China’s Nuclear Program :: Asian Studies Foreign Policy

China’s Nuclear Program Introduction China's nuclear weapons program has always been unique among the programs of the five official nuclear weapons states recognized by the Nuclear Non-Proliferation Treaty. For a variety of economic, political, and cultural reasons, the Chinese program has had a very different trajectory of development, with different objectives, than those of the other major powers' nuclear weapons and missile programs. China's nuclear and ballistic missile programs are and have historically been based on the objective of maintaining a level of nuclear deterrence just great enough to preclude any threats by the nuclear "super" powers. By concentrating on building and maintaining a minimum level of effective deterrence, China can ensure its security while concentrating the maximum amount of its available resources on much more pressing issues, such as economic development. As a developing country, China did not and does not have the resources to compete as a "third superpower" in the Cold War world. The Chinese, who for many of the years before 1978 could hardly afford to feed their own people, simply could not afford to spend huge sums of money in a costly arms race which they were almost certain to lose. Limited deterrence offered the most efficient solution - just enough capability to reap the security benefits of deterrence while avoiding the costs of producing, maintaining and storing huge s tockpiles of nuclear weapons. Why nuclear? The Chinese have always been afraid of invasion of their territory - one of the first projects of the Emperor Qin Shi Huang Di, the first ruler of a united China, was the construction of a vast Great Wall to keep out nomadic barbarian raiders from Inner Asia...in 200 BC. As a rich agrarian empire, and the most populous nation in the world, China has presented a rich target for outsiders for thousands of years, from the Xiongnu of Christ's time to Genghis Khan, to Western imperialists and Japanese warlords. The Chinese Communist leadership which came to power in 1949 after a lengthy and bloody civil war grew up during a very tumultuous period in Chinese history. They witnessed the decline of Chinese power within Asia and over its own territory, the fall of the imperial government which had governed China on and off for more than 2000 years, and the encroaching western imperialist powers who began to declare "spheres of influence" through the "unequal treaties" system.

