourist industry. Cultural heritages include the built environment, primarily historical buildings and sites as well as intangible heritages as defined by UNESCO which include the living cultures of the people such as religion, ethno-music, films and food. Both categories of heritages are now assuming great significance and communities and governments throughout the world are now looking at the need to preserve cultural heritages with a high level of urgency. This course addresses three key themes relating to cultural heritages in the contemporary world, namely, (i) Understanding our History and Culture, (ii) Conservation and Preservation of Cultural Heritages, and (iii) Cultural Heritage and the Tourism Industry.

On completing the course, students will be able to: 1. Describe, explain and connect the basic concepts and theories pertaining to cultural heritage using appropriate academic language.
Course Co-ordinator
Dr K.E. Kuah-Pearce Department of Sociology, Faculty of Social Sciences 3917 2060 kekuah@hku.hk
Study Load
Number of hours Activities Lectures 24 Seminars / Tutorials 12 Fieldwork / Visits 10 Reading / Self-study 30 Assessment: Essay / Report writing 24 Assessment: Presentation (incl preparation) 15 Assessment: Group discussion 15 Total: 130
2. Critically examine the preservation and conservation of cultural heritage in Hong Kong and other Asian societies using relevant theoretical knowledge. 3. Propose a policy framework for implementation of the preservation and conservation of cultural heritage in Hong Kong. 4. Demonstrate an awareness of the need for the sustainability of cultural heritage in contemporary society. 5. Explain the significance of cultural heritage in everyday life and society from historical and contemporary perspectives. 6. Evaluate the relationship between intangible cultural heritages, and the tourist industry in the local and global environment. 7. Demonstrate critical understanding of the academic and policy debates and framework of cultural heritage from various media portrayal (newspapers, films, internet, journals).
Teacher(s)
Dr K.E. Kuah-Pearce Department of Sociology, Faculty of Social Sciences 3917 2060 kekuah@hku.hk

Assessment Tasks Weighting Fieldtrip reflection 20 Group project and presentation 30 Tutorial discussion 20 Tests 20 In-class assignments 10
76
Humanities
Spirituality, Religion and Social Change
Required Reading
The required reading each week is one chapter or book selection of approximately 10-25 pages long. Besides two readings which provide a conceptual framework for using anthropology and film to understand religion, the other readings all explore connections between scientific, religious and social approaches to reality. The readings are taken from the following volumes: Arbab, F. (2000). Promoting a discourse on science, religion and development. In S. Harper (Ed.), The lab, the temple, and the market: Reflections at the intersection of science, religion, and development. Ottawa: International Development Research Centre Press. Capra, F. (1976/1982). The Tao of physics: An exploration of the parallels between modern physics and Eastern mysticism. London: Flamingo. Dahl, A. L. (1996). The eco principle: Ecology and economics in symbiosis. Oxford: George Ronald; London: Zed Books. Karlberg, M. (2003). The paradox of protest in a culture of contest. Peace & Change, 28(3), 329-351. Lassiter, L. E. (2006). Invitation to anthropology. Lanham, MD: Altamira Press. Plate, S. B. (2008). Religion and film: Cinema and the re-creation of the world. London; New York: Wallflower. Ratzinger, J. (Pope Benedict XVI). (2005). That which holds the world together: The pre-political moral foundations of a free state. In J. Ratzinger & J. Habermas, Dialectics of secularization: On reason and religion. San Francisco: Ignatius Press. Teilhard de Chardin, P. (1959/1964). The future of man. New York: Harper & Row. Waldron, W. S. (2003). Common ground, common cause: Buddhism and science on the afflictions of identity. In B. A. Wallace (Ed.), Buddhism & science: Breaking new ground. New York: Columbia University Press. In-class discussion will focus on the concepts in these readings as well as quotations from religious texts including Zhuangzi, Laozi, the Great Learning, the Baghavad Gita, the Dhammapada, Proverbs and Ecclesiastes, the Gospels of Matthew and Luke, the Quran, the Hidden Words, etc. Required Film Viewing Extracts from the following feature films with spiritual themes will be viewed and discussed in class or tutorial sessions: Avatar, Harry Potter, Hero, Gandhi, and others. Some ethnographic documentary films will be shown as well. Field Trips Students shall join field trips to three of the following religious communities in Hong Kong: Bahai, Buddhism, Daoism, Christian, Hinduism, Islam and Judaism, and take part in activities such as meditation, spirit-writing, ritual, study circle, interviews and discussions with believers.
The aim of this course is to engage you in a reflection on spirituality and religion, and on their relevance to contemporary social change. It will aim to do so in a manner which is personally meaningful, appropriate for critical analysis, and relevant to social action. Society is undergoing a resurgence of religious beliefs and practices. Many of us are personally committed to spiritual or religious beliefs, are engaged in what could be called a spiritual search, or at the very least have many questions of a spiritual nature. As faith in secular ideologies declines, there is a growing tendency to turn to religious traditions as conceptual and social resources for personal growth and social engagement. But is this appropriate or even right? In the past few decades the world has witnessed a dramatic resurgence of spiritual seeking and religious engagement in society, in ways that may be either constructive or destructive. Given the historical record, is it realistic to expect religion to provide answers to personal and social problems? Open to believers, agnostics, skeptics, atheists and seekers, this course will give you exposure to, and an opportunity to engage with, the spiritual heritage of humanity: you will discuss passages from the scriptures of the worlds major religious traditions, as well as spiritual themes contained in popular feature films. You will critically consider the contemporary social implications of religious teachings and spiritual principles when applied to questions of truth and knowledge, power and authority, conflict and cooperation, and sacrifice and service. You will reflect on whether these approaches to human spiritual life are part of the cause or part of the solution for global social problems.

On completing the course, students will be able to: 1. Engage in self-reflective dialogue with others on issues of spiritual and social concern.
Course Co-ordinator
Dr D.A. Palmer Department of Sociology, Faculty of Social Sciences 3917 2051 palmer19@hku.hk
2. Compare expressions of religion and spirituality emanating from different cultural and religious backgrounds. 3. Apply scientific perspectives and concepts to analyze, interpret and evaluate spiritual concepts and their associated social and religious practices. 4. Evaluate the appropriateness of different forms of spiritual and religious engagement for improving the human condition in the context of an emerging global society.
Teacher(s)
Dr D.A. Palmer Department of Sociology, Faculty of Social Sciences 3917 2051 palmer19@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 20 Required readings 36 Assessment: Weekly assignments 36 Assessment: Field journal writing 10 Total: 138

Assessment Tasks Weekly assignments Attendance and participation in lecture group discussions and tutorials Field visit reflective journal Weighting 65 20 15
77
Humanities
Sex and Intimacy in Modern Times

Non-Permissible Combination: CCHU9007 Sexuality and Gender: Diversity and Society / CCHU9039 Sexuality and Culture
Required Reading
Bartky, S. L. (1999). Foucault, femininity, and the modernisation of patriarchal power. In J. A. Kourany, J. P. Sterba & R. Tong (Eds.), Feminist philosophies. Englewood Cliffs, NJ: Prentice Hall. Ben-Zeev, A. (2004). Love online: Emotions of the Internet. Cambridge, UK: Cambridge University Press. [Chap. 8] Carroll, J. L., & Wolpe, P. R. (1996). Sexuality and gender in society. New York: HarperCollins College Publishers. [Chap. 1] Giddens, A. (1992). The transformation of intimacy: Sexuality, love, and eroticism in modern societies. Cambridge: Polity Press. [Chaps. 3, 4] Jamieson, L. (1998). Intimacy: Personal relationships in modern societies. Cambridge: Polity Press. [Introduction, Chap. 2] Kong, T. S. K. (2006). What it feels like for a whore: The body politics of women performing erotic labour in Hong Kong. Gender, Work and Organization, 13(5), 409-434. McNair, B. (2002). Striptease culture: Sex, media and the democratization of desire. London: Routledge. [Chaps. 4, 5] Plummer, K. (1995). Telling sexual stories: Power, change and social worlds. London: Routledge. [Part 1] Plummer, K. (2003). Intimate citizenship: Private decisions and public dialogues. Seattle: University of Washington Press. [Key reading] Rubin, G. (1984/1993). Thinking sex: Notes for a radical theory of the politics of sexuality. In H. Abelove, M. A. Barale & D. M. Halperin (Eds.), The lesbian and gay studies reader (pp. 3-44). London: Routledge. More readings will be assigned for each lecture in the beginning of the term.
Great transformations have been taking place in the realm of intimacy the rise of non-monogamous non-marital forms of intimacy, the increasing visibility of lesbian and gay existence, the well established commercial sex industry, the popularized public report of private stories, the huge development of the popularity of cosmetic surgery, and numerous possibilities for intimacy in the cyber world, just to name but a few. New forms of identity, intimacy and sexuality have emerged in the era of the post-modern/globalized world, which blur the boundaries of what constitutes private matters and public issues and challenge the meanings of normal/ abnormal citizen, natural/artificial body, real/virtual relationship, authentic/counterfeit intimacy, and so forth. Using contemporary sociological and political theories of identity, gender and sexuality, this course aims to track down the major transformation in the realm of sexual intimacy in modern times and to examine newly emerged ethical issues, moral dilemmas and social conflicts over sexual intimacy in four inter-related domains: (a) democracy, human sexual rights and citizenship how these issues are important in talking about intimate relationships; (b) mass media and popular culture how private matters become increasingly subject to public scrutiny; (c) economy and consumption how intimacy is increasingly commodified and commercialized; and (d) science, medicine and computer technology how medical and computer technologies foster new pleasures, bodies and practices and the problems that arise from this. At the end of the course, students are expected to be able to think critically about intimacy, to understand the complex interplay between self and society and to have learnt how to respect individual differences and preferences.

On completing the course, students will be able to: 1. Identify key concepts in understanding intimacy using contemporary sociological and political theories of identity, gender and sexuality.
Course Co-ordinator
Dr T.S.K. Kong Department of Sociology, Faculty of Social Sciences 3917 2055 travisk@hkucc.hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 20 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 20 Assessment: Group project 50 Total: 146
2. Demonstrate critical understanding of the complexity of issues of intimacy in their everyday lives through examination of the interplay between the self and society, i.e. how social, economic, political and cultural forces shape our intimate choices and decisions; and between private and public, i.e. how our most private decisions are bound up with public institutions such as the state, the law, the media, and medicine. 3. Express an appreciation of the distinctiveness and interrelatedness of their own and other intimate cultures and demonstrate a cultural sensitivity with people of diverse cultures. 4. Behave as responsible global citizens who respect individual differences and preferences and uphold the core values of a democratic society: human rights, justice, equality and freedom of speech.
Teacher(s)
Dr T.S.K. Kong Department of Sociology, Faculty of Social Sciences 3917 2055 travisk@hkucc.hku.hk Dr S.S.C. To Department of Sociology, Faculty of Social Sciences 3917 2054 sandyscto@hku.hk

Assessment Tasks Participation in Problem-based Learning tutorials Individual essay Group project Individual reflective exercises Weighting 30 20 40 10
78
Humanities
The British Empire in Text and Image
Required Reading
Students are required to get hold of the following text by purchase, borrowing or internet download/photocopy: Joseph Conrad, Heart of Darkness. Suggested for purchase are the Worlds Classics Series text (Oxford: Oxford University Press, 2003) or the Penguin Classics text (London: Penguin, 1995), which contain good introductions and notes. Some copies will be available for purchase from the University bookshop. For students who do not want to buy the text, the text can also be downloaded and printed at the following sites (among many others): http://www.gutenberg.org/etext/219 http://gaslight.mtroyal.ca/darkmenu.htm The University Library contains a number of copies of the novella as well, which students may borrow. Students are also required to purchase the Course Reader (AV & Reserve Collection, 1st Floor, Main Library, cost about HK$90), containing the following compulsory reading materials: 1. John Frederick Lewis, Harem Life in Constantinople, A Cairo Bazaar, A View of the Street, The Commentator on the Koran (painting) 2. E. J. Eitel, extract from Europe in China (history) 3. R. M. Martin, extract from Report on the Island of Hong Kong (history) 4. Rudyard Kipling, If, The White Mans Burden, Mandalay (poetry) 5. Joseph Chamberlain, The True Conception of Empire (politics) 6. Lady Elizabeth Butler, Egypt 1885, from From Sketch-Book and Diary (travel writing) 7. Edward Said, extract from Orientalism (criticism) 8. Robert Young, extract from Colonial Desire (criticism) 9. Aim Csaire, extract from Discourse on Colonialism (criticism)
This course looks at textual and pictorial representations of the British contact with her various colonies, in particular India, Africa, the Middle East and Hong Kong. The focus is on the nineteenth century and the period known as the New Imperialism, although earlier texts are considered. Students are thus invited to learn about, and reflect critically upon, a particular period in history which is also their own by approaching it through historical texts and the creative arts. The course is structured along the theme of the reality versus representations of the British Empire. Within the Common Core Curriculum, it invites students to tackle an unfamiliar set of questions, texts and thoughts, and approach these academically. Within the Humanities Area of Inquiry, the course will show students that the human experience and human representation of reality might be very different from the truth, and that knowledge and experience are always contextual.

On completing the course, students will be able to: 1. Demonstrate knowledge of the key features of the historical project, trajectory and history of the British Empire.
Course Co-ordinator
Dr J.C. Kuehn School of English, Faculty of Arts 3917 1921 jkuehn@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 36 Independent preparation for assessments 50 Assessment: In-class writing exercise 2 Total: 120
2. Describe and critically examine a variety of representations of Empire in text and image with appropriate critical frameworks. 3. Explain, explore and appreciate the form and function of historical texts, the novel, poetry, travel writing, painting, sketch and cartoon. 4. Practice close reading strategies, analysis, discussion and argument. 5. Use critical approaches to various genres of text and image, including specifically genre and gender discourse, colonial discourse analysis and postcolonial theory.
Teacher(s)
Dr J.C. Kuehn School of English, Faculty of Arts 3917 1921 jkuehn@hku.hk

Assessment Tasks Tutorial writing or research exercises / Quizzes / Workshop reports Written assignment / Portfolio / Term paper Tutorial, workshop and class participation, and contributions to the discussion forum on Moodle In-class writing exercise Weighting 20 35 10 35
79
Humanities
Stages of Life: Scientific Fact or Social Fiction?
Required Reading
Journal Papers Markstrom, C. A., & Iborra, A. (2003). Adolescent identity formation and rites of passage: The Navajo Kinaalda ceremony for girls. Journal of Research on Adolescence, 13(4), 399-425. Nelson, L. J., Badger, S., & Wu, B. (2004). The influence of culture in emerging adulthood: Perspectives of Chinese college students. International Journal of Behavioral Development, 28(1), 26-36. Books Chua, A. (2011). Battle hymn of the tiger mother. New York: Penguin Press. Mendelson, E. (2007). The things that matter: What seven classic novels have to say about the stages of life. New York: Anchor Books. [Selected chapters] Sigelman, C. K., & Rider, E. A. (2012). Human development across the life span (7th ed.). Belmont, CA: Wadsworth Cengage Learning. [Selected chapters]
Shakespeare observed that one man in his time plays many parts, his acts being seven ages. Many theories on different aspects of personhood, including personality, emotions, cognitions, and morality, also typically depict development as progressing through stages. However, are life stages really distinct categories or are they social constructions created by humans to serve particular social purposes? What scientific evidence do we have that supports the life stage demarcations? If they are social constructions, what purposes do these constructions serve? How does culture and modernization impact on the lived experience of these stages? This course critically examines these issues and enables students to reflect on what has shaped us as individuals. Topics include: (i) major psychological and biological theories of stages of development and maturation, (ii) sociological and anthropological approaches to development, (iii) rites of passage, (iv) portrayals of development in the literature and the arts, (v) role of culture and modernization in shaping the developmental experiences of individuals, and (vi) individual and social implications of different approaches to development. Course Learning Outcomes
On completing the course, students will be able to: 1. Describe and explain the major stage theories of development and alternative approaches to development in psychology, biology, sociology and anthropology, including their underlying assumptions and key concepts.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 35 Assessment: Group presentation (incl preparation) 25 Assessment: Essay / Report writing 30 Assessment: Field trip reflective blog writing (incl preparation) 6 Total: 128
Course Co-ordinator
Dr A.M. Lee Department of Psychiatry, Li Ka Shing Faculty of Medicine 2819 9564 amlee@hku.hk
2. Analyze and discuss portrayal of human developmental stages in literature and the arts. 3. Critically examine the validity of the stage approach to development. Analyze and evaluate evidence for and against it, by synthesizing psychological, biological, sociological and anthropological perspectives.
Teacher(s)
Dr A.M. Lee Department of Psychiatry, Li Ka Shing Faculty of Medicine 2819 9564 amlee@hku.hk Dr C. Cheung Department of Psychiatry, Li Ka Shing Faculty of Medicine 2819 9578 charlton@hku.hk

Assessment Tasks Oral history project and group presentation Essay writing Field trip and reflective blog writing Lecture participation Tutorial participation and performance Weighting 20 30 10 25 15
4. Analyze and discuss the complexities and holistic nature of human development and the interconnectedness of culture, societal change and human biology. 5. Demonstrate an ability to apply a broad perspective to achieve greater intercultural understanding of human development. 6. Critically reflect on how ones own development has been shaped by multiple forces, including cultural values, the Internet age, and globalization.
80
Humanities
Art and Ideas: East and West
Required Reading
Selections from: Addiss, S. (1989). The art of Zen: Paintings and calligraphy by Japanese monks, 1600-1925. New York: H. N. Abrams. Barnet, S. (2005). A short guide to writing about art (8th ed.). Hong Kong: Pearson Longman. Barthes, R. (1972). Mythologies (Selected and translated by Annette Lavers). New York: Hill and Wang. [Selections] Chipp, H. B., Selz, P. H., & Taylor, J. C. (1968). Vincent van Gogh (18531890) Letters. In Theories of modern art: A source book by artists and critics. Berkeley, CA: University of California Press. Lazzari, M. R., & Schlesier, D. (2005). Exploring art: A global, thematic approach. Belmont, CA: Thomson/Wadsworth. Lin, Y. (1967). The Chinese theory of art: Translations from the masters of Chinese art (pp. 140-43). London: Heinemann. Liu, X., Kelley, J., & Asian Art Museum, Chong-Moon Lee Center for Asian Art and Culture. (2006). The Three Gorges Project: Paintings by Liu Xiaodong. San Francisco, CA: Asian Art Museum, ChongMoon Lee Center for Asian Art and Culture. Macy, L. W. (Ed.). (1998- ). Groves dictionary of art online. Oxford: Oxford University Press. McCloud, S. (1994). Understanding comics: The invisible art. New York: Harper Perennial. Munroe, A., Yokohama Bijutsukan, Solomon R. Guggenheim Museum., & San Francisco Museum of Modern Art. (1994). Japanese art after 1945: Scream against the sky. New York: H. N. Abrams. Schaarschmidt-Richter, I., Stdtische Kunstsammlungen Chemnitz, Schirn Kunsthalle Frankfurt, & Kokusai Kry Kikin. (2000). Japanese modern art: Painting from 1910 to 1970. Zurich: Edition Stemmle. Wang, Y. (2000). Looking at Chinese painting. Tokyo: Nigensha. Wilkins, D. G., Schultz, B., & Linduff, K. M. (2005). Art past, art present. Upper Saddle River, NJ: Pearson Prentice Hall.
This course is about ideas that are related to art, art history and visual culture across cultural boundaries of the East and the West. It is designed to explore ideas about art, such as how art functions in various societies and its meanings. It will examine artistic traditions, the functions of art and its institutions such as patronage, art market, and roles of the artist across cultures, and will challenge assumptions about separation of cultural realms into eastern and western areas. The course will explore key monuments and concepts that shaped artistic traditions, techniques, and media and continue to define todays international visual environment. Art as a concept belongs to all cultures, and deploys similar strategies to create meaning. Through the application of linguistic theories, the course will look at strategies of art production and consider the meanings of certain works of art within specific cultural and historical situations. It aims to develop the skills of asking questions of a work of art and using historical knowledge along with some careful looking to answer these questions. Students will encounter works of art, not necessarily in chronological order, but connected together by common themes.

On completing the course, students will be able to: 1. Analyze the formal elements (that is the appearance) of selected examples of works of art, explain the historical meaning of these works of art, and articulate how these works of art make meaning within their cultural context.
Course Co-ordinator
Dr R.L. Hammers School of Humanities (Fine Arts), Faculty of Arts 3917 2612 rhammers@hkucc.hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 9 Reading / Self-study 100 Assessment: Essay / Report writing 20 Assessment: In-class test (incl preparation) 15 Total: 168
2. Demonstrate an awareness of underlying principles of artistic practices across cultures, that is explain how the concept of art is constructed within Europe and Asia. 3. Explain the processes through which art makes meaning vis--vis tradition and innovation. 4. Discuss the roles of artist-activists in different societies to challenge established conventions and explain how artistactivists engage with issues of ethics in art.
Teacher(s)
Dr R.L. Hammers School of Humanities (Fine Arts), Faculty of Arts 3917 2612 rhammers@hkucc.hku.hk

Assessment Tasks In-class tests Tutorial discussions First paper Second paper Weighting 45 25 15 15
81
Humanities
From Health to Well-being
Required Reading
Excerpts from: Bauby, J. -D. (2007). The diving-bell and the butterfly. Hopkinton, MA: Vintage Books. Charon, R. (2006). Narrative medicine: Honoring the stories of illness. New York: Oxford University Press. [Chaps. 1, 3, 7, 9] Damasio, A. R. (1994). Descartes error: Emotion, reason, and the human brain. New York: Putnam. Egnew, T. (2005). The meaning of healing: Transcending suffering. Annals of Family Medicine, 3(1), 255-262 Epsterin, P. R. (2005). Climate change and human health. New England Journal of Medicine, 353, 1433-1436. Fadiman, A. (1997). The spirit catches you and you fall down. New York: Farrar, Straus and Giroux. Foucault, M. (1989). The birth of the clinic: An archaeology of medical perception. London: Routledge. Gilman, S. L. (2008). Fat: A cultural history of obesity. Cambridge, UK: Polity. Kluger, J. (2013, January 14). Polio and Politics. Time, 108 (1), 32-37. Micozzi, M. S. (Ed.). (2011). Fundamentals of complementary and alternative medicine. St. Louis, MO: Saunders/Elsevier. Myers, D. G. (2013). Psychology (10th ed). New York: Worth Publishers. [Chap. 12] Porter, R. (1997). Medicine: A history of healing. New York: Barnes & Noble Books. Sacks, O. W. (1990). The man who mistook his wife for a hat and other clinical tales. New York: Harper Perennial Library. Schwartz, B. (2004). The paradox of choice: Why more is less. New York: ECCO. Southwell, G. (2008). A beginners guide to Descartess Meditations. Malden, MA: Blackwell. Weiten, W., et al. (2011). Psychology applied to modern life: Adjustment in the 21st century (11th ed.). Stamford, CT: Cengage Learning. [Chap. 1] Young, C., & Koopsen, C. (2005). Spirituality, health and healing: An integrative approach. Thorofare, NJ: Slack Incorporated.
To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The aim of this course is for students to gain greater insight into the multi-dimensional aspects of health and to develop a more holistic and humanistic appreciation of health in both a personal and societal context. The course will encourage students to look critically at various models of health, to understand the complexities of health-related behaviors and to appreciate the possible roles played by politico-social forces, cultural change and spiritual disorientation in shaping well-being. The humanistic aspects of health will be examined through an exploration of the winding journey from illness to healing, with illness often being the wake-up call for individuals to re-evaluate the way they approach life and thus inspire questions about selfawareness, self actualization and spirituality.

On completing the course, students will be able to: 1. Explain health as a multi-dimensional and dynamic concept, which necessarily integrates individual, societal, biomedical, spiritual, cultural and historical influences, and how this relates to health issues encountered in everyday life.
Course Co-ordinator
Dr J.Y. Chen Department of Family Medicine and Primary Care, Li Ka Shing Faculty of Medicine 2855 0753 / 2518 5657 juliechen@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 24 20 Assessment: Reflection writing Assessment: Presentation (incl preparation) 34 Assessment: Discussion forum 20 Total: 132
2. Assess the inter-relatedness of health perceptions and practices across cultures. 3. Discuss personal responsibilities towards achieving health in a rational way and how this contributes to the individual, community and global good. 4. Critically evaluate the meaning of health through the analysis of qualitative and quantitative health data, literary and artistic works and personal introspection.
Teacher(s)
Dr J.Y. Chen Department of Family Medicine and Primary Care, Li Ka Shing Faculty of Medicine 2855 0753 / 2518 5657 juliechen@hku.hk Dr W.Y. Chin Department of Family Medicine and Primary Care, Li Ka Shing Faculty of Medicine 2553 4817 chinwy@hku.hk

Assessment Tasks Discussion forum Reflection writing Small group tutorial participation Small group project In-class participation
82
Weighting 10 30 25 30 5
Humanities
Course will be offered four times Lecture Time // Section 1 First semester (Wed); Section 2 First semester (Wed); Section 3 Second semester (Wed); Section 4 Second semester (Wed)
Critical Thinking in Contemporary Society
Required Reading
Lau, J.Y.F. (2011). An introduction to critical thinking and creativity: Think more, think better. Noboken, NJ: Wiley. Course notes will be provided.
The aim of this course is to introduce students to the basic concepts and techniques of critical thinking as these apply to life in contemporary society. The course covers fundamental logical notions crucial to critical thinking, including the notions of argument, sound reasoning, and rationality. In addition, the course will cover social, legal, consumer, and health issues, along with issues in the public understanding of science, medicine, and the environment. Special emphasis will be placed on understanding the role of critical thinking in scientific investigation and how critical thinking applies in philosophical investigations of the nature of value. The course will train students in both theoretical knowledge and practical skills essential to a well-rounded liberal education, and to life as a thinking citizen in contemporary society. The course dovetails with several aspects of a traditional humanities education, in particular the ability to interpret, analyze, and evaluate information communicated by political leaders, popular literature, advertising, and the news media.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 50 Assessment: Presentation (incl preparation) 10 Assessment: Homework 16 Assessment: In-class test (incl preparation) 12 Total: 124

On completing the course, students will be able to: 1. Demonstrate understanding of and identify a variety of distinct styles of argumentation and be able to make an informed judgment about when a claim is supported by evidence.
Course Co-ordinator
First semester Dr J.E. Wolff School of Humanities (Philosophy), Faculty of Arts 3917 2796 jwolff@hku.hk Second semester Dr T.E. OLeary School of Humanities (Philosophy), Faculty of Arts 3917 2796 teoleary@hkucc.hku.hk
2. Support claims of their own with good reasons and explain why the reasons soundly or cogently justify the claims. 3. Collaborate and coordinate with others, in tutorial meetings, and in a group project involving the use of problemsolving skills and other critical thinking techniques. 4. Interpret and analyze statistical information, for example about health products, and apply this information to evaluate their effectiveness. 5. Apply critical thinking skills in assessing contemporary debates over such things as evolution, global warming, and race and intelligence.

Assessment Tasks Weighting Tutorial participation 10 Homework 30 Group project 30 In-class test 30
Teacher(s)
Each section will be taught by one of the following teachers: Dr J.E. Wolff School of Humanities (Philosophy), Faculty of Arts 3917 2796 jwolff@hku.hk Dr T.E. OLeary School of Humanities (Philosophy), Faculty of Arts 3917 2796 teoleary@hkucc.hku.hk Dr G.A. Cook School of Humanities (Philosophy), Faculty of Arts 3917 2796 cookga@hkucc.hku.hk
83
Humanities
Journey into Madness: Conceptions of Mental Health and Mental Illness
Required Reading
Alloy, L. B., Riskind, J. H., & Manos, M. J. (2005). Abnormal psychology: Current perspectives. New York: McGraw-Hill. [Excerpt on behavioural, cognitive, and sociocultural perspectives, pp.75-104; The psychodynamic perspective, pp. 105-122] Fillingham, L. A. (1993). Madness and civilization. In Foucault for beginners (pp. 26-58). New York: Writers and Readers Publishing. Foucault, M. (1972, 2006). Experiences of madness. In The history of madness (pp. 108-115). Abingdon, UK: Routledge. [Excerpt] Lin, K. M. (1981). Traditional Chinese medical beliefs and their relevance for mental illness and psychiatry. In A. Kleinman & Y. Y. Lin (Eds.), Normal and abnormal behavior in Chinese culture (pp. 95-111). Hingham, MA: D. Reidel. Luchins, D. J. (2004). At issue: Will the term brain disease reduce stigma and promote parity for mental illnesses? Schizophrenia Bulletin, 30(4), 1043-1048. Rosenhan, D. L. (1973). On being sane in insane places, Science, 179 (4070), 250-258. Watters, E. (2010). The mega-marketing of depression in Japan. The globalization of the American psyche (pp. 87-213). New York: Free Press. [Excerpt] Yap, P. M. (2000). Mental diseases peculiar to certain cultures: A survey of comparative psychiatry. In R. Littlewood & S. Dein (Eds.), Cultural psychiatry and medical anthropology (pp. 179-196). New Brunswick, NJ: The Athlone Press.
Portrayed by mass media, there is an exaggerated link between mental illness and violence. Mental illness is often considered as an adversary that should be dealt with by medical professionals. Challenging this monopolized medical discourse on mental illness, this course aims to expand the students view to appreciate how mental illness has been psychologically influenced, socially constructed and policed, as well as culturally shaped. Coupling biochemistrys knowledge of mental illness with self-reflections, students are expected to develop a critical and comprehensive understanding of mental illness and mental health. With the use of experiential exercises, case studies, and film viewing, students will be further encouraged to scrutinize mental health issues in their daily lives. As there is a growing number of individuals challenged by mental illnesses both locally and internationally, students will have high chance of encountering an individual with mental illnesses in their social circles, workplaces or even family in the future. The development of a comprehensive and critical view towards mental illnesses will definitely prepare them to face this future challenge.
Study Load
Activities Number of hours Lectures 24 Tutorials 9 Reading / Self-study 52 Visit 3 Video viewing 5 3 Video presentations Assessment: Presentation (incl preparation) 6 Assessment: Reflective report 6 Assessment: Term paper 12 Assessment: Video production 10 Total: 130

On completing the course, students will be able to: 1. Describe conceptions of mental health and mental illness.
Course Co-ordinator
Dr P.W.C. Wong Department of Social Work and Social Administration, Faculty of Social Sciences 3917 5029 paulw@hku.hk
2. Critically appraise the contributions and limitations of the various conceptions of mental health and mental illness. 3. Appreciate how certain mental health issues have been conceived and defined through a dynamic interplay of various biomedical, psychological, sociological and cultural perspectives. 4. Develop cultural sensitivity towards intercultural differences in understanding and responding to issues in mental health and mental illness.
Teacher(s)
Dr P.W.C. Wong Department of Social Work and Social Administration, Faculty of Social Sciences 3917 5029 paulw@hku.hk

Assessment Tasks Tutorial participation Reflection paper Video production Term paper Weighting 20 50 15 15
84
Humanities
Shaping the Landscape: A Quest for Harmony between Nature and the City
Required Reading
Beardsley, J. (1998). Earthworks and beyond: Contemporary art in the landscape (3rd ed.). New York: Abbeville Press. Goldsworthy, A. (1990). Andy Goldsworthy: A collaboration with nature. New York: H. N. Abrams. Grande, J. K. (2004). Art nature dialogues: Interviews with environmental artists. Albany, NY: State University of New York Press. Graziani, R. (2004). Robert Smithson and the American landscape. New York: Cambridge University Press. Lailach, M., & Grosenick, U. (2007). Land art. Kln; London: Taschen. Malpas, W. (2009). The art of Richard Long: Complete works. Kent, UK: Crescent Moon Publishing. Smithson, R., Tsai, E., Butler, C. H., Crow, T. E., Alberro, A., Roth, M., et al. (2004). Robert Smithson. Berkeley, CA: University of California Press. Tufnell, B. (2006). Land art. London; New York: Tate; Distributed in the U.S. by Harry N. Abrams.
Through the history of our civilization, humankind has been working with the environment both as a means for survival and as expressions of culture. It has always been a two-way relationship in harmony. However, recently, such balance was tilted by our unsustainable way of living, and our current landscape reflects humankinds abuse and mis-management towards the environment. This course aims at exploring how different groups of people respond to such imbalance, and what they do to restore a healthy reciprocal relationship between human beings and nature. Initially, topics like the Garden City Movement in the late 19th century, and the emergence of the protection movement of Cultural Landscapes initiated by the UNESCO World Heritage Committee in 1992, will be discussed through lectures and seminars. Then, land art an artistic expression of human culture and how we sculpt the land will be explored as a more contemporary approach to restoring the balance between humans and nature. Initiated by some leading artists in the creative art industry as an artistic response to such issue, land art helps to manifest the reciprocal relationship between human culture and the environment, and hence to re-align peoples attitude, perception, and interpretation, towards nature. Besides lectures and seminars, the topic of land art will also be explored in the form of Land Art Workshop + Exhibition, in which students can learn how to express their environmental opinions through the creative process of making their own land art. The 4-day Land Art Workshop (during Reading Week, Oct 15-18 inclusive) will be conducted on a selected site in the Hong Kong landscape. It will start with field study to explore how human civilization integrates or challenges the relationship with the landscape of the selected site. Then, based on their findings, students will use creative medium to explore their environmental critique to the site. After the workshop, students will prepare a Land Art Exhibition to communicate their creative works to the public, and present their works during the Opening of this exhibition (tentatively on a Saturday during November).
Study Load
Number of hours Activities Lectures 18 Tutorials 12 Fieldwork / Visits / Land Art Design workshop 32 Reading / Self-study 24 Essay / Report writing 18 Preparation for Land Art Public Exhibition 32 Total: 136

On completing the course, students will be able to: 1. Critique the imbalanced situation between the contemporary culture and the environment, and to challenge the contemporary attitude towards the treatment of the environment.
Course Co-ordinator
Ms W.S. Mak Department of Architecture, Faculty of Architecture 3917 5654 wsvmak@hku.hk

Assessment Tasks Land Art case study report Land Art workshop Land Art public exhibition In-class assessments and reading responses Weighting 20 30 30 20
2. Demonstrate awareness of the urgency to address the disconnectedness between culture and nature as a global issue, and be able to analyze the potential consequences on a world-wide level if we do not take the sustainability issue collectively as a serious matter. 3. Demonstrate understanding of the importance of a sustainable reciprocity between human culture and nature. 4. Apply their learnt art and design experience (via the Land Art Workshop) and the public engagement experience (via the Land Art Exhibition) as part of their future communication strategies. 5. Re-define their own ways of sustainable living by evaluating how others have attempted to restore the balance between human culture and the environment.
Teacher(s)
Ms W.S. Mak Department of Architecture, Faculty of Architecture 3917 5654 wsvmak@hku.hk
85
Humanities
The Last Dance: Understanding Death and Dying
Required Reading
Chan, C. L. W., & Chow, A. Y. M. (2006). Death, dying and bereavement: A Hong Kong Chinese experience. Hong Kong: Hong Kong University Press.
If you are not aware of death, you will not be mindful of your practice, but will just spend your life meaninglessly, not examining what sorts of attitudes and actions perpetuate suffering and which ones bring about happiness. (Dalai Lama, 2002). In confronting death however, life takes on new meanings. In accepting death, we experience the fullness of life. It is like being reborn. (David Kuhl, 2002). The study of death and dying is concerned with questions that are rooted at the core of human experience. Individuals who set out to increase their knowledge of mortality are embarking on lifes most important exploration, a constructive journey of personal discovery and spiritual awakening. Whilst acknowledging the finite nature of existence allows individuals to reflect upon the meaning of life for a more profound understanding of personhood, mortality also plays a pivotal role in defining cultural beliefs, family values and social structures. This course provides an interdisciplinary overview of the major themes and theories on death and dying from a global viewpoint with a critical focus on the Chinese perspective. Through interactive lectures, experiential workshops and creative group projects, students will be offered an opportunity to examine the psycho-socio-spiritual, economic, ethical and political issues of mortality through a range of cultural lenses. Such exploration will facilitate insights, reflections and personal growth for enhancing students capacity in dealing with the inevitability of loss, death, dying and bereavement.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Workshop / Visits 3 Reading / Self-study 30 Weekly individual reflective log book 12 Assessment: Creative group project report writing 30 Assessment: Creative group project presentation (incl preparation) 30 Assessment: Take-home written examination (incl preparation) 30 Total: 169

Assessment Tasks Individual reflective log book Group project and audio-visual presentation Group project written report Take-home written examination Weighting 20 25 25 30
Course Co-ordinator
Professor C.L.W. Chan Department of Social Work and Social Administration, Faculty of Social Sciences 3917 2093 cecichan@hku.hk

On completing the course, students will be able to: 1. Describe and explain the fundamental knowledge, myths, attitudes, practices and ideological contradictions of death, dying and bereavement with a cultural sensitivity to the Chinese experience; and critically appraise the oppressive social norms, rituals, discourses and portrayals of death and dying in contemporary societies. 4. Reflect on the meaning of life though a heightened awareness of death and an enhanced spiritual orientation; and create a more profound understanding of the self through an appraisal of personal beliefs, cultural ideologies and popular religions and philosophies on spirituality and immortality. 5. Develop a compassion for individuals, communities and the larger world as well as a commitment to activism, equity and social justice during those most vulnerable moments in the human experience; and challenge the hypocrisy of pricing human life and commercializing death in the modern era.
Teacher(s)
Professor C.L.W. Chan Department of Social Work and Social Administration, Faculty of Social Sciences 3917 2093 cecichan@hku.hk Dr Amy Y.M. Chow Department of Social Work and Social Administation, Faculty of Social Sciences 3917 5530 chowamy@hku.hk Dr D.A. Palmer Department of Sociology, Faculty of Social Sciences 3917 2051 palmer19@hku.hk
2. Demonstrate an understanding of the emotional concerns, family issues and psychosocial aspects of death and dying on the individual level; and critically examine the inequality of access to care and services among vulnerable groups such as widows, minors, orphans, the poor and people with contentious diesase such as AIDS and other life-limiting infections. 3. Appraise the impact of death and loss on the societal level; and critically examine the future development of social policies, service provisions, education programs as well as the commercial industry on the management and commodification of death and dying.
86
Humanities
Creativity, Technology and Law
Required Reading
Selected articles from newspapers, books, magazines and websites, case studies and other materials designated as required reading for each lecture.
Do we possess the right of ownership of our own creative work? How much is innovation worth? What is lost when members of society can freely exchange creative works produced by others, and what might be gained from such a circumstance? Where did the contemporary concept of intellectual property rights come from, and who are its defenders and opponents? Using copyright and patent as examples, this course examines the issue of how new technologies have lent new intensity to the debate over creative works in the domains of science and art, and it asks how a legal concept such as copyright or patent in its current form could or should be used to support and sustain a free, vibrant and creative society. Drawing on their own experiences, this course invites students to analyze various real-life scenarios with a view to assessing critically whether the current intellectual property system promotes or impedes creativity. In this process, students are exposed not only to the legal arguments but also the broader moral and ethical issues, as well as the more abstract questions relating to the public interest of society via-a-vis the private interest in ones own creative labour.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 50 Assessment: Essay / Report writing 25 Assessment: In-class test (incl preparation) 25 4 Assessment: In-class quizzes Total: 140

On completing the course, students will be able to: 1. Use copyright and patent as examples to describe and explain the concepts and rationale of intellectual property rights, and their current impacts on the creation of works in arts and science.
Course Co-ordinator
Dr K.K.H. Pun Department of Computer Science, Faculty of Engineering 2859 2186 pun@cs.hku.hk
2. Identify and analyze legal and ethical issues relating to creative works in daily life, both within and outside the university. 3. Describe and explain the impact of new technologies on creative work and on the ways people share ideas, views and information in modern society.
Teacher(s)
Dr K.K.H. Pun Department of Computer Science, Faculty of Engineering 2859 2186 pun@cs.hku.hk

Assessment Tasks Meeting participation Essay / Report writing In-class quizzes In-class test Weighting 20 25 15 40
4. Critically analyze and assess whether the current responses to issues of creativity and information sharing, for example legal interventions through copyright and patent, are beneficial or detrimental to society. 5. Formulate and communicate their independent views as to what is required to support and sustain a free, vibrant and creative society.
87
Humanities
Cultures of War: Making Sense of the Human Fighting Instinct
Required Reading
Mailer, N. (1948). The naked and the dead. New York: Rinehart.
This course tackles the issue of fighting as a fundamental aspect of human nature as expressed through war, combat sports and random violence. In many cultures combat theories and techniques have evolved into organized systems of fighting such as warrior or military codes, combat systems or martial arts. Through an interdisciplinary, critical analysis of conflict, violence and martial arts, students are led to reflect on the spiritual foundations, ethical codes, literary traditions and pervasive social functions that underlie fighting cultures. Some of the questions this course attempts to answer include: Why do humans fight? Why are males, rather than females, predominantly involved in violent acts? How do different social groups justify violence? How can the fighting instinct be controlled? Is todays world a more or less peaceful place? If so, why?
Study Load

On completing the course, students will be able to: 1. Demonstrate awareness of the significance of war and combat in human history and society.
Course Co-ordinator
Dr U. Ansaldo School of Humanities (Linguistics), Faculty of Arts 3917 2872 ansaldo@hku.hk
2. Describe and explain the relationship between mind and body central to the path of the warrior and the spiritual roots of fighting in different cultures. 3. Critically discuss the ethics of aggression and defense in different cultures and eras.
Teacher(s)

