Contemporary Status of Women in the Us

Women have come a long way from the early 1900’s when they gained their equal right to vote, to now where it seems women have equal rights to do just about anything. Women have been increasingly joining the economic work force since the last 100 years or so. Although, women in the work force have been increasing in numbers are they given an equal and fair chance compared to that of men? A quick glance on the subject would suggest that women are given equal and fair chances in the work force; however, upon closer inspection it seems women in fact are not given the same fair and equal opportunities as men.Women are subjected to occupation gender segregation and unfair pay gaps in comparison to men. Nevertheless, women are working diligently and successfully to break down these unjust barriers that are keeping them from having equal opportunities. According to Margaret L. Andersen and Dana Hysock Witham, in Thinking about Women: Sociological Perspectives on Sex and Gender, gender segregation is â€Å"the pattern whereby women and men are situated in different jobs thought the labor force† (128).This can be made an example of in obvious occupations such as: kindergarten and preschool teachers, nurses, librarians, and house cleaners, versus college professors, doctors, lawyers, and construction works. The former, when typically imagined, the first image that comes to mind is a woman, whereas the latter is associated with a man. These occupations are associated with certain genders because generally speaking those jobs are and have traditionally been a certain gender dominated. Philip N. Cohen, and Matt L.Huffman, in Occupational Segregation and the Devaluation of Women's Work Across U. S. Labor Markets, hypothesis that gender segregation in the workforce exists because of the â€Å"discrimination both in the allocation of workers across the job categories and in how female-dominated jobs are rewarded relative to male-dominated jobs† (882). Women are â€Å"blocked access† to typical male dominated jobs because of social ideas and cultural norms that say that women cannot effectively do the work of men, which requires intellect, leadership, hard labor, and other skills traditionally associated with men.Rather, women are kept in low paying jobs that often do not lead to promotions and involve skills that they have traditionally been known for, such as cooking, cleaning, taking care of children, obeying men’s orders, and things of that nature. Because women and men are kept in jobs that relate to their traditional gender based skills, it creates a segregation of the labor force instead of creating a heterogeneous labor force were men and women are equally interested in and are hired in certain occupations.Women’s work is also often undervalued in society, especially in comparison to the work of men. Because of this undervaluing of women’s work women are additionally rewarded far less than men are. A wage gap is the difference between the earnings of men and women in the workforce. Today â€Å"women earn only 77 percent of what men earn, at least on average† (DeNavas-Walt qtd. in Andersen and Hysock Witham 137). The wage gap between women and men can be attributed to occupational segregation and wage discrimination.Occupational segregation places women in lower skilled jobs that underutilize and devalues women’s skills and potential to work and be successful in the labor force (Karamessini and Ioakimoglou 34). Employers usually pay their employee’s wages that they see fit in relation to, how much they deem an employee and his or her skills are worth in the company, and how they contribute to the company. Because women’s work and skills are undervalued by a majority of society they are in turn paid less compared to men.Additionally, women usually seek out or are put into jobs that are women dominated. Again since women’s work is undervalued, on ce an occupation becomes a woman dominated occupation, the job itself becomes less valuable and people in that job eventually are paid less in that occupation compared to if it had been a male dominated occupation. The wage gap is also impacted by wage discrimination. The unequal pay of women based on gender rather than qualifications and skills is wage discrimination. In Joel T. Nadler and Margaret S.Stockdale’s article, Workplace Gender Bias: Not Just Between Strangers they quote Kolesnikova ; liu , â€Å"Although the gender wage gap has been decreasing over the last thirty years there is still a difference in salary between men and women in similar careers with similar experience† (282). Women are still being paid less than men despite having equal or better fit skills and or qualifications than men. Women are making progress in making the wage gap between men and women non-existent, however, progress has been slowing.Women are slowly but surely making significant p rogress in leveling the playing field in the labor market for both men and women. Progress can be seen in closing the wage gap between genders and in the desegregating of gender based jobs. â€Å"The earnings gap between men and women has shrunk to a record low†¦Ã¢â‚¬  (Dennis 01a). Dennis attributes it to the prosperity of women in the 21century economy and the fact that the recession has negatively affected men’s pay. He additionally continues to discuss how not only has white women’s wages increased, black women’s wages have also seen an increase in the past nine years.Women’s wages have been slowly increasing and becoming even with that of men. This increase can be attributed to women breaking down barriers of gender segregation in the work force. â€Å"Women have been moving into high-paying professional jobs such as accountants, lawyers and physician† (Dennis 01a). These occupations are typically male dominated. However, it seems in re cent years the occupations’ genders have been less homogenous and more of an even or close to even mixture of both genders.As women are taking over more male dominated jobs, such as perhaps managerial jobs, it seems that there are sacrifices that women have to make where as men usually do not. â€Å"Studies indicate career oriented women are more likely to delay relationships or children in order to advance their careers† (Hoffnung qtd. Nadler and Stockdale 282). Because women are taking on traditionally male dominated occupations they are under extra scrutiny and watch, therefore, women feel the pressure to perform well and make sacrifices in the name of their job.Women can feel that in order to be successful they are required to choose work over family life. The pressures over performing well in a women’s career life and also balancing their social or family life can create anxiety and unhealthy stress for women. Although, women have been successful in further closing the wage gap and breaking down gender segregation within the workforce, their progress it seems has also come at the price of choosing a career or a family.Although women have come a long way since the early 1900’s it seems that they are still subjected to unequal treatment compared to men. Women face gender segregation in the workforce which makes it difficult to attain prestigious and high paying jobs. Women are also subjected to being paid less than men regardless of having equal or superior skills. Nevertheless, women are facing these obstacles head on. Women are now more than CEO’s, they are leveling the playing field between genders in the labor force and re demanding, and showing that they deserve equal pay. Works cited Andersen, Margaret L. , and Dana Hysock Witham. Thinking About Women, SociologicalPerspectives On Sex And Gender. 9. Boston : Prentice Hall, 2010. Print. â€Å"Closing The Gender Gap. † Society 30. 3 (1993): 3. Academic Search Pre mier. Web. 29 Oct. 2012. Cohen, Philip N. , and Matt L. Huffman. â€Å"Occupational Segregation And The Devaluation Of Women's Work Across U. S. Labor Markets. † Social Forces 81. 3 (2003): 881-908. Academic Search Premier. Web. 28 Oct. 2012. Dennis, Cauchon. Gender pay gap smallest on record. † USA Today n. d. : Academic Search Premier. Web. 28 Oct. 2012. Karamessini, Maria, and Elias Ioakimoglou. â€Å"Wage Determination And The Gender Pay Gap: A Feminist Political Economy Analysis And Decomposition. † Feminist Economics 13. 1 (2007): 31-66. Academic Search Premier. Web. 28 Oct. 2012. Nadler, Joel T. , and Margaret S. Stockdale. â€Å"Workplace Gender Bias: Not Just Between Strangers. † North American Journal Of Psychology 14. 2 (2012): 281-291. Academic Search Premier. Web. 28 Oct. 2012.

