絕對幾何學 的英文怎麼說
中文拼音 [juéduìjīhéxué]
絕對幾何學
英文
absolute geometry- 絕 : Ⅰ動詞（斷絕） cut off; sever Ⅱ形容詞1 （完全沒有了; 窮盡; 凈盡） exhausted; used up; finished 2 ...
- 對 : Ⅰ動詞1 （回答） answer; reply 2 （對待; 對付） treat; cope with; counter 3 （朝; 向; 面對） be tr...
- 幾 : 幾代詞1. （多少, 用於詢問數量和時間） how many 2. （表示不定的少數目） a few; several; some
- 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
- 絕對 : absolute
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In may, 90 kinds 180 trees of roses compete for beauty in the gardens designed by josiah condor, combined with the french symmetrical garden with geometrical topiary designs and the stereoscopic italian terrace garden with stone parapets, steps and flower bowls. the combination of western house and roses in the lights create a picturesque view to please our eyes
在5月份， 90種180株的薔薇花競相開放，由康德設計的左右對稱的幾何學圖案修剪的法國整形式庭園及石欄桿和石段、水盤等，立體的義大利露壇式庭園的技法重疊在一起的西洋館和被燈飾裝點的薔薇，呈現出一幅美妙絕倫的圖畫。Modern theory of the property right and enterprise think the ownership arranged non - human capital. the study about property rights of human capital wasn " t its of vision, only a few chinese scholar had initiated in the property rights of human capital ( cheuug wei ying, 1990 ; zhou qu ren, 1996 ; yang lei long, zhou ye an, 1997 ; fang zhu lan, 1997 ; he cheng jin, tang zhi hong, 2000 ; li jian ming, 1998 ; huang qian 2000 ). but they studied a little about the property rights of human capital in the process of the enterprise
對人力資本產權問題作開拓性研究的是少數幾位中國學者（張維迎， 1990 ；周其仁， 1996 ；楊瑞龍、周業安， 1997 ；方竹蘭， 1997 ；何承金、唐志紅， 2000 ；李建民， 1998 ；黃乾， 2000 ） ，上述學者丌沒有全面系統地進行全方面研究，絕人部分學者是在對企業理論的探究中來闡發人力資本產權問題的。It ' s no doubt that " forming " is the core for order, but how to form order is a practical step, so we try to give more words to this issue - how to form order in reading teaching - in the next sections. the second section - the rule order in reading teaching. in this section, we point out although the " forming " is a spontaneous process, it has its own foundation and rule, it results from its factors obeying some certain rules
「生成」是「秩序」的內核毋庸置疑，但如何「生成」才是務實的一步，為了進一步對其進行深入，文章在下面的幾部分里，對閱讀教學如何「生成」作了論述:第二部分「閱讀教學的規則秩序」 ，指出「生成」雖然是自發的非人為干預的，但它也絕不是憑空而來，它源出於其要素對某些行為規則的遵循。
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