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     

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。     

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。     

IDB鸡骨髓带毒试验

本试验对IBD鸡骨髓带毒进行了研究。试验通过病鸡骨髓对易感鸡的直接感染和生物学试验 ,表明IBD鸡骨髓携带病毒。从而说明IBD病鸡的骨骼可能是传播IBD的途径之一。     

鸡减蛋综合症(EDS—76)病毒的分离和鉴定

本文采集产蛋量突然下降的疑似发生EDS—76病鸡群中产软壳蛋鸡的输卵管为病料,经鸭胚传代,分离到一株血凝性病毒(FE_1株).该病毒株对氯仿不敏感,耐酸(PH3.0),通过与EDS—75—AV—127株及新城疫阳性血情所做的交叉血凝抑制试验表明,FE_1株与AV—127株的抗原性相同,而与新城疫病毒无抗原相关性.因此证明FE_1株端病毒属EDS—76病毒.     

一例鸽新城疫病毒分离

1999年11月安阳某种鸽场饲养美国王鸽陆续出现死亡，为查清病因，我们用病死鸽进行细菌培养呈阴性，取脾脏病料接种SPF鸡胚分离到新城疫病毒，对病毒的部分特性进行测定，结果报告如下：1 材料与方法1.1 SPF鸡胚及SPF鸡山东家禽研究所提供，鸽由某鸽场提供。NDV、EDS-76病毒，禽流感病毒(AIVH9亚型)PMV-2血清均由中国农大动物医学院提供。1.2 病料处理取脾脏加适量灭菌PBS剪碎后用玻璃研磨器研磨，4℃8000r／min离心20min，取上清液经220nm针头滤器滤过后，即成脾悬液。1.3 鸡胚接种接种10日龄SPF鸡胚(尿囊腔途径0．2ml／枚)收集尿囊液进行HA和HI试验。     

鸡禽流感病原分离鉴定及高免卵黄抗体研制

从出现呼吸道症状和产蛋量下降的产蛋鸡群的气管分泌物中分离病毒,经HA活性测定、分离尿囊液中新城疫病毒排除试验、禽流感A型特异性血清的琼脂扩散实验、A型流感病毒的亚型鉴定试验,分离到的病毒为H9N2禽流感病毒,用禽流感H9N2亚型油乳剂灭活苗多次免疫产蛋鸡,获得高免蛋,并制成禽流感高免卵黄液,在发病初期给禽流感病鸡肌注高免卵黄液,获得了满意的效果.     

用间接血凝试验(IHA)诊断鸡弓形虫病

弓形虫病是一种人和动物共患的寄生虫病,它对人和畜禽危害很大,影响人的身体健康,导致畜禽发病、死亡,给养殖业造成严重的经济损失。诊断弓形虫的实验室方法很多,采用间接血凝试验(IHA)方法,可及时诊断、有效控制弓形虫病。     

中药制剂抗IBDV效果的观察

选用金蓝、黄花两种中药注射液 ,在非免疫鸡胚中进行抗IBDV效果试验 ,黄花和金蓝注射液在 5 0 0倍稀释浓度下 ,均具有抗IBDV作用 ,接种病毒后混合组试验中鸡胚平均存活 15 4h ,177h(P <0 .0 5 ) ,抑制组试验中平均存活 62h ,68.7h(P >0 .0 5 ) ,预防组实验中鸡胚被孵出 ,病毒对照组则平均存活只有 4 5h。     

知否知否,冠状病毒

<正>新型冠状病毒肺炎疫情产生的影响,大家有目共睹,造成疫情的罪魁祸首是2019新型冠状病毒(COVID-19),这一病毒与曾经肆虐过的非典型性肺炎病毒(SARSv Co V)和中东呼吸综合征症状病毒(MERS-Co V),均属于冠状病毒。也就是说这几种病毒有点像近亲。这些冠状病毒为什么能如此猖獗?人们最终靠什么才能战胜它们?"知己知彼才能百战不殆",我们要想战胜这个敌人,首先得充分认识和了解这个敌人。一、冠状病毒的结构和成分     

