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- My dream is to become a college teacher. 我的梦想是成为一名大学教师。
- I presents this gift to my beloved college teacher. 我把这些礼物奉赠给了大学的恩师。
- Is ABC's quality strategic planning effective? 公司的质量战略规划是否有效?
- Improve judge s quality all-snidely. （四）全面提高法官素质。
- THE CHAMPION OF BMA'S QUALITY AND CREDIT IN CHINA! 中国BMA质量和信誉的优胜者！
- With the arrival of social informatization, information attainment abi lity has become an important part of the qualities necessary for college teacher s. 随着社会信息化的到来,信息素养成为高校教师素质结构中重要的组成部分。
- Comply with all of Paragon s Quality System Regulations. 遵守所有的派瑞格质量体系规则。
- Theanine is a kind of special AA which is vital to tea s quality. 茶氨酸是茶叶中的一种特殊的氨基酸,对于茶叶品质的形成有重要的意义。
- His mother and father are both college teachers. 他的父母都是大学教师。
- Goal‘s Completion And Preside Over Company‘s Quality Evaluation And Testing. 根据质量目标的达成情况评价质量体系的有效性，负责公司质量评价和检测等活动。
- Maintaining and introducing systems to enhance DKI's Quality policy. 维护和介绍系统以加强达基国际的质量方针.
- This method can draw the characters of a VLP, especially it"s quality is poor. 该方法能够有效的提取出车牌上的字符，特别对车牌质量差的图象效果较好。
- In 2006, an interview was attempted with Philip Lu, now working as a college teacher at Edgewood College in Wisconsin. 2006年我想采访他，他当时在威斯康星州艾格伍学院工作。
- Weekly and Monthly review the overall status of QE's quality target. 每周及每月回顾总的品质目标及品质状况。
- Young college teachers were rewarded for excellent job performance. 高校青年教师因工作优秀而受奖励。
- The college teachers in Suzhou city are generally predominant in bodily form and body function,and poor in absolute strength quality and flexibility quality. 苏州地区高校教师身体形态和身体功能方面总体占优,绝对力量素质和柔韧性素质较差。
- The reasons which result PVB’s qualities unstable were discussed. 探讨了聚乙烯缩丁醛产品质量不稳定的原因。
- I'm still in close contact with my college teachers. 我现在跟大学老师还经常联系。
- College teacher education,as a principal part in teacher education,must be an important approach and key factor for teacher specialization. 作为教师教育主体部分的高师院校的教师教育成为教师专业化的重要途径和关键因素。
- The profession of a college teacher is characterized by huge investment in advancing period, few risks, un-quantified achievement and immonetized working motive. 从前期投入大、职业风险少、劳动成果难以量化以及工作动机非货币化等四个方面，对我国高等学校教师职业特点进行了论述；
