氰化物与欧洲环境灾难

继前苏联切尔诺贝利核污染之后，又一场巨大环境灾难降临在欧洲大地。今年的1月30日深夜至31日晨，罗马尼亚北部边境城镇奥拉迪亚，连续几天几夜的大雨使镇上乌鲁尔金矿用于生产黄金的氰化物废水漫过大坝向下游汹涌冲去。这股“死亡之水”所经之处，所有生物在极短的时间内暴亡，流经罗马尼亚、匈牙利和南联盟的欧洲大河之一蒂萨河及其支流内的80％鱼类已完全灭绝，     

氰化物预处理方法的研究

该文采用吡啶—巴比妥酸分光光度法对水样中的总氰化物进行测定,探讨了氰化物测定的各预处理体系,选用了9种预处理体系分别对八种金属氰络合物进行了实验研究,并使金属氰络合物与游离氰含量比为1:1的条件下考察其游离情况.实验表明,除3种预处理体系外,其它预处理体系均获得了满意的结果.     

氰化物测定方法的改进

水中氰化物的测定 ,目前采用异烟酸———吡唑啉酮光度法。为降低实验空白值 ,提高方法的灵敏度。利用三氯甲烷和活性炭对实验中的试剂进行提纯 ,经多次实验 ,空白值得到降低 ,两种实验的结果均达到原分析方法要求。     

利用Fenton试剂去除焦化废水中的氰化物

研究了在pH=3时,在Fenton试剂存在下,水中氰化物与Fe2＋、H2O2反应,通过分离生成的亚铁氰化铁沉淀,高效去除了氰化物。除氰过程中,Fenton起到了协同和强化作用,用于焦化废水的深度处理,总氰化物的去除率达到98%以上,浓度低于0.1mg/L,并有效地降低了水的浊度等指标。     

农药在环境中降解的四种数学模型

根据近年农药环境毒理学的研究结果,介绍了在不同条件下农药在环境中降解的四个数学模型.其中得到广泛应用的是指数模型C＝Coe-Kt;当前后期农药降解速度不同时可用C＝Ae-Ae-αt+Be-βt.双室模型表达;用一级吸收模型C＝A(e-αt-eβt)可以表达具有吸收和降解双过程的农药动态变化,多次施药时可用模型(Cn)t=C0(1-e-mKL)/(1-e-KL)E-kt表达.     

网络资源在自然角环境创设中的运用

在幼儿园自然角环境的创设中,教师往往只注重幼儿园自然环境与主题活动的关系,没有充分挖掘网络资源并在自然角的创设中加以利用,没有认识到孩子在自然角环境的创设中也能利用网络资源,以及它给孩子的自主发展所带来的促进作用。     

氰化物的毒性及其解毒方法

概述了氰化物的种类及各种毒性,对已被氰化物污染的土壤和4种水体的解毒,从方法至机理进行了探讨。     

农药在环境中降解的四种数学模型

根据近年农药环境毒理学的研究结果,介绍了在不同条件下农药在环境中降解的四个数学模型。其中得到广泛应用的指数模型C＝Coe^Kt;当前后期农药降解速度不同时可用C＝Ae^αt Be^βt双式模型表达;用一级吸收模型C＝A(e^αt e^βt)可以表达具有吸收和降解双过程的农药动态变化,多次施药时可用模型（Cn)t=C0(1-e^-nKL/1-e^-KL)e^-kt表达。     

不同家庭环境的大学生自我价值感的比较研究

目的:探讨不同家庭环境对大学生自我价值感形成、发展的影响,寻找提高自我价值感的方法。方法:运用家庭环境量表和青少年自我价值感量表对540名福州高校大学生的家庭环境与自我价值感进行测查,并进行比较分析。结果:不同家庭环境下成长的大学生自我价值感得分有显著性差异。结论:家庭环境的不同因子从不同层面上对大学生自我价值感产生影响。轻松、和谐、融洽和民主的家庭环境有助于大学生自我价值感的健康发展。     

不同社会文化情境下小学生自我认知结构的特点研究

文章研究在不同的社会文化发展情境下,自我认知结构在青少年前期（小学）阶段的特点.研究对象需要完成一份带有独立型或互倚型自我建构启动的“二十句陈述测验”（TST）的自我描述.研究结果表明：在不同社会文化情境维度上,个人自我所占比例均高于关系和集体自我,维吾尔文化情境的学生关系自我高于集体自我,汉文化情境的学生集体自我高于关系自我;两类社会文化情境下的维吾尔族小学生在部分自我评价维度上有差异;关系自我维度上家庭、同伴和老师之间的关系自我有差异;集体自我内容的几个维度上有差异.     