抗-CCP抗体检测在类风湿关节炎诊断中的应用

目的探讨抗-CCP抗体检测在类风湿关节炎诊断中的作用。方法回顾性分析了125例疑为风湿疾病患者及33例类风湿关节炎（RA）患者抗-CCP抗体和RF检测结果。结果 125例疑为风湿疾病患者中,抗-CCP抗体阳性31例、RF阳性10例,其中确诊的33例RA患者抗-CCP抗体阳性31例、RF阳性9例。结论抗-CCP抗体检测是RA早期诊断一种十分有效的方法。     

一起猪链球菌病的诊断及防治

本文报道了2004年7月,黄山市部分地区猪群暴发了一起急性败血性传染病。发病率及死亡率均高。根据流行病学,临床表现以及细菌分离培养,诊断此次流行的疾病系猪急性败血型链球菌病,药敏实验及临床治疗表明,本次分离到的链球菌对氨苄青霉素、克林霉素敏感。而对常规青霉素低敏。     

动态心电图ST-T变化与冠状动脉造影对比分析

目的：探讨动态心电图ST-T变化在冠心病诊断中的价值,为提高该病的诊断率提供参考。方法：对2008年1月至2009年8月在我院心血管内一科进行诊治的可疑冠心病患者共计128例,首先进行动态心电图检测,然后对其进行冠状动脉造影,对检测结果进行比较分析。结果：应用动态心电图共检出ST段呈水平型或下斜型压低患者52例,阳性率为40.63%。而冠状动脉造影结果显示,共有49例患者为冠心病,单支病变24例,双支病变18例,三支病变7例。动态心电图灵敏度为89.80%（44/49）;特异度为89.87%（71/79）,准确指数为79.67%。结论：动态心电图在检测可疑冠心病患者心肌缺血方面具有很好的灵敏度、特异度和准确度,可以作为诊断冠心病患者的可靠指标。     

THE LONG AND SHORT TERM PREDICTIVE EFFICIENCY OF TWO TESTS OF READING POTENTIAL

A comparision was made of the predictive efficiency of each of two tests in the diagnosis of reading failure over a period of from one to four years. A direct test of reading potential in the form of a word recognition test was shown generally to be more efficient than an indirect test based on neurophysiological indicants. The finding that self concept measures were not consistently related to reading performance was interpreted in terms of the biassing effect of a particular response style.     

Testing Teachers: Perspectives on a pilot numeracy skills test in England

From May 2001 all teachers qualifying in England must be successful in computer-based skills tests in numeracy and literacy. The first test to be developed was the QTS Skills Test in Numeracy, which was a paper and pencil test taken on 1 June 2000 by approximately 22,000 trainee teachers. In this article I argue that the pilot test signals an unjustified departure from performance-based assessment, provides an example of inconsistency between national imperatives and teacher certification and was not robust. A small study of trainee teachers of secondary English was undertaken to explore perceptions of professional numeracy in relation to their experience in training, what was tested in the skills test and what is known about testing mathematics through questions set in pseudo-real contexts. I conclude that theoretically it would be difficult to devise an appropriate examination type test of professional numeracy and that in the event the pilot test was not successful.     

“How”—beyond the “what”, towards the “why”: A rule-assessment approach to achievement testing

