This booklet is the first unit of a training course developed for Air Reserve personnel about the military forces of Communist countries. This unit discusses China and includes background information, review questions, and a list of suggested readings for further study.

This booklet is the sixth unit of a training course developed for Air Reserve personnel about the military forces of Communist countries. This unit discusses China's relationships with other countries and includes background information, review questions, and a list of suggested readings for further study.

This booklet is the first chapter of a training course developed for Air Force Reserve personnel about the military strength of communist countries. This chapter discusses the military doctrine of both the Soviet Union and China and includes background information, analysis, review questions, and a list of readings for further study.

This booklet is the first chapter of a training course developed for Air Force Reserve personnel about the Cold War's impact on world affairs. This chapter discusses the conflict between China and the Soviet Union and includes background information, analysis, review questions, and a list of readings for further study.

This booklet is the third chapter of a training course developed for Air Force Reserve personnel about the Cold War's impact on world affairs. This chapter discusses "the progress made by the Republic of China since 1949, the problems it has overcome, its status today, and its prospects for the future" (p. 2). This booklet includes background information, analysis, review questions, and a list of readings for further study.

The problem of this dissertation was to examine certain changes in the age and sex hierarchy, extending from the traditional family to the family in Nationalist China and Communist China, with special emphasis from 1959 to 1975, and the relationship between education and the family. Discrepancies between the ideal and the actual structures in those changes are noted. Chapter XI is the summary and conclusions of the study. Possible future trends of the Chinese family are examined and further studies are suggested.

This research seeks to answer why and which Chinese people go to the street to protest. I argue that different sectors of Chinese society differ from each other regarding their tendencies to participate in protest. In addition to their grievances, the incentives to participate in protest and their capacities to overcome the collective action problem all needed to be taken into account. Using individual level data along with ordinary binary logistic regression and multilevel logistic regression models, I first compare the protest participation of workers and peasants and find that workers are more likely than peasants to participate in protests in the context of contemporary China. I further disaggregate the working class into four subtypes according to the ownership of the enterprises they work for. I find that workers of township and village enterprises are more likely than workers of state-owned enterprises to engage in protest activities, while there is no significant difference between the workers of domestic privately owned enterprises and the workers of foreign-owned enterprises regarding their protest participation. Finally, I find that migrant workers, which refers to peasants who move to urban areas in search of jobs, are less likely than urban registered workers to participate in …

The purpose of this study is fourfold: to show why and how Communism is emerging in China; to explain the special characteristics of the Chinese Communists and their tactics; to indicate the effect of Communism on the people of China; and to attempt an analysis of the attitude the Chinese Communists manifest toward the United States and Russia. Special emphasis will be laid upon the conflict between the Kuomintang (Nationalists) led by Chiang K'aishek and the Communists led by Mao Tze-Tung.

This report chronicles major developments in U.S. - China relations during the Clinton Administration, and in the 103rd through the 106th Congresses, from late 1992 to 1999.

Since the violent military crackdown around Tiananmen Square, most Western observers have struggled to understand and explain three major questions concerning the Chinese situation: first, why a forward-looking and reform-minded Chinese leadership chose such violent force over a more accommodating approach toward the peaceful public protests of June 1989; second, how to assess current political and economic conditions in China in light of Tiananmen Square; and third, what the events of the last two years mean for China's future prospects.

China Run is a 92 1/2 minute documentary film which portrays an ultramarathon runner's record-setting 2,125 mile run across China in 53 days, starting at the Great Wall north of Beijing and concluding in Guangjhou (Canton). It is a story of the difficulties, both physical and emotional, suffered by the runner, as well as the story of his encounters with the people of China.

This thesis is a study of China's industry and how it was impacted by war.

Report that reviews the relationship between the United States, Taiwan, and China, and comprehensively reviews the evolution of the "one China" issue as it has been articulated in key statements by Washington, Beijing, and Taipei.

This report provides background information regarding U.S. policy on "One China". The second part of this report discusses the highlights of key statements by Washington, Beijing, and Taipei.

This report provides background information regarding U.S. policy on "One China". The second part of this report discusses the highlights of key statements by Washington, Beijing, and Taipei.

