Save Dispute For People

Save Dispute For People Save â€Å"Dispute† For People Save â€Å"Dispute† For People By Maeve Maddox The verb dispute, like contradict, connotes disagreement. Unlike contradict, dispute does not work equally well with human and nonhuman referents. The following â€Å"clickbait† headline illustrates what I mean: 13 Facts That Will Dispute The Person Who Says Reagan was a Great President Facts or people may contradict, but only people dispute. The verb dispute entered English from Old French in the thirteenth century with the meaning â€Å"to contend with opposing arguments; to debate or argue.† That remains the chief meaning. Another meaning is â€Å"to challenge.† Here are examples of correct usage: The people are tired of  political parties disputing among themselves, he says. How to dispute an error on your credit report Some Experts Dispute Claims Of Looming Doctor Shortage Scientists offered cash to dispute climate study Here are examples in which the verb dispute is used where contradict or another word or phrase would be more apt: There is no evidence in the record that will dispute the fact that Tiger Inn does not invite guest lecturers to speak on its premises. If a person strongly believes in something, any fact that will dispute their point will be automatically denied. The following example from a site belonging to a Spanish speaker seems to use dispute in the sense of contend or perhaps prevail: Fourth step, we must begin to interpret our strategy by thinking about  tactical  actions. These are  the concrete facts  that will dispute over the space of our adversary. I suspect that dispute may be going in the direction of an all-purpose synonym for contradict because it is shorter than most of the alternatives. Meanwhile, careful writers will think twice about who or what is doing the disputing and save the verb dispute for people. Synonyms for dispute in the sense of â€Å"to argue† or â€Å"to voice disagreement†: debate discuss exchange views quarrel disagree clash fall out wrangle bicker squabble Words and phrases that may be used with nonhuman referents in the sense of contradict or refute: contest [kon-TEST] disprove prove wrong prove false debunk discredit invalidate confute conflict with be at odds with be at variance with be inconsistent with run counter to disagree with Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†English Grammar 101: Verb MoodContinue and "Continue on"

Hernan Cortes Conquistador Army

Hernan Cortes' Conquistador Army In 1519, Hernan Cortes embarked upon the bold conquest of the Aztec Empire. When he ordered his ships dismantled, signifying that he was committed to his expedition of conquest, he had only about 600 men and a handful of horses. With this band of conquistadors and subsequent reinforcements, Cortes would bring down the mightiest Empire the New World had ever known. Who were Cortes Conquistadors? Most of the conquistadors who fought in Cortes army were Spaniards from Extremadura, Castile and Andalusia. These lands proved fertile breeding grounds for the sort of desperate men needed in the conquest: there was a long history of conflict and much poverty there that ambitious men sought to escape. The conquistadors were often younger sons of minor nobility who would not inherit their family estates and thus had to make a name for themselves on their own. Many such men turned to the military, because there was a constant need for soldiers and captains in Spains many wars, and advancement could be fast and rewards, in some cases, could be rich. The wealthier among them could afford the tools of the trade: fine Toledo steel swords and armor and horses.   