Control Chart

Tables of Constants for Control charts Table 8A – Variable Data ref : AIAG manual for SPC X bar and R Charts Chart for Averages Control Limits Factor Subgroup size (n) 2 3 4 5 6 7 8 9 10 15 25 A2 1. 880 1. 023 0. 729 0. 577 0. 483 0. 419 0. 373 0. 337 0. 308 0. 223 0. 153 Chart for Averages Chart for Standard Deviation (s) Chart for Ranges (R) Divisors Divisors to to Control Estimate Factors for Control estimate Factors for Control Limits Factor Limits Limits ?x ?x d2 1. 128 1. 693 2. 059 2. 326 2. 534 2. 704 2. 847 2. 970 3. 078 3. 472 3. 931 D3 0. 076 0. 136 0. 184 0. 23 0. 347 0. 459 Centerline X bar and R Charts CL X = X CLR = R X bar and s Charts X bar and s charts CLX = X CL s = s Institute of Quality and Reliability www. world-class-quality. com D4 3. 267 2. 574 2. 282 2. 114 2. 004 1. 924 1. 864 1. 816 1. 777 1. 653 1. 541 A3 2. 659 1. 954 1. 628 1. 427 1. 287 1. 182 1. 099 1. 032 0. 975 0. 789 0. 606 c4 0. 7979 0. 8862 0. 9213 0. 9400 0. 9515 0. 9594 0. 9650 0. 9693 0 . 9727 0. 9823 0. 9896 B3 0. 030 0. 118 0. 185 0. 239 0. 284 0. 428 0. 565 Control Limits UCLX = X + A2 R LCL UCLR = D4 R LCL R = D3 R UCLX = X + A3 S LCL X = X ?A3 S UCL s = B4 s LCL s = B 3 s Control Chart Factors X = X ? A2 R B4 3. 267 2. 568 2. 266 2. 089 1. 970 1. 882 1. 815 1. 761 1. 716 1. 572 1. 435 ?x R d2 s c4 Page 1 of 3 Tables of Constants for Control charts Table 8B Variable Data ref : AIAG manual for SPC Median Charts Chart for Medians Charts for Individuals Chart for Individuals Chart for Ranges (R) Control Divisors to Limits Estimate Factors for Control Factor Limits ?x Subgroup size 2 3 4 5 6 7 8 9 10 ~ A2 1. 880 1. 187 0. 796 0. 691 0. 548 0. 508 0. 433 0. 412 0. 362 d2 1. 128 1. 693 2. 059 2. 326 2. 534 2. 704 . 847 2. 970 3. 078 D3 0. 076 0. 136 0. 184 0. 223 D4 3. 267 2. 574 2. 282 2. 114 2. 004 1. 924 1. 864 1. 816 1. 777 Centerline CL Median Charts ~ X ~ =X CLR = R Charts for Individuals CL X =X CLR = R Institute of Quality and Reliability www. world-class-qua lity. com Control Limits Factor E2 2. 660 1. 772 1. 457 1. 290 1. 184 1. 109 1. 054 1. 010 0. 975 Chart for Moving Range (R) Divisors to Estimate Factors for Control ?x Limits d2 1. 128 1. 693 2. 059 2. 326 2. 534 2. 704 2. 847 2. 970 3. 078 D3 0. 076 0. 136 0. 184 0. 223 D4 3. 267 2. 574 2. 282 2. 114 2. 004 1. 924 . 864 1. 816 1. 777 Control Limits UCL ~ X ~ ~ = X + A2 R UCLR = D4 R UCL X = X + E 2 R UCLR = D4 R Control Chart Factors LCL ~ X ~ = X ? A2 R LCL R = D3 R LCL X = X ? E 2 R LCL R = D3 R Page 2 of 3 Tables of Formulas for Control charts Table 8 C Attribute Data ref : AIAG manual for SPC Centerline Control Limits Samples not necessarily of constant size UCL p chart for CL p = p proportions of units in a category pi = p+3 c chart for number of incidences in one or more categories ni LCL p i = p ? 3 p (1 ? p ) ni If the Sample size is constant (n) UCL p = p + 3 np chart for umber / rate of units in a category p (1 ? p ) p (1 ? p ) n LCL p = p ? 3 p (1 ? p ) n CL = np np UCL np = np + 3 np(1 ? p) LCLnp = np ? 3 np(1 ? p) CL c = c UCLc = c + 3 c LCLc = c ? 3 c Samples not necessarily of constant size CLu = u u chart for number of incidences per unit in one or more categories UCLu = u + 3 LCLu = u ? 3 u ni UCL u = u ? 3 u n UCL u = u ? 3 u n using average sample size UCL u = u + 3 u n If the sample size is constant (n) UCL u = u + 3 Institute of Quality and Reliability www. world-class-quality. com u ni u n Control Chart Factors Page 3 of 3

English Tongue Twisters for ESL Students

Tongue twisters are short, memorable lines that are difficult to pronounce, especially rapidly, because of alliteration or a slight variation of consonant sounds, and are especially useful in pronunciation when focusing on related phonemes, or sounds. In other words, there are several s sounds such as sh, z and tch, and a tongue twister focuses on the minor changes in the mouth required to move between these sounds. By changing back and forth a number of times to the different sounds, students can improve their knowledge of the specific physical movements required for that particular phoneme set. Learning a tongue twister employs musical intelligence, which is one of the multiple intelligences of learners. Another example of this type of learning includes grammar chants. These types of exercises  build up muscle memory related to speech, making it easier to recall later. Fun but Not Necessarily Accurate Tongue twisters are lots of fun, but they often dont make much sense, so its important to warn students before introducing them to tongue twisters that theyre not meant to be learning guides for using proper grammar. Rather, they should be used for exercising pronunciation muscles. For instance, in the old nursery rhyme tongue twister called Peter Piper, the content of the story may make sense in terms of narrative, but the phrase Peter Piper picked a peck of pickled peppers, doesnt actually work because you cannot pick already pickled peppers. Similarly, in Woodchuck, the speaker asks how much wood could a woodchuck chuck if a woodchuck could chuck wood, which would make sense if only woodchucks didnt chuck wood with their teeth. For this reason, when introducing an ESL student to English tongue twisters, its doubly important to go over what the limericks mean in the context of the piece as well as in the context of the words on their own, paying special attention to common idioms that dont make sense when directly translated to a foreign language. Practice Makes Perfect A very large part of understanding how to speak a foreign language properly comes in understanding how the muscles of the mouth are meant to move to elicit certain  sounds and pronunciations—thats why tongue twisters are so handy in teaching ESL students to speak English correctly and quickly. Because tongue twisters consists of so many slight variations on the same sound, all of which are used colloquially in American English, the ESL learner is able to get a clear grasp of how pen sounds different from pin or pan, despite sharing a majority of the same letters and consonant  sounds. In the poem Sally Sells Sea Shells by the Sea Shore, for instance, the speaker is able to go through every variation of the s sound in English, learning the difference between sh and s as well as z and tch. Similarly, ​Betty Botter and A Flea and a Fly walk the speaker through all the b and f sounds.