Korean Domestic Violence essays

Korean Domestic Violence essays Korean Domestic Violence A 48-year old Korean woman, mother of two sons, has been living in Los Angeles for seven years now. On the evening of July 15, 1997, her husband comes home late at night from his financially shaky liquor store in East LA. He is tired and frustrated from the deception of an American dream once promised to him eight years ago. A small negative remark by the Korean woman causes the husband to unleash several strikes to her face with his open hand. She sustains several bruises on her face and a bloody nose, yet she says nothing and accepts the punishment as if it were inescapable event. She goes to sleep that night angered at herself for causing the outbreak and despaired with the fact that she will be offered no guarantees of safety for the next day. Spousal abuse has been a consistent problem in American society. A general survey has shown approximately 4 million cases of domestic violence had occurred in America in one year. Among those 4 million, 95% of the cases are reported to be women. (Ho Kim, 1999, pp.5-7) The common emphasis is on America as a whole, but the situations of Korean American women have been seriously overlooked until recent times. Underneath the vague statistical lines, several contributing factors mark a great difference when approaching this problem. The cultural background and pressures of acculturation into the American culture have left Korean women as "legitimate victims" and have also left them with even smaller avenues of escaping abuse.(Agnew, 1998, p.2) The national statistics reveals that domestic violence is one of the leading causes of injury to women between the ages of 15 and 44. (Mehrotra,1999, p.16) There has yet to be a distinct number of domestic violence surveys on Asian Americans alone. The few surveys that have been conducted recently show dramatic numbers. In Massachusetts, Asians made up 18% of the victims killed as a result of domestic violence ...

