Effects of different carbon sources and C/N values on nonvolatile taste components of Pleurotus eryngii

Pleurotus eryngii, the second largest industrial cultivation mushroom in China, is usually cultivated on substrates mainly consisting of sawdust and corncob. In this study, experiments were performed to determine the effects of different carbon sources and C/N values on nonvolatile taste components of P. eryngii. The effects of different carbon sources on nonvolatile taste components levels revealed that sawdust was beneficial to high levels of crude protein, amino acids, 5′‐nucleotides and equivalent umami concentration, while corncob was beneficial to high contents of carbohydrate, polysaccharides and trehalose. At the similar C/N values, relatively higher sawdust content was beneficial to umami amino acid production, while relatively higher corncob content was beneficial to high contents of carbohydrate, polysaccharides and mannitol. Higher C/N value was beneficial to high levels of crude protein, amino acids, 5′‐nucleotides and equivalent umami concentration, while lower C/N value was beneficial to high contents of carbohydrate, polysaccharides and trehalose. These results provided information for P. eryngii fruit body industrial cultivation to obtain specific nonvolatile taste components with high levels.     

研究生生态型学术文化建设的探讨

本文立足学术文化研究的现状和意义,引入生态学相关理论构建了生态型学术文化模型,并在此基础上建立了相应的评价体系,针对研究生生态型学术文化作了综合评价,从而导出其“五维一体、协调发展”的优化模式。     

生态平衡的伦理学意蕴解读

20世纪以来，人类采用技术工程治理、法律制裁和经济惩罚等措施，一定意义上改善了局部的生态环境，但是未能遏制住全球环境问题的恶化态势。生态危机的根本解决，关键在于人类自身必须进行深刻的利益观念和价值观念的变革。重新审视人与自然界的关系，对自然进行伦理关怀，寻求和建立以保护地球环境和人类生存与可持续发展的生态平衡理念。     

校园文化与大学发展

校园文化看不见、摸不着，却支撑着大学的脊梁，它潜移默化影响和造就一所大学的文化品格。它不仅对大学发展起着重要作用，也是大学发展的重要内容，是大学建设的题中应有之义。为此，需要建设民主和谐，具有学术自由、人文精神和创新精神的校园文化，并将它提高到学校战略发展的高度来看，以校园文化整合学校发展战略。     

British female academics and comparative psychology: Attempts to establish a research niche in the early 20th century.

Why was there a preponderance of women engaged in laboratory-based studies of animal behavior in Britain in the early years of the 20th century? As a new experimental subject with recently neglected potential, animal psychology then represented an opportunity for women to make further inroads into academic science. Because the study of psychology before World War I offered negligible professional opportunities for the application of the subject, the intake of students was restricted. Perhaps this encouraged academic access to it by aspiring female scientists who felt that career prospects, uncertain and socially unexpected of them in any case, were worth chancing for greater long-term rewards. The academic circumstances and contributions of 3 British female pioneers in experimental comparative psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is evidence-based practice diverse enough? Philosophy of science considerations.

In its policy rationale for evidence-based practice in psychology (EBPP), the APA Presidential Task Force on Evidence-Based Practice (see record 2006-05893-001) claims to have constituted itself with "scientists and practitioners from a wide range of perspectives and traditions, reflecting the diverse perspectives within the field" (p. 273). We applaud this attention to diversity but contend that an entire perspective of the debate was omitted in the Task Force's newly approved policy and its underlying report. The failure to consider a philosophy of science perspective led the Task Force to make a number of epistemological assumptions that are not based on evidence or rationale and that thus violate the very spirit of evidence-based decision making. In this comment, we reveal a few of these assumptions and discuss their detrimental consequences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring the landscape of modern academic psychology: Finding and filling the holes.

Like any other domain of human activity, psychology has its fads and fashions. One consequence of fads is an overconcentration of resources on specific problems or approaches, which leaves other important problems or approaches (holes) underappreciated and understudied. This article is primarily about different factors (such as negativity bias, polarization of positions, focus on internal causes of behavior, dedication to a narrow view of what science is) that result in holes and about explorations of some of these holes that have interested the author. Psychologists should look more in the holes left behind by current enthusiasms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Grand theories of personality cannot be integrated.

Comments on the original article "A New Big Five: Fundamental Principles for an Integrative Science of Personality," by Dan P. McAdams and Jennifer L. Pals (see record 2006-03947-002). McAdams and Pals (April 2006) presented a new model to integrate the field of personality psychology. Cultural and evolutionary factors interact with an individual's basic traits, characteristic adaptations, and life narratives, which in turn are linked to roles, demands, and behaviors. The current authors welcome McAdams and Pals's (2006) model for providing a way to integrate much of the previously disparate empirical findings in personality psychology. However, the current authors also think that McAdams and Pals (2006) overstated the inclusiveness of the model, and more generally, the current authors dispute their assertion that the grand theories of personality can be integrated within a single model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal examination of the social-cognitive model applied to high school girls' choices of nontraditional college majors and aspirations.

This study tested a partial version of R. W. Lent, S. D. Brown, and G. Hackett's (1994) social-cognitive career theory model. Among 204 high school girls who attended science, math, and engineering (SME) career conferences, the authors used a 4-year longitudinal design to predict the choice of an SME college major and SME self-efficacy and outcome expectations in college. In addition, among students who had declared SME majors, variables assessed in high school and college were used to predict aspirations to become leaders in SME fields. The results generally provided empirical validation of the model. Regression analyses revealed that college SME outcome expectations were associated with plans to become a leader in an SME field. Implications for research and interventions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)