Problem solving in the primary school (K-2)

This article focuses on problem solving activities in a first grade classroom in a typical small community and school in Indiana. But, the teacher and the activities in this class were not at all typical of what goes on in most comparable classrooms; and, the issues that will be addressed are relevant and important for students from kindergarten through college. Can children really solve problems that involve concepts (or skills) that they have not yet been taught? Can children really create important mathematical concepts on their own – without a lot of guidance from teachers? What is the relationship between problem solving abilities and the mastery of skills that are widely regarded as being “prerequisites” to such tasks?Can primary school children (whose toolkits of skills are limited) engage productively in authentic simulations of “real life” problem solving situations? Can three-person teams of primary school children really work together collaboratively, and remain intensely engaged, on problem solving activities that require more than an hour to complete? Are the kinds of learning and problem solving experiences that are recommended (for example) in the USA’s Common Core State Curriculum Standards really representative of the kind that even young children encounter beyond school in the 21st century? … This article offers an existence proof showing why our answers to these questions are: Yes. Yes. Yes. Yes. Yes. Yes. And: No. … Even though the evidence we present is only intended to demonstrate what’s possible, not what’s likely to occur under any circumstances, there is no reason to expect that the things that our children accomplished could not be accomplished by average ability children in other schools and classrooms.

Important Occasion

Musical composition composed by me entitled Important Occasion. One of eight compositions in this book: Australian Music Examinations Board (AMEB) publication - Clarinet Series 3 Grade 1

Erityistä tukea tarvitsevien lasten polut esiopetuksesta alkuopetukseen : tukitoimet ja suoriutuminen

The purpose of this follow-up study is to analyse stages of learning and teaching of children with special needs in pre-school and the first two grades of elementary school. The target group included 270 children with special needs. The three year follow-up period for each child began during the pre-school year, and continued until the spring of the second grade in elementary school. Various diagnoses were detected among children in the study group. The disorders were categorised in six classes: the developmentally delayed, children with language development disorder, children with emotional and behavioural disorders, children with attention deficit, children with other non-cognitive disorders and children with extensive developmental disorders. The study's starting point was the situation in pre-school: how the children were placed in pre-school, and what kinds of support they were offered? The purpose of the study was to describe how children with special needs move from different types of groups in pre-school to the different types of classes in the first two grades of elementary school. I also examined how well the children with special needs succeeded in the first two grades of elementary school. An additional purpose was to find out what connections there may be between the paths taken by children with special needs when they move from pre-school to elementary school, the types of support they get, and how they succeed academically in elementary school. The data were gathered mainly by means of questionnaires. In addition the children were studied by means of tests designed to estimate their academic skills at the end of the second grade. In analysing the data I used both quantitative and qualitative methods. Six paths were identified among the children in the study group, based on whether a child was in a group or a class given special teaching or in an ordinary group or class during pre-school and the first two grades of elementary school. In this study, about 53% of the children with special needs moved from pre-school to a regular class in elementary school, and about 47% of the children received special education in elementary school. Among the ordinary groups (n = 69) in pre-school the majority of children (73 %) moved to a regular class in elementary school. Among the children receiving special education (n = 201) in pre-school, 46% moved to a regular class in elementary school. That path turned out to be the one followed by the greatest number of children. Only rarely did children move from an ordinary group in pre-school to a special education class in elementary school. Examination of the results according to the children's transition paths also links together with the viewpoint of integration and segregation. This study indicates that in pre-school special education groups, a significantly greater number of methods supporting children's development were used than in the conventional education groups. The difference was at its greatest inconnection with the use of so-called special rehabilitation methods. A quite wide range of variation was observed in how the children succeeded in elementary school. Success in the tests designed to estimate the children's academic skills was poor for 31% of the children (n = 230) in the first grade study group. For 69 % of the children, however, success in the tests was at least satisfactory. In the second grade study group 34 % of the children (N = 216) got through all the three tests estimating academic skills acceptably. According to this study, a number of children with special needs require special support throughout pre-school and the first two grades of elementary school. The results show that if the children received special support during the pre-school year, a number were able to participate in regular education in elementary school. Keywords: a child with special needs, measures of support, transitions, achievements in school

Cluster randomised-control trial for an Australian child protection education program: Study protocol for the Learn to be safe with Emmy and friends™

