Such commitment derives from superordinate goals . 这种奉献来自崇高的目标。
2.
Is the text using opposites or oxymorons , or hyponyms and superordinates in a playful or unusual way 文章是否以一种有趣的或不同寻常的方式运用了对立物、矛盾修饰法或上下位关系？
3.
You see , for jung , the superordinate reality is what he called the " self " ? which is not to be confused with the ego 你看，对于容格来说，超高级的现实是他所称的“自性” ? ?这个不能与“自我”混淆。
4.
You see , for jung , the superordinate reality is what he called the " self " ? which is not to be confused with the ego 你看，对于容格来说，超常的事实是什么是他所称的“自体” ? ?这个不能与“自我”混淆。
5.
The individual cannot give his life point and meaning unless he puts his ego at the service of spiritual authority superordinate to man 个体只有使自我向高于人的心灵权威臣服，才能赋予自己的生命以特质和意义。
6.
These three independent variables were grades ( grade 2 , grade 4 and grade 6 ) , levels of abstraction of concept ( basic level concept and superordinate level concept ) and categories ( living things and artifacts ) 三个变量分别是年级(二、四、六年级) 、概念抽象水平(基本类概念和上级类概念)和概念类别(生物体和人造物体) 。
7.
In grade two , taking two kinds of concepts with different levels of abstraction as materials , two creative scores have no significant difference . but in grade four and six , taking two kinds of concepts with different levels of abstraction as materials , two creative scores have significant difference . it shows that the creative score gained from concepts with the basic level is higher than creative scores from the superordinate level concepts 在二年级，儿童的概念扩展创造性不受概念水平的影响，表现为，在基本类概念和上级类概念上的创造性成绩没有差异；但四年级和六年级儿童的概念扩展创造性则明显受到概念水平的影响，表现为，基本类概念上的创造性成绩显著高于上级类概念上的创造性成绩。
8.
Therefore , the concept of " teacher education " in china ' s rural areas is wider in this thesis than that in other writings . it is not confined to the superordinate of teacher development or teacher training , although the shift from training to education is noted in the field where the teacher quality elevation is concerned 它不局限于一般文献中所定义的“师资培训”和“师资发展”的上位概念，尽管目前在提高教师素质方面从“培训”到“教育”的观念转变很明显。
9.
In general , " act " consists of " action " and " omission " and " act " is the superordinate concept of " action " and " omission ' . but , that how the superordinate concept explains the property of omission and more questions , such as the properties of the negligence act and holding act , puzzles the scholars of the present age 一般较普通的说法都认为把行为分为作为和不作为，行为是包含作为和不作为的上位概念。但是，这种上位概念又是如何解释不作为的“行为性”的呢?以及相关的“过失犯” 、 “持有犯”的行为性质问题，也不断地困扰着当代刑法学者，而这些问题的有效解决又是检验一个行为理论是否完满的试金石。
