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2017-DSE
LS
PAPER 1
HONG KONG EXAMINATIONS AND ASSESSMENT AUTHORITY
HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION 2017
LIBERAL STUDIES PAPER 1
8:30 am – 10:30 am (2 hours)
This paper must be answered in English
(1) This paper consists of three questions. Answer ALL questions.
(2) The Question-Answer Book is inserted into this Question Paper. Write your answers in the
spaces provided in the Question-Answer Book. Answers written in this Question Paper will NOT be marked.
(3) Do not write in the margins. Answers written in the margins will not be marked.
(4) After the announcement of the start of the examination, you should first write your Candidate Number in the space provided on Page 1 of the Question-Answer Book and stick barcode labels in the spaces provided on Pages 1, 3 and 5.
(5) Supplementary answer sheets will be supplied on request. Write your Candidate Number, mark the question number box and stick a barcode label on each sheet, and fasten them with string INSIDE the Question-Answer Book.
(6) No extra time will be given to candidates for sticking on the barcode labels or filling in the question number boxes after the’Time is up’announcement. 
(7) Candidates are reminded that this subject emphasises the ability to present and support points of view in a clear, concise and logical manner, rather than the ability to recall facts. 
Not to betaken away before the end of the examination session
2017-DSE-LS 1-1
| African | 57.5 | 69.8 | 67.8 | 70.3 | 18.6 |
| South Asian | |||||
| (Indian/
Nepalese/ Pakistani) |
58.3 | 70.0 | 68.4 | 70.0 | 21.7 |
| U.S. American/
European |
85.7 | 87.7 | 87.5 | 88.7 | 66.4 |
| Japanese | 91.2 | 91.2 | 89.9 | 92.9 | 71.6 |
Data-response Questions
Answer all the questions in this paper.
1. Consider the following sources:
Source A: An extract from a research report in 2012
Acceptance of Different Ethnic Minority Groups by HongKong Ethnic Chinese
Percentage of HongKong ethnic Chinese agreeing with the following
statements:
I accept living I accept I accept I accept
col of I g gd
ethnic the following ethnic the following ofthe
grmsohe y grphe following 
same floor. groups. clam. groups. ority
Source B: An extract from a journal article in July 2011
Below are some views from ethnic minority youths living in HongKong:
• I am a Pakistani, but I don’t feel like one since I have been living in Hong Kong all the time. I also don’t consider myself to be Chinese. There are some things that Chinese do, but I don’t. However, I do view HongKong as my home and I wish to stay here when I grow up.
. I have a few, but not very close, Chinese佑ends even though I have already lived in Hong Kong for over 10 years. Usually I just hangout with Indian friends.
• I think it is almost impossible forme togo to university here. I can speak fluent Cantonese, but I cannot write or read Chinese properly, even though I am already in Primary Six. I dream of becoming a policeman in the future, but I am not sure if I can meet the entry requirements for the police force.
Source C: An extract from a newspaper commentary dated 30 May 2013
| A Hong Kong Chinese youngster said, “I grew up in this melting pot of cultures. In Hong Kong, ethnic integration is a way of life. My friends are from everywhere: Indonesia, Canada, Singapore, Japan, France, India, Pakistan and America, some my former secondary school classmates and some my current colleagues. We love having gatherings with friends at restaurants serving cuisines from different parts of the world, such as Korea, Japan, India, Thailand and Indonesia.” |
(a) Describe the pattern of acceptance of different ethnic minority groups by Hong Kong ethnic Chinese as shown in Source A. (4 marks)
(b) From Sources A and B, identify and explain two factors that might affect the aspirations of ethnic minority youths for their future in HongKong. (6 marks)
(c) ‘Hong Kong is an ethnically integrated society.’ To what extent do you agree with this view?
Explain your answer with reference to the sources provided and your own knowledge. (8 marks)
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2. Consider the following sources:
Source A
Life is now
very good in
China!
Source B
The Average Annual Income of Families in China (2015)
Average Annual Income (Yuan RMB)
| Income of the bottom 20% of families in rw·al areas
Income of the top 20% of families in rural areas |
6 518
142 003 |
| Income of the bottom 20% of families in urban 訌eas | 20 360 |
| Income of the top 20% of families in urban areas | 235 894 |
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Source C: Adapted from newspaper reports dated 21 October and 16 December 2015
In 2015, the President of the People’s Republic of China, Xi Jinping, stated in a poverty reduction and development forum that the target for the next five years is to help the existing approximately 70 million rural poor out of poverty. In most of the poorest regions in China, people still face difficulties in obtaining various basic necessities: including drinking water, electricity, transportation, education and medical services. These poor regions tend to be environmentally fragile areas. The unreasonable development and exploitation of these places can easily lead to a worsening of their environmental conditions.
Many observers have already warned China of the possible enviromnental impact of the consumption habits and lifestyles of the large middle class. Although economic development in China in the last 30 years has created huge wealth and allowed hundreds of millions of people to escape from poverty, increasing industrial production has led to serious water and land pollution in China. The relatively wealthy population living in the eastern part of China is also facing serious enviromnental challenges from air, water and land pollution.
A senior government official stated that ten million poor people in China have to be relocated to reduce poverty, involving a capital input of 600 billion yuan RMB over the next five years. This plan is to move poor people living in places which are inaccessible, ecologically fragile, and with a high cost and difficulty of poverty reduction, to places where basic living conditions are provided. 37% of them will be moved to cities and 63% to other villages.
(a) Using Source B, elaborate on the phenomenon shown in Source A. (4 marks)
(b) From Source C, explain one impact that poverty reduction might have on the environment in China. (4 marks)
(c) ‘Relocating the rural poor can reduce poverty in China significantly.’ Suggest and explain one
argument supporting this claim and one argument opposing this claim, using the sources provided. (7 marks)
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3. Consider the following source:
Graphs Aand B show fmdings from a 2015 survey on the levels ofhappiness and satisfaction with quality oflife in Singapore and Hong Kong. In the survey, respondents were asked to rate, on aten-point scale, their personal feelings ofhappiness and also their satisfaction with six dimensions ofquality oflife.
Graph A: The Levels of Happiness* in Singapore and HongKong
| 8 7 6 5 4
2 3 1 un4n |
Singapore | A\3·五`··?．t.58·懌~-
.· 6.98 Hong Kong · l |
*Respondents rated their personal feelings of happiness on a ten-point scale: IO = happiest, I = least happy.
Graph B: Satisfaction with Quality ofLife # in Singapore and HongKong
7.62
Political and
social
conditions
Economic conditions
Environmental conditions
Medical and healthcare conditions
Entertainment
and
recreational
conditions
Housing
conditions
Dimension of quality of life
Respondents rated their satisfaction with each dimension of quality of life on a ten-point scale: 10 = most satisfied, I = least satisfied.
(a) Based on the source, compare the levels ofhappiness in Singapore and HongKong, and compare the patterns ofsat1sfactton with quality oflife in these two places. (5 marks)
(b) Based on the source, explain which two dimensions of quality of life in Hong Kong should be given priority for enhancement in order to raise the level ofhappiness in Hong Kong. For each 
dimension you have mentioned, suggest and explain one way by which the satisfaction with quality oflife in that dimension could be enhanced in HongKong. (8 marks)
END OF PAPER
Sources ofmaterials used in this paper will be acknowledged in the booklet f/KDSh'{!Ulwlion Papers published by the HongKong Examinations and Assessment Authority at a later stage.
2017-DSE-LS 1—6
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