About the U.S. Department of Justice (DOJ)

About the U.S. Department of Justice (DOJ) The United States Department of Justice (DOJ), also known as the Justice Department, is a Cabinet-level department in the executive branch of the U.S. federal government. The Justice Department is responsible for enforcing the laws enacted by Congress, administration of the U.S. justice system, and ensuring that the civil and constitutional rights of all Americans are upheld. The DOJ was established in 1870, during the administration of President Ulysses S. Grant, and spent its early years prosecuting members of the Ku Klux Klan. The DOJ oversees the activities of multiple federal law enforcement agencies including the Federal Bureau of Investigation (FBI) and the Drug Enforcement Administration (DEA). The DOJ represents and defends the U.S. government’s position in legal proceedings, including cases heard by the Supreme Court. The DOJ also investigates cases of financial fraud, administers the federal prison system, and reviews the actions of local law enforcement agencies according to the provisions of the Violent Crime Control and Law Enforcement Act of 1994. In addition, the DOJ oversees the actions of the 93 U.S. Attorneys who represent the federal government in courtrooms nationwide. Organization and History The Department of Justice is headed by the United States Attorney General, who is nominated by the President of the United States and must be confirmed by a majority vote of the U.S. Senate. The Attorney General is a member of the President’s Cabinet. At first, a one-person, part-time job, the position of Attorney General was established by the Judiciary Act of 1789. At the time, the duties of the Attorney General were limited to providing legal advice to the president and Congress. Until 1853, the Attorney General, as a part-time employee, was paid substantially less than the other Cabinet members. As a result, those early Attorneys General typically supplemented their salary by continuing to conduct their own private law practices, often representing paying clients before state and local courts in both civil and criminal cases. In 1830 and again in 1846, various members of Congress tried to make the Attorney Generals Office a full-time position. Finally, in 1869, Congress considered and passed a bill creating a Department of Justice to be headed by a full-time Attorney General. President Grant signed the bill into law on June 22, 1870, and the Department of Justice officially began operations on July 1, 1870. Appointed by President Grant, Amos T. Akerman served as America’s first Attorney General and used his position to vigorously pursue and prosecute Ku Klux Klan members. During President Grants first term alone, the Justice Department had issued indictments against Klan members, with over 550 convictions. In 1871, those numbers increased to 3,000 indictments and 600 convictions. The 1869 law that created the Department of Justice also increased the Attorney Generals responsibilities to include the supervision of all United States Attorneys, the prosecution of all federal crimes, and the exclusive representation of the United States in all court actions. The law also permanently barred the federal government from using private lawyers and created the office of Solicitor General to represent the government before the Supreme Court. In 1884, control of the federal prison system was transferred to the Justice Department from the Department of the Interior. In 1887, enactment of the Interstate Commerce Act gave the Justice Department responsibility for some law enforcement functions. In 1933, President Franklin D. Roosevelt issued an executive order giving the Justice Department responsibility for defending the United States against claims and demands filed against the government. Mission Statement The mission of the Attorney General and the U.S. Attorneys is: â€Å"To enforce the law and defend the interests of the United States according to the law; to ensure public safety against threats foreign and domestic; to provide federal leadership in preventing and controlling crime; to seek just punishment for those guilty of unlawful behavior; and to ensure fair and impartial administration of justice for all Americans.†

Global Forces, Local Diversity Essay Example | Topics and Well Written Essays - 750 words

