观察

Clinical examinations of the cornea included detailed slit lamp biomicroscopy, in vivo confocal microscopy, and fundus examination.

期间对角膜进行临床观察，包括详细的裂隙灯活体显微镜观察，在体的共聚焦显微镜观察，和眼底检查。

Knockout mice were screened for lens abnormality with slit lamp biomicroscopy. microstructure of lens was analyzed by scanning and transmission electron microscopy.

用裂隙灯显微镜观察小鼠晶状体的病变；透射和扫描电镜观察晶状体的超微结构；观察该基因敲除后晶状体形态和功能改变。

The SMMC-7721 hepatoma cell line of experimental groups and control groups were cultured with the addition of sodium selenite, potassium iodide or triiodothyronine (T3). The cell quantity was checked by the MTT assay , and the cell cycle was observed by flow cytometry and levels of AFP and ALB in the culture solution were determined by RIA.The SD rats were divided into positive control group, negative control group, T3 group and mixture group (the mixture of sodium selenite, KI and T3). After two weeks of the administration of sodium selenite、 KI and T3,Walker256 cells were transplanted into the abdominal cavity. The administration was kept on for another two weeks, then observed the morbility and mortality of the rats with ascites carcinoma. At the end, the ascites were for the cells counting and the cell cycles analysising.

方 法：在体外，应用细胞培养的方法，培养SMMC－7721肝癌细胞系，分为试验组和对照组，试验组加入不同浓度Se、I或T3干预，培养一段时间后，通过噻唑蓝试验、流式细胞仪，观察细胞数量及细胞周期的变化，测定细胞培养上清液中甲胎蛋白、白蛋白的水平，观察细胞分化情况；在体内，将试验用SD大鼠分成阴性对照组、阳性对照组、T3组和混合组（为Se、I和T3混合物），首先预防性用药2周，然后给试验组大鼠和阳性对照组大鼠腹腔注射Walker256细胞，制造腹水癌大鼠模型；继续用药2周，观察各组大鼠发病率及死亡率，测量不同时期大鼠血清FT3含量，通过流式细胞仪测量大鼠腹水细胞数及细胞周期变化。

the information technology in the physical teaching's utilization, must play teacher's leading role, takes student's main body status, arouses student's enthusiasm fully, lets the student from the observation, practice to the ponder, the conclusion, studies spiritedly; must pay great attention in the teaching process the observation, the experience and the understanding, pays great attention to observe, to begin, the elaborative faculty raise and the enhancement; must pay great attention the thinking in images the raise and the enhancement; not only need achieve will eat the nimble ponder which the fish will fish, for active learning and for radiation thought study pattern.

信息技术在物理教学中的运用，要以发挥教师的主导作用，重视学生的主体地位，充分调动学生的积极性，让学生从观察、实践到思考、结论，生动活泼地学习；要以注重在教学过程中的观察、体会和理解，注重观察、动手、思考能力的培养和提高；要注重形象思维的培养与提高；要以达到不但会吃鱼更会钓鱼的灵活思考，为主动学习和为发散型思维的学习模式。

Giving two equal-intense stimuli which is higher than the threshold stimulus and whose intervals are longer than the single twich period, two independent contracting curve can be observed. Giving two equal-intense stimuli which is higher than the threshold stimulus and whose intervals are longer than the refractory period, an additive-contracting curve can be observed. Giving several equal-intense stimuli which is higher than the threshold stimulus, tetanus curve can be observed.

当给予两个等强度的阈上刺激，且刺激的间隔大于单收缩的时程，在计算机中可以观察到两个独立的收缩曲线；当给予两个等强度的阈上刺激，且刺激的间隔小于单收缩的时程而大于不应期，在计算机中可以观察到两个收缩曲线的叠加，称为收缩的总和；当给予若干个等强度的阈上刺激，在计算机中就可以观察到强直收缩曲线。

After the psychological characteristics of4-1 2years old children in the process of observation and reflection wer eanalyzed and the r esults of the reflection were evaluated, the average result and the standard difference of the observating capacity of children at different age stages had been obtained, which provided refrence index for evaluating the super-normal children, And then, the psycho logical characteristics of super-normal children in the process of observation and reflectionw ere also discussed...

本实验对4—12岁儿童观察反映过程心理特点进行分析，对反映正误进行评定，获得了各年龄段儿童观察力的平均成绩及标准差，为鉴别超常儿童提供了参照指标，并探讨了超常儿童观察反映过程的心理特点，从动态中比较研究常态儿童与超常儿童的观察能力，还比较研究了儿童观察力与学习成绩及性别关系。

Several research tools were utilized to collect data required for the research, including Questionnaires on students' background information, their English learning motivation and attitudes before and after the one-semester CEIC instruction, their response to CEIC, formal school achievement test results, selected interviews, and class observation, which were further triangulated with tape-recording, teaching journals, and the mentor teacher's class observation.

几个研究工具被运用在本研究里，例如：学生基本背景资料问卷，针对一学期的国语英语整合教学前后学生学习动机及学习态度的施测，研究后学生对於国英整合教学的反应问卷，学校正式的成就测验，个别学生深入访谈以及课堂观察。其中课堂观察会经由录音，教师教学日志，和辅导教师课堂观察来做三角验证。

Two months make up an observing therapeutic course, measure each index before and after treatment respectively.

以两个月为观察疗程，在治疗当天及观察疗程最后一天，分别检测一次下列观察指标：(1)治疗前后进行骨密度测定。

objective:to study the changes of dynamic electrocardiogram in patients with brain injury.methods:fifty-six patients with acute brain injury were recruited in this study.the glasgow coma scale, the initial computed tomogram and ambulatory electrocardiogram were performed in all subject.data were analyzed according to different place and severity of brain injury.results:ecg abnormalities were found in 32 patients out of 56 patients with acute head injury(57.14%).

目的：观察脑损伤患者的动态心电图改变，了解急性脑损伤致心电异常的特点及其与损伤部位和严重程度的关系。方法：选取我院急性脑损伤患者56例，经glasgow评分分型，脑ct确定损伤部位，并行24h动态心电图检查，观察急性脑损伤后心电异常的发生情况，并根据脑损伤部位和严重程度分组观察，以了解其心电异常的特点。

The ultramicroscope, the UV microscope and the luminescence microscope exemplify the inventive genius of those years and reflect three goals of microscopy, which have remained topical to date: Making ever smaller dimensions accessible to observation; observing living objects without damaging them; and finding methods to contrast the substances in such objects.

超显微镜，紫外显微镜、冷光显微镜的发明向我们展示了那个年代的天才智慧。同时也反映了显微术不断追求的三个目标：观察到更小尺度的物体；避免观察对活体的损伤；提高观察对象的图像反差。

Breath, muscle contraction of the buttocks; arch body, as far as possible to hold his head, right leg straight towards the ceiling (peg-leg knee in order to avoid muscle tension).

呼气，收缩臀部肌肉；拱起身体，尽量抬起头来，右腿伸直朝向天花板（膝微屈，以避免肌肉紧张）。

The cost of moving grain food products was unchanged from May, but year over year are up 8%.

粮食产品的运输费用与5月份相比没有变化，但却比去年同期高8％。