multimedia developer's kit

与multimedia developer's kit相关的网络例句 [注：此内容来源于网络，仅供参考]

Most of the e-learning research topics focus on metadata of learning object. These studies extract useful information from metadata, and use them to organize the LOs. However, to understand the metadata is not enough to organize the multimedia-style LO in meaningful manner. The comprehensive multimedia-style LO is especially useful for mobile learners to choose what they really demanded. In order to attack the problem, this project uses multi-agent technique to develop a personalized hyper-seamless learning environment for managing LOs comprehensibly. Following that, the proposed environment coordinates two agents: Content Reorganize Agent, and Zone Agent to provide mobile learners the efficient multimedia-style learning experience. The CRA is responsible for reorganizing the discovered critical multimedia content by analyzing learner』s behavior and the multimedia』s annotation. The ZA is designed for terminal devices to monitor the learning behavior, and it sends the collected behaviors to CRA for evaluating. Moreover, the ZAs can communicate with each other, and they can self-organize as a group for sharing learning resources. Due to the cooperation of the two agents, the learning environment can give the properly multimedia-style LO for learners without bandwidth squandering. Finally, we expect this project can construct a comprehensive multimedia-style LO map for efficient personalized seamless learning.

中文摘要大多数的数位学习研究著重於如何利用学习物件的Metadata来组织管理学习物件，然而只透过Metadata仍旧无法有效管理多媒体形态之学习物件，多媒体学习物件的内容若能被了解，则学习者能正确的选择所需的学习内容，尤其是行动学习，能正确选择行动内容不但能减少频宽的浪费，亦能有效利用行动装置有限的资源，有鉴於此，本研究计画拟利用多重代理人机制发展个人化超无缝学习环境来管理内容可被理解之多媒体形态学习物件，在超无缝学习环境中Content Reorganize Agent 与Zone Agent 这两支代理人程式负责协调作业以提供高品质之行动学习经验，其中CRA所负责的工作为分析学习行为与学习物件之注解找出多媒体关键内容来重组具备学习主题之多媒体学习内容，而ZA为安装於学习装置端的代理人程式，其负责监督学生在学习过程中产生的行为，并将该资讯传回CRA以供分析，此外ZA与ZA之间具备自我群聚组织的能力，同一群组下的ZA可彼此共享所需的学习资源，透过CRA与ZA的合作，个人化超无缝学习环境能在不浪费网路频宽的前提下，提供正确且合适的多媒体学习物件给行动学习者，最后我们预期透过本计画的执行能够建立具备内容理解能力之学习物件模型，并利用此模型提供有效率的个人化无缝学习。

Telecommunication systems with packet-switched multimedia terminals (1) and nodes (8,9) for packet-switched multimedia sessions and with servers (2,3) for exchanging multimedia signalling information for said packet-switched multimedia sessions and with terminating units (4) are provided with gateways (7) for in response to transferral messages originating from said packet-switched multimedia terminals (1) and arriving at said servers (2,3) transferring packet-switched multimedia sessions between packet-switched multimedia terminals (1) and nodes (8,9) to circuit-switched calls between gateways (7) and circuit-switched terminals (5) via switches (6), to continue possibly interrupted sessions via replacing calls.

一种电信系统，具有分组交换多媒体终端(1)和用于分组交换多媒体会话的节点(8、9)，并具有服务器(2、3)，用于为所说的分组交换多媒体会话交换多媒体信令信息，并具有终接单元(4)，并为该电信系统提供了网关(7)，用于响应发自所说的分组交换多媒体终端(1)并到达所说的服务器(2、3)的转移消息将分组交换多媒体终端(1)和节点(8、9)之间的分组交换多媒体会话通过交换机(6)转移到网关(7)和电路交换终端(5)之间的电路交换呼叫，以便可能通过替换呼叫来继续中断的会话。

The rate of c-kit+ cells in the heart increased gradually from E10 with the highest level of 12.6±3.2% at E11, which was nearly similar to the fetal liver, except for E12 when the c-kit+ cells was 3.4±1.2% in the heart compared to the fetal liver with 11.6±4.1% c-kit+ cells. The rate of c-kit cells in the suspension cells from the heart at E11 maintained stable after 24h culture based in the stromal cells of the heart and AGM region with the same conceptus age, but the rate of c-kit cells obviously decreased in the condition of the stromal cells from the fetal liver. The c-kit cells of the three conditions were all at low level at 48h without significant difference.

通过流式检测c-kit+细胞我们发现，胚胎期心脏和胎肝c-kit+细胞比率几乎一致，E11时c-kit+细胞明显增多，分别高达(12.6±3.2)%和(9.6±2.8)%，但E12时心脏中c-kit+细胞明显减少，仅为(3.4±1.2)%，此时胎肝中c-kit+细胞为(11.6±4.1)%。E11的悬浮细胞与心脏内皮细胞和AGM区基质共培养24h时，c-kit+细胞数量保持稳定，但在胎肝基质细胞中c-kit+细胞数量明显减少，在共培养48h，三组中的c-kit+细胞均呈较低水平，组间没有显著性差异。

与multimedia developer's kit相关的网络解释 [注：此内容来源于网络，仅供参考]

multimedia developer's kit：多媒体开发工具包

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