VIRUS DISEASES OF PLANTS VIRUS DISEASES OF PLANTS BY JOHN GRAINGER PH. D., B. Sc. OXFORD UNIVERSITY PRESS LONDON HUMPHREY MILFORD 1934 PREFACE THE need for a small book upon the subject of Plant Virus Diseases appeared during my teaching work at Leeds University and in the County of Yorkshire. The study of this subject is, indeed, developing rapidly, but it seemed that this was not sufficient justification for with holding a simple text-book from the student of Mycology or Plant Pathology. A comprehensive volume would be inappropriate, as yet, and would have a limited use. The aim of this book has therefore been to introduce the student to the phenorrfcria associated with Virus Diseases, rather than to provide him with descriptions of all known viroses it is typical rather than complete. Many pitfalls aw r ait the new worker on Virus Diseases, so it was decided to include descriptions of the various items of technique in common use. The list of references at the end of the volume will provide an introduction to the very extensive literature on the subject of Plant Viruses. In its compilation, accessibility and comprehensiveness o the papers quoted have been constantly in mind. The references cited in the text follow the general plan of the book, being representative, not exhaustive. It is with great pleasure that I acknowledge my in debtedness to many persons to my wife, for much con structive criticism and help, and to Dr. J. Henderson Smith, of Rothamsted, who criticized the manuscript in its early stages. Dr. J. Johnson, of Wisconsin University, U. S. A., has helped in ways too numerous to mention, and Prof. J. H. Priestley, of Leeds University, introduced me to the study of VirusDiseases of Plants, and helped consider ably in its prosecution. Many workers in Ireland, Holland, America, Germany, and our own country have given written and verbal communication of their results. The Oxford University Press has throughout been most cour teous and helpful. J-G - June, 1933. J CONTENTS . INTRODUCTORY. Historical i II. THE RELATION OF A VIRUS TO ITS HOST PLANT 4 Symptoms of Mosaic Diseases. Symptoms of Yellows Diseases. Miscellaneous Symptoms. Symptom Complexes the Potato Virus Group. Host Range of Virus Diseases. Carriers. Increase and De crease of Virulence. Resistant Varieties. Immunity. Recovery. The Masking of Symptoms. The Effects of Shading. Seed Trans mission. Pollen Transmission. Soil Transmission. Virus Diseases and Vegetative Propagation. Histology and Cytology. Local Lesions. Necrosis. The Spread of Virus in its Host. The Concen tration of Virus in its Host. Physiological Effects. Developmental Anatomy. Organisms associated with Virus Diseases. . PROPERTIES OF THE VIRUS EXTRACT . . 24 Studies on the Effect of Heat. Concentration of the Virus Extract. Inactivation by Disinfectants, c. Attenuation by Oxygen. Ultra-Violet and Dark-Ground Photography. Ageing of the Virus Extract. Inactivation by High Pressure and Pulverisation. Filtra tion and Size of Virus Particles. The Participate Nature of the Virus. Purification of the Virus Extract. Chemical Nature of the Virus. Attempted Cultivation of the Virus in vitro. The Electrical Charge of Virus Particles. IV. THE RELATION OF INSECTS TO VIRUS DISEASES 35 General Characters of Insect Transmission. Technique of Insect Transmission. Insect Cages. Transference of Insects. The In cubation Period of the Virus on theInsect. The Duration of Virus bearing by the Insect. The Preparation of Microscope Slides of Insects Feeding on Plant Tissue. An Insect Test for the Filter passing Ability of Some Viruses. Some Virus Diseases and their Insect Vectors. V. ECONOMIC EFFECTS AND MEASURES OF CONTROL . . . . . .44 Damage caused by Virus Diseases. Potato Viruses. Rogueing. The Use of Resistant Varieties. The Use of Carrier Varieties. The Use of Immune Varieties. Vegetatively Propagated Stocks should be free from Disease. Indexing. The Use of Seed Propagation. The Sterilization of Soil...

