鸡场禽流感的诊断

本实验对某鸡场鸡群中出现的一种以呼吸道症状和产蛋下降为主要特征的疫情进行了临床症状和流行病学调查,对病死鸡进行了解剖检查并从病鸡病料中分离到一种病毒,通过血凝(HA)和血凝抑制(HI)试验、病毒中和试验(VNT)和琼脂免疫扩散试验(AGP)等方法对该病毒进行了签字。结果表明该次疫情为A型流感病毒感染。     

基因探针技术检测血清1型马立克氏病病毒的研究

选用马立克氏病病毒（MDV）GA株BamHI基因文库中LDNA片段，制成DIG—标记的MDV核酸探针，分别对1型MDV强毒株（BJ-1株）和弱毒株（Md11／75c株）感染材料的核酸进行dotblot杂交检测，结果显示均有阳性呈色反应；而对MDV血清2型（SB-1株）、3型（Fe126株）及禽网状内皮组织增殖病病毒（REV）和淋巴细胞性白血病病毒（LLV）感染细胞的核酸，作上述同样检测，则均未见任何颜色显现。     

电子阅览室AV病毒（帕虫病毒）的处理与防范

介绍了AV病毒的特征与传播途径,以及AV病毒的处理方法与防范措施。     

芳香性的新简易定量判据应用与计算

提出芳香性新定量判据FE_π,并以简易公式FE_π=E_π~环,-sum from i=1 (2nβ RE′)/D_i-0.1∑π_e-6/6计算了75个(苯系、稠环、轮烯、辐射多烯)分子场效应势能。结果同实测能量参数及REPE值相符,并进行讨论。     

抗鸡传染性法氏囊病病毒单克隆抗体中和株的建立

将纯化IBDV组织毒免疫的BALB/C鼠脾细胞与SP2/0骨髓瘤细胞融合,用ELISA、病毒中和试验检测分泌抗体,获得了六株稳定分泌抗IBDV单克隆抗体的杂交瘤细胞,命名为NIB—1,NIB—2,NIB—3,NIB—4,NIB—5,NIB—6;六株单抗均具ELISA特性和免疫沉淀特性,亚类鉴定表明,前四株属于IgG_(2a),后二株属于IgG_1。杂交瘤细胞冻存六个月后复苏,均能稳定分泌特异性单克隆抗体。     

乙酰水杨酸(阿司匹林)体外对流感病毒H1N1的抑制作用

探讨乙酰水杨酸(Acetylsalicylic Acid)在体外对流感病毒H1N1的抑制作用。采用血球凝集试验、神经氨酸酶活性抑制试验和鸡胚接种法,观察AS对流感病毒H1N1的抑制作用。血球凝集试验可以看出,AS对流感病毒H1N1包膜表面的血凝素活性有一定的抑制作用,且作用较为显著;鸡胚培养法的结果显示,AS明显抑制了流感病毒H1N1在鸡胚内的增值,实验组血凝效价低于1:2,对照组血凝效价为1:512;神经氨酸酶活性抑制试验的结果显示,AS能够明显抑制流感病毒H1N1的神经氨酸酶活性。结果表明AS在体外对流感病毒H1N1有明显的抑制作用,其抑制机理可能与AS对流感病毒血凝素和神经氨酸酶活性抑制有关。     

周口地区鸡源致病性大肠杆菌的分离鉴定及药敏试验

从周口地区鸡场无菌采集临床上疑似大肠杆菌病的116只病死鸡的心、肝、脾、肾,进行病原菌的分离、生化鉴定、动物试验和药敏试验,共分离出76株大肠杆菌,其中有44株能使小白鼠和雏鸡发病死亡,但各菌株之间毒力存在明显差异.经O因子血清型试验,确定56株大肠杆菌分属6个血清型,分别为O1,O2,O20,O45,O78,O1138,其中O1,O2,O45,O78为主要血清型,占定型菌株的73.7%,另有11株未能定型.药敏试验结果表明,所分离的76株大肠杆菌对头孢曲松、庆大霉素、丁胺卡那霉素、环丙沙星较敏感,高敏菌株达78.9%-86.8%.因此在使用药物治疗大肠杆菌病时,应根据药敏试验结果,选择敏感药物,且应注意交替用药,按疗程投药.     

鹅副粘病毒的分离与鉴定

采用鸡胚接种法从安徽凤阳某患病鹅群中分离到一株病毒。经HA与HI试验、血清中和接种鸡胚试验、病毒回归试验确认为鹅副粘病毒 ,并命名为WF0 0 G株。参照新城疫病毒毒力判定的标准及其方法 ,测定该分离株的鸡胚最小致死量平均死亡时间 (MDT)、1日龄鸡脑接种致病指数 (ICPI)和 6周龄鸡静脉内接种致病指数 (IVPI)分别为 4 4 8h、1 81和 2 32 ,结果表明该分离株具有与新城疫病毒 (NDV)速发型相类似的毒力 ,属强毒力毒株。     

