Course Selection Guide Book - International Cooperation and
Course Selection
Guide Book
(Updating in process, subject to change)
School of Social Development and Public Policy
Fall 2014
Fudan University
Shanghai, China
Contents
Course Schedule (Fall 2014)
1
Monday Tuesday Wednesday Thursday Friday
AM
Culture and Health
Practice
PAN Tianshu & ZHU
Jianfeng
9:55-12:30
H2215
Religion in Chinese
Society
HU Anning
9:55-12:30
H6307
Political Economy in
China
ZHANG Li
9:55-11:35
H6209
PM
China through
Contemporary Chinese
Film
ZHU Jianxin
13:00-15:20
Room 1004, Wenke
Building
Marketing Placement in China
PAN Tianshu & ZHU
Jianfeng
15:25-18:00
H6104
Shanghai in
Comparative
Perspective
YU Hai
15:20-17:55
H6208
Doing Fieldwork in
China
PAN Tianshu & ZHU
Jianfeng
9:55-12:30
H2216
Chinese Society and
Culture
YU Hai & HU Anning
15:20-17:55
HGX105
EVEN
ING
International
Marketing
WU William
18:30-21:10
Room 1029, Wenke
Building
Doing Business in
China
WANG Nathan;
ZHANG Tom
18:30-20:10
Room 1029, Wenke
Building
Global Sourcing and
Supply Chain
Management in
China
WANG Nathan
18:30-21:05
Room 1029, Wenke
Building
Transitional Chinese
Society
SHEN Ke;
18:30-21:05
H5115
1 Some courses are popular among students. Due to lack of space, students may get in the waitlist.
Psychology and Life
GAO Jun
13:30-16:05
H6104
Diplomacy of PRC
XIAO Jialing
13:30-16:05
Room 1028, Wenke
Building
Note:
H2215 refers to Room 2215, the 2th Teaching Building 第二教学楼 115 室
H2216 refers to Room 2216, the 2th Teaching Building 第二教学楼 116 室
H5115 refers to Room 5115, the 5th Teaching Building 第五教学楼 115 室
H6104 refers to Room 6104, the 6th Teaching Building 第六教学楼 104 室
H6208 refers to Room 6208, the 6th Teaching Building 第六教学楼 208 室
H6209 refers to Room 6209, the 6th Teaching Building 第六教学楼 209 室
H6307 refers to Room 6307, the 6th Teaching Building 第六教学楼 307 室
HGX105 refers to Room 105, West Subbuilding of Guanghua Tower 光华楼西辅楼 105 室
Wenke Building, Room 1004 refers to Room 1004, the Wenke Building 文科楼 1004 室
Wenke Building, Room 1028 refers to Room 1028, the Wenke Building 文科楼 1028 室
Wenke Building, Room 1029 refers to Room 1029, the Wenke Building 文科楼 1029 室
We’ll give students English campus map of Fudan University during the orientation week.
For more information, please check the e-map of Fudan Campus at http://ice.ssdpp.fudan.edu.cn/map-2/ to find the location of all the teaching buildings.
Course Enrollment Guide
The Internet Online Course Selection system will be used to select courses. The time for Course Selection ranges from 13 rd Sep. 8:00 am to 26 th Sep.1:00 pm.
During this period you can attend any class you like and then decide whether you will choose it or not at last. You may return here and change your choices as often as you wish until 26 th Sep. 2014 1:00 pm so long as there are places still available.
Please note : After 26 th Sep. 2014 1:00 pm the Course Selection system will be closed and you aren ’ t allowed to select any course or cancel any course you have chosen.
Please follow the steps to make your course choices.
1.
Please click on "Course Enrollment" on the ICE website
(http://ice.ssdpp.fudan.edu.cn/enrollments/), then you'll see the login prompt and enter your student number and password.
The student number is the Application NO. in your Admission Notice given by
Fudan University (as the first picture shows), and the password is 2014ssdpp.
Then you will see the course selection page:
Fall
Please click on "read this" and then read the “ Enrollment Guide ”
(http://ice.ssdpp.fudan.edu.cn/guide/) before you make course choices.
Then you can start choose courses. Part one: Current enrollments
Fall
All the courses available are listed here. Tick the check boxes before the course you like and then click on the “ Sign up ” button at the bottom of the list to secure these choices. Then a new page will appear and show the result of your choices:
1、choices are successful;
2、choices are unsuccessful due to timetabling clash with other courses;
3、You are in the waiting list because there are no places available now. And if some students cancel this course and there are places available, your choice will become successful automatically.
Part two: Your Enrollments. You can check the results of your course selection here. If you want to cancel some courses you have already chosen, you can tick
the check boxes before the course and then click on the “ unsubscribe ” button.
Fall
Part three: Your data. This page shows your name, your program and your
E-Mail address.
Fall
Q&A
How to change your password? Move your mouse to admin bar which is in the top of the page, and then right-click your mouse. Select "Edit My Profile" on the new menu.
Enter and confirm your new password at the bottom of the page, and then click on the "Update Profile" button. Your change of password will be successful.
Health and Culture Practice
(Culture, Health and Medical Practices in
Contemporary China)
Fall 2014
(Subject to change)
Instructors: Dr. Tianshu Pan and Dr. Jianfeng Zhu
Teaching Assistant: Ting Lei ( 383791803@qq.com
)
Time and Location: 9:55-12:30 Mondays; Room 215, Building No. 2.
Course Description
Drawing upon insights from medical anthropology, public health, bioethics and related fields, this course offers an interdisciplinary look at health practices in the context of China’s unprecedented socioeconomic transformations. Course enrollees are invited to examine the unfamiliar and exotic domains of Chinese Traditional Medicine and the familiar and the taken-for-granted areas such as biomedicine and its clinical practices from comparative perspectives. The overall purpose of the course is to strengthen their scholarly knowledge in preparation for empirical research based in
China’s current health trends, transitions, and policies.
With a focus on the socio-cultural dimensions of health, ill health, and medicine, we will first introduce the key concepts threading through this course such as culture, medicalization, biopower, medical subject and object. Then we will further explore the knowledge and practices of Traditional Chinese Medicine (TCM) and the underlying
“local biologies.” In the second section, we will take a critical look at the impact of medicalization on culturally meaningful life events in China such as birth and
reproduction, aging and graying, disease and illness, and death and dying. We are hoping that you can achieve the goal of gaining deeper understanding of biomedicine and medical practices in general from a more social and cultural point of view. We need to understand how illness and suffering are shaped by political economy; how the medical and healing systems (including biomedical one) are considered as social institutions and sources of epistemological authority. Furthermore, it aims the students to grasp the meaning of medical pluralism and globalization. In addition to the lectures, we also encourage the students to take advantages of being in China and explore how local people experience and respond to illness and how they take care of their individual health.
Course Requirements:
1.
Attendance and participation. 20%
2.
Four response paper 20%
3.
Illness narrative. 30%
4.
A take-home final exam. 30%
Class Schedule
Part I: Why Culture Matters
Topical Issues: the cultural constructions of health, the medicalization of society, the normal and the abnormal, the role of TCM in health practices, biopower, etc.
Week 1 (09/15) Course Overview (Pan)
Background readings:
Kleinman, A. “Four Social Theories for Global Health.” The
Lancet , Vol.375. May 1,
2010.
Background readings:
Conrad, Peter. 2007. The Medicalization of Society: On the Transformation of Human
Conditions into Treatable Disorders . The Johns Hopkins University Press.
Week 2 (09/22) Traditional and Modern Medicine (Zhu)
Good, Byron. Medical Anthropology and the Problem of Belief. In A Reader in
Medical Anthropology: Theoretical Trajectories, Emergent Realities.
2010 Byron J.
Good , Michael M. J. Fischer, Sarah S. Willen, and Mary-Jo DelVecchio Good , ed.
Wiley-Blackwell
Scheid, Volker. 2005. Chinese Medicine in contemporary China: Plurality and
Synthesis . Durham &. London: Duke University Press. Chapter 4,6
Recommended Readings
Evans-Pritchard, E E. 1937. The Notion of Witchcraft Explains Unfortunate Events. In
A Reader in Medical Anthropology: Theoretical Trajectories, Emergent Realities . 2010
Byron J. Good , Michael M. J. Fischer, Sarah S. Willen, and Mary-Jo Delvecchio Good
, ed. Wiley-Blackwell
Leslie, Charles. Introduction to Asian Medical System. In A Reader in Medical
Anthropology: Theoretical Trajectories, Emergent Realitie s. 2010 Byron J. Good ,
Michael M. J. Fischer, Sarah S. Willen, and Mary-Jo Delvecchio Good , ed.
Wiley-Blackwell
Part II: The medicalization of life events in contemporary China
生 Birth / Reproduction
Week 3 (09/29) Reproductive Health Policies in China I
Guest Speaker Yan Fei
Week 4 (10/06) Cross-cultural Perspectives on Childbirth and Reproduction (Zhu)
Davis-Floyd, Robbie E. The Rituals of American Hospital Birth, Conformity and
Conflict , David McCurdy, ed., 1994, pp.323-340.
Emily Martin. 1991. "The Egg and the Sperm: How Science has Created a Romance
Based on Traditional Gender Stereotypes." Signs 16(3):485-501.
Rapp, Rayna.
1988. Chromosomes and Communication: The Discourse of Genetic Counseling. In
Medical Anthropology Quaterly . Volume 2 Issue 2. Pp 143-157.
Zhu, Jianfeng
2013. Projecting Potentiality: Understanding Maternal Serum Screening in
Contemporary China. In Current Anthropology Volume 54, No. 7
Recommended Readings:
Handwerker, Lisa. 1998 "The Consequences of Modernity for Childless Women in
China: Medicalization and Resistance.". In Pragmatic Women and Body Politics .
Margaret Lock and Patricia A. Kaufert, ed. Pp. 178-205. Cambridge: Cambridge
University Press.
Suzanne, Gottschang, Maternal Bodies, Breast-Feeding, and Consumer Desire in
Urban China. Medical Anthropology Quarterly Volume 21, Issue 1, pages
64–80,March 2007
Rapp, Rayna
2001. Gender, Body, Biomedicine: How Some Feminist Concerns Dragged
Reproduction to the Center of Social Theory. In Medical Anthropology Quarterly .
Volume 15. Issue 4. Pp466-477
老 Ageing/Graying
Week 5 (10/13) Cultural meanings of Aging (Zhu)
Cohen, Lawrence.
1995. Toward an Anthropology of Senility: Anger, Weakness, and Alzheimer’s in
Banaras, India. In Medical Anthropology Quarterly Volume 9 Issue. 3 Pp 314-334.
Lock, Margaret
1993. Encounters with Aging: Mythologies of Menopause in Japan and North
America. University of California Press (chapters)
Kaufman, Sharon and Lakshmi Fjord
2011. Medicare, Ethics, and Reflexive Longevity: Governing Time and Treatment in an aging society. In Medical Anthropology Quarterly, Volume 25. Issue 2
Becker, Gay and Sharon Kaufman
1995. Managing an Uncertain Illness Trajectory in Old Age: A Patients’ and
Physicians’ Views of Stroke. In Medical Anthropology Quarterly, Volume 9, Issue
2
Week 6 (10/20) Growing Old in Graying China (Pan)
James Watson’s seminal study of ancestor worship in pre-revolutionary China.
(http://www.fas.harvard.edu/~anthro/social_faculty_pages/social_pages_watson_w.ht
ml)
Martin Whyte, Martin. 1997. The Fate of Filial Obligations in Urban China The China
Journal , No. 38. (Jul., 1997), pp. 1-31.
Recommended readings:
Jackson and Howe. 2004. Introduction: Will China Grow Rich Before It Grows Old, in
The Graying of the Middle Kingdom. CSIS.
Ikels, Charlotte Ikels. 2004. Filial Piety: Practice and Discourse in Contemporary
East Asia.
Stanford University Press.
Myerhoff, Barbara. 1978.
Number Our Days.
New York: Touchstone
病 Disease/Illness
Topical Issues: bodily experiences, Explanatory Models (EM), social suffering, stigma
Week 7 (10/27) Illness Narratives (Pan)
Kleinman, Arthur. 1988.
Illness Narratives.
(Chapters)Pp 3-55
Kleinman, A. “Caregiving: the Odyssey of Becoming More Human.” The Lancet.
Vol.373, January 24, 2009.
Kleinman, A. Catastrophe and Caregiving: the Failure of Medicine as an Art, The
Lancet, Vol.371, January 5,2008
Kleinman, A. “The Divided Self, Hidden Values, and Moral Responsibility in
Medicine.” The Lancet, Vol.377, March 5, 2011.
Kleinman, Arthur. Medicine’s symbolic Reality: On a Central Problem in the
Philosophy of Medicine. 2010 Byron J. Good , Michael M. J. Fischer, Sarah S. Willen, and Mary-Jo DelVecchio Good , ed. Wiley-Blackwell
Week 8 (11/03) No Class
Week 9 (11/10) Global Health and Global Medicine
Guest Speaker
4 ）死 Death/Dying
Week 10 (11/17) (Re) Making the end of life (This week’s class has been shift to
Week 1 09/17)
M. Lock. 1996. “Death in Technological Time: Locating the End of Meaningful
Life. Medical Anthropology Quarterly 10(4):575-600.
Alvan R. Feinstein, Alvan R. “The State of the Art,”
JAMA. 1986;255(11):148
Watson on ancestor worship and funeral rites in China
Kaufman, Sharon.
2000. In the shadow of “death with dignity”: Medicine and Cultural Quandaries of the vegetative state. In American Anthropologist. Volume 101 Issue 1
Week 11 (11/24) Stem Cell
Guest Speaker Priscilla Song
Readings:
Song, Priscilla. 2011. The proliferation of stem cell therapies in post-Mao China: problematizing ethical regulation. In New Genetics and Society Vol. 30, No.2
Song, Priscilla. 2010. Biotech Pilgrims and the Transnational Quest for Stem Cell
Cures. In Medical Anthropology: Cross-cultural Studies in Health and Illness.
29(4): 384-402
Week 12 (12/01) Death and Organ Transplantation (Zhu)
Lock, Margaret
2002. Twice Dead: Organ Transplants and the Reinvention of Death . University of California Press. (Chapters)
Nancy Shceper-Hughs
2000. The Global Traffic in Human Organs. In Current Anthropology 41 (2):
191-224
Ikels, Charlotte.
1997. Ethical Issues in Organ Procurement in Chinese Societies. In The China
Journal 38: 95-119.
Recommended Readings:
Cohen, Lawrence
The Other Kidney: Biopolitics Beyond Recognition.
Kaufman, Sharon Ann Russ and Janet Shim.
2006. Aged bodies and Kinship Matters: the ethical field of kidney transplant. In
American Ethnologist. Volume 33 No. 1.
Week 13 (12/08) Final Remarks (Pan)
Week 14 (12/15) Take Home Exam
China through Contemporary Chinese Film
Fall 2014
(Subject to change)
Instructor : ZHU Jianxin (PhD)
Office : Room 402-E, Humanities Building
Telephone : 021-65643066
Email : jxzhu829@163.com
Time : 13:00-15:25, Mondays
Venue : Room1004, Humanities Building
COURSE DESCRIPTION :
This course is intended to offer insights into the political, social and cultural changes in contemporary China and the impact of modernization and globalization on its cultural redefinition and identity reforming. Using primarily a selection of films directed by the internationally acclaimed Chinese 5th and 6th generation directors, the course will invite students to exercise their critical thinking skills to appraise the cultural narratives of each selected film, and the aesthetic presentation produced by each film director.
LEARNING OUTCOMES :
By the end of the course students will be able to:
--Demonstrate knowledge of the political, social, and cultural changes in Chinese film over the past three decades;
--Identify key characteristics of Chinese cultural tradition;
--Compare cultural elements of China to those of their own cultural backgrounds;
--Evaluate the representation and criticism of Chinese cultural tradition and value in contemporary Chinese film
COURSE CREDIT :
3.0
METHOD OF PRESENTATION:
Lecture & in-class discussion& student’s presentation
LANGUAGE OF PRESENTATION:
English
PREREQUISITE:
None 2
COURSE REQUIREMENTS AND ASSESSMENT:
This course offers one semester teaching. Each week, references and readers will be suggested according to the topic and subject of the lecture and class discussion Regular class attendance is mandatory. Students are expected to attend class as well as participate in lectures and discussions. Student participation in classroom discussion is the key to success in this course. The final grade is determined by the total accumulative points of the following requirements: (1) class discussion (10%); (2) mid-term test (20%); (3) class presentation (20%); (4) a final term paper (50%).
REQUIRED READINGS:
Zhang, Yingjin. Chinese National Cinema (National Cinemas).
New York: Routledge,
2004;
Zhang, Zhen, ed. The Urban Generation : Chinese Cinema and Society at the Turn of the Twenty First Century . Durham: Duke University Press, 2007;
A course packet. (Available at the beginning of the semester.)
RECOMMENDED READINGS:
Brownem, Nick, and al. New Chinese Cinemas: Forms, Identities, Politics . Cambridge:
Cambridge University Press, 1994.
Chow, Rey. Primitive Passions: Visualizing Sexuality, Ethnography and
Contemporary Chinese Cinema . New York: Columbia University Press, 1995.
Kuoshu, Harry H., ed. Celluloid China: Cinematic Encounters with Culture and
Society. Carbondale, IL: Southern Illinois University Press, 2002.
Lu, Sheldon Hsiao-peng, ed. Transnational Chinese Cinemas: Identity, Nationhood,
Gender . Honolulu, HI: University of Hawaii Press, 1997.
Silbergeld, Jerome. China into Film: Frames of Reference in Contemporary Chinese
Cinema . London: Reaktion Books, 2000.
Xu, Gary. Sinascape : Contemporary Chinese Cinema . Lanham , MD: Rowman and
Littlefield , 2007.
Zhang, Xudong. Chinese Modernism in the Era of Reforms: Cultural Fever,
Avant-Garde Fiction, and the New Chinese Cinema . Durham, NC: Duke
University Press, 1997. 3
TEACHING SCHEDULE
Week 1:
Course Overview
Lecture: An Introduction to Mainland Chinese Cinema (1)
Readings:
Zhang Yingjin. “Chapter 1: Introduction” & “Chapter 2: Cinema and national traditions 1896-1929.” Chinese National Cinema (National Cinemas).
New York:
Routledge, 2004: 1-57.
Zhang, Zhen. “Teahouse, Shadowplay, Bricolage:
Laborer's Love and the Question of
Early Chinese Cinema.”
Cinema and Urban Culture in Shanghai , 1922-1943. Ed.
Zhang Yingjin. Stanford: Stanford University Press, 1999. 27-50.
Week 2:
Lecture: An Introduction to Mainland Chinese Cinema (2)
Readings:
Zhang Yingjin. “Chapter 3, Cinema and the nation-people, 1930-49” & “Chapter 6,
Cinema and the nation-state in the PRC, 1949–78.” Chinese National Cinema
(National Cinemas).
New York: Routledge, 2004: 58-112 & 189-224.
Home viewing: Shadow Magic ( Xiyang jing , dir. Ann Hu, 2000), 116 min.
Week 3:
Lecture and discussion: Change and Continuity of Chinese Culture in East-West
Encounter
Readings:
Wu, Joseph S. “Basic Characteristics of Chinese Culture” < http://www. thomehfang.com /suncrates3/1wu.html>
Wright, Elizabeth. “
Shadow Magic
– Imperial Peking’s Cinematic Initiation.”
< http://sensesofcinema.com/2001/17/shadow_magic/>.
Home viewing: Raise the Red Lantern ( Dahong denglong gaogao gua, dir. Zhang
Yimou, 1991), 125 min.
Week 4:
Lecture and Discussion: The signs of “Chineseness” in Raise the Red Lantern
Readings :
Zhang, Xudong, “The Discourse of Modern Cinema,”
Chinese Modernism in the Era of Reforms: Cultural Fever, Avant-garde Fiction, and the New Chinese Cinema . 4
Durham, NC: Duke University Press, 1997: 215-265.
Huot, Claire. “Colorful Folk in the landscape: Fifth-Generation Filmmakers and
Roots-Searchers,” China's New Cultural Scene: A Handbook of Changes. Durham,
NC: Duke University Press.2000: 91-125.
Whyte, Martin King. “Continuity and Change in Urban Chinese Family Life.” The
China Journal , No. 53 (Jan., 2005): 9-33.
Home viewing: Yellow Earth ( Huang tudi ; dir.Chen Kaige 1984), 89 min.
Week 5:
Lecture and discussion: Cultural Introspection and Artistic Innovation
Readings:
Clark, Paul “Reinventing China: The Fifth-Generation Filmmakers.”
Modern Chinese
Literature , Vol. 5, No. 1, Special Issue on PRC Literature of the Eighties. (Spring,
1989): 121-136.
Silbergeld, Jerome. “Drowning on Dry Land: Yellow Earth and the Traditionalism of the Avant-garde.” China into Film: Frames of Reference in Contemporary Chinese
Cinema. London: Reaktion Books, 1999. 14-52.
Yau, Esther C. M.. “Yellow Earth: Western Analysis and a Non-Western Text.”
Film
Quarterl y 41.2 (1987-88): 22-33.
Zhang Yingjin. “Chapter 7, Cinema and national/regional culture, 1979-89.”
Chinese
National Cinema (National Cinemas). New York: Routledge, 2004: 225-239.
Home viewing: Black Cannon Incident ( Heipao shijian ; dir. Huang Jianxin, 1985), 95 min.
Week 6:
Lecture and Discussion: The Plights of Chinese Intellectuals
Readings:
Berry, Chris and Mary Ann Farquhar, “Post-socialist Strategies: An Analysis of
Yellow
Earth and Black Cannon Incident
.”
Celluloid China: Cinematic Encounters with
Culture and Society. Harry H. Kuoshu, (ed). Carbondale, IL: Southern Illinois
University Press, 2002: 283-301.
Elman, Benjamin A. “The Failures of Contemporary Chinese Intellectual History.”
Eighteenth-Century Studies 43.3 (Spring 2010): 371-391. 5
Wang. Hui. “Contemporary Chinese Thought and the Question of Modernity.” Trans.
Rebecca E. Karl. Intellectual Politics in Post-Tiananmen China . Ed. Zhang
Xudong.. Durham, NC: Duke University Press, 1998: 9-44.
Home viewing: The Troubleshooters ( Wanzhu , Dir. Mi Jiashan, 1988), 110 min.
Week 7:
Lecture and Discussion: Ideological Changes Reflected in “Wang Shuo
Phenomenon”
Readings:
Wang,Huazhi. “Wang Shuo’s Construction of New Chinese Popular Culture.”
Problematizing the Nation: the
“
Wang Shuo Phenomenon
” and Contemporary
Chinese Culture . Diss. Cornell University, 1999: 103-173.
Wang, Jing. “Pop Goes the Culture?”
High Culture Fever: Politics, Aesthetics, and
Ideology in Deng's China. Berkeley: University of California Press, 1996: 261-286.
Home viewing: The Story of Qiu Ju ( Qiuju daguansi , dir. Zhang Yimou, 1992), 100 min.
Week 8:
Mid-term test
Lecture and discussion: Shades of Morality in Contemporary Chinese Society
Readings:
Hsiau, A-Chin. “The Moral Dilemma of China's Modernization: Rethinking Zhang
Yimou's Qiu Ju da guan si
.”
Modern Chinese Literature . Vol. 10, No.1/2
(Spring/Fall 1998): 191-206.
Li, David Leiwei. “Capturing China in Globalization: The Dialectic of Autonomy and
Dependency in Zhang Yimou's Cinema.”
Texas Studies in Literature & Language.
49. 3 (Fall 2007): 293-317.
Zhang, Xudong. “Part 4: Allegories of the Social Landscape.” Chinese Modernism in the Era of Reforms: Cultural Fever, Avant-garde Fiction, and the New Chinese
Cinema . Durham, NC: Duke University Press, 1997: 267-328.
