Bibliographic record
Abstract
Philip J. Cunningham, Tiananmen Moon: Inside the Chinese of 1989, Twenty-fifth Anniversary Edition, Lanham, Maryland, Toronto and Plymouth: Rowman & Littlefield, 201 4, 487 pp + xxivWith young people's dissatisfaction about dirty politics and bad governance, student protesters are best known for symbolic gestures. But student activism has often been a driving force for profound social and political transformation. It is evident that students in Asia have long led resistance movements that overthrew authoritarian regimes in many countries throughout this region. Elsewhere in Asia, student protests have shaken regimes until they were brutally suppressed. The massacre around Beij ing's Tiananmen Square where, facing down rows of tanks and troops, students peacefully protested for democracy and against China's Communist rulers, is however one of the most striking examples of crimes against humanity. Very briefly, it is a great participatory upsurge that has marked Chinese politics. While the Chinese Cultural Revolution (1 966-1 976) was a historical tragedy, the horrific Tiananmen incident has ultimately shaped today's China. Unfortunately, despite the significance of many more students' loss of lives, such movements have received only a fraction of the notice. The timely and pertinent book titled Tiananmen Moon: Inside the Chinese of 1989 by Philip Cunningham tries to redress this neglect.Although this single-authored book was first published in 201 0, the publisher has just released this new and enlarged edition on the 25th anniversary of the historic Tiananmen incident. Divided into four parts (Part I: The Moon, Part II: Waxing Moon, Part III: Waning Moon, and Part IV: No Moon), the volume attempts to tell us the chronological events of the Tiananmen Square student protests of 1 989, which eventually led to what is referred to in much of the world as the Tiananmen massacre and in Chinese as the June fourth incident, while providing the readers with a portrait of diverse reactions from various corners of the Chinese society towards this bloodiest tragedy. As the author claims, looking back at the eventful uprising at Tiananmen Square in central Beij ing in 1 989 makes it clear that what happened there was shaped by the fall ofMao Zedong, the rise of Deng Xiaoping and the shifting expectations born of archetypal change. According to him, the real problem for China now, as memories fade and young people grow up oblivious to an event that shaped and constrained their lives whether they know it or not, is how to remember it. It is too easily dismissed as liu si or 6/4, a shorthand term with controversial connotations, a tag that cannot even begin to do justice to the remarkably peaceful, transformative and uplifting weeks that preceded the June 4 violent military crackdown. As he also suggests, China wounded itself badly and dangerously by betraying the trust between the people's army and the people, which was all but serving the unspoken bond of consent between the government and the governed. Therefore, accountability and transparency, even late in the day, can serve to heal. Conclusively, the writer looks forward to the day when a million souls can gather again peacefully in Tiananmen Square to pay respects and remember the departed, while also taking time to recall, with warmth and fondness, the joyful and heartfelt contributions of the myriad unsung heroes who gathered in peace under the late spring moon of 1 989, chasing the dream of a more beautiful China. Nonetheless, this book also suffers from some weaknesses, and it has a number of shortcomings.Firstly, while the author has followed a novel writing style, the volume has neither central focus nor basic claim. Also, though the term Student Uprising has been used in the book's sub-title, no analytical framework or methodological approach about it has essentially been developed. Admitting that a 1 2-page section (before Preface) titled Tiananmen: Trying to remember, trying to forget has been included, I do not agree with the second part (i. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".