共查询到19条相似文献，搜索用时 625 毫秒
1.
冬葵杀虫活性初步研究 总被引：1，自引：0，他引：1
锦葵科植物冬葵Malva verticillata L是一种分布很广的两年生草本植物,自古作为治疗多种疾病的医药使用,而其农用活性却很少有人研究。粘虫（Mythimna separata）是我国农作物主要害虫之一,该虫的防治工作也倍受人们关注。本研究选取从冬葵萃取物为供试材料,分别测试了其不同萃取物对粘虫幼虫的胃毒作用,结果表明冬葵萃取物对粘虫有一定的胃毒活性。 相似文献
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宋玉洁 《河南科技学院学报》2004,32(2):27-29
对鲁山县不同气侯类型的粮食作物重要害虫粘虫、地下害虫、小麦沟牙甲、小麦吸浆虫、稻纵卷叶螟、二化螟、玉米螟等的发生特点进行了系统的研究,为农作物害虫的防治提供了依据. 相似文献
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宋玉洁 《河南职业技术师范学院学报》2004,32(2):27-29
对鲁山县不同气侯类型的粮食作物重要害虫粘虫、地下害虫、小麦沟牙甲、小麦吸浆虫、稻纵卷叶螟、二化螟、玉米螟等的发生特点进行了系统的研究，为农作物害虫的防治提供了依据。 相似文献
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斑蝥素对粘虫胃毒机理的初步研究 总被引：1，自引：0，他引：1
斑蝥素(Cantharitin,C10H12O4)是广泛存在于芫菁类昆虫体内的一种昆虫毒素,对害虫具有毒杀活性,但其作用机理不明。本试验通过症状、组织学观察,研究斑蝥素对中肠的影响,已取得如下结果:1、斑蝥素对粘虫具有较强的胃毒活性。粘虫的胃毒症状表现复与斑蝥素的浓度关系密切。2、斑蝥素对粘虫中肠组织的影响:斑蝥素胃毒处理粘虫后,中毒试虫的中肠细胞被破坏,致使粘虫死亡。 相似文献
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粘虫（Ｍｙｔｈｉｍｍｎｉａ ｓｅｐａｒａｔａ）血淋巴对人ＡＢＯ血型系统红细胞有同等的凝集活性,对兔小白鼠、豚鼠、蟾蜍、鲫鱼、鸡红细胞有不同的凝集活性,对山羊红细胞无凝集活性。其凝集活性能被Ｄ－半乳糖明显地抑制。对Ｃａ＾２＋无依赖性。７０℃处理１５ｍｉｎ凝集活性趋于零。粘虫核型多角体病毒的诱导使其活性明显增加。化蛹早期及蛹期凝集活性下降。血淋巴凝集素通过盐析、凝胶过滤和纤维素层析得到分离。它在ＳＤＳ 相似文献
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采用混合损失模型法研究了珠江三角州稻作区农田害鼠的复合防治指标．结果表明，不同鼠类对水稻的危害程度不同，板齿鼠对水稻的危害最大．其次为黄毛鼠，小家鼠对水稻的危害较小．防治适期各种害鼠的种群密度与当季水稻的产量损失率呈多元钱性相关．并建立了害鼠复合防治指标检索表． 相似文献
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粘虫（（Mythimmniaseparata）血淋巴对人ABO血型系统红细胞有同等的凝集活性,对兔、小白鼠、豚鼠、蟾蜍、鲫鱼、鸡红细胞有不同的凝集活性,对山羊红细胞无凝集活性．其凝集活性能被D—半乳精明显地抑制．对Ca2＋无依赖性．70℃处理15min凝集活性趋于零．粘虫核型多角体病毒的诱导使其活性明显增加．化蛹早期及蛹期凝集活性下降．血淋巴凝集素通过盐析、凝胶过滤和纤维素层析得到分离．它在SDS—PAGE中表现为单一带,为糖蛋白,分子量为6．08×104．其蛋白质含量为96．74％,糖含量为1．36％． 相似文献
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棉花主要害虫的发生为害期与防治指标王玉堂据调查，我国危害棉花的害虫共有３１０种，每年因虫害造成的产量损失一般为１０—３０％，严重时可达５０％以上。而对棉花生产影响较大的、较普通的有以下几种。现我们将其发生为害期和防治指标介绍如下，供参考。棉蚜。一年可... 相似文献
11.
