The middle and wealthy class got their land taken and distributed to the poor. He did help socially because he gave the poor a better living conditions and extended education for the poor he also gave women equal power as men 's. Mao Zedong did not make China a better society economically because he got landlords discriminated and made their economy lower, the middle and wealthy class got their land taken and distributed to the poor. In document #9, it stated that the Chinese economy was low and once Mao stop being China 's leader the economy was able to grow again. Chinese society did not get better under Mao’s rule because there was roadblock preventing the economy from growing and Mao was the problem not allowing it to thrive.
The Agricultural Adjustment Administration (AAA) gave money to farmers to plant less crops so prices could stabilize. The National Recovery Administration and the Agriculture Adjustment Administration did not work as expected by the Franklin D. Roosevelt government. In document 24-2, working people sent letters to New Dealers (Miss Perkins and Theodore D. Roosevelt) in which they mention their concerns about their work. Winston-Salem, a worker in the Tobacco factories stated “How can we be considered in the Presidents spending
The unprivileged resented the privileged class. Although all these revolutions were led by middle-class enlightened people, it was the peasants who started these revolutions. Without the support of the peasants, Mao Zedong would not have been able to establish the People’s Republic of China. Similarly Lenin first failed to establish a communist state in Russia. It was only a few months later that he won over the support of Soviets, worker’s unions, that he was able to establish the first communist state.
The novel Balzac and the Little Chinese Seamstress challenges the concept of re-education and the aspects of the Chinese government by contrasting the Communist ideology to the dynamic character of the narrator, by using symbolism to complement the transformation of the major characters and by including the picaresque story of the Little Seamstress narrated by herself. The notion of re-education and Mao’s ideology are challenged by the development of individuality in the narrator. The narrator learns a lot about the world and builds his own moral system and set of ideals based on the books he reads: “Without him [Jean-Christophe] I would never have understood the splendor of taking free and independent action as an individual.” (Sijie 110). These words indicate that the narrator does not want to act as one of the many proletarians but he would rather have a unique distinguishable personality. The ideal world in the books, in contrast
People made their money from land-ownership and commerce was something that would have been looked down upon a few decades earlier. Mandarin’s gradually lost their prestige and were not much better off materially than the merchants and peasants they governed. Commerce and business became not only respectable, but also desirable to develop a country. The French also began to educate more natives and open up the middle and upper levels of government to the locals. When Duong Thieu Chi got a job in the colonial government, the French had become more militant and structured (Elliot, p. 85).
They also proposed the guiding principles of democracy revolution. Thirdly, the land policy of Taiping not only helped increase the yield of produce, but also hastened the development of industry. Landowners invested their money in industry as putting money into land was no longer promising. Finally, it paved the way to 1911 Revolution. Taiping rebellion eliminated the Green Standard Army and Eight Banners.
China, with a long history and rich culture, has been the focus of the world. Therefore, it is imperative that china should publicize such excellent Chinese culture as classical Chinese poetry while absorbing foreign culture. Nevertheless, there occur some mistranslations in poetry translation which fail to convey the exact meaning of the poet to readers and destroy the beauty of the poem. The image is an essential part of a poem, which perfectly conveys to the readers what the poet feels. Thus how to reconstruct the image becomes a common concern.
Adaptation of “One Child Policy”, at first treated as unrealistic policy but made impact in controlling the population of the country. However, it created tension and contradictions as it cuts down the basic unit of agricultural production and increase the value of child labor. In urban areas, though urban couple found no threat in one child policy, but they felt the clash between private and public interests because of high political mobilization like Cultural Revolution. There are various programs on social security and arrangements for social insurance (Davis, D., & Harrell, S.,
Akşit (1993) argues, with the modernization in the villages in 1950’s, the unevenness and inequality in land and power distribution in the villages has increased and he attributes that consequence to both commercialization of agriculture after II. World War investments on mechanization, and transformation of village households into commodity producers. In the novel, there are some families that own tractors with state supply and become commodity producers; that transformation leads to inequality among villagers. One interesting point is, the idea of changing social body- on the basis of economically stronger agricultural production but impoverished villagers and worsening environmental conditions- is emphasizing through the imagery of changing and getting weaker bodies of people. All of them are experiencing
The land reform was one of the most important, if not the most crucial, step taken by the Chinese Communist Party in the struggle against feudalism. The aim of the reform was to take the land accumulated in the hands of the landlords and redistribute it to the poorer peasants (Fairbank 1992; Ladejinsky 1957; Liu 2006). The land belonging to rich peasants was not to be subjected to the confiscation and redistribution as the government wanted to preserve the rich peasant economy (Ladenjinsky 1957). The first task, however, was to divide the rural population into following classes: landlords, rich peasants, middle peasants, poor peasants and farmhands (Fairbank 1992; Kung 2008). The classification to the last three classes was not a cause of controversies,