日本对虾爆发性流行病病原体的调查

采用石蜡切片和电镜技术检测了发病塘的养成期日本对虾（Ｐｅｎａｅｕｓｊａｐｏｎｉｃｕｓ）２０尾,发现２尾感染了斑节对虾杆状病毒,１１尾感染了日本对虾中肠腺坏死杆状病毒（ＢＭＮＶ）．结果表明,日本对虾的发病主要由ＢＭＮＶ感染所致     

斑节对虾杆状病毒(MBV)PCR和核酸探针检测方法的建立与应用

从感染斑节对虾杆状病毒（MBV）的斑节对虾仔虾肝胰腺中纯化MBV，经抽提后以之为模板进行聚合酶链反应（PCR），引物根据苜蓿丫纹夜蛾核型多角体病毒（AcNPV）多角体蛋白基因序列的高度保守区设计并合成．PCR扩增得到650b单一核苷酸片段．PCR产物部分序列分析表明此PCR产物与AcNPV多角体蛋白基因序列有约60％的同源性．以此650pDNA片段为探针作打点杂交，探针能与受MBV感染的斑节对虾肝胰腺和消化道中抽提的总DNA杂交，不能与其它组织中抽提的总DNA杂交．应用PCR方法检测MBV的组织特异性，得出与打点杂交相同的结果；检测斑节对虾各生长阶段及卤虫感染MBV情况，认为MBV可能为水平传播；PCR检测方法与组织学方法比较，认为前者更加敏感．     

孔雀绿除杀对虾幼体聚缩虫的研究

采用孔雀绿（Ｃ２３Ｈ２５Ｎ２Ｃｌ）除杀斑节对虾（Ｐｅｎａｅｕｓｍｏｎｏｄｏｎ）仔虾期幼体附生的聚缩虫（Ｚｏｏｔｈａｎｎｉｕｍ）的实验结果表明，育苗过程３０２～３０６Ｋ温度条件下，０．６～０．８ｐｐｍ（相当于１．６４×１０－６～２．１９×１０－６ｍｏｌ／Ｌ）药物浓度作用时间６～８ｈ，可达到除杀聚缩虫又不伤害仔虾幼体的良好效果．育苗池中的有机质会降低除杀聚缩虫的药效，当有机质含量较高时，宜采用上述浓度范围的上限．     

养殖斑节对虾红体病病原及组织病理研究

养殖班节对虾红体病病原经组织病理、电镜观察和白斑杆状病毒PCR检测，初步证实是一种枝原体．枝原体高度多态性，主要以球状体和分枝丝状体形式存在．球状体直径60～108um，分枝丝状体膨大部直径达150um，丝状部为25um．枝原体主要寄生在斑节对虾肝胰腺上皮细胞、造血组织细胞、鳃上皮细胞、甲壳表皮细胞等，致肝胰腺萎缩糜烂．受感染细胞细胞质空泡变性，细胞核固缩解体，内质网、高尔基体和溶酶体消失．对红体带白斑斑节对虾、白斑（无红体特征）斑节对虾和红体（无白斑特征）斑节对虾组织病理、电镜和白斑杆状病毒PCR检测，证实斑节对虾红体病不是由白斑杆状病毒引起，红体斑节对虾具有白斑杆状病毒是病毒继发感染所致．     

斑节对虾和日本对虾肝胰腺脂肪成份和含量及其与斑节对虾杆状病毒的关系

体长10～12cm养殖健康斑节对虾肝胰腺含水量71．06％，干重样品脂肪含量34．28％，湿重样品脂肪含量9．60％；班节对虾杆状病毒（MBV）感染严重的班节对虾肝胰腺含水量较健康班节对虾少，干重样品脂肪含量和湿重样品脂肪含量明显高，二者比较，3项指标均具显著位差异；MBV轻度感染斑书对虾肝胰腺含水量和脂肪含量与健康斑节对虾相近，无显著性差异，养殖健康斑节对虾肝胰腺饱和脂肪酸以棕榈酸为主，不饱和脂肪酸以十八碳和二十二碳脂肪酸为主；必需脂肪酸亚油酸达21．72％，体长16～18cm日本对虾肝胰腺饱和脂肪酸以棕榈酸为主，不饱和脂肪酸中油酸、花生烯酸和二十二碳烯酸（C22：1）含量较高，亚油酸和亚麻酸含量较少，二十二碳六烯酸含量达9．91％．     

