Intel 8. 08. 5 - Wikipedia. The Intel 8. 08. 5 (. However, it requires less support circuitry, allowing simpler and less expensive microcomputer systems to be built. The . This brought it up with the competing Z8. CPU introduced the year before. These processors could be used in computers running the CP/M operating system. The 8. 08. 5 is supplied in a 4. DIP package. To maximise the functions on the available pins, the 8. However, an 8. 08. Intel manufactured several support chips with an address latch built in. These include the 8. KB of EPROM and 1. I/O pins, and the 8. RAM, 2. 2 I/O pins and a 1. The multiplexed address/data bus reduced the number of PCB tracks between the 8. NIST's computer security publications (FIPS, NIST Special Publications, NISTIRs and ITL Security Bulletins) grouped by topic. Compensation; Classified Staff; Job title list and specs; Job title list and specs. For more information on the subjects and terms used on this table, see the UW compensation plan guide and glossary. For printable versions of. Sparks AAA 1 Mite Minor Team Wins Presidents' Day Tournament! Congratulations to the Minuteman Sparks 2007 Mite Minor AAA Division 1 Team on winning the Presidents' Day Mite Invitational Tournament! SynEdit SynEdit is a syntax highlighting edit control, not based on the Windows common controls. SynEdit compiles with both Delphi and Kylix, and should work with CBuilder, although this is *not* officially supported. Want to watch this again later? Sign in to add this video to a playlist. I/O chips. Both the 8. Zilog Z8. 0 for desktop computers, which took over most of the CP/M computer market, as well as a share of the booming home- computer market in the early- to- mid- 1. The 8. 08. 5 had a long life as a controller, no doubt thanks to its built- in serial I/O and 5 prioritized interrupts, arguably microcontroller- like features that the Z8. CPU did not have. Once designed into such products as the DECtape controller and the VT1. This was typically longer than the product life of desktop computers. Description. Unlike the 8. State signals are provided by dedicated bus control signal pins and two dedicated bus state ID pins named S0 and S1. Pin 4. 0 is used for the power supply (+5 V) and pin 2. Pin 3. 9 is used as the Hold pin. Pins 1. 5 to 8 are generally used for address buses. Only a single 5 volt power supply is needed, like competing processors and unlike the 8. The 8. 08. 5 uses approximately 6,5. A downside compared to similar contemporary designs (such as the Z8. Intel 8. 15. 5, 8. The 8. 08. 5 has extensions to support new interrupts, with three maskable vectored interrupts (RST 7. RST 6. 5 and RST 5. TRAP), and one externally serviced interrupt (INTR). Each of these five interrupts has a separate pin on the processor, a feature which permits simple systems to avoid the cost of a separate interrupt controller. The RST 7. 5 interrupt is edge triggered (latched), while RST 5. All interrupts are enabled by the EI instruction and disabled by the DI instruction. In addition, the SIM (Set Interrupt Mask) and RIM (Read Interrupt Mask) instructions, the only instructions of the 8. RST interrupts to be individually masked. All three are masked after a normal CPU reset. SIM and RIM also allow the global interrupt mask state and the three independent RST interrupt mask states to be read, the pending- interrupt states of those same three interrupts to be read, the RST 7. SOD and SID pins, respectively, all under program control and independently of each other. SIM and RIM each execute in 4 clock cycles (T states), making it possible to sample SID and/or toggle SOD considerably faster than it is possible to toggle or sample a signal via any I/O or memory- mapped port, e. An improvement over the 8. MHz crystal would yield a 3. MHz clock, for instance). The internal clock is available on an output pin, to drive peripheral devices or other CPUs in lock- step synchrony with the CPU from which the signal is output. The 8. 08. 5 can also be clocked by an external oscillator (making it feasible to use the 8. CPUs, or to synchronize the CPU to an external time reference such as that from a video source or a high- precision time reference). The 8. 08. 5 is a binary compatible follow up on the 8. It supports the complete instruction set of the 8. CPU flags (except for the AND/ANI operation, which sets the AC flag differently). It is of course possible that the actual 8. The other six registers can be used as independent byte- registers or as three 1. BC, DE, and HL, depending on the particular instruction. Some instructions use HL as a (limited) 1. As in the 8. 08. 0, the contents of the memory address pointed to by HL can be accessed as pseudo register M. It also has a 1. 