Background Child maltreatment has severe short-and long-term consequences for children’s health, development, and wellbeing. Despite the provision of child protection education programs in many countries, few have been rigorously evaluated to determine their effectiveness. We describe the design of a multi-site gold standard evaluation of an Australian school-based child protection education program. The intervention has been developed by a not-for-profit agency and comprises 5 1-h sessions delivered to first grade students (aged 5–6 years) in their regular classrooms. It incorporates common attributes of effective programs identified in the literature, and aligns with the Australian education curriculum. Methods/Design A three-site cluster randomised controlled trial (RCT) of Learn to be safe with Emmy and friends™ will be conducted with children in approximately 72 first grade classrooms in 24 Queensland primary (elementary) schools from three state regions, over a period of 2 years. Entire schools will be randomised, using a computer generated list of random numbers, to intervention and wait-list control conditions, to prevent contamination effects across students and classes. Data will be collected at baseline (pre-assessment), immediately after the intervention (post-assessment), and at 6-, 12-, and 18-months (follow-up assessments). Outcome assessors will be blinded to group membership. Primary outcomes assessed are children’s knowledge of program concepts; intentions to use program knowledge, skills, and help-seeking strategies; actual use of program material in a simulated situation; and anxiety arising from program participation. Secondary outcomes include a parent discussion monitor, parent observations of their children’s use of program materials, satisfaction with the program, and parental stress. A process evaluation will be conducted concurrently to assess program performance. Discussion This RCT addresses shortcomings in previous studies and methodologically extends research in this area by randomising at school-level to prevent cross-learning between conditions; providing longer-term outcome assessment than any previous study; examining the degree to which parents/guardians discuss intervention content with children at home; assessing potential moderating/mediating effects of family and child demographic variables; testing an in-vivo measure to assess children’s ability to discriminate safe/unsafe situations and disclose to trusted adults; and testing enhancements to existing measures to establish greater internal consistency.

Sanailua, kynäilyä, intoilua ja epäilyä : Oppilaiden kirjoitustaito ja sen arvioiminen alkuopetuksessa

Objectives. In primary education the pupils form a basis for their writing skills. By assessing pupils writing skills the teacher gathers information about the development of their skills and notices possible learning disabilities. The assessment of writing skills requires both knowledge of different evaluation methods and the phonological system in Finnish language. The purpose of this study is to analyze the pupils writing skills and different assessment methods that help the teacher in writing evaluation. The pupils writing skills are viewed from spelling, composing and writing motivation s point of view. Methods. The research material consists of dictation exercises, written stories and writing motivation self-assessments of 19 pupils. Dictation exercises measured the spelling skills of pupils and they were written in the spring of the first grade and the autumn of the second grade. Dictation exercises were analyzed with two different methods: mistake analysis and word-structure analysis. Information of pupils spelling skills development was gathered by comparing their performance in autumn s dictation exercise to spring s dictation. Composing skills were measured with stories that the pupils wrote. Both the stories and the writing motivation s self-assessment were made in the autumn of the second grade. Composing skills were analyzed according to assessment criteria formed for this study. Results. The spelling skill of most of the pupils had developed from the first grade s spring to the second grade s autumn. The spelling skills of half of the pupils (N=9) had improved significantly. The composing skills of the pupils varied largely. Strongest part of the pupils composing skill was following instructions and the weakest part was the use of versatile vocabulary and clause structures. The girls outdid the boys in all segments of their composing skills. For most pupils their spelling skill reflected their composing skill: good spellers were also good story writers. The relation between writing motivation and general writing skill was not this simple: some pupils (N=5) writing motivation was much higher than what would have been expected based on their writing skills.

Biomassa dos principais recursos de peixe de Boa-Paz, Moçambique

Data collected during a survey conducted by the Soviet trawler Sebastopolsky rybak , in January 1987, covering the Boa-Paz area, Mozambique, were analysed. The biomass of demersal fish was found to be higher than the one of pelagic fish. The most representative group among the demersals was the first grade fish, where the families Sparidae, Lethrinidae, Lutjanidae and Serranidae were included, corresponding to a biomass of about 3,500 tonnes. In the pelagics the family Carangidae was the most important one and the species Decapterus russelli and Trachurus trachurus showed the highest biomass estimates in this family.

