Exposure to Computer Disciplines

Exposure to Computer Disciplines Q1 Give an Example of micro operations, microinstruction, micro program, micro code. And. Example of micro operations: Shif, load, increment, add subtract, multiply and divide etc. Example of micro programmes: chipsets. Q2 How Information Technology can be used for strategic advantages in business? Ans. It is defined as the study, design. development, implementation, support or management of computer based information systems particularly software applications and hardware applications. It can be used in the application in the business as it can be used to convert ,store,protect, process transmit and   security retrieve information. Q3 What Characteristics of software make it different from other engineering products? Ans.Software is a general term primarily used for digitally stored data such as computer programs and other kinds of information read and written by computers. Today, this includes data that has not traditionally been associated with computers, such as film, tapes and records. The term was coined in order to contrast to the old term hardware; in contrast to hardware, software is intangible, meaning it â€Å"cannot be touched†. Software is also sometimes used in a more narrow sense, meaning application software only. It is what we can call a set of programmes which are made in accordance while keeping in mind the needs of the customer. The difference between software and other engineering products is that the other engineering products such as machines and something else cannot be change its working or characteristics while made once but the software can be updated according to the needs of its user. Q4What are different addressing modes available? Ans. Types of Addressing Modes Each instruction of a computer specifies an operation on certain data. The are various ways of specifying address of the data to be operated on. These different ways of specifying data are called the addressing modes. The most common addressing modes are: Immediate addressing mode Direct addressing mode Indirect addressing mode Register addressing mode Register indirect addressing mode Displacement addressing mode Stack addressing mode To specify the addressing mode of an instruction several methods are used. Most often used are : a) Different operands will use different addressing modes. b) One or more bits in the instruction format can be used as mode field. The value of the mode field determines which addressing mode is to be used. The effective address will be either main memory address of a register. Immediate Addressing: This is the simplest form of addressing. Here, the operand is given in the instruction itself. This mode is used to define a constant or set initial values of variables. The advantage of this mode is that no memory reference other than instruction fetch is required to obtain operand. The disadvantage is that the size of the number is limited to the size of the address field, which most instruction sets is small compared to word length. INSTRUCTION OPERAND Direct Addressing: In direct addressing mode, effective address of the operand is given in the address field of the instruction. It requires one memory reference to read the operand from the given location and provides only a limited address space. Length of the address field is usually less than the word length. Ex : Move P, Ro, Add Q, Ro P and Q are the address of operand. Indirect Addressing: Indirect addressing mode, the address field of the instruction refers to the address of a word in memory, which in turn contains the full length address of the operand. The advantage of this mode is that for the word length of N, an address space of 2N can be addressed. He disadvantage is that instruction execution requires two memory reference to fetch the operand Multilevel or cascaded indirect addressing can also be used. Register Addressing: Register addressing mode is similar to direct addressing. The only difference is that the address field of the instruction refers to a register rather than a memory location 3 or 4 bits are used as address field to reference 8 to 16 generate purpose registers. The advantages of register addressing are Small address field is needed in the instruction. Register Indirect Addressing: This mode is similar to indirect addressing. The address field of the instruction refers to a register. The register contains the effective address of the operand. This mode uses one memory reference to obtain the operand. The address space is limited to the width of the registers available to store the effective address. Displacement Addressing: In displacement addressing mode there are 3 types of addressing mode. They are : 1) Relative addressing 2) Base register addressing 3) Indexing addressing. This is a combination of direct addressing and register indirect addressing. The value contained in one address field. A is used directly and the other address refers to a register whose contents are added to A to produce the effective address. Stack Addressing: Stack is a linear array of locations referred to as last-in first out queue. The stack is a reserved block of location, appended or deleted only at the top of the stack. Stack pointer is a register which stores the address of top of stack location. This mode of addressing is also known as implicit addressing. Q5 How will you differentiate b/w Arrays and Stacks? Explain by giving an example. Ans.   