Chapter 8 <1>
Digital Design and Computer Architecture, 2nd Edition
Chapter 8
David Money Harris and Sarah L. Harris
Chapter 8 <2>
Chapter 8 :: Topics
• Introduction
• Memory System Performance
Analysis
• Caches
• Virtual Memory
• Memory-Mapped I/O
• Summary
Chapter 8 <3>
Processor Memory
Address
MemWrite
WriteData
ReadData
WE
CLKCLK
• Computer performance depends on:
– Processor performance
– Memory system performance
Memory Interface
Introduction
Chapter 8 <4>
In prior chapters, assumed access memory in 1 clock
cycle – but hasn’t been true since the 1980’s
Processor-Memory Gap
Chapter 8 <5>
• Make memory system appear as fast as
processor
• Use hierarchy of memories
• Ideal memory:
– Fast
– Cheap (inexpensive)
– Large (capacity)
But can only choose two!
Memory System Challenge
Chapter 8 <6>
Memory Hierarchy
Technology Price / GB
Access
Time (ns)
Bandwidth
(GB/s)
Cache
Main Memory
Virtual Memory
Capacity
S
p
e
e
d
SRAM $10,000 1
DRAM $10 10 - 50
SSD $1 100,000
25+
10
0.5
0.1HDD $0.1 10,000,000
Chapter 8 <7>
Exploit locality to make memory accesses fast
• Temporal Locality:
– Locality in time
– If data used recently, likely to use it again soon
– How to exploit: keep recently accessed data in higher
levels of memory hierarchy
• Spatial Locality:
– Locality in space
– If data used recently, likely to use nearby data soon
– How to exploit: when access data, bring nearby data
into higher levels of memory hierarchy too
Locality
Chapter 8 <8>
• Hit: data found in that level of memory hierarchy
• Miss: data not found (must go to next level)
Hit Rate = # hits / # memory accesses
= 1 – Miss Rate
Miss Rate = # misses / # memory accesses
= 1 – Hit Rate
• Average memory access time (AMAT): average time
for processor to access data
AMAT = tcache + MRcache[tMM + MRMM(tVM)]
Memory Performance
Chapter 8 <9>
• A program has 2,000 loads and stores
• 1,250 of these data values in cache
• Rest supplied by other levels of memory
hierarchy
• What are the hit and miss rates for the cache?
Memory Performance Example 1
Chapter 8 <10>
• A program has 2,000 loads and stores
• 1,250 of these data values in cache
• Rest supplied by other levels of memory
hierarchy
• What are the hit and miss rates for the cache?
Hit Rate = 1250/2000 = 0.625
Miss Rate = 750/2000 = 0.375 = 1 – Hit Rate
Memory Performance Example 1
Chapter 8 <11>
• Suppose processor has 2 levels of hierarchy:
cache and main memory
• tcache = 1 cycle, tMM = 100 cycles
• What is the AMAT of the program from
Example 1?
Memory Performance Example 2
Chapter 8 <12>
• Suppose processor has 2 levels of hierarchy:
cache and main memory
• tcache = 1 cycle, tMM = 100 cycles
• What is the AMAT of the program from
Example 1?
AMAT = tcache + MRcache(tMM)
= [1 + 0.375(100)] cycles
= 38.5 cycles
Memory Performance Example 2
Chapter 8 <13>
• Amdahl’s Law: the
effort spent incr ...
Alex Smola, Professor in the Machine Learning Department, Carnegie Mellon Uni...MLconf
Fast, Cheap and Deep – Scaling Machine Learning: Distributed high throughput machine learning is both a challenge and a key enabling technology. Using a Parameter Server template we are able to distribute algorithms efficiently over multiple GPUs and in the cloud. This allows us to design very fast recommender systems, factorization machines, classifiers, and deep networks. This degree of scalability allows us to tackle computationally expensive problems efficiently, yielding excellent results e.g. in visual question answering.
The IBM POWER10 processor represents the 10th generation of the POWER family of enterprise computing engines. Its performance is a result of both powerful processing cores and high-bandwidth intra- and inter-chip interconnect. POWER10 systems can be configured with up to 16 processor chips and 1920 simultaneous threads of execution. Cross-system memory sharing, through the new Memory Inception technology, and 2 Petabytes of addressing space support an expansive memory system. The POWER10 processing core has been significantly enhanced over its POWER9 predecessor, including a doubling of vector units and the addition of an all-new matrix math engine. Throughput gains from POWER9 to POWER10 average 30% at the core level and three-fold at the socket level. Those gains can reach ten- or twenty-fold at the socket level for matrix-intensive computations.
