七种不为人知的“生态杀手”

对环境的威胁隐藏在我们每天看到和使用的东西中,现挑选出7种不为人知的污染物介绍给大家,请小读者朋友与你的父母一起来了解一下。     

“杀手”扑面而来

翻开报纸、杂志，时不时有“杀手”扑面而来。例如： ①浴室“杀手”要改变形象?(《福建工商报》) ②大豆也是“精子杀手”(《环球时报·生命周刊》) ③抑郁症的患者已经有2亿多人，到2020年抑郁症将成为仅次于癌症的     

第二类杀手

我想杀死柯瞠．在这个写推理小说出名的作家笔下，不知道有多少受害者死在千奇百怪的谋杀诡计之中．但他永远不知道，一个深爱着他的女人正计划用一种他从来没想到过的方式杀死他。     

植物杀手——绞杀树

绞杀树是热带雨林中介于附生与独立生存之间的一种植物,这种植物气生根交织如网,紧紧包围着所依附的乔木主干,并绞杀它,所以称为乔木主干。这就是热带雨林中的植物绞杀现象。靠绞杀自己先前的依附对象而独立或半独立生长起来的树便叫做绞杀树。无论多么高大的树,无论多么广袤的林,都得当心从上往下长的枝蔓,要记住,那家伙叫气生根,千万别以为它在空气中随风摇摆,那般柔弱,它可是名副其实的职业杀手!     

杀手与保镖

保护能防御危险,也易滋生脆弱。霍尔登是个杀手。今天,六十五岁的霍尔登要去完成自己退休前的最后一次任务。 霍尔登走进了艾菲堡宾馆,选了一个正对餐厅大门的座位坐下。很快,目标施德曼出现了。他旁边跟着一个精干的小伙子,是施德曼的新保镖尼克。     

“白色杀手”——塑料袋

塑料袋自问世以来，以其方便、耐用、经济等优点为人类社会的发展立下过汗马功劳。然而，随着人类文明的进步，塑料袋如今变成了危害环境的大问题。     

美丽杀手——显微镜下的病毒

恶毒的东西并不都是以丑恶的面目出现,就像坏人的脸上不会刻着字一样。今天我们来认识几种病毒,看看这些杀手们披着的美丽外衣。     

病人与杀手

电视里警方正在通缉精神病院杀人并出逃的疑犯，而就在此时，默迪太太家来了不速之客……[编者按]     

香烟——“人类健康的杀手”

大家都对香烟很熟悉,但是抽烟对人的身体真是太有害了。可以这样说,香烟是残害人类健康的“杀手”。     

牙齿“杀手”

揭开了花儿变色的魔法,顺着通道,你来到了一个形状如张开的大嘴建筑前。抓起用细绳悬挂着的小铁棍,轻轻敲打,嘴里的牙齿还会发出优美的声响．不过,你同样会发现偶有一颗牙齿发出破响．仔细观察,原来这样的牙齿上有个破洞．就像很多同学牙齿上的蛀洞。这些蛀洞是谁所为,它们怎么会想到在牙齿上安家呢？要找到牙齿的“凶手”．     

Conceptual change and killer whales: constructing ecological values for animals at the Vancouver Aquarium

Changes in the mode of presenting the killer whales within the aquarium required both marine mammal and interpretation staff to change their conceptions of the role and value of killer whale ‘performances’. The process of change that staff underwent is similar to, and can be facilitated by understanding of, conceptual change processes among learners of science. Similar constructivist strategies of conceptual challenge can guide the staff's interaction with visitors, as an attempt is made to help visitors see the ecological relationships of wild and captive killer whales.     

入侵植物黄顶菊的研究进展

黄顶菊是近年来新发现的一种外来入侵性杂草,其生存能力和繁殖能力极强。本文对黄顶菊的译名、生物学及生态学特性、次生代谢产物的研究状况进行了概述;重点对黄菊属植物的光合特性以及黄顶菊对农作物生长状况的影响进行了综述,对今后黄顶菊的研究提出了展望。     

水的生态作用对植物叶结构的影响

生活在不同水环境中的植物,其叶片结构有很大的分化,这是水分的生态效应,也是植物在长期进化过程中形成的生态适应。     

外来植物黄顶菊的繁殖特性及其地理扩散

为查明黄顶菊的扩散特点和入侵潜能,对选取的3个不同居群的黄顶菊种子千粒重、种子大小(长和宽)等3个指标进行统计分析,结果表明:3个生物学指标在3个居群间都具有显著差异(p<0.05).对采集的不同居群新鲜种子在15,20,25,30,35℃下做萌发实验,结果显示在25℃时黄顶菊种子的萌发率均为最高,且不同温度间、居群间差别均达到显著.综合以上得出结论:虽然黄顶菊在不同居群的繁殖特性差异较大,但群落结构差异不大,危害程度表现相似.     

构建生态式成人教育课程体系

成人教育课程改革必须和基础教育课程改革配套进行。成人教育课程改革要以生态式教育理论为指导。通过对传统式成人教育课程体系与生态式成人教育课程体系的对比，揭示生态式成人教育课程体系的内涵，概括出生态式成人教育课程体系的特征，并指出构建生态式成人教育课程体系应遵循的基本原则。     

Four slogans for cultural change: an evolving place-based,imaginative and ecological learning experience

This article focuses primarily on our research group’s year of preparation before the opening of a new K-7 publicly funded ecological ‘school’ for students aged 5–12. The article begins with a discussion of the reasons for seeking ways to change the values of a culture which fails to confront the consequences of its destructive practices, and for looking for a new approach to ecological education which sees the more-than-human world as an integral part of the learning situation. Five principles are introduced and explained—principles that have grown out of the evolving experience of the research group, and then four ‘slogans’, which have served to guide the ongoing work of development, are described and illustrated. As part of the purpose of this project to change social and cultural values, the change of values within the research group during its ongoing work is also explored.     

黄顶菊对小麦种子化感作用的初步研究

以衡水湖附近棉地、坡地的黄顶菊为样本,进行蒸馏水活性浸提,将浸提液配制成10%、50%、100%3种浓度蒸馏水作为对照,进行了黄顶菊对小麦种子化感作用影响研究.结果表明:黄顶菊器官内有化感物质存在,且不同生境的黄顶菊不同器官浸提液对小麦种子化感作用有不同程度的促进或抑制作用:(1)对发芽率的影响:坡地黄顶菊茎的各浓度浸提液均对小麦种子的发芽率起促进作用,茎、花浸提液对发芽率的影响随浓度的升高而减少,10%、50%根浸提液有促进作用,10%、50%花浸提液有抑制作用.棉地黄顶菊除100%根、花浸提液外均对发芽率起抑制作用,且10%浓度浸提液的抑制作用大于50%、100%浓度.(2)对芽长的影响:坡地和棉地的地上部分均起抑制作用,坡地和棉地的100%根起促进作用.     

Community response in disasters: an ecological learning framework

Natural disasters are frequently exacerbated by anthropogenic mechanisms and have social and political consequences for communities. The role of community learning in disasters is seen to be increasingly important. However, the ways in which such learning unfolds in a disaster can differ substantially from case to case. This article uses a comparative case study methodology to examine catastrophes and major disasters from five countries (Japan, New Zealand, the UK, the USA and Germany) to consider how community learning and adaptation occurs. An ecological model of learning is considered, where community learning is of small loop (adaptive, incremental, experimental) type or large loop (paradigm changing) type. Using this model, we consider that there are three types of community learning that occur in disasters (navigation, organization, reframing). The type of community learning that actually develops in a disaster depends upon a range of social factors such as stress and trauma, civic innovation and coercion.