几何中的调和分割及应用

“调和分割”又称“调和共轭”,它是交比研究中的一个重要特例,也是贯穿大学《高等几何》课程的一个重要概念,涉及到高等几何中的内容：对合的性质、完全四点型的调和分割、完全四线型调和分割以及拉盖尔定理等,并且应用它可解决几何中的相关问题．     

晚清中学教育发展的历史考察

清末中学出现之后,中国才真正拥有了从小学、中学到大学的三段制学制模式。它的出现和发展是中国教育近代化的一个重要标志,同时也促进了封建旧教育体制的瓦解。文章主要考察了晚清中学在发展过程中所取得的成就以及存在的问题。     

血府逐瘀汤中红花、赤芍、川芎活血作用计算药理学

目的：采用计算药理学研究方法,研究血府逐瘀汤中红花、赤芍、川芎三味中药化合物活血作用靶点效应,阐释多靶点效应。方法：借助于分子对接和数据库搜索技术,探讨血府逐瘀汤活血类成分作用机制。结果：活血作用主要体现与4个活血类靶点Thrombin、TXA2R、PAI-1、factorIXa之间有较好的生物学效应,分别有88、18、59、3个分子与上述靶点有潜在生物学作用,其中羟基红黄色素A（saftlominA）对四个活血类靶点均有作用,并进行了方法学验证。结论：本试验从分子层次上阐释了该方中红花、赤芍、川芎活血作用机理,为该药的临床应用及深入研究提供参考。     

孤独的歌者：Whitman诗歌同性恋主题探微——基于In Paths Untrodden个案研究

性和性爱是Whitman诗歌的一个主要且重要的主题。在饱受争议的组诗Calamus中,诗人大胆地将这一主题磊落铺陈。In Paths Untrodden是Calamus的序诗,对理解整首组诗具有至关重要的意义。文章借鉴性别研究理论,结合诗人的时代背景、诗学理念和人生经历,对InPaths Untrodden这首诗进行个案研究,尽量还原、复活诗人当时的创作意图,重新理解、深入解读Whitman的这些性诗,领略诗人在19世纪的历史环境下用模糊暧昧的意象和迂回隐约的暗示来表达自己真情实感和思想的策略与技巧。Whitman从隐藏、变形到尽量体现自己原来的创作意图,这一系列变化反映了时代变迁下性观念的改变,以及对同性恋现象和行为的理解、接受和宽容。     

灵芝、裂褶菌多糖体外抗氧化活性的实验研究

目的：研究灵芝多糖和裂褶菌多糖体外抗氧化活性;方法：通过超氧阴离子自由基清除实验、还原力测定、小鼠红细胞氧化损伤和肝线粒体肿胀的实验,比较两种真菌多糖抗氧化活性的差异;结果：两种多糖对超氧阴离子自由基和羟基自由基引起的氧化损伤均有良好的抑制作用;结论：灵芝多糖和裂褶菌多糖都具有较强的体外抗氧化活性.     

Outcomes for Women and Infants Following Assisted Conception: Implications for Perinatal Education,Care, and Support

Assisted conception is becoming an increasingly more common treatment option for women and couples who experience fertility problems. Links have been made in the literature between assisted conception and a greater incidence of pregnancy or birth complications, low birth weight or premature babies, and babies with congenital abnormalities. In addition, evidence suggests that the experience of assisted conception may influence the development of early mothering relationships and impact parenting adjustment. Although this commentary article does not strategically review all available literature, it provides an overview of the health issues that women and families undergoing assisted conception have experienced or may experience. Through raising awareness and promoting discussion of these issues, practitioners will be better equipped to provide informed education and support.     

对新时期汉语语法规范化问题的思考——基于对前新时期语法规范化进程和观念的梳理与分析

新中国成立后的近30年语法规范化的研究与实践,在语法规范标准的确立、语法规范观及其理论研究、个案剖析等方面取得了很大成绩,但其中也有不尽如人意之处：＂匡谬正俗＂的模式和方法致使语法规范批评多,引导少;主观规定多于客观引导,规范标准落后于语言实践;忽视语言的约定俗成和习非成是,用逻辑规则解释语法现象;学术领域注重语言本体研究,忽视语言应用研究,影响了语言规范化问题的深入探讨。在新的历史时期,为真正体现其功能,避免少出、不出偏误,语法规范就必须以人为本,以＂用＂为据。     

Morphological and biochemical responses of Oryza sativa L. (cultivar MR219) to ion beam irradiation

Objective

Heavy ion beam, which has emerged as a new mutagen in the mutation breeding of crops and ornamental plants, is expected to result in the induction of novel mutations. This study investigates the morphological and biochemical responses of Oryza sativa toward different doses of carbon ion beam irradiation.

Methods

In this study, the dry seeds of O. sativa were irradiated at 0, 20, 40, 60, 80, 100, and 120 Gy, followed by in-vitro germination under controlled conditions. Morphological and biochemical studies were conducted to investigate the morphological and physiological responses of O. sativa towards ion beam irradiation.

Results

The study demonstrated that low doses (10 Gy) of ion beam have a stimulating effect on the height, root length, and fresh weight of the plantlets but not on the number of leaves. Meanwhile, doses higher than 10 Gy caused reductions in all the morphological parameters studied as compared to the control samples. The highest total soluble protein content [(2.11±0.47) mg/g FW] was observed in plantlets irradiated at 20 Gy. All irradiated plantlets were found to have 0.85% to 58.32% higher specific activity of peroxidase as compared to the control samples. The present study also revealed that low doses of ion beam (10 and 20 Gy) had negligible effect on the total chlorophyll content of O. sativa plantlets while 40 Gy had a stimulating effect on the chlorophyll content. Plantlets irradiated between 40 to 120 Gy were shown to be 0.38% to 9.98% higher in total soluble nitrogen content which, however, was not significantly different from the control samples.

Conclusions

Carbon ion beam irradiation administered at low to moderate doses of 10 to 40 Gy may induce O. sativa mutants with superior characteristics.     

Simulation games in science education‡

The astronomy concepts of 345 young people were studied over a 10‐year period using a multi‐media, multi‐modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on conceptual coherence versus knowledge‐in‐pieces, distinguishing between coherence as revealed in the representational systems at any particular stage in a young person’s development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high correlation of concept representations between the media used to assess subjects’ understanding within a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects’ representations of basic static concepts (e.g. the shape of the Earth); and (5) improved understanding of basic dynamic concepts (e.g. the motion of the Earth) and complex dynamic concepts (e.g. seasons and eclipses), through “knowledge‐skill compounding”. The research findings supported conceptual coherence and rejected the counter argument of knowledge‐in‐pieces (at an alpha level of .05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people.     

US Urban Elementary Teachers’ Knowledge and Practices in Teaching Science to English Language Learners: Results from the first year of a professional development intervention

The study examined US elementary teachers’ knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers’ knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five‐year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first‐year implementation of the intervention. Based on teachers’ questionnaire responses and classroom observation ratings, results indicated that (1) teachers’ knowledge and practices were within the bounds of acceptability but short of reform‐oriented practices and (2) grade‐level differences existed, especially between Grades 3 and 5.