Assessment Tasks Individual essay Group project Weighting 50 50
4. Discuss the relationship between gender and violence.
88
Humanities
Happy Endings: How a Text Ends
Required Reading
Selected fairy tales from the Grimm Brothers and Charles Perrault. Atwood, M. (1983). Happy endings. Murder in the dark. London: Cape. Also available from http://web.ics.purdue.edu/~rebeccal/lit/238f11/ pdfs/HappyEndings_Atwood.pdf Bront, C. (1847). Jane Eyre. From http://www.gutenberg.org/ ebooks/1260 Carter, A. (2006). The bloody chamber and other stories. London: Vintage. Desy, J. (1993). The princess who stood on her own two feet. The Oxford book of modern fairy tales. Oxford: Oxford University Press. Also available from http://www.campaugusta.org/Partnering/Play_ Serious/Stories/Princess_Who_Stood_on_Her_Own_Two_Feet.pdf
The tag happily ever after seems transparently obvious. We read it and make automatic assumptions about what a good and happy end is, often not realizing how deeply encoded in endings are ideas about how people, societies and cultures should relate to one another. This is the key issue this course will engage in the questioning of familiar assumptions about the good ending in genres such as fairy tales and comedies and, in the process, the identification of dominant ideological threads embodied in the good ending. Following on from this is the other fundamental issue the course addresses the possibilities of other kinds of endings representing alternative worldviews. As such, the course will also look at re-writings of endings as a means to represent marginal points of view. By introducing students to the ideological dimensions to the endings of texts, this course will encourage them to hone their analytical skills and bring a new awareness to representations of ideals with regards to human relationships and societies. The course will show how subtly literary and filmic texts may enforce specific world-views. As such, the political subtexts amidst the pleasures of the creative arts will be highlighted.
Study Load
Activities Number of hours Lectures 22 Tutorials 8 Reading / Self-study 60 Preparation for tutorial discussions 10 Assessment: Presentation (incl preparation) 15 15 Assessment: Journal writing Assessment: In-class test (incl preparation) 10 Total: 140

On completing the course, students will be able to: 1. Appraise critical and aesthetic qualities of literary texts.
Course Co-ordinator
Professor E.Y.L. Ho School of English, Faculty of Arts 3917 2761 eylho@hku.hk
2. Produce critical analyses of literary texts. 3. Demonstrate an awareness and understanding of the ideological nature of narrative endings. 4. Analyze the ideological effects of particular kinds of endings. 5. Recognize and address alternative points of view left out in certain endings.
Teacher(s)
Professor E.Y.L. Ho School of English, Faculty of Arts 3917 2761 eylho@hku.hk

Assessment Tasks Group presentation In-class tests Journal writing Weighting 30 35 35
89
Humanities
Image, Architecture and Society: Finding Meaning in Architectural Representation

Required Reading
Banham, R. (1960). Theory and design in the first machine age. London: Architectural Press. [Chap. 2] Cook, P. (2008). Drawing: The motive force of architecture. London: John Wiley and Sons. [Selected passages] Frescari, M., Hale, J., & Starkey, B. (Eds.). (2007). From models to drawings: Imagination and representation in architecture. London: Routledge. Hirst, P. (2005). Space and power: Politics, war and architecture. Cambridge: Polity Press. [Chap. 1] Koolhaas, R., Bouman, O., & Wigley, M. (Eds). (2007, January 1). Volume 5: The architecture of power, Part I. Columbia University GSAPP/ Archis. Le Corbusier. (2007). Vers une architecture. Los Angeles: Getty Publications. [Introduction] Lefebvre, H. (1991). The production of space. Oxford: Blackwell. [Selected passages] McGrath, B. (2007). Cinemetrics: Architectural drawing today. London: John Wiley and Sons. [Selected passages] Rossi, A. (1982). The architecture of the city (D. Ghirardo & J. Ockman, Trans.). Cambridge, MA: MIT Press. [Selected passages]
How can architecture, as represented by an image, embody social, economic and cultural ideals and at times become an instrument of propaganda? In a rapidly changing and urbanizing world, it is critical to understand how we as a society develop and build the world around us. As human beings we each impact and contribute to the development of the built world in some way. Governments, developers and even citizens have the ability to impact the built environment through supporting, commissioning and appreciating what is built. This course will introduce students to a broad range of architectural history through images generated by various media, disciplines and cultures. It will also serve to suggest what political and social ideologies are advanced through those images and designs. Students will consider the meanings behind various modes of representation and the impacts that those visions have had. They will be asked to reflect on the hidden meanings and agendas behind the images. Students are challenged to develop a new understanding of the relationship between graphic representation and the forces of economics, culture, technology and politics.
Study Load
Number of hours Activities Lectures 24 Tutorials 11 Reading / Self-study 40 Journal / Scrapbook 40 Assessment: Essay / Report writing 12 Assessment: In-class test 3 Total: 130

On completing the course, students will be able to: 1. Develop a critical understanding of the history of architectural representation and describe the power of drawing and design to the development of our built environment.
Course Co-ordinator
Mr J.F. Carlow Department of Architecture, Faculty of Architecture 2859 7957 jcarlow@hku.hk
2. Explain and demonstrate the ways in which architectural drawings and models are used to describe space as well as convey ideas about culture and society. 3. Discuss the relationship of visual representation in architecture and planning to aspects of politics, power and ideology in the real world. 4. Understand and identify the ways in which technological shifts impact the world we design and live in.
Teacher(s)
Mr J.F. Carlow Department of Architecture, Faculty of Architecture 2859 7957 jcarlow@hku.hk

Assessment Tasks Weighting Weekly journal / Scrapbook entries 30 Short Paper 20 Quizzes 20 In-class test 30
90
Humanities
Language Play as Social Communication in Multilingual Settings
Required Reading
Beard, A. (2007). Language play in English. In J. Maybin, N. Mercer & A. Hewings (Eds.), Using English. Abingdon, Oxford: Routledge. Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press. [Chaps. 1, 2, 3] Crystal, D. (1998). Language play. London: Penguin. Maybin, J., & Swann, J. (2007). Everyday creativity in language: Textuality, contextuality, and critique. Applied Linguistics, 28(4), 497-517.
This course critically examines how people across different linguistic and cultural settings achieve mental pleasure through artful and skilful manipulation of language. By engaging students in critically examining language play as a form of socio-culturally and ideologically shaped language practice in multilingual and multicultural settings including Hong Kong and Asia where English often exists as a global language alongside other local languages, this course precisely addresses Theme III Language, Communication and Society of the Humanities Area of Inquiry (AoI). The course will focus on four key issues: 1. 2. 3. 4. the formal aspects of language play that include the linguistic properties, poetic features, discourse features, and multimodal elements; the generic and contextual manifestations of language play such as language play in literary works, mass media, popular cultural artifacts, and interpersonal conversations; the semantic and ideational meanings of language play; and the psychological, social, interpersonal, ideological and pragmatic functions of language play as a form of communication. Teaching and learning activities include interactive lectures, student presentations and tutorials, workshops with guest speaker input, outside class reading, and experiential learning through the Faculty Online Learning Management System.
Study Load
Number of hours Activities Lectures 20 Tutorials 12 Seminars 4 48 Reading / Self-study Collecting examples of language play from local semiotic landscapes, and surfing the Internet 24 Assessment: Essay / Report writing 25 Assessment: Presentation (incl preparation) 12 Total: 145

On completing the course, students will be able to: 1. Identify the linguistic, poetic, discourse, generic and contextual features of language play, and their use in multimodal and multilingual communication.
Course Co-ordinator
Dr J.C.M. Luk Division of English Language Education, Faculty of Education 2241 5304 lukcmj@hku.hk
2. Describe and explain the semantic meanings of instances of language play in specific linguistic and sociocultural contexts, and in interaction with other modes of representation such as image, sound and movements. 3. Interpret the functions and uses (e.g. psychological, social, cultural, interpersonal, ideological and pragmatic) of language play. 4. Explain and interpret the cross-cultural meanings and use of language play in multilingual settings where English is used alongside other language varieties. 5. Apply knowledge and understanding of the subject matter to create own examples of language play and reflect on their meanings and use.
Teacher(s)
Dr J.C.M. Luk Division of English Language Education, Faculty of Education 2241 5304 lukcmj@hku.hk Dr A.M.Y. Lin Division of English Language Education, Faculty of Education 2859 2784 angellin@hku.hk Ms M.M. Lo Division of English Language Education, Faculty of Education 2857 8608 mmlo@hku.hk

Assessment Tasks Weighting Group presentation 30 Individual portfolio of language play examples 40 Essay 30
91
Humanities
Countries of the Mind: Texts that Shape the Environment
Required Reading
A reader will be available containing extracts from a range of fiction and non-fiction. These include extracts from poetry by Blake and Wordsworth, novels by Dickens, Hardy, Bruce Chatwin, Ian McEwan and Jeanette Winterson, and non-fiction by Raymond Williams, Barry Lopez and Jonathan Raban.
Required Film Viewing

Guggenheim, D. (Director). (2006). An inconvenient truth.
This course explores how literature informs the ways we understand, imagine and relate to our environment. Students will study extracts from literary texts and explore how these reflect and construct generic concepts of place and space, and shape attitudes towards the environment. The course has historical and contemporary segments. The former examines ways in which the countryside, wilderness and the city have been represented in and shaped by literature since ancient times. The latter focuses on how texts present contemporary issues of environmentalism, postmodernism and digital culture. As well as responding to literary texts and film, students will be asked to reflect on local environmental issues and consider these in the context of contemporary theories of globalization and environmentalism.
Study Load
Activities Number of hours 18 Lectures (incl in-class exercises) Tutorials 12 Fieldwork / Visits 10 Reading / Self-study 60 Assessment: Essay / Report writing 30 10 Assessment: Tutorial participation Total: 140

On completing the course, students will be able to: 1. Demonstrate an awareness of the function of literary representation as both shaped by concrete situations and shaping responses to such situations.
Course Co-ordinator
Dr P. Smethurst School of English, Faculty of Arts 3917 2766 paulsmet@hku.hk
2. Analyze and compare different conventions and strategies in the representation of place in literature and explain their significance in relation to environmental attitudes and values. 3. Distinguish between different concepts and representations of the environment and point out their historical relationships to material and imaginary uses of places.
Teacher(s)
Dr P. Smethurst School of English, Faculty of Arts 3917 2766 paulsmet@hku.hk

Assessment Tasks Short critical essay Environmental report Tutorial presentation, participation, and response Weighting 35 30 35
4. Identify key issues in eco-criticism and trace their histories across different cultural traditions. 5. Recognize distinct imaginary and institutional environments constituted by literature and engage in arguments about their relevance to society.
92
Humanities
Metropolitan Visions: Modernity, Architecture and the City

Non-Permissible Combination: CCHU9037 Street Sense: The City and its Environment
Required Reading
Abbas, M. A. (1997). Hong Kong: Culture and the politics of disappearance. Hong Kong: Hong Kong University Press. AlSayyad, N. (2006). Cinematic urbanism: A history of the modern from reel to real. New York; London: Routledge. Boyer, M. C. (1992). The imaginary real world of cybercities. Assemblage, 18, 114-127. Burdett, R., & Sudjic, E. (2007). The endless city. London: Phaidon. Callenbach, E. (1977). Ecotopia. Toronto; New York: Bantam Books. [Excerpts] Calvino, I. (1972). Invisible cities (W. Weaver, Trans.). San Diego; New York; London: Harcourt Brace & Co. [Excerpts] Campanella, T. J. (2008). The concrete dragon: Chinas urban revolution and what it means for the world. New York: Princeton Architectural Press. Frisby, D. (2001). Cityscapes of modernity: Critical explorations. Cambridge: Polity Press. Jackson, K. (1985). Crabgrass frontier: The suburbanization of the United States. New York: Oxford University Press. Simmel, G. (1950). The metropolis and mental life (1903). In K. H. Wolff (Ed. & Trans.), The sociology of Georg Simmel (pp.409-424). New York: Free Press.
The modern metropolis as an abstract idea and as an actual place is not only the site of the most radical experiments of modernism but is itself an active subject in the imagination and actions of the avant-gardes. Beginning with an examination of the historical and theoretical formation of the modern metropolis as a twentieth century phenomenon, this inter-disciplinary comparative study examines how the intersection of architectural design, planning, technology, media and politics transformed the landscape of the city. Looking backwards from the global networked cities of the twenty-first century to the fin-de-sicle cities of the nineteenth century that underwent the first onslaught of major metropolitan development such as Berlin, London, Paris, Vienna, New York, colonial New Delhi and concessionary Shanghai, the metropolis will be studied through various disciplinary lenses including art, architecture, planning, sociology, history, literature and critical theory, with a focus on film. This course offers a cross-cultural perspective on the development and deployment of architectural and urban visions and how they aligned social relations, how they produce and reproduce the image of the city, their effect on the everyday work of building the cities and how they impact everyday life. The course will investigate the architecture, spaces, islands, cities and worlds built or unbuilt envisioned by individuals or groups as responses to the bombardment of the metropolitan experience.

On completing the course, students will be able to: 1. Appreciate and read the city through its diverse representations.
Course Co-ordinator
Ms E.M.F. Seng Department of Architecture, Faculty of Architecture 3917 5717 eseng@hku.hk
Study Load
Activities Number of hours Lectures 20 Tutorials (incl preparation) 16 Workshops (incl preparation) 16 Reading / Self-study 35 Assessment: Quizzes 2 Assessment: Workshop reports (incl preparation) 24 Assessment: Final project (incl proposal) 30 Total: 143
2. Describe and interpret the implications of the cultural, architectural and urban theories behind the making of different cities, and distinguish the different intentions and contexts that brought about different visions and revolutionary thought. 3. Employ relevant information from the case studies to critically examine the limitations of the theories and formulate their own analytical thinking. 4. Critically apply the lessons drawn from the historical precedents to engage with global issues and adapt to local contexts, by articulating their intuitions and observations of the city through well-considered and impactful representations. 5. Develop a synthesized critique of their current urban environment, and to further appreciate the processes at work in a city, and re-formulate it from comparative and crosscultural perspectives. 6. Re-think their urban environment, and to search out visionary possibilities and unique socio-political contexts governing cities.
Teacher(s)
Ms E.M.F. Seng Department of Architecture, Faculty of Architecture 3917 5717 eseng@hku.hk

Assessment Tasks Weighting Tutorial participation and reading responses 20 Quizzes 10 Workshops and reports 35 Final project 35
93
Humanities
Politics of Space
Required Reading
Certeau, M. de. (1984). The practice of everyday life. Berkeley, CA: University of California Press. [pp. xi-xxiv, 91-110] Debord, G. (1994). The society of the spectacle. New York: Zone Books. [Chaps. I, II, VII] Evans, R. (1971). Benthams Panopticon: An incident in the social history of architecture. Architectural Association Quarterly, 3, 335-39. Evans, R. (1971). Translation from drawing to building and other essays. Cambridge, MA: The MIT Press. [pp. 54-91] Foucault, M. (1965). Madness and civilization: A history of insanity in the age of reason. New York: Vintage Books, Random House. [pp. 3-64, 241-289] Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Vintage Books. Foucault, M. (1984). Space, knowledge, and power. In P. Rabinow (Ed.), Foucault reader (pp. 239-256). New York: Pantheon. Foucault, M. (1986). Of other space, Diacritics, 16(1), 22-27. [Also reprinted in J. Ockman & E. Eigen (Eds.), Architecture culture, 19431968: A documentary anthology (1993). New York: Rizzoli.] Jacobs, J. (1961). The death and life of great American cities. New York: Vintage Books. [pp. 1-238] Lefebvre, H. (1990). Everyday life in the modern world. New Brunswick, NJ: Transaction Books. [pp. 1-109, 194-206] Popham, P. (1993). Introduction. In G. Girard & I. Lambot (Eds.), City of darkness: Life in Kowloon Walled City. Haslemere, UK: Watermark Publications. [pp. 9-15] Riegl, A. (1998). The modern cult of monuments: Its character and its origin. In M. Hays (Ed.), Oppositions reader. New York: Princeton Architectural Press. [pp. 621-651] Sennett, R. (1976). The fall of public man. New York: Vintage Books. [pp. 1-63]
This course explores the relationship between space, power and politics in the urban environment from the Age of Enlightenment to the present time. Contrary to the conventional approach that sees space and architecture as merely passive reflections of dominant political and economic forces, this course views them as active participants in the structuring of our daily lives and interaction with each other. It will investigate how political power is actually produced and embedded in our urban physical environment. The course will be organized into three parts. The first part will offer a general theoretical introduction about the relationship between space and power, the concept of space as a social product and the politics of peoples daily lives. The second part will deal with specific aspects of the space-power relationship in the actual urban environment, such as institutions, public/private dichotomies, urban monuments, mass culture and the city of everyday life. The third part will include a series of case studies devoted to current debates about urban development with regard to issues concerning the politics of space in cities such as New York City, Beijing and Hong Kong.

On completing the course, students will be able to: 1. Explain the key concepts in the social/spatial theories covered; identify each theorys specific context, strength and limitation; categorize and compare different theoretical concepts with given common criteria.
Course Co-ordinator
Mr T. Zhu Department of Architecture, Faculty of Architecture 3917 2148 taozhu@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 4 Reading / Self-study 48 Assessment: Essay / Report writing 42 Assessment: Presentation (incl preparation) 20 Total: 150
2. Use personal experience/examples to support, and personal counter-experience/examples to criticize the key theoretical concepts covered. 3. Apply the learned theories to analyze how political power is produced and embedded in our living environment. 4. Propose various forms and possibilities of Spatial Practices that can be accomplished by the local people to improve their community toward a more just one.
Teacher(s)
Mr T. Zhu Department of Architecture, Faculty of Architecture 3917 2148 taozhu@hku.hk

Assessment Tasks Weighting In-class quizzes 25 Tutorials 15 Field visits and visual presentation of field projects 30 Final project presentation and research report 30
94
Humanities
Reflecting on Human Experience through Literature
Required Reading
Austen, J. (2007). Pride and prejudice. London: Penguin Popular Classics. Fielding, H. (2001). Bridget Joness diary. New York: Picador. Shelley, M. (2007). Frankenstein, or the modern Prometheus. London: Penguin Popular Classics. Tan, A. (1991). The Joy Luck Club. Vintage Books USA. (Extracts from these novels will be used in lectures and tutorials)
This course draws on the commonality of human experiences by exposing students to a range of novels and texts. These texts then act as a springboard for students to share experiences, make connections, form opinions, and develop linguistic and cultural awareness. Students will be exposed to different literary texts (print and non-print) organized under four universal themes: love and romance, family and culture, the emotions of conflict, and mans relationship with the world. Coherence across these themes is achieved by one over-arching theme of relationships starting with love and tension in personal and family relationships. From the family, the focus shifts to a wider context and examines conflict between nations (war poems, protest songs) before focusing on mans responsibility to himself and fellow man in the wider global context (technology, the environment etc.). Topics chosen for the lectures and tutorials will enable students to understand human relationships and the social fabric of human communities, to engage in critical, interpretive and analytical exploration of human qualities and experiences, and appreciate the ways in which humans express their experiences through literature and arts. The course will include lectures, in-class discussions, visiting speakers, tutorials, as well as exposure to novels, films, visual texts, songs, poems, and short stories.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 48 Literary journal 20 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 20 Total: 144

On completing the course, students will be able to: 1. Demonstrate and articulate appreciation and critical understanding of the complex relationship between literary texts and human experience.
Course Co-ordinator
Dr G.J. Harfitt Division of English Language Education, Faculty of Education 2241 5729 gharfitt@hku.hk
2. Apply and use relevant information from the course themes to make personal responses to texts through writing and discussion tasks on the course. 3. Demonstrate critical thinking and literacy skills when analyzing text and film interpretations of novels.
Teacher(s)
Dr G.J. Harfitt Division of English Language Education, Faculty of Education 2241 5729 gharfitt@hku.hk Dr F. Hyland Division of English Language Education, Faculty of Education 2859 2783 fhyland@hku.hk Ms T. Kempston Division of English Language Education, Faculty of Education 2241 5425 kempston@hku.hk

Assessment Tasks Weighting Literary journal 30 Group presentation on one of the 4 themes during tutorials 30 Essay 40
4. Describe and explain how literary texts and film texts reflect, shape and influence historical perspectives and cultural norms. 5. Display an appreciation of the contribution of literary texts to our everyday world in the ways they reflect on our own behaviour, experience and human development.
95
Humanities
Street Sense: The City and its Environments

Non-Permissible Combination: CCHU9034 Metropolitan Visions: Modernity, Architecture and the City
Required Reading
Banham, R. (1984). Environmental management. In Architecture of the well-tempered environment (2nd ed.). Chicago: University of Chicago Press. Certeau, M. de. (1984). Walking in the city. In The practice of everyday life (S. Rendall, Trans.). Berkeley, CA: University of California Press. Corbin, A. (1988). The foul and the fragrant: Odor and the French social imagination. Cambridge, MA: Harvard University Press. [Selections] Foucault, M. (2002). The eye of power (1974), excerpt. In T. Y. Levin, U. Frohne & P. Weibel (Eds.), Ctrl [space]: Rhetorics of surveillance from Bentham to Big Brother. Karlsruhe, Germany: ZKM Center for Art and Media; Cambridge, MA: MIT Press. Gissen, D. (2009). Subnature: Architectures other environments. New York: Princeton Architectural Press. [Chapters on dankness, smoke, gas and exhaust] Jay, M. (1993). Downcast eyes: The denigration of vision in twentiethcentury French thought. Berkeley, CA: University of California Press. [Selection] Joseph, B. W. (1997). John Cage and the architecture of silence. October, 81, 80-104. Khatchadourian, R. (2009, November 23). The taste makers. The New Yorker. Korsmeyer, C. (1999). Making sense of taste: Food & philosophy. Ithaca, NY: Cornell University Press. [Selections] Thompson, E. (2005). Sound of the city. Noise and noise abatement in the modern city. In M. Zardini (Ed.), Sense of the city: An alternate approach to urbanism. Baden, Switzerland: Lars Mller Publishers. Zardini, M. (2005). The ground of the modern city and the preponderance of asphalt. In M. Zardini (Ed.), Sense of the city: An alternate approach to urbanism. Baden, Switzerland: Lars Mller Publishers. Zardini, M. (2005). Toward a sensorial urbanism. In M. Zardini (Ed.), Sense of the city: An alternate approach to urbanism. Baden, Switzerland: Lars Mller Publishers.
The goal of this course is to give students an understanding of the rich and complex inter-relationship between contemporary urbanism and the environment. With Hong Kong as a laboratory, this course will explore the city as a series of distinct sensorial environments: light and dark, wet and dry, fragrant or noxious, hot or cool; each with its own complex relationships with civic society. How are the different environments of the city created? Which technological innovations were most important in producing the urban environments in which more than 50% of the worlds population live today? What are the implications for society of public space in cities under different environmental conditions? The course introduces students to the historic origins and contemporary theories of the urban environment. Covering both the general trends in social and technological history that drive the development of cities, and specific examples in depth, this course encourages an understanding of the reciprocal relationship between technology and the environment. According to the United Nations Population Fund, 2008 marked the first time in human history that more than half the worlds population, a sum of 3.3 billion people, lived in cities. The effects of this population shift are felt urgently in China, but are relevant and far reaching on a global scale. How has this intense urbanization affected the human environment, and how can future cities be planned for more healthy, pleasant and active spaces? Understanding this will be increasingly important to many fields of study.

On completing the course, students will be able to: 1. Identify and explain the impact of urban development on the human environment.
Course Co-ordinator
Ms T.Y.C. Kee Department of Architecture, Faculty of Architecture 2859 2143 tyckee@hku.hk
Study Load
2. Analyze the role of urban development in determining the urban environment in terms of its effect on society. 3. Engage in debates on the role of urban development in determining the urban environment in terms of its effect on society.
Teacher(s)
Ms T.Y.C. Kee Department of Architecture, Faculty of Architecture 2859 2143 tyckee@hku.hk Professor D.C.K. Hui Department of Architecture, Faculty of Architecture

Weighting Assessment Tasks Essay / Report Writing 70 Presentation 30
96
Humanities
Music and the Human Body
Required Reading
Extracts from: Davidson, J. W. (2001). Music and the Body. In C. Blakemore & S. Jennett (Eds.), The Oxford companion to the body. Oxford: Oxford University Press. Davidson, J. W. (2005). Bodily communication in musical performance. In D. Miell, R. MacDonald & D. J. Hargreaves (Eds.), Musical communication (pp. 215-238). New York: Oxford University Press. Gritten, A., & King, E. (Eds.). (2006). Music and gesture: New perspectives on theory and contemporary practice. Aldershot, UK: Ashgate. Hodges, D. A., & Sebald, D. C. (2011). Music in the human experience. New York: Routledge. Hutcheon, L., & Hutcheon, M. (1996). Opera: Desire, disease, death. Lincoln: University of Nebraska Press. [pp. 48-59] Johnson, M. (2007). The meaning of the body: Aesthetics of human understanding. Chicago: University of Chicago Press. [pp. 243-247, 259-262] Levitin, D. J. (2006). This is your brain on music: The science of a human obsession. New York: Dutton. [pp. 83-110] Mason, D., & Wigmore, R. (2013). Voice. In Grove Music Online, Oxford Music Online. From http://www.oxfordmusiconline.com:80/ subscriber/article/opr/t114/e7201 McCarthy, K. (2006). Not pretty girls? Sexuality, spirituality, and gender construction in womens rock music. The Journal of Popular Culture, 39(1), pp. 69-94. Miell, D., MacDonald, R., & Hargreaves, D. J. (Eds.). (2005). Musical communication. New York: Oxford University Press. Palmer, A. (2000). Divas-- in their own words: Fifty sopranos and mezzo-sopranos talk about their voices and careers. Nottingham, UK: Vernon Press. Potter, J. (2013). Singing. In The Oxford Companion to Music, Oxford Music Online. From http://www.oxfordmusiconline.com:80/ subscriber/article/grove/music/25869 Rosen, C. (2002). Piano notes. New York: The Free Press. Sacks, O. (2007). Musicophilia: Tales of music and the brain. New York and Toronto: Alfred A. Knopf. [pp. 248-258] Sandor, G. (1981). On piano playing: Motion, sound and expression. New York: Schirmer Books. Straus, J. N. (2011). Extraordinary measures: Disability in music. New York: Oxford University Press. [pp. 15-17, 26-29, 125-132, 136-138, 143145] Sudnow, D. (2001). Ways of the hand: A rewritten account. Cambridge, MA: MIT Press. Thompson, E. (2002). The soundscape of modernity. Architectural acoustics and the culture of listening in America, 1900-1933. Cambridge, MA: MIT Press Thompson, W. F. (2009). Music, thought, and feeling: Understanding the psychology of music. New York: Oxford University Press. [pp. 151-181] White, J. (1996). Teaching classical ballet. Gainesville, FL: University Press of Florida. Wakin, D. J. (2012, April 6). The Maestros mojo. The New York Times. Wollen, P. (1992). Singin in the rain. London: British Film Institute. Zatorre, R. (2005). Music, the food of neuroscience? Nature, 434, 31215.
The course will illustrate the full extent of the role of the body in music making and listening. Our initial goal is to revisit the ears astonishing synthetic and analytical powers in the context of a holistic view of music as the (literal) embodiment of sound. To this end, we will use the human body as a map for the topics covered in the semester. More than a mere gimmick, the idea of the body-as-map will help the students grasp the rationale that guides our choice of topics while at the same providing a clearly defined conceptual anchor for their tutorials, readings, and assignments. The repertory will mingle the familiar with the less familiar. Many of our case studies will be drawn from the vocal and instrumental repertories of the Western Classical Tradition, Opera, and Musical Multimedia. There will also be significant forays into early musical practices as well as dance, religious, and popular music of other traditions. Whether performed, danced or listened to, music is an appealing starting point for challenging the old, rigid separations between nature and culture on the one hand, and body and mind on the other. Music and the Human Body aims to make good on this premise by examining the fluid and extraordinarily productive relationship between physiology, psychology, and culture as exemplified by a wide range of types of musical behaviour. Assessment: 100% coursework
Assessment Tasks Reflective journal Class/tutorial participation In-class tests Weighting 60 10 30
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 48 Assessment: Journal 36 Total: 120

On completing the course, students will be able to: 1. Demonstrate a deep awareness of music and its roots in the body through the appraisal of various functions of the body in perceiving and making music.
Course Co-ordinator
Dr G. Biancorosso School of Humanities (Music), Faculty of Arts 3917 5209 rogopag@hku.hk
2. Critically revisit the traditional separation of the mind and the body in the light of embodied nature of musical thinking. 3. Illustrate an understanding of the intertwined nature of the relationship between biology and culture through the paradigmatic example of music. 4. Utilize a broad conceptual and perceptual toolkit for the appreciation of music as a creative art. 5. Integrate knowledge gained from multidisciplinary perspectives and apply such knowledge to the experience of music in everyday life.
Teacher(s)
Dr G. Biancorosso School of Humanities (Music), Faculty of Arts 3917 5209 rogopag@hku.hk
97
Humanities
Sexuality and Culture
Non-Permissible Combination: CCHU9007 Sexuality and Gender: Diversity and Society CCHU9015 Sex and Intimacy in Modern Times
Required Reading
Donnan, H., & Magowan, F. (2010). The anthropology of sex. New York: Berg. Foucault, M. (1990). The history of sexuality. New York: Vintage Books. Phillips, K., & Reay, B. (2002). Sexualities in history: A reader. New York: Routledge.
This course looks at relationships between sexuality and culture, bringing in speakers from the Faculties of Education, Arts, Humanities and Law, and drawing upon a range of writers and thinkers on sexuality, upon real events and their coverage in the media, and upon creative works from the world of fine art, literature, music and film. First of all we examine sexuality (that range of experiences and expressions of ourselves as sexual beings) as an aspect of our humanity. We look at the part that sexuality plays in the human condition, paying attention to the ways in which sexuality can intersect with other aspects of what we believe it is to be human. We then look at the ways in which, historically, different cultures have reflected and shaped not only the ways people have thought and talked sexuality, but also how they have experienced and expressed sexuality. We look, for example, at how sexuality has been described and portrayed in the creative and performing arts. We examine how, in our own increasingly complex, technological and globalized world, culture both reflects and shapes contemporary ideas, experiences and expressions of sexuality. We ask how the study of the relationships between sexuality and culture at other times and in other places can inform our contemporary thinking about sexuality.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 60 Studying movies, audiofiles etc 8 Assessment: Presentation (incl preparation) 18 Assessment: Reflective journal 18 Assessment: NOTE: Participation slips will be completed in lecture, and will therefore not imply additional workload hours 0 Total: 140

On completing the course, students will be able to: 1. Describe and explain the ways in which human sexuality (the ways we think and talk about it, as well as the way we experience and express it) contributes to our sense of self, and intersects with other facets of self.
Course Co-ordinator
Professor S.J. Andrews Faculty of Education
2. Describe, compare and contrast the ways in which broader culture has in different times and places shaped sexual discourse, experience and expression (and related facets of self), as well as in turn being shaped by changing discourses, and ways of experiencing and expressing sexuality. 3. Identify the facets of broad contemporary culture which reflect and/or shape our modern discourse, experience and expression of, sexuality, and which may (for better or worse) reflect and shape our sexualities in the short-to-mid term future. 4. Evaluate the extent to which there is a homogenization of human sexuality in our modern world, and analyze the effects of any such homogenization.
Teacher(s)
Dr S.J. Winter Division of Policy, Administration and Social Sciences Education, Faculty of Education 2859 1901 sjwinter@hku.hk Dr M.M.H. Wan Department of Law, Faculty of Law 3917 4349 mwan@hkucc.hku.hk Dr W.C.W. Wong Department of Family Medicine and Primary Care, Li Ka Shing Faculty of Medicine 2518 5650 wongwcw@hku.hk

Assessment Tasks Questions for reflection Reflective journal Contribution in tutorials Small group web presentation Weighting 25 25 25 25
98
Humanities
Human Language: Nature or Nurture?
Required Reading
Selected chapters from: Everett, D. (2012). Language: The cultural tool. New York: Pantheon. Jackendoff, R. (2012). A users guide to thought and meaning. Oxford: Oxford University Press. Pinker, S. (1994). The language instinct. New York: W. Morrow and Co. Samson, G. (2005). The language instinct debate. London: Continuum.
Language is an indispensable part of human experience, and yet, the ability to construct linguistic structures to make oneself understood and to interpret correctly the structures that others have produced is, almost always, taken for granted. The understanding of this course description is, in fact, made possible by a number of highly complex linguistic/cognitive processes in our mind. A fundamental question that arises, then, is how we human beings come to have this ability to possess and apply knowledge of language. How is it possible to obtain knowledge of language? Is language unique and specific to human beings? What are the stages of language acquisition? There are a number of different hypotheses regarding how human beings obtain knowledge of natural language. On the nature side, researchers argue that human beings are born with the ability to acquire and process language. Proponents on the nurture side, however, think that our ability to use language is learnt, much like how our other cognitive and intellectual abilities are learnt. In this course, students will be taken through a critical survey of these hypotheses, and consider what the various views tell us about the nature of the human mind. This course is of relevance and interest to anyone who uses language.
Study Load
Number of hours Activities Lectures 24 Tutorials 8 Reading / Self-study 30 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 42 Total: 134

On completing the course, students will be able to: 1. Appreciate the nature vs. nurture debate in language, and demonstrate awareness of the presence of the nature vs. nurture debate in other disciplines.
Course Co-ordinator
Dr O.S.C. Lam School of Humanities (Linguistics), Faculty of Arts 3917 2758 osclam@hku.hk
2. Identify the basic issues regarding human beings ability to acquire knowledge of language. 3. Compare and contrast the various behaviorist, nativist and social interactionist views on human beings ability to acquire knowledge of language.
Teacher(s)
Dr O.S.C. Lam School of Humanities (Linguistics), Faculty of Arts 3917 2758 osclam@hku.hk

Assessment Tasks Tutorial participation and assignments/discussions Brief review of literature Poster, group presentation and/or debate Writing assignment Weighting 20 20 30 30
4. Use relevant information to critically evaluate the arguments that support or challenge the various hypotheses. 5. Support their own views regarding the different theories of language acquisition by drawing relevant linguistic, cognitive, and philosophical evidence.
99
Humanities
Thinking Women: Their Oppression and Resistance
Required Reading
Introductory reading: Easton, A. (1996). What is womens studies? In T. Cosslett, A. Easton & P. Summerfield (Eds.), Women, power and resistance (pp. 1-12). Philadelphia: Oxford University Press. Purvis, J. (2004). Womens history today. History Today, 54(11), 40-42. In addition, students will be set one weekly required reading. This reading will be a short paper or book chapter (max. 20 pages). The readings will be used in the tutorials.
Should women be educated? And what should they be educated for? Are women more likely than men to be mad? Should they have access to birth control? And how should they dress? Should they have the right to vote and enter politics? This course explores womens struggle for empowerment, across time, space, and culture. In the diverse societies of East and West, North and South, women have been viewed as other that is foreign to the masculine world of thinking, debate, and civil duty. Women have had to fight for equality. Feminism emerged as a movement to defend womens rights and this work remains important in many societies today. The course considers the way in which religion, science and philosophy has positioned women as other and explores womens experiences in areas of life such as politics, education, health, and fashion. Centrally, we will discuss those thinking women who set out to challenge and resist limitations on how they could live their lives as women. Modern day thinking women will bring our journey to a conclusion.
Study Load
Activities Number of hours Lectures 22 Tutorials 12 Reading / Self-study 40 Assessment: Group tutorial leadership 10 Assessment: Individual tasks 50 Total: 134

On completing the course, students will be able to: 1. Explain the social and cultural construction of gender stereotypes at different historical points.
Course Co-ordinator
Dr S.J. Aiston Division of Policy, Administration and Social Sciences Education, Faculty of Education 2241 5426 aiston@hku.hk
2. Analyze the consequences of such constructions on womens status and input. 3. Examine womens resistance and agency at different times and in different global contexts. 4. Assess how the historiography relates to womens position today.
Teacher(s)
Dr S.J. Aiston Division of Policy, Administration and Social Sciences Education, Faculty of Education 2241 5426 aiston@hku.hk

Assessment Tasks Weighting Group tutorial leadership 20 Reflection writing 20 Project 60
100
Humanities
Creative Arts as a Way of Knowing
Required Reading
Key readings: Cooper, D. E. (Ed.). (1997). Aesthetics: The classic readings. Oxford; Malden, MA: Blackwell Publishers. [Chaps. 5, 13, 14] Turner, M. (Ed.). (2006). The artful mind: Cognitive science and the riddle of human creativity. New York: Oxford University Press. [Chaps. 3, 7] More readings will be selected from up-to-date journal articles, magazine articles, Internet resources, newspapers, excerpts of music concerts, dance performances, drama performances, art exhibition etc.
Understanding human existence and the world is broader than scientific comprehension. In every culture and moment of history, expression of the human experience is based as much in literal and verbal discourses as it is in the arts. Visual arts, music, dance, drama, poetry, and literature have provided imagery to document, explore and understand life. The symbolic and multiple meanings conveyed through both viewing and creating art offers enormous space in which imagination and creativity can be cultivated for knowledge. A guiding question throughout this course is, How do the creative arts increase our ability to know more about the world, others, and ourselves? Beginning with the roots of art expression in ritual settings offers an approach to seeing art as innate to the human experience, particularly in bringing order, making meaning and transforming the ordinary. This same urge to create allows us to appreciate the arts for expressing emotion, sharing thoughts, and reflecting on attitudes. As such, the arts serve as a vehicle for enhancing an empathic and intimate understanding of others and oneself. Engaging in creative arts offers unlimited access to unique, non-verbal, and sometimes unconscious content of human experience, thereby promoting world, other and self-understanding.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Fieldwork / Visits 4 Reading / Self-study 30 Individual reflective log 14 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 30 Assessment: Quiz (incl preparation) 20 Total: 164

On completing the course, students will be able to: 1. Analyze the intersection of anthropological, neuroscientific, psychological and aesthetic philosophical theories as they influence understanding of arts as a way of knowing.
Course Co-ordinator
Dr R.T.H. Ho Department of Social Work and Social Administration, Faculty of Social Sciences 3917 0506 tinho@hku.hk
2. Articulate the value of engaging the arts as a means of knowing as it promotes creativity, imagination, subjective awareness and multileveled interpretations. 3. Recognize the various ways in which the arts can be used to increase awareness of global issues and concerns, foster interpersonal relationships and facilitate self-actualization. 4. Demonstrate increased awareness and critical understanding of the world, others, and self, as a result of direct participation in the process of individual and/or group creative arts expressions.
Teacher(s)
Dr R.T.H. Ho Department of Social Work and Social Administration, Faculty of Social Sciences 3917 0506 tinho@hku.hk Dr J.S. Potash Centre on Behavioral Health, Faculty of Social Sciences 2831 5199 jspotash@hku.hk

Assessment Tasks Weighting Participation in lectures and tutorials 10 Quiz 10 Reflection writing 20 Essay 20 Project 40
101
Humanities
Vision: The Science and Art of Perception
Required Reading
Alissa, I. (1995). The illusion of reality or the reality of illusion Hallucinations and culture. British Journal of Psychiatry, 166, 368373. Bainbridge, D. (2009). Teenagers: A natural history. London: Portobello. Bottino, A., & Laurentini, A. (2010). The analysis of facial beauty: An emerging area of research in pattern analysis. Lecture Notes in Computer Science, 6111, 425-435. Cobb, M. (2006). The egg & sperm race: The seventeenth-century scientists who unravelled the secrets of sex, life and growth. London: Free Press. Cross, J. F., & Cross, J. (1971). Age, sex, race, and perception of facial beauty. Developmental Psychology, 5(3), 433-439. Hrabosky, J. I., Cash, T. F., Veale, D., Neziroglu, F., Soll, E. A., Garner, D. M., et al. (2009). Multidimensional body image comparisons among patients with eating disorders, body dysmorphic disorder, and clinical controls: A multisite study. Body Image, 6(3), 155-163. Jefferson, Y. (2004). Facial beauty Establishing a universal standard. International Journal of Orthodontics, 15(1), 9-22. Miller, K. J., Gleaves, D. H., Hirsch, T. G., Green, B. A., Snow, A. C., & Corbett, C. C. (2000). Comparisons of body image dimensions by race/ethnicity and gender in a university population. International Journal of Eating Disorders, 27(3), 310-316. Patnaik, V., Rajan, S., & Sanju, B. (2003). Anatomy of A beautiful face & smile. Journal of the Anatomical Society of India, 52(1), 74-80. Powell, N., & Humphreys, B. (1984). Proportions of the aesthetic face. New York: Thieme-Stratton.
We use vision as a means to illustrate that perception depends on the interaction of body and mind. The course will cover the following topics: (i) Seeing is believing Our eye can be easily fooled and sometimes we see what we want to or expect to see. Under this topic, we will learn how we see and explore the nature of illusion, delusion and hallucination; (ii) Can we trust our eyes? This looks at digital photography and photojournalism. We will examine how a picture tells a story and find out how our perception can be manipulated to influence our perception; and (iii) Looking at you, looking at me Popular culture can objectify our bodies and endorse a value system that is based on self-image and physical attractiveness. The way we see ourselves and others affects the way we think, feel and behave.

