芪蓝抗毒饮治疗鸡传染性法氏囊病的剂量研究

比较了芪蓝抗毒饮三种剂量和中剂量三种给药次数对雏鸡实验性传染性法氏囊病的疗效。结果表明，中剂量和发病后该剂量每天给药1次、连续4天的疗效最好。     

天山云杉人工幼林树冠结构及其在林分间伐中的应用研究

本文对天山云杉人工幼林树冠结构以及树冠结构与林木之间的关系进行了研究，并基于生物学原理，在确定有效树冠的法础上，通过决定林木能力的树冠特征对其人林分间伐中的应用进行了初步研究。     

浙农大A系意蜂生产性能考察试验报告

用杂交一代蜂群进行对比试验的结果表明,浙农大 A 系意蜂的产育力、群势增长速度、采蜜量等,与平湖意蜂和澳大利亚意蜂无显著差异或基本一致,但蜂王浆高产性能表现突出,产量比平湖意蜂高19.5%,比澳意高42.5%,而且质量指标符合国家规定和出口标准。     

麦蚜对吡虫啉的敏感性及吡虫啉有效用量的评价

室内测定结果表明 ,禾谷缢管蚜对吡虫啉的敏感性比麦长管蚜高 ,其LC₅₀之比为1∶3左右。田间试验结果明确 ,吡虫啉持效性好 ,其持效期与吡虫啉用量和麦蚜种类有关。小麦穗蚜发生始盛期是吡虫啉防治麦蚜的最佳时期 ,防治禾谷缢管蚜最佳有效用药量为1g/667m²,麦长管蚜为2g/667m²。     

一种监测棉铃虫对Bt杀虫晶体蛋白抗性的技术

研究了以诊断试剂盒监测棉铃虫对苏云金杆菌(Bt)杀虫晶体蛋白(ICP)抗性的技术。将1日龄幼虫在含诊断剂量的饲料中(每毫升饲料含Bt ICP0.01mg)取食7天,以生长至3龄以上的个体作为抗性个体的判断指标;筛选出人工饲料中防腐剂剂量的最佳值为每350毫升饲料中含丙酸2.5ml。经对多个棉铃虫不同抗性种群的验证试验,证明诊断试剂盒检测抗性个体频率较为精确且应用简便。     

Effect of air temperature, rain and drought on hot water weed control

The influence of rain and drought before, and air temperature during, weed control with hot water was studied in laboratory experiments on the test weed Sinapis alba (white mustard). The plants were grown in a greenhouse and treated outdoors. There was no difference in weed control effect when S. alba plants at the four‐leaf stage were treated at the air temperatures 7°C and 18^°C. The effective energy dose for a 90% fresh weight reduction was 465 kJ m^?2 for both air temperatures. Weed control of S. alba at the four‐ to six‐leaf stage in rainfall above the rainwater run‐off level increased the required effective energy dose by 20% (i.e. 120 kJ m^?2) compared with dry plants. A short period of drought just before treatment on S. alba at the two‐ to four‐leaf stage increased the plant fresh weight reduction, which was 22% at low energy dose (190 kJ m^?2) and 44% at high energy dose (360 kJ m^?2). Hot water weed control should thus be carried out when the plants are drought stressed and avoided when the plants are wet. The air temperature seems to be of little importance in the range 7–18^°C.     

Predicting effective doses for the joint action of two fungicide applications

A function was derived to predict fungicide efficacy when more than one application of a single active ingredient is made to a crop, given parameters describing the dose–response curves of the component single-spray applications. In the function, a second application is considered to act on that proportion of the total pathogen population which was uncontrollable at the time of the first application (represented by the lower asymptote of the dose–response curve for the first treatment), plus any additional part of the population which survived the first application as a result of a finite dose being applied. Data to estimate the single-spray dose–response curve parameters and validate predictions of two-spray programme efficacy were obtained from separate subsets of treatments in four field experiments. A systemic fungicide spray was applied to wheat at a range of doses, at one or both of two times (t₁ and t₂), in all dose combinations. Observed values of the area under the disease progress curve (AUDPC) for septoria leaf blotch (Mycosphaerella graminicola) were used to construct response surfaces of dose at t₁ by dose at t₂ for each culm leaf layer. Parameters were estimated from single-spray and zero-dose treatment data only. The model predicted a high proportion (R² = 71–95%) of the variation in efficacy of the two-spray programmes. AUDPC isobols showed that the dose required at t₂ was inversely related to the dose at t₁, but the slope of the relationship varied with the relative timings of t₁ and t₂ in relation to culm leaf emergence. Isobols were curved, so the effective dose – the total dose required to achieve a given level of disease suppression – was lower when administered as two applications.     

有效碳数法研究及其在农药气相色谱分析中的应用

有机化合物结构与其所含有的有效碳数有一定的关系，本文给出了２０类结构化合物及其所含有有效碳数的关系，并对理论计算值和实测值进行了比较，结果十分接近，利用有效碳数法可以设计农药分析实验方案和无标样的情况下测定农药杂质含量。     

有效体育教学模式的创建与实施*

有效体育教学的内涵主要包括三个方面，即，体育教学要重效果，体育教学要好效益，体育教学要高效率。有效体育教学模式是指在“健康第一”思想指导下相对稳定的一种教学程序，其创建步骤主要包括确立教学指导思想、明晰目标内涵、分析教学情境、编选教学内容、创设运作程式。有效体育教学模式的实施要全程渗透健康引领的价值观念，细化体育教学有效性的指标体系，加强教师的有效指导，激活学生的主体参与。