An array is a systematic arrangement of objects, usually in rows and columns. Specifically, it may refer to several things. Generally, a collection of data items that can be selected by indices computed at run-time, including: Array data structure an arrangement of items at equally spaced addresses in computer memory Array data type used in a programming language to specify a variable that can be indexed A   stack is a last in, first out   abstract data type and data structure. A stack can have any abstract data type as an element, but is characterized by only two fundamental operations: push and pop. The push operation adds to the top of the list, hiding any items already on the stack, or initializing the stack if it is empty. The pop operation removes an item from the top of the list, and returns this value to the caller. A pop either reveals previously concealed items, or results in an empty list. A stack is restricted data structure, because only a small number of operations are performed on it. The nature of the pop and push operations also means that stack elements have a natural order. Elements are removed from the stack in the reverse order to the order of their addition: therefore, the lower elements are typically those that have been in the list the longest Q6 How a translator is different from a Compiler? Ans. A compiler is a computer program that transforms source code   written in a computer   language(the source language) into another computer language (the target language, often having a binary form known as object code). The most common reason for wanting to transform source code is to create an executable program. The name â€Å"compiler† is primarily used for programs that translate source code from a high-level programming language to a lower level language (e.g., assembly language or machine code). A program that translates from a low level language to a higher level one is a decompiler Q7 Out of Linear and Binary Search ,which one is preferred where and why? Ans. Binary search is preffered over linear search because linear search is used for finding a particular value in a list that consists in checking every one of its elements, one at a time and in sequence, until the desired one is found Its worst case cost is proportional to the number of elements in the list; and so is its expected  Ã‚   cost   if all list elements are equally likely to be searched for. Therefore, if the list has more than a few elements then binary search is preferred. A binary search is an algorithm for locating the position of an element in a sorted listIt inspects the middle element of the sorted list: if equal to the sought value, then the position has been found; otherwise, the upper half or lower half is chosen for further searching based on whether the sought value is greater than or less than the middle element. The method reduces the number of elements needed to be checked by a factor of two each time, and finds the sought value if it exists in the list or if not determines â€Å"not present†, in logarithmic time. A binary search is a dichotomic divide and conquerr search algorithm.It is used for finding the telephone address for a given collection of name,address.

Anti Nature Concept by Nietzsche Essay

The name of Nietzsche occupies one of the leading places among the greatest philosophers till nowadays. His influences can be traced in postmodernism and existentialism. His theories and views are studied by scientists and students; his profound and sharp understanding of reality and human nature attract attention of numerous people all over the world. His most well-known theory is related to â€Å"Will of Power†. The notion of the superhuman – Uebermensh – as a key to understanding of the power, every human being is bearing inside, totally confronts the general philosophic approach , where all reasons and questions are investigated only the in the frames of sole truth. These ides are developed in his work â€Å"The Twilight of the Idols†, where the readers find Nietzsche’s strong confrontation of the Socrates’s approach of rationalism. His strongest critic of the Socrates’s views relates to lack of life appreciation and resistance of the human instincts, because he states, that â€Å"Resisting instincts is just a sickness and not at all a way back to virtue or happiness.