台州倒毛摇蚊属记述(双翅目:摇蚊科)

对浙江省台州地区倒毛摇蚊属(Microtendipes Kieffer,1915)已知种类进行了描述,共描述此属4种:黄绿倒毛摇蚊Microtendipes britteni(Edwards,1929)、小足倒毛摇蚊Microtendipes pedellus (De Geer,1776)、平截倒毛摇蚊Microtendipes truncatus Kawai&Sasa,1985、雅安倒毛摇蚊Microtendipes yaanensis Qi＆Wang,2006.其中,平截倒毛摇蚊Microtenliipes truncatus为浙江省新记录种,对其进行了详细地再描述,并附主要特征图.编制了台州地区倒毛摇蚊属已知雄成虫的分种检索表.     

浙江省二叉摇蚊属一新记录种记述

本文记述了浙江省二叉摇蚊属一新记录种：七斑二叉摇蚊Dicrotendipes septemmaculaus（Becker,1908）,对其进行了详细地再描述,并附主要特征图.     

台州市宁溪摇蚊属种类记述

依据采集自台州市宁溪的摇蚊标本,记述了摇蚊属（Chironomus Meigen,1803）中的5种：尖附器摇蚊（C. cingulatus Meigen,1830）、台南摇蚊（C. circumdatus Kieffer,1916）、背摇蚊（C. dorsalis Meigen,1818）、黄色羽摇蚊（C.flaviplumus Tokunaga,1940）和花翅摇蚊（C. kiiensis Tokunaga,1936）。其中,背摇蚊依据雄成虫和幼虫标本鉴定;尖附器摇蚊、台南摇蚊和花翅摇蚊依据雄成虫标本鉴定;黄色羽摇蚊依据幼虫标本鉴定。本文对上述5种进行了详细描述,并附主要特征图。其中,黄色羽摇蚊为台州市新记录种。     

城市供水系统摇蚊幼虫污染的生物防治技术研究进展

城市供水系统中摇蚊幼虫污染已经成为不可忽视的问题。本文简要回顾了国外供水系统摇蚊污染防除的历史和进展,重点介绍了目前国内供水行业所采用的生物防治技术在水厂净化处理工程防除摇蚊污染的研究,展望了摇蚊幼虫污染的生物防治技术的研究进展。     

浙江省斑摇蚊属一新记录种记述

记述了浙江省斑摇蚊属一新记录种:多齿斑摇蚊Stictochironomus multannulatus(Tokunaga,1938),并附主要特征图。多齿斑摇蚊由Tokunaga于1938年命名并描述,区别于本属已知种的主要鉴别特征如下:翅具色斑,肛尖细长,上附器钩状,基部具3-4根长刚毛,近端部1/3处具1根长刚毛,抱器端节端部内缘具4-8根短刚毛。     

浙江省尼罗摇蚊属一新记录种记述

记述了浙江省尼罗摇蚊属一新记录种：日本尼罗摇蚊（Nilothauma japonicum Niitsuma,1985）,并附主要特征图。日本尼罗摇蚊由Niitsuma于1985年命名并描述,区别于本属其它种的主要鉴别特征如下：第Ⅸ背板仅具1个小前背突出瘤部;上附器基部具1小分叶,上附器端部具1根长刚毛和很多小刚毛。     

黄明摇蚊的再描述（双翅目：摇蚊科）

对摇蚊科（Chironomidea）明摇蚊属（Phaenopsectra Kieffer,1921）黄明摇蚊P.flavipes（Meigen,1818）进行再描述,并附主要特征图。黄明摇蚊P.flavipes（Meigen）的主要鉴别特征为：翅无色斑,体深棕色;肛尖端部膨大,球状;上附器钩状,基部具4根长刚毛,近端部1/3处具1根长刚毛;下附器指状,具8根长刚毛;第IX背板中部17根长刚毛,后缘具8根刚毛。     

Cu2+对伸展摇蚊及黄色羽摇蚊幼虫的急性毒性研究

采用急性毒性实验方法,研究了Cu2+对伸展摇蚊及黄色羽摇蚊的急性毒性.以死亡率、口器畸形率为观测指标,计算水体中Cu2+对摇蚊的半致死浓度（lethal concentration 50,LC50）.结果表明,Cu2+对三龄伸展摇蚊幼虫的24 h、48 h、96 h半致死浓度（LC50）分别为9.26 mg·L-1、3.81 mg·L-1、1.40 mg·L-1;对三龄黄色羽摇蚊的24 h、48 h、96 h半致死浓度（LC50）分别为19.11 mg·L-1、8.71 mg·L-1、2.72 mg·L-1.当Cu2+浓度为10 mg·L-1;20 mg·L-1、40 mg·L-1、80 mg·L-1、160 mg·L-1时,伸展摇蚊口器畸形率分别为5.00%、8.33%、15.00%、25.00%、33.33%、41.67%;黄色羽摇蚊口器畸形率分别为5.00%、6.77%、12.28%、18.75%、22.64%、25.00%.摇蚊幼虫死亡率及口器畸形率与Cu2+暴露浓度存在显著正相关.     

