1. (30 points total, 5 points each) We have learned in the .docx

1. (30 points total, 5 points each) We have learned in the class
(see lecture 18) that using the barrel shifter, we can implement
multiplication/division of a number for some special cases with
addition, subtraction, and reversed subtraction. Write the
assembly code to perform the following calculations using this
approach assuming signed integers A and B are saved in r0 and
r1, respectively.
a. A=16*B
b. A=17*B
c. A=15*B
d. A=B/16
e. A=17*B/16
f. A=15*B/16
2. (70 points) We have learned the following in the class:
1. LDR with immediate offset:
2. LDR with pre-indexed offset:
3. LDR with post-indexed offset:
4. LDR with register offset:
LDR Rt, [Rn, #offset]
LDR Rt, [Rn, #offset]!
LDR Rt, [Rn], #offset
LDR Rt, [Rn, Rm, shift]

Now, we practice these instructions here with the given program
snippets below: Part A: C code:
// Functions defined in a .s file
extern void task1(uint8_t *pIpt, uint32_t *pOup);
extern void task4(uint8_t *pIpt, uint32_t *pOup, int i);
// Global variable
uint8_t ipt[16]; // Input data
uint32_t opt[4]; // Output data
int main(void) {
for (int i = 0; i < 16; i++) {
ipt[i] = i<<4;
}
// Task 1.
task1(ipt, opt);
printf("Out1 = 0x%X, Out2 = 0x%Xn", opt[0], opt[1]);
// Task 2.
task2(ipt, opt);
// Task 3.
task3(ipt, opt);

// Task 4.
task4(ipt, opt, 1);
while (1);
}
Part B: asm code
EXPORT task1
EXPORT task2
EXPORT task3
EXPORT task4
ALIGN ; Align the data in the boundary of 4 bytes.
task1 PROC
LDR r2, [r0, #4]
STR r2, [r1, #0]
LDR r2, [r0, #0xC]
STR r2, [r1, #4]
BX lr
ENDP
task2 PROC
LDR r2, [r0, #4]!
STR r2, [r1, #0]
LDR r2, [r0, #4]!
STR r2, [r1, #4]
BX lr

ENDP
task3 PROC
LDR r2, [r0], #4
STR r2, [r1, #0]
LDR r2, [r0], #4
STR r2, [r1, #4]
BX lr
ENDP
task4 PROC
LDR r3, [r0, r2, LSL #2]
STR r3, [r1, #0]
ADD r2, #1
LDR r3, [r0, r2, LSL #2]
STR r3, [r1, #4]
ADD r2, #1
BX lr
ENDP
Answer the following questions (without running the program
first):
a. (10 points) What will be the print out after Task 1?
b. (15 points) What will be the print out after Task 2 and what
will be the values in r0 and r1 in hexadecimal after running
Task 2 assuming their values are 0x20001010 and 0x20001040,
respectively when the function is called?
c. (15 points) What will be the print out after Task 3 and what
will be the values in r0 and r1 in hexadecimal after
running Task 3 assuming their values are 0x20001010 and
0x20001040, respectively when the function is called?

d. (15 points) What will be the print out after Task 4 and what
will be the values in r2 and r3 in hexadecimal after running
Task 4?
e. (15 points) What will be the corresponding C code for each
task?
3. (20 points) We have learned in the class that for signed
numbers, we have the following mapping between the
relationship testing and condition flags (page 5 in lecture notes
for lctr160) :
Determine the mapping between the relationship testing and
condition flags for unsigned numbers.

IMPORTANCE OFSOFT SKILLS IN THE WORKPLACE
IMPORTANCE OF SOFT SKILLS IN THE WORKPLACE
Running head: IMPORTANCE OF SOFT SKILLS IN THE
WORKPLACE
Importance of Soft Skills in the Financial Workplace
Student: ⸙⸙⸙
COMM1101-E04