† (Bailey 2002). Here we are coming closer to the major point of our research, namely to the understanding of morality. One of the most vital concepts of Nietzsche was his suggestion, that morality builds the serious obstacle for enjoying of most of life passions and desires, or how he formulated it – â€Å"morality as anti-nature†. In his work Morality as Anti-Nature Nietzsche is discussing the ways, how religion and morality, spread via religion, are able to change and suppress human nature. Nowadays a lot of people are living according to some biblical rules and precepts. During the times, when Nietzsche lived, the church was considered to be even a stronger mentor for most individuals, who made their choices and selected their life directions only based on the rules, preached by the priests. Nietzsche was absolutely against it; he insisted that religion did not consider the nature of humanity. According to the church all people were to fight against their bad sides, where according to Nietzsche all people were born initially good and they did not need the religious rules to follow them, but rather follow their own desires and  passions. The highest potential in development throughout the whole life can be reached, as Nietzsche stated, only with the help of inside passions, and never the ideals of church. T he church demanded from its followers to suppress all the passions in order to become real Christians. In this way the church was exchanging the natural passions of individuals with morality. The idea of free will was also understood by Nietzsche not in the way as it was presented by the church. The believers were supposed to follow all the God’s rules as he was the most powerful being, at the same time, they were to carry responsibility for their decisions and actions. â€Å"Today we no longer have any pity for the concept of â€Å"free will†: we know only too well what it really is — the foulest of all theologians’ artifices, aimed at making mankind â€Å"responsible† in their sense, that is, dependent upon them. Here I simply supply the psychology of all â€Å"making responsible.† (Bailey 2002). At this point Nietzsche used this theory for explaining his understanding of cause and effect. â€Å"The church’s use of counterfactual causality expands to an imaginary and false perception in the mind, and people ultimately jump to conclusions, giving all the credit to a higher form or being.† (Bailey 2002). Nietzsche a lso criticized the situation when instead of looking for plausible answers. The followers of the church just believed, that the word of God was the only true reason. Thus Christianity, as he wrote, was to bear the responsibility for making its followers closed minded and going against their nature. â€Å"He ultimately believed that religion creates a concept of anti-natural morality which damages our development as humans quite greatly, eventually ending our status and right as individuals once the church gets involved† (Jacobus 13). In Nietzsche’s eyes, it was an attempt to substitute all the intelligence and natural passions, human beings were possessing, with blind and poor spirituality. In this case, he stated, that those, who could invent all such spiritual and moral restrictions, were ill-willed and not able to control their own passions. They themselves were not inclined to further intellectual and moral development, thus they used morality as anti-nature to restrict other individuals in improvement of their lives. Only individuals, who are absolutely not under control of any morality, could be referred to as ideal human beings, because their actions and choices would be based purely upon their natural passions. Their judgments concerning right and wrong things would be under the influence of  their inside passion only. Overall, we have studied the key notions of the Nietzsche’s theory, related to the issues of morality, which according to him is the most serious obstacle in formation of li fe direction, based on the natural instincts and passions. On the one hand, he could be right saying that morality itself is certainly restraining the activities and decisions of people. However, on the other hand our ability to control our emotions and passions is the major feature, which defines us as human beings, not animals. Works cited Bailey, A. First Philosophy: Fundamental Problems and Readings in Philosophy. Broadview Press. 2002 Jacobus L.A. A World of Ideas: Essential Readings for College Writers. Bedford/St. Martin’s. 2013 Hayman, R. Nietzsche: A Critical Life. Oxford University Press (New York), 1980.