Home viewing: Ermo ( Ermo , dir. Zhou Xiaowen, 1994), 95 min.
Week 9:
Lecture and Discussion: Victims of Consumerism
Readings:
Farquhar, Judith. “Technologies of everyday life: The economy of impotence in
Reform China.”
Cultural Anthropology. 14.2 (May 1999):155-180.
Gould, Stephen J. and Nancy Y. C. Wong. “The Intertextual Construction of Emerging
Consumer Culture in China as Observed in the Movie Ermo : A Postmodern,
Sinicization Reading.”
Journal of Global Marketing 14 (2000): 151-67.
Li, David Leiwei. “What will become of us if we don't stop? Ermo’s China and the end of globalization.” Comparative Literature , Vol. 53, No. 4 (Autumn, 2001): 442-461.
Tang, Xiaobing. “Rural Women and Social Change in New China Cinema: From
Li
Shuangshuang to Ermo.
”
Positions: East Asia Cultures Critique , 11, 3 (Winter
2003): 647-74.
Home viewing: Beijing Bastards (Beijing Zazhong , dir. Zhang Yuan, 1993), 88 min.
Week 10:
Lecture and discussion: A Distant Cry of Forsaken Children
Readings:
Reynaud, Berenice. “Zhang Yuan’s Imaginary Cities and the Theatricalization of the
Chinese ‘Bastards’.”
The Urban Generation: Chinese Cinema and Society at the
Turn of the Twenty-first Century . Ed. Zhang Zhen Durham: Duke University Press,
2007. 264-294.
Zhang, Yingjin.
“
Rebel without a Cause :
China’s New Urban Generation and
Postsocialist filmmaking.” The Urban Generation: Chinese Cinema and Society at the Turn of the Twenty-first Century . Ed. Zhang Zhen. Durham: Duke University
Press, 2007.49-80.
Zhang, Zhen. “Introduction: Bearing Witness: Chinese Urban Cinema in the Era of
‘Transformation’.”
The Urban Generation: Chinese Cinema and Society at the Turn of the Twenty-first Century . Ed. Zhang Zhen. Durham: Duke University Press,
2007.1-48.
Home viewing: The World ( Shijie , dir. Jia Zhangke, 2005), 110 min.
Week 11:
Lecture and discussion: Negotiating Local/Global Identities: China in the 21st
Century
Readings:
Gaubatz, Pier Rae. “Urban Transformation in post-Mao China: Impacts of the Reform
Era on China’s Urban Form.”
Urban Space in Contemporary China . Eds. Deborah
Davis, Richard Kraus, Barry Naughton, and Elizabeth J. Perry. London: Cambridge
University Press, 1995. 28-60.
Lu, Tonglin, “Fantasy and Reality of a Virtual China in Jia Zhangke’s Film
The World
.”
Journal of Chinese Cinemas 2.3 (2008): 163-179.
McGrath, Jason. “The Independent Cinema of Jia Zhangke From Postsocialist Realism to a Transnational Aesthetic.” The Urban Generation: Chinese Cinema and Society at the Turn of the Twenty-first Century . Ed. Zhang Zhen. Durham: Duke University
Press, 2007. 81-114.
Shi, Xiaoling. "Between Illusion and Reality: Jia Zhangke's Vision of Present-day
China in The World ." Asian Cinema 18. 2 (Fall/Winter 2007): 220-31.
Home viewing: Shower ( Xizao , dir. Zhang Yang, 1999), 92 min.
Week 12:
Lecture and discussion: Depicting Changes of Urban Landscape in the Era of
Globalization
Readings:
Braester, Yomi. “Tracing the City's Scars: Demolition and the Limits of the
Documentary Impulse in the New Urban Cinema.” The Urban Generation : Chinese
Cinema and Society at the Turn of the Twenty First Century . Ed. Zhang, Zhen.
Durham: Duke University Press, 2007. 161-180.
Lu, Sheldon H.. “Tear down the City: Tear down the City: Reconstructing Urban
Space in Contemporary Chinese Popular Cinema and Avant-Garde Art.” The Urban
Generation : Chinese Cinema and Society at the Turn of the Twenty First Century .
Ed. Zhang, Zhen. Durham: Duke University Press, 2007. 137-160.
Proctor-Xu, Jami. “Sites of Transformation: The Body and Ruins in Zhang Yang's
Shower.
” Embodied Modernities: Corporeality, Representation, and Chinese
Cultures . Eds. Fran Martin and Larissa Heinrich. Honolulu, HI; U of Hawaii P, 2006.
162-176.
Home viewing: A World without Thieves ( Tianxiawuzei , dir. Feng Xiaogang, 2004),
120 min.
Week 13:
Lecture and discussion: Blockbuster in Chinese Style: Feng Xiaogang’s New
Year’s Film (He Sui Pian)
Readings:
Gong, Haomin. “Commerce and the Critical Edge: Negotiating the Politics of
Post-socialist Film, the Case of Feng Xiaogang.” Journal of Chinese Cinemas 3.3
(2009): 193-214.
McGrath, Jason. “Metacinema for the Masses: Three Films by Feng Xiaogang.”
Modern Chinese Literature and Culture , Vol. 17, No. 2 (Fall 2005): 90-132.
Zhang Yingjin. “Chapter 8: Cinema and the transnational imaginary, 1990-2002.”
Chinese National Cinema (National Cinemas).
New York: Routledge, 2004:
281-296.
Home viewing: I Wish I Knew ( Hai shang chuan qi , dir. Jia Zhangke, 2010), 125min.
Week 14:
Lecture and discussion: The Past and Present of Shanghai in Chinese Film
Readings:
Bao, Yaming. “The Politics of Nostalgia: Old Shanghai Bar, Elite Narrative and
Intellectual Discourse.”
Shanghai: Its Urbanization And Culture . Eds. Xuanmeng
Yu & Xirong He. Washington D.C.: CRVP, 2004. 113-124.
Liu, Tianhua. “Urbanization and the Image of a City: The Example of the City of
Shanghai.”
Shanghai: Its Urbanization And Culture . Eds. Xuanmeng Yu & Xirong
He. Washington D.C.: CRVP, 2004. 87-104.
Pan, Lu. “Nostalgia as Resistance: Memory, Space and the Competing Modernities in
Berlin and Shanghai.” European Journal of East Asian Studies. 12.1 (2003):
135-160.
Pan, Tianshu. “Historical Memory, Community-Building and Place-Making in
Neighborhood Shanghai.”
Restructuring the Chinese City: Changing Society,
Economy, and Space . Eds. Laurence J. C. Ma and Fulong Wu, London: Routledge
2005. 122–37.
Zhang Xudong. “Shanghai Nostalgia: Post-revolutionary Allegories in Wang Anyi's
Literary Production in the 1990s.”
Positions 8.2(Fall 2002):349-388.
Week 15:
Class presentation
(Each student is required to give a 15-minute presentation on one of the films discussed in class, focusing on its political/social significance or artistic achievement.)
An additional workshop will be arranged during the fall semester on transnational Chinese cinemas.
A visit to Shanghai Film Museum will be arranged.
REQUIREMENTS FOR THE TERM PAPER
1. The term paper is due on Dec.19, 2014.
2. The term paper should be at least 3,000 words long.
- The paper should be typed (font #12, Times New Roman).
- Put your names and date in the right-hand corner of the first page, and title pages are unnecessary.
3. When you use sources, make sure that a list of sources is given at the end of the paper.
- Citing put the author's last name and the page number in parentheses at the end of your sentence. Example: A recent study has described the situation as "absolutely fantastic" (Arnold 25).
Example (a book): Arnold, William K. American Role . New York: Oxford UP, 1999.
Example (an article): Petro, Patrice. "Mass Culture and the Feminine: The Place of
Television in Film Studies." Cinema Journal 25.3 (1987): 5-21.
Example (Internet): "Bertha Advances towards Bahamas." CNN World News . 9 July
1996. <http://cnn.com/WORLD/9607/09/bertha.update> (9 July 1996)
4 . The term paper should focus on how contemporary Chinese films address ONE of the following topics:
-politics, ideology and the emergence of popular culture in China
- globalization and cultural changes in China, especially in the 1990s
-cultural introspection in the films by the Fifth Generation filmmakers in China
-cultural transformation reflected in the films by the Sixth Generation filmmakers in
China
-the roles of cinema as history and ethnography: a case study of New Chinese Cinema
Doing Business in China
Fall 2014
(Subject to change)
Dr. Nathan Wang
王乃贤
Mr. Tom Chang
张大成
Email: e2e2000@gmail.com
Email: tomchang@fudan.edu.cn
Course Description
China, one of the fastest growing countries in the world, has great impacts on global economy. Since 2011, China has been the world's second largest economy after the
United States. China’s economic importance has grown rapidly. In this course, we will explore China from several different aspects, such as culture, business environment, government policies, successful business stories, and business opportunities in
China, …, etc. The knowledge learned from this course will assist students to understand China much more, especially in doing business in China and with Chinese companies.
The class format includes lectures, case studies, guest speakers, movie clips, and group discussion, as well as student presentation, etc. The content covers both quantitative and qualitative materials. We expect students’ active participation throughout the course. Students will work in groups to investigate business in China and present their
findings. Besides normal lectures, special guest speakers or on-site tour may be arranged for further understanding of updated business status in China.
Method of Presentation:
This course will include lectures, case studies, group discussion, and site visit (if available).
Learning Outcomes
After completing the course, students should have good knowledge in doing business in China. It should provide students great help in business operation in China and with
Chinese companies. The exercises of group projects will give students deeper understanding of special business cases in China. This will help students to learn not only academic knowledge but also business reality.
Required Work and Form of Assessment :
Required Readings and In-class Quizzes : Assigned reading will be given to students in each lecture. Students must complete the assigned readings BEFORE next class.
During the class, students may need to take in-class quizzes for the evaluation of what they learned from the assigned reading.
Class Discussion & Presentation : The main purpose of class discussion & presentation is to further review the knowledge learned from the lectures and assigned materials. Students are encouraged to participate in class discussion actively. Class participation requires students to complete the assigned readings, to analyze the cases given, take in-class quizzes, and participate discussion in class, preferably through
substantive comments based on good analysis rather than brief, general comments that add little to the discussion and learning.
Group Project Presentation : The main purpose of group presentation is to learn teamwork and to put what students learned into practice. Students will be formed into a group of ~3-5 people. Each team needs to prepare a business plan to start a business in
China. It could be any types of companies, such as trading companies, branch offices, retails, services, consultancy, E-business, or any other types of China related business.
Each team member should be responsible for a section of the project, and the whole team should work on a consistent plan.
Students are encouraged to participate in active discussion. The group project presentation will be:
~3-5 persons as a team
Choose one group project topic.
Divide the project into sections. Each person will be responsible for one section.
Need to do a ~30 minutes presentation for the whole group. Each person has about 8 minutes.
Use presentation tool, such as PPT, for presentation. Need to turn in presentation file(s) for grading.
Need to submit report or presentation files in writing or in electronic form
(preferred) for grading.
GRADING
Items
Required Readings & In-class Quizzes
Class Discussion & Mid-Term Evaluation
Group Project Presentation & Final Exam
Total
Percentage
35%
30%
35%
100%
Contents:
Assigned readings and case study information will be given in each class. Besides normal classes, special guest speakers or on-site tour(s) may be arranged further understanding of updated business status in China.
COURSE OUTLINE
Date
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Topics
Introduction of China
Understanding of China
Key Elements of Doing
Business in China (1)
Key Elements of Doing
Business in China (2)
The Rising of China
Regulations & Culture
Starting Business in China
China 5-Year Plan
CSR in China
Business Opportunities in
China (1)
Contents
China vs. US /Euro/World
Difference in Business
Difference in Cultures
Understanding of China
Geographically
Business
Differences within China
Business in China:
Manufacturing
Sales/Marketing
Business in China:
People & HR
R&D
Finance
The Rising of China
Macro economics
Import/Export: International Business
Investment
Domestic business
Regulations
Culture
Market Research
Application procedure
China's 5-Year Plan
12th 5-Year Plan in China
WTO
Business opportunities
Traditional Business
E-commerce
Week
10
Week
11
Business Opportunities in
China (2)
Business opportunities and CSR
International Business
Domestic Business
Chinese Government & Party Revenue & Profits
China Business Climate
Survey
Challenges
Business environment
Week
12
Week
13
Week
14
Group Project Presentation 1 · Case study – Chinese companies I
Group Project Presentation 2 · Case study – Chinese companies II
Special case study Networking, Alliance, & Partnership
Required Readings:
Doing Business in China - Country Commercial Guide for U.S. Companies,
U.S. & Foreign commercial Service and U.S. Department of State. (132 pages)
China Highlights - International tax, Deloitte, 2013.
China Business Handbook, U.S. Commercial Service. (84 pages)
China’s 12th Five-Year Plan, National Development and Reform Commission
(NDRC) People's Republic of China (~100 pages)
Doing Business 2013– China, World Bank (121 pages)
Doing Business and Investing in China, PricewaterhouseCoopers (261 pages)
China Business Guide, UK Trade & Investment (108 pages)
Access China, Enterprise Ireland (66 pages)
China Business Climate Survey Report, AmCham China (32 pages)
Guanxi Networks in China, China Business Review
About Instructors:
Nathan Wang, Ph.D
王乃贤 博士
Dr. Nathan Wang is Managing Director of White Factor International . He has more than twenty years experience in product development and business
management, including turning multiple troubled businesses into profits. Wang obtained his M.Sc. and Ph.D. in Electrical Engineering from Michigan State
University , USA. He has taught on Global Supply Chain Management, Doing
Business in China , and Management & Strategy at Fudan University and other organizations for years.
Dr. Wang was Asia General Manager of End-to-End Solutions in Motorola ;
Senior VP of Inventec Corp .; and VP of Hybrid Networks . Besides, Wang served as vice chairman of InfoComm committee, American Chamber of Commerce in
Shanghai (2004).
Dr. Wang led the teams to design and to launch the world's first smart phone
(1999), the world's first wireless application download service (2002), and the world's first Linux smart phone (2003). Dr. Wang was also named as the “
Father of Smart Phones
” when he worked in
Motorola .
Mr. Tom Chang
张大成
Mr. Tom Chang is President and Legal Representative of China Credit
Information Service (China).
He is also the Principal Partner of CCIS Property
Appraiser Association in Taiwan. Chang graduated with a M.S. degree in
Economics from Boston University, USA.
Mr. Chang is also China Advisor of Taiwan Academy of Banking and Finance.
He was a Research Fellow of Fudan University, and System manager of Dow
Jones Market in Taiwan. Chang is an expert in credit checking & analysis, property appraisal, as well as market research.
Global Sourcing and Supply Chain
Management in China
Fall 2014
(Subject to change)
Professor Nathan Wang, Ph.D. e2e2000@gmail.com
Course Description
This course introduces global sourcing and supply chain management in China, an enormous player in the world economy. In the competitive global marketplace, great emphasis is placed on both cost reduction and fast reaction time. Global sourcing refers to the process of locating goods and services in the most efficient manner (particularly with regard to cost and delivery times) wherever in the world they might be. The supply chain refers to both the physical activities related to delivering products and services to customers, as well as informational activities such as product design and planning. These activities may involve the linking of different companies in this process or the coordination of different functional areas within a single company.
Students will learn the most important theories involved in supply chain management and global sourcing, and match that with actual case studies. The course is structured to look at procurement and manufacturing, distribution and logistics, the information technology that supports the process, innovations in the supply chain that fuel China’s and global business growth, as well as the integrated administration of the entire process.
Credit Hours:
This is a 3 credit hours course for the whole semester.
Method of Presentation:
This course will include lectures, case studies, group discussion, and site visit (if available).
Learning Outcomes
After completing the course, students should:
- be able to identify and describe important features and concepts of supply chain management,
- be knowledgeable about specific market players of supply chain management and global sourcing in China,
- have a command of the particular features of supply chain management in China, and
- be able to conduct a detailed analysis of a business sourcing problem set in China that involves identifying challenges and their possible solutions.
Required Work and Form of Assessment :
Students are required:
To attend all course hours, and to participate class discussion
To submit reports & to give presentations (on individual topics and group presentation)
To take quizzes/exams
To read textbook(s) and assigned reading materials
Final grades are determined by the total points accumulated on the following assignments:
Score
(Individual)
Method Content Individual/Group
In-class Quizzes/Exams
Topic Presentation & Class
Interaction
Group Project Presentation
Total
In-class
Quiz/Exams
Presentation and in-class Discussion
Presentation and
Report
Grading:
Individual
Individual/Group
Group
33%
33%
34%
100%
In-class quizzes/exams 33%
Multiple In-class quizzes/exams. The quizzes/exams will be based on textbooks, assigned readings, and class lectures.
Topic Presentation and in-class Discussion 33%
Attendance and the interaction discussion during classes
Each person will do one “topic” presentation to the whole class. Each topic is based on one chapter of the textbook.
Each presentation is about 5-7 minutes, including Q & A.
Only need to present the most important items on the topic.
Others will participate discussion and will ask questions. The presenter needs to answer based on his/her best knowledge.
The goals of topic presentation are:
To understand the specific topic and its application in global supply chain management
To summarize chapter contents and share with others
To practice public presentation and discussion
For Each Topic Presentation:
Summarizing and presenting the contents within given time slot.
Searching on the web to find more information and real case study about the topic.
Providing what you learn and how to improve for future business
Use presentation tool, such as PPT, for presentation.
Need to submit report or presentation files in writing or in electronic form
(preferred) for grading.
Group Project Presentation 34%
~3 persons as a team.
Each team will choose one group project topic.
Each person should take one section during the presentation.
The goals are:
To learn real case study
To learn how to analyze/solve problems
To learn teamwork
Need to do a ~30 minutes presentation for the whole group. Each person has about 8 minutes.
Need to submit report or presentation files in writing or in electronic form
(preferred) for grading.
Some Example Topics for Group Project
Select one or more companies and study their supply chain management systems
Study one or more tools for supply chain management
What are the challenges of Global Supply Chain and how to overcome those challenges? Please find and present some real cases.
How does E-commerce change the supply chain? What are the new
challenges and how to overcome them?
How to use new technologies, such as “Clouds system”, or “mobile devices”, …, etc. to enhance supply chain system?
Required Readings:
Textbook “Supply Chain Logistics Management (3rd Ed.). Bowersox,
Closs, and Cooper, eds. McGraw-Hill/Irwin, 2009”
World Trade Organization, “World Trade Report 2013 – Factors shaping the future of world trade”, (340 pages), http://www.wto.org/english/res_e/publications_e/wtr13_e.htm
.
Case studies: such as Walmart, Amazon, DHL, Fedex, UPS, IBM,
Starbucks, Costco, Oracle, SAP, …, etc.
Course Contents and Schedule
Date
1 Lecture 1 01 Introduction
Topics Optional Topics
· Supply Chain introduction
2 Lecture 2 02 Logistics
· Transportation in China
3 Lecture 3
03 Customer Accommodation
04 Procurement and Manufacturing
4 Lecture 4
05 Information Technology
06 Integrated Operations Planning
5 Lecture 5
07 Inventory
08 Transportation Infrastructure
7 Lecture 6
09 Transportation Operations
10 Warehousing
8 Lecture 7
11 Packaging and Materials Handling
12 Global Supply Chains
· China Logistics Status
· City Logistics
· Doing Business in China
· Supply Chain Security
· Future Value Chain
9 Lecture 8
13 Network design
14 Network and Operational Planning
· Future Logistics
10 Lecture 9
15 Relationship Development and Management
16 Operational and financial Performance
· Small commodities in China
Measure.
11
12
13
14
15
Lecture
10
Lecture
11
Lecture
12
Lecture
13
Lecture
14
17 Supply Chain Risk
Group Project Presentation I
Group Project Presentation 2
Group Project Presentation 3
Special Case Study
About the Instructor:
Nathan Wang, Ph.D
王乃贤 博士
· E-commerce in China
· Supply Chain Visibility
Dr. Nathan Wang is Managing Director of White Factor International.
He has more than twenty years experience in product development and business management, including turning multiple troubled businesses into profits. Wang obtained his M.Sc. and Ph.D. in Electrical Engineering from Michigan State
University , USA. He has taught on Global Supply Chain Management, Doing
Business in China , and Management & Strategy at Fudan University and other organizations for years.
Dr. Wang was Asia General Manager of End-to-End Solutions in Motorola ;
Senior VP of Inventec Corp .; and VP of Hybrid Networks . Besides, Wang served as vice chairman of InfoComm committee, American Chamber of Commerce in
Shanghai (2004).
Dr. Wang led the teams to design and to launch the world's first smart phone (1999), the world's first wireless application download service (2002), and the world's first
Linux smart phone (2003). Dr. Wang was also named as the “ Father of Smart Phones ” when he worked in Motorola.
International Marketing
Fall 2014
(Subject to change)
INSTRUCTOR: William WU
E-mail: Huiliang.Wu@pepperdine.edu
OFFICE HOUR: Monday- Friday, Based on appointment
REQUIRED TEXTBOOK: Students are required to obtain the following textbook before they arrive in Shanghai: Marketing Management: An Asian Perspective. Sixth
Edition. Kotler, Keller, Ang. Pearson Publishing.
ASSIGNED READINGS AND POWERPOINTS. All learning materials will be sent directly to each student. Readings for session will be sent a few days before the lecture.
Powerpoints will be sent sometime after each session.
COURSE OBJECTIVES: The principal objective of this course is to help you develop a critical appreciation of both the opportunities and challenges associated with the increasing globalization of markets with a particular focus on emerging markets,
Asian markets, and China in particular. During the semester, you will learn about the key environmental forces shaping consumer needs and preferences, the impact of political and economic factors on firms operating in an international environment, the influence of international competition, market segmentation and strategy decisions specific to international marketing. You will:
1.
Assess various foreign markets
2.
Analyze the impact of cultural, social, political and economic factors on marketing strategies
3.
Determine when to use different market entry and penetration strategies
4.
Examine the different skills and systems required to implement marketing strategies across country borders
5.
By engaging your best efforts, you will enhance your understanding of the scope, risks and rewards facing organizations attempting to establish and maintain global competitiveness.
COURSE REQUIREMENTS AND ASSESSMENT:
Class Attendance and Participation (totaling 20% of final grade).
Attendance in class sessions is required. If you are unable to attend a class, you are expected to email your professor ahead of time. Unexcused absence from an exam or presentation will result in a zero being entered for that grade. Excused absence from an exam or presentation will result in either a make-up or the final grade being determined by the other evaluation inputs.
An excused absence for missing an exam or presentation must be requested and arranged with the professor before an exam or presentation. If you are unable to make it to class, please check-in with a classmate for any missed information. If you still have questions once you have reviewed all slides, notes and assigned readings, you may contact your professor for clarification.
Class participation is critical to the success of this course and also provides an opportunity to develop the oral communication and persuasion skills that are essential in the practice of marketing. Also, students are encouraged to take this opportunity to look into current marketing events that are relevant to your own surrounding. Effective class participation includes:
•
Adequate preparation for each class session. You are expected to come to class prepared to engage in an informed conversation about class material and about current marketing news stories and observations around China.
•
Regular and timely attendance . Excused reasons for absence are outlined in the
Student Handbook. Consistent with school policy, absences for personal reasons, including job interviews and personal commitments (e.g., travel, attending a friend's wedding) are not considered excused. One unexcused absence is generally expected.
Beyond this, unexcused absences will adversely affect your participation grade. Also, classes will start on time so be punctual. Late arrivals past the five-minute mark adversely affect your participation grade.
•
Contributions to in-class discussions. Your in-class contributions will be judged on the basis of whether they facilitate the process of collective learning in the classroom.
High quality contributions are efficient, relevant to the discussion at hand, and cognizant of the flow of arguments on the table. Quality does not entail simple repetition of case facts or previous commentary. Quality contributions help others learn by synthesizing multiple points of view, redirecting a discussion that has hit an impasse, clarifying ambiguities, or provoking debate. Quality participants respect others’ opinions and take care not to dominate the conversation. A good class citizen also turns off his/her cell phone before coming to class and does not use his/her computer for IM’ing or surfing.
