A Comparison of the Korean and Japanese Approaches to Foreign Family Names
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This Is a Sample Copy, Not to Be Reproduced Or Sold
Startup Business Chinese: An Introductory Course for Professionals Textbook By Jane C. M. Kuo Cheng & Tsui Company, 2006 8.5 x 11, 390 pp. Paperback ISBN: 0887274749 Price: TBA THIS IS A SAMPLE COPY, NOT TO BE REPRODUCED OR SOLD This sample includes: Table of Contents; Preface; Introduction; Chapters 2 and 7 Please see Table of Contents for a listing of this book’s complete content. Please note that these pages are, as given, still in draft form, and are not meant to exactly reflect the final product. PUBLICATION DATE: September 2006 Workbook and audio CDs will also be available for this series. Samples of the Workbook will be available in August 2006. To purchase a copy of this book, please visit www.cheng-tsui.com. To request an exam copy of this book, please write [email protected]. Contents Tables and Figures xi Preface xiii Acknowledgments xv Introduction to the Chinese Language xvi Introduction to Numbers in Chinese xl Useful Expressions xlii List of Abbreviations xliv Unit 1 问好 Wènhǎo Greetings 1 Unit 1.1 Exchanging Names 2 Unit 1.2 Exchanging Greetings 11 Unit 2 介绍 Jièshào Introductions 23 Unit 2.1 Meeting the Company Manager 24 Unit 2.2 Getting to Know the Company Staff 34 Unit 3 家庭 Jiātíng Family 49 Unit 3.1 Marital Status and Family 50 Unit 3.2 Family Members and Relatives 64 Unit 4 公司 Gōngsī The Company 71 Unit 4.1 Company Type 72 Unit 4.2 Company Size 79 Unit 5 询问 Xúnwèn Inquiries 89 Unit 5.1 Inquiring about Someone’s Whereabouts 90 Unit 5.2 Inquiring after Someone’s Profession 101 Startup Business Chinese vii Unit -
Chinese (Chin) 1
CHINESE (CHIN) 1 CHIN 242. Chinese Qin Music. 3 Credits. CHINESE (CHIN) This course offers students an opportunity to learn the aesthetics, culture, and history of qin, and study the music through learning the CHIN 101. Elementary Chinese I. 4 Credits. beginning levels of qin pieces. Introduction to Mandarin Chinese, focusing on pronunciation, simple Gen Ed: VP, BN, EE- Performing Arts. conversation, and basic grammar. Reading and writing Chinese Grading status: Letter grade. characters are also taught. Writing Chinese characters is required. Four CHIN 244. Introduction to Modern Chinese Culture through Cinema. 3 hours per week. Students may not receive credit for both CHIN 101 or Credits. CHIN 102 and CHIN 111. This course uses select feature and documentary films, supplemented by Gen Ed: FL. texts of critical and creative literature, to introduce students to a broad Grading status: Letter grade. overview of modern China since the mid-19th century, focusing on the CHIN 102. Elementary Chinese II. 4 Credits. major events that have shaped a turbulent course of decline, revolution, Continued training in listening, speaking, reading, and writing on everyday and resurgence. topics. Writing Chinese characters is required. Four hours per week. Gen Ed: VP, BN. Students may not receive credit for both CHIN 101 or CHIN 102 and Grading status: Letter grade. CHIN 111. CHIN 252. Introduction to Chinese Culture through Narrative. 3 Credits. Requisites: Prerequisite, CHIN 101. This course shows how Chinese historical legends define and transmit Gen Ed: FL. the values, concepts, figures of speech, and modes of behavior that Grading status: Letter grade. constitute Chinese culture. -
Chinese Language Curriculum at Tauriko School 2016
