北婆罗洲

Malaya and British Borneo was initiated on 1 January 1952 for the purpose of providing a common currency for use in Johore, Kelantan, Kedah, Perlis, Trengganu, Negri Sembilan, Pahang, Perak, Salangor, Penag, Singapore, North Borneo, Sarawak and Brunei.

马来西亚和英国的婆罗洲开始进行1952年1月1日，目的是提供一种共同的货币，用于柔佛，吉兰丹，吉打，玻璃市，丁加奴，森美兰，彭亨，霹雳， Salangor ， Penag ，新加坡，北婆罗洲沙捞越和文莱。

Therefore, the Philippines could not put her claim to the sovereignty over North Borneo.

所以，很明显的菲律宾是不能索取北婆罗洲土地的拥有权。

The document proof came from the famous "Macaskie Judgment, 1939" in the High Court of the state of North Borneo.

该文件是北婆罗洲最高法院著名的'一九三九年，麦加斯基的判决'(Macaskie Judgment， 1939)。

The USA. As such the decision could never be the true basis of the Philippine claim to the Territory of North Borneo.

所以这项裁决已充分表明菲律宾索回北婆罗洲领土的不可能性。

Therefore the claim towards the territory of North Borneo by the Philippines when all the Chief Justice's decision did, inter alia, was to make pronouncement over the rights of certain heirs of the late Sultan to succeed to the cession monies under the term of the 1878 Agreement.

因此，针对索回北婆罗洲的土地的说法，尤其当主审法官已经判决，除此之外，根据一八七八年所签署协定的条例之下，继承人只有继承割让款项所留存的权益。

The Kota Kinabalu Member of Parliament, Dr. Hiew King Cheu had received the document proof that the Philippine and the Sulu sultanate had totally no claim over the sovereignty on Sabah, previously the North Borneo.

亚庇国会议员邱庆洲博士收到文件证明，菲律宾和苏禄苏丹后裔已经完全没有对沙巴州有任何主权，前称北婆罗洲。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。