Um percurso nacional - 20 anos de estudos sobre altas habilidades / superdotação: a contribuição discente dos programas de pós-graduação

Esta investigação, no campo da produção acadêmica dos programas de pós-graduação de universidades brasileiras, sobre a temática altas habilidades/superdotação, teve como objetivos: mapear um conjunto significativo de trabalhos elaborados sob as formas de tese e dissertação, nas duas últimas décadas; e apresentar as contribuições desses estudos para o atendimento educacional aos portadores de altas habilidades/superdotados. A contextualização teórica da presente pesquisa refere-se à busca de uma teoria mais completa e abrangente sobre a inteligência humana, e da melhor compreensão das altas habilidades/superdotação, mencionando a legislação educacional mais recente sobre o atendimento a esses alunos especiais. A metodologia de pesquisa bibliográfica foi utilizada na sistematização da leitura e releitura dos textos, em vários níveis, para a exploração de seus conteúdos. O objetivo almejado foi a adequada identificação das linhas de pensamento dos autores, procurando-se manter o máximo possível de imparcialidade e respeito a cada um dos posicionamentos. Os assuntos foram categorizados por afinidade temática, em três capítulos, que em sua estrutura apresentam uma introdução, as sínteses descritivas dos trabalhos analisados e uma conclusão. Os resultados alcançados permitiram uma análise elucidativa da produção acadêmica em pauta, nas décadas de 80 e 90, estendendo-se aos anos 2000 e 2001. Sinalizaram evoluções conceituais concernentes às altas habilidades/superdotação. Pontuaram conclusões sobre: a identificação precoce; a estimulação ambiental; a auto-alfabetização precoce; a identificação e atendimento a crianças das classes populares e a preparação de professores; a elaboração de instrumento de observação a ser utilizado pelos professores. Mais conclusões puderam ser registradas em relação a: percepções da escola, pais e professores; percepção de professores universitários; autopercepção e os relacionamentos interpessoais de adultos e jovens adultos; incidentes e comportamentos críticos observados na escola; representação social da escola segundo os alunos; relação professora-aluno portador de altas habilidades; autopercepção e a percepção dos olhares da família, escola e companheiros, por adolescentes. Outras conclusões ainda foram evidenciadas sobre: estratégias educativas para estimulação e identificação de talentos na escola regular, no ensino fundamental e educação infantil; subsídios para a realização escolar no ensino fundamental; a capacidade acadêmica elevada no ensino fundamental; a avaliação de um curso de educação do pensamento por professores participantes. Incluem-se também neste conjunto de resultados: dados históricos sobre a questão das altas habilidades/superdotação; reflexões sobre a profissionalização na área tecnológica; uma crítica ao atendimento educacional aos portadores de altas habilidades/superdotados; e o estudo da trajetória escolar de alunos que receberam atendimento em escolas da rede pública de ensino.

Cálculo no ensino médio: uma proposta para o ensino de derivada na primeira série

Este trabalho traz uma proposta de atividades, a serem desenvolvidas em sala de aula, com o objetivo de introduzir o conceito de derivadas para os alunos da primeira série do Ensino Médio. Antes das atividades, estão presentes algumas breves pesquisas. O histórico da presença de tópicos do Cálculo Diferencial e Integral no Ensino Médio no Brasil, assim como a análise de alguns livros didáticos, serve para mostrar como o assunto já foi e está sendo tratado no país. Também são exibidos aspectos sobre o Ensino Médio na Alemanha e nos Estados Unidos, países onde o cálculo está presente na Escola Secundária, embora de formas bastante diferentes. Um capítulo sobre a preparação adequada para as aulas também foi incluído, uma vez que a simples inserção da derivada poderia causar problemas de tempo para o cumprimento do cronograma e não trazer os resultados esperados. São necessários algum grau de adequação dos conteúdos ministrados e de cooperação com professores de Física. As atividades visando o ensino dos conceitos iniciais de derivada são motivadas por um problema físico de movimento. O foco é dado na intuição e na visualização de gráficos, para que haja uma melhor compreensão dos conceitos envolvidos. A utilização de um software de geometria dinâmica é requerida em boa parte do tempo, como importante ferramenta de apoio pedagógico

