小麦粒重的遗传符合加性—显性模型，基因作用方式以加性效应为主，显性程度为部分显性。
The inheritance of 1000-kernel weight fit in with the additive dominance model and is controlled mainly by additive effects. The degree of dominance is partial dominance.
所检测到的耐冷性QTL的增效等位基因多数来自吉冷1号，基因作用的方式主要为部分显性、显性和超显性。
Most of dete cted QTLs allele were come from cold-tolerant parent Jileng 1. The gene action was partial dominance, dominance and over dominance primarily.
结果表明，穗长和小穗数的遗传均符合加性—显性遗传模型，基因作用以加性效应为主，显性程度为部分显性。
The result indicated that heredity of spike length and number of spikelets was in accord with addictive-dominance model, and the addictive effect was mainly in gene effect with part dominance.
对每个QTL（定量特征点位分析） ，均检测到加性和显性效应，但相对大小有不同，各QTL以部分显性、显性和超显性为主要遗传方式；
For each QTL, both additive effect and dominant effect were detected. Most QTLs had the genetic effect of partial dominance, dominance or overdominance.
该系统分为基于主题地图的显性知识导航，及基于人际网络的隐性知识导航两个部分。
Such system consists of two sub-systems:one is the topic map based explicit knowledge navigation system and the other is the interpersonal network based tacit knowledge navigation system.
在学校教育中的科学主义和技术主义观念影响下，学校德育表现出对德育制度中显性规则部分的极度推崇，成为“制度化学校德育”。
Under the influence of scientism and technicism in school education, dominant rules are extremely highly praised in school moral education, which have become institutionalized school moral education.
第三部分，重点从四个方面分析了逆差产生的原因，其中运用了产品生命周期理论和李光辉的显性比较优势理论。
The third part analyzes the reasons which cause the deficit from four aspects applying the theory of Product Lifecycle and the Revealed Comparative Advantage of Li Guanghui.
结果表明：番茄耐弱光性以显性遗传和基因互作效应为主，存在部分加性遗传效应。
The results showed that the weak light-resistant ability of tomato has significant hereditary effects on dominant character and gene interaction while there exists part additive effect of heredity.
部分重铸表现为显性，故事描述任务中的完整重铸显性大幅降低，而信息沟任务中的完整重铸则逐渐变为隐性。
While partial recasts appeared explicit, full recasts were much less explicit in the story description tasks and became increasingly implicit in the information gap tasks.
本文运用认知隐喻观着重分析了“可分析显性”习语，发现习语语义并非完全不可预测，隐喻概念为之提供了部分语义理据。
From the perspective of cognitive metaphor, idioms are found to be analyzable instead of lack of motivation. Metaphorical concept provides motivation for compositional and transparent idioms.
第三部分对显性教育与隐性教育相结合的德育新模式进行了理论思考。
Theoretical consideration of new moral education pattern combining explicit education with implicit education.
高校德育课程由显性德育课程与隐性德育课程两部分构成。
Moral education is carried out through the course of moral education, which consists of visible and invisible courses.
高校德育课程由显性德育课程与隐性德育课程两部分构成。
Moral education is carried out through the course of moral education, which consists of visible and invisible courses.
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