This presentation recounts the story of Macys.com and Bloomingdales.com's migration from legacy RDBMS to NoSQL Cassandra in partnership with DataStax.
One thing that differentiates this talk from others on Cassandra is Macy's philosophy of "doing more with less." You will see why we emphasize the performance tuning aspects of iterative development when you see how much processing we can support on relatively small configurations.
This session will cover:
1) The process that led to our decision to use Cassandra
2) The approach we used for migrating from DB2 & Coherence to Cassandra without disrupting the production environment
3) The various schema options that we tried and how we settled on the current one. We'll show you a selection of some of our extensive performance tuning benchmarks, as well as how these performance results figured into our final schema designs.
4) Our lessons learned and next steps
These days fast code needs to operate in harmony with its environment. At the deepest level this means working well with hardware: RAM, disks and SSDs. A unifying theme is treating memory access patterns in a uniform and predictable way that is sympathetic to the underlying hardware. For example writing to and reading from RAM and Hard Disks can be significantly sped up by operating sequentially on the device, rather than randomly accessing the data. In this talk we’ll cover why access patterns are important, what kind of speed gain you can get and how you can write simple high level code which works well with these kind of patterns.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
More Related Content
Similar to Chapter 8 1 Digital Design and Computer Architecture, 2n.docx
Alex Smola, Professor in the Machine Learning Department, Carnegie Mellon Uni...MLconf
Fast, Cheap and Deep – Scaling Machine Learning: Distributed high throughput machine learning is both a challenge and a key enabling technology. Using a Parameter Server template we are able to distribute algorithms efficiently over multiple GPUs and in the cloud. This allows us to design very fast recommender systems, factorization machines, classifiers, and deep networks. This degree of scalability allows us to tackle computationally expensive problems efficiently, yielding excellent results e.g. in visual question answering.
The IBM POWER10 processor represents the 10th generation of the POWER family of enterprise computing engines. Its performance is a result of both powerful processing cores and high-bandwidth intra- and inter-chip interconnect. POWER10 systems can be configured with up to 16 processor chips and 1920 simultaneous threads of execution. Cross-system memory sharing, through the new Memory Inception technology, and 2 Petabytes of addressing space support an expansive memory system. The POWER10 processing core has been significantly enhanced over its POWER9 predecessor, including a doubling of vector units and the addition of an all-new matrix math engine. Throughput gains from POWER9 to POWER10 average 30% at the core level and three-fold at the socket level. Those gains can reach ten- or twenty-fold at the socket level for matrix-intensive computations.
This presentation recounts the story of Macys.com and Bloomingdales.com's migration from legacy RDBMS to NoSQL Cassandra in partnership with DataStax.
One thing that differentiates this talk from others on Cassandra is Macy's philosophy of "doing more with less." You will see why we emphasize the performance tuning aspects of iterative development when you see how much processing we can support on relatively small configurations.
This session will cover:
1) The process that led to our decision to use Cassandra
2) The approach we used for migrating from DB2 & Coherence to Cassandra without disrupting the production environment
3) The various schema options that we tried and how we settled on the current one. We'll show you a selection of some of our extensive performance tuning benchmarks, as well as how these performance results figured into our final schema designs.
4) Our lessons learned and next steps
These days fast code needs to operate in harmony with its environment. At the deepest level this means working well with hardware: RAM, disks and SSDs. A unifying theme is treating memory access patterns in a uniform and predictable way that is sympathetic to the underlying hardware. For example writing to and reading from RAM and Hard Disks can be significantly sped up by operating sequentially on the device, rather than randomly accessing the data. In this talk we’ll cover why access patterns are important, what kind of speed gain you can get and how you can write simple high level code which works well with these kind of patterns.
