The Crucible book / movie Compare and Contrast Essay Example For Students

The Crucible: book/film Compare and Contrast Essay Today, numerous books, and plays are being changed into films. Motion pictures, for example, Harry Potter and The Lord of the Rings not just carried a huge number of dollars to the movies, yet in addition helped the crowd perceive how the executive changed the novel/play into his own film. Executive Gary Sinse changed The Crucible, composed by Arther Miller into a film two or three years back. The Crucible was where a gathering of little youngsters blamed honest individuals for being witches. Subsequent to being gotten for moving in the forested areas, the gathering of young ladies lied about drawing out the demon, and blamed honest people for doing black magic on them. Clearly delivering a play is very different at that point creating a film, since plays are substantially more restricted. For example in a play the peruser must peruse the play, and probably won't perceive how the characters feelings change. To make the cauldron into a film executive Gary Sinse needed to interfere with the play just as Millers own in his dramaturgical plan. The pot the play and the pot the film share numerous things in like manner just as numerous distinctions. Gary Sinse changed a wide range of angles in his film. In the play the cauldrons opening scene was in the Bettys room where Betty was in a trance like state on her bed. In the film the initial scene was in the forested areas where all the young ladies where moving. Sinse changed the opening from Millers to show the crowd why Betty was attempting to act like she was in a genuine trance like state. Betty was attempting to do this, since she would not like to be whipped by her dad, who had gotten her and her companions moving in the forested areas. The young ladies made up an untruth, which was somebody had done black magic on them, since Betty would not like to be whipped she faked her trance like state. Another model in the play was nobody thought about John Procter and Abigail Williams mystery issue, with the exception of Elizabeth Proctor Johns spouse. In the film nearly everyone thought about their undertaking. An extra model was in the play there was no Mr. Jacobs, in the film Sinse included him in. Mr. Jacobs was a pour elderly person, who was blamed for being a fallen angel. Sinse did this to help identify for all the individuals, who were blamed for being witches or fiends. The crowd could feel their sadness and outrage, since they were being blamed for something they didn't do. One more model was in the play Betty attempted to leap out the window, yet nobody with the exception of the young ladies saw her. In the film Betty attempted to leap out the window, and all of Salem saw her. Sinse did this to show the crowd how genuine the issue was. Betty attempted to end it all yet she proved unable, in light of the fact that different young ladies would not let her. She needed to come clean, yet the young ladies would not let her. After this occurrence a portion of the towns individuals were persuaded that a witch has reviled Betty. Another model was in the play John was freezing to Abigail Williams. In the film John demonstrated more love to her. Abigail adored John Proctor, John realized that he had committed an error after his undertaking. In the play he began to despise her and attempted to maintain a strategic distance from her however much as could reasonably be expected. In the film John didn't attempt to maintain a strategic distance from Abigail, he despite everything adored her in his heart, yet would not like to demolish his notoriety so he avoided her. In the play Reverend Parris didn't whip, Tituba a slave after the young ladies admitted that she let out the demon. In the film Reverend Parris whipped Tituba after the young ladies revealed to him that she let out the fallen angel. .u88a53b870978208c55b87526d5fc5856 , .u88a53b870978208c55b87526d5fc5856 .postImageUrl , .u88a53b870978208c55b87526d5fc5856 .focused content territory { min-stature: 80px; position: relative; } .u88a53b870978208c55b87526d5fc5856 , .u88a53b870978208c55b87526d5fc5856:hover , .u88a53b870978208c55b87526d5fc5856:visited , .u88a53b870978208c55b87526d5fc5856:active { border:0!important; } .u88a53b870978208c55b87526d5fc5856 .clearfix:after { content: ; show: table; clear: both; } .u88a53b870978208c55b87526d5fc5856 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; progress: darkness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u88a53b870978208c55b87526d5fc5856:active , .u88a53b870978208c55b87526d5fc5856:hover { obscurity: 1; progress: haziness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .u88a53b870978208c55b87526d5fc5856 .focused content zone { width: 100%; position: re lative; } .u88a53b870978208c55b87526d5fc5856 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enrichment: underline; } .u88a53b870978208c55b87526d5fc5856 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u88a53b870978208c55b87526d5fc5856 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-tallness: 26px; moz-fringe span: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u88a53b870978208c55b87526d5fc5856:hover .ctaButton { foundation shading: #34495E!important; } .u88a53b87 0978208c55b87526d5fc5856 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u88a53b870978208c55b87526d5fc5856-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u88a53b870978208c55b87526d5fc5856:after { content: ; show: square; clear: both; } READ: The Crucible - Elizabeth EssayTituba was whipped until she at last admitted for letting out the villain. The executive did this to show how genuine the Salems Witch Trials were. The individuals of Salem needed to realize who was dependable, and took cruel activities until they made sense of the guilty party. Another distinction from the film was in the play John didn't ask when he would have been hanged. In the film John read short messages of the good book before his execution. Sinse did this to show the crowd that John was committed to the book of scriptures. He was guiltless, and on the off chance that he had admitted h e was the fallen angel he would be not be executed. John couldn't sign his name to an untruth, and besides was hanged. Despite the fact that the chief changed a wide range of parts of the play he despite everything kept the substance of the film the equivalent. The executive attempted to keep the film, as near conceivable as the play. Gary Sinse went in sequential request and attempted to keep the characters as they were depicted in the play. He depicted Salem as it was portrayed in The Crucible, a puritan town, which was exceptionally strict. The chief kept several the general subjects in the novel the equivalent, truth. Truth was the most significant topic, supposing that the young ladies had not lied about being reviled by a witch numerous blameless individuals would have not lost their lives. On the off chance that they had come clean the young ladies would have presumably been whipped, and life would have gone on. In the event that Elizabeth Proctor had not lied in court about John, and Abigails mystery undertaking John would have not been hanged, and everybody would have realized that the young ladies were lying. Another significant subject in the novel was notoriety. John Proctor needed to have an amazing notoriety. He comprehended what he did with Abigail wasn't right, yet at the same time had a decent notoriety. The main explanation that Elizabeth had not come clean was to help secure Johns notoriety; she needed her spouses notoriety to start things out. Toward the finish of the film the crowd saw Johns notoriety at an unequaled high. He came clean, he remained valid with his words, he was unable to sign his name to an untruth. Towards the finish of the film, and play the individuals of Salem understood that they had committed an error. There were numerous likenesses in the cauldron and the McCarthy time. Representative Joseph McCarthy began the McCarthy period in the mid 19 century. McCarthy would blame honest individuals for acts they didn't do. McCarthy began McCarthyism as the gathering of young ladies began The Salem Witch Trials. McCarthy resembled the gathering of young ladies, blaming honest individuals for bogus acts. In the cauldron numerous individuals were hanged, and in the McCarthy period numerous individuals lost their positions, and were essentially coerced. A portion of the occasions that were the equivalent was the promotion in the towns. In Salem individuals were going insane over the witch furor they couldn't tolerate it any longer. In the United States numerous individuals were tuning in to McCarthy as individuals in Salem were to the young ladies, McCarthy was blaming individuals for wrong acts, and the United States individuals trusted it. The McCarthy period and The Crucible were fundamentally the same as from numerous points of view. Today numerous books and plays are being transformed into a film. Gary Sinse attempted to follow The Crucible content as near as could be expected under the circumstances while including his very own smidgen flavor. There were a few contrasts, and numerous likenesses. The McCarthy time and The Crucible were fundamentally the same as from numerous points of view. Gary Sinse utilized an incredible Drama Turgical Agenda to depict his perspective on The Crucible.