On completing the course, students will be able to: 1. Compare the way pictures are captured by a camera with the perception we acquire through sight.
Course Co-ordinator
Professor D.S.H. Wong Department of Ophthalmology, Li Ka Shing Faculty of Medicine 3962 1413 shdwong@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 40 Movie viewing 4 Finding materials from the Internet/magazines, newspapers or books 10 Assessment: Short essay (formative) 6 Assessment: Dissertation 20 Assessment: Photo essay 16 Total: 132
2. Analyze how images can be digitally manipulated to influence our perceptions. 3. Differentiate when it comes to beauty, the subjective from the objective. 4. Critically debate the value-system of a society based on outward appearance.
Teacher(s)
Professor D.S.H. Wong Department of Ophthalmology, Li Ka Shing Faculty of Medicine 3962 1413 shdwong@hku.hk Professor G.C.F. Chan Department of Paediatrics and Adolescent Medicine, Li Ka Shing Faculty of Medicine 2255 4091 gcfchan@hku.hk Dr M.M. Marcet Department of Ophthalmology, Li Ka Shing Faculty of Medicine 2817 5085 marcet@hku.hk

Assessment Tasks Essay In-class presentation Class discussion Literature review Weighting 40 20 30 10
102
Humanities
Critical Readings of Popular Culture
Required Reading
Fairclough, N., Mulderrig, J., & Wodak, R. (2011). Critical discourse analysis. In T. A. van Dijk (Ed.), Discourse studies: A multidisciplinary introduction (2nd ed.). London: SAGE. Kress, G. R., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London; New York: Routledge. [e-book version available through HKU library website] Storey, J. (2003). Cultural studies and the study of popular culture (2nd ed.). Athens, GA: The University of Georgia Press.
Popular culture is a powerful source of fun, excitement, fantasies, desires as well as social controversies. It propagates and circulates cultural and subcultural images and texts, encourages communal identities and affiliations, but also underlines social divisions and prejudices. It is embedded in our increasingly global capitalist consumption culture, and constructs notions and stereotypes of race, gender, class, sexuality, physical dis/ability, different religious persuasions and so on. We are immersed in popular culture in our everyday life often without having a chance to critically reflect on how our own sense of self and our ways of seeing things and relating to others are implicitly shaped by the many popular cultural texts that we consume pleasurably (e.g., TV dramas, movies, fiction, pop music, on-line games, youtube videos). This course is designed to arouse students interest in taking a critical, fresh look at what seems familiar, ordinary and innocent by drawing on concepts and analytical tools from cultural studies and critical discourse analysis to rethink and re-examine what has been taken for granted in our pleasurable everyday consumption of popular culture. Guest speakers from the popular cultural industries will be engaged to provide insider perspectives on the making of popular cultural texts.
Study Load
Activities Number of hours Lectures 20 Tutorials 12 Seminars 4 Reading / Self-study 50 Collecting examples of popular culture genres 12 Assessment: Individual portfolio 30 Assessment: Presentation (incl preparation) 20 Total: 148

On completing the course, students will be able to: 1. Describe and explain the origin and development of different popular cultural genres from the perspectives of major critical cultural theories.
Course Co-ordinator
Dr A.M.Y. Lin Division of English Language Education, Faculty of Education 2859 2784 angellin@hku.hk
2. Describe and explain with specific examples the roles played by both the linguistic and non-linguistic modes of communication such as visuals, sounds, music, colours and moving images in the construction of multimodal popular cultural texts from both local and global contexts. 3. Interpret and formulate arguments about the ideological functions and impact of different popular cultural genres in contemporary social life in both local and global cultural contexts. 4. Explain and interpret the significance and impact of popular culture on ones own worldviews and beliefs regarding different social issues and social groups (e.g., related to race, class, gender, sexuality, religious persuasions, etc.). 5. Apply knowledge and understanding of the theories and analytical tools learnt to conduct critical analysis of popular cultural texts.
Teacher(s)
Dr A.M.Y. Lin Division of English Language Education, Faculty of Education 2859 2784 angellin@hku.hk Dr M. Perez-Milans Division of English Language Education, Faculty of Education 2219 4343 mpmilans@hku.hk

Assessment Tasks Group presentation Individual portfolio Weighting 30 70
103
Humanities
The Press, the Public and the Public Sphere
Required Reading
Christians, C. G., Glasser, T. L., & McQuaid, D. (2009). Normative theories of the media: Journalism in democratic societies. Urbana, IL: University of Illinois Press. [Selected chapters] Gillmor, D. (2004). We the media: Grassroots journalism by the people, for the people. Sebastopol, CA: OReilly. [Selected chapters] Habermas, J. (1989). The structural transformation of the public sphere: An inquiry into a category of Bourgeois society (T. Burger, Trans.). Cambridge, UK: Polity Press. Lippmann, W. (1922/1965). Public opinion. New York: Free Press. [Chap. 1] Schudson, M. (2003). The sociology of news. New York: W. W. Norton. [Selected chapters]
What is the role of the press in a modern society, and are there minimum standards that you as a citizen can expect from the press? What is the relationship between the press, the public and government in different societies? Has the growth of social media made the traditional press increasingly irrelevant as a forum for spreading information and opinions? These are some of the challenging questions that this course will examine. The course aims to help students become better citizens by allowing them to develop a critical understanding of the different theories of the press and its functions, looking at institutional, governmental and business constraints on the press in different countries in the region, and looking at new models of citizen journalism and social media and the impact they might have on the relationship between the press, the public and government. The course will expose students to different theoretical frameworks for understanding the functions of the media in democratic and authoritarian societies, the concept of the public sphere and its role in the formation of public opinion, and the role of public opinion in governance. They will use these concepts to assess the performance of the media by critically analyzing media reports and assessing their quality.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 60 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 20 4 Assessment: Quizzes (incl preparation) Total: 148

On completing the course, students will be able to: 1. Critically evaluate various theories on the role of press in society.
Course Co-ordinator
Mr T. Abraham Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4017 thomas@hku.hk
2. Apply this understanding to critically examine news reports in the press. 3. Demonstrate understanding of how the public sphere is constituted in different societies. 4. Understand the relationship between the press, public opinion and public policy. 5. Evaluate the quality of information appearing in social media and other new forms of information exchange.
Teacher(s)
Mr T. Abraham Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4017 thomas@hku.hk

Assessment Tasks Weighting Essay / Report writing 40 In-class presentation 20 Quizzes 20 Participation in lectures and tutorials 20
104
Education in the critical faculty is the only education of which it can be truly said that it makes good citizens. William Graham Sumner
Global Issues
Course Code // CCGL9001
Hong Kong Cinema through a Global Lens

Required Reading
Selections from: Cheung, E. M. K. (2009). Fruit Chans Made in Hong Kong. Hong Kong: Hong Kong University Press. [Chap. 2] Chu, Y. W. (2004). Introduction: Globalization and Hong Kong film industry. In E. M. K. Cheung & Y. W. Chu (Eds.), Between home and world (pp. 2-15). Hong Kong: Oxford University Press. Collier, J. (2007). The Noir East: Hong Kong filmmakers transmutation of a Hollywood genre? In G. Marchetti & S. K. Tan (Eds.), Hong Kong film, Hollywood and the global cinema (pp. 137-145). London: Routledge. Corrigan, T. (2005/2011). A short guide to writing about film. New York: Longman. Desser, D. (2005). Making movies male: Zhang Che and the Shaw Brothers martial arts movies, 1965-1975. In L. K. Pang & D. Wong (Eds.), Masculinities and Hong Kong cinema (pp. 17-34). Hong Kong: Hong Kong University Press. Erens, P. (2000). Time, memory, and the construction of identity in Song of the exile. Cinema Journal, 39(4), 43-59. Ford, S. (2008). Mabel Cheung Yuen-Tings An autumns tale. Hong Kong: Hong Kong University Press. Fore, S. (1997). Jackie Chan and the cultural dynamics of global entertainment. In S. H. Lu (Ed.), Transnational Chinese cinemas: Identity, nationhood, gender (pp. 239-262). Honolulu: University of Hawaii Press. Fore, S. (2001). Life imitates entertainment: Home and dislocation in the films of Jackie Chan. In C. M. E. Yau (Ed.), At full speed: Hong Kong cinema in a borderless world. Minneapolis, MN; London: University of Minnesota Press. [Excerpt from pp. 133-137] Li, C. T. (1996). Popular cinema in Hong Kong. In G. Nowell-Smith (Ed.), The Oxford history of world cinema (pp. 701-711). New York: Oxford University Press. Liu, J. J. Y. (1967). The Chinese knight errant. Chicago: University of Chicago Press. Lo, K. C. (2001). Transnationalization of the local in Hong Kong cinema of the 1990s. In C. M. E. Yau (Ed.), At full speed: Hong Kong cinema in a borderless world. Minneapolis, MN; London: University of Minnesota Press. [Excepts from pp.262-265, 270-275] Magnan-Park, A. H. J. (2011). Restoring the transnational from the abyss of ethnonational film historiography: The case of Chung Chang Wha. The Journal of Korean Studies, 16(2), 249-284. Marchetti, G. (2001). Jackie Chan and the black connection. In M. Tinkcom & A. Villarejo (Eds.), Keyframes: Popular cinema and cultural studies (pp. 137-158). London: Routledge. Pang, L. K. (2007). Jackie Chan, tourism, and the performing agency. In G. Marchetti & S. K. Tan (Eds.), Hong Kong film, Hollywood, and the new global cinema (pp. 206-218). London: Routledge. Sima, Q. [Ssu-ma, Chien]. (1968). Records of the grand historian of China (B. Watson, Trans.). New York: Columbia University Press. Teo, S. (2007). Director in action: Johnnie To and the Hong Kong action film. Hong Kong: Hong Kong University Press. [Excerpts] Teo, S. (2008). Promise and perhaps love: Pan-Asian production and Hong KongChina interrelationship. Inter-Asia Cultural Studies, 9(3), 341-358. Teo, S. (2010). Film and globalization: From Hollywood to Bollywood. In B. S. Turner (Ed.), The Routledge international handbook on globalization studies (pp. 412-428). New York: Routledge. Yau, C. M. E. (2001). Introduction: Hong Kong cinema in a borderless world. In C. M. E. Yau (Ed.), At full speed: Hong Kong cinema in a borderless world (pp. 1-28). Minneapolis, MN; London: University of Minnesota Press. Yue, A. (2010). Ann Huis Song of the exile. Hong Kong: Hong Kong University Press.
In an age where cross-cultural interactions and global traffics are frequent, Hong Kong cinema cannot be regarded merely as a local cinema. It is an interesting site where complex global processes can be traced. Flows of capital, film personnel, technologies, ideas and creativity are vibrantly circulating inside and outside the cultural industry of filmmaking, resulting in phenomena such as transnational coproductions and cross-cultural co-operations. These dynamic processes are inflected in characterization, plot development, and space-time configurations on Hong Kong screens. This course takes students on an interdisciplinary exploration of the local-global interactions from a variety of approaches. With a selection of Hong Kong films, the course aims to help students attain a thorough understanding of the two-way relationship between the local, popular entertainment and the global film scene by investigating the major questions concerning globalization. Film critics and scholars will be invited to conduct guest lectures. Course Learning Outcomes
On completing the course, students will be able to: 1. Review the multi-faceted nature of globalization by acquiring new knowledge about Hong Kong cinema in the global context.
Course Co-ordinator
First semester Dr A.H.J. Magnan-Park School of Humanities (Comparative Literature), Faculty of Arts 3917 8212 ahjmp@hku.hk Second semester Dr E.C.M. Yau School of Humanities (Comparative Literature), Faculty of Arts 3917 5110 yaue@hku.hk
2. Identify key concepts that illustrate the interconnected relationship between the global scene and local lives through analysis of cinematic texts and film-institutional practices. 3. Articulate the complexity of identity issues in a global world through discussions of filmic texts and filmmakers experiences. 4. Communicate effectively in oral and written forms through their analyses and discussions of cinematic and cultural texts.
Teacher(s)
First semester Dr A.H.J. Magnan-Park School of Humanities (Comparative Literature), Faculty of Arts 3917 8212 ahjmp@hku.hk Dr W.L.M. Yee School of Humanities (Comparative Literature), Faculty of Arts 3917 2869 yeelmw@hku.hk Dr F.Y.W. Law School of Humanities (Comparative Literature), Faculty of Arts 3917 2765 lawfiona@hku.hk Dr E.C.M. Yau School of Humanities (Comparative Literature), Faculty of Arts 3917 5110 yaue@hku.hk Second semester Dr E.C.M. Yau School of Humanities (Comparative Literature), Faculty of Arts 3917 5110 yaue@hku.hk Dr F.Y.W. Law School of Humanities (Comparative Literature), Faculty of Arts 3917 2765 lawfiona@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 60 Film viewings 36 15 Assessment: Essay / Report writing Assessment: Presentation (incl preparation) 13 Total: 158

Selections From: Chan, F. (Director). (1997). [Made in Hong Kong]. Chan, G. (Director). (1994). [Fist of legend]. Chan, J. (Director). (1998). ? [Who am I?] Chan, P. (Director). (2005). [Perhaps Love]. Chan, P. (Director). (2007). [Comrades: Almost a love story]. Chang, C. (Director). (2004). [The new one-armed swordsman]. Cheung, M. (Director). (1987). [An autumns tale]. Chow, S. (Director). (2004). [Kung fu hustle] Chung, C. W. (Director). (2004). [King boxer (Five fingers of death)]. Hui, A. (Director). (1990). [Song of the exile]. To, J. (Director). (1999). [The mission]. Tong, S. (Director). (1995). [Rumble in the Bronx]. Tse, B. (Director). (2009). [McDull: Kungfu Kindergarten]. Wong, K. W. (Director). (1994). [Chung King express].

Assessment Tasks Film report Group presentation (with report) Final essay Tutorial participation Weighting 20 25 40 15
Dr A.H.J. Magnan-Park School of Humanities (Comparative Literature), Faculty of Arts 3917 8212 ahjmp@hku.hk Dr W.L.M. Yee School of Humanities (Comparative Literature), Faculty of Arts 3917 2869 yeelmw@hku.hk
106
http://commoncore.hku.hk/ccgl9001
Global Issues
Course will be offered twice Lecture Time // Section 1 First semester (Sat); Section 2 Second semester (Wed)
Hong Kong Culture in the Context of Globalization

Non-Permissible Combination: CCGL9026 Think Global, Act Local: You, Hong Kong, and the World
Required Reading / Films

Bryman, A. (2004). The disneyization of society. London; Thousand Oaks, CA: Sage Publishers. Community Cultural Concern (2009, Oct 9). Preserving Edinburgh Place as a monument. Hong Kong: Heritage Watch. Engelhardt, R. (2002). The management of world heritage cities: Evolving concepts, new strategies. Review of Culture, 17-25. Giroux, H. A. (1999). The mouse that roared: Disney and the end of innocence. Lanham, MD: Rowman & Littlefield. [pp. 63-81, 83-121] Harvey, D. (2000). From managerialism to entrepreneurialism: The transformation in urban governance in late capitalism. In M. Miles, I. Borden & T. Hall (Eds.), The city cultures reader (pp. 50-59). London; New York: Routledge. Harvey, D. (2005). A brief history of neoliberalism. Oxford; New York: Oxford University Press. [Selected chapter and excerpts] Mommaas, H. (2004). Cultural clusters and the post-industrial city: Towards the remapping of urban cultural policy. Urban Studies, 41(3), 507-532. Picker, M. (Director). (2001). Mickey Mouse monopoly. [Film] Ritzer, G. (2004). The McDonaldization of society. Thousand Oaks, CA: Pine Forge Press. [Chap. 1] Spurlock, M. (Director). (2004). Super size me. [Film] Szeto, M. M. & Chen, Y. C. (2011). Mainlandization and neoliberalism with post-colonial and Chinese characteristics: Challenges for the Hong Kong film industry. In J. Kapur & K. Wagner (Eds.), Neoliberalism and global cinema: Capital, culture, and Marxist critique. New York: Routledge. Williams, R. (1985). Keywords: A vocabulary of culture and society (Rev. ed.). New York: Oxford University Press. [Selected keywords] Williams, R. (2000). Culture is ordinary. In G. Bradford et al. (Eds.), The politics of culture: Policy perspectives for individuals, institutions, and communities. New York: New Press: Distributed by W. W. Norton.
Globalization has become the keyword to signify the profound changes common to contemporary human experience. This course provides an interdisciplinary and critical analysis of the impact of globalization on Hong Kong culture. We start by asking: What is culture? What are the important global cultural trends that Hong Kong also participate in and contribute to? What aspects of globalization are relevant to the study of Hong Kong culture? How can postcolonial Hong Kong culture offer new ways to understand the relation between the colonial past and the present global world order? How can we understand the global-local cultural dynamics that drives Hong Kong into the future? What will we learn about Hong Kong culture if we adopt new critical and self-reflective perspectives? The course introduces key concepts and theories of globalization by focusing on cultural analyses and critical cultural responses to globalization. Particular emphasis is placed on the creative media, transnational cultural industries and global cultural phenomena relevant to everyday Hong Kong experience. This includes the analysis of Hong Kongs participation in global cultural trends like the creation of cultural districts, the changing emphasis on cultural industries, the conditions of cultural production and consumption, the proliferation of urban redevelopment framed in terms of cultural heritage preservation and tourism, as well as the transformations in our everyday experience due to global cultural trends like the Disneyization and McDonaldization of society, new technologies of video and internet gaming and other new media phenomena.

On completing the course, students will be able to: 1. Demonstrate awareness and understanding of the relation of Hong Kong culture to issues of globalization and culture.
Course Co-ordinator
Dr M.M. Szeto School of Humanities (Comparative Literature), Faculty of Arts 3917 2868 mmszeto@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 58 Cultural tour 6 Assessment: Essay / Report writing 32 Assessment: Presentation (incl preparation) 8 Assessment: Mid-term test (incl preparation) 12 Total: 150
2. Interpret local and cross-cultural texts and case studies on globalization and culture. 3. Demonstrate awareness and understanding of the interconnectedness of the cultural and economic aspects of globalization. 4. Examine and critique issues of globalization from a range of different theoretical perspectives. 5. Critically question and reflect on mainstream values and assumptions about globalization, particularly in the local context of Hong Kong. 6. Apply critical theories to respond creatively to issues of globalization that are observable in local communities or comparable foreign cases.
Teacher(s)
Dr M.M. Szeto School of Humanities (Comparative Literature), Faculty of Arts 3917 2868 mmszeto@hku.hk

Assessment Tasks Test Term essay Presentation Tutorial participation, discussion, presentations Weighting 20 40 30 10
107
Global Issues
Contagions: Global Histories of Disease
Required Reading
Extracts from: Bashford, A., & Hooker, C. (2001). Contagion: Historical and cultural studies. London: Routledge. Crosby, A. W. (2003). The Columbian exchange: Biological and cultural consequences of 1492 (30th anniversary ed.). Westport, CT: Praeger. [Chaps. 1, 6] Crossley, P. K. (2008). What is global history? Cambridge, UK; Malden, MA: Polity. Farmer, P. (1999). Infections and inequalities: The modern plagues. Berkeley, CA: University of California Press. Garrett, L. (1995). The coming plague: Newly emerging diseases in a world out of balance. New York: Penguin. Harrison, M. (2012). Contagion: How commerce has spread disease. New Haven, CT: Yale University Press. Hays, J. N. (1998). The burdens of disease: Epidemics and human response in western history. New Brunswick, NJ: Rutgers University Press. Le Roy Ladurie, E. (1981). A concept: The unification of the globe by disease. The mind and method of the historian (pp. 28-83). (S. Reynolds & B. Reynolds, Trans.). Brighton, UK: Harvester Press. Mazlish, B., & Iriye, A. (2005). The global history reader. New York: Routledge. McNeill, W. H. (1976). Plagues and peoples (1st ed.). Oxford: Blackwell. Price-Smith, A. T. (2009). Contagion and chaos: Disease, ecology, and national security in the era of globalization. Cambridge, MA: MIT Press. Rosenberg, C. E. (1992). Explaining epidemics and other studies in the history of medicine. Cambridge; New York: Cambridge University Press. Wald, P. (2008). Contagious: Cultures, carriers, and the outbreak narrative. Durham, NC: Duke University Press. Wolfe, N. (2011). The viral storm: The dawn of a new pandemic age. London: Allen Lane.
How have epidemics shaped the modern world? In what ways has globalization contributed to the spread of disease? And how can historical awareness help us meet the challenges of the present and reconsider the relationship between the local and the global? This course addresses these critical issues from a number of perspectives, mapping the intertwined histories of globalization and infection from fifteenth-century European conquests of the New World to the present. The course explores the economic, political and social processes that have contributed to the rise of global epidemics, including: early modern transoceanic exchanges, the slave trade to the Western hemisphere, global conflicts and epidemics, imperial responses to contagion, the rise of global health agencies after WWII, and emergent twenty-first-century animal-to-human infections such as SARS and avian flu in Asia, Europe, the Americas and Africa. Within this broad scope, the course engages with a number of fundamental questions: How and under what conditions did the unification of the world by disease come about? What challenges to global security does this infectious interconnectedness pose? What potential might globalization offer in helping to contain epidemics? How, and with what consequences, has the past shaped the way we think about contagious outbreaks today?

On completing the course, students will be able to: 1. Analyze how epidemics have shaped the modern world.
Course Co-ordinator
Dr R.S. Peckham School of Humanities (History), Faculty of Arts 3917 7048 rpeckham@hku.hk
2. Demonstrate an awareness of globalizations role in facilitating the spread of disease. 3. Reflect upon and critically consider the value of historical knowledge in meeting current global health challenges. 4. Use a historically-informed approach to critically examine contemporary ideas about contagion.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Fieldwork / Visits 4 Reading / Self-study 34 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 20 Total: 120
Teacher(s)
Dr R.S. Peckham School of Humanities (History), Faculty of Arts 3917 7048 rpeckham@hku.hk

Assessment Tasks Continual assessment and task-focused activities Online portfolio Course project Weighting 35 15 50
108
Global Issues
Governance and Democracy in the Age of Globalization

Non-Permissible Combination: CCGL9006 Asian Regional Governance in an Age of Globalization
Required Reading
Cardoso, F. H., Gaviria, C., & Zedillo, E. (2009, February 23). The war on drugs is a failure. The Wall Street Journal. Giddens, A. (2003). Runaway world: How globalization is reshaping our lives. New York: Routledge. Held, D. (1997). Globalization and cosmopolitan democracy. Peace Review, 9(3), 309-314. Held, D. (2011, October 17). From the American Century to a cosmopolitan order. openDemocracy. From http://www.opendemocracy.net/davidheld/from-american-century-to-cosmopolitan-order Helleiner, E. (2005). The evolution of the international monetary and financial system. In J. Ravenhill (Ed.), Global political economy (pp. 152-175). Oxford: Oxford University Press. Hitchcock, W. I. (2003). The struggle for Europe: The turbulent history of a divided continent, 1945-2002. London: Profile. Keohane, R. O., & Nye, J. S. (2001). Power and interdependence (3rd ed.). New York: Longman. Mazower, M. (2012). Governing the world: The history of an idea. London: Allen Lane. Nam, M. (2003). The five wars of globalization. Foreign Policy, 134, 28-37. Nicholson, M. (2002). International relations: A concise introduction (2nd ed.). Basingstoke, UK: Palgrave Macmillan. ONeill, S. (2011, June 17). How Mexico can win the drug war, Colombias way. Council on Foreign Relations. From http://www.cfr.org/mexico/ mexico-can-win-drug-war-colombias-way/p25298 [Originally published on Bloomberg.com] Pettis, M. (2013). The Great rebalancing: Trade, conflict, and the perilous road ahead for the global economy. Princeton: Princeton University Press. Rawlins, A. (2011, December 13). Mexicos drug war. Council on Foreign Relations. From http://www.cfr.org/mexico/mexicos-drug-war/p13689 Wolf, M. (2004). Why globalization works. New Haven: Yale University Press. Primary source documents (UN Charter, ICC Statute, NATO Treaty, etc.). Newspaper articles because up-to-date examples will be used in the lectures and tutorials.
How can global problems and issues be solved when there is no global government? This issue-driven course explores how the world is likely to be governed in the 21st century. We will examine some of the most important issues and challenges facing the world today: conflicts and global security; the development of the global economy; and the impacts of organized crime, migration, economic crises, and diseases on social stability and the wellbeing of societies. The course elucidates how these challenges are being addresed by a growing variety of actors, some of which are beyond the control of nation-states. The aim is to raise your awareness of the risks globalization poses to state-based governance in general and democracy in particular. The course illustrates the connection between global developments (which often impact on individual societies but can no longer be controlled by them) and the need to bring about effective decision-making arrangements. But how accountable, transparent, and open are these new governance mechanisms? We will analyze the interplay of state-based and international institutions, regimes, and agreements, as well as the emerging impact of private and non-state actors. The aim is to critically reflect on the evolution of global governance and the potential erosion of democracy. Course Learning Outcomes
On completing the course, students will be able to: 1. Compare, explain, and differentiate the basic concepts, terminology, modes, and mechanisms of governance at the global level.
Course Co-ordinator
Dr C.R. Vogt School of Modern Languages and Cultures (European Studies), Faculty of Arts 3917 8046 crvogt@hku.hk
2. Apply conceptual and theoretical frameworks to explore the factors, conditions, and processes which impact on the way governance is administered. 3. Evaluate and critically reflect on how democratic forms of governance are challenged by globalization. 4. Appraise the limitations of strictly national forms of governance and the need for cooperation among diverse stakeholders on a global level.
Teacher(s)
Dr C.R. Vogt School of Modern Languages and Cultures (European Studies), Faculty of Arts 3917 8046 crvogt@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 40 Assessment: Essay / Proposal writing 30 Assessment: Small-group presentation (incl preparation) 5 Assessment: In-class assignment 1 Assessment: Weekly reading assignments 15 Total: 127

Assessment Tasks Short reading assignments Research proposal and outline for the essay Essay Small-group tutorial presentation In-class assignment Weighting 25 10 35 10 20
109
Global Issues
Poverty, Development, and the Next Generation: Challenges for a Global World
Non-Permissible Combination: CCGL9025 The Political Economy of Growth and Poverty in the World
Required Reading
Brautigam, D. (2009). The dragons gift: The real story of China in Africa. Oxford; New York: Oxford University Press. Collier, P. (2007). The bottom billion: Why the poorest countries are failing and what can be done about it. Oxford; New York: Oxford University Press. Collins, D. (2009). Portfolios of the poor: How the worlds poor live on. Princeton: Princeton University Press. Easterly, W. (2006). The white mans burden: Why the Wests efforts to aid the rest have done so much ill and so little good. New York: Penguin Press. Postiglione, G. A. (2009). Dislocated education: The case of Tibet. Comparative Education Review, 3(4), 483-512. Postiglione, G. A., Jiao, B., & Goldstein, M. (2011). Education in the Tibetan autonomous region: Policies and practices in rural and nomadic communities. In J. Ryan (Ed.), Education reform in China. London: Routledge. Sachs, J. (2005). The end of poverty: Economic possibilities for our time. New York: Penguin Press. Sen, A. (2001). Development as freedom. Oxford; New York: Oxford University Press. UNESCO. (2011). EFA Global Monitoring Reports. Paris: UNECO. From http://www.unesco.org/new/en/education/themes/leading-theinternational-agenda/efareport/reports/ [Executive summaries]
This course examines the ways in which poverty and development affect the lives of people around the world, with a special focus on the lives of young people. What are the challenges faced by young people living in poverty? What actions can individuals and organizations take to help young people better meet these challenges? We examine these questions in the context of current debates over international development as well as case studies of organizations involved in the fight against poverty.

On completing the course, students will be able to:
Course Co-ordinator
Dr C.R. Lykins Division of Policy, Administration and Social Sciences Education, Faculty of Education 2241 5428 lykins@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Out of class experiences 8 Reading / Self-study 48 Assessment: Portfolio 32 Total: 120
1.
Critically analyze the concepts of poverty and development and how they are used in various contexts.
2. Examine the strategies used by individuals and organizations, including nations, multilateral agencies, foundations, corporations, and individuals, to reduce poverty and promote sustainable development. 3. Develop an actionable plan to help reduce poverty and/or promote sustainable development.
Teacher(s)
Dr C.R. Lykins Division of Policy, Administration and Social Sciences Education, Faculty of Education 2241 5428 lykins@hku.hk

Assessment Tasks Case study preparation Challenge Project portfolio Weighting 20 80
110
Global Issues
Asian Regional Governance in an Age of Globalization

Non-Permissible Combination: CCGL9004 Governance and Democracy in the Age of Globalization
Required Reading
Acharya, A. (2010). Democracy or death? Will democratization bring greater regional instability to East Asia? The Pacific Review, 23(3), 335-358. Baldwin, R. E. (2006, March). Managing the noodle bowl: The fragility of East Asian regionalism. CEPR Discussion Papers. Beeson, M. (2005). Rethinking regionalism: Europe and East Asia in comparative historical perspective. Journal of European Public Policy, 12(6) 969-985. Bergsten, C. F. (2007, March). China and economic integration in East Asia: Implications for the United States. Policy Briefs in International Economics. Peterson Institute for International Economics. Caballero-Anthony, M. (2007, June). Nontraditional security and multilateralism in Asia: Reshaping the contours of regional security architecture? Policy Analysis Brief. The Stanley Foundation. Cossa, R. A. (2008). Security dynamics in East Asia. In D. Shambaugh & M. Yahuda (Eds.), International relations of Asia (pp. 317- 338). Lanham, MD: Rowman & Littlefield Publishers. Curley, M., & Thomas, N. (2004). Human security and public health in Southeast Asia: The SARS outbreak. Australian Journal of International Affairs, 58(1), 1732. Kang, D. C. (2010). Hierarchy and legitimacy in international systems: The tribute system in early modern East Asia. Security Studies, 19(4), 591-622. Park, J. (1997). APEC and ASEAN: The future of Asian environmental regionalism. Environmental Politics, 6(3), 162-167. Park, J. J. (2011). The US-led alliances in the Asia-Pacific: Hedge against potential threats or an undesirable multilateral security order? The Pacific Review, 24(2), 137-158. Park, J. S. (2005, Autumn). Inside multilateralism: The Six-party talks. The Washington Quarterly, 28(4), 75-91. Sohn, I. (2005). Asian financial cooperation: The problem of legitimacy in global financial governance. Global Governance, 11(4), 487-504. Terada, T. (2006, May). Forming an East Asian Community: A site for JapanChina power struggles. Japanese Studies, 26(1), 5-17. Tuli, V. (2006, August). Regional cooperation for Asian energy security. RIS Discussion Papers, No. 112.
This course examines the Challenges of Global Governance theme of the Global Issues AoI. Understanding of globalization challenges in the East Asian context and East Asias institutional responses offers a useful strategy to explore this issue. Taking a historical approach and using key theoretical perspectives, students will learn how the East Asian region has been coping with an unprecedented level of interdependence and how Asian regional governance has evolved into its current forms. The course also explores the dynamics of regional institutional governance from a comparative perspective and the relationship between regional governance and global governance in the process of globalization.

On completing the course, students will be able to: 1. Demonstrate understanding of the nature, challenges, responses and consequences of East Asias globalization.
Course Co-ordinator
Dr I.J. Sohn Department of Politics and Public Administration, Faculty of Social Sciences 3917 4372 isohn@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 30 Assessment: Essay / Report writing 35 Assessment: Presentation (incl preparation) 20 Assessment: In-class test (incl preparation) 30 Total: 151
2. Compare and contrast regional institutions across Europe, Latin America, Asia and the Middle East in the context of globalization. 3. Critique global and regional governance from multiple perspectives. 4. Demonstrate communication skills and leadership for the improvement of the human condition.
Teacher(s)
Dr C.J. Richardson Department of Politics and Public Administration, Faculty of Social Sciences 3917 2393 psdhku@hku.hk

Assessment Tasks Weighting Class participation and weekly discussion questions 15 Tutorial discussion 15 Essay 30 In-class test 40
111
Global Issues
Youth in a Global World
Required Reading
Beck, U., & Beck-Gernsheim, E. (2009). Global generations and the trap of methodological nationalism for a cosmopolitan turn in the sociology of youth and generation. European Sociological Review, 25(1), 25-36. Collin, P., & Burns, J. (2009). The experience of youth in the digital age. In A. Furlong (Ed.), Handbook of youth and young adulthood: New perspectives and agendas (pp. 283-290). London: Routledge. Falk, R. (1994). The making of global citizenship. In B. Steenbergen (Ed.), The condition of citizenship (pp. 127-140). London: Sage. Juris, J. S., & Pleyers, G. H. (2009). Alter-activism: Emerging cultures of participation among young global justice activists. Journal of Youth Studies, 12(1), 57-75. Kaufman, N. H., Rizzini, I., Wilson, K., & Bush, M. (2002). The impact of global economic, political, and social transformations on the lives of children: A framework for analysis. In N. H. Kaufman & I. Rizzini (Eds.), Globalization and children: Exploring potentials for enhancing opportunities in the lives of children and youth (pp. 3-18). New York: Kluwer Academic/Plenum Publishers. Mills, M., Blossfeld, H. -P., & Klijzing, E. (2005). Becoming an adult in uncertain times: A 14-country comparison of the losers of globalization. In H. -P. Blossfeld (Ed.), Globalization, uncertainty and youth in society (pp. 423-441). Oxford: Routledge. Nilan, P., & Feixa, C. (2006). Introduction: Youth hybridity and plural worlds. In P. Nilan & C. Feixa (Eds.), Global youth? Hybrid identities, plural worlds (pp. 1-13). London: Routledge. Turner, B. S., & Khondker, H. H. (2010). Globalization: East and West. London: Sage. [Chap. 2] Tyyska, V. (2005). Conceptualizing and theorizing youth: Global perspectives. In H. Helve & G. Holm (Eds.), Contemporary youth research: Local expressions and global connections (pp. 3-14). Aldershot, UK: Ashgate. Weenink, D. (2008). Cosmopolitanism as a form of capital: Parents preparing their children for a globalizing world. Sociology, 42(6), 1089-1106.
This course facilitates students as young people to be more aware of the interconnectedness of the world and to critically assess how globalization influences different aspects of young peoples daily lives. It also analyzes the proactive and positive role youth can play in the changing world, and provides students with an opportunity to propose how young people as global citizens can and should respond to transformations brought about by globalization. Various social issues or specific areas of youth global trends such as consumerism, transnationalism, cosmopolitanism and digitalism that confront young people in their everyday life will be examined in a systematic manner. By doing so, students will critically evaluate what global citizenship should entail in order to reduce inequality and promote care for human rights as well as human dignity in todays global community.

On completing the course, students will be able to: 1. Demonstrate awareness, as young people themselves, of the interconnectedness of the world.
Course Co-ordinator
Dr E.W.H. Chui Department of Social Work and Social Administration, Faculty of Social Sciences 3917 2074 ericchui@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Fieldwork / Visits 4 Reading / Self-study 40 Participation in discussion forums (Moodle) 8 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 20 Total: 146
2. Critically assess how globalization influences different aspects of young peoples daily lives. 3. Analyze the proactive and positive role youth can play in the changing world. 4. Propose how young people as global citizens can and should respond to transformations brought about by globalization.
Teacher(s)
Dr E.W.H. Chui Department of Social Work and Social Administration, Faculty of Social Sciences 3917 2074 ericchui@hku.hk

Assessment Tasks Weighting Group project and presentation 30 Group report 30 Field visit reports 20 Participation in tutorials and discussion forum (Moodle) 20
112
Global Issues
Cybersocieties: Understanding Technology as Global Change

Required Reading
Boyd, D. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 119-142). Cambridge, MA: The MIT Press. [Also available from http://www.danah.org/papers/WhyYouthHeart.pdf] Gottschalk, S. (2010). The presentation of avatars in Second Life: Self and interaction in social virtual spaces. Symbolic Interaction, 33(4), 501-525. Lewis, J., & West, A. (2009). Friending: London-based undergraduates experience of Facebook. New Media & Society, 11(7), 1209-1229. Qiang, X. (2011). The battle for the Chinese Internet. Journal of Democracy, 22(2), 47-61. Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341-362. Wood, N., & Ward, S. (2010). Stigma, secrets, and the human condition: Seeking to remedy alienation in PostSecrets digitally mediated environment. Symbolic Interaction, 33(4), 578-602. Yar, M. (2006). Political hacking. Cybercrime and Society (pp.45-62). London: Sage.
Required Websites
Anonymous and the global correction (Aljazeera, 2011, February 16) http://english.aljazeera.net/indepth/opinion/2011/02/201121321487750509.html China tries to stamp out Jasmine Revolution (A. Chang, The Washington Times, 2011, February 20) http://www.washingtontimes.com/news/2011/feb/20/china-tries-stamp-out-jasminerevolution/?page=all Cyberspace when youre dead (R. Walker, The New York Times, 2011, January 5) http://www.nytimes.com/2011/01/09/magazine/09Immortality-t.html?_r=1 Difference is the norm on these dating sites (K. Barrow, The New York Times, 2010, December 27) http://www.nytimes.com/2010/12/28/health/28dating.html?_r=1 Facebook rescue highlights ongoing struggle (ABC News, 2009, September 8) http://www.abc.net.au/news/2009-09-08/facebook-rescue-highlights-ongoingstruggle/1421180 A girls nude photo, and altered lives (J. Hoffman, The New York Times, 2011, March 26) http://www.nytimes.com/2011/03/27/us/27sexting.html?pagewanted=1&_ r=1&ref=homepage&src=me The Great Firewall of China (G. R. Barme & S. Ye, Wired, 1997, June) http://www.wired.com/wired/archive/5.06/china.html Hacking for free speech: A new breed of hacktivists takes on Internet censorship (C. Sprigman, FindLaw, 2003, June 24) http://writ.news.findlaw.com/commentary/20030624_sprigman.html How Second Life affects real life (K. Dell, Time, 2008, May 12) http://www.time.com/time/health/article/0,8599,1739601,00.html Jihad vs. McWorld (B. R. Barber, The Atlantic, 1992, March) http://www.theatlantic.com/magazine/archive/1992/03/jihad-vs-mcworld/3882/ Tell-all generation learns to keep things offline (L. M. Holson, The New York Times, 2010, May 8) http://www.nytimes.com/2010/05/09/fashion/09privacy.html?emc=eta1 Trapped girls update Facebook instead of calling cops (ABC News, 2009, September 9) http://www.abc.net.au/news/2009-09-07/trapped-girls-call-for-help-onfacebook/1420352 WikiLeaks and hacktivist culture (P. Ludlow, The Nation, 2010, October 4) http://xa.yimg.com/kq/groups/7669895/771113000/name/Wikileaks.pdf World wakes up to digital divide (J. Wakefield, BBC News, 2010, March 19) http://news.bbc.co.uk/2/hi/technology/8568681.stm The world is flat (T. L. Friedman, 2005, May 16) [Video] http://video.mit.edu/watch/the-world-is-flat-9145/
As evidenced by a wide range of fundamental social, cultural, political and economic transformations, the world today is becoming increasingly globalized. Within this environment, it is essential that we examine how Information and Communication Technology (ICT) is directing and redefining what it means to live in a global society. The melding of technology and globalization has become the touchstone of the new millennium and it is impossible to discuss the impact and significance of one without the other. In short, these dual revolutions are shaping each other and, through combined forces, directing the way we live, learn, work and socialize. This interdisciplinary course examines how ICT allows for high-speed global access making it possible to instantly connect to anyone and anywhere and how this immediate access has created a nexus of social, cultural, economic and political implications for everyone. The course offers students an opportunity to critically evaluate not only how globalization and ICT have revolutionized the way we live, but also how this new environment uniquely situates them to, in turn, direct many of these changes. Within this context, the course will ask: What kind of global society are we heading toward? Who should participate in deciding the future? How will the big decisions be made and by whom? The course also requires students to reflect critically on their own uses of technology and how todays Net Generation is confronted with global technologies that are, at once, both constraining and empowering. As such, students will be inspired to not only broaden their interest and understanding of globalization, but develop a position as informed global citizens and articulate the impact of technology on all human endeavors.

On completing the course, students will be able to: 1. Differentiate and integrate the key theories, concepts and issues relating to globalization and ICT.
Course Co-ordinator
Dr M.C. Adorjan Department of Sociology, Faculty of Social Sciences 3917 8532 madorjan@hku.hk
Study Load
Activities Number of hours Lectures 26 Tutorials 10 Reading / Self-study 20 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 40 8 Assessment: In-class test (incl preparation) Total: 134
2. Apply key concepts and theories framing the interface of globalization and ICT to their everyday experiences. 3. Demonstrate a keen understanding of the interconnectedness of the world by critically evaluating films, websites, video clips, Internet media, and other sources. 4. Explore and apply a multi-cultural perspective of global citizenship and the duties and responsibilities associated with global membership. 5. Express a critical understanding of the digital divide debate and understand how both the haves and have nots of technology are simultaneously benefited and limited by ICT.
Teacher(s)
Dr M.C. Adorjan Department of Sociology, Faculty of Social Sciences 3917 8532 madorjan@hku.hk Dr A.C.H. Yu Department of Electrical and Electronic Engineering, Faculty of Engineering 2857 8482 alfred.yu@hku.hk

Assessment Tasks Group YouTube project / presentation Second Life experiential portfolio In-class test Tutorial critical reflections and discussion Weighting 40 30 20 10
113
Global Issues
Local Cultures and Global Markets
Required Reading
Chan, C. S. (2009). Creating a market in the presence of cultural resistance: The case of life insurance in China. Theory and Society, 38(3), 278-302. Diawara, M. (1998). Toward a regional imaginary in Africa. In F. Jameson & M. Miyoshi (Eds.), The cultures of globalization (pp. 103124). Durham, NC: Duke University Press. Klein, N. (2000). No logo: Taking aim at the brand bullies. New York: Picador. [Chap. 6] Mittelman, J. H. (2004). Whither globalization? The vortex of knowledge and ideology. London; New York: Routledge. [pp. 8998] Pun, N. (2005). The social body, the art of discipline and resistance. Made in China: Women factory workers in a global workplace (pp. 77-108). Durham, NC: Duke University Press; Hong Kong: Hong Kong University Press. Ritzer, G. (2006). An introduction to McDonaldization. In G. Ritzer (Ed.), McDonaldization: The reader (2nd ed., pp. 4-24). Thousand Oaks, CA: Pine Forge Press. So, A. Y. (1990). Social change and development: Modernization, dependency, and world-systems theories. Newbury Park, CA: Sage Publications. [pp. 17-23, 33-37, 91-93, 104-109, 169-171, 180-199] Steger, M. B. (2009). Globalization: A very short introduction. Oxford; New York: Oxford University Press. [pp. 1-16, 71-80] Trent, B. (1998). Media in a capitalist culture. In F. Jameson & M. Miyoshi (Eds.), The cultures of globalization (pp. 230-246). Durham, NC: Duke University Press. Watson, J. L. (1997/2006). Golden arches east: McDonalds in East Asia. Stanford, CA: Stanford University Press. [pp. 1-38]
Culture and globalization has drawn increasing attention from journalists and scholars of different disciplines. Today, even economists are interested in culture and its impacts on economic practices. This course on one hand discusses and analyzes how culture matters in the global diffusion of the market economy, and how the globalizing modern capitalist practices affect local cultures, and on the other hand examines whether economic globalization homogenizes or diversifies cultures at the local and global scales, and evaluates if the processes increase or reduce human freedom and choice. This course will explore these issues through a perusal of different topics, such as work and labor in multi-national corporations, the McDonaldization of social and cultural sphere of life, local consumption habits and patterns, and the global discourse of media and fashion.

