ISD系列语音录放芯片的内容复制

针对ISD系列语音录放芯片内容复制难的问题,较为全面地给出了源芯片多信息段起始地址的获取方法,同时给出了一个单片机控制下的ISD芯片内容复制电路的解决方案.     

ISD2500系列语音芯片在报警系统中的应用

介绍了ISD2500系列语音芯片工作原理及其在报警系统中的应用,同时给出了语音段落组合播放方法和语音复制电路的设计;由于ISD系列语音芯片是采用模拟方式来存储语音信息,因而语音信息的复制较为困难;针对此问题,给出了在语音段落起始地址已知和未知的情况下,运用连续寻址模式来实现语音信息复制的方法;经实践证明该方法简便可靠,达到了较为理想的复制效果.     

TMS320VC5402 DSP与ISD4004语音录放芯片的接口设计及其信息管理

押根据语音录放芯片ISD4004的接口特点,设计了其与TMS320VC5402DSP的SPI接口电路。完成了DSP对ISD芯片的通讯与接口控制编程,并给出了实际应用中的一种ISD4004信息管理方法:信息地址表穴MAT。     

基于ISD2560的语音录放系统设计

介绍了美国ISD公司生产的ISD2560语音芯片的引脚功能、操作模式以及具体使用方法,给出了基于Flash单片机8051及语音芯片ISD2560的电脑语音录放系统.设计出了系统的硬件电路和录放音程序,实现了整体录放和分段组合录放等功能.     

语音芯片与PIC单片机的应用接口

语音处理合成芯片在单片机系统中的应用越来越广。国内许多生产语音芯片的厂家,大多数是以ISD系列芯片为核心制作的。本文分析了ISD系列芯片的引脚功能以及与PIC单片机的硬件连接方法,叙述了ISD芯片与PIC单片机连接时,录音和播放软件的编写方法。     

ISD4004语音芯片在语音报站器中的应用

ISD4004语音系列芯片是美国ISD公司推出的产品,具有可多次重复录放、存储时间长、使用时不需扩充存储器、所需外围电路简单等特点。介绍了ISD4004芯片在语音报站器中的一个实际应用,并说明了其功能和使用方法,从而使读者对ISD4004系列语音芯片的使用有个初步的了解。     

基于公共电话网的智能家居系统

介绍了用单片机控制电话收发芯片MT8880和语音芯片ISD4004实现电话远程控制家电，语音提示、留言和自动报警功能的智能家居系统，并给出了系统框图、部分硬件电路图及程序设计图。     

基于AT89C2051和ISD2560的录放音系统设计

介绍了由Flash单片机AT89C2051及数码语音芯片ISD2560组成的电脑语音系统。设计出了系统的硬件电路,给出了录、放音实用的源程序。     

ISD4004系列器件语音拷贝系统的设计

介绍了ISD4004系列语音芯片,分析了芯片语音信息分段的内部形成机制及特征,提出了获取内部地址的方法;在此基础上采用地址拷贝法,开发设计出了语音拷贝系统,并给出了软件设计、硬件设计和部分应用程序;最后通过测试验证了系统的可行性。     

基于ISD4004语音芯片的语言学习机的设计

本文给出了采用ISD4004语音芯片的一种语言学习机的应用电路。重点介绍其接口原理和实现方法，及如何实现语言学习机所要求的暂停及自动断句等功能。     

Multi-metaphor method: organizational metaphors in information systems development

Abstract.  Conventional methods have been criticized for their positivist philosophy and for either ignoring the organizational context of information systems development (ISD) or using only a simplistic, machine-based conceptual model of organizations. We have developed an approach to enable systems developers to use a richer view of organizations and a more interpretive approach. Multi-Metaphor Method (MMM) supports developers via a range of metaphors as cognitive structuring devices to understand an organization so that developers can learn to move between different ways of 'reading' the social context in which ISD occurs. We explain the rationale and theoretical underpinnings of MMM and then discuss our action research to investigate the viability and relevance of MMM during ISD practice. We show how the developers' use of organizational metaphors via MMM did not just enable rich conceptualizations of the client organizations but also influenced the ISD process and final product. We review the learning outcomes and discuss the implications for systems development practice of our research.     

