环境激素污染作用浅析

造成环境污染的物质复杂多样，如农药、化肥、金属及化学元素、放射性物质等，但目前许多科学家认为这些污染物中的大部分部属于环境激素类物质。本结合大量实例对环境激素的作用机制等问题作了简要的分析，希望人们从中能够了解到环境激素对人类的巨大危害．并能引起人类的警惕。     

环境激素的来源与预防

目前，环境激素成为全球新的三大环境问题之一，已引起全球的科学家对它高度重视。本介绍了环境激素的定义、危害及来源，并对如何减少环境激素的危害，提出了几点可行性预防措施。     

环境激素污染对生物影响及防治研究

环境激素污染正严重威胁着全球环境和人类健康，本就此概述了环境激素的概念、鉴别方法和分类，作用机理及其对生物的危害，并提出了防治对策。     

环境激素——人类面临的新公害

环境激素是人类继臭氧层破坏、温室效应之后面临的又一全球性问题。环境激素干扰生物正常的生理代谢、内分泌、生殖机能,引起种种负面的生物学效应。本文综述了环境激素的来源及其特征,揭示其严重的危害性,强调了控制环境激素污染的紧迫性。     

环境激素的影响及对策

本文阐述了什么是环境激素及环境激素的来源,着重探讨了环境激素对人类和生物的危害性以及人们应当采取的对策.     

环境激素及其作用机理

环境激素由环境进入食物链，在动物和人体中蓄积，通过激素样作用干扰内分泌系统，对人类健康和动物造成巨大影响。本文主要对环境激素的概念、主要类别、对人类健康和野生生物的影响及其作用机制进行了综述。     

环境激素及其监控

环境激素问题已经成为世界性的重大环境问题,介绍了环境激素及其分类,作用机制,对生物和人类的直接或潜在的危害,总结了环境激素的监测方法,以及预防和控制环境激素污染的对策.     

我国土壤PAEs类环境激素植物吸收累积研究进展

综述了我国土壤PAEs类环境激素污染现状及植物对PAEs类环境激素吸收累积效应研究现状,在此基础上提出土壤PAEs类环境激素污染研究的展望.     

警惕“环境激素”

所谓“环境激素”是指环境中存在的一些能够像激素一样影响人体内分泌功能的化学物质的总称。据悉,这一名词是美国环境记者戴安·达玛诺斯于1996年首先提出的。她认为“环境激素”并不直接作为有毒物质对人体及其他生物体带来任何异常影响,而以类似激素的方式对生物体产生作用。“环境激素”一旦进入生物体内,则使生物体原有的内分泌机能出现紊乱．即使摄入微量,也会导致生物体的内分泌失衡,引起生殖系统功能失调、雄性精子数量祛少．以及免疫机能下降等。最近,日本帝京大学发表的一份对该校34名男生进行男性精子调查的报告表明：男生…     

环境激素污染对生物影响及防治研究

环境激素污染正严重威胁着全球环境和人类健康,本文就此概述了环境激素的概念、鉴别方法和分类、作用机理及其对生物的危害,并提出了防治对策。     

蒸汽余热发电技术在棒材加热炉上的应用

从节能减排和环境保护的角度出发,论述了棒材加热炉利用蒸汽余热发电的必要性,分析了加热炉余热发电热力循环系统的运行方式,设计了螺杆膨胀发电机组电气控制系统。实际应用表明,加热炉蒸汽余热发电技术提高了热能利用效率,利于环境保护,具有较高的经济和环境效益。     

基于物联网技术的教学楼环境监测系统设计与实现

基于物联网技术,利用C#语言和Android studio开发工具实现模拟教学楼环境监测系统,实时监测教学楼的环境和安全状况。发生环境异常情况及时发出预警信息,便于管理人员及时排除安全隐患。     

环境激素对生态环境污染的危害

本文对有机氯农药的分子结构理化特性,生产使用现状;有机氯农药的环境雌激素效应;环境激素的概念、分类及危害;环境激素的毒作用机理;环境有机氯农药的毒作用机理进行了系统探索研究.     