通过聚丙烯酰胺凝胶电泳技术(PAGE)分析黏虫幼虫感染绿僵菌后体内可溶性蛋白以及过氧化物酶的变化。试验结果显示感染的幼虫体内蛋白质增加的幅度明显低于未感染的幼虫,并且分别感染3d、6d、9d后,感染组黏虫体内的蛋白质含量明显高于对照组;感染后幼虫体内蛋白质与过氧化物酶的电泳图谱发生比较明显的变化。 相似文献
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Miao-miao Liu Xiao-jing Zhang Yan Gao Zhi-cheng Shen Chao-yang Lin 《Journal of Zhejiang University. Science. B》2018,19(8):610-619
A transgenic maize event ZD12-6 expressing a Bacillus thuringiensis (Bt) fusion protein Cry1Ab/Cry2Aj and a modified 5-enolpyruvylshikimate-3-phosphate synthase (EPSPS) protein G10 was characterized and evaluated. Southern blot analysis indicated that ZD12-6 is a single copy integration event. The insert site was determined to be at chromosome 1 by border sequence analysis. Expression analyses of Bt fusion protein Cry1Ab/Cry2Aj and the EPSPS protein G10 suggested that they are both expressed stably in different generations. Insect bioassays demonstrated that the transgenic plants are highly resistant to Asian corn borer (Ostrinia furnacalis), cotton boll worm (Helicoverpa armigera), and armyworm (Mythimna separata). This study suggested that ZD12-6 has the potential to be developed into a commercial transgenic line. 相似文献
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In traditional feeling-of-knowing procedures, participants make judgments on unrecalled items only (e.g. Hart 1965). However, many researchers elicit feeling-of-knowing judgments (FOKs) on all items. When FOKs are made on all items, participants may use recall as a basis for judgments, leading to higher magnitude judgments for recalled items, but causing a relative floor effect for judgments for unrecalled items. We suspected that resolution (relative accuracy) would be better when FOKs are made on all items than when they are made on unrecalled items only. We examined the issue by comparing across studies, reanalyzing data from another experiment, and by conducting an original experiment. In the literature review, we included 83 conditions across 52 studies. We found that feeling-of-knowing judgments made on all items showed higher resolution than feeling-of-knowing judgments made on unrecalled items. This was replicated in the reanalysis of existing data of a single study that used both methods. In the original experiment, we collected feeling-of-knowing judgments for general-information questions. The experiment confirmed that resolution for predicting recognition was higher when feeling-of-knowing judgments were made on all items than when they were made only on unrecalled items. We discuss both methodological and theoretical implications of these data. 相似文献
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为确立后索核内初级传入终末与丘脑投射神经元间的突触联系,本文采用顺行溃变与 HRP 逆行追踪相结合的方法,在电镜水平对后索核内初级传入终末与丘脑投射神经元间的突触联系组合形式进行了研究。结果表明,后索核内有6种突触联系形式:(1)溃变轴突终末与 HRP 标记树突形成轴—树突触;(2)溃变轴突终末与 HRP 标记胞体形成轴—体突触;(3)溃变轴突终末及正常轴突终末与标记的中央树突形成汇聚型突触复合体;(4)轴—轴—树连续性突触;(5)溃变轴突终末与非标记树突形成轴—树突触;(6)非溃变的含扁平小泡或多形态小泡轴突终末与 HRP 标记的神经元胞体形成轴—体突触.本研究首次报道了猫后根初级传入终末与后索核丘脑投射神经元间的直接突触联系。突触形式计有轴—树和轴—体突触及以树突为中心的突触复合体.本研究结果为阐明后索核内非伤害性信息传递与整合的作用方式提供了直接的突触学基础。 相似文献
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First-grade males performed a 30-min visual vigilance task under 5 conditions of auditory background stimulation. The 5 conditions consisted of (1) continuous conversation, in which subjects listened to a tape of conversation spliced so that there were no intervals of silence lasting longer than 3 sec; (2) continuous reverse, in which subjects heard the continuous conversation tape played in reverse; (3) intermittent conversation, in which subjects heard alternating segments of conversation and silence; (4) intermittent reverse, in which subjects heard alternating segments of reverse conversation and silence; and (5) silence control. Compared with silence or continuous stimulation, intermittent stimulation produced better detection regardless of whether or not it was meaningful. High achievers made more correct detections than low achievers, but only in the second and third time periods. Few subjects made errors of commission. 相似文献
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Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, -0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes. 相似文献
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吴双双 《潍坊教育学院学报》2013,26(1):42-45
为了考察大学生领悟社会支持与生活满意度之间的关系,本文采用《领悟社会支持量表》(PSSS)和《生活满意度量表》(SLS)对368名被试大学生进行问卷调查。结果如下:(1)领悟社会支持和生活满意度在人口学变量上的分析表明,性别在领悟社会支持及其各要素上存在主效应;性别和专业在家庭支持上存在交互效应;专业在生活满意度上存在主效应。(2)领悟社会支持和生活满意度的相关分析表明,大学生的生活满意度与领悟社会支持总分、家庭支持、朋友支持及其他支持均呈显著正相关。(3)生活满意度对领悟社会支持及各因素的回归分析表明,家庭支持、朋友支持和其他支持均能显著预测大学生的生活满意度。通过分析,得出如下结论:大学生领悟社会支持是大学生生活满意度的重要影响因素。 相似文献
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《Teaching and Teacher Education》2000,16(1):65-80
The purpose of this study was to uncover how two student teacher/mentor teacher pairs made sense of their roles during a year-long field placement. We learned about the ways in which the pairs discussed the idea of “jumping in” as they framed trust and communication as integral components of mentoring in learning to teach. Qualitative data sources informed our analysis of the ways people made sense of their roles in a mentoring relationship and provided participants’ perspectives on involvement in group conversations about mentoring. Implications include: (1) mentoring as “jumping in”; (2) conscious collaboration in learning to teach; and (3) mutual mentoring. 相似文献
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《The Journal of educational research》2012,105(8):342-343
AbstractMental ability, language development (English), language development (Spanish) and self-image changes were studied as effects of an early intervention program for preschool children. Ss were fifty 3-, 4-, and 5-year old children from disadvantaged backgrounds and from bilingual cultures. Sa also exhibited a number of additional handicapping factors. Differences between groups (N = 30 for experimental and N = 20 for control) were analyzed with analysis of covariance utilizing pretest scores as covariates. Results indicated that intervention Ss made significantly greater gains in mental ability, language (English), and made greater gains in language (Spanish). Also, intervention subjects demonstrated a positive growth in self-image. 相似文献