顯性遺傳方差 的英文怎麼說

中文拼音 [xiǎnxìngyízhuànfāngchā]
顯性遺傳方差 英文
dominance genetic variance
  • 顯 : Ⅰ形容詞1 （明顯） apparent; obvious; noticeable; evident 2 （有名聲有權勢的） illustrious and inf...
  • 性 : Ⅰ名詞1 （性格） nature; character; disposition 2 （性能; 性質） property; quality 3 （性別） sex ...
  • 遺 : 遺動詞[書面語] （贈與） offer as a gift; make a present of sth : 遺之千金 present sb with a gener...
  • 傳 : 傳名詞1 （解釋經文的著作） commentaries on classics 2 （傳記） biography 3 （敘述歷史故事的作品）...
  • 方 : Ⅰ名詞1 （方形; 方體） square 2 [數學] （乘方） involution; power 3 （方向） direction 4 （方面） ...
  • 差 : 差Ⅰ名詞1 （不相同; 不相合） difference; dissimilarity 2 （差錯） mistake 3 [數學] （差數） differ...
  • 顯性 : [生物學] dominance顯性性狀 dominant character; 顯性修飾因子 dominigene; 顯性遺傳 dominant inheritance
  • 遺傳 : [生物學] heredity; hereditary; inheritance; inherit
  • 方差 : dispersion
  1. It was suggested that eric - pcr could substitute for rapd in research related to the genetic identification and genetic diversity in auricularia and other edible and medicinal fungi : 2 to a certain extent, genetic differences among auricularia strains tested in this study did not have necessary relativity with their geographical origins respectively ; 3 in this study, genetic diversity in a. polytricha was higher than that in a. auricula : 4 in this study, a. fuscosuccinea had a higher homology to a. auricula than to a. polytricha ; 5 morphological characteristics validated the results from eric - pcr and provided a potential explanation for the higher similarity coefficient between a. auricular and a. fuscosuccinea ; 6 southern hybridization was employed by choosing a strain from a. auricula as a probe which hybridized with a. auricula and a. fuscosuccinea except a. polytricha, further confirming the veracity of the results from eric - pcr ; 7 in this study, isozyme analysis could not cluster the 7 strains from three auricularia species to different groups efficiently ; 8 2 strains from two auricularia species revealed high conservative degree and the restriction fragment patterns by 4 kinds of restricted enzymes showed no diversity

    本研究中，木耳屬2個種的2個菌株在its區域表現出較高的保守性， 4種限制型內切酶的酶切圖譜沒有顯示出多態性；增加內切酶種類及供試菌株數量，有可能獲得具有多態性的限制性內切酶酶切圖譜； 9本實驗中， its區域的真菌特異性引物與真核生物通用引物對于擴增效果無較大差異，擴增片段長度均為650bp左右； 10根據形態學實驗、 eric - pcr實驗以及southern雜交實驗的結果分析，紫木木耳屬種質資源的遺傳鑒定和遺傳多樣性評價耳極有可能是毛木耳種的一個變種; n .本研究中所用的gutc法是一種適用於木耳屬菌株基因組洲a快速提取的方法; 12 .傳統的形態學分類法和現代的分子生物學分類法，兩者的關系是相輔相成，互為驗證
  2. The peroxidase activity of variant t220x was obviously higher than acceptor lu22 at seedling stage. the result of peroxidase electrophoresis indicated that there were difference both in the depth and in the amount of zymogram between lu22 and t220x. so it was concluded that the variety of peroxidase was the result of change of heriditary substance

    小麥幼苗期過氧化物酶活性的測定顯示，變異體t220x的酶活性高於受體魯22 ；過氧化物酶電泳顯示， t220x和魯22過氧化物酶在酶帶深淺和數目方面都存在差異，說明外源遺傳物質已影響到過氧化物酶的變化。
  3. Twenty f1 combinations crossed among 5 varieties and strains different in fiber properties according to complete diallel crossing design were used to evaluate the heterosis and gene action of boll weight and lint percentage in high quality fiber property varieties in upland cotton in 1998 1999 for two year successively at nanjing. it was indicated that there existed small interactions with the environmental factors without maternal effects and the additive gene effect was in chief, attaining to 51. 2 % and 65. 4 % respectively for boll weight and lint percentage. the dominant effect was also in higher rate, 32. 6 % and 16. 8 % respectively. the population mean heterosis of boll weight and lint percentage over the mid - parental mean were relatively prominent 13. 3 % and 3. 5 % respectively in extreme significance. however, boll weight showed no significantly surpassing parental f1 heterosis over the better parent based on population mean ( 2. 0 % ) ; while the lint percentage expressed significant negative heterosis value ( - 2. 1 % ). the gene actions were in conformity with the heterosis expression. it was shown clearly that the f1 combinations crossed between parents with similar performances had relatively high dominant effects and significant positive f1 surpassing parental heterosis ( f1 heterosis over the better parent ) ; while no f1 combination crossed between the parents with prominent mutual difference surpassed the higher parent in yield components, which indicated that among those parents with less difference and close relationships, there still existed sufficient genetic variation or certain mechanism for creating variation and achieving greater advances in breeding. correlation analyses also indicated that there still existed severely undesirable negative correlation between yield and fiber properties as well as the difficulties for their simultaneous improvements

