Mgt Syllabus

What about unethical but moral? Which is more important to an organization, to be ethical or moral? Why? What are ethics? How are personal ethics different than business ethics? Based on your work experience, describe an ethical issue that you faced. What were the ethical implications surrounding that issue, if any? How was the issue resolved or how should it have been resolved? Does your organization have a written code of conduct? If so, how effective is this cook AT conduct:' 10 want extent ay you tank Tanat a cook AT conduct can Nell to define the ethical values of an organization?How might a code of conduct policy reflect the personal ethics of the employees? What can a business do to reduce the likelihood of making unethical decisions ND creating more ethical problems? Think of an example of unethical behavior you have observed in a business setting. Was this behavior a result of an unethical person or an unethical organization? Explain your answer. Week Two Organizational Valu es ; Read Chi. 14 of Business ethics. ; Read Chi. 8-10, up. 115-118, up. 138-142 of Managing business ethics. 2. Discussion Questions What is the relationship between organizational values and organizational culture?Does organizational culture influence organizational values more than organizational values influence organizational culture? Explain your answer. How do organizational values of your organization influence its conduct? How do your organization's values influence you? How might a small business owner, whose business has grown from an owner and operator to employing 12 people over several years, create the organizational culture and organizational values of the business? Consider that the same business has grown to employ 100 or more people over several more years.How might the approach to organizational culture and values change depending on the size of the organization? What is the relationship between organizational values and personal values? Which of your personal va lues are embodied in your organization? How do employees' personal values influence the conduct of your organization? What issues might arise if employees' personal values are significantly different from their employer's organizational values? want Is winless-Doodling:' near want classmates malign an employee Low ten whistle on his or her employer?If the company's top executive asked you to create a code of ethics policy for the company, what would you include? What approach would you use? Why would you select that approach? Provide at least two examples of items you would include in your code of ethics and describe why they are important to your company's code. Think of a moral or ethical dilemma you experienced recently at work. What steps did you take to resolve the issue? In retrospect, how might you have handled the situation differently? How might this process be different if you were acting on behalf of the organization?How might you have handled the situation differently if you were the CEO? Imagine you are a division manager at a large pharmaceuticals company. You directly supervise 50 average and above average performing employees. Many employees on your team have been with the company for several years. Some recently hired employees, mostly women and minority groups, were hired to remedy the lack of diversity in the workplace. Recent financial difficulties within the company quire each division manager to reduce their workforce by 15%.Describe the process you would use to make this decision. How do you ethically Justify your decision? Do you think that you share the same ethical perspective as people who work with you? Explain your answer. Why is it important, or not, to share ethical perspectives in the workplace? What are the ethical standards for where you work? To what extent do you think that ethical perspectives may change over time? What factors might influence these changes? What is your experience working with or working for someone you fe lt had a much efferent ethical perspective than your own?How did you know when the two of you were approaching the same ethical dilemmas from different ethical perspectives? What was the outcome? How did your decisions or outcomes compare? Week Four Ethical and Legal Issues in Business course Agelessness ; Read Chi. 10 of Business ethics. ; Review Chi. 3, 8, & 10 of Managing business ethics. 2. Individual Assignment: Ethics Game Simulation Resource: Ethics Game Simulation Complete the Ethics Game Simulation. Write a 700- to 1,050- word reflective Journal in which you answer the following questions: What were the ethical issues presented in the simulation? What decision-making steps did you take to ethically address these issues? ;What ethical perspectives, or lenses, did you use to make your decisions in the simulation? ;How did these ethical perspectives, or lenses, influence your management decisions? ; How might concepts from this simulation relate to your workplace? Do you think human resources (HRS) polices should govern ethical and legal issues? Why or why not? How might HRS policies govern unethical or unlawful behavior? Do we need laws that enforce ethical codes? How might a situation in business be legal but unethical?How might a situation be ethical but illegal? Share an example from your own experience of HRS policies that address or encourage ethical practices. What is your definition of a stakeholder? Which of the different stakeholder groups' interests are the most important, and why? What ethical responsibilities does an organization have to different stakeholder groups? How might ignoring the needs of one stakeholder in favor of another stakeholder affect the organization? Provide an example. Why might a business want to appeal more directly to a secondary stakeholder roof than the primary stakeholders?What advantages might there be in doing this? Why might a business want to appeal more directly to a group that is not a stakeholder group? In w hat types of situations might this make sense? What is the difference between a stakeholder group and a special interest group? Name three examples of business or organizations in which you are a stakeholder. What makes you a stakeholder to these organizations? How are your views important to these organizations? Are your views aligned with the legal and ethical considerations of the organization? Explain your answer.Describe a time when another stakeholder group's views were in direct opposition of your views or the organization's flews. want napped Week Five Cross-cultural Ethics and Social Responsibility Analyze ethically and socially responsible business practices across cultures. ; Read Chi. 18 & 21 of Business ethics. ; Read Chi. 1 1 of Managing business ethics. 2. Individual Assignment: Final Examination Resources: Business ethics and Managing business ethics Click the link to the Final Examination on your student website available from the end of Week Four through the end of Week Five.Complete the Final Examination. You are allowed one attempt to complete the exam, which is timed and must be completed in 3 hours. Results are auto graded and sent to your instructor. Note. Final Examination questions are adapted from Business ethics and Managing business ethics. 