92 research outputs found
Third Annual Conference on Privacy, Security and Trust
No full textThis pre-print appears as a courtesy only. Please see the conference proceedings for the definitive version. Ching-Lung Fu is the corresponding author
Indo-European vocabulary in Old Chinese : a new thesis on the emergence of Chinese language and civilization in the late Neolithic age
No full textThis study is a much expanded version of the paper I read at the XXXII International Congress for Asian and North African Studies on August 28, 1986 in Hamburg (Germany). Contents 1. Recent developments in the field of historical linguistics 2. Monosyllabic structure of Chinese words and Indo-European stems 3. Tonal accents of Middle Chinese 4. Preliminaries on the comparison of consonants and vowels 5. Some IE stems corresponding to Chinese words of entering tone 6. Middle Chinese tones and final consonants of IE stems 7. Some IE stems corresponding to Chinese words of rising tone 8. Some IE stems corresponding to Chinese words of vanishing tone 9. Some IE stems corresponding to Chinese words of level tone 10. Reconstruction of Middle Chinese vocalism according to Yün-ching 11. Old Chinese vocalism 12. Vocalic correspondences between Chinese and IE 13. Initials of Old Chinese 14. Initial consonant clusters in Old Chinese as seen from IE-stems 15. Proximity of Chinese to Germanic 16. Relation of Old Chinese to neighboring languages 17. Emergence of Chinese Empire and language in the middle of the third millennium B.C. Appendix * Abbrevations * Bibliography * Rhyme Tables of Early Middle Chinese (600) * Rhyme Tables of Early Mandarin (1300) * Word Index o English o Pinyin In 1786, just over two hundred years ago, comparative historical linguistics was born, when Sir William Jones (1746-1794) discovered the relationship between Old-Indian Sanskrit, Greek, and Latin. Since then, the emerging Indo-European philology has thrown much light on the early history of mankind in Eurasia. During the past two hundred years, many suggestions were also made in regard to relationships of Indo-European to other languages such as Semitic, Altaic, Austronesian, Korean etc., but Indo-Europeanists commonly rejected such attempts for want of convincing evidence. As to Chinese, Joseph Edkins was the first to advance the thesis of its proximity to Indo-European. In his work China's Place in Philology. An Attempt to show that the Language of Europe and Asia have a Common Origin (1871) he presented a number of Chinese words similar to those of Indo-European. In his time, Edkins' thesis seemed bold and extravagant. But today, more than a hundred years later, we are in a much better position to carry out a comprehensive and well-founded comparative study. Since the end of the nineteenth century, many Sinologists have been engaged in reconstruction of the mediaeval and archaic readings of Chinese characters. Among them, Karlgren (1889-1978) was the most successful, and in 1940 he published a comprehensive phonological and etymological dictionary entitled Grammata Serica. In the meantime, the Indo-Europeanists Alois Walde (1869-1924) and Julius Pokorny (1887-1970) were devoting themselves to the compilation of a useful etymological dictionary. The result was the Indogermanisches Etymologisches Wörterbuch by Pokorny (1959) which provides a solid basis for our lexical comparisons. Soon thereafter, some Sinologists made use of the two dictionaries by Karlgren and Pokorny to compare Chinese and Indo-European words. In 1967, an unaffiliated German scholar, Jan Ulenbrook, published an article "Einige Übereinstirnrnungen zwischen dem Chinesischen und dem Indogermanischen", in which he claimed that 57 words are related. Shortly afterwards, Tor Ulving of the University of Goteborg, Sweden, wrote a review of this article framing the title as a question: "Indo-European elements in Chinese?" While working on his thesis on word families in Chinese, Ulving compiled for his own use two dictionaries: "Archaic Chinese - English" and "English - Archaic Chinese", and discovered thereby 238 Chinese words similar to Indo-European roots. In spite of this considerable number of word equivalents, however, Mr. Ulving became discouraged and, as he told me in his letter of April, 1986, has given up his researches in this field. The skepticism, common among Indo-Europeanists in regard to comparative studies with other languages, is largely based on the dogmatic opinion that only morphology is relevant but not vocabulary. Since the typology of Chinese seems to preclude a cognate relation to Indo-European, they are inclined to discard any lexical correspondences as merely accidental or onomatopoetic. Besides, prehistorical contacts and mixtures between these languages seem not conceivable, as the Indo-Europeans are supposed to have originated in Northern Europe or at best in the Central Asian steppe, thousands of miles away from East Asia. Hence, any research into a relationship between Old Chinese and Indo-European languages would be but futile from the outset. Yet there are also opposing views among Indo-Europeanists. Investigations into Germanic languages and the oldest Indo-European language, Hittite, led some of them to a critical revision of the prevailing conception about a Proto-Indo-European. Hermann Hirt (1934) for