Econ 53 Class Materialsjason Lee
2021年5月2日Download here: http://gg.gg/ugdev
Department of Economics. North Hall 3040. University of California, Santa Barbara. Santa Barbara, CA 93106 Phone: (805) 893-7309 (Economics office) Fax: (805) 893-8830. Deacon ’at’ econ.ucsb.edu Professional affiliations and recent appointments. University Fellow, Resources for the Future. Terms offered: Spring 2021, Spring 2020, Spring 2019 This course is an advanced class in Financial Economics. Topics include moral hazard (principal-agent problems, free cash flow), asymmetric Information (security issurance, dividends), mergers and acquisitions (theory, managerial incentives), corporate governance (separation of ownership.School Overview
Dean
Jim Jiambalvo
303a Dempsey
Associate Dean for Academic Affairs
Thomas Lee
303d Dempsey
Men and women embarking on business careers have the opportunity to influence many of the social, political, and economic forces in today’s world. The Foster School prepares students for professional careers in management and related disciplines in both the private and public sectors.
The Foster School offers an undergraduate program leading to the degree of Bachelor of Arts in Business Administration (BABA) and graduate programs leading to the degrees of Master of Business Administration (MBA), Executive Master of Business Administration (EMBA), Technology Management Master of Business Administration (TMMBA), Master of Professional Accounting (MPAcc), and Doctor of Philosophy (PhD). An evening MBA program is also offered. Additionally, the Foster School offers a Master of Science degree in Information Systems (MSIS) and a Global Executive Master of Business Adminstration (GEMBA).
Business Administration became an independent unit within the University system in 1917. It has been accredited by the American Assembly of Collegiate Schools of Business (now known as the International Association for Management Education) since 1921. Facilities and Services
Most Foster School classes and activities are in four buildings. Dempsey Hall, named for Neal and Jan Dempsey, contains the dean’s office, MBA and undergraduate offices, the Arthur W. Buerk Center for Entrepreneurship, MBA and undergraduate career centers as well as classrooms and an executive forum. PACCAR Hall offers a combination of U-shaped tiered classrooms, meeting spaces, a 250-seat auditorium, student breakout rooms, faculty offices, and a soaring atrium with a café and a boardroom. It is equipped with a wide range of technology enhancements including web-linked digital monitors and distance conferencing capabilities. Mackenzie Hall, named in memory of Professor Donald Mackenzie, Chair of the Department of Accounting from 1949 to 1955, contains the offices of the Foster School’s Consulting and Business Development Center, the Global Business Center, the Center for Leadership and Strategic Thinking, and the Foster School Advancement and Alumni teams. A fourth building, on the northwest side of Dempsey, has three distinct components: the Bank of America Executive Education Center (which includes the James B. Douglas Executive Forum), the Boeing Auditorium, and the Albert O. and Evelyn Foster Business Library.
To serve the continuing education needs of middle- and senior-level managers, the Foster School offers a number of certificate programs, either University-initiated or co-sponsored with various community and industry organizations. The Executive Development Program, a nine-month, one night per week program, strengthens understanding and skills in all areas of management and provides an opportunity for successful managers to learn from a distinguished faculty and each other. Short courses and seminars are offered throughout the year, focusing on topics such as leadership, finance and accounting for non-financial executives, and negotiation skills. In addition, the School develops and runs custom programs under contract with individual companies and organizations. Information on continuing education programs may be obtained from the Office of Executive Education, (206) 543-8560, fax (206) 685-9236, execed@uw.edu. International Business Programs
International business programs are coordinated and developed by the Foster School’s Global Business Center. These activities include special graduate and undergraduate certificate programs, the Global Business Program, seminars, internships, business foreign-language programs, special guest-speaker programs, and study tours. Although the Marketing and International Business Department offers a general curriculum in international business, each of the five academic departments within the Foster School maintains faculty with special international teaching and research expertise. Internationally oriented courses are offered by each department.
At the undergraduate level, the Foster School offers the Certificate of International Studies in Business (CISB) program. Students in the program complete the same demanding business curriculum as other students and enhance this training with foreign language study, area studies, and an international experience. The program requires that students have a solid foundation in one of five language tracks: Chinese, French, German, Japanese, and Spanish; a sixth custom track for other languages is also an option. In addition, there is a U.S. track for international students.
