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簡介：此文檔是畢業(yè)設(shè)計外文翻譯成品（含英文原文中文翻譯），無需調(diào)整復(fù)雜的格式下載之后直接可用，方便快捷本文價格不貴,也就幾十塊錢一輩子也就一次的事外文標(biāo)題PHPLANGUAGEBASICS外文作者JASONLENGSTORF文獻(xiàn)出處PHPFORABSOLUTEBEGINNERS，2018PP2968如覺得年份太老，可改為近2年，畢竟很多畢業(yè)生都這樣做英文2187單詞，12403字符字符就是印刷符，中文3135漢字。（如果字?jǐn)?shù)多了，可自行刪減，大多數(shù)學(xué)校都是要求選取外文的一部分內(nèi)容進(jìn)行翻譯的。）PHPLANGUAGEBASICSACTIVESERVERPAGESPHPISAPROVEN,WELLESTABLISHEDTECHNOLOGYFORBUILDINGDYNAMICWEBAPPLICATIONS,WHICHPROVIDESTHEPOWERANDFLEXIBILITYYOUNEEDTOCREATEANYTHINGFROMAPERSONAL,WEBBASEDPHOTOGALLERYTOACOMPLETECATALOGUEANDSHOPPINGCARTSYSTEMFORYOURNEXTECOMMERCEPROJECT。ONEUNIQUEFEATUREOFPHPISTHATITLETSYOUCHOOSEYOURFAVOURITESCRIPTINGLANGUAGE,BEITJAVASCRIPTORPHPHOWEVER,PHPISBYFARTHEMOSTPOPULARCHOICEINTHISARTICLE,ILLBRINGYOUUPTOSPEEDONTHEBASICSYNTAXOFTHEPHPLANGUAGE,INCLUDINGVARIABLES,OPERATORS,ANDCONTROLSTRUCTURESTHISARTICLEISTHESECONDINASERIESTEACHINGPHPSPECIFICALLY,THEGOALOFTHISSERIESISTOTEACHYOUALLYOUNEEDTOKNOWTOCREATEDYNAMICWEBSITESUSINGPHPTHISARTICLEPICKSUPRIGHTWHERETHEPREVIOUSARTICLEINTHESERIES,GETTINGSTARTEDWITHPHP,LEFTOFFVARIABLESHEREISTHELISTINGFORTHEFIRSTPHPSCRIPTIHELPEDYOUCREATEINTHEPREVIOUSARTICLE123MYFIRSTPHPPAGE456THISISATESTOFPHP“91011ASIADMITTEDINTHATARTICLE,THISISAPRETTYUNINTERESTINGEXAMPLEOFANPHPSCRIPTWHENITCOMESRIGHTDOWNTOIT,THISSCRIPTDOESNTDOANYTHINGAPLAIN,OLDHTMLPAGECOULDNTDOOHSURE,IGAVEASLIGHTLYMOREINTERESTINGEXAMPLETHATDISPLAYEDTHECURRENTSERVERTIME,BUTTOBEREALLYUSEFULASCRIPTNEEDSTOPERFORMYOUSHOULDALWAYSCREATEAVARIABLEBEFOREASSIGNINGITAVALUE,ANDYOULLUSUALLYWANTTOASSIGNTHEVARIABLEAVALUEBEFOREPUTTINGITTOUSETRYINGTOASSIGNAVALUETOAVARIABLETHATDOESNOTEXIST,HOWEVER,WILLCAUSEPHPTOAUTOMATICALLYCREATEANEWVARIABLEWITHTHEGIVENNAMETHISISCALLEDIMPLICITDECLARATION,BECAUSEANEWVARIABLEISDECLAREDIMPLICITLYASARESULTOFYOURTRYINGTOASSIGNAVALUETOAVARIABLETHATDOESNTEXISTSINCEYOUAREFREETOUSEIMPLICITDECLARATIONFORALLOFYOURVARIABLES,YOUMAYBEWONDERINGWHATTHEPOINTISOFUSINGTHECOMMANDTOCREATEEACHANDEVERYVARIABLEBYHANDTHEANSWERHASTODOWITHHOWEASYYOUWANTITTOBETOFINDTYPINGMISTAKESINYOURCODEPHPPROVIDESANOTHERCOMMAND,OPTIONEXPLICIT,WHICHCAUSESPHPTODISALLOWIMPLICITDECLARATIONSANDINSTEADDISPLAYANERRORMESSAGEWHENEVERYOUTRYTOASSIGNAVALUETOANONEXISTENTVARIABLEWHYWOULDYOUWANTTHISTOHAPPENCONSIDERTHEFOLLOWINGEXAMPLEINTROOMTEMPCCREATEAVARIABLEINTROMTEMPC20ASSIGNTHEVARIABLEAVALUEOF20IFYOUHAVEAKEENEYE,YOUMAYHAVENOTICEDTHATTHEVARIABLENAMEISMISSPELLEDONTHESECONDLINETHISISTHEKINDOFMISTAKETHATEVENEXPERIENCEDPROGRAMMERSMAKEALLTHETIMEWITHIMPLICITDECLARATIONENABLED,THESECONDLINEWILLCREATEANOTHERNEWVARIABLECALLEDINTROMTEMPCANDWILLSTORETHEVALUEINTHATVARIABLEINSTEADNOW,IFTHERESTOFYOURSCRIPTEXPECTSTHATVALUETOBESTOREDININTROOMTEMPC,YOUREGOINGTORUNINTOTROUBLEINALARGESCRIPT,TRACINGSUCHAPROBLEMBACKTOONELITTLETYPINGMISTAKECANBEVERYTIMECONSUMINGTHATSWHEREOPTIONEXPLICITCOMESINOPTIONEXPLICITDISABLEIMPLICITDECLARATIONINTROOMTEMPCCREATEAVARIABLEINTROMTEMPC20ASSIGNTHEVARIABLEAVALUEOF20THISTIME,PHPWILLREPORTTHETYPINGMISTAKEASANILLEGALIMPLICITDECLARATION,DISPLAYINGANERRORMESSAGETOTHATEFFECTWITHTHEEXACTLINENUMBERWHERETHETYPINGMISTAKEWASMADEFORTHISREASON,ITENDTOEXPLICITLYDECLAREALLMYVARIABLESWITHANDSPECIFYOPTIONEXPLICITONTHEFIRSTLINEOFALLOFMYPHPSCRIPTSITMIGHTTAKESLIGHTLYLONGERTOTYPE,BUTITSAVESALOTOFHEADACHESWHENSOMETHINGGOESWRONGASHORTCUTEXISTSFORCREATINGSEVERALVARIABLESATONCEONTHESAMELINEFORINSTANCE,THEFOLLOWINGLINEWOULDCREATETWOVARIABLES,INTROOMTEMPC,ANDINTFREEZINGCINTROOMTEMPC,INTFREEZINGCTWOVARIABLESINONELINEBYNOWYOUMAYBEWONDERINGABOUTMYNAMINGCONVENTIONFORVARIABLESTHETWOVARIABLESCREATEDINTHEABOVESNIPPETBOTHBEGINWITHINTIMUSINGTHISPREFIXTOINDICATETHATTHESEVARIABLESWILLCONTAININTEGERSWHOLENUMBERSYOUCANFEELFREETONAMEYOURVARIABLESWHATEVERYOULIKEANDSTOREWHATEVERKINDOFDATAYOULIKEINTHEM,BUTIPREFERTOUSETHISCONVENTIONASAHELPFULREMINDEROFTHETYPEOFINFORMATIONINEACHVARIABLETHISPRACTICEOFPREFIXINGVARIABLENAMESWITHACLUEASTOTHEIRTYPEISKNOWNASHUNGARIANNOTATION,ANDILLINTRODUCEADDITIONALPREFIXESFOROTHERDATATYPESASTHEYARISEOVERTHECOURSEOFTHISSERIES

簡介：此文檔是畢業(yè)設(shè)計外文翻譯成品（含英文原文中文翻譯），無需調(diào)整復(fù)雜的格式下載之后直接可用，方便快捷本文價格不貴,也就幾十塊錢一輩子也就一次的事外文標(biāo)題INTRODUCINGTOPHP外文作者DAVIDRBROOKS文獻(xiàn)出處PROGRAMMINGINHTMLANDPHPCODINGFORSCIENTISTSANDENGINEERS,2018如覺得年份太老，可改為近2年，畢竟很多畢業(yè)生都這樣做英文4605單詞，27056字符字符就是印刷符，中文7376漢字。（如果字?jǐn)?shù)多了，可自行刪減，大多數(shù)學(xué)校都是要求選取外文的一部分內(nèi)容進(jìn)行翻譯的。）