病毒血凝及血凝抑制试验替代方法的研究

病毒血凝及血凝抑制试验是高等医学院校学生操作的一个基本试验,多年来一直采用流感病毒(或新城鸡瘟病毒)接种鸡胚后的尿囊液和鸡红细胞以及相应的抗病毒抗体来进行试验。此方法需要种蛋孵育、鸡胚接     

豫北七猪场大肠埃希氏菌的分离及鉴定

从豫北地区7家规模化猪场采得疑似仔猪黄痢、白痢、水肿病病料64份,实验室共分离到大肠埃希氏菌28株,经血清学试验鉴定为O_2的4株、O_(149)的3株、O_9的3株、O_(O07)的3株、O_(20)的3株、O_(138)的2株、O_(60)的2株、O_(45)的1株、O_(141)的1株、O_(63)的1株、O_(147)的1株、O_(149)的1株、O_8的1株,另有2株未能定型,以O_2、O_(149)、O_(107)、O_(138)、O_(20)、O_(60)、O_9等株血清型占优势.对不同分离菌株做了药物敏感性试验,为该地区猪致病性大肠埃希氏菌病治疗中药物的选择提供了依据.     

植物病毒抗血清的制备及IgG纯化与酶标技术研究

以烟草花叶病毒（TMv）为例研究了制备植物病毒抗血清的一般方法．以家兔和小白鼠为免疫动物，运用饱和硫酸接沉淀法制备出高效价的兔和瓦抗TMV血清，并运用先进的ELISA方法测定了抗血清中抗体IgG的效价；用醋酸纤维凝胶电泳技术分析了抗血清中抗体的lgG纯度，应用免疫双扩散法检测了提纯的IgG的生物活性．同时还运用成二醛一步法制出高结合率的IgG与过氧化氢酶（HRP）标记的抗体，形成了一整套制备抗血清、纯化IgG并对IgG进行酶标的技术，为植物病毒检测提供了快速简便的方法．     

Molecular cloning and nucleotides sequence analysis of G1 genome segment of hantaan virus Z10 strain

The molecular cloning of the G₁ genome segment of the Z₁₀ strain of Hantaan virus and analysis of the first gene data on the currently widely used Hantavirus vaccine strain in China are presented. The G₁ genome segment of Z₁₀ virus was amplified by the method of RT-PCR, and the products were cloned into the pGEM-T vector after identification and purification. The clone was sequenced by Sanger’s dideoxy chain termination method. The 1449 bases of the Z₁₀ G₁ genome segment, and the coding for 483 amino acids were determined. The base compositions for the G₁ segment RNA determined from cDNA sequence information, were 20.6% A, 21.6% G, 18.8% C and 30.0% U. These values are similar to those of the 76/118, Lee and SR virus. As compared to the Z₁₀ G₁ segment, the sequence homology at the nucleotide level is 87% (76/118, type I), 86% (Lee, type I), 86% (Hojo, type I), 67% (R22, type II), and 59% (K22, type III). The Z₁₀ virus G₁ protein amino acid sequence identity with other Hantaan viruses (94–95% homology) was higher than that with Seoul type viruses (77–80%). More amino acid sequence heterogeneity between the Z₁₀ and 76/118 was observed in the N terminal, especially the diverging cluster of ten amino acids at position 84 to 93 of the Z₁₀ virus G₁ protein. Conclusion: (1) The Z₁₀ strain is one of the Hantaan viruses. (2) The important region of the Z₁₀ G₁ segment was conservative. (3) Although substantial divergence of nucleotide sequences of the G₁ genome segment was found between the Z₁₀ strain and other type I Hantaviruses, relatively high amino acid sequence homology was shown among them. Thus, good immune protection could be obtained with the inactivated Meriones unguiculatus kidney cell vaccine against other strains of Hantaviruses.     

From mentoring to monitoring: the impact of changing work environments on academics in Australian universities

In 1996, the Art and Design Admissions Registry (ADAR) merged with the Universities and Colleges Admissions System (UCAS). This ended a 30-year specialist admissions system designed for the needs of Art and Design. One of the main reasons put forward for this change was to unify admissions and harness the benefits of a 'one address system'. This study set out to test this claim and evaluate any advantages or disadvantages which the UCAS system has had on the Art and Design students applying to Higher Education (HE), and the role of the Further Education (FE) tutor in providing progressional support and guidance. The study focused on the level of unity, choice and clarity which the system offered FE students and staff, and found that duality (as opposed to unity) currently exists; student choice is increased only for those using Route A or making split applications, but has been reduced for those using Route B only. There is a lack of clarity over UCAS procedures and form-filling, and there is confusion over the diverse use of Route A and Route B by HE and students. The study observes that HE administrators, rather than FE staff and students, are the primary benefactors of a unified system of applications.     

