Italy and Australia: a relationship made and unmade by immigration

Australia's new-found post-colonial ‘independence’ in 1901 initially required it to continue to hold on to the apron strings of its colonial master. After World War II, these needs changed, as did the geopolitical power of the leading nations. For Australia, there would be the need to secure its borders, build its labour power, find security arrangements, and adhere to a cold war framework in its geographical region. The USA and the Asian region fell into Australia's sphere of interest. Italy, on the other hand, was a nation of contrasting interests and perspectives. Besides being located in Europe, the post-war period defined Italy by its participation in the concept of a European community and an entirely different set of allies, concerns and trajectories, which made it position itself in a different orbit than that of Australia. Australia's changing economic and social needs required a new and vast migration program in 1947, which would change the dynamics of its relationships. Enter Italy. The two countries now had common destinies in relation to migration—Australia needed people to help build its country, whilst Italy encouraged its impoverished rural population to emigrate to this distant and foreign land. A relationship was born.     

宋初和平统一战略及实践

在和平建国及收兵权的基础上,宋初统一战略中,和平统一的设想前所未有地突显出来,在战略中广泛实施,并在一些地方大获成功。出现了在武力威胁下不战而降的荆南模式;没有直接的军事威胁,但朝廷做出过明确的归顺要求,最终主动归顺的吴越模式;既没有任何军事威胁,朝廷甚至也没有做出明确的或暗示的归顺要求,自觉纳土的漳泉模式。宋政府英明的统一战略和高超的政治手段,为国家的统一和历史的发展做出了重要的贡献,在分裂时期提供了和平统一的可行性,值得充分肯定。     

论《诗经·桧风》的创作时代

由于桧国微小,《诗经·桧风》在春秋时代就不受人重视,后人对《桧风》四首诗的主题解释也往往含糊其辞、牵强附会。本文运用组诗研究的方法,把这四首诗联系在一起分析,认为《桧风》创作于东周初年郑武公灭桧之后,它是一组桧遗民抒发亡国之痛的诗篇。     

Bringing the study of warfare into theories of nationalism

This article argues that warfare has been marginalised in theories of nationalism but that in conjunction with nationalism is vital for understanding the rise of nation‐states, the formation of nations and the nature of the international system. It offers a critique of statist approaches, suggests mechanisms through which warfare may sacralise nations and explores different patterns of nation‐state formation as they affect the interstate system. In particular, it emphasises tensions between state and nation‐formation as activated by the fortunes of war and the destabilising effects of waves of imperial dissolution, which are accompanied by patterns of re‐imperialization. It suggests that it is simplistic both to claim that war has led to a transition from empires to nation‐states and that contemporary practices of war‐making have led to a postnational era.     

The Netherlands in the constellation of the eighteenth-century Western revolutions

In the constellation of the eighteenth-century revolutions, the French events have always occupied a dominant position. Consequently the other European upheavals have been considered as being provoked or strongly influenced by France. Yet, the Dutch revolutions in the 1780s and 1790s provide some important nuances to this interpretation. Before the French took over the Bastille, there was already a Dutch revolution with devoted Patriots, speaking about rights of man and constitutions. The Patriots had to flee abroad in 1787. In 1795, thanks to the French Army, they were able to return to their drawing boards, eager to think anew their government and society. This paper investigates how they did it and whether the American and French precedents were so influential after all in the construction of the Batavian Republic.     

国徽中的图案是谷穗还是麦稻穗

目前关于中华人民共和国的国徽图案有这样两种说法:一是国徽上的图案是谷穗,如《辞海》中指出:中华人民共和国国徽,中间是五星照耀下的天安门,周围是谷穗和齿轮。一是国徽上的图案是麦稻穗,如蒋建华主编的《中华人民共和国资料手册》中指出:中华人民共和国国徽的内容为国旗、天安门、齿轮和麦稻穗。那么,国徽上的图案到底是谷穗还是麦稻穗呢?     

抗战时期陕甘宁边区的国民教育

陕甘宁边区的教育经历了曲折的探索过程,从旧教育模式到创立自己的教育模式,由强迫教育到尊重群众的自愿与需要,由包办到民办公助,形成了具有鲜明时代特色的教育体制。、国民教育培养出的毕业生成为社会的有用之才,提高了陕甘宁边区文化程度,培养了大量专门人才。抗战时期陕甘宁边区的教育从抗战的环境和边区的实际出发,坚持教育同抗战、同社会、同生产劳动相结合的方针,为抗战培养人才,消除了群众中的文盲、迷信、不卫生的习惯,解决了群众生产和生活中的实际问题,既推动了边区教育事业的发展,也但排了边区经济、社会的进步,为抗战作出了重要贡献。     

对国家标准《旅游资源分类、调查与评价》的若干修订意见

国家标准《旅游资源分类、调查与评价》（GB／T18972—2003）自2003年5月推出以来,各级旅游部门都以此为依据开展工作,但各地在应用过程中,也发现该标准存在诸多问题。本文对其中旅游资源分类存在的概念模糊、前后重复、类型缺项、细分不够等问题逐一进行分析,提出了具体修订意见,并对旅游资源评价的研究方向提出了初步构想。