簡介：1800英文單詞，11700英文字符，中文3040字出處LIXIN,XIANGQIANG2015DESIGNOFINTELLIGENTCARBASEDONSINGLECHIPPROCESSORSTC89C52INTERNATIONALPOWER,ELECTRONICSANDMATERIALSENGINEERINGCONFERENCEIPEMEC2015基于單片機(jī)STC89C52的智能車設(shè)計李昕，湘強(qiáng)?西南民族大學(xué)電氣信息學(xué)院，四川成都610041電子郵件1009132414QQCOM電子郵件XIANGQIANGSWUNEDUCN關(guān)鍵詞智能跟蹤車，直流電機(jī)，紅外電傳感器，PWM，鼠標(biāo)迷宮摘要智能汽車是一種能夠在控制系統(tǒng)的作用下，根據(jù)最優(yōu)路徑精確地沿著自動駕駛迷宮的路徑到達(dá)終點(diǎn)并準(zhǔn)確返回起點(diǎn)的系統(tǒng)。本文介紹了智能跟蹤汽車控制系統(tǒng)的硬件/軟件設(shè)計與實(shí)現(xiàn)。這種跟蹤車使用三排激光傳感器來收集道路信息，軟件通過相應(yīng)的算法判斷其有效性，控制算法來控制車輛轉(zhuǎn)向。單片機(jī)給出了PWM波的適當(dāng)占空比來控制電機(jī)轉(zhuǎn)速，H橋驅(qū)動電機(jī)的正負(fù)操作。智能車可以在到達(dá)終點(diǎn)后沿最佳路徑返回起點(diǎn)。智能車可以優(yōu)選地完成跟蹤任務(wù)，并且能夠以更快的速度完成規(guī)定的路徑，始終保持穩(wěn)定的操作。1簡介跟蹤汽車競賽是推動高等教育改革，培養(yǎng)大學(xué)生實(shí)踐能力，創(chuàng)新能力和團(tuán)隊合作精神的一項活動。制造光電跟蹤車分為兩部分硬件制造和軟件編程。本文提出了一種光電跟蹤汽車的設(shè)計方案。實(shí)驗(yàn)表明，該方案可以調(diào)整車身的速度和角度，結(jié)合各種軌道的交通信息，確保車輛在最短的時間內(nèi)完成全程距離。2系統(tǒng)的整體硬件結(jié)構(gòu)設(shè)計和工作原理簡介智能車的整體硬件結(jié)構(gòu)設(shè)計汽車的結(jié)構(gòu)主要分為以下幾個部分1電源模塊。由于汽車采用電池供電，合理的設(shè)計是電源模塊，是汽車穩(wěn)定運(yùn)行的前提。2跟蹤模塊。它由幾個光電管組成，用于探測黑線的位置，通過反射紅外線的變化判斷是否有黑線。圖2環(huán)路圖跟蹤模塊的設(shè)計本設(shè)計采用8個ST188型號的紅外電傳感器。光電管分布部分采用332布局。該方法可以準(zhǔn)確，簡單地區(qū)分每個端口，程序控制算法簡單，車輛穩(wěn)定可控。ST188型紅外電子傳感器由高功率紅外光電二極管和高靈敏度接收紅外光電三極管（NPN）組成。當(dāng)它用于比較兩個電壓時，任意輸入端加上固定電壓作為參考電壓，另一端用電壓信號進(jìn)行比較。當(dāng)“”端子的電壓高于“”側(cè)時，輸出管道被切斷，這意味著輸出側(cè)斷開。當(dāng)電壓“”高于“”側(cè)時，輸出管飽和，相當(dāng)于輸出側(cè)連接低電位。兩個輸入電壓之間的差值大于10MV，這可以可靠地確保輸出從一個狀態(tài)到另一個狀態(tài)。因此，LM339用于弱信號檢測是理想的5。電路圖如圖2所示。圖3電機(jī)驅(qū)動模塊電機(jī)驅(qū)動模塊該模塊選擇L298N芯片進(jìn)行控制。有三個信號和6個引腳來控制每臺電機(jī)。六個引腳分別與STC89C52單片機(jī)的P00P05相連。這里芯片的工作電壓為5V。這種設(shè)計采用兩種輸出方式來控制電機(jī)。即OUT1和OUT2控制電機(jī)1，OUT3和OUT4控制電機(jī)2在圖5中，D1D8是鉗位二極管。電機(jī)，在停止瞬間，會產(chǎn)生反向電流，切割后的磁場可以產(chǎn)生一個反電動勢。設(shè)置這些鉗位二極管的目的是防止反電動勢燒壞芯片，從而保護(hù)它們。電機(jī)驅(qū)動模塊如圖36所示4智能跟蹤車的軟件設(shè)計