‘Whoever does not write is written’: the role of ‘nature’ in post‐post approaches to environmental education research

While McKenzie mentions in passing her concern about anthropocentrism and human oppression of the natural world, she is mostly silent about the role of ‘nature’ in post‐post approaches to environmental education research. If one takes feminist poststructuralist ideas about voice and representation seriously, surely the place of ‘nature’ in environmental education research must be interrogated? Is there space for ‘nature’ in multivocal representations of research? How might our own polyvocality include our experiences of our animality? How might we assess the legitimacy of such representations? What are the limits and possibilities of post‐post approaches to environmental education research when ‘nature’ is taken into account?     

突发性环境污染事故中应急监测问题刍议

环境应急监测能及时准确地发布有关数据信息,为领导提供科学的决策数据,在处置环境污染事故中所起的作用是不言而喻的。根据环境应急监测的作用、任务和应急监测机构在环境污染事故发生前后应采取的措施,分析了目前县级应急监测现状,提出了应急监测目前应着力解决的问题,目的是使应急监测机构能从基础信息、技术装备、能力培养和资金渠道等方面全面满足环境应急监测的需要,为有关部门采取控制污染措施、减少污染危害赢得宝贵时间,最大限度地减少污染造成的损失和危害。     

Dimensions of learning process over global environmental problems： An evaluation of roger conceptual learning method regarding Turkish undergraduate students

The main objectives of the study have been testing Roger conceptual learning method with regard to Turkish students and to investigate the applicability of the method on graduate students. The experimental group was formed by l0 volunteer students. The study lasted 16 weeks according to group discussion method. In this period, global environmental problems were handled under 8 headings. The research data was gathered from students＇ diaries or through semi-structured group interviews. The data was evaluated using the content analysis method. In the results of analysis, it was achieved that first three dimensions of Roger model were formed in most students and the last two dimensions were significant in some students. Therefore, it might be stated that Roger conceptual learning method handled in the study, not only with its conceptual but also emotional and pedagogic dimensions, functions similarly on Turkish graduate students as well.     

User assessment of media presentation rooms

Will student users prefer media presentation rooms specially designed, built, and equipped according to well-established and accepted environmental design and display system engineering principles to other, non-environmentally controlled media classrooms? The 503 university students questioned in this study did. The author concluded that given the proper instrument, students are capable of reliably evaluating factors in their learning environments — such things as acoustics, thermal conditions, visual display systems, and lighting — and that such factors are important to them.     

A Thirst for Justice in the Arid Southwest: The Role of Epistemology and Place in Higher Education

How is the university connected to the pressing social and environmental problems that confront citizens in its region? What sorts of communities will students build in this changing cultural and environmental landscape as a result of their experiences in education? In this article I explore how an ethnobotany seminar uses critical pedagogy of place to engage students in the social, economic, and ecological relationships beyond the university campus. I describe how ethnobotany, the study of plants used by human cultures, is one way for students to explore the epistemology of Western science and traditional ecological knowledge. In this course, I encouraged students to ask, What counts as science? Whose knowledge is valued? What knowledge can sustain our communities? In our ethnobotany seminar, the topic of access and quality of water in the Southwest became a focal point for understanding the relation between place, epistemology, and ecojustice.     

Learning for the natural environment： The case against anthropocentrism

The world （Africa in particular） is in a progressive state of environmental crisis, caused by global warming, loss of biodiversity, human overpopulation, pollution, massive deforestation and desertification, urbanization and many other environmental problems and risk factors. For several commentators and theorists, part of the solution resides in the provision of pertinent and adequate education, including environmental education. The present paper briefly examines the history of environmental education, internationally and in South Africa, and some of its most prominent current trends and issues, before critiquing its general orientation. Arguing against what appears to lie at the heart of environmental education and literacy, namely anthropocentrism （ideas like ＂education for sustainable development＂）, the paper urges a radical rethinking of its central concerns and modus operandi, in terms of facilitating learning for the natural environment. In other words, in order to live up to its promise of contributing towards life beyond the twenty-first century, such learning must include the realization that nature matters in and for itself.