In trpsin tolerance assay. this virus could resist to 1 % trpsis at 37 in an hour. in acid tolerance assay, this virus was resistant to ph3. 0 and ph5. 0 at 37 in 2 hours, and the average infection litre of the virus decreased little. in heat assay, at 50, the virus was processed from 5 minutes to 150 minutes and at each condition the viral virulence reduced to some certain degree. among these conditions, when at 50 in 30 minutes. the average infection litre of this virus decreased over 2 tilre. and when al 50 in an hour, cpe of ihis virus disappeared. when time was set for an hour. but with processed in different temperature as 50 60 70, 80, the virus losl the multiplication capacity complelely. in biological assay, we selected different cell lines to cultivate this virus by laking advantage of possesional cells at that time in our laboratory. then we found that fcwf cell line was the most sensitive to dxmv and mdck was the second. with f81 cell line, after passaged for 12 times continuously with low concentration of fcs. the virus could produce cpe. however, with vero cell line. the virus could not procuce any cpe after many passages. the hemagglutination and lumadsorption reaction test proved that this virus had no any reaction to erythrocyte of pig, fowl and cavy. by neutrolizaion assay, dxmv could be identified as a kind of ccv
理化
學研究表明,該病毒為rna病毒,對氯
仿、乙醚敏感;胰酶試驗中,經37 、 1小時處理的病毒,仍然能夠在貓源細胞fcwf細胞上生長,並且毒力基本保持不變;耐酸性試驗中,病毒分別在ph5 . 0和ph3 . 0經37作用2小時,毒力僅下降一個滴度;耐熱性試驗中,該病毒在恆定溫度50 ,設定不同時間,從5分鐘到150分鐘,毒力均有不同程度下降,其中, 50作用30分鐘,病毒平均滴度下降2個單位; 50 , 60分鐘, cpe消失;恆定時間1小時,設定不同溫度( 50 - 60 - 70 - 80 ) ,病毒在細胞上完全喪失增殖能力, cpe消失。生物
學試驗,利用實驗室現有條件,選擇不同的細胞系對該病毒進行培養,發現該病毒對貓源細胞fcwf最敏感; mdck細胞次之; f81細胞經多次傳代,亦可出現cpe ;而vero細胞則不敏感。血凝試驗表明,該病毒對豬、雞、人及豚鼠的紅細胞均無血凝性。
He mimicked him behind his back, as the polite major bowed and smirked to lady clavering or miss amory.
他在和氣的少校背後模
仿他的動作,
學他在克拉弗林夫人和艾默里小姐面前那副卑躬屈節、脅肩諂笑的神態。
Miller, n. e., dollard, j., 1941, “ social learning and imitation ”, new haven, conn. : yale university press
參:任壽根《模
仿的社會心理
學解釋與模
仿經濟
學》 ,南京大
學「斯密論壇」講稿。
Teacher ' s creativity goes through crudity to maturity. the development of teacher ' s creativity could be divided into 2 stages : one is the stage dominated by imitation, the other is the stage taking on more creative look
教師創造性發展的階段性是指教師從開始教
學到逐漸成熟,形成獨特的富於創造性的教
學風格,是個模
仿性因素逐漸減少,而獨創性因素日益增加的過程。
To say that the child learns by imitation and that the way to teach is to set a good example oversimplifies
認為兒童通過模
仿學習,因此認為給兒童樹立榜樣便是教育兒童的訣竅,這種觀點把問題簡單化了。
The matter environments of school rely on environmental consciousness to lead the moral recognization and value idea of the " student, the sense of beautify pure and promote the moral feeling, and also assimilate the moral behavior of the student. 2. by the mean of suggestion and correctly give back to cause, the educator influences and molds the students " good moral trait
1 、
學校的物質環境通過
學生的環境知覺過程引導著其道德認識和價值觀,環境的美感凈化和提升了
學生的道德情感,同化了
學生的道德行為; 2 、教師運用6示和正確歸因影響和塑造
學生良好的道德品質; 3 、
學生對歸屬和愛的心理需求促成了他什j之間的同輩交往活動,
學生在交往活動中,通過對身邊同齡榜樣的模
仿學習,提高了自身的道德水平; 4 、
學生對集體輿論的認同、集體氣氛對
學生的『請緒感染。
In terms of institutional transplant, a perspective view is necessary to ensure its practicality and feasibility and measures must be taken to improve and perfect the transplanted institutions in accordance with the actual situations of the regions
在制度模
仿方面必須結合本地區的實際情況和客觀條件,加以改造和改進,制度模
仿學習既要有前瞻性,也要充分考慮可行性。
Tianhua metal ornamental ware factory, lianjiao, nanhai city, an enterprise specialized in produce and manufacture of metal ceiling, started to imitate and learn from foreign products and turned out the generation of traditional plate - sized painted products and experienced the 1st starting development together with the metal ceiling industry developing in china
1992年,華獅企業機構開始介入金屬天花行業,南海市聯窖天華金屬裝飾製品廠,這一專業生產製造金屬天花的企業成,開始模
仿學習國外產品生長出第一代傳統板型的噴塗產品。同金屬天花行業開始在中國經歷第一次起步發展
When children learning to speak, the language often yixia, then chaos mouth language that is a different voice, but other people do not know, on this basis, gradually learning to imitate language and spontaneous speech
當孩子初
學說話時,往往從咿呀發語開始,然後到亂語即嘴裏發出不同的聲音,但別人不懂,在這個基礎上逐漸進入到模
仿學語和自發言語。
I learned the song by imitation
我通過模仿學會了這支歌。