二年级的

A Da Ai father in Guangming Elementary School for seven years, Liu teaches students from grades two to five. Every semester, he conducts at least one session a day.

在光明国小学，当大爱爸爸已第七个年头，刘明交从国小二年级教到五年级，每个学期每一天至少有一个班的讲课。

Methods A total of 6 352 students were chosen by multi stage randomized sampling, the information of the students aged 7-8 were collected by face to face interview, students aged 9-18 by self administered questionnaire. Results The incidence rate of injury was 48.0%, and there were 30.4% of the students reporting had committed injury. Every injury case had 1.58 injuries during one year averagely.

用4阶段分层随机整群抽样方法抽取大城市、中小城市、一类农村和二类农村各3个县区进行调查，每个县抽取1所学校，共对6 352名学生进行调查，小学一、二年级学生面对面访谈，三～六年级学生在调查员和老师的指导下完成，初、高中生自填。

An Anglican cleric holding the honorary title of prebend without a stipend .

Sophomore：指大学二年级或中学十年级的学生。。。。

For the sake of the loose of knowledge structure , The writer make student use Concept Mapping to accelerate student to self-question for the study process and the review. For validate the scenario ,the dissertation selected 176 students (12~14 years old ) in three middle and primary schools in Guangdong Province. And these cases are being happened but solved not yet .

这些参与者分别从自身的生活实际出发，选择身边正在发生但尚未解决的现实问题作为问题解决的主题，这些主题分别是：广东韶关田家炳中学初中一年级实验班学生选择的"水泥厂问题调查"；深圳南山实验学校六年级学生决定的"前海公园调查"；广东马坝二中初中二年级同学选定的"马一中搬迁问题"。

Junior School always lasts four years (age 7-11). The classes are known, unimaginatively, as First Year, Second Year, Third Year and Fourth Year!

初级学校一般持续4年（7-11岁）班级的安排就象我们所熟知的那样单调无趣：一年级，二年级，三年级，四年级。

There were no significant facilitating effects to the retention of signaled information in the overuse of text signals condition, but there were in the selective use of text signals condition. Experiment 3, in which 2 small experiments contained, studied the effects of reader-based factors. Experiment 3a examined the effects of the familarity to the text topics and the readers' reading levels. Experiment 3b explored the effects of cognitive style and the intention to use the text signals. The results were as the follows: There were no significant difference between the signaled and unsignaled conditions in the circumstance of high familarity to the text topics, but there were significant differences between them in the circumstances of lower familarity to the text topics. There were no significant differences between the signaled and unsignaled conditions for the field-independent participants, but there were for the field-dependent participants. All the participants with different reading levels were helped by the text signals.

实验3 对不同主体因素条件下文章标记效应进行了研究，分2个分实验，实验3a以高中二年级学生为被试，研究了文章主题熟悉程度与阅读水平对文章标记效应的影响，实验3b以初中二年级学生为被试，探索了读者不同的认知方式与标记利用的意向对文章标记效应的影响，实验3结果发现，读者的阅读水平、对文章主题的熟悉程度、认知方式和利用标记意向等因素影响着文章标记效应，在文章主题熟悉的条件下，有无文章标记无显著差异，但在主题不熟悉条件下，有文章标记的效果显著优于无标记的效果；对场独立被试而言，有无标记无显著差异，但对场依存被试来说，有标记条件显著优于无标记条件；文章标记对不同阅读水平被试都有显著促进效应；文章标记利用意向对场独立与场依存被试都有显著促进效应。

In the first students, both the mean of latencies and the mean of errors of subtraction were obviously higher than of addition.

在二年级、三年级、四年级，每个年级加法的反应时和减法的反应时非常接近；只有一年级，减法的反应时均值明显高于加法的反应时。

An integrated moral education system should be based on contemporary theories of moral characteristic, moral education and systems, but taking moral education objectives, content, channels, methods, management and evaluation as "woofs", and the first, second and third grades in higher vocational colleges as its "meridians".

整体构建高职院校德育体系就是以德性论、德育论、系统论等原理为理论基础，以高职院校的德育目标、德育内容、德育途径、德育方法、德育管理、德育评价六个分系统为纬，以高职一年级、二年级、三年级德育工作三个子系统为经，横向贯通、纵向衔接、横纵交织，层层递进，整体构建一个具有高职院校特色的、适应人才市场需求的德育实施体系。

The results revealed an asymmetric perceptual span that extended 1 or 2 characters to the left of the fixated character and 3 or 4 characters to its right. The size of right-directed sac?鄄cades extended about 3 characters in normal reading, suggesting that the perceptual spans of successive fixations overlapped slightly and some linguistic information was integrated across fixations.

结果发现，高中二年级学生的阅读知觉广度具有不对称性，大约为注视点左侧一个或两个汉字到注视点右侧三个或四个汉字的空间；高中二年级学生在正常阅读中的眼跳距离约为三个汉字的空间，在连续注视的过程中知觉广度有较小范围的重叠。

ResultsThere were many psychological problems in the students of Grade 1 and Grade 2, especially the latter. They manifested in sensitiveness, compulsion, depression and paranoea in personal relations.

结果 一、二年级学生心理问题较多，以二年级为甚，主要表现在人际关系敏感、强迫、敌对、抑郁、偏执方面，且心理问题的发生与个性有一定关系。

I'm strongly against the death penalty — it's an eye for an eye.

我不赞成死刑——这是以牙还牙的报复行为。

And to get you the support you need, we're enlisting all elements of our national power: our diplomacy and development, our economic might and our moral suasion, so that you and the rest of our military do not bear the burden of our security alone.

并给你们所须的支援，我们正徵召国家所有各种的力量：我们的外交及发展，我们的经济力量与道德劝说，所以你们与其他军人不须要孤独地负起国家安全的责任。