大葱覆盖栽培增产效果分析

大葱覆盖栽培可降低耕作层土训壤温度，提高含水量，使单株假茎重校对照提高了26．4％。假茎高、假茎粗也分别提高了37．4％和25．7％。单位面积产量较对照增加21．9％。     

大葱覆盖栽培增产效果分析

大葱覆盖栽培可降低耕作层土壤温度 ,提高含水量 ,使单株假茎重较对照提高了 2 6.4 %。假茎高、假茎粗也分别提高了 37.4 %和 2 5.7%。单位面积产量较对照增加 2 1 .9%     

不同培养基对假酸浆愈伤组织诱导和分化的影响

以假酸浆无菌苗的茎为试验材料,分析比较了不同培养基配合使用时,对假酸浆愈伤组织诱导的效应．试验结果表明,培养基MS＋2,4-D1．0mg／L＋ZT2．0mg／L＋LH0．5g／L＋蔗糖20．0g／L和培养基MS＋BA1．0mg／L＋IAA1．0mg／L＋蔗糖20．0g／L诱导假酸浆茎段愈伤组织速度较快,诱导的愈伤组织较好．且能促进愈伤组织芽的分化．     

香蕉为何是新月形状?

香蕉的果实长在没有森质结构的类似树干的器官上,这种器官叫假茎,也叫做蕉身。假茎有厚实的基部,由鱼雷形状的长叶子组成。叶子都环生在假茎周围,当叶子生长     

薇甘菊的危害与防治

薇甘菊(Mikania micrantha H．B．K．)又名小花假泽兰，在分类上属于菊科，是多年生的草质或稍木质藤本。薇甘菊形态上的特点主要表现在它的茎细长，匍匐或攀缘，而且有许多分枝；茎中部叶三角状卵形至卵形，花白色，头状花序。(见76页图3)     

大花刺萼参

川续断科。多年生草本，茎基部残留有黑褐色枯死的叶鞘。基生叶丛生，叶线状披针形，长10～20cm，宽0．6～1．2cm，基部渐窄成鞘状抱茎，边缘有刺状硬纤毛；茎生叶对生，叶卵状长吲形至长网状披针形，边缘有刺毛。花序从基生叶鞘中抽出；花序为疏松的假头状花序，径3～5cm；总苞片4～6对，坚硬，卵彤至长卵彤，边缘具黄色硬刺毛；副萼筒状，长6mm，顶端有16条长3～6mm的小芒刺；     

玫瑰组织培养研究

以玫瑰茎尖为外植体进行组织培养试验研究结果表明：玫瑰茎尖在MS＋6BA1mg／L＋NAA0．1mg／L＋3％白糖＋0．4％琼脂的培养基中芽的诱导率高达98％;在MS＋6-BA2mg／L＋NAA0．01mg／L＋3％白糖＋0．4％琼脂的培养基中增殖倍数可达6,且苗壮;在1／2MS＋IBA0．5mg／L＋0．3％活性炭＋3％白糖＋0．4％琼脂培养基中根系生长丰富且健壮,诱根率高达100％;试管苗移栽基质为珍珠石＋腐殖土,成活率达98%．     

玫瑰组织培养研究

以玫瑰茎尖为外植体进行组织培养试验研究结果表明：玫瑰茎尖在MS＋6BA1mg／L＋NAA0．1mg／L＋3％白糖＋0．4％琼脂的培养基中芽的诱导率高达98％；在MS＋6-BA2mg／L＋NAA0．01mg／L＋3％白糖＋0．4％琼脂的培养基中增殖倍数可达6，且苗壮；在1／2MS＋IBA0．5mg／L＋0．3％活性炭＋3％白糖＋0．4％琼脂培养基中根系生长丰富且健壮，诱根率高达100％；试管苗移栽基质为珍珠石＋腐殖土，成活率达98%．     

全自动血培养系统对血液和体液标本中细菌的检测分析

目的:了解全自动血培养系统临床应用及影响检测因素.方法:应用BACTEC-9120系统检测343份体液标本,分析阳性率、假阳性、假阴性和阳性出现时间及影响阳性的因素.结果:343份体液标本分离到56株细菌,阳性率为16.33%,阳性最早出现时间为2.33h,12 h内检出率为25.00%(14株),24h内检出率为67.86%(38株),36h内检出率为87.5%(49株).假阳性2例,假阳性率为0.58%,假阴性1例,假阴性率0.29%.结论:全自动血培养系统的临床应用提高了细菌的检出率,缩短了检测时间,为败血症及严重感染的诊断和治疗提供了快速准确的报告,临床一定要按要求留取标本,以免出现假阳性、假阴性.     

植物怎样繁殖(二)教学建议

本课的教学目的是,让学生懂得开花植物还可以用根、茎、叶进行繁殖,同时结合当地情况让学生学会几种用营养器官繁殖的技能。根繁殖。除书上介绍的蒲公英的根繁殖外,城市的学校可教学生用大葱根进行繁殖。即切去葱叶,留理2—3厘米连根的葱头,把根埋入土壤里,两周后葱头就能长出葱茎和叶。这个实验收效快,又能经常有葱吃,学生乐意做。     

Managing Academics on Short Term Contracts

Over 40 per cent of academic staff in Higher Education and an unspecified number of support and part time staff, are employed on fixed term contracts. This article reports the findings of a study into the experiences of academic staff on such contracts. It argues that temporary employees' contractual status affects their ability to perform effectively and reduces their level of commitment to the organisation. It considers the implication of these findings and argues that while some of the factors which have prompted the use of temporary contracts may lie beyond the control of Higher Education institutions, universities could reduce their negative effects by reviewing the way in which temporary staff, who now make up almost half of the academic population, are managed.     