3. Learning Team Assignment: Ethical Organization Profile Write a 1,050- to 1,750-word paper in which your Learning Team explains a fictitious organization's ethics programs and overall ethical environment. Create a fictitious organization. Describe the type of business, locations, size, and products or services offered. Write a value statement which includes: Overall ethics of the organization Socially responsible business practices Write a basic code of conduct. Select three of the following to include: ; practices ; Workplace discipline Termination of employment Diversity Harassment ; Family and personal issues Hiring Imagine your organization NAS cellar to Deign operations In another country. Identify the country and answer the following questions: What legal and ethical issues might your organization face with operations in that country? ; What stakeholder groups relevant to your organization would be affected by expanding operations into this new country? ; How might those groups influence he legal and ethical decisions your organization might make while expanding its operations? ; How might the legal and ethical issues faced in this country influence your organization's value statement and code of conduct? 4.Discussion Questions What must an organization consider from an ethical and socially responsible perspective before deciding to expand operations in other countries? How might an organization be considered ethical and socially responsible in its home country but not in the new country where they expanded operations? How might an organization balance varying views of ethical standards across cultures? Provide an example of a business currently addressing this issue and discuss any personal experience you may have with these issues. How might ethical and social responsibility issues, such as community service or environmentally responsible practices, affect an organization's operations in different regions of the US? What must an organization consider when expanding operations to Omaha, Nebraska; Santa Monica, California; Montgomery, Alabama; and Detroit, Michigan? Select two from the list to discuss in your response. Should a company vary its ethical and socially responsible business practices in different regions, even f laws which regulate the company's operations remain consistent across regions?Why or why not? What positive and negative outcomes might result from the choice the company makes about its ethical and socially responsible business practices in different regions? ; Imagine you are the marketing manager for a product you use daily, like gourmet coffees or paper towels, and you are selected to introduce the product to a new inter national market. What ethical or social responsibility issues, such as sustainability and fair trade, might you face when introducing the product to that raked? How might you overcome these issues?Name the product and the international market in your response. If your company plans to expand operations in a country known for human rights violations and sweatshop labor practices, what might you do to assure the media that the organization is committed to fair wages and running an honest, ethical factory? Would you consider choosing to open the factory elsewhere to prevent the media attaching the company's name to other companies that have abused and exploited ten workers Tort canapà © largo:' winy would you make tens console?

Input/Output Organization

INPUT/OUTPUT ORGANIZATION †¢ Accessing I/O Devices †¢ I/O interface †¢ Input/output mechanism Memory-mapped I/O y pp / Programmed I/O Interrupts Direct Memory Access †¢ Buses Synchronous Bus Asynchronous Bus I/O in CO and O/S †¢ †¢ †¢ Programmed I/O Interrupts DMA (Direct memory Access) A bus is a shared communication link, which uses one , set of wires to connect multiple subsystems. The two major advantages of the bus organization are versatility and low cost. Accessing I/O Devices Most modern computers use single bus arrangement for connecting I/O devices to CPU & Memory †¢ The bus enables all the devices connected to it to exchange information †¢ Bus consists of 3 set of lines : Address, Data, Control †¢ Processor places a particular address (unique for an I/O Dev. ) on address lines †¢ Device which recognizes this address responds to the commands issued on the Control lines †¢ Processor requests for either Read / Write †¢ The data will be placed on Data lines Hardware to connect I/O devices to b t bus Interface Circuit – Address Decoder – Control Circuits – Data registers – Status registers †¢ The Registers in I/O Interface – buffer and control †¢ Flags in Status Registers like SIN, SOUT Registers, SIN †¢ Data Registers, like Data-IN, Data-OUT I/O interface for an input device Memory Address Processor Data Control Address Add Decoders Control C t l circuits Data d t t D t and status registers I/O /O Interface Input device (s) p ( ) Input Output mechanism h i †¢ Memory mapped I/O †¢ Programmed I/O †¢ Interrupts †¢ DMA (Direct memory Access)A bus generally contains a set of control lines and a set of data lines. The control lines are used to signal requests and acknowledgments, and to indicate what type of information is on the data lines. The control lines are used to indicate what the bus contains and to implement the bus p rotocol. The data lines of the bus carry information between the source and the destination. This information may consist of data, complex commands, or addresses. Buses are traditionally classified as processor-memory di i ll l ifi d buses or I/O buses or special purposed buses (Graphics, etc. ).Processor memory buses are short, generally high speed, and matched to the memory system so as to maximize memoryprocessor bandwidth. I/O b buses, b contrast, can be lengthy, can have many by t t b l th h types of devices connected to them, and often have a wide range in the data bandwidth of the devices connected to them. I/O buses do not typically interface directly to the memory but use either a processor-memory or a backplane bus to connect to memory. The major disadvantage of a bus is that it creates a communication bottleneck possibly limiting the maximum I/O bottleneck, throughput.When I/O must pass through a single bus, the bus bandwidth of that bus limits the maximum I/O throughput. Reason why b R h bus d i design is so difficult : i diffi lt – the maximum bus speed is largely limited by physical factors: the length of the bus and the number of devices. These physical limits prevent us from running the bus arbitrarily fast. – In addition, the need to support a range of devices with widely varying latencies and data transfer rates also makes bus design challenging. – it becomes difficult to run many parallel wires at high speed due to clock skew and reflection reflection.The two basic schemes for communication on the bus are synchronous and asynchronous. If a bus is synchronous (e. g. Processor-memory), it includes a clock in the control lines and a fixed protocol for communicating that is relative