identity [ai'dentiti]

identity的基本解释

n.

身份, 一致, 特性, 恒等式, 相同

• The identity of the fingerprints on the gun proved that he was the killer.
• 留在枪上的指纹证实他就是杀人者。

• Identity of interests is the bond that unites them.
• 利害的一致是把他们联合起来的纽带。

• The police are still uncertain of the murderer's identity.
• 警察尚未证实杀人犯的身份。

• The experts established the identity of the bronze bell with one described in an old document.
• 专家们确定这口青铜钟就是一份古文献中所描述的那口。

• His driver's license revealed his identity.
• 他的驾驶执照证明了他的身分。

与identity相关的情景对话

衣食住行 / 建议

A:

Hello, Elizabeth. How are you?

你好，伊丽莎白。近来好吗？

B:

Fine, thanks.

很好，谢谢。

A:

Are you sure you’re all right? You look a bit worried today. Is anything wrong?

你肯定没事？你今天看上去有点着急，是不是出了什么事？

B:

Well, yes, there is something wrong actually. Perhaps you can give me some advice.

嗯，的确出了点事，或许你能给我提些建议。

A:

Of course, if I can.

当然，只要我能办到。

B:

Well, last night when I returned from the theatre, I found that I’d lost my wallet.

嗯，昨晚我从剧院回来后，发现我的钱包丢了。

A:

Oh dear! That’s terrible! What was in your wallet?

哎呀，那就太糟了！钱包里都有些什么？

B:

Well, some money, of course, my visa, all my identity cards and some photos.

唉，当然有些钱，还有我的签证和所有证明身份的证件以及一些照片。

A:

Well, if I were you, I’d go to the police station straight away and report it.

嗯，如果我是你，我就直接去公安局报案。

B:

Yes, I’ve already done that, and they said they’d look for it. But we’re leaving soon and I need my visa and identity cards badly.

是啊，我已这样做了，他们说他们会找的。但是我们马上就要离开这里了，我急需签证和所有身份证明。

A:

Oh dear! What a pity! Are you sure you lost the wallet in the theatre?

唉，真遗憾！你肯定是把钱包丢在剧院了吗？

B:

Yes, quite sure.

是的，肯定如此。

A:

I think you should put an advertisement in the China Daily, saying when and where you lost it.

我想你应该在《中国日报》上登则启事，说明遗失钱包的时间与地点。

B:

But that takes too long.

不过那太费时间。

A:

Wait a minute! My uncle lives in Beijing and he lives very close to the theatre. I’ll telephone him and ask him to go there to inquire about it. You’d better have breakfast now and I’ll meet you later.

等一下，我想起来了！我的叔叔就在北京，而且住的地方离剧院很近。我可以打电话给他请他去剧院打听一下。你现在最好去吃早饭，过一会我来找你。

B:

Oh, thank you. I hope he finds it.

啊，谢谢。我希望他能找到。

identity所属的单词分类

Math & Number / 数学与数字 [192]

y-coordinate  ·  long division  ·  kilo-  ·  x-coordinate  ·  scientific notation  ·  greater than  ·  Venn diagram  ·  q.e.d.  ·  greater  ·  y-axis

与identity相关的网络例句 [注：此内容来源于网络，仅供参考]

Through correlative analysis and path analysis, it finds that (1) the family environment and the colleges and universities environment have direct and indirect influence on self-identity development of students; and (2) the family environment and the colleges and universities environment exert the major effect on self-identity development of students through identity style as mediational variable, so identity style becomes the explanatory base of self-identity status. That is, the predictive effect of diffuse/avoidant identity style for identity diffusion, normative identity style for identity foreclosure, and information identity style for identity achievement respectively is most significant; and (3) family environment that is helpful, supportive, warm, expressive, and promote autonomy and independence possibly makes students form identity achievement or identity moratorium, family environment that is excessively cohesive and warm but lacking independence possibly promote students to form identity foreclosure, and family environment that lacks of supportive and warm possibly make students form identity diffusion; and (4) colleges and universities environments that have better relationship system, clear developmental purpose, and promote to pay attention to societal concerns, critical and explorative qualities, and provide healthy, expressive, democratic, open atmosphere facilitate identity development, in turn form advanced identity. Colleges and universities environments that only emphasize the receival of colleges and universities aims, order and instilments, and scarcely encourage critique, exploration, individuation possibly make students form identity foreclosure. However, the ones that is remote relationship system, and lacking support, and students don't cognize the aim of colleges and universities possibly make students form identity diffusion.

