三年级学生

Now that Adams is a junior at the University of North Texas at Denton, she's online more than ever. It'

由于亚当斯现在是北得克萨斯州登顿一所大学的三年级学生，她上网的时间就比较多了。

The final part, suitable for third year students, uses ideas from algebra, analysis, calculus and geometry to study more advanced topics such as Dirichlet series and sums of squares.

最后部分，为三年级学生适用，使用从代数，分析，计算和几何研究诸如Dirichlet级数和平方和更高级的主题思想。

In order to understand the lines calisthenics 3-5 grade of schoolchild the effects of physical and psychological health, this paper, methods of documentation,experimental method, a questionnaire survey method, such as mathematical statistics, Dalang of Dongguan City shui lin school students in grades 3-5 research; 3-5 of schoolchild calisthenics training and physical fitness of students measured before and after training (height, weight, vital capacity, Sit and Reach, standing long jump, pulse) and psychological health; The results show that the contact schoolchild to promote the physical and psychological health, and social adaptability significant effect.

为了解健美操练习对小学3-5年级学生身心健康的影响，本文采用文献资料法、实验法、数理统计法等，对东莞市大朗水霖学校3-5年级学生进行了研究；对小学三到五年级学生进行健美操训练，并测定训练前后学生身体素质（身高、体重、肺活量、坐位体前屈、立定跳远、脉搏）和心理健康状况；结果表明，健美操练习对促进小学生身心健康以及社会适应能力方面有显著效果。

A student in the third year of a U.S.

美国中学或大学的三年级学生

We need to design a new syllabus for the third year.

我们需要为三年级学生制订一个新的课程大纲。

Yeah, I am a junior at USC now.

是的，我现在是南加大三年级学生。

To quote a third –year German law student who was trying to understand the "nonsolid" mature of American law .

这是一位习候德国法三年级学生的话。他正试图弄明白美国法&非纯&的本质。

For certain foundation of third-year students, I used a more logical teaching methods.

对于有一定基础的三年级学生，我用了更具逻辑性的教学方式。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

You have to be a student in your junior year, and you have to have a grade point average of 3.7 or higher.

你必须是三年级学生，而且你的平均成绩要在 3.7 或是更高。

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。