Tuition Fee Spikes Essay Example | Topics and Well Written Essays - 750 words

Tuition Fee Spikes - Essay Example However, because of the lack of initiatives of the Congress to control tuition fee spikes, students are forced not to assume to attain college degrees by simply thinking about the financial aid coming from the federal government and hoping for good luck. Students are forced to work hard if they don't have enough money to support themselves in college paying for high tuition fees, and realize they have the capability to act on it. After all, college education is an essential tool for attaining the needed ways of getting success in the future careers. College education truly aids an individual to attain success (Rye 4). Being successful in college implies having the need to obtain the critical tools and skills that will lead to earning a degree. However, the Congress simply cannot interfere as to how the tuition fees are being laid down among private and prestigious universities and colleges in the country. Normally, the tools essential in college success are enough knowledge, skills and proper mentality, all of which can be obtained by being a part-time worker and student. These tools can be successfully merged with college education. College education gives an individual with particular knowledge on the subject in which the individual wishes to do his part. College education allows an individual to obtain knowledge and skills to analyze data critical in the pursuit of success objectives and in making right choices. College education, through the various stages of learning, includes the development of proper attitudes or the establishment of the appropriate behavior to attain success. However, because bright but impoverished students cannot afford to pay high tuition fees of top colleges and universities, they are forced to become part-time workers / students. Part-time workers and students, because of their hard luck lives, are able to develop optimism towards their capabilities to attain their objectives from attaining information and skills to evaluate skills and deficiencies in attaining the objectives. Part-time workers and students learn to maximize strengths and to evaluate deficiencies in order that the o pportunity of attaining an objective in college grows (McPherson 6). The emergence of part-time workers / students all over the country is the direct result of the Congress' inability to control the tuition fee spikes. A part-time worker and student rarely would save up for unnecessary luxuries while still in college which include big apartments, luxury cars, jewelries and other expensive things (Wilkinson 5). Therefore, by instilling responsibility and discipline in these students because no one, not even the Congress, will help them pay for their tuition fees but themselves in whatever they want to attain in college is definitely a positive attitude to inculcate in their minds. By hard work and perseverance, part-time workers and students will be able to attain their particular goals and desires without having to rely on the financial aid of the federal governmen

