时间: 2019-04-04    阅读数: 3227


Selected HKU Common Core Curriculum香港大核心程精


1. 项目活动时间201978-28日(78-21南京大学授课722-28香港大学授课

2. 项目内容:下表所列的2门港大全英文授课课程(因课程上课时间因素,每位学生仅限报名1门课程)


Course title

Course coordinator

Course information


Gender, Health, and Globalization



Scientific Revolutions: Their Continuing Impact on Our World and Society

Quentin A Parker

George Viche Akom









3.  南大本科生参与本项目的人数上限:2门课程共计不超过120人(因属暑期课程,故2019年应届本科毕业生不得申请)

4.  课程学分认定:每门课程均计为2个南大通识学分

5.  费用:南大学生在港大期间免学费,其他费用自理(食宿交通及学生签注费等)








1. 专业背景:不限

2. 语言:该项目全英文授课,报名时请提供大学英语四六级、托福、雅思等任意一项成绩2018级新生可在个人陈述中提供上学期英语期末考试成绩以及所对应的课程号

3. 报名流程

1)学生在线申请: 48日起学生登陆南京大学交换生管理系统(,点击“交换项目”开始申请,根据要求认真填写信息并提交。











1. Gender, Health, and Globalization

Course Description 课程简介

Ming and Mohammed are traveling to the UAE to gain access to reproductive technologies that they cannot obtain in their home countries. Aki travels to Israel to receive a kidney transplant, bypassing the long waitlist for organ transplants in Japan. These are just two examples of the immeasurable ways in which gender, health, and globalization interact.

This course explores the issues of new reproductive technologies, reproductive tourism, organ transplants, organ tourism, and legal and ethical debates to highlight the linkages of globalization, gender and health, and to examine the impact globalization has on women and men’s health around the globe. Globalization is also a cultural process whereby symbols, meanings, structures, and practices that both enable and constrain human thoughts, bodies, and actions circulate unevenly around the globe. Gender, masculinity and femininity, are inherently unstable categories which are produced and reproduced, and increasingly shaped and remolded by the force of globalization. The notions and treatments of health are also gendered and unstable, and the processes of globalization interact actively with shifting perceptions of bodies, health, and illnesses, creating new opportunities and dangerous disparities.

Through readings, class discussions, and other exercises, students will explore a) issues of reproductive and organ tourism, b) bioethical theories on reproduction and organ transplants, and c) globalized health issues, services, and utilization by gender. This course will challenge students to consider the three keywords from a variety of intellectual perspectives and engage more deeply with the increasingly globalized world today.

MingMohammed正前往阿联酋,以获得他们在本国无法获得的生殖技术。 Aki前往以色列接受肾脏移植手术,绕过了日本器官移植的漫长候补名单。这些只是性别,健康和全球化相互作用的不可估量方式的两个例子。

本课程探讨新生殖技术,生殖旅游,器官移植,器官旅游以及法律和道德辩论等问题,以突出全球化,性别和健康的联系,并研究全球化对全球妇女和男子健康的影响。 全球化也是一个文化过程,其中包含人类思想,身体和行为的符号,意义,结构和实践在全球范围内不均衡地传播。性别,男性气质和女性气质本质上是不稳定的类别,它们是由全球化的力量产生和复制的,并且越来越多地形成和重塑。健康的观念和治疗方法也是性别化和不稳定的,全球化进程与身体,健康和疾病的观念转变,积极互动,创造新的机会和危险的差距。

通过阅读,课堂讨论和其他练习,学生将探讨a) 生殖和器官旅游问题,b) 关于生殖和器官移植的生物伦理学理论,以及c) 全球化的健康问题,服务和性别利用。本课程将挑战学生从各种知识角度考虑三个关键词,并更深入地参与当今日益全球化的世界。

Course Learning Outcomes 课程学习成果及意义

1. Articulate and analyze key concepts and issues related to gender, health, and globalization.

2. Discuss and analyze the implications and impacts of globalization for gender and health.

3. Recognize and integrate other categories such as race, class, age, ethnicity, and power into analyses of the impacts of globalization on gender and health.

4. Describe and analyze the impact of globalization on current local and global health issues.

5. Describe and critically examine the gender inequities arising from processes of globalization, and the impact on health.

1. 阐明和分析与性别,健康和全球化相关的关键概念和问题。

2. 讨论和分析全球化对性别和健康的影响和影响。

3. 承认并将种族,阶级,年龄,种族和权力等其他类别纳入全球化对性别和健康影响的分析中。

4. 描述和分析全球化对当前地方和全球健康问题的影响。

5. 描述并批判性地审查全球化进程中产生的性别不平等以及对健康的影响。



n  Dr. Izumi Nakayama

Born and raised in Tokyo, Japan, Dr. Nakayama studied in Paris, France, and then attended Carleton College in Minnesota, USA, before completing her MA and PhD at Harvard University in History and East Asian Languages. Her main research interests are on the histories of the body, gender, medicine, and technology in Japan and East Asia, as well as food, pharmaceutical, and everyday technologies.