instance states: "Inflexion of Indo-European languages is due to a relatively late development, and its correct comprehension can be achieved only by proceeding from the time of non-inflexion." And Carl Karstien (1936) holds the opinion that "Chinese corresponds most ideally to the hypothetic prototype of Indo-European." Regarding vocabulary, there are striking similarities in the monosyllabic structure of the basic words. In modern German and English, all the words of everyday speech are monosyllabic and their stereotypical structure is: initial consonant(s) + vowel(s) + final consonant(s). The same word structure is valid for Chinese as well. It is fundamentally different from the disyllabic structure of Altaic words and from the triconsonantal-disyllabic structure of Semitic words. Characteristic of the monosyllabic word structure is, besides, the complexity of the syllable nucleus, which consists of different vowels and vowel clusters in contrast to the monophthongal vocalism of polysyllabic words. Another objection raised to comparisons between Chinese and Indo-European is the existence of tonal accents in Chinese. Since most modern Indo-European languages have only expiratory accents, Chinese is considered to be a highly exotic language. Yet, even in Chinese, the use of tonal accents as a means of lexical differentiation is a result of comparatively recent development in the long history of Chinese language, the earliest monuments of which date back to 1300 B.C. (cf. Chang 1970, p.21). Unknown to Old Chinese, the existence of tonal accents was for the first time mentioned in the 5th century by Shen Yüeh (441-513). In Middle Chinese (Mch.) there were four tone categories: A P'ing-sheng 平 a level tone (which developed into Mandarin tone 1 or 2). B Shang-sheng 上 a rising tone (Mandarin tone 3). C Ch'u-sheng 去 a vanishing, i.e. falling tone (Mandarin tone 4). D Ju-sheng 入 an entering tone with a staccato effect, the word being abruptly stopped by a final consonant -p, -t, -k. (In Early Mandarin the words of this tone lost their final consonant and were distributed among the tones 2, 3 and 4, respectively according to the phonation of initials). In Middle Chinese, words of the entering tone were the only group which still preserved the final stops and therefore a close syllabic structure. So they are most appropriate for convincing comparisons with monosyllabic Indo-European word stems. The final stops -p, -t, -k of the entering tone are nowadays still extant in daily speech of several dialects in South China as well as in Chinese borrowings in Japanese, Vietnamese and Korean. As a speaker of a Taiwan dialect of Minnan origin, I could immediately identify some Indo-European stems with corresponding Chinese words. Besides, the command of Japanese and German was also a great help for this study. In the following lists I have chosen a number of Indo-European stems which are phonetically and semantically equivalent to Chinese words. Correspondences in initial and final consonants refer to the points of articulation, thus we have equations: IE labials = Old Chinese labials, IE dentals = dentals, IE l, r = dentals (cf. p. 31); Ø, i (final and medial) IE velars = velars and laryngeals, and occasionally (the so-called "satem"-forms) IE velars = dental sibilants and affricates. Regarding the manner of articulation, there are no regular correspondences between Indo-European and Chinese consonants like Grimm's law which is valid among Indo-European dialects to a certain extent. But this is not astonishing, since in Old Chinese the alternation of initials in voicing was a conventional means of creating new words from one basic form. The rules of vocalic correpondences among Indo-European dialects are quite complex. Vowels permanently change their qualities from one language to another, and from time to time within one language also, as is well known from the history of English pronunciations. Generally, the vocalism of Old Greek is taken as the standard for Proto-Indo-European. Old Chinese vowels corresponds nearly (cf. p. 30), but the details about the reconstruction of Middle and Old Chinese vocalism will be treated later (pp. 26-30). For the moment, it is necessary to notice in advance that the stem of ablauting Germanic verbs is the form of preterite or noun, rather than that of infinitive as assumed hitherto. Therefore, in some cases I must slightly modify the basic vowel of verbal stems given in Pokorny, in order to get better basis for comparison. As Old Chinese verbs were non-flexional, they might probably have preserved the original vowel the best
CUHK electronic theses & dissertations collection
No full textChun, See Ching.Thesis M.Phil. Chinese University of Hong Kong 2013.Includes bibliographical references (leaves 179-185).Abstracts also in Chinese.Title from PDF title page (viewed on 19, September, 2016)
Read [PDF] Books A Visual Dictionary of Architecture [Full]
No full textRead Or Download A Visual Dictionary of Architecture Full Books By by {"isAjaxComplete_B001H6NK1W":"0","isAjaxInProgress_B001H6NK1W":"0"} Francis D. K. Ching (Author) › Visit Amazon's Francis D. K. Ching Page Find all the books, read about the author, and more. See search results for this author Are you an author? Learn about Author Central Francis D. K. Ching (Author)