Reasons behind the variations in primary commodity prices Essay

Purposes for the varieties in essential item costs - Essay Example As confirmed by Donald(5), despite the fact that there has been a progressive descending pattern in the costs of genuine item in the most recent decade, this has little arrangement worry since it is unimportant and managed by the value changeability. The instability has had more impacts; it has made an approach change to changes in essential wares increasingly convoluted for the two purchasers and makers (Lichts. pp. 34). US joined the group of ethanol makers in the year 2005. The ethanol creation expanded altogether. As indicated by the Lichts (pp. 36) ethanol creation in US was assessed to be 52.6 billion liters in 2011which was an expansion from 49.2 billion liters in 2010 and up from 6.17 billion 2000. The measurements demonstrate how the US has become a significant maker of ethanol. Actually, United States and Brazil represented 87.1 % of the world ethanol creation in 2011. The way that ethanol meets sustainable power source needs makes it a well known product in the two nations (Association pp. 10). Ethanol creation has been anticipated to keep on becoming fundamentally over the ensuing years. This followed an approach by the Energy Independence and Security Act of 2007 which expected US to have in any event 36 billion of sustainable power source by 2022. There are two significant wellsprings of ethanol in US: the corn and the cellulosic feedstocks running at 15 % and 16 % separately. Truly, the greater part of the ethanol created in the US has been delivered from corn (Micola pp28). In spite of the accomplishment of ethanol as elective vitality source, there has been a worry about its source that is fundamentally corn. In the push to build ethanol creation, a huge tract of arable land has been changed over to corn cultivating denying other cultivating exercises a chance. In addition, corn creation has bigly affected the creation and gracefully of the grains influencing even global costs. Agreeing g to the insights, the costs of essential wares have confirmed over

How to Go About Finding the Perfect Term Papers Review Service

How to Go About Finding the Perfect Term Papers Review ServiceDo you know how to go about finding the perfect term papers review service? I think many people give up when they realize that it is just a waste of time and money. But by knowing a few things you can find the right review service that will get you through your term papers with ease. You don't want to spend all day on one that has no real value or gets rid of the materials you need to pass your papers.The first thing to do is to decide on which kind of service you want to go with. For the short term papers you can pay an amount and use the service to get everything you need. I would suggest this for people who have a lot of term papers due in the next couple of months. If you want it all for one and half months you should go with the long term service.The longer term services will get you everything you need for each term and it will be easier for you to find what you need. This is important if you are going to review for these papers during the school year. Remember that your school has deadlines and this is why you should know what you are doing before hand.After you decide on a service to go with, the next thing you will need to do is find out if you will be paying monthly or a flat fee for the service. If you are going to use it as a one-time service, you can go with a monthly subscription.Some people like to keep a large pile of term papers and then throw them out after a year. These are not the people that you want to be reviewing for these papers. They usually just want to throw away whatever they didn't like. By keeping them on your service for a year you can read the reviews before tossing them away.The last thing you need to think about is how much you are going to spend for the service. Keep in mind that some people get a flat fee and save a lot of money because they are giving you what you are looking for.Now that you know how to get a service you can use, make sure that you choose the ri ght one. Knowing what is in the package you get and the reviews you can use, will help you make the right decision.

Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang - Free Essay Example

Sample details Pages: 8 Words: 2305 Downloads: 4 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Peoples Republic of China is known as a newly emerged economic power in international arena, which has become a powerful state with great involvement in international cooperation, peace promotion and trade market. Yet, being one of the top countries in the world, it also has its specific region â€Å" Xinjiang â€Å" which is viewed as an ambiguous issue by both Western and Asian scientists. After the introduction of the Chinese governments special policy on the development of this region, Xinjiang which is located in the Western part of China, has turned out to be more populated by Chinese population rather than ethnic minorities who used to live in that area for a long time. Don’t waste time! Our writers will create an original "Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang" essay for you Create order After the collapse of the Soviet Union, Central Asian countries became independent, and Xinjiang played a key role in connecting with those neighbouring countries. Thus, the Chinese government started to pay more attention to the western part of the country, developing agricultural sector and natural resources production within the last decades. However, such a sudden switch of the economic development direction and active state involvement in regions affairs was unexpected by most of regional dwellers. By saying locals, it is meant that this particular region is inhabited by ethnic minorities, such as Uyghurs, Dunguns, Kazakhs, Mongols, and other nationalities; and after the regions development Han Chinese representatives were also settling in this area, leaving their permanent residences in eastern and central parts of China. However, the first issue to pay attention to was not only economic development or industrialisation, but the educational sphere of the region. As the policy was aimed at changing all structures of the region, the innovations in educational institutions were not exceptional. The reason why I draw attention to the educational sector is that the young are those who are going to lead the country in the near future, who inherit all knowledge and experience to keep going in the pace of already developed state, making it more prosperous. Hence, in order to prevent any possible consequences of the newly formed mixture of various nationalities, first of all, there should be policies or reforms concerned the educational system. Xinjiang has become a culturally diverse place and needed assistance to enhance cooperation and collaboration of every citizen, taking into account particularities of religious, national and cultural matters. Moreover, viewing the current status quo of Chinese success in economic development and trade (second economy in the world), I suppose that the successes of implemented policies and measures outweigh some negative aspects that are likely to exist due to imperfection and externalities which are natural to human societies. Different views were also expressed by several scholars who have contributed by writing articles and doing researches in this specific topic of Xinjiang and its educational sphere and general transformation of Western part of China. The articles provide information not only about the ways of policys implementation and expected outcomes, but also the results achieved within the next several years. Certainly, it is quite difficult to work out perfect strategy with no drawbacks; therefore there are a few disadvantages that appeared during the policys accomplishment. Although my main argument is more concentrated on the education sphere of Xinjiang, the first article represents a general view of the regional development strategy and it creates a full picture of what the development in the western part of the country is about. Then, the next two articles support the point that education is vital aspect that the government paid attention to and did best to develop and promote good level of education for the growing generation of ethnic minorities. The first literature is called Ethnic Minorities in Chinas Official Discourse on the Western Development Project by V. Elena Barabantseva (2009). The purpose of the paper was to assess the consequences of Chinese official development discourse stated in Western Development Program (WDP) launched in 2000 and evaluate localization and citizenship matters by relying on the official sources, including Chinese scholars and experts. As soon as the project went into force, In the first year after the official launch of the campaign more than 600.000 Han Chinese moved into the Xinjiang Uyghur Autonomous Region (Barabantseva 2009, p.12). So, the government made a decision to attract Han Chinese citizens to come in order to contribute in the welfare of Xinjiang with the help of their knowledge, experience, and professional skills. Certainly, in most cases, such diverse representatives of different cultures could possibly result in interests collision; therefore, the authorities sought desire to pacify â€Å" or harmonize and stabilize â€Å" the states orders and hoped that a growing economy will enrich the local inhabitants and security problems and separatist tensions will decline as a result (Barabantseva 2009, p.13). On the one hand, the project gave a green light for the rapid development, opening new doors for those who are interested in improving the region, not splitting society into different