IT for education and learning Essay Example for Free

IT for education and learning Essay As we all knew, Information Technology has been well-developed for years. Nowadays, lots of youngsters would study online via the Internet, such as finding academic materials for doing project, submitting assignments to the online learning environment of their schools and so forth; therefore, people started to think what features of information technology can facilitate with education and learning. In particular, people would call this kind of learning as â€Å"e-learning†. According to D. R. Garrison (2011)1, e-learning is â€Å"formally defined as electronically mediated asynchronous and synchronous communication for the purpose of constructing and confirming knowledge. † The foundation of this technology is the Internet associating with communication technologies. So how would e-learning affect our education and learning? My ideas are as follows. First and foremost, online games are suitable for using within a learning environment as they are based on the theories of situated learning, motivation and learning by doing. What is online game? A. Rollings and E. Adams (2006) 2 introduce online game is a technology for connecting players together over computer networks like on the Internet. Online games can provide large simulated conditions in the real world for learners to solve problems and deal with others. They not only increase learners’ motivation and engagement but also enhance the learning experience and recognition. Additionally, they also provide free trainings that allow mistakes and errors so that the cost can be lowered. They can also increase the chance of communication such that they would have better coordination and communication skills. Take military and emergency services as an example, like America’s Army, it offers soldiers a virtual but real environment to have trainings. To be more specific, the soldiers are required to work as a team and accomplish the missions. It can build up the team spirit and let them enter into the real situation. Secondly, in accordance with Athanassios Jimoyiannis (2012)3, online game is beneficial for people to learn languages. Alternate Reality Games (ARGs) is one kind of the online games that involves multimedia and gaming elements to act as a story to let learners contribute their own ideas and action as if they took place in real time. ARGs are usually built around social networking system, which is an online platform, with Web 2. 0 technology, that focuses on building up social networks or social relations among people by sharing posts and doing real-life connections, like Facebook and Twiiter, in which learners can interact with others and form alliances. Therefore, through these kind of games, learners are able to gain appreciations for colloquial meanings, verbs and so forth. Thirdly, there is another technology that cannot be omitted – Learning Management System (LMS), like OUHK Online Learning Environment. It works as a platform for students to access multi-media study materials and participate in a wide range of learning-related activities through the use of a computer and an Internet access. Furthermore, students can obtain updated information about courses and programmes that they attend to, participate in online discussions with their peers and tutors, submit assignments, do exercises and self tests and monitor their own study progress through the web-based instruction. As a result, we can see that online learning environment can facilitate with E-learning for people to enhance their studies. And the advantages that LMS brings us – management of personal knowledge and learning resources, collaboration and instructional support – can enhance people’s critical thinking and decision-making. As a final point, people like youngsters, not like the previous generation, would not only receive what their teachers give them but find other sources through search engines, such as Google and Bing, themselves. They prefer videos, audios and interactive media; in the meanwhile, some scientists claimed that using graphics and colours can stimulate people’s brains to memorize and strengthen this ability. That’s why tutors would love to express their ideas through PowerPoint to their students nowadays. Simple and clear structure of PowerPoint slides can offer the content ideas with few lines in bullet form to students. Moreover, visual and auditory media can be added to make the materials more appealing. It not only improves the audience focus, but also engages multiple learning styles, for instance, students can read the materials through their mobile phones. However, if people get addicted to Internet uses, e-learning might become a severe obsession that they would get lost in the real life, like virtual world is â€Å"pulling† them from the real life. Dr. Charles OBrien, a professor of psychiatry at the University of Pennsylvania, claimed that getting addicted to Internet uses like online games will become an official disorder because more and more people are going to do studies on it. There was a case last year in South Korea, where the couple, who had a real baby, was so involved with the virtual baby and doing things with the virtual baby, thus they neglected their real live baby and the baby died. Therefore, people’s self-restraint and the cooperation between teachers and parents (for youngsters) are undeniably required if e-learning becomes more and more popular in the world. (870 words) Reference list: 1. D. R. Garrison (D. Randy)(2011), E-learning in the 21st century a framework for research and practice, New York : Routledge 2. Andrew Rollings and Ernest Adams (2006), Fundamentals of Game Design. Prentice Hall. 3. Athanassios Jimoyiannis (2012), Research on e-learning and ICT in education, New York : Springer 4. Alan J Daly (2010), Social network theory and educational change, Cambridge, Mass. : Harvard Education Press 5. John D. Sutter,† Is gaming addiction a real disorder? †, CNN, linkage retrieved from: http://www. cnn. hk/2012/08/05/tech/gaming-gadgets/gaming-addiction-dsm/index. html 5. http://www. youtube. com/watch? v=NdDmp_Ak1no.