Using these criteria, class contributions are judged using the following scale: (3) outstanding, if this person were not contributing today the quality of the class discussion would have been significantly diminished; (2) good, helpful and on-target comments; (1) attending non-participant or one with repetitive, non-value-add comments; (-1) absent, late, or destructive class commentary.
• No Cell Phones, IM’ing, Surfing or Gaming.
Cell phones must be turned off at the start of class sessions. Those who are emailing, IM’ing, gaming, or performing any other non-class related activity will be penalized in class participation.
Apple and its Asian Suppliers Case Analysis (totaling 20% of final grade).
This case is provided to students in session four, and due before session six. A properly written bibliography is required.
Unannounced In-Class Essays (totaling 20% of final grade) . Students should always bring some blank paper to each session. There will be some unannounced in-class essays related to assigned readings and class discussions. Each essay will be given without prior notice. No more than 20 minutes will be allowed for completion.
These in-class essays should encourage you to keep up with assigned readings.
Together they will constitute 20% of the final grade. Each essay will be judged on the following scale: 3 points for an essay that shows insight, logic, and clear understanding of the relevant issues involved; 2 points for an essay the misses some of the relevant issues involved; 1 point for an essay the key points of the question; 0 points for an incomplete essay.
Two Oral Presentations. (totaling 20% of final grade). During sessions four and nine, students will be giving an oral presentation. See the planned course schedule (on the following pages) for more details.
Final Examination (totaling 20% of final grade). The final exam will consist of many multiple choice questions, some short answer questions and a longer case study.
It will cover each of the key topics discussed in the course and be “closed book”.
Students must:
1. Bring writing pens and plenty of paper (no books, electronics, or aids of any kind);
2. Write a legible answer to each of the questions.
3. Submit your exam (in legible form) to the professor before departing the class.
Your essay will be graded on overall quality (e.g., ideas, clarity, reasoning, writing quality). This exam will constitute 40% of your final grade.
Course Grading Criteria
Grade Range (%) Assigned Grade (%)
A 94-97 95
A- 90-93 92
B+ 87-89 88
B 84-86 85
B- 80-83 82
C+ 77-79 78
C 74-76 75
C- 70-73 72
D+ 67-69 68
D 64-66 65
F Below 65 60
Incomplete 0 0
Academic Conduct Code. Students in the MK467 class are expected to read and abide by the Academic Conduct Code which can be read in its entirety by following this link http://smgworld.bu.edu/acc/.
Grades will be assigned based on BU standards, where an A is “excellent,” B is “good” and C is “Satisfactory” or “Average.” An average student is one who shows up, understands most of the material, contributes to class discussion during at least half the
sessions, and performs adequately on the assignments. If you hope to receive a higher letter grade, your performance has to be above average. “D” and “F” letter grades will be given if the student demonstrates poor performance.
TENATIVE COURSE SCHEDULE : The key topics for each session are as follows:
Session One: Required Textbook Reading – Marketing Management Chapter 1.
Cases/readings provided:
1.
Discussion: Chapter 1: Defining Marketing for the 21st Century
2.
Article: Should we sell a disposable version?
3.
Case: Disney in Hong Kong
4.
Article: China’s Reverse Price Wars
Short Assignment: Two-page analysis of Case:
Carrefour’s Problems in China. Send completed assignments to your professor via email by the beginning of Session Two.
This assignment will be considered the first in-class essay.
Session Two: Required Textbook Reading – Marketing Management Chapter 2.
Cases/readings provided:
1.
Discussion: Chapter 2: Developing Marketing Strategies and Plans
2.
Article: For Louis Vuitton Being Too Popular in China is Not Good
3.
Case: Nike Faces Marketing Challenge in China: Make Running Cool
4.
Case: Shanghai IKEA Not Happy to Play Matchmaker to the Middle-Aged
Session Three: Required Textbook Reading –Marketing Management Chapter 3.
Cases/readings provided:
1.
Discussion: Chapter 3: Gathering Information and Scanning the Environment
2.
Case: J&J criticized by the State Media
3.
Discussion: Demographics in Asia
4.
Article: Why Western Fast Food Brands are Winning in China
Oral Presentation One: During Session Four, students are required to give an oral presentation: With one partner or by yourself, choose a major MNC in Asia and identify one of its main competitors. Give a ten-minute presentation with your own powerpoints. Give a one page summary to your professor before your presentation.
1.
Identify the major macro-environmental trends both companies face in Asia.
2.
Analyze the MNC’s current strategy in Asia.
3.
Analyze its competitor’s strategy in Asia.
4.
Compare and contrast the strategies.
5.
Make one or two recommendations.
6.
Defend your recommendations
Session Four: Presentation. Textbook Reading - Marketing Management Chapter 4.
Cases provided:
1.
Discussion: Chapter 4: Conducting Marketing Research and Forecasting
Demand
2.
Case: China Furniture Scandal Has Important Lessons For Foreign Brands
3.
Case: How Should MNCs Respond to the Greenpeace ‘Dirty Laundry’ Report?
Major Assignment: Apple and its Asian Suppliers Case Provided. Students are required to research the many challenges Tim Cook and his management team at Apple face in China and the rest of Asia. Include a bibliography with a minimum of ten cited sources. Students need to answer the questions on page one of the case.
Session Five: Required Textbook Reading – Marketing Management Chapter 5.
Cases/readings provided:
1.
Discussion: Chapter 5: Creating Customer Value, Satisfaction, and Loyalty
2.
Article: Louis Vuitton and the traveling Chinese consumers
3.
Discussion: Common Ethical issues in Marketing in Asia
4.
Case: Business Ethics and Culture Clash in China
Session Six: Major assignment is due.
Required Textbook Reading – Marketing Management Chapter 6.
Cases/readings provided:
1.
Discussion: Chapter 6: Analyzing Consumer Markets
2.
Article: Pirates of the Middle Kingdom (Enforcement of IP in Asia)
3.
Case: Barbie Doll (Page 224-225)
4.
Case: KFC’s explosive growth in China
Session Seven: Required Textbook Reading – Marketing Management Chapter 7.
Cases/readings provided:
1.
Discussion: Chapter 7: Analyzing Business Markets
2.
Article: China’s Attack on Volkswagen
3.
Article: Samsonite’s in Xinjiang
4.
Case: The Dark Side of China's Economic Miracle
Session Eight: Required Textbook Reading - Marketing Management Chapter 8.
Cases/readings provided:
1.
Discussion: Chapter 8: Identifying Market Segments and Targets
2.
Article: Mary Kay and Direct Selling in China
3.
Case: HSBC (Page 292-293)
4.
Article: Do knockoff Prada bags hurt Prada—or help the company sell more of the real thing?
Oral Presentation Two : During Session Nine, you and one classmate will be analyzing an advertisement in Asia. You and your partner will select one MNC and a
TV or online campaign in Asia in the past few years. You must:
1.
Show the advertisement. You may talk about more than one advertisement from the same MNC. You may compare and contrast from the MNC and one of
its main competitors’.
2.
Create a powerpoint presentation and a one-page outline to give to your professor before you start speaking.
3.
Speak for about 10-15 minutes and analyze the MNC’s recent marketing strategy in Asia. You must analyze the advertising campaign’s cultural understanding, target customer, overall effectiveness and so on.
Session Nine: Presentation Two.
Required Textbook Reading - Marketing Management Chapter 9.
Cases/readings provided:
1.
Discussion: Chapter 9: Creating Brand Equity
2.
Case: How Wal-Mart is Changing China
Session Ten: Required Textbook Reading – Marketing Management Chapter 10.
Cases/readings provided:
1.
Discussion: Chapter 10: Crafting the Brand Positioning
2.
Article: Lessons From Li Ning's Brand Stumble
3.
Article: Brand Tribes in Asia
4.
Case: Was Outsourcing to India the Right Move?
Session Eleven: Required Textbook Reading – Marketing Management Chapter 11.
Cases/readings provided:
1.
Discussion: Chapter 11: Competitive Dynamics
2.
Article: How Chinese Subsidies Changed the World?
3.
Article: Selling Product in China Through Your China Manufacturer.
4.
Case: McDonalds in China
Session Twelve: Required Textbook Reading – Marketing Management Chapters 12 and 13. Cases/readings provided:
1.
Discussion: Chapter 12: Setting a Product Strategy
2.
Discussion: Chapter 13: Designing and Managing Services
3.
Case: Betrayed in China: One Entrepreneur's Hard Journey East
4.
Case: Banyan Tree Hotel and Resorts (Page 482-483)
Session Thirteen: Required Textbook Reading –Marketing Management Chapters 14 and 15. Cases/readings provided:
1.
Discussion: Chapter 14: Developing Pricing Strategies and Programs
2.
Discussion Chapter 15: Designing and Managing Marketing Channels and
Value Networks
3.
Article: Wal-Mart’s Problems in Chongqing
4.
Case: How to Play in the New "Share Economy"
Session Fourteen: Required Field Trip
Exact date and time to be confirmed
Session Fifteen: Final Exam.
Marketing Placement in China
(The Chinese Marketplace: Globalization and Local Transformations2)
Fall 2014
(Subject to change)
Instructor:Tianshu Pan, Jianfeng Zhu and Sacha Cody TA:
Days & Hours:
Email:
Course Objectives
This course addresses several major themes focusing on the dynamics of China’s unprecedented socioeconomic transformations. Topics covered will include the implications of globalization for everyday life in the local contexts, the rise of consumerism in contemporary China, important policies and various emerging markets etc. One important goal of this course is to provide a set of conceptual tools and a new perspective that will hopefully help you better describe and understand the social world around you. In learning this new perspective, I hope that you develop a critical, even “skeptical” view toward superficial explanations of take-for-granted practices by replacing your common sense understandings of interpersonal interactions
2 The Chinese course title is
中国文化与商业实践。
with an uncommon sense about the links between individual experiences, structural forces and particular marketplaces.
It is my hope that we can work together as a learning community to explore issues of general interests. Well-documented case studies and business ethnographies will be woven into in-class discussions of these major themes as a way of grounding theory in marketing practices. Course reading is arranged in weekly units around specific thematic issues. Discussions of the case study materials will be accompanied by presentations of the instructor’s research on a range of topics related to the application of anthropological/sociological methods of inquiry to business practices in different field settings.
Course Requirements
Students are expected to read all the listed materials and to be prepared to discuss them during the weekly meetings. The instructor is available by appointment. Details on the content and grading standards for the writing assignments will be distributed and discussed in class.
The THREE components of the grade are combined as follows:
Participation (attendance and in-class discussion) 20%:
First Fieldwork assignment: in-Class Presentation and final report 40%
Second fieldwork assignment: in-class presentation and final report 40%
You will be provided several topics at the beginning of Oct and your final report and in-class presentation will be based on the one you choose. You are required to use a variety of ethnographic research methods, in-depth interviews, on-site observations,
participant observations, shadowing for instances, in order to finish a complete project, form an appealing presentation and a final report.
Lecture Outline and Reading Schedule
I. Introduction: Historical Background, Methods
Week 1 Course Overview Understanding the Chinese Marketplace: The Validity of
“Soft Data”
Ken Anderson, Ethnographic Research: A Key to Strategy, Harvard Business
Review (March 2009)
Skim Chapters 1 & 2, The Cultural Dimension of International Business.
Week 2 Consumer Revolution: Historical Transformation
Deborah Davis “Introduction: A Revolution in Consumption”;
K. Lieberthal and G. Lieberthal. The Great Transition, HBR on Doing Business in China
Marx, Patricia. “Buy Shanghai! A City for Sale. The New Yorker July 21st
2008
(http://www.newyorker.com/reporting/2008/07/21/080721fa_fact_marx?curren
tPage=all)
Skim: Introduction and Chapter 1, Doing Business in China.
II. Globalization, Localization, Tradition and Modernity
Week 3 Glocalization
Yan, Yunxiang. 2000. Of hamburger and social space: Consuming McDonalds in Beijing. In The Consumer Revolution in Urban China, Edited by Deborah S.
Davis, University of California. 201-225
Zhan, Mei. 2009 Other worldly: Making Chinese Medicine through
Transnational Frames Chapter 1
Week4 Tradition and Modernity: Challenge of Local market
Lu, Hanchao. 1995. Away from Nanking Road: Small Stores and
Neighborhood Life in Modern Shanghai. In Journal of Asian Studies, Volume
54 Issue 1 93-123
Veeck, Ann 2000. “The Revitalization of the Marketplace: Food Markets of
Nanjing,” in The Consumer Revolution in Urban China. “
Week5 Guanxi and Gifts: Cultural perspectives
Kipnis, Andrew 1997. Producing Guanxi: Sentiment, Self and Subculture in a
North China Village. Chapter 1,3. Durham and London: Duke University
Press
Week 6 Values and Morals
Thomas Donaldson, Values in Tension: Ethics Away from Home, Harvard Business
Review (Sept-Oct 1996)
Laura Nash, Ethics Without the Sermon, Harvard Business Review (Nov-Dec 1981).
Katherine Xin and Vladimir Pucik, Trouble in Paradise, HBR Review on Doing
Business in Chin
Film: Killing Us Softly 4
III. Policies and Market: Case studies of marketing and consumer behaviors
Week7 Consuming Motherhood and Childhood
Gottschang, Suzanne. 2001. "The consuming Mother: Infant feeding and the
Feminine Body in Urban China."
Davis and Sensenbrenner 2000. “Commercializing Childhood: Parental
Purchases for Shanghai’s Only Child,” in The Consumer Revolution in Urban
China.
Week 8 Commodification of beauty, love and intimacy
Brownell, Susan, 2001, “Making dream bodies in Beijing: athletes, fashion
Models, and Urban mystique in China.” In Nancy N. Chen, Constance D. Clark,
Suzanne Z. Gottschang, and Lyn Jeffery, eds., China Urban: Ethnographies of
Contemporary Culture. 123-142. Durham & London: Duke University Press.
Zheng, Tiantian. 2009. Red Lights: The Lives of Sex Workers in Postsocialist
China. Chapter 6,7
Week9 Entrepreneuralism
Ming Zeng and Peter Williamson, The Hidden Dragons, HBR on Doing Business in
China
Arindam K. Bhattacharya and David C. Michael, How Local Companies Keep
Multinationals at Bay, HBR on Thriving in Emerging Markets.
David L Davies, Corporate Cadres: Management and Corporate Culture at Chinese
Wal-Mart Stores
Week 10-12 Course Reviews and Presentations
Religion in Chinese Society
Fall 2014
(Subject to change)
COURSE DESCRIPTION
This undergraduate-level course is designed to introduce students to the sociological study of religion in Chinese societies. The purpose of this course is to (1) familiarize students with the basic sociological characteristics of major religions in Chinese societies; (2) make the student aware of different perspectives in understanding the significant role of Chinese religion in both traditional and contemporary China; and (3) develop intellectual dialogue and mutual understanding between China and the West.
This course is a 3-credit hour course.
INSTRUCTOR:
Dr. Anning Hu
VENUE
H6307
TIME(tentative)
9:55 am -12:00 am
METHOD OF PRESENTATION
This course combines multiple methods of presentation, including lectures, field research, case studies, and student reports.
LANGUAGE OF PRESENTATION
English, with introduction of relevant Chinese terms
LEARNING OUTCOMES
By taking this course, students can expect to:
(1)
Know about basic doctrines and teachings of major Chinese Religions;
(2)
Learn the social-political situation for religions in contemporary China;
(3)
Have first-hand experience with Chinese religions;
(4)
Understand theoretical perspectives on Chinese religions.
REQUIRED WORK AND FORM OF ASSESSMENT
Students are expected to read the recommended listed materials and to be prepared for the discussions during the weekly meetings. The assessment includes several components. In the interest of credit transfer for international students from The School of Social Development and Public Policy (SSDPP), the course requirements for native students and SSDPP international students are different, as follows.
Native Chinese and Non-SSDPP international students
Class Participation: Students are expected to attend each lecture (10%).
Mid-term Paper: Each student must choose a subject from one of the themes of the course as his/her research topic and write a mid-term paper of about 1,000 words (40%). o This mid-term paper does not have to follow the structure of a formal academic article. Students can choose a topic such as a terminology in
Chinese religions, a particular Chinese religious phenomenon, an international comparison of religions between China and other civilizations, etc.
Final Paper: Each student should turn in a final research essay of about 2000 words. This paper should have a different topic from the mid-term paper (50%). o As a formal article, students are expected to follow the structure of an academic article, including sections of “introduction”, “theoretical background”, “methodology”, “results”, and “conclusions”. You should buttress your arguments with empirical data, either quantitative or qualitative ones. Through analyzing your data, you get some results and findings, based on which you draw your conclusions.
Both Mid-term and Final Papers are due on December 11 2014 .
SSDPP international students
Class Participation (10%) [the same requirements as native students]
Mid-term Paper (20%) [the same requirements as native students]
Final Paper (30%) [the same requirements as native students]
Field research (40%) Besides the components listed above, each international student from SSDPP should perform additional field research to satisfy the requirement of credit transfer. This field research counts one more credit hour. o In particular, each SSDPP international student should visit all of the listed religious sites in Shanghai and conduct field research. The research topic is open. You may want to address topics such as the commercialization of Chinese religion, the secularization of Chinese religion, among others. Each SSDPP international student is required to turn in a research report about his or her field work at the end of the semester. In this report, you should include the following information: a brief introduction of field research sites, your research topic(s), what you find, and what conclusions you finally get. o religious sites for field research
The Jing’an Temple
Transit directions: Metro Line 10— Metro Line 2
The Sheshan Basilica
Note: You may need to take 2-3 three hours to arrive at this basilica by public transport, so it is highly recommended to plan your trip during the weekend. Also, you may want to be accompanied with native students.
Transit directions: Metro Line 10- Metro Line 8- Metro Line9- Bus (
松重线 ); Or, around 200 Yuan one-way by taxi.
The Chenghuang Temple
Transit directions: Metro Line 10
The White Cloud Daoist Temple
Transit directions: Metro Line 10
The Hudong Chapel
Transit directions: Bus Line 133 or 966
The Xiaotaoyuan Mosque (optional)
Transit directions: Metro Line 10
Mid-term Paper, Final Paper, and Research Report are due on December 11 2014 .
COURSE SCHEDULE
Week 1, September 18
Course Introduction
Introduction of Chinese Religions
Goossaert, Vincent. 2005. State and Religion in Modern China: Religious Policy and
Scholarly Paradigms. Paper presented at the 50th Anniversary of the Institute of
Modern History, Academia Sinica, Taipei.
[ http://hal.archives-ouvertes.fr/docs/00/10/61/87/PDF/Paradigms.pdf]
Vermander, Benoit. 2009. Religious Revival and Exit from Religion in Contemporary
China. China Perspectives .
[http://chinaperspectives.revues.org/4917]
Supplementary Readings on Introductory Chinese Religions
Weber, Max. 1968. The Religion of China . New York: Free Press.
[Library Call No.: B22 /W375(SJY) /E]
Lu, Yunfeng. 2012. Understanding the Rise of Religion in China. Chinese Sociological
Review 45(2): 3-7.
[http://web.a.ebscohost.com/ehost/detail/detail?sid=5ddbe1d1-956f-40b3-bdd9-86fde1
8c3740%40sessionmgr4003&vid=0&hid=4104&bdata=Jmxhbmc9emgtY24mc2l0ZT1 laG9zdC1saXZl#db=aph&AN=87441557]
Week 2, September 25
Introduction of Chinese Religions (cont.)
Week 3, October 2
National Day
Week 4, October 9
Confucianism and Humanistic Religion
Yang, C. K. 1967. Confucian Thought and Chinese Religion. In Chinese Thought and
Institutions: Exploring Twenty Five Centuries of Chinese Ideas in Action , edited by
John K. Fairbank. Chicago: University of Chicago Press.
[Library Call No.: D669 /C539C1]
Ebrey, Patricia Buckley. 1993. Confucian Teachings. In Chinese Civilization . New
York: Free Press.
[Library Call No.: K203 /C539C(2)]
Supplementary Readings on Confucianism
Rozman, Gilbert. 2002. Can Confucianism Survive in an Age of Universalism and
Globalization? Pacific Affairs 75(1): 11-37.
[http://www.jstor.org/stable/10.2307/4127239?origin=crossref]
Fukuyama, Francis. 1995. Confucianism and Democracy. Journal of Democracy 6(2):
20-33.
[https://muse.jhu.edu/login?auth=0&type=summary&url=/journals/journal_of_democr acy/v006/6.2fukuyama.html]
Week 5, October 16
Watching a Movie about Confucius
Week 6, October 23
Taoism as Salvation Religion
Tim, Laichi. 2003. Daoism in China Today, 1980 – 2002. Religion in China Today .
New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
Overmyer, Daniel. 1986. Chapter 2. In Religions of China, the World as a Living
System . San Francisco: Harper.
[Library Call No.: B928.2 /O96 /E]
Supplementary Readings on Daoism
Yang, Der-Ruey. 2012. New Agents and New Ethos of Daoism in China Today.
Chinese Sociological Review 45(2): 48-64.
[http://web.a.ebscohost.com/ehost/detail/detail?vid=3&sid=a77a78b9-569e-4944-a976
-595c05a8abec%40sessionmgr4003&hid=4104&bdata=Jmxhbmc9emgtY24mc2l0ZT1 laG9zdC1saXZl#db=aph&AN=87441559]
Week 7, October 30
Buddhism Became Chinese
Overmyer, Daniel. 1986. Chapter 2. In Religions of China, the World as a Living
System , San Francisco: Harper.
[Library Call No.: B928.2 /O96 /E]
Birnbaum, Raoul.2003. Buddhism China at the Century’s Turn. In
Religion in China
Today . New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
Supplementary Readings on Buddhism
Ji, Zhe. 2012. Chinese Buddhism as a Social Force: Reality and Potential of Thirty
Years of Revival. Chinese Sociological Review 45 (2): 8-26.
[http://web.a.ebscohost.com/ehost/detail/detail?sid=a77a78b9-569e-4944-a976-595c05 a8abec%40sessionmgr4003&vid=0&hid=4104&bdata=Jmxhbmc9emgtY24mc2l0ZT1l aG9zdC1saXZl#db=aph&AN=87441560]
Week 8, November 6
Christianity and Chinese Society
Madsen, Richard. 2003. Catholic Revival during the Reform Era. In Religion in China
Today . New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
Bays, Daniel H. 2003. Chinese Protestant Christianity Today. In Religion in China
Today . New York: Cambridge University Press.
[Library Call No.: B928.2 /R382R]
Aikman, David. 2006. Chapter 1 and Chapter 15. In Jesus in Beijing: How Christianity is Transforming China and Changing the Global Balance of Power . D.C.: Regnery
Publishing.
[Library Call No.: B97 /A292 /E]
Supplementary Readings on Christianity
Chan, Shun-Hing. 2012. Changing Church-State Relations in Contemporary China.
Chinese Sociological Review 45 (2): 65-77.
[http://web.a.ebscohost.com/ehost/detail/detail?vid=7&sid=a77a78b9-569e-4944-a976
-595c05a8abec%40sessionmgr4003&hid=4104&bdata=Jmxhbmc9emgtY24mc2l0
ZT1laG9zdC1saXZl#db=aph&AN=87441555]
Cao, Nanlai. 2012. Elite Christianity and Spiritual Nationalism. Chinese Sociological
Review 45 (2): 27-47.
[http://web.a.ebscohost.com/ehost/detail/detail?vid=9&sid=a77a78b9-569e-4944-a976
-595c05a8abec%40sessionmgr4003&hid=4104&bdata=Jmxhbmc9emgtY24mc2l0
ZT1laG9zdC1saXZl#db=aph&AN=87441556]
Week 9, November 13
Christianity and Chinese Society (cont.)
Week 10, November 20
Religion in China Today ： Social Change and the Evolution of Religious Policy
Overmyer, Daniel. 2003. Introduction. In Religion in China Today . New York:
Cambridge University Press.