Global Forces, Local Diversity - Essay Example According toâ€Å"Peakbagger.com† The Appalachian Mountains act as recreational site with numerous parks and the Appalachian Trail used by stout hikers globally (Web). The mountain ranges remain one of the most significant geographical and historical features in the world especially due to its uniqueness and bigger size. Possibly, if the Appalachians could have been located in a different place it could still maintain its geographical influence but different cultural and economic influence. The mountains could not affect the natives or the first settlers equally because there must have been different cultural background of the settlers. Suppose the Appalachians could have been located in Africa or Asia, initially the name and the culture of people around it would have been traced back to the original African or Asian culture. Some of the features of the mountains especially the ice cover and vegetation cover may have also been altered depending on the climate and activities taking place in that particular region. â€Å"The Moonlit Road† asserts that the culture of the people living around the Appalachian Mountains was a mixture of different cultures from England, Scotland, and Germany settlers who were seeking land, freedom, and new opportunities thus making the region multi-cultural region especially at the modern age when most people around the world have gone to seek for employment. Some Americans also think that the Appalachians are not well educated and all these could be attributed to the fact that the regions’ topography could not favor infrastructural development. The Appalachians are not as civilized as other parts of America and are sometimes referred to as hicks, rednecks, and hillbillies (â€Å"Peakbagger.com† Web). â€Å"The Moonlit Road† posits that European settlers greatly influenced the social disruption, which resulted into environmental disruption especially due to introduction of plants and animals from Europe. The indigenous however initially d epended on the valuable resources provided by the Appalachia region such as wildlife to be hunted, fish from the sparkling rivers as well as logs that helped them in building houses. There were also some unique cultures such as casual mountain dances practiced by the Appalachians (â€Å"Peakbagger.com† Web). It is also worth noting that most of the Appalachians could not fully dwell on farming because the mountains were rocky and hilly thus hindering their ability to make a living out of farming. This led to some disheartening conditions such as widespread of poverty that eventually led to widespread disease infections and malnutrition amongst the population specifically the children. According to â€Å"Peakbagger.com† economic activities within the Appalachian regions vary from fishing, farming, manufacturing, and commerce. There are also notable coals as well as natural gas in the Appalachian plateau as well as valuable iron ore deposits. Nonetheless, there are eleme nts of chronic poverty experienced in Appalachian region particularly in the southern regions. This is really appalling because the region is endowed with extensive natural resources. It is indeed devastating to experience extreme poverty and severe economic hardship and even the effect of globalization which seems to do more harm than good. Chief export for

Discussion Board Post Response Essay Example | Topics and Well Written Essays - 250 words - 32

Discussion Board Post Response - Essay Example In simple terms, the vision and mission of an organization outlines future targets and explicates where the organization wants to be in a specific timeframe. Therefore, analyzing the vision and mission would help identify factors hindering the achievement of projected targets, factors supporting or facilitating achievement of positive results, as well as gaps that would need further action. Doris, I concur with your discussion. in that communication, monitoring, and continued assessment are imperative factors in identification of obstacles and strong points. Ghazinoory, Abdi and Azadegan-Mehr (2011, p.24) define SWOT analysis as "A widely used tool for analyzing internal and external environments in order to attain a systematic approach and support for decision situations". The y further outline internal factors to include operations as they are factors that the organization has control over (Ghazinoory, Abdi and Azadegan-Mehr, 2011). In reference to your unmet need, monitoring patients falls through distance video monitoring is prove that the environment is being analyzed. When falls are identified and the cause identified, informing the management is important as they are the primary decision makers. By informing the management, action plans can be implemented to help reduce the falls. In this regard, I agree that continual communication with Directors of Resource Ma nagement and Professional Practice is essential in SWOT analysis. Hamidi, K., &Delbahari, V. (2011). Formulating a strategy for a university using SWOT technique: A case study. Australian Journal of Basic & Applied Sciences, 5(12), 264– 276. Retrieved from