斑节对虾杆状病毒感染与水体理化因子

通过二造虾塘水体理化因子的检测和斑节对虾杆状病毒感染的调查，发现水体理化因子可影响斑节对虾杆状病毒的感染度，其中影响最大的是氨氮，其次是盐度和亚硝酸氮．氨氟和pH值有协同作用，硫化物可诱发斑节对虾杆状病毒病，亚硝酸氮可明显地抑制对虾的生长．     

斑节对虾杆状病毒病的组织病理观察

斑节对虾杆状病毒感染斑节对虾肝胰腺和前中肠上皮细胞。组织病理变化表现为肝胰腺上皮细胞核肥大,为正常细胞核直径的2～6倍,细胞坏死,脱落。     

初一期末英语测试

听力部分Ⅰ 从Ａ、Ｂ、Ｃ中选出你所听到的单词并将代表答案的字母填入前面的括号中（５分）（）１ ＡｎｉｇｈｔＢｌｉｇｈｔＣｌａｔｅ（）２ ＡｌｅａｖｅＢｎｅｗＣｌｏｖｅ（）３ ＡｗａｓｈＢｗｈｉｃｈＣｗａｔｃｈ（）４ ＡｍｉｄｄｌｅＢｌｉｔｔｌｅＣｔａｂｌｅ（）５ ＡｓｕｐｐｅｒＢｓｏｌｄｉｅｒＣｔａｂｌｅⅡ 根据所听对话及问题 ,选择正确答案（５分）（）１ ＡＳｈｅｓｔｕｄｉｅｓｉｎＣｈｉｎａ．ＢＳｈｅｔｅａｃｈｅｓｉｎＣｈｉｎａ．ＣＳｈｅｉｓａｔｅａｃｈｅｒ．（）２ ＡＳｈｅｃｏｍｅｓｆｒｏｍＣａｎａ…     

斑节对虾白斑综合症杆状病毒检测方法及其应用

对白斑和红体带白斑斑节对虾光镜和电镜观察，对虾白斑综合症杆状病毒（WSBV）感染外胚层和中胚层组织器官．应用WSBVPCR检测技术证实一种WSBV感染鳃、甲壳表皮、神经和肌肉，在肝胰腺、消化管（含胃）、心脏和血液中未检测到，其结果与组织学观察有出入．PCR检测WSBV最佳取材部位是对虾甲壳表皮和肌肉．PCR方法可应用于WSBV的提纯，实验用健康虾的筛选，实验感染WSBV的跟踪，以及流行病学研究．通过PCR方法和电镜观察结合证实红体病斑节对虾（不带白斑者）不是WSBV所致，修正了前人的观点．     

斑节对虾白斑综合症杆状病毒致病性及组织细胞特异性研究

班节对虾白斑综合症杆状病毒（Whitespotsyndromebaculoviruses，WSSBV）感染胃上皮细胞，胃环肌和纵肌细胞，海绵结缔组织细胞；鳃下皮细胞；触角腺分泌型和非分泌型上皮细胞，触角腺体胶囊上皮细胞；造血组织细胞；心脏心肌细胞，随体细胞，结统组织细胞；神经系统胶质细胞，神经膜细胞，神经细胞和球形细胞；甲壳表皮细胞、肌细胞．WSSBV对中肠和中肠育囊上皮细胞，肝胰腺上皮细胞，雄性生殖系统精原细胞，输精管上皮细胞等不敏感．人工肌注感染，WSBV有3d内可致斑节对虾90％，甚至100％死亡．感染斑节对虾鳃经电镜观察发现了3种杆状病毒，2种为无包涵体细胞核杆状病毒，其中一种大小为（119～136）um×（289～306）um，核农壳（98～105）nm×（265～272）um，另一种大小为（101～112）um×（391～420）um，核衣壳（78～85）nm×（276～298）um；1种为细胞质杆状病毒，大小为（102～112）nm×（326～340）um，核衣壳（71～78）nm×（306～308）um．     

Models and Modelling in Physics Education: A Critical Re-analysis of Philosophical Underpinnings and Suggestions for Revisions

The model-based view (MBV) of science education, which strives for authenticity in science teaching, is currently seeking support from the philosophical positions related to the Semantic View of Theories (SVT). These recent advances are promising steps towards establishing a robust philosophical framework, but they need revision in so far as they are meant to apply to physics and physics education. It is suggested here that in physics education, attention needs to be guided to the notion of the empirical reliability of models and modelling, and to the methodological question of how empirical reliability is established in the process of making a match between theory and experiment. The suggested picture – intended for the purposes of physics teacher education – replaces the current more limited philosophical frameworks used in science education with one of a wider scope. Moreover, the revised philosophical background gives a more authentic picture of physics as science, and the modelling activity within it, than the other current stances in the science education.     

