Field studies on the environmental factors in controlling microcystin production in the subtropical shallow lakes of the Yangtze River

Microcystin (MC) problem made more and more care about in China, intercellular MC (Int-MC) and cellular MC (Cel-MC) were important contents to reflect the producing-MC ability by cyanobacteria and by lakes. To study the correlations between Int-MC, Cel-MC concentration and biological and environmental factors, eight cyanobacterial blooming lakes were studied in the middle and lower reaches of the Yangtze River. Microcystin-RR (MC-RR) and Microcystin-LR (MC-LR) were the primary toxin variants in our data. From the linear correlations between MC and environmental factors, cellular-YR had significant correlation with most of chemical factors except total nitrogen (TN) and the ratio of total nitrogen and total phosphorus (TN/TP), most intracellular MC analogues had significant correlations with total dissolved nitrogen (TDN), ammonium (NH4+), nitrite (NO2-), TP, total dissolved phosphorus (TDP), Microcystis. From the canonal correspondence analysis, Int-MC concentrations were closely related with the chemical and biological factors, such as TP, total organic carbon (TOC), chlorophyll a (Chl a), Microcystis biomass, et al. While Cel-MC contents, especially Cel-RR and Cel-LR, were closely related with light environmental in the lakes such as water depth and transparence.

中小学生欺负行为及其主要影响因素研究

The present paper studied the school bullying and the primary impact factors, for understanding the nature of bullying, and providing measures and references to the elimination and controlling of school bullying. Primarily with methods of questionnaires and psychometrics, combined with case study and interviews, the following findings were found: in Chinese culture, bullying is a behavior intentionally causing harm to the weaker or weakers. There were 5 types of bullying-physical, social exclusion, threat, breakage and verbal. In Chinese schools the occurrence of bullying had regular patterns. The factor that impact children's bullying behavior was personality traits, interpersonal techniques, family atmosphere, education and upbringing styles. In personality traits, bullies tended to be more extroversive, impulsive, obstinate, obdurate and lack of sympathy. Victims tended to be more introversive, self-restrained, lack of confidence, lonely, anxious and depressive. Both of them expressed more mental problem tendencies than normal children did. When confronted with interpersonal conflicts, they used little problem solving strategies. Bullies had more extroverted emotional responses, and victims had more social support strategies. In the light of family influence, bullies were relatively superior in family's social economic conditions. But their parents had little time and energy spent on them. They tended to be punitive, and had indulgent, reject or despotic upbringing styles. The role of victim might be related to the disadvantage of family's social economic status. Their parents had the tendency of spoiling and overindulgence. The research concluded that in different cultures the connotation of bullying was not homogenous. The occurrence of school bullying had regular patterns. Bullying behavior was primarily influenced by the personality traits of both bullies and victims, the coping strategies of interpersonal conflicts, family's social economic status, parents' basic emotional attitudes, ways of educating, punitive tendencies and school atmosphere. The occurrence of bullying behavior was the result of the combined process of past experience, behavior habits, personality traits, cognitive evaluation, certain evocative clues and the environment conditions. It reminded that quality education and mental health education in schools was essential. Strengthening basic social skill training in school, creating positive family atmosphere, having more communications between schools and families and implementing strict regulations against bullying was essential to interfere and eliminate the school bullying.