澳洲代写被抓：智能系统和嵌入式技术
当前时代对Raspberry Pi和Arduino工具包的使用是由于智能系统和嵌入式技术的使用和应用的增加(Ali et al. 2013;布兰德等。2011)。在不同行业使用的计算机中有高度专业化和特定的应用(Grimheden & Torngren 2005)。从航空航天、电信、电力生产和更多的行业似乎正在使用专用系统(Lyn 2015)。智能系统制造也用于消费类电子产品，如洗衣机、家庭安全系统等，其中用于检查安全启用的系统编程或用于检查安全漏洞的循环程序被编程为独立控制器单元(Lin 2015;Brock等，2013)。为了满足这些需求，基于计算机的嵌入式系统的设计在过去十年中有了很大的增长。这里需要理论跟上实践(Campbell et al. 2015)。正是在这样的背景下，大学和其他学习平台开始使用树莓派和Arduino进行学习。Raspberry Pi和Arduino使年轻的工程师能够实践和学习(Grimheden & Torngren 2005)。
反映嵌入式系统设计趋势的教育和培训仍然落后。特别是，研究人员认为，在许多大学，与真正需要的内容相比，典型的内容仍然落后(Cumo等，2013年)。例如，在嵌入式系统和微处理器设计入门课程中所使用的典型内容，需要注意的是，仍然有一些非常琐碎的实现被教授。例如，即使在大学阶段，重点也是教授学生如何使用8位处理器来帮助他们学习汇编语言(Cumo et al. 2013)。类似地，用于检查机械或电气动作实验的编程的小水平接口实验确实是有帮助的，但它们仍然被认为低于水平(Nooshabadi & Garside 2006)。虽然这些都是很好的项目，但它们并不能反映或连接当前嵌入式系统更具竞争力的环境。学校需要更多的动机性实时项目(Cumo et al. 2013)。学校和大学的情况需要跟上现实世界的应用(Ali等，2013)。
澳洲代写被抓：智能系统和嵌入式技术
The use of Raspberry Pi and Arduino kits in current times has been motivated by the increased use and applications of intelligent systems and embedded technologies in current times (Ali et al. 2013; Brand et al. 2011). There are highly-specialized and specific applications in the computers being used in different industries (Grimheden & Torngren 2005). From aerospace, telecommunications, power-production, and more industries seem to be making used of dedicated system (Lyn 2015). Intelligent system making also finds use in consumer electronics such as the washing machine, home security systems etc, where the systems programming for checking security enabling or loops for checking security breaches are programmed as independent controller units (Lin 2015; Brock et al. 2013). The design of computer-based embedded systems to address these demands has increased considerably in the past decade. There is a need for theory to catch up with practice here (Campbell et al. 2015). It is in this context that the Universities and other study platforms have taken up to using the Raspberry Pi and the Arduino for learning. Raspberry Pi and Arduino enable young engineers to practice and learn (Grimheden & Torngren 2005).
Education and training which should reflect trends in embedded systems design are still trailing behind. In particular, researchers have argued that in many universities, the typical content still lags behind when compared to what is really needed (Cumo et al. 2013). For instance, the typical content being used in the case of an introductory course in embedded systems and microprocessor design it is noted that there are really trivial implementations being taught still. For instance, even at the University level the emphasis is on teaching students how to make use of an 8 bit processor that would help them to learn in assembly language (Cumo et al. 2013). Similarly, small level interfacing experiments to check for programming to mechanical or electrical action experiments are indeed helpful but they are still considered to be still below level (Nooshabadi & Garside 2006). While these are good projects, they do not reflect or connect with the more competitive environment of embedded systems in current times. More motivational real time projects are required in schools (Cumo et al. 2013). The situation in schools and Universities need to catch up with real world applications (Ali et al. 2013).