6- bit program counter and a 1. Instructions such as PUSH PSW, POP PSW affect the Program Status Word (accumulator and flags). The accumulator stores the results of arithmetic and logical operations, and the flags register bits (sign, zero, auxiliary carry, parity, and carry flags) are set or cleared according to the results of these operations. The sign flag is set if the result has a negative sign (i. The auxiliary or half carry flag is set if a carry- over from bit 3 to bit 4 occurred. The parity flag is set according to the parity (odd or even) of the accumulator. The zero flag is set if the result of the operation was 0. Lastly, the carry flag is set if a carry- over from bit 7 of the accumulator (the MSB) occurred. Commands/instructions. Some of them are followed by one or two bytes of data, which can be an immediate operand, a memory address, or a port number. Like larger processors, it has CALL and RET instructions for multi- level procedure calls and returns (which can be conditionally executed, like jumps) and instructions to save and restore any 1. There are also eight one- byte call instructions (RST) for subroutines located at the fixed addresses 0. These are intended to be supplied by external hardware in order to invoke a corresponding interrupt- service routine, but are also often employed as fast system calls. One sophisticated instruction is XTHL, which is used for exchanging the register pair HL with the value stored at the address indicated by the stack pointer. For two- operand 8- bit operations, the other operand can be either an immediate value, another 8- bit register, or a memory cell addressed by the 1. HL. The only 8- bit ALU operations that can have a destination other than the accumulator are the unary incrementation or decrementation instructions, which can operate on any 8- bit register or on memory addressed by HL, as for two- operand 8- bit operations. Direct copying is supported between any two 8- bit registers and between any 8- bit register and a HL- addressed memory cell, using the MOV instruction. An immediate value can also be moved into any of the foregoing destinations, using the MVI instruction. Due to the regular encoding of the MOV instruction (using nearly a quarter of the entire opcode space) there are redundant codes to copy a register into itself (MOV B,B, for instance), which are of little use, except for delays. Any of the three 1. BC, DE, HL or SP) can be loaded with an immediate 1. LXI), incremented or decremented (using INX and DCX), or added to HL (using DAD). LHLD loads HL from directly- addressed memory and SHLD stores HL likewise. The XCHG operation exchanges the values of HL and DE. Adding HL to itself performs a 1. The only 1. 6 bit instruction that affects any flag is DAD (adding HL to BC, DE, HL or SP), which updates the carry flag to facilitate 2. Adding the stack pointer to HL is useful for indexing variables in (recursive) stack frames. A stack frame can be allocated using DAD SP and SPHL, and a branch to a computed pointer can be done with PCHL. These abilities make it feasible to compile languages such as PL/M, Pascal, or C with 1. Subtraction and bitwise logical operations on 1. Operations that have to be implemented by program code (subroutine libraries) include comparisons of signed integers as well as multiplication and division. Undocumented instructions. Sorensen in the process of developing an 8. These instructions use 1. This I/O mapping scheme is regarded as an advantage, as it frees up the processor's limited address space. The IN and OUT instructions are used to read and write I/O port data. In an I/O bus cycle, the 8- bit I/O address is output by the CPU on both the lower and upper halves of the 1. Memory mapped I/O devices can also be accessed by using the LDA (load accumulator from a 1. STA (store accumulator at a 1. Development system. The original development system had an 8. Later 8. 08. 5 and 8. ICE (in- circuit emulators). It is a large and heavy desktop box, about a 2. Later an external box was made available with two more floppy drives. It runs the ISIS operating system and can also operate an emulator pod and an external EPROM programmer. This unit uses the Multibus card cage which was intended just for the development system. A surprising number of spare card cages and processors were being sold, leading to the development of the Multibus as a separate product. The later i. PDS is a portable unit, about 8. It has a small green screen, a keyboard built into the top, a 5. It can also accept a second 8. The screen and keyboard can be switched between them, allowing programs to be assembled on one processor (large programs took awhile) while files are edited in the other. It has a bubble memory option and various programming modules, including EPROM, and Intel 8. In addition to an 8. Intel produced a number of compilers including those for PL/M- 8. Pascal, and a set of tools for linking and statically locating programs to enable them to be burned into EPROMs and used in embedded systems. A lower cost SDK- 8. System Design Kit board contains an 8. CPU, an 8. 35. 5 ROM containing a debugging monitor program, an 8. RAM and 2. 2 I/O ports, an 8. LED, and a TTY (Teletype) 2. A current loop serial interface. Pads are available for one more 2. K. All data, control, and address signals are available on dual pin headers, and a large prototyping area is provided. Applications. These instructions are written in the form of a program which is used to perform various operations such as branching, addition, subtraction, bitwise logical, and bit shift operations. More complex operations and other arithmetic operations must be implemented in software. For example, multiplication is implemented using a multiplication algorithm. The 8. 08. 5 processor was used in a few early personal computers, for example, the TRS- 8. Model 1. 00 line used an OKI manufactured 8. C8. 5 (MSM8. 0C8. ARS). The CMOS version 8. C8. 5 of the NMOS/HMOS 8. In the Soviet Union, an 8. C8. 5 clone was developed under the designation IM1. VM8. 5A (Russian: . The Swiss company SAIA used the 8.