The QuickStudy Books linecovers the key information on some of the toughest courses today, helping students boost their grades. The books are presented in the clear, concise format readers have come to expect from QuickStudy.
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Science and Islam provides a detailed account of the relationship between Islam and science from the emergence of the Islamic scientific tradition in the eighth century to the present time. This relationship has gone through three distinct phases. The first phase began with the emergence of science in the Islamic civilization in the eighth century and ended with the rise of modern science in the West; the second period is characterized by the arrival of modern science in the Muslim world, most of which at that time was under colonial occupation; and the third period, which began around 1950, is characterized by a more mature approach to the major questions that modern science has posed for all religious traditions. Based on primary sources, the book presents a panorama of Islamic views on some of the major issues in the current science and religion discourse. Written in accessible language, Science and Islam is an authentic account of the multi-faceted and complex issues that arise at the interface of Islamic intellectual tradition and science. Rich in historical details, the book is a fascinating survey of the interaction of Islamic beliefs with the enterprise of science.

The information overload produced by the printing press and the new forms of the structuring of knowledge are echoed in fictional works. The essays assembled in this book study the textualization of problematic forms of knowledge in medieval and early modern Spanish literature. Literary Works like the Libro buen amor, La Lozana Andaluza, or the Guzman de Alfarache are read against the backdrop of scientific developments of their times.

The book concentrates most attention on the synthesis of the basics of fundamental disciplines and on the deductive substantiation of fundamental principles, laws and equations for equilibrium and non-equilibrium thermodynamics, classic and quantum mechanics, the theory of heat- and mass-exchange, hydrodynamics and electrodynamics. A considerable attention is also paid to the development and experimental verification of a number of new applications the theory provides, as well as to the analysis and elimination of the paralogisms discovered from the positions of energodynamics in the majority of fundamental disciplines.

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The book introduces concepts on a wide range of materials and has several advantages over existing texts, including: 1. The presentation of a series of scientific postulates and laws of RF and microwaves, which lay the foundation for the behavior of waves and their propagation on transmission lines, is unique to this book compared with similar RF and Microwave texts.2. The presentation of classical laws and principles of electricity and magnetism, all inter-related, conceptually and graphically.3. There is a shift of emphasis from rigorous mathematical solutions of Maxwell's equations, and instead has been aptly placed on simple yet fundamental concepts that underlie these equations. This shift of emphasis will promote a deeper understanding of the electronics, particularly at RF/Microwave frequencies.4. Wave propagation in free space and tramsmission lines has been amply treated from a totally new standpoint. Designing RF/Microwave passive circuits using the Smith Chart as covered in this book becomes a systematic and yet pleasant task, which can easily be duplicated by any practitioner in the field.5. New technical terms are precisely defined as they are first introduced, thereby keeping the subject matter in focus and preventing misunderstanding, and 6. Finally the abundant use of graphical illustrations and diagrams brings a great deal of clarity and conceptual understanding, enabling difficult concepts to be understood with ease.The fundamentals of RF and microwave electronics can be mastered visually, through many tested practical examples in the book and in the accompanying CD using Microsoft Excel environment. This book is perfect for RF/microwave newcomers or industry veterans The material is presented lucidly and effectively through worked practical examples using both clear-cut math and vivid illustrations, which help the reader gain practical knowledge in passive circuit design using the Smith Chart.

