接受

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were better than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学分析，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

RESULTS: The average score were 82.72 points and 73.9 points respectively for the year 2002 students majored in clinical medicine and year 2003 students specialized in forensic medicine, who had received both classroom teaching and clinic noviciate. The average score were 75.6 points for year 2003 students majored in preventive medicine who only had classroom teaching without clinic noviciate. The results of statistical analysis suggested the score of clinical medicine students were than that of forensic and preventive medicine students, and the difference between the forensic and preventive medicine students was not significant.

结果：接受见习教学的医学系和法医系学生的平均成绩分别为82.72和73.9分，未接受见习教学的预防医学系学生的平均成绩为75.6分，经统计学，医学系学生的成绩好于法医和预防医学系，而法医和预防医学系的学生成绩没有统计学差异。

She attended Oberlin College in Ohio, America's first college to admit women and among the first to admit students of all races.

她就读于俄亥俄州的欧柏林大学，这是第一所接受妇女入学，同时也是前十所接受所有种族学生的学校之一。

Traditional advertisement has the feature of one-way and compulsive transmission of information, it is advertisement of a kind of rigid, no matter the target suffers numerous whether to like, emphasize letting a target suffer numerous passivity to accept inside limited space and time limits, it is obtrusion ad message even.

传统广告具有信息的单向强制传播特征，是一种硬性广告，无论目标受众是否喜欢，都强调在有限的空间和时间范围内让目标受众被动接受，甚至是强迫接受广告信息。

And, faced with that level of obtuse ignorance, that stubbornness, what can one do?

然而即使他们接受了所有这些他们仍然不会接受它是一个独立的国家。

This is not acceptable, and our customers would not accept this, need to consider a better quality casting steel, especially as this seems to be a general occurence in your moulds.

这是不能接受的，我方的客户将不能接受，必须考虑质量更好的铸钢，尤其是在你们的模具中经常出现这种情况的时候。

They are as follows:(1) the change of communication mode from off-line spoken language to on-line written language in the learning environment;(2) the change of process structure from passing on—compelling remember—getting information to choosing information—sharing information—regenerating information in the learning mode;(3) the change of institution pattern from concentrated, hierarchical, slaved to distributed, net, protocol in the learning institution;(4) the change of main connotation from independent-receive to share-reconstruct in the learning concept;(5) the change of the level for needing non-cognitive factor in the psychology.

本文还进一步追问了导致学习不适应的诸种因素的成因，得出（1）学习环境中由网下面对面语言交流转入网上文字交流的交往方式的变化；（2）学习方式中由传授→被动接受→强行记忆→获得信息转入选择信息→共享信息→再生信息的过程结构的变化；（3）学习机构中由集中层次隶属式到分布网状协议式的组织形态的变化；（4）学习观念中由独立-接受到共享-建构的学习内涵的变化；（5）学习心理中非认知因素需求程度的变化等导致学习不适应的5成因。

Offstage, Robbins was a self-made enigma who gave interview rarely and only on his own terms, meaning no personal questions.

舞台之外，罗宾斯将自己打扮成一个怪人，很少接受采访，并且仅按自己的条件接受采访，不涉及任何个人问题。

It seems likely that Kraft will return with a better offer.

看起来卡夫要重新考虑一个更好的出价了。

But he'd rather burn off my feelers and watch me squirm.

可他却放任那个家伙对我为所欲为！