...The Emergence of New Imperial Powers The Qing dynasty in China was most powerful during 1683-1839 in the rules of Kangxi, Yongzheng and Qianlong emperors, which the Western called the “High Qing”. However, in 1840, Chinese was hardly beaten by Britain in the Opium War, followed by another failure in the second Opium War in 1858, which they were forced to sign unequal treaties. Eventually, they realized the gap between the West and China and therefore started the Self-Strengthening Movement to study Western science, technology and machine manufacturing. Around the same period, Japan, recognizing how China had been made to concede their power, started to feel pressure from the increasingly rising of Western power. Finally, during the Japanese Ansei era, Japan too was forced to sign an unequal treaty- Ansei Five-Power Treaties, which triggered a movement that led to enormous changes in Japan's political and social structure- the Meiji Restoration. In 1894, the Sino-Japanese War broke out. Japan won the war and emerged as a new imperial power. The Sino-Japanese War demonstrated the success of Japan’s Meiji Restoration as well as the failure of the Qing Empire's Self-Strengthening Movement. As both movements were drove by similar incidents, “Why did Japan succeed and not China?” In this paper, I will compare the two movements and draw out factors that led to Japan’s success. Due to the contrast in their history backgrounds, the two countries showed different attitudes toward...
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...In this section (weeks 5-8) we have traced the evolution of military institutions and technologies in the Non-Western world (primarily East Asia) and how they pertained to broader social and political developments. Can you discern any particular patterns in how various states responded to particular types of military challenges? Choose a particular place and time (for example, Tang dynasty China) and discuss the relationship between social and institutional developments and the use of specific military tactics and technologies. Nathan Wells While it has long been realized that military challenges were key to the development of Western society; the Non-Western world by comparison has often received short shrift in relation to this subject. This is best illustrated by Kenneth Chase, who begins his work Firearms: A Global History to 1700 with this query: “Why was it the Europeans who perfected firearms when it was the Chinese who invented them?” (1) The underlying message of the statement therefore is that while the region (East Asia) might produce the occasional interesting moment for military history, the real determinants for military theory were occurring elsewhere. Chase’s complete thesis is a bit more pragmatic; hinging on the observation that constant emphasis on steppe warfare led East Asian powers to neglect the increasingly important gunpowder revolution. This seems a bit heavy-handed, however and fails to address the fact that firearms and the gunpowder revolution...
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...Chinese parents, who may even hold their arms to declare their endless fanaticism to this education model. Unfortunately, I do not have any resonance to them. As a student who grew up under that “unique” education system, I have much more understandings and sentiments to its malpractices. A Chinese government official once said: “The West relies on advanced science and technology from immigrants.” The sentence is too assertive and goes so far on their single aspect. The evaluation of the government could only be in the “community” spread instead of being recognized by the other countries in the worldwide. The most significant feature of China’s education is the set of the education system. The schools in China prefer indoctrination; therefore, Chinese students have very strong foundation, which a disadvantage to them. The reason of that phenomenon is Chinese students always afraid of new challenges. Compare with the students in the United States, Chinese students’ creativity is much worse. Whether it is from course reports, designing reports or final exams, Chinese educational institutions pays great attention to if the students fit into the “standards”. Chinese schools are both the stressful and stale places, forcing students to remember facts in order to excel in tests. (1) Neuroscientists know that stress hampers the ability of the brain to convert experiences into memory, and psychologists know that rewarding students...
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...fascinating to research about how one character can be described in such different ways. With that being said, I have to mention a particular woman called CIXI, sometimes Tzu Sih, in some cases China’s last empress or even Yehenara. Cixi, as most of the scholars call her, was one of the last rulers in China Imperial times and one of the most powerful in whole China. This...
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...www.GetPedia.com History of China: Table of Contents q q Historical Setting The Ancient Dynasties r r r Dawn of History Zhou Period Hundred Schools of Thought q The Imperial Era r r r r r r First Imperial Period Era of Disunity Restoration of Empire Mongolian Interlude Chinese Regain Power Rise of the Manchus q Emergence Of Modern China r r r r r r Western Powers Arrive First Modern Period Opium War, 1839-42 Era of Disunity Taiping Rebellion, 1851-64 Self-Strengthening Movement Hundred Days' Reform and Aftermath Republican Revolution of 1911 q Republican China r r r Nationalism and Communism s Opposing the Warlords s Consolidation under the Guomindang s Rise of the Communists Anti-Japanese War Return to Civil War q People's Republic Of China r r Transition to Socialism, 1953-57 Great Leap Forward, 1958-60 r r r r r Readjustment and Recovery, 1961-65 Cultural Revolution Decade, 1966-76 s Militant Phase, 1966-68 s Ninth National Party Congress to the Demise of Lin Biao, 1969-71 s End of the Era of Mao Zedong, 1972-76 Post-Mao Period, 1976-78 China and the Four Modernizations, 1979-82 Reforms, 1980-88 q References for History of China [ History of China ] [ Timeline ] Historical Setting The History Of China, as documented in ancient writings, dates back some 3,300 years. Modern archaeological studies provide evidence of still more ancient origins in a culture that flourished between 2500 and 2000 B.C....
