...previous page. FOREWORD TO THE SECOND EDITION OF QUOTATIONS FROM CHAIRMAN MAO TSE-TUNG (December 16, 1966) Lin Piao Comrade Mao Tse-tung is the greatest Marxist-Leninist of our era. He has inherited, defended and developed MarxismLeninism with genius, creatively and comprehensively and has brought it to a higher and completely new stage. Mao Tse-tung’s thought is MarxismLeninism of the era in which imperialism is heading for total collapse and socialism is advancing to world-wide victory. It is a powerful ideological weapon for opposing imperialism and for opposing revisionism and dogmatism. Mao Tse-tung’s thought is the guiding principle for all the work of the Party, the army and the country. Therefore, the most fundamental task in our Party’s political and ideological work is at all times to hold high the great red banner of Mao Tse-tung’s thought, to arm the minds of the people throughout the country with it and to persist in using it to command every field of activity. The broad masses of the workers, peasants and soldiers and the broad ranks of the revolutionary cadres and the intellectuals should really master Mao Tse-tung’s thought; they should all study Chairman Mao’s writings, follow his teachings, act according to his instructions and be his good fighters. In studying the works of Chairman Mao, one should have specific problems in mind, study and apply...
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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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...inspiration, intentions, and effects. I. Inspiration A. Rosa Luxemburg 1. Political systems a. Socialism b. Democracy 2. Character’s inspiration a. Marx b. Engels 3. Inspiration for others a. Women b. Low-Class Workers B. Klara Zetkin 1. Political Systems a. Socialism b. Democracy 2. Character’s inspiration a. Marx b. Engels 3. Inspiration for others a. Women b. Low-Class workers II. Intentions A. Rosa Luxemburg 1. Ambitions a) Equal right for the women b) Equal social standards for the workers 2. Activities a) Anti-War agitation b) Strikes 3. Ideology a) Social-Democracy b) Marxism B. Klara Zetkin 1. Ambitions c) Equal right for the women d) Equal social standards for the workers 2. Activities c) Anti-war agitation d) Strikes 3. Ideology c) Socialism d) Marxism III. Effects A. Rosa Luxemburg 1. Reputation a. Feminists b. Socialists 2. Accomplishments a. Equal rights b. International Women’s Day 3. Legacy a. Feminism movements b. Communism movements B. Klara Zetkin 1. Reputation a. Feminists b. Communists 2. Accomplishments a. Equal rights b. Party’s women’s movement 3. Legacy a. Feminism movements b. Communism movements In the human history we can find many human rights activists which tried...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...“The Origins of the Second World War” in order to examine the responsibilities, possibilities, and limitations of America’s international policies during the interwar years. Throughout this book, Offner introduces the readers to a new idea that states America may not have fought in the war until 1941, but America was a huge contributor before and during the beginning. He asserts that the way the United States handled international affairs between 1916 and 1940 played a huge role in the starting of another war to “end all wars”. Moreover, he accomplishes this feat by presenting each explanation in a way that all possible “causes” of the war seem as important or unimportant as the rest. Ultimately, Germany may have been blamed for World War II, but not a single great- or rising- power was innocent. Offner supports his idea using treaties and conventions that occurred between the years 1917 and 1941 that illustrate the foreign and...
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...Special Supplement: The Responsibility of Intellectuals Noam Chomsky FEBRUARY 23, 1967 ISSUE TWENTY-YEARS AGO, Dwight Macdonald published a series of articles in Politicson the responsibility of peoples and, specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt. He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history. To an undergraduate in 1945-46—to anyone whose political and moral consciousness had been formed by the horrors of the 1930s, by the war in Ethiopia, the Russian purge, the “China Incident,” the Spanish Civil War, the Nazi atrocities, the Western reaction to these events and, in part, complicity in them—these questions had particular significance and poignancy. With respect to the responsibility of intellectuals, there are still other, equally disturbing questions. Intellectuals are in a position to expose the lies of governments...
