利用DPS的McBSP实现与PC机通信

TI公司的TMS320C54X系列通用数字信号处理器(DSP)只带有同步串口，在通信接口方面的控制能力较弱，在实际应用中，往往又要使其与具有异步通信接口的PC机类的外设进行通信，这将大大影响DSP的应用。本文介绍了TI公司的TMS320C54X系列DSP的多通道缓冲串行口McBSP的特点，并采用一种新方法实现了DSP的McBSP与PC机RS—232异步串口的全双工通信。     

用CPLD实现同步串口与异步串口的转换

常用串口通信标准种类繁多，系统设计者必须解决不同串行接口标准之间的转换问题。业界常用串口分为同步串口和异步串口。该文以常用DSP芯片的McBSP同步串口与UART异步串口之间的转换为例，探讨以CPLD来实现串行接口标准之间相互转换的低成本方案，并详细论述了该方案的软、硬件实现。该方案硬件连接简单，成本低廉，软件编程方便，可用于DSP与PC机间的串行通信等工程场合。     

兔奶奶的面包屋(下)

<正>上期讲到,小老鼠们自己做面包,可是失败了!大家难过地哭了——哭泣(ku qi)声(sheng)吵醒(chao xing)了(le)兔(tu)奶奶(nai nai)。奶奶(nai nai)看见(kan jian)桌(zhuo)上(shang)的(de)     

换电棒

晚上,客厅(ke ting)的灯突然灭(mie)了,家里陷(xian)入一片漆(qi)黑。原来是电棒(bang)坏了。爸爸拿出备(bei)用的电棒,准备把坏的换掉。开始换电棒了,我和妈妈先把三个方凳(deng)     

夏天的歌

小鸟在蓝天上飞翔(xiang),叽叽喳(zha)喳叫嚷(rang)嚷。小鸟在欢嚷些什么呀?蓝天恬(tian)静地笑了,飞扬出美丽的阳光、云霞(xia)和彩虹。哦,蓝天听懂了小鸟深情的感叹:我们走进了夏天!是的,夏天来了。那滚滚震雷,如万马奔腾(teng);那倾(qing)盆大雨,似乱箭(jian)齐发;那串串蝉(chan)歌,犹(you)遥远的天籁(lai)之音;那阵阵蛙(wa)鸣,像天地     

月迹(节选)

院子的中央(yang)处(chu),是那棵(ke)粗(cu)粗的桂 (gui)树,疏(shu)疏的枝(zhi),疏疏的叶(ye),桂花还(hai)没 (mei)有开,却(que)有了累(lei)累的骨(gu)朵儿(duor)了。我们都走近(jin)去,不知道那个满(man)圆儿(yuanr)去哪儿 (nar)了,却疑(yi)心这骨朵儿是繁(fan)星儿(xingr)变(bian) 的;抬(tai)头看着天空,星儿似(si)乎(hu)就比平日少(shao) 了许(xu)多。月亮正(zheng)在头顶(ding),明显(xian)大多了,也圆多了,清清晰(xi)晰看见里边(bian)有了什么东西。“奶奶,那月上是什(shen)么(me)呢?”我问。     

雨后

滴(di)滴答(da)答的春雨下了整(zheng)整一天,傍 (bang)晚,雨停(ting)了。雨后的景(jing)色多么(me)迷(mi)人呀:花儿更(geng) 娇(jiao)艳(yan)了,柳(liu)叶儿(yer)更翠(cui)绿了,小草长得更茂(mao)盛(sheng)了,大树更精(jing)神(shen)了,小     

大虾腰，四只眼

校园故事,异彩纷(fen)呈(cheng)!壮壮今年6岁。开学了,妈妈把他送到附(fu)近(jin)的一所上小学念(nian)一年级。壮壮坐到教(jiao)室(shi)的座位上,感觉很新(xin)鲜(xian)。可是刚坐了一节课,壮壮就觉(jue)得累(lei)了,不由地把腰(yao)弓(gong)下了。     

一类函数不定积分的简捷求法

本文给出了一类函数不定积分的简捷求法 ,用此法求形如 :∫p (x)u (x)dx,u (x) ″=βu (x) ,β≠ 0 ,p (x)是多项式 ;∫u (x)v (x)dx,u (x) =au (x) ,v (x) =βv (x) ,α≠ -β;∫[u (x) ]3dx,u (x)″ =βu(x) ,β≠ 0等类型的不定积分较方便 ,并给出了理论依据 ,又通过实例指出了方法的具体运用。     

