半制备反相高效液相色谱法分离珍珠菜中木脂素类成分

对珍珠菜（Lysimachia clethroide Duby）中的木脂素类化学成分,采用Sephadex LH-20和半制备反相高效液相色谱法联用分离化合物,从中分离并鉴定了两个化合物,通过波谱技术鉴定其化合物的结构分别是：（＋）-Isolariciresinol-9’-β—D—glucopyranoside（1）．Urolignoside（2）．化合物1和2均为首次从该属植物中分离得到．     

淀粉与碘的颜色反应与还原糖含量的关系

将糖的定性实验和定量实验相结合，我们测定了淀粉遇碘呈不同颜色反应阶段还原糖的含量，给出定性实验一个量化的结果。当底物淀粉浓度为2g／L，加入α-淀粉酶为0．5u／mL时，0—2．5min呈蓝色，2．5—5．5min呈紫色，5．5—13．5min呈红色，13．5min后呈无色。对应颜色变化点还原糖的分解比率分别为45％(蓝色→紫色)，66％(紫色→红色)，76％(红色→无色)。     

紫色翡翠颜色成因探讨

对收集的紫色翡翠样品进行系统地宝石学研究.采用粉晶衍射、电子探针、紫外-可见分光光度计和氧化还原反应,对样品中的不同质地的紫色翡翠进行了测试,并与其它颜色的翡翠样品进行对比分析.结果表明,紫色翡翠的化学成分较单一,微量元素种类及含量均相对较少;Mn元素是引起翡翠成紫色的主要原因.     

NaCl胁迫紫色辣椒新品系YN99007的发芽试验生理研究

紫色辣椒新品系(YN99007)在5种不同NaCI浓度(0．0％、0．5％、1．0％、1．5％、2．0％)处理下进行发芽试验(以日本天鹰椒作为对照)，研究各浓度下的发芽率、发芽势、发芽指数、过氧化氢酶(catalase，CAT)活性及根系活力等指标。结果表明：NaCI浓度范围为1．0％-1．5％时，紫色辣椒YN99007的发芽率、发芽势和发芽指数高于对照品种；而其芽中的过氧化氢酶活性及根系活力均低于对照品种，但高盐浓度下YN99007的两个指标值下降缓慢。     

云南大理烟区主要烤烟品种的化学成分比较研究

对云南大理州主要烤烟品种红花大金元、K326、云烟85、云烟87和NC82的B2F,C3F,C2L和X2F4个等级的化学成分进行了分析,研究结果表明：1．K326的B2F比其它4个烤烟品种的B2F化学成分整体水平较好;2．红大的C3F比其它4个烤烟品种的C3F化学成分整体水平较好;3．红大的C2L比其它4个烤烟品种的C2L化学成分整体水平较好;4．红大的X2F比其它4个烤烟品种的X2F化学成分整体水平较好．综合5个烤烟品种4个等级化学成分的比较,红大的化学成分比其余4个品种的化学成分整体水平较好．     

棉铃虫虫生真菌(No.GIM3.94)菌丝体化学成分的研究

利用硅胶柱色谱及薄层色谱等进行了分离纯化,并通过^1H—NMR、^13C—NMR、ESI—MS等波谱技术进行结构鉴定,对棉铃虫虫生真菌Paecilomyces heliothis（Charles）Brown et Smith的菌丝体的化学成分进行了研究．结果共分离得到10个化合物。分别为时苯二甲酸二甲酯（1）、甘露醇（2）、十四碳酸（3）、麦角甾醇（4）、麦角甾-7,22-（E）二烯-3β．5α,6β-三醇（5）、过氧麦角甾醇（6）、尿嘧啶（7）、胸腺嘧啶（8）、丁二酸（9）、尿囊素（10）．化合物1～10均为首次从该菌种中分离得到．化合物1和10为首次从拟青霉属真菌中分离到。     

Ni-W合金镀层在1mol/LH_2SO_4中的腐蚀行为

采用电化学综合测试仪和光电子能谱对几种成分的Ni—W合金镀层在1mol/LH2SO4中的阳极极化行为及表面组成物进行了测试分析．结果表明：Ni-W合金镀层在该介质中极易氧化,表面氧化物含量为94．28％随钨含量增加,其钝化区间加大     

