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【Objective】The aim of this study was to elucidate the effect of associated chives on bacterial wilt and microecological characteristics of tomato rhizosphere, and to reveal the mechanism of reducing incidence of tomato bacterial wilt.【Method】Two treatments of tomato monoculture and tomatoes with chives were set for field experiments, and rhizosphere soils of diseased tomatoes in tomato monoculture treatment (QK), healthy tomatoes in tomato monoculture treatment (NBS) and tomatoes with chives treatment (BS) were collected. And the effects of companion chives on the micro-ecological characteristics of tomato rhizosphere were investigated by using 16S rDNA high-throughput sequencing and liquid chromatography-mass spectrometry.【Result】The results of field experiments showed that the average disease incidence of tomato bacterial wilt were 50.48% in tomato monoculture treatment and 31.43% in companion chives treatment. The control effect of companion chives on tomato bacterial wilt was 37.74%. According to the resulyts of 16S rDNA high-throughput sequencing, the relative abundance and diversity of bacterial communities in the rhizosphere soils of BS and NBS were significantly higher than those of QK. Compared with QK, the relative abundance of Ralstonia in the rhizosphere soils of BS and NBS was significantly lower than that of QK, and the relative abundance of Bacillus was higher than that of QK. Moreover, compared with NBS, the relative abundance of Ralstonia in the rhizosphere soil of BS was reduced, and the relative abundance of Bacillus was significantly enhanced. A total of 586 metabolites in tomato rhizosphere soil were identified by using LC-MS, including 320 positive ion mode metabolites and 266 negative ion mode metabolites. The functions of metabolites were annotated to metabolic pathways such as metabolism, genetic information processing and environmental information processing. Compared with NBS, the contents of valine, L-asparagine and citric acid in BS rhizosphere soil were significantly lower than those in NBS, and the contents of L-lysine, glutamic acid, D-glutamine and isoleucine in rhizosphere soil of BS were also lower than those of NBS, though, the difference was not significant.【Conclusion】The companion chives significantly reduced the disease incidence of tomato bacterial wilt in the field, and changed the bacterial community structure and metabolite contents in tomato rhizosphere soil.

Apricot fruit is highly susceptible to infection by pathogenic fungi. In this study, the pathogenic fungi in the diseased parts of the fruits of ‘Golden Sun’ and ‘Red almond’ apricot (Prunus armeniaca L.) during postharvest storage were isolated and purified, and the purified strains were inoculated back to the healthy fruits of corresponding varieties, showing the same disease symptoms as the diseased fruits. Five fungi isolates were identified based on morphological characteristics and internal transcribed spacer (ITS) sequence analysis combined with construction of phylogenetic tree. Three isolates from ‘Golden Sun’ apricot were identified as Diaporthe eres (325#), Botryosphaeria dothidea (327#) and Aureobasidium pullulans (328#). Two isolates from ‘Red almond’ apricot were identified as Botrytis elliptica (326#) and Botrytis cinerea (331#). D. eres, B. dothidea, A. pullulans and B. elliptica were pathogenic fungi that had not been reported in the literature on apricot fruits, whereas B. cinerea had not been reported on the infection of ‘Red almond’ apricot. The present results provided references for the biological control measures of apricot fruits.

