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University of Hong Kong
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2023
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This project aims to study the exportation history of Hong Kong’s quality granite to the Pacific Rim and the construction history of those overseas projects using exported stones in the 19th and 20th century. The following five aspects are investigated:
The colonial government record in 1844 granite was shipped to mainland China. During 1850s and 1860s, granite blocks were exported to mainland China, New South Wales, San Francisco and Siam and used as building materials and paving slabs.
In 1852, the façade of Parrott Building in San Francisco was cladded with quality granite from Hong Kong. Twenty workers and two supervisors from Hong Kong boarded a cross-Pacific ship for the erection of this epoch-making building.
Between 1860 and 1870, granite was quarried in Kowloon, for the construction of the French Catholic Church in Canton. In 1890, the Gap Rock Lighthouse was built by a Hong Kong contractor using the granite from Hong Kong.
Between 1928 and 1933, quality granite was chosen in the projects of The Mausoleum in Nanjing, The Memorial Auditorium and the Memorial Cenotaph in Guangzhou in remembrance of Dr. SUN Yat-sen. These projects were designed by architect LU Yen-chih and constructed partly by contractors from Hong Kong.
- Subjects:
- Land Surveying and Geo-Informatics, Building and Real Estate, and Construction and Environment
- Keywords:
- China -- Hong Kong Granite Quarries quarrying
- Resource Type:
- Others
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Video
Re-designing assessments within the context of generative AI is one of the most urgent challenges for universities. Might assessment re-design represent opportunities to build on key principles underpinning ‘good assessment’? Dependent on the disciplinary context, these might include iterative sequences of rich tasks; the development of student evaluative expertise; and linkages to real-world outcomes.
Effective assessment sequences are sometimes time-consuming. By reducing assessment overload, we can create much-needed space for new possibilities: increased authentic assessment; assessments that involve critical engagement with generative AI outputs; an enhanced role for digital and interactive oral assessment; teacher and student co-learning in partnerships for assessment re-design; and assessing process as well as product. The thorny issues of academic integrity and ethical use of generative AI also merit attention but should not distract from a primary focus on the development of student learning.
Generative AI raises exciting possibilities, yet there are few clear answers. In this workshop, complementary and alternative views, including those from different disciplinary perspectives will be welcomed.
Event Date: 22/8/2023
Speaker: Carless, David (Professor at the Faculty of Education, HKU)
Facilitator(s): Chen, Julia (EDC), Chon, Leo (EDC)