1.
The Black Horse in Multi-Ordered Magic Squares--the Magic Square of Order 3, Rank 12;
高次幻方中的“黑马”——12阶3次幻方
2.
Drink the method] A bag each time,3 times a day, pour3 minutes with the boiling water, then drink again and again.
[饮用方法]每次一袋，每日3次，用沸水冲泡3分钟后饮用，可反复冲饮。
3.
Numerical and approximate analysis of cubic nonlinear Schrdinger equation;
3次Schrdinger方程的数值与近似分析
4.
On the Cubic Equations over a Field of p~k(p>3)Elements;
关于p~k(p>3)元域上的三次方程
5.
Three to the third power is three times three times three, which equals 27.
3的3次幂相当于3乘3乘3，等于27。
6.
2. Treat Treatment Method Medicine made of two or more ingredients root of membranous milk vetch particle ,it wrap up 1 /time,3 times / day, use medicine for 28 days;
2.治疗方法 复方黄芪颗粒治疗组,1包/次,3次/日,用药28天;
7.
THE STUDY OF THE STRUCTURE LAWS OF ANY MAGIC SQUARE OF SINGLE EVEN──ORDER
单偶阶幻方──任意阶幻方构造规律研究
8.
Arbitrary 16k Orders Magic Square with Characteristic of Franklin Semi Magic Square;
任意16k阶兼有Franklin半幻方特性的幻方
9.
Constructing A Set of n~2-orders Pandiagonal Magic Square by Using a N-orders Semi Magic Square;
用n阶半幻方造n~2阶泛对角线幻方
10.
By operating this way, we cut through three layers of management.
通过实施这种方式，我们跨越了3个管理层次。
11.
The Roots of the Cubic Equations over a Field of P~ K(P>3) Elements;
P~K(P>3)元域上的三次方程根的状况
12.
The optimum process is to add 8 times amount of water ,decocting for 3 times,once a hour.
结果,以加8倍水煎煮,提取3次,每次1小时的方案为优化工艺。
13.
Slide ^1 - There are too many lines in placeholder ^2, paragraph ^3.
幻灯片^1-占位符^2的第^3段行数太多。
14.
Slide ^1 - The font is too small in paragraph ^2 of placeholder ^3.
幻灯片^1-占位符^3的第^2段字体太小。
15.
The Aictory of Fantasy--About Modern Western Fantasy Literature;
幻想的胜利——浅论西方现代奇幻文学
16.
Based on the best effort basis, to complete the duty within3 months period and any extended time shall be discussed.
此次合作的期限为3个月，超出时间后双方所尽义务由双方协商。
17.
Marianne was all the time busy in observing the direction of the wind, watching the variations of the sky, and imagining an alteration in the air.
玛丽安则一直忙于观察风吹的方向，注意天色的变化，幻想来一次空气的对流。
18.
The frequency order of using the coping strategies was: problem solving,asking for help,retreat,illusion,rationalization and self-accusation.
幼儿教师对各种应对方式的使用频繁程度依次为:解决问题、求助、退避、幻想、合理化和自责。