#it's called brightspace

[chocosvt]

i am sorry for asking for jun's appreciation posts!! you have great stoicism and patience 😭 i literally wasted a whole day when it was only a week before my college entrance exam (it's known to be hard and i already failed twice) just to listen to fml (seriously fml), but i passed this time!! real life "f my life to fight for my life" moment, swear!!

sorry for the rant! and all the best for the midterms, hope you slay (as always whether it's ffs or exams).

teehee it's okay <3 i am a jun appreciator to my bones!! and i WILL conquer the psycho mv i just need more time 🫣

CONGRATS! that's amazing!! maybe one day out of the week isn't so bad if u rly cracked down afterward (i always tell myself that lolz) and omfg i used to take kpop comebacks so seriously back in the day i would legit set ALARMS so i could watch the mvs right when they came out and it would always be at 6am!! rip timezones :p

and tysm!!! :D

[muirneach]

call me stupid call me a hater but i do think brightspace is a completely unusable unnecessary and annoying website. hopelessly dependent on google classroom so sue me

[boatemlag]

my linguistics class is doing a unit on ASL (american sign language) and the responses have been! harrowing! to say the least!

first of all, the prompt for the discussion posts is "is deafness a disability yes/no" which is WILD for a linguistics class. this has nothing to do with ASL as a language. most of the people in this class have never met nor spoken to a Deaf person. and also hearing people should have nothing to say about that fucking conversation, let alone hearing people who know nothing about the community or culture.

second. the responses have been harrowing and ive since logged off brightspace to cool off but i am fighting for my fucking life in here

audism and ableism and racism warning below the cut i have to get this out of my system holyyyy shit

[ID: Eight screenshots of posts on Brightspace, an online learning program, with the names of students censored with a black bar. They all have red lines underlines pieces of text with lines leading to red comments from OP.

Image 1 says: Lesson 6, (name censored) posted Aug 1, 2023 5:01pm to Group 1. Post begins, "I agree with the medical view that deaf people have a sensory loss that needs to be corrected in order for them to function as contributing members of society. Deaf is not just a physical disability; it involves issues related to communication and more. Technological advancements, such as cochlear implants and hearing aids, have indeed been beneficial for people with hearing loss. However, these technologies don't completely resolve their congenital impairment. Some individuals with mild hearing loss may manage well with hearing aids, but there is no perfect solution that can fully fix their condition. They may still face more challenges and inconveniences compared to the general population, even while using hearing aids."

"needs to be corrected" is underlined with a line that leads to the comment, "Eugenics for Babies". "contributing members of society" is underlined with a line that reads to the comment, "i can't stand this line of thinking at all." "issues related to communication and more" is underlined with a line reading to the comment, "yeah those issues are called hearing society". "congenital impairment" is underlined leading to comment that says, "complete misunderstanding and ignorance of what can cause deafness lol".

Image 2: A continuation of the previous post. "with deaf people based on this perspective. The government provides financial support for hearing aids and cochlear implants, and offers education on sign language to assist them. Various social services, including support from deaf people organizations, are also available. However, sometimes such treatment can unintentionally result in discrimination against those with deaf people. Prejudices against them may make it difficult for them to find employment. The term "disability" should never be used to discriminate or exclude anyone. Unfortunately, many individuals with hearing impairments still face social exclusion because of their label as "disabled.""

"such treatment" is underlined with several lines leading to "education"; "social services"; and "deaf people organizations". "because of their label as "disabled"" is underlined with a comment that says, "blaming disabled people for ableism ok". There is a general comment in the right side margin that says, "not to mention plenty of Deaf ppl dont consider themselves disabled"

Image 3: Continuation of the same post. "We must make efforts to enable individuals with deaf people to actively participate as contributing members of society. Rather than creating divisions between them and the general public through education and services, we should aim for mutual recognition and respect. It is crucial to..."

"actively participate as contributing member of society" is underlined with a comment in all caps that says, "I hate this I hate abled people". "This" has multiple Ss. "divisions between them and the general public through education" is underlined with a comment that says, "education is causing "divisions" got it /s". /S (forward slash S) is used to indicate sarcasm.

Image 4: Post from (name censored) from yesterday at 5:50pm. Post says, "I agree with your statement. There are issues beyond the inability to hear that deaf people face regularly. According to the American Sign Language..."

"There are issues beyond the inability to hear that deaf people face regularly." is underlined with a line that leads to the comment, "issues is a strange way to say "ableism from hearing people" but ok"

Image 5: A post from (name censored) posted 4 hours ago. Post says, "Hello, I think the medical point of view has its truth. I believe that deaf people also very much want to have the same perception ability as normal people, so they hope that they can get treatment. They will also have a lot of inconvenience in life. So being able to use medical means to help them solve their problems is a good choice. But I don't think letting them..."

"normal people" is underlined leading to a comment that says "huh?" in all caps with multiple questions marks. "so they hope" is underlined with a comment in all caps that says, "you believed based on what?"

Image 6: Except from the same post as previous image, that says, "...skills through sign language is divisive. There are many deaf-mute people who do not have the ability to pay to treat themselves, and some deaf-mute people cannot..."

Both instances of "deaf-mute" are underlined with a general comment in the left margin, in all caps, that says, "come on".

Image 7: A different post by (name censored) posted 1 hour ago. Three paragraphs that say, "

Hi,

I agree with your post and there is definitely more than one would initially think going on with America's disabled population. Labeling those with hearing problems as disabled can be harsh, but it truly is a disabling issue and causes their lives to be vastly different and more complex. Although it is not always visually apparent when you view an individual, their course of life is very different depending on the severity of their hearing loss. When it comes to the youth, as (name censored) stated, more needs to be implemented in terms of schooling. I do not think that we need to send every child to a deaf school, and if they can, going to a regular school (and instead receiving extra assistance) may be more beneficial to not feed into the segregation based on ability alone. 