April 5, 2012
Attention:
Parts of this sample paper originally belong to different articles.
They are put together here in order to show how a research
paper is to be structured
Executive Summary
In recent years, with more investment made in the business
world, career opportunities in the financial sector become more
appealing. Whether it is an investment counselor, a financial
planner, or a teller, different positions indicate different
specialty knowledge and daily communications; thus, different
skills will be involved. Despite the variety of skills or expertise
associated with different branches and specific roles, two big
categories can be identified in the financial setting: hard skills
and soft skills.
Hard skills refer to the technical skills that an employee uses to
accomplish a specific job. They are teachable and have less

flexibility in use. In addition to hard skills, a person needs to
have the appropriate soft skills. These skills are not usually the
ones learned in a classroom setting. Among a long list, soft
skills include interpersonal skills such as exchanging ideas,
listening, and having a level of self- awareness.
When employers hire a recent graduate, they set the interview
with questions covering different skills involved in the position.
The questions give opportunities to the candidate to share his or
her technical and social experiences. These experiences show
the interviewer the soft and hard skills that the candidate
possesses as well as areas where his or her weaknesses are. The
search for the specific skills is to add values to the company or
organization. This value is represented in a variety of ways
including, for instance, effective team meetings, increase in
profit, and a larger loyal customer base. Employees having both
soft and hard skills will be an appropriate choice for any
company, as they will allow the company to compete within the
business world. The soft skills that an employee possesses
provide the company with competitive advantage.
Among others, the most important three soft skills that an
employee should possess in the financial workplace are
exchange of ideas, listening, and having a certain level of self-
awareness. These skills assist a person to express his or her
thoughts clearly, engage in conversation effectively, and work
efficiently in a team setting. Thus, basic training is necessary at
certain point for newly recruited employees in light of the
specialty of the business setting.
The sources used to develop the research portion of this paper
include the NAIT library database sources as well as personal
experiences within a workplace setting.

Table of Contents
Executivellllll 2
Introduction 3
Literature Review 3
Skills in the Financial Workplace 5
Hard Skills 5
Soft Skills 6
Why Both Sets of Skills Pursued 4
Preference of Soft Skills in the Financial Workplace 7
Training of Soft Skills in the Fiancial Workplace 9
Conclusion 11
References 12
Appendice (optional) 13
Introduction
In a workplace each individual works towards similar personal
and company goals. This allows the vision of the company to be
represented and advances employees further into their careers.

In order to be effective in accomplishing goals or objectives, a
graduate entry-level employee must possess both hard and soft
skills. In an interview, the employer talks to candidates to
ensure that they have the foundations of both sets of skills and
relevant experiences. The most important skills that an
employer seek during an interview are information exchange,
listening, and having a certain level of self-awareness. In
conjunction of personal experience and citations from different
sources, this report is to identify the differences between hard
and soft skills and why employers seek both of them especially
the soft skills embodied in exchange of information, listening,
and having a certain level of self-awareness Literature Review
The variety of skills or expertise associated with different
branches and specific roles in the financial setting can be
generalized as hard skills and soft skills………
…………………………………………………………………………
…………….Skills in the Financial Workplace - Hard and Soft
Skills
In an academic setting, students are presented with the required
fundamental skills that are used to perform functional duties
within a workplace. It is suggested that “technical skills . . . are
insufficient for subsequent success beyond an entry-level
position, let alone professional fields”
(Laker & Powell, 2011, p. 113). This statement implies the
importance of both the hard and soft skills; however, soft skills
more matter for the success of a business or a senior position.
Hard & Soft Skills
The hard skills can be learned and taught, whereas soft skills
are learned over time through experience. In order to be
successful in a business or an organization a person needs soft
skills in addition to hard skills. Soft skills are also known as
interpersonal and communicative skills, and they “include the
following aspects: non- verbal communication [(body
language)], reinforcement, questioning, reflecting . . . listening,
and self- disclosure” (Sethi & Seth, 2009, p. 33). These soft
skills allow an employee to add value and strength to a

company. The skills also allow a person to have distinctive
traits that separate them from their coworkers; in return,
providing the company with sustainable competitive advantage.
The skills will be important to an employer, because they are
looking to move forward, and make a profit in the most efficient
way. In addition to the soft skills previously listed they can also
include, “being inclusive and working collaboratively, staying
open to new opportunities and being adaptable to change”
(Landale, 2007, p. 24).
Why Employers Seek Both Sets of Skills
After students successfully completed a post-secondary
education, they will most likely find a job in a workplace
related to their studies. Over the process of interview, the
employer will look for candidates that match certain criteria.
The criteria should be specified, either the hard or the soft
skills, in the job posting. The hard skills, as previously
addressed, are the technical skills that a successful candidate
must have while the soft skills are those less likely to be
learned in a class setting such as communication, leadership,
cognitive ability, and self-awareness. Employers must seek to
find the ideal candidates that have both hard and soft skills. As
Morgeson, Reider and Campion (2005) argued that “Interview
questions were written to assess the [soft skills] and
characteristics needed for successful performance as identified
in the job analysis” (p. 595). In a different rhetoric, the hard
skills promise the work properly done while the soft skills help
improve efficiency and productivity in the workplace,
especially in the financial sector where interaction between the
agents and customers is essential. Employers must prepare and
ask appropriate questions so that candidates’ responses can
express the skills required and a proper decision to hire not to
hire could be made by the employers. Employers are willing to
pay employees a significant amount of compensation if they
possess the appropriate soft skills. The interview process must
also show the employer that the candidate has the appropriate
technical skills for the job or the willingness to learn the skills.

