Study on the Period of the Use of Datong-Li in Korea
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Yun Mi Hwang Phd Thesis
SOUTH KOREAN HISTORICAL DRAMA: GENDER, NATION AND THE HERITAGE INDUSTRY Yun Mi Hwang A Thesis Submitted for the Degree of PhD at the University of St Andrews 2011 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/1924 This item is protected by original copyright This item is licensed under a Creative Commons Licence SOUTH KOREAN HISTORICAL DRAMA: GENDER, NATION AND THE HERITAGE INDUSTRY YUN MI HWANG Thesis Submitted to the University of St Andrews for the Degree of PhD in Film Studies 2011 DECLARATIONS I, Yun Mi Hwang, hereby certify that this thesis, which is approximately 80,000 words in length, has been written by me, that it is the record of work carried out by me and that it has not been submitted in any previous application for a higher degree. I was admitted as a research student and as a candidate for the degree of PhD in September 2006; the higher study for which this is a record was carried out in the University of St Andrews between 2006 and 2010. I, Yun Mi Hwang, received assistance in the writing of this thesis in respect of language and grammar, which was provided by R.A.M Wright. Date …17 May 2011.… signature of candidate ……………… I hereby certify that the candidate has fulfilled the conditions of the Resolution and Regulations appropriate for the degree of PhD in the University of St Andrews and that the candidate is qualified to submit this thesis in application for that degree. -
Landscapes of Korean and Korean American Biblical Interpretation
LANDSCAPES OF KOREAN AND KOREAN AMERICAN BIBLICAL INTERPRETATION INTERNATIONAL VOICES IN BIBLICAL STUDIES Jione Havea Jin Young Choi Musa W. Dube David Joy Nasili Vaka’uta Gerald O. West Number 10 LANDSCAPES OF KOREAN AND KOREAN AMERICAN BIBLICAL INTERPRETATION Edited by John Ahn Atlanta Copyright © 2019 by SBL Press All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by means of any information storage or retrieval system, except as may be expressly permit- ted by the 1976 Copyright Act or in writing from the publisher. Requests for permission should be addressed in writing to the Rights and Permissions Office, SBL Press, 825 Hous- ton Mill Road, Atlanta, GA 30329 USA. Library of Congress Control Number: 2019938032 Printed on acid-free paper. For our parents, grandparents, and mentors Rev. Dr. Joshua Yoo K. Ahn, PhD and Ruth Soon Hee Ahn (John Ahn) Sarah Lee and Memory of Du Soon Lee (Hannah S. An) Chun Hee Cho and Soon Ja Cho (Paul K.-K. Cho) SooHaeing Kim and Memory of DaeJak Ha (SungAe Ha) Rev. Soon-Young Hong and Hae-Sun Park (Koog-Pyoung Hong) Rev. Seok-Gu Kang and Tae-Soon Kim (Sun-Ah Kang) Rev. Dong Bin Kim and Bong Joo Lee (Hyun Chul Paul Kim) Namkyu Kim and Rev. Dr. Gilsoon Park, PhD (Sehee Kim) Rev. Yong Soon Lim and Sang Nan Yoo (Eunyung Lim) Rev. Dr. Chae-Woon Na, PhD, LittD and Young-Soon Choe (Kang-Yup Na) Kyoung Hee Nam and Soon Young Kang (Roger S. -
The Fundamental Studies Concerning Classical Chinese Literature and the Associated Compilation of Texts with Collected Commentaries During the Reign of Sejong
Special Feature The Fundamental Studies Concerning Classical Chinese Literature and the Associated Compilation of Texts with Collected Commentaries during the Reign of Sejong SIM Kyungho The Review of Korean Studies Volume 22 Number 1 (June 2019): 13-70 ©2019 by the Academy of Korean Studies. All rights reserved. The Fundamental Studies Concerning Classical Chinese Literature 14 The Review of Korean Studies and the Associated Compilation of Texts with Collected Commentaries during the Reign of Sejong 15 Introduction and this project then led to the compilation of the Dongguk jeongun. Prince Anpyeong was put in charge of this latter project along with the crown prince King Sejong did not leave shi poetry (Chinese classical poetry) although he wrote (or Munjong) and