6 Steps for Self-Discipline When You Study

Have you ever heard the quote, Self-discipline is the difference between choosing what you want now and choosing what you want most? Its a quote that tons of people in the business world follow religiously in order to get exactly what they most desire from their companies. Its a theory that many people use to get themselves out of bed to get to the gym before going to work. Its a mantra that athletes use to do that last set of squats, even though their legs are burning and they want nothing more than to quit. But its message of endurance and self-denial is perfect for those students looking to gain an edge on their competition by acing the ACT in order to get into the college or university of their dreams or those students who simply want to score their highest on their midterm or final exams.   Why Self-Discipline Is Important According to Merriam-Webster, the definition of self-discipline is the  correction or regulation of oneself for the sake of improvement. This definition implies that certain regulation or stopping of ourselves from certain behaviors is important if we are going to improve in some way. If we are relating this to studying, it means that we need to stop doing certain things or start doing certain things while studying in order to get the positive results we crave. Regulating ourselves in this way is incredibly important because it can build self-esteem. When we achieve the goals we set for ourselves, we get a boost of confidence which can improve many aspects of our lives. How to Have Self-Discipline When You Study Step 1: Remove Temptations Self-discipline is the easiest when things that distract you from your studies are out of sight, out of earshot, and out the window, if necessary. If you find yourself tempted by external distractions like your cell phone, then by all means, turn the thing completely off. Nothing is going to happen in the 45 minutes that you are going to sit down to study (more on that in a minute) that cannot wait until you have a scheduled break. Also, take the time to remove the clutter from your study area if clutter makes you crazy. Unpaid bills, notes to yourself of things you need to accomplish, letters or even pictures can pull your focus off your studies and into places it does not belong when you are trying to learn how to write a stellar essay for the Enhanced ACT test. Step 2: Eat Brain Food Before You Begin Studies have shown that when we are  exercising willpower (another word for self-discipline), our  mental energy tanks slowly get  emptied. Forcing ourselves to give up what we want in the now for what we want later physically zaps our reserves of glucose, which is the brains favorite fuel. This is why  when we are sitting diligently ignoring our cell phones and pushing back our need  to check Instagram, we are more likely to head to the pantry for a chocolate chip cookie than we would be if we were not practicing self-discipline at all. So, before we ever sit down to study, we need to be sure to indulge in some brain foods like scrambled eggs, a little bit of dark chocolate, maybe even a jolt of caffeine to make sure that our glucose is steady enough to NOT drive us away from the learning were trying to do. Step 3: Do Away With Perfect Timing There is never a perfect time to begin studying for your test. The more time you give yourself the better off you will be, but if you sit around and wait for the  perfect  moment to start studying, you will be waiting for the rest of your  life. There will  always  be something more important than reviewing the SAT Mathematics test questions. Your friends will beg you to go out to the movies to see the final showing of the seasons top film. Your family members will need to be driven on errands or your parents will need you to finish cleaning your room. If you wait until everything is just right—when everything else is accomplished and you feel  great  Ã¢â‚¬â€you will never find the time to study. Step 4: Ask Yourself If I Had to, Could I? Imagine that you are sitting at your desk. Behind you is an intruder with a weapon pointed at your head. If the only thing between life and saying goodbye to the world as you know it was studying for the next several hours (with scheduled breaks), could you do it? Of course, you could!  Nothing in the world would mean more than your life at that moment. So, if you could do it then—drop everything and give studying everything you have in you—then you can do it in the safety of your own bedroom or library when the stakes arent quite that high. Its all about mental strength. Give yourself a pep-talk. Tell yourself, I have to do this. Everything depends on it. Sometimes, imagining a real life-death scenario works when youre staring at 37 pages of differential equations. Step 4: Give Yourself a Break And by giving yourself a break, we definitely dont mean abandoning all self-discipline and settling down in front of the TV. Schedule mini-breaks into your study session strategically. Set a watch or timer (not the phone - thats turned off) for 45 minutes. Then, force yourself to study for those 45 minutes, making sure that nothing interferes with your work. Then, at 45 minutes, take a scheduled 5- to 7-minute break. Use the bathroom, stretch your legs, grab some brain food, reorganize, and get back at it when the break is over. Step 5: Give Yourself Rewards Sometimes the answer to being self-disciplined lies in the quality of the reward you give yourself for exercising willpower. For many people, the practice of self-discipline is a reward in and of itself. For others, especially those who are just trying to learn to have some willpower when studying, you will need something a little more tangible. So, set up a reward system. Set your timer. Practice studying for that final  for 20 minutes with no interruptions. If youve made it that far, then give yourself a point. Then, after a short break, do it again. If you make it another 20 minutes, give yourself another point. Once youve accumulated three points—you have managed to study for a full hour without surrendering to distractions—you get your reward. Perhaps its a Starbucks latte, one episode of Seinfeld, or even just the luxury of getting onto social media for a few minutes. Make the reward worth it and withhold the reward until youve met your goal! Step 6: Start Small Self-discipline is not a natural thing. Sure. Some people are more self-disciplined than others. They have the rare ability to say no to themselves when they want to say yes. What you need to remember, however, is that self-discipline is a learned skill. Just like the ability to make a perfect free-throw with a high percentage of accuracy  only comes after hours and hours on the court, self-discipline comes from the repeated exercise of willpower. Dr. Anders Ericsson, a Florida State University psychologist says that it takes 10,000 hours to become an expert at something, but â€Å"You don’t get benefits from mechanical repetition, but by adjusting your execution over and over to get closer to your goal. You have to tweak the system by pushing,† he adds, â€Å"allowing for more errors at first as you increase your limits.† So, if you truly want to become an expert at having self-discipline while studying, you not only have to practice the skill, you have to start small, especially if you repeatedly give in to what you want now instead of waiting for what you want most. Start by forcing yourself to study (I have to style) for just 10 straight minutes with 5-minute breaks in between. Then, once that becomes relatively easy, shoot for fifteen minutes. Keep increasing the time you manage self-discipline until you are able to focus for the full 45 minutes. Then, reward yourself with something and get back at it.