It is important to have both hard and soft skills. In for-profit
sectors of the business environment, the main concern is to have
revenue exceeding costs. Therefore, if employees possess
technical skills, they could complete the tasks for that job. If
the same persons have interpersonal skills along with technical
skills, they could not only be able to complete a task but also
address and solve any arising conflict, satisfy the customers,
and work successfully in a team atmosphere. In order to
guarantee a rise in profit, employers should also have
competitive advantage in developing a large customer base in
comparison with other businesses. In for-profit sectors of a
business environment, the main concern is to have revenue
exceeding costs. Therefore, looking for people who have “the
ability to work well [within] a team” becomes
essential(Hoffman, 2007, p. 1) because in a workplace it is rare
for any employee to work alone. Employers judge employees in
alignment with the correct skills ensuring company benefit in a
competitive business world. Consequently, many employers are
adjusting their hiring process, seeking employees that can
communicate effectively, being expert in listening and
responding productively.
Importance of Soft Skills in the Workplace
There are a variety of soft skills that a person can have, but the
following three are comparatively more important in the
financial workplace: exchange of ideas, listening, and having a
high level of self-awareness. Communication within a company
allows an employee’s ideas to be heard; it also helps people
work as a team. Without communication, the company would
not be able to function or move forward. Employers must be
able to communicate what their objectives are to their staff. If
the employers could transmit their ideas effectively or explain
the objectives clearly, they are unlikely to get positive and
informed responses from the employees. In the same way, the
employees must be able to communicate that they have
understood the task or objectives, give feedback, present
opinions, and discuss issues in order to help promote the

business that they work for. The ability to accurately
communication is an essential skill when people work in a team
environment. For example, in an aquatic setting there needs to
be constant interpersonal communication. If there is an
emergency in a pool, the lifeguards must verbally communicate
to get the victim to safety, talk to the working staff involved,
deal with the public relations, and obtain any additional
information regarding the victim’s pre-existing health
conditions. After the paramedics respond to the aquatic
emergency, the aquatic staff must explain the situation to them
before releasing the victim. After after the paramedics leave,
the person in charge of emergencies must write a formal report
for the board of directors communicating what has happened.
The immediate and clear communication in every stage is
essential for saving a life, combatting panics, soothing
emotions, as well as providing constructive feedback on more
efficient methods responding to emergencies.
The importance of listening is no less important than
communicating ideas because it hels build a sense of unity and
belonging among team members. For example, as a lifeguard, it
is important to listen in order to make immediate and correct
decision so that detailed and focused information could be sent
to other corresponding resorts while precautions must be taken
to ensure the job is done appropriately. This listening ability
also includes being alert to the updates of professional codes.
According to Radonsky and Rego, “active listening is a state of
mind that involves paying full and careful attention to the other
person, avoiding premature judgment, reflecting understanding,
clarifying information, summarizing, and sharing” (Radonsky &
Rego, 2009, p. 23). For example, active listening for a lifeguard
can be recognized as he or she begins to ask questions regarding
the new guidelines of CPR made in 2010 (Travers, et al., 2010).
The third important soft skill in the workplace is self-
awareness, which “enables employees to better react and
interact to situations and other people” (Applegate, Timur, &
Locklear, 2009, p. 43); in addition, self-awareness also

