Sustainable Fashion

One of the most heavily discussed topics, in this last decade, is the environmental decay of our planet. Diverse concepts have materialized in order to find solutions for the problem. Ecology and sustainable growth have been confirmed to be the main solutions currently. Innovations for sustainable growth include: creation of hybrid cars, recycling and minor discharge of carbon dioxide in factories among others (Christ 23). Environmental awareness was also introduced to the world of fashion, unfortunately, it wasn’t very successful; lately there has been a change of situation and that is what we are going to attempt to understand. For almost twenty years now, people have been relying on fast fashion, a fairly new notion, which entails rapid garment production in a cost efficient manner. This efficiency is attained through the retailers understanding of the customer’s wants, which consist in having high fashion looking garments at reasonable prices. Lots of stores have mission statements that endorse this concept of affordable high fashion such as Zara, Mango and H&M and so forth, they are very successful worldwide, has completely taken over; this position for fashion is at its most of unsustainability, as Sandy Black says: â€Å"The production and consumption of fashion represent the two extremes of a very long, fragmented and complex supply chain that transforms fiber into yarn and fabrics, which is mediated by designers, manufacturers and buyers into the clothing on offer at retail. †. Fast and cheap fashion implies more disposability, which incites more consumption. Therefore, when eco friendly fashion made its appearance, people weren’t convinced because it looked too cheap and unfashionable––when envisioning eco fashion, people automatically associated it with a variation of earthy colors (brown, khaki, grey, etc. ), highly flammable fabrics, to cut a long story short, people thought of them as ugly. It is an eco friendly clothing cliche. Hence, a global pejorative connotation built up over time and these clothes were perceived as cheap which also meant that they were unfashionable in some way. Sustainable fashion isn’t an entirely new phenomenon, we know that past generations recycled clothing without knowing it; when there were special occasions, they would take their casual clothes and add ornaments and all kinds of things to make their garment look dressier––they knew how to transform they’re clothes–– Also in families with siblings, most of the time, the younger ones wore â€Å"hand me downs† from their older siblings, some people still do it now. The point is, back then they knew how to remodel something they already had as well as create something new; and we kind of lost that for a few years with the rise of fast fashion. However, nowadays with this eco movement, it is all becoming about knowledge once again; Today on numerous fashion blogs and sites (HonestlyWTF. com; ecouterre. com; woolandthegang. com and many more) people can find the DIY (Do it Yourself) category, it gives us all the steps on how to create fashion items that are trendy and/or featured on the site/blog. In general, the materials needed to create DIY pieces are ones that we are most likely to have already, so we can recycle. Currently, people still shop of course but they also spare time for things they can put together themselves. Eco fashion reflects a natural change of values. Another solution for being â€Å"green† in fashion is to reduce the impact of washing and aftercare. As Black explains: â€Å"With most clothes we wear close to the body, the environmental impact of washing, drying and ironing is far greater than the manufacture of the items themselves, so any reduction in washing needs can be very significant in terms of carbon footprint. With nano-coatings and treatments, clothes can be made stain and dirt repellent and reduce their need for frequent washing. This potential longer life using less energy needs to be balanced with the fact they will not be able to be recycled after use. Basically, Black tells us there is another answer to maintaining our clothes; it is eco-friendly on one point of view and not from another point of view. The fact that it is possible to treat the clothes for them to simply not be able to receive dirt is eco friendly on long term because that means we wouldn’t need to wash the clothes as much but then th ose same clothes cannot be recycled and that is not eco friendly––Is it better to keep clothes as they are and waste more energy or to treat them but not recycle them after use? It is a dilemma. Finding an exact definition for the terms â€Å"sustainable fashion†. â€Å"Green†, â€Å"Eco fashion† to a name a few, is close to impossible. We all have the impression everyone understands it the same way but it is false, it has different meanings for all of us. The word sustainability itself implies some sort of length, in the sense that something can last long, it also. Here are some of the definitions people have of sustainable fashion: â€Å"Quality items that stand the test of time – it is this concept of sustainability, symbolized by a timeless handbag that ou wear again and again, and can pass on, that I am always thinking of when I design. † Says Frida Gianni Accessories are a very important part of fashion and should be considered so a good example for this definition of sustainable would be the Hermes’ Birkin bag. The Birkin bag is a highly exclusive handmade bag from France; it is very expensive because of its exclusivity but al so because of how it is constructed and the materials used to put it together. These bags are made of calf leather, ostrich, crocodile, and lizard and are a symbol of wealth due to their high prices and elusiveness to the public As Black says â€Å"Fashion is full of contradictions––it is ephemeral and cyclic, referencing the past but constantly embracing the new; it represents an expression of personal identity and difference, while also demonstrating belonging to a group [†¦]†. â€Å"Sustainable fashion implies a commitment to the traditional techniques, and not just the art, of making clothes. I work today in the same way that I first learnt in the ateliers of Balenciaga and Lanvin 50 years ago. We need to ensure that the next generation of seamstresses and tailors have the skills necessary to develop clothes that are not only beautiful but extremely well made. † Says Oscar de la Renta, Oscar de la Renta and Frida Gianna’s definitions are quite similar, although de la Renta is specific about clothing. According to him, what truly makes a garment sustainable is the way it was crafted. As mentioned previously, a few years back, the fashion may have been slower but the garments were carefully created with â€Å"traditional techniques†, therefore they lasted much longer than fast fashion pieces. This type of clothing is still available but only to a certain crowd; pieces that are meticulously sewn are most likely to be found in the expensive range of clothing (Couture or designer wear). â€Å"I would define the ideal as locally sourced materials that don’t pollute in their creation or demise (preferably recycled) and with limited transportation to achieve the completed product. Says Anya Hindmarch, initiator of the â€Å"I am not a plastic bag† initiative. With her campaign (I am not a plastic bag), Hindmarch designed a tote bag and used her influence in a positive way to make it fashionable not to use plastic bags. â€Å"Most of what we may currently refer to as sustainable fashion is a contradiction in terms. It refers to how the fabric used for a new garment has been produced †¦ Yet, I believe, we need to consider this issue from a more macro and profound perspective. Though cotton may be unbleached, we need to examine how it arrives to the manufacturer or to us the wearer. What was the ‘carbon imprint’ of its delivery, for example? † Says Dries van Noten. Dries van Noten doesn’t think that changing the method of production for a garment’s fabric is enough to claim its sustainability; the fabric’s â€Å"journey† should also be considered otherwise there is no major difference between fast fashion and eco fashion. It is well know that fast fashion products are most likely to be manufactured in foreign countries for more production and lower cost and that is exactly the opposite of what the eco movement is about. When the eco movement first appeared in the food industry, people had to be educated on how it better to consume products that are locally produced to reduce carbon imprint among other reasons––the same thing has to be done, when it comes to fashion because people are unaware if they don’t inform themselves. With all these definitions above we cannot say that one is true or false they are all relevant in a way. All that can be observed is that most of the time when people approach the subject of sustainability, ethical, green and whatnot, their definitions are closer to the ones that Anna Hindmarch and Dries van Noten provided. The Eco movement in general, has now gone from being just a trend to a lifestyle. We can be â€Å"green† in every aspect of our lives now; people are trying to combat the fastness of our lives with it; to be more specific, they are privileging the Eco movement to go against, the fastness of our economic development and the associated mass production. Eco friendly fashion in not only about tangible aspect, which is the material that is used when and how it is also about the human aspect, the ethical characteristic it has which respects social standards such as limited working hours or minimum wages; Ethically correct production also means child labor is forbidden. Back to the material side of things, sustainable fashion supports cotton farming, and the changeover to more environmentally friendly materials and dyes. As mentioned anteriorly, sustainable fashion also includes recycled materials used to create new ones. People are craving lifestyles based on health and sustainability. Today, when looking for new products, customers not only look for quality and design but also ecological awareness. Green designed products are a path into the green lifestyle which now combines once opposing fields eco and fashion. Environmental awareness has taken over every aspect of our everyday life: fashion is the latest target. Therefore the rise of Eco chic makes perfect sense, it was bound to happen. People want to promote the fact that they are green and show that they are in style. However, it not only about the physical aspect now, people also want to show off their good conscience or sometimes they simply care when it comes to ethical fashion –– Ethical fashion is healthy, sustainable, and fair. Eco chic clothes tend to be more expensive than regular clothing so people also like to show ¬Ã‚ ¬ –– especially in these hard financial times–– that they can still afford expensive clothes. Having noted designers join the movement by the creations has really increased people’s desire to be green. It looks like sustainable fashion is attracting more people; the future of this movement is very promising.