Civil Constitution of the Clergy

Civil Constitution of the Clergy The Impact on the Civil Constitution of the Clergy, 1790 The French government completed its subordination of the Roman Catholic Church in France on July 12, 1790. The National Assembly passed the Civil Constitution of the Clergy. This was a culmination of events of the Catholic Church meeting opposition from the French government. The Catholic Church already faced the abolishment of tithes as well as nationalization of all property they used for revenue in 1789. Leading up to the actual Civil Constitution, monastic vows were forbidden. Only ecclesiastical orders that dealt with children and nursing the sick were kept intact, all others were dissolved. Motivations for these changes to the French Catholic Church are questionable. They could have been sparked by the French governments impending bankruptcy, or the tithes systems abuse. The Civil Constitution of the Clergy was a dramatic reorganization of the clergy. The number of bishops was drastically decreased from one hundred and thirty five to eighty three. Each of the new bishops and priests were required to be elected locally by their constituents, removing the popes authority over the clergys appointment. Under the Civil Constitution, the bishops and priests had to swear an oath of loyalty to the new order and the Constitution. Title II, Article XXII of the Civil Constitution states, â€Å"The bishop elect shall take a solemn oath in the presence of the municipal officers, of the people, and of the clergy to guard with care the faithful of his diocese who are confided to him, to be loyal to the nation, the law, and the king, and to support with all his power the constitution decreed by the National Assembly and accepted by the King†[1]. This swearing of the oath caused great debate. Pope Pius VI refused to accept any provisions of the Civil Constitution. Louis XVI sent numerous letters to the pope complaining that he had to publicly accept the Civil Constitution. He suggested that the Pope Pius VI appease the National Assembly and accept a few articles. On December 26, 1790, Louis XVI granted his public assent despite the Popes acceptance because of pressure from the National Assembly. The next month, administrations of the oath began, drastically diminishing the numbers of the clergy. Half of the clergy and only seven of the preexisting bishops swore an oath of loyalty. A schism was created within the Catholic Church as Pope Pius VI denounced the Civil Constitution. One side of the split took the oath and was known as the constitutional clergy. Those that agreed with the Popes denouncement became non jurors or refractory priests; they faced dismissal, deportation, and death for their actions. To understand more upon the impact of the Civil Constitution of the Clergy on the French Catholic Church one examined a few books on the subject. The first was published in 1986 by the Princeton University Press. Timothy Tackett wrote Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791, a four hundred and twenty five page book. Tackett is an American historian specializing in the French Revolution; he has published a few books on different aspects of religion in the French Revolution. This particular book focuses on explaining the geography of oath taking in France, which regions were most likely to take the oath and why. In Timothy Tacketts Religion, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791, he makes convincing arguments that many have come to respect and others that have yet to be confirmed. Tackett is able to accomplish this through his use of vast archival and printed sources. In arguing his thesis, geography of oath taking, he argues that the clergys ideology, their beliefs, denominational influences, and constituency influences, is the most important deciding factor. Tackett finds that reactions to the oath usually varied depending on the region. In an area where protestant enclaves were present, it was more than likely that the local clergy would be opposed to the oath. On the other hand, in areas where there was a presence of local Jansenism or the Cures opposed Episcopal power, he found that the local clergy tended to take the oath. Tackett understands that no argument is a strong argument without acknowledgement of the opposition. With that said, it was only right for him to mention other possible influences on the reactions to the oath. Other minor influences on the regional reactions to the oath could have also been attitudes towards the Revolution, age and social origin of the bishops. According to Tackett social origin is defined as cultural and political distance from the center of France. When discussing the importance of the Oath, Tackett says, â€Å"[it is] one of those very particular kinds of historically happenings, with the potential for sharply jolting the whole historical landscape†[2]. He did not believe that the Oath of 1791 was the only shaping factor of Frances rich history. In addition to the oath, he also credits the Churchs role in society as well as the relationship between Church and State to be the reason for the laicite seen in modern day France. Tackett comes to this conclusion by the uncanny coincidence between the regions reactions to the oath and religious practices divided by areas. Timothy Tacketts book was a helpful source in the area of clear analysis of the factors that played a role in the reactions to the Oath of 1791. Through this analytical work, the reader is able to understand the impact of the oath and ultimately how it shaped France. While helpful in some areas, Tacketts book is lacking in synthesizing his analysis with a clear conclusion. This leaves issues of the development of Frances religious history unanswered. Some of the conclusions drawn were not fully developed and some times unclear, which gives the reader the idea that he may not have fully understood the entire concept or maybe his sources were lacking in these very areas. Tackett builds up his arguments to support his thesis on the geography of oath taking, but loses momentum. The next book studied was published in 1996 by Yale University Press. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791 is a three hundred and ninety page book written by Dale Van Kley. Van Kley is an American historian who is best known for this prize-wining book. His work has focused on the contributions that Augustinian theology made to the Enlightenment and the French Revolution. He is a professor of History at Ohio State University. In the Religious Origins, Van Kley explores the diverse religious strands of Jansenism that influence political events up to the revolution, claiming that the efforts to dechristianize the French state and citizens had long-term religious origins. Van Kley shows that French royal absolutism was a product and then a casualty of religious conflict using a wealth of primary sources. He studies a great number of individual bishops and clergy, their views, and sympathies. The relevant religious conflict that he discusses is the Jansenism- related conflicts in the eighteenth century that helped to â€Å"desacralize† the monarchy along with the French Catholic clergy. This conflict was a direct contribution to the revolution because it led to parties that were of a political and religious nature. The Patriot party was a successor to the Jansenist party. The rhetoric of such parties affected the content of the revolutionary political culture. The Civil Constitution â€Å"eliminat[ed] the clergy itself as a visibly independent corps, this ideological combination hastened the interiorization of religion and the states monopolization of public functions, a tendency long evident in judicial Jansenism itself†[3]. Before the c lergy had a role in public functions, but Jansenism supported this separation of religion into the private sphere and government control of the public sphere that was made by the Civil Constitution. Van Kley, indebts the revolutionary political culture to the varieties of French Catholicism. It was strongly influenced by the struggle between rival notions of the good society. The ultra-montanist Catholicism of the Jesuits supported the sacral monarchy. However, the Jansenists favored a contractual political order. â€Å"Jansenists could have congratulated themselves that the Civil Constitution enforced Episcopal residence, instituted clerical elections, nearly nullified papal influence†¦ banished arbitrary government†[4]. The Jansenists defense of a contractual political order over a sacral monarchy seems to have led to these provisions of the Civil Constitution. This source was less helpful in exploring the topic, because it was narrowly focused. Van Kleys attitude was obviously prejudiced against the Jesuits, as he portrayed them as the leaders of sacral monarchy and the Jansenist oppression. He describes Jansenist opposition and criticism of Catholicism. His interpretation of religions influence on the French revolution was extremely limited; however, he should be praised for shedding light on the importance of religion in the French revolution. He adds a major strand to the debate on the origins of the French Revolution. Despite, its innovative addition, Van Kley limits his focus to the Jansenists role as the chief force behind opposition the French monarchy. He states, â€Å"Some if not all of the content of the Civil Constitution was the culmination of a century of Jansenist efforts at ecclesiastical reform†[5]. Jansenist position seems to be of exaggerated importance. He also seems to leave out the Catholic features of Jansenism , and more likens them to Calvinists. He demonstrates how Jansenism inspired a radical Calvinist break with Catholic discourse and worship. This book was a tough reading, with much material through primary sources. However, its focus on Jansenism serves more as giving another side to the traditional story rather than convincing many of religions influence in the French Revolution. Nigel Aston wrote four hundred and thirty five pages on the Religion and Revolution in France, 1780 1804. Aston is Reader in History at the University of Leicester. This book is a comprehensive survey of the religious history of France from the eve of the Revolution through the early years of the nineteenth century. Using a vast array of secondary materials and printed sources, Aston creates a comprehensive survey of the religious history of France. He begins his text with discussing the special privileges of the Catholic clergy as well as the principles of Gallicanism, Jansenism, and Richerism, the strains of Catholicism that would fuel the revolt of the lower clergy against the bishops of the Estates General. There were deep social and economic divisions within the clergy. Aston also notes the religious diversity in France. He writes, Geography is crucial[6] when discussing the variations in clerical density, religious fervor, and ecclesiastical revenues from province to province. Aston also includes information on the treatment alongside male clergy of women in religious orders. His second chapter analyzes the diverse beliefs and practices of the clergy and laity. He felt the French laity remained overwhelmingly attached to the Catholic faith and practice†[7]. He is rejecting the idea t hat the French populace showed signs of secularization and questions the thesis of a â€Å"desacralization† of the monarchy. Aston also includes a chapter on other denominations in the late Old Regime. The second part of his book focuses on the relationship between religion and Revolution, exclusively on Catholicism and builds on his earlier work. He blames the leaders of the Constituent Assembly for the terrible religious divisions which marked the Revolutionary period. Events would have taken a more moderate course and scores of thousands of lives would have been saved[8]if the oath was not required. Also, if the leaders would have permitted the convocation of a National Council of the French clergy to ratify the revolutionary reorganization a less radical course would have been taken. Instead the Civil Constitution of the Clergy led to a break in the church by forcing clergy to choose between the church and the state. Faced with what was crudely reduced to a stark choice between religion and revolution, half the adult population rejected revolution[9]. The last relevant section of the book focuses on the aftermath of the Civil Constitution and the official policy of dechristianization. Most native French had no choice but to put up with the changes imposed by urban-based politicians; the non compliant risked death by their determination not to abandon their Christian faith[10]. Other chapters in this section focused on how anticlericalism triggered European opposition to the Revolution more than the decision to kill Louis XVI. He also explored the Constitutional Church and Catholic opponents of the Revolution. Aston was a helpful source as it seemed to cover all aspects of religion and the French Revolution. Its broad coverage treated Protestants and Jews alongside the Catholics. This is unique as the term religion when regarding the revolution is conflated with Catholicism in most studies. This book was very readable striking a balance between synthesis and detail. However, some of Astons conclusions lack strength because opposing stances were omitted. For instance, his sole blame on the leaders of the Assembly for the schism created by the Civil Constitution underestimates the impact of Pope Pius VI. The pope was uncompromising and rejected the Civil Constitution as well as the ideals of the revolution. When researching this topic, I would have to first seek Astons source to inform me. The comprehensive study was so helpful in getting a whole understanding of the subject. Although, he did underestimate Pope Pius VIs influence in the break between the French Catholic Church, he did bring up elements not previously discussed. However he did have the benefit, of having publications such as Tacketts to elaborate upon, as well as John McManners short synthesis of 1968. From a non expert point of view this book was very readable, and had much detail and evidence to back conclusions. It explained the atmosphere before, during, and after the Civil Constitution which is useful in figuring out the implications of the Civil Constitution. However, I wouldnt use Van Kleys book again. It was least helpful in giving a whole explanation on the impact of the Civil Constitution on the French revolution. It was very one-sided, and the information was hard to understand. Only experts, with a firm knowledge on the religious influences of the Revolution would benefit from reading this source, as they would be able to understand his point of view. However, Van Kley must receive credit for being a pioneer in his subject. His work influenced many works that came after that had information on Jansenism. I just did not receive the full picture of the Civil Constitutions impact and how other denominations were concerned. More synthesis needs to be done on this topic to really get the full gist of the importance of the Civil Constitution of the Clergy. Van Kleys view should be incorporated with the main historical narrative of the impact of the Civil Constitution and not disregarded as Jansenism focused and therefore irrelevant. Also Pope Pius VIs influence needs to be studied. Instead of trying to argue the importance of one side of the debate, each aspect that had an impact needs to be dissected and expanded upon. More analysis of primary sources and empirical data will only be helpful to the subject. Reading these three books by Tackett, Van Kley, and Aston is a great start in understanding the impact of the Civil Constitution of the Clergy. Bibliography Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. Perry, Jonathan. â€Å"The Civil Constitution of the Clergy.† Hanover Historical Texts Project. 2001. Nov 16 2009. . Tackett, Timothy. Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791. Princeton: Princeton University Press, 1986. Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. [1] Perry, Jonathan. â€Å"The Civil Constitution of the Clergy.† Hanover Historical Texts Project. 2001. Nov 16 2009. . [2] Tackett, Timothy. Religion, Revolution, and Regional Culture in Eighteenth-Century France: The Ecclesiastical Oath of 1791. Princeton: Princeton University Press, 1986. pg. vx. [3] Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. pg. 362 [4] IBID. pg. 353 [5] Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil Constitution, 1560-1791. New Haven: Yale University Press, 1996. pg. 336. [6] Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. pg. 48. [7] IBID. pg. 56. [8] IBID. pg. 161. [9] Aston, Nigel. Religion and Revolution in France, 1780-1804. Washington, DC: Catholic University of America Press, 2000. pg. 162. [10] IBID. pg. 194.

