Research on siderophore secreted by Prorocentrum donghaiense Lu under iron-limited conditions

在铁限制条件下,进行东海原甲藻分泌铁载体的动态研究。对藻类在富铁与缺铁条件下生长状况、生长过程中分泌铁载体的情况以及海藻接种量对铁载体分泌的影响进行了连续观测,结果表明:东海原甲藻在缺铁条件下生长状况远不如在富铁条件下;随着藻类的生长,分泌铁载体不断增多,达指数生长期时,其分泌量也达到了最大值,之后藻类的生长和铁载体分泌都呈现下降趋势;高接种量东海原甲藻能分泌较多的铁载体,并在较短时间到达峰值。Under iron-limited conditions,marine microorganisms are able to secrete low-molecular-weight,highly specific iron chelators termed siderophores.These compounds scavenge iron from protein complexes or insoluble hydroxides in the extracellular environment and transport it to the cell cytosol via a membrane-bound receptor protein in the microorganism.Iron is a necessary requirement in marine ecosystems.Therefore research on siderophores is very significant to interpretation of high nitrate low chlorophyll(HNLC) regions and iron hypothesis.However,it is not clear whether eukaryotic phytoplankton can produce the iron-specific chelating compounds.Therefore,a systematic investigation was carried out for siderophore secreted by P.donghaiense Lu under iron-limited conditions.Parameters studied included the growth of the algae in iron-added and iron-deficient medium,the secretion of siderophore during algae growth,and the effect of algae population inoculated on the siderophore production.Results showed that the algae growth rate in iron-deficient medium was slower than those in iron-rich medium.Under iron-limited conditions,the siderophore production increased along with algae growth.Maximum production was observed in the exponential growth period.Thereafter the rate of algae growth and siderophore secretion started to decrease.Furthermore,increasing algae populationt resulted in secreting more siderophore and shortening the time needed to reach maximum production.国家高技术研究发展计划资助项目(2001AA635040);; 国家海洋局青年基金资助项目(2005102);; 国家重点基础研究发展规划资助项目(2001CB409702);; 青岛市科技将材计划资助项目~

Growth and Decline and Balance of Organic Matter in Newly Built Loessal Soil Farmland in Ansai County

通过对新修黄绵土农地有机质的田间定位与尼龙袋模拟试验研究得出：（１）新修黄绵土农地，增加施肥量，尤其是有机肥用量，是提高陕北丘陵沟壑区土壤有机质的主要途径；（２）作物根茬腐殖化系数除与生物气候条件有关外，与本身化学组成关系密切。四种作物根茬腐殖化系数为：糜子根茬＞黄豆根茬＞谷子根茬＞养麦根茬；（３）原土壤中有机质矿质化系数，以休闲地采用化学动力学一级反应方程求得的数据较稳定，并接近大田实际情况；（４）利用有机质平衡定量施肥模式，可算出在陕北黄绵土区要达到土壤有机质培肥目标的有机肥用量

废旧PET聚酯塑料循环利用的应用研究进展

废旧聚对苯二甲酸乙二醇酯(PET)排出量大,自然分解困难,循环利用废PET聚酯是解决环境污染问题和实现废物资源化利用的重要途径。本文介绍了废PET聚酯在制备单体原料、不饱和聚酯、涂料、增塑剂等方面的回收方法和发展现状,并对废PET聚酯回收再利用的前景进行了展望

绿色度方法中环境影响因子权值的确定

绿色度方法中各环境影响因子权值的确定非常重要而又颇有争议。本文采用目标值法,通过比较各类环境影响因子的环境现状和目标值,计算得到绿色度方法中各类环境影响因子的权值。提出依据环境政策法规规定的各类污染物的排放阈值来确定目标值,与目标值的其他确定方法相比,本方法避免了采用环境"真实"影响值,可更简捷地用于化工环境影响评价。以北京地区为例,计算结果表明近几年北京地区进行化工环境影响评价时,应重点关注水体人类非致癌毒性、光化学烟雾和富营养化等区域性污染。采用本文确定权值的方法,对合成甲基丙烯酸甲酯的两种化工路线,即异丁烯法(i-C4)和丙烯法(C3)进行了绿色度评价和分析,表明i-C4法路线更为绿色。本研究为绿色度方法用于各地区化工环境影响评价提供了基础

绿色度方法中环境影响因子权值的确定

绿色度方法中各环境影响因子权值的确定非常重要而又颇有争议。本文采用目标值法，通过比较各类环境影响因子的环境现状和目标值，计算得到绿色度方法中各类环境影响因子的权值。提出依据环境政策法规规定的各类污染物的排放阈值来确定目标值，与目标值的其他确定方法相比，本方法避免了采用环境“真实”影响值，可更简捷地用于化工环境影响评价。以北京地区为例，计算结果表明近几年北京地区进行化工环境影响评价时，应重点关注水体人类非致癌毒性、光化学烟雾和富营养化等区域性污染。采用本文确定权值的方法，对合成甲基丙烯酸甲酯的两种化工路线，即异丁烯法（i-C4）和丙烯法（C3）进行了绿色度评价和分析，表明i—C4法路线更为绿色。本研究为绿色度方法用于各地区化工环境影响评价提供了基础