Fpga Based System

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. 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 Syst em 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 PicoBlaze 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¢ € ¦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¢ € ¦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. 3Tutorial 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‚¬ ¦ Fi gure 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 and 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‚¬ ¦. 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 à ¢â‚¬ ¦Ã¢â‚¬ ¦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 por ts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦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 â₠¬ ¦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 56Xilinx 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 Projec t 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 selec ted †¦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. 3Tutorial 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. 3Tutorial 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 Me mory 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_s trobe 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 std_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 a s [3] for more information. Xilinx Spartan-3EProject 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 f ile 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: Start>All Programs>Accessories>Command 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 wind ow, after changing to working directory. Xilinx Spartan-3E Project Navigator Version 14. 3Tutorial 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 KCPM S3 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-3EProject Navigator Version 14. 3 Tutorial 2: Introduction to Using the PicoBlaze Micro controller 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. 1 2: 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: Start>All Programs>XILINX Design Tools>Xilinx ISE Design Suite 14. 3>ISE Design > > > > Tools>32 bit Project Navigator > or Start>All Programs>XILINX Design Tools>Xilinx ISE Design Suite 14. 3>ISE Design > > > > Tools>64 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 Cre ating a New Project 1. Select File>New 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 Specificatio n in Project File: Store All Values Manual Compile Order: unchecked VHDL Source Analysis Standard: VHDL-93 Enable Message Filtering: uncheckedNote 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 Project>Add 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 win dow 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 Fi gures 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 Project>New 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, a nd 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: Introduction 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 PicoB laze 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 down 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 Tutoria l 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); instruc tion : 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_vector(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; —————————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 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 => interrupt, 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 —à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- 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_strobe => read_strobe, in_port => in_port, interrupt => interrupt, interrupt_ack => interrupt_ack, reset => reset, clk => clk); — Instantiating the

Tourism Product Report Essay Example | Topics and Well Written Essays - 1000 words

Tourism Product Report - Essay Example On the other hand, tourism product can be defined as a service that can only be put to some use for deriving benefits. There are a number of features which are of relevance to the way in which travel and tourism products are managed and differentiated from physical goods. These include intangibility, inseparability, perishability, heterogeneity, and ownership (Evans et al. 2003:1994). Intangibility of tourism products makes this business diversified yet accessible to all. Unlike goods, services such as accommodation in a luxury hotel and cruising to an exotic island cannot be bought in physical terms. In other words, these services can only be used by customers and service providers alike. Customers make use of them for fulfilling their purpose of travelling whereas service providers put them to use for making profits. In either way, they cannot be physically located but be experienced only. Baum (2006) argues that in a culturally diversified setup, the intangibility of tourism products enables tour operators and travel agents to adjust to the varying demands of visitors (151). They can increase the stake of services, wherever necessary, to optimise revenues. At the same time, the invisibility phenomenon associated with intangible service products poses some major challenges to overcome. Intangibility itself is an attribute that sometimes appears vague and superf luous. Unless the service itself proves its worth, potential customers may completely or partially ignore it. To take away the equivocation, tour operators usually apply tangible means to promote their services to target customers. This is why video clippings of holiday destinations or cruise ship tours are uploaded on the web to lure in customers into availing of the services. Similarly, tour organisers spend time and money to make creative and visually appealing travel brochures to minimise the uncertainty factor involved with intangibility. Inseparability of tourism products is again a

