Tomasito Is Too Big to Hold Hands - 1111 Words

The subleject of Tomasito is Too Big to Hold Hands , depicts a perspective of a child that is in the second grade that is of a Latino back ground and the challenges that his family faces with overall communication and motivation. Family support as well as teacher / parent communication are the bases of the case study, being that with this paper those are the two factors that should be focused on, the paper will sugest way of improvement. .A child that has minimal support and overall negative emotions towards family members can face stugglles in development. In the case of Tomasito he is developeing into more of a self reliance when it comes to out side and inside a scholld setting. Tomisitos mother and brother in the case seem to be the†¦show more content†¦, Does your son/ daughter need any extra attention on a subject in your opinion?. These questions in a way forced the parent to observed the child each week to become more involved and to pay attention to the academic development of the student. It is up to that student to express when he or she doesn’t understand and up to the teacher to encourage the student to take ownership of what may be a struggle. What are the possible ways of building reciprocal relationships with this family? Which do you think are the most appropriate and why? Ms. Brady needs to get to know her families. Relationships not only with the child are vital but with families. â€Å"Solid relationships are far more powerful than the sum total of all other techniques.† (Sornson, 2005, p. 26) Ms. Brady also needs to collaborate with other staff members. Schmoker (1999) states that teachers perform more effectively when they collaborate with other teachers. If Ms. Brady would have collaborated with other teachers or even the principal, she would have found that Tomasito was not the oldest child and that Tomasito’s father was helping in Edward’s classroom. She could have arranged for Tomas to volunteer in her classroom as well. I feel it would have been appropriate to also invite Ria into the classroom to let her observe. Ms. Brady could have asked her to come in and help with a special party and allowed her to bring

FIN Unit1 - Individual Project Example

Essays on FIN Unit1 - Individual Project Research Paper FIN Unit1 - Individual Project Introduction The ACME group is one of the leading energy management organizations. The organization provides innovative solutions for the alternate energy and telecommunication sectors. The organization provides energy efficient, cost effective and environmental friendly green technological solutions that are capable of providing quick return on investment (ACME, 2011). ACME is a US based multinational enterprise. The objective of the study is to develop a Greenfield production facility for the organization in either Italy or in Turkey. Italy is the member of European Union. On the other hand, Turkey is not the member of European Union. The proposal will consider each country’s trade policies, currencies and culture. Turkey and Italy: Review This part of the assignment will discuss about the currency, trade policy and culture of a turkey and Italy. Currency of two countries: Advantages and Disadvantages Italy is the member of European Union. Euro is the currency of Italy. This currency has both advantages and disadvantages. The advantages of this currency outweigh the disadvantages. Euro is the single currency between the members of European Union. It eradicates the need of currency exchanging between Economic and monetary members. Economic and Monetary members saved an average of 30 billion US dollar in a year by switching to this currency. Elimination of volatility of currency exchange rate between the members of European Union is another advantage of Euro. On the other hand, switching to a single currency forced the members of European Union to give up their rights to the change of monetary and economic policies. It is the major disadvantage of Euro. Despite the disadvantage, the members of European Union made it easy to sell and purchase the goods cross borders. Moreover, the lending and borrowing become easy through the concept of this single currency. In addition, fixed excha nge rate of 2.25% provides significant benefits to the members of European Nation. This benefit includes the promotion of international investment and trade. In developing countries this benefit can enhance economic growth. Recent financial crisis is the major concern for Italy. On the other hand, Turkey is not the member of European Union. The country uses Turkish Lira as their major currency. The currency of Turkey has several bilateral tax treaties and investment with US that can ensure the elimination of double taxation. Moreover, this currency gives guarantee repatriation of capital in the convertible currencies. The central bank of Turkey has tightened the monetary policy after the inflation rate increased to 10.5% in the year 2011. The central bank of the Republic of Turkey provides several flexible policies, such as foreign exchange auctions, interest rate corridor, and adjustments to the repo auctions and requirements. These policies will help to stabilize the Turkish Lira. The currency recently has depreciated by 25%. EU and Turkey: Trade Policies Europe is considered as the leading global trading block. It accounts for one-fifth of the global trade. Each and every trade policy is developed for the 27 member states among the European Union. These members generally share a single market and border. It helps to empower European Commission when it talks with all the partners of European Union. The commission effectively acts as the negotiator for a specific negotiation process. This commission represents the members of European Union in the World Trade Organization. The European Commission provides unity to mould a key open for global trading process that offers fair rule. However, the trade policy of Europe helps several European organizations to generate employment and significant investment opportunities. Several new markets for the European E\exports are effectively open through the trade policy of Europe. The European Commission works on daily basis to remove unwanted export barriers. Moreover, effective and potential oppor tunities in European investment are motivating several leading organization to prefer their business practices in countries like Italy. On the other hand, Turkey is the potential member of WTO. The country has free trade agreements with Israel, European Free Trade Association and other several countries. The nominal GDP of Turkey is 797.6 billion US dollars. The exchange rate regime is quite flexible in Turkey. Moreover, they do major exports in US. In addition, Germany and France are the other trading partners of Turkey. Flexible exchange rate can provide several significant economic advantages to a country and the business entities within the country. Price stability, stable growth, full employment and significant adjustment of exchange rate are the positive consequences of flexible exchange rate. However, flexible exchange rate has several disadvantages, such as inflation, speculation, instability and uncertainty in trade, and lack of internal and external investment. Cultures of Turkey and Italy Italy is known for traditional cultural and historical places. 93% of total population speaks Italian. However, people who used to work for large international or domestic firms generally speak in English. Business culture is considered as another significant culture in Italy. The Italians only prefer to do business with the top level executives in an organization. People of Italy always seek to select best people for business negotiation. Age is also considered as the contribution social factors in the workplace of an organization. Old employees generally possess more experience and knowledge base comparing to the young employees (Kenna Lacy, 2005). The people of Italy are trying to use substitute energy resources due to hike in oil and hike price. The business process and products of ACME can influence the Italians to consume several differentiated green products. On the Turkey is popular due to the beautiful rugs and textiles. The people of Turkey are extremely friendly in nature. In addition, they love to interact and socialize with other individuals. Turkish is the official language of this country. 90% of total population speaks in Turkish. Arabic and Kurdish are other languages that are utilized by the minorities. There are several similarities between Turkey and Italy regarding the business culture. The Turkish people concentrate on the trusted people regarding the business negotiation process. Business meetings within the organization are generally spearheaded by the top level management and executives of the firm. In terms of decision making process, the Turkish people generally take time to undertake final decision. They try to investigate all the aspects and insights of the future strategies (Atilgan, 2009). Then only they take decisions to enhance business growth. People of Turkey are more comfortable in oral and visual business ne gotiation process. Along with potential financial gains, they try to gain power, influence, respect and several non-monetary benefits in the business environment. Turkish people are trying to reduce the consumption level of fossil fuel due to the affected purchasing power and depreciation of currency. Conclusion It is clear from above analysis of Turkey and Italy’s currency, culture and trade policy that the development of Greenfield production facility in Italy will be beneficial for ACME. It is true that Turkey is experiencing financial growth, but several financial risk of flexible exchange rate can outweigh the advantages. On the other hand, it is known to all the Italy is passing through as critical financial and economic situation. However, effective economic and monetary policy of EU will help the country to reform their economic environment. Large commercial market, single currency among all the members of EU, well-developed client base, lack of communication and language barrier, and effective market demand will help ACME to attain sustainable business growth. Italy is the member of European Union. This membership has several benefits like free trade that can eliminate the trade barriers. Therefore, development of Greenfield production facility in Italy could be successful c hoice due to free trade zones and comfortable or easy or hazard free access in each and every country of EU. References ACME. (2011). About Us. Retrieved from: http://www.acme.in/about/index.html. Atilgan, R. (2009). Culture Wise Turkey. London: Survival Books. Kenna, P., Lacy, S. (2005). New York: Passport Books.

