基于COM的Delphi和Matlab接口编程研究

简要介绍了Delphi与Matlab各自的优缺点,较为全面地列举和分析了二者接口编程的几种方式,重点讨论了Delphi调用Matlab编译生成的COM组件的方法和原理,实现二者的无缝集成.提供的实现过程和应用实例均说明了该方法简便、可操作性强.通过Delphi和Matlab的整合,可以根据实际需要,开发功能强大而且界面友好的软件.     

S3C2410X以太网接口研究与设计

根据以太网网络信息采集的需要,采用以太网芯片CS8900设计了S3C2410以太网接口。本文研究了以太网接口原理,并结合芯片CS8900详细分析了以太网接口数据收发过程。介绍了与设计相关的控制寄存器和引脚,给出了CS8900A与S3C2410X连接的硬件电路连接图。最后在启动代码U-Boot下实现了以太网接口的初始化。嵌入式开发人员可以根据开发需要借鉴本文的设计思路设计其他的以太网接口。     

流媒体视频服务器的设计与实现

介绍了用于流媒体传输的RTP协议和实时流化协议RTSP,提出了视频点播服务器与客户端的交互过程,并详细介绍了Live-Media库知识,建立了视频点播服务器,特别是加入了计费模块,实现了计费功能,并可以用于中小型的酒店,小区中,节约了成本。     

一种通用的软件功能规模度量模型

功能规模度量（FSM）方法通过量化用户功能需求(FUR)而得到软件功能规模。针对不同的功能规模度量方法都是使用不同的抽象来描述一个软件系统的问题,提出了一种通用的FSM模型。根据软件系统的抽象模型,首先对度量所涉及的数据组和事务进行了泛化,然后以IFPUG FPA为例详细说明了该通用模型和FPA之间的转换过程,最后给出了度量过程的算法描述。     

一种介质设备控制方法

研究了传统的以WDM过滤驱动的方法来实现的设备控制原理.通过对这种传统方法的阐述说明了这种方法存在不够安全、不够灵活等缺点,对微软Windows的高中断级别的自旋锁源码进行反汇编分析,然后以NT过滤驱动的方式尝试实现WDM过滤驱动的机制,最后利用内核例程hook的方法,使用对驱动对象的派遣例程函数入口地址替换提出一种新的实现思路.经过仿真实验表明,这种方法能取得较好的效果.     

基于．Net平台美化软件系统界面的美化类库设计初探

本文描述的对象是“利用自定义类库美化软件系统界面的设计方案”．目的是提出为软件系统界面设计一个用于美化的类库的思想．通过对自定义类库包括工具栏、菜单的白定义组件的重新设计。满足客户的需求．同时为软件系统对设类库的调用接口、组件间接口定义提供必要的支持。     

Evaluating choice in universal access: an example from rehabilitation robotics

This paper describes a technique using dimensional analysis that so far has been rarely, if ever, used in studies of universal access. However, this procedure can produce a robust decision support process for inclusive designs. In this paper, it is applied to a case study of a wheelchair robot computer interface with choices in data input methods, addressing disparate requirements of different groups of intended users. The main underlying issue is to combine technical measurements, speed of operation and cost with subjective opinion. It turns out that Braglia’s method has greater robustness in determining rank compared to standard techniques. In this, case a simple switch was rated better than a mouse or voice operation for control.     

在Win32汇编语言环境下开发网络通讯功能

采用Win32汇编语言实现了一个基于TCP／IP协议的网络通信功能。程序开发及运行结果表明,与传统汇编相比,在Windows操作系统下的Win32汇编具有高级语言的优点,能够以最灵活的方式调用系统封装函数,软件开发效率大为提高;与高级语言相比,Win32汇编应用程序占用内存资源少,运行速度快,保留了传统汇编的优点。     

Strange Bedfellows: Human-Computer Interaction, Interface Design, and Composition Pedagogy

As digital interfaces increasingly mediate our access to information, the design of these interfaces becomes increasingly important. Designing digital interfaces requires writers to make rhetorical choices that are sometimes technical in nature and often correspond with principles taught in the computer science subfield of human-computer interaction. We propose that an HCI-informed writing pedagogy can complicate for both writing and computer science students the important role audience should play when designing traditional and digital interfaces. Although it is a subtle shift in many ways, this pedagogy seemed to complicate student understanding of the relationship between audience and the texts/interfaces they created: it was not just the “human” (beliefs, attitudes, values, demographics) or the “computer” (the software or hardware or other types of mediation) that mattered but rather the “interaction” between the two. First we explore some of the ways in which writing code and writing prose have merged and paved the way for an HCI-informed writing pedagogy. Next we examine some parallels between human-computer interaction principles and composition principles. Finally, we refer to assignments, student responses, and anecdotal evidence from our classes where an HCI-informed writing pedagogy drew—or could have drawn—student attention more acutely to various audience-related technical and rhetorical interface design choices.     

Mediating Power: Distance Learning Interfaces, Classroom Epistemology, and the Gaze

Distance learning's interfaces—from corresponding through the postal service to the televised talking head—have traditionally been designed from the top down, supporting banking models of learning or, in writing instruction, current-traditional rhetoric pedagogies. Due to temporal and spatial constraints, these interface designs often support (or encourage) one-way communication from the instructor to the student. Students mostly interact with the instructor by asking questions or submitting work, and they tend to have little correspondence with other peers. These methods clearly privilege the instructor's knowledge and evaluation. Furthermore, these interface designs empower the instructor to gaze upon the students and assess them—often not as a corporeal body but as a corpus of texts. Thus, each interface adopted for distance learning sets up a power dynamic in which the capability to share the roles of creating knowledge is juxtaposed with the instructor's capability to normalize the students and reify their own authority through their gaze. In this article we examine the traditional classroom interface through the correspondence course interface, the simulated classroom interface, and the synchronous video interface to raise questions about the infrastructures of distance learning and their implications for student learning.