Course Co-ordinator
Professor T.L. Lui Department of Sociology, Faculty of Social Sciences 3917 8531 tloklui@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 9 Reading / Self-study 50 Preparing materials and questions for discussion 12 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 15 Assessment: Quizzes (incl preparation) 6 Total: 146
1.
Appraise different cultures outside their own world.
2. Analytically engage in the current debates over culture and globalization within and outside the academic circle. 3. Evaluate the pros and cons of the current globalizing forces and attempt to think of better alternatives for the problematic arenas.
Teacher(s)
Professor T.L. Lui Department of Sociology, Faculty of Social Sciences 3917 8531 tloklui@hku.hk Mr G.P.F. Wong Deparment of Sociology, Faculty of Social Sciences 3917 2054 garypfhk@hku.hk

Assessment Tasks Weighting Group presentation and tutorial participation 40 Group project 40 Quizzes 20
114
Global Issues
Sports Culture under Global Capitalism
Required Reading
Giulianotti, R. (1999). Football: A sociology of the global game. Cambridge: Polity Press. King, A. (2002). The end of the terraces: The transformation of English football in the 1990s (Rev. ed.). London; New York: Leicester University Press. LaFeber, W. (2002). Michael Jordan and the new global capitalism (Expanded ed.). New York: W. W. Norton.
This course introduces students to an analysis of how global capitalism has brought various sports games into a global sports culture since the mid 19th century and from the 1980s onwards has turned such a global sports culture into a new kind of global business. Global capitalism is the driving force of the growth and spread of a global sports culture. Yet, it has also restructured the nature of our sports culture. Increasingly, our sports games have been turned into theatres of dreams, being spectacles of global consumption. The latter are further intertwined with nationalist projects of identity building. The main objectives are to help students examine contemporary sports culture critically and from different perspectives, understand the impacts of global capitalism on contemporary social life, and relate them to their personal experiences through an analysis of lively examples of spectator sports such as soccer and basketball.
Study Load
Activities Number of hours Lectures 24 Tutorials 9 Fieldwork / Visits (incl field visit and writing up observation notes) 8 Reading / Self-study (incl preparations for lectures 60 and tutorials) Assessment: Report writing (incl research and data collection) 30 Assessment: Presentation (incl preparation) 15 Total: 146

On completing the course, students will be able to: 1. Identify and analyze the impacts of globalization on social life (sports culture being an example) in the contemporary world.
Course Co-ordinator
Professor T.L. Lui Department of Sociology, Faculty of Social Sciences 3917 8531 tloklui@hku.hk
2. Relate global changes to their daily experience. 3. Apply the basic concepts and theoretical perspectives to an analysis of the impacts of globalization in our social life. 4. Connect the basic concepts and theoretical perspectives to an analysis of a selected topic on sports culture under global capitalism in their group project report. 5. Cooperate in groups to produce a presentation and demonstrate appropriate presentation skills.
Teacher(s)
Professor T.L. Lui Department of Sociology, Faculty of Social Sciences 3917 8531 tloklui@hku.hk Mr G.P.F. Wong Deparment of Sociology, Faculty of Social Sciences 3917 2054 garypfhk@hku.hk

Assessment Tasks Group project report Group presentation and tutorial participation Field visit report Weighting 40 40 20
115
Global Issues
Media in the Age of Globalization
Required Reading
Selections from: Bennett, W. L. (2011). News: The politics of illusion (9th ed.). New York: Pearson/ Longman. Bremmer, I. (2013). Every nation for itself: Winners and losers in a G-zero world. New York: Penguin. Chan, J. M., Lee, C. C., Pan, Z., & So, C. Y. K. (2002). Global media spectacle: News war over Hong Kong. Hong Kong: Hong Kong University Press. MacKinnon, R. (2012). Consent of the networked: The world-wide struggle for Internet freedom. New York: Basic Books Schiffrin, A., & Kircher-Allen, E. (2012). From Cairo to Wall Street: Voices from the global spring. New York: New Press. Seib, P. (Ed.). (2012). Al Jazeera English: Global news in a changing world (1st ed.). New York: Palgrave Macmillan. Tumbler, H. (2008). Journalism: Critical concepts in media and cultural studies. New York: Routledge. Students are expected to read widely and stay up to date on current events and major news developments in Hong Kong, China and globally. Selections from newspapers, magazines, business school case studies, website references, and other teaching resources will be prepared using up-to-date sources for classes.
In this course, students will examine the role of the globalized news media in shaping perceptions of global and local realities, the extent to which the growing access to information from around the globe fosters information sharing and citizen participation in public affairs. The course will also consider the extent to which an increasingly globalized and fragmented media system impacts on power balances in information flow, domestic information production and dissemination. Does media globalization simply amount to the triumph of capitalist consumerism and the media values and institutions associated with the western model of economic and social development? Is there a developing culture war between Eastern and Western media institutions and values? What is the role of Hong Kong, China and Asia in providing their own narratives in the global media? In a multipolar cultural world, how could citizens contribute to the global conversation on local and global issues? The course will also reflect on critical media-related values such as the freedom of expression, privacy and transparency.
Required Websites
Digital Wildfires in a Hyperconnected World http://reports.weforum.org/global-risks-2013/risk-case-1/digital-wildfires-in-ahyperconnected-world/ Framing the News: The Triggers, Frames and Messages in Newspaper Coverage, A Study of the Project for Excellence in Journalism http://www.journalism.org/node/445 Free Speech Debate, University of Oxford http://freespeechdebate.com/en/ Mapping Digital Media, by Open Society Foundations http://www.mediapolicy.org

On completing the course, students will be able to: 1. Demonstrate basic understanding of the global media system, in light of contending political, cultural and economic paradigms.
Course Co-ordinator
Professor Y.Y. Chan Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4000 yychan@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 44 News and documentary viewing 8 Assessment: Essay / Report writing 34 Assessment: In-class test (incl preparation) 12 Total: 132
2. Demonstrate basic understanding of the role of technology in the development of the global media system. 3. Identify and demonstrate basic understanding of the mechanisms by which governments, and business interests influence the framing of news. 4. Demonstrate basic understanding of the role of and impact of social media on the global dynamics of information flow and exchange. 5. Demonstrate an awareness of the emergence of new voices in the global media. 6. Demonstrate understanding of the issues of freedom of expression, privacy and transparency in relation to the global media.
Teacher(s)
Professor Y.Y. Chan Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4000 yychan@hku.hk

Assessment Tasks Class participation Quizzes and short writing assignments Group research project In-class test Weighting 12 18 35 35
116
Global Issues
Media, Politics and the Environment
Required Reading
Brown, L. R. (2000). Challenges of the new century. State of the world 2000: A Worldwatch Institute report. New York: W. W. Norton and Company, Inc. [pp. 3-21] Dryzek, J. S. (2005). The politics of the earth: Environmental discourses. Oxford: Oxford University Press. Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51-58. Note: Additional readings, including contemporary news articles, may be added to the required reading list during the semester. Documentary and fictional films (eight films in total) will be selected based on a class vote in the first week of the semester.
In the 21st century, environmental problems (including global warming, widespread pollution, the shortage of fresh water, the mass extinction of animal and plant species, and genetic modification) move ever higher on the agenda of national and international politics. At the same time, we all gather information about these issues from the media (the Internet and social media, television, the press, radio), documentary films and movies. Taking a communication perspective, this course focuses on how the media present environmental issues and conflicts. First we explore different versions of environmentalism and related social movements. Then we focus on environmental communication: the concepts of media framing, agenda setting, campaigns, newsworthiness, news construction, and media events. We also discuss movies and documentaries with environmental themes, and the social impact they may have. Special attention is paid to communication strategies of environmental NGOs (e.g., Greenpeace), environmental journalism, and how social media are used for environmental activism. We also address issues related to sustainability, consumption and the media. The course also features the screening of American, British and Chinese films with environmental themes. Class topics include environmental problems and the power of the media; concepts of mass media; concepts in political ecology; environmental discourses; media and the environment; communication strategies of environmental NGOs; green politics and green political parties. We end the course by considering the question: is information society sustainable?
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study: Course textbook reading 12 Additional and optional course readings 12 Final exam preparation 3 Journal writing and critical reviews of films 30 Film viewing 16 Group presentation preparation and research 8 Debate preparation 5 Assessment: Examination 2 Total: 122

On completing the course, students will be able to: 1. Identify the stakeholders and their basic strategies in environmental politics and communication.
Course Co-ordinator
Dr M. Sukosd Journalism and Media Studies Centre, Faculty of Social Sciences 3917 5071 sukosd@hku.hk
2. Explore media news programs, framing and agenda setting, especially in the environmental area. 3. Critically analyze media events, fiction films and documentaries related to environmental issues. 4. Describe and explain environmental NGOs media and communication strategies. 5. Demonstrate understanding of the concepts, practices and dilemmas of environmental journalists. 6. Demonstrate an awareness of sustainable practices in corporate and consumer behavior. 7. Demonstrate understanding of and sensitivity to the core values and ethical stances regarding social, economic and environmental sustainability. 8. Demonstrate understanding of the complex relationship of sustainability, information society, and social media.
Teacher(s)
Dr M. Sukosd Journalism and Media Studies Centre, Faculty of Social Sciences 3917 5071 sukosd@hku.hk

Assessment Tasks Weighting Journal writing: Critical reviews of films 40 Group debate 20 Group presentation 20 Examination 20
117
Global Issues
Thinking about Global Ethics
Required Reading
Brock, G. (2009). Global justice: A cosmopolitan account. Oxford; New York: Oxford University Press. [Chaps. 5, 8] Jones, C. (1999). Global justice: Defending cosmopolitanism. Oxford; New York: Oxford University Press. [Chaps. 5-7] Singer, P. (2002). One world: The ethics of globalization. New Haven, CT; London: Yale University Press. [Chaps. 1-5] The United Nations General Assembly. (1948). Universal Declaration of Human Rights. From http://www.un.org/en/documents/udhr/ index.shtml
This course provides, against the background of some of the most significant global problems and concerns, an introduction into some of the main moral issues in international affairs, such as ethical universalism vs. particularism and cultural relativism; the (real or perceived) tension between nationalism or patriotism on the one hand and cosmopolitanism on the other; global distributive justice; moral issues in the context of pollution and climate change; individual responsibility in a global context; and the (real or perceived) tension between human rights and international (criminal) law on the one hand and national sovereignty/self-determination on the other. At the end of the course, students should have an overview of some of the most important debates about global ethics and be able to make use of some of the most advanced philosophical theories in assessing the issues involved.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Reading / Self-study 100 Assessment: Essay / Report writing 15 Total: 149

On completing the course, students will be able to: 1. Describe and explain some of the main global problems and some of the main theories about global justice intended to tackle these problems.
Course Co-ordinator
Dr U.B. Steinhoff Department of Politics and Public Administration, Faculty of Social Sciences 3917 1927 ustnhoff@hku.hk
2. Relate and apply these theories to specific cases and issues and to different phases in the development of the international order. 3. Demonstrate an awareness of how normative debates can be connected with, affected by and impact upon political agendas.
Teacher(s)
Dr U.B. Steinhoff Department of Politics and Public Administration, Faculty of Social Sciences 3917 1927 ustnhoff@hku.hk

Assessment Tasks Term essay Tutorial participation Weighting 70 30
4. Identify certain advantages and limitations of the respective theories. 5. Form an informed opinion and support it by argument.
118
Global Issues
Globalization and Migration
Required Reading
Allerfeldt, K. (2010). And we got here first: Albert Johnson, national origins and self-interest in the immigration debate of the 1920s. Journal of Contemporary History, 45(1), 7-26. Castles, S., & Miller, M. J. (2009). International migration before 1945. The age of migration: International population movements in the modern world (4th ed., pp. 79-95). Basingstoke, UK; New York: Palgrave Macmillan. Davis, M. (2001). Late Victorian holocausts: El Nio famines and the making of the third world (pp. 1-59). London; New York: Verso. [Preface, A note on definitions & Chap. 1] Hsia, H. C. (2004). Internationalization of capital and the trade in Asian women: The case of foreign brides in Taiwan. In D. D. Aguilar & A. E. Lacsamana (Eds.), Women and globalization (pp. 181-229). Amherst, NY: Humanity Books. Martin, P. L. (1999). Guest worker policies: An international survey. In A. Bernstein & M. Weiner (Eds.), Migration and refugee policies: An overview (pp. 45-83). London; New York: Pinter. Nyri, P., & Saveliev, I. R. (2002). Globalizing Chinese migration: Trends in Europe and Asia. Aldershot, UK: Ashgate. [2 selected chapters] Parnwell, M. (1993). Forms of population movements in the Third World. In Population movements and the Third World (pp. 29-70). London: Routledge. Pecoud, A. (2009). The UN convention on migrant workers rights and international migration management. Global Society, 23(3), 333350. Teschke, B. (2002). Theorizing the Westphalian system of states: International relations from absolutism to capitalism. European Journal of International Relations, 8(1), 5-48. Vink, M. (2003). The worlds oldest trade: Dutch slavery and slave trade in the Indian Ocean in the seventeenth century. Journal of World History, 14(2), 131-177. Wells, S. (2002). The journey of man: A genetic odyssey. Princeton, NJ: Princeton University Press.
This course will introduce students to historical and contemporary perspectives of globalization and migration. There will be twelve lectures comprising three themes. In the first theme, Past and Present: Globalization and Migration as Historical Phenomena, human flows will be introduced in their historical contexts, including the impact of developments such as capitalism, colonialism and the emergence of nation states. The second theme, Migration: Forms, Causes and Social Issues, introduces the typologies of migratory flows and the barriers to these movements. The third theme, Global Governance and Civil Society, provides a framework for understanding migration from the individual level to the national level, and of relations between states. Students will be introduced to inter-governmental bodies and the agreements/conventions that regulate human flows, and the civil society movements for migrant populations.

On completing the course, students will be able to: 1. Demonstrate understanding of human and social developments in the movement of people across time, and articulate differences with its current forms in globalization.
Course Co-ordinator
Dr A.S.C. Sim Department of Sociology, Faculty of Social Sciences 3917 2058 asim@hku.hk
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 72 20 Group projects; collective research, presentations Assessment: Presentation (incl preparation) 20 Assessment: In-class tests (incl preparation) 12 Total: 160
2. Demonstrate understanding of how seemingly far-off phenomena such as wars, famines, the dispossession of people or corruption in governance can have an effect on urban centers and urban lives. 3. Identify types of human flows, and objectify their causes, motivations, nature, issues and debates in discourses of globalized human flows. 4. Demonstrate understanding of the role of development and trade in producing surplus labor and dispossessed populations who migrate, and engage with the moral and political discourses shaping people flows across borders. 5. Participate as active members of a diverse global community through exposure to issues of development and links that they will be encouraged to explore in their assignments. 6. Engage in intensive group activities with their classmates in seeking solutions to existing problems in human flows.
Teacher(s)
Dr A.S.C. Sim Department of Sociology, Faculty of Social Sciences 3917 2058 asim@hku.hk

Assessment Tasks Tutorial participation Group projects In-class tests Weighting 30 30 40
119
Global Issues
Feeding the World
Non-Permissible Combination: CCGL9017 Food: Technology, Trade and Culture / CCGL9041 You, Food and the City: Local and Global Food Networks
Required Reading
Several newspaper, popular science, business school case studies, website references, and other teaching resources will be prepared using up-to-date sources for each class session. Extensive use will be made of FAOSTAT, an agricultural production database from the United Nations.
Continuing human population increases, competition for water supplies, and concern about energy prices have led to profound pessimism about long-term food supplies. Already a billion people go hungry every day. This course offers an indepth look at key issues in global food sufficiency, food production, food distribution, prospects and constraints. You will develop an integrated technical, economic and political understanding of the global food supply crisis. You will be equipped to understand and appreciate media reports related to this issue in your lives as informed and influential citizens. Topics covered will include: global food production and population trends; the special problem of China, the worlds biggest producer and consumer of food; the Green Revolution; alternative agricultures; meat production; agriculture as an energy-intensive business; water and agriculture; and biofuels.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Seminars 6.5 Reading / Self-study 40 Assessment: Essay / Report writing 12 Assessment: Presentation (incl preparation) 60 Assessment: In-class test 1.5 Total: 156

On completing the course, students will be able to: 1. Describe and explain the Green Revolution and its relationship to future improvements in agriculture through biotechnology.
Course Co-ordinator
Professor H. Corke School of Biological Sciences, Faculty of Science 2299 0314 harold@hku.hk
2. Demonstrate an understanding of the critical issues facing Chinas struggle to feed itself. 3. Discuss critically the fundamental relationships among energy supply, energy cost, and food production. 4. Use newly developed skills to critically read, analyze and interpret media reports on food supply related topic.
Teacher(s)
Professor H. Corke School of Biological Sciences, Faculty of Science 2299 0314 harold@hku.hk Professor D.L. Phillips Department of Chemistry, Faculty of Science 2859 2160 phillips@hku.hk

Assessment Tasks Quizzes / Participation Proposal / Outline for essay In-class test Group project and presentation Weighting 10 5 50 35
5. Demonstrate investigative skills by preparing an in-depth group investigation (resulting in a 30 minute presentation) using library databases and FAOStat production data.
120
Global Issues
Food: Technology, Trade and Culture

Non-Permissible Combination: CCGL9016 Feeding the World / CCGL9041 You, Food and the City: Local and Global Food Networks
Required Reading
Pomeranz, K., & Topik, S. (2006). The world that trade created: Society, culture, and the world economy, 1400 to the present (2nd ed.). Armonk, NY: M. E. Sharpe.
Why do we eat what we eat? Where does the food come from? What makes for desirability or sensory quality in food? How and why did global trade develop around the production and shipping of food? What are the historical roots of the modern-day globalized food industry? This course will offer an in-depth look at key issues in the economic history of global trade in food, in processing foods for optimum quality, and the development of markets for new products. Examples will be drawn from commodities such as salt, sugar or spices; major beverages such as wine or coffee; and newly globalized products such as pizza or chocolate. The major themes of the course are: The historical development of food commodity trading The globalization of food preferences The definition, development and spread of new products The understanding of some basic underlying technology/science in the production and processing of major foods.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Seminars 6 Reading / Self-study 30 Research and development of project 20 Assessment: Essay / Report writing 10 Assessment: Presentation (incl preparation) 48 Assessment: In-class test 2 Total: 152

On completing the course, students will be able to: 1. Describe and explain the origin, production, and processing of a range of key food materials and food products.
Course Co-ordinator
Professor H. Corke School of Biological Sciences, Faculty of Science 2299 0314 harold@hku.hk
2. Outline the history of global trade in selected food commodities and products, showing an understanding of how this impacted economic development and cultural change. 3. Apply formal methodologies from sensory science to evaluating the organoleptic properties of food products. 4. Appreciate the massive changes in the dietary culture of a global city such as Hong Kong over the past 30 years.
Teacher(s)
Professor H. Corke School of Biological Sciences, Faculty of Science 2299 0314 harold@hku.hk Professor D.L. Phillips Department of Chemistry, Faculty of Science 2859 2160 phillips@hku.hk Dr J.S.C. Leung Faculty of Science 2241 5433 leungscj@hku.hk

Assessment Tasks Tutorial participation Short critical reports Project development Project outcome and presentation In-class test Weighting 10 10 10 30 40
5. Demonstrate the ability to investigate a topic within the subject matter of the course, and apply new methodologies and paradigms to summarize and present the results.
121
Global Issues
Corporate Social Responsibility
Required Reading
Berle, A. A., Jr. (1932). For whom corporate managers are trustees: A note. Harvard Law Review, 45(8), 1365-1372. Bowen, H. R. (1953). Social responsibilities of the businessman. New York: Harper & Row. [Selections] Coase, R. (1960). The problem of social cost. The Journal of Law and Economics, 3, 1-44. Dodd, E. M., Jr. (1932). For whom are corporate managers trustees? Harvard Law Review, 45(7), 1145-1163. Drucker, P. F. (1999). Management challenges for the 21st century. New York: HarperBusiness. Friedman, M. (1970, September 13). The social responsibility of business is to increase its profits. The New York Times Magazine. Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243-1248. Hardin, G. (1998). Extensions of The tragedy of the commons. Science, 280(5364), 682-683. Hiltzik, M. (2009, December 31). Peter Druckers revolutionary teachings decades old but still fresh. Los Angeles Times. Olson, M. (1971). The logic of collective action: Public goods and the theory of groups. Cambridge, MA: Harvard University Press. [Selections] Ostrom, E., Burger, J., Field, C. B., Norgaard, R. B., & Policansky, D. (1999). Sustainability Revisiting the commons: Local lessons, global challenges. Science, 284(5412), 278-282. Pigouvian Tax. In Wikipedia. From http://en.wikipedia.org/wiki/ Pigovian_tax Sheldon, O. (1923). The philosophy of management. London: Pitman. [Selections] Stigler, G. (1971). The theory of economic regulation. Bell Journal of Economics and Management Science, 3, 3-18.
In this course, the idea that corporations have social responsibility beyond maximizing shareholder value is examined from two competing perspectives. The market failure conception sees corporate behavior as voluntary responses to market failures that are not adequately corrected by state action alone and is therefore complementary to the market. Students study the central arguments of Peter Drucker on why businesses should embrace responsibility for the impact of their activities on their communities, environment, consumers, employees, and all other members of the public sphere. The government failure conception of corporate social responsibility sees it as a reaction to an interventionist state captured by interest groups. Milton Friedman and George Stigler made the case that in a free society the primary, if not sole, social responsibility of corporations is to maximize profits. Social action is seen as advocacy for special interests that have conflicting loyalties to local, national and global constituencies. Their actions are viewed as misguided and worst as advancing special interests that are socially harmful to the broader social interest. Through the study of examples, the course examines the adequacy of these two conceptions in explaining the behavior of corporations. Students examine well known issues like, global warming, pollution, contagious diseases, public security, consumer product safety, employee satisfaction, and the extinction of animal species.

On completing the course, students will be able to: 1. Demonstrate a heuristic understanding of economic concepts relevant to analyzing CSR issues.
Course Co-ordinator
Professor R.Y.C. Wong School of Economics and Finance, Faculty of Business and Economics 2859 1122 rycwong@hku.hk
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Preparation for tutorials 12 Reading / Self-study 60 Assessment: Written paper 30 Assessment: Examination 2 Total: 140
2. Understand, analyze and critically interpret cases and examples of issues in corporate social responsibility using the relevant economic concepts. 3. Reflect upon the interactions between economic and political dimensions of corporate social responsibility issues and their moral dilemmas. 4. Understand, analyze and critically interpret and reflect upon the relationship between issues of corporate social responsibility affecting businesses and its broader relationship with the nature of society and duties of citizenship.
Teacher(s)

Assessment Tasks Weighting Written paper 50 Examination 50
122
Global Issues
Economic Globalization: Issues and Challenges

Non-Permissible Combination: CCGL9022 Globalization in Question: Human and Economic Consequences
Required Reading
Bhagwati, J. (2004). In defense of globalization. Auckland: Oxford University Press. Stiglitz, J. E. (2003). Globalization and its discontents. New York: W. W. Norton.
Globalization is a buzzword that means different things to different people. This course is about the economic dimensions of globalization. It refers to the integration of national economies into the world economy through trade, investment, finance, technological transfer and labor movement. Globalization has created not only winners and losers but also new economic issues for humankind. The costs and benefits of globalization to individuals, firms, and governments are intertwined and complex. The aim of this course is to provide a clear roadmap for students to understand the economic issues and challenges of globalization and how the latter affect the interests of various stakeholders in the world economy.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study / Preparation for tutorials 50 Assessment: Group report writing 18 Assessment: Presentation (incl preparation) 18 Assessment: Examination 2 Total: 122

On completing the course, students will be able to: 1. Discuss the economic, social, institutional, technological and other underlying forces that drive globalization.
Course Co-ordinator
Dr Y.F. Luk School of Economics and Finance, Faculty of Business and Economics 2859 1050 yfluk@hku.hk
2. Apply basic economic concepts to understand the economic benefits and costs of globalization. 3. Analyze the pros and cons of economic globalization on different stakeholders from multiple perspectives, such as economic, social, and political economy. 4. Evaluate the impact of economic globalization on the conflict between nations, social classes, and how international organizations mitigate or aggravate such conflicts. 5. Demonstrate a sense of global citizenship and social responsibility.
Teacher(s)
Dr Y.F. Luk School of Economics and Finance, Faculty of Business and Economics 2859 1050 yfluk@hku.hk Dr B. Chung School of Economics and Finance, Faculty of Business and Economics 3917 1034 barick@hku.hk

Assessment Tasks Weighting Examination 30 Tutorials 20 Group project presentation 25 Group project report 25
123
Global Issues
Environment, Globalization, and the Law
Required Reading
Ghosh, A. (2010, March 25). Climate, trade and global governance in the midst of an economic crisis. Briefing at a public hearing on global governance, European Parliament, Brussels. Hardin, G. (1968). The tragedy of the commons. Science, 162(3859), 1243-1248. Hardin, G. (1998). Extensions of The tragedy of the commons. Science, 280(5364), 682-683. Najam, A., & Halle, M. (2010, May). Global environmental governance: The challenge of accountability. Sustainable Development Insights. The Frederick S. Pardee Center for the Study of the Longer-range Future, Boston University. Sax, J. (1971). Defending the environment: A strategy for citizen action. New York: A. Knopf. [Selections] Siebert, H. (2008). Economics of the environment: Theory and policy. Berlin; New York: Springer. [Selections]
Globalization is a process under which economies, societies, and cultures are integrated through a worldwide network. Environmental protections together with other shared objectives in the face of globalization pose fundamental challenges to humankind in the 21st century and need to be addressed. In this course, students will develop an understanding of environmental issues arising from economic globalization and how they are addressed by global governance and international conventions. Course topics include: (i) Theoretical framework from a laypersons perspective externality, the tragedy of the commons, Coase Theorem and public good; (ii) Pollution, deforestation, hazardous substances, and climate change; (iii) Globalization: economic, political, and legal dimensions; (iv) Global governance: international conventions and treaties on environment; (v) Trade and environment: WTO Agreement and environmental protection; (vi) Regulating the environment: law and policy, tax, and economic incentives.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 48 Assessment: Essay / Report writing 25 15 Assessment: Presentation (incl preparation) Total: 120

On completing the course, students will be able to: 1. Describe and explain the institutional framework of economic globalization and how it affects the environment.
Course Co-ordinator
Professor B.F.C. Hsu Department of Real Estate and Construction, Faculty of Architecture 2859 8064 bhsu@hku.hk
2. Critically evaluate previous and current international efforts to address environment issues at a global level in the light of the concepts introduced in the course. 3. Contribute actively to solving global environmental issues.
Teacher(s)

Assessment Tasks Term paper Participation in tutorials / group discussions Group project: Produce and present a PowerPoint Weighting 50 20 30
124
Global Issues
Globalization and Tourism
Required Reading
Brown, F., & Hall, D. (2006). Tourism and welfare: Ethics, responsibility, and sustainable well-being. Wallingford, UK: CABI Publishing. [Chap. 5] Cole, S., & Morgan, N. (2010). Tourism and inequality: Problems and prospects. Wallingford, UK: CABI Publishing. [Chap. 4] Cook, R. A., Yale, L. J., & Marqua, J. J. (2010). Tourism: The business of travel. Upper Saddle Rver, NJ: Pearson Prentice Hall. [Chaps. 7, 11, 12] Crouch, G. I., Perdue, R. R., Timmermans, H. J. P., & Uysal, M. (Eds.). (2004). Consumer psychology of tourism, hospitality, and leisure (Vol. 3). Wallingford, UK: CABI Publishing. [Chap. 5] Dogan, H. Z. (1989). Forms of adjustment: Sociocultural impacts of tourism, Annals of Tourism Research, 16, 216-236. Font, X., & Buckley, R. C. (2001). Tourism ecolabelling: Certification and promotion of sustainable management. Wallingford, UK: CABI Publishing. Goeldner, C. R., & Ritchie, J. R. B. (2012). Tourism: Principles, practices, philosophies (12th ed.). Hoboken, NJ: John Wiley & Sons. [Chaps. 1, 14] Gssling, S. (2002). Global environmental consequences of tourism. Global Environmental Change, 12, 283-302. Griffin, T., & DeLacey, T. (2002). Green Globe: Sustainability accreditation for tourism. In R. Harris, et al. (Eds.), Sustainable tourism: A global perspective. London: Routledge. Mill, R. C., & Morrison, A. M. (2009). The tourism system. Dubuque, IA: Kendall Hunt. [pp. 29-39; Chaps. 2, 14] Pizam, A., & Mansfeld, Y. (Eds.). (1999). Consumer behavior in travel and tourism. New York: Haworth Hospitality Press. [Chap. 12] Rogerson, J. M., & Sims, S. R. (2012). The greening of urban hotels in South Africa: Evidence from Gauteng. Urban Forum, 23(3), 391-407. Tao, T. C. H., & Wall, G. (2009, June). A livelihood approach to sustainability. Asia Pacific Journal of Tourism Research, 14(2), 137-152. Warnken, J., Bradley, M., & Guilding, C. (2005). Eco-resorts vs. mainstream accommodation providers: An investigation of the viability of benchmarking environmental performance. Tourism Management, 26, 367-379. Wilkinson, P. F., & Murray, A. L. (1991). Centre and periphery: The impacts of the leisure industry on a small town (Collingwood, Ontario). Society and Leisure (Loisir-et-Socit), 14(1), 235-260.
The issue of whether globalization is beneficial remains controversial, particularly because globalization policies are often examined without consideration of their interactions with key sectors of economy, notably tourism. Tourism is arguably the worlds largest industry and has been considered as an economic development option by many developing countries. However, it is questionable whether income generated through tourism can bring marginalized communities increased economic independence and life standards. This course aims to use tourism as a lens to explore key issues of globalization and economic development and how tourism, a global phenomenon, influences local peoples lives. Course objectives are to 1) introduce the concepts relevant to tourism and globalization; 2) apply theoretical frameworks to the analysis of contemporary issues of the globalization of tourism, and the complex relationships that link local, regional, national and international processes and patterns of tourism development; 3) explore the dynamic relationship between the forces of globalization, transnational tourism corporations, and the state and civil society in the context of tourism; and 4) assess critically the economic, political and social ramifications of the systemic sources of power and inequality which are reflected in and sustained by international tourism, for all actors involved in the international tourism system.

On completing the course, students will be able to: 1. Describe and explain theories of globalization, and apply them to an understanding of the social, economic and political organization of the international tourism system.
Course Co-ordinator
Dr T.C.H. Tao Department of Geography, Faculty of Social Sciences 3917 2841 c2tao@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Fieldwork / Visits 10 Reading / Self-study 48 Assessment: Essay / Report writing 20 Assessment: In-class quiz (incl preparation) 10 Total: 120
2. Comprehend and evaluate the changing relationships between states, civil society and markets, and their influence on the relations of power and inequality in international tourism. 3. Use relevant information about globalization to evaluate the influence of international tourism on economic development, employment, migration and notions of citizenship in global society. 4. Identify and devise effective strategies to regulate processes of tourism development that are compatible with notions of social justice and fair trade, particularly in poorer regions and states. 5. Apply intellectual skills with particular emphasis on the analysis, synthesis and evaluation of ideas, concepts and theories relevant to the study of globalization and tourism.
Teacher(s)
Dr T.C.H. Tao Department of Geography, Faculty of Social Sciences 3917 2841 c2tao@hku.hk Dr Y.P. Li Department of Geography, Faculty of Social Sciences 3917 2837 liyiping@hku.hk

Assessment Tasks Tutorial presentation and participation Issue papers Field visit report In-class quiz Weighting 20 20 30 30
125
Global Issues
Globalization in Question: Human and Economic Consequences

Non-Permissible Combination: CCGL9019 Economic Globalization: Issues and Challenges
Required Reading
Course Book Lechner F. J., & Boli, J. (Eds.). (2008). The globalization reader (3rd ed.). Oxford: Wiley-Blackwell. (Newer edition is also acceptable.) Further, a course pack with key readings will be made available to students.

Cran, W., & Barker, G. (Directors). (2003). Commanding heights: The battle for the world economy. (Three films based on the book by Pulitzer Prize winner Daniel Yergin and Joseph Stanislaw; includes interviews with world leaders from twenty countries, such as Bill Clinton, Mikhail Gorbachev, and Lee Kuan Yew). PBS.
This course demonstrates how globalization affects developing and industrialized countries in various areas of the world. It enables students to develop a broader perspective of the global interconnectedness of modern societies. The course is divided into three parts. First, it offers a theoretical overview and definitions of what globalization is, how it started, and how it affects present modes of production and consumption. Second, it discusses how the existing global governance system (including the United Nations, the World Bank and the World Trade Organization) can address new challenges under globalization, including economic slowdown, job creation, and environmental degradation. The third part, case studies, investigates concrete examples of how development in various regions has been influenced by globalization and by international institutions. The case studies in particular focus on developing countries in Africa, Latin America and Southeast Asia. The intellectual underpinning of the course is based on the interpretation of three main economic frameworks, namely, the communist theories of Karl Marx, the free market approach of Adam Smith, and the social liberalism proposed by John Maynard Keynes.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 60 Assessment: Essay / Report writing 12 12 Assessment: Presentation (incl preparation) Assessment: Examination (incl preparation) 12 Total: 132

On completing the course, students will be able to: 1. Differentiate various theories of globalization; establish their own vision of the pros and cons of globalization.
Course Co-ordinator
Professor G.A. Postiglione Division of Policy, Administration and Social Sciences Education, Faculty of Education 2859 2526 gerry@hku.hk
2. Diagnose and critique the challenges of a free-market system, including the provision of social services (such as health and education), and issues related to consumerism and the environment. 3. Examine and differentiate the impact of globalization in various areas of the world, and relate them to mass consumption, economic growth and the protection of the environment, both globally and locally.
Teacher(s)
Professor G.A. Postiglione Division of Policy, Administration and Social Sciences Education, Faculty of Education 2859 2526 gerry@hku.hk Dr E.J. Jackson Division of Policy, Administration and Social Sciences Education, Faculty of Education 2219 4195 lizjackson@hku.hk

Assessment Tasks Weighting Group project 30 Review of a film or a novel 30 Examination 40
126
Global Issues
Internet, Media and Society
Required Reading
Excerpts from: Castells, M. (2007). Mobile communication and society: A global perspective: A project of the Annenberg Research Network on international communication. Cambridge, MA: MIT Press. Diebert, R. (Ed.). (2008). Access denied: The practice and policy of global Internet filtering. Cambridge, MA: MIT Press. Lessig, L. (2009). Code 2.0. New York: Basic Books. Nakamura, L. (2008). Digitizing race: Visual cultures of the Internet. Minneapolis, MN: University of Minnesota Press. Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York: Basic Books. Solove, D. (2008). The future of reputation: Gossip, rumor and privacy on the Internet. New Haven, CT: Yale University Press. Thussu, D. K. (2007). News as entertainment: The rise of global infotainment. Thousand Oaks, CA: Sage. Zittrain, J. (2009). The future of the Internet and how to stop it. New Haven, CT: Yale University Press.
This course will explore the history and global impact of the Internet, how it is reshaping individual and mass communications worldwide and how these globalizing changes affect the personal, social, cultural and economic aspects of the daily lives of its users. Course elements will also provide an overview of how Internet users are affected by growing efforts internationally to control the Internet in the wake of moral controversies such as cyberbullying, hate speech and sex photo scandals, as well as the objectives and strategies of key stakeholders in those efforts. A critical examination of the duties and responsibilities of users as global citizens within ethical and legal frameworks will enhance students abilities to assert their rights, to respect those of others and to build on their capacity to promote quality dialogue and critical reflection of important topics.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 30 Group debates 12 20 Assessment: Essay / Report writing Assessment: Presentation (incl preparation) 12 Assessment: Examination (incl preparation) 10 Total: 120

On completing the course, students will be able to: 1. Describe and explain the history and global development of the Internet with its myriad impacts on the daily personal lives of individuals around the world.
Course Co-ordinator
Ms D. Weisenhaus Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4006 doreen@hku.hk
2. Identify and analyze the prevailing practices of institutional and individual Internet users, including those who have created changes or controversies in society. 3. Understand and appraise fundamental ethical and legal principles, including areas such as freedom of speech, privacy, defamation, copyright and obscenity, and how they affect Internet users. 4. Analyze how key local and transnational regulatory developments, including in Greater China, are changing the nature and use of the Internet worldwide. 5. Apply knowledge to increase users online literacy and thus enhance comprehension and effective use of the Internet.
Teacher(s)
Ms D. Weisenhaus Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4006 doreen@hku.hk Mr M. Kajimoto Journalism and Media Studies Centre, Faculty of Social Sciences 3917 4005 Email: kajimoto@hku.hk

Assessment Tasks Weighting Research project and written paper 30 Group project 20 Examination 20 Group debates / Presentations 15 Quizzes 10 Class participation 5
127
Global Issues
The Life and Death of Languages: Diversity, Identity and Globalization
Required Reading
Abley, M. (2003). Spoken here: Travels among threatened languages. London: William Heinemann.
This course critically examines the issue of endangered languages, with particular focus on the role of globalization, ethnic identity and language policies in the life and death of languages. Since ancient times, population movements, war and trade have affected the ways in which different languages have fared. Western colonization of many parts of the world brought about drastic changes in the ecology of languages, in particular a dramatic decrease in diversity. The distribution of languages in the world today reveals that 78% of humans today express themselves in one of 85 large languages, while the remaining groups of humans speak over 5,000 different minor languages. Why is there such an imbalance? The fact that a few global languages represent modern and powerful nations while thousands of small languages usually represent indigenous and marginalized groups leads to a discourse of endangerment in which a threatened language requires saving or revitalization efforts. Others argue that the demands of modernity and globalization challenge this view. Who is right? In this course students are led to a deeper examination of the political, cultural and educational forces that shape the destiny of languages, so as to be able to more insightfully discuss the tension between preservation and modernization of human cultural heritage in modern society.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Fieldwork / Visits 10 Reading / Self-study 40 Independent research and fact-finding tasks 15 Assessment: Essay / Report writing 25 Assessment: Presentation (incl preparation) 5 Total: 129

On completing the course, students will be able to: 1. Demonstrate an awareness of linguistic diversity in human history.
Course Co-ordinator
2. Critically examine the discourse of linguistic endangerment and revitalization and its foundations. 3. Identify and explain the challenges that modernity poses to diversity. 4. Demonstrate critical evaluation of the politics of diversity in multilingual societies, in particular educational policies.
Teacher(s)

Assessment Tasks Essay Group project Weighting 50 50
5. Describe and discuss the relationship between language and identity at the individual and societal level.
128
Global Issues
The Political Economy of Growth and Poverty in the World

Non-Permissible Combination: CCGL9005 Poverty, Development, and the Next Generation: Challenges for a Global World
Required Reading
Acemoglu, D., & Robinson, J. (2012). Why nations fail: The origins of power, prosperity, and poverty. New York: Crown Business. Banerjee, A. V., & Duflo, E. (2011). Poor economics: A radical rethinking of the way to fight global poverty. New York: PublicAffairs. Bhagwati, J. (2006). In defense of globalization. Oxford: Oxford University Press. Collier, P. (2007). The bottom billion: Why the poorest countries are failing and what can be done about it. Oxford: Oxford University Press. [Chaps. 1-5] Cowen, T., & Tabarrok, A. (2013). Modern principles of economics (2nd ed.). Worth Publishers. [Chaps. 24, 25, 26] De Soto, H. (1989). The other path: The invisible revolution in the Third World. New York: Harper & Row. [Chaps. 1, 3, 5, 6] Ravallion, M. (2011, February 14). Awareness of poverty over three centuries. From http://www.voxeu.org Robinson, J., & Acemoglu, D. (2011, June 8). Morishima Lecture on Why nations fail: The origins of power, prosperity and Poverty. The London School of Economics and Political Sciences, UK. Rodrik, D. (2000, Winter). How far will international economic integration go? Journal of Economic Perspectives, 14(1), 177-186. Rodrik, D. (2012, July 11). The new global economys relative winner. Project Syndicate. From http://www.project-syndicate.org Sala-i-Martin, X., & Pinkovskiy, M. (2010, January 22). Parametric estimations of the world distribution of income. From http://www. voxeu.org Sala-i-Martin, X. (2003). Growth and the world distribution of income. [PowerPoints] Sala-i-Martin, X. (2003). The world distribution of income. [PowerPoints]
Globalization has been criticized for failing to bring prosperity for all and blamed for the poverty that has continued to exist, if not worsened. This course examines the empirical evidence for these claims. It develops and applies economic concepts to understand how growth and poverty as development outcomes are affected by the economic and political processes within and among nations. The role of trade, migration, capital flows, and technology are studied as global market processes that affect growth and poverty. The behavior of the state in promoting development, regulating economic activities, and as an agent for corporate and special interest groups is examined critically for its affects on growth and poverty. The course helps students to: gain an understanding of why some nations succeed to grow and others remain poor; learn why prosperity within and across nations is not equally shared; understand the interplay of the state and the market in affecting growth and poverty; and attain a critical appreciation of why different individuals and groups support or oppose globalization. Students are introduced to examples of how political processes in one nation can impact development outcomes in another nation. They study how political processes interacting with economic processes at local, national, and global levels can lead to great variations in development outcomes.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 72 Preparation of case/data analysis for tutorials 12 Assessment: Written paper 30 Assessment: Examination 2 Total: 152

On completing the course, students will be able to: 1. Understand, analyze and critically interpret key economic concepts and ideas through applying them to quantitative data on growth and poverty across the world and over time.
Course Co-ordinator
2. Understand, analyze and critically interpret and reflect upon interacting economic and political dimensions of growth and poverty. 3. Understand, analyze and critically interpret and reflect upon the outcomes for growth and poverty comparing socialist versus capitalist economies and open versus closed economies through the study of cases and examples in history. 4. Understand, analyze and critically interpret and reflect upon the relationship between issues of growth and poverty and its broader relationship with human development.
Teacher(s)

Assessment Tasks Weighting Written paper 50 Examination 50
129
Global Issues
Think Global, Act Local: You, Hong Kong, and the World
Non-Permissible Combination: CCGL9002 Hong Kong Culture in the Context of Globalization
Required Reading
Brune, N., & Garrett, G. (2005). The globalization Rorschach test: International economic integration, inequality, and the role of government. Annual Review of Political Science, 8, 399-423. Davis, D. E. (2005). Cities in global context: A brief intellectual history. International Journal of Urban and Regional Research, 29(1), 92-109. Edwards-Jones, G., et al. (2008). Testing the assertion that local food is best: The challenges of an evidence-based approach. Trends in Food Science & Technology, 19(5), 265-274. Faulconbridge, J. R., & Muzio, D. (2012). Professions in a globalizing world: Towards a transnational sociology of the professions. International Sociology, 27(1), 136-152. French, H. (2000). Sharing the air. Vanishing borders: Protecting the planet in the age of globalization. New York: W.W. Norton & Co. [Chap. 6] Hassard, J., Morris, J., & McCann, L. (2012). My brilliant career? New organizational forms and changing managerial careers in Japan, the UK, and USA. Journal of Management Studies, 49(3), 571-599. Lejano, R., & Stokols, D. (2013). Social ecology, sustainability, and economics. Ecological Economics, 89, 1-6. Luo, X., & Shen, J. (2012). The making of new regionalism in the crossboundary metropolis of Hong Kong-Shenzhen, China. Habitat International, 36, 126-135. Oosterveer, P., & Sonnenfeld, D. A. (2012). Food, globalization and sustainability. New York: Earthscan. [Excerpts from Chapters 2 and 3] Sachs, J. S. (2008). Economics for a crowded planet. New York: Penguin Group. [Excerpts] Spilerman, S. (2009). How globalization has impacted labour: A review essay. European Sociological Review, 25(1), 73-86. Stiglitz, J. (2003). Dealing with debt: How to reform the global financial system. Harvard International Review, 25(1), 54-59. United Nations Environment Programme. (2004). Why Take a Life Cycle Approach? Paris: UNEP. United Nations Conference on Trade and Development. (2008). Globalization for Development: The International Trade Perspective. New York and Geneva: United Nations. [Excerpts] United Nations Conference on Trade and Development. (2011). Development-led Globalization: Towards Sustainable and Inclusive Development Paths. New York and Geneva: United Nations. [Excerpts] Wackernagel, M., & Rees, W. E. (1996). Our ecological footprint: Reducing human impacts on the Earth (New Catalyst Bioregional Series). Gabriola Island, B.C.: New Society Publishers. [Section I]
The catchphrase, Think global, act local, has become widespread in the last two decades, as global connections have vastly expanded while the local context is increasingly recognized to be crucial in efforts to improve the world. Given the increasing complexity and interconnectedness of the contemporary world, it is important for each of us to understand how we are linked to the multitude of people and places in it, and what impacts our actions have on them. This course covers several key aspects trade, consumption, labor, professionalism, the carbon economy, finance, and sustainable development in the context of Hong Kong and the world. In each topic we connect examples from lives in Hong Kong to the rest of the world. We will also introduce related academic theories to understand how changes in our lives in Hong Kong can change the world. Students who have taken the course should be able to answer both big questions related to the global economy as well as seemingly simple questions about everyday life, about the consequences of actions.