[Library Call No.: B928.2 /O96 /E]
Pan, Yue. 2002. Marxist View of Religion Must Keep Up with the Times. China Study
Journal 18 (2): 5–18.
[http://www.ctbi.org.uk/pdf_view.php?id=44]
Yang, Fenggang. 2006. The Red, Black, and Gray Markets of Religion in China. The
Sociological Quarterly 47: 93–122.
[https://www.purdue.edu/crcs/itemPublications/articles/Yang3Markets.pdf]
Supplementary Readings on Religious Policy
Potter, Pitman B. 2003. Belief in Control: Regulation of Religion in China. China
Quarterly 174: 317-337.
[http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=164855]
Yang, Fenggang. 2004. Between Secularist Ideology and Desecularizing Reality: The
Birth and Growth of Religious Research in Communist China. Sociology of
Religion 65(2): 101-119.
[https://www.purdue.edu/crcs/itemPublications/articles/Yang-RR.pdf]
Week 11, November 27
Chinese Religious Renaissance in Taiwan
Madsen, Richard. 2006.
Democracy’s Dharma: Religious Renaissance and Political
Development in Taiwan , CA: University of California, pp. 131-157.
[Please contact me if you need this book chapter]
Huang, Julia. 2003. Global Engagement and Transnational Practice: A Case Study of the Buddhist Compassionate-Relief Foundation in Taiwan. In Quanqiu hua xiade shehui bianqian yu fei zhengfu zuzhi, edited by Lizhu Fan, 496-515. Shanghai:
Shanghai Peoples’ Press.
[Library Call No.: D56 /F24]
Supplementary Readings on Taiwanese Religion
Weller, Robert. 2000. Living at the Edge: Religion, Capitalism, and the End of the
Nation-State in Taiwan. Public Culture 12(2): 477-498.
[https://open.bu.edu/bitstream/handle/2144/4512/weller_edge.pdf?sequence=1]
Rubinstein, Murray A. 2006. Taiwan: A New History . M.E.Sharpe.
[Library Call No.: K295.8 /T135t3(SJY) /E]
Week 12, December 4
Folk Religion in Contemporary China
Fan, Lizhu. 2003. Popular Religion in Contemporary China. Social Compass 50 (4):
449-457.
[http://scp.sagepub.com/content/50/4/449]
Yang, Fenggang and Hu Anning. 2012. Mapping Chinese Folk Religion in Mainland
China and Taiwan. Journal for the Scientific Study of Religion 51(3):505–521.
[http://onlinelibrary.wiley.com/doi/10.1111/j.1468-5906.2012.01660.x/abstract]
Supplementary Readings on Chinese Folk Religion
Lu, Yunfeng, Byron Johnson, and Rodney Stark. 2008. Deregulation and the Religious
Market in Taiwan: A Research Note. Sociological Quarterly 49(1):139–53.
[http://www.baylorisr.org/wp-content/uploads/stark_deregulation.pdf]
Hu, Anning and Reid Leamaster. 2013. Longitudinal Trends of Religious Groups in
Deregulated Taiwan: 1990 to 2009. Sociological Quarterly 54: 254–277.
[http://onlinelibrary.wiley.com/doi/10.1111/tsq.12000/abstract]
Week 13, December 11
Q & A
The course outline is subject to change when necessary with due notice given to the students.
Short Bio of Instructor:
Dr. Anning Hu earned his PhD in Sociology and MS in Statistics from Purdue
University, West Lafayette, US. His dissertation focuses on Chinese folk religion with special attention paid to the socio-demographic characteristics of folk religion adherents, the longitudinal trajectories of folk religion in Taiwan, and the nexus between folk religion and volunteerism. Besides religion, Dr. Hu is interested in statistical modeling, causal inference, sociology of education, and culture.
Doing Fieldwork in China
( 田野研究 )
Fall 2014
（
Subject to change
）
Course Instructors: Dr. Tianshu Pan and Dr. Jianfeng Zhu
Time and Location: 9:55-12:30 Thursdays; Room 216, Building No. 2.
This seminar aims to situate students’ field work experiences within a framework of the Chinese and US medical contexts; to provide students with methodological tools for approaching their field placements; to evaluate their own experiences and observations through critical reflection; and to integrate their understanding of Chinese and US medical systems through written exercises .
In addition, this course establishes a forum for students to direct their work and creative energies towards social and cultural issues in the medical field. This approach allows the students to discover “communities,” to create a channel of communication, to find ways of continual engagement and project development, and to perhaps carry knowledge and expression beyond the immediate workings of the community and into the realm of culture. Ethnographic narratives will be woven into the in-class discussion of these themes.
Required readings:
Maria Heimer and Stig Thøgersen 2006.
Doing Fieldwork in China.
University of
Hawaii Press.
Emerson, Robert, Rachel Fretz and Linda Shaw. 1995. Writing Ethnographic
Fieldnotes . Chicago and London: The University of Chicago Press.
Course Requirements
As a course that introduces important theoretical and methodological material, attendance is mandatory. Class participation is critical as it provides the conditions for discussion or debate premised on the ability to analyze and question assigned readings.
Attendance and Participation 10%
Organizational Assessment of fieldwork sites: prepare and present (briefly) to fellow students 10%
Journal of field experiences (with guidelines) 20%
Fieldwork assignments I & II
In-class presentations 20%
Write-ups 20%
Breakdown of Readings and Themes:
Week 1
（
09
／
18
）
Course overview
Reading Assignment:
Miner, Horace. 1956. "Body Ritual among the Nacirema," American Anthropologist 58
(1956): 503-507
Bohannan, Laura. 1966. Shakespeare in the Bush, Natural History Magazine,
August/September.
Week 2 （ 09 ／ 25 ） Getting to know the “field”: Introduction to Shanghai
Class discussion topic: ethnocentrism vs. relativism
Background reading:
Brown, Kerry. 2013. Shanghai 2020: The City’s Vision of Its Future . Beijing: Foreign
Language Press.
Wasserstrom, Jefferey N. 2009. Global Shanghai, 1850-2010. Routledge.
Assignment: Wellness Journal
Week 3 （ 10 ／ 02 ） No Class
Week 4 (10/09) Ethnography and Ethnics
Class discussion topic: food safety
Malinowski, B. 1922. “Introduction” in Argonauts of the Western Pacific . Waveland
Press.
Kelley, Tom. The Ten Faces of Innovation. Chapter 1, the Anthropologist Tom Kelley
The AAA Statement on Ethics ( www.aaanet.org/stmts/irb.htm
.)
AAMC guidelines for pre-medical students abroad
Fieldwork Assignment (1)
Week 5 (10/16) Sociological / Anthropological Imagination
Class discussion topic: the normal and abnormal behaviors
Excerpt from C. Wright Mills, The Sociological Imagination (originally published in
1959)
Lee and Kleinman, Suicide as Resistance in China
Background: Durkheim, Emile. 1951[1897] Suicide: A Study in Sociology .
1964. The Rules of Sociological Method .
Week 6 (10/23) Field Methods I: Naturalistic Observation and Participant
Observation
How we know what we know and how we know we know; Research as a way of knowing;
Qualitative Research: Fieldwork and Participant Observation; Observing, Learning, and Reporting;
Claire E. Sterk, Fieldwork on Prostitution in the Era of AIDS
Case Example: Seeing Voices: Studying the Deaf People in Shanghai (Zhang
Meiyin)
Week 7 (10/30)
Group presentation
Fieldwork assignment (II)
Weeks 8 (11/06) No Class
Week 9 (11/13) Field Methods II: In-depth Interview and Focus Interview
Asking, Listening, and Telling
Ethnographic Case Example: Arthur Kleinman’s Eight Questions
Gibson, D. and M. Zhong (2005). “Intercultural communication competence in the healthcare context.” International Journal of Intercultural Relations 29 (5): 621-634.
Recommended reading:
Kleinman, Arthur. 1988. The Illness Narratives .
Emerson, Robert, Rachel Fretz and Linda Shaw. 1995. Writing Ethnographic
Fieldnotes . Chicago and London: The University of Chicago Press.
Week 10 (11/20) Ethnographic Case Studies (1)
Class discussion topic: How to conduct multi-sited ethnographic research in medical field?
Zhan, Mei. 2009. Other-worldly: Making Chinese Medicine Through Transnational
Frames. Durham &. London: Duke University Press Chapter 1-2
Week 11 (11/27) Ethnographic Case Studies (2)
Class discussion topic: How to do search in a “risk society”?
Recommended reading:
Kleinman, Arthur and James Watson, 2006. SARS in China.
Stanford University Press.
Kleinmen, Joan, Arthur Kleinmen and Tony Saich ed. 2006. Aids and social policy in
China . Cambridge, Massachusetts: Harvard University Asia Center
Week 12 (12/04) Ethnographic Case Studies (3)
Class discussion topic: What does it mean to become a doctor?
Byron Good and Mary-Jo DelVecchio-Good, “Learning Medicine’: The Constructing of Medical Knowledge at Harvard Medical School.” In S. Lindenbaum and M. Lock, eds., Knowledge, Power and Practice: The Anthropology of Medicine and Everyday
Life . Berkeley: University of California Press, 1993, pp. 81-107.
Davis-Floyd, Robbie E. 1987 Obstetric Training as a Rite of Passage. Woman,
Physician and Society. Special Issue of the Medical Anthropology Quarterly. Vol. 1, no 3.
Recommended reading:
Konner ， Melvin. 1987. Becoming a Doctor: A Journey of Initiation in Medical
School. Penguin.
Weeks 13 (12/11) Group Presentations
Guidelines for Fieldwork Assignments
The fieldwork assignment is your chance to reflect upon and analyze what is being taught in the course. This reflection should incorporate your own experiences, observations, and interpretations. Despite appearances to the contrary, it is not a diary -- a regular recording of one's activities, thoughts, and dreams. It is not a log of daily activities. It is not a psychological journal designed to track inner feelings and psychological states. Instead, it is an intellectual exercise in which I am asking you and your classmates to describe and explain your own experiences and observations from a sociological/anthropological perspective.
Purpose
Located as we are in China’s largest, richest city and biggest port, which is arguably also the focal point of China’s moves towards globalization. The city’s extraordinary development over the past 150 years has been inseparable from globalization, even if the term itself had not yet come into being. As the host city for World Expo 2010,
Shanghai has a special place in the sociological imagination, particularly at this junction of history. Part of this field inquiry will be to explore the nature of cities
themselves, and how they have figured in the past and how they are likely to figure in the future.
There are three purposes of this assignment. First, one of the important objectives I have for this class is to help you learn to apply insights gained from course readings and class discussions to your own experiences and observations (as opposed to simply memorizing theories and definitions). The beauty of this assignment is that it "makes" you think about and apply sociological/anthropological concepts, principles, and theories. The better inquiries are those that successfully make direct and detailed connections to specific course content . Second, this assignment will help you become better researchers in dynamic marketplaces. While I want you to feel free to report your personal observations and to relate those observations to theory or research from the course texts, I also hope that for some of your inquiries you will take the time to do a little research on the topic. Finally, the inquiry assignment gives me a chance to get to know you. It also provides continual feedback to both you and me regarding the learning taking place. Hopefully, you will find it enjoyable.
Task .
It might be easiest to think of this assignment as having two parts. The first part
describes an event or observation you think is relevant to class material. Examine your daily experiences and observations for examples you can connect to class information.
Think about past experiences (e.g., market settings you are familiar with). Think about decisions you have made, articles you have read, movies and television programs you have watched, etc. When you can’t think of topics to discuss you may have to actively look for subject matter in the newspaper and magazines. Newspapers, magazines, TV, and the Internet routinely report on topics about. Sometimes their accounts may be distorting (i.e., they may not get the "facts" straight, or they may be sensationalistic), which is one of the reasons the popular media is an intriguing source of examples.
Second, you need analyze the event in light of course materials learned in class
(studies discussed in the book or in lecture, videos seen in class, articles you find on your own). You need to make a connection between the topic you have selected and one of the central themes of this course. Remember that the primary purpose of this assignment is to get you to apply principles of sociology/anthropology and related disciplines to the local social worlds around you. If you cannot apply specific concepts, theories, or studies, your entry is probably incomplete. Whenever possible you should think about ways your research might contribute to your (and my) understanding of the topic.
Guidelines for project proposals and write-ups will be distributed in class.
Grading Guidelines:
1) Content
does the write-up define the research question
does it provide sufficient explanation of the phenomena under study to be understandable to the reader
does the write-up establish a connection between the problem or question and the general domain of the data that the writer is approaching
does the write-up present factual evidence (data) to make an argument
does the write-up discuss the limitations of the data and/or possible other interpretations?
does the write-up draw logical conclusions from the data and from the argument as it has been structured.
2) Research methods
does the write-up describe the way in which the research was conducted
do those methods conform to what was specified in the assignment
do those methods make sense of the kinds of field data being collected
3) Writing
clarity of expression
logic and organization of presentation
appropriate grammar
spelling, punctuation, proof-reading
Transitional Chinese Society
(China’s Population and Development)
Fall 2014
(Subject to change)
Instructors : SHEN Ke, shenke@fudan.edu.cn
WANG Feng, wangfengfd@fudan.edu.cn
Class Meeting Time: Thursdays 18:30-21:05
Class Location: H5115
Credits: 2 credits (China’s Population and Development, 13 weeks);
3 credits (The Transitional Chinese Society, 16 weeks)
Course Description
China has been undergoing two exceedingly rapid transformations in the past half a century: a demographic transition with dramatic decrease in fertility and mortality, and an economic transition from a planned economy to a market economy. The compressed demographic transition has made China a country with a very low population growth rate and accelerating population aging, and unprecedented economic reform has lifted
China to the ranks of middle-income countries. These two historical transformations are not independent of each, but have been closely intertwined. Thus, this course not only introduces various demographic events and socio-economic reforms, but also
explores the linkages between population change and socio-economic transformation.
We raise a series of questions: What are social and economic implications of one-child policy? How will China’s imbalanced sex ratio at birth influence the marriage market?
Will China lose the competitive edge in labor-intensive industry in the near future due to low fertility rates? How can China accommodate the expanding elderly population in the context of frequent migration of young people? Investigations into these questions may provide students with a deeper understanding on China’s contemporary society.
Requirements and Evaluation
Course evaluation will be based on class participation, presentation, and a term-paper.
Students are expected to read the assigned materials before class and to participate in group discussions in class. For the term-paper, enrolled students need to select a topic related to demographic and economic transitions, and examine it within the context of the student’s own country. Students will have an opportunity to present a progress report of their term-paper, and a final paper is due at the end of the semester. The paper should have a length of 3,000 English words. This term-paper is expected to follow the style of an academic research paper, consisting of introduction, literature review, findings and conclusion. The course grading is comprised of: Class attendance and discussion (20%), presentation (40%), Term paper (40%).
General Textbook Reference
Weeks, John R. 2008. Population: An Introduction to Concepts and Issues (10th
Edition) . Belmont, California: Wadsworth Publishing Company.
Poston, Dudley.L. and Bouvier, L.F. 2010. Population and Society: An
Introduction to Demography . New York: Cambridge University Press.
Course Syllabus and Reading List
Week 1 (September 18) Introduction to Demography and Chinese Population
Wang, Feng. 2011. The Future of a Demographic Over-achiever: Long-term
Implications of the Demographic Transition in China. Population and
Development Review S37: 173-190.
Lee, James and Wang, Feng. 1999. Malthusian Models and Chinese Realities: the
Chinese Demographic System 1700 – 2000. Population and Development Review
25 (1): 33-65.
Week 3 (October 2) National Day, No Class
Week 2, 4 (September 25, October 9) Fertility Measures and Fertility Transitions
Morgan, S. Philip, Guo, Zhigang, and Hayford, R. Sarah. 2009. China’s Below
Replacement Fertility: Recent Trends and Future Prospects. Population and
Development Review 35 (3): 605-629.
Cai, Yong. 2010. China’s Below Replacement Fertility: Government Policy or
Socioeconomic Development. Population and Development Review 36 (3):
419-440.
Cai, Yong. 2013. China’s Demographic Challenges: Gender Imbalance. Manuscript.
Week 5, 6 (October 16, 23) Fertility Policies
Gu, Baochang, Wang, Feng, Guo, Zhigang and Zhang, Erli. 2007. China's Local and
National Fertility Policies at the End of the Twentieth Century. Population and
Development Review 33(1): 129-147.
Peng, Xizhe. 2004. Is It Time to Change China's Population Policy. China: an
International Journal 2(1): 135-149.
Peng, Xizhe and Huang, Juan. 1999. Chinese Traditional Medicine and Abnormal Sex
Ratio at Birth in China. Journal of Biosocial Science 31(4): 487-503.
Week 7 (October 30) Mortality and Health
Cai, Yong. 2013. China’s New Demographic Realities: Learning from the 2010
Census.
Population and Development Review 39(3): 371-396.
Chen, Yuyu, Ebenstein, Avraham, Greenstone, Michael and Li, Hongbin. 2013.
Evidence on the Impact of Sustained Exposure to Air Pollution on Life
Expectancy from China’s Huai River Policy,
PNAS 110(32): 12936-12941.
Yip, Winnie and Hsiao, William. 2009. China’s Heath Care Reform: a Tentative
Assessment. China Economic Review 20:613-619
Week 8 (November 6) Demographic Transition and Population Aging
Peng, Xizhe. 2011. China’s Demographic History and Future Challenges.
Science
333(6042): 581-587.
Lee, Ronald. 2003. The Demographic Transition: Three Centuries of Fundamental
Change. The Journal of Economic Perspectives 17(4): 167-190.
Cai, Yong, Wang, Feng, Li, Ding, Wu, Xiwei, and Shen, Ke. 2014. China’s Age of
Abundance: When Will it Run Out? Journal of Economics of Aging. Forthcoming.
Week 9, 10 (November 13, 20) Migration and Urbanization
Chan, Kam Wing. 2010. The Household Registration System and Migrant Labor in
China: Notes on a Debate. Population and Development Review 36(2): 357-364.
Zhang, Li. 2012. Economic Migration and Urban Citizenship in China: The Role of
Points Systems.
Population and Development Review 38(3) : 503–533.
Xiang, Biao. 2007. How Far Are the Left-behind Left Behind? A Preliminary Study in
Rural China. Population, Space and Place 13: 179-191.
Lu, Yao and Wang, Feng. 2013. From General Discrimination to Segmented
Inequality: Migration and Inequality in Urban China. Social Science Research 42:
1443-1452.
Week 11 (November 27) Social Change and Marriage
Das Gupta, Monica, Ebenstein, Avraham, and Sharygin, Ethan Jennings. 2010. China’s
Marriage Market and Upcoming Challenges for Elderly Men. Policy Research
Working Paper.
Wang, Qingbin and Zhou, Qin. 2010. China’s divorce and remarriage rates: trends and regional disparities.
Journal of Divorce & Remarriage 51(4): 257-267.
Cai, Yong and Wang, Feng. 2011. (Re)emergence of Late Marriage in New Shanghai.
Paper Prepared for the Conference on Marriage in Cosmopolitan China, Hong
Kong University, July 4-6, 2011
Week 12 (December 4) Student Presentations (For students who take the 2-credit course)
Week 13 (December 11) Population and Economic Change
Cai, Fang. 2010. Demographic Transition, Demographic Dividend, and the Lewis
Turning Point in China. China Economic Journal 3(2): 107-119.
Wang, Feng and Mason, Andrew. 2008. The Demographic Factor in China's transition.
In China's Great Economic Transformation , edited by L. Brandt and T.G. Rawski,
136-166. Cambridge: Cambridge University Press.
Wang, Feng. 2012. Racing Toward Precipice. China Economic Quarterly June17-21.
Week 14, 15 (December 18, 25) Student Presentations (For students who take the
3-credit course)
Shanghai in Comparative Perspective
(Shanghai Studies)
Fall 2014
(Subject to change)
Staff of the Course
Course Coordinator
Prof. Yu Hai, Department of Sociology, Fudan University
Email: yuhai_1998@yahoo.com
Telephone: (M) 13321859728; (H) 65304777; (O) 55665380
Office: Rm. 929 in Arts and Literature Building (Wenke Building)
Homepage: http://www.oldssdpp.fudan.edu.cn/yuhai
Assistant
Li Yue, Department of Sociology, Fudan University
Email: 13110730005@fudan.edu.cn
Telephone: (M) 15921049590
Course Description
Shanghai is one of the most powerful cities in China, in East Asia, and in the World.
Its global stature is evident from the powerful architecture – a mix of cutting-edge contemporary designs and grand Western-style edifices dating from the 19th and 20th centuries. At the same time, it is distinctly Chinese and yet occupies a unique place
with challenges and issues arising from its position as the financial lead in China’s rapid economic development.
Shanghai took shape after China was forced to open itself to the outside world in the second half of the 19th century, amidst the clash between, and interaction of, Oriental and Western cultures. Its history taken into consideration, there is no doubt that
Shanghai presents an excellent case study of Western influence on Chinese cities in their modernization process and their adaptation and creation of local cultures in the past 170 years.
To researchers, Shanghai may best display the interaction of such elements as geography, economy, humanism and society. As the economic center of China,
Shanghai's transition from planned economy to market economy is also worthy of further study. Many people are also impressed with the diversity of cultures that have left their imprints on Shanghai over the past 170 years, such as the Western colonial culture, the revolutionary culture (Shanghai is the founding place of the Communist
Party of China), the city's own civic culture and the modern pop culture. Together they have molded the city's culture and made it a natural ground for metropolitan cultural study. The ability to assess critically current and future development mechanisms from a comparative perspective is essential in our increasingly interdependent global world.
This course combines theory with first-hand exposure to and research about Shanghai.
The class will address seven different themes that touch on past and especially on contemporary Shanghai from both a local and global perspective. A highlight of the course will be a week-long field trip in the fall term to Taipei and in the spring term to
Hong Kong or Singapore These cities rival Shanghai as major economic and financial centers in East Asia, both with strong Chinese cultures and histories of foreign influence. They will allow for challenging and insightful comparisons to Shanghai.
Course Objective
The aim of the course is to provide students with Shanghai discourse and facilitate their personal experience in the city. Students will use their own first-hand observations, coupled with broad-based readings in a range of social science areas, to reach their own understanding about Shanghai and the rapid pace of China’s modernization.
Empirical experience is highly valued throughout the course. By fieldwork as well as observation, students will see the city through their own eyes. The reflection over first-hand empirical experience will be included in the assignments, the end-of-term presentation and the final paper. Students are expected to engage critically with their empirical experiences by making comparisons between Shanghai and other cities, by looking into the cultural or institutional background of their observation, etc.
Course Contents
Seven themes will be explored :
History of Shanghai: from a cosmopolis to an eldest son of socialist China (1840s -
1980s)
Renaissance of Shanghai: China’s future global city as a state strategy (1990s -2010
)
Urban planning and urban social space
Contemporary religious beliefs and practice
Education: systems and policies
Finance and trade
Aspects of Shanghai Studies
Course Organization
Guest lectures and seminar discussions, combined with site visits and independent explorations in small groups.
First-hand experience is highly valued throughout the course. It will be reflected in the fieldwork, assignments, group presentation and final paper.
Course Evaluation
The assignments are based on the City as Text learning strategies, through mapping, observing, listening and reflecting, combining lectures, readings and fieldwork.
1) Attendance and class participation – 10%
Attendance to lectures and fieldtrips is required for all students. Please inform Li
Yue(TA) in advance if you want to ask for a leave with an eligible excuse.
2) Group fieldwork and end-of-term presentation – 20%
Group fieldwork: students’ groups (of three to four) follow the lecture and group-work instructions in order to meet the fieldwork requirements.
Group presentation: one presentation is arranged at the end of the semester. It is supposed to last 10 minutes (8 minutes for presentation with Powerpoint, 2 minutes for
Q&A) and is meant to share the observation and analysis of the group. First-hand empirical experience, critical thinking, reflection and arguments are expected.