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Beliau adalah seorang ahli terapi yang dididik secara psikodinamika dan peneliti psikologi yang dididik secara teori perilaku, dia tidak sepenuhnya merasa. Teori Rogers didasarkan pada prinsip humanistik bahwa jika orang diberi kebebasan dan dukungan emosional untuk bertumbuh. Carl Rogers lahir pada tanggal 8 januari 1902, di oak park, Illionis, sebuah daerah pinggiran Chicago. Carl Rogers habla del Aprendizaje Significativo que viene siendo un aprendizaje que deja una huella a la persona y que pasa a formar parte del acervo intelectual, cultural, afectivo, espiritual y existencial que el individuo vive. Carl Rogers was a humanist and psychotherapist. He believed if an individual attained self-actualisation they would be a fully functioning person living 'the good life'. By this, he means that the individual would have a. TEORI-TEORI PEMBELAJARAN Azizi Yahaya & Chu Siew Pang Fakulti Pendidikan. Abraham Maslow dan Carl Rogers merupakan dua orang pakar dalam Teori Humanistik. Teori ini mementingkan kesediaan moral dan potensi pelajar. San Diego, California, U. S. Nationality. American. Fields. Psychology. Institutions. Ohio State University. University of Chicago. University of Wisconsin. Rogers is widely considered to be one of the founding fathers of psychotherapy research and was honored for his pioneering research with the Award for Distinguished Scientific Contributions by the American Psychological Association (APA) in 1. The person- centered approach, his own unique approach to understanding personality and human relationships, found wide application in various domains such as psychotherapy and counseling (client- centered therapy), education (student- centered learning), organizations, and other group settings. For his professional work he was bestowed the Award for Distinguished Professional Contributions to Psychology by the APA in 1. In a study by Haggbloom et al. Rogers, was a civil engineer and his mother, Julia M. Carl was the fourth of their six children. Following an education in a strict religious and ethical environment as an altar boy at the vicarage of Jimpley, he became a rather isolated, independent and disciplined person, and acquired a knowledge and an appreciation for the scientific method in a practical world. His first career choice was agriculture, at the University of Wisconsin. At age 2. 0, following his 1. Peking, China, for an international Christian conference, he started to doubt his religious convictions. To help him clarify his career choice, he attended a seminar entitled Why am I entering the Ministry?, after which he decided to change his career. In 1. 92. 4, he graduated from University of Wisconsin and enrolled at Union Theological Seminary. After two years he left the seminary to attend Teachers College, Columbia University, obtaining an MA in 1. Ph. D in 1. 93. 1. While completing his doctoral work, he engaged in child study. Teori Pembelajaran Carl Ransom Rogers - Download as Word Doc (.doc /.docx), PDF File (.pdf), Text File (.txt) or read online. Self actualization theory: Carl Rogers Introduction Carl Rogers was a leading psychologist and considered as the forefathers of the humanistic approach to psychology.In 1. 93. 0, Rogers served as director of the Society for the Prevention of Cruelty to Children in Rochester, New York. From 1. 93. 5 to 1. University of Rochester and wrote The Clinical Treatment of the Problem Child (1. He was strongly influenced in constructing his client- centered approach by the post- Freudian psychotherapeutic practice of Otto Rank. In it, Rogers suggested that the client, by establishing a relationship with an understanding, accepting therapist, can resolve difficulties and gain the insight necessary to restructure their life. In 1. 94. 5, he was invited to set up a counseling center at the University of Chicago. In 1. 94. 7 he was elected President of the American Psychological Association. His findings and theories appeared in Client- Centered Therapy (1. Psychotherapy and Personality Change (1. One of his graduate students at the University of Chicago, Thomas Gordon, established the Parent Effectiveness Training (P. E. T.) movement. Another student, Eugene T. Gendlin, who was getting his Ph. D. In 1. 95. 6, Rogers became the first President of the American Academy of Psychotherapists. Carl Rogers and Abraham Maslow (1. In 1. 96. 1, he was elected a Fellow of the American Academy of Arts and Sciences. Through articles, he criticized society for its backward- looking affinities. Rogers left the WBSI to help found the Center for Studies of the Person in 1. His later books include Carl Rogers on Personal Power (1. Freedom to Learn for the 8. He remained a resident of La Jolla for the rest of his life, doing therapy, giving speeches and writing until his sudden death in 1. In 1. 