indicates that the person knows how others perceive him or her
and uses that information as a reference point to make
corresponding action plans (p. 45). Having self-awareness is
important because it helps employees clearly see where their
strengths and weaknesses are; consequently, honest
communication based on self-awareness will help team members
and manager see the strength and potentials of each employee;
thus, efficiency and productivity in the workplace will be
improved. Failure to have a proper self-awareness will also lead
to detrimental effect to others; for example, if marketers assume
their function superior than product manufacturers in revenue
generation, the value chain could never be established.
Overall, soft skills are more in demand in marketing or service
areas where dealing with people or communications is more
decisive for the success or failure of a business. Ultimately
these skills will lead to growth and success of the company.
Training of Soft Skills in the Fiancial Workplace
Studies havebeen done on the importance of soft skills in the
workplace. According to Klaus (as cited in Robles, 2012), 75%
of long-term job success depends on people skills, while only
25% is dependent on technical knowledge (p. 454)
………………………………..
Conclusion
In a workplace setting there are many different types of
people that work together to achieve objectives set by their
employers. In order for a graduate to become an effective
employee in a workplace they need to possess the appropriate
hard and soft skills. When an interview process takes place the
employer looks for a candidate that is going to add value to the
company. It is the employer’s job to work with each employee
to enhance the appropriate soft skills in order to make an
effective work environment. The important soft skills as
mentioned previously are; to communicate, to listen, and to

have a level of self-awareness in relation to others. The
effective use of these skills with certain technical capabilities
will create an employee that is suitable for any workplace.
References
Applegate, K., Timur, A., & Locklear, K. (2009). Linking self-
perception and emotional intelligence. Journal of American
Academy of Business, 13(1), 43-52. Retrieved from
http://libdbauth.nait.ab.ca/login?url=http://search.proquest.com.
libdbauth.nait.ab.ca/docvi ew/ 197295196?accountid=12654
Hoffman, T. (2007, December 4). Nine business and soft skills
techies need. Network World Canada, 23(25), 1. Retrieved from
http://libdbauth.nait.ab.ca/login?url=http://search.proquest.com.
libdbauth.nait.ab.ca/docvi ew/ 198847325?accountid=12654
Laker, D. R., & Powell, J. L. (2011). The differences between
hard and soft skills and their relative impact on training
transfer. Human Resource Development Quarterly,
22(1), 111-122. doi:10.1002/hrdq.20063. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1002/hrdq.20063
Landale, A. (2007). Must have EQ: How we can develop our
emotional intelligence (EQ) to make us better managers.
Manager: British Journal of Administrative Management,
February/ March 2007, 24-25.
Morgeson, F. P., Reider, M. H., & Campion, M. A. (2005).
Selecting individuals in team settings: the importance of social
skills, personality characteristics, and teamwork
knowledge. Personnel Psychology, 58(3), 583-611. Retrieved
from
http://search.proquest.com/docview/220133511?accountid=1265
4
Radonsky, T., & Rego, L. (2009, July 1). Issues & observations-
realizing the power of candid conversations. Leadership in
Action, 29(3), 22-24. Retrieved from
http://libdbauth.nait.ab.ca/login?url=http://search.ebscohost.co
m/login.aspx?direct=true& db= bth&AN=43832435&site=ehost-
live&scope=site

Robles, M. M. (2012). Executive perceptions of the top 10 soft
skills needed in today’s workplace. Business Communication
Quarterly, 75(4), 453-465. DOI: 10.1177/1080569912460400
Sethi, D., & Seth, M. (2009). Interpersonal communication:
Lifeblood of an organization. IUP Journal of Soft Skills, 3(3/4),
32-40. Retrieved from
http://libdbauth.nait.ab.ca/login?url=http://search.ebscohost.co
m/login.aspx?direct=true& db= bth&AN=47506250&site=ehost-
live&scope=site
Travers, H. A., et al. (2010) CPR overview: 2010 American
heart association guidelines for cardiopulmonary resuscitation
and emergency cardiovascular care. Journal of the
American Heart Association, Part 4.
doi:10.1161/CIRCULATIONAHA.110.970913
Appendix
Source:
Hard skills vs soft skills. (n.d.). Retrieved from https://the-
mis.org/wp-content/uploads/2017/12/2.jpg?w=720
2
1
Research Paper Guideline