More specifically, the end-of-term presentation is meant to be based on one specific theme among the following: religion, education, trade and finance, urban planning and development. The presentation will also have to be comparative in nature. (Example: If you've picked education as your presentation theme, you ought to examine how what you have been learning and researching with regards to education plays out in the context of Shanghai on the one hand, and in the context of a second city on the other.)
As a presentation is a group effort, grades for presentations (as opposed as grades for papers) are collective: each member of a group will have the same grade as his or her group co-members.
3) Short papers – 30%
Students will write two four-to-five page assignments about Shanghai on the basis of their own observation, critical thinking and reflection during the field trips.
One of the two papers will be entitled “Shanghai Impressions”.
For their other short paper, students have to choose one theme among those studied during the semester, namely: religion ; education; trade and finance; urban planning and urban development.
4) Term Paper – 30%
Students will choose one of the themes covered in the course and write a ten-page term paper that combines primary and secondary research in order to compare and contrast some aspect of this theme in Shanghai with the social reality in Foreign Countries, or other cities they are familiar with.
Students from the course group who have been to Foreign Countries on may choose one of cities as their point of comparison with Shanghai, while the other students who have not travelled to Foreign Countries may pick any another city that they are familiar with as their main concern for comparison. The theme chosen for the term paper does not have to be the same as the one chosen by the student group for end-of-term presentation.
5) Picture-taking – 10%
Out of the many pictures you may take during your stay in Shanghai, please pick ten of them and explain how they illustrate what the most impressive things in Shanghai are.
Write at least fifty words of explication below each picture. Please include the pictures in a Word file or PDF file.
You may choose any scenes, people or aspects of city life. But you will have to set out in writing:
1. Why you choose these pictures.
2. (If you are an foreign student) What kind of difference or common points between
Shanghai and your home city can be noticed in the picture.
3. (If you are a Chinese student) what aspect of city life does this picture remind you of?
4. Any pictures you provide as the assignment must be taken by yourself. The pictures from other resources would be taken as plagiarism ones.
A note on referencing in your paper assignments and on the “p” word:
Be careful always to indicate your sources properly in your short papers and in the term paper. Whether you are quoting the exact words of an author, whether there is a relevant fact or notion you wish to emphasize, or whether your own thinking has been inspired by that of someone else, always insert references in your assignments. This applies to scholarly works (journal articles and academic books), to official reports, to newspaper articles and to any internet-based source. You may either choose a
Harvard-style referencing with names and dates in brackets in the text and a full reference list at the end of your paper, or footnotes containing all the necessary information about your sources. The important point is to be rigorous and consistent throughout.
Similarly, if you are in fact translating or adapting a source in another language than
English (say a Chinese source), make sure to indicate it.
If you fail to do this, you may run the risk of being accused of plagiarism, which is viewed as a serious offence. Any instance of plagiarism, however limited in scope, and whether willful or due to sloppy reference work, will invalidate the paper and be met with a strict sanction.
A note on printing out your paper assignments:
Unless otherwise stated, all paper assignments have to be handed in hard copy on the due date.
In case you do not have your own printer, on the Fudan campus there are many small printing shops that will print or photocopy anything for five or even one jiao a page.
Just bring your USB drive to one of these shops. To print in Chinese is da3yin4 ( 打印 ).
You can easily spot these shops on the streets, they have signs saying 复印 (fu4yin4: to photocopy) or 打印 . They also have fax machines ( 传真 chuan2zhen1: to fax) and scanners ( 扫描 sao3miao2: to scan).
Reading materials
You can download the reading materials at: http://www.oldssdpp.fudan.edu.cn/yuhai/ydsm.asp?id=43
Schedule 3
Week 1
Date & time: Sep 17 15:20-
Classroom: H6208 of The Sixth Teaching Building
Orientation and First lecture by Prof. Hu Anning and TA Li Yue
Fieldwork instructions
Questions and discussion
Lecture 1: Hu Anning
Urban culture and Way of life in Shanghai
Required Readings
James Farrer : ‘New Shanghailanders’ or ‘New Shanghainese’: Western Expatriates’
Narratives of Emplacement in Shanghai in Journal of Ethnic and Migration Studies
Vol. 36, No. 8, September 2010, pp. 1211-1228
Yang Xiong : A Survey on the Professional Life of White-Collar Youth in Shanghai in
Chinese Education and Society, vol.35, no.6, November/December 2002, pp.36-52.
James Farrer : Shanghai Bars in Chinese Sociology and Anthropology, vol. 42, no. 2,
Winter 2009–10, pp. 22–38.
Yu Hai : The Production of Space and the Distribution of Right-of-way, Sociology
Department, Fudan University.
Ngai Ming Yip : Walled Without Gates: Gated Communities in Shanghai, Department of Public and Social Administration City University of Hong Kong.
Other: Division in small groups
3
The schedule is generally fixed but still liable to be modified due to unexpected reasons such as weather, important events, sudden change of the lecturer’s schedule and so on. However, every student will receive an email at least one week in advance to be informed of any such change.
During this session, the class will be divided into small groups. Each group will have three to four students. These groups will serve the purpose of organizing the fieldwork observation session in Shanghai and they will also be the basis for the end-of-term presentation.
Other: Work out a trail after class
We will do the first field trip in the second week (on Sep.24). After the Shanghai
Urban Planning Exhibition Hall, students will break off into small groups, each with an assignment to explore a specific section of Shanghai (see below).
Each Group must hand in its trail in advance. You can either choose one of the trails suggested (see below) or you can make up one by yourselves. Your trail is due on
Sep.22 Please send it to 13110730005@fudan.edu.cn
Week 2
Date: Sep.24
Gathering time and place: 1:00pm at the Fudan East Gate (on Guoding Road)
Fieldwork guided by TA liyue
Fieldwork
Visit Shanghai Planning Exhibition Hall and observe modern Shanghai
Small group visits: Observe modern life in Shanghai
After the Shanghai Exhibition Hall, students will break off into small groups, each with an assignment to explore a specific section of Shanghai. Students will each explore their assigned section of the city, closely observing architectural details, patterns of traffic, and other aspects of life.
Contemporary Shanghai is a palace of art and culture, with museums, art galleries and other typical places for cultural activities. Besides, a colorful night life is also one of
the city’s characteristics. The small groups are required to choose one or more trails to mega shopping malls, bar street, etc. See below for suggestions of trails.
Instructions for observation
1. The most important thing is the details and the sentimental aspects of the city’s landscape.
2. Pay attention to people’s activities, clothing, and expressions; try to figure out some features of the city by watching what people are doing.
3. Pay attention to the architecture and the landscapes; reflect on the characteristics of city life and culture on the basis of the architectural features you observe.
4. Always use a comparative state of mind while watching shanghai, compare it to your own city.
5. It bears repeating: Pay attention to the details. After which you should sum up your detailed observations along thematic lines, such as education, economy, customs, social behavior and so on.
This field activity will also serve as one possible basis for your “Shanghai
Impressions” assignment, due in Week 11.
Trail A Trail B Trail C
People’s Square People’s Square People’s Square
Walk towards
Raffle’s City
D-mall
Nanjing Road
Metro line 2 (Towards
Songhong Rd.) Jing’an
Temple Station
Jing’an Park,
Jiuguang Mall
Metro Line 1(Towards
Xinzhuang)
Xu Jia Hui
Shopping Center
Metro line 1 (towards
Xinzhuang) South Huang
Walk towards
West Nanjing Rd.,
Walk towards
Hengshan Rd.
Pi Rd. Station
Xin Tian Di/ Taiping Qiao
Tongren Rd. (Bars street ) Bars and Clubs
Changle Rd./Xinle Rd.
Bus 537
Back to Fudan
No. 21 Bus – from Jing’an Metro Line 1 (towards
Temple to Luxun Park
Transfer to No.
991/139/854 Bus - from
Shanghai railway station)
Bus No.942
Back to Fudan
Luxun Park to Fudan
University
Reference trails:
People’s Square--The Bund – Walking – Yu Garden (Zhonghua Rd., Fangbang Rd.,
Luxiangyuan Rd.)
People’s Square—North Sichuan Rd. –Shanyin Rd.—Duolun Rd.
People’s Square—South Shanxi Rd.( The Bridle Villa)-- Jinxian Rd. – Middle Fuxing
Rd. – Anfu Rd. – Wukang Rd. – Hunan Rd. – Huashan Rd. – West Huaihai Rd. –
Xinhua Rd.
People’s Square—Huaihai Rd.(Shikumen: Meilanfang 梅兰坊 , Yuqingli 余庆里 ,
Huaihaifang
淮海坊
, Yuyangli
渔阳里
,etc)—Sinan Rd.—Shaoxing Rd.—Yongjia
Rd.--MiddleFuxing Rd.
Shanghai Urban Planning Exhibition Center (Chinese: 上海城市
规划展览馆 ; Pinyin: Shànghǎi Chéngshì Guīhuà Zhǎnlǎn Guǎn) is located on People's Square, adjacent to the municipal government building. The Exhibition Center is a six-story building, with two basement levels, displaying the achievements of Shanghai's urban planning and development.
People's Square used to be the gathering plaza for political activities in the planned-economy era. It has become the political and cultural center in Shanghai since 1994, when it was rebuilt.
The Bund is well-known for its glorious financial-center history and the remaining colonial-style architecture since the late 19th century. Though the appearance of these colonial buildings has not been greatly altered, their owners and functions have been changed with history. Some haved turned into state-owned properties and were rented out to financial and international businessese, while others were rebuilt into fashion cosmopolitan places.
Yu Garden was built during the Ming Dynasty as a private garden of an official. It was used as the headquarter of Xiaodaohui, which was the rebell group that fought against the government of the Qing Dynasty. Now it has become a famous tourist sight of
Shanghai with a large souvenir market nearby.
The historical blocks in Shanghai are located in the city center, including Shikumen and old-style garden houses.
Most of them are located in Xujiahui, Changning, Luwan,
Jing’an districts, and were erected during the concession time. Especially Shikumen
石库门
is now regarded as a remarkable architectural heritage of Shanghai. It is a typical residence for local people, built along narrow alleys, with a stone-framed gate and a wooden front door.
Xintiandi is a pedestrian shopping, eating and entertainment zone of Shanghai. It is composed of an area of reconstituted traditional shikumen ("stone gate") houses on narrow alleys, some adjoining houses which now serve as book stores, cafés and restaurants, and shopping malls. Most of the cafés and restaurants feature both indoor and outdoor seating. Xintiandi has an active nightlife on weekdays as well as weekends, though romantic settings are
more common than loud music and dance places. Xintiandi means "New Heaven and
Earth", and is considered one of the foremost lifestyle centers in China. Xintiandi is near the site of the First Conference of the Communist Party of China.
Week 3
National Day and Have a Holiday
Week 4
Date & time: Oct 8 15:20-
Classroom: H6208 of The Sixth Teaching Building
Lecture 2: Yu Hai
History of Shanghai: from a cosmologist to an eldest son of socialist China (1840s –
1980s)
Required Readings
Y.M.Yeung and Sung Yun-wing (editors): Shanghai: Transformation and
Modernization under China’s Open Policy, Chapter 19, “The Shanghai Model in
Historical Perspective”, pp494-518, 24pages, The Chinese University of Hongkong
Press, 1996
Yu Hai: A City Established From a Sense of Civics, in Beijing Review, July 19, 2007, p25 http://www.bjreview.com.cn/quotes/txt/2007-07/17/content_69619.htm
Yu Hai and Yan Fei: A Story of Shanghai Space: From Mao to Deng
Bian Yanjie: “Chinese social stratification and social mobility”, Annual Review of
Sociology, 2002,28: 91-116 , 25pages
Week 5
Date & time: Oct 15 15:20-
Classroom: H6208 of The Sixth Teaching Building
Lecture 3: Yu Hai
Renaissance of Shanghai: China’s future global city as a state strategy (1990s - today)
Required Readings
Tingwei Zhang: “Striving to be a global city from below :The Restructuring of
Shanghai’s urban Districts” in Xiangming Chen, Shanghai Rising, 2009
Fulong Wu: “Globalizaiton, Place Promotion and Urban Development in Shanghai”,
Journal of Urban Affairs.
Optional Readings
Shahid Yusuf and Weiping Wu : “Pathways to a world city”, Urban Studies, 2002
Francis Fukuyama: “Democracy in America has less than ever to teach China”
Francis Fukuyama: “China shapes the future with the past”
Week 6
Date & time: Oct 22 15:20-
Classroom: H6208 of The Sixth Teaching Building
Lecture 4: Hu Anning
Culture and religion
Required Readings
Bays, Daniel H. 2003.Chinese Protestant Christianity Today.China Quarterly 174:
488-504.
Bruun, Ole. 1996. The Fengshui Resurgence in China: Conflicting Cosmologies between State and Peasantry. The China Journal36: 47-65.
Dean, Kenneth. 2003. Local Communal Religion in Contemporary South-East China.
The China Quarterly174: 338-358.
Fan, Lizhu. 2003.Popular Religion in Contemporary China. Social Compass
50: 449-457.
Potter, Pitman B. 2003. Belief in Control: Regulation of Religion in China. China
Quarterly 174: 317-337.
Smith, Steve A. 2006. Local Cadres Confront the Supernatural: The Politics of Holy
Water in the PRC, 1949-1966. The China Quarterly 188: 999-1022.
Tsai, Lily L. 2007. Solidary Groups, Informal Accountability, and Local Public Goods
Provision in Rural China.The American Political Science Review 101(2):
355-372
Yang, Fenggang. 2005. Lost in the Market, Saved at McDonald’s:Conversion to
Christianity in Urban China. Journal for the Scientific Study of
Religion44:423–441.
Week 7
Date: Oct 29
Gathering time and place: 2:30pm at the Temple
Fieldwork
Visit a religious site
Group visit: Jade Buddha Temple or San Guan Tang
Other recommended off-class observation of religious activity:
Students can visit local churches and temples of different religions after class
Suggested sites:
Buddhism: Jing’an Temple, Jade Buddha Temple,
Christianity: She Shan Church, Hudong Church, Church of St. Peter
Taoism: Baiyun Guan, Chenghuang Temple
Muslim: Huxi Mosque
Confucianism: Wen Temple
Judaism: Ohel Moishe Synagogue, The Jews’ Union
Itinerary A:
Fudan University – No.537 Bus – from Wuchuan Rd.,/Zhengli Rd., Guoding Rd. to
Laoximen – Wen Temple– No.24 Bus – from East Fuxing Rd., Laoximen to Xikang
Rd., Changshou Rd. -Jade Buddha Temple– No.24 or 138 Bus – from Xikang Rd.
Changshou Rd. to Changshou Xincun-Huxi Mosque– No. 830 Bus – from Changshou
Rd., Changde Rd. to Hengshan Rd., Middle Fuxing Rd. - Shanghai Community
Church– Walking – Xinhui Tang– Subway Line 1 – from South Shanxi Rd. to The
People’s Square –Transfer- No. 537 Bus – from The People’s Square to Wuchuan Rd.
– Fudan University ( the North Gate)
Itinerary B:
Fudan Universtiy –No.100 Bus – from Jiangwan to Tanggu Rd., Wusong Rd.- Church of St. Peter, Hongkou District– No.848 Bus – from Jiangwan to Tanggu Rd., Wusong
Rd. -Jingxing Rd. Mosque – No.960 Bus – from Xuchang Rd., Longjiang Rd. to Fudan
University – Fudan University (the Front Gate)
Itinerary C:
Fudan University – No.842 Bus –from Wujiaochang to Tianqiao Rd. – Ohel Moishe
Synagogue– No.857 Bus – from Tilanqiao Rd. to Tangshan Rd. –The Jews’ Union –
No.857 Bus – from Tangshan Rd. to Huoshan Rd. – Huoshan Park – No.842 Bus – from Tilanqiao to Wujiaochang – Fudan Universtiy
Assignment instructions for the short paper on religion (four to five pages):
In this short paper, you are required to address a topic about Chinese religion. You can choose one from the following list, or you can focus on a topic of your interest.
The commercialization of religion
The relationship between religions, cooperation and conflict
A comparative research into the similarities and differences between Chinese religion and religion(s) in your own country
The social functions of religion or related spiritual activities (such as fortune-telling) in contemporary China
Atheism
Is folk religion a type of religion?
Other topics you may think interesting
Hints:
This is a short paper and literature review is not necessary. However, if you are genuinely curious about some topic, you are encouraged to read some previous studies.
You may take advantage of the field trip to a religious site and perform some interviews or participant observation.
Please keep in mind that this short paper should not just present what you think.
Besides your ideas, comments, or contentions, you should back up your arguments with evidence. Typical types of evidence include your personal experience in China, your observations, your interviews, the reports in newspapers, internet resources, etc.
General evaluation:
In this short paper, evaluation will be based on (1) the organization of your argument;
(2) the presentation of your pieces of evidence; and (3) the logical connection between them. It is an open-topic paper, so enjoy it!
Week 8
Date & time: Nov 5 15:20-
Classroom: H6208 of The Sixth Teaching Building
Lecture 5: Ding Yan
Education in Shanghai
Required readings
Emily Hanum, Jere Behrman, Meiyan Wang and Jihong Liu: “Education in the Reform
Era” in Brandt, L. and Brawski, T. B. (eds), China’s great economic transformation,
2008.
John Biggs and Catherine Tang, Teaching for quality learning at university, 1999 (read chapters 1 to 6).
Week 9
Date: Nov 12
Gathering time and place: 1:30pm at the Fudan East Gate (on Guoding Road)
Fieldwork
Group visit to a Xinzhong High School, a municipal key high school ( 上海新中中学 )
Instructions:
Please pay attention to the performance of the students during their class time.
Observe the teachers’ teaching methods, as well as the interaction between the teachers and the students.
Keep an eye on the environment of the school and the facilities, and on what kind of pictures and words are posted around the school grounds; think about what kinds of issues they reflect.
Try to compare with your own high school.
Engage in direct communication with the students as much as possible.
Hand in your written assignment (four to five pages) about “Religion” if you have chosen this topic.
Week 10
Date & time: Nov 19 15:20-
Classroom: H6208 of The Sixth Teaching Building
Lecture 6: Xiaozu Wang
Trade and finance: Aspects of the Chinese and Shanghainese political economy
Required Readings
Brandt, L. and Brawski, T. B., “China’s great economic transformation”, in Brandt, L. and Brawski, T. B. (eds), China’s great economic transformation, 2008.
Wu Fulong, “Globalization, the changing state, and local governance in Shanghai”, in
Chen Xiangming (ed), Shanghai Rising: State power and local transformation in a global megacity, 2009.
Fewsmith, J., “Debating ‘the China model’”, China Leadership Monitor, 2011
Optional Readings
Allen, F. et al, “China’s financial system: Past, present and future”, ”, in Brandt, L. and
Brawski, T. B. (eds), China’s great economic transformation, 2008.
Dickson, B., “Integrating wealth and power in China: The Communist Party’s embrace of the private sector”, China Quarterly, 2007.
Li Shi and Zhao Renwei, “Market reform and the widening of the income gap”, Social
Sciences in China, 2011.
Wang Shaoguang, “Steadfastly maintain our direction and explore new roads: Sixty years of socialist practice in China”, Social Sciences in China, 2010.
Lin Li-wen and Milhaupt, C. J., “We are the (national) champions: Understanding the mechanisms of state capitalism in China”, Columbia University School of Law
Working Paper, 2011.
Huang Yasheng, Capitalism with Chinese Characteristics, chapter IV, “ What is Wrong with Shanghai”, 2008.
Assignment instructions for the short paper on trade and finance (four to five pages):
The point of this short paper is to address Chinese and Shanghainese economic development generally, through a combination of a personal perspective and of cogent arguments to justify that perspective. There is no precise question so student are free to select any aspect of China's experience of economic development which you know best or find the most illuminating.
For instance, students who have had first-hand experience of a Chinese business environment might want to highlight some of the practices observed, and to show what these might reveal about the Chinese economy more generally. On the other hand, students who have not had proper opportunities for relevant observation in that domain can focus more on the academic readings, and come up with a personal point of view on that basis.
In any case, all students are strongly encouraged to engage with the academic literature on political economy in the syllabus. The point is not to replicate the contents of the readings, but to develop one’s own perspective on Chinese development.
Work this week
Students can either choose to read relevant material and work on their final paper or divide into small groups to do the recommended off-class activity.
Recommended off-class Shanghai observation activity
During the process of the remaking of Shanghai, there are many stakeholders. The municipal government intends to improve urban accessibility and produce a new developed area to achieve the goal of becoming the economic, trading, financial, and
shopping center of the country. Local governments want their profile to compete with other districts. And all the investors and developers have their own economic interests.
Many transportation and public spaces (such as public greens) were built following such interests, but most of the ordinary people may not have the opportunity to participate in the construction process. They are the real dwellers in the newly built-up areas and public spaces, yet they can be resettled against their will in outer areas as a result of infrastructure construction. What is more, the new spaces have produced new social networks and interactions.
Line A (public transportation)
Line B (public green/ park) Line C (creative places)
Fudan Uni. Fudan Uni. Fudan Uni.
Bus 539 to Metro Line 8
Xiangyin Station to
People’s Square
Bus 102 towards Nenjiang
Rd.
No.854 Bus to Liyang Rd.
– 1933 Old Millfun
Gongqing Forest Park
Metro Line 1 to Shanghai railway station
Metro Line 8 towards
Yaohua Rd.
Huangxing Park
Metro Line 3 to
Zhongshan Park
Metro Line 8 towards
People’s Square
People’s Park
Yanzhong Public Green
Metro Line 4(Hai Lun Rd.)
To Shanghai Railway
Station
M 50
Suhe Art Center
Metro Line 1(Xin Zha Rd. station) to South Huangpi
Rd.
Transfer to No. 933(from
Huaihai Rd. to Jiangguo
Rd.)
Tian Zi Fang
the 8th Bridge
Shangjie Loft
Metro Line 2 to Shiji
Avenue
Metro Line 2 towards
Zhangjiang
Lujiazui Central Green
Bus No.933 back to Fudan
The transportation trail: Observe the flow of population and the environmental surroundings.
The public green trail: Observe the composition of visitors and their activities.
Compare the differences among locations, you will find that some of the parks or public greens are converted private-owned gardens, while some are reconstructed from old residential settlements. Now, they are used for entertainment, social interaction and physical exercise by ordinary people.
The creative industry trail: Observe the process of urbanization and CBD renovation.
Since the beginnings of the Reform Era, the structure of industry has changed a lot from the heavy industry to service and consumption industry. As a result, there are many abandoned factories in the central area of the city. Instead of demolishing the warehouses and factories, the local governments and developers have rebuilt them into gathering places for creative industries such as art, design, etc.
Send the picture assignment to Liyue via email.
Hand in your written assignment (four to five pages) about “Education” if you have chosen this topic.
Week 11
Date & time: Nov 26 15:20-
Classroom: H6208 of The Sixth Teaching Building
Lecture 7: Yu Hai
Urban planning and urban social space
Required Readings
Yu Hai: “The Production of Space and the Distribution of Right-of-way”
Yu Hai: “Becoming a Chinese Cosmopolitan Place: Tianzifang Beyond the
Global-local Duality”
Yunxiang Yan: “Of hamburger and social space: Consuming McDonalds in Beijing”, in The Consumer Revolution in Urban China, edited by Deborah S. Davis
Chi-Huang Wang: “Taipei as a Global City: A Theoretical and Empirical
Examination”, Urban Studies, 2003
Optional Readings
James Farrer: “Shanghai Bars, patchwork globalization and flexible cosmopolitanism in reform-era urban-leisure”, Chinese Sociology and Anthropology, 2010
Hanchao Lu: “Nostalgia for the Future: The Resurgence of an Alienated Culture in
China”, Pacific Affairs, Vol. 75, No. 2 (Summer, 2002), pp. 169-186
Xuefei Ren: “Forward the Past: Historical Preservation in Globalizing Shanghai”
Yaming Bao: “Shanghai Weekly:Globalization, consumerism, and Shanghai popular culture”, Inter-Asia Cultural Studies, Volume 9, Number 4, 2008
Wang Xiaoming: “Under the sky of Shanghai”
Tianshu Pan: “Communal memory, Spatializing Strategy, and neighborhood gentrification in Post-reform Shanghai”
Assignment instructions: write a 4-5 page paper on urban planning and development:
Although you did not have the chance to participate yourselves in the process of city planning in Shanghai, your knowledge on prior planning efforts, as well as your own direct encounter with current large-scale urban transformation and construction, should provide you with a wealth of usable material for the short paper. Working on the assignment, you should remember to draw on your own fieldwork observations and investigations, as well as on academic readings on theories of urban planning and
social space.