Prince Jinyang (or Prince Suyang). In 1447, the Dongguk Korean-language poems. The first volume of theSejo sillok includes one piece of the jeongun was completed, and in the following year it was published in six “Mongjungjak” (Writing in a Dream 夢中作) and it is also included in the “Sejong volumes. The Konkuk University Library preserves the entire Volumes and eoje” 世宗御製 of the Yeolseong eoje 列聖御製, but I regard this piece as a forgery. the Gansong Art Museum has Volumes one and six. Around that time the King Sejong read the Ou Su shoujian (Letters between Ouyang Xiu and Samun tonggo was completed by an unknown person. Su Shi 歐蘇手簡) thoroughly (Sim 2016a), but he did not study how to write In the seventh month of 1448 (30th year of Sejong’s reign), Sejong wanted shi poetry and hence he did not write and leave shi poetry actively through his to establish a Buddhist shrine in the vicinity of the palace for Queen Soheon entire life. -
Neural Substrates of Hanja (Logogram) and Hangul (Phonogram) Character Readings by Functional Magnetic Resonance Imaging
ORIGINAL ARTICLE Neuroscience http://dx.doi.org/10.3346/jkms.2014.29.10.1416 • J Korean Med Sci 2014; 29: 1416-1424 Neural Substrates of Hanja (Logogram) and Hangul (Phonogram) Character Readings by Functional Magnetic Resonance Imaging Zang-Hee Cho,1 Nambeom Kim,1 The two basic scripts of the Korean writing system, Hanja (the logography of the traditional Sungbong Bae,2 Je-Geun Chi,1 Korean character) and Hangul (the more newer Korean alphabet), have been used together Chan-Woong Park,1 Seiji Ogawa,1,3 since the 14th century. While Hanja character has its own morphemic base, Hangul being and Young-Bo Kim1 purely phonemic without morphemic base. These two, therefore, have substantially different outcomes as a language as well as different neural responses. Based on these 1Neuroscience Research Institute, Gachon University, Incheon, Korea; 2Department of linguistic differences between Hanja and Hangul, we have launched two studies; first was Psychology, Yeungnam University, Kyongsan, Korea; to find differences in cortical activation when it is stimulated by Hanja and Hangul reading 3Kansei Fukushi Research Institute, Tohoku Fukushi to support the much discussed dual-route hypothesis of logographic and phonological University, Sendai, Japan routes in the brain by fMRI (Experiment 1). The second objective was to evaluate how Received: 14 February 2014 Hanja and Hangul affect comprehension, therefore, recognition memory, specifically the Accepted: 5 July 2014 effects of semantic transparency and morphemic clarity on memory consolidation and then related cortical activations, using functional magnetic resonance imaging (fMRI) Address for Correspondence: (Experiment 2). The first fMRI experiment indicated relatively large areas of the brain are Young-Bo Kim, MD Department of Neuroscience and Neurosurgery, Gachon activated by Hanja reading compared to Hangul reading. -
The Mathematics of the Chinese, Indian, Islamic and Gregorian Calendars
Heavenly Mathematics: The Mathematics of the Chinese, Indian, Islamic and Gregorian Calendars Helmer Aslaksen Department of Mathematics National University of Singapore [email protected] www.math.nus.edu.sg/aslaksen/ www.chinesecalendar.net 1 Public Holidays There are 11 public holidays in Singapore. Three of them are secular. 1. New Year’s Day 2. Labour Day 3. National Day The remaining eight cultural, racial or reli- gious holidays consist of two Chinese, two Muslim, two Indian and two Christian. 