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docxchristinemaritza
ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Chapter 8 1 Digital Design and Computer Architecture, 2n.docx
1. Chapter 8 <1>
Digital Design and Computer Architecture, 2nd Edition
Chapter 8
David Money Harris and Sarah L. Harris
Chapter 8 <2>
Chapter 8 :: Topics
• Introduction
• Memory System Performance
Analysis
• Caches
• Virtual Memory
• Memory-Mapped I/O
• Summary
Chapter 8 <3>
Processor Memory
2. Address
MemWrite
WriteData
ReadData
WE
CLKCLK
• Computer performance depends on:
– Processor performance
– Memory system performance
Memory Interface
Introduction
Chapter 8 <4>
In prior chapters, assumed access memory in 1 clock
cycle – but hasn’t been true since the 1980’s
Processor-Memory Gap
Chapter 8 <5>
• Make memory system appear as fast as
processor
3. • Use hierarchy of memories
• Ideal memory:
– Fast
– Cheap (inexpensive)
– Large (capacity)
But can only choose two!
Memory System Challenge
Chapter 8 <6>
Memory Hierarchy
Technology Price / GB
Access
Time (ns)
Bandwidth
(GB/s)
Cache
Main Memory
Virtual Memory
Capacity
4. S
p
e
e
d
SRAM $10,000 1
DRAM $10 10 - 50
SSD $1 100,000
25+
10
0.5
0.1HDD $0.1 10,000,000
Chapter 8 <7>
Exploit locality to make memory accesses fast
• Temporal Locality:
– Locality in time
– If data used recently, likely to use it again soon
– How to exploit: keep recently accessed data in higher
levels of memory hierarchy
• Spatial Locality:
5. – Locality in space
– If data used recently, likely to use nearby data soon
– How to exploit: when access data, bring nearby data
into higher levels of memory hierarchy too
Locality
Chapter 8 <8>
• Hit: data found in that level of memory hierarchy
• Miss: data not found (must go to next level)
Hit Rate = # hits / # memory accesses
= 1 – Miss Rate
Miss Rate = # misses / # memory accesses
= 1 – Hit Rate
• Average memory access time (AMAT): average time
for processor to access data
AMAT = tcache + MRcache[tMM + MRMM(tVM)]
Memory Performance
Chapter 8 <9>
6. • A program has 2,000 loads and stores
• 1,250 of these data values in cache
• Rest supplied by other levels of memory
hierarchy
• What are the hit and miss rates for the cache?
Memory Performance Example 1
Chapter 8 <10>
• A program has 2,000 loads and stores
• 1,250 of these data values in cache
• Rest supplied by other levels of memory
hierarchy
• What are the hit and miss rates for the cache?
Hit Rate = 1250/2000 = 0.625
Miss Rate = 750/2000 = 0.375 = 1 – Hit Rate
Memory Performance Example 1
Chapter 8 <11>
• Suppose processor has 2 levels of hierarchy:
cache and main memory
7. • tcache = 1 cycle, tMM = 100 cycles
• What is the AMAT of the program from
Example 1?
Memory Performance Example 2
Chapter 8 <12>
• Suppose processor has 2 levels of hierarchy:
cache and main memory
• tcache = 1 cycle, tMM = 100 cycles
• What is the AMAT of the program from
Example 1?
AMAT = tcache + MRcache(tMM)
= [1 + 0.375(100)] cycles
= 38.5 cycles
Memory Performance Example 2
Chapter 8 <13>
• Amdahl’s Law: the
effort spent increasing the
performance of a
subsystem is wasted
8. unless the subsystem
affects a large percentage
of overall performance
• Co-founded 3 companies,
including one called
Amdahl Corporation in
1970
Gene Amdahl, 1922-
Chapter 8 <14>
• Highest level in memory hierarchy
• Fast (typically ~ 1 cycle access time)
• Ideally supplies most data to processor
• Usually holds most recently accessed data
Cache
Chapter 8 <15>
• What data is held in the cache?
• How is data found?
• What data is replaced?
Focus on data loads, but stores follow same principles
9. Cache Design Questions
Chapter 8 <16>
• Ideally, cache anticipates needed data and
puts it in cache
• But impossible to predict future
• Use past to predict future – temporal and
spatial locality:
– Temporal locality: copy newly accessed data
into cache
– Spatial locality: copy neighboring data into
cache too
What data is held in the cache?
Chapter 8 <17>
• Capacity (C):
– number of data bytes in cache
• Block size (b):
– bytes of data brought into cache at once
• Number of blocks (B = C/b):
– number of blocks in cache: B = C/b
10. • Degree of associativity (N):
– number of blocks in a set
• Number of sets (S = B/N):
– each memory address maps to exactly one cache set
Cache Terminology
Chapter 8 <18>
• Cache organized into S sets
• Each memory address maps to exactly one set
• Caches categorized by # of blocks in a set:
– Direct mapped: 1 block per set
– N-way set associative: N blocks per set
– Fully associative: all cache blocks in 1 set
• Examine each organization for a cache with:
– Capacity (C = 8 words)
– Block size (b = 1 word)
– So, number of blocks (B = 8)
How is data found?