1. Select a topic and write a tentative thesis statement
Choose a topic that interests you and write down what you want
to know a bit more about that topic – the purpose of your
research (the thesis statement)
2. Search the internet or library database for relevant
information – keep CRAAP in mind
Takes notes on important information that you might include in
your own paper – using paraphrasing, summarizing, or quoting
skills for each idea you plan to use in your essay.
Do not forget to note down the publication information about
the sources you have read in case you might/will cite the
information. The information is needed for both your in-text
citation and References.
3. Roughly prepare a References list (APA style)
In this program, you use APA style to format all the
information/sources you have cited and alphabetize all the
entries in References at the end of your paper. For formatting of
each References entry, please refer to APA Documentation
Guideline.
4. Make an outline based on sources and ideas you have got
The following is a recommended structure to outline your
research paper:
Introduction
· Opening sentences: starting your research paper with general
information concerning the topic you will focus on; using
anecdote or shocking statistics/news/ historical events to start
your paper in order to introduce the specific topic you will later
focus on
· Introduction of the topic: specifying the topic you will work
on (be advised that you use the correct and accurate term)
· Thesis statement: using specific and concise words and
sentences to specify your purpose of writing this research paper

- the thesis statement, which contains the central or controlling
idea for the development of the whole research paper. This
controlling idea decides how many body paragraphs might be
included and what supporting details will be selected and
properly categorized.
Literature Review
This part will first generally address how this topic (chosen by
you) has been studied / researched in the academic field.
Gradually you come to focus on 4-5 sources/article/studies you
will cite in your paper – how they approach and talk about the
topic you have interest in. The function of this part is to
demonstrate that you have done a proper research and your
argument is well informed; it can also lay down a background
for your late citation of specific information in the source (such
as direct quote, paraphrase, summary).
Body Paragraphs - Argument development
Normally you have 2-4 paragraphs dealing with different
aspects of the research topic. Regarding how to develop
different paragraphs, always remember what is suggested in Part
1 of Becoming an Active Reader – “Writing middle paragraphs”
(7 points on p.12) and follow “Rhetorical Patterns and
Paragraph Development” suggested on p.13
Body Paragraph1
Topic sentence:
1st key aspect or point of the topic you would like to talk about
in this paragraph
Supporting details:
Facts, data, examples, comments/evaluations from other
scholars
Body Paragraph2
Topic sentence:
2nd key aspect or point of the topic you would like to talk about
in this paragraph

Supporting details:
scholars
Body Paragraph3
Topic sentence:
3rd key aspect or point of the topic you would like to talk about
in that paragraph
Supporting details:
scholars
Conclusion
It functions as a summary of previously provided information. It
signals the end of the paper. To achieve this purpose, you use
transitional phrases such as “In summary” to begin your
conclusion. In this conclusion, you may:
· re-state main or submain points in different phrases than in
prior paragraphs.
· re-emphasize your thesis in different phrases than in the
introduction paragraph.
· indicate future research or action as follow-ups to the point
discussed in your paper.
5. Read more and start your Draft
Follow the above outline and put your ideas and supporting
details into a well-structured draft of your research paper.
· Be aware that what kind of information will included in each
section;
· When discussion or supporting details are needed,
paraphrasing, summarizing, and direct quoting from the sources
will be needed – it means you have to add the References part at
the end of your draft now.
· If you hope to include some information supplementary or
illuminative to the points in your paper, add Appendix after
References (refer to the handout of Purdue Research Paper

Sample).
Talk with the teacher concerning any confusion or uncertainty
before finalizing your paper. Before the meeting, please get
prepared with all the questions you would like to ask or all the
points that you feel confused about – remember that the
instructor enjoys your specific questions generated in the
process of your writing the paper; t the earlier you can think
carefully about your paper and raise corresponding questions,
the better you will be prepared to write a better planned and
well-thought paper.
6. Revise your rough draft
Critically read through your first draft to check out whether
each section contains the right information
· whether logical flows exist;
· whether more and important information are missing;
· whether every main point has been sufficiently proved;
· whether transitional phrases have been properly used;
· whether thesis statement, and each topic sentence has been
accurately and sufficiently stated;
· whether unity, coherence and cohesion have been achieved.
7. Finalize your research paper
· Read your paper for any content errors.
· Double check the facts and figures.
· Arrange and rearrange ideas to follow the logical order of
argumentative/rhetorical strategies to achieve unity and
coherence.
· Make sure every part is appropriately written and no big flaws
or errors exist.
· All in-text citations and source references have been correctly
written.
· And finally - write an abstract or an executive summary for
your whole research paper.
8. Dual proofreading:

Read your own writing as many times as you can - remember
you are always the most careful proofreader of your own
writing. Correct all errors that you can spot and improve the
overall quality of the paper to the best of your ability (you can
download and use free Grammarly to check for grammar and
spelling mistakes). Get someone else to read it over. Sometimes
a second pair of eyes can see mistakes that you missed.
The following 2 CHECKLIST are retrieved from:
http://faculty.mdc.edu/fganivet/ENC2300/WitingPaper.htm
CHECKLIST ONE:
1. Is my thesis statement concise and clear?
2. Did I follow my outline? Did I miss anything?
3. Are my arguments presented in a logical sequence?
4. Are all sources properly cited to ensure that I am not
plagiarizing?
5. Have I proved my thesis with strong supporting arguments?
6. Have I made my intentions and points clear in the essay?
CHECKLIST TWO:
1. Did I begin each paragraph with a proper topic sentence?
2. Have I supported my arguments with documented proof or
examples?
3. Any run-on or unfinished sentences?
4. Any unnecessary or repetitious words?
5. Varying lengths of sentences?
6. Does one paragraph or idea flow smoothly into the next?
7. Any spelling or grammatical errors?

8. Quotes accurate in source, spelling, and punctuation?
9. Are all my citations accurate and in correct format?
10. Did I avoid using contractions? Use “cannot” instead of
“can’t”, “do not” instead of “don’t”?
11. Did I use third person as much as possible? Avoid using
phrases such as “I think”, “I guess”, “I suppose”
12. Have I made my points clear and interesting but remained
objective?
13. Did I leave a sense of completion for my reader(s) at the
end of the paper?
5
How to write a research proposal
Although your finalized research paper will be different from
your research proposal, you are still strongly suggested to write
a research proposal at the very beginning.
Questions to address in preparing your research paper
· Do you know the due date for your research paper and have
correspondingly made a schedule to deal with different
components of your research paper?
· Why do you choose this topic?
· Are there any other researches done in the same field?
· What is your specific research concern? Or for what purpose
are you doing this research? Write down your thesis statement.
· From which aspects are you going to address the issue? This
means how many body paragraphs you might include in your
paper.
· How are you going to develop your arguments?
· Problem & solution
· Cause & effect & solutions
· Comparison & contrast & evaluation
· Cost-Benefit Analysis
· Classification (Division)
· Chronology (Sequence of happenings)

· Process analysis (Flow chart)
· Historical events or anecdotal evidences
· Facts, statistics, scientific findings
· Visual arguments
· Have you found enough information to help you support your
ideas in a systematic way?
· Do you have any other ideas concerning the collection of data,
such as doing a survey or interview rather than just purely
searching the webpage and library database?
· Are there any visual supports to enhance your arguments?
· What might be your expected conclusion?
Research Paper (30%)
1. Topic: no restriction
· Choose a topic that inspires you and deserves more research.
Business-related topics are preferred.
2. Word count: 1,500 -2500 words
· Minimum 1500 words, excluding References, in-text citations,
Executive Summary, and Appendix (if applicable)
3. Sources to be cited
· Minimum 5 credible/reliable sources, as suggested below:
1) Library database (at least 3 should be included in your paper)
2) Online magazines / newspapers / government documents
3) Statistics from encyclopedia or credible data-mining
companies, such as Pew Research Center
*on the top of these 5 recognized “reliable/credible” sources,
you can include other types of sources.
4. Academic Integrity/Honesty
No collusion / plagiarism / fabrication / falsification –
otherwise, penalty will be applied accordingly.
Assessment Rubric

Overall Format
5%
· Margins: 1” four sides;
· Font/ size: Times New Roman/ 12 pt;
· Line spacing: double-spaced
· Every paragraph indented by 5 spaces
· Word count listed left aligned at the end of your text
· Headings & subheadings formatted (APA - bold; heading
centered while subheading left-aligned)
· Title page formatted (refer to APA Title Page Format tutorial
video /or the simplified title page)
· Table of contents (if your report has headings and sub-
headings)
· File name (when you save and submit): your name_research
report
Executive Summary
(summary of
your own report)
5%
Roughly including
· Why this topic (motivation)
· Thesis statement (the answer to your research question,
hypothesis, or concern – basically, what do you want to say
about the topic you choose)
· Research Method(s)
· Main points (with key evidences)
· Findings /Conclusion
Introduction
10%
· Opening sentences (relevant to the topic of your research)
· Thesis statement: purpose of your research [topic + controlling
idea + (approach if possible)]; statement concerning what your
research paper is about