Choose one of the following Essay Example | Topics and Well Written Essays - 750 words

Choose one of the following - Essay Example It has been difficult to determine when this unique trait emerged, but they could have been on their feet before over 3 million-year-old Laetoli footprints were made (Reader and Andrew 413). The prints though did not bear semblance to that of modern, they were indeed those of a bipedal primate. Bipedalism Features They are the impressions of feet that lacked a distinctive human rounded ball, ors welling, at the base of the great toe, that had no well-defined arch, and that retained ever so slightly divergent great toes. Transformation from a quadrupedal knuckle walking to bipedalism involves various anatomical changes; development of longer legs angling of femur inwards, the feet develop an arch, the bigger toe is elongated, the pelvis is lowered, and it broadens. Additionally, the spinal cord of the hominid develops in such a manner that the vertebral bends frontward to sustain bipedalism traits. The Postural Feeding Hypothesis There are several competing hypotheses that have been p ut forward by anthropologists to explain the origin of bipedalism in hominids using non-human primates as referential models for our common ancestors. The postural feeding hypothesis (McGrew et al 282) explains bipedalism from an ecological view and explains the shared feeding behaviours exhibited by the chimpanzee and australopithecines are sufficiently common in other apes to influence anatomy. The hominids fed on relatively short trees and this gave them certain selection characters and instead adopting an upright posture and this lead to bipedalism. The other great apes for example chimpanzees do not have a straight gait and human straight gait is much more efficient than their bipedalism and quadrapedalism Hunt came up with the hypothesis after spending close to seven hundred hours observing chimpanzees in the wilderness in central Tanzania (Lewin 115). From his observation of these great apes in the wild, he found out that their feeding habits bordered on postural and this lea d to bipedalism. The hypothesis suggests that early hominids would reach out for fruits by dangling with the front limbs, and bipedalism was applied by grasping for an overhead branch. He found out that 80% of bipedalism was observed during chimpanzee feeding with arm hanging to stabilize the posture, this become the corner stone of the hypothesis. The australopithecines have shown adaptations of the torso form to arm hanging which infers that the apes adapted to arboreal bipedal fruit collection. A major basis of this hypothesis is the argument that the existence of bipedalism during certain aspects of life in extant apes provides evidence of the selective pressures that led to hominid bipedalism. According to this model, the early origin of bipedalism later evolved gradually into a habitual way of movement and this steadily led to bipedalism by the early man. Heat Hypothesis by Wheeler Peter Wheelers heat hypothesis proposes a thermoregulatory selective adaptation of bipedal homin ids to increased heat loss, increased cooling, condensed heat gain and condensed water necessities (McGrew et al 282). By adopting the bipedal posture, hominids were exposed to cooler air since the speed of wind is faster further away from the ground. Additionally, the

Buyer behaviour mkt 2240 Essay Example | Topics and Well Written Essays - 3000 words

Buyer behaviour mkt 2240 - Essay Example "If a marketer can identify consumer buyer behaviour, he or she will be in a better position to target products and services at them. Buyer behaviour is focused upon the needs of individuals, groups and organisations." (Consumer Buyer Behaviour. 2007). Buyer behaviour is a result of the needs of the consumers. The behaviour of a buyer is his urge to satisfy his needs. The needs of a human being are classified into five by Abraham Maslow. The classification of needs by Maslow is Physiological, Security, Social, Esteem and Self Actualisation needs. According to him physiological need that is the need to satisfy his basic requirements such as food, water, cloth and shelter is the first need of a person. After that the need for safety arises and then the social, esteem and self actualisation needs arises. He says that person will show the urge for a particular need only when his lower level need is satisfied. There are also various other theories that speaks about buyer behaviour. There are many factors that constitute the behaviour of the buyers. Those factors are personality, culture, social groups, perception, attitude, social classes, reference groups etc. The needs of a person and the factors that affect the buyer behaviour are very closely related. If the marketers are really aware of what the needs of the consumers are they can launch their product in the market without any risk of slow movement of goods in the market. A careful and detailed market research will help the companies to understand the behaviour of the buyers properly. The basic motive behind all the buyer behaviour is to lead a better lifestyle. This research work looks into buyer behaviour on a different perspective. Here the interest of the persons for different modes of transport is studied in order to examine the different buyer behaviours. For this purpose of a sample of families from various background is taken to understand the factors that constitute various behaviours. The behaviour of the family is analysed on the basis of ego, attitude, reference groups, personality, attitudes, social classes and personality. Mode of transport is a good means to study how the behaviour of various persons changes at different situations. The choice of the mode of transport generally changes on the basis of the financial background and social status of the persons. Influence of the group that one belongs will also have very good influence on the choice of the mode of transport. Age is also a factor that leads to difference in the choice of mode of transport by different persons. Above all the ego of a person also influences his choi ce of the mode of transport. The different theories that are related to buyer behaviour are seen in brief in this report. Then the different factors that lead to the behaviour of the buyers are seen. After carefully analysing those factors and theories it is integrated into the case of the chosen families to study how the buyer behaviour and the choice of mode of transport are interrelated. Brief accounts of the demographic element of the families are also given later on in the report. Literature framework The main theory that explains the human needs and buyer behaviour theory is Abraham Maslow's 'Need Hierarchy Theory'. Abraham Maslow classified human needs into 5 levels. Beginning from the lower level it is classified as