Leadership Profile Essay -- essays research papers

Leadership Profile Paper This paper will profile Jeff Hawkins, Chief Technology Officer (CTO) for PalmOne, Inc. examining qualities that Mr. Hawkins exhibits that make him influential leader. The paper will also examine details of the business strategy that make this man an exceptional innovator and his contribution to eBusiness technology. Vision Jeff Hawkins a graduate of Cornell Universityis best known as â€Å"the inventor who, in 1994, took blocks of mahogany and plywood into his garage and emerged with a prototype for the PalmPilot† (PC Magazine, 2000). Joining forces with friend Donna Dubinsky, Jeff â€Å"pulled off one of the most successful new-product launches in consumer electronics history, selling 400,000 units when they debuted in 1996. Now Palm Computing owns 80% of the handheld market† (PC Magazine, 2000). Mr. Hawkins vision combined with his personal commitment and desire to constantly improve processes, efficiency, and develop new technologies has proved Jeff to be a leader in innovation. According to Mr Hawkins, "The future of computing is mobile," The PDA is going to be the way people access Internet data and integrate that data with everything else they need to keep track of. This will be most people's PC and Web terminal" (PC Magazine, 2000). Experience Jeff has nearly 20 years of technical expertise and is often credited as the designer who â€Å"reinvented the handheld market.† According to Jeff, "We didn't get enam...