The Rise Of Adolf Hitler - 1523 Words

Adolf Hitler In Austria, 1889, a boy was born. He was born from Alois Hitler and Klara Polzl, as the fourth of six children. When this child was 3, they moved to Germany. As a child, he was always clashing with his father. Following the death of his younger brother, Edmund, in 1900, he became detached. When his father Alois died in 1903, his mother allowed him to drop out of school. After he dropped out, he moved to Vienna and worked as a painter and laborer. He also applied to the Academy of Fine Arts, and was rejected both times. Out of money, he moved into a homeless shelter, where he remained for many years. Then, soon after, he went in to the German military, where he was kept from the front line, but he was still wounded and received the Iron Cross First Class and the Black Wound Badge. Later, after the war, he was furious with Germany’s surrender, and blamed the Marxists. After many rallies and speeches, he was a household name, and one that will be remembered for many years, he is Adolf Hitler. Adolf Hitler was the person behind the holocaust, killing 6 million people, and started World War 2, killing 50 million people in the war. Also, he rose to fame in the late 30s and early 40s in Germany, which soon became Nazi Germany. After Hitler made multiple speeches and rallies, he became Chancellor of Germany. After Adolf Hitler invaded Poland and other European countries, triggering the war, he faced multiple assassination attempts, but it wasn’t until around 1943 whenShow MoreRelatedThe Rise Of Adolf Hitler1457 Words   |  6 Pagesfrom the people who have elected them. The rise of Dictator Adolf Hitler to supreme power in Nazi Germany would prove to be an event in history that was totally inexplicable in any terms. He was an adventurer who desired to conquer the German people and dominate the entire world, reshaping it accordingly to his desires and pleasures. The evidence of his pestiferous acrimony is all around us, making it quite difficult to believe he did it al l on his own. Hitler is one who emerges from obscurity to shakeRead MoreThe Rise Of Adolf Hitler1310 Words   |  6 Pagesleave behind, such as Adolf Hitler. Hitler was a determined man with a history in war, the mind of a brilliant strategist, a clear vision of his goal, and a passion that drove him every step of the way. Adolf Hitler was born to Alois and Klara Hitler on April 20, 1889, in an Austrian border town. The family moved to Linz, the capital of Upper Austria, when young Adolf was around the age of nine. This was the home of Hitler through most of his adolescent and teenage years. Hitler aspired to be anRead MoreAdolf Hitler Rise707 Words   |  3 Pageswondered why Adolf Hitler was one of the most powerful men you could possibly imagine? Well read this essay and youll find out how Adolf Hitler rose to power. In Hitlers younger years about age 5-7 He had lived through a very rough and traumatic childhood. It started when Hitler was 6, two of his younger brothers died from the disease, their names were Edmund Hitler, and Gustav Hitler. After the two passed away, his father turned into a very abusive man and treated Alois and Adolf poorly. AndRead MoreThe Rise and Fall of Adolf Hitler662 Words   |  3 PagesAdolf was born on April 20th, 1889, He committed Suicide on April 30th 1945. How did this Austrian that seemed to come out of nowhere succeed in conquering Germany? How did he plant the seeds of hatred and violence into the German people? How did Hitler and the Nazis almost drag the world into the apocalypse? In Mien kampf Hitler writes â€Å"the first world war was the most sublime moment in my earthly existence.† For four years Corporal Hitler was a courier, carrying messages to varicose 16th InfantryRead MoreThe Rise of Adolf Hitler Essay examples458 Words   |  2 PagesThe Rise of Adolf Hitler Adolf Hitler was born on April 20, 1889 to Alois Schickelgruber and Klara Hitler in Branau, Austria. Klara showered young Adolf with love and attention while his father beat and abused him. He moved twice by 1895, first to Passau then to Hafeld. In Hafeld, about 1900, Adolfs artistic talents emerged and he was accepted into the technical/scientific school of Realschule. Adolf quit school at age 16, in part because of reoccuring lung infections ,and in part becauseRead MoreThe Rise Of A New Leader, Adolf Hitler, And His Party2171 Words   |  9 PagesGermans were desperate for the leadership of one who would turn their country around. This provided the chance for the rise of a new leader, Adolf Hitler, and his party, the National Socialist German Workers Party. An unemployed soldier after fighting in World War I, Hitler engaged himself as a politically active individual joining the Nazi Party. Shortly after joining, â€Å"Hitler proved to be such a powerful public speaker and organizer that he quickly became the party’s leader. Calling himselfRead MoreThe Rise Of Adolf Hitler And The National Socialist German Workers Party1511 Words   |  7 PagesUpon the rise of Adolf Hitler and the National Socialist German Workers Party (the Nazi Party) in Germany, homosexuals, were one of the various groups targeted by the Nazis and were ultimately among the Holocaust victims. Commencing in the early rule of Hitler, homosexual organizations were expelled, scholarly books about homosexuality, and sexuality in general, were destroyed, and homosexuals within the Nazi Party itself were detained or executed. The Gestapo assembled lists of homosexuals in GermanyRead MoreThe Reasons For Adolf Hitler s Rise Of Power As The Chancellor Of Germany3897 W ords   |  16 PagesThe reasons for Adolf Hitler’s rise to power as the Chancellor of Germany in January 1933, as the leader of the Nationalsozialistische Deutsche Arbeiterpartei (NSDAP or Nazi party), have been widely studied and debated. There are numerous biographies about Hitleras hundreds, if not thousands, of people attempt to discover new information to understand just how he was able to become such a powerful figure. It can be argued that Hitler was a key factor in starting the Second World War and he was certainlyRead MoreAdolf Hitler and the Nazis Rise to Power Essay examples867 Words   |  4 PagesAdolf Hitler was one of the 20th centurys most powerful dictators. He was responsible for World War II and the death of millions. Hitler saw a nation in despair and used this as an opportunity to gain political power. He saw a nation of unemployed and hungry citizens and promised them economic prosperity in return for absolute power. Someone once said The Nazis rose t o power on the empty stomachs of the German people. br brHitler was born in Austria-Hungary in 1889. His father, Alois HitlerRead MoreAdolf Hitler Rises to Power in Europe While the U.S. Recruits Native Americans1184 Words   |  5 PagesThe instability created in Europe by World War I set the stage for another international conflict World War II, which broke out two decades later and proved to be even more devastating. Rising to power in an unstable country, Germany, Adolf Hitler and the Nazi Party had ambitions of world domination. Hitlers invasion of Poland in September 1939 drove Great Britain and France to declare war on Germany, and World War II had begun. Over the next six years, the conflict would take more lives and destroy