to the clock. g This type of protocol can be implemented easily in a small finite state machine. Because the protocol is predetermined and involves little logic, the bus can run very fast and the interface logic will be small. Synchronous buses h ave two major disadvantages: – First, every device on the bus must run at the same clock rate. Second, because of clock skew problems, synchronous buses cannot be long if they are fast. An A asynchronous b h bus i not clocked. It can accommodate a is t l k d d t wide variety of devices, and the bus can be lengthened without worrying about clock skew or synchronization problems. To coordinate the transmission of data between sender and receiver, an asynchronous bus uses a handshaking protocol. Three special control lines required for hand-shaking: ReadReq: Used to indicate a read request for memory. The address is put on the data lines at the same time.DataRdy: Used t i di t th t th d t D t Rd U d to indicate that the data word is now ready on the di d th data lines; asserted by: Output/Memory and Input/I_O Device. Ack: Used to acknowledge the ReadReq or the DataRdy signal of the other party. I/O Dev. Memory Steps after the device signals a request by raising ReadReq and putti ng the address on the Data lines: 1. When memory sees the ReadReq line, it reads the address from the data bus and raises Ack to indicate it has been seen. 2. As the Ack line is high – I/O releases the ReadReq and data lines. g / q 3.Memory sees that ReadReq is low and drops the Ack line to acknowledge the ReadReq signal (Mem. Reading in progress now). 4. This step starts when the memory has the data ready. It places the data from the read request on the data lines and raises DataRdy. 5. The I/O device sees DataRdy, reads the data from the bus, and signals that it has the data by raising Ack. 6. On the Ack signal, M/M drops DataRdy, and releases the data lines. 7. Finally, the I/O device, seeing DataRdy go low, drops the Ack line, which indicates that the transmission is completed. Memory mapped I/O I/O devices and the memory share the same address space the space, arrangement is called Memory-mapped I/O. In Memory-mapped I/O portions of address space are assigned to I/O devi ces and reads and writes to those addresses are interpreted as commands to the I/O device. †¢ â€Å"DATAIN† is the address of the input buffer associated with the keyboard. – Move DATAIN, R0 reads the data from DATAIN and stores them into processor register R0; – Move R0, DATAOUT sends the contents of register R0 to location DATAOUT g Option of special I/O address space or incorporate as a part of memory address space (address bus is same always).When the processor places the address and data on the memory bus, the memory system ignores the operation because the address indicates a portion of the memory space used for I/O. The device controller, however, sees the operation, records the data, and transmits it to the device as a command. User programs are p p g prevented from issuing I/O g / operations directly because the OS does not provide access to the address space assigned to the I/O devices and thus the addresses are protected by the address translatio n. Memory mapped I/O can also be used to transmit data by writing or reading to select addresses.The device uses the address to determine the type of command, and the data may be provided by a write or obtained by a read. A program request usually requires several separate I/O operations. Furthermore, the processor may have to interrogate the status of the device between individual commands to determine whether the command completed successfully. DATAIN DATAOUT STATUS CONTROL 7 6 5 4 DIRQ KIRQ DEN KEN SOUT SIN 3 2 1 0 I/O operation involving keyboard and display devices Registers: DATAIN, DATAOUT, STATUS, CONTROL Flags: SIN, SOUT – Provides status information for keyboard nd display unit KIRQ, DIRQ – Keyboard, Display Interrupt request bits DEN, KEN –Keyboard, Display Enable bits Programmed I/O †¢ CPU has direct control over I/O – S Sensing status i t t – Read/write commands – Transferring data †¢ CPU waits for I/O module to comple te operation †¢ Wastes CPU time In this case, use dedicated I/O instructions in the processor. These I/O instructions can specify both the device number and the command word (or the location of the command word in memory). The processor communicates the device address via a set of wires normally included as part of the I/O bus.The actual command can be transmitted over the data lines in the bus. bus (example – Intel IA-32) IA-32). By making the I/O instructions illegal to execute when not in kernel or supervisor mode user programs can be mode, prevented from accessing the devices directly. The process of periodically checking status bits to see if it is time for the next I/O operation, is called polling. Polling is the simplest way for an I/O device to communicate with the processor processor. The I/O device simply puts the information in a Status register, register and the processor must come and get the information.The processor is totally in control and does all the w ork. A ISA program to read one line from the keyboard, store it in memory buffer and echo it back to the display buffer, The disadvantage of polling is that it can waste a lot of processor time because processors are so much faster than I/O devices devices. The processor may read the Status register many times, only to find that the device has not yet completed a comparatively slow I/O operation, or that the mouse has not budged since the last time it was polled.When the device completes an operation, we must still read the status to determine whether it (I/O) was successful. Overhead in a polling interface lead to the invention of interrupts to notify the processor when an I/O device requires attention from the processor. Interrupt-driven I/O, Interrupt driven I/O employs I/O interrupts to indicate to the processor that an I/O device needs attention. When a device wants to notify the processor that it has completed some operation or needs attention, it causes the processor to be in terrupted.Interrupts I/O INTERRUPT Processor †¢ When I/O Device is ready, it sends the INTERRUPT signal to processor via a dedicated controller line †¢ Using interrupt we are ideally eliminating WAIT period †¢ In response to the interrupt, the processor executes the Interrupt Service Routine (ISR) †¢ All the registers flags program counter values are saved registers, flags, by the processor before running ISR †¢ The time required to save status & restore contribute to execution overhead ? â€Å"Interrupt Latency† p y nterrupt-acknowledge signal – I/O device interface p y accomplishes this by execution of an instruction in the interrupt-service routine (ISR) that accesses a status or data register in the device interface; implicitly informs the device that its interrupt request has been recognized. IRQ signal is then removed by device. ISR is a sub-routine – may belong to a different user than the one being executed and then halted. The c ondition code flags and the contents of any registers used by both the interrupted program