This report provides background information regarding U.S. policy on "One China". The second part of this report discusses the highlights of key statements by Washington, Beijing, and Taipei.

In Part I, this CRS report discusses the policy on “one China” since the United States began in 1971 to reach understandings with the People’s Republic of China (PRC) government in Beijing. Part II documents the evolution of the “one China” principle as articulated in key statements by Washington, Beijing, and Taipei. The U.S. policy on “one China” has evolved to cover three issues: sovereignty, peaceful resolution, and cross-strait dialogue.

Despite apparently consistent statements in over three decades, the "one China" policy concerning Taiwan remains somewhat ambiguous and subject to different interpretations. Questions have arisen about the policy itself and about the policy in relation to U.S. interests regarding peace and stability. This report discusses U.S. policy on the "one China" policy in regards to three major issues: sovereignty, use of force, and cross-strait dialogue. Since the mid-1990s, U.S. interests in preventing conflict across the Taiwan Strait have been challenged by China's military modernization and Taiwanese moves toward independence that have been perceived in Beijing as provocative. This report describes these issues in detail, including relevant legislation.

In Part I, this CRS report discusses the policy on “one China” since the United States began in 1971 to reach understandings with the People’s Republic of China (PRC) government in Beijing. Part II documents the evolution of the “one China” principle as articulated in key statements by Washington, Beijing, and Taipei. The U.S. policy on “one China” has evolved to cover three issues: sovereignty, peaceful resolution, and cross-strait dialogue.

In Part I, this CRS report discusses the policy on “one China” since the United States began in 1971 to reach understandings with the People’s Republic of China (PRC) government in Beijing. Part II documents the evolution of the “one China” principle as articulated in key statements by Washington, Beijing, and Taipei. The U.S. policy on “one China” has evolved to cover three issues: sovereignty, peaceful resolution, and cross-strait dialogue.

This report describes Taiwan's governmental structure, politics, economy, relations with its neighbors, and ongoing sovereignty disputes with China which have intensified recently. U.S. relations with Taiwan and legislation related to Taiwan in the 115th Congress is also discussed.

The purpose of the present study is to compare and to analyze the responses of two opposing groups of writers to the following questions. First, did a capitalistic stage of development occur in China? Second, what factors or conditions are responsible for the retardation or absence of capitalism? One group of writers is composed of Western social scientists, and the other of Chinese Communist writers.

Outer Edges of the Middle Kingdom is a narrative by the author about his two years as a teacher in the People's Republic of China. Organized chronologically, the account begins in August, 1985, and ends in June, 1987. The narrator describes meeting students at Tianjin University, Tianjin, China, designing English classes for English majors, daily episodes in the classroom, and interaction with Chinese colleagues. The narrative alternates between life on a university campus and extensive trips the narrator made to various cities in China, including Beijing, Shanghai, Chengdu, Kunming, Guilin, Harbin, Hohot, and Guangzhou. Also recounted are the narrator's reactions to the student demonstrations of December, 1986, and the resulting anti-bourgeois liberation campaign of January-April, 1987.

The purpose of this study was to investigate the curricular content of elementary music in China between 1912 and 1982. The questions addressed were: (1) What changes in elementary music resulted from China's becoming a republic in 1912? (2) What changes in elementary music resulted from China's becoming a socialist country in 1949? (3) What changes in elementary music in the People's Republic of China resulted from the Anti—Rightist Struggle Movement in 1957? (4) What changes in elementary music in the People's Republic of China resulted from the Cultural Revolution (1966-1976)? (5) Have changes occurred in elementary music in the People's Republic of China since the beginning of the reform movement in 1978? (6) Did any of the changes affect curricular goals, contents, methods, required materials, and instruction time allotted in a like manner, or did some of these components remain the same while others changed? (7) Were the changes important enough to attribute them to a changed political ideology? After translating all pertinent documents, the goals, contents, methods, materials, and time allotted for the elementary music curricula between 1912 and 1982 were listed and identified. Subsequently, the areas of focus within those categories as well as changes in focus …