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簡介：FULLTERMSCHILDLANGUAGETEACHER’SLANGUAGEPRESCHOOLVOCABULARYINTRODUCTIONPRESCHOOLERS’LANGUAGEDEVELOPMENTISCONSIDEREDTOBEANIMPORTANTFOUNDATIONFORLATERREADINGDEVELOPMENTBRACKEN2005DICKINSON2011DICKINSONETAL2003DICKINSONANDPORCHE2011NICHDEARLYCHILDCARERESEARCHNETWORK2005SEVERALSTUDIESHAVEFOUNDTHATYOUNGCHILDREN’SORALLANGUAGESKILLSPREDICTTHEIRREADINGCOMPREHENSIONPERFORMANCELATERINTHEELEMENTARYSCHOOLYEARSCATTSETAL1999MUTERETAL2004STORCHANDWHITEHURST2002THISFINDINGHASLEDSEVERALRESEARCHERSTOINVESTIGATEFACTORSTHATIMPACTYOUNGCHILDREN’SLANGUAGEDEVELOPMENTONEFACTOR,AMONGMANY,DISCOVEREDTOBERELATEDTOCHILDREN’SLANGUAGEDEVELOPMENTISCHILDREN’SCAREGIVERS’ORALLANGUAGEPROFICIENCYDICKINSON2011FARKASANDBERON2004HARTANDRISLEY1995HOFF2003PELLEGRINIANDGALDA1993TUDGEANDROGOFF1989CHILDREN’SLANGUAGEDEVELOPMENTISHIGHLYRELATEDTOCAREGIVERS’ORALLANGUAGEPROFICIENCY,SPECIFICALLYVOCABULARYFARKASANDBERON2004HARTANDRISLEY1995HOFF2003HUTTENLOCHERETAL2010ANDSYNTAXHOFFGINSBERG1998HUTTENLOCHERETAL2002MOSTOFTHESTUDIESABOUTTHERELATIONSHIPBETWEENCAREGIVERS’LANGUAGEINPUTANDCHILDREN’SLANGUAGEDEVELOPMENTWEREBASEDONPARENTS’ANDTHEIRCHILDREN’SLANGUAGEPRESUMABLYBECAUSETHEYWERETARGETINGCHILDRENWHOWERETHREEYEARSOLDORUNDERHOWEVER,LANGUAGEANDVOCABULARYDEVELOPMENTCONTINUETHROUGHOUTEARLYCHILDHOOD,AND635OFCHILDRENINTHEUNITEDSTATESBETWEENTHEAGESOFTHREEANDFIVEWEREENROLLEDINAPRIVATE/PUBLICNURSERYSCHOOLORKINDERGARTEN,ACCORDINGTONATIONALCENTERFOREDUCATIONSTATISTICS’2010DATASNYDERANDDILLOW2011WHEREASWITHPARENTALFACTORSCANACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENT,ASTHEYSPENDMORETIMEINOUTOFHOMECHILDCARE,TEACHERFACTORSCANALSOACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENTTEACHERSCANPLAYANESPECIALLYIMPORTANTROLEINTHELANGUAGEDEVELOPMENTOFCHILDRENFROMLOWSESEUROPEANEARLYCHILDHOODEDUCATIONRESEARCHJOURNAL251DOWNLOADEDBYUNSWLIBRARYAT062405MAY2016

簡介：中文中文5200字，字，2700英文單詞，英文單詞，16500英文字符英文字符出處出處SOHYUNMEACHAM,CAROLVUKELICH,MYAEHAN,ETALPRESCHOOLTEACHERSLANGUAGEUSEDURINGDRAMATICPLAYJEUROPEANEARLYCHILDHOODEDUCATIONRESEARCHJOURNAL,2013,212250PRESCHOOLTEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYSOHYUNMEACHAM，CAROLVUKELICH，MYAEHAN，MARTHABUELLABSTRACTTHISSTUDYSOUGHTTODESCRIBEPRESCHOOLTEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYUSINGBOTHQUANTITATIVEANDQUALITATIVEANALYSESFINDINGSINDICATETHATTHETEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYVARIEDAMONGTEACHERSQUANTITATIVEANALYSESREVEALEDTHEVARIABILITYOFTEACHERS’LEXICALDIVERSITY,SYNTACTICCOMPLEXITY,TALKATIVENESS,ANDCHILDRENTOTEACHERUTTERANCERATIOQUALITATIVEANALYSESREVEALEDFOURTYPESOFTEACHERPLAYINSTRUCTIONTALKPLAYEMBEDDEDINSTRUCTIONALTALK,EXPLICITINSTRUCTIONALTALK,PLAYLANGUAGECOACHING,ANDPLAYADMINISTRATIONALTALKINADDITION,THEFREQUENCYOFCHILDREN’STALKVARIEDACROSSTHECASESTHETEACHERSWHOFREQUENTLYUSEDPLAYEMBEDDEDINSTRUCTIONALTALKSCOREDRELATIVELYHIGHINTHEFREQUENCYOFCHILDREN’STALKFINDINGSSUGGESTTHATFURTHERINVESTIGATIONONTHERELATIONSHIPBETWEENTEACHERS’LANGUAGEUSEDURINGDRAMATICPLAYANDCHILDREN’SLANGUAGEPRODUCTIVITYCANBEUSEFULFORTEACHEREDUCATIONKEYWORDSDRAMATICPLAYCHILDLANGUAGETEACHER’SLANGUAGEPRESCHOOLVOCABULARYINTRODUCTIONPRESCHOOLERS’LANGUAGEDEVELOPMENTISCONSIDEREDTOBEANIMPORTANTFOUNDATIONFORLATERREADINGDEVELOPMENTBRACKEN2005DICKINSON2011DICKINSONETAL2003DICKINSONANDPORCHE2011NICHDEARLYCHILDCARERESEARCHNETWORK2005SEVERALSTUDIESHAVEFOUNDTHATYOUNGCHILDREN’SORALLANGUAGESKILLSPREDICTTHEIRREADINGCOMPREHENSIONPERFORMANCELATERINTHEELEMENTARYSCHOOLYEARSCATTSETAL1999MUTERETAL2004STORCHANDWHITEHURST2002THISFINDINGHASLEDSEVERALRESEARCHERSTOINVESTIGATEFACTORSTHATIMPACTYOUNGCHILDREN’SLANGUAGEDEVELOPMENTONEFACTOR,AMONGMANY,DISCOVEREDTOBERELATEDTOCHILDREN’SLANGUAGEDEVELOPMENTISCHILDREN’SCAREGIVERS’ORALLANGUAGEPROFICIENCYDICKINSON2011FARKASANDBERON2004HARTANDRISLEY1995HOFF2003PELLEGRINIANDGALDA1993TUDGEANDROGOFF1989CHILDREN’SLANGUAGEDEVELOPMENTISHIGHLYRELATEDTOCAREGIVERS’ORALLANGUAGEPROFICIENCY,SPECIFICALLYVOCABULARYFARKASANDBERON2004HARTANDRISLEY1995HOFF2003HUTTENLOCHERETAL2010ANDSYNTAXHOFFGINSBERG1998HUTTENLOCHERETAL2002MOSTOFTHESTUDIESABOUTTHERELATIONSHIPBETWEENCAREGIVERS’LANGUAGEINPUTANDCHILDREN’SLANGUAGEDEVELOPMENTWEREBASEDONPARENTS’ANDTHEIRCHILDREN’SLANGUAGEPRESUMABLYBECAUSETHEYWERETARGETINGCHILDRENWHOWERETHREEYEARSOLDORUNDERHOWEVER,LANGUAGEANDVOCABULARYDEVELOPMENTCONTINUETHROUGHOUTEARLYCHILDHOOD,AND635OFCHILDRENINTHEUNITEDSTATESBETWEENTHEAGESOFTHREEANDFIVEWEREENROLLEDINAPRIVATE/PUBLICNURSERYSCHOOLORKINDERGARTEN,ACCORDINGTONATIONALCENTERFOREDUCATIONSTATISTICS’2010DATASNYDERANDDILLOW2011WHEREASWITHPARENTALFACTORSCANACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENT,ASTHEYSPENDMORETIMEINOUTOFHOMECHILDCARE,TEACHERFACTORSCANALSOACCOUNTFORVARIANCEINCHILDREN’SLANGUAGEDEVELOPMENTTEACHERSCANPLAYANESPECIALLYIMPORTANTROLEINTHELANGUAGEDEVELOPMENTOFCHILDRENFROMLOWSESFAMILIESWHOARECONSIDEREDATRISKFORLANGUAGEDEVELOPMENTHARTANDATTAINEDINSTORYBOOKREADINGRESEARCH,ASSTORYBOOKREADINGANDPLAYARECOMMONACTIVITIESINPRESCHOOLSETTINGSFORTHISREASON,THEIRQUALITATIVESTUDYINCLUDEDDRAMATICPLAYSUCHASKITCHEN/HOUSEPLAY,RESTAURANTPLAY,ANDLIBRARYPLAYTHELITERATUREPROVIDESTHEORETICALANDEMPIRICALRATIONALESFORTHEIMPORTANCEOFDRAMATICPLAYDURINGTHEPRESCHOOLYEARSMOSTPRESCHOOLCLASSROOMSINCLUDEADRAMATICPLAYCENTERWHERECHILDREN’SDRAMATICPLAYISENCOURAGEDASACONTEXTFORSUPPORTINGCHILDREN’SLEARNINGANDDEVELOPMENTPARTICULARLYDRAMATICPLAY,DISTINCTFROMSOLITARYPLAY,WHICHINVOLVESMORETHANONECHILD,ISKNOWNTOSUPPORTCHILDREN’SLANGUAGEDEVELOPMENTBECAUSECHILDRENCANUSEMOREADVANCEDLANGUAGEINTHEIRDRAMATICPLAYTHANINOTHERACTIVITIESVYGOTSKY1967,ANDTHEYHAVEOPPORTUNITIESTOPRACTICETHELANGUAGETHEYLEARNEDINSOCIETY,INTHEWORLDOUTSIDETHECLASSROOMPELLEGRINIANDGALDA1993ASCHILDREN’SORALLANGUAGEUSEBECOMESMORECOHESIVEINDRAMATICPLAYTHANINOTHERTYPESOFPLAYPELLEGRINIANDGALDA1993,DRAMATICPLAYHASBEENCONSIDEREDTOBEANIMPORTANTCONTEXTFORPRESCHOOLERS’LANGUAGEDEVELOPMENTCHRISTIEANDENZ1992SMILANSKY1968SUGGESTSTHEMAKEBELIEVEELEMENTOFDRAMATICPLAYRELIESHEAVILYUPONSPEECHUSINGFOURFORMSOFVERBALISATIONIDENTIFICATIONOFMAKEBELIEVEROLES,IDENTIFICATIONOFMAKEBELIEVEOBJECTS,SPEECH’SSUBSTITUTIONFORACTION,DESCRIPTIONOFSITUATIONSTHESEVERBALISATIONFORMSAREIMPORTANTTOCOMMUNICATEEACHPLAYER’SIMAGINATIONANDTOMAKETHEPLAYBEHAVIORSMOREUNDERSTANDABLEAMONGPLAYERSSMILANSKY1968ALSOSUGGESTSTHATSPEECHINCLUDINGEXPLANATIONS,DISCUSSIONS,ANDCOMMANDSFORPLAYPROGRESSIONFROMPLANNINGTODEVELOPINGANDTOMAINTAININGTHEPLAYISCRUCIALINDRAMATICPLAYTHEREFORE,DRAMATICPLAYENCOURAGESCHILDREN’SLANGUAGEPRACTICEGARVEY1974SOMEPLAYRESEARCHERSSHEDLIGHTONMETALEVELCOMMUNICATIONWITHINCHILDREN’SPLAYCONVERSATIONINGARVEY’SGARVEY1974STUDY,SHECATEGORIZEDTWOMODESOFVERBALEXCHANGESOBSERVEDINCHILDREN’SDRAMATICPLAYPRETENDCOMMUNICATIONSANDMETACOMMUNICATIONSFORPRETENDCOMMUNICATIONS,CHILDRENAREACTINGTHEROLESWITHINTHEPRETENDPLAYFRAMECHILDRENDISCUSSTHEDETAILSOFTHEPRETENDPLAYATTHEMETALEVELOFPRETENDPLAYATTHEMETACOMMUNICATIONSMODE,CHILDRENASSIGNORCHANGEPRETENDROLES,DISCUSSAPPROPRIATEACTIONS,USESPEECHFORTHEROLESORIDENTIFYTHEPRETENDPROPS,ANDPLANTHESTORYLINEINGARVEY’SGARVEY1974OBSERVATION,CHILDRENACTIVELYUSEDLANGUAGE,CONSTANTLYSWITCHINGTHEMODESOFVERBALEXCHANGEBETWEENPRETENDCOMMUNICATIONSANDMETACOMMUNICATIONSWHENTHEYPARTICIPATEINDRAMATICPLAYWILLIAMSONANDSILVERN1992ALSOEMPHASIZEDTHEIMPORTANCEOFTHEMETALEVELPLAYCOMMUNICATIONS,CALLEDMETAPLAYBYTHESEAUTHORSTHEYARGUEDTHATMETAPLAYCONVERSATIONSEFFECTLATERLISTENINGCOMPREHENSIONSKILLSINSUM,BOTHPLAYCONVERSATIONANDMETAPLAYCONVERSATIONSUPPORTCHILDREN’SORALLANGUAGEDEVELOPMENTITISASSUMEDTHATTHEREISVARIABILITYINTEACHERS’LANGUAGEUSEINTHEDRAMATICPLAYCENTER,ALTHOUGHTYPESOFTEACHERS’LANGUAGEUSEINTHEDRAMATICPLAYCENTERHAVENOTYETBEENWELLDESCRIBEDINLITERATURETHEREARETWOOPPOSINGPOINTSOFVIEWREGARDINGTEACHERS’PARTICIPATIONINCHILDREN’SDRAMATICPLAYONEISTHATTEACHERS’PARTICIPATIONWILLHINDERCHILDREN’SPLAYANDOPPORTUNITIESTOPRACTICETHEIRLEARNEDLANGUAGEKONTOS1999THEOTHERISTHATTEACHERS’PARTICIPATIONCANENHANCECHILDREN’SDRAMATICPLAYANDSUPPORTCHILDREN’SLANGUAGELEARNINGASTUTORINGPELLEGRINIANDGALDA1993SMILANSKY1968INPRACTICE,DEGREESANDTYPESOFTEACHERS’ENGAGEMENTAREVARIOUSROSKOSANDNEUMAN1993LITTLEISKNOWNABOUTEFFECTIVEDEGREESANDTYPESOFTEACHERS’PARTICIPATIONINDRAMATICPLAYFORCHILDREN’SLANGUAGELEARNINGANDDEVELOPMENT

