| 1. | Each unification started from basic science
学科之间的融合，始于其基础部分。 |
| 2. | The consistency constraints provide a way to decouple the disciplines and make the parallel subsystem optimization possible
通过引进一致性约束条件,实现学科之间的解耦和并行优化。 |
| 3. | Probability with its flexibility , superiority and universality in application is a case in point to show that different subjects in mathematics are interlinked
显示了概率方法的巧妙性与优越性及其应用上的广泛性，从一个侧面揭示了数学不同学科之间的内在联系。 |
| 4. | Zhong wanxie , a specialist on mechanics engineering and an academician of the chinese academy of sciences , devotes himself to the study of the relations and interference among the new fields
他致力于相关新兴学科之间的交叉渗透的研究，其成果获国家自然科学二、三、四等奖。 |
| 5. | At the sarne time , we can also explain it by reviewing the stwctures of the national , local and school cunrricula longitudinally and the structures of all subjects horizontally
同时，我们也可以通过考察国家、地方与学校三级课程的纵向结构和各学科之间的横向结构来说明这一点。 |
| 6. | Mr . lin liwu , an academician of the chinese academy of sciences and a national model worker , has won 11 prizes of the national , provincial and ministerial levels
工程力学家钟万勰，系中国科学院院士。他致力于相关新兴学科之间的交叉渗透的研究，其成果获国家自然科学二、三、四等奖。 |
| 7. | The innate incompatibility between the english language and literature discipline and the related disciplines has resulted in the insufficient brainpower and academic support for the related disciplinary education for english majors
由于学科之间的鸿沟，复合型英语专业人才普遍缺乏人才支撑和学科研究支撑。 |
| 8. | Although ahearne calls him a “ thoughtful critic and not at all intransigent , ” ewing can be a formidable adversary because he follows a problem to the end , regardless of disciplinary boundaries
亚赫尼形容尤因是思虑清楚的评论家，并且绝不妥协，但也是位难缠的对手，因为他追根究柢，无视各学科之间的无形边界。 |
| 9. | The dispute can be solved if we resort to dialectic way of thinking with the perspectives of developmental changing and integrated macroscale : the relationship between the two subjects has been changing , and would eventually be integrated into one subject
如果将发展变化、整体宏观的辩证思维运用于该理论问题的思索，问题可得迎刃而解：两学科之间的关系是发展变化的，且终应走向学科整合。 |
| 10. | There is no doubt that the multi - level and stereoscopic fusion and creation of the academic methods of east and west , of ancient and modern and of various subjects are the internal motive force that motivates the academic progress and forms its outstanding characteristic
而学术方法上的东西、古今、各学科之间的多层次立体的融合与创新则无疑是推进这一学术进程的内在动力和代表这一学术进程的显著特征。 |