Why did the Conquistadors Fight? There was no sort of mandatory enlistment in Spain, so no one forced any of Cortes soldiers to fight. Why, then, would a sane man risk life and limb in the jungles and mountains of Mexico against murderous Aztec warriors? Many of them did it because it was considered a good job, in a sense: these soldiers would have looked upon work as a tradesman like a tanner or a shoemaker with scorn. Some of them did it out of ambition, hoping to be gain wealth and power along with a large estate. Others fought in Mexico out of religious fervor, believing that the natives needed to be cured of their evil ways and brought to Christianity, at the point of a sword if necessary. Some did it for adventure: many popular ballads and romances came out at the time: one such example was Amadis de Gaula, a rousing adventure which tells the story of the heros quest to find his roots and marry his true love. Still others were excited by the beginnings of the golden era through which Spain was about to pass an d wanted to help make Spain a world power. Conquistador Weapons and Armor During the early parts of the conquest, conquistadors preferred arms and armor which was useful and necessary on the battlefields of Europe such as heavy steel chestplates and helms (called morions), crossbows and harquebuses. These proved less useful in the Americas: heavy armor was not necessary, as most native weapons could be defended against with thick leather or padded armor called escuapil, and crossbows and harquebuses, while effective in taking out one enemy at a time, were slow to load and heavy. Most conquistadors preferred to wear escuapil and armed themselves with fine steel Toledo swords, which could hack easily through native defenses. Horsemen found that they were effective with similar armor, lances and the same fine swords. Cortes Captains Cortes was a great leader of men, but he could not be everywhere all the time. Cortes had several captains that he (mostly) trusted: these men helped him greatly. Gonzalo de Sandoval: Only in his early twenties and not yet tested in battle when he joined the expedition, Sandoval quickly became Cortes right-hand man. Sandoval was smart, brave and loyal, three important qualities for a conquistador. Unlike Cortes other captains, Sandoval was a skilled diplomat who did not solve all problems with his sword. Sandoval always drew the most challenging assignments from Cortes and he never let him down.   Cristobal de Olid: Strong, brave, brutish and not very bright, Olid was Cortes captain of choice when he needed blunt force more than diplomacy. When supervised, Olid could lead large groups of soldiers, but had little in the way of problem-solving skills. After the conquest, Cortes sent Olid south to  conquer Honduras, but Olid went rogue and Cortes had to send another expedition after him. Pedro de Alvarado: Pedro de Alvarado is the best-known today of Cortes captains. The hotheaded Alvarado was an able captain, but impulsive, as he showed when he ordered the temple massacre in Cortes absence. After the fall of Tenochtitlan, Alvarado conquered the Maya lands to the south and even took part in the conquest of Peru. Alonso de Avila: Cortes didnt like Alonso de Avila much personally, because Avila had an annoying habit of bluntly speaking his mind, but he respected Avila and thats what counted. Avila was good in a fight, but he was also honest and had a head for figures, so Cortes made him the expeditions treasurer and put him in charge of setting aside the Kings fifth. Reinforcements Many of Cortes original 600 men died, were wounded, returned to Spain or the Caribbean or otherwise did not remain with him until the end. Fortunately for him, he received reinforcements, which always seemed to arrive when he needed them the most. In May of 1520, he defeated a larger force of conquistadors under Panfilo de Narvaez, who had been sent to rein in Cortes. After the battle, Cortes added hundreds of Narvaez men to his own. Later, reinforcements would seemingly arrive at random: for example, during the siege of Tenochtitlan, some survivors of Juan Ponce de Leons disastrous expedition to Florida sailed into Veracruz and were sent swiftly inland to reinforce Cortes. In addition, once word of the conquest (and rumors of Aztec gold) began to spread through the Caribbean, men rushed to join Cortes while there was still loot, land and glory to be had. Sources: Diaz del Castillo, Bernal. . Trans., ed. J.M. Cohen. 1576. London, Penguin Books, 1963. Print.Levy, Buddy. Conquistador: Hernan Cortes, King Montezuma and the Last Stand of the Aztecs. New York: Bantam, 2008.Thomas, Hugh. Conquest: Montezuma, Cortes and the Fall of Old Mexico. New York: Touchstone, 1993.