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Li Kang's Study of the I Ching--Its Congruence with the Hua Yen
No full text李綱曾為宋高宗的宰相，力主抗金，與媾和派不同，不獲重用。一生遭貶 多次，但心繫社稜民生，上疏論政，深為後世所重，是一位偉大的政治家。其 為學，涉及文、史、哲三學，著作不少。他是位以儒家為主，釋道為輔的三教 合一論者，這在宋代儒學意識抬頭的時代裡，是不見容於當時的道學界的，故 後世寡道其學。作者以為像這樣一位政學兼修的歷史人物，值得全面考究。就 其學思而論，《易》學實李綱自以為能「成一家言」的部份，故本文即以此為中心加以考察；雖然其主要著作《易傳內外篇》二十二卷已佚，但據其〈易》序諸篇及與友人論學書，論其一二。本文擬就以下五節：一、前言，二、兼綜圓融的思想特質，三、李綱《易》說的內容與特質，四、論《易》與《華嚴》合轍，五、李綱《易》說在易學發展史上的意義，加以論述，稍補吾人之所憾。As a prime minister under the rule of the Sung emperor Kao Tsung, Li Kang firmly advocated a policy of resistance against the Chin. This did not agree with the party advocating the policy of appeasement, and Li Kang was not held in high regard by the court. Despite being demoted several times, he continued to submit memorials to the court because of his concern for the society and the people. These memorials have left a deep impression on later generations who see Li Kang as a great politician. His scholarship covered the three areas of literature, history and philosophy, and his works are many. Taking Confucianism as central, he combined the three teachings of Confucianism, Taoism and Buddhism as one. This was unacceptable to the Neo -Confucians of that time. As a result, his scholarship has been rarely discussed. A historical figure such as Li Kang, who was both a politician and a scholar, deserves to be studied comprehensively. Li Kang himself believed that his studies of the I Ching could be "a school of thought", and the article will take this as the focus of investigation. Although the twenty – two chuan of the inner and outer chapters of his main work on the I Chuan have been lost, we may still gather something of his thinking from the prefaces that he wrote to these chapters and from letters to friends describing his work. This article has five sections: (1) Introduction, (2) The combinatory and harmonizing character of his thought, (3) The contents and the characteristics of his teachings on the I Ching, (4) The congruence of the I Ching and the Hua Yen, and (5) The significance of Li Kang's teachings on the historical development of studies on the I Ching. The author has regrettably noticed a gap in the studies on Li Kang and it is hoped that this article will help to fill that gap
Optimization under uncertainty in radiation therapy
No full textThesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2007.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Includes bibliographical references (p. 175-182).In the context of patient care for life-threatening illnesses, the presence of uncertainty may compromise the quality of a treatment. In this thesis, we investigate robust approaches to managing uncertainty in radiation therapy treatments for cancer. In the first part of the thesis, we study the effect of breathing motion uncertainty on intensity-modulated radiation therapy treatments of a lung tumor. We construct a robust framework that generalizes current mathematical programming formulations that account for motion. This framework gives insight into the trade-off between sparing the healthy tissues and ensuring that the tumor receives sufficient dose. With this trade-off in mind, we show that our robust solution outperforms a nominal (no uncertainty) solution and a margin (worst-case) solution on a clinical case. Next, we perform an in-depth study into the structure of different intensity maps that were witnessed in the first part of the thesis. We consider parameterized intensity maps and investigate their ability to deliver a sufficient dose to the tumor in the presence of motion that follows a Gaussian distribution. We characterize the structure of optimal intensity maps in terms of certain conditions on the problem parameters.(cont.) Finally, in the last part of the thesis, we study intensity-modulated proton therapy under uncertainty in the location of maximum dose deposited by the beamlets of radiation. We provide a robust formulation for the optimization of proton-based treatments and show that it outperforms traditional formulations in the face of uncertainty. In our computational experiments, we see evidence that optimal robust solutions use the physical characteristics of the proton beam to create dose distributions that are far less sensitive to the underlying uncertainty.by Timothy Ching-Yee Chan.Ph.D
Understanding creativity
No full textWe have never seen creativity. More precisely, we have never seen the creative process; what we have seen is the creative individual (ex ante) and the outcome of creativity (ex post). Therefore we try to understand creativity by examining creative individuals and their creations. In this paper we only consider the creation of new knowledge. We draw on a wide variety of backgrounds. We wander into the area of cognitive psychology to investigate who is talented for creativity. We also draw on arts, history and philosophy of science, stories of mystics, some great novels and essays we have read as well as our experience in both working with creatives and creating new knowledge. Based on this shaky foundation we will describe creativity as illumination, through jokes, as a quest for harmony, as being kissed by the muse
[[alternative]]The content-analysis and meta-analysis of the researches in gifted education of Taiwan, R. O. C.
