袁州政区变迁考论——兼对部分史籍相关记载的校勘

袁州作为地方行政单位始于隋开皇十一年（591）,至1912年被裁撤,其名称、隶属、治所和版图均少有变迁,体现出较强的稳定性。这主要是由于袁州的地理位置与外界往来较少造成的。今日宜春市的行政区划存在一定的不合理性,影响到了行政效率和行政区划的稳定性。中华书局点校本《元史》、《明史》、《元和郡县图志》和《读史方舆纪要》等史籍对古代袁州行政沿革的记载存在一些错误,逐一勘之。     

现代信息技术背景下的历史学教育的新发展探讨

在现代信息技术背景下,历史学教育的模式和方法都必须做出相应的调整,以满足现代教育工作的实际要求.在我国的各个教育层次都开展了历史学的教育,旨在促进当代青少年掌握扎实的历史知识,为今后的专业发展奠定坚实的基础.在现代信息技术不断创新和应用的背景下,加强对于历史学教育创新发展趋势的研究是必不可少的,也是国内历史教育界应重点解决的问题之一,本文就此作以简要的探索和讨论.     

太仓港的历史、现状及发展策略研究

对太仓港的历史、发展和现状进行了分析,指出太仓港发展的优势和存在的不足,提出太仓港未来的发展策略,认为太仓港应提高现代化管理水平,加强港口基础设施和配套设施建设,加大航线开辟力度,不断拓展新货源,在港口的外部环境、内部条件及运营策略等方面继续加大努力,在航运服务的价格、质量、速度、柔性、创新和服务等不断满足企业和客户的需求。     

The Frontiers in Service Conference: a 20-year retrospective

The history of the Frontiers in Service Conference and its impact on the service research community was examined by content analyzing each of the 20 conference programs. The results were aggregated and examined for trends regarding program participation on several characteristics, including author, institutional affiliation, country affiliation, and practitioner/academic relationship. Insights regarding the role of the Frontiers Conference in nurturing service knowledge, fostering multinational research collaboration, and bridging the practitioner–academic gap are offered. These findings show strong growth in collaboration across the first 20 years. A total of 57 countries are represented in the data with significant research collaboration across those countries. Also, many corporations are represented in the data, especially International Business Machines (IBM). The value of the Frontiers in Service Conference as a vehicle for encouraging collaboration between service scholars and practitioners globally and for bridging the practitioner–academic gap is established.     

对“历史转向世界历史”的一种解读——基于资本主义发展史视角

对“历史转向世界历史”的本质视角解读，是一个长期被忽视的问题，导致基于该立论的任何现实问题分析无法达到科学全面的目的。因此本质视角解读是必要的。从资本主义发展史及其形成、发展、成熟四个层次上分别对“历史转向世界历史”的本质内涵、前提、过程和完成四个方面进行解读，就完成了这样一种系统的本质视角上的解读。这种解读的完成不但有助于对“历史转向世界历史”本身的完整把握，也必然有助于进一步对现实问题分析的科学化、全面化。     

The Norwegian debate on the gold standard and monetary integration in the 1870s

Abstract

The origin of the gold standard and the desire for monetary integration shared the same root, the prevailing liberal worldview of Norwegian elites. The actual timing of the final move, however, was strongly influenced by fear of foreign exchange volatility in the wake of the German monetary unification rather than the fear of inflation highlighted in earlier studies. The diminished prospect for a single “world money” after the Franco-Prussian war made monetary integration a dividing issue. In 1873, the attempt by the government to safeguard some of the advantages of integration by joining the Scandinavian Currency Union (SCU) was defeated by the parliamentary majority. The opposition was based both on a more optimistic view of the prospect of even further monetary integration and on fears of political opposition to Scandinavianism and the government. However, eighteen months later, parliament conceded and Norway joined the SCU.     

以史为鉴 重聚人心

以史为鉴;增强反腐败斗争决心;重聚人心。     

《论语》英译的历史进程及文本形态研究

运用描写翻译学研究方法分析《论语》英译的历史进程及文本形态,将《论语》英译历史分为五个时期:肇始时期、传教士翻译时期、交流与沟通时期、转型时期以及多样化和再诠释时期;英译《论语》的文本形态主要表现为:作为神学比附的《论语》,传递东方智慧的《论语》和追求文化还原的《论语》。     

The Technology Workshops at Oundle

Psychologists have shown that knowledge can be acquired independent of practical action, by observing and imitating others and by extracting knowledge from vicarious experiences coded in text. Yet experiential learning theorists suggest that real learning takes a practical event to embody it. In schools we ask our students to learn through study. This paper examines a concept of learning in which personal experience is the base or framework for learning. Oundle Public School has a tradition of learning through technology workshops. Using the case study and narrative research traditions, the author illuminates the philosophy behind this orientation. The period of history which spawned the orientation has many parallels to the information revolution we are witnessing today. The response by the headmaster then, including the curriculum policy and implementation issues which relate to it, are central to the debates and responses which characterize curriculum change now. The philosophy that gives Oundle its reputation in technological education is visited, the lessons it imparts are reviewed. This revised version was published online in July 2006 with corrections to the Cover Date.