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This paper provides an analytical account detailing the historical linkages between Chinese on both sides of the Sino-Hong Kong border from 1841 onwards and examining important incidents of collective actions in the colony and Canton.

Using annual reports published by the colonial administration in Hong Kong, especially those focusing on years that witnessed major incidents of anti-colonial agitations, this paper analyzes how British policymakers were confronted by collective actions mounted by Chinese in Canton and Hong Kong. Building on the works of prominent historians and utilizing the theoretical frameworks of analysts such as Charles Tilly (1978), the author examines if a Cantonese regional solidarity served as the foundation for popular movements, which in turn consolidated a rising Chinese nationalism when Canton and Hong Kong were the focal points of mass actions against imperialism.

Hong Kong Chinese workers were vanguards of the modern Chinese revolutions that transformed not just their homeland, but their lives, allegiances, and aspirations as Chinese in a domain under foreign jurisdiction on Chinese soil, as their actions were emulated by their compatriots outside of South China, thus starting a chain reaction that culminated in the establishment of the Nanjing regime.

This paper reveals that popular movements of Hong Kong Chinese possessed national and international importance, especially when they were supported by their Cantonese compatriots and the two leading Chinese political parties, the Kuomintang (KMT) and the Chinese Communist Party (CCP).

Is there a secret recipe for economic growth?

No, there is no recipe, but we can extrapolate some pieces of advice from Adam Smith.

An economy can leave behind its “dull” stagnant state and grow when its markets expand, when the productivity of its workers increases thanks to high compensations, which are seen as incentives to work harder and when lobbying and cronyism are kept at bay. Luck plays a role too, but these three ingredients are necessary, even if not sufficient, for an economy to grow and thus be “cheerful.”

These three aspects – expansion of market, liberal compensation of workers and lobbying – especially combined, have often been underestimated in Smith’s understanding of the possible sources of economic growth.

The purpose of this paper is to position experience as an immersive process through the documentation of student reflections of place involving the intricacies of embodied learning and experiential mobilities. This study is framed through situational positionalities and placed movements of the tourist, the non-tourist and more specifically, students of Generation Z engaged in educational experiences.

This paper explores a student fieldtrip (on the island of Corfu, Greece) as a medium of expression for situated learning, involving a case study of tourism students learning critical tourism through sensual and haptic dimensions of reflection. The students “experienced” Corfu by participating in an international tourism conference, stayed on a yacht, went on various tours, met with tourism industry representatives and reflected their experiences in a collaborative photo story book.

Generation Z seemed to have the ability to discern the environment and decipher the role tourism plays. Their critical impressions of place in terms of infrastructure, sustainability, beauty, etc., force a rethink of traditional tourist typologies. It is necessary to reconsider the categorizations of tourism, challenging the need for tourism marketers to encapsulate experiences as both a single, yet multi-varied segment. What remains crucial is a deeper comprehension of this generation through their consumption patterns in relation to the various stakeholders of tourism.

This paper documents an engagement of self through experience as part of the “experience.” Hence, the transformative experiences of place reflections as opposed to linear post-trip representations of experience may be insightful for tourism practitioners dealing with a tourism of the future.

This paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.

Intentionally exposing students to diverse perspectives in a controlled environment.

We posit that the severity and frequency of these issues can be mitigated through focused efforts.

Students are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.