Chemicals, both helpful and harmful, affect our everyday lives. From cosmetics to medications to cleansers to lighting, automotive, and office products, each is composed of a complex blending of elements to perform a specific task. This book analyzes over 100 groups of products, identifying the specific chemical composition of a product, its historical use, how it functions, and any associated environmental and/or human health issues. Ten laboratory exercises provide students with the opportunity to observe these chemicals in action. Readers will learn which chemical elements are in everyday products and how they may affect health and environment, assisting them in making educated choices as consumers. Chemicals, both helpful and harmful, affect our everyday lives. From cosmetics to medications to cleansers to lighting, automotive, and office products, each is composed of a complex blending of elements to perform a specific task. This book analyzes over 100 groups of products, identifying the specific chemical composition of a product, the historical use of the product, how it functions, and any associated environmental and/or human health issues. Ten laboratory exercises provide students with the opportunity to observe these chemicals in action. Readers will learn which chemical elements are in everyday products and how they may affect health and environment, assisting them in making educated choices as consumers. Products analyzed include: Soaps and laundry products; cosmetics and bathroom products; health and medical products; baby products; cleaning products; lighting; common household and lawn products; automotive and general repair products; common materials [paper, plastic cement, spray paint] and office supply products.

This book outlines the history of the vortex theory and its latest development, 3D spiral string theory.

There is hardly a technical library in the world in which the volumes of the Chemical Formulary (Volumes 1-34) do not occupy a prominent place. Chemists both experienced and beginner, continually refer to them. It does not duplicate any of the formulas included in previous volumes, but lists a wide array of modern and salable products from all branches of the chemical industries. An excellent reference for formulation problems. -CONTENTS - I. Introduction - II. Adhesives - III. Coatings - IV. Cosmetics - V. Detergents and Disinfectants - VI. Drug Products - VII. Elastomers, Plastics and Resins - VIII. Foods and Beverages - IX. Polishes - X. Textile Specialties - XI. Miscellaneous - Appendix - Index - PREFACE - Chemistry, as taught in our schools and colleges, concerns chiefly synthesis, analysis, and engineering-and properly so. It is part of the right foundation for the education of the chemist. Many a chemist entering an Industry soon finds that most of the products manufactured by his concern are not synthetic or definite complex compounds, but are mixtures, blends, or highly complex compounds of which he knows little or nothing. The literature in this field, if any, may be meager, scattered, or obsolete. Even chemists with years of experience In one or more Industries spend considerable time and effort in acquainting themselves with any new field which they may enter. Consulting chemists similarly have to solve problems brought to them from industries foreign to them. There was a definite need for an up-to-date compilation of formulae for chemical compounding and treatment. Since the fields to be covered are many and varied, an editorial board of chemists and engineers engaged in many industries was formed. Many publications, laboratories, manufacturing firms, and Individuals have been consulted to obtain the latest and best information. It is felt that the formulas given in this volume will save chemists and allied workers much time and effort. Manufacturers and sellers of chemicals will find, In these formulae, new uses for their products. Non-chemical executives, professional men, and Interested laymen will make through this volume a "speaking acquaintance" with products which they may be using, trying or selling. It often happens that two Individuals using the same Ingredients in the same formula get different results. This may be due to slight deviations in the raw materials or unfamiliarity with the intricacies of a new technique. Accordingly, repeated experiments may be necessary to get the best results. Although many of the formulas given are being used commercially, many have been taken from the literature and may be subject to various errors and omissions. This should be taken into consideration. Wherever possible, it is advisable to consult with other chemists or technical workers regarding commercial production.

How John Hall's book is different from others

**John was diagnosed with Melanoma Cancer IV, had surgery to remove 10 metasticized tumors, but afterwards was informed by his Oncologist M.D. that there was little or no hope for recovery-- since Chemo and Radiation Therapy do not work on Melanoma, John felt like he was facing immediate death in the next few months. However under the guidance of a Holistic Nutritionist he was able to rebuild his Immune System. As a result, 2 years later, has conquered his cancer.

**As an ex Premedical student, John had studied Inorganic and Organic Chemistry so that he has been able to do research on the causes, preventions, and possible cures for cancers.

**John is currently a Family Therapist in Roseville, Ca, and for the past 30 years has counseled the emotional and psychological issues of his clients. He now also counsels cancer patients related to their emotional and relationship [email protected]

**His major goal is to help others build up their Immune System. He believes, from experience, cancer can be cured with proper nutrition. The book cover is a microscopic image of a neutrofilswallowing the anthrax bacteria, as the best proof of EVIDENCE-BASED NUTRITION IN SCIENCETODAY(an example of how the human immune system's defenses are what prevent diseasesand cancers). Further explained in Chapter 3 of the book.

