不同性别的

METHODS: 5 184 people of non-manual workers and manual workers in city as well as farmers at different sex, aged from 20-59 years, were selected in Shijiazhuang, Cangzhou and Chengde with random sampling of stratified cluster in July 2000. They were assigned into 20-39 year group and 40-59 years group according to age to perform investigation of their physical work, which composed of strength of grasp, anteflexion of body when sitting, standing with single foot when closing eyes, back pressure, vertical jump, 10 m×4 return run, push-up, sit-up and choice of reaction time, etc. RESULTS: 4 800 people were involved in the result analysis.

于2000-07用分层整群的随机抽样方法抽取石家庄、沧州、承德3个城市不同性别的城市非体力劳动者、城市体力劳动者、农民3类职业人群的20～59岁公民5184名，按年龄分为20～39岁组和40～59岁组两组，对其进行体能测查，测查内容包括握力、坐位体前屈、闭眼单脚站立、背力、纵跳、10m×4往返跑、俯卧撑、仰卧起坐、选择反应时等。

Objectives: People of different gender between the maxillary and mandibular teeth width and ratio of a comparative study.

目的：国人不同性别的牙齿宽度与颌间牙齿宽度比例进行比较研究。

Explicable differences amounted to 77% of the overall pay gap between the sexes.

不同性别的总收入差距有77%可被解释。

Objective To investigate and study the significant difference of whole blood viscosity in uniform hematocrit by healthy persons between male and female.

目的探讨正常人群相同红细胞压积不同性别的全血粘度值有无显著性差异。

Frederik Pohl on cameraI think that probably there will be more people who are of indeterminate gender or ambiguous or several different genders.

M11：我认为，将来可能会有更多性别不确定或者模糊或者具有几种不同性别的人。

objective to explore environment risk factors of metabolic syndrome.methods a cross-sectional population survey with questionnaires investigation,checkup and laboratory measurement for metabolic syndrome was performed among 2026 teachers,and the logistic regression was used to analyze the risk factors of ms.results the education,milk intakes,fish and aquatic products intakes,body exercise and drinking tea were different significantly between male and female individuals.univariate unconditional logistic regression analysis showed that education,body exercises,fish and aquatic products intakes and drinking tea were benefited to the ms,but the age,sucrose intakes were the risk factors to the ms.the multivariate logistic stepwise regression analysis showed that compared with individuals with no drinking milk,or no fish and aquatic product intake,or no drinking tea,or no sucrose intakes,the milk intakes 250-1500 g/week(or=0.731,95%ci:0.542-0.987),the fish and aquatic product intake with 250-1000 g/week(or=0.720,95%ci: 0.541-0.959),or sucrose intakes 250 g/month(or=0.446,95%ci:0.255-0.779),drinking tea forepassed(or=0.635,95%ci:0.458-0.883),and current (or=2.084,95%ci:1.390-3.125) had different levels of risk on ms.conclusion the age and sucrose intakes are risk factors,and the milk intakes,aquatic products and drinking tea benefits for ms.

目的 了解中小学教师代谢综合征发病及其影响因素。方法采用横断面调查方法，随机抽取芜湖市中小学教师2 026名，进行问卷调查、体格检查和实验室检测，并运用logistic回归分析代谢综合征影响因素。结果不同性别的中小学教师在受教育程度、牛奶摄入、水产品摄入和饮茶习惯等方面的差异有统计学意义；其中受教育程度、体育锻炼、水产品摄入和饮茶是保护因素，而年龄、工作紧张程度、糖的摄入可能是代谢综合征的危险因素。logistic逐步回归分析结果提示，牛奶摄入、水产品摄入和饮茶是代谢综合征的保护因素，而年龄和糖摄入是代谢综合征的危险因素，其中牛奶摄入在250～1500 g/周(or=0.731，95% ci=0.542～0.987)，水产品摄入在250～1000 g/周(or=0.720，95% ci=0.541～0.959)以及以前饮茶（or=0.446，95% ci=0.255～0.779和现在正在饮茶(or=0.635，95% ci=0.458～0.883)，对代谢综合征的保护作用明显，而糖摄入250 g/月时代谢综合征的患病的危险是不食用食糖的2倍(or=2.084，95% ci=1.390～3.125)。结论年龄和糖摄入是代谢综合征患病的危险因素，而牛奶、水产品和饮茶是代谢综合征的保护因素。

The study shows that generally the mathematics view of normal university students majoring in mathematics is right, they depict mathematics learning as a dynamical process. Besides some special traits belong to mathematics, estimation, measurement and decision making themselves are also in the math field; however there are still some people warp the mathematics view, believe that mathematics is an apodeictic collection. Haven't realized the power that mathematics can improve people's taste ability and perfect people's personality, they believe that math learning is a passive process during which students receive acknowledge. What is more, there are different believes existing in the understanding of mathematics essence, mathematics value and mathematics learning. These believes vary with different university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven\'t realized thepower that mathematics can improve people\'s taste ability and perfect people\'s personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着(来源：Ad4BC论文网www.abclunwen.com)偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

The study shows that generally the mathematics view of normal university studentsmajoring in mathematics is right, they depict mathematics learning as a dynamical process.Besides some special traits belong to mathematics, estimation, measurement and decisionmaking themselves are also in the math field;however there are still some people warp themathematics view, believe that mathematics is an apodeictic collection. Haven"t realized thepower that mathematics can improve people"s taste ability and perfect peoples personality,they believe that math learning is a passive process during which students receiveacknowledge. What is more, there are different believes existing in the understanding ofmathematics essence, mathematics value and mathematics learning. These believes vary withdifferent university students from different grades and genders.

研究数据表明，高等师范院校数学系大学生的数学观总体上来说还是比较正确的，认为数学学习是一个动态的过程，认为数学在社会生活当中有一定的作用，并且认为做数学除了有特定的内容以外，估算、测量及决定本身也为做数学；但仍有一小部分人的数学观还存在着偏差，认为数学是一堆绝对真理的总集，对数学能够培养人的审美能力以及数学能完善人的个性等较高层次的价值没有意识到，认为数学问题仅是与教材内容相关的习题和考试中的试题，并且对数学学习不感兴趣，认为数学学习是学生被动接受知识的过程，并且不同年级以及不同性别的大学生在对数学本质、数学价值以及数学学习的认识上都存在着差异。

In the first experiment, it turned out that, without an image representative, male and female testees have different psychological effects for the advertisement of a product with strong gender orientation.

实验一结果表明，在没有代言人的情况下，不同性别的被试对不同性别倾向的商品的广告心理效果存在显著差异，而在中性商品上不存在显著的性别差异。

The labia have now been sutured together almost completely.The drains and the Foley catheter come out at the top.

此刻阴唇已经几乎完全的缝在一起了，排除多余淤血体液的管子和Foley导管从顶端冒出来。

To get the business done, I suggest we split the difference in price.

为了做成这笔生意，我建议我们在价格上大家各让一半。