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簡介：基于基于VHDL語言的語言的8路搶答器設(shè)計路搶答器設(shè)計摘要本課程設(shè)計分為主體電路和擴(kuò)展電路兩部分共同實(shí)現(xiàn)搶答器的鎖存、顯示與報警功能。在本次設(shè)計中，系統(tǒng)開發(fā)平臺為MAXPLUSⅡ，硬件描述語言是VHDL。競賽者可以分為8組，搶答時各組對主持人提出的問題要在最短的時間內(nèi)做出判斷，并按下?lián)尨鸢存I回答問題。當(dāng)?shù)谝粋€人按下按鍵后，則在顯示器上顯示該組的號碼，對應(yīng)的燈亮，同時電路將其他各組按鍵封鎖，使其不起作用。若搶答時間內(nèi)無人搶答，則報警燈亮?；卮鹜陠栴}后，由主持人將所有按鍵恢復(fù)，重新開始下一輪搶答。并且依據(jù)設(shè)計方案和設(shè)計平臺完成了程序編寫和程序調(diào)試，通過運(yùn)行程序及時序波形的仿真有效驗(yàn)證了設(shè)計的正確性，初步實(shí)現(xiàn)了設(shè)計目標(biāo)。關(guān)鍵詞鎖存、顯示；搶答器；MAXPLUSⅡ；VHDL。ABSTRACTTHISCOURSEDESIGNISDIVIDEDINTOTWOMAINCIRCUITANDEXPANSIONCIRCUITREALIZEDPARTLYJOINTINVERTERLATCHRESPONDER,DISPLAYANDALARMFUNCTIONINTHISDESIGN,SYSTEMDEVELOPINGPLATFORMFORMAXPLUSⅡ,HARDWAREDESCRIPTIONLANGUAGEISVHDLCOMPETITORSMAYBEDIVIDEDINTOEIGHTGROUPS,VIESTOANSWERFIRSTWHENEACHTOTHEHOSTPUTSFORWARDTHEPROBLEMSINTHESHORTESTPOSSIBLETIMETOMAKEJUDGMENTS,ANDPRESSTHEBUTTONSVIESTOANSWERTHEQUESTIONWHENTHEFIRSTMANPRESSBUTTONS,THENONSCREENDISPLAYSUPERVISORNUMBER,THECORRESPONDINGLIGHTS,ANDOTHERGROUPSCIRCUITWILLBUTTONSBLOCKADE,MAKEITDOESNTWORKIFRESPONDERTIMENOCONTEST,THEALARMLIGHTANSWERSQUESTIONS,BYAHOSTWILLRESTOREALLKEYSANDSTARTAGAINNEXTCONTESTANDACCORDINGTOTHEDESIGNSCHEMEANDDESIGNPLATFORMCOMPLETEDPROGRAMMINGANDPROGRAMTEST,THROUGHTORUNTHEPROGRAMINTIMESEQUENCEWAVEFORMSIMULATIONVERIFIEDEFFECTIVELYTHECORRECTNESSOFDESIGN,ANDTHENREALIZEDTHEDESIGNGOALKEYWORDSLATCH,DISPLAY,SCAREANSWERINGMANOMETERSMAXPLUSⅡVHDL基于VHDL語言的8路搶答器設(shè)計第1頁共29頁1引言隨著科學(xué)技術(shù)的不斷發(fā)展，促使人們學(xué)科學(xué)、學(xué)技術(shù)、學(xué)知識的手段多種多樣。搶答器作為一種工具，已廣泛應(yīng)用于各種競賽場合。本課程設(shè)計以8路搶答器為理念，實(shí)現(xiàn)優(yōu)先搶答、判決、鎖存及數(shù)碼管顯示等功能。在本次計中，系統(tǒng)開發(fā)平臺為MAXPLUSⅡ2。MAXPLUSⅡ是ALTERA公司提供的FPGA/CPLD開發(fā)集成環(huán)境，ALTERA是世界上最大可編程邏輯器件的供應(yīng)商之一。MAXPLUSⅡ界面友好，使用便捷，被譽(yù)為業(yè)界最易用易學(xué)的EDA軟件。在MAXPLUSⅡ上可以完成設(shè)計輸入、元件適配、時序仿真和功能仿真、編程下載整個流程，它提供了一種與結(jié)構(gòu)無關(guān)的設(shè)計環(huán)境，是設(shè)計者能方便地進(jìn)行設(shè)計輸入、快速處理和器件編程。在本次設(shè)計中，采用的硬件描述語言是VHDL1（VERYHIGHSPEEDINTEGRATEDCIRCUITHARDWAREDESCRIPTIONLANGUAGE）。VHDL語言是一種用于電路設(shè)計的高級語言。VHDL主要用于描述數(shù)字系統(tǒng)的結(jié)構(gòu)、行為、功能和接口。除了含有許多具有硬件特征的語句外，VHDL的語言形式、描述風(fēng)格以及語法是十分類似于一般的計算機(jī)高級語言。11課程設(shè)計目的課程設(shè)計目的學(xué)習(xí)ALTERA公司的FPGA/CPLD的結(jié)構(gòu)、特點(diǎn)和性能。學(xué)習(xí)集成開發(fā)軟件MAXPLUSII/QUARTUSII的使用及設(shè)計過程。熟悉EDA工具設(shè)計數(shù)字電路設(shè)計方法，掌握VHDL硬件描述語言設(shè)計方法。