It is going to be report format Essay Example | Topics and Well Written Essays - 2500 words

It is going to be report format - Essay Example In Joe’s case, a partnership relationship usually existed between him and his sister: they used to buy tickets together and discuss the possibility of using their shares of the ticket. According to Beyer G.W. and Petrini J. â€Å"If a taxpayer purchased a lottery ticket with the intent and understanding that the proceeds would be shared with others, the courts have treated the proceeds of the ticket as income to all the recipients rather than as income to just the purchaser.†1 However, on that particular week, Joe’s stepsister did not contribute to the purchase of the ticket and the partnership relationship between the two of them stopped at that moment. It is possible to talk about an intention of sharing the profit in the past weeks, when Joe’s stepsister contributed to the lottery ticket’s purchase, which explains Joe’s intention to share the prize. Joe was the only person who bought the ticket and it is clear that under these circumstance s the intention of sharing the possible profit did not exist. ... on that particular week, Joe was the only buyer of the lottery ticket 3. the fact that his stepsister did not contribute to the purchase of the winning lottery ticket may serve as proof in Joe’s favour to show that on that week he did not buy the ticket with the intention of sharing the prize with his stepsister I would advise Joe not to worry about having to share the prize with his stepsister. Word count: 481 words b) I believe that Lawrence & Co can be held liable for inducing Joe to conclude the contract by creating a false representation on the capacity of the premises. According to Richards P. (217) â€Å"A misrepresentation may be defined†¦ as a false statement of fact that induces another to enter into a contract.†2 It is obvious that Lawrence & Co has made a false statement regarding its premises in order to induce Joe to enter into a contract with it. Even though at the beginning of the negotiations Tim actually believed that the premises were big enough to fit 25 of Joe’s courier vans, the fact that the premises were actually smaller than believed was discovered by Tim during the negotiation process. The disclosure of this discovery at that moment would have stopped the negotiation process and lead to a lost deal for Tim’s business. Therefore, Tim voluntarily hid the discovered fact, believing that there will be no legal consequences against him. Moreover, the belief that all 25 courier vans will fit into the premises was practically the reason that convinced Joe to sign the contract. In the case of Derry v Peek3 the House of Lords concluded that â€Å"Fraud is established where it is proved that a false statement is made: (a)

Being Assertive instead of Being Aggressive at Work, Being Proactive Essay - 1

Being Assertive instead of Being Aggressive at Work, Being Proactive in Your Career, How to Build Successful Work Teams, andNew Technology in the Workplace - Essay Example When going for a career start, it is important to understand the present day workplace. The 21st century workplace is diverse in terms of culture, race and gender; it is global. Employees must be prepared to deal with people from any part of the world confidently and without bias. One should enter a career with a positive attitude towards team work. Organizational success depends on team work and communication is the key to a good team spirit development. Career development in the world of new technology depends on one’s ability to adapt to the new technology. All individuals preparing for any career should keep the above points in mind in order to become successful professionals. Work place environment greatly affects the well being, health, productivity and motivation to work in the employees (Jones, 2001). Work place environment is a factor of the behavior of employees therefore it is up to them to maintain a healthy workplace environment. According to (Scott & Judge, 2006), the personal traits and the affective states experiences by people in organizational setups determine the quality of work place atmosphere. To play their role in contributing towards a healthy work place environment, one should enter any career after being well prepared to deal with the challenges of a work place (Jones. 2001). Self mastery, conquering control on persona; traits via personal and independent victories of self control is basic and very important if one wants to reach the level of interdependence in an organization (Covey, 1989). Assertiveness is the key to respectful survival in work place (Weinberg & Cooper, 2007). Assertiveness is sometimes confused with aggressiveness. In reality, there is a difference between the two. Aggression refers to pushing others to get what one wants, while assertiveness means to stand up for one’s rights, still respecting the

Business law assignment Example | Topics and Well Written Essays - 750 words

Business law - Assignment Example ties can consider various alternatives without arriving at the final agreement while litigation is contentious and costly and getting back to courts will require a change of circumstances of the case. Mediation is cheaper since the parties hire a neutral mediation expert as opposed to litigation which entails two opposing attorneys and numerous court proceedings. An indictable offence is an offence that can only be tried on an indictment after preliminary hearing to determine whether the accused has a prima facie case to answer. They are the most serious offences under the criminal code and carry serious punishments such as life in correctional centres. Some facts of indictable offences include the lack of limitation on when charges can be laid with exception of treason where the limitation for trial is three years. The trials are held in Provincial courts. The police can arrest a person without a warrant of arrest. The convicted persons can only apply for pardon after ten years since conviction. Examples of such offences in Canada include murder, treason, and aggravated sexual assault (Baudouin and Linden 45). Section s16 (2) of the Act outlines the official languages and provides equality of the two languages since New Brunswick is dominated by English speaking and French speaking citizens. In this case, the government institutions and legislative organs must use the two languages. Section 28 of the Act safeguards gender equality by outlining that both males and females are guaranteed equal rights and freedoms. The section is important since it prohibits discrimination on the basis of gender. c) The plaintiff claimed both general and special damages. General damages are not assessed directly and include non-monetary losses suffered from the injuries. In this case, general damages include depression, loss of future income due to injuries, pain, disfigurement and loss of lifestyle. The special damages are directly linked to the injuries and quantifiable in

Climate Change- Reality or Myth Assignment Example | Topics and Well Written Essays - 250 words

