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Results Among the students,44.2% of them were being in amativeness, 18.3% had sexual behaviors.

结果44.2%的大学生正在谈恋爱,18.3%有性行为;谈恋爱的比例女生高于男生,男生有婚前性行为的比例高于女生。55.5%的大学生对婚前性行为表示可以理解,43.0%认为婚前同居的坏处是不负责任,因怕怀孕而不发生性行为的比例仅占1.3%;60.8%认为大学生发生婚前性行为学校不应给予任何处理,26.9%认为学校可以私下批评教育。

It enriches the theoretic acknowledge about launching Marathon sport in the universities; it can make the Marathon culture, making the objects of enhancing campus culture; taking part in Marathon sport can make the students in universities feel the Marathon spirits of not fearing hardness, fighting brawly, challenging themselves, challenging limits and never giving up, which deepens the understandings of the students about human philosophy, world view and value view.

高校开展马拉松运动可以拓展高校体育资源,弘扬马拉松文化、丰富校园文化;高校通过开展马拉松运动还可以使大学生感受不畏艰难、顽强拼搏、挑战自我、挑战极限、永不放弃的马拉松精神,既加深大学生对人生观、世界观和价值观的理解,激发爱国热情,振奋民族精神,又为当代大学生参与社会生活奠定了基础。

Steve's English is better than Tom; Steve is from the English Dept while Tom majors in Physics. This is like comparing apples to oranges. Now the Chinese university students are living better than those in North Korea and some African countries, which is comparing apples to apples. Some students have mp3, new brand model mobile phones, multi-geared bikes and they are leading a much wealthier life than those from breadline families. But they still think they are poorer than those rich classmates. They need both apple to apple comparison and apple to orange comparison.

斯迪夫的英语比汤姆好,前者是英语专业的,后者的专业是物理,不同类的事物不具可比性,正如苹果和桔子不具可变性一样;如今我国的大学生比朝鲜和部分非洲国家的大学生过得好,这是可类比的,正如两个都是苹果,是可以比较的那样;部分大学生已经有了MP3,新款手机,变速单车,比靠领救济的家庭的学生富裕多了,可他们仍一味与更有钱的富家子弟攀比,他们应该客观平和地调整心态,横向和纵向都要比。

Steve's English is better than Tom; Steve is from the English Dept while Tom majors in Physics. This is like comparing apples to oranges. Now the Chinese university students are living better than those in North Korea and some African countries, which is comparing apples to apples. Some students have mp3, new brand model mobile phones, multi-geared bikes and they are leading a much wealthier life than those from breadline families. But they still think they are poorer than those rich classmates. They need both apple to apple comparison and apple to orange comparison

斯迪夫的英语比汤姆好,前者是英语专业的,后者的专业是物理,不同类的事物不具可比性,正如苹果和桔子不具可变性一样;如今我国的大学生比朝鲜和部分非洲国家的大学生过得好,这是可类比的,正如两个都是苹果,是可以比较的那样;部分大学生已经有了MP3,新款手机,变速单车,比*领救济的家庭的学生富裕多了,可他们仍一味与更有钱的富家子弟攀比,他们应该客观平和地调整心态,横向和纵向都要比。

The hypothesized community in network,like the life community and rooming house of the undergraduate students,etc,has become a very important form of the new type undergraduate organization.

网络虚拟群体,同大学生生活社区、大学生公寓等一样已成为新型大学生组织的一个重要形式。

Higher value of mean endomorphy and mean mesomorphy showed male students had much fat and more developed skeletal and muscle systems than female students. Compared with other regions, college students in Qingdao area were fatter,and skeletal and muscle systems were poorly developed. The comparison of the mean ectomorphy and the body length/body weight showed that the male was close to the female on the body linearity.