Literature Review
5%
· Review of the article/sources you have read/studied and will
be cited in your paper
· This part is more like re-editing and incorporating the content
of your Annotated Bibliography Assignment (with at least 5
sources) into your Research Report.
Body Paragraphs
30%
Roughly
· Specific Headings and subheading (if applicable)
· Topic sentences /supporting details
· Rhetorical /Argumentative strategies for the structuring of
paragraphs and arguments
· Supporting evidences from reliable /credible sources
· Logic, coherence, cohesion/relevance overall
Findings/ Conclusion
10%
Roughly
· Responding to your thesis statement (or hypothesis /research
concern)
· Summarizing key points
· Indicating realistic or practical significance of the research /or
suggesting for further studies /or calling for actions
Citation & Referencing
15%
No plagiarism; otherwise, Plagiarism Policy will be applied.
To avoid plagiarism, both in-text citations and their
corresponding entries are mandatory.
APA style

Correct format of in-text-citations and entries in References
More specifications
· Minimum five credible/reliable sources (as specified in the
Task Requirement)
· Ideally, at least one citation used in each body paragraph (and
Introduction if necessary)
· Direct quotes cannot exceed 10% of your total word count
Readability
Register/Tone
Writing Mechanics
20%
· Research paper structure; paragraph structure
· Unity, coherence, and cohesion
· Accuracy and appropriateness of the language /proficiency
level
· Proper style /register /tone – objective and academic
· NO personal pronoun, such as “you” or change of narrative
pronouns
· Grammatical issues such as sentences structures, punctuations,
spellings, collocations or choices of words, tense,
capitalization…
Lack of accuracy or readability will lead to incomprehensibility
of your report/paper. Proofreading is suggested if necessary.
3/20/2020 Lctr 18 for CEC 320 p. 1

4.1.4 The if-then-else construct
Note: due to the existence of the compound OR expression, the
conditional execution
approach (Asm Prog 2 above) is not so advantageous. Hence, we
will only use the
conditional branch approach.
The if-then-else construct with compound OR expression
3/20/2020 Lctr 18 for CEC 320 p. 2
4.2 The for loop to master in both C and assembly
Note:
1. The condition_expression is tested before the block of the
intended code is executed,
which means that the block of code may not have a chance to
run. We need to
update the loop-counting variable in each pass after executing
the block of code.
2. We prefer to use Approach 2 due to its clean structure. Yet,
Approach 1 is slightly
more efficient.
3. Approach 1 is similar to the do-while loop we will see soon.
3/20/2020 Lctr 18 for CEC 320 p. 3

4.3 The while loop to master in both C and assembly
Note: the condition_expression for the while loop is also tested
before executing the
block of intended code, in the same way as the for loop. We
also need to update the
loop-counting variable in each pass after executing the block of
the intended code.
We can see from Tasks 5 and 7 of 170_conditional_execution
that the implementation of
for loop and a while loop can be exactly the same in assembly.
3/20/2020 Lctr 18 for CEC 320 p. 4
4.4 The do-while loop to master in both C and assembly
Note: the condition_expression is tested after executing the
block of intended code, which
means that the block of code will be executed at least once.
The do-while loop
The while loop
Note that the assembly code for the do-while loop is slightly
more compact/efficient than that
of the while loop.
3/20/2020 Lctr 18 for CEC 320 p. 5
4.5 The continue and break statements to master in C and to

know in assembly
The continue and break statements affect the flow of a loop in
different ways:
• Continue = jump to the end of the loop and continue the next
pass of the loop
• Break = break (jump out of) the loop
3/20/2020 Lctr 18 for CEC 320 p. 6
3/20/2020 Lctr 18 for CEC 320 p. 7
4.6 The switch statement to master in C
The switch statement can be seen as a special case of the if-
then-else statement, with
the following caution:
The ARM Cortex-M processors use a special Branch Table to
handle the addresses of the case blocks.
See the textbook for details. We just need to be informed of the
BranchTable approach; no need to
master them at this stage of learning. As will be seen in a later
chapter, we can always call C code,
such as the switch statement, in the assembly code.
3/20/2020 Lctr 18 for CEC 320 p. 8
4.7 The IT (If-Then) instruction to know in assembly

The IT instruction can handle a block of code of "then" and
"else". The number of
instructions in the block is at most 4 using the following syntax:
Notes:
* While the IT construct is important for the GNU assembly, it
is not as important for the ARM
assembly---the latter can add this construct automatically.
* The IT version of the instructions may be more compact than
the non-IT version. See the example
of ADD in line 196 and ADDEQ in line 202 above.

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