大学三年级学生

I am now a junior at the University of Connecticut,pursuing a degree in English.

现在，我是康奈狄克大学三年级的学生，在读英语专业。

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。

I'm a junior in this college.

我是这所大学三年级的学生。

Now I has been a junior at college.

现在我已经是名大学三年级的学生了。

I am a third year college student at the University of Puget Sound.

我是普及湾大学三年级的学生。

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

美国中学或大学的三年级学生

I'm a junior student in university and I'm a Taiwanese.

我是一个台湾人，而且我是一个大学三年级的学生

As a sophomore at the University of Rhode Island, I designed a research project entitled "Grooming and Affinitive Behavior in Three Species of Non-Human Primates" under the guidance of Dr. Su Boatwright-Horowitz in the Psychology Department at URI.

作为罗德岛大学的一名大学二年级学生，我在苏博士的指导下设计了一个研究计划，命名为&马夫和三种非人类灵长类之间的密切关系&。

982 freshers and juniors in universities of different ranks were investigated by drawing form sampling study in Liaoning Province.

通过对辽宁省不同层次的大学982名大一与大三年级学生进行分层整体取样调查，结果显示：（1）大学生心理健康素质在适应和应对风格分量表上的得分大三年级高于大一年级，在归因风格分量上的得分大一年级高于大三年级，年级差异显著；（2）在人际素质、个性素质、认知风格分量表上性别差异显著；（3）大学生心理健康素质在适应、人际素质、动力系统、自我和应对风格分量表上均存在显著的专业差异，艺术类、文史类学生得分高于理工类学生。

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。

I can't say anything hurtful about anyone.

我不能说任何伤害人左右。

She was a short fat woman , garbed in a very tight , very gaudy red dress .

大冬天的，我们穿两件毛衣她却穿件短袖，不停地扇扇子，一个劲叫热。