本研究旨在探討設計思考融入創意教學課程對師培生創造傾向、創意教學自我效能和設計思考力之影響。研究對象為臺灣北部某所科技大學選修創意教學策略之28位師培生，採用單一樣本前、後測設計進行18週之教學實驗，以「創造傾向量表」、「創意教學自我效能量表」以及「設計思考力量表」作為研究工具。透過量化資料進行描述性統計分析及相依樣本t檢定分析，探討創造傾向、創意教學自我效能和設計思考力前後測之差異，並於課後進行半結構式訪談，深入瞭解師培生之學習經驗和想法。研究結果發現，將設計思考融入創意教學課程有助於提升師培生之創造傾向（冒險性、好奇心、想像力）、創意教學自我效能（正向信念、負向自覺、抗壓信念）和設計思考力（縝密性、計畫性、完成性、創新性、周詳性和系統性）。最後，根據上述之研究結果提出對未來研究以及實施以設計思考為核心的創意教學課程之建議。 Introduction Creativity has recently become an increasingly prominent research topic in the field of education. Teachers play an indispensable role in enhancing students’ creative performance. Therefore, strategies for stimulating preservice teachers’ motivation for creative teaching and for encouraging teachers to integrate and apply creative teaching skills and methods into curricula have been extensively discussed in the field of teacher education. The literature indicates that teachers’ creative teaching self-efficacy is essential for the implementation of creative teaching; teachers with higher creative teaching self-efficacy engage more in creative teaching behaviors. Hence, methods for enhancing preservice teachers’ creative teaching self-efficacy warrant further exploration. The emergence of design thinking has introduced new educational frameworks and thinking patterns. Design thinking strongly emphasizes the adoption of human-centered approaches, which involve observing and empathizing with real-life situations to explore underlying issues, and the iterative modification of prototypes through testing to develop solutions that optimally meet user needs. In education, design thinking entails a teacher’s ability to solve problems innovatively through a series of lesson plan designs, executions, revisions, and innovations before actual teaching. Accordingly, the aim of this study was to investigate whether the integration of the design thinking steps— namely empathize, define, ideate, prototype, and test— into creative teaching courses can promote preservice teachers’ creative tendencies, creative teaching self-efficacy, and design thinking skills. Literature Review Design thinking involves five key steps: empathize, define, ideate, prototype, and test. The first step (empathize) requires designers to identify user needs by learning about their thoughts and feelings through interviews and observations. The second step (define) entails breaking down and summarizing the information gathered in the first step to further establish user needs. The third step (ideate) encourages designers to brainstorm systematically and generate various ideas. The fourth step (prototype) involves filtering and concretizing ideas generated during the third step to propose test plans for user experience, interaction, and dialog. The final step (test) entails refining solutions by gathering user feedback through the test plans proposed during the fourth step. Recent studies integrating design thinking into education have reported a strong correlation between design thinking processes and creativity. This teaching approach empowers teachers with problem-solving abilities and confidence in creativity; thus, design thinking is an effective method for addressing teaching challenges. The study’s variables are explained as follows: Creative tendencies refer to an individual’s personality traits exhibited during creative activities. Integrating creative thinking and problem-solving methods into curricula effectively enhances a student’s creative tendencies. Creative teaching involves incorporating creativity into teaching methods to stimulate and support students’ creative expression. Creative teaching self-efficacy refers to a teacher’s confidence in their ability to creatively teach and influence student learning outcomes. Teachers with higher creative teaching self-efficacy are more confident in implementing creative teaching practices. Design thinking skills refer to the ability to iteratively generate an extensive array of ideas and then narrow them to optimal options during product development. Such skills involve the continual experimentation, refinement, and resolution of existing problems or recommendation of innovative ideas on existing objects. This study integrated design thinking into creative teaching in order to encourage preservice teachers to identify topics for improvement and generate creative teaching plans through practical application. It further examined whether this integration can enhance teachers’ capabilities such as creative tendencies, creative teaching self-efficacy, and design thinking skills. Methods This study included 28 preservice teachers (14 men, 14 women) with an average (standard deviation) age of 20 (4.80) years. They volunteered to participate in the study and were divided into seven groups of four individuals each. Employing a single-group pre-/post-test design supplemented with qualitative data analysis, we conducted pre- and post-tests at the beginning and end of the semester, respectively. We assessed the participants’ creative tendencies, creative teaching self-efficacy, and design thinking skills by using Lin and Wang’s (1994) Williams Creative Tendency Scale (a revised version of F.E. Williams’ Creativity Assessment Packet), the Creative Teaching Self-Efficacy Scale compiled by Lin and Qiu (2008), and the Design Thinking Ability Scale developed by Xie (2012), respectively. Additionally, after the course concluded, two participants from each group were selected for a 40-min qualitative interview aimed at understanding their learning experiences and attitudes toward the integration of design thinking into creative teaching courses. Results This study analyzed all student metrics by using dependent-sample t-tests. The participants’ overall creative tendencies significantly differed between the pre- and post-test phases (t = 2.96, p < 0.01), indicating that integrating design thinking into creative teaching courses can enhance students’ overall creative tendencies. The participants’ creative teaching self-efficacy also differed significantly between the pre- and post-test phases (t = 5.84, p < 0.01), implying that integrating design thinking into creative teaching courses enhances preservice teachers’ overall creative teaching self-efficacy. Similarly, overall design thinking skills differed significantly between the pre- and post-test phases (t = 5.86, p < 0.01), signifying that integrating design thinking into creative teaching courses can enhance students’ design thinking skills. Discussion and Suggestions The results of this study imply that integrating design thinking into creative teaching courses can enhance preservice teachers’ creative tendencies, creative teaching self-efficacy, and design thinking skills. However, we also noted that during the teaching process, having students repeatedly brainstorm on the same topic led to difficulties in generating new ideas subsequently. Therefore, future research could provide students with flexible adjustments during the ideation stage, offering them different topics to practice various creative ideation strategies. Additionally, despite its positive results, this study did not explore the differences in variables between creative teaching courses incorporating design thinking and standard creative teaching courses. Accordingly, future research could include control groups to address this limitation.

