大胆设想 周密思考 仔细求证

张炳炎院士长期从事舰船研究设计,作为总设计师主持设计的远洋调查船、“813”远洋电子技术侦察船、综合海洋实习调查船以及南极综合科学考察破冰船的开拓性研究等,都是国内首次开发的大型系统工程,为我国造船事业的发展做出了重大贡献。本文介绍了张院士的思维特色形成背景和思维亮点,就如何创新舰船研究设计作了精彩阐述,相信读者能够从中获得深刻启迪。     

开发海底新世界--日本海洋科技中心的研发活动

地球表面由陆地和海洋构成。海洋约占地球表面的７１％,海洋的平均深度为３７９５米,其中水深２５００米的海域约占海洋的８２％。深海记录着地球和地球环境的变迁,那里沉睡着各种珍贵的资源,然而,深海也是一个超高压、黑暗、低温、电波传播不到的环境极为严酷的世界。 海洋科技中心的技术开发课题 日本海洋科技中心主要从事综合性的研究开发,迄今为止已成功开发出载人潜水调查船、无人探查船、海洋观测船和观测浮标,并进行了深海调查和观测。 海洋科技中心先后建造了载人潜水调查船“深海２０００”（可潜航至水深２０００米）和“…     

我国发现可以证实可燃冰存在的可靠标志——冷泉

广州海洋地质调查局"海洋四号"调查船首次在南海北部海域发现可以证实可燃冰存在的可靠标志--冷泉,这一发现充分证实,在中国南海北部海域最终直接找到可燃冰的日子已经为期不远。     

乘"鹦鹉螺"号潜艇下潜

"亚特兰蒂"号海洋调查船刚把"鹦鹉螺"号潜艇放入海中.科学家将乘坐这艘潜艇探索大西洋洋底.……     

海沟的深度及其成因

海洋最深处为马里亚纳海沟。它位于北太平洋西部马里亚纳群岛以东,为一条洋底弧形洼地,延伸2550公里,平均宽69 公里。1957年,苏联调查船测到10990米深度,后又有11034米的新记录。1960     

南极海底“消失的世界”

正过去,人们一直认为,大海越往下,海水的温度就越低,海底就是一个阴暗的冰冷世界。1948年,瑞典的海洋调查船"信天翁"号在红海考察时发现,一些深海的水温要比海洋表层的水温高出很多,含盐量也很高,这使人们很吃惊。经过科学家们的不断探索,终于在太平洋底部发现了张开的裂     

省重点实验室开展海洋药物小班教学探索

开展海洋药物教育是提高我国海洋药物综合竞争力的前提。针对普通理工科院校教学过程中存在的仪器操作不足现状,采取参与型教学方式,基于省重点实验室开展小班教学,既提高了学生自主学习能力,又为海洋药物教学改革提供了参考。     

数字海洋重点实验室的建设与思考

介绍了国家海洋信息中心数字海洋重点实验室的建设背景、建设目标、实验室科学合理的软硬件环境和重点学科方向,并从学术体系建设、成果应用转化、绩效量化管理等方面分析了实验室建设中的相关问题。数字海洋重点实验室是我国数字海洋建设的坚实平台,将为开展中国数字海洋建设提供有力的技术保障。     

大海有多深

问不倒博士说：海洋最深处在北太平洋西部马里亚纳群岛以东的马里亚纳海沟。马里亚纳海沟的平均深度为2550公里。1957年。苏联调查船测到10990米的深度。后又有11034米的新记录。1960年。美国海军用法国制造的“的里亚斯特”号探海艇，创造了潜入海沟10911米的记录。     

虚实结合的海洋油气工程实践教学平台的构建

分析了海洋油气工程的特点和实验室建设的难点,提出了"依托现有、建设特色、虚实结合、功能完善、本硕共享、注重实效"的海洋油气工程实践教学平台的建设思路,规划了建设内容,建设了海洋油气工程工艺实践仿真实验室和深水特色实验室——水合物形成与分解实验室和深水油气流动保障实验室,构筑了有利于提高学生培养质量的虚实结合的海洋油气工程实践教学平台。     

The internet as a tool to learn a second language in a technical environment

Second language acquisition is a hard task for teachers, since to achieve the motivation from students to practice a language simulating a real context is very difficult. On the one hand, students are often influenced by their mother tongue and more when they are practising a second language with a partner from the same nationality. On the other, technology is part of our lives and teachers should use all the tools in order to motivate students to learn any topic. So, if we integrate technology in the methodology we use when teaching a second language and students can practise with international partners, the results can be surprising. Chats, scanning texts, games, filling forms, etc. are just some of the activities our students can do in order to improve their command of a second language and also these activities can be used by content teachers in order to complement content learning. In the present paper, we provide some examples of activities designed by collaborating with content teachers based on websites, and then we analyse the effect they produced on students. We contrast the methodology used to propose tasks based on websites and those based on texts, and finally, evaluate their effect on the motivation of students.     