Specifically, the short paper should offer a combined reflection on the three following issues:
1) What are the criteria that define a “livable city” (or high quality-of-life city)? In your opinion, can Shanghai be seen as a livable city, or is it only a business-oriented city?
2) As you know, Shanghai’s city centre has undergone dramatic changes in the past twenty years. Have you noticed any interesting new spaces in the city? In so far as
“social space” may be defined as being convenient for citizens, as favouring social exchanges, and as promoting communities’ welfare, have you been able to observe any space in Shanghai living up to this definition? If you did, share your story in the paper.
3) Overall, after having engaged in observation research in Shanghai, is there any personal perception, reflection or proposition that you wish to put forward?
Hand in your written assignment (four to five pages) about “trade and finance” if you have chosen this topic.
Hand in the Shanghai Impressions assignment.
Assignment instructions: Write a four-to-five page paper outlining your Shanghai impressions on the basis the lectures, readings and observations. You may perceive
Shanghai as reflecting a confluence of East and West, of nostalgia and modernity.
Your argument and reflections over the following issues will be highly valued in the assignment:
What is happening in Shanghai? How does Shanghai manifest itself under your gaze?
What is the institutional, cultural background of your Shanghai impression?
Try to make a comparison, to propose an argument, or to question the strength and weaknesses of your empirical experiences.
Required readings after class: Aspects of Shanghai Studies
Yu Hai: Urban Renovation in Shanghai’s Inner-City in Social-Spatial Perspective
Yu Hai: The Shanghainese People and The Identity of City of Shanghai
Albert Wing Tai Wai. Place promotion and iconography in Shanghai’s
Xintiandi. Habitat International, 2006, 30: 245~260
Shenjing He: State Sponsored Gentrification under Market Transition: the case of Shanghai, Urban Affairs Review, November 2007, 171-198
Week 12
Date & time: Dec 3 15:20-
Classroom: H6208 of The Sixth Teaching Building
Final presentations
The group presentation has to be based on one specific theme among the following: religion, education, trade and finance, urban planning and development. This presentation will also have to be comparative in nature. (Example: If you've picked education as your presentation theme, you ought to examine how what you've been learning and researching with regards to education plays out in the context of Shanghai on the one hand, and in the context of a second city on the other.)
Hand in your final paper (guidelines in the “Course Evaluation” section above), and your short paper on “urban planning and development” if you have chosen this topic.
Timetable
Week
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Date
Sep 17
Sep 24
Session Faculty members
Orientation, fieldwork instructions, question and discussion, small group division.
Lecture 1: Urban culture and Way of life in
Shanghai
Hu Anning 胡安宁
Li Yue
Fieldwork: Visit Shanghai Urban Exhibition
Hall and Observe Modern Shanghai
Li Yue
Oct 1
Oct 8
Oct 15
Oct 22
Oct 29
National Day and Have a Holiday Li Yue
Lecture 2: Yu Hai
History of Shanghai: from a cosmologist to a n eldest son of socialist China (1840s –
1980s)
Prof. Yu Hai 于海
Li Yue
*Short paper: Choose one topic among
“religion”, “education”, “trade and finance”, and “urban planning and development”
Lecture 3: Yu Hai
Renaissance of Shanghai: China’s future glob al city as a state strategy (1990s - today)
Prof. Yu Hai 于海
Li Yue
Lecture 4: Culture and religion
Fieldwork: visit a religious site
Hu Anning
胡安宁
Li Yue
Hu Anning 胡安宁
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Week 8
Week 9
Week 10
Week 11
Week 12
Nov 5
Nov 12
Nov 19
Nov 26
Dec 3
Lecture 5: Education in Shanghai
Li Yue
Ding Yan 丁妍
Li Yue
Fieldwork: visit to a municipal key high school
Hand in short paper on “religion”
Ding Yan
Li Yue
丁妍
Lecture 6: Xiaozu Wang
Trade and finance: Aspects of the Chinese and Shanghainese political economy
Reading Week
Fieldwork: Off-class Shanghai observation activity
Hand in the picture assignment to Liyue via email.
Hand in short paper on “education”
Lecture 7: Yu Hai
Urban planning and urban social space
Hand in short paper on “trade and finance”
Hand in “Shanghai Impressions” assignment
Xiaozu Wang 王小卒
Li Yue
Prof. Yu Hai 于海
Li Yue
Final group presentations
Hand in the final term paper and the short paper on “urban planning and development”
Prof. Yu Hai 于海
Li Yue
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Chinese Society and Culture
Fall 2014
(Subject to change)
Staff of the Course
Course Instructor
Yu Hai, Professor, Department of Sociology, Fudan University yuhai_1998@yahoo.com
(M) 13321859728; (H) 65304777; (O) 55665380 (Rm. 929 in Art and
Literature Building) http://www.oldssdpp.fudan.edu.cn/yuhai
Hu Anning, Associate Professor, Department of Sociology, Fudan University huanning@fudan.edu.cn
(M) 18201778359
Teaching Assistant
Zhao Feng, Department of Sociology, Fudan University
13110730010@fudan.edu.cn
(M) 18601792214
Zhang Miao, Department of Sociology, Fudan University
12210730026@fudan.edu.cn
(M) 13917696255
Teaching time : 3 :25pm- 6 :00pm every Thursday
Classroom : 105 of The West Wing of Guanghua Tower
Objective of Course
This course aims to familiarize students with a number of salient themes and issues in contemporary Chinese society. As China’s rapid development is increasingly focusing worldwide attention on the People’s Republic, it is crucial to be able to grasp the social, cultural and political underpinnings of China’s unique trajectory and present-day situation. In turn, such an understanding requires acquaintance with an array of key notions and conceptual tools that will be methodically introduced and explicated throughout the semester.
Course Description
The course is organized sequentially into two sectors:
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The first sector with four lectures will focus on Shanghai Studies as a means to offer a distinct localized illustration of the Chinese experience. Today, it is safe to say that
Shanghai is one of the most powerful cities in East Asia and even the world. Yet despite its global stature, it remains deeply Chinese, occupying a unique position vis-à-vis the issues and challenges arising from the country’s rapid pace of development. To the researcher, Shanghai displays the interaction of geography, economy, and society. Local culture itself remarkably varied, as it ranges from Chinese revolutionary culture to the city’s own civic culture to modern pop culture. The lectures will address the history of
Shanghai in a national context, its renaissance as a global city as a result of state strategy from the 1990s onward, and issues of urban planning and urban social space.
The second sector addresses Chinese culture and religion. In the first lecture, students will have an opportunity to learn about the cultural foundations of ancestor worship and its contemporary practices, about the meaning of guanxi (relationship) and its application and transition in Chinese society, and about the Five Relationships, the core of Confucian ethics. The second and third lectures will concentrate on the culture of
Shanghai, including themes such as Nostalgia and Consumerism, as well as the value system and lifestyle of Shanghainese. The fourth lecture will provide an introduction to the Chinese policy of religious freedom, to the historical background and contemporary situation of Chinese folk religion, and to the phenomenon of mass conversion to
Christianity in China.
In addition, there are two other lectures on some special topics: NGO and finance in
Shanghai.
Course Evaluation
Attendance and class participation– 10%
Attendance to lectures and fieldtrips is required for all students. Please inform the
TA in advance if you want to ask for a leave due to eligible excuses.
Yuhai’s assignments: (1) a 1500-word essay titled “Shanghai Impression”-30% , based your own observation, critical thinking and reflection in the field work in
Shanghai. Empirical experiences are highly valued throughout the course. By fieldwork as well as observation, students will see the city through your own eyes.
The reflection over first hand empirical experiences will be included in the paper. (2)
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Pictures during your stay in Shanghai—20%. You may take a lot pictures during your stay in Shanghai, please pick 10 of them and tell us what the most impressive things in Shanghai are. Write at least 50 words of explication below each picture.
Please include the pictures in a word file or pdf file.
Instruction: You can choose any scenes, any people or any aspects of the city life. But you will have to tell us 1. Why you choose these pictures. 2. (If you are a foreign student) What kind of difference or common point between Shanghai and your city you’ve got from the picture? 3. (If you are a Chinese student) What aspect of the city life does this picture remind you? 4. Any pictures you provide as the assignment must be taken by yourself. The pictures from other resources would be taken as plagiarism ones.
Hu Anning’s assignment: a 2000-word essay-40% with the focus on one of the discussing topics. The due time of this assignment is listed in the time table.
Reading materials
You can download the reading materials at: http://www.oldssdpp.fudan.edu.cn/yuhai/uploadfile/chinese_society/chinese_society.zip
Password: fd2012
Teaching Schedule
Lecture 1 by Hu Anning: Course Orientation and Chinese Culture: Ancestor
Worship, Guanxi, and Confucian Ethics.
Reading List
Guthrie, Douglas. 1998. The Declining Significance of Guanxi in China's Economic
Transition. The China Quarterly 154: 254-282.
Hom, Peter W. and Zhixing Xiao. 2011. Embedding Social Networks: How Guanxi Ties
Reinforce Chinese Employees’ Retention. Organizational Behavior and Human
Decision Processes 116: 188–202.
Li, Ling. 2011. Performing Bribery in China: Guanxi-Practice, Corruption with a Human
Face.
Journal of Contemporary China 20: 1–20.
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Obukhova, Elena. 2012. Motivation vs. Relevance: Using Strong Ties to Find a Job in
Urban China. Social Science Research 41: 570–580.
Peng, Yusheng. 2010. When Formal Laws and Informal Norms Collide: Lineage
Networks versus Birth Control Policy in China. American Journal of Sociology
116: 770-805.
Wolf, Arthur P. 1974. Gods, Ghosts, and Ancestors. Pp. 131-182 in Religion and Ritual in Chinese Society , edited by Arthur P. Wolf. Stanford: Stanford University Press.
Discussing Topics
Do you have a counterpart of Chinese guanxi in your country?
What are the similarities and differences between Chinese guanxi and the Western counterpart?
What are the positive and negative social functions of guanxi in your mind?
What is your general perception of Confucianism?
Confucianism appears to be more and more popular in Western societies, do you think so? If yes, why?
Lecture 2 by Hu Anning: The Culture of Shanghai I: the Identity and Life Style of
Shanghainess
Reading List
Farrer, James. 2009-2010. Shanghai Bars: Patchwork Globalization and Flexible
Cosmopolitanism in Reform-Era Urban-Leisure. Chinese Sociology and
Anthropology 42: 22–38.
Farrer, James. 2010. ‘New Shanghailanders’ or ‘New Shanghainese’: Western
Expatriates’ Narratives of Emplacement in Shanghai. Journal of Ethnic and
Migration Studies 36:1211-1228.
Yang, Xiong. 2003. A Survey on the Professional Life of White-Collar Youth in
Shanghai. Chinese Education and Society 35: 36-52.
Yip, Ngaiming. 2012. Walled without Gates: Gated Communities in Shanghai. Urban
Geography 33: 221-236.
Yu, Hai. The Production of Space and the Distribution of Right-of-way.
Discussing Topics
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Do you think identifying with hometown city or metropolis common in your society?
The stereotype of Shanghainese might not stand for the individual cases, what do you think about the characteristics of Shanghainese based on your personal life?
Lecture 3 by Hu Anning: The Culture of Shanghai II: Nostalgia, Gentrification, and Consumerism
Reading List
Bao, Yaoming. 2008. Shanghai Weekly: Globalization, Consumerism, and
ShanghaiPopular Culture. Inter-Asia Cultural Studies 9: 557-566.
He, Shenjing. 2010. New-Build Gentrification in Central Shanghai: Demographic
Changes and Socioeconomic Implications. Population, Space, and Place 16,
345–361.
Lu, Hanchao. 2002. Nostalgia for the Future: The Resurgence of an Alienated Culture in
China. Pacific Affairs 75: 169-186.
Ren, Xuefei. 2008. Forward to the Past: Historical Preservation in Globalizing Shanghai.
City & Community 7: 23-43.
Wang, Jun and Stephen Siu Yu Lau. 2009. Gentrification and Shanghai’s New
Middle-Class: Another Reflection on the Cultural Consumption Thesis. Cities
26:57–66.
Discussing Topics
What do you think about the gentrification in Shanghai? Do you think gentrification is a global trend (e.g. the gentrification of the capital cities in your country)?
Nostalgia can be witnessed in many parts of China. Did you notice similar nostalgia in your country? What are the concrete activities?
Lecture 4 by Hu Anning: Religions in China: Survival and Revival.
Reading List
Bays, Daniel H. 2003.Chinese Protestant Christianity Today. China Quarterly 174:
488-504.
Bruun, Ole. 1996. The Fengshui Resurgence in China: Conflicting Cosmologies between
State and Peasantry. The China Journal 36: 47-65.
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Dean, Kenneth. 2003. Local Communal Religion in Contemporary South-East China. The
China Quarterly 174: 338-358.
Fan, Lizhu. 2003. Popular Religion in Contemporary China. Social Compass
50: 449-457.
Potter, Pitman B. 2003. Belief in Control: Regulation of Religion in China. China
Quarterly 174: 317-337.
Smith, Steve A. 2006. Local Cadres Confront the Supernatural: The Politics of Holy
Water in the PRC, 1949-1966. The China Quarterly 188: 999-1022.
Tsai, Lily L. 2007. Solidary Groups, Informal Accountability, and Local Public Goods
Provision in Rural China. The American Political Science Review 101(2): 355-372.
Yang, Fenggang. 2005. Lost in the Market, Saved at McDonald’s: Conversion to
Christianity in Urban China.
Journal for the Scientific Study of
Religion 44:423–441.
Discussing Topics
What are the social functions of religion in your society?
What are the similarities and differences between Chinese folk religion and commonly practiced Tarot, Fortune-telling using a crystal ball, and horoscope?
Guest Lecture: on NGO development in Shanghai
Lecture 5 by Yu Hai: From Cosmopolitan city to Socialist Shanghai (the 1840s –the
1990s).
Reading List
Y.M.Yeung and Sung Yun-wing (editor): Shanghai: Transformation and Modernization under China’s Open Policy, Chapter 19, “ The Shanghai Model in Historical
Perspective”, pp494-518, 24pages, The Chinese University of Hongkong Press,
1996
Yu Hai: A City Established from a Sense of Civics, in Beijing Review, July 19, 2007, p25 http://www.bjreview.com.cn/quotes/txt/2007-07/17/content_69619.htm
Yu Hai and Yan Fei: A Story of Shanghai Space: From Mao to Deng.
Lecture 6 by Yu Hai: Globalizing Shanghai (since 1990).
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Reading List
Tingwei Zhang: Striving To Be A global City From Below: The Restructuring of
Shanghai’s urban Districts. From Xiangming Chen, Shanghai Rising, 2009
Fulong Wu: Globalization, Place Promotion and Urban Development in Shanghai,
Journal of Urban Affairs, Vol.25, No.1, pp55-78, 2003.
Shahid Yusuf and Weiping Wu: Pathways to a world city, Urban Studies, Vol. 39, No.7,
1213-1240, 2002
Yehua Dennis Wei, Chi Kin Leung, Jun Luo. Globalizing Shanghai: Foreign Investment and Urban Restructuring. Habitat International, 2006(30): 231~244
Lecture 7 by Yu Hai: Aspects of Shanghai Studies (1).
Reading List
Yu Hai: Becoming a Chinese Cosmopolitan Place: Tianzifang Beyond the Global-local
Duality.
Yu Hai: Narrative of Historic Block Renovation in Power and Concept Dimensions -
Case of Tianzifang in Shanghai.
Yu Hai: Urban Renovation in Shanghai’s Inner-City in Social-Spatial Perspective.
Yu Hai: The Shanghainese People and the Identity of City of Shanghai.
Yan Yunxiang: Of hamburger and social space: Consuming McDonalds in Beijing, The
Consumer Revolution in Urban China, Edited by Deborah S. Davis, University of
California.
Albert Wing Tai Wai. Place promotion and iconography in Shanghai’s Xintiandi. Habitat
International, 2006, 30: 245-260.
Wang Xiaoming: Under the sky of Shanghai.
Tianshu Pan: Communal memory, Spatializing Strategy, and Neighborhood
Gentrification in Post-reform Shanghai.
Fulong Wu: Rediscovering the ‘Gate’ under Market Transition: From Work-Unit
Compounds to Commodity Housing Enclaves.
Lecture 8 by Yu Hai: Aspects of Shanghai Studies (2).
117
Reading List
Yu Hai: Becoming a Chinese Cosmopolitan Place: Tianzifang Beyond the
Global-local Duality.
Yu Hai: Narrative of Historic Block Renovation in Power and Concept Dimensions -
Case of Tianzifang in Shanghai.
Yu Hai: Urban Renovation in Shanghai’s Inner-City in Social-Spatial Perspective.
Yu Hai: The Shanghainese People and the Identity of City of Shanghai.
Yunxiang Yan: Of hamburger and social space: Consuming McDonalds in Beijing,
The Consumer Revolution in Urban China , Edited by Deborah S. Davis,
University of California.
Albert Wing Tai Wai. Place promotion and iconography in Shanghai’s Xintiandi.
Habitat International, 2006, 30: 245~260
Wang Xiaoming: Under the sky of Shanghai
Tianshu Pan: Communal memory, Spatializing Strategy, and Neighborhood
Gentrification in Post-reform Shanghai
Fulong Wu: Rediscovering the ‘Gate’ under Market Transition: From Work-Unit
Compounds to Commodity Housing Enclaves.
Guest Lecture:
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Week Date
Time Table for Chinese Culture and Society
Event
Week 1 Sept.18 Course Orientation and Lecture 1
Detail
Lecture given by Dr. Hu Anning
Course Orientation and Chinese
Culture: Ancestor Worship, Guanxi, and Confucian Ethics.
Week 2 Sept.25 Site visit
Week 3 Oct.2
Week 4 Oct.9
Holiday
Lecture 2
Led Zhao Feng and Zhangmiao :
Visiting the Urban Planning Exhibition
Hall.
Week 5 Oct.16 Lecture 3
Lecture given by Dr. Hu Anning:
The Culture of Shanghai I: the Identity and Life Style of Shanghainess.
Lecture given by Dr. Hu Anning:
The Culture of Shanghai II:
Nostalgia, Gentrification, and
Consumerism.
Week 6 Oct.23 Guest Lecture
Week 7 Oct.30 Lecture 4
Week 8 Nov.6 Site visit
NGO development In Shanghai
Lecture given by Dr. Hu Anning:
Religions in China: Survival and
Revival.
Led by Zhaofeng and Zhangmiao:
Religious site visit
Week 9 Nov.13 Lecture 5
Week 10
Week 11
Week 12
Week 13
Nov.20
Nov.27
Dec.4
Dec.11
Lecture 6
Lecture 7
Lecture 8
Guest Lecture
Week 14 Dec.18 Reading week
Lecture given by Prof. Yu Hai:
From Cosmopolitan city to Socialist
Shanghai (the 1840s –the 1990s).
Lecture given by Prof. Yu Hai :
Globalizing Shanghai (since 1990)
Lecture given by Prof. Yu Hai:
Aspects of Shanghai Studies (1).
Lecture given by Prof. Yu Hai:
Aspects of Shanghai Studies (2).
Hu Anning’s Essay Due
Yuhai’s Assignments Due
119
Psychology and Life
(Introduction to Psychology)
Fall 2014
(subject to change)
Notice
This syllabus is intended to help you clearly understand the course goals, expectation, testing methods and topics we will go through in this semester, so you may optimize your learning experience and maximize your performance. Please take you time to read it carefully before making the decision to choose this course.
Course Description
Psychology and Life is a course offered to undergraduate students who are interested in learning more about the science of psychology and applying their learning into their daily lives. The course embraces the vision of American Psychological Association (APA), “ to advance the creation, communication and application of psychological knowledge to benefit society and improve people’s lives ” (www.apa.org). Therefore, students are encouraged to apply what they have learned in the classroom, in an active and critical way, to enhance the quality of their lives as well as the lives of others around them.
The aim of the course is to provide a general introduction to major fields of psychology, i.e. the methodology and the basis of psychological reasoning, the classical concepts and theories as well as the latest research outcomes and new progresses made in this science to promote the understanding and changes in individuals, families and societies. The curriculum design of the course strives to adhere to the five learning goals proposed by
APA guidelines for the undergraduate psychology major-version 2.0 (APA, 2013) on the foundation level (for those students who only take lower level courses, such as this course, to have a general understanding as well as application of psychology, but do not
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necessarily intend to complete a bachelor’s degree in psychology). The five goals are: knowledge base in psychology, scientific inquiry and critical thinking, ethical and social responsibility in a diverse world, communication and professional development . The detailed descriptions of these goals relevant to this course will be listed in the section of Learning Objectives in this syllabus.
As an introductory course, different topics will be given for each week to cover the whole scope of psychology, including: the biological and evolutionary basis of human behaviors, sensation and perception, consciousness, learning, memory, intelligence, human development, motivation and emotion, stress and health psychology, personality psychology, social psychology, abnormal psychology and psychological counseling & psychotherapy. Besides lecturing, the course uses small & big group discussion, group work, extracurricular readings, and the participation of psychological researches to facilitate the learning process. Extracurricular reading materials for each topic are to be emailed to students and it is expected that students will choose at least one paper to read.
In order to get full credits of the course, students are asked to complete one individual homework report, one group project and two participations in psychological studies
(several opportunities will be offered during the semester and students can choose which to participate in; if students are not willing to participate for any reasons, extra homework assignment will be offered to get the credit). The final exam is a 100-item close-book format multiple choice test. Students who are open-minded, curious and confident in
English are warmly welcomed to embark on this journey.
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Instructor : Jun Gao Ph.D., Assistant professor, Department of Psychology, School of
Social Development and Public Policy, Fudan University.
Office : Social Science Building 1101
Phone : 021-55665473
Email : gaojun82@fudan.edu.cn
Office Hours : Monday 12:00 a.m ~ 1:30 p.m. (Please send me an email to make extra appointments if you are not able to meet me during the official office hours.)
Time of the Class : Friday 13:30 p.m. ~ 16:10 p.m.
Classroom: H6104
Text Book
Richard J.Gerrig & Philip G.Zimbardo.
Psychology and Life (18 th edition), 人民邮电
出版社， 2011 年第 1 版 (English Edition)
Reference Books & Learning Resources
Phillp G. Zimbardo ， Robert L. Johnson ， Ann L. Weber. 津巴多普通心理学（第五
版） . 中国人民大学出版社， 2008 年 7 月第一版 . （中文版）
Benjamin B. Lahey 著，吴庆麟 等译 . 心理学导论（第九版） . 上海人民出版社，
2010 年第一版 . （中文版）
Roger R. Hock. Forty Studies that Changed Psychology (5 th edition). Post &
Telecom Press, 2010. (English edition) [ 中文名称：罗杰 · 霍克 . 改变心理学的 40
项研究（第五版） . 人民邮电出版社， 2010 年 1 月第一版 . 此书信息为英文版，
也有相应中文翻译版 ]
The website of American Psychological Association. www.apa.org
Reading Materials
You are required to read one or two pieces of reading materials every week and they will be sent vie emails to your email box. You need to register your email address with the help of TA at the beginning of the semester.
