...For the first half of the 20th century, China faced political chaos. Following a revolution in 1911, which overthrew the Manchu dynasty, the new Republic failed to take hold and China continue to be exploited by foreign powers, lacking any strong central government. The Chinese Civil War was an attempt by two ideologically opposed forces – the nationalists and the communists – to see who would ultimately be able to restore order and regain central control over China. The struggle between these two forces, which officially started in 1927, was interrupted by the outbreak of the Sino-Japanese war in 1937, but started again in 1946 once the war with Japan was over. the results of this war were to have a major effect not just on China itself, but on the international stage. Long-term causes of the Chinese Civil War[edit] Socio-economic factors[edit] Summary of Socio-economic factors In 1900, China was ruled by the imperial Manchu dynasty. The vast majority of the population were peasants. Their life was hard, working the land, and most were extremely poor. It was the peasants who paid the taxes that in turn paid for the great Manchu imperial court.It was also the peasants who faced starvation during floods or droughts, as their subsistence farming techniques often left them with barely enough to feed their families. The population in China grew by 8 per cent in the second half of the 19th century, but the land cultivated only increased by 1 per cent. This imbalance made famines...
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...between two ideologically opposed forces - the Nationalists Guomingdang (GMD) and the Communists People Liberation Army (CCP) – to see who could ultimately restore power and regain central control over China. As Historian Jonathan Spence argues, the Chinese Civil War should refer more narrowly to this latter conflict between 1946 and 1949, as this produced a decisive result. Although there are many causes to the outbreak of the war, the main long term, mid-term, immediate and catalyst causes will be discussed. The overthrow of the Manchu Dynasty coupled with the Warlord era, followed by the ideological divide between the CCP and the GMD during the First United Front led to the catalyst cause during the Sino-Japanese war, in which the two parties truly showed the extent to which they will go to, to become the leader and unifier of the country, unleashing the ultimate trigger to the outbreak of the Chinese Civil War. The most significant long term cause of the civil war in China was the collapse of the Qing Dynasty, as it played a fundamental role in creating the conditions for the event. The Qing government became weakened economically, socially and politically from internal and external threats by the end of the 19th century. European imperialist powers and Japan forced their way into China to take advantage of trading possibilities, gaining rights and concessions in over 80 ports. Britain’s victory in the opium wars from 1839 to 1842 ended with the Treaty of Nanjing, where Britain...
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...At the turn of the 20th century China was the world's oldest continuously extant civilization, being four thousand years old, but, a mere twenty years later that bastion of civilization was thrown into turmoil and discord by the arrival of western civilizations who brought with them a new ethos and dictum on the structure of society that, would open the eyes of the insular Chinese people and awaken the great sleeping dragon, that would propel them into modernity. A number of factors were present in China at the turn of the century that would led to the gradual establishment of Communist rule under the charismatic, enigmatic Mao Zedong. At the time of the CCP's inception in 1920 China was a deeply divided socially, economically and politically backward country ruled by self-serving, despotic war-lords and encumbered by foreign powers who held unequal treaties which entitled them to special economic and territorial privileges in China, a source of great discontent to the Chinese people. This great social upheaval gave rise to new and more radicalized schools of thought, led by disenchanted intellectuals who strove to unify China and rid her of her many tyrannical overlords.The Nationalist KMT Party were the Communists main contender for power; not only were they the public face of politics in China, they also had the backing of Soviet Russia, but, over time Chiang Kai-Shek and the KMT would come to represent consummate despotism; Siphoning of public funds, their brutality towards...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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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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...Table of Contents * Introduction 1 Evolution of Management Philosophies and Theories 2 Management Philosophies and Theories before 20th Century 2 Management philosophies and Theories during 20th Century 3 Management Philosophies and Theories after 20th Century 5 Scientific Management Theory 6 Bureaucratic Management Theory 6 Human Relations Movement 6 Traits of Progressive Management Development Programs 7 Contingency Theory 7 Systems Theory 7 Chaos Theory 8 Reputable Management Gurus and Contributors 9 Roger Martin 9 Frederick Winslow Taylor 10 Linda A. Hill 12 Vijay Govindarajan 14 Coimbatore Krishnarao Prahalad 16 Conclusion 17 References 18 Introduction Administration is the function of industry concerned in the determination of corporate policy, the co-ordination of finance, production, and distribution, the settlement of the compass of the organization, and the ultimate control of the executive. Meanwhile, management is the function in industry concerned in the execution of policy, which is within the limits set up by administration, and the employment of the organization for the particular objects set before it. Although literature on the field of business management dates back to the late nineteenth century, the study of human service management and administration is relatively recent. Most of the literature has come from the field of non-profit management such as social work, the arts, education, research, science, religion, philanthropy,...