Distance Learning Essay Example | Topics and Well Written Essays - 1000 words

Distance Learning - Essay Example This is considered a significant problem to the people who have chosen to use this mode of studying, so as to meet the requirements of their courses and the relevant units in their field of study. In addition to this, the students may lack proper guidance because they are not near the learning institutions. Although there are some cases where the issue of implementing distance learning can affect the individuals’ concentration, the use of distance learning with a combination of technology has been effective and should be considered for use so that people can be able to study and do other types of tasks at the same time developing the nation. Relative to many studies that have been carried out, the traditional way of studying was done by ensuring all students were in the institution, and all the activities were carried out in an environment where there was a protocol to be followed. This meant that all the lessons were to be attended, and all the concentration was to be in the classroom environment (Chickering and Gamson 5). The implementation of the traditional way of learning, however, affected the way of operation of other students as they felt uncomfortable working under strict rules and regulations in their studies. This meant that they had to look for other ways, which could enable them to operate under some free environment, and this affected their relationship with the instructors. The issue of having to implement the distance learning to students have also been analysed from those who have been using the method before and different individuals had different reasons as to why the idea was either effective or not, to their studies. Relative to those who had experienced working with distance learning, they had to complain about the congestion that was being experienced in rooms, that were used for chatting as they studied. This meant that, the work they were being given had to delivered to them after the time required and students also had to give i n the work after the time that they were expected to submit. This influenced the way that the students and the instructors operated (Mantyla and Richard 12). The traditional way of studying, however, is being replaced with the introduction of technology in the world today. This has led to people having to learn from their own comforts, and finally being awarded a certificate in the long run after they are through with their course work and examinations. Benefits of Distance Learning Distance learning has been immensely beneficial to the environment as it influences the operations being carried out by the people, as well as the organizational aim to improve the economy of the nation. This is mainly because, individuals can be able to work as they study and finally have all the requirements of the society met within a specified range of time (Chickering and Ehrmann 7). The time that is needed for several years of study can be reduced by ensuring that an individual embraces the use of distance learning. This is mainly because, the individual will have time to work as they study at the same time. This ensures that as the individual works they also get some income to help them improve their living standards and work according to the requirements of their families and society. Distance learning helps those individuals who are not able to be found at the place of study because of various reasons that they can hardly avoid.