    利用5個具有不同纖維品質性狀的品種（系）配製完全雙列雜交組合20個，通過親本和f1的2年隨機區組試驗發現產量性狀的鈴重和衣分與環境的互作效應小，不存在母體效應，並以加性遺傳效應為主，分別占表型方差的51 . 2 %和65 . 4 % ;顯性遺傳效應所佔的比率也較高，分別為32 . 6 %和16 . 8 % .鈴重和衣分的群體平均優勢較大，分別為13 . 3 %和3 . 5 % ，達到了極顯著;鈴重的超親優勢為2 . 0 % ，不顯著;衣分為顯著的負值（ - 2 . 1 % ） .遺傳分析與雜種優勢結果一致.具體表現在產量性狀上，親本相當配製的組合雜合顯性較高，其超親優勢正向顯著，而極值親本（差異較大）所配組合沒有超過高親的.這表明親本差異小、親源關系較近的親本中仍然存在足夠的遺傳變異或某種機制以創造變異使育種取得更大的進展.相關分析表明了仍然存在嚴重的品質與產量的負相關，遺傳改良的難度較大
  4. Results indicated that the teacher in vocational school and high school only differed in their perspectives of environment ; no gender and professional title differences were found in educational perspectives of vocational school teachers, but there were remarkable professional title differences in high school teachers " personal teaching efficacy and their perspectives of personality and cognitive ability ; male teachers and teachers with lower professional title were more likely to educate their students in negative way ; both the vocational school and high school teachers " educational perspectives were strongly related to their teaching styles ; to the teacher in high school, their personal teaching efficacy and perspectives of heredity had better predictive function for teaching style. to the teacher in vocational school, their perspectives of personality and sense of teaching efficacy had better predictive function for teaching style. meanwhile gender and professional title were also significant predictors of the two types of teachers " teaching style

    本研究結果表明：兩類教師的總體差異較小，只在環境觀上存在顯著差異；在教育觀念上，職校教師的性別和職稱差異均不顯著，而普中教師的個人效能感和對學生的個性、認知能力的發展期望隨職稱上升明顯增加，在教育方式上，男教師和低職稱教師都有更多地採用消極教育方式的趨向；兩類教師的教育觀念與教育方式之間的關系均很顯著；普中教師的個人效能感、遺傳觀和對學生的認知發展期望是影響其教育方式的主要指標，職校教師的教學效能感和對學生的個性發展期望是影響其教育方式的主要指標，同時，性別和職稱對兩類教師的教育方式也具有影響作用。
  5. The achievement of the students who had definite reading aim was better than that of those who had not ; 2 the students " comprehension monitoring ability in reading between grade 7 and grade 8 developed rapidly. however, when it came to grade 8 - 9, whether the trend of development would continue or not, it would depend on the reading conditions ; 3 be viewed from all aspects, there was always a close and inherent relation between junior middle school students " comprehension monitoring in reading and reading comprehension ; 4 be viewed from the plan before reading or the monitoring in reading or the evaluation after reading, the junior middle school students " comprehension monitoring ability in reading had reached a certain extent ; 5 bad reading habits, lack of necessary reading skills and relevant background knowledge, and indefinite reading aim, all of them could be the reasons that the student could n ' t remember what they were reading ( failing to monitor what they were reading ) ; 6 in order to improve the junior middle school students " comprehension monitoring ability in reading, some measures such as helping them form good reading habits, teaching them some necessary reading skills, and training them to good self - reading awareness, could be made ; 7 there were some ways could be used by teachers to improve the students " comprehension monitoring ability in reading

    有明確閱讀目的的要比沒有明確閱讀目的的要好； 2 、學生的閱讀理解監控能力從初一到初二有一個明顯的發展過程，而從初二到初三，則依閱讀條件的不同而有所差異； 3 、無論是從總體還是從局部進行分析，初中生的閱讀理解監控能力與閱讀理解之間有著緊密的內在關系； 4 、無論是從閱讀前的計劃性，還是閱讀中的監控性，以及閱讀（后）的評價性來看，初中生都已具備一定的閱讀理解監控能力； 5 、造成閱讀遺忘現象（理解監控失敗）的原因，主要有：沒有良好的閱讀習慣；缺乏必要的閱讀技巧；缺乏必要的背景知識及缺乏明確的閱讀目的； 6 、要提高學生的理解監控能力，可以從培養他們良好閱讀習慣，傳授必要閱讀策略和培養他們自主閱讀意識等方面著手； 7 、教師可以通過多種方式來幫助學生提高他們的理解監控能力。
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