American theatre of the Seven Years War by 1763 Essay Example For Students

American theatre of the Seven Years War by 1763? Essay Fighting was partly a continuation of the Austrian War of Succession of the 1740s and spanned form America to Europe, and from the West Indies to Africa. India was also partly involved in the conflict. This has led historians to name the American theatre of war as the French Indian War 1754-63 (Including the two years of undeclared war, 1754-56). Following the war, Britain emerged as a leader of world politics, and due to the amount of territory gained, confirmed herself as a major Imperial Power. Appendix 2 Prior to the Seven Years War, Prussia had been a smallish state amidst the giant states that controlled European diplomacy, such as the French, Austrians and the Russians. Manipulation of treaties following the Austrian war of succession 1744-48 saw the Prussians siding with the British against the Austrians (who they had been fighting for 5 years over the control of Silesia. ) The war began with Fredericks invasion of the German state of Saxony, as this was a good control base for his armies. Prussias early strength gave them a lot of confidence, with good victories against the Austrians and the French. This is largely down to the military strategies employed by Frederick (he would make his armies engage a weak point in the enemys flank, and then retreat. ) Mirabeau summed up Prussias militaristic nature Prussia was not a state which possessed an army, but an army that possessed a state. (Stephen Lee Aspects of European History p. 191. ) Prussias fate, however, was aided by a great deal of luck later on in the 7 years War. Failure to coordinate a 3 pronged attack by the French, Austrians and Russians allowed Frederick to defeat the invading armies. Meanwhile, Tsarina Elizabeth died, leaving Tsar Peter III to succeed her. The new Tsar was an admirer of Frederick, and immediately signed peace with them, and even supplied them with some troops. The Seven years war was immensely important for Prussia, as it confirmed seat in post-war European politics. In 1870, it was Prussia that unified Germany. Appendix 3 Maps from the Crucible of War The maps all come from the same book, page XXV -map section (Fred Anderson Crucible of war (2000) New France and the British Mainland Colonies in the Seven Years War, 1754-1763 Indian Groups, Regions and Topography of the North American Interior New England, New France and Lake Champlain Hudson Corridor St. Lawrence River Valley and Quebec (June September 1759) Central European Operations 1 Total War is described as a war in which the society at home are affected by the fighting 2 Fred Anderson Crucible of War p. xvi (2000) 3 There were vast numbers of Tribes present in the Americas at the time of the War, but the main ones were the Iroquois, Cherokee, Mohawk and Huron 4 The name given to French imperial designs, and later to their possessions in Canada 5 This was the treaty marking the closure of the Austrian War of Succession. 6 French forts were built at Presque Island (Erie) and on the Rivii re aux Boeufs (Waterford) 7 Francis Jennings Empire of Fortune p. 3 8 See Appendix 1 9 Fort Duquesne had originally been a British site of fortification, sighted by George Washington on his way to deliver a letter demanding the French to leave the region of the Upper Allegheny River. The French captured Fort Prince George while the British were building it, and renamed it Fort Duquesne 10 Although only a young Virginia officer at the time of the Seven Years War, George Washington went on to be an influential figure in the American War of Independence years later, showing the feelings of patriotism growing within the American colonies during the War 11 Francis Jennings Empire of Fortune p. 5 (1988) Bush Fire War is the term used to describe the localised and undeclared conflict taking place in the Ohio valley from 1754-56 between the British and the French 12 At this time, Britain was involved in conflicts in Europe, India, the West Indies and Africa .uade677cb0416f0c573f5d61dc9709748 , .uade677cb0416f0c573f5d61dc9709748 .postImageUrl , .uade677cb0416f0c573f5d61dc9709748 .centered-text-area { min-height: 80px; position: relative; } .uade677cb0416f0c573f5d61dc9709748 , .uade677cb0416f0c573f5d61dc9709748:hover , .uade677cb0416f0c573f5d61dc9709748:visited , .uade677cb0416f0c573f5d61dc9709748:active { border:0!important; } .uade677cb0416f0c573f5d61dc9709748 .clearfix:after { content: ""; display: table; clear: both; } .uade677cb0416f0c573f5d61dc9709748 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uade677cb0416f0c573f5d61dc9709748:active , .uade677cb0416f0c573f5d61dc9709748:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uade677cb0416f0c573f5d61dc9709748 .centered-text-area { width: 100%; position: relative ; } .uade677cb0416f0c573f5d61dc9709748 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uade677cb0416f0c573f5d61dc9709748 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uade677cb0416f0c573f5d61dc9709748 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uade677cb0416f0c573f5d61dc9709748:hover .ctaButton { background-color: #34495E!important; } .uade677cb0416f0c573f5d61dc9709748 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uade677cb0416f0c573f5d61dc9709748 .uade677cb0416f0c573f5d61dc9709748-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uade677cb0416f0c573f5d61dc9709748:after { content: ""; display: block; clear: both; } READ: A fire in the basement Essay13 The French maintained their grip on the Ohio valley, and captured Fort Oswego on Lake Ontario and Fort William Henry 14 The siege and eventual capture of Fort William Henry was the event shown in the James Fenimore Cooper novel, The Last Of the Mohicans (1826) 15 In 1756, the Quakers had formed an organisation called The Friendly Association for Regaining and Preserving peace with the Indians by Pacific Measures. 16 William Pitt the Elder, First Earl of Chatham was a very influential in the later years of the Seven Years War (1757-61), and the Pitt-Newcastle ministry was responsible for a major shift in the course of the War 17 Anderson Crucible of War p. 211 18 Fred Anderson Crucible of War p. 212 19 Op. cit p. 213 20 See Appendix 2 21 Paul Kennedy The Rise and Fall of British Naval Mastery p. 115 (1976) 22 During this conflict, and many others around the time, the British army were known as the Red Coats, so called as to the red colour of their jackets 23 Also known as the Territorial Army 24 Quote from Frederick II, Fred Anderson Crucible of War p. 213 25 Op. cit p. 214 26 Ibid 27 It can also be seen from the events following the Seven Years War that it had a dramatic effect on the peoples and the politics of the time. The inspired American nationalism led American militiamen, such as George Washington and Benjamin Franklin, with a belief in British sovereignty to rise up in the American war of Independence in the early 19th century. The serious hindrance to French imperialism is also suggested to be a root cause in the French Revolution years later. 28 Op. cit p. 215 29 Kennedy The Rise and Fall of British Naval Mastery p. 116 30 Ibid 31 Quote from Herbert L. Osgood, Jennings Empire of Fortune p. 353 32 Full title, Captain General William Augustus, Duke of Cumberland. He was the main rival of the Pitt-Newcastle ministry, and triumph over Cumberland was a victory in itself 33 See Appendix 3 (Maps) 34 Anderson Crucible of War p. 389 35 Jennings Empire of Fortune p. 409 salutary neglect is the term used to describe how the colonies were originally treated (they were neglected by the British government, and were allowed to be self governing. ) Pitts move to treat them as subordinate jurisdictions angered the colonials, as they moved from playing almost no part in British tax policy to sharing the burden of the war debt that they didnt incur. 36 Lee Aspects of European History p. 285 37 The American Revolution effectively marked a new turn in the history of the continent 38 This is simply looking at the effect of the loans in the wartime years, and not the trouble the huge war debts caused with the colonials post 1763 39 American politics ensured by the generals, such as alliances with the Indian nations (shown by Brigadier General John Forbes establishing peace with the Indians before the invasion of Fort Duquesne, thus cutting off the French) are also a major consideration when looking at the politics of the war James Condie Thursday, 10 May 2007.

Le Petit Chef free essay sample

I believe she should take on the projects that have visible differentiation and also take on the high-end microwave oven with the fuzzy intelligence. It is apparent the competing companies are utilizing technologies that are cheaper and are still maintaining their success. Le Petit Chef products are perceived as quality products, which is something that the executives know and something their current customers know. Despite the company’s low returns, I still believe Gagne should go forward with the new high-end microwave oven because it will enhance the ease of use with minimal incremental costs. This microwave oven can also solve the problem with the variation in food quality, which should entice Gagne to go forward with the project. As far as other projects, they need to develop other projects that are all different from each other, which are visible to the retailer and potential customer. As far as handling the executive meeting, Gagne needs to tell them that she is scrapping those several projects in order to free up more funds, allowing more money to be used in other projects and enabling them to differentiate their line. We will write a custom essay sample on Le Petit Chef or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Le Petit Chef’s poor performance can be attributed to a few things. The competition of the other companies developing products that directly competes with them such as Electrolux and Bosch-Siemens. Both companies have developed low-end microwave ovens that are seemingly very attractive to potential customer because of their brand recognition and the price of the products. Another explanation for their poor performance is the company’s lack to differentiate their lines. It is important to have visible differentiation for products so the retailer sees the difference of their products. If a product has a lack of visible differentiation, the retailer and potential client will question what is different with the product and why it is more expensive than the previous model. In order for the company to remedy the situation I feel they need to implement the 18-month project for their high-end microwave oven with fuzzy intelligence technology and further advertise and market the glitches that have been fixed. Further, they need to develop differentiated products in order to promote to their retailers and potential clients of their differences.

