...execution is dependent on the addressing mode of the instructions. The addressing mode specifies a rule for interpreting or modifying the address field of the instruction before the operand is actually referenced. Computers use addressing mode techniques for the purpose of accommodating one or both of the following provisions: 1 Addressing Modes Computers use addressing mode techniques for the purpose of accommodating one or both of the following provisions: 1. 2. to give programming versatility to the user by providing such facilities as pointers to memory, counters for loop control, indexing of data and program relocation. To reduce the number of bits in the addressing field of the instruction. 2 Addressing Modes Immediate Direct Indirect Register Register Indirect Displacement (Indexed) Stack 3 Immediate Addressing Operand is part of instruction Operand = address field e.g. ADD 5 Add 5 to contents of accumulator 5 is operand No memory reference to fetch data Fast Limited range 4 Immediate Addressing Diagram Instruction Opcode Operand 5 Direct Addressing Address field contains address of operand Effective address (EA) = address field (A) e.g. ADD A Add contents of cell A to accumulator Look in memory at address A for operand Single memory reference to access data No additional calculations to work out effective address Limited address space 6 Direct Addressing Diagram Instruction Opcode Address A Memory Operand 7 Indirect...
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...CH11 Instruction Sets: Addressing Modes and Formats Software and Hardware interface Addressing Modes • • • • • • • Immediate Direct Indirect Register Register Indirect Displacement (Indexed) Stack • • • • Addressing Pentium and PowerPC Addressing Modes Instruction Formats Pentium and PowerPC Instruction Formats TECH Computer Science CH10 Immediate Addressing Immediate Addressing Diagram • Operand is part of instruction • Operand = address field • e.g. ADD 5 Add 5 to contents of accumulator 5 is operand Instruction Opcode Operand • No memory reference to fetch data • Fast • Limited range Direct Addressing • Address field contains address of operand • Effective address (EA) = address field (A) • e.g. ADD A Add contents of cell A to accumulator Look in memory at address A for operand • Single memory reference to access data Direct Addressing Diagram Instruction Opcode Address A Memory • No additional calculations to work out effective address • Limited address space Operand Indirect Addressing (1) • Memory cell pointed to by address field contains the address of (pointer to) the operand • EA = (A) Look in A, find address (A) and look there for operand • e.g. ADD (A) Add contents of cell pointed to by contents of A to accumulator Indirect Addressing (2) • Large address space • 2n where n = word length • May be nested, multilevel, cascaded e.g. EA = (((A))) f Draw the diagram yourself • Multiple memory accesses to find...
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...them to perform in an orderly manner and helps them to have the correct items for homework. Again, the lining up keeps the children on task and performing as expected Transition Between Areas: This routine is important because it is a time when students may be tempted to act out and cause distraction and noise. As a routine, the steps of listening to the instruction, being given jobs and then explained the task or assignment. The teacher’s instruction builds on all the routines of keeping order and having less chaos in the classroom. The children know what is expected and can expect consistency and learn it as a daily routine. Distribution of Materials: The teacher gathers the students together around her. She assigns "jobs" to the students. These jobs are different each day for the students. The "supplier" is instructed on what items to retrieve for their groups. This keeps each group on task and synced in time for the assignment given. Field Trip: As in the beginning and end of day routines, the students line up. They line up inside in order for them to stay together and calm. When the teacher gives the instruction the students then walk to the boarding area in line and in orderly...
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...For X = 0011 1111, show the result of the following independent operations (i.e. each instruction occurs with X starting at the value above): a) Shift-right ____ ____ b) Circular Shift-right ____ ____ c) Shift-left ____ ____ d) Circular Shift-left ____ ____ e) Arithmetic Shift-left ____ ____ f) Arithmetic Shift-right ____ ____ 3. (12 points) a) Convert the following formula from postfix (Reverse Polish Notation) to infix: AB*CD/+ b) Convert the following formula from infix to postfix (Reverse Polish Notation): A + B * C + D / E * F Note that the result of part b) can be used in problem 7 In the problems 4 through 7 write code that performs the computation: X = A + B * C + D / E * F using CPUs that have the following instruction formats. You may only use registers A through F, plus X and T. Registers A through F may not be changed, i.e. their values are fixed. Register T may be used as a temporary register, and Register X must contain the final answer. 4. (12 points) Three-operand instructions 5. (12 points) Two-operand instructions 6. (12 points) One-operand instructions 7. (12 points) Stack instructions See...
