...2014년 1학기 한국경제사 중간고사 정답 및 해설 1. 다음 중에서 한국 경제사에서 확인되는 전통적인 금융 기법으로 보기 어려운 것은? ① 파수변(派收邊) ② 장리(長利) ③ 개색(改色) ④ 환(換) (※ 강의 내용, 강의 슬라이드 및 강의 보조자료 05 참조) 2. 다음 중 개항기 조선의 주요 수출품에 해당되지 않는 것은? ① 쌀 ② 소가죽 ③ 면사 ④ 콩 (※ 강의 슬라이드 참조) 3. 다음 중 적절한 개념이 제시되어 있는 것은? ① 무전(貿錢) : 동전이 필요한 경우에 쌀로 동전을 구입하는 행위 ② 추포(麤布) : 경국대전의 국폐(國幣) 조에서 규정한 정규의 삼베 ③ 청전(淸錢) : 조악하거나 불규칙하지 않고 깨끗한 형태의 동전 ④ 증발(增發) : 발행한 통화의 가치가 하락하여 인플레이션이 나타남 (※ 강의 보조자료 02 참조) 4. 다음 중 인격적 지배수단이 결여된 관계에 해당하는 것은? ① 농장주(農庄主)-처간(處干) ② 영주(領主)-농노(農奴) ③ 전주(田主)-작인(作人) ④ 주가(主家)-협가(挾家) (※ 강의 내용 및 강의 슬라이드 참조) 5. 다음 중 성격이 가장 크게 다른 하나는? ① 연(烟) ② 전호(佃戶) ③ 백성(百姓) ④ 시민(市民) (※ 강의 내용 및 강의 슬라이드 참조) 6. 다음 중 조선시대 경제사 연구의 최신 동향과 거리가 먼 것은? ① 조선왕조실록에서 호환(虎患)의 기록이 급감하는 현상을 환경의 파괴와 관련시켜 해석한다. ② 조선시대 국왕의 평균 재위기간이 짧았던 현상을 그들의 수명이 일반인보다 짧았기 때문으로 이해한다. ③ 근대적 회사 제도가 한반도에 출현하게 된 기점을 개항기의 포말회사로 설정한다. ④ 조선시대에는 민법이 없었지만 상속이나 묏자리 등과 관련한 민사소송이 많이 일어난 것으로 본다. (※ 강의 내용 및 강의 보조자료 01 및 09 참조) 7. 다음 중 조선후기 상업에 관계된 설명으로서 적절한 것은? ① 봇짐장수[褓商]와 등짐장수[負商]는 임진왜란 직후부터 상호부조를 위한 공동체를 만들어 운영하였다. ② 포구에서 상업을 중개한 여객주인은 10% 수준의 구전(口錢)을 수수료로 수취하였다. ③ 시전을 유푼전[有分廛]과 무푼전[無分廛]으로 나누는 기준은 상인의 신분(身分)이다. ④ 조선후기 대중(對中) 무역의 주요 수출품은 면포와 명주실이었다. (※ 강의 내용 및 강의 슬라이드 참조) (1/3) 8. 다음 중 19세기 경제위기와 관련된 설명으로서 가장 적절한 것은? ① 19세기에는 전국적으로 인구가 정체하거나 감소하기 시작하였다. ② 사회적 불안이 증폭되어 장시의 수가 감소한 것은 시장의 위축으로 해석된다. ③ 지대율이 장기적으로 고정되어 있었다면 단위토지당 지대량의 감소는 토지생산성의 감소로 이해된다. ④ 농촌의 실질임금이 19세기 중엽 이후 하락한 것은 생활수준의 주요 지표가 된다. (※ 강의 내용 및 강의 슬라이드 참조) 9. 조선후기 농가경제의...
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...The Revolution was fought between 1775 and 1783. “The Grenville Ministry enacted three measures that aroused the distrust of all the colonies”. (p. 55) In general the colonist were not used to taxation. So while they were concerned with things like liberty, freedom, and religion; all the taxes are what stirred the final emotions that started the war. The Sugar Act which “placed duties on foreign sugar and other luxuries “(p. 55) and also re-enforced the Navigation Acts that put a stop to smuggling of goods. The Quartering Act forced Americans to supply food and lodging for all the soldiers in the New World causing the Americans even greater expenses. And the Stamp Act “provided further revenue for the expense of troops, placed a levy on most printed papers” (p. 55) all three of the Acts played a major role in the starting of the Revolution, “Taxation without representation”. (p 57) As the colonies attempted to fight back against the new taxes with the Boston Massacre in 1770, and then again with the Boston Tea Party in 1773, they were meet with another act. The Coercive Acts of 1774, the British not only punished Boston by closing the harbor port, but also affected the other colonies because it strengthened the Quartering Act. Britain also passed the Quebec Act 1774 and these acts together were known to the Americans as “the intolerable acts”. (p. 63) The French–Indian War ends in 1763 and because the British defended the colonies they felt the colonies should payback most...