The future of society truly is up to us, so informing others on disabilities and ensuring that we are properly treating those that struggle with them, is the most feasible way to positively impact our world. Overall, you had a really thoughtful and insightful post into the lives of deaf individuals, and I agree that we must make changes to improve this where we can."

"Labeling those with hearing problems as disabled can be harsh," is underlined with a comment that says, "why do you think the word disabled is harsh. quickly". "not feed into the segregation based on ability alone." is underlined with a comment that says, "Deaf schools arent segregating students, it is opt-in".

In the last paragraph, "The future of society truly is up to us," is underlined with a comment that says, "no the fuck it is not up to you. silence abled person".

Image 8: A post by (name censored) posted 9 hours ago that says, "I agree with you that deaf people are medically handicapped people. What we need to do is respect each other's differences and develop medical tools to help them. Medical science has now developed cochlear implants and hearing aids to help the deaf peopel [sic] to intergrate [sic] into society as much as possible. But this doesn't mean that they enjoy the same rights just like normal people. In many cases, deaf people are still under discrimination, which makes it much more difficult for them to obtain the rights that normal people should have. What we need to do is reduce prejudice against deaf people and try to provide more education and job opportunities for them."

"mentally handicapped" is underlined with a comment in all caps that says, "say sike right fucking now." "normal people" is underlined with a comment in all caps that says "help me please". Please has multiple As. At the bottom of the image is a general comment that says, "This is the guy who said the only way for nonblack people to respect AAVE and end racism is for nonblack people to live in Section 8 housing and "experience poverty for one month"". End image description.]

i do not have the energy to elaborate on any of these points its just so much. its soooo much. help me. please. get me out of here

[hannahsjournaltv]

Post Production For Group Project

My other job role was to be the editor I edited using premier pro as I have experience using the software​…

As soon as filming finished, I uploaded the footage from the memory card to my computer this is where I found out the footage had been filmed in the wrong frame rate which made the footage to edit glitchy and in slow motion.​

I managed to change the settings and fix the issue.​

​I separated the footage into different bins to make it easier to edit​

​Added effects such as transitions, phone call, sound effects, music to try and make the film a bit more interesting.​

​I colour corrected on premier pro and made the colours more vibrant and less over exposed. ​

I then made sure that the rest of the group was updated and sent the drafts when I had finished it.

Once I had finished editing I uploaded it onto Brightspace before the deadline to prevent any late marks.

​

[citynewsglobe]

[ad_1] Introduction: What's UGA ELC and Why Ought to You Care? In the event you’re a scholar on the College of Georgia, chances are high you’ve heard about UGA ELC—however what precisely is it? Whether or not you’re a freshman attempting to determine the way to submit your first task or a senior trying to test your grades, UGA ELC is the place all of the magic occurs. This highly effective on-line platform, formally often called the College of Georgia eLearning Commons, is your go-to area for every part associated to your courses—consider it as your digital classroom! On this information, we’ll break down every part it's good to learn about UGA ELC: from the way to log in and submit assignments to utilizing all of the cool options it affords. Able to grow to be an ELC professional? Let’s dive in! What Precisely is UGA ELC? UGA ELC is the College of Georgia’s on-line studying administration system. It’s constructed on a platform referred to as Brightspace by D2L (Desire2Learn). However don’t fear concerning the techy stuff—what issues is that it’s the place the place professors put up lectures, assignments, quizzes, grades, and extra. It’s mainly your tutorial HQ! Whether or not you’re taking in-person courses, hybrid, or absolutely on-line, you’ll want to make use of UGA ELC to remain on high of your coursework. Why is UGA ELC Necessary for College students? Right here’s why UGA ELC is a game-changer: Straightforward Entry to Course Supplies: No extra looking for lecture notes or questioning when your subsequent task is due. It’s multi functional place. Observe Your Progress: Examine your grades and suggestions anytime, so you understand precisely the way you’re doing. Submit Assignments On-line: Neglect printing and handing in papers—simply add them on to the platform. Keep Linked: Professors usually put up bulletins and updates right here, so that you’ll by no means miss out on vital information. Easy methods to Log In to UGA ELC Getting began with UGA ELC is straightforward. Right here’s a step-by-step information to logging in: Go to the UGA ELC Web site: Go to elc.uga.edu. Click on on “Login to eLC” on the high proper nook. Enter Your MyID and Password: Use the identical login particulars you utilize for different UGA providers. Two-Step Login: In the event you’ve arrange Duo Cellular for UGA’s two-step authentication, comply with the prompts to confirm your login. And that’s it—you’re in! Key Options of UGA ELC You Ought to Know About When you’re logged in, you’ll discover a bunch of instruments and options. Right here’s a fast rundown of those you’ll use probably the most: Course Dashboard: That is your homepage. It reveals all of the programs you’re enrolled in. Content material Part: Discover lecture notes, readings, and different supplies right here. Assignments: Submit homework, papers, and initiatives straight by way of this tab. Quizzes: Take on-line exams and quizzes assigned by your professors. Grades: See your scores and any suggestions out of your instructors. Discussions: Take part in school boards and on-line discussions. Calendar: Hold observe of deadlines and vital dates. Suggestions for Utilizing UGA ELC Like a Professional Examine It Every day: Professors usually replace assignments or put up bulletins with out sending emails. Make it a behavior to log in each day. Activate Notifications: You will get alerts for brand new assignments, grades, or bulletins—by no means miss a beat! Arrange Your Information: Obtain vital supplies and save them in organized folders in your gadget. Use the Cellular App: UGA ELC works on cellular browsers, however you can even use the Brightspace Pulse app for simpler entry on the go. Troubleshooting Widespread UGA ELC Points Generally issues don’t go as deliberate, and that’s okay. Right here’s the way to deal with widespread issues:

