查询词典 self-existence

The results suggest: the three culturalss pollen germination percentage were more than 60% 4 h after cultured in liquid culture medium composed 10% sucrose, 24℃; Florescence most concentrated April third-tenth (2003); For Zaomeisu and Qiyuesu ,their anthotaxy and flower self setting fruit percentage were more than 90%,except for China pear 1, anthotaxy self setting fruit percentage was 48.3%, flower self setting fruit percentage was 33.1%; Their cross-compatibility was higher, anthotaxy and flower self setting fruit percentage almost reached 100%, the lowest also reached 94.9%, but last self-compatible gathering fruit percentage was lower comparatively and fruit average seed numbers were lower, while cross-compatible gathering fruit percentage and fruit average seed numbers were closed to that of nature pollination.

对梨品种亲缘关系很近的早美酥、中梨1号、七月酥等进行的花粉发芽率、花期调查、自交亲和性、异交亲和性调查的结果表明：三者的花粉在10%的蔗糖液培养基上，24℃左右培养4h后花粉发芽率均能达到60%以上；三者的花期大都集中在4月3日-10日(2003年)；早美酥、中梨1号、七月酥的自花授粉坐果率，除中梨1号的花序自花授粉座果率为48.3%，花朵自交座果率为33.1%外，早美酥、七月酥的花序自交座果率和花朵自自花授粉座果率均达到90%以上；它们的异花授粉坐果率更高，在本试验中花序坐果率和花朵坐果率都可达到94%以上，但最终采果率自花授粉的相对低一些，果实平均种子数也低，异花授粉的最终采果率和果实平均种子数与自然授粉条件下的近似。

In this learning model , in the circumstance of internet , the investigative learning activity of learner is self-antimating ,self-guiding and it must have the definite cognitive inquirment and learning direction ,and it is an internet learning behavior . A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .

WBQ（Web-based Query）学习模式是基于因特网的探究式学习，在这种学习模式下，学习者在网络环境下的探究学习活动是自我驱动、自我引导的，具有明确的认知需要和学习方向，是一种内在的学习行为，学习者根据自身的水平，寻找适当的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。

The learning model of WBQ bases on the investigative internet study .In this learning model , in the circumstance of internet , the investigative learning activity of learner is self-antimating ,self-guiding and it must have the definite cognitive inquirment and learning direction ,and it is an internet learning behavior . A learner can search for the correct starting point ,basing on self-level and the choice of study materials ,the establishment of study goal can be made by his need .In the course of study ,the learner can have a self-reconsideration, have a self-evaluation, and can expand the free space of study activity .

WBQ（Web-based Query）学习模式是基于因特网的探究式学习，在这种学习模式下，学习者在环境下的探究学习活动是自我驱动、自我引导的，具有明确的认知需要和学习方向，是一种内在的学习行为，学习者根据自身的水平，寻找适当的学习行为起点，学习材料的选择、学习目标的确定由学习者根据自己的学习需要而定，在学习过程中学习者进行自我反思、自我评价，真正扩大了学习者学习活动的自由空间。

Girls had more positive school self-confidence than boys and boys\' physical self-confidence was significantly higher than girls. There were differences of school self-confidence among different grades. Second-year students\' school self-confidence was the highest, and first-year students\' was the lowest one.2.All the self-confidence dimensionality of students were negatively correlated with their student relations besetment.

高中生身体自信和学业自信存在显明的性别差异，详细表示为：女生比男生在学业方面更加自信，男生比女生在身体方面的自信水平更高；高中生学业自信存在显明的年级差异，详细发铺趋势为：从高一至高三年级，学业自信先是逐渐上升，以二年级为转折点，然后逐渐下降，一年级时学生的学业自信水平最低，二年级时到达最高水平。

For the moral grounds of the thesis of self-ownership in intuitional level, Cohen argues that the moral intuition of aversion to slavery gives no cause for more criticism, but it can't follow that rejection of the thesis of self-ownership is tantamount to endorsement of slavery. And the moral intuition of not permitting others'deploying any part of one's own body by coersion can't motivate moral agents to identify the thesis of self-ownership. For the moral grounds of the thesis of self-ownership in theoretical level, Cohen argues that rejection of the thesis of self-ownership is neither tantamount to endorsement of treating people as means rather than as ends, nor tantamount to endorsement of threatening human autonomy.