INTRODUCTIONTOPHPTHISCHAPTERINTRODUCESSYNTAXANDSOMECAPABILITIESOFTHEPHPLANGUAGE51WHATSHOULDAPROGRAMMINGLANGUAGEDOPHPISASTRUCTUREDPROGRAMMINGLANGUAGE,WHICHMEANSTHATITPROVIDESAWAYTOSOLVECOMPUTATIONALPROBLEMSBYBREAKINGTHEMINTODISCRETESTEPSTHATCANBECARRIEDOUTINA“TOPTOBOTTOM”FASHION,ONESTEPATATIMEALLSTRUCTUREDLANGUAGESSHARECERTAINESSENTIALFEATURES1MANAGEINPUTANDOUTPUTTOBEUSEFUL,ANYLANGUAGEMUSTPROVIDEANINPUT/OUTPUTI/OINTERFACEWITHAUSERWHENACOMPUTERPROGRAMISEXECUTEDORASCRIPTISINTERPRETED,THEUSERMAYBEASKED5MAKEDECISIONSBASEDONCOMPARINGVALUESCOMPUTERSCAN’TMAKEDECISIONSBY“THINKING”ABOUTMULTIPLEPOSSIBILITIESINAHUMANLIKEWAYHOWEVER,THEYCANCOMPAREVALUESANDACTONTHERESULTSOFTHOSECOMPARISONSTYPICALLY,APROGRAMWILLCOMPAREVALUESANDTHENEXECUTEINSTRUCTIONSBASEDONTHERESULTSOFTHOSECOMPARISONSINPARTICULAR,SUCHDECISIONSAREOFTENEMBEDDEDINBRANCHINGSTRUCTURESTHATEXECUTEONESETOFINSTRUCTIONSTOTHEEXCLUSIONOFOTHERS,BASEDONACOMPARISONOFVALUES6PERFORMREPETITIVECALCULATIONSLOOPSTRUCTURESALLOWCOMPUTERSTOPERFORMREPETITIVECALCULATIONSTHESECALCULATIONSMAYBETERMINATEDAFTERTHEYHAVEBEENEXECUTEDASPECIFIEDNUMBEROFTIMES,ORTHEYMAYBEEXECUTEDONLYUNTILORWHILESOMESETOFCONDITIONSISSATISFIED52SOMEESSENTIALTERMINOLOGYITISESSENTIALTOAGREEUPONTHEMEANINGANDUSEOFPROGRAMMINGLANGUAGETERMINOLOGYINORDERTODISCUSSPROGRAMMINGCONCEPTS,ESPECIALLYBECAUSETHEPROGRAMMINGSPECIFICMEANINGOFSOMETERMSMUSTBEDISTINGUISHEDFROMTHEIREVERYDAYCONVERSATIONALUSETABLE51GIVESSOMEESSENTIALTERMSANDTHEIRDEFINITIONS

簡介：WEBPROGRAMMINGLIBRARYDESIGNINCFORMISBOQUSCHOOLOFMATHEMATICSANDINFORMATIONTECHNOLOGYNANJINGXIAOZHUANGCOLLEGENANJING,CHINAMR,QUBO126,COMABSTRACTTHISPAPERDESCRIBESTHETECHNICALDETAILSOFTHEDESIGNANDIMPLEMENTATIONOFAWEBPROGRAMMINGLIBRARYFORWEBBASEDMIS,INCLUDINGWEBPAGEAUTHORINGFUNCTIONS,SECURELOGINFUNCTIONS,ANDUTILITYFUNCTIONS,ALLINTEGRATEDINTOONELIBRARYTHELIBRARYISPROGRAMMEDINCONLINUXPLATFORMWITHGNUTOOLCHAINADEMOEXAMPLEISPROVIDEDTOSHOWTHEUSAGEANDEFFECTOFTHELIBRARYITISPROVENBYTHEFACTTHATCISANAPPROPRIATEPROGRAMMINGLANGUAGETODEVELOPWEBBASEDMISWHICHCANBEOFSECURE,RELIABLEANDSTABLEKEYWORDSWEBPROGRAMMINGLIBRARYWEBPAGEAUTHORINGMISSECURELOGINCGILINTRODUCTIONWITHTHECONSTANTDEVELOPMENTOFCOMPUTERINFORMATIONTECHNOLOGY,MANAGEMENTINFORMATIONSYSTEMSHAVEBEENPOPULARLYUSEDBYALLWALKSOFLIFEONDIFFERENTTOPICSTHEBASICARCHITECTUREOFMISISCISCLIENT/SERVERMODEORIGINALLY,SOMEDEDICATEDCLIENTPROGRAMSAREDEVELOPEDTOCARRYOUTTHEDEDICATEDTASKSBYCOMMUNICATINGWITHTHESERVER,DUETOTHERAPIDDEVELOPMENTOFTHECOMPUTERNETWORKSANDWORLDWIDEWEB,MOREANDMOREMISSTAKEWEBASTHECOMMUNICATIONSYSTEMANDCOMMONLYUSEDSTANDARDBROWSERSASTHEIRCLIENTTHATISJUSTTHEWELLKNOWNB/SBROWSER/SERVERMODE1INORDERTOMEETTHEREQUIREMENTSOFDEVELOPINGWEBBASEDMIS,SOMEINTERPRETEDWEBAUTHORINGLANGUAGES,SUCHASASP,PHP,JSP,ETC,EMERGEASTHETIMESREQUIRETHECOMMONCHARACTERISTICSOFTHEMAREINTERPRETATION,FOREXAMPLE,ASPANDPHPISINTERPRETEDBYDEDICATEDWEBSERVERWHILEJSPISCOMPILEDINTOBYTECODEWHICHTHENRUNNINGONJAVAVIRTUALMACHINENMALTHOUGHTHEDEVELOPINGEFFICIENCYCANBEINCREASED,THEREARESOMEDRAWBACKSINUSINGTHEMTHEPROCESSINGSPEEDBYINTERPRETEDLANGUAGEISOBVIOUSLYSLOWERTHANBYCOMPILEDONES,NOMATTERINTHEORYORPRACTICEALTHOUGHTHESERVERPROGRAMSAREINTERPRETEDDIRECTLYBYTHEWEBSERVER,AFTERALL,THERUNNINGINSTRUCTIONSARESOURCECODESRATHERTHANBINARYOBJECTCODESTHATISSELFEVIDENTTHERUNNINGCODEFORINTERPRETEDLANGUAGEMUSTBETHESOURCECODEWHILEFORCOMPILEDLANGUAGEBETHEBINARYOBJECTCODETHATMEANSTHEREEXISTLATENTDANGERSFORTHEMISPROGRAMSDESIGNEDINTHESEINTERPRETEDLANGUAGES,FOREXAMPLE,THEKEYCODESFORVERIFICATION,SECURITYPROTECTION,ANDSENSITIVEDATA,ETCCANBESEEN9781467320085/12/3100?2012IEEE733ZHAOZHIWUSCHOOLOFMATHEMATICSANDINFORMATIONTECHNOLOGYNANJINGXIAOZHUANGCOLLEGENANJING,CHINAWZZ5958126COMANDMISUSEDBYSOMEMALICIOUSUSERSSMCETHEINSTRUCTIONSAREALLSOURCECODESITISDIFFICULTTOGENERATEMERCHANDISEDSOFTWAREPRODUCTBYUSINGINTERPRETEDLANGUAGESASWELLASSELF-PROTECTTHEINTELLECTUALPROPERTYRIGHTOFTHESOFTWAREASWEALLKNOW,CISAPOWERFULCOMPILINGSYSTEMPROGRAMMINGLANGUAGE4ALMOSTALLTHEOPERATINGSYSTEMS,DBMS,ANDMAJORITYOFSYSTEMSOFTWAREAREDESIGNEDINCLOTSOFSUCCESSFULAPPLICATIONSOFTWAREDESIGNEDINCPROVETHATCISALSOANAPPROPRIATEANDPOWERFULPROGRAMMINGLANGUAGEFORDEVELOPINGAPPLICATIONSYSTEMSSUCHASMISINFACT,BYELABORATELYSELECTINGCOMMONLYUSEDFUNCTIONSANDPROGRAMMINGTHEMTOFORMALIBRARY,THEEFFICIENTTODESIGNAMISINCCANBEALSOIMPROVEDEVIDENTLYTHEWEBPROGRAMMINGLIBRARYMENTIONEDINTHISPAPERISJUSTAGOODEXAMPLEONTHEFIELDTHEADVANTAGEOFTHELIBRARYISDESCRIBEDASTHEFOLLOWINGWEBPAGEAUTHORINGFUNCTIONSWEBPAGEAUTHORINGISTHEBASICREQUIREMENTFORDESIGNINGAWEBBASEDMIS,THEREFORESUCHKINDSOFFUNCTIONSWILLBEUNDOUBTEDLYCONVENIENTTOPROGRAMMERSTODESIGNTHISPARTISTHEMAINCOMPONENTSOFTHELIBRARYINCLUDINGSETTINGPAGESTYLE,DISPLAYINGPAGEHEADER,DISPLAYINGPAGETOP,DISPLAYINGPAGEFOOT,ETCSECURELOGINFUNCTIONSLOGINSYSTEMISANESSENTIALPARTFORNOWADAYSMIS,ANDTHESECURITYOFTHESYSTEMMUSTBEENSUREDTHISGROUPOFFUNCTIONSWILLPROVIDESOMEUSEFULFUNCTIONSSUCHASCAPTCHAFUNCTION,LOGINFUNCTION,COOKIEPROCESSFUNCTION,MAILFUNCTION,PASSWORDMODIFYINGFUNCTION,ANDPASSWORDGETTINGBACKFUNCTION,ETC,TOSIMPLIFYTHEDESIGNOFASECURELOGINSYSTEMUTILITYFUNCTIONSSOMECOMMONLYUSEDUTILITIESSUCHASACCESSCOUNTER,MINICALENDAR,ENCRYPTINGANDENCODINGFUNCTIONS,ETCAREPROVIDED,WHICHWILLGIVESOMEASSISTANTSTOPROGRAMMERSINDEVELOPMENTALLDESIGNINCBYUSINGCASTHEDEVELOPINGLANGUAGE,ONLYTHEBINARYOBJECTCODESARENEEDEDWHENTHEMISRUNNINGTHATWILLUNDOUBTEDLYINCREASETHESECURITY,RELIABILITY,STABILITY,ANDTHERUNNINGEFFICIENCYGREATLYTHISPAPERDESCRIBESTHETECHNICALDETAILSOFDESIGNANDIMPLEMENTATIONOFTHEWEBPROGRAMMINGLIBRARYINCFORWEBSYSTEMWHICHGENERALLYCONSISTSOFTHREECOMPONENTS,ALOGINFORMPAGE,ACAPTCHA3,6IMAGE,ANDTHECORRESPONDINGCOOKIEMECHANISMASECURELOGINSYSTEMFORWEBBASEDMISISDESIGNEDINCBYTHEAUTHOROFTHISPAPER,ANDCONFINEDTOTHELENGTHOFTHETHESIS,THEDESIGNOFITANDTHECORRESPONDINGMAILFUNCTIONSANDCOOKIEPROCESSFUNCTIONSWILLBEDESCRIBEDINDETAILSINOTHERPAPERSTHEREFORENOTBEMENTIONEDFURTHERBESIDESTHESE,SOMEOTHERCOMMONLYUSEDFUNCTIONSAREALSONEEDEDFORSECURELOGIN,MAINLYINCLUDINGMAILAGENCYCONFIGURATION,PASSWORDMODIFICATION,MAILBOXCONFIGURATION,ANDPASSWORDGETTINGBACK,ETCAMAILAGENCYCONFIGURATIONTOTRANSMITEMAILS,ANSMTPSERVERISREQUIREDGENERALLY,THEREARETWOWAYSTOIMPLEMENTANSMTPSERVER,THATIS,BYRUNNINGSUCHASERVERATTHESAMEHOSTASTHEMISIN,ORBYINVOKINGAMAILAGENCYTHELATTERISTHEWAYPOPULARLYUSEDINVARIOUSKINDSOFMISTOINVOKEAMAILAGENCY,FOURESSENTIALFACTORSAREREQUIRED,IETHEUSEMAMEANDPASSWORDOFTHEACCOUNTFORTHATAGENCY,THEMAILBOXNAMEOFTHATACCOUNTANDTHEDOMAINNAMEOFTHEAGENCYTOCONVENIENTFORTHECONFIGURATION,FUNCTIONWEB_MAILAGENCYOISDESIGNEDFIG5SHOWSTHEPAGETOCONFIGUREA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簡介：4300英文單詞，英文單詞，26500英文字符，中文英文字符，中文7700字文獻(xiàn)出處文獻(xiàn)出處KEDIABL,REDDYRKLANGUAGEANDCROSSBORDERACQUISITIONSANEXPLORATORYSTUDYJINTERNATIONALBUSINESSREVIEW,2016,25613211332LANGUAGEANDCROSSBORDERACQUISITIONSANEXPLORATORYSTUDYBENLKEDIA,RAMAKRISHNAREDDYABSTRACTTHEAIMOFTHISSTUDYISTOEXAMINETHEEFFECTSOFLANGUAGEONPOSTACQUISITIONPERFORMANCEOFUSBASEDCROSSBORDERACQUISITIONSINTHISSTUDYWEATTEMPTTOSHOWTHATPOSTACQUISITIONPERFORMANCEISEXPLAINEDBYTHELINGUISTICDISTANCEBETWEENTHEACQUIRERANDTARGETCOUNTRYOFTHEACQUISITIONINADDITION,THISSTUDYEXPLAINSTHEMODERATINGROLEOFACQUISITIONEXPERIENCEINTHELINGUISTICDISTANCEACQUISITIONPERFORMANCERELATIONSHIPANANALYSISOF1120USACQUISITIONSIN33TARGETCOUNTRIESOVERAPERIODOF6YEARS2007TO2012DEMONSTRATESTHATLINGUISTICDISTANCEHASEXPLANATORYVALUEINPOSTACQUISITIONPERFORMANCEOURANALYSISALSODEMONSTRATESTHATTHEACQUIRER’SCROSSBORDERACQUISITIONEXPERIENCEPLAYSASIGNIFICANTROLEASAMODERATOROFTHISLINGUISTICDISTANCEACQUISITIONPERFORMANCERELATIONSHIPINADDITION,OURANALYSISOFLINGUAFRANCAPROFICIENCYALSOLENDSSUPPORTTOOURHYPOTHESIZEDRELATIONSHIPSANDDEMONSTRATESTHEROBUSTNESSOFOURFINDINGSKEYWORDSLANGUAGELINGUISTICDISTANCEMERGERSACQUISITIONPERFORMANCE1INTRODUCTIONCROSSBORDERACQUISITIONSAREADOMINANTMODEOFFOREIGNEXPANSION,INCREASINGINOVERALLVALUEFROM99BILLIONIN1990TO555BILLIONIN2011UNCTAD,2012DESPITEASSUMPTIONSTHATACQUISITIONSRESULTINHIGHERFINANCIALPERFORMANCEANDCREATEFIRMVALUEBARNEY,1988DATTA,1991ZOLLOKING,DALTON,DAILY,LARSSONHITTETAL,2001,UNSKILLEDEXECUTIONOFTHEACQUISITIONPROCESSITSELFSCHULERLARSSONJEMISONCARTWRIGHTCHATTERJEE,LUBATKIN,SCHWEIGER,DATTA,1991MOROSINISTAHLCHAKRABARTI,MUKHARJEE,FRENKEL,2008HARZINGHENDERSON,2005RESEARCHHASSHOWNTHATDIFFERENCESINSOCIALIDENTITY,SOCIALCATEGORIZATION,POWERDISPARITYANDCULTURALDIFFERENCESBREEDSDYSFUNCTIONANDFREQUENTLYBREAKSTEAMSINTOSUBGROUPSDEFINEDBYAN‘USVSTHEM’MENTALITYCRAMTONPOLZER,CRISP,JARVENPAA,HENDERSON,2005TRUSTISESSENTIALFORCOOPERATIVEBEHAVIORAMONGINDIVIDUALSANDTEAMSMAYER,DAVIS,MCALLISTER,1995ANDTHELACKOFTRUSTAMONGTEAMSORGROUPSSEVERELYUNDERMINESCOOPERATIONMCALLISTER1995SUGGESTEDTHATINCREASEDINTERACTIONENHANCESTRUSTANDCOOPERATIONAMONGTEAMSTOIMPROVECOMMUNICATIONSANDINTERACTIONSTHEMAJORITYOFMULTINATIONALSMANDATEENGLISHASTHELINGUAFRANCAORTHECOMMONLANGUAGEOFBUSINESSBONOVEY,2005HOWEVER,EVIDENCESUGGESTSTHATEVENWHENTHEREISCORPORATEMANDATEDLINGUAFRANCA,NONNATIVESPEAKERSTENDTODISTRUSTNATIVESPEAKERS,SUSPECTINGTHATTHEYWOULDDECEIVETHEMUSINGTHEIRSUPERIORLANGUAGESKILLSNEELEY,2013IN

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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。

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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