菌剂强化处理炼油废水及苯酚冲击下功能菌响应机制研究

近年来，我国炼油行业发展迅速，炼油能力全世界第二，炼油行业已成为污染大户。本研究针对炼油废水生物处理中存在的稳定达标难、抗冲击负荷能力差、建设投资与运行成本高等问题，就菌剂强化处理炼油废水中试与工程应用展开了研究，以期为菌剂的工程应用与推广提供理论参考与技术支持；并以炼油废水中的主要特征污染物苯酚为研究对象，考察了不同浓度苯酚冲击下功能菌的响应机制，并以此为指导研制功能菌激活促进剂，考察其对功能菌生物学指标的调控效果，以期为废水生物处理有毒污染物冲击调控提供理论依据与技术支持。 中试研究表明，菌剂强化处理炼油废水，出水COD、NH4+-N 平均值为86.7、7.6 mg/L，其平均去除率较常规生物处理系统分别提高了35.47%、59.28%，其耐受COD、NH4+-N 容积负荷分别高达2.42、0.139kg/(m3·d)，具有良好的耐冲击能力。工程应用研究表明，菌剂强化处理炼油废水，出水COD、NH4+-N 平均值分别为85.05、8.4mg/L，其去除率较常规生物处理系统提高了25.1%、28.7%，出水水质各项指标均达到了国家《污水综合排放标准GB 8978-1996》一级排放标准。技术经济分析表明，菌剂强化处理炼油废水在建设成本、运行成本上分别降低38%、49%，具有良好的技术经济优势。 苯酚冲击下功能菌响应机制研究表明：不同浓度苯酚冲击下，生物学指标生物量、脱氢酶酶活、1,2-双加氧酶酶活对冲击都有不同程度的响应，其响应敏感程度为脱氢酶酶活＞生物量＞1,2-双加氧酶酶活。1,2-双加氧酶酶活与COD 降解率相关性良好，可表征苯酚降解过程，确认为调控重点。以此为指导研制出苯酚降解功能菌抗冲击激活促进剂，可有效调控功能菌对有毒污染物苯酚的降解效果，1000mg/L 苯酚冲击下，经调控，其COD 去除率较对照提高20%，降解时间缩短16%以上。其对生物学指标的调控效果为1,2-双加氧酶酶活＞生物量＞脱氢酶酶活，验证了功能菌在苯酚冲击下的响应机制。研究表明菌剂强化处理炼油废水切实可行，具有良好的技术经济优势。有毒污染物冲击下废水生物处理系统响应机制研究为抗冲击调控提供了新的研究思路。 Currently, China’s oil refining industry is developing rapidly and has become the second largest all over the world. The oil refining industry is one of the major pollution industries in our country. The pilot scale study and engineering application research were conducted aiming at the problems in refining wastewater such as poor treatment stability and water quality, poor anti-shock capacity and expensive running cost, etc., so as to provide theoretical references and technological supports for the engineering application and popularization of microbial preparation in wastewater treatment. Also, the response mechanism of functional microbe under shock of different phenol concentrations, which is the main pollutants in refinery wastewater, was studied. Based on this result, functional microbe activation accelerator was developed, and the regulation effect of functional microbe biological index under phenol shocking were studied, in order to provide theoretical basis and technological support for regulation of toxic shocking of wastewater biological treatment. The result of pilot scale research indicated: for treatment of refinery wastewater in bioaugmention treatment system of microbial preparation, the COD and NH4+-N average value of effluent was 86.7 and 7.6 mg/L, Comparing with normal biological treatment system, the average removal rates of COD, NH4+-N increased 35.47%,59.28% separately by bioaugmention treatment system, which showed better anti-shocking capacity, the volumetric load r of COD and NH4+-N reached 2.42 kg/(m3·d) and 0.139 kg/(m3·d), respectively. The research on engineering application of refinery wastewater bioaugmentation treatment by microbial preparation indicated:the average concentrations of effluent COD and NH4+-N in the bioaugmentation treatment system were 85.05 and 8.4mg/L, which increased by 25.1% and 28.7% comparing with normal biological treatment system of refinery wastewater, And the effluent quality meets the first grade of discharging standard of National Integrated Wastewater Discharge Standard GB 8978-1996. The economic analysis of technology indicated: the demonstration project of bioaugmentation treatment of refinery wastewater by microbial preparation decreased by 38% in construction cost and 49% in running cost. This technology has economic benefits. The response mechanism of functional microbe under phenol shock indicated: biological index such as the biomass concentration, dehydrogenase and 1,2-dioxygenase had different responses under phenol shocking of different concentrations. The response sensitivity of different biological index under phenol shocking of different concentrations is: dehydogenase activity ＞ biomass ＞1,2-dioxygenase activity, and high correlation of 1,2-dioxygenase and COD degradation percentage is achieved, thus 1,2-dioxygenase could be used to reflect the degradation situation of pollutants. So, 1,2-dioxygenase is the keypoint of regulation. The anti-shock activation accelerator of phenol degradation functional microbe was primarily developed. The results indicated: the activation accelerator could regulate the degradation effect of toxic substance-phenol by functional microbe effectively. For the functional microbe treatment system under phenol shocking of 1000mg/L, the COD degradation rate increased by 20% and the degradation time reduced by more than 16% under regulation of activation accelerator. The regulation effects of biological index are: 1,2-dioxygenase ＞ biomass ＞ dehydrogenase. In this way, the response mechanism of functional microbe under toxic shocking is verified. The result indicated: the augmented microbial preparation treatment of refinery wastewater is applicable. It has many technical and economical advantages. The research results of responses mechanism of wastewater treatment system on toxic pollutants would offer a new idea for regulation of anti-shock.

