芦荟叶片愈伤组织诱导的研究

以中华芦荟、库拉索芦荟和木立芦荟的叶片为外植体进行组织培养.结果表明三种芦荟均可以在特定的培养基中形成愈伤组织.中华芦荟愈伤组织的诱导最佳培养基为MS+6-BA0.2mg/L+2,4-D0.5mg/L;库拉索芦荟愈伤组织的诱导最佳培养基为MS+6-BA1.0mg/L+2,4-D1.0mg/L;木立芦荟愈伤组织的诱导最佳培养基为MS+6-BA2.0mg/L+2,4-D1.5mg/L.     

芦荟种苗快速繁殖技术实验研究

以库拉索芦荟的茎段为外植体进行离体培养,结果表明,茎段可诱导形成愈伤组织,并分化出芽。以MS为基本培养基,建立了库拉索芦荟的快速繁殖体系,其中以含BA 2.0mg.L-1、2,4-D 0.1 mg.L-1的培养基诱导分化频率较高;在芦荟组培苗的生根培养中,以含有IBA 1.0 mg.L-1的培养基生根效果较好。此外,还对芦荟组培苗的移栽条件及生长条件进行了研究,发现在锯末中的移栽效果较好,成活率可达90%以上。     

珙桐快速繁殖技术研究

以野外珙桐抽出的嫩梢为培养材料进行快速繁殖研究,结果表明:茎段直接诱导丛生芽的适宜培养基为WPM+NAA0.05 mg/L+6-BA2.0 mg/L+GA31.0 mg/L+AC 1.0 g/L;生根最佳培养基为White+IBA2.0 mg/L+6-BA1.0 mg/L+AC 0.5 g/L,在此条件下,根发育良好,植株健壮。     

何首乌的快速繁殖技术

文章对何首乌的快速繁殖技术进行了研究。结果表明:采用MS+6-BA2.0mg/L+IBA0.1mg/L的培养基对诱导带侧芽茎段芽的分化效果最好,通过继代培养,出现芽增殖现象。诱导生根,以1/2MS+IBA0.25-0.5mg/L和1/2MS+NAA0.25-0.5mg/L效果较好。     

日本薯蓣的组培快繁及块茎诱导

以药用植物日本薯蓣(Dioscorea japonica Thunb.)的带节茎段为外植体,研究了不同激素组合对其不定芽诱导和增殖及块茎诱导的影响.结果表明,MS+6-BA 2.0 mg/L+NAA 0.5 mg/L+AC 0.15％(蔗糖3％)为日本薯蓣丛生芽诱导和增殖的最佳培养基;MS+6-BA l.0 mg/L+NAA 0.1 mg/L+AC0.15％(蔗糖3％)可诱导其生根和块茎的形成.     

小叶章组培快繁体系的研究

以野生小叶章幼嫩茎段为外植体,研究MS对外植体生长的影响。通过正交试验设计,研究不同种类及浓度配比激素对丛生芽增殖和生根的影响。表明小叶章茎段用75%酒精消毒30 s,再经0.01 L汞溶液浸泡4 min的灭菌效果较好;茎段直接诱导不定芽的最适宜培养基为MS+0.05 mg/L KT+1.0 mg/L 6-BA+0.1mg/L+TDZ 0.1 mg/L NAA,诱导率可达87.44%;最佳继代增殖培养基为MS+0.1mg/L KT+0.5 mg/L 6-BA+0.05 mg/L TDZ+0.1 mg/L NAA,增殖系数可达5.76;生根最适宜培养基为0.5MS+2.0 mg/L NAA,生根率为93.33%。     

朱顶红鳞茎芽诱导快速繁殖技术研究

为研究朱顶红丛芽诱导快速繁殖技术,以朱顶红鳞茎切块为外植体,对影响鳞茎芽增殖、继代及生根进行了研究,建立了其再生体系。结果表明,MS+NAA0.5mg/L+6-BA4.0 mg/L+2,4-D 2.0 mg/L培养基是最佳芽增殖培养基,MS+NAA0.5 mg/L+6-BA2.0 mg/L+活性碳1 g/L是最佳继代培养基,MS+6-BA1.0 mg/L+NAA0.3 mg/L+活性碳1 g/L是最佳生根培养基。     

景天三七的组织培养——愈伤组织诱导

以景天三七的茎段和叶片作为外植体,采用MS培养基为基本培养基,附加不同的植物激素组合进行实验,诱导其产生愈伤组织.结果表明:适合于离体茎段和叶片愈伤组织诱导的培养基是MS+6-BA1.0mg/L+2,4-D1.0 mg/L,诱导率分别为66.67%和76.19%.     

点地梅丛生芽技术研究

以点地梅幼苗为外植体进行快速繁殖,分别诱导、分化、生根形成再生植株进行快速繁殖,并移栽成活.结果表明,在MS+6-BA(3mgL)+NAA(0.5mg/L)培养基上诱导丛生芽效果最佳.在MS+NAA(0.4mg/L)培养基中根的诱导率为100%.     

绿化树种无患子愈伤组织的诱导与生长试验

为获得优良的无惠子愈伤组织无性系,采用正交试验探讨了2种外植体、基本培养基、2,4-D、6-苄基嘌呤(6-BA)4因素对愈伤组织诱导及生长的影响.结果表明同一成熟度的外植体,其叶片愈伤组织的诱导率明显优于茎段,最适合的愈伤组织形成的培养基为MS+6-BA2mg/L+2,4-D0.5mg/L+蔗糖20g/L+琼脂9g/L.     

Integrating Counseling Theory and Practice: Searching for F.A.C.T.S. and C.R.A.C.K.S.

This article suggests a device that counselors may use as a reference for bridging the gap between counseling theory and technique. Cognitive development theory provides the basis for understanding a single transaction between counselor and client. The acronyms FACTS and CRACKS suggest the structural dynamics taking place within the client's cognitive field as the counselor performs in two different stages of the counseling process.     

How L.A.T.E. it was, how L.A.T.E.

The London Association for the Teaching of English is a subject group that was founded in 1947 to ‘provide a live forum for the exchange of ideas, and to undertake the practical study of problems connected with the teaching of English’. The early history of this Association, its influence on the development of English pedagogy and practice is the subject of my current PhD research. Within this work are key questions about the nature of subject English, the curriculum, and the ways in which members of a subject community work together to effect change. This article gives some background to the research project, and begins to point towards some potentially important questions about the subject and ways of working together. After two decades of top down, centralised government initiatives around English pedagogy, curriculum and assessment, and teachers’ professional development, these questions are worth addressing.