Forgot Password? Reset it by way of the MyID login web page. Can’t Discover a Course? Be sure to’re enrolled, and test the “My Programs” part rigorously. Submission Errors? Double-check the file sort and dimension earlier than importing. If points persist, contact your professor or UGA’s EITS Assist Desk. The place to Get Assist with UGA ELC In the event you ever get caught, don’t stress. There are many sources to assist: EITS Assist Desk: Name (706) 542-3106 or go to helpdesk.uga.edu. On-line Tutorials: UGA affords step-by-step guides on the way to use ELC options. Ask Your Professors: Don’t hesitate to succeed in out for those who’re confused about particular course supplies. Conclusion: Mastering UGA ELC for Educational Success UGA ELC is greater than only a web site—it’s the center of your tutorial journey on the College of Georgia. From accessing course supplies to submitting assignments and monitoring your grades, this platform retains every part organized and in a single place. When you get the grasp of it, navigating UGA ELC will really feel like second nature. So, take a while to discover, and also you’ll be nicely in your strategy to tutorial success! FAQs About UGA ELC 1. What's UGA ELC?UGA ELC stands for the College of Georgia eLearning Commons. It’s an internet platform the place college students can entry course supplies, submit assignments, and test grades. 2. How do I log into UGA ELC?Go to elc.uga.edu, click on “Login to eLC,” and enter your UGA MyID and password. You’ll additionally want to finish two-step authentication. 3. Can I take advantage of UGA ELC on my telephone?Sure! You need to use the Brightspace Pulse app or just entry it by way of your cellular browser. 4. What ought to I do if I can’t see my course on UGA ELC?Double-check that you just’re enrolled within the course and call your professor if it’s not exhibiting up. Generally, programs take a day or two to look after enrollment. 5. How do I submit assignments on UGA ELC?Go to the “Assignments” tab in your course, click on the task you wish to submit, and add your file. Make sure that to hit “Submit” afterward! [ad_2] Supply hyperlink

[intrototechda103]

IntroToTech

Hello fellow tech-ers, my name is April but I prefer to be called Shy. I am a first year student for Information Technology. Tech is anything new to me as I'm sure you can relate giving that almost everything revolves around technology these days.

Today, I would like to share my thoughts on my "Intro to Tech" class. So far, I am finding it very helpful so far. It's not overwhelming and pretty easy to follow so far. I'm loving the organization of the lay out and instructions. Everything is laid out in the simplest way with assignments and due dates that are clear to read and understand. I try my best to be an organized person because it just makes life easier. So, I definitely appreciate that gesture. This is my second semester using BrightSpace so I am familiar with finding my class and navigating my way through the platform. It's a very simple and easy site to use and navigate. Which I am grateful for. Overall, I am enjoying this class so far and am looking forward to learning more history of how the tech world became about.

[intrototech]

Into to Tech.

Hello fellow tech-ers, my name is April but I prefer to be called Shy. I am a first year student for Information Technology. Tech is anything new to me as I'm sure you can relate giving that almost everything revolves around technology these days.

Today, I would like to share my thoughts on my "Intro to Tech" class. So far, I am finding it very helpful so far. It's not overwhelming and pretty easy to follow so far. I'm loving the organization of the lay out and instructions. Everything is laid out in the simplest way with assignments and due dates that are clear to read and understand. I try my best to be an organized person because it just makes life easier. So, I definitely appreciate that gesture. This is my second semester using BrightSpace so I am familiar with finding my class and navigating my way through the platform. It's a very simple and easy site to use and navigate. Which I am grateful for. Overall, I am enjoying this class so far and am looking forward to learning more history of how the tech world became about.

[jlabeatnik]

New Feature in Brightspace: Graders and Grade Release Permissions

Learn how to assign “Graders and Grade Release Permissions” inside of Brightspace. ALSO NOTE>>>>>  this isn’t what they are calling the tool! <<<<<<< They call it Evaluators and Publishers.    ANYHOW You can find these new options under Assignments and then in the Evaluation and Feedback area.   The permissions can also to customized to give certain blocks of students to a particular grader.  To…

[daixiepython]

CSCI 2122 Assignment 4

CSCI 2122 Assignment 4 Due date: 11:59pm, Friday, March 22, 2024, submitted via git Objectives The purpose of this assignment is to practice your coding in C, and to reinforce the concepts discussed in class on program representation. In this assignment1 you will implement a binary translator2 like Rosetta3. Your program will translate from a simple instruction set (much simpler than x86) to x86 and generate x86 assembly code. The code will then be tested by assembling and running it. This assignment is divided into two parts to make it simpler. In the first part, you will implement the loader and a simple translator, which代做CSCI 2122、代写 Python/c++程序语言 translates the simpler in- structions. In the second part, you will extend the translator to translate more complex instructions. Preparation:

Complete Assignment 0 or ensure that the tools you would need to complete it are installed.

Clone your assignment repository: https://git.cs.dal.ca/courses/2024-winter/csci-2122/assignment-4/????.git where ???? is your CSID. Please see instructions in Assignment 0 and the tutorials on Brightspace if you are not sure how. Inside the repository there is one directory: xtra, where code is to be written. Inside the directory is a tests directory that contains tests that will be executed each time you submit your code. Please do not modifythetestsdirectoryorthe.gitlab-ci.ymlfilethatisfoundintherootdirectory. Modifying these files may break the tests. These files will be replaced with originals when the assignments are graded. You are provided with sample Makefile files that can be used to build your program. If you are using CLion, a Makefile will be generated from the CMakeLists.txt file generated by CLion. Background: For this assignment you will translate a binary in a simplified RISC-based 16-bit instruction set to x86-64 assembly. Specifically, the X instruction set comprises a small number (approximately 30) instructions, most of which are two bytes (one word) in size. The X Architecture has a 16-bit word-size and 16 general purpose 16-bit registers (r0 . . . r15 ). Nearly all instructions operate on 16-bit chunks of data. Thus, all values and addresses are 16 bits in size. All 16-bit values are also encoded in big-endian format, meaning that the most-significant byte comes first. Apart from the 16 general purpose registers, the architecture has two special 16-bit registers: a program counter (PC), which stores the address of the next instruction that will be executed, and the status (F), which stores bit-flags representing the CPU state. The least significant bit of the status register (F) is the condition flag, which represents the truth value of the last logical test operation. The bit is set to true if the condition was true, and to false otherwise. 1 The idea for this assignment came indirectly from Kyle Smith. 2 https://en.wikipedia.org/wiki/Binary_translation 3 https://en.wikipedia.org/wiki/Rosetta_(software)