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...simple words, it can be described as providing guidance to workers is doing work. In field of management, direction is said to be all those activities which are designed to encourage the subordinates to work effectively and efficiently. According to Human, “Directing consists of process or technique by which instruction can be issued and operations can be carried out as originally planned” Therefore, Directing is the function of guiding, inspiring, overseeing and instructing people towards accomplishment of organizational goals. | Direction has got following characteristics: 1. Pervasive Function - Directing is required at all levels of organization. Every manager provides guidance and inspiration to his subordinates. 2. Continuous Activity - Direction is a continuous activity as it continuous throughout the life of organization. 3. Human Factor - Directing function is related to subordinates and therefore it is related to human factor. Since human factor is complex and behaviour is unpredictable, direction function becomes important. 4. Creative Activity - Direction function helps in converting plans into performance. Without this function, people become inactive and physical resources are meaningless. 5. Executive Function - Direction function is carried out by all managers and executives at all levels throughout the working of an enterprise, a subordinate receives instructions from his superior only. 6. Delegate Function -...
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...An Ethical Dilemma In The Workplace The Dilemma; An Assistant Teacher, from my Counseling Ministry, has worked for twenty years in many types of school setting and with students from grades Pre-K to High school. During her career, she has encounter unfavorable encounters with her peers, parents and students. One particular incident she received a written reprimand from her supervisor. The supervisor stated she engaged in dishonorable conduct of insubordination. She refuses to abide by the instructions, refuses to follow policies, and refused to perform designated work. It also said she was neglecting one’s own job, duties, and responsibility or provided the best possible service as an Assistant Teacher. The reprimand threatens her probationary period as well as threatens to immediately dismiss her from her position. Ms. Lee decided to seek my help for counsel. The Problem Ms. Lee was told she needed to improve communication, grammar and language while speaking to parents and students. Needed to gain knowledge and perform the position, which hired for, in regards to customer relationships. Need to maintain that position as well as confidentiality. Classroom management guidelines were need for a conducive environment. Co-operative and Initiative skills were needed to develop with staff and all stakeholders. Loyalty was needed to reflect a professional level. • How did you or would solve the dilemma, and why you would solve it Ms. Lee presented a guide line given- an...
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...how to operate the craft. So I would be perfect to create an instruction manual for operating a 34ft Patrol Craft. More likely you have no clue what a 34ft SeaArk Patrol Craft is or what one might look like. Which makes it even more of a fun challenge to me on explaining all the details about the craft. I can first tell you about all the capabilities of the craft, then get more into how you start it and actually operate the craft. There are some technical words I would have to explain like some of the positions for example on the craft. Coxswain for instances, is the person that is completely in charge of the craft and its safety and the safety of the crew that is on board. It might seem like as you’re reading this that I might not be able to instruct you on how to operate this craft. I will be able to put the instruction manual into words that a person that has never been on a boat will be able to understand. I promise that if I can teach/train some of the most brand new sailors to the navy to operate the craft. Then I know for a fact by the time you’re done reading my instruction manual, you’ll be able to walk onto a 34ft SeaArk and go to work. I mean if the United States Navy trusts in me to teach/train junior personnel to operate these 15 million dollar patrol crafts, I think I more than qualify to write an instructor manual for it. So I ask you to entrust in me as well and let me make this instruction manual for you....
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...to ensure good service to the student. It is not only an observation but also an existence. The author points out that most teachers have a negative view of supervision and the relationship between the teacher and supervisor can be hostile and only provides summative evaluation. To counteract the situation, the clinical supervision model was introduced to propose that teachers can be familiar with the evaluate approach of clinical supervision. Under this model, the following supervisory requirements for successful implementation of clinical supervision are identified: teachers should learn specific intellectual and behavioral skills to improve instruction. Supervisors should take responsibility for helping teachers to develop skills for analyzing the instructional process and emphasize what and how teachers teach, to improve instruction not to change the teacher’s personality. Planning and analysis should center on making and testing instructional hypotheses based on observational evidence. The planning conference is to establish a common frame of reference for the planning observation, also establish rapport between the teacher and those supervising. The lesson plans should be implemented during the observation and discussed. Observation: the purpose is to improve an objective record to mirror what the teacher actually said and did during the instructional process. The role of the supervisor is to observe, stay neutral not to interact or interfere in the classroom activities...