Chapter 8 <19>
11. • C = 8 words (capacity)
• b = 1 word (block size)
• So, B = 8 (# of blocks)
Ridiculously small, but will illustrate organizations
Example Cache Parameters
Chapter 8 <20>
7 (111)
00...00010000
230 Word Main Memory
mem[0x00...00]
mem[0x00...04]
mem[0x00...08]
mem[0x00...0C]
mem[0x00...10]
mem[0x00...14]
mem[0x00...18]
mem[0x00..1C]
23. Set 3 (011)
Set 2 (010)
Set 1 (001)
Set 0 (000)
mem[0x00...24]
Miss Rate = 10/10
= 100%
Conflict Misses
Direct Mapped Cache: Conflict
Chapter 8 <26>
DataTag
Tag Set
Byte
Offset
Memory
Address
Data
Hit
1
V
27. 0
0
Way 1 Way 0
Set 3
Set 2
Set 1
Set 0
Miss Rate = 2/10
= 20%
Associativity reduces
conflict misses
N-Way Set Associative Performance
Chapter 8 <29>
DataTagV DataTagV DataTagV DataTagV DataTagV DataTagV
DataTagV DataTagV
Reduces conflict misses
Expensive to build
Fully Associative Cache
28. Chapter 8 <30>
• Increase block size:
– Block size, b = 4 words
– C = 8 words
– Direct mapped (1 block per set)
– Number of blocks, B = 2 (C/b = 8/4 = 2)
DataTag
00
Tag
Byte
Offset
Memory
Address
Data
V
0
0
0
1
1
0
29. 1
1
Block
Offset
32 32 32 32
32
Hit
=
Set
27
27 2
Set 1
Set 0
Spatial Locality?
Chapter 8 <31>
DataTag
00
Tag
34. Miss Rate = 1/15
= 6.67%
Larger blocks
reduce compulsory misses
through spatial locality
Direct Mapped Cache Performance
Chapter 8 <34>
• Capacity: C
• Block size: b
• Number of blocks in cache: B = C/b
• Number of blocks in a set: N
• Number of sets: S = B/N
Organization
Number of Ways
(N)
Number of Sets
(S = B/N)
35. Direct Mapped 1 B
N-Way Set Associative 1 < N < B B / N
Fully Associative B 1
Cache Organization Recap
Chapter 8 <35>
• Cache is too small to hold all data of interest at once
• If cache full: program accesses data X & evicts data Y
• Capacity miss when access Y again
• How to choose Y to minimize chance of needing it again?
• Least recently used (LRU) replacement: the least recently
used block in a set evicted
Capacity Misses
Chapter 8 <36>
• Compulsory: first time data accessed
• Capacity: cache too small to hold all data of
interest
• Conflict: data of interest maps to same
location in cache
Miss penalty: time it takes to retrieve a block from
36. lower level of hierarchy
Types of Misses
Chapter 8 <37>
DataTagV
0
DataTagV
0
0
0
0
0
U
0 0
0
0
0
0
37. Way 1 Way 0
Set 3 (11)
Set 2 (10)
Set 1 (01)
Set 0 (00)
# MIPS assembly
lw $t0, 0x04($0)
lw $t1, 0x24($0)
lw $t2, 0x54($0)
LRU Replacement
Chapter 8 <38>
DataTagV
0
DataTagV
0
0
0
0
0
39. 0
1
(a)
(b)
Way 1 Way 0
Way 1 Way 0
Set 3 (11)
Set 2 (10)
Set 1 (01)
Set 0 (00)
Set 3 (11)
Set 2 (10)
Set 1 (01)
Set 0 (00)
# MIPS assembly
lw $t0, 0x04($0)
lw $t1, 0x24($0)
lw $t2, 0x54($0)
LRU Replacement
Chapter 8 <39>
40. • What data is held in the cache?
– Recently used data (temporal locality)
– Nearby data (spatial locality)
• How is data found?
– Set is determined by address of data
– Word within block also determined by address
– In associative caches, data could be in one of several
ways
• What data is replaced?
