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1.
印巴黄蚜小蜂是防治柑桔红圆蚧的优良蜂种,1989年本实验室得到Luck教授的邦助,从美国引进此蜂,以茶长本圆蚧作为替换寄主,在室内饲养了5年,约繁殖了50个世代,并对其个体发育、对寄主的选择与子代性比、发育历期与温度关系等方面进行了研究。与此同时,进行了田间散放试验。本文是这些研究工作的概述。  相似文献   

2.
匀鞭蚜小蜂3对足的特点是:3对足的基节均具有相同数量的指状感器,转节上具有同样的盘状感器。前足胫节及基跗节发达,并有触角清洁器。后足腿节粗壮,便于跳跃。  相似文献   

3.
用两个矩阵描述了红圆蚧（Ａｏｎｉｄｉｅｌａａｕｒａｎｔｉ）一龄若虫的扩散格局，把柑桔树简化成中心辐射的枝条结构，利用红圆蚧自然种群生命表的资料，建立了红圆蚧群动态的矩阵模型．通过改变寄生率的水平，在计算机上模拟了１０年内红圆蚧的种群动态变化，试图为红圆蚧的测报和防治开辟一条新路  相似文献   

4.
用扫描电镜观察了匀鞭蚜小蜂的触角及其感器,计有毛状、坛状、指状感器,纵形及钟形感器。并对各种感器的分布及排列作了描述。  相似文献   

5.
本文研究了两种寄生蜂Aphytis sp.and Aphytis melinus在寄主茶长本圆蚧(Abgrallaspis cyanophylli)上的混合寄生效应。结果表明,在混合种群中,两种蜂的攻击效率都减小到单独做功能反应时的1/10。同时,本文首次提出了两种寄生物—单种寄主的功能反应模型,模拟效果较好。  相似文献   

6.
为了研究榕-蜂互利共生系统中繁殖资源的分配模式,本研究比较了小叶榕榕果内的种子及小蜂后代数量。研究结果表明：榕果内传粉榕小蜂小蜂数量显著高于种子数量。随着榕果内小蜂后代数量的增加,种子数量也呈增加的趋势,但其增加趋势并不显著。这说明传粉榕小蜂更倾向于在榕果内孕育更多的后代,而非种子。所以说在榕-蜂互利共生系统资源的分配上,传粉榕小蜂应该占主导地位。除传粉榕小蜂外,小叶榕榕果内还寄生着一种非传粉榕小蜂W.kurandensis,该种小蜂仅影响种子产出,而不影响传粉榕小蜂的后代数。这可能是由于该种小蜂与种子都利用榕果内同种空间分布类型繁殖资源资源造成的。  相似文献   

7.
研究表明豌豆蚜(Acyrthosiphon Pisum Harris)、豆蚜(Aphiscraccivora Koch)在蚕豆(Vicia faba)良种3002、83—24两个品种上的生长发育历期、成活率等方面,皆有差异;说明这些蚕豆品种所具备的品种特性对豆蚜、豌豆蚜的寄生有着不同的作用,也就是说,他们对豆蚜、豌豆蚜的抗性有一定的差异.上述品种中83—324对豆蚜、豌豆蚜的抗性较强,而品种3002的抗性较差.在生产实践中对不同品种间存在的抗性差异应加以充分合理的利用.  相似文献   

8.
应用系统调查和能流量法分析了梅园节肢动物群落优势种,结果表明:不论数量和能流量分析,梅园节肢动物群落的主要害虫优势种均为朝鲜球坚蚧和桃蚜;而天敌优势种数量和能流量分析分别为黑缘红瓢虫、红点唇瓢虫和黑缘红瓢虫、草间小黑蛛.  相似文献   

9.
寄主卵大小及新鲜陈旧会影响平腹小蜂的性比本试验用移植卵的方法，证实了影响该蜂性比的关键在于：靠平腹小蜂产卵瓣上的感觉器感知寄主卵的大小及新鲜程度，通过神经肌肉控制受精囊是否释放精子入卵，决定产下的是受精卵或非受精卵，因而影响子代蜂的性比．  相似文献   

10.
豫北地区苹果黄蚜种群数量动态研究   总被引：1，自引：0，他引：1  
从种群生态学的角度出发,采用累加百分数及建立逻辑斯蒂数学模型等方法对豫北地区苹果黄蚜的种群增长模型进行了分析.结果表明:试验点上八里村无翅蚜5月1日为始盛期,5月12日为高峰期,6月13日为盛末期;有翅蚜5月3日为始盛期,5月16日为高峰期,6月13日为盛末期,有翅蚜的发生比无翅蚜发生的要晚4 d左右,试验点西坡村由于树势差异,其蚜虫种群数量大,发生的始盛期、高峰期、盛末期均比上八里村晚2~3 d.上八里村和西坡村无翅蚜的种群数量增长均符合逻辑斯蒂模型,种群数量增长模型分别为N上八里=2809(/1+e4.9682-0.0304)t,N西坡=3 626(/1+e4.683 5-0.002 6)t.  相似文献   

11.
对长江流域安徽省境内黄鳝体内寄生虫的感染情况进行初步调查,共检出6种寄生蠕虫,其中新棘衣棘头虫感染率最高（41.8％）,其次是鳗鲡独孤吸虫（3.5％）、大型多钩槽绦虫（3.5％）、胃瘤线虫（3.3％）、锯缘叶形吸虫（1.1％）、幼旋尾线虫（0.8％）.新棘衣棘头虫的感染率与黄鳝体长相关,并随季节变化而变化.黄鳝体长小于32.5 cm时,新棘衣棘头虫感染率最低（18.52％）;体长在37.5～42.4 cm时,新棘衣棘头虫感染率最高（46.61％）.新棘衣棘头虫对黄鳝感染率春季最低,秋季感染率最高.黄鳝采集的6个地点寄生虫感染的种类、感染率、感染强度均有所不同.2种寄生虫共感染黄鳝情况较常见,而3种寄生虫共感染比例较低.  相似文献   