Additionally, the CPU uses the last general-purpose register, r15, to store the pointer to the program stack. This register is incremented by two when an item is popped off the stack and decremented by two when an item is pushed on the stack. The program stack is used to store temporary values, arguments to a function, and the return address of a function call. The X Instruction Set The instruction set comprises approximately 30 instructions that perform arithmetic and logic, data move- ment, stack manipulation, and flow control. Most instructions take registers as their operands and store the result of the operation in a register. However, some instructions also take immediate values as oper- ands. Thus, there are four classes of instructions: 0-operand instructions, 1-operand instructions, 2-oper- and instructions, and extended instructions, which take two words (4 bytes) instead of one word. All but the extended instructions are encoded as a single word (16 bits). The extended instructions are also one word but are followed by an additional one-word operand. Thus, if the instruction is an extended instruction, the PC needs an additional increment of 2 during the instruction’s execution. As mentioned previously, most instructions are encoded as a single word. The most significant two bits of the word indicates whether the instruction is a 0-operand instruction (00), a 1-operand instruction (01), a 2-operand instruction (10), or an extended instruction (11). For a 0-operand instruction encoding, the two most sig- nificant bits are 00 and the next six bits represent the instruction identifier. The second byte of the instruction is 0. For a 1-operand instruction encoding, the two most significant bits are 01, the next bit indicates whether the operand is an immediate or a register, and the next five bits represent the instruction identifier. If the third most significant bit is 0, then the four most significant bits of the second byte encode the register that is to be operated on (0… 15). Otherwise, if the third most significant bit is 1, then the second byte encodes the immediate value. For a 2-operand instruction encoding, the two most significant bits are 10, and the next six bits represent the instruction identifier. The second byte encodes the two register operands in two four-bit chunks. Each of the 4-bit chunks identifies a register (r0 … r15). For an extended instruction encoding, the two most significant bits are 11, the next bit indicates whether a second register operand is used, and the next five bits represent the instruction identifier. If the third most significant bit is 0, then the instruction only uses the one-word immedi- ate operand that follows the instruction. Otherwise, if the third most significant bit is 1, then the four most significant bits of the second byte encode a register (1 … 15) that is the second operand. The instruction set is described in Tables 1, 2, 3, and 4. Each description includes the mnemonic (and syntax), the encoding of the instruction, the instruction’s description, and function. For example, the add, loadi, and push instructions have the following descriptions: loadi V, rD 11100001 D 0 Load immediate value or address V into rD ← memory[PC] register rD. PC ← PC + 2 Mnemonic Encoding Description Function add rS, rD 10000001 S D Add register rS to register rD. rD ← rD + rS push rS 01000011 S 0 Push register rS onto program stack. r15 ← r15 - 2 memory[r15 ] ← rS

First, observe that the add instruction takes two register operands and adds the first register to the sec- ond. All 2-operand instructions operate only on registers and the second register is both a source and destination, while the first is the source. It is a 2-operand instruction; hence the first two bits are 10, its instruction identifier is 000001 hence the first byte of the instruction is 0x81. Second, the loadi instruction is an extended instruction that takes a 16-bit immediate and stores it in a register. Hence, the first two bits are 11, the register bit is set to 1, and the instruction identifier is 00001. Hence, the first byte is encoded as 0xE1. Third, the push instruction is a 1-operand instruction, taking a single register operand. Hence, the first two bits are 01, the immediate bit is 0, and the instruction identifier is 00011. Hence, the first byte is encoded as 0x43. Note that S and D are 4-bit vectors representing S and D. Table 1: 0-Operand Instructions Mnemonic Encoding Description Function ret 00000001 0 Return from a procedure call. P C ← memory[r15 ] r15 ← r15 + 2 cld 00000010 0 Table 1: 1-Operand Instructions Stop debug mode Logically negate register rD . Decrement rD . Pop value from stack into register rD. Branch relative to label L if condition bit is true. Subtract register rS from register rD. And register rS with register rD . Xor register rS with register rD . See Debug Mode below. rD ←!rD rD ← rD – 1 rD ← memory[r15 ] r15 ← r15 + 2 if F & 0x0001 == 0x001: PC ← PC + L – 2 rD ← rD - rS rD ← rD & rS rD ← rD ^ rS std 00000011 S 0 Start debug mode See Debug Mode below. Mnemonic Encoding Description Function neg rD 01000001 D 0 Negate register rD . rD ← −rD not rD dec rD pop rD br L 01000010 D 0 01001001 D 0 01000100 D 0 01100001 L inc rD 01001000 D 0 Increment rD . rD ← rD + 1 push rS 01000011 S 0 Push register rS onto the pro- gram stack. r15 ← r15 – 2 memory[r15] ← rS out rS 01000111 S 0 Output character in rS to std- out. output ← rS (see below) jr L 01100010 L Jump relative to label L. PC ← PC + L – 2 Table 3: 2-Operand Instructions Mnemonic Encoding Description Function add rS , rD 10000001 S D Add register rS to register rD . rD ← rD + rS sub rS , rD and rS , rD xor rS , rD 10000010 S D 10000101 S D 10000111 S D mul rS , rD 10000011 S D Multiply register rD by register rS. rD ← rD * rS or rS , rD 10000110 S D Or register rS with register rD . rD ← rD | rStest rS1, rS2