Tasm Essays

Tasm Essays Tasm Essay Tasm Essay TASM Transputer Assembler User Guide TASM Version 91. 1 5/15/91 Copyright 1986s Option Information Option Descriptions 3 TASM Assembly Language Syntax Semantics TASM Assembly Language Introduction TASM Pseudo-Opcodes Sample TASM Program Assembly Language Listing Format Assembly Language Macros Operational Statistics Using the Preprocessor with TASM Notes on Using the Preprocessor 4 Appendix A: Error Messages Types of Error Messages Error Message Descriptions 5 Appendix B: Transputer Instruction Set Direct Functions Indirect Functions 6 Appendix C: TASM Internals Source Code Organization and Compiling Transputer Toolset TASM Transputer Assembler Introduction Overview TASM is a relocating assembler for INMOS Transputers. It supports standard INMOS mnemonics and allows splitting a program into separate pieces which are combined at linkage time. TASM is designed to be used in two ways: 1. As a post-pass to the TCX C compiler. The compiler generates an assembly language output file and TASM is used to turn it into relocatable format. The advantage of this scheme is the fact that the compiler can allow in-line assembly language without having to also have a redundant assembler built in. 2. As a stand-alone tool for doing assembly language programming on the Transputer. In this role it is often combined with the preprocessor from the C compiler (PP), which allows multi-line recursive macros, conditional assembly, include files, etc. TASM has been designed to be used with PP and can parse information PP provides to generate an assembly listing of source code which may have originated in many different files and been subsequently combined by PP. The architecture of the Transputer requires that some of the code generation be delayed until the linker/locater stage to insure minimum length prefix strings are generated for all instructions. TASM supports this by determining which instructions can be finished and which cannot at assembly time. TASM finishes those which can be and provides information to the linker (TLNK), about the others. TASM uses a multiple pass algorithm to determine which instructions can be finished and what the corresponding minimum length instruction prefix strings should be. The algorithm used doesnt guarantee minimum length prefixes in all cases (generating a minimum length program is a theoretically hard problem), but does a pretty fair job in a moderate amount of time. System Requirements TASM requires approximately 256K of program memory space to run. It should run in any environment which supports other major system development tools (compilers, etc). TASM does use a fair bit of disk space with temporary, output, and listing files. As an estimate, you should have disk space available that is twice the size of the input file for the temporary files, and space equal to the size of the input file for the output file (both types of files will be used at the same time when TASM is generating the output file). If you wish to generate a listing file you should have additional space available equal to twice the input file size. Note that a fair amount of I/O is done to the temporary files and they should be located on the fastest mass storage device available (see Usage section below for more information on how to specify this). 2 TASM Transputer Assembler Transputer Toolset Usage The general form of the TASM command line is: tasm ;input_filename; [;temp_directory;] [-[options]*]* The basic idea is to specify the required input filename (complete with filename extension if not . al), followed by an optional temporary file directory pathname, followed by any options needed. Note that in this case, since no explicit output filename has been specified, the output filename will default to that of the input filename, but with an extension of . trl in place of any extension the input filename had. The temporary file pathname is used to tell TASM to use somewhere other than the current directory (or if the TMP environment variable exists, the directory it specifies), to hold the temporary files TASM generates. If possible, the temporary file pathname (whether explicit or via TMP), should be set to the fastest mass storage available (ideally a rams Assume you wish to assemble a program stored on file foo. tal; The syntax needed is simply: tasm foo In this case TASM would use the TMP directory (or the current directory if TMP isnt defined), to hold its temporary files (foo. 1 and foo. 2). If you had fast storage available on pathname /fast you could use: tasm foo /fast If you wanted to write the relocatable output to some file other than foo. trl, say foobar. huh, you would use the -o option flag followed by the desired output filename: tasm foo /fast -o foobar. huh 3 Transputer Toolset TASM Transputer Assembler Option Information As seen above with the -o flag, an option flag may need a following parameter, although many option flags are simple switches which may be grouped together following a common - option flag lead-in. For instance, if you wish to toggle the verbose output mode and you wish to generate an assembly listing, the following command line will do it: tasm foo -lv Where the l indicates you want the listing and the v sets the output mode to verbose if TASM defaults to quiet and vice versa (actual default depends on the configuration of TASM). The above result could also be obtained by separating the option flags: tasm foo -l -v Please note, although in the above examples the option flags were in lowercase, uppercase is also allowed (some systems support nothing else)! Option Descriptions The following descriptions detail all the option flags available with TASM, what each does, and what additional parameters are required (if any): Option flag: -c This option is provided to compress the TASM output file. Doing this removes all the debug information. The big motivation is that this often cuts the output file size in half! It is particularly useful when building libraries or other chunks of code which arent routinely debugged. Option flag: -l As mentioned previously, this option causes TASM to generate an assembly listing. The filename for the listing is the same as the output filename with an extension of . lst. For example: tasm foo -l TASM would read the input file from foo. tal, use foo. trl as the output file AND write the listing to foo. lst. The -l option is not allowed if the original source text was not assembly language (see the -t option below). See later sections of this chapter for a description of the assembly language listing format. TASM Transputer Assembler Transputer Toolset Option flag: -o output_filename This option flag allows you to explicitly specify the output filename (including extension), for TASM to use for the relocatable output file. If you dont provide an explicit extension TASM will use . trl. Option flag: -q{0|1|2} These option flags allow you to control the level of prefix byte optimization that TASM will perform. The choices are -q0 (no optimization, all references will be 8 bytes long), -q1 (optimize to minimize the number of symbols and references which are passed on to the linkage phase), and the default, -q2 (maximum optimization by deferring ALL boundary cases to link time). The -q1 option is mainly provided for backward compatibility with pre-87. 8 versions of TASM (where it was the default). The -q0 option speeds up the execution of TASM in addition to potentially speeding up the execution of TLNK. During the early stages of program development use of the -q0 flag on all files which make up a program (including those from libraries), will eliminate the otherwise required prefix optimization performed by TLNK and thus hasten the development cycle. On the down side the -q0 option nearly doubles the program code size and execution time! Option flag: -t This option flag is used if the input file TASM is assembling was the result of a language translator. What this actually does is to inhibit TASM from counting input lines in an attempt to keep track of source input line numbers. TASM still accepts and updates its line number information in response to #line directives which are presumed to reflect the line numbers in the original source text. Using this option allows the line number information which is contained in the relocatable output file to represent the original source code line numbers instead of the (in this case), intermediate assembly language file line numbers. Using this option disables the generation of an assembly language source listing. Option flag: -v This option flag toggles TASM between the verbose and quiet output modes. Depending on the configuration of TASM this option will either cause additional information to be written to the user or disable same (the opposite of whatever the default setting is). 5 Transputer Toolset TASM Transputer Assembler TASM Assembly Language Syntax and Semantics The next several sections describe the syntax and semantics of the assembly language TASM accepts. TASM has some syntax and semantic features in common with C. Rather than repeat information which is familiar to many, we will refer you to a C reference manual for explanations about some features. The manual we recommend is: C A Reference Manual Samuel P. Harbison/Guy L. Steele Jr. Prentice-Hall, Inc. Englewood Cliffs, NJ 07632 Most other C texts also provide the level of description needed to understand the features TASM shares with C. TASM Assembly Language Introduction TASM uses the standard INMOS abbreviations for instruction names (see appendix B for a listing of these). TASM is line oriented with one instruction allowed per line. Each line has the following format: [;label_field;] [;opcode_field;] [;operand_field;] Some sample assembly language statements: test j @test ;Doesnt go anywhere very fast mint ;Minimum integer instruction .db hello ;Define C-style string constant label3 ;Single label with no opcode label4: ;Colons in labels are ignored As you can see, comments are allowed after a trailing ;, and last until the end of the line. Comments may appear anywhere in a line (including the first column), but anything afterwards is ignored. Labels are optional and must begin in the first column. The opcode field holds the instruction or pseudo-op name, it must not begin in the first column. The operand field contains any required parameters for the instruction or pseudo-op listed prior to it on the line. Fields should be separated with either spaces or tabs. Labels and other TASM symbols are from 1 to 255 characters long. They are case sensitive. Labels begin with a letter, a _ or a ? . They may contain those symbols plus digits. Labels may optionally be terminated with (or contain), one or more colon characters. Colon characters are allowed for compatibility with other assemblers and do not count as part of the label (you should not use a colon in any symbols you use in any operand fields). 6 TASM Transputer Assembler Transputer Toolset The operand field follows the label field and contains either an instruction opcode or a pseudo-opcode. The pseudo-ops are begun with a . , but are otherwise similar in form to opcodes (see the next section for information about them). The operand field contains different types of things depending on what the preceeding opcode or pseudo-op is. The types are: aâ‚ ¬? C style constant expressions. These include character constants and the other standard C features. You may also include symbols in constant expressions as long as they are defined in a . set pseudo-op prior to the constant expression in the file (no forward references allowed). Please see a C reference manual for a description of the constant expression syntax. Some examples: a -12 +1 (234+0x12)/022 + 33+ 23 ? 