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...Course Syllabus |[pic] | American Experience I (HSS 255) Instructor: Yakita Burns Office Hours: (Wed) 2:30 p.m. – 3:30 p.m. Office: 228 HHS Phone: 201-8488 Course: AMH 1041 Credits: 3hrs Reference # 155106 Class Time: 1:25 - 2:15 p.m. (MWF) E-mail: burnsy@tcc.fl.edu Session: Fall 2015 Course Description: American Experience I (3) FA SP SU Prerequisites: Documented exemption, appropriate placement scores or completion of developmental education reading and writing. AMH 1041 examines the historical experiences and events that have shaped America's social and economic development in order to foster a better understanding of America's culturally diverse society. Prerequisite(s): satisfactory completion of Developmental Writing II (ENC0025 ) and Developmental Reading II (REA0017 ), or appropriate placement scores. Examines the historical experiences and events that shaped America’s social and economic development, in order to foster a better understanding of America’s culturally diverse society. Lecture: 3 hours. Close Close Prerequisite(s): satisfactory completion of Developmental Writing II (ENC0025 ) and Developmental Reading II (REA0017 ), or appropriate placement scores. Examines the historical experiences and events that shaped America’s social and economic development, in order to foster a better understanding of America’s culturally diverse society. Lecture: 3 hours. Close Close Prerequisite(s):...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...Historiography It is the study of the history and methodology of the discipline of history. The term historiography also denotes a body of historical work on a specialized topic. Scholars discuss historiography topically – such as the “historiography of Catholicism,” the “historiography of early Islam,” or the “historiography of China" – as well as specific approaches such as political history and social history. Beginning in the nineteenth century, at the ascent of academic history, a corpus of historiography literature developed. Furay and Salevouris (1988) define historiography as "the study of the way history has been and is written — the history of historical writing... When you study 'historiography' you do not study the events of the past directly, but the changing interpretations of those events in the works of individual historians." Questions studied Some of the common questions of historiography are: 1. Reliability of the sources used, in terms of authorship, credibility of the author, and the authenticity or corruption of the text. (See also source criticism). 2. Historiographical tradition or framework. Every historian uses one (or more) historiographical traditions, for example Marxist, Annales School, "total history", or political history. The historiography of early Islam refers to the study of the early origins of Islam based on a critical analysis, evaluation, and examination of authentic primary source materials and the organization of these sources into...
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...() from other countries. Therefore in terms of America’s identity historically, politically, economically and socially, these should be understood differently because America was created differently. Hence why the idea of American exceptionalism’ stems from the principle of America being unique. Furthermore, In addition to this the idea that “American exceptionalism” implies superiority is a key concept to embrace and identify through out America history, contemporary politics, foreign policy and social culture. However, due to the essay title I will be analyzing and examining to what extent is “American exceptionalism’ identified as U.S superiority. Although due to the wide context of the theoretical term ‘American exceptionalism’’ and word limit. I will focus on the significant impacts that has led to the idea of ‘American exceptionalism’ to be implied as U.S superiority such as American history, foreign policy, economic and social culture. History Explaination The significant impact of America’s revolutionary history sparked an inspirational movement of independency to pervious colonized nations although on a later stages for them. This highlights America as exceptional historically in being “the first new nation” () to become independent and also being the ideology for independency for previous colonies nations. To an extent on this note “American exceptionalism” in terms of it’s revolutionary independency can be amplified as a model to other nations than...
