活體灌注 的英文怎麼說

中文拼音 [huótǐguànzhù]
活體灌注 英文
viviperfusion
  • 活 : Ⅰ動詞1 （生存; 有生命） live 2 [書面語]（救活） save （the life of a person）:活人無算 （of a goo...
  • 體 : 體構詞成分。
  • 灌 : Ⅰ動詞1 （輸水澆土） irrigate 2 （倒進去; 注入） pour in; fill 3 （飲酒; 勉強他人飲酒） drink wine...
  • 注 : Ⅰ動詞1 （灌入） pour; irrigate 2 （集中） concentrate on; fix on; focus on 3 （用文字來解釋字句）...
  • 活體 : living body活體檢查 biopsy; 活體鑒定 [法律] identification of the living
  • 灌注 : pour into; priming; flood灌注機 bottler placer
  1. At least there are three mechanisms of the early enteral feeding or nutrition : reducing gut injury, improving blood flow of gastrointestinal tract, decreasing ischemia and reperfusion injury ; lessening the gut translocation of endotoxin, modulating activity of kupffers cell ; lowering the levels of mediators and hormones

    早期腸道喂（營）養的機制至少有三：減輕腸道損傷，改善胃腸道血流，減輕缺血再灌注損傷；減少腸道內毒素移位，調理枯否細胞活化；降低體內介質、激素水平。
  2. The effects of pituitary adenylate cyclase - activating polypeptide on neuron apoptosis during complete cerebral ischemia - reperfusion injury

    垂體腺苷環化酶激活肽對缺血再灌注腦神經元凋亡的作用
  3. Effect of pacap on the activation of icam - 1 and the expression of inflamnatory cytokine in the cerebral cortex during transient focal cerebral ischemia - reberfusion in rats

    垂體腺苷酸環化酶激活肽對大鼠腦缺血再灌注后細胞間黏附分子表達的影響
  4. No recipient of group a ( without any treatment, n = 5 ) or group b ( treated with adgfp, n = 4 ) died within three weeks after transplantation and severe acute rejection ( massive periportal infiltrate, endothelilitis, damage to biliary epithelium and severe tissue destruction ) was confirmed by pathological examination of the graft. in contrast, all recipients of group c ( treated with adhuctla4 - ig, n = 5 ) achieved lohg - term liver allograft survival ( > l50d )

    35 ，屍0刀5八而灌注攜帶融合基因a個ig的重組腺病毒組組， fi ? 5 ）受體鼠均能獲得長期生存（ 150天） ； a組與c組間、 b組與c組間，生存期均有顯著性差異』 （ p 0刀1人a組與b組，在術后8天行移植肝活檢，病理學檢查證實：移植肝均發生嚴重的細胞性排斥。
  5. Life philosophy attaches importance to individual life, endows experience with life ontological meaning, opposes to measure and treat life based on rigid criteria requires that teaching is aimed at the comprehensive growth and the promotion of quality of individual life. post - modem theory is opposed to the practice of degrading people into things and focusing on lecturing more than on helping students to think independently and develop their own creative power. according to post - modern pedagogy, teaching is a humanistic process and plays the role of promoting the spiritual growth

    生命哲學關注個體生命、賦予體驗以生命本體論意義，反對用機械化的標準來衡量、對待生命，啟示著教學應著眼于個體生命的全面成長、個體生命質量的提升；后現代理論反對把人降為物，採用壓制的手段進行灌輸性的教學，認為教學過程是一個人性化的過程，教學具有促進人心靈成長的價值，主張師生在對話中、在共同的創造活動中探求知識，理解世界的意義；人本主義心理學認為人不僅是思維的存在，同時也是情感的存在，人的心理活動是知、情、意協同作用的結果，強調教學應注重學生完整人格的培養，注重學生的情感體驗，使學生認知世界的過程同時也成為他們自我教育、整體發展的過程。
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