茂名市近海养殖区海水挥发酚与氰化物的测定

用定时多点取样和分光光度测定法，对茂名市近海养殖区海水挥发酚和氰化物含量等指标进行了检测。测定结果表明：各水样中挥发酚含量都在0．014—0．026mg／L之间，而氰化物含量在0．00780—0．00873mg／L之间，分别接近国家规定的四级标准和三级标准，两者都大大超出了国家规定的优良海水水质标准，表明茂名市近海水域水质环境污染较为严重，应当引起高度重视。     

铬对辣椒种子萌发的影响

文章探讨不同浓度的铬（Cr^6＋）对辣椒（Capsicum frutecens L．）种子萌发的影响，实验结果表明，当Cr^6＋浓度为5mg／L和10mg／L时，Cr^6＋对辣椒种子萌发率的影响不大．而高浓度的Cr^6＋不利于辣椒萌发和生长．Cr^6＋对辣椒幼根生长的抑制作用大于对芽生长的抑制作用．     

二氧化硫脲/Ca（OH）2-铁氧体法处理铜铬电镀废水工艺

当二氧化硫脲用量是还原Cu^2＋为Cu与还原Cr^5＋为Cr^3＋理论值总和的两倍时,使用二氧化硫脲在石灰饱和溶液（pH≈12．8）、沸腾条件下处理铜铬电镀废水,废水中Cu^2＋从31mg／L降为0．4mg／L,Cr^5＋从23mg／L降为0．017mg／L,总铬量由35mg／L降为5．3mg／L,经分析沉淀物为Cu（黑色）、Cu2O、Cr（OH）3趁热过滤后,往滤液中加入FeSO4·7H2O,调节pH至中性,鼓入空气,冷却至得到黑色铁氧体沉淀．经处理后残铜量为0．2mg／L,总铬量为0．035mg／L,PO4^3-由5mg／L降为1mg／L．各项指标优于工业排放标准．     

火焰原子吸收法测定长江起点水域的镉、铬、铜、锰、锌、镍

笔者采用火焰原子吸收光谱法测定了长江起点水域中的微量元素镉、铬、锰、锌、铜、镍6种元素，考察了不同种酸及酸度对硝化作用的影响和在体系中共存离子的相互干扰情况。用NH4H2PO4-Mg（NO3）2作为测定镉、铬的基体改进剂，得到了良好的测定结果，其标准加入回收率为96．5％-105％，相对标准偏差为1．1％-2．0％，检测限镉为0．040mg／L；铬为0．018mg／L；锰为0．020mg／L；锌0．096mg／mL；铜为0．064mg／mL；镍为0．035mg／mL。     

Hg^2＋、Cr^3＋对草菇菌丝生长的影响

[目的]研究Hg^2＋、Cr^3＋单一污染对草菇菌丝生长的影响,并测定出草菇对Hg^2＋、Cr^3＋的最高耐受浓度．[方法]以Hg^2＋、Cr^3＋空白为对照,采用平板培养方法研究了Hg^2＋、Cr^3＋单一污染对草菇茵丝生长及干重的抑制影响以及草菇对Hg^2＋、Cr^3＋的最高耐受浓度．（结果）Hg^2＋、Cr^3＋在较高浓度条件下,对草菇茵丝生长的抑制作用非常明显;当Hf’浓度在0—4mg／L范围内对草菇菌丝生长及干重的影响不大,当Hg^2＋浓度在4—16mg／L范围内对草菇菌丝生长及干重的影响较为明显;当c,浓度在0-2mg／L范围内对草菇菌丝生长及干重的影响不大,当Cr^3＋浓度在2—16mg／L范围内对草菇菌丝生长及干重抑制作用非常明显;[结论]一定浓度的Hg^2＋、Cr^3＋均抑制草菇菌丝生长,使其干重产量降低,本实验为土壤中Hg^2＋、Cr^3＋两种重金属污染治理提供理论参考．     

丽格海棠叶片培养与快速繁殖

以丽格海棠叶片为外植体，以MS为基本培养基，通过对比试验研究了不同植物激素对丽格海棠叶片不定芽诱导、增殖与生根的影响。结果表明；在诱导不定芽时．较适宜的培养基为MS 6-BA0．5mg／L NAA0．2mg／L；不定芽增殖以MS 6-BA0．2mg／L NAA0．1mg／L Ad2．0mg／L培养基表现最好；适宜的生根培养基为1／2MS IBA0．2mg／1。     

菊花花瓣的组培快繁技术研究

以菊花的花瓣作外植体进行组培快繁技术研究，结果表明：外植体用0．1％升汞消毒10min为宜；诱导愈伤组织的最佳培养基为MS＋6-BA1．5mg／L＋NAA0．1mg／L；丛生芽形成的最佳培养基为MS＋6-BAl．5mg／L＋NAA0．1mg／L；用1／2MS＋NAA0．5mg／L作生根培养基，生根率可达100％。     

红掌快速繁殖技术研究

以红掌的幼叶叶柄作为快速繁殖的外植体源，通过实验研究，筛选出各培养阶段的适宜培养基：(1)不定芽诱导培养基：1／2MS 6-BA1．5mg／L KT1mg／L NAA0．2mg／L；(2)芽的继代培养基：MS 6-BA25mg／L NAA0．2mg／L；(3)生根培养基：1／2MS NAA0．2mg／L IBA2mg／L 活性炭0．2％。     