就自我所有命题在直觉层面的道德依据，柯亨论证道，厌恶奴隶制这种道德直觉本无可厚非，但并不能据此得出拒绝自我所有命题就意味着对奴隶制的认可这个结论，而不允许他人强制使用自己身体的任一部分这种道德直觉，也不足以使道德主体去认同自我所有命题；就自我所有命题在理论层面的道德依据，柯亨论证道，拒绝自我所有命题不仅不意味着以手段而非目的来对待人们，而且也不意味着对人类自主的限制。

The second half inspects SciTech from the four angles of the wholeness of the system of human nature: from the angle of self, as the production of making use of objects by self, SciTech can be in favor of self or dissever self, which, the author thinks, is little helpful to the consolidation and transcendence of self; from the angle of individuality, for its aim is to eliminate individuality and to pursue commonness, there is distinct conflict between SciTech and individuality; from the angle of valueness, only have been the means of affirming and realizing the value of human nature and the purpose of personality, can SciTech have internal legitimacy; from the angle of sublimatity, human's right and rational needs make SciTech impel development of human nature healthfully, lust which is the distortion of needs make the trap, and technologizing the human nature will never be the way and aim of sublimating human nature.

下部分从人性系统整体性的四个角度考察；从自我看，科技作为自我"假于外物"的产物而推动或肢解自我，对自我的整合和提升少有实质性作用；从个性看，它是销匿个性而寻求共性的结果，与个性之间矛盾突出；从价值性看，它只有成为确证和实现人性价值和人格目标的手段，才具有内在合法性；从提升性看，人的正当合理的需要使科技推动人性健康发展，欲望对需要的扭曲造成陷阱，使人性技术化不是人性提升的途径和目标。

This paper falls into four branches: in the first part, the genesis of psychology is reviewed, which is the early philosophical understandings of selfness, and the overall constructs of Buddhist self-view and criticism of egocentrism; in the second part, self understanding of conventional psychology and the "false self view of Buddhism are discussed; in the third part, self understanding of postmodern psychology schools and the "selflessness view" of Buddhism are compared; and in the last part, the "true self of Buddhism is explored.

本文主要分为四个部分，第一部分探讨了心理学的源头，即早期哲学对自我的认识，及佛教对于我的总体认识，和佛教对自我实有观的批判。第二部分探讨了传统心理学对自我的认识及佛教的"假我"之说。第三部分探讨了后现代心理学派对自我的认识，以及佛教的"无我"观。

Firstly, it examine (1) the foundation of Erikson's self-identity concept and theory, and (2) the establishment of the operational definition of self-identity and the theory on self-identity statuses, and (3) the development of Neo-Eriksonian self-identity concept and theory by the developmental phases of Eriksonian self-identity concept and theory.

首先，按Erikson定向的自我同一性概念和理论的发展阶段考察了(1)Erikson自我同一性概念与理论的奠基；(2)自我同一性操作定义及自我同一性状态理论的确立；(3)新Erikson定向的自我同一性概念与理论的发展。

The Guidant-independent Teaching Model of High School Biology sticks to the principle of student-oriented so as to build the classroom atmosphere of democratic, fair, free and open, active the effective teaching interaction and enable students to participate actively in classroom teaching and develop the activeness and independence of students. The Guidant-independent Teaching Model adheres to the rule of students-centered. It proposes teaching-after-self-learning, teaching-follow-self-learning, teaching-promote-self-learning and enables students to learn by themselves at first through reading, self-thinking, questioning, group-discussion and forum.Thus, the independence and imitativeness of students will be achieved.We also lay emphasis on the development of the abilities of self-study and co-operative study so as to get the teaching goal of "learn how to learn" and promote the development of the independence of students.

引导自主式高中生物课堂教学模式坚持以学生为主体，通过营造民主平等、自由开放的课堂教学氛围，实现有效的教学交往和互动，让学生主动参与到课堂教学中来，以发挥学生主体的积极性、主动性；引导自主式高中生物课堂教学模式坚持以学生为中心，主张先学后教、以学定教、以教促学，通过阅读、独立思考、质疑、小组讨论和集中交流等环节让学生自主先学，以充分发挥学生主体的能动性、创造性，培养学生自主学习和合作学习等能力，从而实现学会学习的教学目标和促进学生主体性的发展。

The study was done in the context of feminine criticism from a perspective of introspection.The major objects of study were novel texts written by mature female authors in the 90's, which focused on self-development of intellectual females, usually covered the period from adolescence to the establishment of self-identity, and explored the role of intersexual relationship in self-development, self-identification, and self-improving of female individuals.

主要研究对象为90年代以来主要成熟女性作家创作的，以知识女性为叙述主体，文本线索上具备一定的时间跨度(主要包括从青春期开始到自我确认过程完成)、涉及历时性的个体发展主题，反映了两性关系在女性自我塑造、认同和完善过程中影响作用的系列小说文本。

Lugalbanda was a god and shepherd king of Uruk where he was worshipped for over a thousand years.

Lugalbanda 是神和被崇拜了一千年多 Uruk古埃及喜克索王朝国王。

I am coming just now,' and went on perfuming himself with Hunut, then he came and sat.

我来只是现在，'歼灭战perfuming自己与胡努特，那麼，他来到和SAT 。