Implications of an integrated rail-property development model on livability : the case study of Hong Kong

2011 ◽  
Author(s):  
Ling-chi Cheung
Keyword(s):  
Hong Kong ◽  
Development Model ◽  
Property Development

Public space in the old derelict city area – a case study of Mong Kok, Hong Kong

2001 ◽  
Vol 6 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Charlie Q L Xue ◽  
Kevin K Manuel ◽  
Rex H Y Chung
Keyword(s):  
Hong Kong ◽  
Public Space ◽  
City Area

TIDAL FLATS DEVELOPMENT MODEL OF COASTAL AREAS —A CASE STUDY OF YANCHENG CHINA

2020 ◽  
pp. 25-28
Author(s):  
XU HUILIN ◽  
CHEN HUIHUI ◽  
ZHOU WEI ◽  
FU JIAJIA
Keyword(s):  
Coastal Areas ◽  
Tidal Flats ◽  
Development Model ◽  
Ecological Environment ◽  
Present Stage ◽  
Important Resource ◽  
Modern Agriculture ◽  
Dynamic Growth

Tidal fats resources is an important resource in coastal areas of China, which shows a trend of dynamic growth. Ratonal development and efectve utlizaton of tdal fats resources can alleviate the contradicton between more people and less land in China, and is of great signifcance to the development of coastal economy and the protecton of ecological environment in China. Taking Yancheng Tidal Flats of Coastal Areas as an example, analyzes the present situaton of development and utlizaton and the existng problems at the present stage. Relying on the existng industrial foundaton, this paper puts forward the development and utlizaton model of strengthening the constructon of port-neighboring industry, towns and ecological leisure tourism on the basis of modern agriculture

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

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