Language Acquisition and Learning Essay

There are several theories as to how people acquire and learn the intricacies of language not only to communicate but also to communicate their ideas across an audience. As a matter of fact, most of these theories if not all of them contends with each other. The two famous contending ideas are that of the Behaviorist Theory purported by B. F. Skinner which argues that language learning is a matter of â€Å"imitation, practice, reinforcement, and habit formation (Author, Year)† and the Innatist Theory posited by Noam Chomsky which presents the notion of a Universal Grammar found in every human being’s mind that made them cognitively capable in learning a language (Author, Year). While both of these theories account for the similarities and differences in first language and second language learning, it is Stephen Krashen who first made a basic distinction that first language is acquired while second language is learned (Author, Year). According to Krashen, to acquire a language is to understand the language just like that of a child acquiring his/her first language without any conscious attention to the language form. On one hand, learning a language is to focus on the form and rules of a particular language. Aside from these basic differences there are also other factors that affect both first language acquisition and second language learning such as the cognitive and environmental aspects. In the cognitive aspect, Chomsky said that humans in terms of language learning have The Critical Period Hypothesis, a genetic program that contains the kinds of knowledge and skill necessary for the learning of a language in a specific period of every human’s life. This further suggests that most of human’s first language endeavor happens in this period which makes it easier to learn as opposed to second language learning that will happen beyond CPH. It is argued that beyond these critical periods, it is already difficult if not impossible to acquire those language learning skills as supported by the case study of a 12-year old boy Victor who grew up in the wilderness of France without any contact with any human language but the sound of the animals and the woods (Author, Year). It is believed that second language can no loner access the innate acquisition they have when they learn their first language which lead them to rely on their other cognitive skills. The second cognitive aspect is the knowledge of a prior language. Second language whether children or adults have already acquired a first language on their own that works both as an advantage and a disadvantage. It is an advantage because of the fact that they have a prior language on how languages work. It is a disadvantage in a sense that this prior knowledge would affect and influence the learner’s knowledge of the second language that would inevitable lead them to make incorrect guesses on how the second language works. Second language learners already have cognitive maturity and metalinguistic awareness that a first language learner does not have which allows them to solve problems and engage themselves in language discussions. Moreover, there are also attitudinal and cultural differences involve in between first language acquisition and second language learning. First is the willingness to use and experiment the new language. For instance, children learning their first language would try to express themselves in different ways sometimes in erroneous ways even when their proficiency in the language is limited. However, adult second language learners would find it stressful to not able to express themselves which inhibits them to endeavor with the language. Lastly, there is an environmental differences involved in language learning acquisition and learning. For instance, first language learners are exposed in an informal environment where parents respond to their children’s language in a natural way such as a correction based on meaning as opposed to a correction based grammar accuracy. Correction is often made through reaction as opposed to a second language learning setting where every wrong utterance is corrected. In this way, second language learners are deprived of the experiencing language in a real communication set- up which is hazardous in their learning.

Causes Of The American Revolution - 1644 Words

The American revolution was a period in time when tensions began to rise between the people of Great Britain s 13 North American colonies and the colonial government. It took the colonists nearly a decade before they had had enough of the british. The British had tried to increase taxes. With the taxes increasing it caused the colonists to become very upset with the British. Causing them to meet the Britishes taxing by a heated protest about wanting the same rights as other British citizens. It didn t take long for violence to break out, when British officers decided to fire their muskets into a crowd of rebellious colonists, this was known as the Boston Massacre. In 1773 a group of people dressed as Indians from Boston dumped 342 boxes†¦show more content†¦As the British started towards Breed s Hill the colonists were ready for them however so were the British. The Colonists were low on ammunition so the were instructed not to fire until they were within several yards when the British came close enough the fired a heap of bullets causing the British to retreat after reforming their lines they charged the Colonists had the same result. However no nearly out of ammunition they were forced to go into hand to hand combat causing the colonists to retreat because they were so outnumbered. Even though the British won that battle the Colonists had killed close to 1,000 enemies on the British regiment lead by General William Howe. however it gave encouragement to the cause. Washington and his army struggled to keep the British contained in Boston throughout the fall and winter. After the Winter Howe and his army retreated to Canada to try to organize a full blown attack