不同一性

基本解释 (translations)

nonidentity

与不同一性相关的网络例句 [注：此内容来源于网络，仅供参考]

In the market and scientific fundamentalism bewitchment and coerced devoid of humanity self-sufficient, Tian Ran retreated to their homes, of course, there would be no dwelling of the soul, and even thought, language, and even emotional expression have been incorporated into the same institutional paradigms of "currency" of quantitative analysis, philosophy of life is no longer straight leading edge expounded the meaning of religion is no longer concerned about the limited nature of anxiety and thereby losing the salvation of the inherent features, and people still pray and not gratuitous Su the expression of piety, but most are not based on hardship of life with spiritual sustenance, but the heterogeneity of the considerations and the rather alternative pop means "faith show."

在市场与科学原教旨主义的蛊惑与裹挟之下，没有了人性自给自足、可以恬然退守的家园，当然也就不会有灵魂的栖居之所，连思想、语言、乃至情绪表达都被纳入同一性的体制范式进行"货币化"定量分析，哲学不再有直抵生命堂奥的意义阐发，宗教不再关注有限性焦虑从而失去了内在的救赎功能，人们也还在求神拜佛而且不无端肃虔敬的表情，但大多不是基于人生困厄的心灵慰藉，而是异质化的另类利害权衡和颇具波普意味的"信仰秀"。

Some results of the model is that among all the factors, self-consistency and congruency has the biggest index,parenting style and self-esteem are followed. However, the moral judgment hasn't the significant effect.

从模型上看，在对道德同一性的总体影响中，自我和谐影响的总指数最大，其次为教养方式、自尊，研究发现，青少年的道德判断对道德同一性的影响不显著。

But these Fathers would not accept the Homoousian formula, dreading lest it be taken to signify one material or abstract substance, according to the usage of the heathen philosophies.

但这些父亲不会接受同一性公式，畏惧以免它采取意味着一个物质或抽象物质，据使用该异教徒的哲学。

If programmers try to test whether an object is a type object by using Python's identity operator, instead of using instanceof, then they may get different results.

如果程序员使用Python的同一性操作符而不用instanceof来测试一个对象是不是一个type对象的话会得到不同的结果。

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。

However, the influence of Rh nonidentity has not been studied previously.

然而，关于Ph不同一性对其的影响的研究很少。

Objective: To analyze the prognosis of nonidentity in bigeminal pregnancy.

摘要目的：分析不同一性双胎妊娠围生儿预后。

Whatever you are happy or sad; human being's nonidentity makes them exceed an anguish and hesitation of choice than the God and other animals.

不管你是高兴还是悲伤，人的不同一性，使人永远要比神和动物多出一份选择的犹豫与苦恼。

The modern history of the topic of personal identity begins with Locke, who held that the identity of a person consists neither in the identity of an immaterial substance (as dualists might be expected to hold) nor in the identity of a material substance or "animal body"(as materialists might be expected to hold), and that it consists instead in "same consciousness."

现代关于个人统觉问题的讨论起源于洛克，他认为个人的同一性既不是由某种非物质实体造成（某些二元论者或许持此观点），也不是由物质性实体或者&肉身&造成，而是由&相同的意识&造成的。

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。

与不同一性相关的网络解释 [注：此内容来源于网络，仅供参考]

altogether：总而言之

但这里要保卫的,是这样的欧洲,它不在自己的同一性中闭塞自身,以一种值得仿效的方式使自身前进,走向尚不存在之物,朝着另一个方向或他者的方向,甚至--总而言之(altogether),也许这是其他某物--朝向方向的他者,

demonstrative pronoun：指示代名詞

在确认(identify)前两个我的为同一,也就是说,自我同一性本身在这个确认后者而言 ,合理性 (Rationalit t) 在这样方式下具有建构性」不是唯一具备上述特质的,其实在指示代名词(demonstrative pronoun)如this 或体的指涉),

forme：形式

首先,如我们前面反复强调的,女性不是男性"原型"的"模仿",同样,也不具有自身的同一性的"形式"(forme)("模仿"的另一个变种);其次,"生成-女性"是"微观的"、"克分子"层次的"微粒"(近似的概念比如>中的"奇点&qu

Harness：治理

"阶级"与"阶级斗争"是持续"治理(harness)"不断飞逝的政治同一性的能指. 它们是政治的名字. "斗争"一词暗示不存在政治客体(斗争并非客体),而阶级一词则意味着也不存在主体(阿尔都塞反对历史学领域的一切普罗阶级-主体[proletariat-subject]观).

moratorium：延缓

(2)同一性丧失(foreclosure),指个体没有经过探索就确定了自己的职业和思想观念;(3)同一性扩散(identity diffusion),指既没有确定的职业方向,也不进行探索;(4)同一性延缓(moratorium),指正在努力探索,却还没有确定方向,

nonideal：非理想的

nonhygroscopic 不吸湿性的 | nonideal 非理想的 | nonidentity 不同一性

nonillion：一百万的九次方

nonidentity 不同一性 | nonillion 一百万的九次方 | nonillionth 10的54次幂

nonidentity：不同一性

nonideal 非理想的 | nonidentity 不同一性 | nonillion 一百万的九次方

operationism：操作主义

不像操作主义(operationism)者认为的那样:经验仅仅属于个人的. 我们承认人的感官构造的同一性,感受的共同性,规律具有客观的真理性,除了人类反复应用、证实之外,还根据新的发现而纠正过去错误的认识,从而不断地修正规则.