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...Imperial America EDGE Fall Quarter 2003 Tim Chueh Ambert Ho 12/5/03 What Is Imperialism? “Imperialism is the highest stage of capitalism…characterized by monopoly corporations and the compulsion to export capital abroad for higher profits. Unlike capitalism in the earlier stages, in the imperialist stage, capitalism has no more progress to bring the world…the cause of contemporary militarism” – Lenin “The policy, practice, or advocacy of seeking, or acquiescing in, the extension of the control, dominion, or empire of a nation, as by the acquirement of new, esp. distant, territory or dependencies, or by the closer union of parts more or less independent of each other for operations of war, copyright, internal commerce, etc.” – Oxford dictionary The word imperialism derives from “empire.” As such, it is useful to spend a bit of time to define the word. In working towards a minimal definition, Stanford Professor of Archaeology J. Manning in his first lecture on Ancient Empires starts with: “An empire is a territorially extensive hierarchically political organization.” Unfortunately this definition is too vague. All states encountered in human history are by definition hierarchical, and many nations today are vast compared to the...
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...Vietnam The Vietnam War or conflict as it was known was complex in its origins and followed France’s failure to suppress nationalist forces in Indochina, better known as Vietnam, Laos, and Cambodia, as it struggled to restore its colonial dominion after WWII. Led by Ho Chi Minh, a Communist-dominated revolutionary movement, the Viet Minh, waged a political and military struggle for Vietnamese independence that frustrated the efforts of the French and resulted ultimately in their leaving from the territory (Bowman, J. S.). Vietnam The U.S. Army’s first encounters with Ho Chi Minh were brief and generally sympathetic. During World War II, Ho Chi Minh’s anti-Japanese resistance fighters helped to rescue shoot down American pilots and supplied information on Japanese forces in Indochina. United States Army officers stood at Ho Chi Minh’s side in August of 1945 as he celebrated in the brief contentment of proclaiming Vietnam’s independence. Five years later, however, in a worldwide sense overwrought with ideological and military confrontation between Communist and non-Communist powers. Army advisers of the newly formed United States Military Assistance Advisory Group (MAAG), and Indochina, were assisting France against the Viet Minh. With combat rampant in mainland China and Korea experiencing a recent collapse to the Communists, the war in Indochina now became visible to Americans as one...
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...>>> español INTRODUCTION THEORY OF MODERNIZATION THEORY OF DEPENDENCY THEORY OF WORLD-SYSTEMS THEORY OF GLOBALIZATION A MODO DE COLOFON BIBLIOGRAPHY NOTES 1. Introduction The main objective of this document is to synthesize the main aspects of the four major theories of development: modernization, dependency, world-systems and globalization. These are the principal theoretical explanations to interpret development efforts carried out especially in the developing countries. These theoretical perspectives allow us not only to clarify concepts, to set them in economic and social perspectives, but also to identify recommendations in terms of social policies. For the purposes of this paper, the term development is understood as a social condition within a nation, in which the authentic needs of its population are satisfied by the rational and sustainable use of natural resources and systems. This utilization of natural resources is based on a technology, which respects the cultural features of the population of a given country. This general definition of development includes the specification that social groups have access to organizations, basic services such as education, housing, health services, and nutrition, and above all else, that their cultures and traditions are respected within the social framework of a particular country. In economic terms, the aforementioned definition indicates that for the population of a country, there are...