How the media portrays the Palestinian-Islaeli conflict, and what the Research Paper

How the media portrays the Palestinian-Islaeli conflict, and what the truth really is - Research Paper Example es that the international public has inadequate understanding of the Israeli-Palestinian conflict as a consequence of their lack of factual knowledge. While many people lack any information at all about the origins of the conflict, it is evident that most of them are unable to identify the different actors and players in the conflict and therefore have limited or no understanding of what is actually going on in this conflict (Deprez and Karin, 187). The answer as to why public opinion on this long-time topic is so limited or there is significant lack of understanding of what is actually going on is inherent in the news production processes of the international media. The international media finds itself largely influenced by both Palestinian and Israeli lobbies and pressure groups that seek to distort the coverage to favor either side. Although it is unfair to hold the media solely responsible for the distorted public perceptions about the Palestine-Israel conflict, they play an important role in shaping public perception and opinion on international issues. In this light, this paper investigates the portrayal of the Palestinian- Israeli conflict in the media and the various factors that influence the coverage to favor either side. The paper tries to explore what is covered by the media and how it is presented vis-Ã  -vis the real situation on the ground or indeed the truth about the whole conflict so far. Most studies that have been carried out on media representation of the Israeli-Palestinian conflict mainly concern the presence of contextual information, reporting on victims, the choice of labels for reporting, and the use of actors and sources from both sides of the conflict (Stein, 137). Almost all the studies reach the conclusion that the media represents the Israelis and Palestinians in different ways. Although the studies mostly highlight a bias in favor of Israeli, it must however be pointed out that the studies largely focused on the Israeli and US

Disaster management assignment Essay Example | Topics and Well Written Essays - 2500 words

Disaster management assignment - Essay Example Why was there such a deficiency in the aid provided? Was there any effect on the extent of Hurricane Katrina of the human activities? Was the catastrophe prompted by the land use practices along the Gulf Coast? Can Global Warming be considered as one of the factors that impelled the storm to such appalling proportions? What effect would it have on the over all nation’s economy? These are just some of the questions that started arising in the utter confusion after the disaster. Since the time that Katrina hit, the tropical storms and hurricane activity in the Atlantic have been well above normal. The arrival of Katrina actually signified a continuation of the trend in 1995 (Hurricane Katrina: A Scientist’s Response). The development of hurricanes had an average of 7.7 hurricanes and 3.6 major hurricanes yearly between 1995 and 2005, while in the previous 25 years the average had been 5 hurricanes and 1.5 major hurricanes. (Hurricane Katrina: A Scientist’s Response 2005) New Orleans, which was directly in the eye of the hurricane, sits in the middle of the flood plain of the Mississippi river. This mighty river like most rivers of such a scale overflowed its banks inundating the surrounding area which threatened the wellbeing of the communities surrounding that area. Katrina arrived in the busiest hurricane seasons of the Atlantic Ocean by the end of which 24 tropical storms had formed. Out of these thirteen became hurricanes including seven classified as being category-3 and higher. (Hurricane Katrina: Possible Causes 2005) Hurricane Katrina was one of the most calamitous hurricanes to have ever hit the American soil. It completely devastated New Orleans, Louisiana and other communities settled on the Gulf Coast when it came ashore on August 29, 2005 (Hurricane Katrina: Possible Causes 2005). It made landfall on Louisiana after crossing South Florida and gaining strength over the Gulf of Mexico at 6:10 A.M local time. At 9:45 A.M, the Katrina centre

Blood Brothers Essay Example for Free

