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41.
Mohammad I. El-Khaiary Falah A. Gad† Mahmoud S. Mahmoud† Hossam El-Din Samy† 《毒物与环境化学》2013,95(6):1079-1094
Water hyacinth (WH), an aquatic plant macrophyte, was investigated for its ability to perform as a suitable adsorbent for methylene blue (MB) from aqueous solution. The non-living biomass of WH was subjected to several chemical treatments, namely, washing with hot water, washing with hot dilute HCl, soaking in NaOH, soaking in HNO3, and sulfonation. The system variables studied also include pH and MB concentration. The Langmuir isotherm was found to represent the measured adsorption data well except for WH soaked in NaOH, which was found to be better represented by the Freundlich isotherm. Values of the dimensionless separation factor, K R, indicated that the adsorption systems in this study are all favorable. Values of the first layer of adsorption were calculated by the non-linear multilayer adsorption model, and the specific surface area values were found to be high and comparable to commercially activated carbons. 相似文献
42.
Language Fouls in Teaching Ecology: Why Traditional Metaphors Undermine Conservation Literacy 总被引:1,自引:0,他引:1
Abstract: We believe that the language commonly used in teaching actually hinders the creation of conservation literacy. We examined four frequently used ecology and environmental studies textbooks and considered the ways in which commonly used language can obscure or enhance an understanding of ecology and conservation. Specifically, we used the Sapir–Whorf hypothesis (a.k.a. linguistic relativity) and framing theory to examine the approaches reflected in three elements of the texts: introductions and treatment of two key ecological concepts (matter cycling and energy). Language used in the texts contained implicit metaphors that portrayed nature as a resource; resisted ecological realities, such as the finite nature of matter and the loss of energy with each transformation; and fundamentally served to separate humans from nature. Although the basis of conservation literacy is understanding of the complexity of ecological systems, culturally based communication as exemplified in these texts does not encourage students or educators to recognize the feedback loops that clarify human membership in the ecosystem. Consequently, the language used to teach ecology perpetuates the idea that humans exist outside of its laws. With this paper, we hope to initiate a dialogue about how to retool the language used in teaching and communicating about ecology such that it resonates with, rather than undermines, conservation. 相似文献