没有抑制的

In addition, AHR did not affect ATP-sensitive potassium channels, which do not display slow inactivation.

再者，AHR对於不具有C-型钝化特性的ATP-敏感型钾离子通道并没有产生抑制电流的作用。

The cell configuration of Cereuisine fermentum treated with NCS was almost no significant difference compared to the control.

NCS处理对啤酒酵母细胞的形态基本没有影响，而且NCS对啤酒酵母生长的抑制作用可以被恢复。

The results showed that endocarp had no effect on the seed germination, physical barrier of endocarp and some endogenous inhibitor in the seed synthetically resulted in seed dormancy.

结果表明：内种皮对种子萌发没有影响，其种子休眠是由于核壳的机械障碍和内源抑制物的综合作用。

The results showed that most intercrops had no significant effects on the growth of maize, only with purple haricot reduced the maize biomass by 32.2% of the control.

结果表明，多数间作作物对玉米生物量没有明显影响，只有扁豆对玉米生长有较明显的抑制作用，使玉米生物量降至对照的67.8%。

I tried hard to restrain my sobs but failed.

我努力抑制住自己的抽泣，但是我没有做到。

HETE could reverse this inhibitory effect and leukotrienes had no effect.

这种抑制作用能被5-HETE逆转，白三烯类对a375细胞的侵袭性改变没有明显影响。

You should not stop taking ACE inhibitors without consulting you doctor first.

你不应该停止服用ACE抑制剂没有谘询你的医生第一。

In control, however,the weak expression ofCY3 mRNA can be found after 48 hours of chilling and showed little increase at the third day instress.

非逆境条件下，IPT对秧苗根系中mRNA的表达差异与对照相比没有很大的变化；低温胁迫3天后，IPT对根系中mRNA的表达影响很大，既能增强某些基因的表达，又能抑制另一些基因的表达；用DDRT-PCR技术，寻找到5个低温胁迫下在对照和IPT处理中差异表达的基因，其中CY3片段与水稻CDPK1和CDPK2的mRNA有很高的同源性，初步断定CY3在植株的抗逆反应中可能具有与CDPKs相似的功能；在Genbank中没有检索到与其它4个片段同源性比较高的已知序列；IPT处理中CY3表达量在低温处理24hr就有明显升高，以后随胁迫时间的延长其表达量不断加强；恢复常温后，CY3表达继续增加，在恢复第14天开始下降，下降速度缓慢，IPT对CY3的影响一直延续到苗末期，对照中CY3在低温胁迫48hr才有微弱表达，72hr后表达量并未增加许多；恢复常温后第4天就开始下降，很快降到最低。

In addition to this the voltage rise due to series resonance can become very pronounced if there is not a significantly sized workpiece present in the work coil to damp the circuit.

除了这个电压上升，由亿串联谐振可能会变得非常明显，如果没有一个显着尺寸工件的工作线圈本，从而抑制电路。

The conclusions of the study were as follows: 1 Prompts to self-explain promoted procedural learning, procedural near transfer, procedural far transfer. But prompts to self-explain didn"t promoted students" success on the conceptual assessment. 2 Direct instruction on a correct procedure and the cause lead to greater procedural learning, procedural near transfer, procedural far transfer than direct instruction on a correct procedure only. The difference was remarkable. But it didn"t promote students" success on the conceptual assessment. 3 Self-explanation promoted the invention and using of various correct procedures. The subjects, which under direct instruction on a correct procedure and the cause condition, made further use of correct procedures and more averagely. Both self-explanation and instruction of the cause strengthened correct procedures and weakened incorrect procedures.

通过实验一和实验二，研究得出如下结论： 1、问题解决中促进学习者自我解释，对程序的学习、程序的近迁移、程序的远迁移有促进作用，但对概念知识没有促进作用； 2、教授一个程序及原因与只教授一个程序相比，对程序的学习、程序的近迁移、程序的远迁移的促进作用，前者显著优于后者，但对概念知识没有促进作用； 3、自我解释促进了多种正确程序的发现和使用，教授一个程序及原因条件下的被试使用正确程序的种类增多而且使用频率平均化，自我解释和教授原因都抑制了错误程序的发现和使用。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。