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...The Origins of Managerial Thought Pre-Industrial Revolution Influences 1000 BC perceptive officials in China were writing about how to manage and control organized human activity Egyptians and Romans implemented management systems as well late Middle Ages (15th and 16th centuries) Venice and Florence were managing with ‘modern’ procedures Industrial Revolution in England beginning of the end of the domestic production system= steam engine (1765) factories established themselves in England and to create maximum efficiency, division of labor began (championed by Adam Smith, a founder of modern econ) aside from how to divide up work efficiently, another issue was how to manage these factories’ entrepreneurs or factory owners began to implement management systems (ex. Robert Owen and Charles Babbage) Industrial Revolution in America America flourished during IR due to abundance of raw materials and natural resources also gained an advantage from the early trail and error of their English counterparts revolution began in textiles Railroads=first systematic thinking emerged about how to manage a company more effectively since RR has to organize, coordinate, and supervise multiple operations in widely geographical locations * Pioneers: The Scientific Management Approach rapid growth in # and size of factories in 1865 resulted in increased attention to the issue of how to improve industrial efficiency pro engineers began to address problem in 1880s Henry R. Towne and...
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...The Boxer Uprising (1898-1901), also known as ‘Yi Ho Tuan’ Movement, was a major peasant uprising marked by anti-Manchu and anti-foreign sentiments. In the period after the Opium Wars, the nature of Sino-Western relations had changed, leading to a scramble for concessions. This had exposed the inefficacy of the Manchus. Simultaneously, it had intensified the socio-economic crisis already prevalent in the 19th century. This essay attempts to analyze the causes, nature and impact of the Boxer Movement. Causes 1. A study of the traditional Chinese society and economy is imperative to trace the origins of the Uprising. The Chinese society was strictly compartmentalized by the principles of Confucianism. The society was highly stratified and had a rigid and inflexible hierarchical structure. A unique combination of power, wealth and knowledge defined the gentry or the elite class. The peasantry was the ‘exploited’ class, the taxpayers, who despite the theoretical emphasis on ‘career open to merit’ could rarely attain gentry status. The growing tax burden and exploitation caused discontent among them and though they remained placid, the simmering of discontent was always there. However, peasant uprisings, though a frequent occurrence, were spontaneous and scattered and so easy to suppress. The growing unrest culminated into agitation, and found expression in the Boxer Movement. 2. A series of natural calamities in the late 19th century intensified the discontent...
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...SPOTLIGHT ON HBR AT 90 Spotlight About the Spotlight Artist Each month we illustrate our Spotlight package with a series of works from an accomplished artist. We hope that the lively and cerebral creations of these photographers, painters, and installation artists will infuse our pages with additional energy and intelligence to amplify what are often complex and abstract concepts. This month we showcase the “rayographs” of Man Ray, the modernist giant. Born in Philadelphia, Ray moved to Paris in 1921, where he experimented with painting, filmmaking, sculpture, and, of course, photography. He created his rayographs by placing objects directly onto photosensitive material and exposing them to light. View more of the artist’s work at manraytrust.com. ARTWORK Man Ray, Rayography “Champs délicieux” n°08, 1922, rayograph hbr.org Walter Kiechel III is a former editorial director of Harvard Business Publishing, a former managing editor of Fortune, and the author of The Lords of Strategy (Harvard Business Review Press, 2010). The Management Century by Walter Kiechel III November 2012 Harvard Business Review 63 Spotlight on HBR AT 90 If you want to pinpoint a place and time that the first glints of the Management Century appeared on the horizon, you could do worse than Chicago, May 1886. There, to the recently formed American Society of Mechanical Engineers, Henry R. Towne, a cofounder of the Yale Lock Manufacturing Company...
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...Higher Level History Notes 19th Century Russia The Russian people are descendants of the ‘Rus’ who are thought to be a mixture of Scandinavian and Slavic origin and settled in that region out of ± 800 AD Byzantine Empire A major legacy of the Byzantine Empire for the Russians was the eastern orthodox or Greek Orthodox Church With the decline of Byzantium came a wave of conquest from the East, the Mongols until the 15th century (Tatars). To a large extent, the Mongols allowed Russians to maintain their way of life: - Slavic based languages including writing system (Cyrillic) - Orthodox religion The Russians adopted much from Asian culture and this led western Europeans to think less of the Russians Geographically Russia was isolated from the rest of Europe: - Entirely land locked (mostly) - Huge Plains of Eastern Europe prevented overland travel During these early years there were a series of muscovite princes based in Moscow and called themselves Tsars. By the 17th century the Romanov family became the ruling dynasty: - Alexander I (1801-1825) - Nicholas I (1825-1855) - Alexander II (1855-1881) - Alexander III (1881-1894) - Nicholas II (1894-1917) Under the rule of Peter the Great (1689-1728) Russia grew greatly in size and entered the European World www.ibscrewed.org The Russia of 1800 was one of the greatest autocracies in Europe where: - The Tsar’s rule was absolute - There was a small...