At the MBA level, the Foster School offers opportunities for MBA students to build on the international business foundation that every MBA develops through the first year of the program. In addition to international business electives, the program offers overseas travel through study tours, quarter-long exchange programs, and international internships. MBA students may also participate in the weekly Global Business Forum, which brings top international business leaders to campus to discuss important issues facing their companies and industries.
Questions regarding these programs may be directed to (206) 685-3432 or goabroad@uw.edu. Entrepreneurship Programs
The focus of the Foster School’s entrepreneurship programs is on nurturing skills that generate creative ideas, innovative processes, and new business growth. These skills are developed through special academic certificate programs, internships, a business plan competition, club activities, and consulting opportunities with area businesses.
The Center for Innovation and Entrepreneurship (CIE) is open to both undergraduate and graduate students from the Foster School as well as other University schools and colleges. Through its workshops, events (Entrepreneur Week), and annual competitions (Business Plan Competition, Environmental Innovation Challenge, and Venture Capital Investment Competition), CIE encourages a cross-discipline and collaborative appraoch to business creation, and nurtures overall entrepreneurial thinking in students. The CIE’s Lavin Program is a curriculum for entrepreneurially minded undergraduates that provides the core foundational experience, skills, and know how for developing future business ventures. Graduate students may take the Enrepreneurship Certificate program, which offers real-world experience, technology internships with the UW Center for Commercialization, and mentoring from the Seattle entrepreneurial community. For more information visit www.startup.washington.edu, or contact CIE at (206) 685-9868, or uwcie@uw.edu.
The Business and Economic Development Center (BEDC) matches undergraduate and graduate student consulting teams with small-business owners in Seattle’s inner city to implement business development projects. Through courses, independent study options, summer internships, and hands-on projects with inner-city entrepreneurs, students explore the challenges faced by central city businesses, while also providing valuable assistance. Questions about the Business and Economic Development Center can be directed to the program office at (206) 543-9327. Consulting Programs
The Business and Economic Development Center (BEDC) matches undergraduate and graduate student consulting teams with small-business owners in Seattle’s inner city to implement business development projects. Through courses, independent study options, summer internships, and hands-on projects with inner-city entrepreneurs, students explore the challenges faced by central city businesses, while also providing valuable assistance. Questions about the Business and Economic Development Center can be directed to the program office at (206) 616-1216 or wtutol@uw.edu. Business Career Center
The Business Connections Center coordinates all MBA and MPAcc career services. These include career counseling and career management workshops, the administration of special career events such as career fairs, company presentations, on-campus MBA and MPAcc recruitment, and a job-listing service. The Business Connections Center also administers alumni and executive mentoring programs. Questions regarding these programs and services may be directed to the center’s office, 202 Lewis, (206) 685-2410.
Undergraduate business-career counseling and on-campus recruitment is provided by the UW Center for Career Services, 134 Mary Gates Hall, (206) 543-0535. Instructional Resources Office
The Instructional Resources Office promotes excellence in teaching by providing resources in current practice and research in teaching and learning. The office serves faculty and teaching assistants with individual consultations, coordinates a teaching preparation program for doctoral students, and offers assistance with instructional innovations. Questions can be directed to the Instructional Resources Office, 317 Lewis, (206) 685-9608. The Business Writing Center
The mission of the Business Writing Center is to help undergraduates develop the writing skills essential to professional success. The center offers one-on-one tutoring, workshops and peer feedback for special class projects, and opportunities for advanced students to be peer tutors. Questions can be directed to the center’s office, 337 Lewis, bwrite@uw.edu. Honor Societies
Beta Gamma Sigma is the national scholastic honor society in the field of business. Election to membership is available to both undergraduate and graduate students in business. Selection is based on outstanding scholastic achievement.
Beta Alpha Psi is the accounting honor society. Membership is based primarily on scholastic achievement, but some community service is also required. Beta Alpha Psi provides a mechanism for students, professionals, and educators to meet on both formal and informal bases. Econ 53 Class Materialsjason Lee Nh
The goals and interests of graduate students are served by the MBA Association, Business Consulting Network, Challenge for Charity, Entrepreneurship and Innovation Club, Graduate Consulting Club, MBA Finance Club, Global Business Association, Graduate and Professional Student Senate, MBA Marketing Club, Net Impact, High-Tech Club, MBA Speakeasy, Women in Business, and the Doctoral Association.
