分针

The 4th left rib was cut and a model of left coronary artery occlusion/release was carried outo Rats were divided randomly into 4 groups: control group without LCA occlusion (group A, n=6);I/R group(group B, n=6); ketamine(5mg.kg-1)+I/R group (group C, n=6); ketamine(10mg.kg-1)+I/R group(group D,n=6)o All rats in groups B, C , D were subjected to 30 minutes of LCA occlusion followed by 120minutes of reperfusion. Rats in group C and D were injected with 5mg.kg-1 and 10mg.kg-1 of ketamine before reperfusion, respectively. Significant electrocardiogram and color changes at the area at risk were considered indicative of successful coronary occlusion and reperfusionc Serum was exampled from left jugular vein at 30 minutes and 120 minutes during reperfusion to measure IL-6 and TNF- level by ELISA measurements. After reperfusion of 120 minutes, the heart was removed and the cardiac apex was exampled with snap-frozen in liquid nitrogen and stored at -70 C .

采用左冠状动脉前降支结扎开放建立心肌缺血／再灌注模型，健康SD大鼠24只，随机分为心包打开假手术组(A组，n=6)，缺血／再灌注对照组(B组，n=6)，5 mg·kg~(-1)氯胺酮+缺血／再灌注组C组，n=6，缺血30min后右腹股静脉注入5 mg·kg~(-1氯胺酮，10mg·kg~(-1)KTM+I／R组D组，n=6，缺血30min后右腹股静脉注入10 mg·kg~(-1氯胺酮。10％水合氯醛40 mg·kg~(-1)腹腔注射麻醉，气管切开，连接多功能监护仪记录心电图；小动物呼吸机人工呼吸，呼吸频率60次／分，潮气量2ml／100g，于左胸第四肋间打开胸腔暴露心脏，在左心耳下1mm左冠状动脉处，用丝线，眼科外用不锈钢小圆针穿过心肌浅层，稳定10min后将U型含有铜丝的胶管置于冠状动脉表面一起结扎(A组不结扎，B、C、D组结扎)；结扎开始左心室心尖部即由红色变暗，30 min后呈暗红色，心电图中出现S-T段抬高，说明缺血形成。

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。