10001010 S D Set condition flag to true if and only if rS1 ∧ rS2 is not 0. ifrS1 &rS2 !=0: F ← F | 0x0001 else: F ← F & 0xFFFE cmp rS1, rS2 10001011 S D Set condition flag to true if and only If rS1 < rS2. if rS1 < rS2: F ← F | 0x0001 else: F ← F & 0xFFFE equ rS1, rS2 10001100 S D Set condition flag to true if and only if rS1 == rS2. if rS1 == rS2: F ← F | 0x0001 else: F ← F & 0xFFFE mov rS , rD stor rS , rD 10001101 S D 10001111 S D 10010001 S D Table 3: Extended Instructions Copy register rS to register rD . Store word from register rS to memory at address in register rD. Store byte from register rS to memory at address in register rD. rD ← rS memory[rD] ← rS (byte)memory[rD] ← rS load rS , rD 10001110 S D Load word into register rD from memory pointed to by register rS. rD ← memory[rS] loadb rS , rD 10010000 S D Load byte into register rD from memory pointed to by register rS. rD ← (byte)memory[rS] storb rS , rD Mnemonic Encoding Description Function jmp L 11000001 0 Absolute jump to label L. PC ← memory[PC] call L 11000010 0 Absolute call to label L.. r15 ← r15 – 2 memory[r15] ← PC + 2 PC ← memory[PC] loadi V, rD 11100001 D 0 Load immediate value or address V into register rD. rD ← memory[PC] PC ← PC + 2 Note that in the case of extended instructions, the label L or value V are encoded as a single word (16-bit value) following the word containing the instruction. The 0 in the encodings above represents a 4-bit 0 vector. An assembler is provided for you to use (if needed). Please see the manual at the end of the assignment. The Xtra Translation Specification (IMPORTANT) The binary translation is conducted in the following manner. The translator

Opens the specified file containing the X binary code.

Outputs a prologue (see below), which will be the same for all translations. 3. It then enters a loop that a. Reads the next instruction from the binary b. Decodes the instruction, and c. Outputs the corresponding x86 assembly instruction(s). If the instruction is an extended, an additional two bytes will need to be read. d. The loop exits when the instruction composed of two 0 bytes is read.

Outputs an epilogue.

Prologue The translator first outputs a simple prologue that is the same for all translations. The prologue is shown on the right. Epilogue After the translator finishes translating, it outputs a simple ep- ilogue that is the same for all translations. The epilogue is shown on the right. Translation Each X instruction will need to be translated into the corresponding instruction or instructions in x86-64 assembly. See table on right for examples. Most instructions will have a direct corresponding instruction in x86 assembly so the translation will beeasy. Someinstructions,liketheequ,test,andcmp,instructions may require multiple x86 instructions for a single X instruction. Note: The translator will need to perform a register mapping. Register Mapping The X architecture has 16 general and the F status register. In x86-64 there are also 16 general purpose registers. The register mapping on the right must be used when translating from X to x86-64. Note that for this exercise register r13 will not be used by the X executables. In- stead of r13 (X) being mapped to r15 (x86), the F register (X) is mapped to register r15 (x86). Note: for this assignment, It is ok to map 16-bit registers to 64-bit registers. r9 Debug mode STD and CLD .globl test test: push %rbp mov %rsp, %rbp pop %rbp ret mov $42, %rax add %rax, %rdi %rbx %rdx %rdi %r9 %r11 %r13 %r15 %rsp call debug X Instruction Output x86 Assembly mov r0, r1 mov %rax, %rdi loadi 42, r0 add r0, r1 push r0 push %rax X Registers x86 Registers r0 %rax r1 r3 r5 r7 r2 %rcx r4 %rsi r6 %r8 r8 %r10 r10 %r12 The std and cld X instructions enable and disable debug mode on the X architecture. However, debug mode does not exist in x86-64. Instead, when a std instruction is encountered, the translator should set an internal debug flag in the translator and, clear the debug flag when it encounters the cld instruction. When the debug flag is true, the translator should output the assembly code on the right before translating each X instruction. Output and the OUT Instruction (For Task 2) r11 F r15 r12 %r14 r14 %rbp On the X architecture, the out rN instruction outputs to the screen the character stored in register rN. However, no such instruction exists in x86-64. Instead, the out instruction is translated to a call to the function outchar(char c), which performs this function. Recall that the first argument is passed in register %rdi. Consequently, the corresponding translation code will need to save the current value of %rdi on the stack, move the byte to be printed into %rdi, call outchar, and restore %rdi. Your task will be to implement the Xtra binary translator which is used to translate into x86 assembly programs assembled with the X assembler.

Task 1: Implement the Simple Xtra Your first task is to implement a simple version of the translator that works for the simple instructions. The source file main.c should contain the main() function. The translator should:

Take one (1) argument on the command line: The argument is the object/executable file of the program to translate. For example, the invocation ./xtra hello.xo instructs the translator to translate the program hello.xo into x86-64 assembly.

Open for reading the file specified on the command-line.

Output (to stdout) the prologue.

In a loop, a. Read in instruction. b. If the instruction is 0x00 0x00, break out of the loop. c. Translate the instruction and output (to stdout) the x86-64 assembly.

Output (to stdout) the epilogue. Input The input to the program is via the command line. The program takes one argument, the name of the file containing the assembled X code. Processing All input shall be correct. All program files shall be at most 65536 bytes (64KB). The translator must be able to translate all instructions except: Instruction Description ret Return from a procedure call. br L jmp L load rS , rD loadb rS , rD out rS Branch relative to label L if condition bit is true. Absolute jump to label L. Load word into register rD from memory pointed to by register rS. Load byte into register rD from memory pointed to by register rS. Output character in rS to stdout. jr L Jump relative to label L. call L Absolute call to label L. stor rS , rD Store word from register rS to memory at address in register rD. storb rS , rD Store byte from register rS to memory at address in register rD. Recommendation: While no error checking is required, it may be helpful to still do error checking, e.g., make sure files are properly opened because it will help with debugging as well. Output Output should be to stdout. The output is the translated assembly code. The format should ATT style assembly. The exact formatting of the assembly is up to you, but the assembly code will be passed through the standard assembler (as) on timberlea. See next section for how to test your code. (See example) Testing To test your translator, the test scripts will assembler, link, and run the translated code! J A runit.sh script is provided. The script takes an X assembly file as an argument: ./runit.sh foo.xas The script:

Assembles the .xas file with the provided (xas) to create a .xo file.