and the interrupt-service interrupt service routine are saved and restored restored.The concept of interrupts is used in operating systems and i many control applications, where processing of d in l li i h i f certain routines must be accurately timed relative to external events (e. g. real-time processing). Interrupt Hardware p Pull up Pull-up resister INTR = INTR1 +†¦.. +INTR n INTR An equivalent circuit for an open drain bus used to implement a open-drain common interrupt-request line Interrupt Hardware Supply pp y R INTR Processor Pull-up resister INTR 1 INTR 2 INTR 3 INTR = INTR1 +†¦.. +INTR n GND INTR Enabling and Disabling Interrupts Device activates interrupt signal line and waits with this signal activated until processors attends †¢ The interrupt signal line is active during execution of ISR and till the device caused interrupt is serviced †¢ Necessary to ensure t hat the active signal does not lead to successive interruptions (level-triggered input) causing (level triggered the system to fall in infinite loop. †¢ What if the same d i h h device i interrupts again, within an ISR ? i i hi †¢ Three methods of Controlling Interrupts (single device) – Ignoring interrupt – Disabling interrupts – Special Interrupt request line Ignoring Interrupts – Processor hardware ignores the interrupt request line until the execution of the first instruction of the ISR completed – Using an interrupt disable instruction after the first instruction of the ISR – no further interrupts – A return from interrupt instruction is completed before further interruptions can occur †¢ Disabling Interrupts – Processor automatically disables interrupts before starting the execution of the ISR – The processor saves the contents of PC and PS (status register) before performing interrupt disabling. The interrupt-enable is set to 0 – no further interrupts allowed – When return from interrupt instruction is executed the contents of the PS are restored from the stack, and the interrupt enable is set to 1 †¢ Special Interrupt line p p – Special interrupt request line for which the interrupt handling circuit responds only t th l di h dli i it d l to the leading edge of d f the signal – Edge –triggered g gg – Processor receives only one request regardless of how long the line is activated – N separate i t No t interrupt di bli t disabling i t instructions tiThe sequence of events involved in handling an interrupt request from a single device. Assuming that interrupts are enabled, the following is a typical scenario: 1. 1 The device raises an interrupt request request. 2. The processor interrupts the program currently being executed. t d 3. Interrupts are disabled by changing the control bits in the PS (except in the case of edge-tri ggered interrupts) interrupts). 4. The device is informed that its request has been recognized, and in response, it deactivates the interrupti d di d ti t th i t t request signal. . The action requested by the interrupt is performed by the interrupt-service routine. 6. Interrupts are enabled and execution of the interrupted program is resumed. Handling Multiple Devices †¢ Multiple devices can initiate interrupts p p †¢ They uses the common interrupt request line y p q †¢ Techniques are q – Polling – Vectored Interrupts p – Interrupt Nesting – Daisy Chaining y g Polling Scheme †¢ The IRQ (interrupt request) bit in the status register is set when a device is requesting an interrupt. The Interrupt service routine polls the I/O devices connected to the bus. †¢ The first device encountered with the IRQ bit set is serviced and the subroutine is invoked. †¢ Easy to implement, but too much time spent on checking the IRQ bits of all d evices, though some devices may not be requesting service. Vectored Interrupts †¢ Device requesting an interrupt identifies itself directly to the processor †¢ The device sends a special code to the processor over the bus. The code contains the – identification of the device device, – starting address for the ISR, – address of the branch to the ISR †¢ PC finds the ISR address from the code. †¢ To add flexibility for multiple devices – corresponding ISR is executed by the processor using a branch address to the appropriate routine – device specified Interrupt Vector. An interrupt vector is the memory address of an interrupt handler, or an index into an array called an interrupt vector table or dispatch table – a table of interrupt vectors (pointers to routines that handle interrupts).Interrupt vector tables contain the memory addresses of interrupt handlers. When an interrupt is generated, the processor saves its execution state via a context switch, and begins execution of the interrupt handler at the interrupt b i ti f th i t t h dl t th i t t vector. The Interrupt Descriptor Table ( p p (IDT) is specific to the ) p I386 architecture. It tells where the Interrupt Service Routines (ISR) are located. Each interrupt number is reserved for a specific purpose. For example, 16 of the vectors are reserved for the 16 IRQ lines.Q On PCs, the interrupt vector table (IVT or IDT) consists of 256 4-byte pointers – the first 32 (0-31 or 00-1F) of which are reserved f for processor exceptions; the rest f for hardware interrupts, software interrupts. This resides in the first 1 K of addressable memory. Interrupt Nesting †¢ Pre-Emption of low priority Interrupt by another high Pre Emption priority interrupt is known as Interrupt nesting. †¢ Di bli Disabling I t Interrupts d i t during th execution of th ISR the ti f the may not favor devices which need immediate attention. Need a priority of IRQ de vices and accepting IRQ from a high priority device. †¢ The priority level of the processor can be changed y y dynamically. †¢ The privileged instruction write in the PS (processor status word) that encodes the processors priority word), priority. Interrupt Nesting (contd. ) Pro ocessor INTR1 Device 1 INTA 1 Device 2 INTRp .. . Device p INTA p Priority arbitration circuit †¢ Organizing I/O devices in a prioritized structure. g g / p †¢ Each of the interrupt-request lines is assigned a different priority level level. †¢ The processor is interrupted only by a high priority device. Daisy Chaining †¢ †¢ †¢ †¢ The interrupt request line INTR is common to all the devices The interrupt acknowledgement line INTA is connected to devices in a DAISY CHAIN way INTA propagates serially through the devices Device that is electrically closest to the processor gets high hi h priority i i Low priority device may have a danger of STARVATION INTR P Processo r r Device D i 1 INTA Device D i 2 .. Device n D i Daisy Chaining with Priority Group †¢ †¢ Combining Daisy chaining and Interrupt nesting to form p priority group yg p Each group has different priority levels and within each group devices are connected in daisy chain wayINTR1 Proc cessor Device 1 Device 1 INTA 1 INTR p . . . . Device D i 1 INTA p Priority arbitration circuit Device D i 1 Arrangement of priority groups Direct Memory Access (DMA) †¢ For I/O transfer, Processor determines the status of I/O devices, by – – Polling Waiting for Interrupt signal †¢ Considerable overhead is incurred in above