根據(jù)給定題目設(shè)計數(shù)字電路，來加深對可編程邏輯器件的理解和掌握。12課程設(shè)計具體要求及功能課程設(shè)計具體要求及功能在所選擇器件內(nèi)完成八路搶答器的設(shè)計，要求設(shè)計完成后芯片具有搶答器的全部功能、包括顯示和操作接口。搶答器要求有八路搶答輸入，搶答邏輯設(shè)計合理（具有搶答鎖定），搶答編號顯示，搶答成功指示，搶答完成后狀態(tài)復(fù)位。在相應(yīng)的器件平臺上完成設(shè)計的輸入、編譯、綜合或適配通過。8路搶答器控制系統(tǒng)是娛樂活動中經(jīng)常使用的重要基礎(chǔ)設(shè)備之一，根據(jù)搶答要求，系統(tǒng)所需實(shí)現(xiàn)的功能如下1主持人按鍵清零，數(shù)碼顯示0，蜂鳴器不叫，進(jìn)入搶答狀態(tài)。2主持人發(fā)出開始命令，8人開始搶答。其中一人先按下?lián)尨疰I，蜂鳴器發(fā)出鳴叫，數(shù)碼顯示該人號碼，其他人再按鍵，系統(tǒng)不再響應(yīng)，直至主持人按鍵清零，下一次搶答開始。

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簡介：I摘要摘要隨著社會的不斷發(fā)展，經(jīng)濟(jì)制度在不斷建立與完善，財政工作不僅面臨著機(jī)遇，而且也面臨著重大的挑戰(zhàn)。這主要體現(xiàn)在一方面國家宏觀經(jīng)濟(jì)調(diào)控需要財政職能的履行，另一方面，當(dāng)下經(jīng)濟(jì)發(fā)展迅速，目前的一些財政工作已經(jīng)難以再滿足其發(fā)展需求。因此，政府更加期望通過財政工作的預(yù)見性來輔助相關(guān)財政政策的制定實(shí)施，因此，財政收入預(yù)測是當(dāng)前社會一個迫切需要的研究課題。本文選取了1999年到2013年的財政數(shù)據(jù)，包括財政收入表和四種稅收表，數(shù)據(jù)主要來源于廣州市統(tǒng)計局的統(tǒng)計年鑒與泰迪智能科技有限公司。本文旨在分析財政收入的影響因素及預(yù)測情況。在研究財政收入影響因素之前，首先分析了四種稅收的主要影響因素，因?yàn)槎愂赵谪斦杖胫兴急戎睾艽?，并且稅收與地方財政收入政策的制定息息相關(guān)，因此本文細(xì)化了稅收因素的分析，主要運(yùn)用SAS軟件，通過典型相關(guān)分析模型分別找到了影響四種稅收的主要因素，另外也分別找出了影響全市稅收的主要區(qū)域。稅收的細(xì)分研究，看似與文章脫節(jié)，實(shí)際上為廣州市制定相應(yīng)稅收的政策都提供了一定的理論依據(jù)。接著進(jìn)行了本文的研究重點(diǎn)，即關(guān)于財政收入的預(yù)測，首先運(yùn)用SAS軟件通過主成分分析，成功將財政收入的17個指標(biāo)降維，篩選出10個主要影響財政收入的指標(biāo)。最后，運(yùn)用MATLAB軟件，通過BP神經(jīng)網(wǎng)絡(luò)55進(jìn)行了預(yù)測，得到了2014與2015年的財政收入的預(yù)測值，并且與真實(shí)值對比，發(fā)現(xiàn)預(yù)測結(jié)果與真實(shí)值并不是相差很大。本文成功的建立了財政收入的預(yù)測模型，為廣州市制定相應(yīng)的財政政策都提供了一定的理論依據(jù)。關(guān)鍵詞關(guān)鍵詞財政預(yù)測典型相關(guān)主成分分析BP神經(jīng)網(wǎng)絡(luò)§1緒論1目錄目錄摘要IABSTRACTII目錄1§1緒論211研究背景及意義212研究問題概述313研究思路和行文框架3§2稅收的相關(guān)分析521數(shù)據(jù)的準(zhǔn)備522數(shù)據(jù)預(yù)處理524稅收相關(guān)關(guān)系的求解與結(jié)果分析1025本章總結(jié)17§3財政收入的主要因素分析1831數(shù)據(jù)準(zhǔn)備1832主成分分析模型的建立1833財政收入主要因素的求解與結(jié)果分析1933本章總結(jié)22§4BP神經(jīng)網(wǎng)絡(luò)預(yù)測財政收入2341數(shù)據(jù)準(zhǔn)備2342BP神經(jīng)網(wǎng)絡(luò)模型建立2343財政收入預(yù)測的求解與結(jié)果分析2644本章總結(jié)29§5研究結(jié)論30參考文獻(xiàn)31致謝32

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