Blood Brothers Essay â€Å"Blood Brothers† is a play about two twins who are separated at birth, they do not only have different parents but have a whole different lifestyle. Eddie lives in a world of luxury and has opportunities to go to university and eventually owning his own business which is more than Mickey could have ever dreamed of. On the other hand Mickey is brought up in a working class family with no qualifications whatsoever, as soon as Mickey thinks he has finally settled down with a job he then finds himself fired and starts turning to crime. Towards the end of the play the differences between Eddie and Mickey begin to show as friction is caused between them. They begin to turn against each other and Linda is stuck in the middle as she has feelings for both Eddie and Mickey, this is when the question is raised asking whether Linda and Eddie have been having an affair. This is then what sends Mickey off the rails and ends up being the cause of the Johnstone twin’s death as Mickey shot Eddie in a rage of anger over Linda. Tension is caused at the end of the play when Mrs Johnstone tells Mickey and Eddie that they are brothers as the audience already knew this they just wanted to know when and how this would be revealed to the twins. Willy Russell wrote Blood Brothers to show how life was in Liverpool in 1980s and how being in a different class separated people. He also refers to the recession and how so many people lost their jobs and the only way for them to earn a living was to turn to crime like Mickey did as he needed money to support Linda and his child, Sammy did not help the situation as he was the one who had persuaded Mickey to earn money in that way. The end of the story is revealed to the audience by the narrator at the very beginning of the play. This builds up tension because people know what is going to happen so they are waiting to find out how it happened and what led up to that scene. Another thing that adds tension to the play is how the narrator keeps on referring back to the devil â€Å"the devils got your number, y’know he’s gonna find y’. Y’know he’s right behind y.† Towards the end of the play the narrator says how close the devil is getting, the devil being the devil inside Mickey when he shoots Eddie down. Mrs Johnstone sings a song about the price that she has to pay â€Å"Living on the never, never, constant as the changing weather never sure who’s at the door or the price I’ll have to pay† This song says that Mrs Johnstone has a price to pay, this could mean that she has to give up her baby in return for the money that Mrs Lyons gave her but the audience know that the price that she will have to pay is the guilt that she will suffer and that both her twins die. The constant weather indicates her life has been up and down like it’s raining when she is sad and sunny when she is happy and that everything changes as fast as the weather. Secondly when she says that she is â€Å"living on the never, never, Constant as the changing weather never sure who’s at the door† this could refer to the people who came to knock on her door to take away her possessions and that living on the never, never could mean that she knows that nothing that she has will stay with her forever. Another thing that indicates this is that when she says â€Å"It’s alright lad we’re used to it we were in the middle id our tea one night when they came for that table.† This means that she has had her belonging possessed before and because of this she doesn’t really mind when it happens again because it has happened so many times before. Willy Russell has made the audience sympathize with Mrs Johnstone because she has been through a lot in her life. At the beginning of the play she tells us how she got to be in that position in that moment in time. Mrs Johnstone describes her marriage and says â€Å"that I was six weeks overdue† which makes the audience feel sorry for her. It also describes the place of marriage which was at the registry office. â€Å"We got married at the registry and had a do†. This suggests to us the audience that the wedding was nothing too fancy, not too expensive and that the marriage was sudden and unexpected. She got married because she was expecting a baby, in difficult, circumstances to get married in. Soon after the wedding Mrs Johnstone wanted to go out and enjoy herself like she had done before but her husband wouldn’t take her anywhere because he became very conscious of her appearance and felt embarrassed to be seen with her. This is evident due to the fact that sh e gained weight and now perceived herself to be â€Å"twice the size of Marilyn Monroe†. The audience feels sympathetic towards her because she has seven children and low self esteem. This is shown by the fact that she describes herself to look like she is forty two instead of twenty five. This shows the physical strain that Mrs. Johnston has gone through. I understand why she gave her baby away to Mrs Lyons because Mrs Lyons emotionally manipulated Mrs Johnston in this terrible time she is going through. Mrs Lyons attempts to make Mrs Johnstone think positively by saying that â€Å"if he’s with me you’ll still be able to see him each day as you come to work† Mrs Lyons presents Mrs