2 Cultural, Racial or Religious Holidays 1. Chinese New Year and day after 2. Good Friday 3. Vesak Day 4. Deepavali 5. Christmas Day 6. Hari Raya Puasa 7. Hari Raya Haji Listed in order, except for the Muslim hol- idays, which can occur anytime during the year. Christmas Day falls on a fixed date, but all the others move. 3 A Quick Course in Astronomy The Earth revolves counterclockwise around the Sun in an elliptical orbit. The Earth ro- tates counterclockwise around an axis that is tilted 23.5 degrees. March equinox June December solstice solstice September equinox E E N S N S W W June equi Dec June equi Dec sol sol sol sol Beijing Singapore In the northern hemisphere, the day will be longest at the June solstice and shortest at the December solstice. At the two equinoxes day and night will be equally long. The equi- noxes and solstices are called the seasonal markers. 4 The Year The tropical year (or solar year) is the time from one March equinox to the next. The mean value is 365.2422 days. -
The 100 Years Anglo-Chinese Calendar, 1St Jan. 1776 to 25Th Jan
: THE 100 YEARS ANGLO-CHINESE CALENDAR, 1st JAN., 1776 to 25th JAN., 187G, CORRESPONDING WITH THE 11th DAY of the 11th MOON of the 40th YEAR of the EEIGN KIEN-LUNG, To the END of the 14th YEAR of the REIGN TUNG-CHI; TOGETIIER WITH AN APPENDIX, CONTAINING SEVERAL INTERESTING TABLES AND EXTRACTS. BY IP. LOUE;EIE,0. SHANGHAI rRINTED AT THE " NORTH-CHINA HERALD " OFFICE, 1872. -A c^ V lo ; ; PREFACE. In presenting the 100 Years Anglo-Chinese Calendar to the public, the compiler claims no originality for his work, inasmuch as, since the year 1832,* Calendars in somewhat similar form have been yearly issued from the press in China ; but, as it is doubtful if a complete series of these exists, and as, in the transaction of business, whether official, legal or commercial, between Foreigners and Chinese, and in the study of Chinese History which is now so intimately connected with foreign nations, a knowledge of the corresponding dates is quite necessary, it is hoped that this compilation will be found useful, and especially so in referring to the date of past events, and in deciding the precise day, according to the Chinese and Chris- tian Calendars, on which they occurred. Commencing with the last quarter of the past century (1st January, 1776), the Calendar embraces the peiiod when the first British Embassy (Lord Macartney's in 1793) arrived in China. For convenience sake the Calendar has been divided into 10 parts, each embracing a period of ten years of the Christian era and ends with the close of the 14th year of the present reign Tung-chi, —the 25th January, 1876. -
Sarah Provancher Jeanne Hilt (502) 439-7138 (502) 614-4122 [email protected] [email protected]
FOR IMMEDIATE RELEASE: Tuesday, June 5, 2018 CONTACT: Sarah Provancher Jeanne Hilt (502) 439-7138 (502) 614-4122 [email protected] [email protected] DOWNTOWN TO SHOWCASE FÊTE DE LA MUSIQUE LOUISVILLE ON JUNE 21 ST Downtown Louisville to celebrate the Summer Solstice with live music and more than 30 street performers for a day-long celebration of French culture Louisville, KY – A little taste of France is coming to Downtown Louisville on the summer solstice, Thursday, June 21st, with Fête de la Musique Louisville (pronounced fet de la myzic). The event, which means “celebration of music” in French, has been taking place in Paris on the summer solstice since 1982. Downtown Louisville’s “celebration of music” is presented by Alliance Francaise de Louisville in conjunction with the Louisville Downtown Partnership (LDP). Music will literally fill the downtown streets all day on the 21st with dozens of free live performances over the lunchtime hour and during a special Happy Hour showcase on the front steps of the Kentucky Center from 5:30-7:30pm. A list of performance venues with scheduled performers from 11am-1pm are: Fourth Street Live! – Classical musicians including The NouLou Chamber Players, 90.5 WUOL Young Musicians and Harin Oh, GFA Youth Guitar Summit Kindred Plaza – Hewn From The Mountain, a local Irish band 400 W. Market Plaza – FrenchAxe, a French band from Cincinnati Old Forester Distillery – A local jug band The salsa band Milenio is the scheduled performance group for the Happy Hour also at Fourth Street Live! from 5 – 7 pm. "In Paris and throughout France, the Fête de la Musique is literally 24 hours filled with music by all types of musicians of all skill levels. -
