【正文】 t get a good job had little effect. He already knew his career path was to own corporations, not to wor k for them. In fact, if it ha d not been for a wise and persistent high school guidance counselor, Robert might not have gone on to college. He admits that. He was eager to start building his assets, but finally agreed that the college educa tion would also be a benefit to him. Truthfully, the ideas in this book are probably too far fetched and radical for most parents today. Some parents are having a hard enough time simply keeping their children in school. But in light of our changing times, as parents we need to be open to new and bold ideas. To encourage children to be employees is to advise your children to pay more than their fair share of taxes over a lifetime, with little or no promise of a pension. And it is true that taxes are a person39。s real dad was the superintendent of education for the state of Hawaii. By the time Robert was 16, the threat of If you don39。s two dads, a rich one and a poor one, that expounds on the skills he39。s in pieces. And in pieces it was. After reading the scattered sections, I decided the book had merit and needed to be shared, especially in these changing times. We agreed to coauthor Robert39。s been there for years in random pieces. I add to it occasionally but I39。ve talked about? I asked Robert. How can we make it easy for parents especially when they don39。t care how many puters they put in the classroom or how much money schools spend. How can the education system teach a subject that it does not know? So how does a parent teach their children, w hat the school does not? How do you teach accounting to a child? Won39。s risky today to simply say to a child, `Study hard and look for a job.39。s why it is foolish to simply say to a child, `Get a good education,39。s hard for most people to understand why that happens, I said. They just think it39。s right, he said. And when stock prices go up, people like me, the shareholders, get richer. That is what I mean by a different set of rules. Employees lose。t play by the old set of rules. It39。s bad advice. If you could see what is happening in Asia, Europe, South America, you would be as concerned as I am. It39。s primary concern was the growing gap between the haves and have nots, in America and around the w orld. A selftaught, selfmade entrepreneur who traveled the world putting investments toge ther, Robert was able to retire at the age of 47. He came out of retirement because he shares the same concern I have for my own children. He knows that the w orld has changed, but education has not changed with it. According to Robert, children spend years in an antiquated educational system, studying subjects they will never use , preparing for a world that no longer exists. Today, the most dangerous advice you can give a child is `Go to school, get good grades and look for a safe secure job,39。t get a good job, I responded with a tinge of panic and motherly concern. And if you don39。 參考文獻(xiàn)： （若有，請(qǐng)附?。? ［數(shù)字］作者 1，作者 2. 文獻(xiàn)名稱(chēng)［ J］ . 期刊名，時(shí)間，卷（期）：初始頁(yè)碼 結(jié)束頁(yè)碼 . ［數(shù)字］作者 1，作者 2. 書(shū)名［ M］ . 地點(diǎn)：出版社，出版年份，月 . ［ 1］羅偉其，姚國(guó)祥，羅勇輝，等 . 