№ 109. Протокол допиту Миколи Чехівського від 13 жовтня 1929 р.

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Nitrite-dependent methane oxidation

Contains fulltext : 82011.pdf (publisher's version ) (Open Access)Radboud Universiteit Nijmegen, 4 oktober 2010120 p

Biomonitoring of Tin and Arsenic in Different compartments of a Limnic Ecosystem with Emphasis on Corbicula Fluminea and Dikerogammarus Villosus

Asian clam Corbicula fluminea, the amphipod Dikerogammarus villosus and the macrophyte Nuphar lutea were tested for investigating spatial and temporal variability in the bioavailability of tin and arsenic in the River Lippe, Germany. Samples were collected from September 2002 tot May 2003 at a tin polluted site (source pollution) and a reference site. Additional screening sampling was carried out twice in April 2003 to test the extent of As and Sn concentration in periphyton (Aufwuchs) samples. Accumulated Sn and As concentrations were measured with ICP-MS after sample processing (dissection, cryo-milling) and digestion. Quality control was performed by parallel analysis of three certified reference materials. Measurable As and Sn contents in plant tissues were only detectable in roots (below 30 µg kg-1 for As and Sn, respectively). Homogenates from C. fluminea and D. villosus tissues showed site-dependent trace metal contents. Elevated bioavailability of Sn is present downstream of the sewage discharge of the world’s biggest producer of tributyltin (TBT) at Luenen (northern Ruhr region). In comparison to C. fluminea, D. villosus shows higher concentrations of tin in samples from both sites. Arsenic concentrations in C. fluminea remain constant with increasing shell size, whereas tin shows a size-dependent accumulation. The results indicate that Corbicula fluminea and Dikerogammarus villosus are suitable passive biomonitoring organisms for Sn, but As levels might be actively regulated. The concentration of tin in the periphyton (Aufwuchs) samples was found to be much higher in samples from a contaminated site (428 +/- 63 vs 1949 +/- 226 µg kg-1).JRC.D.2-Reference material

Biomonitoring of Tin and Arsenic in Different Compartments of a Limnic Ecosystem with Emphasis on Corbicula Fluminea and Dikerogammarus Villosus.

Abstract not availableJRC.D-Institute for Reference Materials and Measurements (Geel

Frontiers: Bacterial oxygen production in the dark

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Carbon and hydrogen isotope fractionation during nitrite-dependent anaerobic methane oxidation by< i> methylomirabilis oxyfera</i>

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Autotrophic carbon dioxide fixation via the calvin-benson-bassham cycle by the denitrifying methanotroph "candidatus methylomirabilis oxyfera"

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A Perspective for BODY PERCUSSION EDUCATIONAL PROGRAM to Improve Pupil’s Communication Abilities a clue for special education

In “special education,” pupils with various needs of support encounter many occasions to be put together for education in the same classroom. The imminent educational issue is: How can we improve the communication abilities of the pupils with different personalities, who have or who don’t have disabilities, so that they will be able to construct a society of co-existence? With that in mind, I would like to verify the effectiveness of the Body Percussion Education(Rhythmic Physical Performances)as an enjoyable and educational communication method in special education (education in schools for with hearing difficulties and in schools for physically handicapped or mentally challenged children). I would like to prove its effectiveness among all kinds of pupils including those with normal healthy bodies. The body percussion education started when I, as a primary school teacher, suggested a class activity that would bring a pupil who had trouble making friends with other pupils to the center. It was intended to improve their communication abilities. What kind of communication abilities do the pupils have? They include the abilities to convey one’s feelings not only in voiced or written words but also in expressions of the face, in the tones of the voice, in gestures and movements of the body. The concrete elements in this activity includes, in addition to voicing words, clapping hands, beating one’s stomach, hitting the knee, stomping one’s feet, jumping, beating one’s hips. Beating one’s various parts of the body and making sounds and movements becomes a expression that can be performed together in groups and with all members of the activity. Improvised ensemble(various combinations of physical expression)can be coordinated. These are done in the body percussion activity. Mr. Osamu Yaosaka, member of the Central Education Deliberative Council and professor at Kyushu University, has stated “Considering communication, sensitivity and emotion,(pupils)convey their messages to others through physical expressions(ex. body percussion),” and considers body percussion as a physical expression that enhances communication abilities. In considering this subject with special education, first, I would like to write about the importance of nonverbal communication in special education. Then, I would like to make a report about my 10 years of experience in this activity, with two cases of at special education schools(schools for the mentally or physically challenged)and a school for pupils having hearing difficulties), in order to provide body percussion education as a clue to enhance communication abilities of pupils

Rare bacteriohopanepolyols as markers for an autotrophic, intra-aerobic methanotroph

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