钴的极谱催化波的研究

发现了钴在KSCN—H2SO1—As(Ⅲ)体系中的新的极谱催化波，对该催化波性质作了初步研究，结果表明，该波为氢催化波，是Co^2 与SCN^-、H2AsO^-2生成配合物催化氢的放电，该波用于矿样中微量钴的测定，结果满意．     

藏红花挥发性化学成分的气相色谱-质谱分析

通过分析藏红花挥发性化学成分,为藏红花的开发利用提供科学依据．采用同时蒸馏-萃取法提取藏红花挥发油,用气相色谱法分离,质谱法鉴定结构．结果表明藏红花挥发油的含量为4．30％,鉴定出46种化学成分,其中烯烃、烯烃氧化物及酸类化合物含量较高．     

抗病毒草药金银花的化学成分分析

报道了用蒸馏—萃取法提取金银花中挥发性物质，测得金银花挥发油的含量为2．52％，用GC／MS法从金银花挥发油中分离并确定出50种化学成分。用峰面积归一化法通过化学工作站数据处理系统，得出各化学成分在挥发油中的相对百分含量。其中主要成分为酸类化合物占挥发油总量的59．76％，其次为酮类化合物占15．58％，醇类化合物占12．85％，萜类化合物占1．57％，萜类氧化物占1．32％，醛类化合物占1．74％，烷烃化合物占7．18％，共占金银花中挥发油总量的98．44％。     

南非斯坦陵布什大学汉语推广概况

南非斯坦陵布什大学的汉语教学始于2000年,是目前为止南非唯一所进行正规中文面授教学的高等院校,中文部设在该校的文学院现代外语系。根据中南双方签署的双边教育合作协议,中国国家汉办于2005年首次向该校派遣汉语教师。南非与中国相距遥远,建交时间短,中国语言文化对于大多数南非人来说比较陌生,所以汉语推广在南非还存在若干的问题需要各方不断努力。     

The development and application of progressive education in the Netherlands and some implications for South Africa

Abstract

The charge that schooling is poorly adapted to modern conditions in South Africa and abroad has been debated since the beginning of the twentieth century, with the result that two strands of competing paradigms - traditional and progressive - crystallised from the discussion. This article delineates the salient features of progressive education to prepare the ground for a comparison of outcomes-based education (OBE) in South Africa with education in the Netherlands and thereby determine the influence, if any, of progressive education on OBE and Dutch education respectively. The data gathered to determine the progressive influence on Dutch education showed that some elements of progressive education had been combined with traditional (tried-and-tested) practices to create an effective primary educational system. The implication for South Africa is that teachers should be allowed to adapt their teaching styles and curriculum development to accommodate learners who cannot benefit optimally from progressive teaching, and that progressive principles can be implemented in South Africa, provided it is done as in the Netherlands without trying to force everybody into the same mould (i.e., on the crude principle that ‘one size fits all’),     

The potential skills contribution of international students to South Africa

Abstract

There has been a significant increase in the number of international students, especially in those from other African countries, at South African universities over the last ten years. This has elicited some research, notably from Ramphele, Crush and McDonald (1999); Hall (2004); and Snowball and Antrobus (2005; 2006). However, none of these scholars considered the possibility of exploiting the skills potential of international students in South Africa, especially at a time when the country faces skills shortages. The authors conducted a survey at six higher education institutions (HEIs) in 2008, which sought to determine the skills profiles of international students in South Africa. It was found that the majority of international students are registered in disciplines where skills shortages exist, that a significant number of these students are young and that many would like to remain and work in South Africa. Labour policy makers in South Africa seem to be unaware of this, hence policy is ill-adapted to derive economic benefits from international students.     

Quality education in black schools of South Africa

The purpose of this study was to examine the extent to which secondary school teachers in the Western Cape of South Africa thought their schools were offering quality education. From their responses, it was clear that quality education is in short supply given that internationally recognised indicators such as human and physical resources are either inadequate or non-existent. For education to contribute to national and economic development of a new South Africa, the problem of school infrastructure needs to be addressed urgently if a new South Africa is to be of meaning to all South Africans. Failure to do so will be allowing Black South Africans to continue living in a non-advantaged past South Africa which will be detrimental to their future as well as that of their country and nation.     

Becoming a ‘learning nation’: what are South Africa's chances?