信息大系統(tǒng)的信息集成結(jié)構(gòu)模型實(shí)習(xí)與實(shí)現(xiàn) [J]. 計(jì)算機(jī)工程與應(yīng)用， 2020， 37(2)： 911. ［ 2］方陸明 . 森林資源信息管理網(wǎng)絡(luò)化 [M]. 北京：科學(xué)出版社， 2020， 12： 6982. you don39。在此感謝汪老師的平日辛勤指導(dǎo)。在設(shè)計(jì)的過(guò)程中遇到問(wèn)題，可以說(shuō)得是困難重重，這畢竟第一次做的，難免會(huì)遇到過(guò)各種各樣的問(wèn)題，同時(shí)在設(shè)計(jì)的過(guò)程中發(fā)現(xiàn)了自己的不足之處，對(duì)以前所學(xué)過(guò)的 知識(shí)理解得不夠深刻，掌握得不夠牢固，比如說(shuō)控件的一些問(wèn)題，通過(guò)這次課程設(shè)計(jì)之后，一定把以前所學(xué)過(guò)的知識(shí)重新溫故。 回顧起此次俄羅斯方塊課程設(shè)計(jì)，我感慨頗多，的確，從選題到定 稿，從理論到實(shí)踐，在整整兩星期的日子里，可以說(shuō)得是苦多于甜，但是可以學(xué)到很多很多的的東西，同時(shí)不僅可以鞏固了之前所學(xué)過(guò)的知識(shí)，而且學(xué)到了很多在書(shū)本上所沒(méi)有學(xué)到過(guò)的知識(shí)。Custom Picture = 方塊 .frx:BC6A ToolTipText = 退出 CTRL+X Top = 2475 Width = 480 以上的程序代碼實(shí)現(xiàn) 退出 功能 3） Private Sub Image3_Click() OPE_Click End Sub 以上的程序代碼實(shí)現(xiàn) “ 開(kāi)始 ” 功能 4） Private Sub Image8_Click() Gotog_Click End Sub 以上的程序代碼實(shí)現(xiàn) “ 暫停 /繼續(xù) ” 功能 5） Private Sub Image7_Click() ENDG_Click End Sub 以上的程序代碼實(shí)現(xiàn) “ 停止 ” 功能 6） Private Sub Image9_Click() Exite_Click End Sub 以上的程序代碼實(shí)現(xiàn) “ 退出 ” 功能 7） Private Sub Image5_Click() If jB 40 Then jB = jB + 1 End If If jB 1 Then = True = True 減 .Enabled = True 減 .Visible = True Else = False = False 減 .Enabled = False 減 .Visible = False End If If jB 40 Then = True = True 加 .Enabled = True 加 .Visible = True Else = False = False 加 .Enabled = False 加 .Visible = False End If ENDG_Click End Sub Private Sub Image6_Click() If jB 1 Then jB = jB 1 End If If jB 1 Then = True = True 減 .Enabled = True 減 .Visible = True Else = False = False 減 .Enabled = False 減 .Visible = False End If If jB 40 Then = True = True 加 .Enabled = True 加 .Visible = True Else = False = False 加 .Enabled = False 加 .Visible = False End If ENDG_Click PrI End Sub 以上的程序代碼實(shí)現(xiàn)“速度級(jí)別的增加 /減少”功能 47. 課程設(shè)計(jì)是培養(yǎng)學(xué)生綜合運(yùn)用所學(xué)知識(shí) ,發(fā)現(xiàn) ,提出 ,分析和解決實(shí)際問(wèn)題 ,鍛煉實(shí)踐能力的重要環(huán)節(jié) ,是對(duì)學(xué)生實(shí)際工作能力的具體訓(xùn)練和考察過(guò)程 .隨著科學(xué)技術(shù)發(fā)展的日新日異，單片機(jī)已經(jīng)成為當(dāng)今計(jì)算機(jī)應(yīng)用中空前活躍的領(lǐng)域， 在生活中可以說(shuō)得是無(wú)處不在。Custom Picture = 方塊 .frx:C3B6 ToolTipText = 續(xù)繼 CTRL+J Top = 2475 Visible = 0 39。 界面是以自己的照片為背景然后一個(gè)游戲方框和一個(gè)游戲輔助方框 ,再加上一些游戲所需的開(kāi)始、暫停、退出等按鈕 1） Enabled = 0 39。 （ 8）游戲得分的計(jì)算。 （ 6）游戲級(jí)別的自由選擇。 （ 4）俄羅斯方塊的運(yùn)動(dòng)情況（包括向左，向右和向下）。 （ 2）俄羅斯方塊 的造型。 從游戲的基本玩法出發(fā)，主要就是俄羅斯方塊的形狀和旋轉(zhuǎn)，我們?cè)谠O(shè)計(jì)中在一個(gè)圖片框中構(gòu)造了一個(gè) 4*4的網(wǎng)狀小塊，由這些小塊組合成新的形狀，每四個(gè)小塊連接在一起就可以構(gòu)造出一種造型，因此我們總共設(shè)計(jì)了 7中造型，每種造型又可以通過(guò)旋轉(zhuǎn)而變化出 2到 4種形狀，利用隨機(jī)函數(shù)在一個(gè)欲覽窗體中提前展示形狀供 用戶(hù)參考，然后將展示的形狀復(fù)制到游戲窗體中進(jìn)行擺放，在游戲窗體中用戶(hù)就可以使用鍵盤(pán)的方向鍵來(lái)控制方塊的運(yùn)動(dòng)，然后利用遞歸語(yǔ)句對(duì)每一行進(jìn)行判斷，如果有某行的方塊是滿(mǎn)的，則消除這行的方塊，并且使上面的方塊自由下落，其中，方塊向下的速度是有時(shí)鐘控件控制的，在游戲中，用戶(hù)也可以使用向下鍵加快下落速度，定義一個(gè)變量，對(duì)消除的函數(shù)進(jìn)行記錄，最后就可以得出用戶(hù)的分?jǐn)?shù)，用 if 語(yǔ)句對(duì)分?jǐn)?shù)判斷，達(dá)到一定的積分就可以升級(jí)到下一個(gè)檔次。通過(guò)課程設(shè)計(jì)，學(xué)生能達(dá)到具備設(shè)計(jì)功能較為復(fù)雜的 Windows應(yīng)用程序的能力。同時(shí)，在汪老師的身上我學(xué)得到很多實(shí)用的知識(shí)，在次我表示感謝！同時(shí)，對(duì)給過(guò)我?guī)椭乃型瑢W(xué)再次表示忠心的感謝！都是很有意義的。 這次課程設(shè)計(jì)終于順利完成了，在設(shè)計(jì)中遇到了很多編程問(wèn)題，通過(guò)老師和同學(xué)的幫住都順利解決了。通過(guò)這次課