Runs xtra on the .xo file, to create a corresponding x86 .s assembly file.

Assembles, compiles, and links the generated assembly file with some runner code, creating an executable. Therunneriscomposedofrunner.c,regsdump.s,andthetranslated.sfile. Please DO NOT delete the first two files.

Runs the executable. This script is used by the test scripts and is also useful for you to test your code. Most of the tests use the std instruction to turn on debugging and output the state of the registers after each instruction is executed. For most of the tests the output being compared are the register values. Example Original X assembly code Translated x86 code loadi 2, r0 loadi 3, r1 loadi 4, r2 loadi 5, r3 loadi 7, r5 std # turn debugging on add r2, r3 mul r2, r1 cld # turn debugging off neg r0 inc r5 .literal 0 .globl test test: push %rbp mov %rsp, %rbp mov $2, %rax mov $3, %rbx mov $4, %rcx mov $5, %rdx mov $7, %rdi call debug add %rcx, %rdx call debug imul %rcx, %rbx call debug neg %rax inc %rdi pop %rbp ret Task 2: The Full Translator Your second task is to extend xtra to translate the instructions exempted in Task 1. lation for the following instructions. Implement trans- Instruction Description ret Return from a procedure call. br L jmp L load rS , rD loadb rS , rD out rS Branch relative to label L if condition bit is true. Absolute jump to label L. Load word into register rD from memory pointed to by register rS. Load byte into register rD from memory pointed to by register rS. Output character in rS to stdout. jr L Jump relative to label L. call L Absolute call to label L. stor rS , rD Store word from register rS to memory at address in register rD. storb rS , rD Store byte from register rS to memory at address in register rD.

Input The input is the same as Task 1. Processing The processing is the same as for Task 1. The challenge is that translation is a bit more challenging. First, for many of the additional instructions you will need to emit more than one assembly instruction. This is particularly true for the conditional branching and output instructions. Second, for the branching instructions you will need to compute the labels where to branch to. The easy solution is to create a label for each instruction being translated. The label should encode the address in the name. For example, L1234 would be the label for the X instruction at address 1234. By doing this, you will not need to keep a list or database of labels. Third, the addresses used by the load and store are full 64-bit values. Output The output is the same as Task 1. Example Original X assembly code Translated x86 code loadi 1, r0 jmp j1 j2: loadi 3, r0 jmp j3 j1: loadi 2, r0 jmp j2 j3: std # turn debugging on loadi 4, r0 .literal 0 .globl test test: push %rbp mov %rsp, %rbp .L0000: mov $1, %rax .L0004: jmp .L0010 .L0008: mov $3, %rax .L000c: jmp .L0018 .L0010: mov $2, %rax .L0014: jmp .L0008 .L0018: .L001a: call debug mov $4, %rax .L001e: call debug pop %rbp ret Hints and Suggestions

Use the unsigned short type for all registers and indices.

Use two files: one the main program and one for the translator loop.

Start early, this is the hardest assignment of the term and there is a lot to digest in the assignment specifications.

Assignment Submission Submission and testing are done using Git, Gitlab, and Gitlab CI/CD. You can submit as many times as you wish, up to the deadline. Every time a submission occurs, functional tests are executed, and you can view the results of the tests. To submit use the same procedure as Assignment 0. Grading If your program does not compile, it is considered non-functional and of extremely poor quality, mean- ing you will receive 0 for the solution. The assignment will be graded based on three criteria: Functionality: “Does it work according to specifications?”. This is determined in an automated fashion by running your program on several inputs and ensuring that the outputs match the expected outputs. The score is determined based on the number of tests that your program passes. So, if your program passes t/T tests, you will receive that proportion of the marks. Quality of Solution: “Is it a good solution?” This considers whether the approach and algorithm in your solution is correct. This is determined by visual inspection of the code. It is possible to get a good grade on this part even if you have bugs that cause your code to fail some of the tests. Code Clarity: “Is it well written?” This considers whether the solution is properly formatted, well docu- mented, and follows coding style guidelines. A single overall mark will be assigned for clarity. Please see the Style Guide in the Assignment section of the course in Brightspace. The following grading scheme will be used: Task 100% 80% 60% 40% 20% 0% Functionality (20 marks) Equal to the number of tests passed. Solution Quality Task 1 (15 marks) Implemented correctly. Code is robust. Implemented cor- rectly. Code is not robust. Some minor bugs. Major flaws in implementation An attempt has been made. Solution Quality Task 2 (5 marks) Implemented correctly. Code is robust. Implemented cor- rectly. Code is not robust. Some minor bugs. Major flaws in implementation An attempt has been made Code Clarity (10 marks) Indentation, for- matting, naming, comments Code looks pro- fessional and fol- lows all style guidelines Code looks good and mostly fol- lows style guide- lines. Code is mostly readable and mostly follows some of the style guidelines Code is hard to read and fol- lows few of the style guidelines Code is not legible No code submitted or code does not compile

Assignment Testing without Submission Testing via submission can take some time, especially if the server is loaded. You can run the tests without submittingyourcodebyusingtheprovidedruntests.shscript. Runningthescriptwithnoarguments will run all the tests. Running the script with the test number, i.e., 00, 01, 02, 03, … 09, will run that specific test. Please see below for how run the script. Get your program ready to run If you are developing directly on the unix server,

SSH into the remote server and be sure you are in the xtra directory. 2. Be sure the program is compiled by running make. If you are using CLion

Run your program on the remote server as described in the CLion tutorials. 2. Open a remote host terminal via Tools → Open Remote Host Terminal If you are using VSCode

Run your program on the remote server as described in VSCode tutorials.