Chinese Language Curriculum at Tauriko School 2016 Level One and Two Proficiency Descriptors Students can understand and use familiar expressions and everyday vocabulary. Students can interact in a simple way in supported situations Year Levels Year 3-4 Year 5-6 Year 7-8 Learning Intentions 1.1 I can say hello, goodbye, how 1.6 I can talk about the weather 2.1 I can communicate about are you and respond to these and which day of the week it is possessions gestures 1.7 I can name colours and 2.2 I can communicate about what 1.2 I can introduce myself and classroom objects I like and dislike giving reasons others 1.8 I can say what I like and dislike 2.3 I can communicate about time, 1.3 I can count to 10 and recognise (food, colour, clothing) weather and seasons the characters for these numbers 1.9 I can recognise and name 2.4 I can write and read some basic 1.4 I can use and respond to simple common items (body parts, food, chinese characters classroom language clothing, food) 2.5 I can explain something of 1.5 I can talK about a festival that is historical importance in China celebrated in China Language Themes Numbers Food Calendar (weather and date) Colours Family Directions Greetings Weather Transport Body Clothing Home Classroom Instructions Classroom Instructions Classroom Instructions Days of the WeeK Days of the WeeK Cultural Knowledge Festivals Festivals Festivals Lucky numbers Historical clothing Transport systems and use Colour meanings Gong Fu Family structure/roles Games Games Gong Fu Songs Songs Games Classic Chinese Tales -
Victor Chow 周 Lock Lee 李 Sun Johnson 孫 Dr on Lee 李 Phillip
Victor Chow 周 Gilbert Yet Ting Quoy 丁 Ben Hing 卿 Lock Lee 李 Yip Ho Nung 葉 Chang Gar Lock 鄭 Sun Johnson 孫 Jimmy Young 楊 Ye Bing Nan 葉 Dr On Lee 李 George Soo Hoo Ten 司徒 Ye Tong Gui 葉 Phillip Lee Chun 李 Chen Ah Teak 陳 Liang Chuang 梁 Mei Quong Tart 梅 Chung Gon, Joseph 鐘 Li Chun 李 W.R.G. Lee 李 Tse Tsan Tai 謝 Xian Jun Hao 冼 Yu Rong 余 Ping Nam 平 Henry Fine-Chong 鄭 Louie Hoon 雷 Bing Guin Lee 李 Ng Hung-pui 伍 Joe Wah Gow 周 James See 時 Wu E Lou 伍 George Gay 蓋 Ah Toy 蔡 Mei Dong Xing 梅 Way Kee 魏 Chang, Victor Peter 鐘 Wong On 王 Lok Kwok 郭 Leon, Lester 梁 Huang Zhu 黃 Chuen Kwon 關 Yong Yew 雍 Ma Ying Biao 馬 Yat Kwan (Ken Wong) 王 Zeng Pinging Chang Woo Gow Thomas Pan Kee 潘 (Percival Chong) 鐘 (Zhan Shichai) 詹 Chee Dock Nomchong 莊 Zeng Yinan Li Bu 李 Shoon Foon Nomchong 莊 (Frederick Chong) 鐘 Yu Xing 余 Ah’ Yung 翁 Thomas Yee Hing 劉 Wan Chang 鄭 Mak Sai Ying Laun Chong 鐘 Zhu Bing Hing 朱 (John Shying) 麥 Lo King Nam 康 Wu Chao Quan 吳 Harry Chinn Kow You Man 寇 Simpson Lee 李 (Tung Chow) 陳 Robert Lee Young 楊 Ouyang Nan 歐陽 Nam You 尤 Hong On Jang 康 Lee Hwa 李 Fong Bing 方 Jas Wong Quong 王 Sun Kum Loong 孫 Liu Guangfu 劉 William Robert George Lee Chen Gong 陳 Kwong Sue Duk 鄺 (Lee Yihui/Yikfai) 李 William Young 楊 John Samuel Yu 余 Dr George On Lee 李 Lee Yuan Xin 李 Olive Mabel James Ung Quoy Huang Lai Wang Clarice Wong 王 (Jang Quoy) 郭 (Samuel Wong) 黃 Wong Ah Sat 王 Gwok Ah Poo 郭 Charlie Hoy 許 Yeesang Loong 龍 Guo Shun 郭 Ah Chuney 秦 William Chiu 邱 Tin Lee 田 Onyik Lee 李 Kwok Bew 郭 Charlie Leanfore Ahchong Wong 王 William Joseph Lumb Liu 劉 (Chan Lean Fore) 詹 Ah Fung 馮 John Young Wai 周 John Juansing zhang 張 Choy Yuen Gum 蔡 陈秋林: 百家姓 Chen Qiulin: One Hundred Names January 16 - February 27, 2016 Artist Bio Insofar as the French Revolution is the Event of modern history, In the following year, whilst undertaking research in Chengdu, the break after which ‘nothing was the same’, one should raise here Sichuan Province experienced one of the most destructive Chen Qiulin (b. -
An Analysis of the Death Mystery of Huo Qubing, a Famous Cavalry General in the Western Han Dynasty
Journal of Frontiers of Society, Science and Technology DOI: 10.23977/jfsst.2021.010410 Clausius Scientific Press, Canada Volume 1, Number 4, 2021 An Analysis of the Death Mystery of Huo Qubing, a Famous Cavalry General in the Western Han Dynasty Liu Jifeng, Chen Mingzhi Shandong Maritime Vocational College, Weifang, 261000, Shandong, China Keywords: Huo qubing, Myth, Mysterious death Abstract: Throughout his whole lifetime, Huo Qubing created a myth of ancient war, and left an indelible mark in history. But, pitifully, he suddenly died during young age. His whole life was very short, and it seemed that Huo was born for war and died at the end of war. Although he implemented his great words and aspirations “What could be applied to get married, since the Huns haven’t been eliminated?”, and had no regrets for life, still, his mysterious death caused endless questions and intriguing reveries for later generations. 