制革废水生物强化处理及中水回用试验研究

制革行业是轻工行业中仅次于造纸业的高耗水、重污染行业，作为劳动密集型行业，在解决大量人口就业问题的同时，也对所在地区环境造成了严重污染。目前我国制革行业每年排放废水8,000~12,000万吨，废水中含铬约3,500 t，SS为1.2×105 t，COD为1.8×105 t，BOD为7×104 t，对水体污染严重。 本研究在对厌氧酸化工艺进行研究、一级好氧处理段进行工艺比选研究的基础上，获得了匀质调节—SBBR—BAF的生物处理工艺，并依托该工艺进行了生物强化处理的研究，考察了菌剂的强化运行效果及其处理水回用的可行性。 研究表明，在进水COD＞3,000 mg/L，厌氧酸化具有很好的抗冲击作用，保证了好氧工艺出水COD＜200 mg/L；在进水COD＜3,000 mg/L，可只通过好氧处理实现出水COD＜200 mg/L。厌氧酸化停留时间选择不当，会导致厌氧出水硫化物浓度升高，严重影响好氧系统，会使好氧活性污泥因中毒而解絮。 研究表明，当进水COD为2,000~2,500 mg/L，NH4+-N为130~146 mg/L时，COD、NH4+-N去除率SBBR分别为93.8%~96.6%和14.5%~55.9%，SBR分别为88.8%~94.9%和13%~50.7%，表明SBBR优于SBR。同时，研究发现SBBR污泥增长率为0.05 kgVSS/kgCOD，仅为SBR0.57 kgVSS/kgCOD的8.8%。此外，研究发现SBBR在停止运行后经3个运行周期可回复原油能力，而SBR池经9个周期培养也不能恢复，说明SBBR恢复能力明显优于SBR。 研究表明，以匀质调节—SBBR—BAF为主的制革废水处理工艺，出水水质稳定，进水COD 801~2,834 mg/L、NH4+-N 87~203 mg/L，出水COD＜80 mg/L、NH4+-N＜10 mg/L，基本达到中水回用标准；操作简单灵活，没有污泥回流系统，污泥产率低，污泥处理费用低；工艺基本不需要添加化学药剂，既节约成本、又避免了二次污染；两级生物膜使得该工艺具有很强的耐冲击负荷能力，特别适合制革废水水质水量波动大的特点。 研究表明，高效菌对系统的启动具有一定的促进作用，强化系统生物膜6天可以成熟，对照系统生物膜9天可以成熟。同时高效菌能加速COD降解，缩短停留时间，强化系统6~8 h可使COD＜200 mg/L，对照系统8~10 h可使COD＜200 mg/L。长期运行表明，强化系统的SBBR在COD和NH4+-N的去除率都优于对照系统的SBBR。最终出水COD强化系统平均为53 mg/L、对照系统为74 mg/L。在模拟循环过程中，强化系统均有更高的稳定性。可实现8次理论循环，而对照系统只能实现4次理论循环。 研究表明，通过合理的工艺设计，可以实现猪皮制革废水达到《污水综合排放标准GB8976-1996》一级标准，同时满足工厂部分用水要求。通过添加高效微生物，可提高生物处理系统处理能力，使处理水能够满足工厂的多次回用。 As a labour-intensive industry, tanning has created large amount of working opportunities as well as caused severe contamination to environment. And it is one of the highest water-consuming and polluting industry, only second to manufacturing. At present time, Chinese leather industry emits wastewater about 80,000,000~120,000,000 t annually, which contains chromium about 3,500 t, SS 1.2×105 t, COD 1.8×105 t, BOD 7×104 t and ambient riverhead has been polluted greatly. Based on the research of anaerobic acidification and comparison of SBBR and SBR, biotreatment process (Homogenization—SBBR—BAF) had been established to amend the disadvantages of traditional sewage treatment such as too much sludge, high cost of advanced treatment and NH4+-N can not reach the emission standard. Research on the bioaugmentation was also been carried out. Researches showed, when COD of influent was beyond 3,000 mg/L, anaerobic acidification could resist strong impact, thus COD of effluent was less than 200 mg/L; when COD of influent was less than 3,000 mg/L, only throughout aerobic sewage treatment could COD of effluent beless than 200 mg/L. False residence tiome of anaerobic acidification would lead to