Is job sharing worthwhile? A cost-benefit analysis in UK universities

Around 60 per cent of UK universities practice job sharing. This article is based on a survey of Personnel Directors in UK universities concerning their perceptions of job sharing. These responses were then used to carry out a cost benefit evaluation of job sharing from the universities' perspective. If productivity of workers in the shared job rose by as little as 0.35 per cent – one third of one per cent – the estimated increase in Personnel Section costs would be covered. If there was a 5 per cent increase in productivity, the ratio of benefits to costs would be 14.3 to 1. Universities also save as a result of greater retention of staff, and there are also important benefits to society, particularly less overall stress and reduced unemployment levels.     

The changing pattern of A level/AS uptake in England

One of the objectives of Curriculum 2000 is to increase the breadth of the curriculum followed by 16–19 year olds. In this paper A level and AS uptake for the years 2001 and 2002 are considered. There was considerable diversity in the uptake of A levels, with nearly 21,000 different combinations of A levels being present in 2002 A level results. Although it is true that biology, chemistry and mathematics is the most common combination of A levels, only 2.2 per cent of candidates took this precise combination. There has been a decline in the percentage of candidates taking three science A levels. In 2002, when only A levels are considered, 35 per cent of candidates could be described as specialists, falling to 21 per cent when AS results are included. AS qualifications appear to have been successful in broadening the curriculum.     

FINANCING UNIVERSITIES IN CANADA

Underfunding is the paramount problem in Canadian universities. Operating revenue per student has declined in real terms by about 15 per cent over the past 15 years. During the past three decades, revenue from governments has increased from 60 per cent of the total revenue to 80 per cent, while fees revenue has declined from 26 to 16 per cent, with the result that universities are increasingly vulnerable to political control and to financial instability. The transfers of the federal government to provincial governments have financed much of provincial transfers to universities, but the former will be reduced for at least three years and may be abolished altogether. Provincial governments, particularly in Ontario and Quebec, have controlled tuition fees for twenty‐five years in order to increase accessibility, but there has been little change in the socioeconomic composition of university enrollment. Funding for university research generally has neglected overhead costs associated with maintaining the institutional infrastructure necessary for research. Although the federal government still provides more than half of the funding for university research, the share from provincial and non‐governmental sources has been increasing.     

One School's Experience of Engaging with a Comprehensive Anti-Bullying Programme in the Irish Context: Adolescent and Teacher Perspectives

In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes.     

微波辐照氨浸氧化铜矿的试验研究

本实验考察了微波对低品位难选氧化铜矿氨浸的影响,结果表明,微波对铜矿氨浸具有明显的催化作用,与非微波条件氨浸相比,浸出率能提高31%.     

中小学教师职业压力、社会支持与职业倦怠关系研究——以安徽省为例

对安徽省395名中小学教师的职业压力、社会支持和职业倦怠进行调查与分析.结果表明:3.5%的教师有严重职业压力,43.8%的教师有轻度职业压力;有轻度、中度和重度职业倦怠的教师比例分别为18.2%,7.8%和2.8%.教师的职业压力、社会支持与职业倦怠3个维度均呈显著负相关.应采取有效措施,减轻教师的职业压力,建立和完善社会支持系统,减少教师的职业倦怠感.     

Grouping practices in the primary school: what influences change?

During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty‐eight per cent of responding schools reported that they had made no change. Twenty‐two per cent reported changes because of the literacy hour, two per cent because of the numeracy hour, seven per cent because of a combination of these and twenty‐one per cent for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the National Literacy Strategy, practical issues and school self‐evaluation.     

Increasing employability by implementing a Work-Integrated Learning partnership model in South Africa – A student perspective

In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase their employability. this article presents the research on the perspectives of students subsequent to their WIL experience. the research method consisted of a structured questionnaire with both closed and open-ended questions. The study findings indicated that students were capable of seeking their own WIL placement and that over 90 per cent of students experienced WIL as rewarding, with multiple opportunities for employment. the article adds theoretical value by increasing the WIL body of knowledge from a student perspective, as well as strategic and practical value by presenting the WIL partnership model that may easily be implemented by lecturers in various disciplines across the continent of Africa and beyond to enable students to enter the workplace with confidence.     

零交点一阶导数同步荧光法测定苯并(a)芘和苯并(k)荧蒽

研究了苯并(a)芘和苯并(k)荧蒽的同步荧光及其一阶导数同步荧光,利用零交点法能够避免BaP和BkF之间的相互干扰,该方法被用来测定了人工合成样品以及实际水样中BaP以及BkF的测定,平均回收率为86.8～87.2%(BaP)和82.8～84.7%(BkF),检测限分别为0.5 ng/mL(BaP)和0.2 ng/mL(BkF),实验结果令人满意.