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...Analyse the way in which history and memory generate compelling and unexpected insights. – Jake Cronin The interaction between history and memory is a complex and dialectic process through which perceptions of the past are negotiated, reinforced or challenged. Despite official history’s dependency on validating its claims through documented evidence, it must be acknowledged that it is not objective and remains vulnerable to distortion of those with political power or hegemony. Similarly, the subjective nature of memory allows for official history to be vulnerable to the bias of personal experience and differing perspectives. Furthermore, although official history and subjective memory both provide adequate insights into the past, it is through the consideration and combination of the two that compelling and unexpected insights into the past are generated. Paul Keating’s ‘The Redfern Address’ offers a reasonable challenge to the dominant historical narrative surrounding the European colonisation of Australia and their acts of social injustice in regards to Indigenous Australians. Similarly, Shaun Tan’s ‘Memorial’ explores Australia’s wartime history through the medium of a community’s personal experiences, perspectives and memories converging to form history, and illuminates the way in which history is dictated by those with political power. Through the dialectic interplay of history and meaning, compelling and unanticipated comprehensions of the past are generated and are...
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...language and reason in history. History as the area of knowledge is virtually indivisible from language and reasoning. Language is one of the most potent means of interpreting and reporting historical information that is derived from the sources pertinent to the events and occurrences. The sources themselves, in their turn, are frequently presented by the written documents, recorded anecdotal experiences, and works of art, archeology, anthropology and photography which, yet again, are interpreted through the language in conjunction with the context of a historical event. It appears to be an endless loop, where language is the alpha and omega, the main vehicle of conveying history. However, to arrive to the valid interpretation of a certain historical event or development, historians frequently use reasoning to connect the factual data of the tangible sources since the latter ones often come in the form of fragments, related to a particular aspect of the happening. Ideally, reasoning, applied to the interpretation of historical data, should be impersonal, unaffected by predominant views and opinions and completely untainted by political agenda. Yet, it is hard to imagine that throughout the centuries those who held power would willingly allow the contemporary historians relate to the masses the adequate information on the details of their governing techniques and actions. As Winston Churchill pointed out, “History will be kind to me for...
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...your parents raise your babies. Even news outlets that are supposed to be legitimate and unbiased are telling only one side of the news to fill a political agenda. Politics are sugar coated and ignored on some networks, or completely farfetched from reality for political gain and control from one party or another. Media writers can put their own agenda and emotion into any piece they report on to give a one sided view of any subject. It is hard to know what is fact or opinion anymore with so many resources out there. Many things on the internet are also untrue, for example history books in public schools are being rewritten with “facts” that were never taught to us, a rewriting of history to fill some modern liberal agenda. I believe that the media is biased and hates anyone or organization that represents morality and especially if Christianity is in any way linked with it. You have to know your history,...
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...the three holocausts, including historical racial problems, historical religion problems and totalitarian. As a modern man, I can not image the scene that tens of thousands of people are killed in these slaughters, and even can not find some reasonable reasons to explain why these killers are so cold and bloody that a lot of women and children are killed by them? Suddenly, I realize that I can not to find some right word s to describe these crazy killers’ behavior, just think they lose human nature at that moment, even can not compare with wild animals. All human history is just from wild animals to human nature, which is a developing history from barbarity to civilization. But in the process, the moment that human nature is veiled often present. In the moment that human beings have highly civilized, but the holocaust appears again and again, which is worthy of all people to ponder! One two three do not cry, history is the silent tell and defense, which also is the miserable...
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...History, Memory, and Monuments: An Overview of the Scholarly Literature on Commemoration Kirk Savage, University of Pittsburgh (…) The first key question might be, what is commemoration? Dictionary definitions tell us that to commemorate is to “call to remembrance,” to mark an event or a person or a group by a ceremony or an observance or a monument of some kind. Commemorations might be ephemeral or permanent; the key point is that they prod collective memory in some conspicuous way. French sociologist Maurice Halbwachs ushered in the modern academic study of collective memory with his book The Social Frameworks of Memory (1925) in which he argued that all memory – even personal memory – is a social process, shaped by the various groups (family, religious, geographical, etc.) to which individuals belong. In an even more influential posthumous essay, “Historical Memory and Collective Memory” (1950), published after his death in a Nazi concentration camp, Halbwachs insisted on a distinction between history and collective memory: history aims for a universal, objective truth severed from the psychology of social groups while “every collective memory requires the support of a group delimited in space and time.” Thus our view of the past does not come primarily from professional historical scholarship but from a much more complicated and interwoven set of relationships to mass media, tourist sites, family tradition, and the spaces of our upbringing with all their regional...