the higher effluent concentration of sulfide and disintegration of aerobic activated sludge. Researches showed SBBR worked a better than SBR: when influent between 2,000 and 2,500 mg/L, NH4+-N between 130 mg/L and 146 mg/L, COD, NH4+-N removal rate of SBBR was 93.3%~96.6%, 14.5%~55.9% respectively while COD, NH4+-N removal rate of SBR was 88.8%~94.9%, 13%~50.7% respectively. Sludge growth rate of SBBR was 8.8% of that of 0.05 kgVSS/kgCOD. Besides, SBBR could recovered after 3 operating periods while SBR worked no better after 9 operating periods.Therefore, SBBR excelled SBR. Researches showed, effluent quantity of tannery wastewater treatment process (Homogenization—SBBR—BAF) was stable. When COD of influent was between 801 and 2,834 mg/L, NH4+-N was between 87 mg/L and 203 mg/L, COD of effluent was less than 80 mg/L, NH4+-N was less than 10 mg/L, which achieved the standard of reuse. This biotreatment was featured in low cost, easy and flexible management, less sludge, no inverse sludge system. Besides, this technique required no chemical, which could lower the cost and avoid secondary pollution. Great resistant of impact due to two membranes and was suitable for tannery wastewater which was featured by fluctuation of influent quality and quantity. Researches showed effective microorganisms promotes the startup of the process.Biofilm in the bioaugmentation process matured with 6 days while biofilm in normal process matured with 9 days. Effective microorganisms could accelerate the degradation of COD and shorten the residence time. Aggrandizement system could make COD<200 mg/L with 6 to8 hours while cntrolling system could make COD<200 mg/L with 8 to 10 hours. Long-term operating shows that SBBR in the bioaugmentation system worked better than the normal system in the treatment of COD and NH4+-N. The average COC of effluent in bioaugmentation system was 53 mg/L, normal system was 74 mg/L. In the simulative circulation process,aggrandizement process, which could fulfill 8 times theoretical circulation, works more stably than controlling process which could only fulfill 4 times theoretical circulation. Researches showed that reasonable design could make the wastewater meet the first grade of discharging standard of National Integrated Wastewater Discharge Standard (GB8976-1996), and partially meet the demand of water using of the factory. Adding effective microorganisms could enhance the biotreatment and make the effluents reuse many times.