ISD4004语音器件信息快进功能的巧妙应用

简单介绍了ISD4004系列单芯片语音录放器件的工作原理,提出了利用单片机对ISD器件进行操作控制,特别是利用ISD信息快进功能进行快速搜索语音段的地址,实现语音段的随机录音和组合放音。     

What affects information systems development team performance? An exploratory study from the perspective of combined socio-technical theory and coordination theory

Quality is an important factor in information systems development (ISD), and ISD team performance closely relates to quality. To better understand ISD teams, we empirically tested a model on ISD team performance by combining socio-technical theory and coordination theory. Using existing empirical studies and data collected from three well-known ISD companies in China, our research results identified influential characteristics of ISD team performance, and revealed similarities and differences between China’s ISD team performance and those in other countries. By the results, we find that knowledge sharing and major do not affect team performance. The compensation satisfaction to job performance is not significant in China, either. Our research provides suggestions for building and supporting ISD teams that could lead to performance improvements.     

Social interactions of information systems development teams: a performance perspective

We report results from a longitudinal study of information systems development (ISD) teams. We use data drawn from 60 ISD teams at 22 sites of 15 Fortune 500 organizations to explore variations in performance relative to these teams' social interactions. To do this, we characterize ISD as a form of new product development and focus on team-level social interactions with external stakeholders. Drawing on cluster analysis, we identify five patterns of team-level social interactions and the relationships of these patterns to a suite of objective and subjective measures of ISD performance. Analysis leads us to report three findings. First, data indicate that no one of the five identified patterns maximizes all performance measures. Second, data make clear that the most common approach to ISD is the least effective relative to our suite of performance measures. Third, data from this study show that early indications of ISD project success do not predict actual outcomes. These findings suggest two issues for research and practice. First, these findings indicate that varying patterns of social interactions lead to differences in ISD team performance. Second, the findings illustrate that singular measures of ISD performance are an oversimplification and that multiple measures of ISD performance are unlikely to agree.     

Information system development agility as organizational learning

Information System Development (ISD) agility is concerned with why and how ISD organizations sense and respond swiftly as they develop and maintain Information System applications. We outline a theory of ISD agility that draws upon a model of IT innovation and organizational learning. The theory adopts March's concepts of exploration and exploitation to investigate agility in the context of ISD organizations. Depending on their learning focus, ISD organizations make choices as to what sensing and responding swiftly means. This is reflected in how they value speed in relation to other ISD process goals, including quality, cost, risk and innovative content. The paper examines two specific Research Propositions: (1) ISD organizations locate themselves into different innovation regimes with respect to their need for exploration and exploitation, and (2) their perceptions of agility differ in those regimes as reflected in their process goal priorities. We validate these propositions through an empirical investigation of changes in ISD organizations' process goals and innovation practices over a period of over 4 years (1999–2003), during which time they shied away from exploration to exploitation while innovating with Internet computing. These ISD organizations viewed agility differently during the studied time periods as reflected in how they traded innovative content or speed vis-à-vis the other process goals of cost, risk, and product quality. In conclusion, this paper discusses implications for future research on agility in ISD organizations.     

Information system development activities and inquiring systems: an integrating framework

This article presents a framework that maps information system development (ISD) activities on systems for the creation of knowledge. This work addresses the relevant and persisting problem of improving the chances of ISD success. The article builds upon previous research on knowledge aspects of ISD, abandoning the idea of a monolithic approach to knowledge and presenting a pluralistic approach based on the idea that different inquiring systems can support micro-level ISD activities. The article is divided into two parts. The first part presents the theoretical development of the framework based on ISD literature and on Churchman's (1971) inquiring systems. The second part presents the use of the framework in an ISD project. The case is used to show the applicability of the framework and to highlight the advantages of this approach. The main theoretical implication is that the framework provides a new way to see the development of a system in terms of the knowledge created in the process. The main practical implication of the framework is that it improves the managers' ability to guide ISD activities as knowledge activities embedded in a knowledge process, a crucial element in development projects.     