12.
检查了来自广东省各地的灰褐秀眼鸟93只,其中5只天然感染有疟原虫,鉴定该虫属于血阿米巴亚属Haemamoeba,这在我国是一新记录。  相似文献   

13.
Reviews     
Books reviewed in this article:
Ridley, Dale Scott & Walther, Bill (1995) Creating Responsible Learners: The Role of a Positive Clnssroom Enviroment American Psychological Association, Washington 1-55 798-295-3 614.50 121 pp
Seek, Barbara B (1995) ed lnstructional Design Fundamentals: A Reconsideration Educational Technology Publications, Englewood Cliffs. NJ 0-87778-284-9 $37.95 278 pp
Thorley, Lyn & Gregory, Roy (1994) eds Using Group-based Learning in Higher Education Kogan Page, London (and Philadelphia) 0-7494-1246-1 £14.95 194 pp
Wilson, Brent G et al (1994) Technology Making a Difference: The Peakview Elementary School Study ERIC, Syracuse 0-937597-39-2 $17 230 pp
Faludy, Tanya & Faludy, Alexander (1996) A Little Edge of Darkness: A Boy's Triumph over Dyslexia Jessica Kingsley, London 1-85302-357- 4 £9.95 160 pp  相似文献   

14.
Emotion understanding develops rapidly in early childhood. Firstborn children (N = 231, 55% girls/45% boys, 86% White, 5% Black, 3% Asian, 4% Latinx, Mage = 29.92 months) were recruited into a longitudinal study from 2004 to 2008 in the United States and administered a series of tasks assessing eight components of young children's emotion understanding from ages 1 to 5. Cohort sequential analysis across three cohorts (1-, 2-, and 3-year-olds) demonstrated a progression of children's emotion understanding from basic emotion identification to an understanding of false-belief emotions, even after controlling for children's verbal ability. Emotion understanding scores were related to children's theory of mind and parent reports of empathy, but not emotional reactivity, providing evidence of both convergent and discriminant validity.  相似文献   

15.
本文描述了在鸟类疟原虫的研究中,发现一种可用作疟原虫模式宿主的鸟种:红耳鹎(Pycnonotus jocosus)。  相似文献   

16.
In Experiment 1, three groups of rats were trained on one of three serial patterns consisting of different numbers of .045-g food pellets, either the simple strong monotonie pattern 14-7-3-1-0 (Group SM) or one of two complex weak monotonie patterns, 14-5-5-1-0 (Group 5-5) or 14-9-1-1-0 (Group 1-1). Learning to anticipate the terminal 0-pellet element occurred faster in Group 1-1 than in Group SM, which in turn learned faster than Group 5-5. In Experiment 2, Groups SM, 5-5, and 1-1 were trained on the first four elements of the patterns experienced by their Experiment 1 counterparts and then were tested for their ability to extrapolate the series to include the addition of a 0-pellet element in the fifth position. Extrapolation behavior was better in Group 1-1 than in Group SM, which in turn performed better than Group 5-5. The results were shown to be consistent with a memory-discrimination model of serial learning and inconsistent with a rule-learning model based on pattern complexity.  相似文献   

17.
在对太湖水域鱼类寄生虫的调查研究中,分别从乌鳢Channa argus、沙塘鳢Odontobutis obcurus和大口黑鲈Micropterus salmoides检获到异齿车轮虫Trichodina heterodentata Duncan,1977三个种群;运用国际统一鉴定及描述方法对其进行研究,并首次采用SPSS统计软件对种群进行差异性检验.结果表明不同种群虽均具有异齿车轮虫典型的形态结构及稳定的统计学数据,但仍存在种内差异.本研究同时把太湖的种群与其它种群进行了对比分析,发现寄主不同不是造成异齿车轮虫齿体差异的原因,但对虫体的大小产生影响.沙塘鳢和大口黑鲈是异齿车轮虫的宿主新记录.  相似文献   

18.
Given the reality of diversity, particularly religious diversity, in the contemporary world, Marion Larson and Sara Shady explore how educators can help students (and ourselves) consider the following question: How do I balance my own belief commitments with my responsibility to be genuinely open to and challenged by the other's perspective? Larson and Shady describe and evaluate three possible models: (1) tolerance, a neutral openness to the other's position; (2) empathy, a complete absorption of the other's position; and (3) inclusion, genuine dialogue about one's own position and the other's. Using the writings of Martin Buber as a basis, Larson and Shady advocate inclusion and apply this model to classroom teaching, arguing that this model of education promotes a shared reality where all partners in the dialogue come to understand each other's position, even if they do not entirely agree with it.  相似文献   

19.
In this study of the multiple determinants of professional caregiving, 237 caregivers (age range: 18–56 years) from 64 Dutch child care centers were extensively observed during their interactions with the children (0–4 years) in their usual care group. The choice of potential determinants of the caregiving quality was guided by Belsky's [Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55, 83–96] model of the determinants of parenting. Consistent with Belsky's model, quality of caregiving was found to be multiply determined by characteristics of the caregiver, the children and the caregiving context. More specifically, lower-quality care was provided by younger caregivers, to younger children, and by caregivers reporting higher physical occupational workloads. The differences between the participating child care centers proved to explain more variance in the quality of professional caregiving than the differences between the individual caregivers.  相似文献   

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