Dynamic response of a beam on a Pasternak foundation and under a moving load

The dynamic response of an infinite beam placed on a Pasternak foundation when the system was subjected to a moving load was investigated. We used the double Fourier transform and its inversion to solve the formulations of the problem. A closed form analytic solution of the beam was obtained by the theorem of residues. We selected a numerical example to illustrate the dynamic response of the beam on Pasternak and Winkler foundations, respectively. We discuss the effect of the moving load velocity on the dynamic displacement response of the beam. The maximum deflection of the beam increases slightly with increased load velocity but increases significantly with reduced shear modulus of subgrade at a given velocity. The maximum deflection of a beam resting on a Pasternak foundation is much smaller than that of a beam on a Winkler foundation.     

Lifelong learning: a policy concept with a long past but a short history

This article examines the continuities and discontinuities in the international problematisation of education across the lifespan as an education policy, currently conceptualised as lifelong learning. Through the critical examination of international organisations’ policy documents, this paper demonstrates that while on the one hand there is a pattern in the way the problematisaton has been carried out (the continuities), on the other hand the translation of the problematisaton into policy has been punctuated by major discontinuities. Lifelong learning as a policy concept has introduced strong discontinuities that have ensured its acceptance worldwide: a policy with a small degree of political operationalisation that simultaneous discursively combines different political orientations.     

《寒冬夜行人》中的叙述

意大利小说家卡尔维诺对小说艺术形式有着高度的自觉，《寒冬夜行人》是反映其艺术高度自觉的典型作品之一。在这部作品中，这种自觉体现在：其一，叙述的讲述与展示；其二，第二人称叙事。他在这两个方面的成功试验，特别是在第二人称方面的试验，达到了奇特的叙述效果。这种具有实验性质的叙述方式为其后的小说创作产生了启发性影响。     

The impact of a class visit to a participatory science museum exhibit and a classroom science lesson

Cognitive and affective outcomes of a class visit to a participatory science museum were examined by comparing responses of 416 fifth and sixth graders randomly assigned to four conditions (control, exhibit only, lesson only, and exhibit followed by lesson) and two tests (verbal and visual). Students visiting a simple machines exhibit scored higher on a test of science content than the control group, but lower than the group attending a classroom lesson in the museum. The study did not demonstrate conclusively a cognitive advantage of having the exhibit experience prior to the lesson. Scores on the visual test were consistently higher than scores on the verbal test. Study findings indicate that the particular strength of the science museum exhibit lies in the affective domain. Students found the exhibit much more enjoyable, interesting, and motivational than a classroom lesson. Implications of the findings for science education are discussed.     

Taking a Line for a Walk: Including School Refusers

This article explores the experience of a group of young people who experienced difficulty attending school. Young people's reasons for not attending school and the support provided for them by their teachers are examined. Finally, an analysis based on a shift in identity from school refuser to effective learner is offered as an explanation for the students' success in coping with school. The authors draw on Paul Klee's metaphor of art as a development that can go forwards, backward, up and down as similar to the processes of working with such young people. They argue that to expect linear progress is both unrealistic and sets unfair expectations on students and their teachers.     

Mistrust in a multi-campus institutional context: a socio-spatial analysis

Higher education literature identifies mistrust as one of the prominent features of managerialism. Similarly, multi-campus institutional studies have interrogated mistrust in various ways. However, there is limited research on academics’ experiences of how mistrust relates to their understandings and values of their academic profession in multi-campus contexts. This article contributes knowledge to narrow this gap. It draws from a study that examined academics’ experiences of how space enables or constrains their practices towards academic identity construction in an open distance learning institution in South Africa. A total of 12 academics who work on satellite campuses of the institution were interviewed. The social production of space framed the analysis. Findings indicate that a multi-campus institutional context aggravates mistrust and impinges on academics’ interaction and prospects for development within a wider institutional space. Recommendations are made about how to reduce the influence of mistrust on academics’ practices in multi-campus contexts.     

Going on a journey: a case study of nature therapy with children with a learning difficulty

Therapy is usually described as an indoor activity, centring on verbal dialogue between therapist and client(s). Based on a qualitative study conducted with a group of children with learning difficulties, this article presents a way in which therapy can take place creatively in nature, which serves not only as a therapeutic setting but also as a non‐verbal medium and partner in the process. Using participants' voices to highlight the programme's protocol and impacts, the article presents elements from the innovative framework of nature therapy, offering practitioners concepts and methods that can be incorporated into their practice.     

Report of a psychological assessment in a school setting

Guidelines are provided for the effective writing of psychoeducational reports based on a review of the literature and logical analysis. The literature on psychological assessment was selectively reviewed in terms of implications for effective writing of reports in a school setting. The literature reviewed consists of three broad areas: (a) surveys of consumers' opinions regarding various aspects of assessment reports; (b) research studies examining the content, format, and clarity of assessment interpretations; and (c) a number of “how to” books and articles describing the mechanics of report writing.     

Exemplifying definitions: a case of a square

In this study we utilize the notion of learner-generated examples, suggesting that examples generated by students mirror their understanding of particular mathematical concepts. In particular, we explore examples generated by a group of prospective secondary school teachers for a definition of a square. Our framework for analysis includes the categories of accessibility and correctness, richness, and generality. Results shed light on participants’ understanding of what a mathematical definition should entail and, moreover, contrast their pedagogical preferences with mathematical considerations.