1. Introduction Huo Qubing, with a humble origin, was born in 140 B.C. in a single-parent family in Pingyang, Hedong County, which belongs to Linfen City, Shanxi Province now. He was an illegitimate child of Wei Shaoer, a female slave of Princess Pingyang Mansion, and Huo Zhongru, an inferior official. Also, he was a nephew-in-mother of Wei Qing, who was General-in-chief Serving as Commander-in-chief in the Western Han Dynasty. Huo Qubing was greatly influenced by his uncle Wei Qing. He was a famous military strategist and national hero during the period of Emperor Wudi of the Western Han Dynasty. He was fond of horse-riding and archery. -
SSA1208 / GES1005 – Everyday Life of Chinese Singaporeans: Past and Present
SSA1208 / GES1005 – Everyday Life of Chinese Singaporeans: Past and Present Group Essay Ho Lim Keng Temple Prepared By: Tutorial [D5] Chew Si Hui (A0130382R) Kwek Yee Ying (A0130679Y) Lye Pei Xuan (A0146673X) Soh Rolynn (A0130650W) Submission Date: 31th March 2017 1 Content Page 1. Introduction to Ho Lim Keng Temple 3 2. Exterior & Courtyard 3 3. Second Level 3 4. Interior & Main Hall 4 5. Main Gods 4 6. Secondary Gods 5 7. Our Views 6 8. Experiences Encountered during our Temple Visit 7 9. References 8 10. Appendix 8 2 1. Introduction to Ho Lim Keng Temple Ho Lim Keng Temple is a Taoist temple and is managed by common surname association, Xu (许) Clan. Chinese clan associations are benevolent organizations of popular origin found among overseas Chinese communities for individuals with the same surname. This social practice arose several centuries ago in China. As its old location was acquisited by the government for redevelopment plans, they had moved to a new location on Outram Hill. Under the leadership of 许木泰宗长 and other leaders, along with the clan's enthusiastic response, the clan managed to raise a total of more than $124,000, and attained their fundraising goal for the reconstruction of the temple. Reconstruction works commenced in 1973 and was completed in 1975. Ho Lim Keng Temple was advocated by the Xu Clan in 1961, with a board of directors to manage internal affairs. In 1966, Ho Lim Keng Temple applied to the Registrar of Societies and was approved on February 28, 1967 and then was published in the Government Gazette on March 3. -
Gateless Gate Has Become Common in English, Some Have Criticized This Translation As Unfaithful to the Original
Wú Mén Guān The Barrier That Has No Gate Original Collection in Chinese by Chán Master Wúmén Huìkāi (1183-1260) Questions and Additional Comments by Sŏn Master Sǔngan Compiled and Edited by Paul Dōch’ŏng Lynch, JDPSN Page ii Frontspiece “Wú Mén Guān” Facsimile of the Original Cover Page iii Page iv Wú Mén Guān The Barrier That Has No Gate Chán Master Wúmén Huìkāi (1183-1260) Questions and Additional Comments by Sŏn Master Sǔngan Compiled and Edited by Paul Dōch’ŏng Lynch, JDPSN Sixth Edition Before Thought Publications Huntington Beach, CA 2010 Page v BEFORE THOUGHT PUBLICATIONS HUNTINGTON BEACH, CA 92648 ALL RIGHTS RESERVED. COPYRIGHT © 2010 ENGLISH VERSION BY PAUL LYNCH, JDPSN NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, GRAPHIC, ELECTRONIC, OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING, TAPING OR BY ANY INFORMATION STORAGE OR RETRIEVAL SYSTEM, WITHOUT THE PERMISSION IN WRITING FROM THE PUBLISHER. PRINTED IN THE UNITED STATES OF AMERICA BY LULU INCORPORATION, MORRISVILLE, NC, USA COVER PRINTED ON LAMINATED 100# ULTRA GLOSS COVER STOCK, DIGITAL COLOR SILK - C2S, 90 BRIGHT BOOK CONTENT PRINTED ON 24/60# CREAM TEXT, 90 GSM PAPER, USING 12 PT. GARAMOND FONT Page vi Dedication What are we in this cosmos? This ineffable question has haunted us since Buddha sat under the Bodhi Tree. I would like to gracefully thank the author, Chán Master Wúmén, for his grace and kindness by leaving us these wonderful teachings. I would also like to thank Chán Master Dàhuì for his ineptness in destroying all copies of this book; thankfully, Master Dàhuì missed a few so that now we can explore the teachings of his teacher. -
