查询词典 identity

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。

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。

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。

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。

Access Control Service provides capabilities for controlling user access to Web applications and services by federating with multiple standards-based identity providers.

访问控制服务通过与多种基于标准的identity供应方合作而提供了控制用户访问网络应用及服务的能力。

Respondents not only embrace a British identity less readily than they did but also have trouble ascribing a distinctive meaning to it. When asked what it meant by pollsters, most struggled, then fell back on such banalities as "the stiff upper lip" and "drinking tea".

被调查者不但不热衷于&英国人&这个identity，同时也没有什么是&英国人&的概念，当被问到如何界定英国人时，他们的定义都是些诸如&the stiff upper lip&，&drink tea&之类的答案

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。

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。

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。

We have the honour to make this statement on human rights, sexual orientation and gender identity on behalf of 1 - We reaffirm the principle of universality of human rights, as enshrined in the Universal Declaration of Human Rights whose 60th anniversary is celebrated this year, Article 1 of which proclaims that "all human beings are born free and equal in dignity and rights"; 2 - We reaffirm that everyone is entitled to the enjoyment of human rights without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, as set out in Article 2 of the Universal Declaration of Human Rights and Article 2 of the International Covenants on Civil and Political, Economic, Social and Cultural Rights, as well as in article 26 of the International Covenant on Civil and Political Rights; 3 - We reaffirm the principle of non-discrimination which requires that human rights apply equally to every human being regardless of sexual orientation or gender identity; 4 - We are deeply concerned by violations of human rights and fundamental freedoms based on sexual orientation or gender identity; 5 - We are also disturbed that violence, harassment, discrimination, exclusion, stigmatisation and prejudice are directed against persons in all countries in the world because of sexual orientation or gender identity, and that these practices undermine the integrity and dignity of those subjected to these abuses; 6 - We condemn the human rights violations based on sexual orientation or gender identity wherever they occur, in particular the use of the death penalty on this ground, extrajudicial, summary or arbitrary executions, the practice of torture and other cruel, inhuman and degrading treatment or punishment, arbitrary arrest or detention and deprivation of economic, social and cultural rights, including the right to health; 7 - We recall the statement in 2006 before the Human Rights Council by fifty four countries requesting the President of the Council to provide an opportunity, at an appropriate future session of the Council, for discussing these violations; 8 - We commend the attention paid to these issues by special procedures of the Human Rights Council and treaty bodies and encourage them to continue to integrate consideration of human rights violations based on sexual orientation or gender identity within their relevant mandates; 9 - We welcome the adoption of Resolution AG/RES.

附录：关于性倾向和性别认同联合声明中英文联合声明中文我们很荣幸地代表做出这一关于人权、性倾向和性别认同的声明 1 -如同宣布&所有人类生而自由，平等享有尊严和权利&的《世界人权宣言》——今年是该宣言发表60周年——第1条中所昭示的那样，我们重申人权的普遍性原则； 2 -如同《世界人权宣言》第2条和《公民、政治、经济、社会和文化权利国际公约》第2条及《公民权利和政治权利国际公约》第26条中所陈述的那样，我们重申所有人都有权享有人权，不受任何种类——如种族、肤色、性别、语言、宗教、政治观点或其他观点、国家或社会出身、财产、血统或其他身份——的区别对待； 3 -我们重申要求将所有人权平等应用于所有人类，无论其性倾向或性别认同如何的非歧视原则； 4 -我们深切关注基于性倾向和性别认同的侵犯人权和基本自由的现象； 5 -我们还对世界各国由于性倾向或性别认同而针对人们的暴力、骚扰、歧视、排斥、污名化和偏见，以及这些做法破坏了遭受这些虐待者的完整性和尊严感到不安； 6 -我们谴责基于性倾向和性别认同的侵犯人权行为，无论这些行为发生在哪里，尤其是以此为由使用死刑，法外处决、即审即决或任意处决，酷刑和其他残忍、不人道或有辱人格的待遇或处罚的做法，任意逮捕或拘留，以及剥夺经济、社会和文化权利，包括健康权； 7 -我们回想起2006年，五十四个国家在人权理事会面前发言，请求理事会主席提供一个未来在适当的理事会会议上讨论这些侵犯人权行为的机会； 8 -我们赞赏人权理事会特别程序和条约机构对这些问题给予的关注，并且鼓励他们继续将对基于性倾向和性别认同的侵犯人权事件的考虑纳入其有关权限中； 9 -我们欢迎美洲国家组织大会在其2008年6月3日的第38次会议上通过了关于&人权、性倾向与性别认同&的AG/RES。

With Death guitarist Schuldiner adopting vocal duties, the band made a major impact on the scene.

随着死亡的吉他手Schuldiner接受主唱的职务，乐队在现实中树立了重要的影响。

But he could still end up breakfasting on Swiss-government issue muesli because all six are accused of nicking around 45 million pounds they should have paid to FIFA.

不过他最后仍有可能沦为瑞士政府&议事餐桌&上的一道早餐，因为这所有六个人都被指控把本应支付给国际足联的大约4500万英镑骗了个精光。