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...Authoritarianism Authoritarianism is a form of social organization characterized by submission to authority. It is usually opposed to individualism and democracy. In politics, an authoritarian government is one in which political authority is concentrated in a small group of politician. Characteristics Authoritarianism is characterized by highly concentrated and centralized power maintained by political repression and the exclusion of potential challengers. It uses political parties and mass organizations to mobilize people around the goals of the regime. Authoritarianism emphasizes the rule of the few; it often includes election rigging, political decisions being made by a select group of officials behind closed doors, a bureaucracy that sometimes operates independently of rules, which does not properly supervise elected officials, and fails to serve the concerns of the constituencies they purportedly serve. Authoritarianism also tends to embrace the informal and unregulated exercise of political power, a leadership that is "self-appointed and even if elected cannot be displaced by citizens' free choice among competitors," the arbitrary deprivation of civil liberties, and little tolerance for meaningful opposition; A range of social controls also attempt to stifle civil society, while political stability is maintained by control over and support of the armed forces, a pervasive bureaucracy staffed by the regime, and creation of allegiance through various means of socialization and...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...recent developments and long-term changes in the economy of China. He delivered this paper at A History Institute for Teachers, March 19–20, 2011 on “China and India: Ancient Civilizations, Rising Powers, Giant Societies, and Contrasting Models of Development,” held at the University of Pennsylvania. This History Institute was co-sponsored by The Foreign Policy Research Institute’s Wachman Center as well as by three centers at the University of Pennsylvania – Center for East Asian Studies, South Asia Center, and Penn Lauder CIBER (Center for International Business Education and Research). 1 China’s remarkable economic boom, now in its fourth decade, has spawned numerous discussions of “China’s Rise.”2 Beijing’s self-congratulatory slogan “China’s peaceful rise” has advanced this theme. From a historical perspective, however, this terminology seems misplaced. Both the Ming (1368-1644) and Qing (1644-1912) empires occupied key positions in Asian trade and diplomacy. Crude figures compiled by Angus Maddison, author of several sweeping studies of global economic history, show China contributing nearly one-third of global output as late as 1820. The great boom of the late twentieth century has enabled China to regain some of the global economic weight and leverage that the Middle Kingdom enjoyed during the Ming and much of the Qing eras. The industrial revolution pushed European and North American productivity far ahead of China and India, former giants whose combined share of global output...
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...legal code, reformed Bureaucracy Tang Taizong: The founder of the Tang Dynasty, he expanded China to include all that the Han had had and more. Wu Zhao: The only woman to ever declare herself empress, she was a member of the Tang Dynasty. Grand Canal: The 1,100-mile waterway linking the Yellow and the Yangzi Rivers. It was begun in the Han period and completed during the Sui Empire. Zhao Kuangyin: Founder of Song dynasty; originally a general following fall of Tang; took title of Taizu; failed to overcome northern Liao dynasty that remained independent. Li Bo: Most famous poet of the Tang era; blended images of the mundane world with philosophical musings. 2) tributary state: A country that pays tribute in money or goods to a more powerful nation Pagoda: Buddhist temples with many-storied towers; this was adapted from the Chinese 3) The dynasties returned the Middle Kingdom back to its old glory. a) Under the Tang and Song dynasties the emperor ruled over a splendid court filled with aristocratic families. The two main classes of society were the gentry, wealthy landowners, which valued scholarship more than physical labor, and the peasantry, who worked the land and lived off of what they produced. Then the merchants had a lower status in society. Merchants had such a low status in society because according to Confucianism their riches came from the labors of others. a) China painting involves the same techniques as calligraphy and is done with a brush dipped in black...
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...Taiwan Independence China and Taiwan have been confused of their identity or lack over for over two hundred years now. The two countries are so very different yet share the same past and if one country is not careful, the same future. Taiwan is a tiny democratic island located off the shore of China in the East China Sea. China, on the other hand, is a very large and strong communist country that Taiwan is working to break free from. Taiwan's struggle for independence from China has attracted the U.S.'s attention, but all the U.S. has done has put its figurative foot in its mouth. Now the U.S. is caught in a struggle that pins China against Taiwan to gain land for economic growth. Taiwan's history really begins in the 15th century when the Dutch brought slaves to work as migrant workers. Dutch arrived only to find aborigine people and no sign of any structure of the Chinese Imperial Government, so this meant that Taiwan was not part of China at that time. The slaves that where brought over were Chinese and when they were made to wed the aborigine women a new race was born: the Taiwanese. Taiwan then endured close to two hundred years of loose freedom with the immigration of coastal people from China increasing. These people that fled China were fleeing wars and famine on the communist coastal area. The freedom that Taiwan possessed was taken to the limit when, in 1870, the Taiwanese pirates captured American, Japanese, and French ships passing the island (Taiwan's History...
