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- My dream is to become a college teacher. 我的夢想是成為一名大學教師。
- I presents this gift to my beloved college teacher. 我把這些禮物奉贈給了大學的恩師。
- Is ABC's quality strategic planning effective? 公司的質量戰略規劃是否有效?
- Improve judge s quality all-snidely. （四）全面提高法官素質。
- THE CHAMPION OF BMA'S QUALITY AND CREDIT IN CHINA! 中國BMA質量和信譽的優勝者！
- With the arrival of social informatization, information attainment abi lity has become an important part of the qualities necessary for college teacher s. 隨著社會信息化的到來,信息素養成為高校教師素質結構中重要的組成部分。
- Comply with all of Paragon s Quality System Regulations. 遵守所有的派瑞格質量體系規則。
- Theanine is a kind of special AA which is vital to tea s quality. 茶氨酸是茶葉中的一種特殊的氨基酸,對於茶葉品質的形成有重要的意義。
- His mother and father are both college teachers. 他的父母都是大學教師。
- Goal『s Completion And Preside Over Company『s Quality Evaluation And Testing. 根據質量目標的達成情況評價質量體系的有效性，負責公司質量評價和檢測等活動。
- Maintaining and introducing systems to enhance DKI's Quality policy. 維護和介紹系統以加強達基國際的質量方針.
- This method can draw the characters of a VLP, especially it"s quality is poor. 該方法能夠有效的提取出車牌上的字元，特別對車牌質量差的圖象效果較好。
- In 2006, an interview was attempted with Philip Lu, now working as a college teacher at Edgewood College in Wisconsin. 2006年我想採訪他，他當時在威斯康星州艾格伍學院工作。
- Weekly and Monthly review the overall status of QE's quality target. 每周及每月回顧總的品質目標及品質狀況。
- Young college teachers were rewarded for excellent job performance. 高校青年教師因工作優秀而受獎勵。
- The college teachers in Suzhou city are generally predominant in bodily form and body function,and poor in absolute strength quality and flexibility quality. 蘇州地區高校教師身體形態和身體功能方面總體佔優,絕對力量素質和柔韌性素質較差。
- The reasons which result PVB』s qualities unstable were discussed. 探討了聚乙烯縮丁醛產品質量不穩定的原因。
- I'm still in close contact with my college teachers. 我現在跟大學老師還經常聯繫。
- College teacher education,as a principal part in teacher education,must be an important approach and key factor for teacher specialization. 作為教師教育主體部分的高師院校的教師教育成為教師專業化的重要途徑和關鍵因素。
- The profession of a college teacher is characterized by huge investment in advancing period, few risks, un-quantified achievement and immonetized working motive. 從前期投入大、職業風險少、勞動成果難以量化以及工作動機非貨幣化等四個方面，對我國高等學校教師職業特點進行了論述；