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Extra (and more difficult) reading materials are also available every week. Reading materials of this level are research papers of classical studies or new development related to the topic of the week in psychology. Those who are motivated to read more can download them from the e-learning platform in the URP system.
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Learning Objectives
As an introductory course, the main purpose of this course is to provide an overview of the modern psychology as a science and to disseminate psychological knowledge through educational activities. It is expected that through lectures, readings, assignments and other active learning behaviors such participating in course discussions and psychological experiments, students will be able to achieve five learning goals advocated by APA
guidelines for the undergraduate psychology major-version 2.0 (APA, 2013) at the end of this course (see detailed description of the learning goals as well as the potential ways to achieve & access them in the following table. The contents are revised based on the
APA guidelines) :
Knowledge base in psychology : Students are expected demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral phenomena.
Scientific Inquiry and Critical Thinking : Students are expected to learn some basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about psychological phenomena
Ethical and Social Responsibility in a Diverse World : Students are expected to become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace the values that will contribute to positive outcomes in work settings and in building a society responsive to multicultural and global concerns
Communication : Students are expected to be able to write a cogent scientific argument, present information using a scientific approach, engage in discussion of psychological concepts, explain the ideas of others, and express their own ideas with clarity
Professional Development : Students are expected to apply psychology-specific content and skills, effective self-reflection, project-management skills, teamwork skills, and career preparation to develop work habits and ethics to succeed in academic settings
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Learning goals How to achieve these goals
Knowledge base in psychology
Explain why psychology is a science. Use basic psychological terminology, concepts, and theories in psychology to explain behavior and mental processes while recognizing complex interplay of the intrapersonal, interpersonal and environmental factors that shape behaviors and mental processes
Identify key characteristics, principle methods and research questions of major content domains in psychology (e.g., cognition and learning, developmental, biological, and sociocultural)
Describe examples of relevant and practical applications of psychological principles to everyday life, especially how psychological factors may influence one’s pursuit of a healthy and fulfilling life
Attending the lectures
Reading the textbook
Reading extracurricular materials
Participating in all kinds of learning activities
How to assess the outcome
Quiz items either presented on the class or listed on the textbook
Homework assignment
Group project
Final exam
Self-report questionnaires
Scientific Inquiry and Critical
Thinking
Use scientific reasoning to interpret psychological phenomena and be aware of the common fallacies in thinking, such as confirmation bias, implying causation from correlation
Read and summarize general ideas, simple graphs and statistical findings as
Attending the lectures
Reading the textbook
Reading extracurricular materials
Actively participating in small & big group discussions
Actively participating in the group project work
Homework assignment
Group project
Final exam
Self-report questionnaires
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well as conclusions from psychological sources accurately
Identify and navigate psychology databases and other legitimate sources of psychology information
Interpret, design, and conduct basic psychological research
Ethical and Social
Responsibility in a Diverse
World
Apply ethical standards to evaluate psychological science and practice
Try to build and enhance interpersonal relationships by recognizing how individual differences, social identity, and worldview may influence beliefs, values, and interaction with others and vice versa
Maintain high standards for academic integrity, including honor code requirements
Communication
Express ideas in written formats that reflect basic psychological concepts and principles
Interact effectively
with others, including teacher, TA and classmates
Professional Development
Describe how psychology’s content applies to business, health care, educational, and other workplace settings
Exhibit self-efficacy and
Attending the lectures
Reading the textbook
Reading extracurricular materials
Actively participating in small & big group discussions
Applying psychological knowledge and methods to explain & interpret personal as well as social concerns
Actively participating in small & big group discussions
Actively participating in the group project work
Establishing meaningful relationship with teachers, TA and peers
Actively participating in small & big group discussions
Actively participating in the group project work
Applying
Group project
Final exam
Self-report questionnaires
Peer evaluation
Homework
assignment
Group project
Self-report questionnaires
Peer evaluation
Group project
Self-report questionnaires
Peer evaluation
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self-regulation
Enhance teamwork capacity psychological knowledge and methods to analyze and/or solve personal concerns and/or problems
Establishing meaningful relationship with teachers, TA and peers
Trying to find a mentor
Seeking professional help if necessary
Course requirements
Assignments – the basic assignments include one homework report, a mid-term paper based on a group project and two participations of psychological experiments. The homework can be either an essay or any other format (such as a drawing) that summarizes students’ learning from the course, esp. how they apply the knowledge from the classroom to their daily lives. The mid-term paper is based on a team work and the size of the team is from 4 to 6 students. The team is asked to work out a research plan on a topic relevant to psychology and the topic can be freely chosen by students as long as it is within the scope of psychology.
Participations in psychological studies - Students are required to participate in two psychological studies to get a real sense of how psychologists are doing their researches.
Students will get 5% of the total course credit for each participation. Several opportunities will be offered during the semester and students can choose which to participate in. If students are not willing to participate for any reasons, extra homework will be offered to get the credit.
Exams - The final exam is a close-book format multiple choice test. This 100-item test covers all the topics of the course. An outline of the course is provided to students at the end of the semester, which aims to help students to prepare for the final exam.
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Class Behavior – It will be appreciated if students can abide by three basic rules of this course. They are: 1. Please to be punctual at each class and to ask for leave in advance if one cannot show up (you can either send email to me or to the TA). 2. Try to be proactive in learning this course, i.e. try to be alert and stay focused through the course. An open attitude and a sense of curiosity are welcomed. 3. Please show the basic respect to the lecturer, the TA and all fellow students.
Grading Policy
Components Point %
Homework assignment
Mid-term paper (team work)
Experiment participation (2 times)
Final Exam (100 items multiple choice )
Total
15%
30%
5% each
45%
100%
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8
9
10
11
12
13
4
5
6
7
COURSE OUTLINE / CALENDAR
The course schedule is tentative and the dates are subject to change.
Week
1
2
Topic
Deadline for
Assignments
3
An Introduction to the Course
Statistics and Research methods in Psychology
The Biological and Evolutionary Basis of
Behaviors
Sensation and Percepetion
Counsciousness and Alternate States
Learning
Memory
Cognition Processes and Intelligence
Topics in Developmental Psychology
Motivation
Emotions and Stress
Personality
Psychological Disorders
Mid-term paper
14 Psychological Counseling and Psychotherapy
15
16
Topics in Social Psychology
Final Exam
Date: 2015-01-12
Time: 18:30-20:30
Homework Assignment
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Political Economy in China
( 中国政治经济状况 )
Fall 2014
（
Subject to change
）
Instructor Prof. L. ZHANG, Room 1117, Wenke Building ( 文科大
楼 ), Tel: 021-5566-5575, Email:
Course TA lizhangfudan@fudan.edu.cn
Wenyi Wang, Email:
Instruction Language English
13210730006@fudan.edu.cn
Course Credit 2.0
Office Hours 14:00 – 16:30, Mondays or by appointment
Class Time 9:55 – 11:35, Fridays
Class Venue H6209, Handan campus, Fudan University
(1) Course description
This course provides a political economy perspective on the rapidly changing economy and society in contemporary China. The course will focus on the discussion how political, economic and social forces shape “socialism with Chinese characteristics”. Students who elect this course are assumed to have basic knowledge of China and Chinese.
(2) Objectives
The ultimate objectives of this course are:
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to enhance students’ intellectual knowledge about China from a political economy perspective;
to improve students’ ability to think about China’s complex development more comprehensively and critically; and
to enable students to integrate what they have learned from this course into other
China-related courses in their own discipline of study.
(3) Learning outcomes
After completing the course, students should
be able to explore controversial concepts and issues that are important for understanding socialism with Chinese characteristics;
be knowledgeable about the relationships between various development patterns and systemic features in both pre-reform and reform periods; and
be able to understand China’s development beyond what is presented in the mass media.
(4) Main text
The World Bank and the Development Research Center of the State Council, China
2030: building a modern, harmonious, and creative society , Part I: Overview
(pp.3-73).
(5) Background readings
Janos Kornai (1992). The socialist system: the political economy of communism .
Princeton University Press, chapter 15 (pp.360-379) and chapter 24 (pp.565-580).
Terry Cannon and Alan Jenkins (eds.) (1990). The geography of contemporary
China: the impact of Deng Xiaoping’s decade.
Routledge, chapters 3-4 (pp.61-101).
Barry Naughton (1996). Growing out of the plan: Chinese economic reform
1978-1993 . Cambridge University Press, introduction and chapter 1 (pp.26-55).
John R. Logan (ed.) (2002). The new Chinese city: globalization and market reform .
Blackwell Publisher, pp.3-21.
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(6) Schedules, topics and suggested readings
Week 1
19 September 2014 Course introduction
课程简介
An overview of the course, including contents, requirements and assessments
Week 2
26 September 2014 The lexicon of China’s political economy 中国政治经济学重要
术语
Selected Readings
“Understanding China in geography” http://chinadatacenter.org/chinageography/ , authored by China Data Center, University of Michigan.
Kenneth Lieberthal (1995), Governing China: from revolution through reform . W. W.
Norton & Company, Inc. chapters 6 and 7.
Week 3
3 October 2014 National holiday, no class meeting
Week 4
10 October 2014 Demographic dividend and China’s power 人口红利与中国国力
Selected Readings
Angus Maddison (2001), The world economy: a millennial perspective . Paris:
OECD.
Xizhe Peng (2011), China’s demographic history and future challenges.
Science vol.
333, pp.581-587, 29 July 2011.
Ronald Lee and Andrew Mason (2006), What is the demographic dividend? Finance and Development , vol.43, no.3, pp.16-17.
Karen Eggleston, Jean C. Oi, Scott Rozelle, Ang Sun, Andrew Walder, and
Xueguang Zhou (2013), Will demographic change slow China’s rise?
The Journal of
Asian Studies , vol.72, no.3, pp.1-14.
Week 5
17 October 2014 Territorial dimensions of authority and power in China’s political economy 行政区经济
Selected Readings
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Carolyn Cartier (2013), “What’s territorial about China?”
Eurasian Geography and
Economics , vol.54, no.1, pp.57-77.
Kai-yuen Tsui (2007), “Forces shaping China’s interprovincial inequality,” Review of
Income and Wealth , vol.53, no.1, pp.60-92.
Laurence J. C. Ma (2005), “Urban administrative restructuring, changing scale relations and local economic development in China,” Political Geography, vol.24, no.4, pp.477-497.
Week 6
24 October 2014 Transformation of economic development models 经济发展模式转
变
Selected Readings
Justine Yifu Lin, Fang Cai and Zhou Li (2003), The China miracle . The Chinese
University Press.
Xiangming Chen (2007), “A tale of two regions in China: rapid economic development and slow industrial upgrading in the Pearl River and the Yangtze River
Deltas,”
International Journal of Comparative Sociology , vol.48, nos.2/3, pp.167-201.
Andong Zhu and David M. Kotz (2011), “The dependence of China’s economic growth on exports and investment,” Review of Radical Political Economics , vol.43, no.1, pp.9-32.
Week 7
31 October 2014 Migration and citizenship in the Chinese context 人口迁移和市民
权
Selected Readings
“Regulations of the People’s Republic of China on residence registration,”
Chinese
Law and Government , vol.34, no.3, 2001, pp.52-57.
Kam Wing Chan and Will Buckingham (2008), “Is China abolishing the hukou system?”
The China Quarterly , no.195, pp.582-606.
Tiejun Cheng and Mark Selden (1994), “The origins and social consequences of
China’s hukou system,”
The China Quarterly , no.139, pp.644-668.
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Week 8
7 November 2014 Political economy concerns of urbanization 城市化的政治经济因
素
Selected Readings
Kam Wing Chan (1994), Cities with invisible walls: reinterpreting urbanization in post-1949 China . Hong Kong: Oxford University Press, Chapters 3 & 4.
Li Zhang (2008), “Conceptualizing China’s urbanization under reform,”
Habitat
International, vol.32, pp.452-470.
McKinsey Global Institute (2009),
Preparing for China’s urban billion
, Executive summary (pp.13-40).
Week 9
14 November 2014 Government finance: the case of infrastructure financing 基础
设施融资
Selected Readings
Asian Development Bank, Ministry of Finance of China (2000) Managing urban change: strategic options for municipal governance and finance in China . Report of
Technical Assistance, TA PRC 2924 – A study of municipal public finance.
George C.S. Lin and Samuel P.S. Ho (2005), “The state, land system, and land development processes in contemporary China,”
Annals of the Association of
American Geographers , vol.95, no.2, pp.411-436.
Richard M. Bird (2005), “Getting it right: financing urban development in China,”
Asia-Pacific Tax Bulletin , March/April, pp.107-117.
Week 10
21 November 2014 Inequality under welfare regime transformation 福利体系转型
中的不平等
Selected Readings
Dorothy J. Solinger (2012), “The new urban underclass and its consciousness: is it a class?” Journal of Contemporary China, vol.21, no.78, pp.1011-1028.
Fulong Wu (2004), “Urban poverty and marginalization under market transition: the case of Chinese cities,” International Journal of Urban and Regional Research vol.28, pp.401-423.
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Xinping Guan (2000), “China’s social policy: reform and development in the context of marketization and globalization,” Social Policy & Administration , vol.34, no.1, pp.115-130.
Week 11
28 November 2014 Political reform
政治改革
Selected Readings
Guangbin Yang and Miao Li (2009), “Western political science theories and the development of political theories in China”, Journal of Chinese Political Science , vol.14, pp.275-297.
Peter R. Moody Jr. (2009), “Political culture and the study of Chinese politics,”
Journal of Chinese Political Science , vol.14, pp.253-274.
Suisheng Zhao (ed.) (2006), Debating political reform in China: rule of law vs. democratization . M.E. Sharpe.
Week 12
5 December 2014 Student Presentation 学生论坛
Week 13
12 December 2014 How can we understand the real China 如何读懂中国
Selected Readings
Janos Kornai (2000), “What the change of system from socialism to capitalism does and does not mean,”
Journal of Economic Perspective , vol.14, no.1, pp.27-42.
Suisheng Zhao (2010), “The China model: can it replace the western model of modernization?”
Journal of Contemporary China , vol.19, no.65, pp.419-436.
Barry Naughton (2010), “China’s distinctive system: can it be a model for others?”
Journal of Contemporary China , vol.19, no.65, pp.437-460.
Week 14
15 – 19 December 2014 Final exam week 期末考试
(7). Course assessment
Assessment scheme
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Your final grades are determined by the total accumulative points of the following assignments. Students from different programs are assessed based on the same criteria.
Class participation 10%
Group projects 25%
Group presentation 20%
Group powerpoint and brief synopses 5%
Individual research proposal 25%
Take-home final 40%
Total 100%
Class participation
Class attendance is a component of your final grade. Absence from class will likely affect academic performance.
Any excused absence must be requested with valid reasons.
For both excused and unexcused absences, the student is required to inform the course instructor or TA.
Even though a student’s absence is excused from class, he/she is not normally excused the associated class work.
Group projects and requirements
A).
Group projects are a significant part of learning activities in this course. The main purpose of group projects is to facilitate learning by doing research and by exchanging views among students. Students will be organized into several groups. Each group will consist of 3 or 4 members. Each group will be assigned a topic under the given theme.
Each group is required to give ONE presentation in class, and submit ONE presentation powerpoint and brief synopses in a soft copy to the course TA (WY Wang) via email
( 13210730006@fudan.edu.cn
) before the time of presentation (9:00, 5 December
2014) .
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B).
Each presentation will have 15 minutes in maximum, followed by 5 minutes Q & A.
Students are encouraged for active discussion. For the benefit of all participants, the presenters are encouraged to provide brief synopses of the topic (including references) in writing to the students.
C).
The presentations should deal with following issues and have following components.
Presentations are basically in a review manner.
Presenting and interpreting key concepts that are highly related to the topic;
Highlighting defining features of the topic;
Reviewing influential works on the topic, such as their major arguments; and
Underlining your insights and understudied areas of the topic, if any.
Research proposal and requirements
A).
Each student needs to write one research proposal (2,000 to 3,000 words). Students have freedom to choose their own interested topics under a broad theme of “socialism with Chinese characteristics”.
B).
I intend the individual research proposal to, in addition to issues of practicalities
Be structured around enquiring a central question designed to stimulate academic interest and curiosity
Specify research objectives and rationale
Make a clear hypothesis that the particular insight could be developed to the topic in question by an appropriate perspective
Engage with a critical review of influential studies and identify research gaps
Elaborate the workable methodology
Anticipate the possible implications
To learn more about how to write a research proposal, you can consult the website: http://researchproposalguide.com
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The submission (in Microsoft word format) should be sent to the course TA (WY Wang) via email ( 13210730006@fudan.edu.cn
) before or by 17:00, 12 December 2014 . Late submission is subject to grade deduction by 20% of the total grade of the research proposal per day.
Examination
There is a take-home final exam in the end of the semester. The final consists of 2 short questions (selected from several questions) and 1 long analytical question (selected from several questions). The questions will be emailed to students around 8:00, 15 December
2014 . The questions will be closely related to all lecture and project topics. The questions of the final emphasize depth of understanding and analytical ability. The review sheet will be available in the due course. Each student should submit her/his individual answers
(in Microsoft word format) to the course TA (WY Wang) through email
( 13210730006@fudan.edu.cn
) before or by 17:00, 19 December 2014 . Late submission is subject to grade deduction by 20% of the total grade of the final exam per day.
Summary of deadlines
The private-bid form: 17:00, 12 December 2014
Presentation powerpoint: 9:00, 5 December 2014
A research proposal: 17:00, 12 December 2014
Final: 17:00, 19 December 2014
Academic honesty
Students are advised to pay attention to University policy and regulations on honesty in academic work, and to the disciplinary guidelines and procedures applicable to reaches of such policy.
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Guide for a research proposal
Description
A research proposal is the plan of academic enquiry and discovery. It can be viewed as a written statement to present the exact focus of study and then to plan a research design. It should be structured around enquiring a central question designed to stimulate academic interest and curiosity.
For this course, each student needs to write one research proposal (2,000 to 3,000 words). Students have freedom to choose their own interested topics under a broad theme of “socialism with Chinese characteristics”.
Points to choosing a topic
Phenomena or issues that annoy or frustrate you
Phenomena or issues that are receiving much media coverage which you think will be interesting to probe further
Phenomena that rise a number of questions that you feel need answers
Questions you need to answer in a research proposal
What is the specific objective of my research project? (research questions)
Why am I dong a project on this subject? What motivated the study? (project background; reasons)
What are the important issues the project will investigate? (project contents and tasks)
How can I deal with my research questions? (methodology)
Key components of a research proposal
Title: concise and informative
Introduction: state the objectives of the project, provide an adequate background and anticipate significance of the study (to answer “what” and “why”)
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Literature review: get some reference ideas; engage with a critical review of influential studies and identify research gaps that need to be filled
Methodology: elaborate the workable ways to find answers/explanations (to answer
“how”)
Build a conceptual or analytical framework: link theory and empirical issues.
Theory is taken to be a set of explanatory concepts that are useful for explaining a particular phenomenon or situation.
Explain ways and methods to obtain/generate research material (data, information)
Explain ways you analyze your data (quantitative or qualitative)
A list of references cited
Advices
Do something that really needs further research, do not repeat other’s works.
Do something that you can fully manage, do not carry out impossible research
(feasibility)
To learn more about how to write a research proposal, you can consult the website: http://researchproposalguide.com
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Guide for Student Presentation
Purpose
The purpose of student forum is to provide a platform for students to exchange their understandings on the wide range of issues encompassed by this course. It aims to facilitate interactive debate on questions that remain at the forefront of research and policy making.
Practical information
1. General guidance
Each group should select a topic from the topics given.
Each presentation will have 15 minutes in maximum, followed by 5-minute Q & A.
Each group should respect the allocated time. To manage the general dynamic, the chair (course instructor) will invite presenters to conclude their presentations should they extend beyond their allocation time.
Because of the time constraint, it is vital that all groups limit their presentations to a relatively small number of issues and experiences that they consider particularly important for the class to consider. Presentation should be focused, address a few specific questions, convey a small number of key messages, and should not detract from the assigned topic. Please keep presentation slides as simple as possible. Each presentation should be aiming for no more than 20 slides.
In order to minimize delays between presentations and ensure that the presentations run to schedule, presentation PPTs should be uploaded onto the TA’s computer no later than 3 minutes before the forum is due to start. The use of personal laptop computer is not encouraged.
Please note that equipment for the projection of physical slides or transparencies will not be available.
Each group should provide a one-page synopsis of the presentation (to highlight main points) in a hard copy to the students during the presentation.
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Presentation PPTs and brief synopses should be submitted in a soft copy to the course TA (WY Wang) via email ( 13210730006@fudan.edu.cn
) before the time of presentation (9:00, 5 December 2014) .
2. Presentation arrangement
To be announced in the due course.
3. Labor division
All members of the group should participate in and make contribution to the group project. However, the labor division of each group in terms of preparation and presentation is the internal matter of individual groups. Group members should divide the project into tasks by consensus and determine the division of labor at the outset of the project.
Given the time constraint and the size of the group, it is impossible for all members of the group to make oral presentation in the class. To make sure the participation of every member of the group in the group project, it is suggested that the group members can share the labor in this practical way: (1) All members should participate in preparing the project; (2) Two or three representative members (no more than three) are responsible for delivering the ideas of your topic in the class; (3)
The other members who are not presenting should participate in Q & A.
4. Performance evaluation
The group project will be assessed based on content (do presenters adequately support their points?), organization (is the presentation logical?), visual aids (are visual aids synchronized with the oral presentation?), and question answer (can the questions be answered appropriately?).
The group project will also be assessed based on the fulfillment of the all project requirements indicated in this information sheet.
To minimize the “free ride” problem, the group project is evaluated on a group basis as well as on an individual basis. Therefore the best way to get a high grade is to play to the strength of every group member.
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Each student should fill the private-bid form, as an important reference of grading, and submit it to the TA by email (WY Wang, 13210730006@fudan.edu.cn
) before or by 17:00, 12 December 2014 to declare the percentage of your personal contribution in the group project. Those who fail to submit the form will receive no credit for the group project.
Private bid form
Name
______________________________________________________________________
Names of other team members___________________________________________________
I feel my contribution to this project is worth____% of the team mark
This is because (e.g. attended all meetings, collected necessary material, contributed ideas, did a fair share of the work, other particular contributions, etc.)
________________________________________________________________________
Signed__________________________________________________________________
Date____________________________________________________________________
Topics and selective issues
(1) Poverty and inequality
Like elsewhere, Chinese people care about how economic resources and development outcomes are distributed, concerns which have been heightened by recent developments. In the presentation, you may wish to address some of the following questions:
Which measures of poverty are most useful to Chinese policy makers, in terms of enabling them to design policies and allocate resources effectively?
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What factors (e.g. globalization, changes in welfare systems, local government practices) have played the greater role in shaping current trends in poverty and inequality?
What policy approaches (e.g. conditional transfers, general redistribution) hold the greater promise to deliver effective solutions?
Looking ahead, what are some of the most pressing challenges that local governments are likely to confront in the future to provide affordable housing, as well as adequate urban infrastructure to ordinary citizens?
(2) Quality of development
Quality of development takes us beyond the notion of economic growth, requiring considerations of effective use of resources, people’s subjective well-being, the quality of the natural environment where people live, people’s health, and the features of the governance system, etc. In the presentation, you may wish to address some of the following questions:
Despite of many drawbacks, what does GDP remain as a key measurement of development?
What are the priorities for measuring China’s development outcomes (for example, measuring subjective well-being)?
How malleable are government institutions to change in order to improve low well-being achievements?
How does the interaction of market, society and government affect the current situation of quality of development? Provide evidence.
(3) Caring for the elderly
A rapid ageing of the population is affecting China as a result of restrictive birth policy. This trend, when combined with low-level of development, under-development of the social security system and high participation in the labor market by Chinese women, is leading to greater care needs for seniors. Even when not affected by medical conditions, elderly people may need assistance with respect to day-to-day activities and face risks of social isolation. Even when specific programs are in place, most of the care burden
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associated to old-age falls on families. In China, current policies are being developed in a piecemeal manner, rather than being constructed in a sustainable manner. In the presentation, you may wish to address some of the following questions:
What are the most important factors bearing on the well-being of Chinese elderly people?