So why is a historian teaching on contemporary issues of globalization, gender, and health? Dr. Nakayama became interested in social, cultural, and ethical issues surrounding the human body while exploring early 20th century German and Japanese scientific studies on menstruation. Around the same time, she was invited to work with medical anthropologists who were interested in examining the Human Genome Project and its ethical, legal, and social implications (ELSI), and how this and other new projects may further impact existing inequalities and discriminatory practices or inadvertently create new ones.  She has been grappling with bioethical questions ever since.

Gender, Health, and Globalization is definitely not about history. Instead, it explores the cutting-edge ethical challenges that emerge daily from the development and use of technologies of life and death in the 21st century. With new reproductive technologies, we can create gene-edited babies—but should we, and why? Who is the “real mother” when surrogates are used to deliver babies for infertile couples, and how do these realities transform ideas and legal structures about families and kinship? With improved organ transplant practices, we now define “death” differently than in the past. The emergence of an international organ market supplying the demand for these practices commodifies bodies and body parts in ways that are increasingly global and ethically complex and controversial. These are some of the issues that students will grapple with in this course.

And, as a footnote, Dr. Nakayama loves dogs. She will start almost every lecture with puppy photos.


2. Scientific Revolutions: Their Continuing Impact on Our World and Society

Course Description 课程简介

This course will review some of the most important scientific revolutions that have taken place in the history of science and that have led us to where we are today. These include major paradigm shifts in the Physical, Astronomical, Atomic, Relativistic and Quantum domains. They will be placed in their historical contexts and include the struggle of individual scientists to reveal scientific truth, often against established societal dogma and the prevailing views on nature. These scientific revolutions had a deep social impact by changing the way the world is seen and understood and by laying the foundations for the emergence of game-changing new technologies that continue to profoundly shape our lives and social order.

The course will promote deep thinking and open discussion on the social contexts and socio-cultural impacts of the major scientific revolutions. Scientific knowledge and its application by scientists influence, even unconsciously, the way individuals in society think about themselves and interact with others and the world around them. The way of life for billions of people is deeply affected by the technologies and truths that have emerged.

The course will address the following fundamental issues: what is science and how does it work; what is the nature of scientific research; how does science develop and how do paradigms change; how do scientific controversies begin and end so that rival professional commitments become shared scientific endeavour; and what are the social, cultural and technological impacts and consequences of scientific revolutions?




Course Learning Outcomes 课程学习成果及意义

1. Describe and explain the most important scientific revolutions that took place in science, their causes, and their historical context.

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.

4. Examine the role of science in modern human history.

5. Analyze the impact of science in larger socio-cultural context.

    1. 描述和解释科学中发生的最重要的科学革命,其原因和历史背景。

2. 使用有关科学革命的相关信息来批判性地检验其社会影响。

3. 运用从课程中获得的知识来评估未来主要科学发现对社会的影响。

4. 检验科学在现代人类历史中的作用。

5. 分析科学在更大的社会文化背景下的影响。



n  Professor Quentin A Parker, PhD, BSc (hons), FRAS, FASA

Quentin Parker obtained a PhD from the University of St.Andrews in 1986 and joined the faculty at the University of Hong Kong in March 2015 to take up the Headship of the Department of Physics. Prior to that Quentin worked at the Royal Observatory Edinburgh (1986-1992), Anglo-Australian observatory (1992-1999), Institute for Astronomy, University of Edinburgh (1999-2002) and then in joint position with the AAO and Macquarie University (2002-2015) where he developed and led the MQ research centre in Astronomy, Astrophysics and Astrophotonics. Research activities are mainly but not exclusively associated with Wide Field Astronomy (including being PI for the UKST H-alpha survey), large-scale redshift surveys, low-surface brightness galaxies, supernova remnants and especially Planetary Nebulae. He has also extensive experience as an instrumentalist with multi-object fibre-optic spectrographs and narrow-band filters.  He has published more than 420 papers and articles and has supervised and co-supervised a significant number of PhD, MSc and honours students to successful completion and is always keen to attract students. Quentin is currently Associate Dean (Global) within the FoS at HKU and director of the Laboratory for Space research. He has a long-term interest in Chinese Bronze artifacts.

n  Dr. George Viche Akom

Dr. George Viche Akom is a lecturer in the Faculty of Science at the University of Hong Kong where he has been a faculty member since 2011. Dr. Akom completed his PhD in Science Education (with concentration in chemical Education) at the Mallinson Institute for Science Education at Western Michigan University, USA where he also taught physical science to student teachers working on education teaching credentials.

His main teaching assignments at the University of Hong Kong involve the teaching of Common Core courses in the areas of Scientific Technological Literacy and Global Issues. He teaches a variety of courses in the areas of nature of science, history and philosophy of science, science and society, materials and food security. He is very keen in developing didactic materials that foster the teaching and learning of science within different areas of the Common Core Curriculum.

His current research interests include the role of various forms of formative assessment in science teaching and learning as well as enhancing science inquiry through the use of history of science. He is a member of the National Association for Research in Science Teaching. Dr. Akom also has extensive experience in science teaching and science teacher training in secondary schools in Cameroon, Africa where he comes from.