Fpga Based System Free Essays

Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 1 The Spartan-3E Tutorial 2: Introduction to using the PicoBlaze Microcontroller Version 1. 0 Author: Jasmine Banks  © 2012, Queensland University of Technology Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 2 Xilinx Spartan-3E Project Navigator Version 14. We will write a custom essay sample on Fpga Based System or any similar topic only for you Order Now 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 3 Acknowledgements Parts of this tutorial are based on an earlier version written for Project Navigator version 9. , written by Michael Bakker, Matthew Grace and Warwick Kilroy, as part of ENB345 – Advanced Design in 2008. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 4 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 5 Glossary ALU DOS FPGA JTAG LED KCPSM3 Arithmetic Logic Unit Disk Operating System Field Programmable Gate Array Joint Test Action Group Light Emitting Diode (K)Constant Coded Programmable State Machine – a very simple 8-bit microcontroller optimised for Spartan-3 devices [2]. Reduced Instruction Set Computing VHSIC Hardware Description Language Very High Speed Integrated Circuit RISC VHDL VHSIC Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 6 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 7 Table of Contents page Acknowledgements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Glossary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. List of Figures †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. List of Tables †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1. 0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ 1. 1 Design Functionality †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 2 Relevant Documentation .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. 3 Pre-requisite Knowledge †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 4 Scope †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. 2. 0 Equipment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 3. 0 Background – The PicoBlaze Microcontroller †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. 0 Procedure Part 1 – PicoBlaze †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. 1 PicoBl aze Download †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. 2 Copy Files †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. 3 Assembly Language Code †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. Running the Assembler †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 0 Procedure Part 2 – Project Navigator †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 1 Startup †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ 5. 2 Creating a New Project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. †¦. 5. 3 Adding Source Files †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 4 tutorial. vhd and kcpsm3. vhd – Observations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5. 5 Adding a top_level Entity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 6 Editing the top_level Entity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 7 top_level. vhd – Code †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5. 8 Syntax Checking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 9 Pin Assignment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 10 Synthesize, Translate, Map and Place Route †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 11 Download Design to Board †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6. 0 Running the Program on the Spartan-3E Board †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7. 0 Further Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8. 0 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Appendix A – top_level. vhd †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 5 9 13 15 15 15 15 15 17 19 21 21 21 22 23 31 31 32 35 38 40 45 49 52 54 59 61 75 77 79 81 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 8 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 9 List of Figures page Figure 2. 1: Spartan-3E Development Board †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 3. 1: PicoBlaze components †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 3. 2: KCPSM3 component declaration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 3. 3: Block Memory component declaration †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 4. 1: KCPSM3 files after unzipping †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 4. 2: Simple PicoBlaze program . †¦. †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 4. 3: Files in the working directory †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 4. 4: KCPSM3 assembler files †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 4. 5: DOS Command Prompt window, after changing to working directory †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 4. 6: DOS Command Prompt window, with KCPSM3 command typed in †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 4. 7: DOS Command Prompt window, after KCPSM3 successfully run †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 4. 8: Error message which appears if KCPSM3 is run on a 64-bit machine †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 4. 9: DOSBox window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 4. 10: DOSBox window, with KCPSM3 command typed in †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 4. 11: DOSBox window, after KCPSM3 successfully run †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 4. 12: Files in the working directory after KCPSM3 successfully run †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 1: Project Navigator Software Startup Window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 2: New Project Wizard, Create New Project Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 3: New Project Wizard, Project Settings Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 4: New Project Wizard, Project Summary Page †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 5: Adding a source file to the project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 6: Add Source file selection window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 7: Adding Source Files window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 8: kcpsm3 a nd tutorial in the Sources window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 19 20 20 21 22 22 23 23 24 24 25 26 27 28 29 31 32 33 34 35 36 36 37 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 10 Figure 5. 9: Source code for tutorial. vhd displayed in a tab †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 10: tutorial entity †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 11: kcpsm3 entity . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. Figure 5. 12: Adding a source file to the project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ Figure 5. 3: New Source Wizard, Select Source Type †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 14: New Source Wizard, Define Module †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ Figure 5. 15: New Source Wizard, Summary †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 16: top_level in the Sources window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 17: top_level. vhd, as displayed in Project Navigator, before editing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 18(a): Architecture of top_level. vhd, part 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 18(b): Architecture of top_level. vhd, part 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. Figure 5. 19: top_level in the Sources window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 20: Component declarations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 21: Signal declarations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 22: Component instantiations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ Figure 5. 23: Input ports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 24: Output ports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 5: Portion of Project Navigator screen with Synthesize – XST expanded †¦Ã¢â‚¬ ¦.. †¦.. Figure 5. 26: A green tick next to Check Syntax shows that no errors were found †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 27: Example where an error was purposely introduced †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 28: Portion of Project Navigator screen, with User Constraints expanded †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 29: Dialog Box asking if you wish to create an Implementation Constraint File . †¦. Figure 5. 30: Initial appearance of PlanAhead window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 31: I/O Ports displayed in a separate window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 38 38 39 40 41 42 43 44 45 46 47 48 49 50 50 51 51 52 53 53 55 55 56 56 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 11 Figure 5. 32: I/O Ports window with individual ports expanded †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. Figure 5. 33: I/O Ports window with values filled in †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 34: Portion of Project Navigator screen, with Implement Design expanded †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 35: Portion of Project Navigator screen, after Translate, Map and Place Route have successfully been run †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦.. Figure 5. 36: Portion of Project Navigator screen, with Implement Design expanded †¦.. †¦Ã¢â‚¬ ¦ Figure 5. 7: Portion of Project Navigator screen, after Generate Programming File has successfully been run †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. Figure 5. 38: The initial iMPACT window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. Figure 5. 39: iMPACT window, after double-clicking on Boundary Scan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure 5. 40: iMPACT window, showing Initialize Chain selected †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 41: iMPACT window, assign configuration files †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. Figure 5. 42: iMPACT window, assigning the configuration file for the xc3e500e †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. Figure 5. 43: iMPACT window, dialog box asking if we wish to attach an SPI or BPI PROM . Figure 5. 4: : iMPACT window, bypassing the xcf04s †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 45: iMPACT window, bypassing the xc2c64a †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 46: iMPACT window, Device Programming Properties dialog box †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 5. 47: iMPACT window, showing the device chain †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure 5. 48: iMPACT window, options which appear when right clicking on the xc3s500e .. Figure 5. 49: iMPACT window, after the program has been successfully downloaded to the Spartan-3E board †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure 6. 1: The Spartan-3E board with the program running †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ .. 57 58 59 60 61 2 63 64 65 66 67 68 69 70 71 72 72 73 75 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 12 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 13 List of Tables Page Table 5. 1: Input/output ports of the top_level entity . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ Table 5. 2: Values to enter in the I/O Ports window †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ 54 57 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 14 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 15 1. 0 Introduction This tutorial is designed to help new users become familiar with using the PicoBlaze microcontroller with the Spartan-3E board. The tutorial gives a brief introduction to the PicoBlaze microcontroller, and then steps through the following: †¢ †¢ †¢ †¢ Writing a small PicoBlaze assembly language (. psm) file, and stepping through the process of assembling the . psm file using KCPSM3. Writing a top level VHDL module to connect the PicoBlaze microcontroller (KCPSM3 component) and the program ROM, and to connect the required input and output ports. Connecting the top level module inputs and outputs to the switches, buttons and LEDs on the Spartan-3E board. Downloading the program to the Spartan-3E board using the Project Navigator software. 1. 1 Design Functionality The code written in this tutorial reads the values of the four switches and the four push buttons, and displays the current values on the eight LEDS. 1. 2 Relevant Documentation Before commencing this tutorial, it would be helpful to download the Spartan-3E FPGA Starter Kit Board User Guide [1], and the PicoBlaze 8-bit Embedded Microcontroller User Guide [2]. 1. Pre-requisite Knowledge Before commencing this tutorial, the user should work through â€Å"The Spartan-3E Tutorial 1: Introduction to FGPA Programming† [3]. 1. 4 Scope This tutorial is designed to help the user who is just starting to â€Å"get into† using the PicoBlaze with the Spartan-3E. It steps through the process of creating a very simple PicoBlaze program, running the assembler, putting the VHDL components together in Project Navigator, and downloading the final program to the board. It is not designed to be a tutorial on VHDL syntax or to provide detailed information on the PicoBlaze. For help with VHDL, the user can consult with a number of textbooks on the subject, such as [4,5], or find help online. The book by Chu [6] is also a useful reference for the Spartan-3 with many useful examples. Reference designs for the Spartan-3E can also be found here [7]. For detailed information about the features and instruction set of the PicoBlaze, the user can consult the documentation in [2,8]. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 16 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 17 2. 0 Equipment The following are required to work through this tutorial: †¢ The Xilinx ISE Project Navigator software. Version 14. 3 was used in this tutorial, but older versions of the software can be used. The software can be downloaded with a free WebPack license from the Xilinx website, http://www. xilinx. com/. The user will need to register and log in. The Spartan-3E Starter Kit, including the Spartan-3E development board, power cable and USB cable for PC connection. The Spartan-3E development board is shown in Figure 2. 1. The Picoblaze 8-bit Microcontroller software. The software can be downloaded for free from the Xilinx website, http://www. xilinx. com/. Again the user will need to register and log in. If a 64-bit machine is being used, software which can run 32-bit DOS programs, such as DOSBox, will be needed to run the KCPSM3 executable. DOSBox can be downloaded from http://www. dosbox. com/. †¢ †¢ †¢ Power JTAG ON/OFF Reset Button FPGA USB LCD LEDs Push Buttons Figure 2. 1: Spartan-3E Development Board. SW0-3 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 18 . 0 Background – The PicoBlaze Micocontroller The PicoBlaze is an 8-bit RISC microcontroller which is specifically designed and optimized for the Spartan-3 family. One of its main advantages is its small size, requiring only 96 FPGA slices. It is provided as a free, source-level VHDL file with royalty-free re-use within Xilinx FPGAs [2]. Figure 3. 1 shows that the PicoBlaze consists of two components. The KCPSM3 component provides the ALU, registers, scratchpad RAM etc. The Block Memory (Program) component stores the instructions to be executed. This typically consists of a Block RAM, of 1024 bytes in size. Figure 3. 1: PicoBlaze components [8]. The basic design process using the PicoBlaze follows the steps below: 1. A PicoBlaze program is written in assembly language. This file is given the extension . psm. 2. The KCPSM3 assembler is run on the . psm file, and a VHDL file (extension . vhd) which embeds the instructions in the Block Memory component, is output. The name of the . vhd file will be derived from the name of the . psm file, i. e. , if the . psm file is myprog. psm, then the . vhd file will be myprog. vhd. 3. The VHDL code for the Block Memory and KCPSM3 modules is loaded into Project Navigator. Further VHDL code will need to be written to connect the two modules and interface to the outside world. 4. The project is compiled using the Project Navigator Software, and ultimately downloaded to the Spartan-3E board (or other target hardware). Figures 3. 2 and 3. 3 show the VHDL component declarations for the KCPSM3 and Block Memory respectively. Note that the name of the Block Memory component is derived from the name of the original . psm file, i. e. , if the . psm file was myprog. psm, the Block Memory component will be called myprog. Xilinx Spartan-3E Project Navigator Version 14. Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 19 component kcpsm3 port (address instruction port_id write_strobe out_port read_strobe in_port interrupt interrupt_ack reset clk end component; : : : : : : : : : : : out std_logic_vector(9 downto 0); in std_logic_vector(17 downto 0); out std_logic_vector(7 downto 0); out std_logic; out std_logic_vector(7 downto 0); out std_logic; in st d_logic_vector(7 downto 0); in std_logic; out std_logic; in std_logic; in std_logic); Figure 3. 2: KCPSM3 component declaration. Name of component derived from name of . psm file omponent myprog port (address : in std_logic_vector(9 downto 0); instruction : out std_logic_vector(17 downto 0); clk : in std_logic); end component; Figure 3. 3: Block Memory component declarations. In addition, it is possible to download a new program into the Block Memory, using the JTAG port on the Spartan-3E board. This can provide a convenient means to update the program without having to recompile the VHDL code in Project Navigator. This is not covered by this introductory tutorial, and the user can refer to documentation such as [3] for more information. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 20 4. 0 Procedure Part 1 – PicoBlaze 4. 1 PicoBlaze Download 1. Download the file KCPSM3. zip from http://www. xilinx. com/. The version of the software for the Spartan-3 family should be chosen. 2. Unzip the file. After unzipping, the files should appear as shown in Figure 4. 1. Figure 4. 1: KCPSM3 files after unzipping. The file KCPSM3_Manual. pdf is listed as reference [8] in this tutorial. 4. 2 Copy Files 1. Create a directory called tutorial_2 in an appropriate location. This will be the working directory for the rest of this tutorial. 2. Copy the following files in the Assembler directory into tutorial_2: †¢ †¢ †¢ †¢ KCPSM3. EXE ROM_form. coe ROM_form. v ROM_form. vhd 3. Copy the following file in the VHDL directory into tutorial_2: †¢ kcpsm3. vhd Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 21 4. 3 Assembly Language Code 1. Open a text editor (for example, Notepad or Wordpad), and enter the text shown in Figure 4. 2. The text consists of a very simple program written in the KCPSM3 assembly language. The program runs in an infinite loop, reading the contents of an input port at address 00h (connected to the switches) into a register, and writing the contents of this register to an output port at address 80h (connected to the LEDs). Characters which appear after a â€Å";† in each line are comments. ; ; ; ; ; Simple loop that puts contents of input register into the output register switches DSIN $00 LEDS DSOUT $80 ; read switches into register s0 ; write contents of s0 to output port 80 – leds. ; loop back to start start: INPUT s0, 00 OUTPUT s0, 80 JUMP start Figure 4. 2: Simple PicoBlaze program. . Save your file to tutorial. psm, in the tutorial_2 directory. If using Notepad, be careful not to save the file as tutorial. psm. txt. The name of the file should be restricted to 8 characters. The tutorial_2 directory should now contain the files shown in Figure 4. 3. Figure 4. 3: Files in the tutorial_2 working directory. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 22 4. 4 Running the Assembler As shown in Figure 4. 4, the assembler takes the . psm file as input, as well as three Block RAM initialisation templates. Fifteen different output files are produced. In this tutorial, we will be using the . vhd output file. Figure 4. 4: KCPSM3 assembler files [2]. The assembler is a DOS executable file, KCPSM3. exe, which can be run in a DOS Command Prompt window. 4. 4. 1 32-bit Operating Systems 1. Open a DOS Command Prompt window by selecting: StartAll ProgramsAccessoriesCommand Prompt 2. Use the cd command to change into the tutorial_2 working directory, as shown in Figure 4. 5. Figure 4. 5: DOS Command Prompt window, after changing to working directory. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 23 3. Now type the command KCPSM3 tutorial. psm, as shown in Figure 4. 6. Figure 4. 6: DOS Command Prompt window, with KCPSM3 command typed in. After entering the command KCPSM3 tutorial. psm, numerous messages should fly past on the screen, ending with â€Å"KCPSM3 successful. KCPSM3 complete†, as shown in Figure 4. 7. After the assembler has successfully run, the working directory should contain many more files, as shown in Figure 4. 12. Figure 4. 7: DOS Command Prompt window, after KCPSM3 successfully run. 4. Type exit to close the Command Prompt window. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 24 4. 4. 2 64-bit Operating Systems The KCPSM3 executable will only work on 32-bit operating systems. If you are using a 64-bit machine and attempt to run KCPMS3 in a DOS Command Prompt window, the error message shown in Figure 4. 8 will appear. Figure 4. 8: Error message which appears if it is attempted to run KCPSM3 on a 64-bit machine. One way to work around this and run KCPSM3 is to use the DOSbox software, which can be downloaded from http://www. dosbox. com/. 1. Download and run DOSBox. 2. Mount the working directory and change into this directory. When DOSbox is started up, a command window which resembles the DOS Command Prompt window appears. However, it is first necessary to mount the working directory to a drive letter before being able to enter this directory and run programs. This is done with the mount command: mount Figure 4. 9 shows the commands entered to mount and change into the working directory. In this case, the working directory is mounted as drive letter c. The command c: is then used to change into this directory. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 25 Figure 4. 9: DOSBox window, commands entered to mount and change into the working directory. 3. Now type the command KCPSM3 tutorial. psm, as shown in Figure 4. 10. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 26 Figure 4. 10: DOSBox window, with KCPSM3 command typed in. After entering the command KCPSM3 tutorial. psm, numerous messages should fly past on the screen, ending with â€Å"KCPSM3 successful. KCPSM3 complete†, as shown in Figure 4. 11. After the assembler has successfully run, the working directory should contain many more files, as shown in Figure 4. 12. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 27 Figure 4. 11: DOSBox window, after KCPSM3 successfully run. 4. Type exit to close DOSBox. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 28 Figure 4. 12: Files in the working directory after KCPSM3 successfully run. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 9 Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 30 5. 0 Procedure Part 2 – Project Navigator 5. 1 Startup Start the Project Navigator software by selecting: StartAll ProgramsXILINX Design ToolsXilinx ISE Design Suite 14. 3ISE Design Tools32 bit Project Navigator or StartAll Program sXILINX Design ToolsXilinx ISE Design Suite 14. 3ISE Design Tools64 bit Project Navigator depending on your system. The Xilinx Project Navigator software should start. The initial window which appears on startup should appear as shown in Figure 5. . Figure 5. 1: Project Navigator Software Startup Window. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 31 5. 2 Creating a New Project 1. Select FileNew Project. The New Project Wizard will appear. 2. Type tutorial_2 in the Name: field. 3. Choose Location: and Working Directory: as the tutorial_2 working directory. 4. Verify that Top-level source type: is selected as HDL. 5. The properties should now be set as shown in Figure 5. 2. Click Next to move to the Project Settings page. Figure 5. 2: New Project Wizard, Create New Project Page. 6. Fill in the properties as follows: †¢ †¢ †¢ †¢ Evaluation Development Board: None Specified or Spartan-3E Starter Board Product Category: All Family: Spartan3E Device: XC3S500E Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ 32 Package: FG320 Speed Grade: -4 Top-Level Source Type: HDL Synthesis Tool: XST (VHDL/Verilog) Simulator: ISim (VHDL/Verilog) Preferred Language: VHDL Property Specification in Project File: Store All Values Manual Compile Order: unchecked VHDL Source Analysis Standard: VHDL-93 Enable Message Filtering: unchecked Note if you choose Evaluation Development Board as Spartan-3E Started Board, properties from Product Category through to Speed will be filled in automatically. However, you must make sure that Preferred Language is set to VHDL. The properties should now be filled in as shown in Figure 5. 3. Figure 5. 3: New Project Wizard, Project Settings Page. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 33 7. Click Next to move to the Project Summary page, which will appear as shown in Figure 5. 4. Figure 5. 4: New Project Wizard, Project Summary Page. 8. Click Finish to exit the New Project Wizard. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 34 5. 3 Adding Source Files 1. Select ProjectAdd Source as shown in Figure 5. 5. A window will appear allowing you to choose one or more files. Figure 5. 5: Adding a source file to the project. 2. Select TUTORIAL. VHD and kcpsm3. vhd as shown in Figure 5. 6. Both files can be selected at once by clicking on the first filename, holding down the CTRL key and clicking the second filename. Alternatively, one file can be selected and steps 1-3 repeated for the second file. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 35 Figure 5. 6: Add Source file selection window. 3. The Adding Source Files window will now appear as shown in Figure 5. 7, showing the two files selected to be added to the project. Click OK. Figure 5. 7: Adding Source Files window. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 36 As shown in Figure 5. 8, kcpsm3 and tutorial will now appear in the Sources window. Doubleclicking on either filename in the Sources window will display the file in a tab. Sources Window Figure 5. 8: kcpsm3 and tutorial in the Sources window. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 37 5. 4 tutorial. vhd and kcpsm3. vhd – Observations 1. Double-click on tutorial in the Sources window. This will display the source code in a tab, as shown in Figure 5. 9. It can be seen that Project Navigator colour codes the text of VDHL files, to make them easier to read. Comment lines, which start with â€Å"- -† are displayed in green. Reserved words of the VHDL language are displayed in blue, while VHDL types are displayed in red. Everything else is left as black. tutorial in Sources window Source code for tutorial. vhd appears in this tab Figure 5. 9: Source code for tutorial. vhd is displayed in a tab. A close up of the code for the tutorial entity is shown in Figure 4. 10. Note that this corresponds to the Block Memory (Program) component of Figures 3. 1 and 3. 3. Figure 5. 10: tutorial entity. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 38 2. Double-click on kcpsm3 in the Sources window, to display the source code for kcpsm3. vhd. A close up of the code for the kspsm3 entity is shown in Figure 5. 11. Note that this corresponds to the KCPSM3 block of Figures 3. 1 and 3. 2. Figure 5. 11: kcpsm3 entity. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 39 5. 5 Adding a top_level Entity VHDL code still needs to be written to tie together the kcpsm3 and tutorial entities, and also to interface with the Spartan-3E board. We will create a file called top_level. vhd for this purpose. 1. Select ProjectNew Source as shown in Figure 5. 12. The New Source Wizard will appear. Figure 5. 2: Adding a source file to the project. 2. Select Source Type as VHDL Module. 3. Enter the file name as top_level, and enter the location of the file (same as the project location entered earlier. 4. Verify that the Add to project box is checked. shown in Figure 5. 13. The New Source Wizard should now appear as Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Intro duction to Using the PicoBlaze Microcontroller 40 Figure 5. 13: New Source Wizard, Select Source Type. 5. Click Next to go to the Define Module window. 6. Define the ports (inputs and outputs of the design) by entering the information as shown in Figure 5. 14. These ports are described as follows: †¢ †¢ †¢ switches will be an input consisting of 8 bits, and will be connected with the 4 slide switches and 4 push buttons on the Spartan-3E. clk will be an input consisting of 1 bit, and will be connected to the clock input. LEDs will be an output consisting of 8 bits, and will be connected with the LEDs on the Spartan-3E. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 41 Figure 5. 14: New Source Wizard, Define Module. 7. Click Next to move to the Summary page, as shown in Figure 5. 15. Xilinx Spartan-3E Project Navigator Version 14. Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 42 Figure 5. 15: New Source Wizard, Summary. 9. Click Finish to exit the New Source Wizard. As shown in Figure 5. 16, top_level will now appear in the Sources window. Double-clicking on top_level in the Sources window will display the file, top_level. vhd in a tab. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 43 top_level in Sources window Figure 5. 16: top_level in the Sources window. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 4 5. 6 Editing the top_level Entity 1. Double-click on top_level in the Sources window to display the file, top_level. vhd in a tab. The code for top_level. vhd is shown in Figure 5. 17. entity architecture Figure 5. 17: top_level. vhd, as displayed in Project Navigator, before editing. The code in Figure 5. 17 contains an entity and an architecture section. The entity section defines the inputs and outputs of this hardware block. In this case these have been automatically added using the New Source Wizard. The architecture section still needs to be written for this module. 2. Replace the architecture block in Figure 5. 7 with the code in Figure 5. 18(a) and (b). This code is a trimmed do wn version of the Initial Design for the Spartan-3E FPGA Starter Kit Board (the original design shipped with the board), downloaded from [7]. For reference the complete code for top_level. vhd is listed in Appendix A. Note that where VDHL code is listed in this tutorial, the same colour coding as Project Navigator is used, to assist with readability. 3. Save the file by selecting File Save from the main menu. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 45 rchitecture Behavioral of top_level is — declaration of KCPSM3 (always use this declaration to call — up PicoBlaze core) component kcpsm3 port (address : out std_logic_vector(9 downto 0); instruction : in std_logic_vector(17 downto 0); port_id : out std_logic_vector(7 downto 0); write_strobe : out std_logic; out_port : out std_logic_vector(7 downto 0); read_strobe : out std_logic; in_port : in std_logic_vector(7 downto 0); interrupt : in std_logic; interrupt_ack : out std_logic; reset : in std_logic; clk : in std_logic); end component; ————————————————————————– declaration of program memory (here you will specify the entity name — as your . psm prefix name) component tutorial port (address : in std_logic_vector(9 downto 0); instruction : out std_logic_vector(17 downto 0); clk : in std_logic); end component; ————————————————————————– Signals used to connect PicoBlaze core to program memory and I/O logic signal address : std_logic_vector(9 downto 0); signal instruction : std_logic_vector(17 downto 0); signal port_id : std_logic_vector(7 downto ); signal out_port : std_logic_vec tor(7 downto 0); signal in_port : std_logic_vector(7 downto 0); signal write_strobe : std_logic; signal read_strobe : std_logic; signal interrupt_ack : std_logic; signal reset : std_logic; — the following input is assigned an inactive value since it is — unused in this example signal interrupt : std_logic :=’0†²; ————————————————————————– Start of circuit description begin — Instantiating the PicoBlaze core processor: kcpsm3 port map (address = address, instruction = instruction, port_id = port_id, write_strobe = write_strobe, Figure 5. 18(a): Architecture of top_level. vhd, part 1. Xilinx Spartan-3E Project Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Microcontroller 46 ut_port = out_port, read_strobe = read_strobe, in_port = in_port, interrupt = inte rrupt, interrupt_ack = interrupt_ack, reset = reset, clk = clk); — Instantiating the program memory program: tutorial port map (address = address, instruction = instruction, clk = clk); — Connect I/O of PicoBlaze —————————————————————————- KCPSM3 Define input ports ————————————————————————- The inputs connect via a pipelined multiplexer input_ports: process(clk) begin if clk’event and clk=’1†² then case port_id(1 downto 0) is — read simple toggle switches and buttons at address 00 hex when â€Å"00† = in_port instruction, port_id = port_id, write_strobe = write_strobe, out_port = out_port, read_strob e = read_strobe, in_port = in_port, interrupt = interrupt, interrupt_ack = interrupt_ack, reset = reset, clk = clk); — Instantiating the How to cite Fpga Based System, Papers

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This is an interview of a Master’s- prepared nurse who has recently assumed an Assistant Director of Nursing position. The intend of the interview is to show how a graduate of a Master of Science in Nursing would adequately prepare a nurse to assume a higher role in the field of nursing practice, education or administration. This achievement offers the individual with many opportunities for growth and opens the door to different career possibilities. I chose to interview B. A. , a fellow instructor at the Anaheim nursing school where we teach. Aside from knowing that she is optimally qualified to fill her post, I am also impressed by how she rose from the ranks, and how she values education as the tool to reach for her dreams. Overview of Career B. A. started her career after graduating as a Medical Assistant at Everest College (formerly Bryman College), La Palma in 1991. She worked from 1991 – 1993 at a surgical group practice clinic in Cypress, and was responsible for the back room. She gained clinical experience while assessing patients, taking vital signs, assisting doctors and performing venipunctures and injections. Not content with her work, she continued with her studies and became a Certified Nursing Assistant from Long Beach City College in 1993. She worked at the Skylight Convalescent Home at Long Beach from 1993 – 1996. B. A. cared for and coordinated with nurses regarding her clients’ physical needs and these reinforced her desire to learn more so she could be of better service. And so, while working as a CAN, she pursued her Licensed Vocational Nurse program at Long Beach City College and graduated in 1996. She studied fulltime on weekdays and worked two jobs on weekends, to make both ends meet. From 1996 – 2000, she worked as an LVN at the St. Mary’s Hospital in Long Beach, where she refined her technical skills on medication pass, intravenous therapy, irrigations and catheterizations, as well as patient support and safety implementations. B. A. was diligent and industrious, enough to be noticed by her charge nurses. One day, a supervisor approached and encouraged her to continue studying, and not to waste her talent. This prodded her to take an Associate Degree in Nursing, graduating from Long Beach City College in 2000, and subsequently passing her licensure examination. From 2000 – 2004, she was promoted to Clinical Nurse II at St. Mary’s Hospital, Long Beach. She became a Nurse Supervisor at the Rehabilitation Unit, taking charge of LVNs and CNAs while coordinating with the interdisciplinary team regarding the clients’ therapies. By this time, her yearning for knowledge was insatiable, pushing her to finish the Bachelor of Science in Nursing degree at the University of Phoenix in 2008. This opened the door for more exciting opportunities and challenging roles. She was promoted to Clinical Nurse III at St. Mary’s Hospital, a position she held for seven years from 2004 – 2011. B. A. became the Nurse Coordinator of the same unit, liaised residents’ activities with the team and acted as resource person for staff in- services. In 2008, she was also certified as a Public Health Nurse. Ever grateful for her blessings, B. A. sought to share and impart her knowledge and skills with budding student nurses. From 2004 till present, she has returned to her Alma Mater, Everest College, as an Instructor of the LVN program. She continues to teach and inspire students, telling them to study well and learn in order to become successful nurses of the next generation. Graduate Education During the interview, I saw glimpses of why B. A. wanted to be a nurse and why she pursued higher education. She recalled getting Scarlet Fever when she was a schooler and remembered a nice lady visiting and taking care of her. There was also a time when she lost her second pregnancy from an abruption. She was in shock and denial, and a nurse assisted her in cleansing and preparing the remains. She also mentioned that among her mother’s clan, she is the only member who is a degree holder. She considers this a major personal accomplishment. Together with her passion her teaching, she obtained her graduate education. B. A. completed MSN/ Nursing/ Health Care Education at the University of Phoenix in 2011. This was an intense twenty month on- campus program, career- designed particularly for working professionals. The program prepared a baccalaureate degree nurse to function in leadership roles in clinical practice and educational settings. The curricula, centered on evidence- based practice, critical thinking and leadership development, helped to increase her knowledge and hone her skills. (Master of Science in Nursing, 2013)The nursing courses included advanced nursing content and process together with leadership skills. (Master of Science in Nursing, 2013) The health care education program focused on faculty role, curriculum development, assessment and evaluation, and instructional strategies. (Master of Science in Nursing/ Nursing/ Health Care Education, 2013) The degree certified and qualified her for titles such as Nursing Instructor, Assistant Professor and Professor, and posts like Assistant Director of Nursing and Director of Nursing. (Summary Report for:Nursing Instructors and Teachers, Postsecondary, 2013) Present Position B. A.  is a newly- appointed Assistant Director of Nursing at our school. She is also in training and is expected to assume the Director of Nursing post next year to fill a projected vacancy. The nursing faculty is enthralled at her meteoric ascent and pledges to support for her success. She stated that her graduate education properly prepared her for the present job. She also claims that, in teaching students, critical thinking must be stressed and information provided must be evidence- based so students will be better informed and will act responsibly. She cited the importance of knowing the theoretical basis of nursing and the principles of health promotion and disease prevention so we can teach better primary, secondary and tertiary nursing care. (Master of Science in Nursing, 2013) Having gone through Ethics, Professional Role Development and Human Diversity and Social Issues helped improve her outlook in life and how she deals with people. (Master of Science in Nursing, 2013) Her leadership training proved valuable particularly in her new role fraught with challenging decision- makings. B. A. is adept in curriculum design and development, especially when she spearheaded the updating of our LVN course syllabi. Lastly, she claims to be a good team player, collaborator and patient advocate. She is also a great resource person, lecturer- educator and always is a reliable shoulder to cry on. Pearls of Wisdom B. A. advises students and fellow instructors to develop discipline and perseverance. Her accomplishments are outstanding, to say the least, for someone who grew up in urban Chicago ( she quips) and being a single mother of two. She stated that a person must always look for a purpose in life and that there is nothing one cannot do if you set your mind into it. Continuously studying and reaching for the highest goal is her motto, and rightly so for she is currently in the midst of her Doctorate in Nurse Practice degree too. â€Å"The more you know, the better you would interact with your students and your clients†, she would remark. And above all, â€Å"Always pray and seek guidance from the Lord†. Our Assistant Director would say who recently was also appointed a Religious Minister of their congregation. Conclusion In summary, I had interviewed B. A. , an MSN graduate and currently Assistant Director in the LVN program of our school. Through her studies, she had enriched her knowledge, sharpened her skills and evolved her attitudes into a more humane pen- minded perspective. Her graduate education helped her improve as a leader, as a curriculum expert, as a nursing educator, and as a corporate team player. I, on the other hand, have learned valuable lessons from this exercise. Virtues such as conviction, determination, discipline, and hard work are important elements for the success of any individual. I too share with her in the belief on obtaining graduate education to better our lives and that of others. And, similarly, we both have strong faith and trust in our Christian beliefs and values. In capping, it is imperative to properly choose the right individual for this particular interview to be able to clearly understand the importance of graduate nursing education and how it will adequately prepare a nurse candidate for whatever challenging position he or she would apply for. I deem I have appropriately chosen the right person! (Personal Interview from B. A. ). References

