Receptivity To Free-Stream Disturbance Waves For Hypersonic Flow Over A Blunt Cone

A high-order shock-fitting finite difference scheme is studied and used to do direction numerical simulation (DNS) of hypersonic unsteady flow over a blunt cone with fast acoustic waves in the free stream, and the receptivity problem in the blunt cone hypersonic boundary layers is studied. The results show that the acoustic waves are the strongest disturbance in the blunt cone hypersonic boundary layers. The wave modes of disturbance in the blunt cone boundary layers are first, second, and third modes which are generated and propagated downstream along the wall. The results also show that as the frequency decreases, the amplitudes of wave modes of disturbance increase, but there is a critical value. When frequency is over the critial value, the amplitudes decrease. Because of the discontinuity of curvature along the blunt cone body, the maximum amplitudes as a function of frequencies are not monotone.

Receptivity to free-stream disturbance waves for blunt cone axial symmetry hypersonic boundary layer

Based on high-order compact upwind scheme, a high-order shock-fitting finite difference scheme is studied to simulate the generation of boundary layer disturbance waves due to free-stream waves. Both steady and unsteady flow solutions of the receptivity problem are obtained by resolving the full Navier-Stokes equations. The interactions of bow-shock and free-stream disturbance are researched. Direct numerical simulation (DNS) of receptivity to free-stream disturbances for blunt cone hypersonic boundary layers is performed.

无根萍生物学特性研究

无根萍属（Wolffia ）隶属于浮萍科天南星目，是世界上最小的被子植物。该属植物繁殖速度快;易于培养;结构简单，只具有一个雄蕊和一个雌蕊;自然状态下通常为克隆繁殖，遗传结构高度一致，具备特定研究目的模式植物的特点，正在或已经成为一些实验室研究光合作用、生物反应器、毒理学、生态修复和环境监测等的重要模式生物材料;同时还被作为建造航天生活仓和地外生命支撑系统的首选植物。该属植物蛋白含量高且氨基酸组分平衡，营养价值可与大豆相媲美。但该属植物一直是分类学界的疑难类群，不同的学者对该属的分类处理比较混乱;其次，对该属的生物地理研究也很不够，尤其是对国产类群的研究;另外，W. globosa 作为该属中国分布的物种，其生理学特性和形态结构发育还缺乏研究。为此，本文通过mat K 基因测序、RAPD 标记等手段，结合野外和室内的长期观测，对其分类和中国的地理分布以及生理学特性进行了研究。针对浮萍科植物作为水生植物，其对重金属和芳香烃衍生物的耐受逆境能力大小，和对淡水水体环境生态的指示作用。本文研究了W. globosa 具解毒功能的谷胱甘肽转硫酶的活性;最后，探索了从黄鳝（Monpterus albus Zuiew ）中分离纯化GSTs 的技术与方法并对maGST 的部分特性进行了研究。主要研究结果如下： 1. Wolffia 系统分类学研究 前人认为，Wolffia 柱头的颜色是重要的分组、分种检索性状。我们对其长期、活体、原位、实时跟踪观测结果表明，柱头颜色是Wolffia 个体发育上的变化过程，不是一个稳定性状，用作Wolffia subgroup 内组的划分特征和种的鉴别特征是不适合的。在此基础上我们重新修定了该属的分种检索表。利用形态分类学性状——气孔、长/宽、高/宽以及最大宽度在水面上还是水面下等性状，认为中国分布的类群应是W. globosa，但亦有W. neglecta 存在的证据。mat K 基因片段结果支持形态学的结论。通过广泛的野外采集，在我国北京、河北和吉林发现Wolffia 的新分布。 2. 中国Wolffia 居群遗传学研究 以RAPD 分子标记对广泛分布的居群遗传多样性研究表明，无根萍属植物主要以无性繁殖方式繁育，居群主要由单一克隆后代组成，如海河流域以及松花江流域居群;但一些居群亦兼有性繁殖方式，并具较高的遗传多样性，如武汉、海南居群。利用MVSP, Popgene 和Ntsys 等分析方法探讨了中国产Wolffia 居群遗传多样性和地理分布格局间关系。 3. W. globosa 的生理学研究 建立了较为完善的W. globosa 的无菌培养和保存体系。W. globosa 在逆境中，会形成休眠体;同时，发现不同居群甚至不同克隆系之间其抗逆性和生长速度存在着显著差异，差异最大的如海南文昌居群的生长速率，是长春居群的4.19 倍;不同的时间统计生长周期存在着不同结果，生长节律每天有两个生长高峰呈双“S”型;W. globosa 的耐受温度范围和pH 范围广;低浓度的IAA，GA，6-BA， EDDHA-Fe 以及EDTA 等物质具有促进W. globosa 生长的特性;但是，所有这些处理均没能促使W. globosa 从营养生长转入生殖生长。 4. W. globosa 的解剖学研究 W. globosa 通常是进行克隆繁殖，通过组织切片发现无性分枝子体还未伸出母株之前就已经完成分化，与此同时分枝子体中又分化出新的子体，分枝呈聚伞状，子体生长方向彼此相对;另外，生殖生长结构的分化也是在母体中完成的;生殖生长点与营养生长点不是同一生长点。 5. 浮萍科植物的毒理学研究 以重金属Cr3+和芳香烃衍生物CDNB 溶液处理Wolffia，Spirodela 和Lemna， 三种水生生物，结果表明Wolffia 比Spirodela， Lemna 对重金属和芳香烃衍生物有更强的抗逆能力，如在同等条件下对于Cr3+Wolffia 的半致死剂量800GB(≈ 80mg/L)，而Spirodela 和Lemna 则分别为10mg/L;20mg/L;表明W. globosa 是一个优良的生态环境修复植物。与此同时，研究了W. globosa 中具有解毒功能的GSTs 粗酶液活力在不同浓度的重金属离子（Cu2+和Cd2+）以及芳香烃衍生物（CDNB 和NBD-Cl）随处理时间的变化情况。 6. 从水生生物黄鳝Monpterus albus Zuiew 中分离纯化GSTs 的研究GSTs 活性的变化是环境监测的一个Biomarker，为此研究从M. albus 中分离 纯化GSTs 的技术与方法。经GSH 亲和层析纯化的酶活力为粗酶液的207 倍，进而鉴定了maGST 的部分特性。SDS-PAGE 电泳和MALDI-TOF/MS 表明MaGST 为同源二聚体，分子量约为52kDa，单亚基分子量约为26 kDa。maGST 酶动力学表明对CDNB 为13.07 ± 0.37 微摩尔每分钟每毫克蛋白;对NBD-Cl 为5.54 ± 微摩尔每分钟每毫克蛋白;对ECA、4-NPA 几乎没有活性。在GSH 底物饱和，CDNB 的Km 值和Vmax 分别为0.32 mM 和16.19 微摩尔每分钟每毫克蛋白;CDNB 底物饱和，GSH 的Km 值和Vmax 分别为0.44 mM 和28.83 微摩尔每分钟每毫克蛋白。maGST 的酶活性pH 值较宽，温度范围广：在pH7.0-7.5 具有最大速度，在pH6.5 和pH8.5 时分别具有65%和72%的酶活力;在45℃时具有最大活性，30℃和55℃时为最大活力的80%，60℃几乎完全丧失酶活力。

