Linear solvation energy relationships regarding sorption and retention properties of hydrophobic organic compounds in soil leaching column chromatography

The capacity factors of a series of hydrophobic organic compounds (HOCs) were measured in soil leaching column chromatography (SLCC) on a soil column, and in reversed-phase liquid chromatography on a C-18 column with different volumetric fractions (phi) of methanol in methanol-water mixtures. A general equation of linear solvation energy relationships, log(XYZ) = XYZ(0) + mV(1)/100 + spi* + bbeta(m) + aalpha(m), was applied to analyze capacity factors (k'), soil organic partition coefficients (K-oc) and octanol-water partition coefficients (P). The analyses exhibited high accuracy. The chief solute factors that control log K-oc, log P, and log k' (on soil and on C-18) are the solute size (V-1/100) and hydrogen-bond basicity (beta(m)). Less important solute factors are the dipolarity/polarizability (pi*) and hydrogen-bond acidity (alpha(m)). Log k' on soil and log K-oc have similar signs in four fitting coefficients (m, s, b and a) and similar ratios (m:s:b:a), while log k' on C-18 and log P have similar signs in coefficients (m, s, b and a) and similar ratios (m:s:b:a). Consequently, log k' values on C-18 have good correlations with log P (r > 0.97), while log k' values on soil have good correlations with log K-oc (r > 0.98). Two K-oc estimation methods were developed, one through solute solvatochromic parameters, and the other through correlations with k' on soil. For HOCs, a linear relationship between logarithmic capacity factor and methanol composition in methanol-water mixtures could also be derived in SLCC. (C) 2002 Elsevier Science Ltd. All rights reserved.

我国部分地区中学生的学校回避倾向研究

The aim of this research is to explore the relationships between school avoidance tendency and school stressors, stress response, social support, coping style of secondary school students. Three studies were carried out. School avoidance tendency scale, mental health scale, coping style scale of secondary school students from Japan were revised in the first research. In the second research, the difference in gender, cities, grades of five variables were discussed. In the third research, the relationships of five variables were discussed. A total of 883 students from grade one of middle school to grade 3 of high school in Beijing, Taiyuan and Wulanchabu, completed three scales. Analysis showed that: 1. The main effects of city, gender, and grade were present significantly on School avoidance tendency, and the inter-effects were not significant. The differences were significant between three grades of middle schools, and not significant between three grades of high schools. The high school students were significant than middle school students on school avoidance tendency. 2. The main effect of city was not significant, but gender, and grade were present significantly on stressor, and the inter-effects were not significant. The most stressor was study one, than the relationship stressor from teachers. The relationship stressor from friends was at least. 3. The main effects of city and grade were present significantly on stress responses, but the main effect of gender was not significant, and the inter-effect was not significant. The most stress response was the physical response. 4. The main effects of city and gender, the inter-effect were not present significantly on social supports. The main effect of grade was present significantly. The most social support was from mother, than from friends, father, and the teachers. 5. The differences between cites on coping styles were not significant. Positive coping style was used mostly, than the style of help requirement, cognitive coping style. 6. Stressor and stress responses had significant positive predictive role on school avoidance tendency. Social supports had negative predictive role. Social supports had not moderator role between stressor, stress responses and schools avoidance tendency. Stress responses had a part of mediator between stressor and school avoidance tendency. 7. In the coping styles, positive coping style and help requirement style had negative predictive role, but cognitive coping style had positive predictive role on school avoidance tendency. Coping styles had negative predictive role. Coping styles had not moderator role between stressor, stress responses and school avoidance tendency.