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...Assignment #4: Russia Annexation of Crimea International Negotiation by Therron Allen Reginald Bruno Monekka Munroe Lillia Stroud Norman Thompson ------------------------------------------------- EDD 7812 OL1 32446 ------------------------------------------------- Strategies and Models of Mediation and Negotiation Nova Southeastern University April 13th, 2014 ------------------------------------------------- Russia Annexation of Crimea ------------------------------------------------- This paper will address the Russia annexation of Crimea and an International Negotiation related To the UN resolution for the West to increase the level of sanctions against Russia. Russia finalized its annexation of Crimea in March 2014. Although sudden, this annexation is not a new and instantaneous interest for the Russian government. There is a long history connecting these two countries dating back to many years ago. ------------------------------------------------- Parties involved in the conflict ------------------------------------------------- This international conflict involves the entire world as each country was interested in a peaceful resolution. Countries sharing a border with Russia are extremely anxious and fearful their security may be threatened as a result of this conflict. Therefore, the primary parties in this conflict is represented by the United Nations (UN) representing international law and security; Ukraine, the injured party; Russia...
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...Marxism in the Caribbean INTERVIEW WITH TREVOR MUNROE revor Munroe, head of the Department of Government at the University of the West Indies in Mona. Jamaica, has been active in politics and the trade union movement in his native Jamaica for over twenty years. In the 1970s he helped found the University and Allied Workers Union and later the Workers Party of Jamaica. While a visitor at Queen's University in Kingston in the spring of 1989, he spoke with Grant Amyot and Colin Leys about the difficulties which the Left now faces in the Caribbean. T SPE: As a student at Oxford in the late 1960s, Trevor, you were one of the most brilliant leaders of the student movement there. After finishing your studies you decided to go back to Jamaica, and to make a choice for political activism as opposed to a purely intellectual career. Why did you make this choice? What factors contributed to it? TM: The choice of activism is always a combination of processes. There is no particular moment when you can say, "I've been a student or a theoretician so far, let me become an activist now," or vice versa. I got to Oxford as a Rhodes Scholar from Jamaica, which is a kind of pinnacle of middle-class and national achievement. But by that time the changes in my own outlook pointed me toward a radical path, combining activism as a student at the University of the West Indies with a concern for theoretical work at the same time. The Cuban revolution occurred in 1959. In the 1960s Jamaica - along...
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...（1） In 1945, just after World War II, the alliance between the United States, Britain and the Soviet Union ended. An intense rivalry between communist and non-communist nations led to the Cold War. It's called the Cold War because it never led to armed or "hot" conflict. At the end of World War II, at the Yalta Conference, Germany was divided into four occupied zones controlled by Great Britain, France, the Soviet Union, and the United States. Berlin was also divided into four sections. Lack of a mutual agreement on German re-unification was a important background of the Cold War. And on March 5, 1946, Winston Churchill, gave his "iron curtain" speech while at Westminster College in Fulton, Missouri, which marked the start of the Cold War. The cold war did not end until the collapse of the Soviet Union in 1991. During this period, the United States and the USSR confronted each other in politics, economy, ideology, and so on. And they nearly divided this world into two camps, socialist camp and capitalist camp, what made the conflict on ideology especially sharp. Every incident in the world could not happened without reasons, and the original cause may happened quite long ago. So there are long term causes and short causes of the Cold War. One of the short term causes is that the US President had a personal dislike of the Soviet leader Josef Stalin. At the Potsdam Conference starting in late July 1945, serious differences emerged over the future development of Germany 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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...unforgiving imposition of authority over all aspects of Iranian society and culture as a “war against Western culture” began, a public one. Cinemas were both closed and burned by clerics, Iranian films and foreign films banned, and pop music, again both Iranian and Western, were “forbidden”, seen as popularising and emulating Western culture. It can be seen as the direct result of the hostage crisis, a crisis that was characterised as fiercely anti-Western. This was lent to the regime, that too had an anti-Western foundation, and was further highlighted by the push to make all aspects of society more Islamic, from communication, such as Iranian radio and television that was now only allowed to broadcast religious and official programmes, to education, where religion became a fundamental part of curriculum. The Shah Mosque was renamed the Imam Mosque, indicating the change from autocratic and monarchical rule to a clerical regime. Newspapers, movies, books were rewritten to destroy favourable depictions of the monarchy, all as part of censorship dictated by Khomeini. It is clear that Khomeini wanted to avoid the intrusion...
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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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