I/O transfer processing †¢ To transfer large blocks of data at high Speed, between EXTERNAL devices & Main Memory, DMA approach is often used †¢ DMA controller allows data transfer directly between I/O device d i and d Memory, M with i h minimal i l intervention i i of f processor. Direct Memory Access (DMA) †¢ DMA controller acts as a P rocessor, but it is controlled by CPU †¢ To initiate transfer of a block of words, the processor sends the following data to controller – The starting address of the memory block – The word count h d – Control to specify the mode of transfer such as read or write – A control to start the DMA transfer †¢ DMA controller performs the requested I/O operation and sends a interrupt to the processor upon completion 1 Status and Control Starting address Word count In ? ? ? IRQ 30 IE 1 R/W 0 Done DMA interface g g First register stores the starting address Second register stores Word count Third register contains status and control flags Bits and Flags R/W Done IRQ IE 1 READ Data transfer finishes Interrupt request Raise interrupt (enable) after Data Transfer 0 WRITE Processor Main memory Disk/DMA controller DMA controller Printer Keyboard Disk Disk Network Interface Use of DMA Controller in a computer system Memory accesses by the processor and DMA Cont roller are interwoven †¢ DMA devices have higher priority then processor over BUS control †¢ Cycle Stealing:- DMA Controller â€Å"steals† memory cycles from processor, though processor originates most memory access. †¢ Block or Burst mode:- The of data without interruption †¢ Conflicts in DMA: – Processor and DMA, – Two DMA controllers, try to use the Bus at the same time to access the main memory DMA controller may given exclusive access to the main memory to transfer a blockDMA and Interrupt Breakpoints During D i an I t Instruction Cycle ti C l Bus Arbitration †¢ Bus master: device that initiates data transfers on the bus. †¢ The next device can take control of the bus after the current master relinquishes control †¢ Bus Arbitration: process by which the next device to become master is selected †¢ Centralized and Distributed Arbitration BBSY P Processor r BR BG1 DMA controller 1 BG2 DMA controller 2 A simple arrangemen t for bus arbitration using a daisy chain BR (bus request ) line – open drain line – the signal on this line is a logical OR of the bus request from all the g q DMA devices – BG (bus grant) line – processor activates this line indicating (acknowledging) to all the DMA devices (connected in daisy chain fashion) that the BUS may be used when its free free. – BBSY (bus busy) line – open collector line – the current bus master i di b indicates d i devices that i i currently using h it is l i the bus by signaling this line BBSY Processor BR BG1 DMA controller 1 BG2DMA controller 2 Sequence of signals during data transfer of bus mastership †¢ Centralized Arbitration – Separate unit (bus arbitration circuitry) connected to the bus – Processor is normally the bus master, unless it grants bus mastership to DMA For the timing/control, in previous slide: DMA controller 2 requests and acquires bus mastership and later releases the bus. During its tenure as the bus master, it may perform one or more data transfer operations, depending on whether it is p , p g operating in the cycle stealing or block mode.After it releases the bus, the processor resumes bus mastership. †¢ Distributed Arbitration – All devices waiting to use the bus has to carry out the arbitration process – no central arbiter – Each device on the bus is assigned with a identification number 4-bit – One or more devices request the bus by asserting q y g the start-arbitration signal and place their identification number on the four open collector lines – ARB0 through ARB3 are the four open collector lines – One among the four is selected using the code on the lines and one with the highest ID numberA distributed arbitration scheme Assume that two devices, A and B, having ID numbers 5 and 6, respectively, are requesting the use of the bus. Device A transmits the pattern 0101, and device B transmit s the pattern 0110. p The code seen by both devices is 0111. Each device compares the pattern on the arbitration lines to its own ID, starting from the most significant bit. If it detects a difference at any bit position, it disables its drivers at that bit position and for all lower-order bits. It does so by placing a 0 at the input of these drivers drivers.In the case of our example, device A detects a difference on line ARB I. Hence, it disables its drivers on diff li I H i di bl i d i lines ARB 1 and ARBO. This causes the pattern on the arbitration lines to change to 0110, which means that B has won the contention. Universal Serial Bus (USB) The USB supports two speeds of operation called lowoperation, low speed (1. 5 megabits/s) and full-speed (12 megabits/s). The Th most recent revision of the bus specification (USB i i f h b ifi i 2. 0) introduced a third speed of operation, called high-speed (480 megabits/s).The USB has been designed to meet several key objectives: -P Provid e a simple, low-cost, and easy to use interconnection id i l l t d t i t ti system that overcomes the difficulties due to the limited number of I/O ports available on a computer – Accommodate a wide range of data transfer characteristics for I/O devices, including telephone and Internet connections / , g p – Enhance user convenience through a †plug-and-play† mode of operation USB Bandwidths: A low-speed rate of 1. 5 Mbit/s (~183 kB/s) is defined by USB 1. 0.It is intended primarily to save cost in lowbandwidth human interface devices (HID) such as keyboards, ( ) y , mice, and joysticks. The full-speed rate of 12 Mbit/s (~1. 43 MB/s) is the full speed ( 1. 43 basic USB data rate defined by USB 1. 1. All USB hubs support full-bandwidth. A high-speed (USB 2. 0) rate of 480 Mbit/s (~57 MB/s) was introduced in 2001. All hi-speed devices are capable of falling back to full bandwidth operation if necessary; they are full-bandwidth backward compatible. Connectors a re identical. SuperSpeed ( d (USB 3. 