Third Edition 中文听说读写
Integrated Chinese Level 1 Part 1 Textbook Simplified Characters Third Edition 中文听说读写 THIS IS A SAMPLE COPY FOR PREVIEW AND EVALUATION, AND IS NOT TO BE REPRODUCED OR SOLD. © 2009 Cheng & Tsui Company. All rights reserved. ISBN 978-0-88727-644-6 (hardcover) ISBN 978-0-88727-638-5 (paperback) To purchase a copy of this book, please visit www.cheng-tsui.com. To request an exam copy of this book, please write [email protected]. Cheng & Tsui Company www.cheng-tsui.com Tel: 617-988-2400 Fax: 617-426-3669 LESSON 1 Greetings 第一课 问好 Dì yī kè Wèn hǎo SAMPLE LEARNING OBJECTIVES In this lesson, you will learn to use Chinese to • Exchange basic greetings; • Request a person’s last name and full name and provide your own; • Determine whether someone is a teacher or a student; • Ascertain someone’s nationality. RELATE AND GET READY In your own culture/community— 1. How do people greet each other when meeting for the fi rst time? 2. Do people say their given name or family name fi rst? 3. How do acquaintances or close friends address each other? 20 Integrated Chinese • Level 1 Part 1 • Textbook Dialogue I: Exchanging Greetings SAMPLELANGUAGE NOTES 你好! 你好!(Nǐ hǎo!) is a common form of greeting. 你好! It can be used to address strangers upon fi rst introduction or between old acquaintances. To 请问,你贵姓? respond, simply repeat the same greeting. 请问 (qǐng wèn) is a polite formula to be used 1 2 我姓 李。你呢 ? to get someone’s attention before asking a question or making an inquiry, similar to “excuse me, may I 我姓王。李小姐 , please ask…” in English. -
Supernatural Elements in No Drama Setsuico
SUPERNATURAL ELEMENTS IN NO DRAMA \ SETSUICO ITO ProQuest Number: 10731611 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10731611 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346 Supernatural Elements in No Drama Abstract One of the most neglected areas of research in the field of NS drama is its use of supernatural elements, in particular the calling up of the spirit or ghost of a dead person which is found in a large number (more than half) of the No plays at present performed* In these 'spirit plays', the summoning of the spirit is typically done by a travelling priest (the waki)* He meets a local person (the mae-shite) who tells him the story for which the place is famous and then reappears in the second half of the.play.as the main person in the story( the nochi-shite ), now long since dead. This thesis sets out to show something of the circumstances from which this unique form of drama v/as developed. -
CHIN 102: BEGINNING CHINESE (Web-Based) SPRING 2021
CHIN 102: BEGINNING CHINESE (Web-Based) SPRING 2021 INSTRUCTOR Chang, Yufen 张瑜芬 (zhāng yú fēn) Email: [email protected] Office hours: MonDay 11:15am~12:15pm, WeDnesday 10:10am~11:10am, or by appointment Zoom link: https://wku.zoom.us/j/8487135368 TEACHING ASSISTANT/TUTOR Sim, Guan Cherng 沈冠丞 (shěn guàn chéng) Email: [email protected] Zoom link: https://wku.zoom.us/j/4833361863 WEEKLY COURSE STRUCTURE 1. Zoom meeting: 55 minutes with Dr. Chang on Monday (10:20pm ~ 11:15am) If you have a time conflict and cannot make it, please watch the recordeD class meeting on BlackboarD. The video should be available by 2pm on MonDay. 2. Tutoring: 20-minute Zoom tutoring with Mr. Sim Please go to https://docs.google.com/spreadsheets/d/10gwslnlv- ykkARUlCzSzW8FUyWKWaXbJQ7bsncTAk5E/eDit#gid=0 to sign up for your tutorial session. The tutorial session will start in the first week. Note that attending the weekly tutorial session is required and that your attendance is included in the grading system. Every week you will receive a full grade for your tutoring when you attend the session on time. If your absence for the tutoring is unexcused, you then will receive a zero for that week’s tutoring grade. If something unexpected happens and you need to reschedule the tutorial session, please contact Mr. Sim via email as early as you can. 3. Two self-learning lessons available on BlackboarD REQUIRED TEXTS 1. Tao-chung Yao & Yuehua Liu, Integrated Chinese: Textbook, Level One: Part One 2. Tao-chung Yao & Yuehua Liu, Integrated Chinese: Workbook, Level One: Part One COURSE DESCRIPTIONS AND OBJECTIVES This course is designed to introDuce ManDarin Chinese to stuDents who have completely CHIN 101. -