道光《城口厅志》的三种印本

《城口厅志》应只有一种版本,即刘绍文主持的道光24年刻本。所见三种印本中,四川本印刷时间更早,书版的毁损程度较轻。城口本、重庆本印刷时间约晚50年,书版的毁损程度较重,但印刷质量较好,内容更完整,并增补有少量光绪年间的材料。城口本中的补正出自近人,讹误较多。     

Affective processes and academic achievement

Achievement, empathy, depressive affectivity, aggression, and self-concept measures were obtained for 8-9- and 10-11-year-olds. Depressive affectivity and aggression were assessed by teacher ratings and self-reports. Empathy was assessed by audiovisual tapes. Measures were readministered to the younger group 2 years later. Achievement scores were highly stable. Significant test-retest correlations were also found for the affective measures. Self-reports were negligibly related to achievement. For girls, strong relations were found between empathy at age 8-9 and achievement in reading and spelling at age 10-11. Teacher ratings of depressive affectivity were inversely related to achievement for boys and girls at age 8-9, but significant at age 10-11 for girls only. Initial ratings of depressive affectivity were predictive of girls' subsequent achievement. A similar pattern was found for teacher ratings of aggression.     

Community Colleges and Job Training

Students who graduated from a teacher education program at a large public university were contacted to determine if they were teaching. Those who were teaching were also asked if they were teaching in the communities where they lived prior to attending college. A comparison of the graduates who were community college transfer students and graduates who were university native students was conducted. The results indicated that community college transfer students were less likely to be teaching following graduation, but that those transfer students who were teaching were as likely as native students to be teaching in their communities.     

Parent Satisfaction with Educational Experiences scale: A multivariate examination of parent satisfaction with early childhood education programs

The study investigated a scale developed to measure parents’ satisfaction with experiences of various aspects of their child's early education program. The Parent Satisfaction with Educational Experiences (PSEE) scale was co-constructed with parents and teachers in preschool, kindergarten, and first grade programs in a large urban school district. Demographic and PSEE data were collected from a representative sample of 648 parents. Factor analyses yielded three dimensions of parent satisfaction with teacher contact experiences, classroom contact experiences, and school contact experiences. Multivariate analyses showed that parents with children in Head Start or kindergarten were more satisfied in all three dimensions than were parents of children in child care or first grade. Married parents were more satisfied with their teacher contact than were single parents and parents who were not employed full-time were more satisfied with their contact across all three dimensions than were parents who were employed full-time. Implications for fostering parent involvement were discussed.     

Influence of family structure and school variables on behavior disorders of children

The purpose of this study was to examine the influence of family structure and school variables on behavior disorders of children. The sample consisted of 1,162 white elementary school children. General information was obtained from school records, and ratings on behavior disorders were obtained from teachers. Data were analyzed using multiple regression analyses of variance. Results indicated that grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. Whether or not the children were living with both of their natural parents, number of children in the family, if the children were in special education classes, and whether the children were older than usual for their grade in school were less important or were unimportant. The results, especially those that were not expected, were discussed.     

Characteristics of a clinical sample of sexually abused children: how boy and girl victims differ

The article describes a clinical sample of 87 boy victims of child sexual abuse and compares them to 226 girl victims. Boys were on average 6.3 years of age at onset of the sexual abuse; girls were 5.5 years. Boys were more likely to be victimized by someone outside the family than girls, but about two-thirds of the boys were abused by someone within the family. Male victims were more often abused by someone who sexually abused other children than were female victims. The majority of perpetrators were men; however girls were more likely than boys to be abused by men, and boys by both men and women. Only a small percentage of the offenders were women acting alone, but boys were more likely to be abused by women than girls. In addition, data on the role relationship between victim and offender and how these relationships differ for boy and girl victims are presented.