通过相关分析、路径分析发现：(1)家庭环境和学校环境对大学生自我同一性有直接和间接的影响；(2)家庭环境、学校环境对大学生自我同一性影响主要以同一性加工方式为中介变量，同一性加工方式成为自我同一性状态的解释基础，弥散—回避定向同一性风格对弥散型同一性预测力最大，信息定向同一性风格对成就型和延缓型同一性预测力最大，常规定向同一性风格对排他型同一性预测力最大；(3)相互支持、帮助、关心、自由表达和鼓励自主和独立的家庭环境促进大学生同一性的发展，形成成就型或延缓型同一性状态，过度亲密而缺乏独立性特征的家庭环境可能形成排他型同一性状态，而缺乏支持性，关系疏远的家庭环境可能形成弥散同一性状态；(4)良好的关系系统，明确的发展目标，鼓励学生对社会事务关注、倡导批判和探索精神，塑造良好、健康、可供自由表达、民主、开放的文化氛围的大学校园环境促进大学生同一性发展，形成高级、成熟的自我同一性，而一味强调学校目标的接受，强调秩序、灌输，缺乏对批判、探索、个性发展鼓励的学校环境有可能使学生形成排他型同一性状态，但若学校的关系系统疏远，缺乏支持性的民主的风格，目标不能被学生明确感知的学校环境则可能影响学生形成弥散型同一性。

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。

In short, this explorative study for self-identity concept, theory and practice is for the purpose of (1) trying to unitarily understand self-identity concept, in turn to minutely examine the new development of self-identity theory, and to introduce self-identity theories and research methods in western psychology to domestic psychology in order to cause the interest of domestic psychologist to self-identity thesis; and (2) through the empirical study on self-identity of college student, revealing the meaning of self-identity to student development, and the personality characteristics of self-identity status of student, and the characteristics and influential factors of student self-identity development, and the relationship between student self-identity status and mental health condition in order to provide the measurement of empirical study and systematic study data for self-identity researches, in turn to provide basis of theory and method for setting up the theoretical model of Chinese students self-identity; and (3) making up the gaps in empirical researches on self-identity in domestic psychology, opening up a new research domain in colleges and universities student psychology, and enrich the theory on student development researches.

总之，本文对自我同一性概念、理论和实践进行探索性研究，旨在(1)尝试对自我同一性作整合统一的理解并在此基础上，详细考察自我同一性理论的新发展，试图将西方心理学自我同一性理论的发展引入国内心理学，以引起国内学者更多的关注；(2)通过对大学生自我同一性的研究，揭示自我同一性对大学生发展的含义、大学生自我同一性状态的人格特征、大学生自我同一性发展的特征和影响因素、大学生自我同一性状态与心理健康水平的关系，进而为自我同一性的研究提供实证研究的测量工具以及系统的实证资料，为建立中国大学生自我同一性的理论模型提供理论和方法上的基础；(3)弥补国内自我同一性实证研究的空白，开辟大学生心理学研究的新领域，丰富大学生发展研究的理论；(4)当代大学生自我同一性问题的研究既是青年心理学、教育心理学和学校心理学的重要课题，也能为大学生发展和大学教育实践提供心理学依据，特别是在强调创新教育和推进大学素质教育的今天具有重要的实践意义。

与identity相关的网络解释 [注：此内容来源于网络，仅供参考]

identity：身份

"身份"(Identity)有时就是这么一个悖论. 面对此次展览的英文翻译问题,各方专家,美国东亚系教授、金庸小说的翻译等,都不能从英语中找出相对应的词,只能直接使用拼音将其翻译为"JIANG HU". 事后,西方媒体的报道也显现出对"江湖"概念各自的理解,

identity：同一性

如果说诉诸"逻辑复制"的概念转换依赖于"同一性"(Identity)原则,那么在诉诸"语言复制"的"模仿性翻译"中,"译本"充其量只是"原本"的"相似物",它与"原本"只具有"相似性"(sameness).

identity：本体

逻辑(学) 按照传统理解,本体(Identity)是一个不能有(复数格)变化形式的严格概念,并且同一关系被绝对地看待. 这些环节就其自身说都是个别的,惟有它们的精神的统一体才是形成这种和解的力量. 但是,这些环节的最后一环必然是这个统一体本身,

identity：特性

人民日报海外版消息:有人拿欧盟和东亚经济一体化建设相比较,认为欧盟25国之间,有着共同的价值观念和共同特性(Identity);而亚洲文化差异太大,发展阶段不同,经济水平不一,所以东亚没有共同的特性.

identity card：身份证

指能根据本条例注册;"合资格的人"(qualified person)具有第11(4)条给予该词的含义;"身份证"(identity card)就任何人来说,指根据>(第"指示"(instructions)指处长根据第55条发出的行政指示;