学术上的

The second, so far as the text is concerned, might be considered as merely a different wording of the first, were it not that the history of the council shows that Wyclif had directly opposed the Scholastic doctrine of "accidents without a subject" as absurd and even heretical (cf, De Augustinis, De re sacramentari, Rome, 1889, II, 573 sqq.), Hence it was the intention of the council to condemn the second article, not merely as a conclusion of the first, but as a distinct and independent proposition; wherefore we may gather the Church's teaching on the subject from the contradictory proposition;"Accidentia panis manent sine subjecto," ie the accidents of bread do remain without a subject.

第二，相对於文而言，可被视为仅仅是一个不同的措辞第一，如果不是被认为安理会历史表明wyclif直接反对学术上的理论，"如果没有意外的一个主题"一样荒谬甚至异端（比照，德奥古斯蒂尼斯，德重sacramentari ，罗马， 1889年第一，二， 573 sqq ），因此这是安理会打算谴责第二篇文章，而不是仅仅作为一种结论的第一，但作为一个独特和独立命题；哪，我们可以搜集教会的教学主题，从相互矛盾的命题"； accidentia潘尼斯manent正弦subjecto "，即事故的面包做的仍然是一个课题。

New ideas this dissertation brings forth are as follows: 1 in the history technological cultures, man stepped into the technological epoch twice; 2 in ancient times, technology and poetry bore cognateness and identity; 3 discourse paradigms and value systems about poetry and technology of ancient China are first reconstructed; 4 the recognizable paradox and absurdity are first articulated when ancients combine simplicity, beauty and technology into one; and 5 the Taoist thinking on crime and punishment in the technological era is systematically combed out, and Zhuang Zi's metaphor about the death of muddiness is therefore interpreted.

此外，本文的研究作为中国文化系统内的跨类比较研究，研究的楔入点和研究行走于其中的空间具有独特的意义和价值，它在广义上可以视为是比较文化和比较诗学在研究视角、研究方法上的创新性探索。最后，本文在具体学术问题上的创新对于中国古代科技思想、诗性生存、诗学等领域的研究，都是一定意义上的学术突破，它至少可以引起相关的学术争论，从而起到推动学术发展的作用。

Yes, it's true, but this is just scholastic theory, because training only one neural network,especially for hard problems of the real life, is not enough.

是的，这是可行的，但是这仅仅是学术上的理论，因为训练唯一的神经网络，特别是为了现实生活中的难题，是不够的。

The second, so far as the text is concerned, might be considered as merely a different wording of the first, were it not that the history of the council shows that Wyclif had directly opposed the Scholastic doctrine of "accidents without a subject" as absurd and even heretical (cf, De Augustinis, De re sacramentari, Rome, 1889, II, 573 sqq.), Hence it was the intention of the council to condemn the second article, not merely as a conclusion of the first, but as a distinct and independent proposition; wherefore we may gather the Church's teaching on the subject from the contradictory proposition;"Accidentia panis manent sine subjecto," ie the accidents of bread do remain without a subject.

第二，相对於文而言，可被视为仅仅是一个不同的措辞第一，如果不是被认为安理会历史表明wyclif直接反对学术上的理论，&如果没有意外的一个主题&一样荒谬甚至异端（比照，德奥古斯蒂尼斯，德重sacramentari ，罗马， 1889年第一，二， 573 sqq ），因此这是安理会打算谴责第二篇文章，而不是仅仅作为一种结论的第一，但作为一个独特和独立命题；哪，我们可以搜集教会的教学主题，从相互矛盾的命题&； accidentia潘尼斯manent正弦subjecto &，即事故的面包做的仍然是一个课题。

The second, so far as the text is concerned, might be considered as merely a different wording of the first, were it not that the history of the council shows that Wyclif had directly opposed the Scholastic doctrine of "accidents without a subject" as absurd and even heretical (cf, De Augustinis, De re sacramentari, Rome, 1889, II, 573 sqq.), Hence it was the intention of the council to condemn the second article, not merely as a conclusion of the first, but as a distinct and independent proposition; wherefore we may gather the Church's teaching on the subject from the contradictory proposition;"Accidentia panis manent sine subjecto," ie the accidents of bread do remain without a subject.

