Time course of foreign gene integration and expression in transgenic fish embryos

Using a nuclear transplantation approach, the integration and expression of the green fluorescent protein (GFP) gene in the embryogenesis of transgenic leach (Misgurnus anguillicaudatus Cantor) have been studied. The GFP gene expression is first observed at the gastrula stage, which is consistent with the initiation of cell differentiation of fish embryos. The time course of the foreign gene expression is correlated with the regulatory sequences. The expression efficiency also depends on the gene configuration: the expression of pre-integrating circular plasmid at early embryos is higher than that of the linear plasmid. The integration of the GFP gene is first detected at the blastula stage and lasts for quite a long period. When two types of different plasmids are co-injected into fertilized eggs, the behavior of their integration and expression is not identical.

The role of sense organs in the feeding behaviour of Chinese perch

Experiments were conducted to identify the rules of the individual sense organs in the feeding behaviour of Chinese perch Siniperca chuatsi by determining the consumption of natural food after selective removal or blocking of eyes, lateral lines and olfactory organs, and also by observing the behavioural response to visual, mechanical and chemical stimulation by artificial prey. Chinese perch were able to feed properly on live prey fish when either eyes or lateral lines were intact or functional, but could scarcely feed without these two senses. Chinese perch recognized its prey by vision through the perception of motion and shape, and showed a greater dependence on vision in predation when both visual and mechanical cues were available. Chemical stimulation by natural food could not elicit any feeding response in Chinese perch, and gustation was only important to the fish for the last stage of food discrimination in the oropharyngeal cavity. The sensory basis of Chinese perch in feeding is well adapted to its nocturnal stalking hunting strategy. and also explains its peculiar food habit of accepting live prey fish only and refusing dead prey fish or artificial diets. (C) 1998 The Fisheries Society of the British Isles.

On the propagation rate of the chemical waves observed during the course of CO oxidation on a Ag/Pt(110) composite surface

We have analyzed the propagation rate of the chemical waves observed during the course of CO oxidation on a Ag/Pt(I 10) composite surface that were reported in our previous papers [Surf Interface Anal. 2001, 32, 179; J. Phys. Chem. B 2002, 106, 5645]. In all cases, the propagation rate v can be adequately fitted as v = v(0) + D-0/d, in which v(0) and D-0 are constants, and d is the distance between the reaction front of the chemical wave and the boundary from which the chemical wave originates. We propose that the surface species responsible for the formation of the chemical wave comes from two paths: the adsorption of molecules in the gas phase on the surface and the migration from the adjacent surface with different catalytic activity. v(0) corresponds to the contribution from the surface species due to the adsorption, and D-0/d to that of the surface species that migrates from the adjacent surface. The rate equation clearly suggests that the observed chemical wave results from the coupling between adjacent surfaces with different catalytic activities during the course of heterogeneous catalysis. These results, together with our previous reports, provide a good fundamental understanding of spillover, an important phenomenon in heterogeneous catalysis.

Helix-sense-selective polymerization of N,N-diphenyl (meth)acrylamide by anionic catalysts

In this paper, the helix-sense-selective polymerization of N,N-diphenyl acrylamide (DPAA) and N,N-diplienyl methacrylamide(DPMAA) were studied with living helix prepolymer as anionic initiator, and the chiral optical properties of the obtained polymers were investigated too. It was shown that optically active polymers of DPAA and DPMAA could be obtained under the experimental condition, and exhibited the same screw sense as that of the prepolymer.

Three phases of dark-recovery course from photoinhibition resolved by the chlorophyll fluorescence analysis in soybean leaves under field conditions

The chlorophyll fluorescence in soybean leaves was observed by a portable fluorometer CF-1000 under field conditions. On clear days, F-0 increased while F, and F-v/F-m decreased gradually in the morning. At midday F-O reached its maximum while F-v and F-v/F-m reached their minimum. The reverse changes occurred in the afternoon. At dusk these parameters could return to levels near those at dawn. Following exposure to a strong sunlight for more than 3 h, the dark-recovery process displayed three phases: (1) slow increases in F-0, F-v and F-v/F-m within the first hour; (2) a faster decrease in F-0 and faster increases in F-v and F-v/F-m within subsequent two hours; (3) a slow decrease in F-0 and slow increases in F-v and F-v/F-m within the fourth hour. In comparison with darkness, weak irradiance had no stimulating effect on the recovery from photoinhibition. Hence the photoinhibition in soybean leaves is mainly the reflection of reversible inactivation of some photosystem 2 reaction centres, but not the result of D1 protein loss.

微动机器人的致动机理研究综述

MEMS是当前研究的一个热点,微机器人对于发展MEMS具有重要意义,也是MEMS的一项不可缺少的内容。微动技术是机器人学理论的一个重要分支,也是发展微机器人及相关微技术的基础。目前,各种新型微驱动器层出不穷,极大地推动了微机器人技术的发展。对于微动原理进行分析,从本质上弄清微动产生的机理,不仅可以丰富机器人学理论,还有可能使微动技术产生质的飞跃。从这一角度出发,对各种微动原理加以详细分析和比较,以期得出有意义的结论。