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...Are private instructions really worth the investment? Every child loves to play a sport but not everyone is talented. With a little coaching by a private instructor a child’s dream of becoming great at a sport can come true. With private instruction, children and their parent’s can be proud of the possible outcome. Private instruction is definitely worth the investment for various reasons. First financial commitment should be something the child and parent are focused on. A parent shouldn’t sign a child up for private instructions unless they really need them too. The child shouldn’t feel like their wasting their parent’s hard-earned money. Also time commitment is an important key to great results. If you are dedicated to the private instruction no matter how many days or hours they are you will be there. The time you put in for your instructions will show. For example if your classes are three times a week but you show up once a week don’t except to be the best at what you’re doing. Be dedicated, to the days, hours and be on time, never slack. Finally the level of competition in which you as the parent asking yourself does my child really needs one-on-one instructions. Sign your child up if he/she is trying to be the best athlete they can be on a high school or college competition level. They’ll get one-on-one attention catered around their needs and skills and have someone dedicated just to them and their sports success. A four through maybe eleven year old will...
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...tests included color in various settings; each produced results that favored color. The degree of color depends on what is being demonstrated in the picture. If the instruction calls for a specific part of the pictured object to be manipulated, coloring just that part proves most effective. If the intended audience is people with poor reading and interpreting skills, then it is highly recommended that color be used in this manner. All the results from the research suggest that people who are easily frustrated with instructions prefer highlights to black and white, and full color. Furthermore, the color should be strictly limited to the major functions of the task being illustrated. Unnecessary highlights increase the complexity, and in turn the understandability of the picture. A further recommendation can be made concerning the amount of highlighting that should be used. The number of different colors in any given picture instructing a complex task should be limited. When highlighting the important functions of the task, only a small range of colors should be included. If a broad range of colors is used, the reader could interpret their meaning incorrectly. They could, for example, think one color is more important than another is or think that the colors are implying a sequence in the instructions. If the picture is of a general object or action with no focus, then using full color, as opposed to black-and-white, is more effective. Overall, color is more attractive...
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...Macbeth. Macbeth says before he commits the deed. We still have judgement here, that we but teach Bloody instructions, which being taught, return to plague the inventor, the thought of what he is about to do has a clear psychological effect on him as he begins to think about what will happen to him on judgement day. In conclusion, the result of the hope generated from this dream a new psychological atmosphere appears on the ranch. This is slightly similar to Macbeth, as the effects are also very psychological. The process of committing the murder was chosen by Shakespeare, as it arouses deep feelings and psychological problems for Macbeth. Macbeth says before he commits the deed. We still have judgement here, that we but teach Bloody instructions, which being taught, return to plague the inventor, the thought of what he is about to do has a clear psychological effect on him as he begins to think about what will happen to him on judgement day. In conclusion, the result of the hope generated from this dream a new psychological atmosphere appears on the ranch. This is slightly similar to Macbeth, as the effects are also very psychological. The process of committing the murder was chosen by Shakespeare, as it arouses deep feelings and psychological problems for Macbeth. Macbeth says before he commits the deed. We still have judgement here, that we but teach Bloody instructions, which being taught, return to plague the inventor, the thought of what he is about to do has a clear psychological...
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...Chapter 10 Instruction Sets: Characteristics and Functions What is an instruction set? - The complete collection of instructions that are understood by a CPU - is the part of the computer architecture related to programming, including the native data types, instructions, registers,addressing modes, memory architecture, interrupt and exception handling, and external I/O. An ISA includes a specification of the set of opcodes (machine language), and the native commands implemented by a particular processor. - Machine Code - Binary - Usually represented by assembly codes Elements of an Instruction -Operation code (Op code) - Do this - Specifies the operation to be performed (e.g.. ADD, I/O). The operation is specified by a binary code, known as the operation code, or opcode. - Source Operand reference - To this - The operation may involve one or more source operands, that is, operands that are inputs for the operation. - Result Operand reference - Put the answer here - The operation may produce a result. - Next Instruction Reference - When you have done that, do this... - This tells the CPU where to fetch the next instruction after the execution of this instruction is complete. Where have all the Operands gone? - The next instruction to be fetched is located in main memory or, in the case of a virtual memory system, in either main memory or secondary memory (disk). In most cases, the next instruction to be fetched immediately follows...