Aztecs! essays

Aztecs! essays The Aztec Indians, who are known for their domination of southern and central Mexico, ruled between the 14th and 16th centuries. Their name is derived from Azatlan, the homeland of the north. The Aztecs also call themselves Mexica and there language came from the Nahuatlan branch of the Uto-Aztecan family. The Aztecs were formed after the Toltec civilization occurred when hundreds of civilians came towards Lake texcoco. Late families were unfortunate and were forced to go to the swamp lands. In the swamp lands there was only one piece of land to farm on and it was totally surrounded by more marshes . The Aztec families some how converted these disadvantages to a might empire known as they Aztec Empire. People say the empire was partially formed by a deeply believed legend. As the the legend went it said that Aztec people would create a empire on in a swampy place where they would see an eagle eating a snake while perched on a cactus which is growing out of a rock in the swamplands. This is what priests claimed they saw while entering the new land. By the year 1325 Their capital city was finished. They called it Tenochtitlan. In the the capital city aqueducts (piping) were constructed, bridges were built, and chinapas were made. Chinapas were little islands formed by pilled up mud. On these chinapas Aztecs grew corn, beans, chili peppers, squash, tomatoes, and tobacco. Tenochtitlan (the capital city) was covered in giant religious statues in order to pay their respects to the gods. In the Aztec religion numerous gods controlled an Aztecs daily life. Some of these gods include: Uitzilpochtli (the sun god), Coyolxauhqui (the moon goddess), Tlaloc (the rain god), and Quetzalcoatl (the inventor of the calendar and writing). Another part of the Aztec religion was human sacrifices. For their sacrifices the priest would lay the man or woman over a convex (rounded) stone, then he would take a sharp knife and cut the victims heart out ...

The eNotes Blog A Day in the Life of a StudentResearcher

A Day in the Life of a StudentResearcher Are you studying for a career in the sciences? Not sure where to begin to gather that lab experience that is oh so important for obtaining your degree and landing a great job? Our Math and Science intern Wilson shares his experiences of finding his place as a student researcher and shares the four lessons hes learnt both inside and outside of the lab. Lab work doesnt always involve looking down the lens of a microscope, one thing I learnt in my work as a student researcher studying autism spectrum disorders in children. For almost 2 years now, I have been a student researcher at UCLA studying the physiology of anxiety in youth with autism spectrum disorders. This position has opened my eyes up to the professional, research-oriented community and taught me to dismiss some of the common misconceptions I had before I received this opportunity. Here are a few things I learned on my way to becoming a student researcher. The application process is not  that  difficult.  Where do I begin to look? This is common problem that many people have, and I had as well. Do I just search online for labs? How do I know if they are looking for student researchers? The answer is a lot easier and more straight-forward than one would think. The most common method for an undergraduate is to use the university website and find their page of open research positions. In a way, finding a research position is a lot like finding a job position, except your chances of success are much higher. Many professors and graduate students at universities are constantly looking for enthused students to help out at their lab, so the list of open positions is almost limitless and is constantly being updated.Heres another effective method: just look up the department that you want to research for and email all the professors in that department asking if they have any room on their team for a student researcher. From my experience ( I applied using both methods), they will usually respond within a day, and more often than not, one of them will welcome you to their lab. Perhaps the hardest part of this relatively simple process is being able to effectively convey your interest and enthusiasm for their field of study. Needless to say though, the resources are all right there. There’s no need to dig around. Theres no need to feel intimidated. Although they may seem intimidating at first, at the end of the day, scientists are just ordinary people. When an interview was set in date for my position, I felt very nervous. One reason was because I only just finished my first year and felt as if I knew nothing about lab work or any of the more in-depth concepts of the human body. A second was because I didn’t want to be rejected, meaning I had to put on a best first impression for a figure of authority, an actual scientist who is so much more knowledgeable than I am. At the interview, I was expecting them to test me on the basic techniques of lab and the concepts of autism. I got very little sleep the night before because I was so busy studying up for this test that I thought was going to happen; however, there was no test. The scientist, or principal investigator (PI) of my lab, was very friendly and happy that I would be able to help out. They happily explained to me the paradigm of t he study and what would be expected out of me. Most scientists, who are recruiting undergraduate students, understand that we may not have the most experience and exposure to research and laboratory procedures so they are very willing to educate and train us for whatever work we may be doing. Not all scientists wear long, white lab coats and nerdy-looking goggles.  My earliest impression of what a scientist wears comes from the show, â€Å"Dexter’s Laboratory.† Long, white lab coats and nerdy-looking goggles. At the very least, I’d thought we would be wearing professional attire, which is what I showed up in at our first group meeting, but soon learned that it was all very casual. If we weren’t dealing with the subjects (children with autism) and their family that day, almost anything goes. Most of us often wear t-shirts and jeans in the lab (I wear shorts because I can’t stand the feel of pants). Test tubes, chemicals, and microscopes are not necessarily the essentials in every research lab.  What?! No chemicals?! Not test tubes?! No microscopes?! What kind of lab is this? I had always thought that research consisted of mixing chemicals together or staring into a microscope, looking at cells, but not all labs involve working with dangerous chemicals or biohazards, which is why casual clothing is appropriate for our lab instead of personal protective equipment (PPE) like lab coats and goggles. Our research study involves a startle (have the subject experience several different situations that might cause anxiety, such as having a sudden puff of air blown near the face or being read a scary story), collection of salivary cortisol (a hormone that is released during states of anxiety), and surveys. As a student researcher, I get to assist during the startle with the subject (a child ages 7-14), such as attaching electrodes onto their skin to detect muscle contraction, monitorin g their reaction through a camera, and running them through one of the nature reserve paradigms to observe their reaction to negative information. The interactions we have with the children and families at these startles are incredibly enlightening and inspirational, providing a sense of purpose in what we do and in all the hours we put forth to better understand this disorder. Outside of the laboratory, my responsibilities include entering data, analyzing electromyograms to validate each trial of the startle, or leading discussions regarding recent research findings on autism. Although less technical than a laboratory that requires the mixing of chemicals or analysis of biomolecular substances, this position has exposed me to how research in the â€Å"real world† is conducted, the process of applying for funding, and all the precautions and rules that a scientist must follow in dealing with human subjects. My position as  a student researcher at UCLA studying the physiology of anxiety in youth with autism spectrum disorders gave me a different look into the realm of scientific research. Although it may not be an ideal research position for a biochemist, such as myself, I am enjoying the role that I play in helping this team progress and reach our goal of better physiological understanding of this disorder so that a more valid diagnosis may be available. This just goes to show that there are lots of meaningful research opportunities out there for all different types of fields, whether it be in the applied sciences, arts, life sciences, social sciences, or engineering. So if you are currently an undergraduate or about to become one, take full use of your available resources, experience what it’s like to actually work in your field, and have fun doing it.