No full text[[abstract]]The main purposes of this study are: (1) to investigate the outcomes of experimental variables of researches in gifted education from 1967 to 2001. The features of this analysis are included researchers’ background, related features, the traits of subjects, assessment materials, and the analysis methods of data; (2) to investigate the overall weighted mean- effect sizes of creativity, cognitive thinking abilities, the performance of achievement in creative thinking instruction with meta-analysis method, and to find out moderator variables that may influence the effects of creative thinking instruction.
After systematic searching for the literature from bibliography and electronic database, 441 researches were coded for content analysis, and the related data were calculated with frequency and percentage. Besides, 15 researches on creative thinking instruction were coded for meta-analysis, and the effect- sizes were calculated by Hedges and Olkin’s(1985) procedure. Furthermore, this study was tested all coded features by ‘Categorical Model’ to find out moderator variables. The followings are major results of this study:
1. In content analysis
A. Researchers’ background
a. One group of core researchers conducts studies frequently on gifted education.
b. The number of female researchers has been increasing during those years, and almost catches up with that of male researchers.
c. Most researches on the current gifted education are almost finished by only one author, except for the dissertations/ theses. The number of working-alone researcher nearly doubles than that of group-working ones.
d. Only few teachers engaged in research.
B. Related features
a. The quantity of journals that dominates the sources of empirical researches conducted by dissertations/theses has been increasing those years.
b. Few researches on gifted education are issued in the journals of special education.
c. Topics keep changing every year. Some popular topics are: “Emotion Characteristics and Social Adaptation”, “Cognitive Thinking Characteristics”, “Carrier and Tracking”, and “Policies and System of Gifted Education”.
d. Different sources focus on different topics.
e. Survey and correlational researches are the methods used by the researchers most frequently.
C. The traits of subjects
a. Sampling areas focus on cities, and decrease from north to south.
b. The majority of samples are general ability gifted, especially for high- grade students in the elementary schools.
c. The different topics are not in a normal distribution.
d. Lack of studies for pre-school gifted, handicapped gifted, culturally disadvantage gifted, and underachieving gifted students.
e. Purposeful- sampling is the major method of sampling.
D. Assessment materials
a. Many researchers are willing to collect data with paper-writing instead of related instructional methods. But, it’s good to see that the following researchers use one more methods afterwards.
b. The 70% return rate of questionnaire is pretty high satisfactory.
c. Standardized assessment instruments are not enough, and they only focus on some specific topics.
E. The analysis methods for data
a. Most data processing methods rely on quantitative analysis. And statistics methods are usually adopted by basic and intermediate skills.
b. Statistics methods adopted more frequently are: “descriptive statistics”, “t/z test”, “analysis of variance“.
c. Most research topics used “descriptive statistics” statistic methods frequently.
2. In meta-analysis
A. The overall weighted mean- effect size of creative thinking on instructional studies was between middle and small magnitude.
B. The Instruction for creative thinking promotes different creativities. The descending orders of the weighted mean- effect size of creativities were flexibility, originality, fluency, and elaboration.
C. Instruction for creative thinking promotes the performance of high-level cognitive thinking and achievements of gifted students.