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...acquired / practiced when studying History? Make a list of as many of these skills as you can. (If you are not sure, think about what historians do when examining or writing a historical work, when evaluating and critiquing the works of other historians, and when teaching people about history – at any level of the educational system. After making a detailed list of skills that are involved in the study of History as an academic discipline, briefly discuss the potential usefulness of these skills for other professions and/or in our everyday lives. This will help you to see how the academic study of History is useful as part of our general education.) Investigative Research Communication Patience Writing Commitment History is the ultimate puzzle. Mastering the skills developed through studying history gives you the ability to discern fact from fiction and reality from myth. It makes you more able to document an event with better accuracy. In Science, this can help you reach a desired solution or result by depicting the outcome of trials and tests with better understanding. In everyday life you will be more critical of events as they are told or received initially by you. You will look for ways to justify or corroborate facts/ events presented to you. I think you will become less likely to fill in the spaces and more likely to pursue proof to validate the event and to better separate fact from fiction for yourself. 2. What can you do with History in a practical sense? (Think...
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...academic discipline. For a general history of human beings, see History of the world. For other uses, see History (disambiguation). Page semi-protected Historia by Nikolaos Gysis (1892) Those who cannot remember the past are condemned to repeat it.[1] —George Santayana History (from Greek ἱστορία - historia, meaning "inquiry, knowledge acquired by investigation"[2]) is the discovery, collection, organization, and presentation of information about past events. History can also mean the period of time after writing was invented. Scholars who write about history are called historians. It is a field of research which uses a narrative to examine and analyse the sequence of events, and it sometimes attempts to investigate objectively the patterns of cause and effect that determine events.[3][4] Historians debate the nature of history and its usefulness. This includes discussing the study of the discipline as an end in itself and as a way of providing "perspective" on the problems of the present.[3][5][6][7] The stories common to a particular culture, but not supported by external sources (such as the legends surrounding King Arthur) are usually classified as cultural heritage rather than the "disinterested investigation" needed by the discipline of history.[8][9] Events of the past prior to written record are considered prehistory. Amongst scholars, the 5th-century BC Greek historian Herodotus is considered to be the "father of history", and, along with his contemporary...
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...Accounting history is important because it is the most important professions in economic, business and cultural development. It sum of all the events--that have happened in accounting field. This sum guides our actions in the present in accounting profession. Accountants invented writing, involved development of money and banking, innovated the double entry bookkeeping system that fueled the Italian Renaissance, saved many Industrial Revolution inventors and entrepreneurs survive, participated in the development of the capital markets necessary for western capitalism. In the 20th century, accounting had changed into a profession that brought credibility for complex business practices that sparked the economic, and as a platform to the information revolution that is transforming the global economy . Most of us don’t know the names of accounting innovators; in reality, there are no names were known before the Italian Renaissance. The early history and scholars from many fields showed the importance of accounting to so many aspects of economics and culture in the past. Archaeologists discover the interpretations of the artifacts of the ancient accountants, and it is developed over 5,000 years. Accounting was main factor to the success of Italian merchants, necessary to the birth of the Renaissance and Industrial Revolution firms. Nowadays, a global economy integrated information system is a reality, creating new accounting paradigms. Understanding accounting history is needed...
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...‘The Fiftieth Gate’ successfully projects how memory gives history an emotional context. Baker keenly represents this within his memoir through consistent motifs. The most predominant feature is conveyed with the textual layout; the 50 gates. This circulates the idealisms of ‘Jewish Mysticism’ and creates a link to images of gates being unlocked. This unveils a truly compelling and unexpected insight. This is that, the past can hinder a blessing or curse as contrasted in the prologue: “The darkness or the light” symbolic for the juxtaposing outcomes. Such turbulent emotions are relevant in the memoir as history triggers memory but can encourage perhaps painful recollections. For example, Genia: “ruins, ruins” contemplating the atrocities of the Holocaust and “what I could have been if I had your life”. These unexpected and compelling insights of positive and negative portrayals of history and memory in terms of emotions are clear on the September 11 site. Memory giving history emotional context is represented in terms of hope from Lisa Lefler- a World Trade Center survivor “I have found one thing to help me get through day by day. I have been telling my story to anyone who wants to hear it.” Thus being optimistic in the most tragic times of humanity unlike Genia who wishes to hide. Conclusively supporting how Baker’s masterful work should definitely be part of your exhibition. When ‘Re-viewing the past’ it is critical to be observant of differing versions of the truth. Baker...
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