Assessment Tasks Weighting Class participation 10 Group presentation 15 Individual presentation 5 Problem sets 20 Written reflection 10 Examination 40
Course Co-ordinator
Professor B.S. Tang Department of Urban Planning and Design, Faculty of Architecture 2219 4897 bsbstang@hku.hk

On completing the course, students will be able to: 1. Explain the way global trade and the global financial system works and describe the impact economic globalization has had on labor migration, consumption, carbon economy and sustainable development.
Teacher(s)
Professor B.S. Tang Department of Urban Planning and Design, Faculty of Architecture 2219 4897 bsbstang@hku.hk Dr R.P. Lejano Department of Urban Planning and Design, Faculty of Architecture 2546 1049 lejano@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 60 Assessment: Presentation (incl preparation) 8 Assessment: Examination (incl preparation) 15 Assessment: Problem sets (incl preparation) 14 Assessment: Written reflections 5 Total: 138
130
2. Reflect on and discuss the ways you and Hong Kong impact and are impacted by the global economy and environment. 3. Identify actions that could be taken to remedy negative impacts you might have on the world. 4. Distinguish and weigh trade-offs of different courses of action to ameliorate negative impacts or enhance positive impacts. 5. Choose some small (or large) actions to take to contribute to sustainable development.
Global Issues
Criminal Organizations, Clandestine Globalization and the Illicit World Political Economy
Required Reading
Friman, H. R. (Ed.). (2009). Crime and the global political economy. Boulder, CO: Lynne Rienner Publishers. Maltz, M. D. (1976). On defining organized crime: The development of a definition and a typology. Crime and Delinquency, 22(3), 338-346. Naaim, M. (2005). Illicit: How smugglers, traffickers and copycats are hijacking the global economy. New York: Doubleday. Robinson, J. (1998). The laundrymen. London; New York: Pocket Books.
Globalization has provided expansionist opportunities for less-than-honest entrepreneurs, criminal organizations and outlawed radical groups worldwide. Illicit and illegal flows of goods, services, information, money and even people cross national borders each day. These flows represent the shadowy side of globalization and signify a real if understudied dimension of the global economy that of the illicit world political economy. This course introduces students to this facet of globalization that pertains to organized crime, radical terrorist cells and covert groups. The course first provides the students with a conceptual and theoretical introduction. It then goes on to present an empirical survey of various activities within the illicit world political economy in relation to globalization. By inviting students to consider selected case studies on the trafficking and trade of illicit goods such as weaponry, drugs, credit card numbers and human organs, as well as illicit services such as money laundering and counterfeiting, students are encouraged to reflect on how these activities are intricately linked to their local lives, and the opportunities and challenges these issues present for global governance and economic development of the societies they live in.
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Reading / Self-study 30 Documentary video viewing 12 Assessment: Essay / Report writing 30 25 Assessment: Presentation (incl preparation) Assessment: In-class assessment (unseen paper) 2 Total: 135

On completing the course, students will be able to: 1. Demonstrate an understanding of the literature on the illicit global economy and its linkages to transnational crime in the global era.
Course Co-ordinator
Dr V.E.L. Teo School of Modern Languages and Cultures (Japanese Studies), Faculty of Arts 3917 5925 victorteo@hku.hk
2. Appraise the constraints, dilemmas and quandaries facing nation-states and international institutions in their dealings with the illicit activities in the globalized age and reflect upon the challenges posed for global democratic governance. 3. Critically question and reflect upon existing ethical judgments about illicit activities and their actual functionality in host societies. 4. Comprehend the tensions between state actions and criminal entrepreneurship and the ambiguous moral areas of state-sanctioned illegal covert activities. 5. Identify the implications of global criminal activities and how they relate to the Hong Kong society and in turn how local criminal activities have worldwide repercussions.
Teacher(s)

Assessment Tasks Weighting Tutorial participation 10 Presentation 25 In-class assessments 30 Research essays 35
131
Global Issues
Understanding the Financial Crisis
Required Reading
The following cases and reading materials will be assigned. The list will be updated as deemed appropriate. Chakravorti, B. (2010). Letting no serious crisis go to waste: Innovation and entrepreneurship after the Great Recession. Harvard Business Multimedia CDROM. Mathis, J., Tuzzolino, F., & Ramaswamy, V. (2011). Global financial crises and the future of securitization. Harvard Business School Case. Moss, D., & Bolton, C. (2011). Fighting a dangerous financial fire: The federal response to the crisis of 2007-2009. Harvard Business School Case. Narayanan, V. G., Ferri, F., & Brem, L. (2010). The credit crisis of 2008: An overview. Harvard Business School Case. Pill, H., Di Tella, R., & Schlefer, J. (2008). Financial crisis in Asia: 19971998. Harvard Business School Case. Roscini, D., Schlefer, J., & Dimitriou, K. (2011). The Greek crisis: Tragedy or opportunity. Harvard Business School Case. Rotembery, J. J. (2008). Subprime meltdown: American housing and global financial turmoil. Harvard Business School Case. Segel, A. I., & Creo, B. (2010). Understanding the credit crisis of 20072008. Harvard Business School Background Note. Steil, B. (2009, March). Lessons of the financial crisis (Council Special Report No. 45). Center for Geoeconomic Studies, Council on Foreign Relations.
As a subprime mortgage crisis that started in America in 2008, the crisis speedily mutated into a systemic risk threatening the financial system of every advanced and emerging economy. The financial contagion quickly exacerbated the impact of the crisis by transmitting the financial shocks through the interlinked financial markets to the whole global economy. Sooner than expected, millions of people in America, Europe and even China lost their jobs and fell into poverty. Almost overnight the entire investment banking industry worldwide was wiped out. The crisis that started out in America has turned into the worst global economic crisis since the Great Depression. Understanding the Financial Crisis aims to bring to students an exploratory account of the crisis and an understanding of the conceptual underpinnings of the issues that lie at the heart of it. The course will focus on how the current financial crisis began, how it developed, how the different countries dealt with it with their own politico-economic means and measures, what are the effects on people, and what is its implication for the global economy, and its broader ramifications for our society.

On completing the course, students will be able to: 1. Describe the socio-economic background and the possible causes for the financial crisis and explain how the crisis through the different financial and economic channels can reinforce itself and affect other economies in the world.
Course Co-ordinator
Dr K.S. Tse School of Economics and Finance, Faculty of Business and Economics 2857 8636 ktse@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 50 Video viewing 10 Assessment: Individual report on group project 10 Assessment: Group presentation of group project 20 Assessment: Case summaries and homework 20 Assessment: Take-home test 4 Total: 150
2. Formulate critical questions and reflections regarding issues of economic development against an understanding that very often our efforts to respond to one problem might lay the foundations for the next. 3. Critically evaluate the effectiveness of the various government policies for the rescue of the faltering economy and assess how these policies in one country can impact others in the global economy. 4. Demonstrate understanding that the elimination of crises, if possible at all, is very costly and hence why crises will almost certainly recur. 5. Assess how the current crisis will form and shape the future path of growth and development for the global economy.
Teacher(s)
Dr K.S. Tse School of Economics and Finance, Faculty of Business and Economics 2857 8636 ktse@hku.hk

Assessment Tasks Class participation and tutorial discussions Homework and case summaries Group project and presentation Individual report on group project Take-home test
132
Weighting 10 20 20 20 30
Global Issues
Entrepreneurship: Global and Social Development
Required Reading
Selected chapters from: Hisrich, R. (2010). International entrepreneurship: Starting, developing, and managing a global venture. Los Angeles: Sage Publications. Isenberg, D. (2007, June 5). Bert Twaalfhoven: The successes and failures of a global entrepreneur. Harvard Business Review. [Case study] Landes, D., Mokyr, J., & Baumol, W. (Eds.). (2010). The invention of enterprise: Entrepreneurship from ancient Mesopotamia to modern times. Princeton: Princeton University Press. Salkowitz, R. (2010). Young world rising: How youth technology and entrepreneurship are changing the world from the bottom up. Hoboken, NJ: Wiley. Westhead, P., Wright, M., & McElwee, G. (Eds.). (2011). Entrepreneurship: Perspectives and cases. London: FT Prentice Hall.
This course introduces entrepreneurship from historical, global, and social perspectives. It aims to provide a basic understanding of entrepreneurship and to guide students to embrace the fundamental changes occurring in both the business communities and society. Students will learn about the history of entrepreneurship in ancient civilizations, which will help students develop an objective and balanced view on entrepreneurship. Furthermore, the course brings in the modern elements by examining the evolution of entrepreneurship with the proliferation of information technology and economic globalization. This is important for motivating students to deepen their understanding about entrepreneurship and its connection with global phenomena. Lastly, students will be guided to think about entrepreneurship in the context of social enterprise. It is particularly relevant to acknowledge ways to leverage successful business models to address social and environmental concerns. The course links historical and societal interests with business strategies, which have critical implications far beyond profitability.
Study Load
Activities Number of hours Lectures 20 Tutorials 12 Fieldwork / Visits / Guest speaker 5 Reading / Self-study 20 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 10 Assessment: Group project 20 Assessment: Class discussion 10 Assessment: In-class test (incl preparation) 5 Total: 122

On completing the course, students will be able to: 1. Assess the global market and evaluate business and social opportunities from a novel point of view concurrent with the technological trends.
Course Co-ordinator
Dr Y. Zheng School of Business, Faculty of Business and Economics 3917 1026 yzheng@business.hku.hk
2. Develop the awareness and understanding for the relevant social factors in different cultural environments. 3. Evaluate the effectiveness of the social media tools in reaching different market segments and promoting social equality and justice.
Teacher(s)
Dr Y. Zheng School of Business, Faculty of Business and Economics 3917 1026 yzheng@business.hku.hk

Assessment Tasks Weighting Class contribution 30 Case summaries and reports 30 Project 20 In-class tests 20
133
Global Issues
Rule of Law in a Globalizing World
Required Reading
Farrar, J., & Dugdale, A. (1990). Introduction to legal method (3rd ed.). London: Sweet & Maxwell. [Chap. 1] Franklin, D. P., & Baun, M. J. (Eds.). (1995). Political culture and constitutionalism: A comparative approach. Armonk, NY: M.E. Sharpe. [Introduction, Conclusion] Fukuyama, F. (2011). The origins of political order. New York: Farrar, Straus and Giroux. [pp. 245-289] Grimm, D. (2011). Levels of the rules of law on the possibility of exporting a Western achievement. European-Asian Journal of Law and Governance, 1(1), 5-11. Li, B. (2000, April). What is rule of law? Perspectives, 1(5). Published by the Overseas Young Chinese Forum. From http://www.oycf.org/ Perspectives2/5_043000/Contents.htm Lloyd, D. (1981). The idea of law. Harmondsworth, UK: Penguin Books. [Chap. 6] Scholte, J. A. (2005). Globalization: A critical introduction (2nd ed.). Basingstoke, UK: Palgrave Macmillian. [Chap. 1] Tai, B. (1994). The rule of law and the accessibility of lawyers. In R. Wacks (Ed.), In fear of China? Lawyers and the public interest. Hong Kong: Faculty of Law, University of Hong Kong. Tai, B. (2007). Developing an index of the rule of law: Sharing the experience of Hong Kong. Asian Journal of Comparative Law, 2, 89109. Tay, A. E.-S. (2007). Asian values and the rule of law. In P. Costa & D. Zolo (Eds.), The rule of law: History, theory and criticism. Dordrecht: Springer. Terence, H., & Osinsky, P. (2006) Globalization of law. Annual Review of Sociology, 32, 447-70. Tamanaha, B. (2004). On the rule of law: History, politics, theory. Cambridge: Cambridge University Press. [Chaps. 3, 4, 5] Walker, G. de Q. (1988). The rule of law: Foundation of constitutional democracy. Carlton, Vic.: Melbourne University Press. [Chap. 1]
The footprint of the Rule of Law, as an ideology of law, can be found throughout the world in almost all domestic jurisdictions as well as international governance bodies. The Rule of Law can be expressed as different levels depending on the ultimate goals in introducing the Rule of Law in a society. With a different goal, the demands on the legal institutions to implement the Rule of Law are also different. Understanding the Rule of Law as different levels also provides a framework to understand how the Rule of Law is being globalized. For non-western societies aiming to develop the Rule of Law, owing to their different historical, political, economic, social and cultural contexts, the specific level of the Rule of Law that they aim to sustain or achieve and the form and manner of the legal institutions operating to implement the Rule of Law may be different from western societies. The development of the Rule of Law in these societies also does not necessarily follow the same sequence as in the West. This course aims to explore the developmental processes of the Rule of Law in different societies under globalization.

On completing the course, students will be able to: 1. Demonstrate understanding of the basic concepts of law, the Rule of Law and globalization.
Course Co-ordinator
Mr B.Y.T. Tai Department of Law, Faculty of Law 3917 2937 yttai@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Fieldwork / Visits 8 Reading / Self-study 30 Assessment: Electronic portfolio 45 Assessment: Worksheets 12 Assessment: Research paper 30 Total: 157
2. Describe the evolution of the principle of the Rule of Law in western societies and explain the impact of globalization in influencing the developmental path of the Rule of Law in non-western societies. 3. Illustrate the different levels of the Rule of Law and the institutions needed to achieve the goals of each of the levels and the cultural conditions for each of the levels. 4. Compare and analyze different methods used in ascertaining the level of the Rule of Law attained by a political community. 5. Review the multi-dimensional relationships between law and globalization.
Teacher(s)

Assessment Tasks Weighting Worksheets 50 Performance in tutorials 15 Portfolio and research paper 35
134
Global Issues
Weapons of Mass Destruction: Science, Proliferation and Terrorism
Required Reading
Allison, G. (1997, October). Nuclear dangers: Fear increases of terrorists getting hands on loose warheads as security slips. The Boston Globe. Bethe, H. A. (1950). The hydrogen bomb. Bulletin of the Atomic Scientists, 6, 99. Blix, H. (May 27, 2010). Can we move toward a nuclear weapon-free world? Hertog Global Strategy Initiative Nuclear Summer Seminar. Columbia University, New York. [Video] Brittain, D. (2007). Hong Kongs response to a chemical, biological, radiological or nuclear attack [Whitepaper]. Hong Kong: Hong Kong Hospital Authority. Graham, B., Talent, J., et al. (2008). World at risk: The Report of the Commission on the Prevention of Weapons of Mass Destruction Proliferation and Terrorism. New York: Vintage Books. Hafez, M. M., & Rasmussen, M. J. (2012). Terrorist innovations in weapons of mass effect, Phase II (Workshop Report, U.S. Naval Postgraduate School). Kistiakovsky, G. (1978). The folly of the neutron bomb. Bulletin of the Atomic Scientists, 34, 27. Meshik, A. P. (2005). The workings of an ancient nuclear reactor. Scientific American. Moltz, J. C., Orlov, V. A., & Stulberg, A. N. (Eds.). (2004). Preventing nuclear meltdown: Managing decentralization of Russias nuclear complex. Aldershot, UK; Burlington, VT: Ashgate. Nelson, R. W. (2003). Nuclear bunker busters, mini-nukes, and the U.S. nuclear stockpile. Physics Today, 56, 32. Sagan, C. (1983). Nuclear winter: Global consequences of multiple nuclear explosions. Science, 222, 1283. Schwartz, S. I. (1998). Atomic audit: The costs and consequences of U.S. nuclear weapons since 1940. Washington, DC: Brookings Institution Press. Thompson, S. L., & Schneider, S. H. (1986). Nuclear winter reappraised. Foreign Affairs, 62, 981. Tucker, J., & Walker, P. (2009, April). Getting chemical weapons destruction back on track. Bulletin of the Atomic Scientists. From http://www. thebulletin.org Zhao, L.F., Xie, X.B., & Wang, W. M. (2012). Yield estimation of the 25 May 2009 North Korea nuclear explosion. Bulletin of the Seismological Society of America, 102, 2.
Weapons of mass destruction (WMD), i.e. nuclear, chemical and biological, comprise the most destructive and lethal weapons ever developed by humankind. Given that these weapons pose a severe threat to the survivability of humanity, increasing our understanding of their development, deterrent potential, reduction and more recently, the threat posed by proliferation networks as well as terrorist groups is of utmost importance. This course will start with the historical development of WMD and will be followed by a discussion of the underlying physical principles involved in WMD technology as well as biological and medical effects of nuclear weapons and other weapons of mass destructions. We will then draw students attention to the political and philosophical aspects of weapons of mass destruction, the current spread of WMD technology and non-proliferation treaties that aim to regulate and reduce WMD proliferation. We will also take a close look at the evolution of WMD proliferation networks, the emergence of nuclear terrorism and the consequences of terror-networks acquiring WMD materials. Finally, we will end this course with an important question: can the world move towards the complete disarmament of all WMD and would such a goal be desirable?

On completing the course, students will be able to: 1. Describe and explain the technological development of nuclear, chemical and biological WMD and their application in conflicts.
Course Co-ordinator
Study Load
Activities Number of hours Lectures 24 Tutorials 12 40 Reading / Self-study Assessment: Essay / Report writing 15 Assessment: Presentation (incl preparation) 15 Assessment: In-class test (incl preparation) 15 Total: 121
2. Identify and evaluate the relationship between WMD producers and proliferators and how globalization has impacted these relationships. 3. Evaluate key components of recent nuclear test ban treatises and describe what type of technology is used for compliance monitoring. 4. Discuss how proliferation networks of nuclear, chemical and biological WMD differ and how non-state actors seek to acquire WMD. 5. Identify and analyze potential worst-case WMD attack scenarios and develop appropriate response strategies.
Teacher(s)

Assessment Tasks Essay Group multimedia presentation Group debate In-class test Weighting 25 25 20 30
135
Global Issues
Globalization and Architecture
Required Reading
Excerpts from: Appadurai, A. (1996). Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press. Aug, M. (2008). Non-places (2nd English language ed.). London; New York: Verso. Colquhoun, A. (1997). The concept of regionalism. In G. B. Nalbantoglu & C. T. Wong (Eds.), Postcolonial space(s). New York: Princeton Architectural Press. De Blij, H. J. (2009). The power of place: Geography, destiny, and globalizations rough landscape. Oxford; New York: Oxford University Press. Jarzombek, M., Vikramaditya, P., & Ching, F. D. K. (2011). Globalization takes command. In A global history of architecture (2nd ed.). Hoboken, NJ: Wiley. Koolhaas, R. (1995). The generic city: Guide, 1994. In J. Sigler (Ed.), Small, medium, large, extra-large: Office for Metropolitan Architecture, Rem Koolhaas and Bruce Mau. New York: Monacelli Press. Koolhaas, R. (2001). The regime of $. In C. Davidson (Ed.), Anything. New York: Anyone Corp.; Cambridge, MA; London: MIT Press. Koolhaas, R. (2002). Junkspace. In A. Mikayke & H. U. Obrist (Eds.), Bridge the gap? Kitakyushu, Japan: Center for Contemporary Art (CCA). MacCannell, D. (1992). Empty meeting grounds: The tourist papers. London: Routledge. Martin, R. (2009). Financial imaginaries: Toward a philosophy of the city. In W. S. W. Lim (Ed.), Collection of essays on Asian design culture. Singapore: Select Books. McLuhan, M., & Powers, B. R. (1989). The global village: Transformations in world life and media in the 21st century. New York: Oxford University Press. Sassen, S. (2000). Geographies and countergeographies of globalization. In C. Davidson (Ed.), Anymore. Cambridge, MA: MIT Press.
This course aims to examine how the condition of globalization reveals itself in architecture and the urban environment. In our immediate surroundings, it would benefit us greatly if we can grasp how the buildings that we inhabit are made and how they function. With an improved understanding of the various forces at play in the shaping of our human-made environment, we should be encouraged to think of ways to support a healthier kind of citizenry participation in the making of our buildings in the era of globalization. Paul Ricoeur described a condition of universal civilization that encapsulates a scientific spirit and consumer culture. Today, we are perhaps operating universally under the effects of globalization, aided in no small part by the advent of the information age as well as a more liberal flow of capital and labor. This course will seek the architecture and city we live in as a barometer that measures these effects appraising specifically the qualities and identities of buildings and districts built or transformed as a result of globalization. By understanding the innovative and co-operative forms that have emerged, as well as resistances of local practices to external forces, we will be better equipped to cope with these global forces. This course will examine ten types of buildings and environments in our cities, ranging from shopping malls and airports, to theme parks and other familiar environments.

On completing the course, students will be able to: 1. Define the important characteristics of the various economic, political, sociological, cultural and urban forces of globalization, and identify critical theories that had influenced the development of architecture and the city.
Course Co-ordinator
Mr H.K. Wee Department of Architecture, Faculty of Architecture 2219 4620 koonwee@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 8 Film screening and discussion 4 Reading / Self-study 54 Assessment: Presentation (incl preparation) 36 Assessment: Quizzes 3 Assessment: Mid-term test 2 Total: 143
2. Analyze the viability of various theories of globalization, and how different architectural and urban manifestations of globalization had enhanced the lives of its inhabitants, while incurring implied or hidden costs to society. Evaluate how each of the case studies were carried out, and how improvements may be made for the future. 3. Demonstrate awareness towards the collaborative and interdisciplinary nature of the making of our cities, especially in light of the dissolving of conventional boundaries for improved global connectivity, for better tolerance of differences in our society, and for a more socially and environmentally sustainable approach towards our built environment. 4. Identify the broad literature that surrounds the concept of globalization, and its impact on our built environment.
Teacher(s)
Mr H.K. Wee Department of Architecture, Faculty of Architecture 2219 4620 koonwee@hku.hk

Assessment Tasks Weighting Tutorial participation 30 Mid-term test 20 Quizzes 10 Group project and presentation 40
136
Global Issues
Dilemmas of Humanitarian Intervention
Required Websites
Students will be required to consult a series of websites, notably from the perspective of the country selected for specialist study. The main websites are as follows: Amnesty International - http://www.amnesty.org/ AusAID - http://ausaid.gov.au/Pages/home.aspx Bill & Melinda Gates Foundation - http://www.gatesfoundation.org/ BRAC - http://www.brac.net/ CARE International - http://www.care-international.org/ Carter Center - http://www.cartercenter.org/index.html Catholic Relief Services - http://www.catholicrelief.org/ Caux Round Table - http://www.cauxroundtable.org/ CSR Asia - http://www.csr-asia.com/ Council on Foreign Relations - http://www.cfr.org/ Danish Refugee Council - http://www.drc.dk/home/ DFID (UK) - https://www.gov.uk/government/organisations/departmentfor-international-development ECHO (EU) - http://ec.europa.eu/echo/about/index_en.htm Global Centre for the Responsibility to Protect - http://www.globalr2p.org/ Global Citizen - http://www.globalcitizen.org/ Global Fund - http://www.theglobalfund.org/en/ Global Humanitarian Assistance - http://www.globalhumanitarianassistance. org/ Global Witness - http://www.globalwitness.org/ Human Rights Watch - http://www.hrw.org/ International Committee of the Red Cross - http://www.icrc.org/eng/ International Crisis Group - http://www.crisisgroup.org/ IMF - http://www.imf.org/external/index.htm International Rescue Committee - http://www.rescue-uk.org/ Lutheran World Relief - http://lwr.org/site/c.dmJXKiOYJgI6G/b.6319053/ k.BDBF/Home.htm Mdecins Sans Frontires - http://www.msf.org/ Norwegian Refugee Council - http://www.nrc.no/ OCHA - http://www.unocha.org/ OECD DCD-DAC - http://www.oecd.org/dac/# Open Society Foundations - http://www.opensocietyfoundations.org/ Oxfam - http://www.oxfam.org/ Physicians for Human Rights - http://physiciansforhumanrights.org/ ReliefWeb - http://reliefweb.int/ Save the Children - http://www.savethechildren.org/ United Nations - http://www.un.org/ UNDP - http://www.undp.org/ UNESCO - http://www.unesco.org/ UN Global Compact - http://www.unglobalcompact.org/ UNHCR - http://www.unhcr.org/ UNICEF - http://www.unicef.org/ UN Watch - http://www.unwatch.org/ UN World Food Programme - http://www.wfp.org/ USAID - http://www.usaid.gov/ WHO - http://www.who.int World Bank - http://www.worldbank.org/ World Vision - http://www.worldvision.org/
The course takes a very broad understanding of humanitarian intervention, looking not only at states but also at international NGOs and the aid business, and not only at aid but also at other forms of political action. It focuses on the emergence of humanitarian intervention, its contemporary nature, success and failure, moral challenges, and ways forward. It requires students to select one developing country for in-depth study, both to deepen their learning and to build a platform for comparative analysis. It examines dilemmas generated notably by great power politics, by the tension between state sovereignty and global humanitarian action, by resource constraints in a world of potentially limitless need, and by issues of authentic country ownership. It explores these issues both through overview analysis in lectures, and through real-world case studies in seminars. In classroom discussion, students country expertise will be very much in the lead.
Required Reading
There is no single text for the course, and even the required readings (below) are merely part of the input students will be asked to make. A key part of the learning during the course will take place through student exploration. To this end, they will be asked to consult a series of websites. Barnett, M. N., & Weiss, T. G. (Eds.). (2008). Humanitarianism in question: Politics, power, ethics. Ithaca, NY: Cornell University Press. Barnett, M. N. (2010). The international humanitarian order. Abingdon, UK: Routledge. Barnett, M. N. (2011). Empire of humanity: A history of humanitarianism. Ithaca, NY: Cornell University Press.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Reading / Self-study 100 Assessment: Essay / Report writing 20 Assessment: Examination 2 Total: 156

Assessment Tasks Weighting Participation in lectures and tutorials 20 Term paper 30 Examination 50
Course Co-ordinator
Professor I.M. Holliday Department of Politics and Public Administration, Faculty of Social Sciences 3917 4666 ian.holliday@hku.hk

On completing the course, students will be able to: 1. Describe and understand humanitarian intervention through an awareness of both historical development and territorial reach.
Teacher(s)
Professor I.M. Holliday Department of Politics and Public Administration, Faculty of Social Sciences 3917 4666 ian.holliday@hku.hk
2. Use the relevant information about humanitarian intervention to analyze and explain the issues of principle and practice it generates. 3. Demonstrate an awareness of ways forward for humanitarian intervention in the complex circumstances of the contemporary world.
137
Global Issues
English as a Global Language in Asian Contexts

Required Reading
Bacon-Shone, J., & Bolton, K. (2008). Bilingualism and multilingualism in the HKSAR: Language surveys and Hong Kongs changing linguistic profile. In K. Bolton & H. Yang (Eds.), Language in society in Hong Kong (pp. 25-51). Hong Kong: Open University of Hong Kong Press. Bolton, K. (2002). The sociolinguistics of Hong Kong and the space for Hong Kong English. In K. Bolton (Ed.), Hong Kong English: Autonomy and creativity (pp. 29-56). Hong Kong: Hong Kong University Press. Crystal, D. (2000). The prescriptive tradition. In P. Eschholtz, A. Rosa & V. Clark (Eds.), Language awareness: Readings for college writers. (3rd ed., pp. 116-121). Boston: Bedford / St Martins. Gupta, A. F. (2010). Singapore Standard English revisited. In L. Lim, A. Pakir & L. Wee (Eds.), English in Singapore: Modernity and management (Asian Englishes Today.) Hong Kong: Hong Kong University Press. Jenkins, J. (2009). World Englishes: A resource book for students (2nd ed.). London; New York: Routledge. [Units A1, A3, A4, A5, B3, B6, B7, B8, C1, C7, C8] Kachru, B. B. (1985). The alchemy of English: The spread, functions, and models of non-native Englishes. Champaign, IL: University of Illinois Press. [Chaps 1, 2] Li, D. C. S., & Tse, E. C. Y. (2002). One day in the life of a purist. International Journal of Bilingualism, 6(2), 147-203. Li, D. C. S. (2009). Towards biliteracy and trilingualism in Hong Kong (SAR): Problems, dilemma and stakeholders views. In L. Lim & E. Low (Eds.), Multilingual, globalizing Asia: Implications for policy and education (AILA Review 22) (pp. 72-84). Amsterdam: John Benjamins Publishing. Lim, L. (2009). Beyond fear and loathing in SG: The real mother tongues and language policies in multilingual Singapore. In L. Lim & E. Low (Eds.), Multilingual, globalizing Asia: Implications for policy and education (AILA Review 22) (pp. 52-71). Amsterdam: John Benjamins Publishing. Lim, L. (2013). Kaduva of privileged power, instrument of rural empowerment? The politics of English (and Sinhala and Tamil) in Sri Lanka. In L. Wee, R. Goh and L. Lim (Eds.), The politics of English: South Asia, Southeast Asia and the Asia Pacific (pp. 61-80) (Studies in World Language Problems.) Amsterdam: John Benjamins Publishing. Milroy, J., & Milroy, L. (Eds.). (1999). Authority in Language: Investigating Standard English (3rd ed.). London; New York: Routledge. [Chap. 1]
What fundamental issues social, cultural, political, ideological confront all communities when a global language is transplanted to a new locale, specifically a multilingual, Asian context? Focusing on the global language par excellence, English, with particular attention to the situation of Hong Kong, but also drawing on settings elsewhere in the region, such as Singapore and India, where English is even more established and localized, and mainland China, where the presence of English is burgeoning, this course has three main thrusts: 1. the social and linguistic consequences for the positioning of English when it encounters other languages, such as Cantonese, including the spread of multilingualism, the emergence of code switching/mixing practices, the evolution of New Englishes, and the occurrence of language shift; the challenges that these pose for the concepts of language norms and standards and the notion of the native speaker of English, and the implications that this has for issues of identity and the ownership of language; and the dilemmas faced in the management of such New Englishes and multilingual practices in language policy and education, the challenges encountered in the liberation of such codes in popular culture, including e-communication and pop music, as well as the commodification and commercialization of global languages.
2.
3.

On completing the course, students will be able to: 1. Recognize and discuss the important sociolinguistic issues involved in the appropriation of a global language such as English in contemporary local multilingual Asian contexts.
Course Co-ordinator
Dr L.L.S. Lim School of English, Faculty of Arts 3917 2871 lisalim@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 48 20 Fieldwork and data analysis Assessment: Presentation (incl preparation) 10 Assessment: Website/blog (report writing) 20 Assessment: Learning reflection 2 Assessment: In-class quizzes 2 Total: 134
2. Creatively apply sociolinguistic knowledge to language issues observed and identified, and define and illustrate the roles and values that English and other local languages have, in the local, everyday context of Hong Kong, and compare and contrast these to other Asian situations like Singapore, India, Sri Lanka, China. 3. Explain and analyze sociolinguistic phenomena and issues both to academic peers as well as to the wider non-linguistic, non-academic community, in an intelligent, interesting and accessible mode and manner. 4. Appraise and respond to the views and presentations of others as found in published texts as well as in class. 5. Identify and evaluate the sociolinguistic issues and challenges in the local context that are important for sustainability with a view to making intelligent, significant and responsible contributions to the community.
Teacher(s)
Dr L.L.S. Lim School of English, Faculty of Arts 3917 2871 lisalim@hku.hk Dr K.H.Y. Chen School of English, Faculty of Arts 3917 4474 khychen@hku.hk

Assessment Tasks Website/blog and learning reflection In-class presentation Tutorial participation Classwork and learning reflection Weighting 30 10 30 30
138
Global Issues
World Heritage and Us
Required Reading
DiStefano, L., Lee, H. Y., & Cummer, K. (2011). Heritage: A driver of development Hong Kong style urban conservation. Presented at the 17th ICOMOS General Assembly and Scientific Symposium, November 27-December 2, 2011, Paris. Lee, H. Y., & DiStefano, L. (2002). The story of changing village life in the New Territories. Hong Kong: Oxford University Press. Loh, L. (2007). Conveying the spirit of place. In R. A. Engelhardt & M. H. Unakul (Eds.), Asia conserved: Lessons learned from the UNESCO Asia-Pacific Heritage Awards for Cultural Heritage Conservation (2000-2004) (pp. 9-12). Bangkok: UNESCO. Lung, D., DiStefano, L., Lee, H. Y., & Wong, D. T. Y. (2007). Interpreting the significance of heritage sites. In R. A. Engelhardt & M. H. Unakul (Eds.), Asia conserved: Lessons learned from the UNESCO Asia-Pacific Heritage Awards for Cultural Heritage Conservation (2000-2004) (pp. 21-27). Bangkok: UNESCO. UNESCO. (1972). UNESCO World Heritage Convention Text. From http://whc. unesco.org/en/conventiontext UNESCO. (2002). World heritage in young hands. Italy: UNESCO. [The World Heritage Convention, pp. 40, 42-44, 46, 48, 50-53, 57, 59; World Heritage and the Environment, pp. 126-129, 132-135, 140-141] UNESCO. (2011). The Operational Guidelines for the Implementation of the World Heritage Convention. From http://whc.unesco.org/en/guidelines UNESCO-ICCROM. (2006). Introducing young people to the protection of heritage sites and historic cities (2nd ed., pp. 7-10). Amman: UNESCO-ICCROM. [Unit 1: Concepts in cultural heritage] UNESCO and Institute for Tourism Studies (IFT), Macao. (2007). Cultural Heritage Specialist Guide Training and Certification Programme for UNESCO World Heritage Sites (4th ed.). Macao: IFT and UNESCO. [Unit 1: The Cultural Heritage Specialist Guide, p. 3; Unit 2: Understanding UNESCO World Heritage Sites, pp. 3-14; Unit 3: Protecting and Managing Cultural Heritage, pp. 8-9] Widodo, J. (2007). Contributing to the communitys cultural continuum. In R. A. Engelhardt & M. H. Unakul (Eds.), Asia conserved: Lessons learned from the UNESCO Asia-Pacific Heritage Awards for Cultural Heritage Conservation (2000-2004) (pp. 46-50). Bangkok: UNESCO. Note: A core reader detailing required weekly readings and two glossaries will be uploaded and made accessible to students on Moodle at the start of the semester. Weekly readings will be specific to the lecture topic that week and will include one or more short articles and selected short readings from a variety of sources. Student will be required to read these materials in preparation for the tutorials.
World Heritage sites belong to all the people of the world, irrespective of the territory where the sites or the people are located. Yet, you may ask, how can a World Heritage site in Europe belong equally to people in Asia? How does World Heritage relate to us? This course will introduce students to the United Nations Educational, Scientific and Cultural Organization (UNESCO)s World Heritage List, which identifies, protects and preserves cultural and natural heritage around the world considered to be of outstanding value to humanity. The course will provide a conceptual framework of how heritage sites should be understood in the contemporary context of the world we live in. Students will develop a broad perspective and a critical understanding about what constitutes a World Heritage site, why and how these sites should be identified and related issues spanning across a wide range of academic disciplines: environment and life sciences, history, anthropology, archaeology, architecture and urban planning. There has been a sharp rise in interest to identify, learn and better understand Hong Kongs natural and cultural heritage. By recognizing the need to identify and conserve our heritage, we can pass on what we have to future generations, and more importantly, encourage sustainable development in Hong Kong for the future. By understanding what constitutes World Heritage, students will be able to have a holistic understanding of natural and cultural heritage in Hong Kong and develop an informed awareness of the challenges associated with heritage conservation in our city.

On completing the course, students will be able to: 1. Demonstrate knowledge, understanding and appreciation that the worlds cultural and natural heritage belongs to all of us and demonstrates an understanding and awareness that we have a duty to help safeguard it for future generations. Distinguish and explain the framework behind the identification, protection and preservation of World Heritage Sites, the inscription process, criteria used to justify the inclusion on the World Heritage List, and the vital process of World Heritage Conservation.
Course Co-ordinator
Professor D.P.Y. Lung Department of Architecture, Faculty of Architecture 2859 2147 dpylung@hku.hk
2.
Teacher(s)
Professor D.P.Y. Lung Department of Architecture, Faculty of Architecture 2859 2147 dpylung@hku.hk Dr L. DiStefano Department of Architecture, Faculty of Architecture 2859 1101 ldistefa@hku.hk Dr H.Y. Lee Department of Architecture, Faculty of Architecture 2859 7952 hoyin@hku.hk
Study Load
Activities Number of hours Lectures 20 Tutorials 10 Fieldwork / Visits 30 Reading / Self-study 40 Assessment: Group report presentation (incl preparation) 20 30 Assessment: Weekly blog and written reports Total: 150
3. Identify and articulate key World Heritage issues and introduce students to different lines of intellectual inquiry across a range of academic subjects. 4. Apply fundamental skills in the identification and interpretation of natural and cultural heritage, both tangible and intangible, and be able to critically examine and evaluate the values of architectural and cultural theories. 5. Demonstrate knowledge and understanding of World Heritage Sites as a testimony to peace, human rights, democracy, and the importance of racial non-discrimination, tolerance, and respect for all people and their cultures. 6. Demonstrate critical thinking and reflective learning by examining World Heritage issues in the context of Hong Kongs natural and cultural heritage conservation and its related challenges.