内因子和中因子平均值偏高反映出青岛高校男性大学生在肥胖程度、肌肉和骨骼发达程度上较女性偏大,而外因子平均值和HWR值的比较显示出男女大学生身体线性度相近;男生内因子平均离散度和HWR离散度较女生偏高,SAD为1.65±0.51,表明男女大学生体型具有一定的差异。

In order to further explore the benefits of reasonable exercise on maintaining bone health and examine the effect of exercise on skeleton of young college students, 20 male students of college were divided into exercise group (participates bodybuilding frequently) and control group, some indexes of bone metabolism and bone mineral density were observed and analyzed.

为了进一步论证科学合理的运动有利于维持骨骼的健康和对骨质疏松症的预防作用,揭示体育运动对处于青春后期大学生骨骼的影响,本课题在对部分有关骨代谢的研究成果进行理论研究的基础上,以我校20名男性大学生为实验对象,分为运动组和对照组,观察并分析体育运动对大学生骨密度和骨代谢的影响。

Mental self-supporting of university students was a multi-level and multi-dimensional model. It included tow levels: the core trait and the basic trait. The core trait included autonomy , self-control ?sociality. The basic trait included self-conviction, self taking responsibility, goal management , self-solace % opening and containingx self-cognition and self-decide. 2 . Test-retest reliability , split-half reliability , internal concordance coefficient,content validity, construct validity and index validity of the mental self-supporting questionnaire of university students were good. This questionnaire could be used to test the mental self-supporting of university students.

有关研究结果如下:(1)大学生心理自立是一个多层次多维度的心理结构,可以划分为&核心特质&、&基本特质&两个层次,核心特质层次包含&自主性&、&自控—社会性&两个维度,基本特质层次包括&自我坚信&、&自我负责&、&目标管理&、&自我抚慰&、&开放包容&、&自我认识&、&自我做主&七个维度,(2)根据大学生心理自立结构的理论构想编制的《大学生心理自立问卷》的重测信度、折半信度、内部一致性信度、内容效度、构念效度、效标效度等信效度指标均较佳,该问卷可以作为评价大学生心理自立的适宜工具。

The shanghai univeity students' innovative undertaking preferential benefit many 1,the university graduate starts an undertaking four preferential policy basis country and the shanghai municipal government's related stipulation,haiti area graduates the university graduate to start an undertaking may enjoy the free risk assessment,free policy training,the free loan guarantee and the partial taxes and fees reduces four preferential policies,includes specifically: the university graduates (including junior college,university undergraduate course,graduate student) are engaged in the individual management,gets up from the authorized management date,in 1 year exempts pays the individual operator the registration registry fee,the individual operator management fee,the economic contract demonstration text production cost and so on.in addition,if establishes the non-regular enterprise,only needs carries on the registration in the area county street,then tax-free 3 years.

山西大学生创业:上海大学生创业优惠多 1、大学毕业生创业四项优惠政策根据国家和上海市政府的有关规定,海地区应届大学毕业生创业可享受免费风险评估、免费政策培训、无偿贷款担保及部分税费减免四项优惠政策,具体包括:山西大学生创业毕业生(含大学专科、大学本科、研究生)1、大学毕业生创业四项优惠政策根据国家和上海市政府的有关规定,海地区应届大学毕业生创业可享受免费风险评估、免费政策培训、无偿贷款担保及部分税费减免四项优惠政策,具体包括:山西大学生创业毕业生(含大学专科、大学本科、研究生)从事个体经营的,自批准经营日起,1年内免交个体户登记注册费、个体户管理费、经济合同示范文本工本费等。此外,如果成立非正规企业,只需到所在区县街道进行登记,即可免税3年。

Therefore, this paper begins with the meaning, characteristics and levels of psychological reception of the undergraduate, analyzes its psychological process and obstacles and discusses its mechanism and disciplinarians.

因此,本文从大学生道德教育接受心理入手,探究了大学生道德教育接受心理的涵义、特点和层次;分析了大学生道德教育接受心理过程和心理障碍;论述了大学生道德教育接受机制和接受规律。

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