Critical Assessment of Global Crisis Essay Example | Topics and Well Written Essays - 3500 words

Critical Assessment of Global Crisis - Essay Example It has been argued that the major basis of the financial crisis was the loose of monetary policy in the early 2000s also known as the â€Å"Greenspan put.† Fed and central bank lowered short-run interest rates to rescue financial markets. There are several key dates indicating the phases of the global financial crisis. Originating from the US, initial signs of financial crisis originated from escalating defaults in the subprime market. The subprime market refers to the marketplace for borrowers who have excessive debt experience, high default rates and the borrowers with recorded bankruptcies and who have a history of missed payments. On the summer of May 2007, Moody’s a credit agency reported that it had planned to reduce creditworthiness assessment of 62 tranches of mortgaged-based securities (MBS), that is, the debt obligations representing a claim on income obtained from mortgage loans. Between June and July of the same year, more tranches were downgraded. In August 2007, French Bank BNP halted three of its funds on a temporary basis because it was unable to assess the value of subprime mortgage securitizations. In short, financial institutions across the world begin to the reassessing the value of the mortgage recognized against their lending. This led to loss of trust and the confidence in these mortgages to tremble. Most institution cast doubts on securitized assets evaluation has they begin to hoard huge amounts of cash assets so as to cover any arising losses originating from their portfolios. The securitization market went under stress leading to a sharp increase in interest rates.

Economic Reform of China Essay Example | Topics and Well Written Essays - 1250 words

Economic Reform of China - Essay Example This leads to economic growth of 10% annually. By adopting a mixed economy China is leading successfully. The Government of china has retain strong control over investments and allowed a limited private competition. This results in removing the deficiencies of capitalism and communism. Those countries which follow free trade and non liberal path, dominates the economy like China. The China's success proof is its GDP statistics. Since 1978, the GDP has been double digits. However this progress has lead to number of challenges China is facing nowadays. These are financial crisis world wide, incompetent banking system, over reliance on exports, inflationary pressures, widening income inequalities etc. In order to create a harmonious society, China Government has to over come these issues. Furthermore trade and foreign investment plays a dramatic role in this revolution. The trade of goods has double so far. Large trade surplus, direct flow of foreign investments and heavy purchases of foreign currency makes China the biggest foreign currency reservoir holder. Two factors contributed tremendously to the growth of economy in China. One is Heavy Capital investment either by domestic savings or by foreign investments. And second factor is quick yield growth. This revolution leads higher effectiveness which improves the output. The result is increased resources for extra investments in the economy. Moreover China has a higher rate of saving, as most Chinese has saved a lot by producing profit from State owned enterprises. As a result savings as percentage to GDP has raised tremendously upto 50% which is highest rate in the world. Another factor which plays a major role in this revolution in China is Productivity gains. The enhancement in output is because of allocation of resources to the productive uses specially trade, services and agriculture sectors. The government authorities were allowed to establish various enterprises on market rules. Direct Foreign Investments with its new technologies boosted the economy as well. DIRECT FOREIGN INVESTMENTS IN CHINA: The major factor for China's economic growth is Direct Foreign Investments. China's FDI usage has expanded from $636 million to $75 billion by the end of 2007.Manufacturing is the major part of the economy where larger portion of FDI are utilized. Almost 55% of total FDI is consumed up for manufacturing which leads 610,000 companies to flourish and almost 28 million people will be engaged by these firms. CHINA TRADE PATTERNS: China becomes the trading power in result of economic revolution. Chinese exports were $1218 billion by the end of 2007 and its imports were $956 billions. China has grown dramatically during past years with average annual growth rate is 29%. Imports over this

Facial Expression Categorization by Chimpanzees Using Standardized Essay

Facial Expression Categorization by Chimpanzees Using Standardized Stimuli - Essay Example Four experiments were conducted onchimpanzees using a set of standardized, prototypical stimuli created using the newChimpFACS coding system. 1) The first experiment was to determine whether chimpanzees could discriminate the3D facial expression figures in a MOT (matching-to-sample). It was a reproduction ofthe study by study by Parr, Hopkins, et al. (1998) Procedure: Data were collected on experimenting 6 male and female chimpanzees aged11 years and above. They were tested in their home cage. The computer placed in anaudio visual cart was positioned about 30 cms from the cage and the eye of each animalwas about 40 cms from the computer. A joystick was attached protruding 4 cms into themesh. The experiments conducted were: 1) Initial Discrimination of Poser Stimuli 2)Inversion Effect for Facial expression 3) Examining Perceived Dissimilarity usingMultidimensional Scaling 4) Discriminating Facial Expressions using ComponentMovement. Experiment 1:The aim of this initial experiment was to verify whetherthe Poser facial expression stimuli were prominent for the subjects, and whether it couldbe discriminated at high levels of skill and that expressions were dealt with no evidentparent stimulus biases. The analysis showed that 'scream' was the most salientexpression to single out. In fact the subjects reached the final testing criteria for screamsin minimum time. Experiment 2:Experiment 2 revealed a significant inversion effect suggesting a generalconfigural processing strategy for all expressions. Experiment 3:Subjects' pattern of error when differentiating all expressions. Apart from screams and pant-hoots showed much difference based on the identity of thefoil expression. They share the majority of their individual component movements, suchas the bared-teeth display, the presence of these similarities did little to confuseperformance. The MDS analysis provides a statistical interpretation of howexpressions were categorized based on their perceived dissimilarity. Experiment 4:The results showed that for each facial expression, at least one component movement wasseen to

