行动过程

And, a data mining model for the SMS crime which integrates searching, retrieval, interpretation, deduction, selection, classification, statistic and analysis functions will be proposed. Applying the crime detective data which produce by the data mining model, the efficiency and quality of SMS crime detective operations can be improved.

本文针对行动电话简讯犯罪的行为进行了解与剖析，且深入探讨简讯犯罪过程中所留下的犯罪资料，进而整合犯罪资料的搜寻、撷取、解译、推导、筛选、分类、统计与分析等功能，提出一套行动电话简讯犯罪资料探勘模式，以具体提升行动电话简讯犯罪侦查作业的执行效率与品质。

The elementary action group obtains the benefits of institutional changes by way of founding the secondary action group, using the method of conferring the licence rights. Certainly, the path that the elementary action group recognizes the licence rights is to study in this course. The course of institutional changes.

发动制度变迁的方式——初级行动团体通过次级行动团体来获取制度变迁的收益，其方式就是通过授予次级行动团体特许经营权，当然，在这个过程中初级行动团体是通过学习认识到了特许经营权这种方式。

From semiconductor and passive component, integrated circuit design, electron is assembled with make equipment, material without lead, to the test attestation serves multivariate focusing, from stick a yuan of parts of an apparatus, down to tinily the PCB board, equipment that nod glue, surface sticks furnish equipment, solder the equipment new product that involves an electron to assemble process of science and technology, in can handing in meeting electron high to exhibit rich item on display, find.

从半导体与被动元件、集成电路设计、电子组装与无铅制造行动措施、材料，到测试认证办事多元聚焦，从细小的贴片元器件、以至PCB板、点胶行动措施、概况贴装行动措施、焊接行动措施等波及电子组装科技过程的新产物，都能够在高交会电子展丰硕的展品中找到。

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。

The dissertation revisits Metromarxists such as Lefebvre, Production of Space; Benjamin's dialectical seeing and Debord's theorization of Spectacle- in speculating the emerging globalizing consumption space of Taipei.

以&都市马克思主义学者(metro-marxist)&列斐伏尔的空间生产理论为基础，初步探讨台北作为理论化的消费空间，试图在文本分析与行动过程中透视、重审台北，藉由城市经验与物视觉影像辩证性等理论阅读台北作为后现代资本主义城市已浑然成型的空间生产与空间经验所延伸的矛盾与驯服。

The second part theoretically explains the connotation, the characteristic and the significance of the teacher's research in the processing evaluation .the teacher's research in the processing evaluation is that the teacher as the main researcher, in view of the question encountering during the processing evaluation, carries on the motion research in the help of the specialized researcher's instruction, mainly in the mutual help of the teacher companion; It is that the teacher carries on the research in this specific domain of the processing evaluation, so it belongs to the category of teacher's research. And it has common character ,such as practicality, openness and scientific nature which the teacher's research has, simultaneously it also has own research character such as productive nature and processive nature ; It has the significant practical significance in regarding of the processing evaluation ,the teacher career development and the students development.

过程性评价中教师研究是教师作为研究主体，针对在过程性评价过程中遇到的问题，在专业研究人员指导下，主要是在教师同伴互助下进行的行动研究；它是教师在过程性评价这个特定领域中进行的应用研究，属于教师研究的范畴，具有教师研究的一般特点如实践性、公开性和科学性，同时也具有自身的研究特点如生成性和过程性；其对于过程性评价、教师专业发展和学生的发展都有重大的意义。

Based on the space reconstruction projects that we actually participated and operated in 2004 to 2006 at Tugou village, this paper used the discussion of the value orientation of each case in community, and the observation plus self-examination among the operation process, as the disserted foundation to analyze the mode and value of self-reliance space in Tugou village.

本研究以笔者於土沟村2004年到2006年，实际参与操作、执行的空间改造计画，讨论各计画在社区中的价值定位，行动过程中的观察与反省，作为分析土沟农村空间自力营造的模式与价值的论述基础。

On the way the 2d Battalion picked up 22 Royal Marine survivors who had been laagered up in a Korean house ever since Task Force Drysdale had passed that way.

在行动过程中陆战7团2营找到了22名英国皇家海军陆战队员，他们是此前佐斯德尔特遣队经过时被志愿军安置在一间朝鲜民屋里的幸存者。

At first, the dissertation neatened the meanings ,types and characters of rubric systematacially; found out the deficiencies in the researchs at home and abroad by literature, and analysed the current problems in using the rubric by questionnaire and interview; based on the analysis on the platforms" functions abroad and the demands of users, the author designed and developed a web-based rubric which can create rubric and assess students online; primarily designed a teaching assessment process based on rubric by the education assessment theories, and by action research, sampled the BiGguiYuan middle school students in Grade 2 as the research objects, used the rubric in information technology teaching; during the study, the author observed the teaching activities,students" learning behaviors and teaching blogs; finally, the author analyzed the dates from questionnaire and teachers interview and observing of the researcher,testified each other in order to validate the effect of applying rubric.

本文首先对量规的含义、类型和特点等进行了系统梳理；通过文献调研发现国内外研究中的不足，并运用问卷调查法和访谈法，分析出当前使用量规过程中存在的问题；在对国外平台的功能和国内用户需求分析的基础上，设计和开发了一个基于网络的量规自动生成和在线评价平台；本研究在现代教育评价理论的指导下，初步设计出基于量规的教学评价过程，通过行动研究，选取顺德碧桂园学校初二学生作为研究对象，在《信息技术》教学中运用该过程；在研究过程中，对教师教学活动、学生的课堂学习行为以及教学日志进行了观察；最后运用&三角互证法&对问卷调查数据、教师的访谈和研究者的观察记录进行分析，验证量规的应用效果。

Risk management can be divided into five parts, these five parts are respectively: The risk of turning uncertainty into essential task that the risk is stated discerns the course, the risk changing into being arranged in the order of PRI tabulates the risk analysis course of the necessary task to state the risk, will tabulate and change the definition risk of the task needed in order to tackle the plan in risk to plan the course according to the risk that PRI will be arranged , monitor the risk state and give notice to start the risk and tackle the risk that take action and follow the course, with carry out the action plan of the risk, the risk in order to drop the risk to the task that the acceptable degree needs to finish deals with the course.

风险管理可被划分为五个部分，这五个部分分别是：将不确定性转化为风险陈述的必要任务的风险识别过程，将风险陈述转变为按优先级顺序排列的风险列表所需的任务的风险分析过程，将按优先级排列的风险列表转变为风险应对计划所需要的任务的定义风险计划过程，监视风险状态以及发出通知启动风险应对行动的风险跟踪过程，和执行风险行动计划，以求将风险降至可接受程度所需完成的任务的风险应对过程。

I'm strongly against the death penalty — it's an eye for an eye.

我不赞成死刑——这是以牙还牙的报复行为。

And to get you the support you need, we're enlisting all elements of our national power: our diplomacy and development, our economic might and our moral suasion, so that you and the rest of our military do not bear the burden of our security alone.

并给你们所须的支援，我们正徵召国家所有各种的力量：我们的外交及发展，我们的经济力量与道德劝说，所以你们与其他军人不须要孤独地负起国家安全的责任。