Johnstone with the idea that her son would have a much better life with herself â€Å"if he grew up here as our son†¦ he could have everything†. However this is why she may have done this for the benefit of the baby because she felt that Mrs Lyons could provide for him much better than she ever could and she just wanted him to have a better life. The purpose of the narrator is to explain some of the key action on stage. The narrator also involves the audience by asking them directly, to judge what they see. He reveals that the brothers die at the very start of the play and from then on he constantly reminds the audience of the twin’s fate. He presents the themes of fate, destiny and superstition throughout the play, but at the end he asks the audience to consider if it was social class rather than fate that caused the tragedy. In the play the narrator constantly reminds Mrs Johnstone and Mrs Lyons about the devil â€Å"Y’know the devils got your number, y’know he’s gonna find y’, y’know he’s right behind y’, he’s starin through your windows and he’s creeping down the hall.† This makes the audience realise that when the narrator refers to the devil he means the devil that is going to cause the death of the twins at the end of the play this makes the audience anxious as to when this is all going to happen. In this play Mickey, Eddie, Linda, and Sammy play all sorts of games, I think that the games that they play influence them when they are older for example they play with pretend guns and Sammy says â€Å"It only fires caps. I’m gonna get a real gun soon, I’m gonna get an air gun† This later becomes true as Sammy does get a real gun which is then used to kill someone; both Mickey and Sammy were arrested for this. The arrest is also relevant as the children used to play cops and robbers. â€Å"Come on Eddie, you can have a shot at our target in the park.†This is relevant because Mickey and Eddie practised shooting and in the end Mickey shoots Eddie so the shooting practise came in handy. I think the strongest child was Linda because she stuck up for Mickey no matter what; she stuck up for him when he was getting told of by the teachers and she was able to have the courage to lie to a police officer. Superstition is a big theme in the play and Mrs Johnstone is shown to be superstitious right at the beginning of the play. â€Å"New shoes on the table. Take them off†.The new shoes on the table could result in the birth of the twins. â€Å"Plural, Mrs Johnstone, mouths to feed, you’re expecting twins.† The narrator uses superstition during the play to imply the loss of money or precious things. â€Å"An’ a spider’s been killed.† A main part in the play is when Mrs Lyons uses Mrs Johnston’s superstitions to stop her from telling Eddie and Mickey that they actually brothers â€Å"They say that if either twin learns that he once was a pair, they shall both immediately die.† As Mrs Johnstone is very superstitious she believed every word Mrs Lyons says to her. This superstition later becomes true, as at the end of the play the only reason why the gun got fired was because Mrs Johnstone told the boys that they were actually brothers as she thought that it would stop Mickey from shooing Eddie but in the end although it may have been an accident Mickey still fired the gun either over anger or rage over Linda or pure shock to find out that he was a twin. The narrator finishes his speech with the idea of superstitions and whether they are the cause of the traumatic story line and ending. â€Å"And do we blame superstition for what came to pass.† The first sign of tension is when he kids grow up and Sammy causes trouble on the bus as he gets a knife out and starts threatening the conductor to give the bag with all of the fair money in just because he wouldn’t give Sammy a ticket â€Å"Fuck off, now move, you move! Give me the bag† This creates tension because nobody has ever seen that side of Sammy before and even Mickey gets scared and tries to stop him from getting into to deeper trouble â€Å"Sammy, Sammy!† The repetition means that Mickey is really worried and wants to get Sammy’s attention. When both Sammy and Mickey are both fired tension is created when Sammy asks Mickey to help him out with a job, Sammy then produces a gun and says they will go and hold someone up for some money. Mickey is reluctant at first, but wants to be able to buy Linda something nice, and agrees to stand guard. The audience want Mickey to be able to say no to Sammy because they know that it probably won’t end well, because they know that Mickey wants to be able to provide for Linda and his child but he won’t be able to do that behind bars. Meanwhile all this is happening at exactly the same time Edward meets up with Linda, proclaiming his love for her. She explains she has always loved him in a way, but she is now married to Mickey, and very much in love. Willy Russell shows them talking at the same time so the audience can compare what both Linda and Mickey are saying, Mickey gave into temptation and was willing to help Sammy with a job for money whilst Linda had Eddie declaring his love for her but Linda was strong enough to say no because she couldn’t do that to Mickey. At the beginning of the play Mickey and Eddie had a very strong friendship and cared and looked out for each other, when one was sad the other asked why and wanted to help â€Å"Mickey what’s wrong?