我国古代的船舰

造船业在我国有着十分悠久的历史,从浙江萧山跨湖桥遗址出土的独木舟算起,到现在已经有7600多年。据史书记载,在大禹治水的时代,我国人民就已经能够造船。公元前16世纪时,船就被商朝用作运载军队的工具。公元前1027年武王伐纣时,曾用47艘大船运送军队、战车渡过黄河,对战争的胜利起到了决定性的作用。公元前6世纪中期,即春秋时期,南方的吴国、越国和楚国都曾造过战船,并抽调官兵     

北宋的战船与造船业

人教版义务教材《中国历史》第二册第100页上有一幅“北宋的战船”图.图中战船为“斗舰”.北来的战船种类很多,如楼船.走舸.海鹘等等.斗舰是其中较常见的一种.它的动力是用桨,不过是多桨船.当时斗舰主要在内河湖上作战,用于镇压农民起义或与北方来的入侵者进行水战.     

清前中期温州造船业

地处东海之滨的温州,依托于天然的海洋优势,港口经济发展甚早。作为海洋经济的重要基础,温州造船业随着温州港的盛衰而曲折前进。清前中期（鸦片战争以前）国家海洋政策复杂多变,康熙解除＂海禁＂以后温州港重新走向繁盛,温州造船业也得到恢复发展,并在造船规模、船只种类、船只质量方面形成了独特的工业特色。温州造船业的发展对现代造船业及技术的发展产生了重大影响。     

古希腊“三列桨战船”的产生及特征

早在公元前3000年,爱琴海地区已经出现了带龙骨的桨船"长船"。经过米诺文明和迈锡尼文明在撞角和甲板两个方面的发展,公元前8世纪产生了最早的战船"两列桨船"。撞角的发展和复合式桨手分布结构的采用,推动了公元前7世纪"三列桨战船"的产生。三列桨战船不仅拥有坚固轻巧的船体,而且具有严密的人员组织系统,最终凭借优良的战斗性能在公元前5世纪迅速推广,成为古典时期希腊世界的主力战船。三列桨战船的使用标志着古典希腊的顶峰,但在公元前4世纪以后,随着希腊城邦文明的衰落,三列桨战船逐步退出历史舞台。在很大程度上,三列桨战船发展、演变是古典希腊兴衰的集中体现。     

日本占领时期对大连地区的经济侵略探微——以造船业为例

九一八事变之前,大连地区造船业逐步建立,并取得初步发展;事变之后,受日本发动侵略战争的刺激,大连造船业进入了一个畸形膨胀阶段。日本殖民当局垄断了与大连造船业相关的产业,掠夺造船业的产品利润,并且剥削和压榨中国工人,这些都反映了大连造船业的“殖民地”化特征。大连造船业是中国北方海港城市重要的具有代表性的工业门类,在日本统治时期急速膨胀,其实质是为迎合日本殖民扩张和侵略的需要,也是日本战时“统制经济”下的制造业发展变迁的一个缩影。     

曹操在赤壁之战中的失误

据史载,建安十三年(208年)七月,曹操率二十万大军进攻荆州,同年十月,与五万人的孙刘联军相遇。曹军因不习水战,为克服船身晃动,使用铁链连锁战船,结果造成战船调动不便之困难。孙刘联军乃乘东南风之便,用火攻焚毁曹军战船和岸上的兵营,一时“烟炎张天”,曹军“人马烧溺死者甚众”。联军乘胜进攻,曹操被迫从华容道狼狈北归。赤壁大败,使曹军损失惨重,从此曹操无力南下,只好专营北方,统一天下的计划遂告破灭。战船连锁,调动不便,最怕火攻,曹操为什么会犯此大忌?罗贯中的叙述比较翔实而可信,他说:谋士程昱提醒:“船皆连锁,固是平稳;但彼若用火…     

说“舟”“楫”

船,先秦叫舟,汉代叫船。在现代汉语中,“舟”与“船”是文言与口语的差别。早期的舟,是选巨大独木剖开挖空而成的,船则由木板制造。所以成语“木已成舟”,说“舟”不说“船”,说“木”不说“板”。用木板造船,大概起于商代。春秋战国时期,在诸侯国之间经常使用船只往来,并有了战船。战船中最有名的是楼船。秦始皇     

军用微电子技术发展与院校教育思考

本文分析了新军事变革时代下军事高技术发展现状与趋势,介绍了军用微电子技术的发展现状,并对军事院校加强军用微电子技术教育提出了思考。     

大数学家阿基米德

公元前215年,罗马将军马塞拉斯对叙拉古城发起进攻。他坐着战船来到城下,以为城里人看到大军压境,会打开城门投降。但他想错了,迎接他的是石块和飞箭。马塞拉斯发火了。他命令战船向城门发起攻击。突然,从城墙上伸出了一只只巨大的机械手,抓起战船,摇晃着,然后猛摔在海上。罗马     