Analysing ISD performance using narrative networks,routines and mindfulness

ContextWhile the ISD process and in particular Requirement Elicitation has been defined as a collaborative social interaction, visualisations fail to accurately capture the multifaceted nature of the social process. Instead, ISD visualisations focus on presenting a more mechanical/technical perspective, ultimately restricting an opportunity to better analyse the process.ObjectiveWith particular focus on Requirements Elicitation this study utilises the narrative network technique to visualise the ISD process as a live routine with the aim to detail the ideal and actual aspects of ISD. The ideal aspect consists of the abstract, generalised understandings of the human actors regarding enacting a routine. Being a live routine, the reality is that adjustments/variations are a common occurrence and need to be taken into account. Enabling the opportunity to identify patterns of action within the routine, the study also incorporates organisational mindfulness to provide further social analysis of these patterns of action.MethodIn light of the lack of theoretical maturity around the viewing of an ISD process as a ‘live routine’, this exploratory research sought to build theory using a single instrumental case study spanning over 3 years (several ISD projects) and a variety of methods (e.g. workshop, experiment).ResultsVisualising the ISD process as a live routine it was possible to identify a number of patterns of action. These patterns were triangulated against the organisational mindfulness analysis of the case data to highlight underlying mindless behaviours. A rule was then implemented (experimentally) during the first iteration of a new ISD project and notable improvements in the ISD process were observed. Furthermore, the knock on organisational impact of the experimental implementation of the rule is also examined.ConclusionFrom a practitioner perspective the study provides an alternative method for analysing the ISD process of an organisation and highlights the benefits of observing the ISD process as a live routine. From an academic perspective, contributions are made to both the ISD and Organisational body of knowledge.     

Information Systems Development as an Activity

Information systems development (ISD) is analysed in this paper as asystemic work activity, using Activity Analysis and Development (ActAD)as the theoretical framework. ISD is regarded here as the process bywhich some collective work activity is facilitated by newinformation-technological means through analysis, design, implementation,introduction and sustained support, as well as process management. Itis a temporary, boundary-crossing activity which draws its actors,means, rules, etc. from two sides – typically a software companyand the IS user organization. ISD is analysed as a part of a networkof activities, too, around software development and a computer-supporteduse activity. A theoretical framework and a pragmatic checklist arepresented for studying ISD activities. It is argued that the activity-theoretical framework provides a theoretically foundedbut detailed and practicable procedure for studying ISD as a workactivity in context.     

Distilling a body of knowledge for information systems development

As a contribution towards consolidating the information systems (IS) field, we offer a systematic method for distilling a canonical body of knowledge (BOK) for information systems development (ISD), an area that historically accounts for as much as half of all IS research. Based on an integrative synthesis of the literature, we present a map of the most significant ISD research, uncover gaps in its canons and suggest fruitful lines of inquiry for new research. Our review combines citation analysis, which identifies the field's evidence of cumulative tradition, with computer‐aided textual analysis, a hermeneutically guided method that organizes the fragmented corpus of ISD literature into coherent knowledge areas. From a pool of over 6500 articles published in the IS Senior Scholars' Basket of Journals, we find 940 IS citation classics, and from that list, 466 ISD articles that offer canonical ISD knowledge distinctive to IS and complementary to other disciplines such as software engineering and project management. From this study, we offer two contributions: (1) a justification for an ISDBOK grounded in the theory of practice and professionalism, and (2) a canonical map of disciplinary ISD knowledge with areas that have demonstrated cumulative tradition and others that require the attention of IS scholars. © 2017 John Wiley & Sons Ltd