绿色度方法中环境影响因子权值的确定

绿色度方法中各环境影响因子权值的确定非常重要而又颇有争议。本文采用目标值法，通过比较各类环境影响因子的环境现状和目标值，计算得到绿色度方法中各类环境影响因子的权值。提出依据环境政策法规规定的各类污染物的排放阈值来确定目标值，与目标值的其他确定方法相比，本方法避免了采用环境“真实”影响值，可更简捷地用于化工环境影响评价。以北京地区为例，计算结果表明近几年北京地区进行化工环境影响评价时，应重点关注水体人类非致癌毒性、光化学烟雾和富营养化等区域性污染。采用本文确定权值的方法，对合成甲基丙烯酸甲酯的两种化工路线，即异丁烯法（i-C4）和丙烯法（C3）进行了绿色度评价和分析，表明i—C4法路线更为绿色。本研究为绿色度方法用于各地区化工环境影响评价提供了基础

固体酸催化剂在醇解聚对苯二甲酸乙二醇酯反应中的催化性能

采用浸渍法制备了SO42-/ZnO和SO42-/TiO2固体酸催化剂,用XRD、SEM等对催化剂的晶型结构和表面形貌进行了表征,并考察了它们降解聚对苯二甲酸二乙二醇酯制备对苯二甲酸二乙二醇酯的催化性能.实验结果表明,焙烧温度对SO42-/ZnO的催化活性影响不大,而对SO42-/TiO2的催化活性影响明显,随焙烧温度的升高,其催化活性出现先上升后下降的趋势.反应时间、反应温度、催化剂浓度等工艺条件对两种催化剂活性的影响趋势是一致的

Benefits of Different Age Forest Vegetation on Soil Fertilization and Amelioration

在黄土丘陵沟壑区森林植被能够明显改善生态环境 ,防止土地退化 ,提高土壤中有机质、速效氮和速效钾的含量 ,降低土壤pH和容重 ;快速显著地增加土体中 >0 .2 5mm水稳性团聚体和 >5 0 μm微团粒的数量 ,使土壤结构改善 ,协调供应养分和水分的能力提高 ;能促进黏粒形成 ,坚实度增加 ,土壤的抗蚀性和抗冲性提高 ,有效地减少水土流失。植被对土壤的培肥改良是一种正向持续反馈机制 ,时间越长 ,效益越显

發展「性騷擾防治旁觀者介入課程」及實施成效研究 Effects of a Bystander Intervention Curriculum for Preventing Sexual Harassment

本研究目的在發展與效化「性別偏見態度量表」和「性騷擾防治概念量表」兩種評估工具，並探討「性騷擾防治旁觀者介入課程」對於降低學生性別偏見及提高性騷擾防治概念的成效。本研究先以立意取樣選取125 位高中生填答預試量表，經信度與效度考驗及項目分析後，發展出29題「性別偏見態度量表」和16 題「性騷擾防治概念量表」，皆具良好的信度與效度。再以便利取樣選取同所高中75位學生，分為實驗組和對照組，兩組學生在教學介入之前後分別填答兩份量表。實驗組進行合計18 小時的性騷擾防治旁觀者介入課程，對照組進行一般性別平等教育課程。在課程實施結束後徵募研究對象同意，個別訪談8 位實驗組學生，以進一步蒐集質性資料。本研究以共變數分析、獨立樣本t 檢驗進行量化分析，以內容主題歸納方法進行質性分析，結果顯示性騷擾防治旁觀者介入課程對於降低高中生性別偏見及提高性騷擾防治概念具有顯著成效，而訪談分析內容顯示本課程能引發研究對象有旁觀者介入五步驟之反應。本研究提出課程設計、教學實施、未來應用於性霸凌或約會暴力防治等建議，期能更深入探討旁觀者介入教育之實施，並建議未來可針對不同變項、研究工具、成功經驗、網路應用等進行研究。 Reports of sexual harassment continue to grow worldwide; therefore, the social and educational reasons for such incidents must be explored. This study proposed a sexual harassment prevention bystander intervention (SHBPI) course, the effects of which were determined using two research instruments: a gender prejudice scale (GPS) and a sexual harassment prevention perception scale (SHPPS). A total of 125 students were purposively recruited from a representative senior high school in Kaohsiung City, Taiwan to determine the reliability and validity of the two instruments. Then, 41 senior high school students from the same school were randomly selected as an experimental group (EG) to join a 6-unit 18-hour SHPBI program, while another 34 students were randomly selected as a comparison group (CG). All participants completed the 29-item GPS and 16-item SHPPS at the beginning and end of the intervention to assess their gender bias and perceptions regarding sexual harassment prevention. In addition, 8 students were selected from the EG to be interviewed following the posttest. The findings indicated that the SHPBI program effectively reduced students’ gender biases and improved their perceptions regarding sexual harassment prevention. The EG students’ total scores on the GPS were significantly lower than their CG counterparts. In addition, EG students’ total means on the SHPPS were significantly higher than their CG counterparts. Interview analysis revealed that the course taught participants about the 5 steps of bystander reaction. Suggestions regarding curriculum design, teaching implementation, and bullying or dating violence prevention are provided, and the implementation of bystander intervention education is discussed. Future research should examine different variables, research tools, experiences, and internet interactions