桑螵蛸脂类提取物对铜绿假单胞菌的抗菌活性和抗生物膜作用（英文）

目的:探究桑螵蛸脂类提取物的成分及对铜绿假单胞菌的抗菌和抗生物膜作用。创新点:中国传统中药桑螵蛸一直广泛应用于肾病的治疗,在抗菌领域未见报道,本实验首次证明桑螵蛸脂类提取物对铜绿假单胞菌有明显的抗菌和抗生物膜作用。方法:采用气相色谱-质谱联用技术,测定桑螵蛸脂质提取物的化学成分及其相对比例。采用纸片扩散法和琼脂平板稀释法观察桑螵蛸脂类提取物对铜绿假单胞菌的抑菌效应并测定最小抑制浓度(MIC)。采用结晶紫染色法和扫描电镜(SEM)进行抑制生物被膜的试验。结论:桑螵蛸脂类提取物中含有16种化合物,最丰富的成分分别是倍半萜类化合物、单萜和微量芳香族化合物。桑螵蛸脂类提取物对铜绿假单胞菌的MIC为4 mg/ml,对铜绿假单胞菌生物被膜的抑制作用明显。     

Radical feminism,humanism and women's studies

As it is not generally understood, radical feminism is first defined in terms of the concept of patriarchy. Feminists themselves now characterize radical feminism as involving sexism, views of the superiority of women over men, and the goal to establish a separate world without men, a gynocracy. Radical feminism is then contrasted with humanism and seen to be antihumanistic. Feminists themselves further claim that Women's Studies in universities and colleges is basically radical feminism. Thus, ironically, such studies which are supported for the purpose of ending sexism are, in fact, creating it. One solution is to establish Women's Studies on the philosophies of the feminists, who are moving toward what I term humanistic feminism.The author has published over twenty books (in numerous languages), ninety-five professional journal articles, regularly lectures in English, German and French at European and American universities. His special areas of research are emotion, philosophical psychology, philosophy of language and philosophy of education (specifically, teaching young people to be critical—five books—on philosophy for children).I wish to thank the following for their comments on an earlier draft of this paper: Dr. Carol McMillan (England), Dr. Ann Johnson (University of Wisconsin), Dr. Karen Kirst-Ashman (University of Wisconsin), Gisa Bohlen (Germany), and Carolyn Lesley Shibles (Wisconsin).     

Differential costs of curricula in Illinois public junior colleges: Some implications for the future

The purpose of this study was to determine and analyze the annual cost of operation including depreciation of movable capital equipment for educating one student in each curriculum of selected community colleges and to show the relationship of costs of vocational-technical curricula to the cost for common baccalaureate oriented curricula.A stratified sample of eight community colleges was drawn from those that had been in operation for at least five years.These data indicate that a majority of the courses offered in highly specialized curricula in both the occupational and baccalaureate categories were more expansive than those courses that were common to a wide variety of curricula.This study supports differential program funding to assure continued development of high quality vocational-technical programs in community colleges.     

Lifelong learning and the reform of the teaching practicum in Australia

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.     

“Circle of Friends”—An Exploration of Impact Over Time

This study investigated the impact of different aspects of the circle of friends (CoF) intervention. A naturalistic sample of 14 primary‐aged children with a range of special educational needs were involved, seven of whom were followed‐up a term later, to assess medium‐term impact. The whole‐class meeting was found to be effective in increasing the social inclusion of the focus children. However, with the exception of one child with an autistic spectrum disorder (ASD), the weekly CoF meetings produced no measurable further improvements. Possible explanations for the pattern of findings and implications for educational psychology practice are discussed.