About one year ago, Allen Lin, a 23-year-old college senior, fidgeted in a chair before eight members of the Communist Party of China. He stuttered and his voice jumped an octave as he answered questions about his grades, awards, leadership, and community service, which he’d tallied to 167 hours. One party member asked about Chinese president Xi Jinping’s speech at the 2014 Asian Pacific Economic Cooperation summit in Beijing. By sheer luck, Lin had watched the speech and recounted all he could remember. He successfully managed the interview, the final step to joining the party.In 2014, the Communist Party of China’s acceptance rate was on par with the Ivy League.
Some weeks later, on November 28, 2014, at a full meeting of the 60 students in his engineering major’s party branch, Lin was formally voted into the party. He bent his arm into the party salute, faced the party flag, and took the party oath. Lin became a probationary party member. (He’s asked that his name be changed in concern for his future.)
“I was very excited,” Lin said recently. “Joining the party is not easy—of the 40 students in my class, only five were admitted.” Lin credits his admission to his top-notch grades, student government positions, and willingness to help his classmates, which earned him a strong reputation.
In 2014, the CPC’s acceptance rate was on par with the Ivy League—2 million applicants were accepted from a pool of 22 million. “Some Chinese have no shot of getting in, while others might have a 50 percent chance,” says Bruce Dickson, a professor of political science at George Washington University and an expert on CPC membership. An applicant’s family background, gender, rural or urban roots, academic performance, university ranking, and perceived loyalty all affect their chances, he adds.China’s Ruling Party
In China, the Communist Party’s 87.7 million members, or 1 in 16 Chinese, hold nearly every top position in government, military, education, state-owned enterprises, health care, and banking. “If you are not in the party, there is definitely a glass ceiling,” Dickson says.
Thanks to a trove of statistics recently released by the CPC’s Organization Department, we’re learning more about members, like Lin, who make up China’s elite class. They are overwhelmingly male (75 percent), have at least a junior college education (43 percent), and are made up of farmers, herdsmen, and fishermen (30 percent), white-collar workers (25 percent), retirees (18 percent), and government employees (8 percent).
The composition of the CPC has evolved considerably since the party was founded in 1921 with approximately 57 members, most of whom were young men from the upper-middle and middle classes (27 students, 11 journalists, and nine teachers), according to scholar Ming T. Lee’s research.
Had it not been for British police, who in 1925 killed 13 Chinese in Shanghai when they fired on a crowd protesting foreigners’ abuse of Chinese laborers and the arrest of student activists, the party may never have expanded beyond the intellectual elite. The May Thirtieth Movement, as the social action formed in response to the shootings is called, was a turning point for the party.
“It was the first time the Communist Party started to become something greater than a loose network of intellectuals who liked reading Marx,” says Daniel Fried, an assistant professor at the University of Alberta, who wrote an essay on May Thirtieth literature. “It started becoming a mass movement.”In 1949, when Mao Zedong’s Communist Party overthrew the Nationalist Party and took control, CPC membership approached 4 million.
In 1949, when Mao Zedong’s Communist Party overthrew the Nationalist Party and took control, CPC membership approached 4 million. Afterward, CPC ranks grew steadily, drawing new members primarily from the exploited classes (peasants and workers) and the politically suspect, but useful, intellectual class. “The CPC had its pick of China’s best and brightest,” political scientist Stanley Rosen wrote, “varying recruitment targets each year depending on whether expertise or politics (the Expert vs. Red dilemma) was stressed.” Free children’s nonfiction books online. Civil war videosus history.
Intellectual participation expanded under Deng Xiaoping, after he declared intellectuals part of the working class, freeing them from political suspicion. By 1985, technicians, specialists, and teachers made up roughly 50 percent of new CPC recruits.
Universities are now the primary Communist recruiting ground—on average, students make up about 40 percent of new party members. There is a quota for new members based on a school’s ranking, Dickson explains: “They don’t want to take everyone.”
In recent years, the number of new CPC members has decreased. The leadership believes the party has become too large and unwieldy, analysts explain. “When Xi Jinping became president, he started to reshape the party,” says Zhang Bingbing, a 24-year-old master’s student and another new Communist Party member. “They want to limit membership so you have to be even more extraordinary to gain admission.”Pledging Process
The CPC admission process begins with a handwritten application. Bingbing submitted her five-page essay during her freshmen year of college. “I am willing to become a member of the Communist Party of China and demonstrate my loyalty,” she wrote, and continued to detail her studies, her history as a Communist Youth League member, her position as class president, and her understanding of the party’s history.
