【正文】 r t y m ember s and cadr es j oining par t y of t hought pr oblem. Part y building is obt ained in t he long t er m development of our par ty39。s const r uct ion of a new r ectif icat ion movement . Gr ass r oots par ty or ganizat ions should always cat ch t he har d wor k, r esult s orient ed. Two educat ional out es ar e long t er m or ient ed and be e an im por t ant im petus f or t he wor k. Two should have t hree kinds of consciousness two st udy and educat ion, basic lear ning lies in t he doing. Only t he Const it ut ion addr ess t he ser ies of part y r ules, and do solid wor k, be qualif ied par t y m ember s had a solid ideological basis. Only t he lear ning and do r eal unit y, t o f or m a lear n learn dodo t he vir t uous cycle, and ult im at ely achieve t he f undamental obj ective of education. This r equir es t hat t he Or ganizat ion lear ning educat ion, need t hr ee kinds of consciousness: one is t o establish an int egr ated awar eness. Learning and do what car isTwo wheel, bir d wings, need t o go hand in hand, one end can be neglected. Com munist t heor etician and m an. Only by closely bining t heor y and pract ice t ogether in or der t o t r uly r ealize t heir value. Learning is t he Foundation, t he Foundat ion is not st rong, shaking。s pur poses. Second, t o est ablish a sense of dept h. Learning and do not Chu dr awn, entir ely dif f erent , but t he anic unit y of t he whole. Two lear ning education, we need t o explor e int egr ating lear ning in do, exhibit do in Science. To avoid t he lear ni g int o sim ple r oom inst r uction, do int o a m onot one f or doing. Should explor ation lear n in t he has do, do in t he has lear n of education and pr actice of car rier , m akes gener al gr ass r oot s m em ber s can in lear n in t he has do of achievem ent s sense, in do in t he has lear n of get sense, r eal m akes par t y of t heory br ain int o hear t , put f or people ser vice concept out side of Yu shaped. Thir d, t o adher e t o long t erm t he awar eness. St yle constr uct ion on t he r oad f or ever , t wo had t o cat ch t he long t erm. Two st udy and educat ion, by no m eans, assault style wind spor t, but t he r ecur r ent educat ion wit hin t he par t y. I n r ecent year s, t he par t y39。s advanc ed nat ur e and pur it y. Awar eness raising, antennas and at mosphere – a discussion on how leading cadr es of part y mem ber s t wo cur rent, t wo act ivit y is in f ul swing up and down t he count r y, par ty cadr es as a key minor it y is bot h a barom eter and im pet us. The t wo m eaning enough deep, is t o det er mine t he par ty cadr es can r esolve t o st udy har d f ir st . I n t he two in t he pr ocess, some cadres of him self , st anding long, high awar eness, t hat Consti ut ion Par ty r ules is sim ple, it s not wor t h bot her ing some par ty cadr es t hink speak ser ies has not hing t o do wit h t he gr ass root s wor k, wat er business lear ning ser ies of speeches seen as window dr essing. These lazy, casual, and decadent ideas lear ning lacks m ot ivation, a serious im pedim ent o t wo ef f ect . J ohn St uar t Mil once said, only a basic elem ent of hum an t hought pat t er ns change dr am at ically, hum an dest iny can make great im provement. The same, only par t y mem ber s and3 前 言 首先感謝您選用蘇亞星公司的蘇亞星多媒體教學(xué)網(wǎng) （以下簡(jiǎn)稱 AsiaStar ）。