17 : 55 (help + me) / 0x3 ;help and me must be ; already . set $12 ;$ causes wordlength scaling In the above examples note that TASM allows a unary +, which is not legal in C (pre-ANSI anyway). The value of a constant expression is just its numerical equivalent. Thus, a constant expression in a data definition pseudo-op just defines a byte or word location with the specified value. A constant expression as an operand to an instruction just uses the numerical value to compute a prefix string for the instruction. Note that the $ symbol may be used before the start of a constant expression to force the value of the expression to be scaled (divided), by the processor wordlength in bytes. Since the $ may only appear as the first character in an operand field, it can only be used when the operand is a pure constant and not as part of the constant component of a non-constant expression. The expression to which the $ operator is applied must be a multiple of the scaling wordlength or an error will be flagged. aâ‚ ¬? C style string constants. These include the normal character escapes allowed by C and are only legal for use with the define byte pseudo-ops (. db or . dbnz). A string used with the . db pseudo-op will have the normal C style zero termination character while a string used with . dbnz will omit the terminator (the two pseudo-ops are otherwise identical). For example: .db Testing 1 2 3 7 Transputer Toolset TASM Transputer Assembler aâ‚ ¬? Address expressions. These consist of an symbol name followed by an optional constant expression. Some examples: hello+27 frank start -27+(0x66/2) The value of the symbols used in the above examples is the address of the corresponding symbol definitions, NOT the relative offset from the current program counter to the symbol. These types of expressions are not fully bound at assembly time since the actual load address for the program is unknown. The term bound is used here to mean that the value of the prefix string for an instruction (or the value to store into a data word), cant be determined until the actual location for the symbol definition is assigned by the linker (TLNK). These expressions are allowed as operands of instructions or define word (. dw), pseudo-ops (essentially word size pointers). aâ‚ ¬? Relative expressions. These consist of a @ followed by an optional symbol name, followed by an optional constant expression. These are allowed as operands of instructions or define word (. dw), pseudo-ops. They allow the PC relative offset from the instruction (or data item), to the specified constant or symbolic address to be the value of the expression. Some examples: @1 @hello +27 @ 100 0x10000 @ Gorge (a + z) 1 Note that there is a difference in value when a relative expression is used with an instruction versus its use in a . dw pseudo-op. When used with an instruction, the expression is evaluated so as to produce a prefix string which will correctly access the desired value (remember that the Transputer computes all relative offsets with reference to the memory location FOLLOWING the opcode byte of the instruction). In the case of the . dw pseudo-op, the value of the expression is the relative offset referenced to the START of the . dw memory location. Note that if a relative expression contains a symbol it must immediately follow the @. If the expression doesnt contain a symbol the constant expression is evaluated and the result is used as an address from which a relative offset is computed, starting at the appropriate current PC location, to determine the value to prefix the instruction with. For instance, if you wanted to create a jump to location 45 (decimal), you would use: j @45 Note that expressions which contain non-symbolic relative expressions cant be bound at assembly time since the load address for the instruction or data reference is unknown until link/locate time. 8 TASM Transputer Assembler Transputer Toolset Some examples of relative expression instructions with symbol names: cj @hello + 10 call @Byte_output .dw @Beginning_of_data + 10 Symbolic relative expressions can be bound at assembly time (assuming the symbol is defined locally, and there are no unbound instructions which are between the symbol definition and the instruction or . dw which references it). aâ‚ ¬? Difference expressions. These consist of an optional wordlength scaling operator ($), a symbol name minus another symbol name, followed by an optional constant expression. Some examples: @[emailprotected] + 1 hello-goodby zip-zap + 21 $zip-zap + 4 To most assemblers this type of expression is just a normal absolute reference. TASM treats this as a special case since the variable length effects of the unbound prefix strings may cause this expression to be only partly bound at assembly time. This form of expression may be used with both instructions and . dw pseudo-ops (the $ operator can only be used with instructions), but will probably be used most as an operand to ldc instructions which compute the branch length for lend instructions. For example: begin ;Beginning of loop body body of loop load pointer to lend parameter block ldc @[emailprotected] ;Compute branch length for lend lend ;Go back to beginning of loop end ;End of loop body Note that the optional $ wordlength scaling operator causes the value of the remainder of the expression to be scaled by the wordlength (in bytes), of the processor family for which TASM is assembling code. aâ‚ ¬? Floating point constants. These are used with the . real32 and . real64 pseudo-ops to initialize memory locations with the equivalent number represented in ei ther IEEE 32 bit or 64 bit binary format. The floating point constant syntax follows that of C. TASM doesnt support floating point assembly time math, just the conversion operation (similar to initializing memory locations with the results of the C atof function). Some examples: .real32 0. 0 ;Initialize a word to 0. 0 .real32 3. 1415926,12 ;Initialize two words .real64 1. 0,2. 0,3e-39 ;Initialize three double ;words 9 Transputer Toolset TASM Transputer Assembler TASM Pseudo-Opcodes The previous section covered the operand fields of instructions and pseudo-ops in abstract, this section covers them in detail. All TASM source files must begin with a pseudo-op which tells TASM what Transputer the code is being assembled for, since different versions support different instructions (and possibly different ways of generating code). The currently supported Transputers are the T2 series (T212/T222/T225), the T4 series (T400/T414/T425), and the T8 series (T800/T801/T805). To select a Transputer CPU type use one of the following pseudo-ops: .all ;Instructions for all 32 bit CPU types .t212 ;T212/T222/T225 are described as t212 .t414 ;T400/T414/T425 are described as t414 .t800 ;T800/T801/T805 are described as t800 Note that . all is the default if no processor type is explicitly selected. The . all selection is primarily used when building code which is intended to run on any 32 bit Transputer (such as demonstration programs). Also note that both opcodes and pseudo- ops may be in either upper or lower case and that all pseudo-op names begin with a period. All TASM source files should end with: .end ;No operand is required This causes anything beyond it in the source code to be ignored. The use of this pseudo-op is not strictly required since TASM treats the end of the file as a defacto . nd, but it is important when TASM is being used with the preprocessor (PP). PP will otherwise remove any trailing comments and conditional assembly code from the input file to TASM, and thus remove the trailing stuff from any assembly listing which TASM makes. 10 TASM Transputer Assembler Transputer Toolset Between these two pseudo-ops lies the body of the code. The remaining pseudo- ops are: 1. #line ;line_n umber; [;filename;] This violates the normal rules about pseudo-ops in that it begins with a #, and it also starts in the first column. This is emitted by the preprocessor to update TASM about where the next input line to TASM really came from in the source file. The optional filename field indicates that the next line is also coming from a different original source file (the result of PP doing a #include). The information from these pseudo-ops is used to enable TASM to put the code from the original source file on the assembly listing, instead of the merged mess which PP generates. Use your C reference to find out further about this preprocessor directive. . .align This pseudo-op tells TASM to word-align the next instruction or data statement. 3. .db value_for_byte [, value_for_byte]* This pseudo-op is used to initialize memory bytes to specific values. The value_for_byte field may be either a constant expression, or it may be a C style string (complete with automatic zero termination). 4. .dbnz value_for_byte [, value_for_byte]* This pseudo-op is identical to . db except the automatic zero byte termination of strings is eliminated. This pseudo-op was implemented to simplify the use of TASM with languages other that C (although the C string character escape sequences are still used). 5. .ds number_of_bytes This pseudo-op reserves storage for the specified number_of_bytes. Any constant expression may be used in the operand field. The space reserved in this way will be initialized to zero when the program is downloaded to the Transputer. 11 Transputer Toolset TASM Transputer Assembler 6. .dw value_for_word [, value_for_word]* This pseudo-op is used to initialize memory words (2 or 4 consecutive bytes depending on wordlength), to specific values. Note that this pseudo-op does NOT automatically perform word alignment; Use a . align prior to the . dw if alignment is necessary. The value_for_word field may contain the same types of operands as allowed for instructions (see the section on instruction operand fields). As mentioned in that secion, relative expressions applied to . w are relative to the beginning of the word, NOT the location following, as is the case with relative references in instructions. You may not use C style string constants with the . dw pseudo-op. 7. .emulate This pseudo-op enables instruction emulation. This is used when you wish to simulate the effects of instructions which the currently selected Transputer processor type doesnt directly support. For example, you tell TASM you are using a T414 pro cessor (via a . t414), then use a DUP instruction (after having given the . mulate directive). TASM will treat this as if you had given it an instruction of the form: call @? DUP Note that the instruction name called is always in upper case regardless of its original case in the input file. Also TASM will generate a . ext reference for symbols created this way if they havent been previously encountered in the source file. It is up to the programmer to supply the simulation routine being called! 8. .ext symbol_name [, symbol_name]* The specified symbol_names are declared to be defined external to this source file. Its presumed that the definitions will appear in other files which will be combined with the relocatable output of this one at link time. You may not both define a symbol within the current source file AND declare it . ext. If a symbol which is declared . ext is not also referenced in the source file, the external reference is not included in the relocatable output file (no error is generated). 12 TASM Transputer Assembler Transputer Toolset 9. ldc ;operand_field; This pseudo-op has the same syntax and semantics as the normal ldc instruction, but TASM and TLNK are free to use instructions other than ldc to load the desired value onto the top of the stack. This is useful when the immediate data to load is a large negative number and an equivalent code sequence of mint/adc can be used to load the same value in fewer bytes and instruction cycles. Another form of instruction sequence which may be generat ed is a ldc/ldpi sequence for cases when the current program counter is close to the desired address. This pseudo-op is extensively used by the TCX C compiler to minimize the length of static references. Note that this pseudo- op is affected by the . rel and . norel pseudo-ops when generating address expressions (code which computes the address of a symbol), for example: .ldc zip + 21 ;Load address of zip + 21 bytes Normally, this is allowed to use any of the optimization techniques to minimize the length of the generated code. However, if the . rel pseudo-op has been given, this form of reference is constrained to use the ldc/ldpi instruction sequence to maintain the runtime relocation capability. Note that all other forms of the . ldc instruction are unaffected by the current . rel/ . norel setting. 10. .mod module_number TASM supports up to 256 different modules, numbered 0 to 255. These modules are used to allow code and data which should be physically located in separate memory areas to be combined into the same source text stream. This facility corresponds to the code and data regions available with many assemblers, except 256 different modules are allowed. By default, if no . od is given, the code and data which is present in the source file is placed into module 0. The linker (TLNK), allows you to select where each module from each source file will end up (or you may let it do the locating job for you). 11. .noemulate This allows you to turn-off the instruction simulation facility which a previous . emulate enabled. 12. .norel A complement to the . rel pseudo-op, this allows the address form of the . dc instruction to generate the shortest/fastest possible code, ign oring the possibility of program runtime relocation. This pseudo-op is in effect by default and is used to turn- off the effects of a previous . rel pseudo-op. 13 Transputer Toolset TASM Transputer Assembler 13. .pub symbol_name [, symbol_name]* The specified symbol_names are declared to be defined within this source file and are made public, so that other files may refer to the symbol. You may not declare a symbol both . pub and . ext. If a symbol which is declared . ub is not also defined in the source file, the public reference is not included in the relocatable output file (no error is generated). 14. .real32 fp_value_for_word [, fp_value_for_word]* This pseudo-op is used to initialize memory words (4 consecutive bytes), to values which correspond to the IEEE 32 bit floating point representation of the specified value. Note that this pseudo-op does NOT automatically perform word alignment; Use a . align prior to the . real32 if alignment is necessary. The fp_value_for_word field may contain the same types of floating point constants that C allows. 15. real64 fp_value_for_double_word [, fp_value_for_double_word]* This pseudo-op is used to initialize memory double words (8 consecutive bytes), to values which correspond to the IEEE 64 bit floating point representation of the specified value. Note that this pseudo-op does NOT automatically perform word alignment; Use a . align prior to the . real64 if alignment is necessary. The fp_value_for_double_word field may contain the same types of floating point constants that C allows. 16. .rel Forces all . ldc pseudo-ops which follow to generate runtime relocatable code by using the ldc/ldpi instruction sequence for symbolic address expressions. This pseudo-op allows the generation of position independent code (assuming address expressions are not also used in initialized data areas, etc). Note that this pseudo-op will generally result in a somewhat larger/slower program since the other possibilities for . dc instruction optimization are thereby disabled. This pseudo-op is NOT in effect initially in TASM and may be turned off once invoked by the later use of the . norel pseudo-op. 14 TASM Transputer Assembler Transputer Toolset 17. .retf ;workspace_adjust_constant; This pseudo-op is used by our C compiler as a function exit code short form. It translates into a ajw instruction with the specified workspace_adjust_constant used as the operand field, followed by a ret. A couple of notes about the results of this pseudo- op: First if the constant value is zero, no ajw is generated. Second, any code after a . retf and before a label or pseudo-op is encountered is removed. Additionally, if the pseudo-op encountered is another . retf, the SECOND . retf is also removed! 