查询词典 adjunction of an identity element

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。

The dissertation details the functions and characteristic of curves graph element, polygon graph element, character graph element, dimension graph element, parameter graph element, self-define graph element, and research comprehensively the methods describe and graph element attrib. After discussing the basic graph element collection, this thesis gives the description method, organization way, graph element visitation, save and load efficiency, suitability and so on of every element in the basic graph element collection in greater detail. The author provides a graph element data structure organized version which is length changeable and is a block storage record, and designs a new module of data, which can process both the geometry attrib and no geometry attrib of drawing element. Based on this, the data model of all kind of element is put forward.

对采矿CAD系统中基本图元集的构造原则和组织方法进行了研究，提出了一个7元素采矿CAD基本图元集构造方案；论文详细讨论了曲线图元、字符图元、尺寸标注图元、多边形图元、参数图元、自定义图元在采矿CAD系统中的作用和特点，并对各种图元的表述方法和图元属性及相应的库组织方式、存取效率进行了深入的研究，提出了一个&可变长记录块&图元库结构组织方案；通过对采矿CAD系统中基本图元数据模型的构造方法、存取结构和访问方式的研究，给出了一个用C++语言描述的采矿CAD系统基本图元数据模型及其数据存取结构。

They can find more values on their professions for a long period of time.（2）University counselors' professional identity is increasing by age, and the differences are significant.（3）The degree of masters' professional identity is a little higher than that of students of five-years term college and undergraduates, and also the differences are significant.（4）The differences of university counselors' professional identity on work age are significant. Who work for 5 to 10 years involves into Job burnout easily.（5）The differences of university counselors' professional identity on monthly profit are significant. The counselor who owns more monthly profit may increases the degree of professional identity.（6）University counselors' professional identity is increasing by administrative level, and the differences are significant.（7）University counselors' professional identity is increasing by professional title, too. The differences are significant.（8）The differences of university counselors' professional identity on school types are significant. The professional consciousness of counselors from Key University is the highest, and General College, voluntary school, junior college follows. There are subjective and objective factors which have impacts on the identity.

与男性辅导员相比，女性辅导员更喜爱辅导员职业，认为从事该职业体现自我价值，愿意长期从事辅导员工作；高校辅导员职业认同度随着年龄的增加而提高；30岁以下的女性比男性辅导员职业认同程度低，而31--45岁的女性则比男性高，45岁以上男女无差异；不同学历水平的高校辅导员在职业认同度上不存在显著差异，相对于大专、本科学历的高校辅导员而言，具有硕士研究生学历的高校辅导员职业认同度略高；不同工龄的辅导员在职业认同上存在差异，工作了5-10年的辅导员易产生职业倦怠，职业认同程度低；不同月收入水平的高校辅导员在职业认同度上存在显著差异，月收入越多，职业认同程度越高；不同行政级别高校辅导员的职业认同存在显著差异，随着行政级别的提高，高校辅导员的职业认同度逐步提高；不同职称的高校辅导员在职业认同上存在显著差异，辅导员职称越高，其职业认同程度提升；不同学校类型的辅导员对职业的认同程度存在显著差异，省重点高校的辅导员职业认同度最高，其他依次为省普通高校、省民办高校、省大专院校。

In studies of interaction among pile, platform that above it and surrounding soil, this paper employ the concept of plate element to simulate the loading character of platform, and employ the concept of solid element to simulate the character of pile and soil, using the finite element method after understanding the geometry properties of pile, soil and the platform. Analyzing the loading properties of the three entities above and their deformation, this paper also employ a special element, Penalty Element. The introduction of penalty element of this kind has served to guarantee the join harmony of displacement between solid element and plate element, thereby effectively resolving the join problem between platforms, pile that support it and surrounding soil.Considering significant property difference between pile material and its surrounding soil, there may be much shear stress on their contact interface produced under vertical load, thus causing displacement or fission. Therefore it is necessary to adopt one special constitutive law of this kind of contact interface, which can reflect its feature of loading and deformation thoroughly. On the basis of the deformation feature and constitutive laws of some contact interface obtained by Zhang Dongji and people concerned through some single-shear experiments on contact interface between structure and soil, this paper employ one pile-soil three-dimensional constant thickness contact interface model to simulate the " slide" taken place on the interface between pile and its surrounding soil. With this kind model, this paper has also created one finite element model, which can be applied to perform finite element calculation and analyze the pile-loading feature, and deduced its element stiffness matrix.

在承台-桩-土共同作用中，考虑桩与承台的几何特性，采用有限元方法，用实体单元模拟桩土，用板单元模拟承台，更具体地分析桩和承台的受力特性和变形，而且还采用罚单元—既实体单元与板单元之间连接必须满足变形协调条件，来有效地解决了承台与桩土的连接问题，且在桩土共同作用中，由于桩体结构的材料性能与周围土层性质相差较大，在竖向荷载下有可能在其接触面上产生较大的剪应力从而导致错动或开裂，因此，为了充分反映桩土接触面上的受力及变形特征，应采用一种桩土接触面特有的本构关系，即利用张冬霁等人关于结构与土体接触面单剪试验所得到的接触面变形特征及其本构关系，引入桩-土三维等厚度接触单元来模拟桩与桩侧土之间的&滑移&，在此基础上建立可用于桩基承载性状分析的有限元计算单元模型，并推导出了各单元的刚度矩阵。

To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1 the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2 the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3 the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4 those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.