Click on the Terminal pane in the bottom half of the window or via Terminal → New Terminal Run the script

Run the script in the terminal by using the command: ./runtest.sh to run all the tests, or specify the test number to run a specific test, e.g. : ./runtest.sh 07 You will see the test run in the terminal window. The X Assembler (xas) An assembler (xas) is provided to allow you to write and compile programs for the X Architecture. To make the assembler, simply run “make xas” in the xtra directory. To run the assembler, specify the assembly and executable file on the command-line. For example, ./xas example.xas example.xo Assembles the X assembly file example.xas into an X executable example.xo. The format of the assembly files is simple.

Anything to the right of a # mark, including the #, is considered a comment and ignored.

Blank lines are ignored.

Each line in the assembly file that is not blank must contains a directive, a label and/or an instruc- tion. If the line contains both a label and an instruction, the label must come first. 4. A label is of the form identifier: where identifier consists of any sequence of letters (A-Za-z), digits (0-9), or underscores ( ) as long the first character is not a digit. A colon (:) must terminate the label. A label represents the corre- sponding location in the program and may be used to jump to that location in the code.

An instruction consists of a mnemonic, such as add, loadi, push, etc., followed by zero or more operands. The operand must be separated from the mnemonic by one or more white spaces. Multiple operands are separated by a comma.

If an operand is a register, then it must be in the form r# where # ranges between 0 and 15 inclu- sively. E.g., r13.

If the instruction is an immediate, then the argument may either be a label, or an integer. Note: labels are case-sensitive. If a label is specified, no colon should follow the label.

Directives instruct the assembler to perform a specific function or behave in a specific manner. All directives begin with a period and are followed by a keyword. There are three directives: .lit- eral, .words and .glob, each of which takes an operand. (a) The .literal directive encodes a null terminated string or an integer at the present location in the program. E.g., mystring: .literal "Hello World!" myvalue: .literal 42 encodes a nil-terminated string followed by a 16-bit (1 word) value representing the dec- imal value 42. In this example, there are labels preceding each of the encodings so that it is easy to access these literals. That is, the label mystring represents the address (rel- ative to the start of the program) where the string is encoded, and the label myvalue represents the address (relative to the start of the program) of the value. This is used in the hello.xas example. (b) The.wordsdirectivesetsasideaspecifiednumberofwordsofmemoryatthepresent location in the program. E.g., myspace: .words 6 allocates 6 words of memory at the present point in the program. This space is not initial- ized to any specific value. Just as before, the label preceding the directive represents the address of the first word, relative to the start of the program. This is used in xrt0.xas to set aside space for the program stack. (c) The .glob directive exports the specified symbol (label) if it is defined in the file and imports the specified symbol (label) if it is used but not defined in the file. E.g., .glob foo .glob bar … loadi bar, r0 … foo: .literal "Hello World!" declares two symbols (labels) foo and bar. Symbol foo is declared in this file, so it will be exported (can be accessed) in other files. The latter symbol, bar, is used but not defined. When this file is linked, the linker looks for the symbol (label) definition in other files makes all references to the symbol refer to where it is defined. Note: it is recommended that you place literals and all space allocations at the end of your program, so that they will not interfere with program itself. If you do place literals in the middle of your program, you will need to ensure that your code jumps around these allocations. There are several example assembly files provided (ending in .xas). You can assemble them by invoking the assembler, for example: ./xas example.xas example.xo This invocation will cause the assembler to read in the file example.xas and generate an output file example.xo. Feel free weixin: codehelp

[sad--tree]

u know, back in 2017 when there were labour issues w/ the faculty & the college employers, i def remember getting regular email updates leading up 2 and during the strike itself and yet this time there's been? nothing? idk i got all of 1 email (from the college, with an "faq" attached that gradually got more obviously biased against the profs) back when the work to rule action started, but nothing since then. im looking at the opseu site now and yh tbf i couldve been checking it 4 updates myself since i see there's been regular ones but ig no 1 passed it along? idk just seems a lil odd compared 2 the experience in 2017

anyways guess whose instructors might go on strike on friday 🙃

[berdbrainx]

what sort of apps do you have on your phone?

“Mostly the default apps. Camera, notes, calendar, calculator, voice recorder, that sort of thing. I suppose I do have some social media apps, but I don’t use them too often.”

[lapdogchase]

i literally do not know what to do for my history class at all i have no fucking clue what module we're on . i shouldnt skip class bc that's how i'll find out where we are in the work but also i dont want to show up and not know what's going on bc he gets pissed off when ppl dont read the book before class but in the way a mom gets pissed off and it's like youre being slowly poisoned And im scared he'll call on me and i'll be like I have no idea and he'll be like Well whats your best guess and i will have to be like Larry i didnt do the work because u set up the brightspace very badly

[anotherwaytolearn]

Virtual School ~ Day 1

I live in Toronto Canada and I am enrolled in virtual school. I will be chronicling my experiences on this blog