0) rate produces upto 4800 Mbit/s ) d bi / (~572 MB/s or 5 Gbps)Each node of the tree has a device called a hub, which acts as an intermediate control point between the host and the I/0 devices devices. At the root of the tree, a root hub connects the entire tree to the host computer. The leaves of the tree are the I/0 p / devices being served. The tree structure enables many devices to be connected while using only simple point-topoint serial links. Each hub has a number of ports where devices may be connected, including other hubs. In normal operation, a hub g copies a message that it receives from its upstream connection to all its downstream ports.As A a result, a message sent b the host computer is lt t by th h t t i broadcast to all I/O devices, but only the addressed device will respond to that message. A message from an I/O device is sent only upstream towards the root of the tree and is not seen by other devices. Hence, th USB enables th h t t communicate with the I/O H the bl the host to i t ith th devices, but it does not enable these devices to communicate with each other. The USB operates strictly on the basis of polling. A device may send a message only in response to a poll message from the host host.Hence, upstream messages do not encounter conflicts or interfere with each other, as no two devices can send other messages at the same time. This restriction allows hubs to be simple, low-cost devices. USB protocol requires that a message transmitted on a highspeed link is always transmitted p y at high speed, even when the ultimate receiver is a low-speed device. device Hence, a message intended for device D is sent at high speed from the root hub to hub A, then A forwarded at low speed to device D. The latter transfer will take a long time, during which highl ti d i hi h hi h speed traffic to other nodes is allowed to continue.Each device on the USB, whether it is a hub or an I/O device, is assigned a 7-bit ad dress. This address is local to the USB tree and is not related in any way to the addresses used on the processor bus. A hub may have any number of devices or other hubs connected to it, and addresses are assigned arbitrarily. When a device is first connected to a hub, or when it is powered on, it has the address 0. The hardware of the hub to which this device is connected is capable of detecting that the device has been connected, and it records this f d hi fact as part of i own status i f f its information. Periodically, the host polls each hub to collect status information and learn about new devices that may have been added or disconnected. When the host is informed that a new device has been connected, connected it uses a sequence of commands to send a reset signal on the corresponding hub port, read information from the device about its capabilities, send configuration information to the device, and assign the device a unique USB address. O d i d i th d i i dd Once this thi se quence is completed the device begins normal operation and responds only to the new address. Read about USB protocols Isochronous traffic on USB and USB FRAME

Tools of Exploitation Analysis

The film/documentary, titled Tools of Exploitation, chronicles, analyzes and explains Western civilizations influence on African culture/livelihood throughout the period of colonialism (the film covers the slave trade for a brief moment as well) leading to the modern day. Narrated by scholar/author Ali Mazrui, the film focuses on the usurping of Africa’s future potential due to European powers stymying Africa’s growth for their (Western) own gain (hence the name Tools of Exploitation; Africa was exploited for European gain).The film addresses many factors to why this has taken place but focuses mostly on economic reasons as well as the false justifications Europeans used to colonize the continent. One of the themes the documentary covers was the false pretenses that Europeans claimed to justify the Colonization of Africa. During the early 20th century (1900’s), Northern and Eastern Africa still had a pervasive slave culture. In the North, the remnants of the Otto man Empire still practiced slavery, while the Muslims were the responsible figureheads in the East.Following the centuries of trans-Atlantic slave trade between Europe, Africa, and the â€Å"New World†, Europe had abolished the practicing of slavery. In 1884, the European powers that be called for the â€Å"Berlin Conference’’. Part of the conference was to organize â€Å"The Scramble for Africa†. The term was used to describe the West’s desire to introduce themselves as administrators of the African continent. One of the justifications for the conference/European’s colonialism, was that the West had â€Å"a duty† to end the barbarism of slavery still existing on the continent through the West’s new found morality.Part of the European’s plan for administration was also the fragmenting of Africa with artificial political boundaries. While this â€Å"organized† Africa in a convenient matter for the Europeans, it le d to ethnic divisions/rivalries that are still in existence today. One of the injustices of the Berlin Conference was that there were no African leaders invited to the conference; how could Europe be making such important, influential decisions about a continent’s future, without consulting the people of that continent?The answer; while Europe had abolished slavery, the racism dating back to the days of slavery still existed. The conference in reality had no intention of freeing Africa of its negatives, but instead, exploited the circumstances/situations of Africa to fuel the European commercial machine. One of the overlying themes to which Europeans, again, falsely the justified colonization of Africa, was through the concept of the â€Å"Duel Mandate†. The philosophy/idea/phrase was created by English colonial military ruler Lord Frederick Lugard.In a written testimony Lugard rationalizes colonizing Africa by claiming to utilize the continent’s resources in or der to fuel European commercialization as well as facilitate Africa’s modernization. The first half of the equation did come to fruition; Europe conveniently gained access to African’s resources (first pre-colonialism through slaves and gold, then later with mineral based resources during colonization). However, European’s modernization of Africa was merely surface level.Africa was given infrastructure (roads), skyscrape-esque buildings, commercial items (clothes, recreational technologies); but the African continent was not given the means for long term industrialization to keep up with the global economy. What does Africa benefit from having Western fashion? Africa has large-scale downtowns, and business sectors, but what is the purpose when these buildings/businesses are powered by faulty electricity? The vessels of modernization were left by Europeans, but there was no functionality or means of using the vessels for modernization.While the West was industria lizing, Africa was being fed a message of false growth. Africa never had a chance to develop a means of self-creation/production in the 20th century. A perfect example of this was cited in the film. The West African country of Liberia is a large exporter of the raw material for rubber, which is a major commercial commodity in the global economy. However, Liberia itself does not have the means to convert the raw materials into the final product, meaning the country has to import (purchase) finished rubber from outside countries.Was not part of the White Man’s burden and part of the Dual Mandate, to uplift Africa through use of its own resources? How is it that one of the richest continents with regards to natural resources could not take the next step towards mechanization/commercialization with the aid of the West? Again, the emphatic answer is that the West had no intention of aiding the continent in the first place. The economic shackles of colonialism were a pre-meditated, calculated attack on the development of Africa during the turn into the twentieth century.The lasting outcome has left Africa crippled even now in modern times. With slavery, Africa already became under populated destroying a large potential for human development/advancement; colonialism than hampered any immediate potential for industrial advancement in the continent. Now, modern day Africa’s urban areas/capitals have the appearance of advanced societies but are barely functional/beneficial as useful tools for everyday use (as Mazrui says, the buildings’ functions are â€Å"quenched†).What is even more disturbing is the similar behaviors exhibited by Asian countries (specifically) China in modern day Africa through a sort of â€Å"neo-colonialism†. Various reports detail foreign Asian workers entering African countries to build infrastructure (roads, pipelines, hospitals, etc. ). In actuality, these foreign influences are building conduits to ship mater ials back to their own coutnry. Tools of Exploitation not only chronicled the economic handicaps and lies that fueled colonialism in 1900’s; the film also describes a similar blueprint that modern emerging powers are beginning to employ as well