Regents and Midterm Prep Answers
Name__________________________________!Regents and Mid Term Preparation The Seasons Description Position Description Position March 21st B South Pole-24 Hrs of Dark C June 21st C High Kinetic Energy A December 21st A Low Kinetic Energy C September 23rd D Earth Close to Sun A Northern Hemisphere Winter A Earth Far from Sun C Northern Hemisphere Spring B Southern Hemisphere Spring D North Hemisphere Summer C Southern Hemisphere Fall B Northern Hemisphere Fall D Southern Hemisphere Winter C Greatest Orbital Velocity A South Hemisphere Summer A Least Orbital Velocity C 9 Hrs of Day in NYS A 23 1/2 N-Zenith C 12 Hrs of Day in NYS D,B 0 (Equator)-Zenith D,B 15 Hrs of Day in NYS C 23 1/2 S-Zenith A Winter Solstice A North Pole-24 Hrs Day C Vernal Equinox B South Pole-24 Hrs Day A Autumnal Equinox D North Pole-24 Hrs Dark A Summer Solstice C Name__________________________________!Regents and Mid Term Preparation Sunʼs Path in NYS 1. What direction does the sun rise in summer? _____NE___________________ 2. What direction does the sun rise in winter? _________SE_________________ 3. What direction does the sun rise in fall/spring? ________E_______________ 4. How long is the sun out in fall/spring? ____12________ 5. How long is the sun out in winter? _________9______ 6. How long is the sun out in summer? ________15_______ 7. What direction do you look to see the noon time sun? _____S________ 8. What direction do you look to see polaris? _______N_________ 9. From sunrise to noon, what happens to the length of a shadow? ___SMALLER___ 10. -
Summer Solstice
A FREE RESOURCE PACK FROM EDMENTUM Summer Solstice PreK–6th Topical Teaching Grade Range Resources Free school resources by Edmentum. This may be reproduced for class use. Summer Solstice Topical Teaching Resources What Does This Pack Include? This pack has been created by teachers, for teachers. In it you’ll find high quality teaching resources to help your students understand the background of Summer Solstice and why the days feel longer in the summer. To go directly to the content, simply click on the title in the index below: FACT SHEETS: Pre-K – Grade 3 Grades 3-6 Grades 3-6 Discover why the Sun rises earlier in the day Understand how Earth moves and how it Discover how other countries celebrate and sets later every night. revolves around the Sun. Summer Solstice. CRITICAL THINKING QUESTIONS: Pre-K – Grade 2 Grades 3-6 Discuss what shadows are and how you can create them. Discuss how Earth’s tilt cause the seasons to change. ACTIVITY SHEETS AND ANSWERS: Pre-K – Grade 3 Grades 3-6 Students are to work in pairs to explain what happens during Follow the directions to create a diagram that describes the Summer Solstice. Summer Solstice. POSTER: Pre-K – Grade 6 Enjoyed these resources? Learn more about how Edmentum can support your elementary students! Email us at www.edmentum.com or call us on 800.447.5286 Summer Solstice Fact Sheet • Have you ever noticed in the summer that the days feel longer? This is because there are more hours of daylight in the summer. • In the summer, the Sun rises earlier in the day and sets later every night. -
The Korean 1592--1593 Record of a Guest Star: Animpostor'of The
Journal of the Korean Astronomical Society 49: 00 ∼ 00, 2016 December c 2016. The Korean Astronomical Society. All rights reserved. http://jkas.kas.org THE KOREAN 1592–1593 RECORD OF A GUEST STAR: AN ‘IMPOSTOR’ OF THE CASSIOPEIA ASUPERNOVA? Changbom Park1, Sung-Chul Yoon2, and Bon-Chul Koo2,3 1Korea Institute for Advanced Study, 85 Hoegi-ro, Dongdaemun-gu, Seoul 02455, Korea; [email protected] 2Department of Physics and Astronomy, Seoul National University, Gwanak-gu, Seoul 08826, Korea [email protected], [email protected] 3Visiting Professor, Korea Institute for Advanced Study, Dongdaemun-gu, Seoul 