The article explores the possibilities for South Africa as a learning nation given its historical context and current attempts to transform its political and social structures. It argues that the satisfaction of international criteria by which a learning society is judged, will depend upon the acceptance and promotion of non‐formal educational processes throughout South Africa, given the damage done to the formal education system by the policy of apartheid between 1948 and 1988. Through a case study of transformational learning at the Mercedes Benz plant in the city of East London, the article explores the contribution that non‐formal education agencies can make (via the workplace) to the achievement of learning society status by South Africa. It argues that similar possibilities exist in other non‐formal learning contexts ranging from sports organizations to performing arts councils. The paper concludes that whilst South Africa is still far from qualifying as a learning nation, it has one of the most important pre‐requisites ‐ the political and societal will to develop a culture of learning in the country.     

艾森豪威尔政府对南非种族问题政策探析

艾森豪威尔政府时期,美国出于对苏冷战、维护美国在南非的利益、国内对南非种族问题关注不多和南非国内局势的相对稳定等方面的考虑,对南非的种族隔离制度采取了一种既表示不赞成,但又拒绝施压的＂中间道路＂政策。这反映了美国外交政策中伪善的一面。     

Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa

Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English reading fluency and comprehension among rural English-second-language learners (ESL) in South Africa. We use data collected in 2013 by the National Education and Evaluation Development Unit in South Africa. This survey tested 4697 Grade 5 students from 214 schools across rural areas in South Africa. A sub-sample—1772 students—were selected for an ORF test. For these students there exist data on both reading comprehension and reading fluency. Although a number of studies have analyzed the relationship between fluency and comprehension, none have been conducted on a large-scale for ESL learners in a developing country such as South Africa. The present research contributes to the literature by analysing the size, significance and uniformity of this relationship for ESL learners in South Africa. Preliminary findings indicate a threshold at 70 words-read-correct-per-minute which is lower than the typically used threshold of 90 words-read-correct-per-minute of English first language readers.     

Funding and the attainment of transformation goals in South Africa’s higher education

The link between the funding of higher education and the attainment of higher education transformation goals in South Africa, especially access by students from previously under‐represented communities, is the main focus of this paper. Specifically, the paper examines three questions: (a) How does public funding of higher education encourage (or discourage) the attainment of higher education transformation goals in South Africa? (b) What challenges do frequent tuition fee increases pose to the attainment of higher education transformation goals? (c) How can South Africa’s higher education be made affordable for indigent (mostly black) students? The paper concludes that although South Africa’s higher education funding formula is generally geared towards attaining the goals of transformation, several of its aspects are inimical to the achievement of these goals. Further, declining public funding of higher education and frequent tuition fee increases by public universities vis‐à‐vis higher education’s natural inclination to reproduce, and even to exacerbate, existing social disparities and inequalities do not bode well for the attainment of transformation in South Africa’s higher education. This is aggravated by existing high levels of poverty and inequality mostly affecting the majority of the communities that were marginalised during apartheid.     

南非共产党民族民主革命理论刍议

南非共产党（简称南非共）是非洲第一个马列主义政党,也是非洲现存力量及影响最大的共产党。民族民主革命理论是现阶段南非共指导南非工人阶级和穷人大众向社会主义过渡最重要的理论。“过渡阶段”的社会主义是这一理论形成的指导思想,南非特殊类型殖民主义是这一理论形成的社会背景。南非共认为民族民主革命理论包含紧密联系的三个方面：阶级斗争、性别斗争及民族问题。民族民主革命与社会主义革命并不矛盾,而是互为补充。当前向社会主义过渡,应着重从经济方面构建社会主义因素。     

Racial integration in the USA and South Africa: lessons in a comparative perspective

The year 2004 marked the 50th anniversary of the landmark Brown vs. Board of Education case that put an official end to segregated schooling in the USA. Desegregation has received little attention as of late, yet a number of scholars argue that the work of desegregation is far from being complete in the USA. The aim of this paper is to refocus attention on desegregation through a detailed comparison with a more recent case: the racial integration of schools in post‐Apartheid South Africa. While South Africa is not held up as the perfect example of integration, it illuminates concepts and ideas that may explain shortcomings of the US process and present new alternatives to revitalize the process. Likewise, it is hoped that the historical example of the USA is instructive to those involved in the integration effort in South Africa.