on New York. With the war now in full swing more and more of the colonists began to think that their best option was to try to gain independence from the British government. The Continental Congress agreed to adopt the declaration of independence on July 4. The British were now scared and knew they needed to end the rebellion sent a force consisting of 34,000 troops to NewShow MoreRelatedThe Revolution : The Cause Of The American Revolution1898 Words   |  8 Pages The American Revolution was the turning point for the colonies that made up the United States today. It was the war that freed the colonists from British control. But what actually caused the American Revolution? Well, there’s no simple answer to that question. In fact, most of the causes acted as if they were dominoes. These events can be categorized in four periods of time or setting. These groups are, Salutary neglect, Mercantilism, Boston, and Unity of protests. Salutary neglect was the ideaRead MoreCauses Of The American Revolution1202 Words   |  5 PagesThroughout history many revolutions took place, ranging from the unremarkable to a truly memorable, as the French revolution, the American Revolution, and the Bolshevik Revolution, but American revolution took place in 1775-1783. The revolution was different from other revolution because of growing tensions between residents of Great Britain’s 13 North American colonies and the colonial government because American revolution was not like the others. This revolution was not like the others becauseRead MoreCauses Of The American Revolution738 Words   |  3 Pagesas the American Revolution, or the Revolutionary War. The American Revolution was a war between the colonists of America and Great Britain and they were fighting over the independence of America from Britain. This war lasted until 1781, when the British surrendered to the Americans, As a result, America is a fully independent country and it has stayed that way since that day. There were many causes of the war, The Stamp Act, the Boston Tea Party, and Lexington and Concord. The first cause of theRead MoreCauses Of The American Revolution913 Words   |  4 Pages While the american revolution was caused from taxes, it was also formed from the effects of a corrupt system of government. The effects of britains rule was a much bigger flame for the revolution then the taxes placed upon citizens. The american revolution was an event that will forever shape us as a country. It was a tough war filled with blood and brutal acts of violence, but it was also an awakening for the colonies that will later become the United States, it showed that while under a governmentRead MoreCauses Of The American Revolution880 Words   |  4 Pages The American Revolution is the most important time in all of American history. This brought the birth of a new country and the treasured constitution. In the beginning, colonists were proud to be British. In the years to come, there were small occurrences that bothered the colonists and led to the Revolution. Other countries contributed to the start of a crueller British control. The French and Indian War caused King George III to introduce expensive taxes (Pavao). These taxes came about becauseRead MoreCauses Of The American Revolution1335 Words   |  6 Pageswere multiple causes for the American Revolution, but the most important was the violation and deprivation of rights from the American People. The American people were faced with multiple acts and taxes that violated and took away their rights. Americans were continuously being taxed after the French and Indian War by acts like the sugar act, the stamp act, the Townshend acts,the tea act, and many more(Hedtke, et al., The Ame rican Saga). Despite all the taxes being placed on the Americans and the thingsRead MoreCauses of the American Revolution953 Words   |  4 PagesEmily Thou Mr. G./ Period 1 September 14, 2012 Causes of the American Revolution The American Revolution began in 1755 as an open conflict between the thirteen colonies and Great Britain. The Treaty of Paris had ended that war in 1783, giving the colonies their own independence. There are many factors contributing to the start of the Revolution, but the war began as the way The Great Britain treated the colonies versus the way the colonies felt they should be treated. For example, the FrenchRead MoreCauses Of The American Revolution886 Words   |  4 PagesThe American Revolution began on April 19, 1775. It was the war between Great Britain and its colonies located in the New World. The colonists, as many historians put it, were like children rebelling against the motherland; however, they had many valid reasons for this revolt, including their desire for freedom and independence. My World History textbook says freedom was falsely promised when the colonists had settled (Krull 868). The more direct causes of this widely known rebellion include taxesRead MoreCaus es Of The American Revolution1344 Words   |  6 PagesAmerican Revolution The causes of the American Revolution go back to the beginning of salutary neglect and the French and Indian War, as well as changes in the thinking of society. The effects of these events and other factors led to pressure within the colonies, ultimately resulting in rebellion. There were five factors to the nature of the American Revolution: The Environment, The Enlightenment, Self-Government, Economic Independence and Colonial Unity. The first factor that led to the AmericanRead MoreCauses Of The American Revolution813 Words   |  4 PagesCauses Before the American Revolution, any imports from England from us had to come in ships owned by the British. Also, we could only sell tobacco and sugar to England. The British took French territory in Canada, east of the Mississippi River, and Spanish Florida which led to the American Revolution. Due to the war, Britain went in debt so, the British government placed taxes on goods so they could make more money. But that’s not all that led to the American Revolution, both the us and the French