I have two classes for each quadmester, this quad I have Science and Strings (I play the violin), I found that out on Sunday. This morning at 9 AM I logged onto the video meeting, my school district is using a platform called BrightSpace (formerly known as d2l) for all online schooling, BrightSpace has a built in video call platform which the call was hosted on, however, although that there are 30 students in my class only up to seven people can have their webcam on. Science was my first class of the day, after a brief introduction, my teacher—who I will call Ms.S— presented us a slideshow about the rules and expectations of the class, and a short guide on how to use BrightSpace. After we were supposed to complete a “scavenger hunt” around the website testing out the features, however, while the document was made by some administrator in the school board or ministry of education (we have ministries in Canada, just like in Harry Potter) my teacher hadn’t set up the website for the scavenger hunt, and half of the things we were supposed to find didn’t exist, I don’t blame my teacher at all as it seems she has just as little (if not less) experience with the platform. It seems to me (judging by the fact it took her several minutes to find the share screen button) that my teacher was not given any training on using the online platform with which she was told to teach. After this we had a 10 minute break, I logged off and got a snack. When I returned, somewhat refreshed, we played a Kahoot my teacher had prepared (for those of you unfamiliar with Kahoot it is an educational trivia game in which students compete against one another) it was fun, I found myself enjoying the class and bonding with the classmates whose faces I could not see. After my teacher read something about why it is important to learn science, which even though I was somewhat interested in what it said, found impossible to pay attention to as the class had been going on for so long. The last item on the agenda was to fill out a google form survey, it had many different questions about all sorts of topics, and with that (and a fervent Goodbye Ms.) my 2 1/2 hour class was done. After a one hour lunch break, I got back on my computer ready for my next class, however, there wasn’t one. When I got my timetable two days ago I was somewhat concerned to see that no one was listed as my Strings teacher, and today I can officially confirm that I do not have a strings teacher, although I am supposed to be taking two courses at a time. I am not the only one facing this challenge, another friend also is missing a teacher, and my siblings' ages 11 and 4 don’t have any teachers at all. I know I have high standards regarding education, but having a teacher doesn’t seem like a particularly high bar. That concludes my first day of online school.

[akronstudyabroadjapan2020]

1/30

Contents

1) Mingling with all classmates

2) Kabuki→PPT on Brightspace

Homework

1) B#4-Chapter 4

2) Like your classmates’ blog

3) VOTE our front cover contest→

https://docs.google.com/forms/d/e/1FAIpQLScg0U7uMkpnyF8XyMaEgACZ1VQBNg27O5YCjX-2VRN_nO_dbg/viewform?usp=sf_link

4) Watch “In This Corner of the World” from Netflix

****NOTES****

1) Call bank when you leave country

2) Call Phone provider how to use your phone in JAPAN

[finally-studying-something]

100 Days of Productivity

I’ve yet to do the 100 Days of Productivity challenge. I’m not sure if it’s because I’ve been lazy, or if it’s because I didn’t consider anything that isn’t school work productive.

Either way, I’m here now.

Classes start tomorrow and I’ve spent the day preparing for that. I’ve been reading Educated by Tara Westover because apparently I was already supposed to have read it. I’m taking the honors transfer student seminar and we’re going to be discussing her book on Thursday. She was the speaker at this year’s convocation and because it’s my first year here, apparently, I was supposed to attend that as well.

At least I know now I guess. I’ve read a little more than half of it and I don’t think it’ll be a problem to finish it by Thursday. However, because classes do start tomorrow, I may be a bit busier, so I’m trying to read as much as possible before then.

Other than that, I bought a vacuum and some silverware and groceries. I washed dishes, vacuumed the place, did some laundry, didn’t take a nap, and drank some tea. I did some meal prep for the week for both of us. I made 5 servings of some cold peanut noodles with carrots, cabbage, green onions, and cilantro. I didn’t try it but it smelled really pleasant while I was cooking. Plus I managed to cut my finger while grating carrots.

I keep refreshing Desire2Learn (or Brightspace, or whatever it’s called) hoping that my professors have uploaded their syllabus. I’ve got my honors seminar syllabus and my intro to linear algebra syllabus. (The intro to linear algebra one is really just “hey here’s my office hours, here’s your grading scale, here’s the rules for the university” I was hoping for a outline of the class).

I’m sure I’ll get them at some point, I’m just antsy and I want things done now.

Wish me luck tomorrow.

[downtowns-stuff]

Hi guys, let me tell you all a story.

I used to work for a Canadian company as a outsourced tech support. The company is D2L (Brightspace), but I had 3 levels of subcontract which means that I was hired by the results company, who hired me from other Mexican company (lets called X).

All remote, working from home in Mexico. In the middle of the first 2 waves of the pandemic. People are dying horribly. 3 levels of outsourcing.

The original company that pay my salary (X) did not have a clue what I did or how many hours I actually worked, so the paycheck was never complete.

The results company (in Mexico), worked for D2L (in Canada) and recently had bought other callcenter to merge. Workers from the old call center lost they original contract.

They kind of were "bought" or transfer to results company without compensation or time working on the old company been acknowledged, which is illegal according to the Mexican working laws. Some wanted to sued but due to the pandemic the courts were closed.

D2L trained us remotely very well. They did treat us fairly, but the work was excesive and abusive form the users, the paycheck was shit.

Also as workers from X were earning 10000 Mexican pesos per month (476 dollars). People from results were earning a little more (like 13000 Mexican pesos). No idea how much people from Canada were making.

They just were the bosses doing paperwork and we were the actual reps taking abuse and fucking racism in each call. Mostly from US people, they are extremely racist, disrespectful and quite abusive. (People from Canada were actually very nice and polite). But still, we were making so little. The office in Canada was like 12 people tops. And hundreds from Mexico.

Anyways, most of us quit because X did not know how many hours we were working so the pay was incomplete and communication between 3 levels of outsourcing is messy. Also, the work was just to much for so little pay.

I must say that 90% of the Mexican reps are people like me: young, college educated, at least bilingual (they were people on my team that spoke 5 or more languages) and who take the job because it pays better that our actual careers.

Working on fucking bilingual call center in Mexico, pays better that been a lawyer or a engineer or anything else.

So this poor guy: he hates every fucking second of this but he needs the money. And he deserves to be pay fairly. This companies come to Latin America because they can take advantage of our economic hardships, our governments (remember they can just coup us if they don't like our laws) and our currency. We don't want this jobs, nobody wants to get racism by phone on their our countries but we need the money.

Fuck outsourcing and capitalism guys. Let's all union, for god's sake.

"labour optimization" holy shit