Mathematical Methods in the Study of Historical Chronology
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Geological Timeline
Geological Timeline In this pack you will find information and activities to help your class grasp the concept of geological time, just how old our planet is, and just how young we, as a species, are. Planet Earth is 4,600 million years old. We all know this is very old indeed, but big numbers like this are always difficult to get your head around. The activities in this pack will help your class to make visual representations of the age of the Earth to help them get to grips with the timescales involved. Important EvEnts In thE Earth’s hIstory 4600 mya (million years ago) – Planet Earth formed. Dust left over from the birth of the sun clumped together to form planet Earth. The other planets in our solar system were also formed in this way at about the same time. 4500 mya – Earth’s core and crust formed. Dense metals sank to the centre of the Earth and formed the core, while the outside layer cooled and solidified to form the Earth’s crust. 4400 mya – The Earth’s first oceans formed. Water vapour was released into the Earth’s atmosphere by volcanism. It then cooled, fell back down as rain, and formed the Earth’s first oceans. Some water may also have been brought to Earth by comets and asteroids. 3850 mya – The first life appeared on Earth. It was very simple single-celled organisms. Exactly how life first arose is a mystery. 1500 mya – Oxygen began to accumulate in the Earth’s atmosphere. Oxygen is made by cyanobacteria (blue-green algae) as a product of photosynthesis. -
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. -
Confronting History on Campus
CHRONICLEFocusFocus THE CHRONICLE OF HIGHER EDUCATION Confronting History on Campus As a Chronicle of Higher Education individual subscriber, you receive premium, unrestricted access to the entire Chronicle Focus collection. Curated by our newsroom, these booklets compile the most popular and relevant higher-education news to provide you with in-depth looks at topics affecting campuses today. The Chronicle Focus collection explores student alcohol abuse, racial tension on campuses, and other emerging trends that have a significant impact on higher education. ©2016 by The Chronicle of Higher Education Inc. All rights reserved. No part of this publication may be reproduced, forwarded (even for internal use), hosted online, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For bulk orders or special requests, contact The Chronicle at [email protected] ©2016 THE CHRONICLE OF HIGHER EDUCATION INC. TABLE OF CONTENTS OODROW WILSON at Princeton, John Calhoun at Yale, Jefferson Davis at the University of Texas at Austin: Students, campus officials, and historians are all asking the question, What’sW in a name? And what is a university’s responsibil- ity when the name on a statue, building, or program on campus is a painful reminder of harm to a specific racial group? Universities have been grappling anew with those questions, and trying different approaches to resolve them. Colleges Struggle Over Context for Confederate Symbols 4 The University of Mississippi adds a plaque to a soldier’s statue to explain its place there. -
Geochronology Database for Central Colorado
Geochronology Database for Central Colorado Data Series 489 U.S. Department of the Interior U.S. Geological Survey Geochronology Database for Central Colorado By T.L. Klein, K.V. Evans, and E.H. DeWitt Data Series 489 U.S. Department of the Interior U.S. Geological Survey U.S. Department of the Interior KEN SALAZAR, Secretary U.S. Geological Survey Marcia K. McNutt, Director U.S. Geological Survey, Reston, Virginia: 2010 For more information on the USGS—the Federal source for science about the Earth, its natural and living resources, natural hazards, and the environment, visit http://www.usgs.gov or call 1-888-ASK-USGS For an overview of USGS information products, including maps, imagery, and publications, visit http://www.usgs.gov/pubprod To order this and other USGS information products, visit http://store.usgs.gov Any use of trade, product, or firm names is for descriptive purposes only and does not imply endorsement by the U.S. Government. Although this report is in the public domain, permission must be secured from the individual copyright owners to reproduce any copyrighted materials contained within this report. Suggested citation: T.L. Klein, K.V. Evans, and E.H. DeWitt, 2009, Geochronology database for central Colorado: U.S. Geological Survey Data Series 489, 13 p. iii Contents Abstract ...........................................................................................................................................................1 Introduction.....................................................................................................................................................1 -
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. -
Late Neogene Chronology: New Perspectives in High-Resolution Stratigraphy