D. The moderator variables of creative thinking studies were sources of teaching materials, and many kinds of assessment instrument.
Base on the results of study, the researchers also provided a discussion and made some recommendations to upgrade the reliability and efficiency of gifted education.
Keywords: empirical researches, content analysis, meta-analysis
台灣原住民教育存研究（1624~1895）--從外來者的殖民教化談起
No full text[[abstract]]The main object in this research is to inquire educational history of Taiwan aboriginal people
from 1624 to 1895, including Dutch -Spanish, Ming-Cheng, and Ching dynasties periods. Taiwan
aborigines, the native inhabitants in this island, have been forced to accept the colonial educations for a
long time. They still stand in an awkward cultural predicament and gradually become assimilated by
the colonial community.
Christian teaching, in Dutch –Spanish period, had been the main object of the education of
Taiwan aboriginal people. Overcoming bad situations in Taiwan, the Dutch missionary made a large
achievement: They extended Christian preaching northward and southward from Tayouan（now
An-Ping of Tainan city）, and set up the first school in Taiwan to instruct the basic literacy to the
aboriginal people.
In Ming –Ching period, the teaching of Confucianism was the most important part of the
education to Taiwan aborigines. As engaging in warfare with Ching, the official authorities of
Ming-Cheng totally disregarded establishing any educational institutions. While, Ching authorities, as a
governing racial minority, gave importance to the aboriginal education. They instituted 社學
（sia-hak）、義學（塾）（ghi-hak）、書院（su-in）、and 學堂（hak-dong）, although often discarded
resulted from financial difficulties. For more than two hundred years, educated by the teachings of
Confucius, Taiwan aborigines had been offered opportunities to join the Chinese traditional imperial
examination----the passers could get the certification to be officials. There were many 番秀才
（huan-siu-zai）（official title） in that period.
We can see clearly what the essence of colonial educations is by studying their histories. It is true
that the aborigines were nearly always introduced to a special set of knowledge selected and organized
by the colonial governors. To the problems how the aboriginal people could be dominated by the
governor’s power, and how they could even be bodily controlled to the extreme obedience by the
colonizers’ disciplines, Michel Foucault’s has a subtle and penetrating analysis of power and
knowledge. And, Edward W. Said, in his ‘orientalism’, interprets the whole presumptive and prejudiced
discourses given by the governing colonizers to the governed aboriginal people. Subtly, the colonizers
operated their cultures in order to implant whatever they desired to the aborigines’ minds.
Not only those of Chinese, but also of Dutch and Spanish, the first colonial educational target
was conformity. All the colonizers tried hard as they could to cultivate the aboriginal people as beings
they wished them to be. There are some suggestions in reviewing this history for the Taiwan aborigine
education in the future: to enact an equal linguistic act; to maintain the education of identity; to set up
the double linguistic education; to initiate the aboriginal people to have their own views about
knowledge and universe; to have the autonomic rights; to form the multi-cultural knowledge and
attitude; to have self-writing opportunities, and to build a channel of cultivating the teachers of
aborigines.
Decision making factors in Chinese foreign policy concerning Korea (1950) and Vietnam (1965-66): the role and significance of two former vassal states
No full textThis work examins three areas of contributory factors that shaped the Chinese Communist Party's (CCP) response towards two international crises in regions which traditionally fell within the Chinese sphere of influence : the Korean War (1950) and the American War in Vietnam (1965-66). It analyzes and isolate2 the domestic and international political aspects which shaped the foreign policy towards the two conflicts including the conflict between Mao Tse-tung and others in the CCP over China's socialist construction; it also considers the specific relations with the two former vassal states. Once decision-making factors are identified, the formulation of the foreign policy output in both cases is described. A broader historical perspective is provided through a discussion of imperial Chinese attitudes towards Korea and Vietnam and through an insight into the effects of western and Japanese encroachments in the two areas. The study uses the two periods to gauge the success achieved by a newly independent China's efforts towards gaining international status, creating spheres of influence and avoiding domination by the Americans or the Soviets over the first decade and a half of the People's Republic's existence. The significance of the two former vassals is placed in this context. The study concludes that although decision-making with regard to the Vietnam conflict was freer from foreign influence than in the case of the Korean War, the improvement in Chinese international standing and effectiveness in international politics was nominal, although a better use of deterrents and diplomatic communications can be observed
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