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...Abstract: The Diaoyu/Senkaku Islands have brought China and Japan into a bitter dispute for many decades. With regard to the real question of who owns sovereignty over the islands, the two claimants can not come to terms on several critical issues, such as whether the islands were terra nullius when Japan claimed sovereignty in 1895, whether Japan returned the islands to China after the Japanese defeat in WWII, and how their maritime boundary in the East China Sea should be demarcated according to international law. There is no ready solution to the longstanding stalemate, but the pending dispute could be shelved and managed from escalating into a military conflict. INTRODUCTION The Diaoyu Islands in Chinese or Senkaku in Japanese are a tiny group of islands, 6.3 km² in total, in the East China Sea. The islands consist of eight tiny insular formations, of which only two are over 1 km² (the Diaoyu/Uotsuri Island is the biggest one with 4.3 km²), five are completely barren, and none are currently inhabited or have had any kind of reported human economic activity. Notwithstanding these unfriendly natural features, the islands have brought China and Japan into a bitter dispute since 1960’s because of their strategic importance in terms of security and economy, as well as their significant political implications. The Diaoyu/Senkaku Islands are located approximately midway between the island of Taiwan and the Japanese Ryukyu Islands, around 120 nautical...
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...GNlu | US-CHINA RELATIONS | SUBMITTED TO:Dr.Aruna Kumar Malik | | SUBMITTED BY :ABHISHEK CHATTERJEE | REG NO :11A006 INDEX Introduction Pg 2 US China Comparison Pg 3 Brief History Of US-China Relations Pg 5 Conclusion Pg 21 INTRODUCTION Since the dawn of civilization there have been great nations, 5000 years back the Mesopotamian,Egyptian and Indus Valley Civilization were the super-powers,if not the only advanced civilization of their time,2000 years back we had the roman empire and the chineese,500 years back the mughal empire,the ottoman empire etc. The world order keeps on changing, the end of the first world war saw the rise of America along the ranks of other European superpowers like the British Empire,France and Germany and saw the fall of 2 superpowers,the ottoman and the Austria-hungry empire. The second world war ushered the modern world into a new world order. The United Nations was born and its membership suddenly grew. The United States brought about reconstruction of the war torn economies of Europe and Japan and ensured stable democracies for her new allies...
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...edict below was issued by the Kangxi emperor (1654—1722) on December 23, 1717. By this time, Kangxi had ruled China for over fifty years and placed the stamp of his thoughtful and inquiring mind on the workings of the imperial state. The ambitious rivals who threatened the throne at the outset of Kangxi's reign were long since under control. Oboi, Galdan, Wu Sangui, and Koxinga were all dead and the forces they commanded in vain efforts to achieve their aims followed them into oblivion. In the final years of the emperor's life, Kangxi was the master of a powerful and unified state. While one glimpses through this edict the emperor's sense of his own accomplishments, there are also ruminations on mortality and the concerns of ruling a state so vast and complex as seventeenth- and eighteenth-century China. One of the agonizing difficulties of the final years of Kangxi's reign was the problem of finding an appropriate successor. Until 1712, Kangxi favored his second son, Yinreng, but the erratic and conspiratorial behavior of the heir apparent made him an impossible choice. By the time of the 1717 edict, Kangxi appeared to favor Yinti, his fourteenth son, for the throne, but the document merely suggests how burdensome this problem had become and makes no explicit reference to how Kangxi intended to resolve it.[1] [1] "Unofficial histories" of the Qing era have suggested that Yinzhen (later Emperor Yongzheng), son number four (si), simply erased the character...
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...discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Asian Survey. http://www.jstor.org W i l l i a m a . Ca l l a h a n China’s Strategic Futures Debating the Post-American World Order a b S t r aC t This essay examines how China’s “harmonious world†foreign policy has unintentionally created opportunities for citizens to challenge elite discussions of foreign policy. Although they are relative outsiders, the essay argues that citizen intellectuals are a growing influence as a source of ideas about China’s future—and the world’s. K e y W o r d S : China, foreign policy, strategy, public intellectual, civil society Although we did not recognize it at the time, Beijing’s current assertive foreign policy started in September 2005 when Chinese President Hu Jintao delivered a major speech to a global audience at the United Nations. From the podium of the General Assembly, Hu introduced “Harmonious World†as a new concept of global politics, explaining that his goal was to “build a harmonious world of lasting peace and...
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