学习不良少年的自我意识情绪研究

Self-conscious emotions (guilt, shame, embarrassment, pride, etc) are social emotions, and involve complex appraisals of how one’s behavior has been evaluated by the self and other people according to some value standards. Self-conscious emotions play an important role in human life by arousing and regulating human action tendencies, feeling and thoughts, which can promote people to work hard in achievement and task fields, maintain good interpersonal relationship according with social morality and expectation. The present study aimed to examine complex self-conscious emotional understanding capabilities in junior middle school students with and without learning disabilities, how the self-conscious emotions generate, and relationship between self-conscious emotions and self-representation in academic and interpersonal fields. Situational experimental methods were used in this research, and the results would give further supports for learning disabilities intervention. The main results of present research are as follows. 1. The study included 4 parts and 6 experiments. The aim of study 1 was to explore whether juveniles with learning disabilities understood complex self-conscious emotions differently from juveniles without learning disabilities. We surveyed the self-conscious emotions understanding of 37 learning disabilities and 45 non-learning disabilities with the emotional situation stories. The results indicated that the self-conscious emotional recognition in others for learning disabilities was lower than that of non-learning disabilities in different emotional recognition tasks. Moreover, children with learning disabilities were more inclined to recognize emotions in themselves as elemental emotions, however, children without learning disabilities were more inclined to recognize emotions in themselves as self-conscious emotions. 2. The aim of study 2 was to explore the generative mechanism of self-conscious emotions in academic and interpersonal fields with the method of situational experiments, namely to examine whether the self-discrepancy could cause self-conscious emotions for learning disabilities. 84 learning disabilities (in experiment 1) and 80 learning disabilities (in experiment 2) participated in the research, and the results were as follows. (1) Self discrepancy caused participants’ self-conscious emotions effectively in academic and interpersonal fields. One’s own and parents’ perspercive on the actual-ideal self-discrepancy both produced dejection-related emotions (shame、embarrassment) and agitation-related emotions (guilt). （2）In academic fields, children with learning disabilities caused higher level negative self-conscious emotions (embarrassment, shame, and guilt) and lower level positive self-conscious emotion (pride). However, there were no differences of self-conscious emotions for children with and without learning disabilities in non-academic fields. 3. The aim of study 3 was to explore what influence had self-conscious emotions on self-representation for learning disabilities with the method of situational experiments. 57 learning disabilities (in experiment 1) and 67 learning disabilities (in experiment 2) participated in the research, and the results were as follows. （1）The negative self-conscious for learning disabilities could influence their positive or negative academic and positive interpersonal self-representation stability, the ways in which self-evaluation of ability mediate these effects. However, there was no significant effect for the negative self-conscious and self-evaluation of ability predicting negative interpersonal self-representation stability. （2）The stability level of positive academic and interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities. There was no significant difference of the negative interpersonal self-representation stability for children with and without learning disabilities in the positive self-conscious valence condition. However, the stability level of negative interpersonal self-representation for learning disabilities was lower than that of non-learning disabilities in the negative self-conscious valence condition. 4. The aim of study 4 was to explore the intervention effects for self-conscious emotions training course on emotional comprehension cability. 65 learning disabilities (34 in experimental group, and 31 in control group) participated in the research. The results showed that self-conscious emotions course boosted the self-conscious emotions apprehensive level for children with learning disabilities.

长时记忆中图形不同特征的加工与提取

Information can be represented both conceptually and imaginarily in long-term memory. However, it seems that only conceptual representation appears, neglecting imaginary information, in most of the long-term memory (LTM) models. In the matter of fact, picture can be stored in LTM directly and conceptually. There is no evidence for what specific type of information, conceptual or imaginary, for the color, shape, or texture to be represented. However, it is evident that the shape and color can be represented separately in LMT. Further research is needed on whether features are represented separately or not, such as color and texture, texture and shape etc. Rehearsal plays important role in picture memory besides the types of storage and representation. Memory of picture is indeed enhanced by rehearsal. There are two types of rehearsal. One is for creating image, another is articulatory loop. Which one will be taken during picture memory process depends on the characteristics of stimuli, subjects' encoding preferences and/or task requirements. Nevertheless, the relation between two types of rehearsal is not very clear yet up to now. Different features could be activated at different time course or possibilities since they can be represented separately. Six experiments were conducted dealing with the characteristics of representation, rehearsal and retrieval of picture in LTM. From these experiments, further understanding of picture information processing was expected. It would add more evidence to the LTM models, and make practical sense to the computer visual identification. The first two experiments were based on the paradigm from Hanna et al.(1996) to investigate separable representation of texture and shape, texture and color. The results indicated that texture could be represented separately with color and shape respectively. It suggested that different features might be processed in different way during remembering. Another interest finding is that recognition performance for shape, color and texture are quite different. What for shape is highest, for color is lowest, and for texture is between of them. Three features of picture can be represented separately. How about the roles of rehearsal when they enter the LTM from short-term memory(STM)? The second three experiments assigned three different types of rehearsal, i. e. visual, verbal, and subject-run(might be both of visual and verbal). The findings are that performances of picture memory were affected significantly by different types of rehearsal. Both visual and verbal rehearsal played important role during remembering process. It seems that verbal rehearsal, which might enhance the relative strength of memory trace, was much more effective than visual one. In addition, subjects tended to choose those difficult-to-name, features to rehearse, to improve the memory performance. Only two features were changed in each of the first two experiments. They might interact (facilitate or disturb) each other when they were retrieved. So it was difficult to identify the retrieval difference between them. In the last experiment, easy-to-name pictures were studied, and only one feature could be recognized. The results indicated that the retrieval performances of three features(shape, color, and texture) were quite different. They were different on the relative strength of memory trace, with the shape was strongest, color was lightest, and texture was in between. No difference was found on the absolute strength of them.