道光在鸦片战争中的向外学习述评

对于鸦片战争期间及其前后的夷务思想和活动,长期以来,一般注重于对林则徐、魏源等开明大臣的研究,而对清朝的最高统治者则着墨甚少。其实,在此期间,道光皇帝也在一定程度上或一度曾主张过向外学习。 1842年7月,道光下了一道《谕奕山等制造战船饬李致和永炽来京听用》的圣旨,在不久后的上谕中又明确表示“其该省洋商之内,如有深悉造夷船之法,及力能设法购买夷船者,并著文丰留心访察,加以激劝”(《筹办夷务始末·道光朝》第2274页)。也就是说,他号召向西方学习先进的造船技术,鼓励诸臣仿照西洋制造、购买战船。其后他又多次下诏仿照西法制     

矩阵的主、次、行、列转置的研究

本将高等代数的中的“矩阵的转置”定义为“矩阵的主转置”,由此给出矩阵的次转置、行转置、列转置的定义,得出相关结论,并予以严格证明,这对矩阵的深入研究有着极其重要的意义。     

红楼一曲绝唱 诗词尽显魅力

《红楼梦》这部小说中含有150多首诗词，有传统诗词之美，小说人物命运的叙述生动感人，又有当今语体文甚至口语的色彩，红楼梦的艺术世界是多彩诱人的，小说学为读者营造了一方“诗词天地”。忽略诗词鉴赏，就不能全面把握《红楼梦》艺术特征，也不能真正认识它的作者，因此，读懂这部书的文辞，品味其诗词韵味，会是一种享受，《红楼梦》以小说文本的可接爱性而雅供共赏，一定会在当前素质教育的诗文美育中起到促进作用。     

上古音系不必立祭废至队曷桓戈部

上古韵部划分是上古音研究的核心部分,韵部划分至清代虽已渐臻完备,但学界对韵部进行再划分的工作一直未断。李新魁先生在二十九部基础上分出祭、废、至、队、曷、桓、戈七部,将上古韵部分为三十六部,其分部的依据不合理,故不必立祭、废、至、队、曷、桓、戈七部。     

《西游记》杂剧对《西游记》小说影响的再认识

通过考察中国戏曲与小说的发展轨迹，结合两的整体关系，指出《西游记》杂剧记叙唐僧取经内容完整，结构宏大，由此演进为小说具有必然性，并进而对它在后世百回本小说《西游记》成书过程中的影响和作用作了具体、客观的评析。     

Cowan,Whiteness, Resistance to Brown,and the Persistence of the Past

In this paper, I examine the use of litigation as a strategic tool of resistance for thwarting school desegregation. Utilizing Cowan v. Bolivar County Board of Education as a case study, I argue that, despite losing the constitutional right to racially segregate public schools according to an explicit white supremacist doctrine, whites in Bolivar County, Mississippi, were successful in stemming the impending tide of social change associated with school desegregation through litigation. Litigious resistance not only provided southern whites with a racially moderate epistemology for undermining school desegregation regionally, but their legal challenges to school desegregation also laid the groundwork for non-southern white animus toward all federal education policies that promoted racial inclusion.     

School disciplines,social representations,and the construction of the didactics of history,geography, and civics

The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved.     

Investigations into the relationships of the WRAT,the PIAT,the SORT,and the WISC-R in low-functioning referrals

Research involving standardized reading achievement tests has been widespread, but there has been little investigation into the relationships among the more widely used tests of reading achievement. In the present study, the Reading subtest of the WRAT, the Reading Comprehension subtest of the PIAT, and the SORT were compared with each other and with the WISC-R. Results showed a high correlation between the WRAT and the PIAT, a moderately high correlation between the SORT and the PIAT, and a very low correlation between the SORT and the WRAT. The WRAT and the PIAT had higher correlations with the various components of the WISC-R than did the SORT. These findings imply that the WRAT and the PIAT measure essentially the same dimension of reading achievement, possibly verbal fluency, but that the SORT is measuring a different dimension, one that is also tapped to some extent by the PIAT.     

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.     

UNESCO,the Faure Report,the Delors Report,and the Political Utopia of Lifelong Learning

Two education reports commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO), Learning to be, otherwise known as the Faure report (1972) and Learning: The treasure within, otherwise known as the Delors report (1996), have been associated with the establishment of lifelong learning as a global educational paradigm. In this article, which draws on archival research and interviews, I will explore how these two reports have contributed to debates on the purpose of education and learning. In the first half, I will shed light on their origins, the context in which they came about, how they have been received by the education community and by UNESCO member states and how they have been discussed in the scholarly literature. In the second half, I will discuss the key themes of the reports, in particular lifelong learning as the global educational ‘master concept’. In the last section, I will reflect on how the Faure report and the Delors report are still relevant for our debates about learning today. I will argue that the concept of lifelong learning, as put forward by these reports, was a political utopia which is at odds with today's utilitarian view of education.     

主位理论、主位推进模式与翻译

借助功能语言学主位和主位推进模式有关理论来分析语篇的衔接、信息分布、连贯、语篇发展以及译者如何利用这些分析结果充分解读翻译源文,在以语篇为翻译单位时,采取何种相应的翻译对策,生成在功能和效果上与之相当的目的语语篇。