Assessment Tasks Tutorial, lecture and field trip participation Weekly blog and field trip reports Final project presentation In-class impromptu quizzes Weighting 30 40 20 10
139
Global Issues
Energy Futures, Globalization and Sustainability
Required Reading
Banks, F. E. (2007). The political economy of world energy: An introductory textbook. Singapore: World Scientific Publishing Co. Pte Ltd. Toossi, R. (2009). Energy and the environment: Sources, technologies, and impacts (2nd ed.). Irvine, CA: VerVe Publishers.
The course explores the relationships between energy, globalization and sustainability at the global, regional and local levels. It examines how the globalization process affects energy supply and use, and how energy systems affect economies, societies and our environment. The course discusses different energy resources, such as fossil fuels, nuclear power, renewable energy, and how these are developed and managed within processes of globalization and how their production and use impact on the environment. The course explains some of the key sustainability challenges confronting contemporary societies, such as climate change, and how these are being tackled. Case studies of countries in Asia, North and South America and Europe are used to illustrate how the processes of globalization, energy system development and sustainability interact, the problems that arise, and how countries develop strategies and policies to manage these problems.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Fieldwork / Visits 6 Reading / Self-study 60 Assessment: Essay / Report writing 25 Assessment: Group project presentation (incl preparation) 15 Assessment: Media Portfolio 20 Total: 160

On completing the course, students will be able to: 1. Explain and debate the principles of globalization and sustainable development as these apply at the global, regional and local levels.
Course Co-ordinator
Pofessor D.Y.C. Leung Department of Mechanical Engineering, Faculty of Engineering 2859 7911 ycleung@hku.hk
2. Demonstrate an awareness of the importance of energy systems as a key determinant of societal sustainability, globally and locally. 3. Appreciate the inter-connectedness between sustainable development, aspects of energy production and consumption, and the globalization process.
Teacher(s)
Pofessor D.Y.C. Leung Department of Mechanical Engineering, Faculty of Engineering 2859 7911 ycleung@hku.hk Professor P.R. Hills The Kadoorie Institute 2859 2720 phills@hku.hk Dr W.W.Y. Law The Kadoorie Institute 2857 8647 wwylaw@hku.hk

Assessment Tasks Video production Media portfolio and reflective writing Term paper In-class test Tutorial participation Weighting 20 20 25 20 15
4. Demonstrate an understanding of key environmental impacts of contemporary energy systems and the potential contribution of technological developments in energy supply systems and their costs and benefits and role in green development. 5. Demonstrate an understanding of basic components of the skill sets required to analyze energy/sustainability issues.
140
Global Issues
You, Food and the City: Local and Global Food Networks
Non-Permissible Combination: CCGL9016 Feeding the World / CCGL9017 Food: Technology, Trade and Culture
Required Reading
Belanger, P. (2007). Landscapes of disassembly: Emerging waste economies and industrial ecologies. Topos, 60, 83-91. Cockrall-King, J. (2012). Food and the city: Urban agriculture and the new food revolution. Amherst, NY: Prometheus Books. Estabrook, B. (2011). Tomatoland: How modern industrial agriculture destroyed our most alluring fruit. Kansas City, MO: Andrews McMeel Publishing. Food and Agriculture Organization of the United Nations. (2012). The state of food insecurity in the world 2012. From http://www.fao.org/docrep/016/i3027e/i3027e00.htm Jensen, D., & Roy, M. Food: An Atlas. 2013. From http://www.guerrillacartography.net/home.html Pollan, M. (2009). Food rules: An eaters manual. New York: Penguin Books. Steel, C. (2008). Hungry city: How food shapes our lives. London: Chatto & Windus. USDA Foreign Agricultural Service. (2013). GAIN Report: Hong Kong retail foods 2013. From http://gain.fas.usda.gov/Recent%20 GAIN%20Publications/Retail%20Foods_Hong%20Kong_Hong%20 Kong_5-1-2013.pdf
What is food? Where does it come from? How does it get to us? Where does it go when we dispose of it and its packaging? What is the sustainable future of local, urban, and global food networks? This course aims to engage students in a discussion about their relationship to food both as urban and global citizens. The course introduces central issues concerning networks of food supply, distribution and demand through a series of urban case studies, with a special focus on Hong Kong. The aim of the course is to increase students awareness and understanding of the local and global impacts of their everyday food choices. The course will examine past and present local, regional, and international food networks and their environmental, cultural and physical effects. Tracking backward from consumption to distribution to production, the course will introduce texts, graphic documentation, and case studies which explore, theorize, and explain contemporary discussions on food issues and sustainability, including environmental and health impacts, food security, urban agriculture and other initiatives to create a more sustainable, equitable and food secure future for the city.
Study Load
Activities Number of hours Lectures 14 Tutorials 12 Workshop / Visits 14 Reading / Self-study 48 Assessment: Group project presentation (inlc preparation) 48 Assessment: Writing assignments 8 Total: 144

On completing the course, students will be able to: 1. Describe and explain historical and contemporary networks, operations and principles of food production, distribution and disposal and to begin to articulate the relationship between local and global systems.
Course Co-ordinator
Ms M.A. Cate Christ Division of Landscape Architecture, Faculty of Architecture 3917 2145 mcchrist@hku.hk
2. Identify prevailing ideas and philosophies and evaluate the extent to which these influence, and are influenced by, everyday practices, and the landscape, infrastructure and architecture of urban environments and communities. 3. Apply skills in critical thinking, analysis, integration, diagramming, mapping, writing, presentation and working with others. 4. Demonstrate an awareness and understanding of local food issues, their relation to global food process and form a critical voice/position with regard to these issues and their relation to a more sustainable food system.
Teacher(s)
Ms M.A. Cate Christ Division of Landscape Architecture, Faculty of Architecture 3917 2145 mcchrist@hku.hk

Assessment Tasks Participation in tutorials/group discussions Writing assignments Group project and presentation Weighting 30 30 40
141
Global Issues
The Evolution of Civilization
Required Reading
Ridley, M. (2010). The rational optimist: How prosperity evolves. New York: Harper.
This course will draw on economics, evolutionary theory, and psychology to address the key issues: 1. 2. How did humans go from relatively isolated tribal life to an increasingly cooperative, interconnected, globalized world? How can our knowledge of human nature and past progress be used to help solve major societal challenges?
The theme of this course is that natural selection is a useful framework for understanding how humans have progressed from subsisting in relatively isolated groups to where individuals are highly specialized in their productive efforts and highly integrated with the entire world through globalization. The course will explore how this progression may be the result of genetic selection, but likely more the result of selection acting on ideas, or memes, rather than genes, but in an analogous manner. Through an understanding of human evolution, the origin of economic development will be explored. Combined with the psychological perspective of understanding the individual, we attempt to shed light on how complex civilization has come into existence. Lectures will ask one or two main scientific questions and then focus on answering them, showing the types of evidence that can be used to address the question and the logical progression of ideas. Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 64 Assessment: Presentation (incl preparation) 20 Assessment: Blog contribution 20 Total: 140

On completing the course, students will be able to: 1. Demonstrate an understanding and awareness of the various domains of human progress.
Course Co-ordinator
Dr S.S. Cherny Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5079 cherny@hku.hk
2. Describe and explain the basic principles of evolutionary theory as a model for human progress. 3. Demonstrate an understanding of how trade and specialization are central to human advancement. 4. Apply knowledge and understanding of evolutionary theory, psychology, and the scientific method to solving several societal problems.
Teacher(s)
Dr S.S. Cherny Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5079 cherny@hku.hk Professor P.C. Sham Centre for Genomic Sciences, Li Ka Shing Faculty of Medicine 2831 5425 pcsham@hku.hk

Assessment Tasks Class discussion Group presentation Blog contribution In-class quizzes Weighting 30 30 30 10
142
All things in the world are linked together, in one way or another. Not a single thing comes into being without some relationship to something else. Keiji Nishitani
China: Culture, State & Society
Chinese House and Garden: Architecture, Landscape, and Material Culture
Course Code // CCCH9001
Required Reading
Boyd, A. C. H. (1962). Chinese architecture and town planning: 1500 B.C.-A.D. 1911. Chicago: University of Chicago Press. Chinese Academy of Architecture. (1986). Classical Chinese architecture (2nd ed.). Hong Kong: Joint Publishing Co. Han, P. T. (1992). The story of Chinese landscape design: External forms and internal visions. Taipei: Youth Cultural Enterprise Co. Keswick, M. (1986). The Chinese garden: History, art & architecture (2nd rev. ed.). London: Academy Editions. Knapp, R. G. (1989). Chinas vernacular architecture: House form and culture. Honolulu: University of Hawaii Press. Knapp, R. G. (1999). Chinas living houses: Folk beliefs, symbols, and household ornamentation. Honolulu: University of Hawaii Press. Liang, S., & Fairbank, W. (1984). A pictorial history of Chinese architecture: A study of the development of its structural system and the evolution of its types. Cambridge, MA: MIT Press. Luo, Q., & He, P. (Eds.). (1999). Gu cheng jin xi: Zhongguo min jian sheng huo fang shi [Living heritage: Vernacular environment in China]. Xianggang: Yong ming tang. Wu, N. I. (1963). Chinese and Indian architecture: The city of man, the mountain of god, and the realm of the immortals. New York: George Brasiller.
By looking into the physical significance of Chinese architecture, cities and landscapes, this course introduces theories and principles of Chinese houses and gardens. Through the study of Chinese houses and their settings in a city, it brings out the daily life and social fabric for a Chinese man under Confucian influence. Through the study of Chinese gardens and the literati ideas behind the making of garden, landscape and painting, it introduces the artistic profile for a Chinese intellectual under the influence of Daoism. The course investigates how geography, society and economy, as well as aesthetic and ideology, shape the traditional physical environment in China. It deals with explorations of form and space, technology and material, as well as the ways in which these architectural attributes affect life patterns and values in a traditional society. The course particularly addresses how the culture profile was manifested in the architecture and urban spaces during the late Ming an era of unique aesthetic orientation cultivated from a distinct stage of social and economic development in Chinese history.
Study Load
Activities Number of hours Lectures 22 Tutorials 12 Fieldwork / Visits 10 56 Reading / Self-study Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 20 Total: 160

On completing the course, students will be able to: 1. Demonstrate understanding of how physical patterns displayed in Chinese architecture and landscape were related to thoughts, values, technology as well as ways of life in Chinese culture.
Course Co-ordinator
Professor W.J. Wang Department of Architecture, Faculty of Architecture 2548 1274 wjwang@hku.hk
2. Explore ways of critical analysis on the relationship between Chinese built forms and landscape, as well as their ideas and social-economical contexts behind. 3. Demonstrate understanding of how Chinese architecture and landscape are transformed over time, influenced by changes of thoughts, values, technology, and society in large. 4. Apply the knowledge on the ways in which traditional buildings and landscape respond to and shape cultural values and physical forms in the modern world.
Teacher(s)
Professor W.J. Wang Department of Architecture, Faculty of Architecture 2548 1274 wjwang@hku.hk

Assessment Tasks Weighting Quizzes 20 Tutorial, lecture and field trip participation 30 20 Project presentation Final essay 30
144
http://commoncore.hku.hk/ccch9001
Chinese Cities in the 21st Century
Required Reading
Ma, L. J. C., & Wu, F. (2005). Restructuring the Chinese city: Changing society, economy and space. London; New York: Routledge. Wu, F., Xu, J., & Yeh, A. G. O. (2007). Urban development in postreform China: State, market, and space. London; New York: Routledge.
This course provides students with an understanding of the evolution and driving forces of urban development in major Chinese cities in the last three decades; helps them to develop an appreciation of the rapidly changing urban landscapes in Chinese cities; and exposes them to the key issues and challenges facing these cities in the 21st century. The topics covered include urban economic development, housing, transport, urban sustainability and planning.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 30 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 24 Assessment: Examination (incl preparation) 20 Total: 150

On completing the course, students will be able to: 1. Demonstrate understanding of the evolution and modernization of Chinese cities in the past three decades.
Course Co-ordinator
Professor A.G.O. Yeh Department of Urban Planning and Design, Faculty of Architecture 2219 4893 hdxugoy@hku.hk
2. Identify important issues and challenges facing contemporary Chinese cities. 3. Identify possible solutions to address these problems and challenges and investigate their implications for the sustainability of Chinese cities. 4. Identify key problems of a Chinese city based on its urban development history and current conditions.
Teacher(s)
Professor A.G.O. Yeh Department of Urban Planning and Design, Faculty of Architecture 2219 4893 hdxugoy@hku.hk Dr F. Zhang Department of Urban Planning and Design, Faculty of Architecture 2857 8598 fzhang78@hku.hk Dr R.C.K. Chan Department of Urban Planning and Design, Faculty of Architecture 2859 2277 hrxucck@hku.hk Professor R.L.H. Chiu Department of Urban Planning and Design, Faculty of Architecture 2859 2727 rlhchiu@hku.hk

Assessment Tasks Group project and presentation Reflective journal Semi-open book examination Weighting 50 10 40
145
Modernity and Traditional Chinese Thought
Required Reading
Bell, D. (2006). Beyond liberal democracy: Political thinking for an East Asian context. Princeton, NJ: Princeton University Press. [Chap. 6] Chow, T. (1960). The May Fourth Movement: Intellectual revolution in modern China. Cambridge, MA: Harvard University Press. [Chaps. 13, 14] Creel, H. G. (1956). Chinese thought: From Confucius to Mao Tse-tung. Chicago: University of Chicago Press. [Chap. 3] Donnelly, J. (2006). Human rights. In J. S. Dryzek, B. Honig & A. Philips (Eds.), Oxford handbook of political theory. (pp. 601-620). New York: Oxford University Press. Kant, I. (1970). What is enlightenment? In Kants political writings (H. B. Nisbet, Trans.) (pp. 54-60). Cambridge: Cambridge University Press. Li, C. (1997). Confucian value and democratic value. Journal of Value Inquiry, 31(2), 183-193. Pye, L. W. (1991). China: An introduction (4th ed.). New York: HarperCollins. [Chap. 3] Spence, J. D. (1999). The search for modern China (2nd ed.). New York: Norton. [Chap. 10]
This course introduces students to the intellectual history of modern China. It also inquires into the compatibility of modernity and traditional Chinese thought, in particular Confucianism. The course addresses two fundamental issues. On the one hand is the issue of Chinas responses to the modern world. The course traces the changes and development of Chinas intellectual world since the second half of the nineteenth century to the twentieth century. The survey does not aim to be comprehensive but picks out certain major trends of thought such as iconoclasm and conservatism. On the other hand is the issue of the compatibility of modernity and traditional Chinese thought. Students will examine the essence of Chinese culture and its relevance to the modern world. Particular attention will be paid to the relation between Confucianism and certain key ideas of modernity such as human rights, democracy and liberalism.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 48 Class discussion and debates (incl preparation) 20 Assessment: Essay / Report writing 60 Total: 160

On completing the course, students will be able to: 1. Describe major events and figures of the Self-strengthening Movement and the Hundred Days Reforms of 1898.
Course Co-ordinator
Dr S.F. Tang School of Chinese, Faculty of Arts 3917 4293 tangsf@hku.hk
2. Review the leading ideas of the May Fourth Movement and appraise their significance. 3. Compare and discuss the major claims made by antitraditionalism and conservatism on Chinese tradition. 4. Identify respectively the Confucian and the modern understanding of person, and evaluate their compatibility.
Teacher(s)
Dr S.F. Tang School of Chinese, Faculty of Arts 3917 4293 tangsf@hku.hk

Assessment Tasks Class discussion / Online discussion Tutorial participation / Debate Response essays Term essay Weighting 10 30 30 30
5. Analyze the central ideas of human rights and democracy, and evaluate their compatibility with Confucianism.
146
Ideas and Images of the West in Late Imperial China
Required Reading
Arnold, L. (2005). Folk goddess or Madonna: Early missionary encounters with the image of Guanyin. In X. Wu (Ed.), Encounters and dialogues: Changing perspectives on Chinese-Western exchanges from the sixteenth to eighteenth centuries (pp. 227-238). Nettetal: Styler Verlag. Cohen, P. A. (1974). Between tradition and modernity: Wang Tao and reform in late Ching China. Cambridge, MA: Harvard Unviersity Press. [pp. 209-235] Fairbank, J. K. (Ed.). (1968). The Chinese world order: Traditional Chinas foreign relations. Cambridge, MA: Harvard University Press. [pp. 1-13, 257-275] Frodsham, J. D. (1974). The first Chinese embassy to the West: The journals of Kuo Sung-tao, Liu Hsi-hung and Chang Te-yi. Oxford: Clarendon Press. [pp. 97-109, 134-149] Gernet, J. (1985). China and the Christian impact: A conflict of cultures. Cambridge: Cambridge University Press. [pp. 105-140] Meng, H. (2000). The Chinese genesis of the term Foreign Devil. In H. Meng & S. Hirakawa (Eds.), Images of Westerners in Chinese and Japanese literature. Amsterdam: Rodopi. [pp. 17-37] Michael, F. H. (1971). The Taiping rebellion: History and documents. Seattle: University of Washington Press. [pp. 715-721] Mish, J. L. (1964). Creating an image of Europe for China: Alenis Hsifang ta-wen. Monumenta Serica: Journal of Oriental Studies, 23, 3063. Smith, R. J. (1996). Chinese maps: Images of All Under Heaven. Hong Kong: Oxford University Press. [pp. 7-41] Ye, X. (2003). The Dianshizhai pictorial: Shanghai urban life, 18841898. Ann Arbor, MI: Center for Chinese Studies, The University of Michigan. [pp. 117-131]
During the late imperial period (17th-19th centuries), China was involved in substantive exchanges with the West in politics, religion, sciences, and arts. They made great impacts on Chinas later development towards a modern nation. How did the Chinese people at this period perceive or conceptualize the West in textual and visual representations? What factors may have contributed to the creation of diversified ideas and images of the West, such as red-haired barbarians, Holy Mother, scholars from the West, and heavenly brothers? Why do some old ideas and images still affect the Chinese minds today, as can be seen in the name foreign devils (yang guizi in mandarin, or gwai lou in Cantonese)? In this course, we will find answers to these questions by looking at a set of exemplar cases. Both textual and visual sources will be used to investigate the formation and transformation of an idea or image of the West, followed by a critical reflection on its historical and cultural meanings. A few relevant theories in history, literature, and cultural studies will be introduced to foster students research skills. Along with class discussions and group presentations, students will learn to re-examine the changing Chinese identities mirrored by the Western others in history, and express their own views on some contested issues, for example, the definition of Chinese-ness and the compatibility between Chinese and Western cultures.

On completing the course, students will be able to: 1. Demonstrate solid knowledge of key components of the traditional Sino-centric world order and its continuous impacts on late imperial Chinese society.
Course Co-ordinator
Dr G. Song School of Chinese, Faculty of Arts 3917 7921 songg@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 9 Reading / Self-study 40 Assessment: Essay / Report writing 30 Assessment: Discussion, debate, presentation (incl preparation) 25 Assessment: Mini-quizzes 4 Total: 132
2. Critically evaluate varied types of textual and visual sources, and develop the ability to summarize differences and similarities among ideas/images presented in these sources. 3. Reflect on important historical and social factors that conditioned Chinese perception, representation, and imagination of the West. 4. Apply theories and research methods learned in class to a wider range of academic discussions and writings. 5. Demonstrate understanding of the diversity and dynamism of Chinese culture from past to present, and challenge normative assumptions on Chinese ethnic/cultural identity.
Teacher(s)
Dr G. Song School of Chinese, Faculty of Arts 3917 7921 songg@hku.hk

Assessment Tasks Weighting Class discussions 10 Tutorial participation 30 Mini-quizzes 10 Term paper 50
147
The Chinese Cultural Revolution
Required Reading
MacFarquhar, R., & Schoenhals, M. (2006). Maos last revolution. Cambridge, MA; London: Belknap Press of Harvard University Press. Online course reading pack.

Gordon, R., & Hinton, C. (Directors). (1996). The gate of heavenly peace []. Hinton, C., Barm, G., & Gordon, R. (Directors). (2003/2005). Morning sun []. Jiang, W. (Director). (1994). [In the heat of the sun]. Tian, Z. (Director). (1993). [The blue kite].
The Cultural Revolution (1966-1976) was a defining episode in modern China. In ten years, it dismantled the state, party, and economy with widespread social upheaval and violence, followed by unrelenting oppressive campaigns. It dramatically exploded the inherent contradictions of the Communist State. It has exerted a major impact on the direction of Chinese politics, economic reforms, and public protests. This course explores the causes, processes, and impact of the Cultural Revolution (CR), asking why millions of people participated in the CR, who were the agents responsible for the CR, what determined the CRs multifaceted courses, and what legacy the CR left for the following reform era and the coming future. It introduces students to key intellectual ideas and methodologies from multi-disciplines history, political and social science, literature, and film. Students will learn to critically assess sources and statements, through which to discover how history is continuously constructed and contested.
Study Load
Number of hours Activities Lectures 24 Tutorials 8 Reading / Self-study 56 Film viewing, internet research 19 Assessment: Essay / Report writing 16 Assessment: Presentations (incl preparation) 12 Assessment: Written tests 3 Total: 138

On completing the course, students will be able to: 1. Demonstrate a broad understanding of political change, mass movement, revolution, and the fundamental difference between dictatorship and democracy.
Course Co-ordinator
Dr A. Wang School of Chinese, Faculty of Arts 3917 7924 awang@hkucc.hku.hk
2. Distinguish various disciplinary methodologies involved in the study of the Cultural Revolution. 3. Critically assess diverse historical sources, literary, and multi-media representations. 4. Show openness to different points of view.
Teacher(s)
Dr A. Wang School of Chinese, Faculty of Arts 3917 7924 awang@hkucc.hku.hk

Assessment Tasks Weekly study questions Tutorial discussion and debate In-class tests Weighting 20 20 60
5. Demonstrate enhanced critical thinking.
148
Chinas Modernization in the East Asian Context
Required Reading
Fairbank, J. K., & Goldman, M. (2006). China: A new history (2nd enl. ed.). Cambridge, MA: Belknap Press of Harvard University Press. Spence, J. D. (1999). The search for modern China (2nd ed.). New York: Norton.
This course enables students to understand and appreciate Chinas quest for modernity since the 19th century, contextualized against the development of her neighbours in East Asia. Beyond examining the various forces that prompted the modernization process in East Asia, students will scrutinize the dynamics and processes involved. For example: Is the arrival of the West in Asia the dominant force which transformed East Asia, and specifically China from the predominantly agricultural, Sino-centric civilization of the 1800s to the modern nation-state we see today? Is modernization just about economic development and the construction of a state structure or should it encompass broader advances in ideology and the embracement of universal values and norms like the protection of Human Rights? How should one view the Cultural Revolution or the Tiananmen Massacre in Chinas modernization process? What are the continuities and discontinuities in the modernization process of China, as it evolves from Qing China to Republican China to the Peoples Republic? The course will also examine the impact of modernization on contemporary China thematically and comparatively by scrutinizing modern day political and social institutions such as state-society relations, the family, marriage, education and social mobility etc. By the end of the course, students would be able to apply the knowledge gained to analyze and understand contemporary China and East Asian affairs better.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 40 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 30 Assessment: In-class test 4 Total: 140

On completing the course, students will be able to: 1. Describe and explain the history of modernization of China within the East Asia context and challenge any preconceived assumptions held about the modernization of China and Asia from previous historical studies.
Course Co-ordinator
2. Demonstrate understanding that the history of a region and country (in this case China) can be subjected to a variety of sharply contrasting views and interpretations. 3. Apply the knowledge gained from the course to analyze and understand contemporary China and East Asian affairs.
Teacher(s)

Assessment Tasks Tutorial participation Essay Tutorial presentation In-class test Weighting 10 30 30 30
4. Demonstrate a nuanced comparative understanding of Chinas political, economic and cultural changes and use it to draw and study trends developing in the region. 5. Analyze the differences and similarities between China and her neighbours, notably Japan and Korea in their approaches towards modernity and development.
149
China in the Global Economy
Required Reading
Chow, G. C. (2012). China as a leader of the world economy. Hackensack, NJ: World Scientific. Lardy, N. R. (2012). Sustaining Chinas economic growth after the global financial crisis. Washington, DC: Peterson Institute of International Economics.
This course examines the rise of China as an economic power in the context of the global economy. The impacts of Chinas economic development on a number of national and global issues are explored. These include trade relations, direct and indirect investment, international currencies, global payments imbalance, technology transfer, resource scarcity, environmental degradation, population and geopolitical relationships. The course also compares Chinas experience with those of other economies so that students can understand China from a comparative point of view.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study and preparation for tutorials 50 Assessment: Written assignments / Report writing 25 Assessment: Presentation (incl preparation) 18 2 Assessment: Examination Total 129

On completing the course, students will be able to: 1. Describe the development of the Chinese economy since economic reform.
Course Co-ordinator
2. Demonstrate understanding of the Chinese economy in a historical and comparative context. 3. Analyze the impacts of Chinas economic development on the global economy. 4. Identify the social and economic problems that China faces in its quest for modernization.
Teacher(s)
Dr Y.F. Luk School of Economics and Finance, Faculty of Business and Economics 2859 1050 yfluk@hku.hk Dr C.Y.P. Wong School of Economics and Finance, Faculty of Business and Economics 2859 1037 ypclemw@hku.hk

Assessment Tasks Weighting Examination 20 Tutorials 20 Group project presentation 20 Group project report 20 Written assignments 20
150
Hong Kongs Environment: Issues and Policies
Required Reading
Chiu, S. W. K., Hung, H. F., & Lai, O. K. (1999). Environmental movements in Hong Kong. In Y. S. Lee & A. Y. So (Eds.), Asias environmental movements: Comparative perspectives (pp. 55-89). Armonk, NY; London: M. E. Sharpe. Corlett, R. T. (2004). Sustainable and biodiversity conservation in Hong Kong. In T. Mottershead (Ed.), Sustainable development in Hong Kong (pp. 421-444). Hong Kong: Hong Kong University Press. Dudgeon, D., Corlett, R., & Friends of the Country Parks. (2004). The ecology and biodiversity of Hong Kong (1st ed.). Hong Kong: Friends of the Country Parks: Joint Publishing (HK). Hills, P., & Welford, R. (2006). Ecological modernisation and corporate environmental governance in Hong Kong. In R. Welford, P. Hills & W. Young (Eds.), Partnerships for sustainable development: Perspectives from the Asia-Pacific Region (pp. 209-252). Hong Kong: Centre of Urban Planning and Environmental Management, The University of Hong Kong. Lai, O. K. (2000). Greening of Hong Kong? Forms of manifestation of environmental movements. In S. W. K. Chiu & T. L. Lui (Eds.), The dynamics of social movement in Hong Kong (pp. 259-296). Hong Kong: Hong Kong University Press. Lee, Y. S. F. (2002). Tackling cross-border environmental problems in Hong Kong: Initial responses and institutional constraints. The China Quarterly, 172, 986-1009. Lee, Y. S. F. (2003). Environmental consciousness in Hong Kong. Tonan Ajia Kenky [Southeast Asian Studies], 41(1), 15-35. Morton, B. (1996). Protecting Hong Kongs marine biodiversity: Present proposals, future challenges. Environmental Conservation, 23(1), 55-65. Ng, C. M., & Lee, Y. S. F. (2007). Environmental safeguards and breakthroughs. In Y. M. Yeung (Ed.), The first decade: The Hong Kong SAR in retrospective and introspective perspectives (pp. 321-350). Hong Kong: Chinese University Press. Stern, R. E. (2003). Hong Kong haze: Air pollution as a social class issue. Asian Survey, 43(5), 780-800.
This course will provide students with a regional and comparative perspective to examine the complex inter-relationships between the socio-economic-political processes and the deteriorating environmental and ecological conditions of Hong Kong. This perspective will help students develop an in-depth understanding of the larger issues impinging on the citys ecological future. It will also enable them to think critically of the material causes and consequences of the changing nature of environmental challenges associated with sustained economic and urban growth, both in Hong Kong and in its neighboring jurisdictions in Southern China. The course is organized around three major themes to help achieve its overall objectives: the sustainability dimensions of Hong Kong as a compact city; the links between economic restructuring and changing environmental challenges; and the constraints to, and opportunities for, cross-boundary environmental cooperation.

On completing the course, students will be able to: 1. Describe and explain the causes, contours and consequences of major environmental issues in Hong Kong.
Course Co-ordinator
Dr F.Y.S. Lee Department of Geography, Faculty of Social Sciences 3917 2840 leey@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 8 Reading / Self-study 36 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 10 Assessment: Examination (incl preparation) 10 Total: 140
2. Compare and contrast the similarities and differences of the environmental challenges faced by Hong Kong and its neighboring jurisdictions in Southern China. 3. Examine critically the strengths and limitations of the policies formulated to address environmental problems in Hong Kong and its neighboring jurisdictions in Southern China. 4. Demonstrate an awareness of the complex relations between the socio-economic-political processes and environmental change in a high-density urban setting.
Teacher(s)
Dr F.Y.S. Lee Department of Geography, Faculty of Social Sciences 3917 2840 leey@hku.hk Dr C.N. Ng Department of Geography, Faculty of Social Sciences 3917 7025 cnng@hkucc.hku.hk

Assessment Tasks Weighting Term paper 30 Field trip report 10 Tutorial presentation and participation 10 Examination 50
151
Protests, Rebellions and Revolutions in Modern China: From 1840 until Today
Required Reading
Bianco, L. (1971). Origins of the Chinese revolution, 1915-1949. Stanford: Stanford University Press. [Selected chapters] Blecher, M. (2010). China against the tides: Restructuring through revolution, radicalism, and reform. New York: The Continuum International Publishing. [Selected chapters] Fairbank, J. K. (1986). The great Chinese revolution, 1800-1985 (1st ed.). New York: Harper & Row. [Selected chapters] Perry, E. J. (2002). Challenging the mandate of Heaven: Social protest and state power in China. Armonk, NY: M. E. Sharpe. [Selected chapters] Perry, E. J., & Selden, M. (2000). Chinese society: Change, conflict, and resistance. London; New York: Routledge. [Selected chapters] Schoppa, R. K. (2006). Revolution and its past: Identities and change in modern Chinese history. Upper Saddle River, NJ: Pearson Education. [Selected chapters] Shirk, S. (2007). China: Fragile superpower. Oxford: Oxford University Press. [Selected chapters] Spence, J. D. (1999). The search for modern China (2nd ed.). New York: Norton. Tarrow, S. G. (1998). Power in movement: Social movements and contentious politics (2nd ed.). Cambridge: Cambridge University Press. [Selected chapters] Wakeman, F. (1975). The fall of imperial China. New York: The Free Press. [Selected chapters]
How has Chinas grand transformation to a modern nation-state shaped the countrys state-society relationship today? By focusing on the tensions and conflicts between the Chinese state and the countrys evolving civil society, this course surveys the major protests, rebellions and revolutions in China in the past 150 years. From a comparative perspective, the course particularly examines the economic, social, political and organizational resources that have facilitated various Chinese resistance movements during the countrys long and tedious journey to modernity. It also explores how Chinas revolutionary past has significantly influenced the social movements of mainland China and Hong Kong in the 21st century. Weekly topics include but are not limited to: the Chinese revolutionary tradition; the concept of the mandate of heaven; Chinese secret societies and the Triad; underground religions and cults past and present; the Chinese communist movement; the legacies of the Cultural Revolution; social movements in the 1980s; the rising nationalism in Mainland China since the 1990s; and various new forms of social resistance under the ongoing market transition.
Study Load
Activities Number of hours Lectures 22 Tutorials 10 Reading / Self-study 42 Movie session 3 Assessment: Essay / Report writing 15 Assessment: Presentation (incl preparation) 15 Assessment: Examination (incl preparation) 15 Total: 122

On completing the course, students will be able to: 1. Use basic theoretical tools to critically analyze the causes, processes and outcomes of social resistances and social movements.
Course Co-ordinator
Dr X.J. Yan Department of Politics and Public Administration, Faculty of Social Sciences 3917 4880 xyan@hku.hk
2. Describe and critically explain the links between various social movements and Chinas quest for modernity. 3. Describe and critically explain the changing patterns of state-society relationship during Chinas modernization process, from 1840 until today. 4. Critically analyze and comment on contemporary political events in Hong Kong and Mainland China from both a comparative and a historical perspective.
Teacher(s)
Dr X.J. Yan Department of Politics and Public Administration, Faculty of Social Sciences 3917 4880 xyan@hku.hk

Assessment Tasks Weighting Short paper 30 Tutorial participation 20 Examination 50
152
Understanding Chinas Governance: Challenges and Prospects
Required Reading
Bardhan, P. (2009, May). India and China: Governance issues and development. The Journal of Asian Studies, 68(2), 347-357. Cai, Y. (2010). Collective resistance in China: Why popular protests succeed or fail. Stanford, CA: Stanford University Press. [Chap. 2] Dickson, B. (2012, August). Revising reform: Chinas new leaders and the challenge of governance. China: An International Journal, 10(2), 34-51. Guo, S. (2013). Chinese politics and government: Power, ideology, and organization. London: Routledge. [Chap. 12] Joseph, W. A. (2010). Politics in China: An introduction. Oxford: Oxford University Press. [Chaps. 4, 6] Naughton, B. (2007). The Chinese economy: Transitions and growth. Cambridge, MA: MIT Press. [Chap. 9] Pei, M. (2007). Is Chinas transition trapped and what should the West do about it? In Rule of Law in China, Chinese law and business: Is China trapped in transition? Implications for future reforms. Oxford: The Foundation for Law, Justice and Society, in collaboration with the Centre for Socio-Legal Studies, University of Oxford. Wedeman, A. (2012). Double paradox: Rapid growth and rising corruption in China. Ithaca, NY: Cornell University Press. [Chap. 6] Whyte, M. K. (2012). Chinas post-socialist inequality. Current History, 111(746), 229-234. Xiao, Q. (2011, April). The battle for the Chinese Internet. Journal of Democracy, 22(2), 47-61. Zhao, S. (2010). The China Model: Can it replace the Western model of modernization? Journal of Contemporary China, 19(65), 419-436.
In order to understand the prospect of Chinas quest for modernity, this course examines the key governance challenges that have emerged during its transition from a socialist system to an increasingly marketized economy and diversified society. The course has three parts. Part I introduces contending analytical perspectives on the governance of transitional political systems, such as the gradualist reform model, the developmental state model and the predatory state model. Part II first analyzes the causes, scale and dynamics of several governance challenges facing contemporary China, namely legitimacy challenges, regulatory challenges, distributive challenges and external challenges, and then examines the policies of the Chinese government in tackling these critical issues and applies the different analytical perspectives in evaluating their efforts. Part III concludes the course by comparing the developmental trajectories and experiences in China with those in other developing countries.

Course Co-ordinator
Dr P.T.Y. Cheung Department of Politics and Public Administration, Faculty of Social Sciences 3917 8362 tsyicheu@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 65 Documentary film shows 2 Assessment: Essay and reflective journal writing 45 Assessment: Presentation (incl preparation) 12 Total: 160
1.
Describe and explain the key arguments of major theoretical perspectives on the governance of transitional and emerging economies, and critically assess their relative strengths and weaknesses in interpreting Chinas developmental experience.
2. Identify the causes, scale and characteristics of the key governance challenges facing contemporary China, and understand the difficulties that China faces in tackling them. 3. Analyze why the Chinese government has adopted a particular set of policy measures in coping with such challenges, examine the political considerations and consequences of these policy choices, and critically evaluate their effectiveness and impacts. 4. Compare and contrast the developmental trajectories and governance challenges in China and other emerging economies. 5. Demonstrate the ability to collect information, analyze data and arguments, and write up findings and arguments.
Teacher(s)
Dr P.T.Y. Cheung Department of Politics and Public Administration, Faculty of Social Sciences 3917 8362 tsyicheu@hku.hk

Assessment Tasks Weighting Tutorial participation 24 Presentation 6 Short paper assignment 35 Reflective journal 10 In-class test 25
153
Chinas Rise and Asias Future
Required Reading
Selected chapters from: Johnston, A. I., & Ross, R. S. (2006). New directions in the study of Chinas foreign policy. Stanford, CA: Stanford University Press. Lampton, D. M. (2001). The making of Chinese foreign and security policy in the era of reform, 1978-2000. Stanford, CA: Stanford University Press. Shambaugh, D. L. (2005). Power shift: China and Asias new dynamics. Berkeley, CA: University of California Press.
This course examines the rise of China in the 21st century. In order to understand how Chinas rise will shape the future of the Asian order and how its role in Asia affects its search for great power status, the course will: (i) examine Chinas rise from a comparative perspective by reviewing the rise and fall of the great powers of the past and the subsequent impact on international conflict and cooperation; (ii) explain Chinas perspective and strategies in conducting its multi-faceted relations with the Asian region and how China has utilized its growing economic and military resources in its Asian policy; (iii) analyze the perspectives and strategies of the major powers in Asia (such as the US, Japan and other Asian nations) toward an emerging China; and (iv) investigate whether the relations between China and the major nations in Asia have contributed to the prosperity, peace and stability in the region.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 30 Assessment: Essay / Report writing 45 Assessment: Presentation (incl preparation) 10 30 Assessment: In-class test (incl preparation) Total: 151

On completing the course, students will be able to: 1. Demonstrate understanding of Chinas perspectives, priorities and strategies in pursuing its multi-faceted relations with the Asian region and how China has utilized its growing economic and military resources in its Asian policy.
Course Co-ordinator
2. Compare and contrast Chinas rise with the power transition of other great powers in the past. 3. Analyze the relations between China and the key players and how China has dealt with several critical issues.
Teacher(s)

Assessment Tasks Class participation Tutorial discussion Project report In-class tests Weighting 20 20 30 30
4. Evaluate the impact of Chinas rise on its search for great power status and the future of the Asian region. 5. Demonstrate leadership and advocacy for achieving peace and prosperity in Asia.
154
China and World Order
Required Reading
Jacques, M. (2009). When China rules the world: The end of the western world and the birth of a new global order. New York: Penguin Press.
World order is shaped by the rise and fall of great powers in history. The rise of China in the 21st century will be one of such historic events reshaping world order. Measured in its comprehensive national capabilities, military power, and growing influence on a global scale, China is increasingly becoming a global power whose influence is felt in all corners of the world. However, the rise of China and its implications for future world order is often viewed with apprehension by the outside world. The aim of this course is to introduce new perspectives about Chinas rise and its impacts on world order. The current debate over the rise of China has focused too much on how the world should perceive Chinas rise and its possible implications for world order, and too little on how China is struggling to come to terms with its own rise. Indeed, the Chinese society, the state, core values and goals of foreign relations have undergone fundamental changes in the last three decades. The rise of China and the changing world order are mutually transformative.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 36 Preparation of tutorials 24 Assessment: Essay writing 22 10 Assessment: Presentation (incl preparation) Total: 128

On completing the course, students will be able to: 1. Explain and analyze how world order is constructed in the international society and how the rise and fall of great powers in history have shaped world order.
Course Co-ordinator
Dr R.W. Hu Department of Politics and Public Administration, Faculty of Social Sciences 3917 2398 rwxhu@hku.hk
2. Examine the nature and course of Chinas rising and how the rise of China can be measured in tangible and intangible variables, in hard power and soft power. 3. Engage in the debate about different perspectives on the rise of China and its implications for world order, both from inside and outside of China.
Teacher(s)
Dr R.W. Hu Department of Politics and Public Administration, Faculty of Social Sciences 3917 2398 rwxhu@hku.hk

Assessment Tasks Tutorial discussion and debate Group presentation Short essays Weighting 50 20 30
4. Analyze how China views its rise in the world, how China should come to terms with its own rise, and how the outside world and Chinas domestic reforms are mutually transformative. 5. Think critically on China-related issues.
155
Love, Marriage and Sex in Modern China

