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Gbenga Adebola Adenuga Olusegun Lateef Adebayo Bukunola Oluyemisi Adegbesan 《Indian journal of clinical biochemistry : IJCB》2008,23(1):29-32
The response of liver lipid peroxidative and antioxidant defense system of protein undernourished rats to liver regeneration
induced by partial hepatectomy was examined in rats. Animals were divided into four groups; A,B,C and D of four animals each.
Animals in group A were maintained on 16% casein diet while those in groups B, C and D were placed on low-protein diet (5%
casein) for fourteen weeks and fed ad libitum. 72 hours before sacrifice, partial hepatectomy was carried out on animals in
group D while animals in group C were sham-operated. The results show that protein undernutrition induced an increase in lipid
peroxidation but reduced catalase activity, glutathione level and superoxide dismutase activity when compared with well-nourished
rats. Liver regeneration however, resulted in significant increases in lipid peroxidation and catalase activity but significant
reductions in glutathione level and superoxide dismutase activity in protein undernutrition rats when compared with their
sham-operated counterparts. These results suggest that liver regeneration induced by partial hepatectomy exacerbates lipid
peroxidation in protein undernutrition rats and that Catalase plays a major role in the mopping up of reactive oxygen species
generated following liver regeneration in partially hepatectomised protein undernutrition rats. 相似文献
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Semiyu Aderibigbe Laura Colucci-Gray Donald S. Gray 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):8-29
Researchers indicate that prior experience and beliefs about learning and teaching held by practicing and pre-service teachers contribute significantly in shaping their mentoring relationships and, more broadly, their career outlook and aspirations. While mentoring is commonly seen as a form of support for pre-service teachers, mentoring can be pivotal in the creation of enabling environments in which collaborative, professional dialogs are undertaken. Yet, there lies a tension between enculturation into the norms of schools and promoting self-belief, participation, and collaboration. Drawing on a qualitative methodology, in this study we focused on the conceptions and expectations of classroom mentoring within the context of a teacher reform initiative in Scotland. Findings indicated that participants in the study held a mixture of beliefs regarding mentoring practices. Implications for partnership arrangements in initial teacher education and teachers’ career development were discussed. 相似文献
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