With the continuous development of urban underground space in China, safety problems between urban underground pipelines and underground engineering construction that are in active service are constantly emerging. As an important way of excavating engineering rock and soil mass, blasting has a particularly prominent impact on pressure pipelines due to its harmful seismic effect. It is of great significance to study the vibration damage effect of the pressure pipeline under the excavation blasting earthquake to guide the safety production of the adjacent pipeline blasting construction and the safety design of the pressure pipeline under the influence of adverse factors such as blasting vibration. Based on the above research requirements, the stress characteristics of a thin-walled pipe with uniform internal pressure under an incident P-wave caused by blasting are first analyzed. The stress analytical calculation model under the seismic wave of pressure pipeline blasting is then established by quasi-static analysis and superposition principle. Based on the yield characteristics of pressure pipeline materials and the Tresca yield theory, a safety criterion calculation model for the vibration velocity of pressure pipeline under P-wave blasting is established. Combined with two engineering cases of a directly buried pressure thin-walled pipeline under explosion, the calculation model is verified. Results show that before the application of blasting load, the pipeline is only subjected to uniform internal pressure with initial axial and tangential stresses. After blasting, the pipeline is subjected to both internal pressure and blasting seismic P-wave load. Results reveal that the peak stress of the pipeline decreases with the increase of the incident angle. Moreover, the tensile failure mainly occurs at normal incidence, and the tangential failure mainly occurs at the total reflection. The vibration velocity of the safety control of the pressure pipeline increases with the increase of the incident angle. In the actual project, according to the actual situation of the internal pressure of the pipeline, the smaller value is selected as the safety control value.

A compact Mie scattering lidar system has been developed to measure the optical properties and temporal-spatial distribution of atmospheric aerosol particles and some continuous experiments were carried out over Yinchuan area (38 degrees 29'N, 106 degrees 06'E) from 1 to 10 April in 2009 for the first time. The laser located at wavelength of 532 nm was selected as the light source and the Fernald method was used to retrieve the extinction coefficient. The aerosol extinction coefficient profiles and temporal-spatial variation properties of aerosol relative density were obtained and analyzed within the whole day at one hour interval, and also an obvious sand-dust-weather process over Yinchuan area was observed and analyzed. The observation results show that the compact Mie scattering lidar is capable of measuring efficiently the optical properties and temporal-spatial distribution of aerosol particles, and the measurement result is useful for studying the variation tendency of atmospheric aerosol and sand weather of Yinchuan area.

The electrochemical reduction characteristics of chlorinated hydrocarbons were investigated by applying cyclic voltammetry technique. The reduction mechanism and reactivity of the chlorinated hydrocarbons at the copper electrodes were explored. The relation between the reductive reactivity at the copper electrode and the structures of this kind of compounds was discussed. The experimental results show that chlorinated paraffin hydrocarbons and a portion of chlorinated aromatic hydrocarbons could be reduced directly at the copper electrode; however, chlorinated aromatic hydrocarbons aren't easy to reduced directly at the copper electrode. The results provide a theoretical basis for the catalyzed iron inner electrolysis method.

The electrochemical reduction characteristics of nitro-benzene compounds were investigated using cyclic voltammetry technique. The reductive reactivity of the nitro-benzene compounds at the copper electrode was evaluated, the reduction mechanisms of the nitrobenzene compounds at the copper electrode and the influences of pH on them were also discussed in this paper. The experimental results show that nitro-benzene compounds is capable of reducing directly at the copper electrode, and the reduction peaks were at - 0.58V and - 1.32V or so (vs. SCE). Both acidity and basicity favor reduction of nitro-group at the copper electrode: the elimination reaction is easy to occur in the alkaline medium with the formation of nitroso-group; in the acid medium the probability of the reaction between the obtained electrons nitro group and hydrogen ions raises, which causes magnification of the current through the solution; in addition, the growth of hydrogen atoms in number favors the occurring of the addition and substitution reactions at the electrode. pH strongly influenced the electrochemical reduction characteristics of the nitrobenzene compounds at the copper electrode, and it mainly depends on the properties of the substituents on the benzene ring, their configurations and numbers, and their location versus nitro group on the benzene ring. The results provide a theoretical and experimental basis for investigating the reduction mechanisms by the catalyzed iron inner electrolysis process.