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One of the U.S. government's leading China experts reveals the hidden strategy fueling that country's rise – and how Americans have been seduced into helping China overtake us as the world's leading superpower. For more than forty years, the United States has played an indispensable role helping the Chinese government build a booming economy, develop its scientific and military capabilities, and take its place on the world stage, in the belief that China's rise will bring us cooperation, diplomacy, and free trade. But what if the "China Dream" is to replace us, just as America replaced the British Empire, without firing a shot? Based on interviews with Chinese defectors and newly declassified, previously undisclosed national security documents, The Hundred-Year Marathon reveals China's secret strategy to supplant the United States as the world's dominant power, and to do so by 2049, the one-hundredth anniversary of the founding of the People's Republic. Michael Pillsbury, a fluent Mandarin speaker who has served in senior national security positions in the U.S. government since the days of Richard Nixon and Henry Kissinger, draws on his decades of contact with the "hawks" in China's military and intelligence agencies and translates their documents, speeches, and books to show how the teachings of traditional Chinese statecraft underpin their actions. He offers an inside look at how the Chinese really view America and its leaders – as barbarians who will be the architects of their own demise. Pillsbury also explains how the U.S. government has helped – sometimes unwittingly and sometimes deliberately – to make this "China Dream" come true, and he calls for the United States to implement a new, more competitive strategy toward China as it really is, and not as we might wish it to be. The Hundred-Year Marathon is a wake-up call as we face the greatest national security challenge of the twenty-first century.
NEW YORK TIMES BESTSELLER • NATIONAL BOOK AWARD WINNER • From one of America’s iconic writers, a stunning book of electric honesty and passion that explores an intensely personal yet universal experience: a portrait of a marriage—and a life, in good times and bad—that will speak to anyone who has ever loved a husband or wife or child. Several days before Christmas 2003, John Gregory Dunne and Joan Didion saw their only daughter, Quintana, fall ill with what seemed at first flu, then pneumonia, then complete septic shock. She was put into an induced coma and placed on life support. Days later—the night before New Year’s Eve—the Dunnes were just sitting down to dinner after visiting the hospital when John Gregory Dunne suffered a massive and fatal coronary. In a second, this close, symbiotic partnership of forty years was over. Four weeks later, their daughter pulled through. Two months after that, arriving at LAX, she collapsed and underwent six hours of brain surgery at UCLA Medical Center to relieve a massive hematoma. This powerful book is Didion’ s attempt to make sense of the “weeks and then months that cut loose any fixed idea I ever had about death, about illness ... about marriage and children and memory ... about the shallowness of sanity, about life itself.
Some years—1789, 1929, 1989—change the world suddenly. Or do they? In 2020, a pandemic converged with an economic collapse, inequalities exploded, and institutions weakened. Yet these crises sprang not from new risks but from known dangers. The world—like many patients—met 2020 with a host of preexisting conditions, which together tilted the odds toward disaster. Perhaps 2020 wasn’t the year the world changed; perhaps it was simply the moment the world finally understood its deadly diagnosis. In The Long Year, some of the world’s most incisive thinkers excavate 2020’s buried crises, revealing how they must be confronted in order to achieve a more equal future. Keeanga-Yamahtta Taylor calls for the defunding of police and the refunding of communities; Keisha Blain demonstrates why the battle against racism must be global; and Adam Tooze reveals that COVID-19 hit hardest where inequality was already greatest and welfare states weakest. Yarimar Bonilla, Xiaowei Wang, Simon Balto, Marcia Chatelain, Gautam Bhan, Ananya Roy, and others offer insights from the factory farms of China to the elite resorts of France, the meatpacking plants of the Midwest to the overcrowded hospitals of India. The definitive guide to these ongoing catastrophes, The Long Year shows that only by exposing the roots and ramifications of 2020 can another such breakdown be prevented. It is made possible through institutional partnerships with Public Books and the Social Science Research Council.
Discover the true effects of attending college While there is no doubt that going to college has an effect on one's life, the question of what those specific effects may be remains somewhat elusive. Four Critical Years takes an in-depth look at those potential effects beyond those that are immediately obvious. The book investigates how one's attitudes, beliefs and sense of self are affected by going to college, how behavior is affected, what patterns of behavior emerge from going to college, and the permanence of the effects of attending college. For those students, policymakers and those about to make the crucial decision on whether – or where – to go to college, the book is an original and enlightening look at the subject.
In modern life, technology is everywhere. Yet as a concept, technology is a mess. In popular discourse, technology is little more than the latest digital innovations. Scholars do little better, offering up competing definitions that include everything from steelmaking to singing. In Technology: Critical History of a Concept, Eric Schatzberg explains why technology is so difficult to define by examining its three thousand year history, one shaped by persistent tensions between scholars and technical practitioners. Since the time of the ancient Greeks, scholars have tended to hold technicians in low esteem, defining technical practices as mere means toward ends defined by others. Technicians, in contrast, have repeatedly pushed back against this characterization, insisting on the dignity, creativity, and cultural worth of their work. ​The tension between scholars and technicians continued from Aristotle through Francis Bacon and into the nineteenth century. It was only in the twentieth century that modern meanings of technology arose: technology as the industrial arts, technology as applied science, and technology as technique. Schatzberg traces these three meanings to the present day, when discourse about technology has become pervasive, but confusion among the three principal meanings of technology remains common. He shows that only through a humanistic concept of technology can we understand the complex human choices embedded in our modern world.
In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students.
"Art" has always been contested terrain, whether the object in question is a medieval tapestry or Duchamp's Fountain. But questions about the categories of "art" and "art history" acquired increased urgency during the 1970s, when new developments in critical theory and other intellectual projects dramatically transformed the discipline. The first edition of Critical Terms for Art History both mapped and contributed to those transformations, offering a spirited reassessment of the field's methods and terminology. Art history as a field has kept pace with debates over globalization and other social and political issues in recent years, making a second edition of this book not just timely, but crucial. Like its predecessor, this new edition consists of essays that cover a wide variety of "loaded" terms in the history of art, from sign to meaning, ritual to commodity. Each essay explains and comments on a single term, discussing the issues the term raises and putting the term into practice as an interpretive framework for a specific work of art. For example, Richard Shiff discusses "Originality" in Vija Celmins's To Fix the Image in Memory, a work made of eleven pairs of stones, each consisting of one "original" stone and one painted bronze replica. In addition to the twenty-two original essays, this edition includes nine new ones—performance, style, memory/monument, body, beauty, ugliness, identity, visual culture/visual studies, and social history of art—as well as new introductory material. All help expand the book's scope while retaining its central goal of stimulating discussion of theoretical issues in art history and making that discussion accessible to both beginning students and senior scholars. Contributors: Mark Antliff, Nina Athanassoglou-Kallmyer, Stephen Bann, Homi K. Bhabha, Suzanne Preston Blier, Michael Camille, David Carrier, Craig Clunas, Whitney Davis, Jas Elsner, Ivan Gaskell, Ann Gibson, Charles Harrison, James D. Herbert, Amelia Jones, Wolfgang Kemp, Joseph Leo Koerner, Patricia Leighten, Paul Mattick Jr., Richard Meyer, W. J. T. Mitchell, Robert S. Nelson, Margaret Olin, William Pietz, Alex Potts, Donald Preziosi, Lisbet Rausing, Richard Shiff, Terry Smith, Kristine Stiles, David Summers, Paul Wood, James E. Young
"Astin presents a completely new and expanded study of how students change and develop in college -- and reveals how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences, and how these factors can shape students' personalities and behavior; values and beliefs; and academic, cognitive, and career development."--Page 4 of cover