功能菌强化应急处理苯胺突发污染事故研究

近年来各种环境污染事故频发，据统计仅2001~2003年间，发生的各类环境污染事故就高达5606次，其中水污染事故3235次，占全部的57.7%。这些事故不仅给人民生命财产造成巨大损失，也给生态环境造成严重的破坏。因此开发安全高效的应急处理技术迫在眉睫。本研究以筛选高效苯胺降解菌为基础，通过对高效菌降解性能的研究指导将高效菌作为功能郡主投加到已有生物处理系统强化应急处理苯胺突发污染事故废液，取得了良好的效果。 苯胺高效降解菌AN-P1为红球菌（Rhodococcus sp.），其通过间位途径降解苯胺，AN-P1利用苯胺生长和降解的最佳pH为6，最适浓度为2000 mg/L，最适温度为30 ℃，最佳接种量为0.3‰。AN-P1降解含500 mg/L、1000 mg/L、2000 mg/L苯胺的培养物分别经过28 h、24 h、32 h降解，出水苯胺含量能达到《污水综合排放标准》（GB8978-1996）一级标准。但由于苯胺降解过程中释放了大量氨氮，出水氨氮仍较高未能达标排放。而常规SBR系统应急处理效果较差，苯胺和COD去除率均低于10%，出水未能达标排放。活性碳吸附后的回收和后续处理也会带来操作不变和二次污染问题，且处理后出水往往难于达标排放，尚需进行进一步处理。 生物处理系统应急处理后恢复运行处理效果监测和PCR-DGGE图谱分析显示，用AN-P1菌强化应急处理系统后不仅能快速高效的去除苯胺，而且可以有效保障处理系统对污染物的净化性能，有效的保护系统中的功能微生物免受苯胺毒害。 研究结果表明，从实际处理效果、对原有生物系统性能保护及实际应用操作等多方面考虑，用AN-P1菌强化应急处理苯胺突发污染事故在技术上都是可行的。本研究为应急处理苯胺突然污染事故废液提供了新的方法。 Recent years, environment pollution accidents happened frequently, the data showed that there are 5606 accidents between 2001 and 2003, including 3235 water environment accidents, which is 57.7% of all. These accedents not only caused money lost and life lost but also caused serious damage to the ecologicl environment. So exploring highly-effective and secure methods to solve these accidents is an urgent mission. We screened a highly-effective aniline-degrading bacterium and did some researches on its ability to degrade aniline, in order to guide the emergency treatment of aniline containing wastewater that caused by sudden accident pollution with bioaugmentation. A highly-effective aniline-degrading bacterium AN-P1 was isolate and characterized as Rhodococcus sp. It degrades aniline through meta-cleavage pathway. The optimal pH and temperature for cell growth and aniline degradation were 6 and 30 ℃, respectively, and the opitimal concentration of aniline was 2000 mg/L, the optimal inoculation amount was 0.3‰.It took bacterium AN-P1 only 18 h, 24 h and 32 h, respectively, for the treatment of MSB containing 500 mg/L, 1000 mg/L, 2000 mg/L aniline to meet the first grade of national some of the NH4+-N which caused by aniline degradation. It took bacterium AN-P1 only 10 h, 20 h and 32 h, respectively, for the treatment of wastewater containing 500 mg/L, 1000 mg/L, 2000 mg/L aniline to meet the first grade of national integrated wastewater discharge standard. The bacterium AN-P1 can also remove some of the NH4+-N which caused by aniline degradation. It took bacterium AN-P1 only 10 h, 20 h and 32 h, respectively, for the treatment of wastewater containing 500 mg/L, 1000 mg/L, 2000 mg/L aniline to meet the first grade of national integrated wastewater discharge standard. By combing AN-P1 with regular SBR system, it took only 36 h for the emergency treatment of wastewater containing 2000 mg/L aniline under simulating engineering conditions to meet the discharge standard. While the NH4+-N of effluent can not meet the standard because of the high amount NH4+-N caused by aniline degradation. The regular SBR system was not good at aniline and COD removal. The removal efficiency of which are less than 10%. It cost 67.8 g activated carbon to absorbed 1000 mg aniline. It is inconvenient to transport and use it for the emergency treatment of aniline when the sudden pollution accident happened. Meanwhile, it was complex ad hard to recycle the activated carbon and treat the aniline wastewater get from activated carbon recycling too. Hard to meet the effluent standard was also a problem of activated carbon absorption method. According to the PCR-DGGE profile and removal efficiency of pollutants and COD when the systerm recover from emergency treatment, AN-P1 can efficiently protect the microbial community of regular activated sludge system against the aniline. It proved that combing AN-P1 with regular biological system is a feasible strategy for emergency treatment of aniline sudden pollution accident. The research offered a new way for emergency treatment of aniline sudden pollution accident.

农村留守儿童心理行为现状及其影响因素研究

To investigate the psychological and behavioral status and their influencing factors of children left behind in rural areas in China, 604 students were chosen from primary fifth grade, junior second grade and senior first grade in high schools in local villages and towns of Chongqing and Guizhou to complete some investegations. The results showed that children left behind actually had some internalizing problems including depression, state-trait anxiety, social anxiety, low self-esteem and some social problems in campus; however, they had no delinquency or aggression behaviors. Low parents’ educational level, low life standards, no-good parent-child relationship, the long years parent spent outside, the long time parent spent outside every year, the young age of child when his parent left him, the low contact frequency between parent and child when parent went out for work, all can be the influencing factors made child behave some psychological or behavioral problems. Children left behind need some appropriate psychological intervention, to improve parent-child relationship, to help release internalizing problems and amend interpersonal relationship at school. Several advices may be useful to improve psychological and behavioral problems of children left behind, which are for parents who work outside home not to work long to 10 years, or stay out for work more than 10 months per year, or left child to work when he is younger than two years old, or contact child more than one month after the last contact when work outside home, and you’d better contact child once a day. All of these could be helpful for children left behind to overcome some psychological or behavioral problems.