Displays the result Essay Example for Free

Displays the result Essay To improve legibility the comments are displayed to the right of every TOM line of code, and not in the standard style. read keyin Reads data inputted by keyboard and stores in the store location keyin load keyin Loads data from the store location keyin in to the accumulator sub minus Subtracts the store location minus from the accumulator store display Stores value in accumulator in the store location display print display Displays contents of the store location display on the screen stop Stops program execution minus data. 1 Initialises a store location minus with the value 1 in it keyin data 0 Initialises a store location keyin with the value 0 in it display data 0 Initialises a store location display with the value 0 in it 2. Write a TOM program that reads a number from the keyboard, multiplies it by 2, reads another number b from the keyboard, multiplies it by 3, and then displays the result. In other words, evaluate 2*a+3*b. read keyin1 Reads data inputted by keyboard and stores in the store location keyin1 load keyin1 Loads data from the store location keyin1 in to the accumulator mult val1 Multiplies the accumulator by the store location val1 store display Stores value in accumulator in the store location display read keyin2. Reads data inputted by keyboard and stores in the store location keyin2 load keyin2 Loads data from the store location keyin2 in to the accumulator mult val2 Multiplies the accumulator by the store location val2 add display Adds the store location display to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution val1 data 2 Initialises a store location val1 with the value 2 in it val2 data. 3 Initialises a store location val2 with the value 3 in it keyin1 data 0 Initialises a store location keyin1 with the value 0 in it keyin2 data 0 Initialises a store location keyin2 with the value 0 in it display data 0 Initialises a store location display with the value 0 in it total data 0 Initialises a store location total with the value 0 in it 3. Write a TOM program that displays two numbers, entered from the keyboard, in descending numerical order. read keyin1 Reads data inputted by keyboard and stores in the store location keyin1 read keyin2. Reads data inputted by keyboard and stores in the store location keyin2 load keyin1 Loads data from the store location keyin1 in to the accumulator sub keyin2 Subtracts the store location keyin2 from the accumulator jifz lower Transfers control to the instruction lower if the zero flag is set print keyin1 Displays contents of the store location keyin1 on the screen print keyin2 Displays contents of the store location keyin2 on the screen stop Stops program execution lower print keyin2 Displays contents of the store location keyin2 on the screen print keyin1. Displays contents of the store location keyin1 on the screen stop Stops program execution keyin1 data 0 Initialises a store location keyin1 with the value 0 in it keyin2 data 0 Initialises a store location keyin2 with the value 0 in it 4. Write a TOM program that reads a number N from the keyboard and displays the sum of all integers from 1 to N i. e. 1+2+3+ +N. read keyin. Reads data inputted by keyboard and stores in the store location keyin loop load sofar Loads data from the store location sofar in to the accumulator add one Adds the store location one to the accumulator store sofar Stores value in accumulator in the store location sofar add total Adds the store location total to the accumulator store total Stores value in accumulator in the store location total load sofar Loads data from the store location sofar in to the accumulator sub keyin Subtracts the store location keyin from the accumulator jifn loop. Transfers control to the instruction loop if the sign flag is set print total Displays contents of the store location total on the screen stop Stops program execution keyin data 0 Initialises a store location keyin with the value 0 in it one data 1 Initialises a store location one with the value 1 in it sofar data 0 Initialises a store location sofar with the value 0 in it total data 0 Initialises a store location total with the value 0 in it Alternatively, a more mathematical approach would be to use the below program. Observing the numbers inputted and outputted from the above program, I was able to find a relationship between the two numbers, this can be summarised by the below formula: (N x 0. 5) + 0. 5 x N = TOTAL The program using the above formula is simpler to write, uses far less processor cycles, and therefore far more efficient. read keyin Reads data inputted by keyboard and stores in the store location keyin load keyin Loads data from the store location keyin in to the accumulator mult val Multiplies. the accumulator by the store location val add val Adds the store location val to the accumulator mult keyin Multiplies the accumulator by the store location keyin store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution keyin data 0 Initialises a store location keyin with the value 0 in it val data . 5 Initialises a store location val with the value 0. 5 in it total data 0 Initialises a store location total with the value 0 in it TOM2 1. A mobile telephone company, Odear, makes a monthly standing charge of i 12. 50 and charges 5 pence per local call. Write a TOM program that reads the amount of calls made and displays the total monthly bill. read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen stop Stops program execution total data. 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it 2. Expand your program of (1) so that the program jumps back to the beginning, ready to calculate another bill instead of ending. start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate. Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen jump start Transfers control to the instruction start stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it 3. Whats wrong with the program in (2)? The program has no way of ending (normally), and will therefore loop continuously. 4. Modify (2) so that if the user enters 0 for the number of units the program terminates. start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator sub check Subtracts the store location check from the accumulator jifz end Transfers control to the instruction end if the zero flag is set mult rate. Multiplies the accumulator by the store location rate add standing Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen jump start Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it check data 0 Initialises a store location check with the value 0 in it 5. Now modify (4) so that the user can tell the system how many bills to calculate and the program terminates after running that many times. read billnum Reads data inputted by keyboard and stores in the store location billnum start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing. Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen load billnum Loads data from the store location billnum in to the accumulator sub billsub Subtracts the store location billsub from the accumulator store billnum Stores value in accumulator in the store location billnum jifz end Transfers control to the instruction end if the zero flag is set jump start. Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 12. 50 Initialises a store location standing with the value 12. 50 in it rate data . 05 Initialises a store location rate with the value . 05 in it billnum data 0 Initialises a store location billnum with the value 0 in it billsub data 1 Initialises a store location billsub with the value 1 in it 6. Finally, modify the program of (5) so that the user can first enter the price per unit, and the standing charge. Read rate Reads data inputted by keyboard and stores in the store location rate read standing Reads data inputted by keyboard and stores in the store location standing read billnum Reads data inputted by keyboard and stores in the store location billnum start read calls Reads data inputted by keyboard and stores in the store location calls load calls Loads data from the store location calls in to the accumulator mult rate Multiplies the accumulator by the store location rate add standing. Adds the store location standing to the accumulator store total Stores value in accumulator in the store location total print total Displays contents of the store location total on the screen load billnum Loads data from the store location billnum in to the accumulator sub billsub Subtracts the store location billsub from the accumulator store billnum Stores value in accumulator in the store location billnum jifz end Transfers control to the instruction end if the zero flag is set jump start. Transfers control to the instruction start end stop Stops program execution total data 0 Initialises a store location total with the value 0 in it calls data 0 Initialises a store location calls with the value 0 in it standing data 0 Initialises a store location standing with the value 0 in it rate data 0 Initialises a store location rate with the value 0 in it billnum data 0 Initialises a store location billnum with the value 0 in it billsub data 1 Initialises a store location billsub with the value 1 in it Modifications in TOM2 In question 1, the program initialises four store locations; rate to store the standard call rate of 0. 5, standing to store the standing charge of 12. 50, calls to store the number of calls made and total to store the total bill. The programs reads a value inputted by the user (number of calls), multiplies this value by the call rate, adds the standing order and displays it. Question 2 introduces a loop after the total has been displayed to the start of the program so that user may calculate another bill, this however is not ideal as there is no correct way to terminate the program normally. Question 4 combats this problem by allowing the user to enter 0 to terminate the program. This is done by introducing an additional store location called check with the value 0 assigned to it. The program subtracts check from the number of calls entered, if the result is 0 (0 0 = 0) then the zero flag is set, the jifz statement then transfers control to the end of the program, where it terminates normally. Question 5, in addition to the store location used in question 1 introduces two more; billnum to store the number of bills required and billsub, a store location containing the value 1. The user initially enters the number of bills required, this is stored in billnum, the program then calculates the bill in same way as question 1. After the bill has been displayed, the program subtracts billsub (1) from the number of bills, if the result is zero (ie no more bill to calculate) the zero flag is set, and using the jifz statement jumps to the end of the program. If the zero flag is not set (more bills to calculate) the program is looped back to enter more bill details. Question 6, allows the user to enter the standing charge, rate of calls and number of bills before the bills are calculated, these are stored in their respective locations (standing, rate and billnum) before the program continues to execute in the same way as question 5. CSO Tutorial 4 Exercise 2. 1 We wish to compare the performance of two different machines: M1 and M2. The following measurements have been made on these machines: Program Time on M1 Time on M2 1 10 seconds 5 seconds 2 3 seconds 4 seconds Which machine is faster for each program and by how much? For program 1, M2 is 5 seconds(or 100%) faster than M1. For program 2, M1 is 1 second (or 25%) faster than M2. Exercise 2. 2 Consider the two machines and programs in Exercise 2. 1. The following additional measurements were made: Program. Instructions executed on M1 Instructions executed on M2 1 200 x 106 160 x 106 Find the instruction execution rate (instructions per second) for each machine running program 1. Instructions executed = Instructions per second (instruction execution rate) time(seconds) M1 200000000 = 20000000 10 = 20 x 106 Instructions per second or 20 Million Instructions per second M2 160000000 = 32000000 5 = 32 x 106 Instructions per second or 32 Million Instructions per second Exercise 2. 3 If the clock rates of machines M1 and M2 in Ex 2. 1 are 200 MHz and 300 MHz respectively, find the clock cycles per instruction (CPI) for program 1 on both machines using the data in Ex 2. 1 2. 2. Clock rate = clock cycles per instruction (CPI) Instruction execution rate M1 200000000 = 10 clock cycles per instruction (CPI) 20000000 M2 300000000 = 9. 375 clock cycles per instruction (CPI) 32000000 Question 4 Draw a full flowchart of the final TOM program produced at the end of exercise TOM2. This should include all the instructions, loops and all the program labels in the appropriate places.