98. 7, Rogers suffered a fall that resulted in a fractured pelvis: he had life alert and was able to contact paramedics. He had a successful operation, but his pancreas failed the next night and he died a few days later. Rogers's last years were devoted to applying his theories in situations of political oppression and national social conflict, traveling worldwide to do so. In Belfast, Northern Ireland, he brought together influential Protestants and Catholics; in South Africa, blacks and whites; in Brazil people emerging from dictatorship to democracy; in the United States, consumers and providers in the health field. His last trip, at age 8. Soviet Union, where he lectured and facilitated intensive experiential workshops fostering communication and creativity. He was astonished at the numbers of Russians who knew of his work. Together with his daughter, Natalie Rogers, and psychologists Maria Bowen, Maureen O'Hara, and John K. Wood, between 1. 97. Rogers convened a series of residential programs in the US, Europe, Brazil and Japan, the Person- Centered Approach Workshops, which focused on cross- cultural communications, personal growth, self- empowerment, and learning for social change. Rogers' theory of the self is considered to be humanistic, existential, and phenomenological. He wrote 1. 6 books and many more journal articles describing it. Prochaska and Norcross (2. Rogers . He and his followers have demonstrated a humanistic approach to conducting therapy and a scientific approach to evaluating therapy need not be incompatible. This perceptual field is . Such behavior may be inconsistent with the structure of the self but in such instances the behavior is not . When this situation exists, there is a basic or potential psychological tension. Any experience which is inconsistent with the organization of the structure of the self may be perceived as a threat, and the more of these perceptions there are, the more rigidly the self structure is organized to maintain itself. Under certain conditions, involving primarily complete absence of threat to the self structure, experiences which are inconsistent with it may be perceived and examined, and the structure of self revised to assimilate and include such experiences. When the individual perceives and accepts into one consistent and integrated system all her sensory and visceral experiences, then she is necessarily more understanding of others and is more accepting of others as separate individuals. As the individual perceives and accepts into his self structure more of his organic experiences, he finds that he is replacing his present value system - based extensively on introjections which have been distortedly symbolized - with a continuing organismic valuing process. In relation to No. Rogers is known for practicing . The main issue is the development of a self- concept and the progress from an undifferentiated self to being fully differentiated. Self Concept.. It is a gestalt which is available to awareness though not necessarily in awareness. It is a fluid and changing gestalt, a process, but at any given moment it is a specific entity. Those raised in an environment of unconditional positive regard have the opportunity to fully actualize themselves. Those raised in an environment of conditional positive regard feel worthy only if they match conditions (what Rogers describes as conditions of worth) that have been laid down for them by others. Fully functioning person. He describes this as the good life, where the organism continually aims to fulfill its full potential. He listed the characteristics of a fully functioning person (Rogers 1. This results in excitement, daring, adaptability, tolerance, spontaneity, and a lack of rigidity and suggests a foundation of trust. They do not rely on existing codes and social norms but trust that as they are open to experiences they will be able to trust their own sense of right and wrong. Freedom of choice . They believe that they play a role in determining their own behavior and so feel responsible for their own behavior. Creativity . They will also be more creative in the way they adapt to their own circumstances without feeling a need to conform. Reliability and constructiveness . An individual who is open to all their needs will be able to maintain a balance between them. Even aggressive needs will be matched and balanced by intrinsic goodness in congruent individuals. A rich full life . Rogers' description of the good life. This process of the good life is not, I am convinced, a life for the faint- hearted. It involves the stretching and growing of becoming more and more of one's potentialities. It involves the courage to be. It means launching oneself fully into the stream of life. On the other hand, to the extent that our society is out of sync with the actualizing tendency, and we are forced to live with conditions of worth that are out of step with organismic valuing, and receive only conditional positive regard and self- regard, we develop instead an . By ideal, Rogers is suggesting something not real, something that is always out of our reach, the standard we cannot meet. This gap between the real self and the ideal self, the . In proposition #6, he refers to the actualizing tendency. At the same time, he recognized the need for positive regard. In a fully congruent person realizing their potential is not at the expense of experiencing positive regard. They are able to lead lives that are authentic and genuine. Incongruent individuals, in their pursuit of positive regard, lead lives that include falseness and do not realize their potential. Conditions put on them by those around them make it necessary for them to forgo their genuine, authentic lives to meet with the approval of others. They live lives that are not true to themselves, to who they are on the inside out. Rogers suggested that the incongruent individual, who is always on the defensive and cannot be open to all experiences, is not functioning ideally and may even be malfunctioning. They work hard at maintaining/protecting their self- concept. Because their lives are not authentic this is a difficult task and they are under constant threat. They deploy defense mechanisms to achieve this. He describes two mechanisms: distortion and denial. Distortion occurs when the individual perceives a threat to their self- concept. They distort the perception until it fits their self- concept. Gyroplane DTA Gyro Canada . 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Disable the hyperlink warning. When you open templates or files using a hyperlink button or from Outlook's Shortcut navigation pane, you'll receive an unsafe. Quick Text Hotkeys discount code 'BH93RF24' Save time by inserting frequently used text with a function key. More info: Schedule Recurring Email discount code 'BH93RF24'. In this About.com video we're going to tell you everything you need to know about Microsoft's easy to use email software, Outlook Express. Outlook Add- ins with Visual Studio Tools for Office. With Visual Studio Tools for Office, you can build add- ins with C# or VB. NET for Outlook 2. Outlook 2. 00. 7. While VSTO adds no new developer functionality to Outlook, it greatly reduces the complexity of building an Outlook add- in. Versions. The most recent version of VSTO is part of Visual Studio 2. Express editions). The previous release is VSTO 2. SE (Second Edition), which is a free update for both the original release of VSTO 2. Visual Studio 2. 00. What VSTO does. VSTO includes: A solution structure that includes both the add- in project itself and a setup project to ease deployment. Simple Startup and Shutdown events where developers start adding their code. A runtime component. An add- in loader that creates the add- in's App. Domain and handles security and some other add- in essentials. Compared with the . You will still be programming against the Outlook object model, using standard Outlook interfaces. VSTO add- in deployment. The biggest weakness in the first two versions of VSTO was the difficulty of deploying VSTO addins, compared with COM add- ins built with Visual Basic 6 on the shared add- in platform. Visual Studio 2. 00. Click. Once support. Still, deployment is the biggest problem for VSTO developers, especially when supporting several Office versions: in this case you need to deploy different VSTO Run. Time versions. Add- in Express abandoned the VSTO editions of their tools in favor of Add- in Express for Office and . Have a look at their Office add- in deployment options. Click. Once deployment for Outlook 2. Visual Studio 2. 00. Click. Once deployment for VSTO add- ins for Outlook 2. Create a custom action (create a class derived from the Installer class and create a utility class containing the code that Darryn Lavery wrote and Misha included in his second article) to enable the counter (discussed in Misha's articles) to be incremented. Deployment for Outlook 2. VS2. 00. 8)For VSTO add- ins built with VS 2. Outlook 2. 00. 3, Click. Once is not an option. Deployment resources are collected here: Deployment for VSTO 2. SE add- ins. This is the latest information from Microsoft on how to deploy an Outlook add- in built with VSTO 2. SE: Architecture and other additional documentation. Add- in behavior with headless startup. When an external application starts Outlook without displaying any user interface, Outlook is said to be operating in . This article explains how VSTO determines when to load the add- in and why, if your application modifies the toolbar, you need to check Explorers. Count and/or Inspectors. Count in the Startup event: However, this intended behavior does not work for Outlook 2. VSTO 2. 00. 5 SE runtime. It was fixed in a later runtime build; see: Building add- ins for multiple Outlook versions. With regard to building VSTO add- ins for multiple versions, Microsoft's Misha Shneerson explains that if you build a VSTO project against Outlook 2. Outlook 2. 00. 7, because Office 2. Office 2. 00. 3 PIAs to be . For a different point of view, see this article: Walkthroughs and samples. These samples are available from Microsoft: Templates from other sources: These are for Outlook 2. VSTO 2. 00. 5 release, not VSTO 2. SE. You won't be able to open the project files in VSTO 2. SE, but you should be able to create a new project and then open the other files from these samples: For additional samples, see. |
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