Climate Change- Reality or Myth - Assignment Example I feel that through this advertisement, Nissan effectively reaches their target consumer – the educated consumer – because it shows them the simple beneficial effect that the purchase of the Nissan Leaf car would give Mother Nature. Through the symbolism of the polar bear, it seems that Mother Nature knows and personally thanks whoever buys this type of car. On the Science Magazine article, there is so much confusion in the media and among the masses concerning global warming, because there are two schools of thought regarding global warming. The majority, or 75% believe â€Å"the IPCC’s conclusion that most of the observed warming of the last 50 years is likely to have been due to the increase in greenhouse gas concentrations,† which means to say that human factor was behind global warming. However, 25% of scientists believe that â€Å"climate change is natural† although no paper argued that point and although politicians, journalists and economists try to advocate. Now, although this could be wrong or right, the point is that we should do something about

U.S. History Terms and Definitions Assignment Example | Topics and Well Written Essays - 750 words

U.S. History Terms and Definitions - Assignment Example The society is recalled as being involved in ritual sacrifice and, on occasion, cannibalism. There reign came to an end with the Spanish invasion; between disease and attack, eventually the last of the Aztec surrendered to the Spanish. Christopher Columbus: Christopher Columbus was an Italian born explorer who has often been credited with discovering America; however modern scholars and archeological evidences prove that that may be a myth. He did make several trips across the Atlantic Ocean exploring European interests. His voyages did lead to the first lasting European presence in the new world and coined the term, â€Å"indios,† which is Spanish for Indians. His later life was filled with sickness and discomfort. He died in Spain at the age of 54. Anne Hutchinson: In 1634 Anne Hutchinson was the daughter of a minister who came to live with her husband in Boston, Massachusetts. She was said to be witty, outspoken, intelligent, and highly opinionated young woman. She was fond of sharing the teachings of John Cotton. She created quite a stir in Boston society. She accused the local ministers of, essentially, teaching the Bible wrong. Of course, the ministers denied her claims. However, she, what at the time was a bold act, claimed that God spoke to her and gave her permission to interpret biblical content. These arguments were tearing apart Boston. Ultimately she would be brought into to court and sentenced, along with her husband, to banishment from Boston. Jamestown: Jamestown is the first British colony established in the Virginia in the year 1607 by the Virginia Company. The early years of the first colony knew disease, famine, and continuing attacks by the Native Americans that already inhabited the land. It is here that fam ous historical characters like Pocahontas, John Smith, and John Rolfe met and began the stories that this country was founded on. In fact, Jamestown remained the capitol of Virginia until the King believed that the land was being mismanaged by the Virginia Company and the colony became a colony of the crown in 1622. Triangle Trade: Trade was the means by which the early American colonies were able to get the things that they needed. The Triangle Trade was named so because of its 3 pointed route. The way that it worked was that molasses would be sent to New England for the makings for rum. Then the New Englanders could manufacture the molasses into rum and then ship it to the West African coast to be traded for slaves. The slaves acquired would be taken to the West Indies where they would be sold for molasses and money. From that point the cycle of the three stages would start again. Great Awakening: There has been more than one period of time credited with being â€Å"Great Awakeni ng† in the United States. It refers to a great evangelical religious movement that occurred at that time. The first came with the settlers of the 1700s, which would ultimately result in the Presbyterian, Baptist, and Methodist churches. There was a second Great Awakening in the last part of the 18th century and continued to the earliest part of the 19th century, which was marked by religious good deeds of the Salvation Army and the YMCA. Stono Rebellion: This is the name given to a specific rebellion that occurred in South Carolina, a few miles outside Charleston, on September 9, 1739. A band of, approximately 20, slaves began walking down the streets and carrying a banner claiming â€Å"Liberty!† The men and women stole weapons and ammunition, set fire to

Baz Luhrmans modern interpretation of the Shakespeare play Essay Example for Free

Baz Luhrmans modern interpretation of the Shakespeare play Essay This essay is based on Baz Luhrmans modern interpretation of the Shakespeare play; Romeo + Juliet. It will be focusing on the opening scene, and Prologue. I will be analysing how Baz Lurhman portrays the feud between the Montagues and the Capulets. I will also be discussing how the presentation of The Prologue helps the audience to understand the play. The film begins with a blank TV screen. The TV screen could represent the modern interpretation to the play. The screen the becomes occupied by a news-reader, who begins reciting the sonnet. The idea of the sonnet being read off the news, emphasises the how important the situation is. Once the news-reader has completed the sonnet, the TV transports you to the scene of the play; Verona. The establishing shot becomes apparent; a Montague building separated form a Capulet building, only by the statue of Christ. This emphasises the theme of religion, and the line in the sonnet: Both alike in dignity This is because each building belittles the rest of Verona, as well as the other. The camera then speeds up and shows a sequence of fast shots. This is known as mise en scene. This represents a degree of chaos, and highlights the conflict between the two families. The Prologue is then recited again, this time, by the Friar. As he reads, the words are reinforced by bold, white text, on a black background. The contrasting colours could be highlighting the two families differences. The use of colour; in this case black and white, are most likely an deliberate choice, as black and white are both immediate opposites, therefore helping the audience differentiate between text and background. This allows the audience to correlate the friars voice with the text, despite the short amount of time in which the text is shown. After the Friar has completed The Prologue, the camera focuses on a family tree, of each family; in turn. Almost as soon as it has shown the family trees, the shot becomes engulfed in flames. The flames could convey a message of hatred, rage and anger between the two families. From the flames, a newspaper heading appears, whilst the flames fade. The heading suggests re-occurring violence between both the Montagues and the Capulets, and could also show that the feud is still as strong as ever. We can then learn that the strongest of the families quarrel lies between the youth of each house. This becomes apparent when the camera focuses on a number of magazines, with the younger generation of each house on the cover. Baz Lurhman also incorporates the use of magazines, as opposed to tabloids, when referring to the youth, as younger people are usually more associated with magazines. In the next shot, the parents of each house are pictured, accompanied by the actors name and character. In turn, the same happens for every character. This is important, as it allows the audience to differentiate between the members of each family, and who the main roles are. The types of shots depicted are very solemn, except for a character named Paris. He is shown in a happy scene; as he is not involved in the feud, whilst every other character is affected, in some way, by the civil conflict. The Prologue concludes with a montage of shots, featured earlier in The Prologue, aswell as a repertoire of emotion-provoking shots, from later in the film. As the closing sequence is shown, shots of fireworks are merged in, to again, establish the theme of chaos. Finally, the title appears, and The Prologue finishes. The final aspect of Baz Luhrmans interpretation, is the Music. Without this particular piece (Carmena Burana), The Prologue would not provoke as many emotions within the audience. This is because; as the tempo, and volume rises beyond forte, Baz secrenises the action scenes to run along side this. He also utilises the piano-pianissimo parts of the piece to again, establish the sonnet. All together, the music adds the element of drama, and strong emotions to the opening scene.

Assessment for Learning Essay Example for Free

Assessment for Learning Essay The Assessment Reform Group (2002) identifies ten principles to guide classroom practice in assessment for learning . Choose five of particular relevance to your practice and evaluate them in relation to the pupil experience in your school. Assessment for learning (AFL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to be and how to achieve their goal. Black and William (1998) in their research on the use of formative assessment in the classroom found ten principles of assessment which guide classroom practice in AFL. (Assessment Reform Group, 2003) The school I work in is a city based multi cultural school. UIS caters for children from all backgrounds and inclusion is of importance to our setting. I work in key stage 1 as a HLTA. I do PPA cover throughout the year 1 classes and I cover when a teacher is away wherever possible. The subjects I teach are the foundation subjects which are History, Geography, R. S and Music. I plan, implement and assess these subjects. In UIS, we believe that effective assessment provides information to improve teaching and learning. To do this in our school, we undertake two different but complementary types of assessment: assessment for learning and assessment of learning Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievements. It is based on the idea that pupils will improve most, if they understand the aim of their learning, where they are in relation to this aim, and how they can achieve this aim i.e. to close the gap in their knowledge. Assessment of learning (summative assessment) involves judging pupils’ performance against national standards. Teachers may make this judgement at the end of a unit of work, a term, a year, or if a key stage. We give our children regular feedback on their learning so they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards, and that it empowers pupils to take action towards improving their performance. The objectives of this assessment are: to enable our children to demonstrate what they know, understand and can do their work; to help our children recognise the standards to aim for, and to understand what they need to do next to improve their work; to allow teachers to plan work that accurately reflects the needs of each child; to provide regular information for the parents and carers that enables them to support their child’s learning; to provide the head teacher and governors with information that allows them to make a judgement about the effectiveness of the school. To support our teaching, we use the Early Years Foundation Stage guidance, the Primary Framework literacy and mathematics schemes of work based on National Curriculum objectives. We assess children at the end of each unit of work to help us identify each child’s level of attainment. The first principle that I will be discussing is that assessment for learning should be part of effective planning of teaching and learning. The teachers plan their lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child. UIS strive to ensure that all tasks set are appropriate to each child’s ability. Our lesson plans make clear the expected outcomes of each lesson. (Appendix 1) Teachers always share the lessons learning objectives with the children as the lesson begins. They also indicate the way in which the activity is linked to the learning objective, and the criteria against which the work will be judged which is the success criteria. Teachers ask well phrased questions and analyse pupils’ responses to find out what they know, understand and can do, and to reveal their misconceptions. We identify those individual children who do not achieve, or exceed, the expected level for the lesson, and we use this information when planning for the next lesson. Targets are set for end of Key Sage 1 and approved by Governors and the local Authority. UIS set year group targets in Mathematics, Reading and Writing for all our classes, during each academic year. These are expected levels of achievement reached by the end of the year for the majority of children and the more able in class. In Foundation1, staffs know that the next step children need to take is through systematic observation. These are shared with parents and talked through with children where appropriate. In Foundation 2 children have individual reading targets and group writing targets. In Key Stage 1 all children have individual and group targets in reading, writing and maths. Children’s targets are passed over to parents and carers, the progress of each child at the end of each term is reviewed, and revised targets are set. UIS recognise various methods of assessing a child’s learning. The type of assessment that our school make varies from subject to subject. We assess informally throughout the term, based on observations made by teachers or support staff. Every week I annotate assessment of the class I teach on my plan(appendix 2) and at the end of term fill out the assessment sheet. (Appendix 3) These observations are recorded in a variety of temporary formats, such as post-it notes, and are used to inform the Foundation Stage Profile or National Curriculum levels. We take the objectives for individual lessons from the board learning objectives within the school’s curriculum plan. These in turn reflect the demands of the National Curriculum / EYFS. The teachers record the progress of each child against these board objectives. This enables them to make a  judgement about the work each child in relation to national standards and allows them to monitor the progress of each child. Each teacher passes this information on to the next teacher at the end of each year. ` Teachers can review the rate of progress by looking at work in pupils’ folders or exercise books and by the marks in the record books. They can then use this to adjust day to day teaching and plan further work. One way to improve manageability would be to make a note only of those pupils who achieve significantly above or below the expected outcomes of a task’ (QCA, p. 3). The second principle that I will be discussing is how assessment for learning focuses on how students learn. ` If children don’t learn the way we teach perhaps we should teach the way they learn (Eppig, 1981). ’ The process of learning has to be in the minds of both the learner and the teacher. Assessment for learning helps those pupils, who do not always find learning easy, to make progress. ‘Planning for personalised learning focuses on what teachers need to do ,individually and collaboratively ,to develop assessment for learning and personalise learning by establishing supportive conditions for learning’(AFL,Primary Framework). When we do our assessment of a lesson we have to consider the different styles in which pupils learn. Day to day assessments is an on going and essential part of teaching and learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be made and identify the next steps to take (national strategies standard) . When undertaking assessment of pupils, teachers use their knowledge of individual children in deciding on how to go about assessing the pupil. `Research on grading pupils, shows that children are less motivated and often demoralised when they are continually compared to each other. They need to know the criteria for the next level above ,but they do not