简单的幸福

湛蓝(zhan lan)湛蓝的天空中飘着棉絮(mian xu)般的云朵,暖暖的风迎面徐(xu)徐吹来,感觉柔(rou)柔的,非常舒服。小獾(huan)爬出洞口,抖(dou)了抖身上的泥土,闻见了一阵芬芳(fen fang)。原来,洞口旁开了两朵金色的小雏菊(chu ju),圆     

TMS320C54x同步串口McBSP的异步收发的实现

讨论了怎样在TMS320C54X的同步串口M CBSP上实现与异步器件的相连,并用DMA来完成数据的发送和接收,从而减轻了CPU的负担。     

Digital competence – an emergent boundary concept for policy and educational research

Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts. For this study, we analysed 76 educational research articles in which digital competence, described by different terms, was investigated. As a result, we found that digital competence consists of a variety of skills and competences, and its scope is wide, as is its background: from media studies and computer science to library and literacy studies. In the article review, we found a total of 34 terms that had used to describe the digital technology related skills and competences; the most often used terms were digital literacy, new literacies, multiliteracy and media literacy, each with somewhat different focus. We suggest that digital competence is defined as consisting of (1) technical competence, (2) the ability to use digital technologies in a meaningful way for working, studying and in everyday life, (3) the ability to evaluate digital technologies critically, and (4) motivation to participate and commit in the digital culture.     

Reconceptualising critical digital literacy

While it has proved a useful concept during the past 20 years, the notion of ‘critical digital literacy’ requires rethinking in light of the fast-changing nature of young people's digital practices. This paper contrasts long-established notions of ‘critical digital literacy’ (based primarily around the critical consumption of digital forms) with the recent turn towards ‘digital design literacy’ (based around the production of digital forms). In doing so, three challenges emerge for the continued relevance of critical digital literacy: (1) the challenge of critiquing the ideological concerns with the digital without alienating the individual's personal affective response; (2) connecting collective concerns to do with social and educational inequalities to individual practices; and (3) cultivating a critical disposition in a context in which technical proficiency is prioritised. The paper then concludes by suggesting a model of ‘critical digital design’, offering a framework that might bridge the divide between critical literacy models and the more recent design-based literacy models.     

数字水印技术在DRM中的应用

本介绍了两种版权保护新技术——数字版权管理技术和数字水印技术，探讨了数字水印技术在数字版权管理中的应用．并对其安全问题进行了分析。     

Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction,distraction and cyberbullying

There is now an emerging worldwide trend for mobile phones being banned from classrooms and schools. While some academics working in the area of educational technology have raised concerns, many others have so far failed to respond to what is a significant shift in the ongoing development of digital education. The paper considers how academic researchers and other educational technology stakeholders can respond to what might be perceived as the curtailment of some forms of digital education. In particular, the paper argues that this current turn away from digital devices offers an opportunity to advance understandings about a number of seemingly problematic issues regarding the continued use of digital technologies in schools. In particular, the paper reconsiders five such areas of concern that are associated with banning phones from school: (1) technology addition; (2) digital distraction; (3) cyberbullying; (4) surveillance capitalism; and (5) environmental sustainability of digital education.     

FIR型HILBERT数字滤波器的设计

从Hilbert算法能够更精确地测量无功功率出发,设计了两种Hilbert数字滤波器,仿真结果表明FIR型Hilbert数字滤波器比IIR型Hilbert数字滤波器更适合设计高精度无功功率测量.     

From Digital Consumption to Digital Invention: Toward a New Critical Theory and Practice of Multiliteracies

The teaching of media and digital literacies has gained increased attention in the 20 years following the New London Group’s landmark publication. From approaches urging the study of popular culture to calls for youth led social media revolution, there is no shortage of approaches. Yet scant attention is offered toward articulating a new and comprehensive theory of pedagogy and production that acknowledges the changing tools and technologies at young people’s disposal, conceptualizes young people as media producers, and applies these developments to today’s complex classroom context. We aim to articulate a new critical theory of multiliteracies that encompasses 4 types of digital engagement: (a) critical digital consumption, (b) critical digital production, (c) critical distribution, and (d) critical digital invention. We make the argument that a new critical theory of multiliteracies needs to account for each of these types of digital engagement but that, ultimately, we must move beyond theorizing our youth as passive consumers or even critical users of digital technologies toward the project of facilitating youth communities of digital innovation.     

基于MATLAB的Reed-Solomon编解码仿真

RS纠错码被广泛用在各种数字通信、数字广播和数据存储系统中.本文解释了纠错理论及RS码的相关原理,通过MATLAB仿真分析RS编码的误码率与信噪比之间的关系.     

Young children’s reading for pleasure with digital books: six key facets of engagement

This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes.