freepeople性欧美熟妇, 色戒完整版无删减158分钟hd, 无码精品国产vα在线观看DVD, 丰满少妇伦精品无码专区在线观看,艾栗栗与纹身男宾馆3p50分钟,国产AV片在线观看,黑人与美女高潮,18岁女RAPPERDISSSUBS,国产手机在机看影片

正文內(nèi)容

本科畢業(yè)論文-校園無(wú)線網(wǎng)的規(guī)劃與設(shè)計(jì)(編輯修改稿)

2025-02-17 21:20 本頁(yè)面
 

【文章內(nèi)容簡(jiǎn)介】 選擇:AP、無(wú)線全向天線、無(wú)線定向天線。 全向天線:在所有水平方位上信號(hào)的發(fā)射和接收都相等。 定向天線:在一個(gè)方向上發(fā)射和接收大部分的信號(hào)。 2)室外考慮因素 與教室、會(huì)議室不同的是,在校園區(qū)室外配置無(wú)線接入點(diǎn)要復(fù)雜一些,要把各自成一個(gè)局域網(wǎng)而又有一定距離的各棟樓房連接起來(lái)。在網(wǎng)絡(luò)的每一端接入AP,并在距離遠(yuǎn)或信號(hào)弱地方,同時(shí)外接高增益天線,這樣就可以實(shí)現(xiàn)幾公里以內(nèi)的兩個(gè)網(wǎng)段之間的互聯(lián)了。 根據(jù)實(shí)際情況,校園無(wú)線網(wǎng)絡(luò)應(yīng)用的實(shí)現(xiàn)通常出現(xiàn)在以下這幾個(gè)方面。辦公室:教師利用便攜式電腦準(zhǔn)備講課稿;課堂/教室:教師利用筆記本電腦演示課件,學(xué)生利用終端訪問(wèn)課件或校園網(wǎng)絡(luò)信息資源;宿舍:學(xué)生課外訪問(wèn)學(xué)習(xí)參考資源;訪問(wèn)Internet,學(xué)習(xí)更多知識(shí);草坪綠地:戶外環(huán)境實(shí)現(xiàn)輕松學(xué)習(xí);會(huì)議培訓(xùn)室:利用筆記本參加會(huì)議交流;閱覽室:利用筆記本訪問(wèn)特有資源教學(xué)樓無(wú)線覆蓋。 計(jì)算機(jī)實(shí)驗(yàn)室:可以采用有線或無(wú)線的連接。第八章、無(wú)線校園網(wǎng)絡(luò)實(shí)施步驟與應(yīng)用構(gòu)建無(wú)線校園網(wǎng)絡(luò)是一個(gè)有序有理有據(jù)的過(guò)程,首先要做好網(wǎng)絡(luò)的調(diào)查、研究和策劃,做好方案和設(shè)備的購(gòu)買(mǎi),以及工程的施工、安裝等,還要做好各方面的評(píng)估、測(cè)評(píng)、調(diào)試、應(yīng)用等步驟。無(wú)線校園網(wǎng)絡(luò)建設(shè)的工期與校園規(guī)模以及無(wú)線網(wǎng)絡(luò)建設(shè)密度相關(guān)。 網(wǎng)絡(luò)環(huán)境分析根據(jù)需要建設(shè)的校園網(wǎng)實(shí)際場(chǎng)地情況和項(xiàng)目需求,了解現(xiàn)有網(wǎng)絡(luò)情況、設(shè)備配置、網(wǎng)絡(luò)管理、應(yīng)用類型等,建立無(wú)線覆蓋或者無(wú)線網(wǎng)橋構(gòu)建方案。 現(xiàn)場(chǎng)效果測(cè)試,定位網(wǎng)絡(luò)設(shè)備的性能根據(jù)環(huán)境分析得出的結(jié)論,進(jìn)行現(xiàn)場(chǎng)效果測(cè)試。通過(guò)特定的輔助工具,檢測(cè)無(wú)線覆蓋范圍、信號(hào)強(qiáng)度、網(wǎng)絡(luò)通訊質(zhì)量以確定AP的最佳安裝位置,還可以調(diào)整天線的高度和角度,達(dá)到最優(yōu)的無(wú)線網(wǎng)絡(luò)性能。 網(wǎng)絡(luò)建設(shè)的實(shí)施在通過(guò)效果測(cè)試以后,進(jìn)行設(shè)備選型,根據(jù)實(shí)際情況選擇相應(yīng)的AP、放大器、天線以及其他的輔助設(shè)備進(jìn)行無(wú)線校園網(wǎng)絡(luò)的構(gòu)建。網(wǎng)絡(luò)工程項(xiàng)目評(píng)估和測(cè)評(píng)網(wǎng)絡(luò)建設(shè)完成后,在各種環(huán)境中進(jìn)行測(cè)試,以確定無(wú)線網(wǎng)絡(luò)的流量、穩(wěn)定性、不同區(qū)域的帶寬、橋接性能等要素,對(duì)項(xiàng)目進(jìn)行評(píng)估、檢測(cè)。對(duì)無(wú)線局域網(wǎng)的校園應(yīng)用主要從以下三大方面考慮: 一)提供基本的網(wǎng)絡(luò)數(shù)據(jù)傳輸,達(dá)到資源共享的目的 可以將室外的教學(xué)樓、圖書(shū)館、學(xué)生宿舍等建筑物通過(guò)無(wú)線網(wǎng)橋( bridge )加以橋接,并且對(duì)室內(nèi)的內(nèi)的體育場(chǎng)、會(huì)議室、草坪等應(yīng)用場(chǎng)合使用無(wú)線局域網(wǎng)方式( WLAN )加以無(wú)線覆蓋。無(wú)線信號(hào)覆蓋到校園的任何角落,整個(gè)校園變成了一個(gè)巨大的教學(xué)空間。 二)通過(guò)無(wú)線網(wǎng)絡(luò)建立校園內(nèi)的安全監(jiān)控網(wǎng)絡(luò) 現(xiàn)在很多學(xué)校都在安防上投入巨資,但往往效果不盡人意。維護(hù)和管理要花大量時(shí)間和人力。安全監(jiān)控網(wǎng)絡(luò)要求網(wǎng)絡(luò)穩(wěn)定性高、視頻信號(hào)傳輸清晰、網(wǎng)絡(luò)安全性好。利用無(wú)線傳輸?shù)膬?yōu)勢(shì)可以完全避免有線方式帶來(lái)的種種限制,隱蔽性好、見(jiàn)效快,而且監(jiān)控點(diǎn)的位置可以根據(jù)需要隨時(shí)做出調(diào)整,設(shè)備可以重復(fù)使用。為師生提供良好的工作、研究和學(xué)習(xí)的環(huán)境。 三)利用無(wú)線網(wǎng)絡(luò)進(jìn)行遠(yuǎn)程教育的開(kāi)展可利用網(wǎng)絡(luò)的共享特性,在網(wǎng)絡(luò)中心建立相關(guān)的資源網(wǎng)站,開(kāi)展課程遠(yuǎn)程點(diǎn)播和實(shí)時(shí)教學(xué)點(diǎn)播。采用網(wǎng)絡(luò)認(rèn)證的方法可以進(jìn)行學(xué)校的學(xué)分制課程網(wǎng)絡(luò)選修。從而節(jié)約資源、減輕教師的壓力,從而提高學(xué)校的教學(xué)管理能力。四)利用無(wú)線網(wǎng)絡(luò)技術(shù)為學(xué)校管理和校務(wù)管理供了電子人力資源很多學(xué)校利用無(wú)線網(wǎng)絡(luò)技術(shù)都建立了“一卡通”設(shè)備擦卡,方便了師生各方面的消費(fèi)和管理,如圖書(shū)管理、收費(fèi)處理、考勤管理等應(yīng)用。第九章、無(wú)線校園網(wǎng)絡(luò)的發(fā)展前景綜上所述,面對(duì)校園網(wǎng)絡(luò)的需求,隨著無(wú)線設(shè)備技術(shù)的日趨成熟,人們逐漸對(duì)無(wú)線局域網(wǎng)的認(rèn)識(shí),價(jià)格也不斷下降,很多學(xué)校都建立了自己的公共機(jī)房和局域網(wǎng)絡(luò),并嘗試無(wú)線網(wǎng)的探索和應(yīng)用。以及INTEL的“迅馳”移動(dòng)技術(shù)在筆記本電腦的大量普及。無(wú)線網(wǎng)絡(luò)技術(shù)的應(yīng)用會(huì)越來(lái)越多被人們認(rèn)可并應(yīng)用到實(shí)際學(xué)習(xí)生活中??偨Y(jié)本畢業(yè)設(shè)計(jì)從企業(yè)網(wǎng)的組建方案、可以選用的網(wǎng)絡(luò)技術(shù)、對(duì)網(wǎng)絡(luò)設(shè)備的介紹和選擇及安全解決方案等多方面的論述,使我們對(duì)企業(yè)網(wǎng)建設(shè)工程有了一個(gè)比較深入的了解,企業(yè)網(wǎng)絡(luò)建設(shè)作為一項(xiàng)重要的系統(tǒng)工程,它的所用到的各種技術(shù)是多方面的,即有網(wǎng)絡(luò)技術(shù)、工程施工技術(shù),也有管理制度等各個(gè)方面的知識(shí)。網(wǎng)絡(luò)技術(shù)的發(fā)展是永無(wú)止境的,在前進(jìn)的過(guò)程中必將有更多的知識(shí)需要我們?nèi)W(xué)習(xí)與研究,并能將其應(yīng)用到實(shí)際的網(wǎng)絡(luò)工程建設(shè)之中。本次畢業(yè)設(shè)計(jì)雖然自己的提高是有限的但提高也是全面的,正是這一次設(shè)計(jì)讓我積累了無(wú)數(shù)實(shí)際經(jīng)驗(yàn),使我的頭腦更好的被知識(shí)武裝了起來(lái),也必然會(huì)讓我在未來(lái)的工作學(xué)習(xí)中表現(xiàn)出更高的應(yīng)變能力,更強(qiáng)的溝通力和理解力。致 謝在本次論文設(shè)計(jì)過(guò)程中,谷寶榮老師對(duì)該論文從選題,構(gòu)思到最后定稿的各個(gè)環(huán)節(jié)給予細(xì)心指引與教導(dǎo),使我得以最終完成畢業(yè)論文設(shè)計(jì)。在學(xué)習(xí)中,老師嚴(yán)謹(jǐn)?shù)闹螌W(xué)態(tài)度、豐富淵博的知識(shí)、敏銳的學(xué)術(shù)思維、精益求精的工作態(tài)度以及侮人不倦的師者風(fēng)范是我終生學(xué)習(xí)的楷模,導(dǎo)師們的高深精湛的造詣與嚴(yán)謹(jǐn)求實(shí)的治學(xué)精神,將永遠(yuǎn)激勵(lì)著我。這三年中還得到眾多老師的關(guān)心支持和幫助。在此,謹(jǐn)向老師們致以衷心的感謝和崇高的敬意!最后,我要向百忙之中抽時(shí)間對(duì)本文進(jìn)行審閱,評(píng)議的各位老師表示感謝。參考文獻(xiàn)[1]湯小丹,王侃雅,湯子瀛,1996[2]:人民郵電出版社,2002[3]:華中科技大學(xué)出版社,2002[4]佟震亞,于雪麗等. :電子工業(yè)出版社,1999[5],1994[6]郭亮,張輝,1995[7],1995[8]吳功宜等. :電子工業(yè)出版社,2007[9]:清華大學(xué)出版社,1994[10]:清華大學(xué)出版社,2008[11](美)James :機(jī)械工業(yè)出版社,2005[12](美)Behrouz Chung :清華大學(xué)出版社,2001[13]Andrew :清華大學(xué)出版社,1998 請(qǐng)刪除以下內(nèi)容,O(∩_∩)O謝謝?。?! The term autism refers to a cluster of conditions appearing early in childhood. All involve severe impairments in social interaction, munication, imaginative abilities, and rigid, repetitive behaviors. To be considered an autistic disorder, some of these impairments must be manifest before the age of three. The reference book used by mental health professionals to diagnose mental disorders is the Diagnostic and Statistical Manual of Mental Disorders , also known as the DSM. The 2000 edition of this reference book (the Fourth Edition Text Revision known as DSMIVTR ) places autism in a category called pervasive developmental disorders . All of these disorders are characterized by ongoing problems with mutual social interaction and munication, or the presence of strange, repetitive behaviors,interests, and activities. People diagnosed with these disorders are affected in many ways for their entire lives. Description Each child diagnosed with an autistic disorder differs from every other, and so general descriptions of autistic behavior and characteristics do not apply equally to every child. Still, the mon impairments in social interaction, munication and imagination, and rigid, repetitive behaviors make it possible to recognize children with these disorders, as they differ markedly from healthy children in many ways. Many parents of autistic children sense that something is not quite right even when their children are infants. The infants may have feeding problems, dislike being changed or bathed, or fuss over any change in routine. They may hold their bodies rigid, making it difficult for parents to cuddle them. Or, they may fail to anticipate being lifted, lying passively while the parent reaches for them, rather than holding their arms up in return. Most parents of autistic children bee aware of the strangeness of these and other behaviors only gradually. Impairments in social interaction are usually among the earliest symptoms to develop. The most mon social impairment is a kind of indifference to other people, or aloofness, even towards parents and close caregivers. The baby may fail to respond to his or her name being called and may show very little facial expression unless extremely angry, upset, or happy. Babies with autism may resist being touched, and appear to be lost in their own world, far from human interaction. Between seven and 10 months of age, most infants often resist being separated from a parent or wellknown caregiver, but these infants may show no disturbance when picked up by a stranger. Other children with autism may be very passive, although less resistant to efforts by others to interact. However, they do not initiate social interaction themselves. Still others may attempt to engage with adults and
點(diǎn)擊復(fù)制文檔內(nèi)容
規(guī)章制度相關(guān)推薦
文庫(kù)吧 www.dybbs8.com
備案圖片鄂ICP備17016276號(hào)-1