河北省不同自然环境成年人体质的研究

为了解不同自然环境下成年人体质变化特征,研究其变化规律,将2005年河北省国民体质监测成年人的数据按平原地区,沿海地区,西北部山区,南部地区进行划分．数据处理按国家成年人体质监测标准设计、编制的软件进行查分并用SPSS统计软件进行单因素方差分析（One—Way ANOVA）处理．研究结果表明河北省不同自然环境的4个地区之间成年人身体形态、机能和身体素质的多项指标存在显著差异,不同的地理条件、自然环境对人体体质的影响巨大：南部地区成年人在身体形态、机能、素质几个方面很多指标均低于其它地区．建议重视自然环境对居民体质带来的不利影响．     

瘤胃中纤维物质降解规律的研究进展

为了研究反刍动物瘤胃中饲料纤维物质的降解规律,采用文献资料研究法,分别从饲料纤维物质对反刍动物生产机能的影响、考量指标和影响瘤胃降解的因素三个方面,对饲料中纤维物质在反刍动物生产中的应用及其在瘤胃中降解规律的研究进展做综合论述。     

不同生境中雏鸡外周血液红细胞微核率变化的研究

试验研究了不同生境中，不同日龄雏鸡外周血液红细胞微桉率的变化。结果除1日龄雏鸡其外周血液红细胞微桉率为0外。其他日龄雏鸡其外周血液红细胞微桉率皆大于0，且同一日龄但不同环境中饲养的雏鸡其外周血液红细胞微桉率差异板显著。     

氰化物测定中糠醛干扰的消除研究

针对糠醛对废水中氰化物测定产生干扰的现象。从糠醛对氰化物测定的干扰机理出发，探讨消除糠醛干扰的方法，试验和比较了银盐沉淀，石油醚萃取。石油醚二次萃取等干扰消除方法，表明以石油醚二次萃取方法的消除效果最好。可以使糠醛允许量达到250倍，应用于实际水样分析取得满意的结果。     

Note-Taking and Memory in Different Media Environments

Through this study the authors investigated undergraduate students’ memory recall in three media environments with three note-taking options, following an A x B design with nine experiments. The three environments included no-distraction, auditory-distraction, and auditory–visual-distraction; while the three note-taking options included no-note-taking, taking-notes-on-paper, and taking-notes-on-computer. The results of word recalls from 21 participants showed significant interactions between media environments and note-taking options. In the no-distraction environment, the participants had better word recall taking notes on paper than taking notes on computer or not taking notes. However, in the auditory–visual-distraction environment, the participants had better word recall with no note taking than taking notes on computer or taking notes on paper. The participants’ comments provided insights for implications for learning in different media environments.     

Preparing Instructional Designers for Different Career Environments: A Case Study

The competency requirements, content, culture, and value systems of business and industry career environments can differ significantly from that of the higher education context where instructional design and technology (IDT) students receive their formal training. Therefore, faculty should consider how they might provide flexibility in their programs to allow IDT students to experience the contexts in which they choose to work following graduation. The article reports on the results of a case study of an exemplary IDT program identified through a national survey. The emphases and preparation practices of faculty in the case study program were noted to provide an example of how one program successfully prepares its graduates for a variety of career environments, and specifically for a business and industry environment. By studying the successes and challenges of specific programs, new or existing programs may gain ideas for building or re-working existing programs to better meet the needs of students desiring contextualized preparation for different career environments.     

Students' Perceptions of Different Tertiary Learning Environments

In this study of students' perceptions of six different tertiary learning environments, 1,249 students indicated the behaviours and practices that helped or hindered their learning and why. Irrespective of the type of learning environment, students felt that their learning was helped when learning experiences were practical and experiential. Students also felt that their learning was helped when the presentation and explanation were clear. These learning conditions clarified their understanding and consolidated their learning. Learning was hindered when the pace of presentation was inappropriately fast or slow and the presentation was unclear. Learning in each particular type of environment was also helped or hindered by conditions and behaviours idiosyncratic to that environment. These conditions and the reason for their effects are identified and discussed. Although many are predictable, they reinforce the notions, first, that different learning environments are designed to, and in practice do, produce different learning outcomes and, second, that students are capable of discriminating between what they consider to be good and bad educational experiences. What students regard as “good”, however, provides a challenge for tertiary educators and staff developers.