What are the main factors that will shape the demand for care by the elderly in the coming future?
How will demographic and labor market trends affect the supply of family available to care?
How can policies best support informal carers and help achieve a better balance between private responsibility and public support in care-giving?
(4) Social cohesion
Over the past decades, many Chinese cities have achieved strong growth rates and increased economic prosperity as a result of urbanization, laying the foundations of a better life for attracting more migrants. While migrants may great contribution to urban development, there are strong sentiments of disconnection between the concerns of local governments and those of migrants (e.g. wage increase, access to quality public education). Resource redistribution is skewed to those deemed productive and valuable and excludes those defined as surplus. Such disconnect threatens the country’s social cohesion, weakening people’s sense of belonging, and opportunities for social mobility.
In the presentation, you may wish to address some of the following questions:
What are constituent elements of the notion of social cohesion? What are the main dimensions of social cohesion in the Chinese context?
What can we learn from past experiences and existing practices? To what extend, does China’s development be a process of distillation, concentration, segregation and exclusion?
How can Chinese governments at different levels contribute to strengthening social cohesion? What types of policies and programs have proved more effective in securing the economic and social integration of migrants in cities?
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Diplomacy of PRC
Fall 2014
(Subject to change)
Associate Professor. Xiao Jialing
Class Time: Fridays 13:30-16:05 pm
Venue: Room 1028, Wenke Building (Arts and Social Science Building)
Office Hours: Friday 12:30-1:20 pm
Office Room 628, Wenkelou (Arts and Social Science Building)
Office Telephone: 65642549 (O)
E-mail: Jlxiao@fudan.edu.cn
Course Description
This course provides students with a comprehensive introduction to contemporary
China’s diplomacy and its foreign policy, as well as its theoretical, historical background.
This course will also investigate the decision-making system of Chinese foreign policy,
China’s bilateral relations with major powers, China’s multilateral relations with its neighboring countries, developing countries and international organizations. Emphasis will be placed on the period since 1978 when China initiated its reform and open-up era.
Readings will be drawn from political science, history, and international relations theories written by both Chinese and Western scholars.
Course Objectives
Upon completion of the course, students should be able to: a) Get a whole picture of the evolution of Chinese diplomacy; b) Possess a more comprehensive understanding of the motivation of China’s diplomatic behavior and the mechanism of China’s foreign policy decision-making c) Develop a familiarity with the major issues and events involving China’s foreign policy;
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d)
Demonstrate the ability to analyze the implication of China’s peaceful rise for the world; e) Develop some practical skills: critical analysis; oral presentation and primary source research.
Organization of the course
The course will be composed with lectures, class discussions, and writing assignments.
It will have two and a half hour per week on Friday. ( 13:30-16:10 pm )
Readings
Before starting a new topic, the instructor will provide a detailed reading list. They are mainly selected from the following textbooks and occasionally other books or journals.
The background textbook is available at FDU bookstore and other copies of the required readings and recommended readings are available in the libraries of SIRPA and Centre for American Studies.
Electronic readings will be sent by email.
Background Textbook
Yang Fuchang, ed., Contemporary China and its Foreign Policy , Beijing: World Affairs
Press, 2003. 杨福昌主编：《当代中国与中国外交》（英文版），北京：世界知识出
版社 2003 年版。
Required Readings
1 David M. Lampton, ed., The Making of Chinese Foreign and Security Policy in the
Era of Reform, 1978-2000 (Stanford California: Stanford University Press, 2001)
2 Thomas W. Robinson & David L. Shambaugh, ed., Chinese Foreign Policy: Theory and Practice, 2nd edition (Oxford: Clarendon Press,1997)
Course Requirements
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(1) Participation:
Attendance is mandatory.
Students will be expected to have completed each week’s reading assignments before the general meeting.
Participation in class discussions is an essential part of the class.
(2) Discussion
Students are expected to significantly contribute to the seminar discussions each week. If there is no spontaneous discussion, I will direct it: expect to be called.
Discussion enlivens a lecture course and is conducive to learning. Participation in free discussion is encouraged.
(3) Research Paper
Students will be required to write one analytical research paper regarding
Contemporary Chinese Diplomacy in a specific issue area (any topics, such as decision-making, public opinion, security/defense, relations with specific nations, etc.)
Students should select research topics in close consultation with the instructor and submit the final version of the essay to the instructor by the end of the semester. (TBD)
Suggested essay length is 10 pages (12, double-space) , including notes and bibliography.
(4) Extensions
Excuses for missed classes or late submission of the essay will be taken on a case-by-case basis and should be accompanied by the expected paperwork. Any excuse or extensions must be applied for beforehand.
Make-up exams or extensions will not be granted except in case of emergency and in all cases require a note from the Dean or your doctor.
Penalty for late submission without prior approval : deduction of 3% per day (e.g., a B to B-)
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Plagiarism
Plagiarism will not be tolerated. Plagiarism is “a piece of writing that has been copied from someone else and is presented as being your own work.” This includes ideas as well as specific phrase, sentences or paragraphs. There are two basic and universal rules regarding the use of information in professional and, especially, academic writing:
A) If you use the language of your source, you must quote it exactly, enclose it in quotation marks, and cite the source.
B) If you use ideas or information that are not common knowledge, you must cite the source.
Do not misrepresent your own work
. See “How to avoid plagiarism” from University of Toronto website ( www.utoronto.ca/writing/plagsep.html
).
Course assessment
Final grades will be based on the following requirements and assignments:
Attendance 10%
Discussion 25%
Research paper 65%
A=Achievement outstanding relative to the level necessary to meet course requirements.
B=Achievement significantly above the level necessary to meet course requirements.
C=Achievement meeting the course requirement.
D=Does not fully meet basic course requirement, but worthy of credit.
F=Performance falling to meet course requirement.
Research Paper Criteria
Focus-How well does the essay address the question set?
Structure-How clear is the argument of the essay? Is the sequence of points coherent, and is it well signposted?
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Empirical content-How well is the essay’s argument supported by examples?
Research effort-Has a wide range of appropriate sources been consulted?
Presentation-Are the text and references well presented, in an approved format? (see
‘style sheet for essays’, below)
The research paper is required to engage relevant literatures in two broad categories:
Secondary (scholarly) sources: A minimum of 10 pieces of secondary sources from the reading list (both required and optional) should be discussed in your writing. You should specify how and why they related to and explain the issue under investigation.
Outside secondary sources can be used in addition to the course’s readings.
Primary sources: These include government publications, interviews, periodicals and journalistic publications such as articles from credible source like the China Daily ,
The New York Times , The Guardian (UK), Interfax (Russia) 国际文传电信社 , AFP
(France), etc.
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Style Sheet for Research Papers
Research paper must be submitted in accordance with a recognized style. Whichever style you adopt you must use it consistently. The style described below is the style preferred by the SIRPA. If you are not familiar with an alternative you should adopt this style. If there is anything in these guidelines which you do not understand, ask before you begin writing.
References
All references and notes should be sequentially numbered and placed at the bottom of the page or the end of the text. Indicate the place in the text with superscript numerals.
Reference should take the following form:
First citation:
Peter Calvert, Revolution (London, Pall Mall, 1970), pp. 7-8
John Dunn, ‘Revolution’, in Terence Ball, James Farr, Russell L. Hanson (eds.),
Political
Innovation and Conceptual Change (Cambridge, Cambridge University Press, 1986), pp.
333-56
Vernon F. Snow, ‘The Concept of Revolution in Seventeenth-Century England’,
The
Historical Journal , Vol.5 (1962), pp.167-90
Karl Marx and Frederic Engels, The Communist Manifesto
[http://www.psr,keele.ac.uk/docs/comman.htm] 30 August 2000
Second Citation:
Calvert, Revolution , p. 5
Dunn, ‘Revolution’, p. 337
Snow, ‘The Concept of Revolution in Seventeenth-Century England’, p.170
Karl Marx and Frederic Engels, The Communist Manifesto
Example
The literature on the Nazi period is now so extensive that even specialists have difficulty keeping up with it. Possible starting points include interpretations of the
German ‘problem’, for example by Harold James.
4 Alternatively, one can begin with
4 Harold James, A German Identity 1770-1990 (London, Weidenfeld and Niclsson, 1989).
151
the standard biographies of Adolf Hitler.
5
At a later stage it will be necessary to consult the more specialized literature on, for example, the evolution of Hitler’s foreign policy. These studies will throw light upon our general understanding of
Hitler. Thus, Stokes points out that Hitler’s foreign policy was guided by a more coherent Weltanschauung than was once assumed.
6
Elsewhere he emphasizes the need to place Hitler in the context of other Nazis.
7
There are also collections of primary sources on various aspects of the period, including some available on the internet.
8
At the end of the day, however, it is the demonic figure of Adolf Hitler who will continue to fascinate students of the period.
9
Bibliography
This should include all material consulted and not just material cited. On the other hand, it should not include material that you have not consulted (such as items that your sources have used). Use the format indicated for references. List the items according to the alphabetical order of the authors’ names.
Quotations
Quotations of more than five lines should be indented with no inverted commas, unless to mark a quotation with the indented quotation when single inverted commas should be used. For shorter quotations use single inverted commas. For interpolations use square brackets. For the omission of material use three dots.
Capitals
Capitalize proper names and substantives where they refer to particular individuals. Thus
‘social democrats follow in the footsteps of classical liberalism’, but ‘West German
Social Democrats displayed the same preference in the 1960s’. Retain capitals throughout
5
See Joachim C. Fest, Hitler (Harmondsworth, Penguin, 1962) and Alan Bullock, Hitler: A Study in
Tyranny (Harmondsworth, Penguin, 1962).
6 Geoffrey Stokes, ‘The Evolution of Hitler’s Ideas on Foreign Policy’, in Peter Stachure (ed.), Shaping the Nazi State (London, Macmillan, 1978), p. 22 For the central text of this new interpretation see Eberhard
Jackel, Hitler’s World View , (Cambridge, Mass., Harvard University Press, 1981).
7 Geoffrey Stokes, ‘”More Unfinished Business?” Some Comments on the Evolution of the Nazi Foreign
Policy Program’, European Studies Review , Vol. 8 (1978), pp.425-42.
8 See, for example, the transcript of ‘The Trial of Adolf Eichmann’
[http://www.nizkor.org/hweb/people/e/eichmann-adolf/transcripts] 20 August 2000
9 This despite the fact that Fst regards Hitler’s personality as being of little interest, Hitler , p.6
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titles. Thus, ‘Eastern Europe’, the ‘Western Powers’, ‘East Germany’, as well as ‘the
West’.
A Brief Citation Guide for Internet Sources
Basic citation components
These appear where available in the following order, with certain items in square brackets as indicated.
Author’s Last Name, First Name.
[author’s internet address, if available]
‘Title of Work’ or ‘title line of message’.
[URL internet address].
Date of publication and/or access, as appropriate
NOTE: Because of the ‘impermanence’ of electronic media it is very important to give the date when you accessed the site and obtained information-either by reading, down-loading or printing material from the web.
It is not normal to provide page number, given that they may not exist or may vary depending upon the viewer or printer used.
Examples
World Wide Web
Limb, Peter. ‘Relationships between Labor and African Nationalist/Liberation Movement in Southern African’ [http://neal.ctstateu.edu/history/world-history/archives/limb-1.html],
22 May 1998
Listserv Messages
Siebelink, Roland [rcsiebel@vub.ac.be], ‘Reforming the European Union’ in LIST EU
[listproc://eu@knidos.cc.metu.edu.tr] , 6 February 1995
Usenet Group Messages
Legg. Sonya. [legg@harquebus.cgd.ucar.edu], ‘African history book list’ in
[Usenet://soc.culture.african], 5 September 1994
CHINESE DIPLOMACY (1949-2014) Professor Xiao
Jialing
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Methodological Requirement for Research Paper
The research paper required for this course should follow the mainstream of social sciences practice. Specially, it should be empirical and explanatory, not normative or value-oriented. In other word, your research should focus on questions/issues of “what it is,” ”what and how has happened,” “why it happened this way,” NOT “what should be” or “ought to be.”
A solid piece of work will contain at least the following five components:
#1: INTRODUCTION
This is where you describe your topic: Why is it interesting and/or significant? Why are you interested in this subject and in certain relationships between your dependent and independent variables? What is (are) your major research hypothesis(es)? Why should the reader care to read it? Is (are) there any implications/significance for a larger, or related, issue?
#2: LITERATURE REVIEW
Here you should summarize and review the relevant literature. What does some of the literature say about your topic? Do some authors conflict on major cause of your dependent variable? Summarize some of the major findings you have discovered in you area. This will constitute the basis for and justify your further research.
#3: METHODOLOGY
In light of existing literature, how do you develop your theoretical/conceptual prepositions/conceptions? What is your predetermined level of analysis, and why do you
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select the level(s)? What data will you use to investigate the question and test the hypotheses? Why do you select those variables and data sources?
#4: ANALYSIS
This is the main body of your research paper. You should describe any interesting patterns in your investigation of the subject: what do they tell you about the relationship between your dependent and independent variables?
#5: CONCLUTIONS
This section summarizes your readings: How do your findings “fit” in the literature of the field? Does any of the literature help you to clarify the relationship between variables you observe? What would you suggest for further research in your area? Any other avenues to explore? Further research needed? Any new hypotheses/educated guesses?
CHINESE DIPLOMACY (1949-2014)
FUDAN UNIVERSITY
Fall Semester 2014
Professor Xiao Jialing
Recommended Journals
China
China Quarterly
Journal of Contemporary China
China Security
East Asian studies journal
Pacific Review
Pacific Affairs
Asian Survey
Journal of Asian Studies
Bulletin of Concerned Asia Scholars
Positions: East Asia Cultural Critique
Pacifica Review
General IR and Politics Journals
Foreign Affairs
Foreign Policy
National Interest
International Organization
International Security
International Studies Quarterly
World Politics
155
Journal of Contemporary Asia
Asian Perspective
Problem of Post-Communism
Asian Economic Journal
East Asian History
East Asian History
Modern Asian Studies
Asian Affairs
Modern China
Harvard Journal of Asiatic Studies
Comparative Politics
European Journal of International
Relations
Review of International Studies
The Economics
The World Today
Far Eastern Economic Review
Chinese sources in translation
Chinese Government White Papers
Beijing Review
China Daily
Contemporary International Relations
China International Studies
International Understanding
Social Sciences in China
Chinese Sociology and Anthropology
Chinese Studies in History
Chinese Education and Society
156
SCHEDULE OUTLINE
(19 weeks, 14 sessions)
PART Ⅰ: Introduction
Session 1 (Sep.19): Introduction and Overview of the Course
Approaches and Methods
PART Ⅱ: Background of Contemporary Chinese Diplomacy
Session 2 (Sep.26): Historical Legacies and Basic Principles of China’s Foreign Policy
Session 3 (Otc.03) Major Adjustments of China’s Diplomatic Strategies
Session 4 (Oct.10): Political Structure and Decision-making System in Foreign Policy
PART Ⅲ.Dimension of China’s Decision-Making System on Foreign Policy
Session 5(Oct.17): Relevant Organs, Societal Forces and Foreign Policy
Session 6(Oct.24): Ethnic and Religious issues in China’s Foreign Relations
Session 7(Oct.31): Taiwan Issue in China’s Foreign Relations
PART Ⅳ. Bilateral Relations: Relations between China and Other Major Powers
Session 8(Nov. 07): China-USSR and China-Russia Relations
Session 9(Nov.14): China-U.S. Relations
Session 10(Nov.21): China- Japan Relations
Term Paper Outline
PATR Ⅴ. Multilateral Relations
Session 11(Nov 28): China’s Relations with its Neighboring Countries
Session 12(Dec 05): China-Africa Relations
157
Session 13(Dec 12): China’s Relations with International Organizations
Session 14(Dec 19): Cyber Security and Chinese diplomacy
Research Paper Due
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SCHEDUAL AND READINGS IN DETAIL
(19 weeks 14 sessions)
Session 1: Introduction and Overview of the Course
Approaches and Methods
Session 2: Historical Legacies and Basic Principles of China’s Foreign Policy
John K. Fairbank, “China’s Foreign Policy in History Perspective”,
Foreign Affairs ,
1969, Http://www.jstor.org/pss/20039389
Shaohua Hu, “Revisiting Chinese Pacifism,” Asian Affairs, Vol. 32, No. 4 (Winter
2006), pp. 256-278
William C. Kirby, “Traditions of Centrality, Authority, and Management in Modern
China’s Foreign Relations,” in Thomas W. Robinson and David Shambaugh, ed.,
Chinese Foreign Policy: Theory and Practice, (Oxford: Clarendon Press, 1997), Ch.2, pp. 13-29
Session 3: Major Adjustments in China’s Diplomatic Strategies
Gerald Segal, “Does China Matter?”
Foreign Affairs , Vol. 78, No.5 (Sept/Oct 1999), pp. 24-36
Evan S. Medeiros and M. Taylor Fravel, “China’s New Diplomacy,” Foreign Affairs ,
Vol. 82, No.6 (Nov/Dec 2003), pp. 22-35
Session 4 (Oct.10): Political Structure and Decision-making System in Foreign
Policy
159
David M. Lampton, “China’s Foreign and National Security Policy-Making Process:
Is It Changing, and Does It Matter?” in David M. Lampton, ed.,
The Making of
Chinese Foreign and Security Policy in the Era of Reform, 1978-2000 , (Stanford,
California: Stanford University Press, 2001), Ch. 1, pp. 1-36
Lu Ning, “The Central Leadership, Supra-ministry Coordinating Bodies, State
Council Ministries, and Party Departments,” in David M. Lampton, ed., The Making of Chinese Foreign and Security Policy in the Era of Reform, 1978-2000 , (Stanford,
California: Stanford University Press, 2001), Ch. 2, pp. 39-60
David M Shambaugh,
China’s Communist Party: Atrophy and Adaptation
,
(Washington D.C: Woodrow Wilson Center Press, 2007), Ch.7, pp.128-161
Andrew J. Nathan and Robert Ross, “Policy-Making,” in
The Great Wall and The
Empty Fortress (New York: W. W. Norton, 1997), Ch. 7, pp. 123-136
Session 5(Oct.17): Relevant Organs, Societal Forces and Foreign Policy
Alastair Lain Johnston, “Chinese Middle Class Attitudes towards International
Affairs: Nascent Liberalization?” in
China Quarterly , No. 179 (September 2004), pp.
603-628
Bonnie S. Glaser and Phillip C. Saunders, “Chinese Civilian Foreign Policy Research
Institutes: Evolving Roles and Increasing Influence,” in China Quarterly , No. 171
(September 2002), pp. 597-616
Session 6(Oct.24): Ethnic and Religious issues in China’s Foreign Relations
Chinese government White Papers on Tibet & Xinjiang http://www.china.org.cn/English/WhitePspers
160
Session 7(Oct.31): Taiwan Issue in China’s Foreign Relations
Taiwan Affairs Office and Information Office of the State Council, The One-China
Principle and the Taiwan Issue , 2000, White paper
Jiang Zemin’s Report at 16 th
Party Congress, Part VIII, “ ‘One Country, Two System’ and Complete National Reunification ”
Allen S. Whiting, “China’s Use of Force, 1950-96, Taiwan,”
International Security , vol. 26, No. 2 (Fall 2001), pp.103-131
Robert S. Ross, “The 1995-96 Taiwan Strait confrontation: Coercion, Credibility and the Use of Force,”
International Security , Vol. 25, No. 2 (Fall 2000), pp. 87-123
Robert S. Ross, “Taiwan’s Fading Independence Movement,”
Foreign Affairs ,
March/April 2006
Session 8(Nov. 7): China-USSR and China-Russia Relations
Zhao Huasheng, Prospects of the Shanghai Cooperation Organization, China
International Studies , Summer 2007, pp.22-96.
Session 9(Nov.14): China-U.S. Relations
Kenneth Lieberthal, “Why does the US Malaise over China? Awareness of the
Complexities Could Produce A Win-Win Outcome,” Yale Global , 19 January 2006, http://yaleglobal .Yale.edu/display.article.print?id=6842
Aaron L. Friedberg, “The Future of U.S.-China Relations: Is Conflict Inevitable?”
International Security , Vol. 30, Issue 2 (Fall 2005), pp. 7-45 http://mitpress.mit.edu/journals/pdf/IS3002_pp007-045.pdf
161
Wang Jisi, “China’s Search for Stability with America,”
Foreign Affairs , Vol. 84,
Issue 5, (September/October 2005), pp. 39-48
Evan S. Medeiros, “Strategic Hedging and the Future of Asia-Pacific Stability,” The
Washington Quarterly , Vol. 29, Issue 1 (Winter 2005-06), pp. 145-167 http://www.twq.com/06winter/docs/06winter_medeiros.pdf
Wu Xinbo, “The Promise and Limitations of a Sino-U.S> Partnership,”
The Washington Quarterly , Vol. 27, Issue 4 (Autumn 2004), pp. 115-126 http://muse.jhu.edu/journals/washington_quarterly/v027/27.4wu.thml
Session 10(Nov.21): China- Japan Relations, Term Paper Outline
Yu Bin, “The Anniversary Elegy”,
Asia Times , Aug 16, 2005, http://atimes.com/atimes/China/GH16Ad07.htm
Akira Chiba and Lanxin Xiang, “Traumatic Legacies in China and Japan: An
Exchange,”
Survival , Vol. 47, No.2 (Summer 2005), pp. 215-232
Nicholas D. Kristof, “The Problem of Memory,”
Foreign Affairs , (Nov./Dec., 1998), pp. 37-49
Wu Xinbo, “The End of the Silver Lining: A Chinese View of the U.S.-Japan
Alliance,” The Washington Quarterly , Vol. 29, No. 1 (Winter 2005-06), pp. 119-130, http://www.twq.com/06winter/docs/06winter_wuxinbo.pdf
Session 11(Nov 28): China’s Relations with its Neighboring Countries
162
Zhao Huasheng, Prospects of the Shanghai Cooperation Organization, China
International Studies , Summer 2007, pp.22-96.
Zhao Huasheng, Theory and Practice of China’s Central Asia Diplomacy,
China
International Studies , Fall 2007, pp.21-40.
Session 12(Dec 5): China-Africa Relations
Philip Snow, “China and Africa: Consensus and Camouflage”, in Thomas W.
Robinson and David Shambaugh, ed., Chinese Foreign Policy: Theory and Practice,
(Oxford: Clarendon Press, 1997) Ch.11, pp.282-321.
Lillian Craig Harris, “Myth and Reality in China’s Relations with the Middle East”, in Thomas W. Robinson and David Shambaugh, ed., Chinese Foreign Policy: Theory and Practice, (Oxford: Clarendon Press, 1997) Ch.12, pp.322-347.
Other electronic readings
Session 13(Dec 12): China’s Relations with International Organizations
The Department of International Organizations and Conferences, Ministry of Foreign
Affairs. http://www.fmprc.gov.cn/eng/gjwt/gjzzyhy/
“China’s Role in International Organizations”, in Robert L. Worden, Andrea Matles
Savada and Ronald E. Dolan, eds., China: A Country Study . Washington: GPO for the Library of Congress, 1987, available at http://countrystudies.us/china/134.htm
Samuel S. Kim, “International Organizations in Chinese Foreign Policy”, The
ANNALS of the American Academy of Political and Social Science, 1992, Vol. 519,
No. 1, pp.140-157.
163
Yong Deng and Thomas G. Moore, China Views Globalization: Toward a New
Great-Power Politics? The Washington Quarterly , Vol.27, No.3, Summer 2004, pp.117-136.
Margaret Pearson, China and the Norms of the Global Economic Regime, in China
Studies , No.6, 2000, pp.145-172.
Session 14(Dec 19): Cyber Security and Chinese Diplomacy; Research Paper Due electronic readings
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