甘蓝型油菜（Brassica napus L.）花粉和柱头的发育及其与自交不亲和性的关系

作者用扫描电镜、透射电镜和组织化学方法研究了甘蓝型油菜(Brassica napus L．)花粉和柱头的发育及相互作用,得到了如下结果： 一．甘蓝型油菜具有典型的同型孢子体自交不亲和性(Homomorphic and sporophytic self-incompatibility)。自花授粉后，部分花粉粘住在乳突细胞表面，随后萌发出花粉管，花粉管生长受阻于乳突细胞，花粉管表现出各种异常形态，缠绕卷曲(Coiled pattern),顶端膨大成基足状(pad-Like swelling),花粉管二叉分枝（dichotomous branching Pollen tubes），花粉管相互连接(connections of pollen tubes），有的花粉粒还形成两个花粉管。 二．不同时期的乳突细胞的扫描电镜观察表明： 开花前6—7天 乳突细胞壁内陷，柱头中央有一沟槽; 开花前4—5天 乳突细胞被有孔的块状物覆盖; 开花前2—3天 覆盖物消失，壁表面只剩下波状纹或小凹; 开花前l - 2天 乳突细胞充分吸水膨胀，呈指状，排列疏松，细胞壁上有一些小颗粒。此时的乳突细胞已发育成熟。 三.不亲和授粉时，花粉和乳突细胞均有强烈的胼胝质荧光。 四.乳突细胞的组织化学特点：缺乏淀粉积累，细胞壁和细胞质中有过氧化物酶活性。 五.乳突细胞的超微结构特点：细胞壁分为三层，蜡质层、角质层和纤维素层。粗面内质网成群分布在细胞壁附近，并以及泡形式向细胞壁分泌物质。缺乏质体，细胞核位于乳突细胞基部，细胞中央为大液泡占据。 六.花粉的超微结构发育特点：单核花粉已发育出内壁和外壁，外壁内层不明显。细胞核位于中央。细胞质浓厚，缺乏层膜结构而积累大量淀粉粒的质体存在于细胞质中。其他细胞器不发达。两细胞花粉时期，花粉壁接受乌氏体转运的孢粉素和含油体转运的脂类物质。生殖细胞没有壁，悬浮在营养细胞的细胞质中。细胞核大，细胞质稀薄，只有一些嵴不明显的线粒体。营养细胞的核显著，细胞质浓厚，线粒体发达，质体内部的淀粉消失，转变成嗜饿小体。内质网短而粗，遍布于细胞质中，高尔基体缺乏。 七.绒毡层积极参与了花粉外壁的建成。首先，它通过分泌作用把物质（可能是蛋白质）转移到单核花粉的腔隙中或在它后期滚解后，由分布在二细胞花粉间的粗面内质网合成蛋白质，转移到花粉壁内。其次，绒毡层细胞的质体层膜形成许多造油小体，至二胞花粉时，造油小体进入壁的柱状层，参与花粉鞘形成。第三，绒毡层细胞形成许多乌氏体，花粉发育后期，乌氏体与花粉外壁接触，将孢粉素转移到花粉外壁上。