– Least-recently used way in the set
Cache Summary
Chapter 8 <40>
• Bigger caches reduce capacity misses
• Greater associativity reduces conflict misses
Adapted from Patterson & Hennessy, Computer Architecture: A
Quantitative Approach, 2011
Miss Rate Trends
41. Chapter 8 <41>
• Bigger blocks reduce compulsory misses
• Bigger blocks increase conflict misses
Miss Rate Trends
Chapter 8 <42>
• Larger caches have lower miss rates, longer
access times
• Expand memory hierarchy to multiple levels of
caches
• Level 1: small and fast (e.g. 16 KB, 1 cycle)
• Level 2: larger and slower (e.g. 256 KB, 2-6
cycles)
• Most modern PCs have L1, L2, and L3 cache
Multilevel Caches
Chapter 8 <43>
Intel Pentium III Die
42. Chapter 8 <44>
• Gives the illusion of bigger memory
• Main memory (DRAM) acts as cache for hard
disk
Virtual Memory
Chapter 8 <45>
• Physical Memory: DRAM (Main Memory)
• Virtual Memory: Hard drive
– Slow, Large, Cheap
Memory Hierarchy
Technology Price / GB
Access
Time (ns)
Bandwidth
(GB/s)
Cache
Main Memory
Virtual Memory
43. Capacity
S
p
e
e
d
SRAM $10,000 1
DRAM $10 10 - 50
SSD $1 100,000
25+
10
0.5
0.1HDD $0.1 10,000,000
Chapter 8 <46>
Read/Write
Head
Magnetic
Disks
Takes milliseconds to seek correct location on disk
44. Hard Disk
Chapter 8 <47>
• Virtual addresses
– Programs use virtual addresses
– Entire virtual address space stored on a hard drive
– Subset of virtual address data in DRAM
– CPU translates virtual addresses into physical addresses
(DRAM addresses)
– Data not in DRAM fetched from hard drive
• Memory Protection
– Each program has own virtual to physical mapping
– Two programs can use same virtual address for different data
– Programs don’t need to be aware others are running
– One program (or virus) can’t corrupt memory used by
another
Virtual Memory
Chapter 8 <48>
Cache Virtual Memory
45. Block Page
Block Size Page Size
Block Offset Page Offset
Miss Page Fault
Tag Virtual Page Number
Physical memory acts as cache for virtual memory
Cache/Virtual Memory Analogues
Chapter 8 <49>
• Page size: amount of memory transferred
from hard disk to DRAM at once
• Address translation: determining physical
address from virtual address
• Page table: lookup table used to translate
virtual addresses to physical addresses
Virtual Memory Definitions
Chapter 8 <50>
Most accesses hit in physical memory
But programs have the large capacity of virtual memory
57. T
a
b
le
Page
Offset
What is the physical
address of virtual
address 0x73E0?
– VPN = 7
– Entry 7 is invalid
– Virtual page must be
paged into physical
memory from disk
Page Table Example 2
Chapter 8 <63>
• Page table is large
– usually located in physical memory
58. • Load/store requires 2 main memory accesses:
– one for translation (page table read)
– one to access data (after translation)
• Cuts memory performance in half
– Unless we get clever…
Page Table Challenges
Chapter 8 <64>
• Small cache of most recent translations
• Reduces # of memory accesses for most
loads/stores from 2 to 1
Translation Lookaside Buffer (TLB)
Chapter 8 <65>
• Page table accesses: high temporal locality
– Large page size, so consecutive loads/stores likely to
access same page
• TLB
– Small: accessed in < 1 cycle
– Typically 16 - 512 entries
59. – Fully associative
– > 99 % hit rates typical
– Reduces # of memory accesses for most loads/stores
from 2 to 1
TLB
Chapter 8 <66>
Hit
1
V
=
01
15 15
15
=
Hit
1Hit
0
Hit
60. 19 19
19
Virtual
Page Number
Physical
Page Number
Entry 1
1 0x7FFFD 0x0000 1 0x00002 0x7FFF
Virtual
Address
0x00002 47C
1219
Virtual
Page Number
Page
Offset
V
Virtual
Page Number
61. Physical
Page Number
Entry 0
12
Physical
Address 0x7FFF 47C
TLB
Example 2-Entry TLB
Chapter 8 <67>
• Multiple processes (programs) run at once
• Each process has its own page table
• Each process can use entire virtual address
space
• A process can only access physical pages
mapped in its own page table
Memory Protection
Chapter 8 <68>
62. • Virtual memory increases capacity
• A subset of virtual pages in physical memory
• Page table maps virtual pages to physical
pages – address translation
