查询词典 identity map

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。

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。

This article detailedly expatiated upon the principles, contents and methods of cropland classification; it analyzed the necessity to combine the work of cropland classification with GIS technology, summarized the attributions of ARC/INFOand some other related softwares; it established the technologic route of cropland classification supported by GIS, by a case study in Liwu Town,Li County Hebei Province, this article expatiated the practicable mechanism of combining the function of ARC/INFO with the work of cropland classification, and put forward some new ideas and approaches of utilizing GIS: this paper put forward the idea of coding the polygons in the basic graphic database such as soil map and land use map according to their attributes, and put forward the detailed coding project; based on the code databases, it expatiated upon the detailed approaches to create single梖actor map and output the final classification map; it put forward the principles and the method of creating classification units in the environment of GIS, that is how to keep the lines of soil polygon, the border of districts and the important objects such as residential areas, banks of rivers and roads ,and how to overlap single梖actor soil map and land use map, and to delete some vector lines of the overlapped map appropriately; it detailed the methods of creating mathematic model of classification coefficients in the environment of computer, and used FOXPRO6.0 programs to realize the automation of calculating coefficients; it represented the method of plotting the final map by overlapping various coverages according to the code tables and lookup tables, the process of outputting the cropland classifying map was finished by program.

本文法对耕地等别划分的原则、内容及方法作了较详细的阐述，介绍了多系数综合修正法的耕地等别计算方法及其具体应用和AHP的确权方法；分析了耕地等别划分工作与地理信息系统技术相结合的必要性，简要介绍了地理信息系统软件ARC／INFO及其他相关软件的功能特点，制定了地理信息系统支持下耕地等别划分的技术路线，通过对河北省蠡县蠡吾镇的实证研究，重点阐述了ARC／INFO及相关数据库软件与耕地等别划分结合的有效机制及GIS应用的一些新思想、新方法：提山了对土壤图和土地利用现状图等基础图形数据库进行特征编码的思想和具体的编码方案，阐述了基于与图形库相链接的特征编码表，单因素图提取、成果图的输出的具体实现方法；提出了GIS环境下耕地单元划分的原则和方法，即在保留土壤因素图斑界线、行政界线和重要地物等的原则下，将土壤单因素图和土地利用现状图进行拓扑叠加，对叠加图中的矢量线进行适当的删除；阐述了在计算机环境下，耕地分等参数计算模型建立的方法，并用FOXPRO6.0语言程序实现了参数计算的自动化；阐述了根据图形库特征编码表和建立绘图符号查找表，按不同图层叠加绘制成果图的方法，该过程用命令程序实现耕地等别图的输出。

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。

Var map = new UMapdocument.getElementById('map'; map.setControlType; map.addListener'click', function(overlay, latLng { if map.removeOverlay; else if map.addOverlaynew UMarker(latLng;}; map.centerAndZoomnew ULatLng

在下面的范例中，当您在地图的任何地方 click 一下，程式会自动在您 click 的地方增加一个地标，反之若是您在地标上 click 一下，程式就会将该地标移除。

The developed program also has some post-processing functions including structure shape map, discrete structure mesh map, structure displacement map, cracking map, stress map of steel bar, principal stress map of any section, searching displacement of any load step, load-deflection curve map of any node and so on.

包括结构形式图、结构剖分网格图、结构变形图、裂缝开展图、钢筋应力图、任意横截面的主应力图、加载过程中的任意荷载下的位移查询、任意结点的荷载—挠度曲线图等。

To hold this awareness of the national territory and the map management classes is designed to strengthen the relevant management personnel and employees of the national territory of consciousness, master map of the preparation, publication of laws and regulations knowledge, improve Internet map service units and map units in the preparation of a map of security responsibilities heart and checking capabilities, starting from the source, reduce "problem map" frequency, so that a marked map of the market order, continuous improvement.

举办这期国家版图意识及地图管理学习班的目的是为了强化相关管理干部和从业人员的国家版图意识，掌握地图编制、出版的法律法规知识，提高互联网地图服务单位和地图编制单位的地图安全责任心和把关能力，从源头入手，降低&问题地图&的出现频率，从而使地图市场秩序得到明显、持续的改善。

The studies on the developing of new media are very important to the increasing of the area density of HDD and to the implementation of hybrid recoding technology.

光磁混合记录方法，是一种可以突破超顺磁极限的限制，并进一步提高硬盘记录密度和读写速率的一种新型超高密度信息存储方式。

In io, mTOR inhibition promotes T cell anergy under conditions that would normally induce priming.

体内研究中，在正常可激发免疫反应的条件下，抑制mTOR可促使T细胞无能。