Pollinator shift and reproductive performance of the qinghai-tibetan plateau endemic and endangered Swertia przewalskii (Gentianaceae)

Reproductive failure results in many plant species becoming endangered. However, little is known of how and to what extent pollinator shifts affect reproductive performance of endangered species as a result of the artificial introduction of alien insects. In this study we examined breeding systems, visitor species, visiting frequency and seed set coefficients of Swertia przewalskii in two years that had different dominant pollinator species (native vs. alien). Flowers of this species were protandrous and herkogamous and insects were needed for the production of seeds. The stigmatic receptivity of this species was shorter than for other gentians. No significant difference in seed set coefficient was found for hand-pollinated plants between the two years, indicating that pollinator shift only had a minor effect on this plant's breeding system. The commonest pollinators in 2002 were native bumblebees, alien honeybees and occasional solitary bees, however, only alien honeybees were observed in 2004. The flower visitation rate in both years was relatively high, although the total visit frequency decreased significantly in 2004. The control flowers without any treatment produced significantly fewer seed sets in 2004 than in 2002. In the past decade the seed production of this species may have partly decreased due to pollination by alien honeybees, however, we suggest that they might have acted as alternative pollinators ensuring seed production of S. przewalskii when native pollinators were unavailable. The main reason that this plant is endangered is probably the result of habitat destruction, but changes in land use, namely intensified agricultural practice and unfavorable animal husbandry have also contributed to its decline. We recommend that in-situ conservation, including the establishment of a protected area, is the best way to preserve this species effectively.

学习不良少年的污名效应研究

Stigma is defined as a sign of disgrace or discredit that sets a person apart from others. Stigmatized individuals had been significantly influenced by their group-based stigma. Through the methods of laboratory experiment and questionnaire surveys, the current study started with examining the attitudes of middle school students to the students with learning disabilities (LD), systemly explored the characteristics of perceived stigma and self-stigma of LD students, the mechanism that the influences of stigma on students with LD, and the mental control required to cope with the stigma. The results of the present studies had significant implications for the understanding of the LD phenomenon and the intervention of LD adolescents. The results indicate that: 1. Generally, middle school students had negative implicit attitude and negative explicit attitudes towards the LD students. The effect size of the phenomenon of this study is large. The LD students showed a more positive attitude than others on the explicit attitude measure; all students consistently had negative attitudes toward LD students on the implicit attitude indices, in addition, no group differences and gender differences were observed in the implicit attitude. 2. Eight hundred and seventy two students were surveyed to test the reliability and validity of the new developed perceived stigma scale and self-stigma scale. Both questionnaires showed sufficient content validity, construct validity, criterion-related validity and adequate internal consistency reliability. Then, both questionnaires were administered to student with high academic achievement (high achiever), students with middle academic achievement (middle achiever), and LD students. Results revealed that the LD students mildly stigmatized by the social culture. The LD students had more stigma perception and self-stigma than the middle achievers and high achievers. The results also indicated that there were more stigma perception and self-stigma for LD students in grade two than that of LD students in grade one and grade three; meanwhile, male LDstudent hade more stigma perception and self-stigma than female LD students in all grades. 3. A latent variable path analysis was conducted to investigate how the stigma affect the academic goals using the data collected from 186 LD students. The results suggested that the LD-related stigma did not have direct influence on academic goals. The LD-related stigma indirectly influenced the academic goals through mediating effects of self-stigma and academic efficacy. 4. Stereotype threat could have some influences on the relationship between the task feedback and self-esteem. The results of study using eighty-four LD students showed that: when the negative stereotype was not primed, the self-esteem of the LD students was significantly influenced by the feedback of the task: an enhance self-esteem following a positive feedback and a lower self-esteem following a negative feedback. When the negative stereotype was primed, there was no significantly difference between the positive feedback group and negative feedback group. All the results showed that priming the negative stereotype could weaken the influence of feedback to the self-esteem of LD students. 5. There was more cognitive and behavioral control when LD students tried to cope with the stigma by concealing negative academic achievement during an individual interview with an unfamilar expert. The LD students whose academic achievements could be concealed had more thought suppression and thought intrusion and reported more self-monitoring behavior than the participants in the other experimental conditions.