• A TLB speeds up address translation
• Different page tables for different programs
provides memory protection
Virtual Memory Summary
Chapter 8 <69>
• Processor accesses I/O devices just like
memory (like keyboards, monitors, printers)
• Each I/O device assigned one or more
address
• When that address is detected, data
read/written to I/O device instead of
memory
• A portion of the address space dedicated to
I/O devices
Memory-Mapped I/O
Chapter 8 <70>
63. • Address Decoder:
– Looks at address to determine which
device/memory communicates with the
processor
• I/O Registers:
– Hold values written to the I/O devices
• ReadData Multiplexer:
– Selects between memory and I/O devices as
source of data sent to the processor
Memory-Mapped I/O Hardware
Chapter 8 <71>
Processor Memory
Address
MemWrite
WriteData
ReadData
WE
CLK
The Memory Interface
64. Chapter 8 <72>
Processor Memory
Address
MemWrite
WriteData
ReadDataI/O
Device 1
I/O
Device 2
CLK
EN
EN
Address Decoder
WE
W
E
M
R
68. 10
CLK
Memory-Mapped I/O Code
Chapter 8 <75>
• Read the value from I/O Device 1 and place in $t3
lw $t3, 0xFFF4($0)
Processor Memory
Address
MemWrite
WriteData
ReadDataI/O
Device 1
I/O
Device 2
CLK
EN
EN
Address Decoder
70. Memory-Mapped I/O Code
Chapter 8 <76>
• Embedded I/O Systems
– Toasters, LEDs, etc.
• PC I/O Systems
Input/Output (I/O) Systems
Chapter 8 <77>
• Example microcontroller: PIC32
– microcontroller
– 32-bit MIPS processor
– low-level peripherals include:
• serial ports
• timers
• A/D converters
Embedded I/O Systems
71. Chapter 8 <78>
// C Code
#include <p3xxxx.h>
int main(void) {
int switches;
TRISD = 0xFF00; // RD[7:0] outputs
// RD[11:8] inputs
while (1) {
// read & mask switches, RD[11:8]
switches = (PORTD >> 8) & 0xF;
PORTD = switches; // display on LEDs
}
}
Digital I/O
Chapter 8 <79>
• Example serial protocols
– SPI: Serial Peripheral Interface
72. – UART: Universal Asynchronous
Receiver/Transmitter
– Also: I2C, USB, Ethernet, etc.
Serial I/O
Chapter 8 <80>
SPI: Serial Peripheral Interface
• Master initiates communication to slave by sending
pulses on SCK
• Master sends SDO (Serial Data Out) to slave, msb first
• Slave may send data (SDI) to master, msb first
Chapter 8 <81>
UART: Universal Asynchronous Rx/Tx
• Configuration:
– start bit (0), 7-8 data bits, parity bit (optional), 1+ stop bits
(1)
– data rate: 300, 1200, 2400, 9600, …115200 baud
• Line idles HIGH (1)
• Common configuration:
– 8 data bits, no parity, 1 stop bit, 9600 baud
73. Chapter 8 <82>
// Create specified ms/us of delay using built-in timer
#include <P32xxxx.h>
void delaymicros(int micros) {
if (micros > 1000) { // avoid timer overflow
delaymicros(1000);
delaymicros(micros-1000);
}
else if (micros > 6){
TMR1 = 0; // reset timer to 0
T1CONbits.ON = 1; // turn timer on
PR1 = (micros-6)*20; // 20 clocks per microsecond
// Function has overhead of ~6 us
IFS0bits.T1IF = 0; // clear overflow flag
while (!IFS0bits.T1IF); // wait until overflow flag set
}
}
74. void delaymillis(int millis) {
while (millis--) delaymicros(1000); // repeatedly delay 1 ms
} // until done
Timers
Chapter 8 <83>
• Needed to interface with outside world
• Analog input: Analog-to-digital (A/D) conversion
– Often included in microcontroller
– N-bit: converts analog input from Vref--Vref+ to 0-2
N-1
• Analog output:
– Digital-to-analog (D/A) conversion
• Typically need external chip (e.g., AD558 or LTC1257)
• N-bit: converts digital signal from 0-2N-1 to Vref--Vref+
– Pulse-width modulation
Analog I/O
Chapter 8 <84>
75. Pulse-Width Modulation (PWM)
• Average value proportional to duty cycle
• Add high-pass filter on output to deliver average
value
Chapter 8 <85>
Other Microcontroller Peripherals
• Examples
– Character LCD
– VGA monitor
– Bluetooth wireless
– Motors
Chapter 8 <86>
Personal Computer (PC) I/O Systems
• USB: Universal Serial Bus
– USB 1.0 released in 1996
– standardized cables/software for peripherals
• PCI/PCIe: Peripheral Component
Interconnect/PCI Express
76. – developed by Intel, widespread around 1994
– 32-bit parallel bus
– used for expansion cards (i.e., sound cards, video
cards, etc.)