The Role Of Media Attitudes And Perceptions Of Muslims And...

Introduction: A. Problem Statement: To analyze and assess the role of media in the shaping of attitudes and perceptions of Muslims and Islam. As well as, identifying how these framings, specifically from Western media, can incite feelings of fear and hatred towards Muslims and Islam. B. Population/ Area of Focus: Young Adults and Adults with access to broadcast and internet media Thesis Statement: Due to limited exposure to Islam and the Muslim lifestyle and a narrow scope of news reporting there is an ever increasing trend of Islamophobia affecting many individuals throughout many different countries. Literature Review: Trevino, Kanso, Nelson (2010) examined three major newspapers, the New York Times, Los Angeles Times, and Washington Post, for content analysis to establish if Muslims were portrayed negatively in print media post 9/11. They found that newspaper portrayals of Muslims prior to September 11, 2001, in fact, did differ from the portrayals post September 11, 2001. Most references to Muslims, in both cases, were largely unfavorable, but there was an increase in neutral references and a decrease in favorable references. Journalists in this given opportunity did not show any particular bias while reporting, but it was found that all three newspapers had a high percentage of unfavorable terms when it came to reports involving Muslims. Some of the most recycled terms were: terror/terrorist/terrorism, extremist/extremism, fundamentalist/fundamentalism,Show MoreRelatedMedia s Portrayal Of Islamic Extremists During The Middle East1178 Words   |  5 Pageshave not yet subsided. Americans receiv e information regarding Islamic extremists through the media, from which they form opinions on what the U.S.’s foreign policy with the Middle East should be, which affects military spending. To what extent has the media’s portrayal of Islamic extremists affected U.S. military spending and relations with the Middle East? Social and cultural aspects play a significant role in the media’s unflattering depiction of Islamic extremists, which correlates directly to militaryRead MoreIslamophobia: Muslims and Terrorism1162 Words   |  5 PagesAfter 9/11 has induced negative attitudes towards Muslim peoples who tend to be strongly associated with any act of terrorism. The media has played a colossal role in developing such negative association wherein it constantly portrays Muslim people in combination with violent terrorist acts. It does so in a way that they both go hand-and-hand. In other words, it has made it as though the Islamic religion is synonymous with terrorism. The media has perpetuated Muslim stereotypes over the years thatRead MoreIslamic Cultural History1076 Words   |  5 Pagesyears, carrying out multiple attacks a month in 2013 (BBC 2). After growing in strength under Baghdadi, the Islamic State captured multiple cities in Iraq, including Tikrit, Fallujah, and Mosul in 2014. 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Even with the coming of the 21st century, these mindsets have not been abandoned. Most people don’t realize how these concepts have become part of our lives – often using colonial history, literature, and the news as justification. As human beings, we naturally evaluate everything we come in contact with. What we see inwardly determines what we see outside ourselves; crucial to perception, thereforeRead MoreReligion Is The Idea Of Faith1530 Words   |  7 Pagesrelates to conflicts and wars fought in the name of religion. A good example is Islam religion. The main discussion issue in the U.S. Muslim community is the negative image Islam has in American, a question that resulted earlier even before 9/11. The terrorist attacks of September 11th, 2001 in the US brought Islam religion into the national and international spotlight with an impeccable volume. 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The Causal Effects Of Oil On Regional Conflict - 2148 Words