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Columbia University Academic Commons Late Neogene chronology: New perspectives in high-resolution stratigraphy W. A. Berggren Department of Geology and Geophysics, Woods Hole Oceanographic Institution, Woods Hole, Massachusetts 02543 F. J. Hilgen Institute of Earth Sciences, Utrecht University, Budapestlaan 4, 3584 CD Utrecht, The Netherlands C. G. Langereis } D. V. Kent Lamont-Doherty Earth Observatory of Columbia University, Palisades, New York 10964 J. D. Obradovich Isotope Geology Branch, U.S. Geological Survey, Denver, Colorado 80225 Isabella Raffi Facolta di Scienze MM.FF.NN, Universita ‘‘G. D’Annunzio’’, ‘‘Chieti’’, Italy M. E. Raymo Department of Earth, Atmospheric and Planetary Sciences, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139 N. J. Shackleton Godwin Laboratory of Quaternary Research, Free School Lane, Cambridge University, Cambridge CB2 3RS, United Kingdom ABSTRACT (Calabria, Italy), is located near the top of working group with the task of investigat- the Olduvai (C2n) Magnetic Polarity Sub- ing and resolving the age disagreements in We present an integrated geochronology chronozone with an estimated age of 1.81 the then-nascent late Neogene chronologic for late Neogene time (Pliocene, Pleisto- Ma. The 13 calcareous nannoplankton schemes being developed by means of as- cene, and Holocene Epochs) based on an and 48 planktonic foraminiferal datum tronomical/climatic proxies (Hilgen, 1987; analysis of data from stable isotopes, mag- events for the Pliocene, and 12 calcareous Hilgen and Langereis, 1988, 1989; Shackle- netostratigraphy, radiochronology, and cal- nannoplankton and 10 planktonic foram- ton et al., 1990) and the classical radiometric careous plankton biostratigraphy. -
Using Timelines to Teach History
Using Timelines to Teach History The questions of how and why events occurred takes place over time. Timelines can serve as a visual tool for studying periods of history —a day, a year, an era— and help students grasp the nuances of causality and continuity1. Many teachers discuss the struggle to help students care about chronology. A deliberate plotting of events organized around a common theme can spur them into realizing not only how history happened, but how to construct meaning and examine the human experience throughout an historical era. Using timelines in the classroom can also encourage students to see interdisciplinary connections between events occurring in a single period by including the lenses of music, art, science, or literature. It is, in fact, not accidental that a certain poem might be recognized as tragic or triumphant depending on its year of its publication. A painting like Picasso’s Guernica speaks to the tragedy of war by taking into consideration the time of its creation. A record of an event or era can help students have more “ah-ha” moments, and help bring history to life by mapping events onto a cohesive temporal narrative. In this way, timelines can be a highly valuable resource when studying the Holocaust within 20th century history. One of the core pedagogical principles of Echoes & Reflections is the belief that the Holocaust was not inevitable. Using a timeline can underscore this idea, and help students grasp that the Holocaust was a progression of events, decisions, actions, and inactions, any of which might have happened differently if different choices were made. -
Global History and the Present Time
Global History and the Present Time Wolf Schäfer There are three times: a present time of past things; a present time of present things; and a present time of future things. St. Augustine1 It makes sense to think that the present time is the container of past, present, and future things. Of course, the three branches of the present time are heavily inter- twined. Let me illustrate this with the following story. A few journalists, their minds wrapped around present things, report the clash of some politicians who are taking opposite sides in a struggle about future things. The politicians argue from histori- cal precedent, which was provided by historians. The historians have written about past things in a number of different ways. This gets out into the evening news and thus into the minds of people who are now beginning to discuss past, present, and future things. The people’s discussion returns as feedback to the journalists, politi- cians, and historians, which starts the next round and adds more twists to the en- tangled branches of the present time. I conclude that our (hi)story has no real exit doors into “the past” or “the future” but a great many mirror windows in each hu- man mind reflecting spectra of actual pasts and potential futures, all imagined in the present time. The complexity of the present (any given present) is such that no- body can hope to set the historical present straight for everybody. Yet this does not mean that a scientific exploration of history is impossible. History has a proven and robust scientific method. -
The Philosophy of History
THE PHILOSOPHY OF HISTORY Georg Hegel THE PHILOSOPHY OF HISTORY Table of Contents THE PHILOSOPHY OF HISTORY................................................................................................................1 Georg Hegel.............................................................................................................................................1 I.Original History....................................................................................................................................1 II. Reflective History..............................................................................................................................2 III. Philosophic History............................................................................................................................5 iii. The course of the World's History..................................................................................................29 i THE PHILOSOPHY OF HISTORY Georg Hegel This page copyright © 2001 Blackmask Online. http://www.blackmask.com • I.Original History • II. Reflective History • III. Philosophic History I.Original History ¤ 1 Of the first kind, the mention of one or two distinguished names will furnish a definite type. To this category belong Herodotus, Thucydides, and other historians of the same order, whose descriptions are for the most part limited to deeds, events, and states of society, which they had before their eyes, and whose spirit they shared. They simply transferred what was passing in the world -