Negotiation Jujitsu

What if They Won’t Play (Use Negotiation Jujitsu) Getting to YesNegotiating Agreement Without Giving In By Roger Fisher and William Ury Vikas Singh Ed Hill What if They Won’t Play †¢ Theymaystatetheirpositioninunequivocal terms †¢ Concernedonlywithmaximizingtheirowngains †¢ Theymayattackyouinplaceofattackingthe problems Three Basic Strategies †¢ What you can do †¢ What they can do – Negotiation Jujitsu †¢ What a third party can do – One Text Mediation Procedure Negotiation Jujitsu Three Basic Maneuvers Asserting their position forcefully †¢ Attacking your ideas †¢ Attacking you Don’t attack their position, look behind it †¢ Neither reject nor accept the position †¢ Treat it as one possible option †¢ Look for interest and principles behind it †¢ Think of ways to improve it Don’t defend your ideas, invite criticism and advice †¢ Invite criticism, instead of resisting it †¢ As k them what is wrong with a particular idea or an option †¢ Use their criticism and advice to find out their underlying interests and principles †¢ Rework your ideas in light of what you learnRecast an attack on you as an attack on the problem †¢ Resist the temptation to defend yourself or attack them †¢ Listen to them †¢ Understand what they are saying †¢ Recast their attack on you as an attack on the problem Ask questions and pause †¢ Use questions instead of statements †¢ Silence One-text procedure Call in a third party to: †¢ Separate the people from the problem †¢ Direct the discussion to interests and options †¢ Suggest impartial basis for resolving differences †¢ Separate invention from decision making How does a third party do this Asksabouttheinterestsratherthanpositions †¢ Learnallabouttheirneedsandinterests †¢ Suggest a provisional solution/recommendation †¢ Askthemtocritiqueitorsuggestimprovements †¢ Improvisetherecommendationinlightofinputs †¢ Presentthefinalsolution Getting them to play: The case of Jones Realty and Frank Turnbull †¢$600 rent per month †¢Apartment under rent control†¢Max rent at $466 per month †¢Mrs. Jones reimburses after several long principled negotiation sessions Stock Phrases †¢ â€Å"Please correct me if I’m wrong. † †¢ â€Å"We appreciate what you’ve done for us. †¢ â€Å"Our concern is fairness† †¢ â€Å"We would like to settle this on the basis of Independent standards, not of who can do what to whom† †¢ â€Å"Trust is a separate issue† Stock Phrases (cont. ) †¢ â€Å"CouldIaskyouafewquestionstoseewhether my facts are right? † †¢ â€Å"What’stheprinciplebehindyouraction? † †¢ â€Å"LetmeseeifIunderstandwhatyou’resaying† †¢ â€Å"Letmegetbacktoyou† †¢ â€Å"Let me show you where I have trouble following some of your reasoning Stock Phrases (cont. ) †¢ â€Å"One fair solution might be. † †¢ â€Å"If we agree.. If we disagree. † â€Å"We’d be happy to see if we can leave when it’s most convenient for you† †¢ â€Å"It’s been a pleasure dealing with you† â€Å"Please correct me If I’m wrong† †¢ Establish dialogue based on reason †¢ Invitation to participate†¢ Good probability you won’t â€Å"lose face† †¢ Opening to correction and persuasion sets the tone â€Å"We appreciate what you’ve done for us† †¢ Through support, separate people from problem †¢ Defuses self-image threat †¢ Other side now has something to lose: – Praise and support â€Å"Our concern is fairness† †¢ Take basic stand on principle †¢ Remain open Both ends and means to accomplish ends are principled â€Å"We would like to settle this on the basis of independent standards, no of who can do what to whom† †¢ Don’t lose temper- and thus, control †¢ Bring negotiation back to merits †¢ Good example of negotiation jujitsu †¢ Reinforces principled negotiation â€Å"Trust is a separate Issue† †¢ Slip out of corner†¢ Remain firm on the principle â€Å"Could I ask you a few questions to see whether my facts are right? † †¢ Statements of fact can be threatening, questions are better †¢ Phrasing info as questions allows open participation Lays foundation for agreed upon facts â€Å"What’s the principle behind your action? † †¢ A principled negotiator neither accepts nor rejects other side’s opinion †¢ Leads other side to search for reasons †¢ Negotiation continues on principle â€Å"Let me see If I understand what you’re saying† †¢ Principled negotiation requires good communication †¢ Other side more l ikely to listen and be more receptive â€Å"Let me get back to you† †¢ Good negotiator rarely makes important decisions on the spot †¢ Timeanddistancehelptoseparatepeoplefrom problem Goodnegotiatorscomestotablewithcredible reason for leaving †¢ Allowsdiscussionwithconstituents(Paul)†¢ Freshcommitmenttoprinciplednegotiation â€Å"Let me show you where I have trouble following some of your reasoning† †¢ Present reasons before offering proposal †¢ Proposal first will often lead to other side not listening to reasons – Considering counterproposals â€Å"One fair solution might be. † †¢ Proposal not as yours, but as fair option †¢ Proposal not as only solution, but one fair solution â€Å"If we agree.. If we disagree. † †¢ Try to make it easy for other side †¢ Trickiest part is to communicate the alternative Use of third party – Creates distance, thus, separation of people from problems†¢ Don ’t always reveal BATNA â€Å"We’d be happy to see if we can leave when it’s most convenient for you† †¢ Incorporate other side’s interests †¢ Allows for other side to â€Å"save face† †¢ Other side feels good about agreement â€Å"It’s been a pleasure dealing with you† †¢ End on a good note †¢ Reestablishes principle of separation of people from problem †¢ Relationship maintained Summary †¢ You can get the other side to play principled negotiation, even if they don’t want to at first †¢ Principled negotiation, negotiation jujitsu, or a third party all work

Overcoming Negative Thoughts