02455, Korea Received |; accepted | Abstract: The missing historical record of the Cassiopeia A (Cas A) supernova (SN) event implies a large extinction to the SN, possibly greater than the interstellar extinction to the current SN remnant. Here we investigate the possibility that the guest star that appeared near Cas A in 1592{1593 in Korean history books could have been an `impostor' of the Cas A SN, i.e., a luminous transient that appeared to be a SN but did not destroy the progenitor star, with strong mass loss to have provided extra circumstellar extinction. We first review the Korean records and show that a spatial coincidence between the guest star and Cas A cannot be ruled out, as opposed to previous studies. Based on modern astrophysical findings on core-collapse SN, we argue that Cas A could have had an impostor and derive its anticipated properties. It turned out that the Cas A SN impostor must have been bright (MV = −14:7 ± 2:2 mag) and an amount of dust with visual extinction of ≥ 2:8 ± 2:2 mag should have formed in the ejected envelope and/or in a strong wind afterwards. -
The Calendars of India
The Calendars of India By Vinod K. Mishra, Ph.D. 1 Preface. 4 1. Introduction 5 2. Basic Astronomy behind the Calendars 8 2.1 Different Kinds of Days 8 2.2 Different Kinds of Months 9 2.2.1 Synodic Month 9 2.2.2 Sidereal Month 11 2.2.3 Anomalistic Month 12 2.2.4 Draconic Month 13 2.2.5 Tropical Month 15 2.2.6 Other Lunar Periodicities 15 2.3 Different Kinds of Years 16 2.3.1 Lunar Year 17 2.3.2 Tropical Year 18 2.3.3 Siderial Year 19 2.3.4 Anomalistic Year 19 2.4 Precession of Equinoxes 19 2.5 Nutation 21 2.6 Planetary Motions 22 3. Types of Calendars 22 3.1 Lunar Calendar: Structure 23 3.2 Lunar Calendar: Example 24 3.3 Solar Calendar: Structure 26 3.4 Solar Calendar: Examples 27 3.4.1 Julian Calendar 27 3.4.2 Gregorian Calendar 28 3.4.3 Pre-Islamic Egyptian Calendar 30 3.4.4 Iranian Calendar 31 3.5 Lunisolar calendars: Structure 32 3.5.1 Method of Cycles 32 3.5.2 Improvements over Metonic Cycle 34 3.5.3 A Mathematical Model for Intercalation 34 3.5.3 Intercalation in India 35 3.6 Lunisolar Calendars: Examples 36 3.6.1 Chinese Lunisolar Year 36 3.6.2 Pre-Christian Greek Lunisolar Year 37 3.6.3 Jewish Lunisolar Year 38 3.7 Non-Astronomical Calendars 38 4. Indian Calendars 42 4.1 Traditional (Siderial Solar) 42 4.2 National Reformed (Tropical Solar) 49 4.3 The Nānakshāhī Calendar (Tropical Solar) 51 4.5 Traditional Lunisolar Year 52 4.5 Traditional Lunisolar Year (vaisnava) 58 5. -
Earth-Moon-Sun-System EQUINOX Presentation V2.Pdf
The Sun http://c.tadst.com/gfx/750x500/sunrise.jpg?1 The sun dominates activity on Earth: living and nonliving. It'd be hard to imagine a day without it. The daily pattern of the sun rising in the East and setting in the West is how we measure time...marking off the days of our lives. 6 The Sun http://c.tadst.com/gfx/750x500/sunrise.jpg?1 Virtually all life on Earth is aware of, and responds to, the sun's movements. Well before there was written history, humankind had studied those patterns. 7 Daily Patterns of the Sun • The sun rises in the east and sets in the west. • The time between sunrises is always the same: that amount of time is called a "day," which we divide into 24 hours. Note: The term "day" can be confusing since it is used in two ways: • The time between sunrises (always 24 hours). • To contrast "day" to "night," in which case day means the time during which there is daylight (varies in length). For instance, when we refer to the summer solstice as being the longest day of the year, we mean that it has the most daylight hours of any day. 8 Explaining the Sun What would be the simplest explanation of these two patterns? • The sun rises in the east and sets in the west. • The time between sunrises is always the same: that amount of time is called a "day." We now divide the day into 24 hours. Discuss some ideas to explain these patterns.