The advantages of a rule assessment approach to the interpretation of achievement test results have been demonstrated using an S-P chart with coded error types. The problems of similar total test scores resulting from completely different misapprehensions, as well as correct answers resulting from incorrect rules of operation, were addressed using a simulated data-set.Although the overall quality of the test used here as measured by conventional psychometric indices proved satisfactory, it was shown that the traditional interpretation, which refers to total test scores, can be misleading, especially when adaptive remediation is sought. It is well known in medical sciences that a disease has several symptoms yet several diseases can share the same symptoms (i.e. high fever). Consequently, no responsible physician would prescribe the same medicine for two patients suffering from different diseases just because they both share high fever as one of their symptoms. Similarly, when two students with different misapprehensions get the same total test score, should the teacher prescribe the same remediation for correcting their misapprehension?Although the method for diagnostic test construction was out of the scope of this paper, it should be noted that test design is a crucial matter which eventually determines the quality of the diagnosis. One has to, therefore, carefully choose the items for the diagnosis in order to maximize the information about the rules of operation underlying the students' responses. A task specification chart (Birenbaum & Shaw, 1985) may serve as a useful tool in the process of test construction. As was illustrated in the chart, when an item yields the same results as a result of various “bugs”, its contribution to rule assessment is in question.Although in reality test results are contaminated by noise resulting from careless errors or strategy changes during the test, the overall identification rate achieved by diagnostic tests ranges between 70%–80% (Tatsuoka, 1984). Similarly, current AI diagnostic systems such as DEBUGGY and DPF are reported as being capable of identifying 80%–90% of student errors (VanLehn, 1981; Ohlesson & Langley, 1985). It seems that such a rate justifies the tedious work involved in constructing a diagnostic tool.     

The Effects of the Spacing of Test Trials and Study Trials in Paired‐association Learning

The learning effects due to test and study trials after the initial presentation were examined in a paired‐associate learning paradigm. In Experiment 1 both the spacing and retention intervals were systematically varied. The results showed advantages of spacing for both test and study trials. However, the spacing function of test trials interacted significantly with the retention interval. At a short retention interval, the second recall was a decreasing function of spacing and paralleled closely the initial recall. As the retention interval increased, the spacing‐of‐test function assumed an inverted U‐shape. Performance after repeated studies was on the average better than after test trials. Experiment 2 confirmed that when an initial presentation was followed by two test trials, an increasing spacing interval between each successive test trial produced optimal long‐term performance. In the case where a second study trial was coupled with a test trial, a pattern with equal interval length was better than other spacing patterns. The proportion of test trials of the study list was also varied among groups of subjects. A higher proportion of test trials resulted in better final recall.     

厦门BRT路面养护施工方案研究

以厦门BRT路面施工养护为例,分析研究传统BRT路面养护施工方案的不足之处,进而从设计、施工等方面对传统的BRT路面养护施工方案进行优化处理,提出新的BRT路面养护施工方案,并在试验段进行应用。分析优化后的BRT路面养护施工方案在试验段的应用效果,将该施工方案推荐到整个BRT路面施工养护工程中。最后,以厦门BRT路面工程为例,得出BRT路面的病害防治应综合考虑设计与施工,严格控制施工质量的结论。     

Use of Intellective and Non-Intellective Factors in Classifying Female Elementary and Secondary Teacher Trainees

Undergraduates (N = 94) enrolled in an educational psychology course read an assigned article of about 3, 700 words. A 30-item multiple-choice test was then administered and followed by one of four treatments: 1.) no feedback, 2.) immediate feedback, 3.) one day or, 4.) seven days delayed feedback. A retention test, consisting of the original items and distractors randomly reordered, was administered seven days after the feedback. No overall differences in performance were observed. Likewise, there were no significant differences for the test items analyzed according to initial performance or according to item difficulty. Questionnaire data indicated that immediate feedback stimulated the most rereading. These results bring into question the importance of controlling feedback intervals carefully in applied instructional settings.     

The influence of students’ cognitive and motivational variables in respect of cognitive conflict and conceptual change

In this study, the relationships among students’ cognitive/motivational variables, cognitive conflict, and conceptual change were investigated. Subjects were 159 seventh graders in Korea. Tests regarding logical thinking ability, field dependence/independence (FDI), meaningful learning approach, failure tolerance, mastery goal orientation, and self‐efficacy were administered to examine students’ cognitive/motivational characteristics. A preconception test and a test of responses to discrepant event were also conducted to examine the degree of students’ cognitive conflict induced by a discrepant event. Computer‐assisted instruction, designed to change an undifferentiated weight‐density concept into a scientific density concept, was then provided to students as a conceptual change intervention. A conception test was administered as a post‐test. The results indicated that FDI was the only statistically significant variable correlated with the degree of cognitive conflict. A stepwise multiple regression analysis revealed that logical thinking ability, FDI, and failure tolerance were statistically significant predictors of the conception test scores. Educational implications are discussed.