Meaning of Life and Thanksgiving Essay

As the first pilgrims arrived at Plymouth Rock and had a feast with the Indians, they shared a moment of thanks together. They gave thanks for all their blessings, thus, creating our lovely day of Thanksgiving. When Thanksgiving is thought of, the first thing that comes to mind is turkey and a plentiful amount of food. Thanksgiving to me, is the time to be together with the ones you care about. Coming together for a day to just be with each other and to catch up is what Thanksgiving means to me. Family should be with each other to share memories and to realize the plentiful amount of blessings they have been given. Thanksgiving is not only a day for gorging on food or falling into a food coma, but talking with each other and just being glad to be with one another. Having family during Thanksgiving is a crucial part in my life. Having all of my relatives in one place for one day to talk and have fun with them makes Thanksgiving extra special for me. It is one of the few days of the year that I get to see everybody. The turkey, yams, cranberry sauce, mashed potatoes is just the icing on the cake. Everybody in my family loves the food. We eat and eat until we can’t eat anymore. My family has a tradition of playing soccer afterwards but that goes only so far due to our full stomachs. My cousins and I play a friendly game of poker, afterwards our failed attempts for soccer, for first dibs on dessert. After a good game of poker, my cousins and I look for ways to entertain ourselves meanwhile the adults talk about their lives and brag about their kids. Society today makes Thanksgiving look like a day just to eat. As society advances the meaning of Thanksgiving deteriorates into a secular holiday. The meaning of Thanksgiving seems obsolete. I truly believe that Thanksgiving should be refreshed in its meaning and should be celebrated with family and love. As people come together to share a special day in our history, this should be a day which people will not take for granted.

Surname Essay Example

Surname Essay Example Surname Essay Surname Essay Name: Lecturer: Course: Date: Assignment #1 Name: ______________________________________ 1. True False If a program is converted from one language to another language one line at a time, with each line being executed as it is converted, the converter is called a â€Å"compiler†. Both the interpreter and compiler convert high-level language to machine language. The compiler compiles a set of machine language instructions and an interpreter executes line-by line before proceeding to the next line.. 2. True False Simple arithmetic is performed by the part of the processor (CPU) known as the ALU. The Arithmetic Logic Unit is a part of the CPU and it performs calculations and comparisons. 3. True False â€Å"First-Generation† computers were built using vacuum tubes. The computers that were built using vacuum tubes were big and used a lot of energy. The ENIAC had 18 000 vacuum tubes and 1500 relays. It was 30 ton heavy and consumed 140 kilowatts of power (17). 4. True False A â€Å"von Neumann machine† is one that separates the storage of data from the storage of program code and instructions. The von Neumann machine stores both the data and the programs in the main memory. 5. True False â€Å"Third-Generation† computers were built using integrated circuits. The silicon integrated circuit was invented by Robert Noyce in 1958. Many transistors could be put in a single chip and this made the computers smaller, faster and cheaper (22). 6. True False Microprogramming was invented and used to add more instructions for programmers to use without having to change the hardware circuits to implement the new instructions. Though it has many different control sequences, microprogramming simplifies the control design 7. True False A computer that has a (more instructions) will generally be more complex to build and more expensive. Machine language, mnemonics and high-level languages are used when writing computer programs. 8. True False A computer that has a larger machine language (more instructions) will generally be easier to program at the ISA level. Instruction sets carry out basic instructions and each instruction is executed by several microinstructions. 9. True False RISC stands for Reduced Instruction Set Computer. The microprocessor has a simple instruction set with a few addressing modes. 10. True False A main goal of RISC is to use microprogramming to perform as many instructions as possible so programmers can write simpler programs. Reduced instruction set computers speeds the computer operations that are frequently used and reduces the number of addressing modes and complicated instructions that are present in CISC. 1. A certain computer system has 4 levels of languages. The actual physical machine can execute 2 billion L0 instructions per second. On average, each L1 instruction requires five L0 instructions, each L2 instruction requires four L1 instructions, and each L3 instruction requires two L2 instructions. On average, how long would it take the system to execute a 1000-line program written in the L3 language? L0 2 billion per second L1 = L0 (2b) * 5 = 10 billion L2 = L1 (10b) * 4= 40 billion L3= L2 (40b) * 2= 80 billion instructions per second 80 000 000 000 / 1000= 80 000 000 2. Assume that The University of Findlay bought 3 MHz (megahertz) computers for the computer labs in the summer of 1991 and then replaced them with new computers every three years. If the increases in speed followed Moore’s Law, what would be the approximate speed of the current lab computers? Moore noted that each new generation of memory chips was introduced three years after the previous one and it had four times as much memory as its predecessor (27). Year MHZ 1991 3 1994 12 1997 48 2000 192 2003 768 2006 3 072 2009 12 288 2011 24 576 Work Cited Tanenbaum Andrew. Structured Computer Organization. Portage, OH: Prentice Hall 2006