The China Fallacy

"American critics who deeply fear a "China threat" have unduly influenced government policy. "China hawks" believe China intends to push the United States out of Asia and dominate the world. Protectionists argue that China threatens American jobs and prosperity. This authoritative work examines why and how the U.S. should stabilize and improve its relations with China. It first assesses the threat posed by China, addressing such issues as military capability, Taiwan, the trade deficit, human rights and democracy. It then discusses the rationale for rapprochement between the two countries in order to achieve a stable peace. It makes the case for a fundamental shift in U.S. policy and efforts by both countries to increase their cooperation. It analyzes the benefits to the United States of this policy shift along with the potential impact on Japan, Taiwan, and both Koreas. This significant work on U.S.-China relations will be an essential resource for the academic and policy community as well as of interest to the general reader on a topic of great public concern."--Bloomsbury Publishing.

American critics who deeply fear a "China threat" have unduly influenced government policy. "China hawks" believe China intends to push the United States out of Asia and dominate the world. Protectionists argue that China threatens American jobs and prosperity. This authoritative work examines why and how the U.S. should stabilize and improve its relations with China. It first assesses the threat posed by China, addressing such issues as military capability, Taiwan, the trade deficit, human rights and democracy. It then discusses the rationale for rapprochement between the two countries in order to achieve a stable peace. It makes the case for a fundamental shift in U.S. policy and efforts by both countries to increase their cooperation. It analyzes the benefits to the United States of this policy shift along with the potential impact on Japan, Taiwan, and both Koreas. This significant work on U.S.-China relations will be an essential resource for the academic and policy community as well as of interest to the general reader on a topic of great public concern.

American critics who deeply fear a "China threat" have unduly influenced government policy. "China hawks" believe China intends to push the United States out of Asia and dominate the world. Protectionists argue that China threatens American jobs and prosperity. This authoritative work examines why and how the U.S. should stabilize and improve its relations with China. It first assesses the threat posed by China, addressing such issues as military capability, Taiwan, the trade deficit, human rights and democracy. It then discusses the rationale for rapprochement between the two countries in order to achieve a stable peace. It makes the case for a fundamental shift in U.S. policy and efforts by both countries to increase their cooperation. It analyzes the benefits to the United States of this policy shift along with the potential impact on Japan, Taiwan, and both Koreas. This significant work on U.S.-China relations will be an essential resource for the academic and policy community as well as of interest to the general reader on a topic of great public concern.

A provocative perspective on the fragile fundamentals, and forces for resilience, in the Chinese economy, and a forecast for the future on alternate scenarios of collapse and ascendance.

There is a logical flaw in the statistical methods used across experimental science. This fault is not a minor academic quibble: it underlies a reproducibility crisis now threatening entire disciplines. In an increasingly statistics-reliant society, this same deeply rooted error shapes decisions in medicine, law, and public policy with profound consequences. The foundation of the problem is a misunderstanding of probability and its role in making inferences from observations. Aubrey Clayton traces the history of how statistics went astray, beginning with the groundbreaking work of the seventeenth-century mathematician Jacob Bernoulli and winding through gambling, astronomy, and genetics. Clayton recounts the feuds among rival schools of statistics, exploring the surprisingly human problems that gave rise to the discipline and the all-too-human shortcomings that derailed it. He highlights how influential nineteenth- and twentieth-century figures developed a statistical methodology they claimed was purely objective in order to silence critics of their political agendas, including eugenics. Clayton provides a clear account of the mathematics and logic of probability, conveying complex concepts accessibly for readers interested in the statistical methods that frame our understanding of the world. He contends that we need to take a Bayesian approach—that is, to incorporate prior knowledge when reasoning with incomplete information—in order to resolve the crisis. Ranging across math, philosophy, and culture, Bernoulli’s Fallacy explains why something has gone wrong with how we use data—and how to fix it.

Falsehood and Fallacy emphasizes that in our politically divided landscape, we all need to be able to read and research more critically in order to make well-reasoned arguments.

Explains the role of property law in growth and development over five centuries and across several different countries and cultures.

This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.