Early versus delayed fixed dose combination abacavir/lamivudine/zidovudine in patients with HIV and tuberculosis in Tanzania.

Fixed dose combination abacavir/lamivudine/zidovudine (ABC/3TC/ZDV) among HIV-1 and tuberculosis (TB)-coinfected patients was evaluated and outcomes between early vs. delayed initiation were compared. In a randomized, pilot study conducted in the Kilimanjaro Region of Tanzania, HIV-infected inpatients with smear-positive TB and total lymphocyte count <1200/mm(3) were randomized to initiate ABC/3TC/ZDV either 2 (early) or 8 (delayed) weeks after commencing antituberculosis therapy and were followed for 104 weeks. Of 94 patients screened, 70 enrolled (41% female, median CD4 count 103 cells/mm(3)), and 33 in each group completed 104 weeks. Two deaths and 12 serious adverse events (SAEs) were observed in the early arm vs. one death, one clinical failure, and seven SAEs in the delayed arm (p = 0.6012 for time to first grade 3/4 event, SAE, or death). CD4 cell increases were +331 and +328 cells/mm(3), respectively. TB-immune reconstitution inflammatory syndromes (TB-IRIS) were not observed in any subject. Using intent-to-treat (ITT), missing = failure analyses, 74% (26/35) vs. 89% (31/35) randomized to early vs. delayed therapy had HIV RNA levels <400 copies/ml at 104 weeks (p = 0.2182) and 66% (23/35) vs. 74% (26/35), respectively, had HIV RNA levels <50 copies/ml (p = 0.6026). In an analysis in which switches from ABC/3TC/ZDV = failure, those receiving early therapy were less likely to be suppressed to <400 copies/ml [60% (21/35) vs. 86% (30/35), p = 0.030]. TB-IRIS was not observed among the 70 coinfected subjects beginning antiretroviral treatment. ABC/3TC/ZDV was well tolerated and resulted in steady immunologic improvement. Rates of virologic suppression were similar between early and delayed treatment strategies with triple nucleoside regimens when substitutions were allowed.

Currículo no ensino fundamental de nove anos: uma análise das possíveis mudanças curriculares nas séries iniciais da rede estadual de ensino de Santa Catarina - Brasil

Diante da medida política, de cunho educativo, de ampliação do Ensino Fundamental brasileiro de oito para nove anos de escolaridade obrigatória, esta investigação propôs-se analisar os reflexos desta deliberação na proposta curricular oficialmente prescrita. A questão da qual se ocupou este estudo, é portanto: Quais as mudanças de natureza curricular, nas Séries Iniciais da Rede Estadual de Ensino de Santa Catarina, decorrentes das alterações estabelecidas pela Lei n. 11.274? Este estudo caracteriza-se por uma pesquisa documental, de abordagem histórica e qualitativa, cujo método de investigação é a técnica de análise de conteúdo. A análise dos Documentos Preliminares de Seleção e Organização Curricular para as Séries Iniciais do Ensino Fundamental de Nove Anos, permitiu-nos inferir que não houve mudanças significativas na organização curricular quando comparada com a Proposta Curricular de Santa Catarina elaborada anteriormente; ### ABSTRACT: NINE YEARS ELEMENTARY EDUCATION CURRICULUM: An analysis of the possible curriculum changes in the Elementary School first grades in Santa Catarina State – Brazil This investigation purposes to examine the policy measure, in a educative way, of the brazilian Elementary Education extension, from eight to nine required years, as also this decision´s consequences in the officially prescribed curriculum proposal. The question which this study has engaged is, therefor: what are the results of the first grade of elementary school curricular changes in Santa Catarina, according with the law n. 11.274? This study describes a documentary research, with a historical and qualitative approach, which investigation method is a content analysis technique. The analysis of the Curricular Preliminary Selection and Organization Documents to the Nine Years Elementary Education allowed us to conclude that no meaning changes have occurred in the curricular organizaton, when compared with the previous proposal.