水环境中的摇蚊幼虫研究进展

近年来,摇蚊幼虫在水生态环境中的重要作用已被许多研究所证实。重点介绍了国内摇蚊幼虫在亚科、属、种的鉴定结果;详细总结了摇蚊幼虫的指示生物及其在掌握水环境质量状况中的作用、饲养、污染防治方法：初步涉及摇蚊幼虫在水生态毒理学中的应用。认为我国今后一段时期内的研究重点应是摇蚊幼虫种类鉴定资料的完善、饮用水处理工艺中污染防治技术研究及态毒理学特性分析,并制定标准化的试验方法和监测方法。     

一种制作 唾腺染色体的好材料——摇蚊

唾泉染色体的观察是各高等院校遗传学实验的必开内容，本文介绍一种好制作、易观察的唾腺染色体材料－摇蚊、并介绍了分析唾腺染色体斑带的简单方法。     

Practices and opinions reported by coordinators of graduate programs

Information is presented about the organization of graduate studies, based on questionnaire responses of 582 coordinators of Canadian graduate programs. These coordinators, who were representative of disciplines and geographic regions, provided information about a wide range of matters, including enrolments, staff, admissions, supervision, research, publications, financial support, teaching experience, and completion rates and times. Many substantial differences were noted among the percentage frequencies of responses for departments classified by discipline and size. For example, students were perceived to choose their doctoral theses topics themselves much more frequently in education, social sciences, and humanities than in engineering, medical sciences, physical sciences, and biological sciences. Also, departments with smaller numbers of full-time graduate students tended to provide all doctoral students, with some teaching experience to a greater extent than did larger departments.     

实践的自由与美的范畴

人，作为个体的生存，从实践（以物质生产为中心）出发才逐步生成，而在实足走向创造的过程中，人们才不断达到一定的自由境界。正是人的实践－创造的自由使自然人化，人也人化，从而产生出人对现实的审美关系；这种审美关系体现对象之上就是美，而体现在人本身之上则是美感。人类的实践－创造的自由同样是一个历时性的过程和一个共时性的结构，因此，它不仅有不同的自由程度和不同的自由境界，而且还有自由，反自由，不自由，准自由等几个维度；与这些不同的自由给度相关便形成了美，丑，柔美，刚美，悲剧性，喜剧性，滑稽，幽默的相应的美的范畴，并形成各个美的范畴之间的过渡，转化，对应等关系，从而形成一个完整的美的范畴体系。     

论罗蒂协同性实用主义的反哲学本性

理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。     

劳伦斯与非理性主义

以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。     

湘东南栖霞组底部史塔夫(Staffela)类动物群的发现

着重描述湖南邵东保和堂柳东早二叠世早期栖霞组底部首次发现的史塔夫 (Staffella)类动物群 ,共 5属 2 0种 ,这五属分别是史塔夫亚科的 Staffella,Pseudoendothyra,Nankinella和卡勒亚科的 Sphaerulina,Pisolina.该类动物群笔者曾命名为 Pseudoendothyra jazvensis带 .这一发现不仅填补了湘东南栖霞组生物地层学研究的空白 ,而且对我国南方石炭、二叠纪的生物地层划分提供了新的依据     

论教法设计的七要素——兼答美国人校长拉塞尔·S·比彻

作为教法中的教学模式系统,是由要素构成的。已有的成功的教学模式,其所构成的共同要素是:目、趣、序、思、练、诊、结七者。     

Opening Possibilities in Experimental Science and its History: Critical Explorations with Pendulums and Singing Tubes

A teacher and a college student explore experimental science and its history by reading historical texts, and responding with replications and experiments of their own. A curriculum of ever-widening possibilities evolves in their ongoing interactions with each other, history, and such materials as pendulums, flame, and resonant singing tubes. Narratives illustrate how questions, observations, and developments emerge in class interactions, along with the pair’s reflections on history and research. This study applies the research pedagogy of critical exploration, developed by Eleanor Duckworth from the interviewing of Piaget and Inhelder and exploratory activities of the 1960s Elementary Science Study. Complexity as the subject matter opens up possibilities which foster curiosity among participants. Like Galileo, Tyndall, Xu Shou, and others, this student recurrently came upon new physical behaviors. His responses to these phenomena enabled him to learn from yet other unexpected happenings. These explorations have implications for opening up classrooms to unforeseen possibilities for learning.

Teaching . . . is more about a conscientious participation in expanding the space of the possible by creating the conditions for the emergence of the not-yet-imaginable. . . . Teaching, like learning, is not about convergence onto a pre-established truth, but about divergence - about broadening what can be known and done. In other words, the emphasis is not on what is, but what might be brought forth. Teaching thus comes to be a participation in a recursively elaborative process of opening up new spaces of possibility while exploring current spaces. (Davis & Sumara, 2007, p. 64)

     

A view of Newton as a mathematician

In this article, we present certain topics such as quadrature of planar regions, introduced prior to the invention of calculus by Newton, and consider his other mathematical contributions, to binomial theorem and infinite series, cubics, theory of equations and imaginary roots. As the development of calculus and its enormous applications are well known, we will not discuss much about it. Earlier, he was in TIFR, Bangalore. His research interests include partial differential equations, homogenization, controllability and control problems, analysis, etc.     

基于ICM理论的隐性衔接语篇连贯解读

隐性衔接语篇连贯指的是不含显性衔接手段,如替代,省略,重复等,实现语义连贯的语篇。作为一种特殊的语言现象,隐性衔接语篇也是一种心理上的表征,是人类对认识世界的经验总结从语言上的反应。理想化认识模型（ICM）是人们在特定的文化背景中对某领域中的经验和知识所作出的抽象的、统一的、理想化的理解,它具有关联性、选择性、典型性,体验性等特征。正是因为人类对认知世界的体验,形成各种认知模型（CM）,而认知模型（CM）稳定而有规律,具有典型性特征。在认知过程中,各种认知模型（CM）之间的互相关联与相互选择,正好为人们解读隐性衔接语篇提供了认知上的新视角。     

Nanotechnology and Nanoscale Science: Educational challenges

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.