英语翻译Figure 4 The science achievements of American youth of seventh-and twelfth-grade as a function of the peer science push KSCPH.Five estimated quantile curves with P =0.05,0.25,0.5,0.75 and 0.95 are shown. It is clear that the

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英语翻译Figure 4 The science achievements of American youth of seventh-and twelfth-grade as a function of the peer science push KSCPH.Five estimated quantile curves with P =0.05,0.25,0.5,0.75 and 0.95 are shown. It is clear that the

英语翻译Figure 4 The science achievements of American youth of seventh-and twelfth-grade as a function of the peer science push KSCPH.Five estimated quantile curves with P =0.05,0.25,0.5,0.75 and 0.95 are shown. It is clear that the
英语翻译
Figure 4 The science achievements of American youth of seventh-and twelfth-grade as a function of the peer science push KSCPH.Five estimated quantile curves with P =0.05,0.25,0.5,0.75 and 0.95 are shown. It is clear that the optim al value of the peer
science push is 1.
In Figure 4,double-kernel quantile regression were estimated at five diferent quanti~s(5%,25%,50%,75% and 95%).It is clear that the magnitude of the estimates for all quantiles increases consistently when moving from the starting point of the peer-sciencepush,i.e.,0 to a higher value of 1,but decreases monotonically whe n moving from 1 to the highest push of peer on science,i.e.,4.That is to say,the value 1 is a maximum poiut
at which all efects of peer-science-push of diferent quanti~s are maximum .In fac t,the student whose science achievement is at the bottom of his class can also hardly influenced by his peer’s science push and the more the peer’S science push,the worse a student did.May be that is the SO called“the law ofthe jungle”.Is the point of view controversial?
如果是自己翻译的,那么有诚意我一定会给分的。

英语翻译Figure 4 The science achievements of American youth of seventh-and twelfth-grade as a function of the peer science push KSCPH.Five estimated quantile curves with P =0.05,0.25,0.5,0.75 and 0.95 are shown. It is clear that the
图4,美国7至20年级的学生在同等学科压力作用下的理科成绩,5个用P=0.05,0.25,0.5,0.75和0.95的质量曲线已经显示出来.显然,最佳的同等的科学努力是1.
在图4中,双核心质量的退化已经在5个不同的点建立(5%,25%,50%,75%和95%).显然,当从同等科学的起始点开始改变时,所有质量估计的重要性增加了,也就是说0到了一个更高的位置1,但是当从1开始移向一个最高的点,也就是4时,又下降了.也就是说1在所有不同质量的同等学科点上是最大值.实际上,一个理科成绩在他的班上摆尾的同学也不能被他的同等学科的压力和更多的同等学科的压力所影响.也许这就是所谓的“丛林法则”.这个观点有争议吗?

图4的第七和第十二级的美国青年作为推动科学等功能的科技成果KSCPH.Five估计与P = 0.05,0.25,0.5,0.75和0分位数曲线。 95所示。显然,在拉伸羊毛等价值同行。
在图4中,双内核位数回归估计为五个不同的定量化〜秒(5%,25%,50%,75%和95%)。显然,在所有位数的估计值的增幅一直在移动从同行sciencepush,即零的起点为1高价值,但单调下...

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图4的第七和第十二级的美国青年作为推动科学等功能的科技成果KSCPH.Five估计与P = 0.05,0.25,0.5,0.75和0分位数曲线。 95所示。显然,在拉伸羊毛等价值同行。
在图4中,双内核位数回归估计为五个不同的定量化〜秒(5%,25%,50%,75%和95%)。显然,在所有位数的估计值的增幅一直在移动从同行sciencepush,即零的起点为1高价值,但单调下降磨片n从1移动到的科学同行最高的推动下,
即4.That也就是说,值1是一个最大poiut
在哪个同行科学的效应推动不同定量化〜S是最大的。刚果部队吨,学生的科学成绩在班上的底部也很难受,他同行的科学推进,越是同行的科学推进,坏学生did.May是,就是所谓的“法律ofthe丛林”。是的观点争议?

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