nationalitie s who are allowed to work and who are not. However, on the other hand, there was a newly emerged issue of ethnic minorities being localized, i.e. ethnic minorities who experience difficulties to take part in social and economic modification on the same terms as Han Chinese. According to E. Barabantseva (2009), Ethnic minorities [] are associated with backwardness, underdevelopment, and stagnation among other derogatory characteristics (p.8). One more interesting point that the author argued about is connected with poverty issue. It is considered that the ethnic minorities are nearly a half of the poor in China (Barabantseva 2009, p.21). However, after having thoroughly investigated this question, it has become clear that indeed Shanxi Province which is officially exclusively Han, had some of the worst economic indicators in the country (Barabantseva 2009, p.20). Hence, it probably may turn out that the WDP program aimed at the growing development level in Xinjiang could have reached partly its goals, supporting this regions development actions. Yet, there are also some disadvantages of the strategy related to the different level of income paid to Han Chinese and ethnic minorities, i.e. despite the fact that both representatives of society live together and share common norms and aims, ethnic minorities get lower wages in comparison with Han Chinese (Barabantseva 2009, p.21). Overall, the article is successful in accomplishing its main tasks provided in thesis: explanation of the matters of citizenship, localization and mentioning of inequality and poverty issues; revealing of the WDP strategy and its aims, expressed in economic development and unity of multinational population. However, due to the fact that the article was written in 2009, only nine years after the implementation of such global and important program, there is not enough information to find and see results of a longer term than a decade, especially taking into account the fact that such huge projects are known as long-term strategies that are difficult to be accomplished fully within short period of time. Regarding the methodology used by the author, it is a discourse analysis, which is neither qualitative nor quantitative method, but it discusses basic issues by providing evidence and authors reflections. Thus, such approach is suitable for this article, as it goes straight to the points of the strategy and analyzes important matters of the program. One more work written on the theme related to education is called The Xinjiang Class: Education, Integration, and the Uyghurs by Timothy A.Grose. The paper examined efficiency of the specific policy for Xinjiang middle school-aged students who got an opportunity to study for free during the last four years in eastern part of China. The aim of the program was improve the level of education and skills of Xinjiang students who come from ethnic minorities families, thus integrating them into one united Chinese society. Although the authors main argument was pro-resistance of Uyghur students to integrate in Han society, there are several strong points that reveal positive consequences on the general education level and good intention of the government to educate the population of its state. Providing Uyghurs with an inexpensive education has been portrayed in the Chinese media as the CCP acting as a kind parent (Grose 2010, p.7). The government created special conditions to attract and motivate students to take part in such program and learn not only the Chinese language, but also to become more experienced and skillful after having been graduated. The conditions comprised lowered standards on the college entrance exam, adding bonus points and instituting a quota systems at universities in Xinjiang (Grose 2010, pp.4-5). Moreover, there are specific provisions in meal and holidays celebrations created with respect to Muslims society, such as halal cafeterias with Chinese Muslims or Uyghur chefs, and Nauryz and Kurban holidays (Grose 2010, p.6). But, the author also drew attention to the policy seen more as a political mechanism to instill ideas of ethnic unity (Grose 2010, p.6). The author also provided examples with interviews (as a part of methodology) taken from Xinjiang Class graduates who were mostly Uyghurs and Kazakhs. The interviewees shared their own experience after graduation and in most cases were less satisfied with their studies, claiming that the interaction with Han students was quite uncomfortable, and the language used in speaking among their friends was more Uyghur outside the classroom rather than Chinese (Grose 2010, p.8). The author assumed that despite positive characteristics of the program, it has failed, but it can be seen through the paper that CCP has implemented pretty organized system for educating pupils for their better skills and knowledge. The failure described by author is expressed in less integration with Han Chinese and low level of satisfaction by graduated students. However, there is one more important factor of necessary integration of students with Han as they are going to work together for improving Xinjiang region and be more tied and united in the future. The article was also written 8 years ago which says that there were only two generations of graduates of Xinjiang Class, and now as the situation in international arena has changed, the outcomes and improvements are highly to happen. The rapid economic growth, international collaboration particularly with Central Asian states could have improved the system and made CCP introduce amendments to replace drawbacks with positive cha nges. In comparison to the previous articles methodology, this article has advantage in conducting interviews from first sources, from those who were part of the program and are credible and reliable source of information. Yet, at the same time, the relevance of the data is becoming less important as the status quo of the countries, including political and economic changes, are changing from day to day rapidly. The last article to review is called Bilingual Education in Xinjiang in the Post-2009 period by Sonika Gupta and R.Veena (2016). The article demonstrates the changes in educational policies after 2009 known for ethnic riots that signaled the government that it should have been reconsidered, taking into account linguistic issues of ethnic minorities at educational institutions. One more work concludes that, although the central government provides suitable and appropriate conditions for educational purposes, there are newly emerging obstacles during studying process which rather disintegrate minorities from Chinese society. Yet, in the paper, there is much more evidence of the official information and measures introduced in favor of ethnic minorities interests which overweight negative sides of the question. For instance, 2014 Xinjiang Conference with the participation of leader Xi Jinping pointed out the introduction of new conditions in minority-dominated regions and stressed the ro le of ethnic unity as crucial to developing stability in Xinjiang (Global Times 2014b, as cited in Gupta and Veena 2016). Also, the state proposed subsidies for inter-racial marriages and Uyghurs migration out of Xinjiang alongside with the improvement of inter-ethnic communication between the two nations (Gupta and Veena 2016, p.8). The policy amendments introduced after 2009 seemed to introduce improvements in the policies and prevent other riots or misunderstandings in the region. According to the official sources, there were new implementations at schools by training teachers to learn both languages for teaching purposes and more disbursement given to Xinjiang students who enjoyed special conditions while studying at high schools. Concerning an issue about the learning of Putonghua (standard Chinese) in kindergarten, it helps children to be more prepared for school, as they will be able both to study and interact with Han Chinese. Thus, such innovation appears to benefit the children who will be bilingual since the early childhood and probably will not have difficulties with studying on Putonghua and may have certain advantages towards a future career. Analyzing and comparing two articles, it has become clear that the western part of China remains an important region with its specificity in multi ethnicity and linguistic matters. Yet, the central government has introduced a number of measures and created special conditions to foster the young who wish to study and be more skillful and competitive with Han Chinese. The first two articles have revealed the results of the projects like Western Development Policy and Xinjiang Class by 2009 and the third article showed that despite the creation of good environment for development in Xinjiang, both in economic and educational spheres, there was huge necessity to reconsider and amend the policy due to appraisals happened in 2009 in Urumqi. However, in spite of some failures that the system experienced, the region overall could reach high rates of GDP and overall budget rise since 2000s. According to news article Xinjiangs economy growth 7.6% in 2016 (2017), The regions GDP reached 961.7 billion yuan ($139.8 billion) in 2016 with continued expansion of the tertiary sector, which made up 57 percent of the regions gross domestic product in the first three quarters. Hence, the overall development and integration of ethnic minorities could have progressed since the beginning of the 21st century and the policies worked well to accomplish main purposes. The State Council Information Office of the PRC provided that By the end of 2016, there were 107 public libraries, 90 museums, 53 galleries, 119 cultural centers, and 1,170 township (community) cultural activity venues, all offering free access to the public (China SCIO 2017).

Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang - Free Essay Example

Sample details Pages: 8 Words: 2305 Downloads: 4 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Peoples Republic of China is known as a newly emerged economic power in international arena, which has become a powerful state with great involvement in international cooperation, peace promotion and trade market. Yet, being one of the top countries in the world, it also has its specific region â€Å" Xinjiang â€Å" which is viewed as an ambiguous issue by both Western and Asian scientists. After the introduction of the Chinese governments special policy on the development of this region, Xinjiang which is located in the Western part of China, has turned out to be more populated by Chinese population rather than ethnic minorities who used to live in that area for a long time. Don’t waste time! Our writers will create an original "Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang" essay for you Create order After the collapse of the Soviet Union, Central Asian countries became independent, and Xinjiang played a key role in connecting with those neighbouring countries. Thus, the Chinese government started to pay more attention to the western part of the country, developing agricultural sector and natural resources production within the last decades. However, such a sudden switch of the economic development direction and active state involvement in regions affairs was unexpected by most of regional dwellers. By saying locals, it is meant that this particular region is inhabited by ethnic minorities, such as Uyghurs, Dunguns, Kazakhs, Mongols, and other nationalities; and after the regions development Han Chinese representatives were also settling in this area, leaving their permanent residences in eastern and central parts of China. However, the first issue to pay attention to was not only economic development or industrialisation, but the educational sphere of the region. As the policy was aimed at changing all structures of the region, the innovations in educational institutions were not exceptional. The reason why I draw attention to the educational sector is that the young are those who are going to lead the country in the near future, who inherit all knowledge and experience to keep going in the pace of already developed state, making it more prosperous. Hence, in order to prevent any possible consequences of the newly formed mixture of various nationalities, first of all, there should be policies or reforms concerned the educational system. Xinjiang has become a culturally diverse place and needed assistance to enhance cooperation and collaboration of every citizen, taking into account particularities of religious, national and cultural matters. Moreover, viewing the current status quo of Chinese success in economic development and trade (second economy in the world), I suppose that the successes of implemented policies and measures outweigh some negative aspects that are likely to exist due to imperfection and externalities which are natural to human societies. Different views were also expressed by several scholars who have contributed by writing articles and doing researches in this specific topic of Xinjiang and its educational sphere and general transformation of Western part of China. The articles provide information not only about the ways of policys implementation and expected outcomes, but also the results achieved within the next several years. Certainly, it is quite difficult to work out perfect strategy with no drawbacks; therefore there are a few disadvantages that appeared during the policys accomplishment. Although my main argument is more concentrated on the education sphere of Xinjiang, the first article represents a general view of the regional development strategy and it creates a full picture of what the development in the western part of the country is about. Then, the next two articles support the point that education is vital aspect that the government paid attention to and did best to develop and promote good level of education for the growing generation of ethnic minorities. The first literature is called Ethnic Minorities in Chinas Official Discourse on the Western Development Project by V. Elena Barabantseva (2009). The purpose of the paper was to assess the consequences of Chinese official development discourse stated in Western Development Program (WDP) launched in 2000 and evaluate localization and citizenship matters by relying on the official sources, including Chinese scholars and experts. As soon as the project went into force, In the first year after the official launch of the campaign more than 600.000 Han Chinese moved into the Xinjiang Uyghur Autonomous Region (Barabantseva 2009, p.12). So, the government made a decision to attract Han Chinese citizens to come in order to contribute in the welfare of Xinjiang with the help of their knowledge, experience, and professional skills. Certainly, in most cases, such diverse representatives of different cultures could possibly result in interests collision; therefore, the authorities sought desire to pacify â€Å" or harmonize and stabilize â€Å" the states orders and hoped that a growing economy will enrich the local inhabitants and security problems and separatist tensions will decline as a result (Barabantseva 2009, p.13). On the one hand, the project gave a green light for the rapid development, opening new doors for those who are interested in improving the region, not splitting society into different nationalitie s who are allowed to work and who are not. However, on the other hand, there was a newly emerged issue of ethnic minorities being localized, i.e. ethnic minorities who experience difficulties to take part in social and economic modification on the same terms as Han Chinese. According to E. Barabantseva (2009), Ethnic minorities [] are associated with backwardness, underdevelopment, and stagnation among other derogatory characteristics (p.8). One more interesting point that the author argued about is connected with poverty issue. It is considered that the ethnic minorities are nearly a half of the poor in China (Barabantseva 2009, p.21). However, after having thoroughly investigated this question, it has become clear that indeed Shanxi Province which is officially exclusively Han, had some of the worst economic indicators in the country (Barabantseva 2009, p.20). Hence, it probably may turn out that the WDP program aimed at the growing development level in Xinjiang could have reached partly its goals, supporting this regions development actions. Yet, there are also some disadvantages of the strategy related to the different level of income paid to Han Chinese and ethnic minorities, i.e. despite the fact that both representatives of society live together and share common norms and aims, ethnic minorities get lower wages in comparison with Han Chinese (Barabantseva 2009, p.21). Overall, the article is successful in accomplishing its main tasks provided in thesis: explanation of the matters of citizenship, localization and mentioning of inequality and poverty issues; revealing of the WDP strategy and its aims, expressed in economic development and unity of multinational population. However, due to the fact that the article was written in 2009, only nine years after the implementation of such global and important program, there is not enough information to find and see results of a longer term than a decade, especially taking into account the fact that such huge projects are known as long-term strategies that are difficult to be accomplished fully within short period of time. Regarding the methodology used by the author, it is a discourse analysis, which is neither qualitative nor quantitative method, but it discusses basic issues by providing evidence and authors reflections. Thus, such approach is suitable for this article, as it goes straight to the points of the strategy and analyzes important matters of the program. One more work written on the theme related to education is called The Xinjiang Class: Education, Integration, and the Uyghurs by Timothy A.Grose. The paper examined efficiency of the specific policy for Xinjiang middle school-aged students who got an opportunity to study for free during the last four years in eastern part of China. The aim of the program was improve the level of education and skills of Xinjiang students who come from ethnic minorities families, thus integrating them into one united Chinese society. Although the authors main argument was pro-resistance of Uyghur students to integrate in Han society, there are several strong points that reveal positive consequences on the general education level and good intention of the government to educate the population of its state. Providing Uyghurs with an inexpensive education has been portrayed in the Chinese media as the CCP acting as a kind parent (Grose 2010, p.7). The government created special conditions to attract and motivate students to take part in such program and learn not only the Chinese language, but also to become more experienced and skillful after having been graduated. The conditions comprised lowered standards on the college entrance exam, adding bonus points and instituting a quota systems at universities in Xinjiang (Grose 2010, pp.4-5). Moreover, there are specific provisions in meal and holidays celebrations created with respect to Muslims society, such as halal cafeterias with Chinese Muslims or Uyghur chefs, and Nauryz and Kurban holidays (Grose 2010, p.6). But, the author also drew attention to the policy seen more as a political mechanism to instill ideas of ethnic unity (Grose 2010, p.6). The author also provided examples with interviews (as a part of methodology) taken from Xinjiang Class graduates who were mostly Uyghurs and Kazakhs. The interviewees shared their own experience after graduation and in most cases were less satisfied with their studies, claiming that the interaction with Han students was quite uncomfortable, and the language used in speaking among their friends was more Uyghur outside the classroom rather than Chinese (Grose 2010, p.8). The author assumed that despite positive characteristics of the program, it has failed, but it can be seen through the paper that CCP has implemented pretty organized system for educating pupils for their better skills and knowledge. The failure described by author is expressed in less integration with Han Chinese and low level of satisfaction by graduated students. However, there is one more important factor of necessary integration of students with Han as they are going to work together for improving Xinjiang region and be more tied and united in the future. The article was also written 8 years ago which says that there were only two generations of graduates of Xinjiang Class, and now as the situation in international arena has changed, the outcomes and improvements are highly to happen. The rapid economic growth, international collaboration particularly with Central Asian states could have improved the system and made CCP introduce amendments to replace drawbacks with positive cha nges. In comparison to the previous articles methodology, this article has advantage in conducting interviews from first sources, from those who were part of the program and are credible and reliable source of information. Yet, at the same time, the relevance of the data is becoming less important as the status quo of the countries, including political and economic changes, are changing from day to day rapidly. The last article to review is called Bilingual Education in Xinjiang in the Post-2009 period by Sonika Gupta and R.Veena (2016). The article demonstrates the changes in educational policies after 2009 known for ethnic riots that signaled the government that it should have been reconsidered, taking into account linguistic issues of ethnic minorities at educational institutions. One more work concludes that, although the central government provides suitable and appropriate conditions for educational purposes, there are newly emerging obstacles during studying process which rather disintegrate minorities from Chinese society. Yet, in the paper, there is much more evidence of the official information and measures introduced in favor of ethnic minorities interests which overweight negative sides of the question. For instance, 2014 Xinjiang Conference with the participation of leader Xi Jinping pointed out the introduction of new conditions in minority-dominated regions and stressed the ro le of ethnic unity as crucial to developing stability in Xinjiang (Global Times 2014b, as cited in Gupta and Veena 2016). Also, the state proposed subsidies for inter-racial marriages and Uyghurs migration out of Xinjiang alongside with the improvement of inter-ethnic communication between the two nations (Gupta and Veena 2016, p.8). The policy amendments introduced after 2009 seemed to introduce improvements in the policies and prevent other riots or misunderstandings in the region. According to the official sources, there were new implementations at schools by training teachers to learn both languages for teaching purposes and more disbursement given to Xinjiang students who enjoyed special conditions while studying at high schools. Concerning an issue about the learning of Putonghua (standard Chinese) in kindergarten, it helps children to be more prepared for school, as they will be able both to study and interact with Han Chinese. Thus, such innovation appears to benefit the children who will be bilingual since the early childhood and probably will not have difficulties with studying on Putonghua and may have certain advantages towards a future career. Analyzing and comparing two articles, it has become clear that the western part of China remains an important region with its specificity in multi ethnicity and linguistic matters. Yet, the central government has introduced a number of measures and created special conditions to foster the young who wish to study and be more skillful and competitive with Han Chinese. The first two articles have revealed the results of the projects like Western Development Policy and Xinjiang Class by 2009 and the third article showed that despite the creation of good environment for development in Xinjiang, both in economic and educational spheres, there was huge necessity to reconsider and amend the policy due to appraisals happened in 2009 in Urumqi. However, in spite of some failures that the system experienced, the region overall could reach high rates of GDP and overall budget rise since 2000s. According to news article Xinjiangs economy growth 7.6% in 2016 (2017), The regions GDP reached 961.7 billion yuan ($139.8 billion) in 2016 with continued expansion of the tertiary sector, which made up 57 percent of the regions gross domestic product in the first three quarters. Hence, the overall development and integration of ethnic minorities could have progressed since the beginning of the 21st century and the policies worked well to accomplish main purposes. The State Council Information Office of the PRC provided that By the end of 2016, there were 107 public libraries, 90 museums, 53 galleries, 119 cultural centers, and 1,170 township (community) cultural activity venues, all offering free access to the public (China SCIO 2017).

Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang - Free Essay Example

Sample details Pages: 8 Words: 2305 Downloads: 4 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Peoples Republic of China is known as a newly emerged economic power in international arena, which has become a powerful state with great involvement in international cooperation, peace promotion and trade market. Yet, being one of the top countries in the world, it also has its specific region â€Å" Xinjiang â€Å" which is viewed as an ambiguous issue by both Western and Asian scientists. After the introduction of the Chinese governments special policy on the development of this region, Xinjiang which is located in the Western part of China, has turned out to be more populated by Chinese population rather than ethnic minorities who used to live in that area for a long time. Don’t waste time! Our writers will create an original "Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang" essay for you Create order After the collapse of the Soviet Union, Central Asian countries became independent, and Xinjiang played a key role in connecting with those neighbouring countries. Thus, the Chinese government started to pay more attention to the western part of the country, developing agricultural sector and natural resources production within the last decades. However, such a sudden switch of the economic development direction and active state involvement in regions affairs was unexpected by most of regional dwellers. By saying locals, it is meant that this particular region is inhabited by ethnic minorities, such as Uyghurs, Dunguns, Kazakhs, Mongols, and other nationalities; and after the regions development Han Chinese representatives were also settling in this area, leaving their permanent residences in eastern and central parts of China. However, the first issue to pay attention to was not only economic development or industrialisation, but the educational sphere of the region. As the policy was aimed at changing all structures of the region, the innovations in educational institutions were not exceptional. The reason why I draw attention to the educational sector is that the young are those who are going to lead the country in the near future, who inherit all knowledge and experience to keep going in the pace of already developed state, making it more prosperous. Hence, in order to prevent any possible consequences of the newly formed mixture of various nationalities, first of all, there should be policies or reforms concerned the educational system. Xinjiang has become a culturally diverse place and needed assistance to enhance cooperation and collaboration of every citizen, taking into account particularities of religious, national and cultural matters. Moreover, viewing the current status quo of Chinese success in economic development and trade (second economy in the world), I suppose that the successes of implemented policies and measures outweigh some negative aspects that are likely to exist due to imperfection and externalities which are natural to human societies. Different views were also expressed by several scholars who have contributed by writing articles and doing researches in this specific topic of Xinjiang and its educational sphere and general transformation of Western part of China. The articles provide information not only about the ways of policys implementation and expected outcomes, but also the results achieved within the next several years. Certainly, it is quite difficult to work out perfect strategy with no drawbacks; therefore there are a few disadvantages that appeared during the policys accomplishment. Although my main argument is more concentrated on the education sphere of Xinjiang, the first article represents a general view of the regional development strategy and it creates a full picture of what the development in the western part of the country is about. Then, the next two articles support the point that education is vital aspect that the government paid attention to and did best to develop and promote good level of education for the growing generation of ethnic minorities. The first literature is called Ethnic Minorities in Chinas Official Discourse on the Western Development Project by V. Elena Barabantseva (2009). The purpose of the paper was to assess the consequences of Chinese official development discourse stated in Western Development Program (WDP) launched in 2000 and evaluate localization and citizenship matters by relying on the official sources, including Chinese scholars and experts. As soon as the project went into force, In the first year after the official launch of the campaign more than 600.000 Han Chinese moved into the Xinjiang Uyghur Autonomous Region (Barabantseva 2009, p.12). So, the government made a decision to attract Han Chinese citizens to come in order to contribute in the welfare of Xinjiang with the help of their knowledge, experience, and professional skills. Certainly, in most cases, such diverse representatives of different cultures could possibly result in interests collision; therefore, the authorities sought desire to pacify â€Å" or harmonize and stabilize â€Å" the states orders and hoped that a growing economy will enrich the local inhabitants and security problems and separatist tensions will decline as a result (Barabantseva 2009, p.13). On the one hand, the project gave a green light for the rapid development, opening new doors for those who are interested in improving the region, not splitting society into different nationalitie s who are allowed to work and who are not. However, on the other hand, there was a newly emerged issue of ethnic minorities being localized, i.e. ethnic minorities who experience difficulties to take part in social and economic modification on the same terms as Han Chinese. According to E. Barabantseva (2009), Ethnic minorities [] are associated with backwardness, underdevelopment, and stagnation among other derogatory characteristics (p.8). One more interesting point that the author argued about is connected with poverty issue. It is considered that the ethnic minorities are nearly a half of the poor in China (Barabantseva 2009, p.21). However, after having thoroughly investigated this question, it has become clear that indeed Shanxi Province which is officially exclusively Han, had some of the worst economic indicators in the country (Barabantseva 2009, p.20). Hence, it probably may turn out that the WDP program aimed at the growing development level in Xinjiang could have reached partly its goals, supporting this regions development actions. Yet, there are also some disadvantages of the strategy related to the different level of income paid to Han Chinese and ethnic minorities, i.e. despite the fact that both representatives of society live together and share common norms and aims, ethnic minorities get lower wages in comparison with Han Chinese (Barabantseva 2009, p.21). Overall, the article is successful in accomplishing its main tasks provided in thesis: explanation of the matters of citizenship, localization and mentioning of inequality and poverty issues; revealing of the WDP strategy and its aims, expressed in economic development and unity of multinational population. However, due to the fact that the article was written in 2009, only nine years after the implementation of such global and important program, there is not enough information to find and see results of a longer term than a decade, especially taking into account the fact that such huge projects are known as long-term strategies that are difficult to be accomplished fully within short period of time. Regarding the methodology used by the author, it is a discourse analysis, which is neither qualitative nor quantitative method, but it discusses basic issues by providing evidence and authors reflections. Thus, such approach is suitable for this article, as it goes straight to the points of the strategy and analyzes important matters of the program. One more work written on the theme related to education is called The Xinjiang Class: Education, Integration, and the Uyghurs by Timothy A.Grose. The paper examined efficiency of the specific policy for Xinjiang middle school-aged students who got an opportunity to study for free during the last four years in eastern part of China. The aim of the program was improve the level of education and skills of Xinjiang students who come from ethnic minorities families, thus integrating them into one united Chinese society. Although the authors main argument was pro-resistance of Uyghur students to integrate in Han society, there are several strong points that reveal positive consequences on the general education level and good intention of the government to educate the population of its state. Providing Uyghurs with an inexpensive education has been portrayed in the Chinese media as the CCP acting as a kind parent (Grose 2010, p.7). The government created special conditions to attract and motivate students to take part in such program and learn not only the Chinese language, but also to become more experienced and skillful after having been graduated. The conditions comprised lowered standards on the college entrance exam, adding bonus points and instituting a quota systems at universities in Xinjiang (Grose 2010, pp.4-5). Moreover, there are specific provisions in meal and holidays celebrations created with respect to Muslims society, such as halal cafeterias with Chinese Muslims or Uyghur chefs, and Nauryz and Kurban holidays (Grose 2010, p.6). But, the author also drew attention to the policy seen more as a political mechanism to instill ideas of ethnic unity (Grose 2010, p.6). The author also provided examples with interviews (as a part of methodology) taken from Xinjiang Class graduates who were mostly Uyghurs and Kazakhs. The interviewees shared their own experience after graduation and in most cases were less satisfied with their studies, claiming that the interaction with Han students was quite uncomfortable, and the language used in speaking among their friends was more Uyghur outside the classroom rather than Chinese (Grose 2010, p.8). The author assumed that despite positive characteristics of the program, it has failed, but it can be seen through the paper that CCP has implemented pretty organized system for educating pupils for their better skills and knowledge. The failure described by author is expressed in less integration with Han Chinese and low level of satisfaction by graduated students. However, there is one more important factor of necessary integration of students with Han as they are going to work together for improving Xinjiang region and be more tied and united in the future. The article was also written 8 years ago which says that there were only two generations of graduates of Xinjiang Class, and now as the situation in international arena has changed, the outcomes and improvements are highly to happen. The rapid economic growth, international collaboration particularly with Central Asian states could have improved the system and made CCP introduce amendments to replace drawbacks with positive cha nges. In comparison to the previous articles methodology, this article has advantage in conducting interviews from first sources, from those who were part of the program and are credible and reliable source of information. Yet, at the same time, the relevance of the data is becoming less important as the status quo of the countries, including political and economic changes, are changing from day to day rapidly. The last article to review is called Bilingual Education in Xinjiang in the Post-2009 period by Sonika Gupta and R.Veena (2016). The article demonstrates the changes in educational policies after 2009 known for ethnic riots that signaled the government that it should have been reconsidered, taking into account linguistic issues of ethnic minorities at educational institutions. One more work concludes that, although the central government provides suitable and appropriate conditions for educational purposes, there are newly emerging obstacles during studying process which rather disintegrate minorities from Chinese society. Yet, in the paper, there is much more evidence of the official information and measures introduced in favor of ethnic minorities interests which overweight negative sides of the question. For instance, 2014 Xinjiang Conference with the participation of leader Xi Jinping pointed out the introduction of new conditions in minority-dominated regions and stressed the ro le of ethnic unity as crucial to developing stability in Xinjiang (Global Times 2014b, as cited in Gupta and Veena 2016). Also, the state proposed subsidies for inter-racial marriages and Uyghurs migration out of Xinjiang alongside with the improvement of inter-ethnic communication between the two nations (Gupta and Veena 2016, p.8). The policy amendments introduced after 2009 seemed to introduce improvements in the policies and prevent other riots or misunderstandings in the region. According to the official sources, there were new implementations at schools by training teachers to learn both languages for teaching purposes and more disbursement given to Xinjiang students who enjoyed special conditions while studying at high schools. Concerning an issue about the learning of Putonghua (standard Chinese) in kindergarten, it helps children to be more prepared for school, as they will be able both to study and interact with Han Chinese. Thus, such innovation appears to benefit the children who will be bilingual since the early childhood and probably will not have difficulties with studying on Putonghua and may have certain advantages towards a future career. Analyzing and comparing two articles, it has become clear that the western part of China remains an important region with its specificity in multi ethnicity and linguistic matters. Yet, the central government has introduced a number of measures and created special conditions to foster the young who wish to study and be more skillful and competitive with Han Chinese. The first two articles have revealed the results of the projects like Western Development Policy and Xinjiang Class by 2009 and the third article showed that despite the creation of good environment for development in Xinjiang, both in economic and educational spheres, there was huge necessity to reconsider and amend the policy due to appraisals happened in 2009 in Urumqi. However, in spite of some failures that the system experienced, the region overall could reach high rates of GDP and overall budget rise since 2000s. According to news article Xinjiangs economy growth 7.6% in 2016 (2017), The regions GDP reached 961.7 billion yuan ($139.8 billion) in 2016 with continued expansion of the tertiary sector, which made up 57 percent of the regions gross domestic product in the first three quarters. Hence, the overall development and integration of ethnic minorities could have progressed since the beginning of the 21st century and the policies worked well to accomplish main purposes. The State Council Information Office of the PRC provided that By the end of 2016, there were 107 public libraries, 90 museums, 53 galleries, 119 cultural centers, and 1,170 township (community) cultural activity venues, all offering free access to the public (China SCIO 2017).

Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang - Free Essay Example

Sample details Pages: 8 Words: 2305 Downloads: 4 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Peoples Republic of China is known as a newly emerged economic power in international arena, which has become a powerful state with great involvement in international cooperation, peace promotion and trade market. Yet, being one of the top countries in the world, it also has its specific region â€Å" Xinjiang â€Å" which is viewed as an ambiguous issue by both Western and Asian scientists. After the introduction of the Chinese governments special policy on the development of this region, Xinjiang which is located in the Western part of China, has turned out to be more populated by Chinese population rather than ethnic minorities who used to live in that area for a long time. Don’t waste time! Our writers will create an original "Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang" essay for you Create order After the collapse of the Soviet Union, Central Asian countries became independent, and Xinjiang played a key role in connecting with those neighbouring countries. Thus, the Chinese government started to pay more attention to the western part of the country, developing agricultural sector and natural resources production within the last decades. However, such a sudden switch of the economic development direction and active state involvement in regions affairs was unexpected by most of regional dwellers. By saying locals, it is meant that this particular region is inhabited by ethnic minorities, such as Uyghurs, Dunguns, Kazakhs, Mongols, and other nationalities; and after the regions development Han Chinese representatives were also settling in this area, leaving their permanent residences in eastern and central parts of China. However, the first issue to pay attention to was not only economic development or industrialisation, but the educational sphere of the region. As the policy was aimed at changing all structures of the region, the innovations in educational institutions were not exceptional. The reason why I draw attention to the educational sector is that the young are those who are going to lead the country in the near future, who inherit all knowledge and experience to keep going in the pace of already developed state, making it more prosperous. Hence, in order to prevent any possible consequences of the newly formed mixture of various nationalities, first of all, there should be policies or reforms concerned the educational system. Xinjiang has become a culturally diverse place and needed assistance to enhance cooperation and collaboration of every citizen, taking into account particularities of religious, national and cultural matters. Moreover, viewing the current status quo of Chinese success in economic development and trade (second economy in the world), I suppose that the successes of implemented policies and measures outweigh some negative aspects that are likely to exist due to imperfection and externalities which are natural to human societies. Different views were also expressed by several scholars who have contributed by writing articles and doing researches in this specific topic of Xinjiang and its educational sphere and general transformation of Western part of China. The articles provide information not only about the ways of policys implementation and expected outcomes, but also the results achieved within the next several years. Certainly, it is quite difficult to work out perfect strategy with no drawbacks; therefore there are a few disadvantages that appeared during the policys accomplishment. Although my main argument is more concentrated on the education sphere of Xinjiang, the first article represents a general view of the regional development strategy and it creates a full picture of what the development in the western part of the country is about. Then, the next two articles support the point that education is vital aspect that the government paid attention to and did best to develop and promote good level of education for the growing generation of ethnic minorities. The first literature is called Ethnic Minorities in Chinas Official Discourse on the Western Development Project by V. Elena Barabantseva (2009). The purpose of the paper was to assess the consequences of Chinese official development discourse stated in Western Development Program (WDP) launched in 2000 and evaluate localization and citizenship matters by relying on the official sources, including Chinese scholars and experts. As soon as the project went into force, In the first year after the official launch of the campaign more than 600.000 Han Chinese moved into the Xinjiang Uyghur Autonomous Region (Barabantseva 2009, p.12). So, the government made a decision to attract Han Chinese citizens to come in order to contribute in the welfare of Xinjiang with the help of their knowledge, experience, and professional skills. Certainly, in most cases, such diverse representatives of different cultures could possibly result in interests collision; therefore, the authorities sought desire to pacify â€Å" or harmonize and stabilize â€Å" the states orders and hoped that a growing economy will enrich the local inhabitants and security problems and separatist tensions will decline as a result (Barabantseva 2009, p.13). On the one hand, the project gave a green light for the rapid development, opening new doors for those who are interested in improving the region, not splitting society into different nationalitie s who are allowed to work and who are not. However, on the other hand, there was a newly emerged issue of ethnic minorities being localized, i.e. ethnic minorities who experience difficulties to take part in social and economic modification on the same terms as Han Chinese. According to E. Barabantseva (2009), Ethnic minorities [] are associated with backwardness, underdevelopment, and stagnation among other derogatory characteristics (p.8). One more interesting point that the author argued about is connected with poverty issue. It is considered that the ethnic minorities are nearly a half of the poor in China (Barabantseva 2009, p.21). However, after having thoroughly investigated this question, it has become clear that indeed Shanxi Province which is officially exclusively Han, had some of the worst economic indicators in the country (Barabantseva 2009, p.20). Hence, it probably may turn out that the WDP program aimed at the growing development level in Xinjiang could have reached partly its goals, supporting this regions development actions. Yet, there are also some disadvantages of the strategy related to the different level of income paid to Han Chinese and ethnic minorities, i.e. despite the fact that both representatives of society live together and share common norms and aims, ethnic minorities get lower wages in comparison with Han Chinese (Barabantseva 2009, p.21). Overall, the article is successful in accomplishing its main tasks provided in thesis: explanation of the matters of citizenship, localization and mentioning of inequality and poverty issues; revealing of the WDP strategy and its aims, expressed in economic development and unity of multinational population. However, due to the fact that the article was written in 2009, only nine years after the implementation of such global and important program, there is not enough information to find and see results of a longer term than a decade, especially taking into account the fact that such huge projects are known as long-term strategies that are difficult to be accomplished fully within short period of time. Regarding the methodology used by the author, it is a discourse analysis, which is neither qualitative nor quantitative method, but it discusses basic issues by providing evidence and authors reflections. Thus, such approach is suitable for this article, as it goes straight to the points of the strategy and analyzes important matters of the program. One more work written on the theme related to education is called The Xinjiang Class: Education, Integration, and the Uyghurs by Timothy A.Grose. The paper examined efficiency of the specific policy for Xinjiang middle school-aged students who got an opportunity to study for free during the last four years in eastern part of China. The aim of the program was improve the level of education and skills of Xinjiang students who come from ethnic minorities families, thus integrating them into one united Chinese society. Although the authors main argument was pro-resistance of Uyghur students to integrate in Han society, there are several strong points that reveal positive consequences on the general education level and good intention of the government to educate the population of its state. Providing Uyghurs with an inexpensive education has been portrayed in the Chinese media as the CCP acting as a kind parent (Grose 2010, p.7). The government created special conditions to attract and motivate students to take part in such program and learn not only the Chinese language, but also to become more experienced and skillful after having been graduated. The conditions comprised lowered standards on the college entrance exam, adding bonus points and instituting a quota systems at universities in Xinjiang (Grose 2010, pp.4-5). Moreover, there are specific provisions in meal and holidays celebrations created with respect to Muslims society, such as halal cafeterias with Chinese Muslims or Uyghur chefs, and Nauryz and Kurban holidays (Grose 2010, p.6). But, the author also drew attention to the policy seen more as a political mechanism to instill ideas of ethnic unity (Grose 2010, p.6). The author also provided examples with interviews (as a part of methodology) taken from Xinjiang Class graduates who were mostly Uyghurs and Kazakhs. The interviewees shared their own experience after graduation and in most cases were less satisfied with their studies, claiming that the interaction with Han students was quite uncomfortable, and the language used in speaking among their friends was more Uyghur outside the classroom rather than Chinese (Grose 2010, p.8). The author assumed that despite positive characteristics of the program, it has failed, but it can be seen through the paper that CCP has implemented pretty organized system for educating pupils for their better skills and knowledge. The failure described by author is expressed in less integration with Han Chinese and low level of satisfaction by graduated students. However, there is one more important factor of necessary integration of students with Han as they are going to work together for improving Xinjiang region and be more tied and united in the future. The article was also written 8 years ago which says that there were only two generations of graduates of Xinjiang Class, and now as the situation in international arena has changed, the outcomes and improvements are highly to happen. The rapid economic growth, international collaboration particularly with Central Asian states could have improved the system and made CCP introduce amendments to replace drawbacks with positive cha nges. In comparison to the previous articles methodology, this article has advantage in conducting interviews from first sources, from those who were part of the program and are credible and reliable source of information. Yet, at the same time, the relevance of the data is becoming less important as the status quo of the countries, including political and economic changes, are changing from day to day rapidly. The last article to review is called Bilingual Education in Xinjiang in the Post-2009 period by Sonika Gupta and R.Veena (2016). The article demonstrates the changes in educational policies after 2009 known for ethnic riots that signaled the government that it should have been reconsidered, taking into account linguistic issues of ethnic minorities at educational institutions. One more work concludes that, although the central government provides suitable and appropriate conditions for educational purposes, there are newly emerging obstacles during studying process which rather disintegrate minorities from Chinese society. Yet, in the paper, there is much more evidence of the official information and measures introduced in favor of ethnic minorities interests which overweight negative sides of the question. For instance, 2014 Xinjiang Conference with the participation of leader Xi Jinping pointed out the introduction of new conditions in minority-dominated regions and stressed the ro le of ethnic unity as crucial to developing stability in Xinjiang (Global Times 2014b, as cited in Gupta and Veena 2016). Also, the state proposed subsidies for inter-racial marriages and Uyghurs migration out of Xinjiang alongside with the improvement of inter-ethnic communication between the two nations (Gupta and Veena 2016, p.8). The policy amendments introduced after 2009 seemed to introduce improvements in the policies and prevent other riots or misunderstandings in the region. According to the official sources, there were new implementations at schools by training teachers to learn both languages for teaching purposes and more disbursement given to Xinjiang students who enjoyed special conditions while studying at high schools. Concerning an issue about the learning of Putonghua (standard Chinese) in kindergarten, it helps children to be more prepared for school, as they will be able both to study and interact with Han Chinese. Thus, such innovation appears to benefit the children who will be bilingual since the early childhood and probably will not have difficulties with studying on Putonghua and may have certain advantages towards a future career. Analyzing and comparing two articles, it has become clear that the western part of China remains an important region with its specificity in multi ethnicity and linguistic matters. Yet, the central government has introduced a number of measures and created special conditions to foster the young who wish to study and be more skillful and competitive with Han Chinese. The first two articles have revealed the results of the projects like Western Development Policy and Xinjiang Class by 2009 and the third article showed that despite the creation of good environment for development in Xinjiang, both in economic and educational spheres, there was huge necessity to reconsider and amend the policy due to appraisals happened in 2009 in Urumqi. However, in spite of some failures that the system experienced, the region overall could reach high rates of GDP and overall budget rise since 2000s. According to news article Xinjiangs economy growth 7.6% in 2016 (2017), The regions GDP reached 961.7 billion yuan ($139.8 billion) in 2016 with continued expansion of the tertiary sector, which made up 57 percent of the regions gross domestic product in the first three quarters. Hence, the overall development and integration of ethnic minorities could have progressed since the beginning of the 21st century and the policies worked well to accomplish main purposes. The State Council Information Office of the PRC provided that By the end of 2016, there were 107 public libraries, 90 museums, 53 galleries, 119 cultural centers, and 1,170 township (community) cultural activity venues, all offering free access to the public (China SCIO 2017).

Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang - Free Essay Example

Sample details Pages: 8 Words: 2305 Downloads: 4 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Peoples Republic of China is known as a newly emerged economic power in international arena, which has become a powerful state with great involvement in international cooperation, peace promotion and trade market. Yet, being one of the top countries in the world, it also has its specific region â€Å" Xinjiang â€Å" which is viewed as an ambiguous issue by both Western and Asian scientists. After the introduction of the Chinese governments special policy on the development of this region, Xinjiang which is located in the Western part of China, has turned out to be more populated by Chinese population rather than ethnic minorities who used to live in that area for a long time. Don’t waste time! Our writers will create an original "Evaluate the Successes and Failures of Chinas Ethnic Relations Policy in Xinjiang" essay for you Create order After the collapse of the Soviet Union, Central Asian countries became independent, and Xinjiang played a key role in connecting with those neighbouring countries. Thus, the Chinese government started to pay more attention to the western part of the country, developing agricultural sector and natural resources production within the last decades. However, such a sudden switch of the economic development direction and active state involvement in regions affairs was unexpected by most of regional dwellers. By saying locals, it is meant that this particular region is inhabited by ethnic minorities, such as Uyghurs, Dunguns, Kazakhs, Mongols, and other nationalities; and after the regions development Han Chinese representatives were also settling in this area, leaving their permanent residences in eastern and central parts of China. However, the first issue to pay attention to was not only economic development or industrialisation, but the educational sphere of the region. As the policy was aimed at changing all structures of the region, the innovations in educational institutions were not exceptional. The reason why I draw attention to the educational sector is that the young are those who are going to lead the country in the near future, who inherit all knowledge and experience to keep going in the pace of already developed state, making it more prosperous. Hence, in order to prevent any possible consequences of the newly formed mixture of various nationalities, first of all, there should be policies or reforms concerned the educational system. Xinjiang has become a culturally diverse place and needed assistance to enhance cooperation and collaboration of every citizen, taking into account particularities of religious, national and cultural matters. Moreover, viewing the current status quo of Chinese success in economic development and trade (second economy in the world), I suppose that the successes of implemented policies and measures outweigh some negative aspects that are likely to exist due to imperfection and externalities which are natural to human societies. Different views were also expressed by several scholars who have contributed by writing articles and doing researches in this specific topic of Xinjiang and its educational sphere and general transformation of Western part of China. The articles provide information not only about the ways of policys implementation and expected outcomes, but also the results achieved within the next several years. Certainly, it is quite difficult to work out perfect strategy with no drawbacks; therefore there are a few disadvantages that appeared during the policys accomplishment. Although my main argument is more concentrated on the education sphere of Xinjiang, the first article represents a general view of the regional development strategy and it creates a full picture of what the development in the western part of the country is about. Then, the next two articles support the point that education is vital aspect that the government paid attention to and did best to develop and promote good level of education for the growing generation of ethnic minorities. The first literature is called Ethnic Minorities in Chinas Official Discourse on the Western Development Project by V. Elena Barabantseva (2009). The purpose of the paper was to assess the consequences of Chinese official development discourse stated in Western Development Program (WDP) launched in 2000 and evaluate localization and citizenship matters by relying on the official sources, including Chinese scholars and experts. As soon as the project went into force, In the first year after the official launch of the campaign more than 600.000 Han Chinese moved into the Xinjiang Uyghur Autonomous Region (Barabantseva 2009, p.12). So, the government made a decision to attract Han Chinese citizens to come in order to contribute in the welfare of Xinjiang with the help of their knowledge, experience, and professional skills. Certainly, in most cases, such diverse representatives of different cultures could possibly result in interests collision; therefore, the authorities sought desire to pacify â€Å" or harmonize and stabilize â€Å" the states orders and hoped that a growing economy will enrich the local inhabitants and security problems and separatist tensions will decline as a result (Barabantseva 2009, p.13). On the one hand, the project gave a green light for the rapid development, opening new doors for those who are interested in improving the region, not splitting society into different nationalitie s who are allowed to work and who are not. However, on the other hand, there was a newly emerged issue of ethnic minorities being localized, i.e. ethnic minorities who experience difficulties to take part in social and economic modification on the same terms as Han Chinese. According to E. Barabantseva (2009), Ethnic minorities [] are associated with backwardness, underdevelopment, and stagnation among other derogatory characteristics (p.8). One more interesting point that the author argued about is connected with poverty issue. It is considered that the ethnic minorities are nearly a half of the poor in China (Barabantseva 2009, p.21). However, after having thoroughly investigated this question, it has become clear that indeed Shanxi Province which is officially exclusively Han, had some of the worst economic indicators in the country (Barabantseva 2009, p.20). Hence, it probably may turn out that the WDP program aimed at the growing development level in Xinjiang could have reached partly its goals, supporting this regions development actions. Yet, there are also some disadvantages of the strategy related to the different level of income paid to Han Chinese and ethnic minorities, i.e. despite the fact that both representatives of society live together and share common norms and aims, ethnic minorities get lower wages in comparison with Han Chinese (Barabantseva 2009, p.21). Overall, the article is successful in accomplishing its main tasks provided in thesis: explanation of the matters of citizenship, localization and mentioning of inequality and poverty issues; revealing of the WDP strategy and its aims, expressed in economic development and unity of multinational population. However, due to the fact that the article was written in 2009, only nine years after the implementation of such global and important program, there is not enough information to find and see results of a longer term than a decade, especially taking into account the fact that such huge projects are known as long-term strategies that are difficult to be accomplished fully within short period of time. Regarding the methodology used by the author, it