18. .set symbol_name , constant_expression The specified symbol_name is defined to have the value of the corresponding constant expression. This pseudo-op provides a equate capability for forward and backward references. The symbol name may be subsequently used in the constant expression part of the operand field for an instruction or pseudo-op which follows the . set in the source file. The symbol is otherwise treated identically to symbols defined as labels (it may be declared public for instance). 19. .sym symbol_name [, address_expression] [, constant_expression]* This pseudo-op is used to hold debugging information for use by other tools in the Transputer Toolset. The arbitrary string, symbol_name, is assigned a series of values including an optional, symbolic, address_expression (whose exact value is unknown until linkage time), and zero or more, 4 byte, constant_expression fields. The actual use of this statement involves a convention between the tool generating them (TCX), and a later debugging tool which interprets them. See the information about the T_DEBUG_DATA, and T_DEBUGSYM_DATA, relocatable records, in the TASM/TLNK/TLIB RELOCATABLE RECORD AND FILE FORMAT manual, for more information. 0. .val symbol_name , constant_expression This pseudo-op is similar to . set but is used for assigning purely local constant values to the symbol_name. The references to a symbol defined this way must be strictly backwards and may not be external to the file. The primary advantage of . val over . set is that the symbol name used by . val may be redefined by a subsequent . val without having to create a new symbol. This is not possible with . set since both forwards and backwards references are allowed. 15 Transputer Toolset TASM Transputer Assembler Assembly Language Listing Format As mentioned elsewhere, TASM will generate an assembly language listing if the -l command line option flag is given. This file will be written on a filename which is the same as the input filename, but with an extension of . lst in place of any extension the input file had. TASM is designed to be used with the PP preprocessor, this carries over to the design of the listing facility for TASM. In particular, TASM can use information PP inserts in the input file to determine where the source text it is reading originally came from (say via #include PP directives). Using this information, TASM will find and use the original source code from wherever it came from when it creates the assembly listing. TASM cant create an assembly listing if the original source code was written in some language other than assembly (see the -t option flag). As a side note: If TASM detected assembly time errors it doesnt generate a relocatable output file. It also doesnt do the final binding passes it needs to resolve all the relative operand fields for instructions. This shows up on the assembly listing as instructions which are listed as un-bound (see below), when they really could have been bound. The format of the assembly listing is: statuslinelocationassembled_codesource_code The status field is used to show any error flags which were generated by that source code line, or a . if something on the line was not completely bound at assembly time. The possible error flags are: D Duplicate symbol definition error. E Expression field error. F Floating point constant error. N Not implemented error (opcode/pseudo-op). O Opcode/pseudo-op unknown error. U Undefined symbol error. See the corresponding error messages in appendix A for more information about what causes these errors. If the instruction was bound, and didnt contain any errors, this field is blank. 16 TASM Transputer Assembler Transputer Toolset The line field indicates which source code line this is. Note that the source code filename is shown on a banner at the top of the page initially, and a new page eject and banner is generated whenever the source code filename changes. The location field. This indicates the current location counter relative to the currently active module. This value will not be correct if the program contains any un-bound references, or errors, since the actual sizing and locating is delayed until linkage time. This field is shown for instructions or pseudo-ops which do anything interesting, and unconditionally for the first line in a new source file. The assembled_code field. This field contains up to the first 8 bytes of code the instruction or data pseudo-op generated. If the source line is un-bound, and this information isnt known yet, this field is used to show the value of whatever the source code operand field contained in the form of a constant expression. The source_code field. This contains the original source code as read from whatever file originally held it (assuming PP was used), or simply the TASM input file if PP isnt being used. Assembly Language ; Macros When PP is being used with TASM, multi-line macros may cause many assembly language statements to be generated for a single source statement. This is handled on the assembly listing by simply showing the single original source code line. The problem is that the meanings of the various fields to the left of the source code line change somewhat. The basic rules are: aâ‚ ¬? The status field shows the first error encountered in the assembly statements which were generated by that source code line. If no errors need to be reported this field will contain a . if any of the statements generated were unbound. If none of these conditions prevailed this field will be blank to indicate no trouble. aâ‚ ¬? The line field acts normally and shows the source text line number. aâ‚ ¬? The location field shows the location counter of the first instruction or pseudo- op in the macro expansion which generated any code. In other words, it reflects the start of the macro if anything useful happens. aâ‚ ¬? The assembled_code field shows the contents of the first operation in the macro expansion which placed anything in this field. It doesnt append the code generated by later instructions in the macro if the field isnt full yet. aâ‚ ¬? The source_code field acts normally and shows the original source text of the macro call. 17 Transputer Toolset TASM Transputer Assembler Operational Statistics Assuming no errors were encountered, TASM adds some operational information to the listing following the source code (this information is also written to standard output if you havent disabled verbose output mode). The information written consists of the number of external symbols which were defined or referenced, the number of local symbols which were defined, and the number of local symbols which were exported in the relocatable output file for eventual binding by TLNK. The percentage of TASMs symbol table capacity which was used is also indicated. Note, within TASM, both local and external symbols use the same symbol table. The last item on the listing (or standard output), is a count of the total errors encountered. This is a useful addition to the line-by-line error indications since multi- line macro expansion sometimes generates more than the one error which can be flagged on a given source line. Using the Preprocessor with TASM Using the preprocessor (PP), with TASM greatly improves the ease of programming, and the resulting readablity, of assembly language programs. If TASM is being used as a post-pass to the TCX C compiler, PP is not required (the C compiler handles those sorts of details with the help of PP itself). Assuming you are programming directly in assembly language, PP used with TASM offers the following improvements over using TASM by itself: aâ‚ ¬? Macro processing. PP allows both simple text replacement and powerful multi- line parameterized macros. Workspace offsets, symbolically defined configuration values, etc. , are all good uses for this facility. The fancy parameterized macros are nice for creating in-line code, and PP has facilities for generating unique symbols which can be used to allow local labels and symbols within macro body expansions. aâ‚ ¬? Include files. PP allows nested include files to be used. This is useful when a set of configuration parameters is being shared by all the files in a program, but you only want to have one set of definitions. aâ‚ ¬? Conditional Assembly. Using PP allows you to do C style conditional assembly. This is useful when you wish to have two or more versions of a program share the same source text (and thus get updated together). aâ‚ ¬? C style comments. You may use C style comments in source code for TASM when you use PP (since it filters them out). To find more out about these facilities consult your C reference manual. You may also want to consult PP C PREPROCESSOR USER GUIDE for implementation- dependent information about PP. 18 TASM Transputer Assembler Transputer Toolset Notes on Using the Preprocessor The following example will preprocess and assemble a file named test. pal: tcc test. pal +a-l -c Note that the +a-l directive tells TCC to pass a -l directive to TASM telling it to generate a test. lst assembly language listing file. The -c flag tells TCC that linking will not be necessary. The relocatable output file will be written on test. rl. A few notes should be mentioned about using PP with TASM: 1. If you are having trouble, or are unsure where a problem lies, check the output file written by PP to see what TASM is really getting as input. This is necessary since TASM shows the original source text on the assembly listing, not what it actually read as processed by PP. This is particularly useful in debugging macros, since the assembly listing only shows the macro call, not the subsequent expansion. 2. Within macros you should be careful about using ; assembly language comments. Remember that these comments are NOT comments to PP and it will pass them on through to TASM. A place where this crops up is when you define a symbol to have some value in a #define macro and follow it with a ; comment in the source text. The result is that anything you place in the operand field AFTER the spot where the macro replacement is done, gets commented out! As a general rule you should use C style comments for anything involving macros. 19 Transputer Toolset TASM Transputer Assembler Appendix A: Error Messages Types of Error Messages There are three classes of error messages which TASM can generate: aâ‚ ¬? Warnings. These are used to report problems which arent severe enough to cause TASM to abort (exit with a non-zero return value). These messages usually indicate trouble which isnt immediate, but may be soon! The format for warnings is: WARNING: message_text aâ‚ ¬? Non-fatal errors. These are used for reporting actual error conditions which will affect the return value given when TASM exits. If one or more non-fatal errors are encountered TASM will return a non-zero return code, otherwise it will give a return code of zero. Another result of encountering non-fatal errors is that the generation of a relocatable output file is inhibited (although if a assembly listing was requested it will be generated). The format for non-fatal errors is: filename @ line_number: message_text Where the filename field indicates the current source code file being read, the line_number field gives the line where the problem was detected, and the message_text field indicates the actual problem encountered. Note that non-fatal errors are also displayed on the listing (see the Assembly Language Listing Format section for a description of the format). â‚ ¬? Fatal errors. If the problem detected by TASM is so severe that it cant continue operating, it will give a fatal error message: FATAL: message_text After printing one of these messages, TASM will immediately exit with its error return code set (non-zero). 20 TASM Transputer Assembler Transputer Toolset Error Message Descriptions The following descriptions list the various error messages which TASM can generate (in alphabetic order): lt;filename @ line_number: Duplicate symbol definition: symbol_name The named symbol was either defined more than once, or defined once and mentioned in a . ext pseudo-op. filename @ line_number: Expression field error This error is generated whenever an illegal expression is present in the operand field of a opcode or pseudo-op. A few of the possible causes: aâ‚ ¬? Having an expression field which is not representable in 16 bits when assembling for a 16 bit processor. aâ‚ ¬? Using anything other than a string or a constant expression with a . db pseudo-op. If you want to reference an address you need to use a . dw instead. aâ‚ ¬? Using a relative reference within a . dw pseudo-op. Only constant expressions or address references are allowed there. aâ‚ ¬? Using a module number which is outside the range of 0 to 255 which is allowed for . mod declarations. FATAL: Corrupted temp file: filename This error usually occurs when the contents of a temporary file get corrupted by the file system somehow. If you have been changing TASM or recompiling it for another system, this error message indicates that the type field in one of the internal temporary file records was not one of the allowed types. This generally happens when you make a change to one of the places which adds or removes temporary file records without changing all the other occurences (you will generally need to make changes to files tasm2. c, tasm4. c, and tasm5. c together). 