再起

Objective To investigate whether tyrosine protein kinases Src and Fyn were involved in the phosphorylation of NR2A induced by cerebral ischemia followed by reperfusion. Methods Transient (15 min) brain ischemia was induced by the four-vessel occlusion in Sprague-Dawley rats. The antisense oligodeoxynucleotides of Src and Fyn were used to suppress the expression of Src and Fyn by intracerebroventricular infusion once a day for 3 days before ischemia.

近年来，最受人们关注的缺血性脑损伤机制是兴奋性氨基酸（excitatory amino acid， EAA）的神经毒性作用及神经元内钙超载触发的级联反应［1］，其中NMDA受体的NR2亚基在缺血性脑损伤中起着非常重要的作用，在缺血/再灌注（ischemia/ reperfusion，I/R）过程中其蛋白表达、磷酸化水平均有改变。

Wellington, driven into a corner at the forest of Soignes and destroyed--that was the definitive conquest of England by France; it was Crecy, Poitiers, Malplaquet, and Ramillies avenged.

皇上半立在他的踏镫上。眼睛里闪起了胜利的电光。把威灵顿压缩到索瓦宁森林，再加以歼灭，英格兰便永远被法兰西压倒了，克雷西①、普瓦蒂埃②、马尔普拉凯③和拉米伊④的仇也都报了。

Parents watched helplessly as the Pied Piper,playing merrily,led all of Hamelin's youngsters out of town,after which they were never seen again.

父母们无奈地望着彩衣魔笛手吹起了欢快的笛声，带着所有的孩子走出了哈默尔恩镇。人们从此再没见到孩子们的踪影。

Stories of change poured in from all over India, from Nagaland in the east, to Jhunjhunu in the west, from Sikkim in the north, to Krishnagiri in the south. Children were designing solutions for a diverse range of problems.

于是关于改变的故事，从印度各地如雪片般飞来，东起 Nagaland 西至 JhunJhunu 北及 Sikkim，南通Krishnagiri 孩子们自行设计了各式各样问题的解决方案，从消除孤独感觉，修补路面不平，再到酗酒。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。