† Eddie saw that Mickey was upset so he wanted to know if there was anything he could do to help. â€Å"I Thought we were blood brothers† this shows that they were once very close and being blood brothers meant that they always stuck together. As the play went on and the kids grew up into adults the relationship between Mickey and Eddie had changed. Before they were best friends, which had then changed into a university kid and an unemployed man who had nothing to say to each other. When Eddie announced that he had everything he had ever wanted and offered to give Mickey money, Mickey’s jealousy got the better of him â€Å"You, you’re a dickhead†. This indicates that Mickey is angry at Eddie because he has everything including all the money in the world whilst Mickey had no job, no money and hated the thought that his old best friend had everything he didn’t have. Right at the start of the play everyone saw how close Mickey and Linda were but when Mickey was in jail it not only changed him, but it changed his mental health as he became attached to drugs and became insane and mad. â€Å"He said about, about me nerves, an how I get depresses an, I need to take these cos they make me better.† But when Mickey did use these drugs it might have made him feel better but it put a strain on his and Linda’s relationship as they argued all the time which then resulted to Linda turning to Eddie for comfort and supposedly romance. Willy Russell uses ellipses to show pauses or that t he character is being hesitant in sentences to create tension and also to make the reader hang on to the speakers words and waiting for the next instalment. In the final moments of the feel tense as Mickey is running round the town with a gun searching for Eddie and everyone is wondering if he actually will shoot his brother or if he will just threaten him. The confrontation between Eddie and Mickey is very dramatic as Mickey is shouting out the odds and Eddie is denying everything. Then the police come in demanding that Mickey puts down the gun down then when he starts to realise what he is doing he begins to lower the gun, then when Mrs Johnstone comes and announces that they are twin brothers â€Å"Mickey don’t shoot Eddie, he’s your brother, I couldn’t afford to keep both of you. His mother couldn’t have kids so I agreed to give one of you away.† Mickey despairs that he was not the one given away, because then he could have had the life given to Eddie. Mickey, distraught, gestures carelessly with the gun towards Eddie. This sad story ends when the police misinterpret this action and gun Mickey down as he accidentally shoots Eddie, killing him. I think Blood Brothers the musical is a fantastic play, I especially love the way that each song has a meaning and the emotions of the characters in the lyrics. But I thought the end was good as you would have never thought that Mickey would kill Eddie. How the play was set for the narrator to have told the end of the story and the beginning of the play created more and more tension as the play went. I liked the fact that Willy Russell was influenced by Liverpool in 1983, only some of the characters had a Liverpool accent these were Mickey, Sammy, Linda, and Mrs Johnstone these were all the people in lower class and the ones who didn’t have an accent were Eddie, Mrs Lyons and Mr Lyons as they were very well spoken and in upper class. I learnt how social class can get in the way of you want to be friends with because their parents might not approve of you. I think the play might still have a relevance for a modern day audience as some people still rely on their class to get things, for example if Mrs Lyons wasn’t in upper class then Mrs Johnstone would have been able to stand up to her because she wouldn’t have thought that she was so high up. This can make modern day audiences change their mind and know that the times have changed so they can be friends with whoever they want to be. Another thing that the audience would see is how Mrs Lyons gave Mrs Johnstone money for her baby and that still happens today, so they can see that if someone does give their baby away to someone for money then it might not always end in happiness.