21 Transputer Toolset TASM Transputer Assembler FATAL: Error reading input file: filename TASM got an error return during one of its read operations on input file filename. This usually indicates trouble with whatever mass storage device is being used, and/or a corrupted input file. If the preprocessor (PP), was used to prepare the input source file AND a listing is being requested, this error could indicate problems have cropped up in one of the source files between the time PP originally read it, and when TASM re-reads it to generate the assembly listing. FATAL: Error reading temp file: filename TASM got an error return during one of its read operations on temporary file filename. This usually indicates trouble with whatever mass storage device is being used. FATAL: Error setting stream buffer for file: filename This error results when TASM is compiled with a non-zero IOBUFSIZE in file taldef. h but is unable to explicitly set the temporary file I/O buffer using setvbuf during execution. The return code from the setvbuf call is what actually triggers this error. As a workaround you can set IOBUFSIZE to 0 and recompile TASM, or you can figure out what is wrong with your C library. The file listed is the temporary file to which TASM was attempting to attach the buffer. FATAL: Error writing listing file: filename At some point TASM was unable to write to the named listing file. This generally occurs because of insufficient file space. FATAL: Error writing output file: filename TASM detected an error while it was writing the relocatable output file. This error generally occurs when insufficient disk space is available for the output file, as well as the temporary files which also exist during this period. FATAL: Error writing temp file: filename At some point TASM was unable to write to the named temporary file. This generally occurs because of insufficient space on whatever device the temporary files are being written on (either the TMP directory, the current directory, or a special fast one selected via the command line). 2 TASM Transputer Assembler Transputer Toolset FATAL: Insufficient stream buffer memory for file: filename If the value of IOBUFSIZE in taldef. h is non-zero, TASM will explicitly allocate temporary file I/O buffers (via malloc calls). If the memory cant be obtained for one of these buffers, this error message results. The filename listed is the one for which the buffer was intended. To get around this problem you should try to increas e the amount of available C heap memory. If you are using TASM on a PC, get rid of any unnecessary memory resident programs. As a last ditch effort you can reduce the value of IOBUFSIZE and recompile TASM, but TASM execution speed will suffer noticeably. FATAL: Insufficient symbol table string memory TASM was unable to obtain (via malloc calls), enough memory to hold all of the symbols and labels used in the input file. The obvious solution is to reduce the number and length of the symbols in the input file. If you are using TASM on a PC you should try eliminating unnecessary memory resident programs as a first step in getting more memory. FATAL: Line too long in input file: filename TASM read an input line which was longer than 300 bytes (as the release version is configured). This error is generally the result of self-recursive macro expansion by the preprocessor (PP), or the use of a filter program on the input source file which removed the end-of-line markers. FATAL: Output file name same as input You have the same filename specified for both input and output. Remember that the default output filename extension is . trl. FATAL: Symbol table full As configured in the release version, the symbol table can hold 4096 entries. This value may be increased if TASM is being run on a machine with a larger than 64K byte direct addressing range. Note that the symbol table size must be a power of two to make the hashing function work. If you cant increase the symbol table size you will have to break the input file up into separate pieces. 23 Transputer Toolset TASM Transputer Assembler FATAL: TASM internal error #XXX These errors should never occur! If one does it generally indicates a violation of one or more prefix optimization constraints. If this error message does occur, please send a machine-readable copy of the offending TASM input file together with a description of what command line switches were used to either Logical Systems or the dealer where you purchased the product. Be sure to indicate what operating system TASM was running under and the complete text of the resulting error message (plus any other information you feel is pertinent). As a workaround, you can try adding, deleting or moving around bits of code in your program to see if you can avoid the exact sequence of optimization steps which provoked the problem. FATAL: The size of SLONG is not correctly configured This error message can only appear when you are recompiling TASM. It indicates that the typedef for SLONG which appears in taldef. is set for a storage class which is less than 4 bytes long. The SLONG storage class MUST be signed for TASM to operate correctly. FATAL: Unable to close input file: filename You can only get this error message when you ask TASM to generate a listing file. It indicates that TASM was unable to close the named file during the process of re- reading whatever source files actually made up the input source file TASM read (assuming the preprocessor was involv ed), and generating the resulting listing. - FATAL: Unable to generate non-assembly language listing This error is reported whenever both the -l and -t switches are given. You can only use one of these switches at a time. FATAL: Unable to open input file: filename The open attempt for the input filename failed. Verify that the input file exists and that the filename extension is correct (remember that . tal is the default if none is specified). If the preprocessor (PP), is being used with TASM, AND an assembly listing has been requested, this error message can also be generated. This occurs if one of the source files which PP used to create the input file for TASM was no longer there when TASM tried to re-read it to generate the listing. You can tell which of these two cases is the problem by noticing which input filename is mentioned in the error message. 24 TASM Transputer Assembler Transputer Toolset FATAL: Unable to open listing file: filename TASM was unable to open the listing filename. The filename is created by taking the filename from the input file (and input file pathname), and appending the extension . lst in place of any extension the input file had. FATAL: Unable to open output file: filename TASM was unable to open the output filename. This filename is either the default one generated using the input filename with a new extension (. trl), or it was explicitly specified by you using a -o option flag. FATAL: Unable to open temporary file: filename The open attempt for the temporary filename failed. This filename includes whatever directory pathname was specified for temporary files. FATAL: Unexpected EOF in input file: filename This error is encountered when a listing is being generated and TASM is reading the various source files which the preprocessor (PP), used to create the input file. This error indicates that TASM found one of the input files was shorter than PP lead it to believe with information passed via #line statements. This error may also be generated without the help of PP, if the input source file has somehow gotten corrupted between the time TASM read the input code from it and when it was re-read to generate the listing file. filename @ line_number: Floating point constant error This error message is generated for floating point constants used with either . real32 or . real64 which are out of range of the particular IEEE format selected. This usually means an error in a mantissa or exponent field. - filename @ line_number: Not implemented (pseudo-op) This error message is generated for opcodes or pseudo-ops which are not yet implemented, but whose names have been reserved. 25 Transputer Toolset TASM Transputer Assembler ;filename; @ line_number: Opcode/pseudo-op unknown: opcode_name The named opcode appeared in the opcode field of an instruction but was not recognized by TASM. This is generally caused by not declaring what type of processor TASM is assembling for (. T414, etc. ), or using an instruction which is not valid with the selected processor type. WARNING: Unable to close output file: filename During the cleanup process TASM removes the output file it creates if any errors were detected during operation. This error message indicates that TASM was unable to close the output file. Causes include the normal spectrum of file system related maladies. WARNING: Unable to close temp file: filename During the cleanup process, prior to TASM terminating, the temporary files are closed and deleted. This message indicates that TASM was unable to close the named temporary file (something is probably happening to the file system). WARNING: Unable to remove output file: filename During the cleanup process TASM removes the output file it creates if any errors were detected during operation. This error message indicates that TASM was unable to delete the output file. Causes include the normal spectrum of file system related maladies. WARNING: Unable to remove temp file: filename During the cleanup process, prior to TASM terminating, the temporary files are closed and deleted. This message indicates that TASM was unable to remove the named temporary file (something is probably happening to the file system). filename @ line_number: Undefined symbol: symbol_name This error message is generated when the named symbol is referenced but not defined within the input file (either by a label or . ext pseudo-op). 26 TASM Transputer Assembler Transputer Toolset Appendix B: Transputer Instruction Set The following descriptions of the Transputer instruction set are only intended for purposes of illustrating which instructions TASM can assemble. Please consult the appropriate INMOS documentation for information about instruction set formats and the internal architecture of the various CPUs. Direct Functions There are 16 direct functions, executed by all the INMOS Transputers, which can have operands. They are (in alphabetic order): Instruction Hex Value CPU Description ADC 8 All Add constant AJW B All Adjust workspace CALL 9 All Call subroutine CJ A All Conditional jump EQC C All Equals constant J 0 All Jump LDC 4 All Load constant LDL 7 All Load local LDLP 1 All Load local pointer LDNL 3 All Load non-local LDNLP 5 All Load non-local pointer NFIX 6 All Negative prefix OPR F All Operate (meta instruction) PFIX 2 All Prefix STL D All Store local STNL E All Store non-local Indirect Functions The use of the OPR instruction, in conjunction with the operand register, allows a large number of indirect instructions which are built using prefix strings to OPR. The following instruction list shows the indirect instructions, sorted in alphabetic order. Since INMOS makes more than one type of Transputer, the list has a CPU column which indicates whether the particular instruction is supported by at least some members of both the 16 and 32 bit Transputer families (listed as 16/32), some non-16 bit (ie. 32 bit), processors (All), only by the 16 bit machines (T212/T222/T225, listed as T212), only by the non floating point 32 bitters (T400/T414/T425, listed as T414), or only by the floating point processors (T800/T801/T805, listed as T800). In addition, the floating point processors support a FPENTRY instruction which allows the current value in the A register to be used as an extended floating point operation code. TASM implements these extended operation codes as macro instructions which consist of a LDC with the appropriate extended code, followed by a 27 Transputer Toolset TASM Transputer Assembler FPENTRY. These instructions are listed as SEQ (INMOS terminology), in the CPU column and are only available on the T8 processors. 28 TASM Transputer Assembler Transputer Toolset Instruction Hex Value CPU Description ADD 05 16/32 Add ALT 43 16/32 Alt start ALTEND 45 16/32 Alt end ALTWT 44 16/32 Alt wait AND 46 16/32 Boolean AND BCNT 34 16/32 Byte count BITCNT 76 16/32 Count bits set in word BITREVNBITS 78 16/32 Reverse bottom N bits in word BITREVWORD 77 16/32 Reverse bits in word BREAK B1 16/32 Breakpoint BSUB 02 16/32 Byte subscript CCNT1 4D 16/32 Check count from 1 CFLERR 73 T414 Check real32 fp infinity or NAN CLRHALTERR 57 16/32 Clear halt-on-error CLRJ0BREAK B2 16/32 Clear breakpoint flag CRCBYTE 75 16/32 Calculate CRC on byte CRCWORD 74 16/32 Calculate CRC on word CSNGL 4C 16/32 Check single CSUB0 13 16/32 Check subscript from 0 CWORD 56 16/32 Check word DIFF 04 16/32 Difference DISC 2F 16/32 Disable channel DISS 30 16/32 Disable skip DIST 2E 16/32 Disable timer DIV 2C 16/32 Divide DUP 5A 16/32 Duplicate top of stack ENBC 48 16/32 Enable channel ENBS 49 16/32 Enable skip ENBT 47 16/32 Enable timer ENDP 03 16/32 End process FMUL 72 All Fractional multiply FPADD 87 T800 Floating point add FPB32TOR64 9A T800 Convert bit32 to real64 FPCHKERR 83 T800 Check floating error FPDIV 8C T800 Floating point divide FPDUP A3 T800 Floating point duplicate FPENTRY AB T800 Floating point unit entry FPEQ 95 T800 Floating point equality FPGT 94 T800 Floating point greater-than FPI32TOR32 96 T800 Convert int32 to real32 FPI32TOR64 98 T800 Convert int32 to real64 FPINT A1 T800 Round fp to floating integer FPLDNLADDDB A6 T800 Floating ld non-local and ad