is a discourse analysis, which is neither qualitative nor quantitative method, but it discusses basic issues by providing evidence and authors reflections. Thus, such approach is suitable for this article, as it goes straight to the points of the strategy and analyzes important matters of the program. One more work written on the theme related to education is called The Xinjiang Class: Education, Integration, and the Uyghurs by Timothy A.Grose. The paper examined efficiency of the specific policy for Xinjiang middle school-aged students who got an opportunity to study for free during the last four years in eastern part of China. The aim of the program was improve the level of education and skills of Xinjiang students who come from ethnic minorities families, thus integrating them into one united Chinese society. Although the authors main argument was pro-resistance of Uyghur students to integrate in Han society, there are several strong points that reveal positive consequences on the general education level and good intention of the government to educate the population of its state. Providing Uyghurs with an inexpensive education has been portrayed in the Chinese media as the CCP acting as a kind parent (Grose 2010, p.7). The government created special conditions to attract and motivate students to take part in such program and learn not only the Chinese language, but also to become more experienced and skillful after having been graduated. The conditions comprised lowered standards on the college entrance exam, adding bonus points and instituting a quota systems at universities in Xinjiang (Grose 2010, pp.4-5). Moreover, there are specific provisions in meal and holidays celebrations created with respect to Muslims society, such as halal cafeterias with Chinese Muslims or Uyghur chefs, and Nauryz and Kurban holidays (Grose 2010, p.6). But, the author also drew attention to the policy seen more as a political mechanism to instill ideas of ethnic unity (Grose 2010, p.6). The author also provided examples with interviews (as a part of methodology) taken from Xinjiang Class graduates who were mostly Uyghurs and Kazakhs. The interviewees shared their own experience after graduation and in most cases were less satisfied with their studies, claiming that the interaction with Han students was quite uncomfortable, and the language used in speaking among their friends was more Uyghur outside the classroom rather than Chinese (Grose 2010, p.8). The author assumed that despite positive characteristics of the program, it has failed, but it can be seen through the paper that CCP has implemented pretty organized system for educating pupils for their better skills and knowledge. The failure described by author is expressed in less integration with Han Chinese and low level of satisfaction by graduated students. However, there is one more important factor of necessary integration of students with Han as they are going to work together for improving Xinjiang region and be more tied and united in the future. The article was also written 8 years ago which says that there were only two generations of graduates of Xinjiang Class, and now as the situation in international arena has changed, the outcomes and improvements are highly to happen. The rapid economic growth, international collaboration particularly with Central Asian states could have improved the system and made CCP introduce amendments to replace drawbacks with positive cha nges. In comparison to the previous articles methodology, this article has advantage in conducting interviews from first sources, from those who were part of the program and are credible and reliable source of information. Yet, at the same time, the relevance of the data is becoming less important as the status quo of the countries, including political and economic changes, are changing from day to day rapidly. The last article to review is called Bilingual Education in Xinjiang in the Post-2009 period by Sonika Gupta and R.Veena (2016). The article demonstrates the changes in educational policies after 2009 known for ethnic riots that signaled the government that it should have been reconsidered, taking into account linguistic issues of ethnic minorities at educational institutions. One more work concludes that, although the central government provides suitable and appropriate conditions for educational purposes, there are newly emerging obstacles during studying process which rather disintegrate minorities from Chinese society. Yet, in the paper, there is much more evidence of the official information and measures introduced in favor of ethnic minorities interests which overweight negative sides of the question. For instance, 2014 Xinjiang Conference with the participation of leader Xi Jinping pointed out the introduction of new conditions in minority-dominated regions and stressed the ro le of ethnic unity as crucial to developing stability in Xinjiang (Global Times 2014b, as cited in Gupta and Veena 2016). Also, the state proposed subsidies for inter-racial marriages and Uyghurs migration out of Xinjiang alongside with the improvement of inter-ethnic communication between the two nations (Gupta and Veena 2016, p.8). The policy amendments introduced after 2009 seemed to introduce improvements in the policies and prevent other riots or misunderstandings in the region. According to the official sources, there were new implementations at schools by training teachers to learn both languages for teaching purposes and more disbursement given to Xinjiang students who enjoyed special conditions while studying at high schools. Concerning an issue about the learning of Putonghua (standard Chinese) in kindergarten, it helps children to be more prepared for school, as they will be able both to study and interact with Han Chinese. Thus, such innovation appears to benefit the children who will be bilingual since the early childhood and probably will not have difficulties with studying on Putonghua and may have certain advantages towards a future career. Analyzing and comparing two articles, it has become clear that the western part of China remains an important region with its specificity in multi ethnicity and linguistic matters. Yet, the central government has introduced a number of measures and created special conditions to foster the young who wish to study and be more skillful and competitive with Han Chinese. The first two articles have revealed the results of the projects like Western Development Policy and Xinjiang Class by 2009 and the third article showed that despite the creation of good environment for development in Xinjiang, both in economic and educational spheres, there was huge necessity to reconsider and amend the policy due to appraisals happened in 2009 in Urumqi. However, in spite of some failures that the system experienced, the region overall could reach high rates of GDP and overall budget rise since 2000s. According to news article Xinjiangs economy growth 7.6% in 2016 (2017), The regions GDP reached 961.7 billion yuan ($139.8 billion) in 2016 with continued expansion of the tertiary sector, which made up 57 percent of the regions gross domestic product in the first three quarters. Hence, the overall development and integration of ethnic minorities could have progressed since the beginning of the 21st century and the policies worked well to accomplish main purposes. The State Council Information Office of the PRC provided that By the end of 2016, there were 107 public libraries, 90 museums, 53 galleries, 119 cultural centers, and 1,170 township (community) cultural activity venues, all offering free access to the public (China SCIO 2017).

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