**The material he presents is brief, in summary form, and is easy to read. He makes suggestions of the best foods to eat, supplements, and healthy waters to consider.

**John learned doctors are not gods, don't have the answers to what cures cancers, and patients need to become aware that a healthy nutritional approach for their condition is a viable and doable program. He did it an won. He hopes you will too.

Inquiry pedagogy was promoted heavily by John Dewey in the early 1900s as he described how students should not only learn about science, but also participate in problem-solving and scientific practices as part of their education. Sixty years later, the National Science Education Standards (NSES) were published (National Research Council, 1996) echoing Dewey's recommendations for educators to teach science less didactically and to include the development of critical thinking in a variety of ways - including scientific inquiry. The NSES (pg. 31) stated, "Inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Despite emphasis placed upon inquiry teaching practices in the ebb and flow of conversations over the last century, science educators still struggle to move current and future educators to a place where inquiry pedagogy is a regular part of what happens as part of science learning in the classroom. This is a multifaceted issue facing us with factors inhibiting inquiry teaching practices including the lack of prior experiences learning through inquiry, the pressures of high-stakes standardized tests that seemingly do not support inquiry learning, and other school culture issues that exist. Most science majors who are inspired to become teachers of children learning science have experienced very didactic or traditional forms of learning throughout their educational careers. These science majors, a relatively small group of U.S. students, have experienced a type of success in learning about science that is not necessarily paralleled by their peers who were not successful in science classes. This dilemma poses a problem for science educators as we work to include science "for all Americans" making science accessible to all students -- not only the few who later enter science careers. These same science majors, some of who become preservice science teachers, are often resistant to new types of teaching as they have felt personal success in learning science traditionally through textbook reading and verification labs and are hesitant to teach in any other way than how they were taught. This book examines secondary science preservice teachers as they reflect upon their teaching practices, their educational philosophies, and their student teaching experiences as they attempt to teach using inquiry pedagogy. Little research literature exists that follows preservice teachers through their development in a science education program as they are challenged in learning how to teach using inquiry pedagogy. This book highlights the successes and struggles as told by preservice teachers through their writing and interviews. Additionally, as part of their student teaching, the preservice teachers were asked to submit a video showing evidence of inquiry pedagogy in their classrooms. The lesson plans and video data were analyzed to determine whether or not the preservice teachers were indeed attempting to teach science content through inquiry. The lessons learned include the importance of the influential teacher-mentor, as well as the need for science educators to provide repeated, sustained, and guided inquiry experiences for preservice science teachers. Inquiry Pedagogy and the Preservice Science Teacher is an important book for those who are studying and researching about inquiry pedagogy in science education.

The effective communication of science through language, including reading, writing, listening, speaking, and visual representation, is an essential part of scientific learning, understanding, and practice. Language is the medium by which scientific reasoning occurs, whether be it formal language or symbolic representations of scientific phenomena. Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry, and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology-Sydney, the University of Sydney, the University of Tasmania, and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.

Teaching to Individual Differences in Science and Engineering Librarianship: Adapting Library Instruction to Learning Styles and Personality Characteristics applies learning styles and personality characteristics to science and engineering library instruction. After introducing the idea that individuals tend to choose college majors and occupations in alignment with their learning style and personality characteristics, the book presents background on the Kolb Learning Styles model, the 16 PF (Personality Factor) framework, and the Big Five/Narrow Traits personality framework. It then reviews extant knowledge on the learning styles and personality characteristics of scientists, engineers and librarians. Next, the book considers general approaches to the personalization of instruction to learning styles and personality characteristics, opportunities for such personalization in science and engineering library instruction, and science and engineering librarian attitudes towards, and approaches to, this type of personalization of instruction.