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A REALIST INTERPRETATION OF U.S.RELATIONS WITH CHINA
Title
A REALIST INTERPRETATION OF U.S.RELATIONS WITH CHINA.
Creator
Zhang, Xiansheng, Morales, Waltraud, University of Central Florida
Abstract / Description
Realism theory provides the most powerful explanation for the state of war and the rise and fall of great powers. It expounds the important concepts and themes like national sovereignty, security, survival, interests, balance of power, balance of terror, alliance, dominance, hegemony and polarity. Realism can be classified as classical realism, structural realism and neoclassical realism. In recent years, liberalism, globalism and constructivism also have greatly influenced academics and...
Show moreRealism theory provides the most powerful explanation for the state of war and the rise and fall of great powers. It expounds the important concepts and themes like national sovereignty, security, survival, interests, balance of power, balance of terror, alliance, dominance, hegemony and polarity. Realism can be classified as classical realism, structural realism and neoclassical realism. In recent years, liberalism, globalism and constructivism also have greatly influenced academics and policy-makers under the new phenomena of globalization and terrorism. This paper explores how classical realism theory has been applied to and revealed in the issue of American policy towards China. The past years of U.S. relations with China have been marked by many wars and diplomatic issues that bear important messages for contemporary policy-makers. Based upon the most representative incidents in the chronicles, this paper categorizes American relations with China into three periods: period one, from commercialism in 1784 to imperialism in 1899; period two, from dominance in 1900 to confrontation in 1949; Period three, from enemies in 1950 to competitors in 2009. From a brief retrospective of major events that occurred, it is concluded that most incidents are related to national interest and power issues, while only several cases are about ideological disputes. The emergence of China as an economic power within the last few years will shape the world as much as the United States in the late 19th century. As America is the worldÂÂ's greatest power and China is the worldÂÂ's greatest emerging power, the relationship between these two countries will largely determine the history of the twenty-first century. History teaches that such power transitions are inherently fraught with dangers and opportunities. Thus, it would serve the interests of the United States to rethink its relationship with China and make its policies more global and focused on the long term. No matter what happens in China, American policy towards that country should be guided by a clear and firm sense of American national interests.
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Date Issued
2010
Identifier
CFE0003072, ucf:48308
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003072
Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System
Title
Bullying Victimization, Feared Second Language Self, and Second Language Identity: Reconceptualizing The Second Language Motivational Self System.
Creator
Peker, Hilal, Hoffman, Bobby, Regalla, Michele, Nutta, Joyce, Witta, Eleanor, Vitanova-Haralampiev, Gergana, University of Central Florida
Abstract / Description
Factors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first...
Show moreFactors affecting English learners' (ELs) motivation and identity have been explored in second language (L2) learning contexts; however, research examining L2 motivation and identity under the effect of bullying victimization is rare although ELs are one of the populations that are physically and psychologically affected from bullying. Using a unique perspective by merging L2 motivation, L2 identity, and bullying concepts under social ecological framework, this dissertation study is the first study investigating the relationship between bullying victimization, L2 Motivational Self System, and L2 identity.The data were derived from 1022 ELs through a self-report survey that was adapted and tested for measurement model validity and reliability. Partial least square structural equation modeling (PLS-SEM) results indicated that there was a strong relationship between bullying victimization, including traditional bullying and cyberbullying, L2 Motivational Self System, and L2 identity. Traditional bullying victimization and cyberbullying victimization affect ELs' feared L2 selves. This suggests that the feared L2 self may be added as a component to D(&)#246;rnyei's L2 Motivational Self System, especially when bullying victimization becomes a factor in language learning process. In addition, cyberbullying victimization positively correlated with ELs' oriented identity, which may indicate that ELs as agents were more motivated to learn English to overcome the negative effects of bullying victimization and to orient to the target culture. Based on the results, potential implications were provided for teachers and curriculum developers to help ELs cope with bullying in class and outside the classroom environment.
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Date Issued
2016
Identifier
CFE0006373, ucf:51537
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006373