第二，相对于文而言，可被视为仅仅是一个不同的措辞第一，如果不是被认为安理会历史表明wyclif直接反对学术上的理论，&如果没有意外的一个主题&一样荒谬甚至异端（比照，德奥古斯蒂尼斯，德重sacramentari ，罗马， 1889年第一，二， 573 sqq ），因此这是安理会打算谴责第二篇文章，而不是仅仅作为一种结论的第一，但作为一个独特和独立命题；哪，我们可以搜集教会的教学主题，从相互矛盾的命题&； accidentia潘尼斯manent正弦subjecto &，即事故的面包做的仍然是一个课题。

To the international competitiveness of academic academic, the storage quantity of resources of advanced knowledge mirror the competitiveness of resources of academic profession, the increasing quantity and the value of advanced knowledge reflect the competitiveness of academic delivering of the academic profession, the flowing direction and international prestige of advanced knowledge reflect the attraction and the international force of academic profession, systems of colleges reflect its competence, the zoology of advanced knowledge reflects the environmental force of academic profession, their relationships mirror the forming mechanism of the competitive advantage of academic profession, the bestirring model of international competitiveness of academic profession is consitituted on base of it.

对于学术职业的国际竞争力来说，高深知识的资源存量反映的是学术职业资源的竞争力，高深知识的增量与价值反映的是学术职业的学术竞争力，高深知识的流向和国际声望反映的是学术职业的职业吸引力和国际影响力，高等学校系统反映的是高等学校竞争力，高深知识的生态反映的是学术职业的环境影响力，它们的相互关系反映了学术职业国际竞争优势的形成机制，并在此基础上构成学术职业国际竞争力的激励模型。

In the course of the seventeenth and eighteenth century, there appeared a number of similar, though conciser, works which treat moral-theological questions as a part of universal theology with the genuine spirit of Scholastic science.

在这个过程中的十七和十八世纪，出现了很多类似的，虽然conciser ，工程对待道德神学问题的一个组成部分普遍神学与真正的精神，在学术上的科学。

Academician Xi's study on the history of Chinese scientific thought, his unscrambling of the Needham Puzzle, and his criticizing of Emperor Kangxi's science and technology policy, are finally observed, and it is pointed out that Academician Xi, the author of the Self-selected Works, should be taken as a real scholar, who will never be academically conservative along with his accumulation of academic achievements, his increased academic reputation, as well as his age growth.

最后评述了席泽宗对中国古代科学思想史的研究、对&李约瑟难题&的解读和对康熙科技政策的批评，认为席泽宗不因为学术成果的积累、学术名望的上升和年龄的增长而在学术上趋于保守，体现了一位真正学者的大家风范。

Students who have completed the required courses can have access to the choice of over thirty optional courses ranging from tool-using training, to interest extending studies and comprehensive researches. These courses are elaborately designed to extend the students' scope of knowledge in their preferred field and give chances for special-field teachers to teach. We run a Nankai Forum joined by specialists of science and humanities on a regular basis to refresh the academic air and stimulate the students to learn further and wider. We publish the school journal Nankai Teaching Research to help teaching and research. We hold lecture contests among teachers for academic exchange and improvement. We also arrange for students to edit publications, make investigations, and practise socially to create a special atmosphere of learning.

在各年级开齐开足必修课的基础上，学校每学期都开设既严谨又开放的基础工具、兴趣拓展、综合探究等类型的选修课30余门，让老师的专攻有用武之地，学生的个性爱好有拓展的空间；设立&南开讲坛&，定期请来在相关领域有知名度和学术水平的专家学者，科学传导和人文渗透并重，营造在科学观念指导下的文化环境，激发他们对学术殿堂的景仰和向往；定期编辑学术刊物《南开教研》，丰富学术研究的舞台；组织教师基本功优质课比赛，营造交流探讨、学术争论的氛围；组织学生编期刊、搞社会调查、进行社会实践等，建构南开特有的学术氛围。

Assimilation of this new learning took place in the universities of the 13th century through the genius of the Dominicans Saint Albertus Magnus and his great pupil Thomas Aquinas, whose Summa Theologiae is widely regarded as the pinnacle of scholastic theology; and of the Franciscans Saint Bonaventure, John Duns Scotus, and William of Occam (early 14th century), who challenged the Dominican school.

同化这一新的学习发生在高校的13世纪通过的天才多米尼加圣阿尔伯图斯马格努斯和他的伟大的学生托马斯阿奎那，其总结theologiae被广泛视为顶峰，在学术上的神学；的圣方济各文德，约翰邓司各脱，威廉occam （早期14世纪），谁挑战多米尼加学校。

What are your goals and strategies for growth?

你的成长目标和策略是什么？

And unto the angel of the church in Sardis write; These things saith he that hath the seven irits of God, and the seven star I know thy works, that thou hast a name that thou livest, and art dead.

3：1 你要写信给撒狄教会的使者，说，那有神的七灵和七星的，说，我知道你的行为，按名你是活的，其实是死的。