need to know what that level is called. (Clarke,2001,p. 74)’ We have to consider the nature and level of support that the pupil receives as part of a normal classroom routine. The tasks and assessments are intended to assess a child’s ability in fair and a comparable way. If a child is a visual learner and for the assessment to be fair to him we adapt the test by having pictures inserted as well as questions. For those children that are auditory learners we read out the questions to the whole class and this enables them to fulfil their learning style. In our setting we have a working wall where the children are able to see what the objective and the success criteria of the lesson are. Appendix 4 On the working wall for the visual learner, we have two eyes to show what the teacher is looking for and ears to show the children to listen. For those children where English is an additional language we have support staff that are available while the test is taking place, so the staff can help where appropriate. Our school aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. We achieve educational inclusion by continually reviewing what we do, by monitoring data, and through asking ourselves questions about the performance of these individuals and groups of pupils. In our setting there is a boy that is very able but his writing skills are very poor. His fine and gross motor skill are underdeveloped so to get the best out of him, he does all his work on the computer which is then assessed. Children that are on the S. E. N . register have their own I. E. P. ’s to work from with their allocated support staff, once their target is achieved they move on to the next target from their P-scales. The third principle that I would like to discuss is that assessment for learning should be recognised as central to classroom practice. Tasks and questions should prompt learners to demonstrate their knowledge, understanding and skills. In our setting assessment for learning is recognised as central to classroom practice. In the Foundation unit the teachers usually plan the lesson with the ideas given by children. On a Friday afternoon the teacher has circle time with her class where she starts off with a basic topic and the children then give ideas on what they would like to do around the topic. In considering the ideas of the children it prompts the learners to learn and helps with the ongoing of assessments. I did a lesson on electricity in a year2 class which I was covering . In order for me to assess the children I asked a lot of open questions which prompted them to answer. The open questions gave the children the opportunity and encouraged them to think beyond the literal. ‘Research on wait-time showed that teachers need to leave five seconds after asking children a question, to allow them to respond. This is the optimum time it takes to process the question to formulate the answer (Clarke, 2001. p. 87). After having watched the classroom experiment I was able to take on board the idea of waiting time which I now religiously apply. ` Increasing waiting time after asking questions proved difficult to start with due to my habitual desire to â€Å"add† something almost immediately after asking the original question. The pause after asking the question was sometimes â€Å"painful. † It felt unnatural to have such a seemingly â€Å"dead† period, but I persevered. Given more thinking time, students seemed to realize that a more thoughtful answer was required ‘(D e r e k, Century Island School). The negative side to the waiting time is that some teachers wait for two seconds before they either ask another child or answer the question themselves . Children often then do not try to think of a response, because they know that the answer would be given or another child would be asked to answer. The lesson was very inter-active I was able to assess whether my success criteria was achieved. When I handed the worksheets to the children I had asked them to write the learning objective below the date and to refer to it when they were doing there work. The fourth principle that I would be discussing is that learners should receive constructive guidance about how to improve their learning. `An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes â€Å"formative assessment† when the evidence is actually used to adapt the teaching work to meet learning needs (Black and William, 1989). Most learners are curious to know how they have done in a task . `Feedback is sometimes seen as part of a behaviourist approach to learning ,where it is part of the sequence stimulus-response –reinforcement (Wragg,2001,p. 27). The aim of marking in our setting is to improve the quality of teaching and learning in the classroom. Whilst doing my researchÃ'Ž I found out that Nancy from Riverside school says that her marking has developed from comments with targets and grades, which is the school policy, to comments and targets only. Pupils do work on targets and corrections more productively if no grades are given. Marking is an integral part of assessment and target setting and the outcomes inform short, medium and long term planning. Its rationale is to enable every child to achieve their full potential. It is recognised that one to one oral feedback is most valuable for young children. It should remind the child of the learning intention and emphasise the positive aspects of the child’s practical or recorded work. ` Various research studies have concluded that feedback is most useful when it focuses on the learning intention of the task rather than other features of the work’(Clarke,2001,p. 50). In our setting the minimal response for all written work is that it should be initialled and dated to acknowledge that it has been seen. Maths work is usually ticked if correct and marked with a bullet point to signify that the answer needs to be checked. In UIS traffic lights are used to indicate whether the child has achieved the success criteria for the task. Green-learning objective met, orange-a few examples of learning objective having been met, red-learning objective not met, need to see the teacher. (Appendix 5). When a child meets the learning objective the work may be underlined or highlighted in some way to acknowledge the child’s success. Smiley faces are used to indicate good effort. Whilst doing my research and talking to other teachers in school I found out that each child gets a detailed feedback of their work at regular intervals. This detailed feedback could be oral or written and should be specific and related to the learning intention set for the particular piece of work. Feedback needs to indicate areas where improvements or next step targets are to focus. It is important to allow children the time to reflect on the feedback and make improvements to a specific piece of work. The fifth principle that I would like to discuss is assessment for learning develop learners’ capacity for self-assessment so that they can become reflective and self managing. `In practice, peer assessment turns out to be an important complement to self-assessment. Peer assessment is uniquely valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher’(Black and William. p. 6). Peer assessment and self-assessment is much more than children marking their own or each other’s work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress. `Research shows