查询词典 identity map

Deep discontinuity presents itself mostly in cultural structure, concepts of value, religion, consciousness and unconsciousness, as a result of long process of enculturation and acculturation of ethnic identity in particular kind of social context. A symbol of cultural identity can be discovered in the context in which cultural discontinuity takes place.

而深层文化中断多表现在文化结构、价值观、信仰、意识与无意识等方面，它是一种文化特定内涵与族群认同长期濡化与内化的结果，透过文化中断的表现场景可以发现作为某一族群成员的文化身份的标志与象征。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

Therefore it's a little bit like when I go to the United States. People ask me for my identity, and I say:"My identity is me. I mean, look at my face. I am Hernando de Soto."

因此，有点儿象我到美国来的时候，人们询问我的身份，我说：&我就是我啊，我是说，看看我的脸，我是Hernando de Soto。&

After an analysis of works by such writers as Tillie Olsen, Mary McCarthy, Carson McCullers and Silvia Plath, this chapter concludes that women were likely to slip into an 'androgynous' identity while they were striving to negate their identity as the other, to seek equality with men and to get into the symbolic order of the patriarchy.

这当然是父权制压迫的结果，但也不乏女性自身的原因。

If one of the following conditions is satisfied , then the trivial extension T of H is not a bialgebra .(1) H is not a Hopf algebra ,(2) H is a Hopf algebra , but the antipode of H is not the identity map .(3) char can not divide 2dim H .

若下述三个条件之一成立，则T不是双代数：(1) H不是Hopf代数，(2) H是Hopf代数，但其反极元S不是恒等映射，(3) char不能整除2dim H。

To deconstruct the hegemonic dual colonial map, Boland defines a postcolonial Irish identity as a fragmented, ambiguous, and even contradictory one.

为了解构此双重的殖民霸权版图，鲍伦将后殖民爱尔兰身份在〈殖民地〉中定义为破碎的、模糊的，甚至矛盾冲突的身份地位。

You can now use the identity map within this block and all its nested calls.

现在您可以使用此块内的身份地图和所有嵌套调用。

Also note that each type has an entirely separate identity map management.

还注意到，每个类型都有一个完全独立的身份地图管理。

An identity map allows you to cache objects by a key and retrieve them.

一个身份映射允许你缓存对象的一个关键和检索它们。

So, if you want to prevent the usage of a possibly existing parent identity map context, you can just start a new one and pass Scope = Local.

所以，如果你要防止一个可能存在的父母身份图的范围内使用，你可以开始一个新的，并通过范围=本地。

He's a pretty westernised kind of guy.

他是一个非常西化的人。

National spirit is the moral kingpin for a nation to realize common ideal and goal.

一、中华民族精神的基本内涵党的十六大报告指出：在五千多年的发展中，中华民族形成了以爱国主义为核心的团结统一、爱好和平、勤劳勇敢、自强不息的伟大民族精神。