Introduction Oil, although a natural resource should be seen as a harmless, plentiful substance, in the modern world it is now considered a symbol of wealth; which in my view is representative of political and economic power. Countries that have oil reserves, or who can exploit oil ownership are often seen and acknowledged of the most powerful nations in the world. China, Russia, and the United States of America all have vast reserves of oil and are widely considered to be the top three Super Powers as they are categorized as being . I consider oil to be a primary cause of conflicts globally, for example the hostilities in the Niger Delta. It is a common thought that oil and conflict go hand in hand wherever found. The purpose of this†¦show more content†¦Their leader, Alhaji Mujahid Dokubo-Asari, wanted greater control of the natural resources within the Delta, and to have a national conference to renegotiate Nigeria’s federal constitution. Many activists have wanted these negotiations to be held for years, but Asari is willing to use force to get these talks, and that is where he varies from many of these other political activists. Asari has links to organised crime within the region. The protests in this region have been described as being â€Å"akin to American gangland fighting for the control of drug trade†. [4] These attacks on the oil companies are serious enough for the government to ‘reward’ the violence by holding discussions with these warlords. The reason for this is that the country is a petro-state. This means that the country’s economy relies heavily on oil revenue, about 50 per cent of the GDP, 95 per cent foreign exchange earnings and 80 per cent of its budgetary revenues. This came about after the civil war, beforehand Nigeria was a relatively small producer of oil, but after it became a global producer of oil, 5th biggest producer in the group OPEC. Because of this civil war, oil companies such a Shell have had to form close partnerships with the Nigerian government, and indeed military dictatorships in order to exploit the abundance of oil in the country. Very little money from the oil production has gone into the communities where the oil is

Every Child Must Be Trained for the Future (Article with Examples) Free Essays

Every child must be educated and equipped with the skills that will let him thrive in the economy of the future, said Education Minister Heng Swee Keat. While Singapore has built an education system admired for its high student achievement rates and top-notch teaching force, it must now align its system to cope with the fast pace of globalisation, technological change and innovation. The world economy will become even more complex and jobs do not have clearly defined boundaries, Mr Heng told an audience of 200 participants at the Singapore Conference here on Wednesday. We will write a custom essay sample on Every Child Must Be Trained for the Future (Article with Examples) or any similar topic only for you Order Now Elaborating, he said that the line between manufacturing and services has blurred. And both are also overlaid with the digital economy, he added, noting for example that IT giant Apple sells ‘an experience, not just a product’. On how technology is changing swiftly, he noted how the Human Genome Project, started in 1990, took 13 years and nearly US$4 billion to complete. But last month, a private company in California announced a machine that will map an entire genome for US$1,000 (S$1,250) in one day. A more complex economy means a greater variety of different jobs will exist, requiring a wide range of skills. Said Mr Heng: ‘Hence, to prepare our students for the future, it is critical for us to have some notions of the variety and demands of the jobs of the future. The education system can then tailor the right skill sets for each individual. ‘Not all the jobs will require academic degrees. Indeed, in many areas, practical, hands-on skills are valued. ‘ He added that aligning education to industry needs as Singapore does with its universities, Institute of Technical Education and polytechnics will continue to be critical. But in whatever area, deep skills, high standards and strong motivation will be needed. ‘ A strong focus on science, technology, engineering and maths in education should be preserved, he said. Mr Heng also touched on the diversification of the school system over the last few years, explaining the need to create multiple pathways for students to excel. But this does not mean everyone gets to do the course of his choice, as the programmes are compe titive to ensure standards, he added. It is also critical to equip students with the basic knowledge and motivation to be lifelong and adaptable learners and have other 21st century skills such as information and communication know-how, critical and inventive thinking, and civil literacy and cross-cultural skills. Ultimately though, he said, the best policies alone are not enough. Ministry officials and school leaders must be clear about the principles and there must be ‘fidelity of implementation’. All parts of the education system must support the policy implementation, including the teachers, parents and even the physical facilities of a school. Educators will remain key to the structure. ‘No system of education can be better than its teachers,’ he said. During his visit here over the past week, American officials have heaped praises on the Singapore education system and during the panel discussion following his speech, similar responses flowed. Panellist Linda Darling-Hammond, a Stanford University professor in education, said the US could learn from Singapore’s teacher recruitment and development process. Praising the Singapore Government’s policy of paying teachers ‘top dollar’, she noted that by comparison, the US paid its teachers ‘much, much less than other college graduates’. The deep cuts in education spending in the US, she warned, would leave the country behind while other countries like Singapore forged ahead with their investments in education. Co-panellist Joanne Weiss, chief of staff to US Education Secretary Arne Duncan and who visited Singapore schools last year, said she was impressed by the ‘culture of continuous improvement’ in education. ‘Singapore policymakers go out, identify the best practices and bring it back and adapt them to the context of the country. They then replicate them across the schools in the country. ‘ How to cite Every Child Must Be Trained for the Future (Article with Examples), Papers