Soon thereafter, 10 students from Bingbing’s college class gave speeches stating their case for party membership. The class elected Bingbing and a male student to be “activists,” as those pledging the Communist Party are known. She’d passed the first hurdle. That night Bingbing, elated, dialed her parents. “I was picked!” she told them.
Training commenced. Bingbing was urged to broaden her community service work. She also attended the party class, where a political-thought professor lectured a room of activists about the party’s history, discipline, structure, and their political duties. Bingbing admitted that she often nodded off as the class dragged on.The Communist Party test is a two-hour examination about Marxism, Mao Zedong thought, Deng Xiaoping theory, and other ideologies and histories the party holds dear.
Meanwhile, the party secretly evaluated Bingbing. A political adviser at her university directed party members to interview her classmates, roommates, and professors. What do you think of Zhang? Is she a good person? Is she frugal and restrained? Interviews finished with a simple command: Keep silent, or you will be in trouble with the party. Her friends and roommates obeyed. (Bingbing learned of these evaluations years later, when as a party member herself, she assessed new activists.)
Then came the party test—a two-hour examination about Marxism, Mao Zedong thought, Deng Xiaoping theory, and other ideologies and histories the party holds dear. Bingbing failed on her first attempt, but on her second and final try, she managed the questions. Soon enough, she took the party oath, and like Lin, advanced to probationary party-membership status.
When Bingbing was a probationary member, the university political adviser came to interview her directly. “He asked about my work and study and life,” Bingbing recalls. “He wanted to know about my background, hometown, and parents—what they did for a living and whether they were party members or from the masses.”Econ 53 Class Materialsjason Lee Vining
Bingbing joined one of her university’s party branches. Once a month, members met to study party documents and new national policies, or to climb the nearby Baiyun Mountain. At one meeting, the Communists shot group selfies.
When a year elapsed, and she’d done nothing to jeopardize her standing, Bingbing transitioned to full party membership. By tradition, she reread her app
https://diarynote.indered.space
Department of Economics. North Hall 3040. University of California, Santa Barbara. Santa Barbara, CA 93106 Phone: (805) 893-7309 (Economics office) Fax: (805) 893-8830. Deacon ’at’ econ.ucsb.edu Professional affiliations and recent appointments. University Fellow, Resources for the Future. Terms offered: Spring 2021, Spring 2020, Spring 2019 This course is an advanced class in Financial Economics. Topics include moral hazard (principal-agent problems, free cash flow), asymmetric Information (security issurance, dividends), mergers and acquisitions (theory, managerial incentives), corporate governance (separation of ownership.School Overview
Dean
Jim Jiambalvo
303a Dempsey
Associate Dean for Academic Affairs
Thomas Lee
303d Dempsey
Men and women embarking on business careers have the opportunity to influence many of the social, political, and economic forces in today’s world. The Foster School prepares students for professional careers in management and related disciplines in both the private and public sectors.
The Foster School offers an undergraduate program leading to the degree of Bachelor of Arts in Business Administration (BABA) and graduate programs leading to the degrees of Master of Business Administration (MBA), Executive Master of Business Administration (EMBA), Technology Management Master of Business Administration (TMMBA), Master of Professional Accounting (MPAcc), and Doctor of Philosophy (PhD). An evening MBA program is also offered. Additionally, the Foster School offers a Master of Science degree in Information Systems (MSIS) and a Global Executive Master of Business Adminstration (GEMBA).
Business Administration became an independent unit within the University system in 1917. It has been accredited by the American Assembly of Collegiate Schools of Business (now known as the International Association for Management Education) since 1921. Facilities and Services
Most Foster School classes and activities are in four buildings. Dempsey Hall, named for Neal and Jan Dempsey, contains the dean’s office, MBA and undergraduate offices, the Arthur W. Buerk Center for Entrepreneurship, MBA and undergraduate career centers as well as classrooms and an executive forum. PACCAR Hall offers a combination of U-shaped tiered classrooms, meeting spaces, a 250-seat auditorium, student breakout rooms, faculty offices, and a soaring atrium with a café and a boardroom. It is equipped with a wide range of technology enhancements including web-linked digital monitors and distance conferencing capabilities. Mackenzie Hall, named in memory of Professor Donald Mackenzie, Chair of the Department of Accounting from 1949 to 1955, contains the offices of the Foster School’s Consulting and Business Development Center, the Global Business Center, the Center for Leadership and Strategic Thinking, and the Foster School Advancement and Alumni teams. A fourth building, on the northwest side of Dempsey, has three distinct components: the Bank of America Executive Education Center (which includes the James B. Douglas Executive Forum), the Boeing Auditorium, and the Albert O. and Evelyn Foster Business Library.