• DDR: double-data rate memory
Chapter 8 <87>
Personal Computer (PC) I/O Systems
• TCP/IP: Transmission Control Protocol and
Internet Protocol
– physical connection: Ethernet cable or Wi-Fi
• SATA: hard drive interface
• Input/Output (sensors, actuators,
microcontrollers, etc.)
– Data Acquisition Systems (DAQs)
– USB Links
1. Knowledge of Damaging Information
The State Pollution Control Authority advises the Bright
Corporation that it has 60 days to apply for a permit to
discharge manufacturing wastes into a body of water.
In order to convince the Authority that it will meet the
environmental standards, the Bright Corporation employs
Persaud, an engineer, to perform consulting engineering
services and submit a detailed report. After completing the
77. studies, Persaud concludes that the discharge from the plant will
violate environmental standards and that the corrective action
will be very costly to Bright. Persaud verbally notifies the
company, which terminates its contract with Persaud with full
payment for the services performed. It instructs Persaud not to
render a written report to the corporation.
A short time later, Persaud learns that the Authority has called a
public hearing, where the Bright Corporation will present data
to support its claim that the present plant discharge meets
minimum standards.
What, if anything, should Persaud do now? Is Persaud obliged
to report the violation of environmental standards to the
Authority? Does Persaud have any residual obligation to the
Bright Corporation that would stand in the way of doing so?
2. Conflict of Interest – Specifying Equipment of Company
Owned by Engineer
Engineer A is asked by a firm to prepare specifications for an
air compression system. Engineer A made the firm aware that
she is the President (and major shareholder) of a company that
manufactures and sells air compression systems and that she has
no problem with preparing a set of generic specifications.
Engineer A also provides the firm with four other manufacturers
that prepare air compression systems for bidding purposes, and
Engineer A did not include her company as one of the four
specified manufacturers.
The firm now wants to meet with Engineer A and a salesman
from her company. Engineer A indicated to the firm that it
might be a conflict-of-interest.
Would it be a conflict of interest for Engineer A to prepare a set
of specifications for an air compression system and then have
her company manufacture the air compression system under the
facts?
3. Refusing to sign/seal construction documents
Engineer A, employed by Firm X, left Firm X and goes to work
for Firm Y, a competitor. A project on which Engineer A was in
responsible charge was virtually completed, but Engineer A did
78. not sign or seal the construction documents before leaving Firm
X’s employment. Engineer B, a principal in Firm X requests
Engineer A to sign and seal the drawing. Engineer A refuses to
sign or seal the construction documents unless Firm X pays
Engineer A an additional fee.
Was it ethical for Engineer A to refuse to sign or seal the plans?
Was it ethical for Engineer B to ask Engineer A to sign and seal
the construction documents?
If additional work was required on the part of Engineer A,
would it be ethical for Engineer A to request additional
compensation?
ECE 314
Assignment
Due November 1 2016 at the start of class
1. A processor has a 32 MB cache and a 64 bit data bus. What is
the minimum width of the
address bus needed to access the entire cache?
2. Explain why SRAM is less dense but faster than DRAM.
79. 3. Give the machine code for the following assembly
instructions (give your answer in hex
format):
beq $a0, $a1, L1 (the beq instruction is at address
0x00E20710 and the target L1 is at address
0x00E20724).
4. List the values on the control signals for the following
instructions. The MIPS architecture and
instruction formats studied in class are shown below for
reference. Your answer needs to be 1, 0,
or X for each signal (a 0 or 1 will not be accepted as a
substitute for X).
MemtoReg MemWrite Branch ALUSrc RegDst RegWrite
sub r2, r5, r23
beq r1, r3, L2
sw r1, 36(r4)
lw r3,100(r6)