Are Criminals Born Or Made At Birth Criminology Essay

Are Criminals Born Or Made At Birth Criminology Essay What causes or contributes to criminal behaviour within an individual is very difficult to explain because there are many different theories around this issue. Some scientist such as Cesare Lombroso which begun Scientific Criminology believed that individuals are biologically predisposed to criminal behaviour (Male Crime and Deviance pg.5).Later others followed such as Ernest Hooten and William Sheldon which differentiated criminals from non criminals from certain feature such as mixed coloured eyes or reddish hair.( Male Crime and Deviance pg.6). Although these theories where discredited because of prejudices and methodological weakness it led the way to other forms of theories such as the heredity -Genetic theory , the XYY Chromosome theory, and brain and neurological dysfunction theories . Other researchers do not believe that criminal behaviour is derived biologically, they believe that things like a persons cultural surrounds, their genes and their environment predisposes them t o criminal behaviour. As a result criminals, these researchers strive to prove that individuals are a product of their environment and surroundings. Therefore the main purpose of this essay is to draw from certain theories to assist in explaining the fact that individuals are biologically predisposed to criminal behaviour. The thought that individuals were born criminals originated in nineteenth century Italy, with Italian physician Cesare Lombrosos book entitled LUomo Delinquente. Throughout his book he discussed scientific criminology which was influenced by Charles Darwins theory of evolution (Male Crime and Deviance pg.5). Lombroso proposed that some people were biologically predisposed to criminal behaviour or born to commit crime, he also believed that criminals were products of atavism or biological throwbacks to earlier genetic forms (Male Crime and Deviance pg.5). Concept of Atavism Lombrosos general theory suggested that criminals are distinguished from noncriminals by multiple physical anomalies (CBS Interactive Inc 2010).For his examination he used Italian prisoners and army personnel. He advanced that criminals and noncriminal could be differentiated by physical stigmata-such as large lips, flat nose, and certain shapes of the skull-as well as such preferences as tattoos or involvement in orgies (Male Crime and Deviance pg 6). Although his theory was later rejected it led to different physicians such as Ernest Hooten who began to expand on Lombrosos scientific criminology theory. He attempted to explain male criminality by using body type theories in his 1939 book entitled Crime and the Man. Which explained that criminals could be indentified by mixed eye colour, reddish hair also that tall heavy men were most likely murders (Male Crime and Deviance pg.6)? William Sheldon soon followed in 1940 when he systematically showed a correlation between body type and juvenile delinquency (Male Crime and Deviance pg. 6). He describes three body types which were endomorphics, ectomorphics and mesomorphics, which each related to a certain personality or temperance trait. Mesomorphics were characterized as muscular, hard, assertive, aggressive, and active. These types were believed to be the most likely to participate in crime (Male Crime and Deviance pg. 6). Although all of thes e theories were later rejected because of methodological weaknesses they opened the door to many other theories regarding biological criminality Theories such as the heredity -Genetic Theory, the XYY Chromosome theory and also Hyperactivity and Antisocial behaviour theory support the fact that individuals are biologically predisposed to crime. They also differentiate from past theories because they are scientifically based rather than bias and racist. For example the heredity genetic theory supported by biological theorists such as Richard Dugdale and Henry Goddard explain that male crime and abnormal behaviour are due to the genetic transmissions of certain mental or physical characteristics from generation to generation (Male Crime and Deviance pg.6). While other researchers found that certain biological characteristics such as low birth weight and other prenatal problems predispose some children to delinquency and criminality. Therefore making it clear in this theory that some i ndividuals have certain biological characteristic that make them immune to criminal behaviour. The XXY chromosome theory is different from the heredity -Genetic theory, but it also supports the fact that criminals are born and not made. Researchers have discovered a genetic abnormality in some males, where as the normal chromosome count for a male is XY some males had an extra Y (XYY) which was found to be associated with aggressive and violent behaviour (Male Crime and Deviance pg. 9) Among many other theories there is also the brain and neurological dysfunction and their effects in behaviour. Some research has found abnormal electroencephalogram (EEG) recordings of brain activity in criminals and delinquents, associating it with violent and aggressive behaviour, destructiveness, limited impulse control, and weak social adaptations. (Male Crime and Deviance pg.11)Also persons diagnosed with ADHD have been found to be at risk for a number of deviances and abnormal conditions including delinquency, criminality, feelings of worthlessness, psychiatric morbidity, unemployment, fam ily dysfunction, and suicide (Male Crime and Deviance pg. 11).Among many other theories these help explain alternative roots of the problem involving criminals. While there are many theories that support the fact that individuals are born into criminal behaviour, others do not believe that this is a valid answer .Therefore contribute criminal behaviour to other factors such as sociological, genetics and biological theories. In terms of sociological theories there are many different theories, for example the social reaction theory which is also known as the Labelling Theory conducted by Howard S. Becker in 1963. It explained that when a person commits a crime they will receive the label of a criminal, and when a person is labelled as such by society they are likely to accept this label as part of them. Now that the person now thinks of themselves as a criminal they will continue their criminal behaviour (Zomba Inc 2010). Although this theory is a very good theory, it does not really hold up because unlike biological theories which discuss the root of the problem this theory does not . Reason being that the theory neglects the process of becom ing defiant in the first place, the act of primary defiance. It does not do a good job at describing the primary part of deviancy such as murder, which is often a primary example of classic defiance (Arasite 2010). Among many of those theories there is also the differential association theory which was supported by most criminologist and socialist, this theory states that crime like crime like other kinds of behaviour, is learned. The theory points out the general conditions under which there are likely to be more than less criminal behaviour learned and thus a greater likelihood that the person will acquire a set of definitions that are more favourable to criminal activities than noncriminal ones. Furthermore, the theory states that criminality is a social rather than antisocial activity (Male Crime and Deviance pg.27). Although this is an excellent theory which tried to explain criminal behaviour there are many shortcomings, one is its inability to be validated through empirical testing because of a lack of clarity in its definitions and terminology. Also it failed to explain the origin of crime and delinquency or outline the nature of the learning process Male Crime and Deviance pg.27). While some theorists focus on sociological theories to explain crime and criminals other focus on the genetics revolving around this issue. One example of this is the Testosterone and Male Offending theory. Much of the research has found a positive correlation between high levels of testosterone, male violence, and aggressive behaviour. Early studies focused on testosterone in prisoners. L. E. Kreuz and R. M. Rose found that levels of testosterone were significantly higher in offenders with a history of violent behaviour than offenders whose histories were nonviolent (Male Crime and Deviance pg. 10). Although this is a fine theory it failed to find a concrete correlation between testosterone and criminality. There is also the Machismo and Males theory which is an important concept in masculinity and its relationship to male violent and aggressive behaviour. Machismo has been particularly associated with the criminality of Latino men. Many experts attribute their victimization and sexual abuse or the macho male, suggesting that violence against women is more likely to be a product of machismo-oriented cultures than cultures that favour more equality of the sexes (Male Crime and Deviance 34).therefore Machismo appears to be rooted in Hispanic communities sense of family and cultural isolation. Although some believe that criminals are manufactured by genetics and society, others believe that criminals are a product of their environment which includes such things as poverty, education, parenting practises and family structure. Many studies have been conducted that believe that the percentage of poor Americans who are living in extreme poverty has reached a 32-year high (Christian Association for Prison Aftercare 2010). This is defined as individuals living at half of the federal poverty line. Sociologist and criminal justice scholars have found a direct correlation between poverty and crime. Therefore it is believed that individuals resort to crime only if the cost or consequences are outweighed by the potential benefits to be gained.  Ã‚   The logical conclusion to this theory is that people living in poverty are far more likely to commit property crimes such as burglary, larceny, or theft (Christian Association for Prison Aftercare 2010). Although this theory may be true it does not relate to everybody, therefore there are many short comings, and much controversy among this theory. While some scholars believe this theory to be true others believe that poverty does not have a causal relationship to crime because there are countries in which poverty is very high but the crime rate is relatively low (Christian Association for Prison Aftercare 2010). There are many other theories among them is the child abuse and neglect theory, which is the relationship between child abuse, neglect, delinquent and serious or violent criminal behaviour has been strongly documented on the literature. The act of being violated gives these vulnerable young people a street-ready repertoire of violence; they know how to kick because they have been kicked, they know how to stab because they have been stabbed, they know how to torment and humiliate because they have experienced the same (Telegraph Newspaper 2008). For example Brandt Steele cited research in which more than 80 percent of the juvenile offenders had a history of being abused, with 43 percent recalling being knocked unconscious by a parent. Martin Haskell and Lewis Yablonsky held that juvenile detention facilities are filled with offenders who were victims of child abuse. Similarly, self report data on prisoners indicate a high percentage had been physically or sexually abused during childh ood (Male Crime and Deviance pg.42). In spite of this persuasive associated between child abuse and deviant behaviour, not all researcher agree that the two are necessarily interrelated (Male Crime and Deviance pg.42). Factor or reasons for delinquency and crimes are often very difficult to explain because there are many different theories and concepts around this issue that each takes a different stand. Some scientist such as Cesare Lombroso believed that some people are biologically predisposed to criminal behaviour (Male Crime and Deviance pg.5). His theory although filled with weakness gave the ground for other theorist to follow but also put their own spin on it such as Ernest Hooten and William Sheldon. Although these theories where discredited because of prejudices and methodological weakness it lead the way to other forms of theories such as the heredity -Genetic theory , the XYY Chromosome theory, and brain and neurological dysfunction theories . Although these theories may be very convincing other researchers did not believe that criminal behaviour was derived biologically. They believed that things like a persons cultural surroundings, their genes and their environment predisposes them t o criminal behaviour. Therefore the main purpose of this essay was to draw from certain theories to assist in explaining the fact that individuals were biologically predisposed to criminal behaviour