Using Science to Understand God :: Science and religion

In this day, there continues to be a great deal of hostility promoted from the pulpits, the media, and visible scientists around the world in the area of science and religion. Some preachers suggest to their congregations that science is evil and opposed to morality and belief in God. Some visible scientists suggest that religion is an out-of-date mythological belief system that opposes progress and enslaves people to a lifestyle that brings them harm. The media seems to take delight in vilifying religion and promoting the inconsistencies of those who claim to be religious. Why do so many otherwise good believers in God and otherwise good believers in science get caught up in the science versus religion debate? Science is science, and religion is religion. Creationism is neither. Using bad science to back up bad literal Biblical translations is not scientific and not religious. How religious or scientific are you really when you have to use crap science (lies) to back up your religion? How religious or scientific are you really when you have to deny the facts of good science to support your religion. I don't see how changing the way you think about the Bible when science gives you a good reason to do so makes you any less or any worse of a Christian. In fact, I think it makes you a better Christian. Some scientists will tell you that discovering things about the Earth does not mean that God didn't create it. And some scientist will tell you that discovering things about the nature of the Earth does not prove that God doesn’t exist. A lot of religious scholars can tell you the same thing. Both will tell you that if God loves us as much as the Bible says so, then He doesn't want us to forever remain ignorant. If you find things in the Bible and read them literally to justify your refusal to use the reasoning abilities that God has so graciously provided for you (the same reasoning used in science), then you are the one going against God, not the scientists. Science is a gift from God to help us understand the world around us. Those who seek to unlock the secrets of the natural world around us through science are being led by God. Exploring our natural world to gain a greater understanding of it and to find better uses for the things around us is what God wants us to do.

Implementation of Risc Processor in Fpga Using Verilog Essay

Reduced instruction-set computers (RISC) are designed to have a small set of instructions that execute in short clock cycles, with a small number of cycles per instruction. RISC machines are optimized to achieve efficient pipelining of their instruction streams. The machine also serves as a starting point for developing architectural variants and a more robust instruction set Designers make high-level tradeoffs in selecting an architecture that serves an application. Once architecture has been selected, a circuit that has sufficient performance (speed) must be synthesized. Hardware description languages (HDLs) play a key role in this process by modeling the system and serving as a descriptive medium that can be used by a synthesis tool. 2. RISC (Reduced Instruction Set Computer) The nature of RISC architecture and semiconductors rapid technical improvements, RISC embedded platforms have become the best choice for embedded applications. RISC performance characteristics: Power Critical Battery powered and typically less than 2 Watts of power consumption for a whole SBC using an ARM processor, compared to around 15+ Watts for a x86-based SBC. Space Critical With a low power solution, the main system can fit into very compact space, eliminating heat dissipation concerns. Environmental Critical Because of the lack of heat generation, the RISC system can be fully enclosed for total protection from the environment Cost Critical RISC embedded solutions usually come with application-oriented processors that provide a lower cost of ownership because of faster time to market, less development risk and greater overall added value. Typical RISC applications: †¢ Industrial mobile platforms †¢ Touch based Human Machine Interface (HMI) †¢ Point of information (POI) or Point of Scales (POS) †¢ In vehicle – Telemetric †¢ Data collector †¢ Security controller 2.1 STEPS INVOLVED IN THE PROJECT 3. 3. Architecture of RISC Stored Program Machine [pic] The machine consists of three functional units: †¢ Processor †¢ Controller †¢ Memory Program instructions and data are stored in memory. In program-directed operation, instructions are fetched synchronously from memory, decoded, and executed to âž ¢ operate on data within the arithmetic and logic unit (ALU) âž ¢ change the contents of storage registers âž ¢ change the contents of the program counter (PC), instruction register (IR) and the address register (ADD_R) âž ¢ change the contents of memory, âž ¢ Retrieve data and instructions from memory control the movement of data on the system busses. The instruction register contains the instruction that is currently being executed. The program counter contains the address of the next instruction to be executed and the address register holds the address of the memory location that will be addressed next by a read or write operation 3.1 RISC_SPM: Processor The processor includes registers, datapaths, control lines, and an ALU capable of performing arithmetic and logic operations on its operands, subject to the opcode held in the instruction register. A multiplexer Mux_l, determines the source of data for Bus_l, and a second mux, Mux_2, determines the source of data for Bus_2. The input datapaths to Mux_l are from four internal general-purpose registers (RO, Rl, R2, R3), and from the Pc. The contents of Bus_l can be steered to the ALU, to memory, or to Bus_2 (via Mux_2). The input datapaths to Mux_2 are from the ALU, Mux_l, and the memory unit. Thus, an instruction can be fetched from memory, placed on Bus_2, and loaded into the instruction register. A word of data can be fetched from memory, and steered to a general-purpose register or to the operand register (Reg_Y) prior to an operation of the ALU. The result of an ALU operation can be placed on Bus_2, loaded into a register, and subsequently transferred to memory. A dedicated register (Reg_Z) holds a flag indicating that the result of an ALU operation is 0. 3.2 RISC_SPM: Controller The timing of all activity is determined by the controller. The controller must steer data to the proper destination, according to the instruction being executed. Thus, the design of the controller is strongly dependent on the specification of the machine’s ALU and datapath resources and the clocking scheme available. Here a single clock is used, and execution of an instruction is initiated on a single edge of the clock (the rising edge). The controller monitors the state of the processing unit and the instruction to be executed and determines the value of the control signals. The controller’s input signals are the instruction word and the zero flag from the ALU. The signals produced by the controller are identified as follows: [pic] Thus the control unit âž ¢ determines when to load registers âž ¢ selects the path of data through the multiplexers âž ¢ determines when data should be written to memory âž ¢ Controls the three-state busses in the architecture. RISC SPM: Instruction Set The machine is controlled by a machine language program consisting of a set of instructions stored in memory. So, in addition to depending on the machine’s architecture, the design depends on the processor instruction set (i.e., the instructions that can be executed by a program). A machine language program consists of a stored sequence of 8-bit words (bytes). The format of an instruction of RISC_SPM can be long or short depending upon the operation. Short instructions have the format | opcode | source | destination | | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | Each shot instruction requires one byte of memory. The word has a 4-bit opcode, a 2-bit source register address, and a 2-bit destination register address. Long instructions have the format | opcode | source | destination | | 0 | 1 | 1 | 0 | 1 | 0 | Don’t |Don’t | | | | | | | |cares |cares | | address | | 0 | 0 | 0 | 1 | 1 | 1` | 0 | 1 | A long instruction requires 2 bytes of memory. The first word of a long instruction contains a 4-bit opcode. The remaining 4 bits of the word can be used to specify the address of a pair of source and destination registers, depending on the instruction. The second word contains the address of the memory word that holds an operand required by the instruction. The instruction mnemonics and their actions are limited below. Single-Byte Instructions †¢ NOP: Here no operation is performed; all registers retain their values. The address of the source and destination registers is dint care’s, they have no effect. †¢ ADD: Adds the contents of the source and destination registers and stores the result into destination register. †¢ AND: Forms the bitwise-and of the contents of the source and destination registers and stores the result into the destination registers. †¢ NOT: Forms the bitwise-and of the contents of the source register and stores the result into the destination register. †¢ SUB: Subtracts the contents of the source register from destination register and stores the result into source register. Two-Byte Instructions †¢ RD: Fetches a memory word from the location specified by the second byte and loads the result into the destination register. The source register bits are don’t cares which means that they are unused. †¢ WR: Writes the contents of the source register to the word in memory specified by the address held in the second byte. The destination register bits are don’t cares which means that they are unused. †¢ BR: Branches the activity flow by loading the program counter with the word at the location (address) specified by the second byte of the instruction. The source register bits and the destination register bits are don’t cares which means that they are unused. †¢ BRZ: Branches the activity flow by loading the program counter with the word at the location (address) specified by the second byte of the instruction if zero flag register is asserted. The source register bits and the destination register bits are don’t cares which means that t hey are unused. Instruction set of RISC_SPM machine | Instruction | Instruction Word | Action | | | Opcode | Source | Destination | | | NOP | 0000 | | | None | | ADD | 0001 | src | dest | dest