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...world teachers have no idea what to expect but they have to be prepared for any and everything that a child brings. Laying down the rules and procedure in the beginning can help. Teachers are like a child’s parent because a child spends most of their time in the teachers presents so motivating them to be and do their best is what a student looks for. In this paper we will discuss Doug’s situation and what positive reinforcement can be done to help out the situation and what strategies will help to fix the problem. In Doug’s case all strategies can be used to help make the situation better because they are things that should be applied to a classroom on day to day bases, so the one that I chose to use is Contingent Instructions. Contingent Instructions are specific directions given to an individual student to cease an undesired behavior and to engage in a more appropriate alternative. Doug is so focused on his lego’s that nothing else matter to him and his teacher along with his parents must help find a way to make him focus on his assignments like he do his lego’s. The one way you can use the lego’s to do math would be to set the problems with the lego’s and allow him to figure it out that way he is using them and not disrupting the class and he is doing is work at the same time. Placing less desirable tasks (low probability) fist and follow them with more preferred tasks; not only is more enjoyable activity an incentive to focus on the less enjoyable one, it is also...
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...Collaboration Case Study |Teacher |Strategies |Reasoning |Opportunities |Challenges | |1 |Build Rapport: As a literacy coach, I would |Lillian is an experienced teacher which is why I |Collaborative Resource Management: Through|The biggest challenge I can identify in working with | | |work on building a rapport with Lillian as |chose the collaborative stance. Through validating|collaboration, the teacher and coach work |Lillian, is resistance to coaching suggestions, because | | |the first step. Because she is an experienced|her as a good resource for other teachers, |together to explore school resources, |she was not hired for the Literacy Coach position for | | |teacher, my approach would be in a way that |providing ideas of effective lessons and |discuss effective ways of how to implement|which she applied. Therefore, I feel it’s more important | | |is respectful to recognizing her expertise. |strategies, she will ideally be more open to |the resources, and discuss strategies. |to establish a rapport with Lillian initially. | | |Examples of this are: Initially I would |coaching and collaboration. In other words, if she|This will allow Lillian to share...
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...COMPLETE 8086 INSTRUCTION SET Quick Reference: AAA AAD AAM AAS ADC ADD AND CALL CBW CLC CLD CLI CMC CMP CMPSB CMPSW CWD DAA DAS DEC DIV HLT IDIV IMUL IN INC INT INTO IRET JA JAE JB JBE JC JCXZ JE JG JGE JL JLE JMP JNA JNAE JNB JNBE JNC JNE JNG JNGE JNL JNLE JNO JNP JNS JNZ JO JP JPE JPO JS JZ LAHF LDS LEA LES LODSB LODSW LOOP LOOPE LOOPNE LOOPNZ LOOPZ MOV MOVSB MOVSW MUL NEG NOP NOT OR OUT POP POPA POPF PUSH PUSHA PUSHF RCL RCR REP REPE REPNE REPNZ REPZ RET RETF ROL ROR SAHF SAL SAR SBB SCASB SCASW SHL SHR STC STD STI STOSB STOSW SUB TEST XCHG XLATB XOR Operand Types: REG: AX, BX, CX, DX, AH, AL, BL, BH, CH, CL, DH, DL, DI, SI, BP, SP. SREG: DS, ES, SS, and only as second operand: CS. Memory: [BX], [BX+SI+7], variable, etc… Immediate: 5, -24, 3Fh, 10001101b, etc... Notes: • When two operands are required for an instruction they are separated by comma. For example: REG, memory • When there are two operands, both operands must have the same size (except shift and rotate instructions). For example: AL, DL DX, AX m1 DB ? AL, m1 m2 DW ? AX, m2 • Some instructions allow several operand combinations. For example: memory, immediate REG, immediate memory, REG REG, SREG • Some examples contain...
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