Required Reading
Basic text: Ho, P. S. Y., & Tsang, A. K. T. (2012). Sex and desire in Hong Kong. Hong Kong: Hong Kong University Press. Other required readings: Davis, D., & Harrell, S. (1993). Chinese families in the post-Mao era. Berkeley, CA: University of California Press. Foucault, M. (1995). The body of the condemned. In Discipline and punish: The birth of the prison (A. Sheridan, Trans.) (pp. 3-31). New York: Vintage Books. Giddens, A. (2009). Sexuality and gender. In Sociology (pp. 600-623). Cambridge: Polity Press Glosser, S. (2003). Saving self and nation: The New Culture Movements family-reform discourse. In Chinese visions of family and state, 1915-1953 (pp. 27-52). Berkeley, CA: University of California Press. Glosser, S. (2003). Love for revolution: Xiao Jiating in the Peoples Republic. In Chinese visions of family and state, 1915-1953 (pp. 174-196). Berkeley, CA: University of California Press. Ho, P. S. Y. (2006). The (charmed) circle game: Reflections on sexual hierarchy through multiple sexual relationships. Sexualities, 9(5), 547-64. Ho, P. S. Y. (2011). Recognition struggle: One womans politics of iconogenesis. Asian Journal of Womens Studies, 17(1), 7-27. Kong, T. S. K. (2011). Conclusion. In Chinese male homosexualities: Memba, tongzhi and golden boy (pp. 194-207). London: Routledge. Liu, J. (2007). Growing up in the Mao era. In Gender and work in urban China (pp. 25-39). London: Routledge. Liu, J. (2007). Living in the danwei: The intersection between work and family life. In Gender and work in urban China (pp. 65-76). London: Routledge. Jeffreys, E. (Ed.). (2006). Sex and sexuality in China. London: Routledge. Johnson, K. A. (1983). Women, the family, and peasant revolution in China Chicago: University of Chicago Press. [Chaps. 1, 2] McHoul, A., & Grace, W. (1995). A disciplined society. In A Foucault primer (pp. 66-76). London: UCL Press. Pan, S. (2006). Transformations in the primary life cycle: The origins and nature of Chinas sexual revolution. In E. Jeffreys (Ed.), Sex and sexuality in China (pp. 21-42). London: Routledge. Rubin, G. (1984, 1993). Thinking sex: Notes for a radical theory of the politics of sexuality. In H. Abelove, M. A. Barale & D. M. Halperin (Eds.), The lesbian and gay studies reader (pp. 3-18). London: Routledge. Sigley, G. (2006). Sex, politics and the policing of virtue in the Peoples Republic of China. In E. Jeffreys (Ed.), Sex and sexuality in China (pp. 4361). London: Routledge. The Womens Foundation. (2006). The status of women and girls in Hong Kong 2006: Executive summary. Hong Kong: The Womens Foundation.
This course enables students to understand how love, sex and marriage constitute a useful lens for understanding Chinese culture, thoughts, values and ways of life so as to provide a glimpse into the complex interconnections between political, cultural, economic and interpersonal realms of experience. The course begins with issues that are personally relevant to young people mate choice, love, marriage, sex and family with a view to help them think about the historical and cultural roots of values concerning love, sexuality, marriage, and family life in China. In particular, the course will examine the profound transformation in Chinese values, lifestyles, norms and desires, from Maoist utopianism to reform-era hedonism, brought about by market reforms and the opening of China. Through case studies of love and marriage in Hong Kong and the Pearl River Delta, we hope to enable students to understand the diverse characteristics of Chinese ways of life, and how Chinese people may currently experience love, sex, marriage and cross different types of borders and boundaries to look for intimacies. Documentary films will be used to give a vivid sense of the different strategies modern Chinese men and women use to fulfill material, affective and sexual desires as a response to social changes. Possible topics include: the three bonds and five relationships in Confucian humanism; the class-based consciousness and the movement-based passions of Mao-era socialism; the impact of Post-Mao reforms on family life; urban families in the eighties and the one child policy; family strategies and economic transformation in rural China; postsocialist China and quality-based desire; shengnv and the changes under the Marriage Law in China; temporary love in urban cities; xiaojies and sex workers in the Pearl River Delta; queer China and cooperative marriage; political dissidents and civic movement in contemporary China. Course Learning Outcomes
On completing the course, students will be able to: 1. Describe and explain key concepts for understanding the diversity and plurality of Chinese culture.
Course Co-ordinator
Dr P.S.Y. Ho Department of Social Work and Social Adminstration, Faculty of Social Sciences 3917 2091 psyho@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Fieldwork / Visits 8 Reading / Self-study 40 Digital story telling workshops 2 Assessment: Essay / Proposal writing 21 Assessment: Presentation (incl preparation) 5 Assessment: Production of audio-visual art work 60 Total: 170
2. Apply key concepts to analyze the dynamics of dating, mate selection and marriage, and how individual views, choices and behavior are shaped by complex interconnected political, economic and social forces in different regions in China. 3. Identify the broad changes and the transformation in China and the world in order to understand how these come to influence the most intimate aspects of ones life. 4. Engage in critical reflections on ones life choice in relation to social norms of specific gender, class and race categories.
Teacher(s)
Dr P.S.Y. Ho Department of Social Work and Social Adminstration, Faculty of Social Sciences 3917 2091 psyho@hku.hk Dr M.S.Y. Lee Department of Sociology, Faculty of Social Sciences 3917 8948 leesym@hku.hk

Assessment Tasks Individual written assignments Group project proposal Group project Tutorial presentation and participation Class quiz, project presentations and screening Weighting 25 15 30 20 10
5. Demonstrate cultural sensitivity and interpersonal skills in group projects. 6. Use the communication skills and techniques acquired to conduct and present their own case studies to an audience in different art forms.
156
Social Development Challenges in China

Required Reading
Selected chapters and sections from: Alcorn, T., & Bao, B. B. (2011). China progresses with health reform but challenges remain. The Lancet, 377(9777), 1557-1558 Besharov, D., & Baehler, K. (Forthcoming). Chinese social policy in transition. Oxford: Oxford University Press. Chan, C. K., Ngok, K. L., & Phillips, D. (2008). Social policy and well-being. In C. K. Chan, K. L. Ngok & D. Phillips (Eds.), Social policy in China: Development and well-being (pp. 15-26). Bristol, UK: The Policy Press. Donaldson, J. A. (2011). Small works: Poverty and economic development in Southwestern China. Ithaca, NY: Cornell University Press. Duckett, J. (2013). The Chinese states retreat from health: Policy and the politics of retrenchment. London: Routledge. Guthrie, D. (2012). China and globalization: The social, economic and political transformation of Chinese society. New York: Routledge. Harris, P. (2012). Environmental policy and sustainable development in China. Bristol, UK: The Policy Press Hoefer, R., & Midgley (Eds.). (2012). Poverty, income and social protection: Indentation policy perspectives. London: Routledge Huang, Y. (2012). Low income housing in Chinese cities: Policies and practices. The China Quarterly, 212, 941-964. Pawer, M. S., & Cox, D. R. (2010). Social development. In M. S. Pawar & D. R. Cox (Eds.), Social development: Critical themes and perspectives (pp. 13-36). New York: Routledge. Simon, K. W. (2013). Civil society in China. Oxford: Oxford University Press. Solinger, D. J., & Hu, Y. (2012). Welfare, wealth and poverty in urban China: The Dibao and its differential disbursement. The China Quarterly, 211, 741-764. Spires, A. J. (2011). Contingent symbiosis and civil society in an authoritarian state: Understanding the survival of Chinas grassroots NGOs. American Journal of Sociology, 117(1), 1-45. Xu, X. (2009). The system of xiaokang indicators: A framework to measure Chinas progress. Presented at the 3rd OECD World Forum on Statistics, Knowledge and Policy Charting Progress, Building Visions, Improving Life. October 27-30, 2009, Busan, Korea. Yu, W.K. (2007). Pension reforms in urban China and Hong Kong. Ageing and Society, 27(02), 249-268 Zhang, W., Li, H., Ishida, S., & Park, E. (2010). Chinas non-governmental microcredit practice: History and challenges. Journal of Family and Economic Issues, 31, 280-296.
Starting in late 1970s, the Open Door Policy ushered in an era of privatization, decentralization, modernization, and the dismantling of the Mao eras iron rice bowl( ti fn w n ). The reforms have had a profound impact on Chinese society, creating, on the one hand, rising quality of life and incomes, but also contributing significantly to rising inequalities. Is inequality a must to motivate social development? Who are the emerging urban poor, and how can China achieve poverty reduction? Is it unrealistic to provide a universal pension in China? Why it is expensive and difficult to obtain quality health care? How can housing policy help to achieve social integration? This course focuses on the nature and magnitude of key social development challenges in China, and how Chinese policy-makers at the central and local level are addressing them. Key questions explored will include differing definitions of social development drawing on international comparisons, the limits of market power in providing social goods, social-environmental issues, and the challenges of policy implementation in the Chinese institutional context in a globalizing world. The course relies extensively on current information including newspaper articles, audio-visual news clips, documentaries, statistic case studies, interviews, and discussion of current events to explore the topics.

On completing the course, students will be able to: 1. Define the concept of social development and explain the surrounding controversies.
Course Co-ordinator
Dr L.P Jordan Department of Social Work and Social Administration, Faculty of Social Sciences 3917 1094 jordanlp@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 40 Assessment: Interview report (incl interview) 50 Assessment: Presentation (incl preparation) 10 Assessment: Quiz (incl preparation) 30 Total: 166
2. Summarize the nature and magnitude of the social challenges facing current China. 3. Examine the role of the government in addressing social problems in the context of globalization and modernization. 4. Analyze the Chinese governments social policy responses within the historical and globalized features. 5. Illustrate viable reform directions for Chinas social development.
Teacher(s)
Dr L.P Jordan Department of Social Work and Social Administration, Faculty of Social Sciences 3917 1094 jordanlp@hku.hk

Assessment Tasks Weighting Essay 25 Discussion and verbal presentation in tutorials 25 Open book quiz 50
157
Population, Society and Sustainable Development in Hong Kong
Required Reading
Weeks, J. R. (2012). Population: An introduction to concepts and issues (11th ed.). Belmont, CA: Wadsworth Publishing. [Chaps. 3, 5, 6, 7, 8, 9 (pp. 366-377), 10, 12]
Very much like that of economic and social development, the population of Hong Kong has dramatically restructured due to the influx of Chinese immigrants in the fifties and the wave of the population born locally in the sixties and seventies, then later the quota system of migration control of mainlanders, rapid declining fertility and increasing life expectancy. Today, several demographic concerns persist such as extremely low fertility, gender imbalance, cross-border marriage, shrinking workforce, and ageing population. Demographic characteristics and processes are much influenced by social and political developments in Mainland China and economic growth and population in-and-out flow of Hong Kong. This course introduces various population theories, concepts and facts to enable students to develop a critical understanding of the inter-relatedness of the demographic, social, cultural, economic and political issues between Hong Kong and Mainland China and its sustainable development.
Study Load
Activities Number of hours Lectures 24 Tutorials 8 20 Reading / Self-study Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 10 Assessment: Examination (incl preparation) 45 Assessment: In-class peer-reviewed assessment 5 Total: 142

On completing the course, students will be able to: 1. Identify and explain the theories, models and facts about population processes.
Course Co-ordinator
Professor P.S.F. Yip Department of Social Work and Social Administration, Faculty of Social Sciences 3917 4375 sfpyip@hku.hk
2. Clarify basic demographic concepts and measures and apply them to the contexts of Hong Kong and China and international settings. 3. Trace and differentiate major sources of demographic data and assess their limitations. 4. Analyze the contributions of fertility, mortality, and migration to population change and characterize the political and social forces in the process of modernization at the local and global levels. 5. Examine the social and economic implications of population dynamics in a multidisciplinary context with reference to Hong Kong and China. 6. Identify and describe the key facts about population policies and schemes in Hong Kong and China and evaluate the impacts of the forces on modernization. 7. Identify and analyze population issues in relation to social services and public policies. 8. Specify the implications and challenges of Hong Kongs ageing population.
Teacher(s)
Professor P.S.F. Yip Department of Social Work and Social Administration, Faculty of Social Sciences 3917 4375 sfpyip@hku.hk
Assessment: 50% coursework, 50% examination

Assessment Tasks Weighting In-class participation and discussions 20 Group research project 30 Examination 50
158
Hong Kong: Becoming a Chinese Global City
Required Reading
Chiu, S. W. K., & Lui, T. L. (2009). Hong Kong: Becoming a Chinese global city. London; New York: Routledge. Constable, N. (1997). Sexuality and discipline among Filipina domestic workers in Hong Kong. American Ethnologist, 24(3), 539-558. Law, W. S. (2008). Hong Kong undercover: An approach to collaborative colonialism. Inter-Asia Cultural Studies, 9(4), 522542. Ku, A. S. (2009). Contradictions in the development of citizenship in Hong Kong: Governance without democracy. Asian Survey, 49(3), 505-527. Mahtani, S., & Vernon, K. (2010). Creating inclusive workplaces for LGBT employees: A resource guide for employers in Hong Kong. Hong Kong: Community Business. From http://www.communitybusiness. org/images/cb/publications/2010/LGBT.pdf Ngo, T. W. (1999). Hong Kongs history: State and society under colonial rule. London; New York: Routledge. Roy, A., & Ong, A. (Eds). (2011). Worlding cities: Asian experiments and the art of being global. London: Wiley-Blackwell. [Chaps. 5, 7] Salaff, J. W. (1981). Working daughters of Hong Kong. Cambridge: Cambridge University Press. Smart, A., & Lui, T. L. (2009). Learning from civil unrest: State/society relations in Hong Kong before and after the 1967 disturbances. In R. Bickers & R. Yep (Eds.), May days in Hong Kong. Hong Kong: Hong Kong University Press.
This course examines Hong Kong as a Chinese global city and its position in relation to the Pearl River Delta and the national Chinas economy. By understanding Hong Kong as both Chinese (Cantonese-speaking) by majority and a global finance center by historical construction, students will be introduced to basic readings on urban sociology, global cities and Hong Kong studies. Students are expected to learn more about Hong Kongs position in the Asia region and the multiple challenges facing the city, including global economics and Chinas rapid development as well as current debates on democracy and civic society. This course is divided into three components with the first part focusing on the historical perspective of Hong Kong by studying the inter-relations between colonial government administration and policies, manufacturing industries and migration patterns. The second part of the course will explore the rise of the middle class and their consumption practices in the city. The complex anxieties surrounding the year 1997 will be discussed in relation to its historical significance in political, economic and socio-cultural terms. The last component of the course will investigate how Hong Kong measures up to the standards of being a Chinese global city and address future issues facing the ongoing development of Hong Kong in the larger schema of Chinas global economy and its impact on local understandings / identity crises of the citys positioning.
Study Load
Activities Number of hours Lectures 20 Tutorials 10 Seminars 4 Fieldwork / Visits 10 Reading / Self-study 68 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 10 Total: 152

On completing the course, students will be able to: 1. Identify the key features of Hong Kong as an Asian world city. 2. Reflect critically upon the challenges and prospect of Hong Kong in maintaining its position as an Asian world city. 3. Relate what has been learnt in class to daily experience. 4. Connect the knowledge acquired in class to an analysis of Hong Kong as an Asian city in a group project report. 5. Apply presentation skills and cooperate in group work.
Course Co-ordinator
Dr D.T.S. Tang Department of Sociology, Faculty of Social Sciences 3917 5685 denitang@hku.hk
Teacher(s)
Dr D.T.S. Tang Department of Sociology, Faculty of Social Sciences 3917 5685 denitang@hku.hk

Assessment Tasks Participation in lectures Group presentation and tutorial participation Group project In-class quiz Field trip reflection Weighting 10 20 40 20 10
159
People, Propaganda and Profit: Understanding Media in China
Required Reading
Latham, K. (2007). Pop culture China!: Media, arts, and lifestyle. Santa Barbara, CA: ABC-CLIO. [e-book]
Mainland Chinese are increasingly able to access media stories that expose government corruption and examine the social costs of the nations market-based economic reforms in Chinas quest for modernization. Some see this development as a sign of Chinas growing media freedom, while others view it as a sophisticated government tool for legitimizing and maintaining Communist Party power. Despite these contradictory views, what cannot be ignored is that the proliferation of the Chinese media is transforming it from a vehicle of mass propaganda into a vehicle for mass communication. The diversification of the media--from the rise of celebrity blogs and pop idol talent shows, to citizen journalists publishing independent investigative reports, to alternative forms of cultural expression through art and film--is changing the chief function of media from merely serving as party mouthpiece to that of gathering and disseminating information and a working tool for self expression. This media development is creating new public channels that monitor and expose Party malfeasance, social ills, and reflect the views of the general public. This course engages students in a cross-disciplinary investigation on the social implications of this changing media environment on Chinas nascent public sphere. By analyzing Chinese media and cultural content including news stories, films, street tabloids, TV entertainment shows, and new media technologies, advertisements, and art, the course examines the dynamic interplay of evolving social, political, economic, and media forces and the prospects for the transformation of mass culture and civil society in China. The course will survey the historical roots of media and mass propaganda in the Mao Era, analyzing its political, social and cultural role. This will be followed by an in-depth look at how market liberalization policies reshaped Chinas media landscape within the context of continued government control. Specific examples will be used to illustrate the medias new found role as a mass communication vehicle and the challenges and prospects of this shift on media, state and social relations.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Fieldwork / Visits 20 Reading / Self-study 20 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 40 Assessment: Test (incl preparation) 20 Total: 154 1.

On completing the course, students will be able to: Identify and discuss major factors that transformed Chinas media from a vehicle of mass propaganda to mass communication.
Course Co-ordinator
Dr L.Y. Tang Department of Sociology, Faculty of Social Sciences 3917 8533 ltang@hku.hk
2. Investigate the emerging diverse media and popular culture forms and analyze its impact on media, state and social relations. 3. Analyze the rise of new media and its contribution to the development of Chinas nascent civil society. 4. Critically analyze the on-going debate concerning media autonomy and Party control using various media studies and sociology theories covered. 5. Examine the limitations of unfettered media commercialization and continued Party ideological domination.
Teacher(s)
Dr L.Y. Tang Department of Sociology, Faculty of Social Sciences 3917 8533 ltang@hku.hk Dr L.F. Cho Department of Sociology, Faculty of Social Sciences 3917 4641 lifcho@hku.hk

Assessment Tasks Weighting 30 Mid-term essay Portfolio 40 Group presentation 30
160
Buddhism and Chinese Culture
Required Reading
Fang, L. (2010). Chinas Buddhist culture. Singapore: Cengage Learning Asia. Guang, X. (2008). Early Buddhist and Confucian concepts of filial piety: A comparative study. Universal Gate Buddhist Journal, 45, 169-210. Guang, X. (2011). Avalokitevara in China. The Indian International Journal of Buddhist Studies, 11, 1-22. Guang, X. (2012). Buddhist influence on Chinese religions and popular beliefs. International Journal of Buddhist Thought and Culture, 18, 135-257. Guang, X. (2013). Buddhist influence on Chinese language. Journal of Buddhist Studies, 10, 130-152. Mair, V. H. (1994). Buddhism and the rise of the written vernacular in East Asia: The making of national languages. The Journal of Asian Studies, 53(3), 707-751. Overmyer, D. L., & Adler, J. (2005). Chinese religion: An overview. In L. Jones (Ed.), Encyclopedia of religion (2nd ed., Vol. 3, pp. 1580-1613). Detroit: Macmillan Reference USA. Teiser, S. (2005). Buddhism in China. In L. Jones (Ed.), Encyclopedia of religion (2nd ed., Vol. 2, pp. 1160-1169). Detroit: Macmillan Reference USA. Tregear, M. (1980). Chinese art. London: Thames and Hudson. Wright, A. F. (1957). Buddhism and Chinese culture: Phases of interaction. The Journal of Asian Studies, 17(1), 17-42.
This course is designed to help students to understand Chinese culture and its Buddhist influence and impact. For over two thousand years, Buddhism has interacted with all levels of Chinese culture such as literature, philosophy, mores and behavioral norms, arts and architecture, and religions of all classes. As a result, Buddhism has become one of the three pillars of traditional Chinese culture and its influence is seen in many aspects and at all levels of Chinese culture. The aim of the course is to enhance students intellectual understanding of Chinese culture and Chinese peoples way of life and belief through historical analysis, and theoretical enquiries into the key aspects of Chinas long interaction and exchange with Buddhism. Attention will be paid to the open attitude of both Buddhism and Confucianism as a basis for integration and mutual assimilation. Lectures are organized in such a way as to first introduce students to the philosophical traditions and their thoughts, with followup discussions on specific topics. Topics include: Buddhist impact on Chinese culture; intellectual exchange between Buddhism and Chinese culture; Buddhist and Chinese attitude to life: A comparative study; Buddhist and Chinese ethics of filial piety; Buddhism and Chinese visual art; Chan and Chinese culture; Buddhist influence on Chinese language and literature; Buddhist influence on religions and popular beliefs; Guanyin belief in Chinese life.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 60 Preparation for oral report 10 Assessment: Essay / Report writing 35 15 Assessment: Presentation (incl preparation) Total: 156

On completing the course, students will be able to: 1. Demonstrate understanding of the role Buddhist culture plays in the various forms of Chinese life such as thought, value, visual art, architecture, literature, language, and folk beliefs.
Course Co-ordinator
Ven. Dr X. Guang Centre of Buddhist Studies, Faculty of Arts 3917 5040 guangxin@hku.hk
2. Describe and explain Buddhist influence on Chinese culture in general. 3. Use relevant information to critically examine how significant Buddhist culture is in Chinese peoples daily life such as Guanyin belief and ancestor worship.
Teacher(s)
Ven. Dr X. Guang Centre of Buddhist Studies, Faculty of Arts 3917 5040 guangxin@hku.hk

Assessment Tasks Lecture and tutorial participation and presentation Group presentation Written report Final essay Weighting 20 20 25 35
4. Demonstrate an awareness of the characteristics and diversities of Chinas culture and heritage and her Buddhist impact. 5. Apply the knowledge and understanding gained to study the deeper implications of Buddhist thought for modern society together with other philosophical and religious systems.
161
Science and Technology: Lessons from China
Required Reading
Institute of the History of Natural Sciences, Chinese Academy of Sciences. (1983). Ancient Chinas technology and science. Beijing: Foreign Languages Press.
In spite of the vast and superior knowledge possessed by the ancient Chinese relative to the rest of the world, China did not develop into a dominant technoculture. This course will explore some of the lesser known inventions and scientific development in ancient China and factors that caused China to fall behind the West in technological development. The contents of the course include perception of the material world in ancient China, early Chinese views of the universe, earth and Nature, changes in the perception of these entities over time, scientific inventions and theories of ancient China, and the linkage between science, art and literature in China. Guest speakers will give insights on specific areas of technological advancement in ancient China.
Study Load
Activities Number of hours Lectures 16 Tutorials 4 Seminars 4 Fieldwork / Visits 6 Reading / Self-study 80 Assessment: Essay / Report writing 40 Assessment: Examination 2 Total: 152

On completing the course, students will be able to: 1. Give an account of the extent of scientific achievements in ancient China and explain the social-environmental background governing the development of science and technology in ancient China.
Course Co-ordinator
Professor L.S. Chan Department of Earth Sciences, Faculty of Science 2859 8002 chanls@hku.hk
2. Deliver an in-depth account on why western style science did not flourish in China. 3. Give a critical comparison of the approach and inquiry methods used by scholars in ancient China and in modern scientific studies.
Teacher(s)
Professor L.S. Chan Department of Earth Sciences, Faculty of Science 2859 8002 chanls@hku.hk

Assessment Tasks Weighting Essays 40 Examination 30 Field trip / Discussion / Hands-on work 10 Book analysis 20
162
Chinese Business Practice and Society: Past and Present
Required Reading
Beckwith, C. I. (1991). The impact of the horse and silk trade on the economies of Tang China and the Uighur Empire: On the importance of international commerce in the Early Middle Ages. Journal of the Economic and Social History of the Orient, 34(3), 183-198. Cochran, S. (2000). Encountering Chinese networks: Western, Japanese, and Chinese corporations in China, 1880-1937. Los Angeles: University of California Press. [Chap. 6] Liu, K.W. (1988, February). Chinese merchant guilds: An historical inquiry. Pacific History Review, 57(1), 1-23. [Moodle link] Naughton, B. (2007). The Chinese economy: Transitions and growth. Cambridge, MA: MIT Press. [Chaps. 3, 4, 9, 10, 12, 13, 15, 17] Powell, W. W., & DiMaggio, P. J. (1991). The New institutionalism in organizational analysis. Chicago: University of Chicago Press. [Chap. 15] Rae, I., & Witzel, M. (2004). Singular and different: Business in China, past, present, and future. Houndmills, Basingstoke, UK; New York: Palgrave Macmillan. [Chap. 5] Wang, K., Zhang, X., & Goodfellow, R. (2005). China business culture: Strategies for success [Reprinted ed.]. London: Thorogood. [Chap. 2] Wong, G. (1996). Business groups in a dynamic environment: Hong Kong 1976-1986. In G. G. Hamilton (Ed.), Asian business networks (pp. 87113). Berlin: Walter de Gruyter.
This course is designed to develop a basic understanding of Chinese business in its societal context. Taking New Institutional Theory as an intellectual framework, the course discusses how social and political institutions interact with business activities in Chinese society from a historical perspective. The course first introduces New Institutional Theory. It then reviews the business models of the major Business Groups in traditional China and the Chinese State-owned and non-State-owned Enterprises under the Communist regime. Under the institutional framework, the discussion focuses on analyzing what are the essential features of the political and social contexts for Chinese businesses; how these contextual features have shaped the operation and competitiveness of Chinese businesses on the one hand, and, have been modified with the development of business activities on the other hand. The major themes include: government business relations, distinctive business culture and relationships among themselves and with other social institutions in China, and more recently, the effects of globalization. The discussion is divided into two parts: Chinese business and society in the Dynastic Eras and the Republic of China before 1949 and, their dissolution, transformation, and re-creation afterwards.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 8 Reading / Self-study 50 Assessment: Essay / Report writing 40 Assessment: Group project 24 Total: 158

On completing the course, students will be able to: 1. Demonstrate understanding of New Institutional Theory and explain how institutions interact with business activities in a society.
Course Co-ordinator
Dr G.Y.Y. Wong School of Business, Faculty of Business and Economics 3917 1016 gilwong@business.hku.hk
2. Identify the social and political factors that affect the performance and decisions of Chinese businesses in historical periods before and after 1949. 3. Demonstrate understanding of how businesses are organized and relations are managed to achieve business goals in a social context.
Teacher(s)
Dr G.Y.Y. Wong School of Business, Faculty of Business and Economics 3917 1016 gilwong@business.hku.hk Dr D. Guo School of Business, Faculty of Business and Economics 3917 1012 diguo@hku.hk

Assessment Tasks In-class presentations and participation Group project 1 Group project 2 Essay Weighting 10 30 30 30
4. Work with others to identify critical success formula in business operations. 5. Analyze, in collaboration with fellow students, the opportunities and challenges facing Chinese businesses in the global economy.
163
Family and Development in Modern China
Required Reading
All required readings will be available on the courses Moodle as below: Adams, B. N. (2004). Families and family study in international perspective. Journal of Marriage and Family, 66(5), 1076-1088. Attan, I. (2002). Chinas family planning policy: An overview of its past and future. Studies in Family Planning, 33(1), 103-113. Chen, X. (1985). The One-child population policy, modernization, and the extended Chinese family. Journal of Marriage and Family, 47(1), 193-202. Coale, A. J. (1989). Marriage and childbearing in China since 1940. Social Forces, 67(4), 833-850. Coontz, S. (2004). The world historical transformation of marriage. Journal of Marriage and Family, 66(4), 974-979. Cherlin, A. J. (2004). The deinstitutionalization of American marriage. Journal of Marriage and Family, 66(4), 848-861. Cook, S., & Dong, X. (2011). Harsh choices: Chinese women's paid work and unpaid care responsibilities under economic reform. Development and Change, 42(4), 947-965. Greenhalgh, S. (2003). Science, modernity, and the making of Chinas one child policy. Population and Development Review, 29(2), 163-196. Jiang, L. (1995). Changing kinship structure and its implications for old-age support in urban and rural China. Population Studies, 49(1), 127-145. Moxnes, K. (1999). What are families after divorce? Marriage & Family Review, 28(3-4), 105-120. Salaff, J. W. (1973). The emerging conjugal relationship in the People's Republic of China. Journal of Marriage and Family, 35(4), 705-717. Tuljapurkar, S., Li, N., & Feldman, M. W. (1995). High sex ratios in Chinas future. Science, 267(5199), 874-876. Wang, F. (2005). Can China afford to continue its one-child policy? AsiaPacific Issues, 77, 1-12. Wang, F. (2005). The origin and evolution of Chinas Hukou system. In Organizing through division and exclusion: Chinas Hukou system (pp. 3260). Stanford, CA: Stanford University Press. Xie, Y., & Zhu, H. (2009). Do sons or daughters give more money to parents in urban China? Journal of Marriage and Family, 71(1), 174-186. Zuo, J. (2009). Rethinking family patriarchy and womens positions in presocialist China. Journal of Marriage and Family, 71(3), 542-557.
Over a decade, family composition has substantially changed in parallel with socioeconomic development in China. Traditional values of a family had been evolving from Confucian basis to greater individual autonomy. From the late Mao era, China introduced the one-child policy to limit the population growth in 1978 as a prerequisite for economic development and for the success of the Four Modernizations program. The one-child policy runs contrary to traditional family norms, thereby disrupting family structures and affecting not only women but all family members. The transformation of family norms and values not only deeply affects marriage, family formation, childbearing behaviors as well as obligations to old age support, but also aggregately restructures the population composition. This course aims at introducing the various family theories, concepts, facts and general demographic techniques to understand the inter-relatedness of the demographic, social, cultural, economic and political issues with family transitions in Modern China.

On completing the course, students will be able to: 1. Identify and explain the theories, models and facts about family changes and its interconnectedness of modernization from multidisciplinary perspectives.
Course Co-ordinator
Dr M.S. Ran Department of Social Work and Social Administration, Faculty of Social Sciences 3917 2094 swsa@socwork.hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 8 Reading / Self-study 20 Assessment: Essay / Report writing 30 Assessment: Presentation (incl preparation) 10 Assessment: Examination (incl preparation) 45 Assessment: In-class peer reviewed assessment 5 Total: 142
2. Underline and clarify basic family theories and concepts and apply the analysis to the contexts of China and international settings. 3. Trace and differentiate major sources of family demographic data and their limitations. 4. Analyze the contributions of family, marriage, childbearing and its impact from migration and urbanization and characterize the political and social forces in the process of modernization at the local and global levels. 5. Examine the social and economic implications of family dynamics in a multidisciplinary context with reference to the situations of Modern China. 6. Identify and describe the key facts about family planning scheme and one-child policy in China and evaluate the impacts of the forces on the modernization. 7. Locate and appraise family issues to social services and public policies. 8. Specify social implications and prescribe the challenges of family dissolution and baby death.
Teacher(s)
Dr M.S. Ran Department of Social Work and Social Administration, Faculty of Social Sciences 3917 2094 swsa@socwork.hku.hk

Assessment Tasks Weighting In-class participation and discussions 20 Group research project 30 Examination 50
164
Following the Dao: Ways of Life in Chinese Thought
Required Reading
Extracts from: Angle, S. C. (2009). Sagehood: The contemporary significance of neoConfucian philosophy. Oxford; New York: Oxford University Press. Brire, O. (1979). Fifty years of Chinese philosophy, 1898-1950. Westport, CT: Greenwood Press. Chang, C. (1962). The development of Neo-Confucian thought (Vol. 2). New York: Bookman Associates. Cheng, Z., & Bunnin, N. (2002). Contemporary Chinese philosophy. Malden, MA: Blackwell Publishers. Chow, T. (1960). The May Fourth Movement: Intellectual revolution in modern China. Cambridge, MA: Harvard University Press. Fox, A. (1996). Reflex and reflectivity: Wuwei in the Zhuangzi. Asian Philosophy, 6(1), 59-72. Fraser, C. (2011). The philosophy of the Mozi: The first consequentialists. New York: Columbia University Press. Fraser, C. (Forthcoming). Chinese philosophy: An introduction. New York: Columbia University Press. Fraser, C. (Forthcoming). Wandering the way. In Happiness East and West. Hansen, C. (1992). A Daoist theory of Chinese thought: A philosophical interpretation. New York: Oxford University Press. Ivanhoe, P. J. (2000). Confucian moral self cultivation (2nd ed.). Indianapolis, IN: Hackett Publishing Company. Kwok, D. W. Y. (1971). Scientism in Chinese thought, 1900-1950. New York: Biblo and Tannen. Lai, K. (2008). An introduction to Chinese philosophy. Cambridge, UK; New York: Cambridge University Press. Makeham, J. (2010). Dao companion to neo-Confucian philosophy. Dordrecht; New York: Springer. Robins, D. (2007). Xunzi. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 ed.). From http://plato.stanford.edu/archives/ spr2011/entries/xunzi/ Tiwald, J. (2009). Dai Zhen. In J. Fieser & B. Dowden (Eds.), Internet encyclopedia of philosophy. From http://www.iep.utm.edu/dai-zhen/ Van Norden, B. W. (2007). Virtue ethics and consequentialism in early Chinese philosophy. New York; Cambridge: Cambridge University Press. Wong, D. (2008). Chinese ethics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 ed.). From http://plato.stanford. edu/archives/spr2011/entries/ethics-chinese/ Translations Chan, W. (1963). A source book in Chinese philosophy. Princeton, NJ: Princeton University Press. Confucius, & Lau, D. C. (1979). The analects (Lun y). Harmondsworth, UK; New York: Penguin Books. De Bary, W. T., Bloom, I., Chan, W., Adler, J., & Lufrano, R. (1999). Sources of Chinese tradition (2nd ed., Vol. 1). New York: Columbia University Press. Gardner, D. K., & Zhu, X. (1990). Learning to be a sage: Selections from the conversations of Master Chu, arranged topically. Berkeley, CA: University of California Press. Ivanhoe, P. J., Huineng, Lu, J., & Wang, Y. (2009). Readings from the Lu-Wang school of Neo-Confucianism. Indianapolis, IN: Hackett Publishing Company. Ivanhoe, P. J., & Van Norden, B. W. (2005). Readings in classical Chinese philosophy (2nd ed.). Indianapolis, IN: Hackett Publishing Company. Laozi, & Lau, D. C. (1963). Tao te ching. Baltimore, MD: Penguin Books. Mencius, & Lau, D. C. (1970). Mencius. Harmondsworth, UK: Penguin Books. Watson, B., Mo, D., Xunzi, & Han, F. (1967). Basic writings of Mo Tzu, Hsn Tzu, and Han Fei Tzu. New York: Columbia University Press.
This course guides students in exploring the thought, values, and ways of life presented by the major philosophical schools of traditional China and exploring the respects in which traditional philosophy may remain relevant to contemporary life. The unifying theme of the course is the concept of the dao, or way, understood as a pattern of attitudes and activities that reflects a normative order, grounded in nature, which must be lived out in practice. The course will discuss and critically evaluate how important figures throughout the Chinese intellectual tradition understood the dao and the practical approaches by which they sought to align human attitudes and activity with it, presenting these as concrete ways of life for students to examine and critique. The course will discuss figures such as Confucius, Mozi, Mengzi, Zhuangzi, Zhu Xi, and Dai Zhen and compare and contrast approaches to practicing the dao that focus on effort, spontaneity, purification, and reform. Study Load
Activities Number of hours Lectures 26 Tutorials 10 Reading / Self-study 52 Assessment: Essay / Report writing 10 Assessment: Brief written assignments 10 Assessment: Journal 12 Total: 120

Assessment Tasks Tutorial participation Brief writing assignments Individual student journal Final paper Weighting 25 25 25 25

On completing the course, students will be able to: 1. Describe the range of conceptions and practices of the dao in the Chinese tradition and explain their significance with respect to human life.
Course Co-ordinator
Dr D.P. Robins School of Humanities (Philosophy), Faculty of Arts 3917 2796 robins@hku.hk
2. Critically examine the views discussed and identify their strengths and weaknesses. 3. Demonstrate interpretive, analytical, and argumentative skills in oral presentation and writing by discussing these issues and views in written assignments, class discussion, and tutorial presentations. 4. Demonstrate appreciation of the intellectual frameworks and concerns of traditional Chinese philosophy, particularly as these pertain to the values and ways of life that ground ethical and political culture, along with appreciation of the potential for constructive engagement with them. 5. Demonstrate personal reflection on and practical experimentation with traditional conceptions and practices of the dao, thus showing appreciation for their potentially transformative effect on life and society.
Teacher(s)
Dr D.P. Robins School of Humanities (Philosophy), Faculty of Arts 3917 2796 robins@hku.hk
165
Humanity and Nature in Chinese Thought

Required Reading
Readings will include brief selections from original sources and secondary sources. Original sources may include the Analects, Mengzi, Xunzi, Daodejing, Zhuangzi, Mozi, Lun Heng, sayings of Chan Buddhist masters, Zhu Xi and Wang Yangming. Secondary sources may include Hansen, Daoist; Chan, W. (Source Book); and Liang, History. References Brire, O. (1979). Fifty years of Chinese philosophy, 1898-1950. Westport, CT: Greenwood Press. Chang, C. (1962). The development of Neo-Confucian thought (Vol. 2). New York: Bookman Associates. Cheng, Z., & Bunnin, N. (2002). Contemporary Chinese philosophy. Malden, MA: Blackwell Publishers. Hansen, C. (1992). A Daoist theory of Chinese thought: A philosophical interpretation. New York: Oxford University Press. Ivanhoe, P. J. (2000). Confucian moral self cultivation (2nd ed.). Indianapolis, IN: Hackett Publishing Company. Kwok, D. W. Y. (1971). Scientism in Chinese thought, 1900-1950. New York: Biblo and Tannen. Lai, K. (2008). An introduction to Chinese philosophy. Cambridge, UK; New York: Cambridge University Press. Makeham, J. (2010). Dao companion to Neo-Confucian philosophy. Dordrecht; New York: Springer. Tang, C. (1956). Chang Tsais theory of mind and its metaphysical basis. Philosophy East and West, 6, 113-136. Tang, C. (1970). The development of the concept of moral mind from Wang Yang-ming to Wang Chi. In W. T. De Bary (Ed.), Self and society in Ming thought (pp. 93-120). New York: Columbia University Press. Zhou, C. (1960). The May Fourth movement: Intellectual revolution in modern China. Cambridge: Harvard University Press. Translations Chan, W. (1963). A source book in Chinese philosophy. Princeton, NJ: Princeton University Press. Confucius, & Lau, D. C. (1979). The analects (Lun y). Harmondsworth; New York: Penguin Books. De Bary, W. T., Bloom, I., Chan, W., Adler, J., & Lufrano, R. J. (1999). Sources of Chinese tradition (2nd ed.; Vols. 1 and 2). New York: Columbia University Press. Gardner, D. K., & Zhu, X. (1990). Learning to be a sage: Selections from the conversations of Master Chu, arranged topically. Berkeley, CA: University of California Press. Huineng, Lu, J., Wang, Y., & Ivanhoe, P. J. (2009). Readings from the Lu-Wang School of Neo-Confucianism. Indianapolis, IN: Hackett Publishing Company. Ivanhoe, P. J., & Van Norden, B. W. (2005). Readings in classical Chinese philosophy (2nd ed.). Indianapolis, IN: Hackett Publishing Company. Laozi, & Lau, D. C. (1963). Tao te ching. Baltimore: Penguin Books. Liang, Q. (1968). History of Chinese political thought during the early Tsin period (L. T. Chen, Trans.). Taipei: Cheng Wen. Mencius, & Lau, D. C. (1970). Mencius. Harmondsworth: Penguin. Watson, B., Mo, D., Xunzi, & Han, F. (1967). Basic writings of Mo Tzu, Hsn Tzu, and Han Fei Tzu. New York: Columbia University Press.
This course explores the ways prominent Chinese philosophers throughout history have understood and approached the relation between the human, social realm and the realm of nature. The dominant tendency in traditional Chinese ethical, religious, and political thought has been to ground ethical and political ideals in a normative conception of humanitys relation to nature, as epitomized by the slogan, nature and humanity join as one. The course explores the conceptions of humanity, nature, and the relation between them that underlie the many competing versions of this ideal of naturalistic humanism. Students will be led to chart their own view of our relation to nature, grounded in culturally authentic concepts and patterns of thinking, with the aim of enhancing their appreciation of Chinese ethical and philosophical culture, on the one hand, and modern scientific and philosophical naturalism, on the other. Schools of thought covered will include Confucianism, Daoism, Mohism, Buddhism, Song Dynasty Dao-Study, and contemporary Chinese pragmatism.

On completing the course, students will be able to: 1. Describe various conceptions of the relation between humanity and nature presented in the ancient, medieval, and modern eras and explain their significance with respect to ethics and politics.
Course Co-ordinator
Dr C.J. Fraser School of Humanities (Philosophy), Faculty of Arts 3917 2796 fraser@hku.hk
Study Load
Activities Number of hours Lectures 26 Tutorials 10 Reading / Self-study 60 Assessment: Essay / Report writing 12 12 Assessment: Brief written assignments Total: 120
2. Critically examine these conceptions and identify their strengths and weaknesses. 3. Demonstrate interpretive, analytical, and argumentative skills in oral presentation and writing by discussing and critiquing these conceptions in written assignments and tutorial discussions. 4. Demonstrate appreciation of the intellectual framework and concerns of traditional Chinese philosophy, particularly as these bear on the relation of humanity to nature. 5. Demonstrate personal critical reflection on the relation between humanity and nature while considering the significance of traditional understandings of nature in the context of a contemporary ethical, political, or environmental issue.
Teacher(s)
Professor C. Hansen School of Humanities (Philosophy), Faculty of Arts 3917 2796 chansen@hku.hk

Assessment Tasks Tutorial participation Brief writing assignments Short essay Weighting 25 50 25
166
Chinas Ethnic Groups: Cultural Assimilation or Cultural Pluralism?
Required Reading
Cornell, S., & Hartman, D. (1998). Ethnicity and race: Making identities in a changing world. California: Pine Forge Press. [Selected chapters] Dikotter, F. (1992). The discourse on race in modern China. Hong Kong: Hong Kong University Press. [Selected chapters] Fei, X. T. (1980). Ethnic identification in China. Social Sciences in China, 1, 97-107. Gladney, D. C. (1991). Muslim Chinese: Ethnic nationalism in the Peoples Republic. Cambridge, MA: Council of East Asian Studies and Fellows of Harvard University. Goldstein, M. (1989 & 2007). A history of modern Tibet (Vols. 1 and 2). Los Angeles: University of California Press. Postiglione, G. (2009). Ethnic minorities in China. In L. Cheng, et al. (Eds.), Berkshire encyclopedia of China (pp. 763-770). Great Barrington, MA: Berkshire Publishing Company. Postiglione, G. (2009). Education of ethnic groups in China. In J. Banks (Ed.), The Routledge international companion to multicultural education (pp. 501-511). New York; London: Routledge. Postiglione, G. (2010). Ethnic identity and educational outcomes in China. In International encyclopedia of education. Oxford: Elsevier. Sen, A. (2006). Identity and violence. New York: W. W. Norton & Company.
Few countries in the world have a total population that exceeds the 110 million ethnic minorities in China. What does this mean for Chinas rise in the 21st century? As the income gap between Han Chinese and ethnic minorities widens, the centuries old debate over values, identities, and cultural heritage intensifies. Chinas rise will be determined by how well it governs the ethnic lands that occupy half of the country and 90 percent of its border. In short, the future hinges on being able to integrate diverse cultural groups, a challenge for any multi-ethnic states. What will happen to Chinas 55 culturally diverse minority groups? This course uses basic data and current information to examine the central theoretical question: What social processes occur when people of different ethnic groups come together in a rapidly rising China?
Study Load
Number of hours Activities Lectures 24 Tutorials 12 Assessment: Essay / Report writing 50 Assessment: Presentation (incl preparation) 50 Total: 136

On completing the course, students will be able to: 1. Critique the commonly held assumptions about race and ethnicity in China, demonstrate knowledge of the basic facts and complexities about ethnicity in China, and summarize the main theories and perspectives used to analyze ethnic intergroup processes in China and the wider world.
Course Co-ordinator
Professor G.A. Postiglione Division of Policy, Administration and Social Sciences Education, Faculty of Education 2859 2526 gerry@hku.hk
Teacher(s)
Professor G.A. Postiglione Division of Policy, Administration and Social Sciences Education, Faculty of Education 2859 2526 gerry@hku.hk Ms K.A. Loper Department of Law, Faculty of Law 3917 4235 kloper@hku.hk Dr P.S. Ding School of Humanities (Linguistics), Faculty of Arts 3917 2753 picus@hku.hk
2. Work in teams to provide reasons for and innovative solutions to specific problems of interethnic conflict in China.