To serve the continuing education needs of middle- and senior-level managers, the Foster School offers a number of certificate programs, either University-initiated or co-sponsored with various community and industry organizations. The Executive Development Program, a nine-month, one night per week program, strengthens understanding and skills in all areas of management and provides an opportunity for successful managers to learn from a distinguished faculty and each other. Short courses and seminars are offered throughout the year, focusing on topics such as leadership, finance and accounting for non-financial executives, and negotiation skills. In addition, the School develops and runs custom programs under contract with individual companies and organizations. Information on continuing education programs may be obtained from the Office of Executive Education, (206) 543-8560, fax (206) 685-9236, execed@uw.edu. International Business Programs
International business programs are coordinated and developed by the Foster School’s Global Business Center. These activities include special graduate and undergraduate certificate programs, the Global Business Program, seminars, internships, business foreign-language programs, special guest-speaker programs, and study tours. Although the Marketing and International Business Department offers a general curriculum in international business, each of the five academic departments within the Foster School maintains faculty with special international teaching and research expertise. Internationally oriented courses are offered by each department.
At the undergraduate level, the Foster School offers the Certificate of International Studies in Business (CISB) program. Students in the program complete the same demanding business curriculum as other students and enhance this training with foreign language study, area studies, and an international experience. The program requires that students have a solid foundation in one of five language tracks: Chinese, French, German, Japanese, and Spanish; a sixth custom track for other languages is also an option. In addition, there is a U.S. track for international students.
At the MBA level, the Foster School offers opportunities for MBA students to build on the international business foundation that every MBA develops through the first year of the program. In addition to international business electives, the program offers overseas travel through study tours, quarter-long exchange programs, and international internships. MBA students may also participate in the weekly Global Business Forum, which brings top international business leaders to campus to discuss important issues facing their companies and industries.
Questions regarding these programs may be directed to (206) 685-3432 or goabroad@uw.edu. Entrepreneurship Programs
The focus of the Foster School’s entrepreneurship programs is on nurturing skills that generate creative ideas, innovative processes, and new business growth. These skills are developed through special academic certificate programs, internships, a business plan competition, club activities, and consulting opportunities with area businesses.
The Center for Innovation and Entrepreneurship (CIE) is open to both undergraduate and graduate students from the Foster School as well as other University schools and colleges. Through its workshops, events (Entrepreneur Week), and annual competitions (Business Plan Competition, Environmental Innovation Challenge, and Venture Capital Investment Competition), CIE encourages a cross-discipline and collaborative appraoch to business creation, and nurtures overall entrepreneurial thinking in students. The CIE’s Lavin Program is a curriculum for entrepreneurially minded undergraduates that provides the core foundational experience, skills, and know how for developing future business ventures. Graduate students may take the Enrepreneurship Certificate program, which offers real-world experience, technology internships with the UW Center for Commercialization, and mentoring from the Seattle entrepreneurial community. For more information visit www.startup.washington.edu, or contact CIE at (206) 685-9868, or uwcie@uw.edu.
The Business and Economic Development Center (BEDC) matches undergraduate and graduate student consulting teams with small-business owners in Seattle’s inner city to implement business development projects. Through courses, independent study options, summer internships, and hands-on projects with inner-city entrepreneurs, students explore the challenges faced by central city businesses, while also providing valuable assistance. Questions about the Business and Economic Development Center can be directed to the program office at (206) 543-9327. Consulting Programs
The Business and Economic Development Center (BEDC) matches undergraduate and graduate student consulting teams with small-business owners in Seattle’s inner city to implement business development projects. Through courses, independent study options, summer internships, and hands-on projects with inner-city entrepreneurs, students explore the challenges faced by central city businesses, while also providing valuable assistance. Questions about the Business and Economic Development Center can be directed to the program office at (206) 616-1216 or wtutol@uw.edu. Business Career Center
The Business Connections Center coordinates all MBA and MPAcc career services. These include career counseling and career management workshops, the administration of special career events such as career fairs, company presentations, on-campus MBA and MPAcc recruitment, and a job-listing service. The Business Connections Center also administers alumni and executive mentoring programs. Questions regarding these programs and services may be directed to the center’s office, 202 Lewis, (206) 685-2410.