Calcium Silicate Crystal Snow Recipe

Calcium Silicate Crystal Snow Recipe Chemical snow can be achieved in a variety of ways. This recipe does not produce the wet snow you get from sodium polyacrylate in water. This is a dry snow made from calcium silicate crystals. Its a fun crystal or chemistry project, useful if you want snow that wont melt. Materials Needed calcium chloride  sodium silicatewater Calcium chloride is a common salt used for snow and ice removal. Its also sold in hardware or home stores to control humidity. You can make sodium silicate, also known as water glass yourself. Combine the silica gel bead packet sold with shoes and clothes with sodium hydroxide (lye or drain cleaner). Sodium silicate is a liquid solution. Make Chemical Snow This is extremely easy. The calcium chloride and sodium silicate react in water to make calcium silicate. The calcium silicate is a flaky white solid. Add a small amount of calcium chloride to a test tube or small glass that is half-full of water.Add a few drops of sodium silicate solution.Swirl or shake the test tube and watch the white flakes of calcium silicate fall like snow. Make Other Silicates and Snow Crafts There are lots of fun ways to use fake snows in arts and crafts applications. You can also make other metal silicates besides calcium silicate. Replace the calcium chloride with aluminum sulfate to make aluminum silicate or use strontium chloride to make strontium silicate.

English Coursework - Questions Example | Topics and Well Written Essays - 2250 words

English - Questions - Coursework Example (Point #8) What’s the difference between class drilling and individual drilling? Are some language items more suitable for drilling than others? Which students might respond well to drilling and which might not? (Point #10) Would all kinds of writing practice be suitable for all kinds of students? How would the writing the writing you give to business people differs from the writing you give to school students? Is there any point in giving EAP students story-writing practice? Not all writing need to be done long – what kinds of writing would you give to people wanting to learn English for a holiday trip to England? ( Point#11) Which of the vocabulary methods do you think more useful? Why? What other strategies for teaching vocabulary are you aware? Describe each of the five points chosen. (Point 6) Listening to the radio to get the weather; listening to a television program that offers Bible study, and attending a seminar listening to information on job related material is a hearing/listening activity I do daily. Checking my emails for both academic and social communication; reading a magazine in the doctor’s office that provided information on the latest break through in treating different medical conditions; reviewing a study Power Point to work on an academic paper, are different examples of reading and listening for information I may accomplish on any given day.I think it is pretty amazing how much information we receive everyday and equally amazing how many sources it comes from. I think this Point to Consider just wants you to ‘notice’ how many different mediums of information we are exposed to everyday and understand how daunting it must be for someone learning another language to take it all in and make sense of it. (Point7 )Preparing questions for review for students having read a novel versus those prepared for students having read a short story takes into account a broader perspective. With a novel, the questions mig ht include what is the theme; what is the tone; what is the setting. Using deduction and inference applies to students reading a novel and answering questions about the reading. When students are provided questions ahead of a short reading of entertainment sections of a paper such as who, what, where, when, and why then they have an opportunity to use scanning the way native speakers use it to get specific information from smaller pieces of text. I agree. Here are some other types of questions to consider. Some of these are more applicable to one particular genre than the other. Analylitical: Tear the text apart piece by piece. Evaluating: Expressing judgment Inference: Being able to read between the lines, to understand something without having it written out. Synthesizing: Pulling the text together. Valuing: Making a choice, preferring one over the other. View Point: Who is telling the story? How would the story be different if it were told by X instead of Y? (Point 8)Both beginni ng and advanced students benefit from drilling when kept to two minute exercises that challenge answers by asking questions as part of the drill. Using drilling individually focuses on the student for answers while class drilling can involve everyone answering a question. Either way, the use of drilling is only effective when it involves having students respond to a specific inquiry rather than repeating what is said. Repeating what an instructor says is useful for beginning work one on one with a student or in having individuals repeat the

Rhetorical Analysis Essay Example | Topics and Well Written Essays - 1500 words - 3

Rhetorical Analysis - Essay Example In her article backed up by frequent rhetoric, Laura Tyson points out how the assumptions made by pro-profit advocates fail to account for the environmental context and their stakeholders, including customers, society, and shareholders. As such greater social responsibility and concern is beneficial for organizations, if anything, because social well-being correlates to empowered consumers, ethical employees, effective governments, and sound social infrastructure. The article highlights many organizations such as Apple that have made efforts in order to enhance workplace conditions for their global employees in an effort to put their image in a positive light and thus increase sales by maintaining goodwill (Tyson, 2013). Therefore, the article mainly aims to point out that social responsibility is not reducing the competitiveness of organizations but is actually doing the opposite by providing them with a competitive advantage. The article by Laura Tyson (2013) is an argument against profit maximization as opposed to social responsibility. Laura Tyson has therefore adopted rhetorical strategies in order to communicate her point persuasively. These specifically include the usage of ethos and logos frequently as compared to emotional rhetoric characterized by pathos. The argument is geared towards proving the point that profit maximization is not the sole purpose of capitalistic organizations but organizations also have obligations towards their stakeholders, including customers, shareholders, and society. Laura Tyson first highlighted the stance held by Milton Friedman and Robert Simons before proceeding to present an argument against their case. Laura Tyson has regularly backed up her claims by citing empirical studies that support her claims. Hence the usage of rhetorical strategies is evident in Tyson’s argument as she has tried to make a case against profit maximization by organizations. Laura Tyson