Assessment Tasks Group project and presentation Essay / Report writing Weighting 50 50
3. Gather information and use relevant information from their own and others experience of ethnic intergroup relations to appreciate cultural differences and build theory about the assimilation and pluralism in Chinas future. 4. Critically assess the Western medias and Chinese governments views about human rights, justice, equality, and freedom of speech for ethnic minorities in China. 5. Apply and adapt knowledge and understanding to ethnic intergroup relations on campus.
167
Hong Kong and Chinas Economic Development
Required Reading
Sung, Y. W. (1991). The China-Hong Kong connection: The key to Chinas open-door policy. Cambridge: Cambridge University Press.
Hong Kong has been playing a pivotal role in Chinas economic reform since the inauguration of her open door policy in 1978. In recent years, however, the rapid development of coastal cities and gradual opening of China to the world following her accession to the WTO have called into question the future roles of Hong Kong in Chinas economic development. This course provides an overview of the economic linkages between Hong Kong and China from the twentieth century to the present. It traces the changing roles that Hong Kong has assumed during different phases in Chinas economic development and explores the roles that Hong Kong can continue to serve China in the future.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study / Preparation for tutorials 50 18 Assessment: Report writing Assessment: Presentation (incl preparation) 18 Assessment: Examination 2 Total: 122

On completing the course, students will be able to: 1. Describe the economic interactions between Hong Kong and China since the early twentieth century.
Course Co-ordinator
2. Identify the economic functions that Hong Kong serves for China and the underlying unique advantages of Hong Kong. 3. Apply basic economic concepts to understand the advantages of Hong Kong and predict their future trends.
Teacher(s)
Dr Y.F. Luk School of Economics and Finance, Faculty of Business and Economics 2859 1050 yfluk@hku.hk Dr B. Chung School of Economics and Finance, Faculty of Business and Economics 3917 1034 barick@hku.hk

Assessment Tasks Weighting Examination 30 Group project presentation 25 25 Group project report Tutorials 20
4. Evaluate the challenges and opportunities that Hong Kong faces in response to the changing socio-economic environment in the regional and global economies. 5. Demonstrate an awareness of Hong Kongs past, present and future.
168
Ideas and Practices of Healing in Traditional China
Required Reading
Choa, G. H. (1990). Heal the sick was their motto: The Protestant medical missionaries in China. Hong Kong: Chinese University Press. [Chaps. 2, 3, 4] Karyn, K. L. (2008). An introduction to Chinese philosophy. Cambridge, UK; New York: Cambridge University Press. [pp. 26-47] Unschuld, P. U. (2009). What is medicine? : Western and Eastern approaches to healing. Berkeley, CA: University of California Press. [pp. 32-36, 42-50]
This course introduces ideas and practices of healing in Traditional China through a critical exploration of Chinese medical culture in its dynamic formation and transformation. The course seeks to enhance students interests in Chinese civilization from intellectually challenging angles and enriches students knowledge of key ideas and methods of healing in medical sciences, philosophy, religion, and literature. It also engages them in cross-cultural inquiry by contrasting or connecting Chinese with Western medical cultures. In light of influential holistic theories in Traditional Chinese medicine, such as (Yin-Yang and five elements), (correlation between man and nature), Qi (vital energy) and (the same origin of herbs and food), a number of key concepts in Chinese medical culture will be explained. Comparison of Chinese medicine with Western medicine will be involved. There will also be debates on controversial cases to stimulate student discussion. First-hand experience of Chinese medical culture will be demonstrated with student participation and a cross-cultural discussion on the vital interactions between Chinese and Western medical traditions will be held in the class.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Fieldwork / Visits 10 58 Reading / Self-study Assessment: Presentation (incl preparation) 8 Assessment: Essay / Reflective writing 40 Total: 150

On completing the course, students will be able to: 1. Explain key concepts in Chinese medical culture and the historical contexts behind the ideas and practices being discussed.
Course Co-ordinator
Professor Z.J. Zhang School of Chinese Medicine, Li Ka Shing Faculty of Medicine 2589 0445 zhangzj@hkucc.hku.hk
2. Describe, experience, and analyze ideas of holism and same origin of herbs and food that influence Chinese ways of life from past to present. 3. Compare different origins of Chinese and Western medicine and evaluate advantages and limitations of traditional Chinese medical culture. 4. Apply knowledge learned to appreciate and critically reflect on the issues and challenges in 21st-century Chinese culture.
Teacher(s)
Professor Z.J. Zhang School of Chinese Medicine, Li Ka Shing Faculty of Medicine 2589 0445 zhangzj@hkucc.hku.hk Professor J.G. Shen School of Chinese Medicine, Li Ka Shing Faculty of Medicine 2589 0429 shenjg@hkucc.hku.hk Dr X.L. Tian Department of Sociology, Faculty of Social Sciences 3917 5695 xltian@hkucc.hku.hk Dr Y.B. Feng School of Chinese Medicine, Li Ka Shing Faculty of Medicine 2589 0482 yfeng@hkucc.hku.hk

Assessment Tasks Weighting Tutorials 25 Presentation 20 40 Short essay Field trip (and reflective writing) 15
169
Modernization and Constitutionalism in China

Non-Permissible Combination: CCCH9041 The Rule of Law in Contemporary China
Required Reading
Chen, A. H. Y. (2007). A tale of two islands: Comparative reflections on constitutionalism in Hong Kong and Taiwan. Hong Kong Law Journal, 37, 647-688. Inglehart, R., & Welzel, C. (2005). Modernization, cultural change, and democracy: The human development sequence. Cambridge: Cambridge University Press. [Chap. 1] Kotyzova, M. (2012). Charter 08 and Charta 77: East European past as Chinas future? In Bja, J.-P., Fu, H. L., & Pils, E. (Eds.), Liu Xiaobo, Charter 08 and the challenges of political reform in China. Hong Kong: Hong Kong University Press. Kwong, L. S. K. (2000). Chinese politics at the crossroads: Reflections on the Hundred Days Reform of 1898. Modern Asian Studies, 34(3), 663-695. Lee, M. Y. K. (2012). The Chinese peoples struggle for democracy and Chinas long quest for dignity. Connecticut Journal of International Law, 27, 207-242. Liu, Y., & Chen, D. (2012). Why China will democratize. The Washington Quarterly, 35(1), 41-63. Mhlemann, G. (2012). China and constitutional monarchy: Four short encounters around 1900. In A. Flchter & S. Richter (Eds.), Structures on the move: Technologies of governance in transcultural encounter (pp. 105-125). Berlin; London: Springer. Nwabueze, B. O. (1973). Constitutionalism in the emergent states. London: C. Hurst. [Chap. 1] Perry, E. (2008). Chinese conceptions of rights: From Mencius to Maoand now. Perspectives on Politics, 6, 37-50. Schram, S. R. (1994). Mao Zedong at hundred years on: The legacy of a ruler. China Quarterly, 137, 125-143 Sun, E-tu Zen. (1952). The Chinese constitutional missions of 1905-1906. The Journal of Modern History, 24(3), 251-269. Xiao-Planes, X. (2009). Of constitutions and constitutionalism: Trying to build a new political order in China, 1908-1949. In S. Balme & M. W. Dowdle (Eds.), Building constitutionalism in China. New York: Palgrave Macmillan. Zhang, Q. (2012). The constitution of China: A contextual analysis. Oxford: Hart Publishing. [pp. 48-74]
Constitutionalism is not merely having a constitution but includes a series of values which were developed from Western historical experiences. The theoretical and institutional developments in constitutionalism are deeply embedded in the cultural context of a specific society. This course examines some of the most important constitutional scholars and events in modern China and helps students understand how the adoption of constitutionalism had actually been seen as an effective way to achieve the wealth and power of state in the process of Chinas modernization. Students will be encouraged to reflect on the reasons for China not achieving a truly democratic and constitutional government after so many years of constitutional struggle. Students will be given opportunities to explore how constitutional values are going to be incorporated into Chinese legal culture in the future.

Assessment Tasks In-class presentation Class participation Essay Weighting 30 20 50
Course Co-ordinator

On completing the course, students will be able to: 1. Explain the central ideas of constitutionalism and the connections between constitutionalism and individual rights, justice and democracy.
Teacher(s)
Mr B.Y.T. Tai Department of Law, Faculty of Law 3917 2937 yttai@hku.hk Dr G.G. Zheng Department of Law, Faculty of Law 3917 2959 zhengge@hku.hk
2. Compare how Chinese intellectuals responded to the crisis China faced when encountering western power since the 19th century and their views on the application of constitutionalism to China. 3. Critically review the constitutional development during Imperial China, Republican China and Communist China on how far constitutionalism was achieved. 4. Identify and analyze the factors that may determine the development of constitutionalism in modern China and review the prospect of constitutionalism in modern China. 5. Critically determine the relevance of culture in the constitutional development of a society.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 45 Assessment: Presentation (incl preparation) 25 Assessment: Essay writing 25 Total: 129
170
Property Rights, Built Heritage and Sustainable Development in Hong Kong

Required Reading
Books Beder, S., & Earth Foundation Australia. (1996). The nature of sustainable development. Newham, Victoria: Scribe Publications. Irving, R. T. A., Morton, B., & World Wide Fund for Nature Hong Kong. (1988). A geography of the Mai Po Marshes. Hong Kong: Hong Kong University Press. Lai, L. W. C. (1998). Zoning and property rights: A Hong Kong case study. Hong Kong: Hong Kong University Press. Rollo, D. (1991). The guns and gunners of Hong Kong. Hong Kong: The Gunners Roll of Hong Kong. Practice Papers Davies, S. N. G., Lai, L. W. C., & Tan, Y. K. (2009). World War II small gun casements, pillboxes, and open machine gun positions on Hong Kong Island in photos. Journal of the Royal Asiatic Society Hong Kong Branch, 49, 57-91. Lai, L. W. C., Davies, S. N. G., & Tan, Y. K. (2008). To action on the Gin Drinkers Line. British Archaeology, 101 (July/August), 32-35. Lai, L. W. C., & Ho, D. C. W. (2003). Facilities management and planning for heritage sites: Lessons learnt from a pilot study on dis-used military sites. Facilities, 21(3/4), 80-88. Lai, L. W. C., Ho, D. C. W., & Leung, H. F. (2003). Survey of the Devils Peak Redoubt and Gough Battery. Journal of the Hong Kong Branch of the Royal Asiatic Society, 42, 101-137. Lai, L. W. C., Ho, D. C. W., & Lung, D. P. Y. (2000). Disused military structures on Devils Peak: A post-colonial planning and building analysis on pre-war British coastal defence structures in Hong Kong. Ekistics, 67(400/401/402) (January/ February-March/April-May/June). Lai, L. W. C., Ho, D. C. W., & Ping, Y. (2007). Survey of the Pottinger Battery. Journal of the Hong Kong Branch of the Royal Asiatic Society, 47, 91-114. Theoretical Papers Henderson, J. C. (2008). Conserving Hong Kong heritage: The case of Queens Pier. International Journal of Heritage Studies, 14(6), 540-544. Lai, L. W. C., & Lorne, F. T. (2006). Planning by negotiation for sustainable development: A tale of two habitats. Economic Affairs, 26(1), 54-58. Lu, T. L. D. (2009). Heritage management in post-colonial Hong Kong. International Journal of Heritage Studies, 15(23), 258-272.
The goal of this course is to stimulate students interest in built heritage conservation and utilization, along with a view to motivate and empower them to partake in community action for heritage conservation as responsible citizens. Through organized local field studies and lectures, the course examines how heritage conservation, as an emerging policy issue in Hong Kong and China, can be understood in terms of basic concepts of property rights and sustainable development. It introduces simple theoretical concepts of property rights and sustainability to students through observing examples of heritage conservation in Hong Kong from a media perspective and from personal experience as informed by an awareness of relevant policy initiatives and social actions. Students will have opportunities to review selected case studies and participate in organized field trips to selected Hong Kong military heritage sites. The knowledge base of professional skills and concepts is in the fields of architecture, building development, and development control. Attention will be particularly drawn to examples of local real life attempts to transform areas suffering from environmental degradation into positive and attractive environmental uses. This course has a COMPULSORY Field trip component. There will be a total of three field trips which will be conducted on three Saturdays (whole day) during the semester.

On completing the course, students will be able to: 1. Describe and explain the observable phenomena of built heritage degradation and conservation in terms of different forms of property rights and their resource use implications and the significance of property rights for enabling/ inhibiting innovations by investment.
Course Co-ordinator
Professor L.W.C. Lai Department of Real Estate and Construction, Faculty of Architecture 2859 7988 wclai@hku.hk
Study Load
Activities Number of hours Lectures 10 Tutorials 8 Fieldwork / Visits 18 Reading / Self-study 50 Assessment: Coursework 10 Assessment: Presentation (incl preparation) 24 Total: 120
2. Describe and explain the notion of built heritage and the common methods of classification and conservation; competing conservation approaches and provide an overview of built heritage endeavours by government, NGO and private bodies. 3. Critically examine the role of institutional and technical innovations in helping to foster sustainable development by conserving and using built heritage. 4. Apply the approach to sustainable development through innovations to appreciate, evaluate and formulate policy and project proposals for built heritage conservation and use, using real world comparable examples as sources of ideas.
Teacher(s)
Professor L.W.C. Lai Department of Real Estate and Construction, Faculty of Architecture 2859 7988 wclai@hku.hk Dr D.C.W. Ho Department of Real Estate and Construction, Faculty of Architecture 2859 2413 danielho@hku.hk

Assessment Tasks Weighting Participation in tutorials and project presentation sessions 20 Grading of group projects based on field trips 60 Assignments 20
171
Sports and Chinese Society
Required Reading
Xu, G. (2008). Olympic dreams: China and sports, 1895-2008. Cambridge, MA: Harvard University Press. Various articles from newspapers and journals.
This course deals with sports and their impact on Chinese society with special focus on the role of sports in Chinas search for national identity and internationalization. It will provide students with an in-depth understanding of Chinese society, popular culture, and politics. Students will learn how the Chinese have interacted with different peoples from the rest of the world in international games such as the Olympics and the Football World Cup. The course will help students to examine how different peoples, nations, and governments have responded to sports, how the Chinese turned sports into vehicles for both nationalism and internationalism, how Chinese governments in different stages and periods have linked sports to their political legitimacy, and how sports serve as tools for nation building, expressions of national identity and national honor or personal freedom in China. By examining the role of sports in Chinese society, students will gain valuable contextual understanding to better explain culture and politics and better understand China, its society, and its positions in the world. Course Learning Outcomes
On completing the course, students will be able to: 1. Apply critical and creative thinking skills to the analysis and interpretation of primary documents and secondary materials related to sports and Chinese society covered in this course.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 60 Film viewing 15 15 Internet search Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 12 Total: 156
Course Co-ordinator
Professor G.Q. Xu School of Humanities (History), Faculty of Arts 3917 2876 xuguoqi@hku.hk

Assessment Tasks Tutorials (discussion, presentation, debate) Short essay Film viewing and internet search Weighting 30 40 30
2. Apply research and historiographical skills (including developing hypotheses, conducting original research, and placing research findings within existing scholarly contexts) to the analysis and interpretation of primary historical texts and secondary materials on issues related to sports and Chinese society covered in this course. 3. Interpret, analyze, and critically and creatively reflect upon how sports played an important role in defining and affecting Chinese society and politics and gender issues and how sports has changed its people, the nation, and the world in fundamental and sometimes profound ways. 4. Interpret, analyze, and critically and creatively reflect upon how Chinese attitudes toward traditional and modern sports are affected by national politics and elite members, and how by studying sports students are better equipped to address questions what is China and who are the Chinese. 5. Interpret, analyze, and critically and creatively reflect upon how Chinas rise as a sports power coincides with its rise as an economic and political power and affects the countrys relations with the rest of the world.
Teacher(s)
Professor G.Q. Xu School of Humanities (History), Faculty of Arts 3917 2876 xuguoqi@hku.hk
172
Sustainable Urban Development and Hong Kong
Required Reading
Chan, R. C. K. (2010). Economic integration in the Pearl River Delta Region: A study of the Closer Economic Partnership Arrangement. In J. Y. S. Cheng (Ed.), Guangdong: Challenges in development and crisis management (pp. 159-192). Hong Kong: Contemporary China Research Project, City University of Hong Kong. Milanovic, B. (2003). The two faces of globalization: Against globalization as we know it. World Development, 31(4), 667-683. Mottershead, T. (Ed.). (2004). Sustainable development in Hong Kong. Hong Kong: Hong Kong University Press. Ng, M. K., & Chan, A. (2005). A citizens guide to sustainable planning in Hong Kong: Concepts and processes. Hong Kong: Community Participation Unit, Department of Architecture, Chinese University of Hong Kong and CUPEM, University of Hong Kong. United Nations Conference on Environment and Development. (1993). Agenda 21: Programme of action for sustainable development: Rio Declaration on Environment and Development: Statement of Forest Principles. The final text of agreements negotiated by governments at the United Nations Conference on Environment and Development (UNCED), 3-14 June 1992, Rio de Janeiro, Brazil. New York: Department of Public Information, United Nations. United Nations Human Settlements Programme. (2011). Cities and climate change: Global report on human settlements, 2011. London; Washington, DC: Earthscan. World Commission on Environment and Development. (1987). Our common future. Oxford: Oxford University Press.
The course explores how Hong Kong responds and reacts to various issues relating to sustainable urban living. As a global city with unique cultural, historical, economic and political setups, sustainability is a pressing concern and holds the key for the long-term urban development of Hong Kong. The emphasis of the course is on understanding sustainable urban development in the context of a high-density, market-oriented Asian world city. Urban sustainability is more than an environmental concept. Ethical utilization of resources, geographical equity and living within the carrying capacity of Mother Nature are important components underlying the principle. Sustainable urban living is concerned with both inter- and intra-generational equity; touching upon such social, economic and political issues as satisfying basic needs, accommodating multi-cultural and diversified aspirations, ensuring public engagement as well as nurturing public participation and partnership in the development process. The course offers a regional and comparative perspective to the understanding of the challenges that Hong Kong faces in maintaining her role as a world city.

Course Co-ordinator
Dr R.C.K. Chan Department of Urban Planning and Design, Faculty of Architecture 2859 2277 hrxucck@hku.hk
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Fieldwork / Visits 10 Reading / Self-study 30 Video 4 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 20 Assessment: Reflective practice 10 Total: 150
1.
Describe and explain urban sustainability challenges at the global level and examine responses in Hong Kong.
2. Explore and use various sources of information and assess Hong Kongs performance in terms of tackling various global issues. 3. Apply knowledge generated in the cases of Hong Kong to understand and examine sustainable urban development issues in Chinese cities. 4. Demonstrate a reflective response to global sustainability challenges in the context of Hong Kong and an awareness of the implications of such responses on the challenges China is facing in her ongoing quest for modernization.
Teacher(s)
Dr R.C.K. Chan Department of Urban Planning and Design, Faculty of Architecture 2859 2277 hrxucck@hku.hk

Assessment Tasks Weighting Quiz 10 Essay 20 Group presentation 40 Reflective practice 30
173
Music Along the Silk Road
Required Reading
Fletcher, P. (1997). World musics in context: A comprehensive survey of the worlds major musical cultures. New York: Oxford University Press. [Chaps. 7, 8, 10] Hobsbawm, E. J., & Ranger, T. O. (1983). The invention of tradition. Cambridge: Cambridge University Press. [Chap. 1] Wood, F. (2002). The Silk Road: Two thousand years in the heart of Asia. Berkeley, CA: University of California Press. [Chaps. 1, 3, 5]
From roughly 100 B.C.E. to 1350 C.E., the Silk Road bred and facilitated dynamic cultural exchanges, many of which were manifested in various musical traditions that flourished along the ancient conduit. This course examines some of these musical traditions and treats each of them as a cultural process, focusing on the spread and development of these orally-transmitted art forms, thereby highlighting the complexity of Chinese culture by way of its interaction with other cultures on the Silk Road. In this course, the Silk Road is understood as an ever-changing series of peoples, places, and musical traditions. Through examining a broad range of these pre-modern Eurasian musical cultures, the course helps students move beyond their preconceived understanding of music, open their minds and ears to musics of the past, and interpret interconnections between past and present. By exploring the globalized music scene of the Silk Road as a product and reflection of culture, the course nurtures critical intellectual enquiry and self-reflection across a wide range of socio-cultural issues, so as to enable students to be aware of the wider world, to respect and value diversity, and to understand how the world works culturally, socially, and politically. The course is designed for students of all disciplines. No pre-knowledge of music is required.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 48 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 15 Assessment: Mid-term test (incl preparation) 20 Assessment: Reading journal 12 Total: 151

On completing the course, students will be able to: 1. Outline the historical and geographical setting of the Silk Road.
Course Co-ordinator
Dr Y.Z. Yang School of Humanities (Music), Faculty of Arts 3917 5738 yuanzhen@hku.hk
2. Identify and appreciate the musical features of a broad range of Silk Road music traditions. 3. Describe musical exchanges between China and other Eurasian musical cultures. 4. Describe and critically examine the historical and cultural importance of the Silk Road towards the construction of Chinas nationhood. 5. Appraise and evaluate musical and cultural relevance of contemporary East-meets-West performances.
Teacher(s)
Dr Y.Z. Yang School of Humanities (Music), Faculty of Arts 3917 5738 yuanzhen@hku.hk Dr H.Y. Chan School of Humanities (Music), Faculty of Arts 3917 5210 tlychan@hku.hk

Assessment Tasks Weighting Research paper 40 Reading journal 10 Presentation 10 Mid-term test 30 Tutorial participation 10
174
Environmental Pollution in China
Required Reading
Day, K. A. (2005). Chinas environment and the challenge of sustainable development. Armonk, NY: M. E. Sharpe. Lin, T., & Swanson, T. (Eds.). (2010). Economic growth and environmental regulation: The Peoples Republic of Chinas path to a brighter future. London; New York: Routledge. Ministry of Environmental Protection of PRC. (2011). Report on the State of the Environment in China. From http://english.mep.gov.cn/ standards_reports/soe/soe2011/201301/P020130110401763529102. pdf
Mainland China has created an economic miracle during the past 30 years. However, the environmental pollution in mainland China is getting more severe and longterm sustainable development is facing a great challenge. This course will offer an in-depth look at key issues in environment pollution of mainland China, including historical Chinese attitudes toward nature, environmental protection thoughts in traditional Chinese philosophy, current popular attitudes toward nature and environment, water shortage and pollution, air pollution, ecosystem deterioration, drinking water safety, land and soil contamination, and mainland China environmental diplomacy. Students will develop a strong integrated scientific, technical, cultural, economic, and political understanding of the environment pollutions of and challenges to a developing mainland China after learning topics offered in this course. The main topics include 1) environmental challenges to developing China; 2) public attitudes to environment; 3) water pollution; 4) air pollution; 5) land/soil pollution and food contamination; 6) global pollutants; 7) legislation and policy; 8) technologies and strategies for pollution control and reduction; 9) sustainable development.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 56 Mid-term test 1 Assessment: Essay / Report writing 30 Assessment: Examination 2 Assessment: Homework 20 Total: 143

On completing the course, students will be able to: 1. Demonstrate an awareness of the serious pollution situation in mainland China and highlight the multi-faceted nature of the challenge for sustainable development.
Course Co-ordinator
Dr T. Zhang Department of Civil Engineering, Faculty of Engineering 2857 8551 zhangt@hku.hk
2. Understand the causes of pollution and obstacles to environmental protection, including an examination of the social, political and institutional dimensions. 3. Use relevant information about environmental impacts of various pollutants to discuss environmental pollution in a given case. 4. Apply scientific (both engineering and social science) knowledge and understanding to propose control strategies for difference pollutions.
Teacher(s)
Dr T. Zhang Department of Civil Engineering, Faculty of Engineering 2857 8551 zhangt@hku.hk

Assessment Tasks Weighting Short essay 30 Homework 20 Mid-term test 10 Examination 40
175
Chinese Mythology
Required Reading
Allan, S. (1991). The shape of the turtle: Myth, art, and cosmos in early China. Albany, NY: State University of New York Press. Chang, K. C. (1988). Art, myth, and ritual: The path to political authority in ancient China. London: Harvard University Press. Dundes, A. (1984). Sacred narrative: Readings in the theory of myth. Berkeley, CA: University of California Press. Ebrey, P. B. (Ed.). (1993). Chinese civilization: A sourcebook. New York: Free Press. Hucker, C. O. (1975). Chinas imperial past: An introduction to Chinese history and culture. Stanford, CA: Stanford University Press. Lincoln, B. (2000). Theorizing myth: Narrative, ideology, and scholarship. Chicago: University of Chicago Press.
The purpose of this course is to examine Chinas rich repository of myths from a socio-historical perspective and to consider their cultural significance in both an ancient and contemporary context. By introducing students to a select list of Chinese myths, both well-known and lesser-known ones, and inviting them to compare Chinas mythological tradition to that of other ancient civilizations such as Greece, Scandinavia and Native America, a macroscopic examination of the relation between myths and qualities that are conceived of as traditionally Chinese will be conducted. Along the way, students will be encouraged to examine various Chinese myths from different perspectives (i.e. cultural, anthropological and psychological), and contemplate on their roles within the development of Chinese cultural identity. In the end, this course hopes to encourage students to consider the role of myths in both ancient times and todays modernizing society and the way the changing interpretation of specific mythological motifs can be analyzed as reflective of changes in cultural values.
Study Load
Activities Number of hours Lectures 24 Tutorials 12 Reading / Self-study 54 Assessment: Essay / Report writing 40 Assessment: Presentation (incl preparation) 20 Total: 150

On completing the course, students will be able to: 1. Identify and assess critically the inherent cultural implications of Chinese myths.
Course Co-ordinator
Dr I.M.C. Yue School of Chinese, Faculty of Arts 3917 4355 isaacyue@hku.hk
2. Critically analyze the historical and social significance of Chinese myths. 3. Express through the means of oral presentations and essay writing their own opinions on the humanistic value of Chinese myths.
Teacher(s)
Dr I.M.C. Yue School of Chinese, Faculty of Arts 3917 4355 isaacyue@hku.hk

Assessment Tasks Weighting Presentation 40 Tutorial discussion 10 Written report 50
176
Chinese Social Values: Authority and Anarchy
Required Reading
Selections from: Bix, B. (1996). Natural law theory. In D. M. Patterson (Ed.), A companion to philosophy of law and legal theory. Cambridge, MA: Blackwell Publishers. Bodde, D., Le Blanc, C., & Borei, D. (1981). Essays on Chinese civilization. Princeton, NJ: Princeton University Press. Fraser, C. (2001). Mohism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Summer 2010 ed.). From http://plato. stanford.edu/archives/sum2010/entries/mohism/ Hansen, C. (1992). A Daoist theory of Chinese thought: A philosophical interpretation. New York: Oxford University Press. Hansen, C. (1996). Fa: Laws or standards. In N. Smart & B. S. Murthy (Eds.), East-West encounters in philosophy and religion (1st US ed., pp. 151-165). Long Beach, CA: Long Beach Publications. Hansen, C. Rule of law in ancient China: Chinese substance or Western function? From http://www0.hku.hk/philodep/ch/SubstanceFunction.htm Hsiao, K. (1979). A history of Chinese political thought (Vol. 1). Princeton, NJ: Princeton University Press. Waley, A., Zhuangzi, Mencius, & Han, F. (1939). Three ways of thought in ancient China. London: G. Allen & Unwin. Translations Chan, W. (1963). A source book in Chinese philosophy. Princeton, NJ: Princeton University Press. De Bary, W. T., Bloom, I., Chan, W., Adler, J., & Lufrano, R. J. (1999). Sources of Chinese tradition (2nd ed., Vol. 1). New York: Columbia University Press. Watson, B., Mo, D., Xunzi, & Han, F. (1967). Basic writings of Mo Tzu, Hsn Tzu, and Han Fei Tzu. New York: Columbia University Press.
This course traces the evolution of Chinese social and political values in the classical period of Chinese thought. Their discussions about, society, human nature, culture and coercion led to the great Legalist experiment of the Qin Dynasty (221206 BC) and its aftermath which produced the Han conception of what we now know as Chinese political values. We start with the theory of the mandate of heaven, which leads us to Confuciuss appeal to ritual practices grounding a cultural account of social role ethics. We look at Confuciuss arguments for his educational methods including his rejection of punishment and coercion. Next we turn to the rival Mohists critique of Confucian social values. Mohist innovations launched a greater focus on political theory. We trace the role of pivotal concepts driving problems and solutions in the eras political discourse. Key terms include fa (standards), ming (names), and dao (way). We next study how prevailing views of psychology, cosmology, and social change inspired Daoist anarchism and in turn moral skepticism, pluralism, and Daoist values of freedom or spontaneity. Then we examine the Confucian authoritarian backlash, in which a darker view of psychology motivated arbitrary authority and severe punishments. These strands of political thought came together in the Legalist synthesis that unified China into a dynastic empire that lasted for two millennia. Finally, we examine how Qin Legalism was repudiated in favour of a Confucian orthodoxy that came to dominate imperial China. Students will draw on selected readings to debate in tutorials and in class how Chinese values as expressed in Confucianism, Mohism, Daoism, and Legalism figure in contemporary arguments for individualism, human rights, freedom, democracy, and rule of law. Course Learning Outcomes
On completing the course, students will be able to: 1. Describe the theoretical role of key concepts such as fa (standards), ming (names), dao (way) and de (virtuosity) in the early development of Chinese norms.
Course Co-ordinator
Dr C.J. Fraser School of Humanities (Philosophy), Faculty of Arts 3917 2796 fraser@hku.hk
Study Load
Activities Number of hours Lectures 26 Tutorials 10 Reading / Self-study 64 Assessment: Essay / Report writing 20 Total: 120
2. Compare and contrast rule by fa (standards) with rule of law and explain the conceptual basis for rule of law in traditional Chinese political philosophy. 3. Demonstrate interpretive, analytical, and argumentative skills in oral presentation and writing by discussing issues arising in early Chinese social thought in written assignments, tutorial discussions, and debates. 4. Demonstrate appreciation of the intellectual framework for and historical experience with rule by fa (standards) in traditional Chinese political thought. 5. Demonstrate critical reflection on the value of rule of law, democracy, liberty and potential challenges to their implementation in a Chinese cultural context.
Teacher(s)
Professor C. Hansen School of Humanities (Philosophy), Faculty of Arts 3917 2796 chansen@hku.hk

Assessment Tasks Weighting Tutorial participation 30 Brief writing assignments 40 Debate 20 Written reflections 10
177
Curing the Chinese: Medicine and Society in Modern China
Required Reading
Ebrey, P. E. (1996). The Cambridge illustrated history of China. Cambridge: Cambridge University Press. Horn, J. (1969). Away with all pests: An English surgeon in Peoples China: 1954-1969. New York: Monthly Review Press. Scheid, V. (2002). Chinese medicine in contemporary China: Plurality and synthesis. Durham, NC: Duke University Press. Unschuld, P. U. (1985). Medicine in China: A history of ideas. Berkeley, CA: University of California Press. Wong, K. C., & Wu, L. (1932). History of Chinese medicine: Being a chronicle of medical happenings in China from ancient times to the present period. Tianjin: Tianjin Press.
Being healthy is a fundamental human desire. But different cultures have different understanding of the body and employ a wide variety of methods for curing ill-health. Consequently, the history of medicine provides an important avenue for deepening our understanding of global diversity and cross-cultural interactions. Since the 19th century, both Western medicine and Traditional Chinese Medicine have played important roles in curing the Chinese. This course focuses on the social, cultural and political contexts underpinning the transmission of Western medicine and the transformations of Traditional Chinese Medicine from the early 19th century to the present. The course draws upon materials and experiences that prompt interdisciplinary inquiry such as: fiction, videos, posters, photos, as well as field trips. Beneath the overarching theme of cross-cultural interactions in the realm of medicine and health, the core problems explored in the course are: 1. 2. 3. Challenging the idea that China was an isolated empire and reluctant to interact with the outside world. Exploring the idea that scientific knowledge domains like medicine are objective and value-free. Examining the capacity of human societies to adopt new ideas and assimilate them to fit local conditions. Course Co-ordinator
Dr X.L. Tian Department of Sociology, Faculty of Social Sciences 3917 5695 xltian@hku.hk
Study Load
Activities Number of hours Lectures 26 Tutorials 10 Fieldwork / Visits 4 Reading / Self-study 30 Assessment: Essay / Report writing 30 30 Assessment: Presentation (incl preparation) Assessment: End of term take-home test (incl preparation) 10 Total: 140

On completing the course, students will be able to: 1. Effectively communicate the cultural and medical exchanges between China and the West.
2. Demonstrate an understanding of how medical practice is embedded in cultural values. 3. Demonstrate the capacity to analyze how medical institutions are transformed by political contexts and the consequential influence on the perception of the body and health. 4. Apply the basic concepts and theoretical perspectives to analyze how global knowledge is practiced differently in different local contexts. 5. Cooperate in groups to conduct field trips and to produce a presentation and demonstrate appropriate presentation skills.
Teacher(s)
Dr X.L. Tian Department of Sociology, Faculty of Social Sciences 3917 5695 xltian@hku.hk

Assessment Tasks Tutorial presentation and participation Short essay Reflective journal End of term take-home test Weighting 30 20 20 30
178
Representing Contemporary China through Film
Required Reading
Berry, C. (Ed.). (2003). Chinese films in focus: 25 new takes. London: British Film Institute. Berry, C. (Ed.). (2008). Chinese films in focus II. Basingstoke, UK; New York: BFI/Palgrave Macmillan. Berry, C., & Farquhar, M. (2006). China on screen. New York: Columbia University Press. Zhang, Y. (2002). Screening China: Critical interventions, cinematic reconfigurations, and the transnational imaginary in contemporary Chinese cinema. Ann Arbor: Center for Chinese Studies, University of Michigan.
The course looks at representations of contemporary China (1979-present) in popular Chinese-language films. The cinematic texts are read not just as a reflection of Chinese society but as discursive constructions, the product of variable and historically specific sets of relations within particular contexts, and with a complex relationship to social change. Centering on the dynamic interplay between film and society, class discussions encompass issues that have attracted increasing scholarly attention in the field of China Studies in recent years, such as the rise of Chinese nationalism, the emergence of middle class(es) and a consumer society, globalization and cosmopolitanism, nostalgia about the Cultural Revolution, etc. The course aims at cultivating critical thinking among students about the identity of China and Chineseness as well as an array of important cultural and social issues related to post-socialist China and the rise of China in the 21st century. It also seeks to enable students to explore the interpretive possibilities of working within a comparative framework in researching a non-western culture.
Study Load
Number of hours Activities Lectures 24 Tutorials 10 Film viewing 24 Reading / Self-study 40 Assessment: Essay / Report writing 20 Assessment: Presentation (incl preparation) 8 Total: 126

On completing the course, students will be able to: 1. Demonstrate adequate knowledge about Chinese cultural history since 1949 and the development of film in contemporary China.
Course Co-ordinator
Dr G. Song School of Chinese, Faculty of Arts 3917 7923 gsong@hku.hk
2. Apply the conceptual tools learned from the course to critically read filmatic texts. 3. Skillfully examine popular culture in the Chinese context. 4. Demonstrate an awareness of major social issues in contemporary China and their significance for a globalizing world.
Teacher(s)
Dr G. Song School of Chinese, Faculty of Arts 3917 7923 gsong@hku.hk

Assessment Tasks Group presentation Short essay Final essay Tutorial participation and debate Weighting 20 30 40 10
179
Lecture Time // First Semester (Wed)
The Rule of Law in Contemporary China

Non-Permissible Combination: CCCH9030 Modernization and Constitutionalism in China
Required Reading
The reading will include a comprehensive set of Course Readings developed by the Course Coordinator; and a Study Guide, suitable for students with various backgrounds/levels, again prepared by the Course Coordinator, to support the reading of the following materials. The students will receive further guidance on these materials during the tutorials. Ai, Y. (2004). Why did the attempt to modernise the legal system in Late Qing China fail? A Sino-Japanese comparative study. Bond Law Review, 16(1), 69-92. Chen, W., & Peerenboom, R. (2008). Developing the rule of law: A comparison of Taiwan and China. In L. Diamond & B. Gilley (Eds.), Political change in China: Comparisons with Taiwan. Boulder, CO: Lynne Rienner Publishers. Hsu, B., & Arner, D. (2007). WTO accession, financial reform and the rule of law in China, China Review, 7(1), 54-79. Peerenboom, R. (2002). Chinas long march toward rule of law. Cambridge: Cambridge University Press. [Selected pages only]
This course examines the legal transformations in modern China and developments towards the rule of law. First, the key concepts are introduced in a straightforward way suitable for students from all backgrounds. The course then examines the Chinese legal tradition up until the late Qing dynasty, outlining the obstacles to legal reform and the factors which led to change. This is followed by looking at the continuation of the late Qing legal reforms in the Republic of China, including the move to one-party rule under the Nationalist Government, economic equity and land reform in Taiwan, and the successful implementation of the rule of law there. This course also covers law in post-1949 Mainland China. The final topic is the modernization of the Chinese legal system since the Cultural Revolution, which considers the move from a socialist economy to a market economy, constitutional reforms to protect property and human rights, and the rule of law since China became a member of the World Trade Organization in 2001.
Study Load
Activities Number of hours Lectures 24 Tutorials 10 Reading / Self-study 60 Assessment: Essay / Report writing 25 Assessment: Group project 15 Total: 134

On completing the course, students will be able to: 1. Describe Chinas legal traditions and appraise various law reforms in China since the late Qing Dynasty.
Course Co-ordinator
2. Identify the factors leading to the successful implementation of the rule of law in the modern Republic of China (Taiwan). 3. Review the era of lawlessness and the impact of the Cultural Revolution (19661976) on the rule of law in post-1949 China.
Teacher(s)

Assessment Tasks Term paper Group project Participation in tutorials/group discussions Weighting 50 30 20
4. Critically evaluate the legal development of the Peoples Republic of China from both a law and social perspective.
180

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CONTENTS

What is the Common Core Curriculum?

What are the goals?

he goals of the Common Core Curriculum are:

What will you study?

What will you learn?

How will you learn?

Scientific and Technological Literacy

China: Culture, State and Society

How will you be assessed?

Why are tutorials important?

What are the requirements?

How do you select your courses?

Business and Economics

Three in Year 1, three in Year 2

Four in Year 1, two in Year 2

Four in Year 1, two in Year 2

Table 2: Non-Permissible Combinations of Common Core Courses

AoI // Scientific and Technological Literacy

Aim and Objectives

Aim and Objectives

AoI // Global Issues

Aim and Objectives

AoI // China: Culture, State and Society

Aim and Objectives

Scientific and Technological Literacy

Hidden Order in Daily Life: A Mathematical Perspective

Course Code: CCST9017

Left Brain, Right Brain: Science and Myth

Course Code: CCST9033

Quantitative Literacy in Science, Technology and Society

Origin and Evolution of Life

Course Code: CCST9018

Living in a Hazardous World

Course Code: CCST9034

Everyday Computing and the Internet

Understanding Climate Change

Course Code: CCST9019

Course Code: CCST9003

Making Sense of Science-related Social Issues

Course Code: CCST9035

Appropriate Technology for the Developing World

Course Code: CCST9004

Sustainable Development of the Built Environment

Course Code: CCST9020

Material World: Past, Present, and Future

Course Code: CCST9036

Science and Health: The Ever-changing Challenges and Solutions

Hong Kong: Our Marine Heritage

Course Code: CCST9005

Course Code: CCST9021

Mathematics: A Cultural Heritage

Course Code: CCST9037

Biomedical Breakthroughs in a Pluralistic World

Course Code: CCST9006

Science and Science Fiction

Course Code: CCST9022

Course Code: CCST9038

Infectious Disease in a Changing World

Course Code: CCST9008

The Oceans: Science and Society

Statistics and Our Society

Course Code: CCST9023