关于Bochner-Martinelli核的二个定理

证明了几个复变量空间Cn中著名的Bochner-Martinelli核的二个再生定理。设 表示超球面，则有，称为Bochner-Martinelli核的一个再生性质。设，,则为Bochner-Martinelli核的另一再生性质。二个再生定理在研究多复变数哥西型积分中有重要作用。     

物理新课改中兴趣是创新的基础

在物理新课程改革中,把激发和巩固学生的学习兴趣作为教学改革的重要内容,教育应该培养社会需要的人才,而21世纪需要的是创造型、开拓型的人才,这就要求教师在教学过程中,不但要传授给学生理论知识,还应培育学生的创新能力.     

寻求革命真理 为救国而献身———邓演达两次出国考察的思想研究

从近期新发现邓演达给夫人郑立真的30 封信中的丰富内容, 着重论述: 一是为救国救民, 通晓“革命道理”和“革命方法”, 这是他出国考察的主要原因; 二是革命思路更加清晰, 思想境界得到升华, 革命献身精神更加坚定, 为“政治纲领”的制定奠定了坚实的理论基础, 这是他出国考察的主要内容及收获。     

CCⅡ电流型变参数有源器件

用CCII+CCII-构成电流型变参数有源电感和非线性电阻器件 ,具有频带范围宽和参数连续可变的优点 ,特别适合于蔡氏混沌电路 .对这类电路进行了综合 ,并给出了理论分析及计算机仿真结果 .     

远程监控系统及其关键技术研究

介绍了远程监控系统的基本组成及其系统结构．提出了监控系统几个关键技术的实现方法：基于面向对象编程思想实现了远程控制，制定了从监控现场到服务器和从服务器到客户机的数据传输策略。     

碱金属原子光谱精细结构

用半经典方法推得碱金属原子价电子自旋一轨道相互作用能公式、双层能级间隔公式等。从理论计算可知电偶极和电四极极化所引起的精细结构裂距很小。对n=13、l=5的量子态理论值与实验值基本相符。     

到生活深处捕捉美——中国山水画的写生精神

中国画的发展,是在儒、道、佛三家哲学思想的影响下,崇尚“天人合一”。历史上,中国画家尤其是山水画家一向注重深入生活捕捉美,亲身体悟自然,创造出无愧于时代的作品。因而,我们需要很好的继承和弘扬这种精神,以发展和推动我们的美术创作。     

幂等距阵的对角化问题

本对幂等距阵的对角化给出两种证明，并利用距阵的秩来求线性变换的核和像的维数。     

校园网安全问题分析及对策

分析了校园网安全的表现形式、威胁安全的因素及可能产生的风险,介绍了当前CERNET安全管理的几项措施,提出了加强校园网安全管理的几项建议.     

Les colonies de vacances en France, 1944–1958: impulsions politiques autour d’un fait social majeur

Abstract

This article looks at the French state’s approach to the “colonies de vacances” between 1944 and 1958. Created in 1876 by the Reverend Bion in Zurich, these summer camps originated as a charitable institution: their initial purpose was to provide rural retreats and to restore the health of poor urban youth. Set up on French soil in 1880, these institutions gradually grew in France in the late nineteenth and early twentieth centuries. Considered both as complements to the republican school and as extensions of the “patronages” (parish unions), they were important for children and adolescents from the industrial city suburbs, and were enshrined in the leisure policies of the Popular Front from 1936 onwards. After the Second World War, summer camps in France became a major social institution (300,000 children went to summer camps in 1945, 900,000 in 1949) in response to both hygiene and educational needs. Based on the archives of the Directorate of Youth Movements and Popular Education (1944–1947) and the General Directorate of Youth and Sports (1948–1958), this article aims to examine the politics behind the organisation of these summer camps and to demonstrate the social and political importance of these popular educational institutions which, in 1957, involved 1.35 million French children and teenagers. Although the history of French summer camp federations (UFCV, CEMEA, CPVC, UFOVAL, etc.) has been widely studied, how the state sees its role and influences these organisations has mostly been considered indirectly. The intention is to show that among the educational, cultural and sports policies implemented during the Fourth Republic in France, those related to the organisation of “colonies de vacances”, and therefore the organisation of holidays for a very large number of children and teenagers, occupy a significant place. In 1944, the summer camps were widely supported by the French state, which also planned to regulate this booming sector. The creation of qualifications for summer camp staff and directors in 1949 obliged organisations to start training schemes: they trained staff and directors to work in the municipal camps, associations, etc. Security issues led to the state tightening control of the summer camps, their recruitment and their activities. There was a great deal of political investment in these “colonies de vacances” during this period, and this was reflected in the creation of a Ministerial Education Committee in 1950, a general and regional body of inspectors for these camps, etc. However, the considerable expansion of summer camps posed increasing problems at the national political level resulting in changes to the initial subsidy policies. The State played a major part in crucial issues such as the sociological diversification of these institutions and the changes in their social role according to evolving sociocultural trend. The fact remains that the “colonies de vacances” were for the French state a centrepiece of the “popular education” that the political actors of the Fourth Republic wanted to implement in order to build the France of the post-war period..