离子色谱法测定饮用水中钠、镁、钙

本研究了离子色谱法测定饮用水及源水中钠、镁、钙离子的方法。实验表明，该方法灵敏度高，重现性好，操作简便，分析快速。在本方法实验条件下．钠、镁、钙方法检出限，分别为：0．013mg／L；0．013mg／L；0．025mg／L。相对标准偏差分布在0．07-0．76％，加标回收率分布在99-102％。     

利用气浮-UASB-SBR工艺处理红薯淀粉废水

红著淀粉生产废水有机物含量高，其中主要含有糖类、蛋白质、纤维素、脂肪等污染物．应用气浮-UASB-SBR组合工艺处理此类废水，在某淀粉公司进行工程实施，结果表明：在进水COD=12000mg／L，BOD3=6400mg／L，悬浮物=800～1400mg／L的条件下，经过投药气浮-UASB-SBR组合工艺出水水质能达到（GB8978-1996）一级排放标准．同时采用投药气浮分离技术能够回收植物蛋白饲料，厌氧工艺可以回收沼气，具有很好的经济效益．     

浅析制约运动技能获得的若干问题

获得运动技术牵涉着诸多因素,其中教练员与运动员之间的语言交流,兼优化互补内在自身过程是有效掌握技能的关键。     

听说读写与读说听写──论双语共存的外语教学本质

听、说、读、写这个顺序是人们学习第一语言的基本顺序。读、说、听、写则是人们学习第二语言的顺序。第二语言的学习是在母语的符号思维系统已经建立起来并相当牢固之后开始的；第二语言的学习是在一种自觉状态中进行的，是一种有意识的学习。母语在第二语言的学习过程中起着极其重要的作用。双语共存的教学本质上是一种比较型教学。     

平等契约宽容创新共生--教育与城市精神之塑造

城市精神不是一个空泛的东西,它体现了城市中的人所具有的精神风貌,具体地说,它至少包括平等、契约、宽容、创新与共生等诸方面观念,这些观念则要通过教育获得.     

“政校行企社”人才共育体系构建与实践——以广西生态工程职业技术学院为例

结合广西生态工程职业技术学院人才培养研究与实践,就如何从共育模式、人才培养模式、人才共育保障体系等三个方面构建"政府、学校、行业、企业、社会力量"人才共育体系进行了探究。     

Serial learning,interitem associations,phrasing cues,interference, overshadowing,chunking, memory,and extinction

Two experiments indicated that two approaches to serial learning are too extreme—the classical view that it consists only of interitem associations and various recent views that it involves no interitem associations. The novel assumption introduced here was that phrasing cues, normally conceptualized as merely segregating long series into smaller units or chunks, may also enter into associations with items, thereby reducing interitem interference and facilitating serial learning. It was found that one item could become a signal for another item, an interitem association, or be overshadowed by a phrasing cue, such as a brightness and temporal cue, also signaling that item. The items were .045-g pellets. Rats traversed a runway for items arranged in ordered series, 14-7-3-1-0 pellets (Experiment 1) or 10-2-0-10 (Experiment 2). Complete tracking of, for example, the 10-2-0-10 series would consist of fastest running to 10 pellets and slowest running to 0 pellets. In both investigations, the interitem association overshadowed was that between 0 pellets and the subsequent rewarded item, 0 → 14 (Experiment 1) or 0 → 10 (Experiment 2). Either repetitions of the 14-7-3-1-0 subpattern (Experiment 1) or merely the terminal 10-pellet item (Experiment 2) were phrased, both methods producing identical results. Overshadowing the 0-pellet item produced superior serial learning, more rapid extinction, and, in Experiment 1, considerable elevation of responding when the brightness phrasing cue was introduced in extinction, an effect said to be conceptually identical to spontaneous recovery and one demonstrating directly that phrasing cues are in reality overshadowing cues. It was suggested that many effects attributed to forgetting may be due to unrecognized overshadowing of memory cues by phrasing cues, giving rise to exaggerated estimates of forgetting.     

Smarter,Better, Faster,Cheaper

This article examines and critiques the leadership capacity of department leaders in a high school and attempts to gain a deeper understanding of how department leaders perceive their role as teacher leaders, making a distinction between what an individual department leader does in his or her position and teacher leadership as a form of continuous learning and innovation through collaboration. How do department leaders practice leadership to improve student learning? The author provides an investigation and analysis of the current level of leadership capacity exhibited by department leaders in a high school. A close look at the role and function of department leaders in this high school reveals an absence of the teacher leadership necessary to promote the broad-based leadership capacity that results in improved student achievement.     

Actos,Reuniones, Congresos,Convocatorias

Resumen

En este artículo, se reflexiona sobre las críticas hechas por Emilio Sánchez al Lenguaje Integrado. Estas críticas sugieren la necesidad de abrir paréntesis educativos donde se enseñe al niño a automatizar los procesos de reconocimiento de palabras, aspecto que no tiene en cuenta este movimiento. Sin embargo, veremos cómo la enseñanza aislada de estas habilidades ignora, por una parte, que la lectura y la escritura suponen adquirir conocimientos que van más allá del reconocimient o de palabras, y por otra, que dicho reconocimient o no se da sólo por vía fonológica, sino que precisa de otras vías de acceso léxico que funcionen en paralelo para que el reconocimiento sea efectivo en los procesos de comprensión de textos. Veremos cómo las actividades que propone el L.I. son las ideales para desarrollar estas habilidades.