Network capital and the rise of Chinese banks in Hong Kong: a case study on the Bank of East Asia Limited

Author(s):  
Victor Zheng
Keyword(s):  
2021 ◽  
pp. 266-292
Author(s):  
Yin Cao

In the late nineteenth and early twentieth centuries, tens of thousands of Sikhs emigrated from Punjab to Southeast and East Asia to purse a better livelihood. At the same time, the Singh Sabha Movement was gradually gaining momentum in Punjab, strengthening the Sikh identity. Furthermore, Sikh soldiers and policemen were deployed widely in Asia to safeguard the interests of the British Empire. This chapter argues that the three seemingly irrelevant historical events (the modern Sikh diaspora, the Singh Sabha Movement, and the Indian expedition during the Boxer Uprising in China) were essentially interrelated. The convergent point of these moments was the erection of a Sikh temple (gurdwara) on Queen’s Road East, Wanchai, Hong Kong Island, in 1902. Taking this event as a case study, this chapter seeks to explore the Singh Sabha Movement through the lens of the Sikh diasporic network and the imperial network. It also unveils the Indian face of the British Empire by the turn of the twentieth century, when Indians, rather than the British, were the protagonists and engineers.


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

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis

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


RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung

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


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