Undergraduate business-career counseling and on-campus recruitment is provided by the UW Center for Career Services, 134 Mary Gates Hall, (206) 543-0535. Instructional Resources Office
The Instructional Resources Office promotes excellence in teaching by providing resources in current practice and research in teaching and learning. The office serves faculty and teaching assistants with individual consultations, coordinates a teaching preparation program for doctoral students, and offers assistance with instructional innovations. Questions can be directed to the Instructional Resources Office, 317 Lewis, (206) 685-9608. The Business Writing Center
The mission of the Business Writing Center is to help undergraduates develop the writing skills essential to professional success. The center offers one-on-one tutoring, workshops and peer feedback for special class projects, and opportunities for advanced students to be peer tutors. Questions can be directed to the center’s office, 337 Lewis, bwrite@uw.edu. Honor Societies
Beta Gamma Sigma is the national scholastic honor society in the field of business. Election to membership is available to both undergraduate and graduate students in business. Selection is based on outstanding scholastic achievement.
Beta Alpha Psi is the accounting honor society. Membership is based primarily on scholastic achievement, but some community service is also required. Beta Alpha Psi provides a mechanism for students, professionals, and educators to meet on both formal and informal bases. Econ 53 Class Materialsjason Lee Nh
The goals and interests of graduate students are served by the MBA Association, Business Consulting Network, Challenge for Charity, Entrepreneurship and Innovation Club, Graduate Consulting Club, MBA Finance Club, Global Business Association, Graduate and Professional Student Senate, MBA Marketing Club, Net Impact, High-Tech Club, MBA Speakeasy, Women in Business, and the Doctoral Association.
About one year ago, Allen Lin, a 23-year-old college senior, fidgeted in a chair before eight members of the Communist Party of China. He stuttered and his voice jumped an octave as he answered questions about his grades, awards, leadership, and community service, which he’d tallied to 167 hours. One party member asked about Chinese president Xi Jinping’s speech at the 2014 Asian Pacific Economic Cooperation summit in Beijing. By sheer luck, Lin had watched the speech and recounted all he could remember. He successfully managed the interview, the final step to joining the party.In 2014, the Communist Party of China’s acceptance rate was on par with the Ivy League.
Some weeks later, on November 28, 2014, at a full meeting of the 60 students in his engineering major’s party branch, Lin was formally voted into the party. He bent his arm into the party salute, faced the party flag, and took the party oath. Lin became a probationary party member. (He’s asked that his name be changed in concern for his future.)
“I was very excited,” Lin said recently. “Joining the party is not easy—of the 40 students in my class, only five were admitted.” Lin credits his admission to his top-notch grades, student government positions, and willingness to help his classmates, which earned him a strong reputation.
In 2014, the CPC’s acceptance rate was on par with the Ivy League—2 million applicants were accepted from a pool of 22 million. “Some Chinese have no shot of getting in, while others might have a 50 percent chance,” says Bruce Dickson, a professor of political science at George Washington University and an expert on CPC membership. An applicant’s family background, gender, rural or urban roots, academic performance, university ranking, and perceived loyalty all affect their chances, he adds.China’s Ruling Party
In China, the Communist Party’s 87.7 million members, or 1 in 16 Chinese, hold nearly every top position in government, military, education, state-owned enterprises, health care, and banking. “If you are not in the party, there is definitely a glass ceiling,” Dickson says.
Thanks to a trove of statistics recently released by the CPC’s Organization Department, we’re learning more about members, like Lin, who make up China’s elite class. They are overwhelmingly male (75 percent), have at least a junior college education (43 percent), and are made up of farmers, herdsmen, and fishermen (30 percent), white-collar workers (25 percent), retirees (18 percent), and government employees (8 percent).