主要表现为：1民办幼儿园教师职业认同高于公办幼儿园教师；2年龄在21—25岁之间的教师职业认同最高，31—40岁之间的教师最低；3教龄在2—14年间的教师职业认同最高，15—25年间的教师最低；4学历为中职的教师职业认同最高，初中学历教师职业认同最低；5职称为小教二级的教师职业认同最高，小教高级的教师最低；6工资收入在501—1000元的教师职业认同最高，1500元以上的教师最低。3、在其他因素上，如"是否担任行政职务"、"婚否"、"所带班级"、"班额大小"等方面，幼儿教师的职业认同没有显著差异。

In order to analyze the reason for a flawed Iraqi identity, this article delaminates the internal identity of Iraq to two levels——national and sub-national, further distinguishes familial identity, religional identity and ethnic identity on the sub-national level, and studies the relations between national and sub-national identities with looking back at the momentous events in Iraqi history, consequently finds the different influences that various of sub-national identities react on the formation of Iraqi national identity and how the discriminative internal policy intensified sub-national identities, and then builds a theoretical framework with two dimensions from upwards and downwards to explain the reason for unshaped Iraqi national identity.

为了分析伊拉克国家认同没有形成的原因，文章将伊拉克内部认同在国家和次国家两个层次上进行划分，并进一步区分了次国家认同中的家族部落、宗教派系、族群这三个认同类型，然后以国家认同和次国家认同的关系为切入点，研究了伊拉克历史上的几个重大事件，发现了各次国家认同对国家认同的形成具有不同程度的影响，其中族群认同对国家认同形成的破坏作用最大；与此同时，伊拉克前政府歧视性的内部政策强化了各次国家认同，是造成伊拉克国家认同没有形成的另一个原因，从而从上、下两个维度解释伊拉克国家认同未形成原因的理论架构。

The element equations are derived in a fixed current element coordinates which are coincident with the current moving element coordinates. The perturbed moving element coordinates and the variation of the element nodal rotation parameters corresponding to the perturbation of element nodal displacements and rotations referred to the current fixed element coordinates is consistently determined using the first order linearization of the way used to determine the current element coordinates and element nodal rotation parameters corresponding to the incremental element nodal displacements and rotations referred to the global coordinates.

本研究在梁元素当前的变形位置上，利用元素节点的座标及断面方位建立一个移动元素座标并决定元素节点的旋转参数，对应於元素节点旋转参数扰动量的广义节点力为一广义力矩，为推导传统力和力矩与该广义力矩的关系，本研究在一个与当前的移动元素座标重合的固定元素座标上，推导出元素节点在当前固定元素座标的扰动位移和扰动旋转与元素节点旋转参数的扰动量的关系。

Nested PCR analysis and southern hybridization analysis showed that no polymorphism between H.villosa, Pm97034 and susceptible parent Wan7 107 was detected with the clones from 6VS arm, whereas three clones from H.villosa genome DNA: RH42, RH55, and RH66 showed polymorphism. RGA6 cloned from H.villosa genome DNA was characterized identity to NBS, and show high homology to resistance genes as RPM1 and RPP13 in Arabiadopsis, LRR19 in wheat, and I2C-1 in tomato.cDNA library constructed from T.aestivum-H.villosa translocation line Pm97034 was screened by hybridization with RGA6. Four positive cDNA clones were obtained. R3-2-2 showing 60-90% identity with eukaryotic sulfite oxidases contained an open reading frame of 647bp encoding 140 amino acid, and contained a conserved Moco-dimer domain in the ORF. R6-2-2 showed an ORF containing an Euk-porin domain of 279aa with 20-40% identity to the eukaryotic voltage-dependent anion channel proteins. R8-1-1 showed a complete ORF of 1810bp encoding 493aa with 80-90% identity to plant catalases. R9-1-1 showed an ORF containing a BTB/POZ conserved domain of 204aa with 30-70% identity to pox virus and zinc finger proteins. R3-2-2 and R9-1-1 were the first cDNA clones containingconserved domain of SO and POZ respectively isolated from wheat. R8-1-1 contained a complete ORF with 81% identity to Cat-3. Aspects of the role of R8-1-1 may be same with Cat-3, and it would offer the opportunity for improvement of stress tolerance of wheat.

以RGA6为探针，筛选用抗白粉病小麦—簇毛麦易位系Pm97034构建的cDNA文库，得到了4个阳性克隆。R3-2-2与动植物的亚硫酸氧化酶(sulfite oxidase，SO)有60～90％的同源性，长度为647bp，编码140个氨基酸，具有开放阅读框并含有保守域Moco-dimer.R6-2-2与真核生物的VDAC(voltage-dependent anion chennel)蛋白有20～40％的同源性，长度为1047bp，编码279aa，是一个不完整的开放阅读框，预测结构具有Euk-porin结构域。R8-1-1与植物中已经克隆的过氧化氢酶有80～90％的同源性，长度为1810bp，编码493aa，具有完整的开放阅读框和过氧化氢氧化酶保守域。R9-1-1与动植物的POZ(pox virus and zinc finger protein)蛋白有30～70％的同源性，长度为1446bp，具有开放阅读框和BTB／POZ保守域。R3-2-2与R9-1-1是首次从小麦中克隆到的具有SO和POZ保守域的cDNA序列。R8-1-1具有完整的开放阅读框，与玉米Cat-3基因具有81％同源性，预测R8-1-1可能具有与Cat-3类似的功能，可为转基因小麦抗逆育种提供新的基因。

But this is impossible, as long as it is engaging in a market economy, there are risks in any operation.

但是，这是不可能的，只要是搞市场经济，是有风险的任何行动。

We're on the same wavelength.

我们是同道中人。