Sigmund Freud Essay Example for Free

Sigmund Freud Essay Sigmund Freud was an Austrian physician, neurologist, and founder of psychoanalysis, who created an entirely new approach to the understanding of human personality. Through his skill as a scientist, physician and writer, he combined ideas prevalent at the time with his own observation and study to produce a major theory of psychology (Encarta, â€Å"Sigmund Freud†). Sigmund Freud is best known for his theories of the unconscious mind and the defense mechanism of repression. He is also renowned for his redefinition of sexual desire as the primary motivational energy of human life which is directed toward a wide variety of objects; as well as his therapeutic techniques, including his theory of transference in the therapeutic relationship and the presumed value of dreams as sources of insight into unconscious desires. II. Psychoanalysis Freuds account of the sexual genesis and nature of neuroses led him naturally to develop a clinical treatment for treating such disorders. This has become so influential today that when people speak of psychoanalysis they frequently refer exclusively to the clinical treatment; however, the term properly designates both the clinical treatment and the theory which underlies it. The aim of the method may be stated simply in general terms to re-establish a harmonious relationship between the three elements which constitute the mind by excavating and resolving unconscious repressed conflicts (http://www. iep. utm. edu/f/freud. htm). a. The Id, Superego, and Ego The mind is broken down into three divisions: the Id, Ego, and Superego. The Id is the component of the personality that is completely unconscious and contains all the instincts. The Id is what Freud referred to as the basic animalistic drive that a person is born with. It satisfies the wants of hunger, thirst, elimination, sex and reproduction (libido). Freud referred to the libido as the psychic energy associated with the sexual instinct. He later expanded the concept to include the energy associated with all the life instincts. The Superego is the moral component of the personality. It likes to feel in control. This is what predicts the consequences of the actions you are thinking about making. The Superego develops its morals through socialization. The Ego is the mediator between the Id and Superego. It allows the Id to experience enough pleasure so it doesn’t become anxious and also so that the Superego won’t give the Id too hard of a guilt trip. Adolescents who have weak ego strength tend to have behavioral problems. b. The Conscious, Subconscious, and Unconscious The conscious is the part of your mind that is what you are currently thinking. This is how you are able to see the professor and associate him with his voice. The subconscious is the level where information is stored that you don’t use all the time. Information at this level can be retrieved easily though. The unconscious is where dramatic information is stored so that a person will not remember it. It is constantly pushing this information out of the unconscious level into the conscious level. c. Defense Mechanisms Defense mechanisms are the rational approaches of the ego to reduce or remove anxiety. All of the following mechanisms have two things in common. The first common thing is that all of the ego-defense mechanisms are all unconscious and the person is unaware that they are doing this. The second is that they falsify or distort reality. i. Repression Repression is the mechanism by which the ego prevents anxiety-provoking thoughts from being entertained on the conscious level. For Freud, the mechanism of repression was of vital importance because repressed thoughts do not stop having an influence on our personality, but they are simply not readily available in the consciousness. The recognition of the wider needs and scientific issues which his empirical study of mens unconscious motives brought to light, together with the increasing realization of the therapeutic difficulties involved in many of his cases, doubtless augmented Freuds determination to search out to the utmost every indication of repressed sexuality, . and this brought him much criticism, which was only relatively sound (Putnam, 153). ii. Displacement Displacement is the substitution of one need satisfier for another. For example, the ego may substitute an available object for one that is not available, or it may substitute a non anxiety-provoking object or activity for one that does cause anxiety. With displacement, what a person truly desires is repressed and is replaced with something safer. iii. Identification Identification can be used to describe the tendency to increase personal feelings of worth by affiliating oneself with psychologically with a person, group, or institution perceived as illustrious. iv. Denial of Reality Denial of Reality is the mechanism that involves the denial of some fact in one’s life despite abundant evidence for its reality. A person using this mechanism is not in touch with at least some part of reality and this could impair normal functioning. An example would include the refusal to believe a loved one has died due to their negative attributes. v. Projection Projection is the mechanism by which something that is true of the person and would cause anxiety if it were recognized is repressed and projection onto someone or something else instead. It is the repressing anxiety-provoking truths about oneself and seeing them in others instead. This is most commonly seen. There are some people who will refuse to blame themselves for their failures; instead they put the blame on someone or something else. vi. Undoing Undoing is when a person commits an unacceptable act, or thinks about doing so, and then engages in ritualistic activities designed to atone for or undo the unacceptable act or thought. An example of this can even be read in the Bible, when Pontius Pilate â€Å"washes his hands clean† after condemning Jesus to be crucified, knowing full well he was innocent. vii. Reaction Formation Reaction formation is the inhibition of an anxiety-provoking thought by exaggerating its opposite. People who tend to display reaction formation are more intense and extravagant in their emotions. viii. Rationalization Rationalization is the mechanism when a person gives a rational, logical, however incorrect, excuse for behavior or thoughts that otherwise would cause anxiety. ix. Intellectualization Intellectualization is the defense mechanism that minimizes the negative emotions that are associated with an event by detached, logical analysis of the event. x. Regression Regression is the mechanism of returning to an earlier stage of development when stress is encountered. This is most commonly seen when a person is fixated in one of the earlier stages of psychosexual development, which will be discussed later in this paper. xi. Altruistic surrender Altruistic surrender is a defense mechanism postulated by Anna Freud by which a person internalizes the values of another person and lives his or her life in accordance with those values. xii. Identification with the aggressor Identification with the aggressor was another mechanism postulated by Anna Freud by which the fear caused by a person is reduced or eliminated by internalizing the feared person’s values and mannerisms. III. Psychosexual Theory Freud believed every child goes through a sequence of developmental stages, and the child’s experiences during these stages determine adult personality characteristics. In fact, Freud believed that for all practical purposes, the adult personality is formed by the end of the fifth year of life (Hergenhahn, 40). The psychosexual theory, Freud believed, is made up of five main parts: Oral, Anal, Phallic, Latency, and Genital. During each of these five stages, a person is said to have a specific erogenous area, which is the body part that is the source of pleasure. If a child is either over gratified or under gratified during the stage they are in, they then develop a certain fixation. A fixation is identified as the point to which an adult regresses under stress. A fixation is more likely to occur during the first three stages. It is the libido which undergoes a process of historical development in each human from infancy through adolescence to adulthood in a series of â€Å"plateaus† which Freud called Psychosexual Stages of Development. But just what happens to the libido as it passes through the various stages of psychosexual development led Freud to a more generalized theory of the Neuroses, and to his first clear-cut affirmation of the philosophy of Dualism (Pasotti, 46). a. Oral The oral stage was said to occur between birth and around twelve to eighteen months. The erogenous area during this stage is the mouth. At this point, the infant is pure id that just has two simple fears: falling and abandonment. They are dependent on other people to fulfill their pleasure. This first stage can be broken down into two stages: Oral Incorporative and Oral Sadistic. The Oral Incorporative stage occurs during the first six months of life. The Id experiences pleasure by sucking, tasting, swallowing, and getting a full stomach. It is crucial that the child experiences enough pleasure without becoming frustrated. If the child gets anxiety without getting pleasure, it will then fixate here since it has not received enough pleasure. This can be witnessed in adults who are smokers and those who are in constant need of liquids. The Oral Sadistic stage occurs during the last five to six months of the oral stage. The Id now experiences its pleasure through chewing. It also doesn’t like to experience pain. This is why infants like teething rings, so that they can bite down on them to decrease the pain they are feeling. It also gets pleasure at gnawing on whatever it can. Those who are fixated here are often seen chewing on either pen caps, toothpicks, and their nails. b. Anal The anal stage was said to occur between twelve to eighteen months until three years. It experiences pleasure through the urge and feeling of needing to go to the bathroom. For them it is as near to feeling back in the womb as anything else. During this stage is when a person has their first encounter with the Superego. This occurs when the parents say that you are no longer allowed to go to the bathroom in your diapers. Some parents tend to get potty training done quickly and too early. These parents usually ridicule their child if they are unable to get it right and are often too rigid. Other parents can also be really relaxed when it comes to training their children and it occurs too late and with little control. There are two possible outcomes if a child becomes fixated during the anal stage of development. The anal-retentive personality is the fixation of the children whose parents were too strict during their potty training. These people have the constant need for control; they must have everything under control, organized, in order, and pay excessive attention to detail. The opposite fixation results in an anal-expulsive personality, as a result of their parents being too relaxed with their potty training. These people have a lack of self control, and usually tend to be messy and careless. A good example of these opposites can be seen when you watch the television show The Odd Couple. Felix would be the example of the anal-retentive personality, while Oscar is the example of a person who has an anal-expulsive personality. c. Phallic The phallic stage occurs between three to either five or six years of age. The pleasure during this stage is an emotional sexual reaction, which occurs through the attachment to the parent of the opposite sex. For boys during this stage it is referred to as the Oedipal stage. For girls during this stage it is referred to as the Electra complex. During the Oedipal stage, the boys show sexual emotional attachment with their mothers that result in them to become resistant to their fathers. During the Electra complex, girls show sexual emotional attachment toward their fathers that result in them to feel resentment towards their mothers, who are accused of robbing them of their time with their fathers. Freud thought this to be a natural process. This lays the foundation for how they will function with the opposite sex down the road. Fixation occurs when the boys feel that they are not close enough to the mother, which cause trouble with women later. If the mother had avoided him he will feel that all women will avoid him. However, if the mother is too attached the boy will feel that no other woman can compare to her. Fixation in girls occurs when they are not close enough to the father, resulting in trouble trusting men later if her father avoided her. If the father is too close, however, the girl will marry someone who is like her father, but doesn’t compare to him. Boys suffer a castration anxiety, where the son believes his father knows about his desire for his mother and hence fears his father will castrate him. He thus represses his desire and defensively identifies with his father. Girls suffer a penis envy, where the daughter is initially attached to her mother, but then a shift of attachment occurs when she realizes she lacks a penis. She desires her father whom she sees as a means to obtain a penis substitute (a child). She then represses her desire for her father and incorporates the values of her mother and accepts her inherent inferiority in society. (http://changingminds. org/explanations/learning/freud_stage. htm) d. Latency This stage occurs between the ages of six and twelve years of age. During this stage sexual feelings are repressed and are substituted with other activities. This is the time where the boys become close friends with their fathers and when the girls become closer with their mothers. During this stage, Freud said, is when they are learning how they should act when they become an adult. e. Genital This stage begins at puberty, around the age of twelve, and continues throughout the rest of life. Around the age of twelve the reproductive organs will finish developing. The child grows out of their selfish, pleasure-seeking needs and becomes a realistic adult that is a part of society. IV. Dream Analysis Dream analysis, which Freud talked about in his book The Interpretation of Dreams, is what most people believe to be his most important contribution. According to him, a dream is caused when the events of the day activate unacceptable impulses in the unconscious mind, causing them to seek conscious expression. The two most important types of dream work are condensation and displacement. Condensation occurs when a dream element represents several ideas at the same time, for example one person in a dream can represent multiple people in the dreamer’s waking life. Displacement occurs when an unacceptable dream-thought is replaced by a thought that is symbolically equivalent but is considered more acceptable. By general consensus â€Å"The Interpretation of Dreams† was Freud’s major work, the one by which his name will probably be longest remembered. Freuds own opinion would seem to have agreed with this judgment. As he wrote in his preface to the third English edition, Insight such as this falls to ones lot but once in a lifetime. It was a perfect example of serendipity, for the discovery of what dreams mean was made quite incidentallyone might almost say accidentallywhen Freud was engaged in exploring the meaning of the psychoneuroses (Jones, 350) V. Conclusion Today, Freud’s method is only one among many types of psychotherapy used in psychiatry. Many objections have been leveled against traditional psychoanalysis, both for its methodological rigidity and for its lack of theoretical rigor. A number of modern psychologists have pointed out that traditional psychoanalysis relies too much on ambiguities for its data, such as dreams and free associations. Without empirical evidence, Freudian theories often seem weak, and ultimately fail to initiate standards for treatment (Columbia Encyclopedia, â€Å"Psychoanalysis†). VI. Works cited Books †¢ Hergenhahn, B. R, An Introduction to Theories of Personality, Seventh Edition. Upper Saddle Ridge, New Jersey: Prentice Hall 2007. †¢ Jones, Ernest, â€Å"The Life and Work of Sigmund Freud: The Formative Years and the Great Discoveries,† 1856-1900 Vol. 1. 1953. †¢ Pasotti, Robert N, The Major Works of Sigmund Freud: A Critical Commentary. New York, New York: Monarch Press 1974. Journals/Magazines †¢ Putnam, James J, â€Å"The theories of Freud, Jung and Adler: 1. The work of Sigmund Freud,† Journal of Abnormal Psychology, Vol. 12, Issue 3. August 1917, pp. 145-160 †¢ Renterghem, A. W. Van, â€Å"Freud and his school: New paths of psychology,† Journal of Abnormal Psychology, Vol. 9, Issue: 6, February 1915. pp. 369-384 Encyclopedias †¢ Encarta, â€Å"Sigmund Freud,† 2007. †¢ The Columbia Encyclopedia, â€Å"Psychoanalysis,† 2007. Internet †¢ http://changingminds. org/explanations/learning/freud_stage. htm †¢ http://www. iep. utm. edu/f/freud. htm