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...History of International Relations – HIR THE ESSAY Student Name: Hoang Phuong Student ID: DVB07- 0097 - 2014 Tutor: Prof. John Welfield Topic: Why did the leaders of the Meiji government in Japan decide to construct a great empire in Asia? Analyse the implementation of Japan’s Imperial Grand Strategy during the Meiji, Taisho and early Showa eras (i.e 1868 – 1945). Why did Japan’s imperial project end in disaster? What lessons can be draw? Word count (excluding references): 3857 The world in 19th century had seen the breakdown and collapse of numerous empires and kingdoms of Europe and Asia: first The Holy Roman Empire in 1806, then the defeat of Waterloo (1815) - which marked the end of Napoleonic Era, moreover, 19th century also witnessed the decline of the Ottoman Empire. On the other hand, this paved the way for other nations like England, France, Russia or China, to rise as new powers. During that time, Japan had dynamic political changes - the hundred-years-peace concreted by the Tokugawa Shogunate could not last any longer as the spread of Western imperialism was becoming larger in Asia. Therefore, the government of the Meiji realized that: Japan should become an Empire and emerge as the paramount Asian power along with her European counterparts, to maintain the balance of power so as to develop its national interests–...
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...interdependence of national systems of production and exchange and the ―financialization‖ of the world (revealed by the American subprime crisis in 2007)—has polarized public opinion. The problems stemming from economic globalization dominate the news: the outsourcing production in search of cheaper labor costs; the decreasing efficiency of national juridical and fiscal regulation; the waning of the very idea of sovereignty; the growing constraints within which politicians can act; the emergence of a small class of the immensely rich alongside the billions of poor; the rise of new financial actors—pension funds, hedge funds, and sovereign wealth funds—capable of destabilizing or seizing control of entire realms of the economy; and the emergence of China and India as new global economic actors, as their companies storm the industrial bastions of the United States and Europe. Should one be for or against globalization? Can we turn our backs on globalization, and return to national or regional systems of production and exchange that are autonomous, even autarkic? Is the large cosmopolitan corporation the new leviathan—a monster that must be slain—or a force for human progress? It is tempting to reduce the debate over the economy of the twenty-first century to a simple alternative: being for or against globalization. Yet in my view, this would be a mistake. The growing interdependence of human society and our planet is irreversible, as is the 1 interdependence between humanity and the...
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...GSICS Working Paper Series Infrastructure Development for the Economic Development in Developing Countries: Lessons from Korea and Japan Byoungki KIM No. 11 November 2006 Graduate School of International Cooperation Studies Kobe University Infrastructure Development for the Economic Development in Developing Countries: Lessons from Korea and Japan Byoungki KIM Abstract Infrastructure is indispensable to achieve the main development targets in developing countries, such as urbanization, industrialization, export promotion, equitable income distribution, and sustainable economic development. Late developing countries can benefit from previous development experience provided they choose the right model1. However, the relationship between infrastructure and economic growth is still frequently debated. This paper will examine the experience of Korea and Japan in infrastructure development for economic growth to acquire some valuable lessons that infrastructure development contributes to economic development in developing countries. 1. Introduction The lack of infrastructure is hindering the economic growth in many developing countries2. Infrastructure investment has the effects of contributing to increase the productivity and it is expected to contribute to future economic growth in developing countries where infrastructure is still insufficient. Therefore, infrastructure development is one of the most integral parts of the public policies in developing countries...
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...rP os t HAR VA R D B U S I N E SS S C H O O L P R E SS op yo The End of Management? E xc e r p t e d fro m The Future of Management By Do No tC Gary Hamel with Bill Breen Harvard Business School Press Boston, Massachusetts ISBN-13: 978-1-4221-2509-0 2509BC This document is authorized for use only by Juan Pablo Pimiento at UNIVERSIDAD AUTONOMA DE BUCARAMANGA UNAB until August 2013. Copying or posting is an infringement of copyright. Permissions@hbsp.harvard.edu or 617.783.7860. rP os t op yo Copyright 2007 Harvard Business School Publishing Corporation All rights reserved Printed in the United States of America This chapter was originally published as chapter 1 of The Future of Management, copyright 2007 Harvard Business School Publishing Corporation. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of the publisher. Requests for permission should be directed to permissions@hbsp.harvard.edu, or mailed to Permissions, Harvard Business School Publishing, 60 Harvard Way, Boston, Massachusetts 02163. Do No tC You can purchase Harvard Business School Press books at booksellers worldwide. You can order Harvard Business School Press books and book chapters online at www.HBSPress.org, or by calling 888-500-1016 or, outside...
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