马铃薯Y病毒脉坏株系（PVY^N）的侵染对烟草光合作用和呼吸作用的影响

感染马铃薯Y病毒脉坏死株系后,烟草叶片的叶绿素含量和Hill反应活性均明显降低,光合速率在接种后2天出现增高现象,随后逐渐降低,呼吸速在接种的后2～6天明显降低,显症初期呼吸速率增高,随后大幅度降低．     

Further education and skills in Northern Ireland: policy and practice in a post-conflict society

ABSTRACT

This paper contextualises the Further Education (FE) sector in Northern Ireland (NI). It outlines the specific political, social and economic influences that have shaped its position as a major but understated educational provider in what remains a highly divided educational system that is slowly transitioning in a post-conflict environment. Key policy frameworks underpinning sectoral development are described, showing how many policy initiatives have been both ‘borrowed’ from the English context and adapted to local need. The article proceeds to highlight a number of curricular and institutional innovations that have contributed to the development of a small-scale, but distinctive educational, social and economic model. The piece concludes by suggesting that the NI FE experience has the potential to contribute not only to its own specific conditions but, through its ‘policy and practice’ adaptations’, to positively influence FE policy and practice in other parts of the United Kingdom (UK) that require interventions around skills development economic growth and social cohesion.     

Further education in England: at the crossroads between a national,competitive sector and a locally collaborative system?

ABSTRACT

During the 25 years since Incorporation, when further education (FE) colleges were taken out of local government control, FE in England has been shaped by processes of marketisation to become a competitive national sector that has increasingly diverged from the more ‘collaborative system logic’ of the other three countries of the UK. However, following recent government reforms, FE in England appears to have reached a crossroads with the opportunity to participate in a more collaborative skills-based landscape at the local and sub-regional levels. This article brings together evidence from historical and international comparative system analysis, a series of UK-wide seminars and in-depth research on the Area-Based Review of FE colleges to assess the strategic direction of FE in England at this critical juncture. We argue that English FE providers can take advantage of these trends to make a transition from a reactive, competitive national sector towards a more collaborative, regional and sub-regional system focused on inclusive economic and skills development. The article concludes that the potential for cross-UK policy learning depends on whether FE in England gradually transitions towards a more collaborative future that could bring it closer to FE and skills systems in Scotland, Wales and Northern Ireland.     

Can tablet computers enhance learning in further education?

Interest in the potential benefits of providing tablet computers to students has grown in recent years, both in UK institutions, and across the world. Limited research studies have been reported in higher education (HE), and primary and secondary school settings, tentatively suggesting a range of positive impacts on learners, but little conclusive research has been published on the introduction of tablets in further education (FE). This article presents a case study of a single, mid-size English FE college, which piloted the provision of tablets to bounded groups of students and teachers in four diverse curriculum areas. The author was invited to help design the college’s evaluation of the pilot, which would inform a potential business case to extend the pilot to all students. One element was a qualitative research project, with data captured through a series of focus group interviews with all 64 students who received tablets, and separate interviews with their ten teachers. Findings are reported here, exploring the extent to which students and teachers perceived learning benefits from the tablets: for some learners, this was reported as enhancing the organisation of learning; supporting greater independence of learning and enabling more purposive learning. Barriers to learning enhancement were also identified, including institutional issues (frustration with technical infrastructure), and individual learner disengagement (distraction and surface engagement with mere ‘novelty’). Concluding that the tablets’ clear benefits were not automatically transformative, and engagement was not uniform, findings are relevant to FE managers and leaders of other institutions considering tablets as a possible learning panacea.     

Care into Core

In 2002, the UK Government set the target of increasing participation in higher education to 50% of 18–30 year olds by 2010, with a particular focus on young people from ‘non‐traditional backgrounds’. In order to increase this participation, a range of initiatives have been introduced in an effort to encourage young people to enter post‐16 education. One significant initiative is Aimhigher, which specifically targets lower socio‐economic groups and aims to raise the attainment and aspirations of young people. This paper emerges from research conducted in 2008 into post‐16 withdrawal rates amongst Aimhigher students in the South East of England. Drawing from interviews and case studies with young people, further education (FE) colleges and schools, the paper argues that students benefit significantly from the intensive pastoral support provided in Aimhigher target schools, but that this is rarely carried over into FE. Although there is often significant pastoral support provided to students in FE, it is often quite disparate from that provided in Aimhigher schools and suffers from low take up. Whilst previous research investigating student withdrawal has focused on individual factors (socio‐economic status and ethnicity) or institutional factors (the labour market), this paper highlights the views of young people and argues that, through establishing effective and cohesive mentoring schemes, schools and FE colleges have a substantial role to play in reducing student withdrawal.     

Further education outside the jurisdiction of local education authorities in post-war England

This article revisits the three decades following the end of World War Two – a time when, following the 1944 Education Act, local education authorities (LEAs) were the key agencies responsible for running the education system across England. For the first time, there was a statutory requirement for LEAs to secure adequate facilities for further education (FE), and the post-war era is generally remembered as a period when they dominated FE. Yet this is not the full story of FE in post-war England: it is often forgotten that a significant amount of FE existed outside the municipal framework. This article returns to the post-war decades and begins to uncover the largely forgotten history of FE outside local authority control at that time. It highlights how voluntary and private organisations offered various forms of post-compulsory education outside the municipal framework, and how they contributed to the eclectic and diverse nature of FE across England. This, I argue, not only reflected the expedience, compromise and inertia that characterised FE in post-war England but was rooted in a capture of educational policy more generally by a privileged elite intent on maintaining a social order characterised by social, economic and cultural divisions.