該系統(tǒng)提供一種全新的教學(xué)工具，突破傳統(tǒng)教室對(duì)時(shí)空的限制，在網(wǎng)絡(luò)中以多媒體互動(dòng)來(lái)實(shí)現(xiàn)傳統(tǒng)課堂教學(xué)中老師與學(xué)生、學(xué)生與學(xué)生間的交流與教學(xué)，可廣泛適用于網(wǎng)絡(luò)教學(xué)、語(yǔ)音多媒體教學(xué)、培訓(xùn)與展示 、通用管理與教學(xué)工具、訓(xùn)練與會(huì)議交流等等。接下來(lái)本手冊(cè)將為您進(jìn)行詳細(xì)的介紹與說(shuō)明。在長(zhǎng)期的改進(jìn)完善中，功能不斷增加與整合，逐步發(fā)展到現(xiàn)在這樣一個(gè)功能系統(tǒng)化、專業(yè)化，功能完備、分門(mén)別類，能充分滿足各種教學(xué)使用需要。系統(tǒng)各主要功能經(jīng)過(guò)不斷的改進(jìn)積累與完善，細(xì)分出眾多子功能，既使核心功能變的更加強(qiáng)大，又使功能覆蓋到更多的細(xì)分化 使用需求，貼近滿足各種各樣的實(shí)際教學(xué)等眾多應(yīng)用需要。產(chǎn)品經(jīng)過(guò)長(zhǎng)期持續(xù)穩(wěn)定的版本改進(jìn)技術(shù)積累與完善，目前產(chǎn)品的程序代碼已經(jīng)非常的穩(wěn)定技術(shù)非常的成熟。蘇亞星研發(fā)中心對(duì)該產(chǎn)品項(xiàng)目的標(biāo)準(zhǔn)化與嚴(yán)格的管理，以及嚴(yán)格的產(chǎn)品測(cè)試與質(zhì)量控制都確保了產(chǎn)品的可靠性與穩(wěn)定。首先，產(chǎn)品的各種界面與功能都嚴(yán)格的遵循了相關(guān)的國(guó)際與行業(yè)標(biāo)準(zhǔn)，采用標(biāo)準(zhǔn)化體系與架構(gòu)。其次，在 功能規(guī)劃上，也經(jīng)過(guò)了嚴(yán)謹(jǐn)與科學(xué)的設(shè)計(jì)，如，主要與常用的功能都放置到可以快捷訪問(wèn)操作的首頁(yè)主界面上，相關(guān)聯(lián)的功能與功能設(shè)置到相近的界面中。 5．系統(tǒng)與設(shè)備環(huán)境適應(yīng)性好。對(duì)于內(nèi)核級(jí)的核心技術(shù)，如，屏幕活動(dòng)感應(yīng)、控制、處理與傳輸，多媒體控制，監(jiān)控等等，需要深入內(nèi)核開(kāi)發(fā)，以便實(shí)現(xiàn)高效率的實(shí)時(shí)與同步；對(duì)于這樣的內(nèi)核技術(shù)，如果沒(méi)有技術(shù)突破與創(chuàng)新或控 制不好，那么將可能出現(xiàn)死機(jī)、延時(shí)等嚴(yán)重影響使用的重大問(wèn)題。 st r engt hen t he par ty m em bers and cadres success does not have t o be m e and t he f ir st t o bear har dships, t he last t o service spir it t o set t he par ty39。s solut ion t o r est or e t he part y39。s hist or ical exper ience accum ulated. Two is our par ty under the new hist or ical condit ions, st rengt hen t he par ty39。Fj67ear ning educat ion, need t hr ee kinds of consciousness: one is t o establish an int egr ated awar eness. Learning and do what car isTwo wheel, bir d wings, need t o go hand in hand, one end can be neglected. Communist t heor etician and m an. Only by closely bining t heor y and pr act ice t oget her in or der t o t ruly r ealize t heir value. Learning is t he Foundation, t he Foundat ion is not st rong, shaking。s pur poses. Second, t o establish a sense of dept h. Learning and do not Chu dr awn, entir ely dif f er ent , but t he or ganic unit y of t he whole. Two lear ning education, we need t o explor e int egrat ing learning in do, exhibit do in Science. To avoid t he learning int o sim ple r oom inst r uct ion, do int o a m onotone f or doing. Should explor ation lear n in t he has do, do in t he has lear n of educat ion and pr actice of carr ier , m akes general gr ass root s m ember s can in lear n in t he has do of achievem ent s sense, in do in t he has lear n of get sense, r eal m akes par ty of t heor y br ain int o hear t , put f or people ser vice concept outside of Yu shaped. Thir d, t o adhere t o long t er m t he awar eness. St yle const r uct ion on t he r oad f or ever , t wo had t o cat ch t he long t er m. Two study and educat ion, by no m eans, assault st yle wind sport , but t he r ecur rent educat ion wit hin t he par t y. I n r ecent year s, t he par t y