The Gregorian Calendar in New Spain: a Problem in Sixteenth-Century Chronology." New Mexico Historical Review 58, 3 (1983)
New Mexico Historical Review Volume 58 Number 3 Article 3 7-1-1983 The Gregorian Calendar in New Spain: A Problem in Sixteenth- Century Chronology Harry Kelsey Follow this and additional works at: https://digitalrepository.unm.edu/nmhr Recommended Citation Kelsey, Harry. "The Gregorian Calendar in New Spain: A Problem in Sixteenth-Century Chronology." New Mexico Historical Review 58, 3 (1983). https://digitalrepository.unm.edu/nmhr/vol58/iss3/3 This Article is brought to you for free and open access by UNM Digital Repository. It has been accepted for inclusion in New Mexico Historical Review by an authorized editor of UNM Digital Repository. For more information, please contact [email protected], [email protected], [email protected]. THE GREGORIAN CALENDAR IN NEW SPAIN: A PROBLEM IN SIXTEENTH-CENTURY CHRONOLOGY HARRY KELSEY AFTER AYEAR-LONG JOURNEY TO NEW MEXICO, Antonio de Espejo arrived in Santa Barbara, Nueva Vizcaya, in the fall of 1583, weary, confused, but full of information about the new country he had seen. Almost immediately he began to compose a report, signing and dating it "at the end of the month of October" 1583. 1 This dating may seem imprecise for a formal report, and the truth is that Espejo did not know how to write the date. He seemed sure about the date of his return, 20 September, and he knew that he had been back for twenty-fivedays, more or less. He recorded all this very carefully in a covering letter. But Espejo was confused about the date. He could do no better in his calculations than to call it "the end of October."2 The reason for his confusion is simple. -
Understanding Book of Mormon Chronology
Understanding Book of Mormon Chronology Alan C. Miner (Updated May, 2020) Contents 1. The Problems p. 1-10 2. The Theories p. 11-38 3. The Sources p. 39-68 1. The Problems Contrary to what might be assumed by reading a “historical” book with the year seemingly footnoted on almost every page, the process of affixing dates to the events in the Book of Mormon, correlating those dates with known historical calendars, and establishing a compatible chronological record is an extremely complex process that hasn’t yet led to a consensus solution. Rather, this complexity has resulted in various different theoretical interpretations. My goal with this paper is not to decide who is right and who is wrong; my goal is to simply lay out the basic reasoning as I see it that supports these theories, list the sources that support the theory, provide a corresponding chronological list of events, and then ask some basic questions that have come into my mind as I have tried to assimilate the reasoning. I don’t claim to be an astronomer, or an expert on calendars, or an expert in biblical history, or a shrewd analyst that can detect every flaw in these theories. I am just seeking to go forward in my studies of the Book of Mormon and make sense of some of the complexities within the text. In other words, I am just seeking some clarification of the Book of Mormon story, not only for myself, but for those who might read this paper. To me it stands to reason that the more I (or we) establish historical correlation with some of the major events and some of the major prophecies in the Book of Mormon, the more significant the gospel message becomes. -
Bliss – Analysis of Sacred Chronology.Pdf
Analysis of Sacred Chronology Sylvester Bliss With the Elements of Chronology; and the Numbers of the Hebrew Text Vindicated TABLE OF CONTENTS PREFACE ................................................3 CHRONOLOGY .............................................5 SACRED CHRONOLOGY .....................................42 APPENDIX .............................................227 INDEX ................................................229 PREFACE If Chronology is "the soul of history," it is equally so of prophecy. Without it, the Scriptures would lose much of their harmony and beauty. It is carefully interwoven into the sacred text, and gives the order and dependence of the several parts on each other. The chronology of the Bible is as important in its place as any other subject of revelation. When disregarded, sad errors have been made in locating the historical and prophetical Scriptures. The elements of Chronology, and the numerous scriptural synchronisms, have only been given in works too voluminous, diffusive and expensive for ordinary use. To place before those not having access to the larger works, the simple evidences by which scriptural events are located, is the design of the following pages. An original feature of this analysis of Scripture Chronology is the presenting in full, and in chronological order, the words of inspiration, which have a bearing on the time of the events and predictions therein recorded. The reader will thus be enabled to obtain a concise and clear, as well as a correct, understanding of the reasons which govern in the adoption of the several dates. The works of Prideaux, Hales, Usher, 4 Clark, Jackson, Blair, the Duke of Manchester, and others, have been freely consulted, in this compilation. To Dr. Hales in particular the author is much indebted for many valuable suggestions.