that if self-evaluation is linked with the learning intention of a task, children’s progress, persistence and self-esteem is improved(Black and William,1998). The development of peer assessment and self-assessment takes planning, time, patience and commitment. When children don’t understand the intended learning outcomes they find it difficult to move beyond superficial criteria related to neatness and spelling. By using a range of strategies and by dedicating time to allow children to reflect on and discuss their learning teachers can develop children’s peer assessment and self-assessment skills. ` Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with desire and the capacity to take charge of their learning through developing the skills of self-assessment (Assessment Reform Group, 2002)’. UIS trains children to use the traffic light system to indicate directly on their work to what extent they feel they have achieved the learning objective of their given task and how secure they feel they are in their learning. This helps the teacher to identify if a child is having any difficulty and this also give the children confidence in seeking help. The negative aspects of using the traffic light system at right at the end of the lesson is that some children who are over confident tend to rank their achievement very high and those children that have low confidence tend to under estimate themselves. Teachers in our setting also encourage children use the thumbs up that is when a child is confident they have achieved what was expected of them, thumbs sideways which indicates that they are half way there in understanding the objective ,but could achieve more and thumbs down which indicates that the child does not really understand and needs a bit more help. In order to develop pupil’s skills with self assessing their work we use prompt questions which the children can think about when reviewing their work. Pupils need to be able to assess their own progress to become more independent learners. ` One of the reasons peer assessment is so valuable is because children often give and receive criticisms of their work more freely than in the traditional teacher/child interchange. Another advantage is that the language used by children to each other is the language they would naturally use, rather than school language’ (Black et al, 2003). We regularly do peer marking which I find very helpful indeed. A lot of misconceptions come to the fore, and we then discuss these as we are going over the work. I then go over the peer marking and talk to pupils individually as I go round the room. Peer evaluation works really well because children learn from each other where they have gone wrong and how to put it right. The advantage of peer assessment is that children get to work with different children and they get a wide idea on how the pupil has achieved their success criteria. Some children assume that the more able children never find anything difficult, but this process makes them aware that all learners find some aspects difficult. After having done all my research I have found that the most important aspect of assessment is to have the learning intention and success criteria in focus. In UIS, with the self –evaluation strategies that we use it develops children’s awareness of their learning needs as well as open doors for teachers to get a better understanding of the pupil. Some teachers tend to give feedback to pupils on areas that are not of much relevance to the objective. It takes a while to get into the habit of giving appropriate and relevant feedback but the strategy is simple, make sure that the learning intention is mentioned first and then talk about the secondary features. If it is necessary to mention the secondary features, then say it in a very low tone to the pupil concerned. `As the research demonstrates, formative assessment makes a significant difference to children’s progress –in their ability to be confident, critical learners, to achieve more than ever before and in raising their self-esteem. In a world of continuing pressure, it is good to know that we are making a real difference to children’s lives. (Clarke, 2001, p139). ’Pupils enjoy finding that other children often have the same thoughts, share similar feelings on a particular subject, and have similar problems or successes whilst doing self-evaluation assessment. Ofsted had done a survey on 43 schools and found that 7 of these schools were inadequate in their assessment for learning. `Where assessment for learning had had less impact, the teachers had not understood how the approaches were supposed to improve pupils’ achievement. In particular, they used key aspects of assessment for learning, such as identifying and explaining objectives, questioning, reviewing pupils’ progress and providing feedback without enough precision and skill. As a result, pupils did not understand enough about what they needed to do to improve and how they would achieve their targets. Teachers did not review learning effectively during lessons; opportunities for pupils to assess their own work or that of their peers were infrequent and not always effective’(Ofsted). Michael Fullan also suggests that many educational innovations have been frustrated by the inherent but understandable ‘conservatism’ of teachers. He suggests that real change will only occur where teacher beliefs about teaching and learning have been significantly altered. Education is littered with examples of innovations that have either failed or only been partially implemented because teachers weren’t convinced the change was necessary and would result in real improvement. The result has been that they merely modify their practice at the edges and then abandon the change after a while because it ‘didn’t work for them’. More effective use of assessment, particularly formative assessment, will require many teachers to reconsider their approach to teaching and learning and to re-evaluate their working practices’(Weeden,2002,p. 127). Therefore if schools and teachers want to make changes they have to have the subject knowledge, be committed and dedicated to continually re-examine their teaching styles. Reference Assessment Reform Group (2002) Assessment for Learning: Ten Principles [online] Available from:www. assessment-reform-group. org. uk [Accessed 19th December 2010]Ã'Ž Black, P. ,and Wiliam,D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan Vol 80, 139-149. [Accessed: 19th December 2010] Clarke,S. (2001). Unlocking formative Assessment . London: Hodder and Stoughton Clarke,S. (2005)Formative Assessment in Action London:Hodder and Stoughton Eppig, P. (1981) Education by design –used in the UK as Critical Skills program by [emailprotected] (Bristol Education Action Zone) Weeden,P. Winter,J. Broadfoot,P. (2002). Assessment-Whats in it for Schools. [online] London: Routledge Falmer. p. 127. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] Wragg,E. C (2001). Assessment and Learning in the Primary School [online]. London: Routledge Falmer. p. 27. Available from: http://northampton. np. eblib. com [Accessed:27th December 2010] QCA (1999) Keeping Track,Qualification and Curriculum Authority. http://nationalstrategies. standards. dcsf. gov. uk/primary/primaryframework Appendices 1. Lesson plan 2. Annotated Lesson Plan 3. Assessment sheets 4. working wall 5. Traffic lights.