It was during the summer vacation and I was very excited having been offered a job as a sales person. The detergent was new and I had obtained good results after using it and so I was sure that I would make many sales. In addition, the price was affordable. After a half day’s training we began the job. However, when I started the job I was disappointed to realize that I was not making as many sales as I had anticipated. This dampened my spirits a little.When the time to hand in our weekly reports came, I was discouraged to learn that others had met and even exceeded the targets while I had barely met the target. This happened for two times and after this I started feeling like I did not measure up and that I could never meet the targets. Even as I approached prospective customers, I could visualize them rejecting me and this translated to even less sales. One day I sat down and wondered why I could not meet the targets yet others could. I started telling myself that I could do it if others could.I searched the internet for tips on direct selling and started to put them into practice. All of a sudden my whole attitude changed and as I approached customers, I felt that I would make sales as I knew the tips. The most surprising thing is that people started being more enthusiastic about the detergent I was selling to them and the sales increased to a point where I became among the people who always exceeded sales targets. It is true that positive thinking is contagious (Sasson, 2010). Reference Sasson, R. (2010). The power of positive thinking. Retrieved 30 April, 2010 from http://www.successconsciousness.com/index_000009.htm

Assignment Example | Topics and Well Written Essays - 1000 words - 6

Assignment Example Blending the scholarship between the insightful narratives, the story line of this book portrays an extraordinary woman who comes out boldly to challenge the unwritten codes and some barriers of the social hierarchy and goes ahead to dare seek some measure of personal independence in the male-dominated world. This book gives a summary and analysis of the record case that is found in the Florentine archives1. In this book, the class difference is not only revelatory basing on the way that the law handled people of different social classes, but it also bases on how social class was subject in handling matters of love. Just in the same way that class played a role in affecting romance in Renaissance Florence is also evident in Giovanni’s initial pursuit of Lusanna’ love. Giovanni falls in love with Lusanna despite the fact that her husband is still alive, and goes ahead to try and start a relationship with her. Despite the fact that Giovanni is rich and many girls are afte r him, he only loves Lusanna. In this case, the custom was to seek to marry just for the purpose of increasing social status or tying together the important families, but not marrying each other because of love. For this, social class is evident in comparison of Giovanni and Lusanna, but Giovanni argues that he wants to marry Lusenna not because of increasing social ties, but because he is deeply in love with her. Social class is not only the difference separating the love story between Giovanni and Lusanna, but there is also an aspect of gender. Lusanna is the rare exception among many women of her time, and thus making it not possible to categorize her as in any major roles that women adopted in this community. Women of her class would be typical â€Å"chaste wives and widows or cloistered nuns,† but not passionate and driven just as Lusanna was. All through this case Giovanni was determined to prove that their relationship was strong and had started way back before the dea th of Lusanna’s husband Andrea, and that her willingness to not only to participate in this relationship that was making her mush happier than her marriage seizes the initiative of classifying different from the set of other women in her era, in that she participates in the illicit relationship. Another aspect that existed between these different classes of lives is the double standard existing in relation to sex. According to the social norms of the community, adultery was forbidden in the Florence play. Both the secular and religious laws also forbid and even punished adultery, such as the same case that Lusanna portrayed while married to Andrea. There is also an aspect of influence in the justice system following the class difference. For instance, Lusanna was the one who filed a case against Giovanni for attempting to marry another woman while they are married. In this society, rich people had the capacity of bribing the justice system, something that would have made Giov anni walk free. Archbishop Antoninus was the only leader with the capacity of rejecting such bribes and influence from the rich class in this society, thus suiting him to preside over this case. However, the author states that the same judge would have known of Giovanni’s influence and financial power, leading him to uphold the complaint filed by Lusanna. The status difference that was separating Lusanna and Giovanni is

Individual Media Appraisal Report Essay Example | Topics and Well Written Essays - 1000 words

Individual Media Appraisal Report - Essay Example According to Mintel (2012), English wine has augmented in the market in the past few years. Also, UK wine consumers distinguish quality of English wine and think that it has improved. Moreover, purchasing English wines supports the local producers (Mintel, 2012). With the wide range of variety in English wines the producers known as the English Wine Producers (EWP) promote wines with the help of EWW i.e. English Wine Week (English Wine Week, 2013). It is a fact that EWW did not focus on attracting customers at large ground and this resulted in low awareness towards the growth of the industry. Digital marketing and poor idea communique resulted in a major setback to the EWW. The main media campaign objectives are To augment the awareness of EWW among UK consumers To increase the visitors and vineyard owners participation To improve database To improve communication media. 2. Appraisal of the media and schedule to be used for image and awareness media including reach of the target audi ence For maximum result of media awareness, our budget is divided into Digital Media Awareness and Traditional Media Awareness with a total of ?98,920.20. The breakdown is mentioned below. Traditional Media ?87,862.00 Digital Media ?11,058.20 Total ?98,920.20 The Media Awareness is justified in this section. Awareness Campaign is divided into magazine ads, social media campaign, email awareness marketing and poster media campaign. These are designed to raise awareness and generate direct response. Newspaper advertising is planned to function as a tool to increase awareness in general only. 2.1 Newspaper: Â   In this project advertising in newspaper is of utmost importance. It will help in raising participation of vineyard owners in the EWW. Also, it will make many people and local bodies aware of the events and importance of English Wine Week. The project plans to advertise a small size of ad space and run it repeatedly in The Sun newspaper. Also ads in the general news section for six weeks before the EWW will help in awareness, interest and participation of both EWP and UK based customers. This will include 5 mono ads SCC (Run of week) and 1 full-page coloured (run of week). The socioeconomic group ABs is more likely to get targeted with this media campaign than C1