查询词典 job-hop

God won't ask what your job title was; He'll ask if you preformed your job to the best of your ability.

上帝不会问你的职位，他会问你是否有充分发挥自己的才能。

God won't ask what yout job title was. He'll ask if you preformed your job to the best of your ability.

上帝不会问你的头衔是什么，祂会问你是否在工作上有尽力而为。

God won't ask what yout job title was,初 He'll ask if you preformed your job to the best of your ability.

上帝不会问你的职位，凶他会问你是否有充分发挥自己的才能。

Sakyamuni won't ask what yout job title was. He'll ask if you preformed your job to the best of your ability.

释迦牟尼不会问你的头衔是什么，他会问你是否在工作上有尽力而为。

God won't ask what yout job title was,刉 He'll ask if you preformed your job to the best of your ability.

上帝不会问你的职位，凥他会问你是否有充分发挥自己的才能。

God won't ask what yout job title was,刌 He'll ask if you preformed your job to the best of your ability.

上帝不会问你的职位，刋他会问你是否有充分发挥自己的才能。

God won't ask what yout job title was,凨 He'll ask if you preformed your job to the best of your ability.

上帝不会问你的职位，刂他会问你是否有充分发挥自己的才能。

God won't ask what yout job title was,凎 He'll ask if you preformed your job to the best of your ability.

上帝不会问你的职位，判他会问你是否有充分发挥自己的才能。

The result shows that: with the expansion of teacher education space, the reform and development of Chinese teacher education is much closer or equal to that of the international teacher education. The transitional stage and education reform in China puts forward a new demand for P. E. talents. The innovation as to education object, specification and curriculum arrangement raised in P. E. Curriculum Arrangement for Chinese Universities with four-year Program published in 2003 meets such a demand, and narrows the gap of education development in high P. E. academy between China and foreign countries. P. E. teachers abroad are usually cultivated by comprehensive universities, the cultivating objectives are verified, and generalists adapted to social development are emphasized. Cultivating mode abroad are various, with "open-type" or "non-directional type" as the main mode, and 4-year program, 5-year program, and 3-year program serve as the main form of education system. Curriculum arrangement abroad stresses general education, with foundationalization, normalization, objectification, optionalization, miniaturization, internationalization and syntheticalization as its characteristics and it employs credit system. The close-typed cultivating mode of P. E. academies in China should be gradually transformed into open-type or multi-type, cultivating generalists instead of specialists, and further constructing a new one with several cultivating types co-existing. Orientation of P.E. teachers in China should follow standard principle, coordination principle, experience principle and resource principle. To improve P.E teacher education in China, the following measures can be taken: relevant laws and regulations should be made for orientation; P.E teachers" training organization should be encouraged to participate in orientation; extension and connotation of P.E. teacher education should be expanded; resources should be optimize; systematic P.E. teachers" orientations should be organized;"Life P.E. Teacher Qualification "should be changed; useful-life should be set for P. E. teacher qualification; P.E. teacher qualification should be regularly authenticated; On-job training of P. E. teachers abroad tends to be systematic, but in China P.E. teachers" on-job training and prevocational training are separated; therefore measures must be taken to change this circumstance and thus speed up the systematic process. Factors concerning constructing a new system of P. E teachers are the following: reconstructing resources, making P.E. teachers" cultivation, orientation and training systematic, establishing a mechanism for encouragement and punishment, making school-based training and college training systematic, and setting up a mechanism combining directional training with non-directional training.

研究结果表明：随着教师教育革新空间的拓展，我国体育教师教育的改革与发展水平逐步与国际体育教师教育发展趋于接轨化。2003年颁布的《全国普通高校体育教育本科专业课程方案》在培养目标和规格、课程设置上的创新性，适应了我国社会转型和教育改革对体育教育专业人才的需求，进一步缩小了与国外高等体育院系教育发展的差距；国外体育教师一般由综合性大学或文理多科性大学培养，培养目标多向化，以培养适应社会发展的通才型人才为主；培养模式灵活多样，多数以"开放型"或"非定向型"培养模式为主，学制多以4年制、5年制、3年为主；课程设置上注重通识教育，突出基础化、师范化、针对化、选修化、小型化、国际化和综合化特点，实行完全学分制的教育管理制度；我国普通高校体育教育本科专业人才培养模式应该由封闭性转向开放式混合型的人才培养模式转变，由专才型转向复合型人才培养模式转变，构建多种类型并存的人才培养模式；我国体育教师入职教育革新应遵循的原则是本位原则、协同原则、经验原则和时间与资源原则，改进措施有：做好入职教育的法规化、制度化建设，激励体育师资培育机构参与体育教师的入职教育，拓展体育教师教育的外延和内涵，优化整合资源，系统组织体育教师的入职教育，改变体育教师资格"终身制"，设定体育教师资格有效期限，推行教师资格定期认证制度等；国际上体育教师在职培训体系显现了体育教师教育一体化的发展取向，但我国体育教师的在职培训与职前培养存在分离性，必须采取改革措施，加速我国体育教师教育的一体化进程；构建体育教师教育新体系的实施要素是：重组资源配置，实现体育教师培养、入职和培训一体化，建立奖惩机制，实现校本与院校培训一体化，建立体育教师定向与非定向培养培训有机结合机制。

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为满足客户要求和我处发展需要，我处决定于2009年拟招聘从事环境影响评价的人员数名，具体要求如下：一、招聘对象及条件应聘人员需有环评工程师证或环评上岗证，专业为环境工程、现从事环评工作的人员优先考虑。二、应聘人员注意事宜： 1、引进人员相关待遇参考省内环评专业科研院所，人员为长期聘用制，签订聘用合同。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。