The Myth of the Goddess of the Undersea World and the Tale of Empress Jingu’S Subjugation of Silla
Japanese Journal of Religious Studies 1993 20/2-3 The Myth of the Goddess of the Undersea World and the Tale of Empress Jingu’s Subjugation of Silla Akima Toshio In prewar Japan, the mythical tale of Empress Jingii’s 神功皇后 conquest of the Korean kingdoms comprised an important part of elementary school history education, and was utilized to justify Japan5s coloniza tion of Korea. After the war the same story came to be interpreted by some Japanese historians—most prominently Egami Namio— as proof or the exact opposite, namely, as evidence of a conquest of Japan by a people of nomadic origin who came from Korea. This theory, known as the horse-rider theory, has found more than a few enthusiastic sup porters amone Korean historians and the Japanese reading public, as well as some Western scholars. There are also several Japanese spe cialists in Japanese history and Japan-Korea relations who have been influenced by the theory, although most have not accepted the idea (Egami himself started as a specialist in the history of northeast Asia).1 * The first draft of this essay was written during my fellowship with the International Research Center for Japanese Studies, and was read in a seminar organized by the institu tion on 31 January 199丄. 1 am indebted to all researchers at the center who participated in the seminar for their many valuable suggestions. I would also like to express my gratitude to Umehara Takeshi, the director general of the center, and Nakanism Susumu, also of the center, who made my research there possible. -
The Later Han Empire (25-220CE) & Its Northwestern Frontier
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2012 Dynamics of Disintegration: The Later Han Empire (25-220CE) & Its Northwestern Frontier Wai Kit Wicky Tse University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Asian History Commons, Asian Studies Commons, and the Military History Commons Recommended Citation Tse, Wai Kit Wicky, "Dynamics of Disintegration: The Later Han Empire (25-220CE) & Its Northwestern Frontier" (2012). Publicly Accessible Penn Dissertations. 589. https://repository.upenn.edu/edissertations/589 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/589 For more information, please contact [email protected]. Dynamics of Disintegration: The Later Han Empire (25-220CE) & Its Northwestern Frontier Abstract As a frontier region of the Qin-Han (221BCE-220CE) empire, the northwest was a new territory to the Chinese realm. Until the Later Han (25-220CE) times, some portions of the northwestern region had only been part of imperial soil for one hundred years. Its coalescence into the Chinese empire was a product of long-term expansion and conquest, which arguably defined the egionr 's military nature. Furthermore, in the harsh natural environment of the region, only tough people could survive, and unsurprisingly, the region fostered vigorous warriors. Mixed culture and multi-ethnicity featured prominently in this highly militarized frontier society, which contrasted sharply with the imperial center that promoted unified cultural values and stood in the way of a greater degree of transregional integration. As this project shows, it was the northwesterners who went through a process of political peripheralization during the Later Han times played a harbinger role of the disintegration of the empire and eventually led to the breakdown of the early imperial system in Chinese history.