The composition of the CPC has evolved considerably since the party was founded in 1921 with approximately 57 members, most of whom were young men from the upper-middle and middle classes (27 students, 11 journalists, and nine teachers), according to scholar Ming T. Lee’s research.
Had it not been for British police, who in 1925 killed 13 Chinese in Shanghai when they fired on a crowd protesting foreigners’ abuse of Chinese laborers and the arrest of student activists, the party may never have expanded beyond the intellectual elite. The May Thirtieth Movement, as the social action formed in response to the shootings is called, was a turning point for the party.
“It was the first time the Communist Party started to become something greater than a loose network of intellectuals who liked reading Marx,” says Daniel Fried, an assistant professor at the University of Alberta, who wrote an essay on May Thirtieth literature. “It started becoming a mass movement.”In 1949, when Mao Zedong’s Communist Party overthrew the Nationalist Party and took control, CPC membership approached 4 million.
In 1949, when Mao Zedong’s Communist Party overthrew the Nationalist Party and took control, CPC membership approached 4 million. Afterward, CPC ranks grew steadily, drawing new members primarily from the exploited classes (peasants and workers) and the politically suspect, but useful, intellectual class. “The CPC had its pick of China’s best and brightest,” political scientist Stanley Rosen wrote, “varying recruitment targets each year depending on whether expertise or politics (the Expert vs. Red dilemma) was stressed.” Free children’s nonfiction books online. Civil war videosus history.
Intellectual participation expanded under Deng Xiaoping, after he declared intellectuals part of the working class, freeing them from political suspicion. By 1985, technicians, specialists, and teachers made up roughly 50 percent of new CPC recruits.
Universities are now the primary Communist recruiting ground—on average, students make up about 40 percent of new party members. There is a quota for new members based on a school’s ranking, Dickson explains: “They don’t want to take everyone.”
In recent years, the number of new CPC members has decreased. The leadership believes the party has become too large and unwieldy, analysts explain. “When Xi Jinping became president, he started to reshape the party,” says Zhang Bingbing, a 24-year-old master’s student and another new Communist Party member. “They want to limit membership so you have to be even more extraordinary to gain admission.”Pledging Process
The CPC admission process begins with a handwritten application. Bingbing submitted her five-page essay during her freshmen year of college. “I am willing to become a member of the Communist Party of China and demonstrate my loyalty,” she wrote, and continued to detail her studies, her history as a Communist Youth League member, her position as class president, and her understanding of the party’s history.
Soon thereafter, 10 students from Bingbing’s college class gave speeches stating their case for party membership. The class elected Bingbing and a male student to be “activists,” as those pledging the Communist Party are known. She’d passed the first hurdle. That night Bingbing, elated, dialed her parents. “I was picked!” she told them.
Training commenced. Bingbing was urged to broaden her community service work. She also attended the party class, where a political-thought professor lectured a room of activists about the party’s history, discipline, structure, and their political duties. Bingbing admitted that she often nodded off as the class dragged on.The Communist Party test is a two-hour examination about Marxism, Mao Zedong thought, Deng Xiaoping theory, and other ideologies and histories the party holds dear.
Meanwhile, the party secretly evaluated Bingbing. A political adviser at her university directed party members to interview her classmates, roommates, and professors. What do you think of Zhang? Is she a good person? Is she frugal and restrained? Interviews finished with a simple command: Keep silent, or you will be in trouble with the party. Her friends and roommates obeyed. (Bingbing learned of these evaluations years later, when as a party member herself, she assessed new activists.)
Then came the party test—a two-hour examination about Marxism, Mao Zedong thought, Deng Xiaoping theory, and other ideologies and histories the party holds dear. Bingbing failed on her first attempt, but on her second and final try, she managed the questions. Soon enough, she took the party oath, and like Lin, advanced to probationary party-membership status.
When Bingbing was a probationary member, the university political adviser came to interview her directly. “He asked about my work and study and life,” Bingbing recalls. “He wanted to know about my background, hometown, and parents—what they did for a living and whether they were party members or from the masses.”Econ 53 Class Materialsjason Lee Vining
Bingbing joined one of her university’s party branches. Once a month, members met to study party documents and new national policies, or to climb the nearby Baiyun Mountain. At one meeting, the Communists shot group selfies.
When a year elapsed, and she’d done nothing to jeopardize her standing, Bingbing transitioned to full party membership. By tradition, she reread her app
https://diarynote.indered.space
コメント