ICCEE2010_vol.9-Contents

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czkv%egl研究生英语综合教程上 unit 9-10 reading focus 精校文字版文库

、.~①我们‖打〈败〉了敌人。

②我们‖〔把敌人〕打〈败〉了。

THE HOUSING CRISIS GOES SUBURBAN1 Seventy years after President Franklin D. Roosevelt declared that the Depression had left one-third of the American people "ill-housed, ill-clothed and ill-nourished,"2 Americans are well-clothed and increasingly over nourished. But the scarcity of affordable housing is a deepening national crisis, and not just for inner-city families on welfare. The problem has climbed the income ladder and moved to the suburbs, where service workers cram their families into overcrowded apartments, college graduates have to crash with their parents, and firefighters, police officers and teachers can't afford to live in the communities they serve.2 Home ownership is near an all-time high, but the gap is growing between the Owns and the Own-Nots —as well as the Owns and the Own-80-Miles-From-Work. One-third of Americans now spend at least 30% of their income on housing, the federal definition of an "unaffordable" burden, and half the working poor spend at least 50% of their income on rent, a "critical" burden. The real estate boom of the past decade has produced windfalls for Americans who owned before it began, but affordable housing is now a serious problem for more low- and moderate-income Americans than taxes, Social Security4 or gas prices.3 America used to care a lot about affordable housing. Roosevelt signed housing legislation in 1934 and 1937, providing mortgages, government apartments and construction jobs for workers down on their luck. In 1949, Congress .set an official goaljjf "a decent home and a suitable living environment for every American family," and in 1974, President Richard M. Nixon began offering subsidized rent vouchers to millions of low-income tenants in private housing. For half a century, most housing debates in Washington revolved around how much to expand federal assistance.4 But for the past two decades, the only new federal housing initiative has been HOPE VI5, a Clinton administration program that has demolished 80,000 units of the worst public housing and built mixed-income developments in their place. The program has eliminated most of the high-rise hellholes that gave public housing a bad name and has revived some urban neighborhoods. But it has razed more subsidized apartments than it has replaced.5 Overall, the number of households receiving federal aid has flatlined since the early 1990s, despite an expanding population and a ballooning budget. Congress has rejected most of President Bush's proposed cuts, but there has been virtually no discussion of increases; affordable-housing advocates spend most of their time fighting to preserve the status quo.6 And it's a tough status quo. Today, for every one of the 4.5 million low-income families that receive federal housing assistance, there are three eligible families without it. Fairfax County has 12,000 families on a waiting list for 4,000 assisted apartments. "It's golden when you get one—nobody wants to give it up," says Conrad Egan, chairman of the Fairfax housing authority. It sounds odd, but the victims of today's housing crisis are not people living in "the projects", but people who aren't even that lucky.7 Some liberals6 dream of extending subsidies to all eligible low-income families, but that $100 billion-a-year solution was unrealistic even before the budget deficit ballooned again. So even some housing advocates now support time limits on most federal rent aid. The time limits includedin welfare reform 10 years ago were controversial, but studies suggest they've helped motivate recipients to get off the dole. And unlike welfare, housing aid is not a federal entitlement, so taking it away from one family after a few years would provide a break for an equally deserving family.8 "It's a no-brainer," says David Smith, an affordable-housing advocate in Boston. "You can't sustain the internal contradiction of no limits."9 The root of the problem is the striking mismatch between the demand for and the supply of affordable housing —or, more accurately, affordable housing near jobs. Fifteen million families now spend at least half their income on housing, according to Harvard's Joint_CenterfOTHousing Studies: many skimp on health care, child care and food to do so. Others reduce their rents by overcrowding, which studies link to higher crime rates, poorer academic performance and poorer health; Los Angeles alone has 620.000 homes with more than one person per room. Other workers are enduring increasingly long commutes from less expensive communities, a phenomenon known as "driving to qualify".10 This creates all kinds of lousy outcomes—children who don't get to see their parents, workers who can't make ends meet when gas prices soar, exurban sprawl, roads clogged with long-distance commuters emitting greenhouse gases. "I don't think we're creating strong communities by forcing people into their cars four hours a day," says Cathy Hudgins. chairwoman of the housing committee for the Fairfax County Board of Supervisors. Affordable housing also helps make communities competitive; it's not clear how Fairfax can keep creating jobs if workers can't afford to live there.11 The best thing local officials can do to promote affordable housing is to get out of the way—stop requiring one-acre lots and two-car garages, and stop blocking low-income and high-density projects.12 Washington politicians, on the other hand, have the federal budget at their disposal. But Congress hasn't supported new construction since the Low-Income Housing Tax Credit of 1986, which creates nearly 100,000 units of affordable housing a year, enough to replace half the units that are torn down or converted to market rents. Bush proposed a home-ownership tax credit during his 2000 and 2004 campaigns, but it turned out to be the rare tax cut he didn't pursue. A bill pending in Congress would divert a percentage of profits from federally chartered institutions such as Fannie Mae to a national affordable-housing trust fund8, but it seems stalled. The only affordability ideas with any traction at the national level are not really housing ideas; for example, one way to make housing more affordable to workers would be to raise their incomes—through higher minimum wages, lower payroll taxes or an expanded Earned Income Tax Credit.13 There is one clear solution to the affordable-housing crisis: a real estate crash. It's the one housing issue that attracts media attention—because it would hurt the Owns. But while an easing of prices could be devastating for lower-income Owns with risky mortgages, it probably wouldn't bring home ownership within reach for many Own- Nots. Prices have too far to fall; in 2000, two-thirds of the home sales in Fairfax were for $250,000 or less, but last year, fewer than one-twentieth were. And even a modest price slump could trigger a construction slowdown that would make shortages of affordable housing for moderate-income families even worse.14 Eventually, politicians may rediscover housing—not as an urban poverty issue, but as a middle-class quality-of-life issue, like gas prices or health care. Home ownership is often described as the American dream, but these days many workers would settle for a decent rentalthat won't bankrupt their families.ACADEMY IN TIMES OF CRISIS1 Today the academy holds a highly privileged place in American society because of a about the long-standing national consensus about the value of education. One of my predecessors, President Harold Dodds, said in his inaugural address in 1933 that "No country spends money for education, public or private, so lavishly as does the United States. Americans have an almost childlike faith in what formal education can do for them." That faith is based on a conviction that the vitality of the United States, its creative and diverse cultural life, its is national security and the robustness of its democratic institutions owe much to the quality of institutions of higher education.2 Our society’s confidence in its institutions of higher education is expressed through the generous investments of the federal and state government in basic and applied research, investment that wisely couple support for research with support for graduate education. It is also expresses through federal and state investments that subsidize the cost of higher education for those who cannot afford to pay, investments by private foundations and charities who see collegesand universities as the best routes for achieving their strategic goals, and investments by individuals and by the private sector, who see universities as the incubators of future health and prosperity. In return for this broad support, society rightfully expects certain things from us. It expects the generation of new ideas and the discovery of new knowledge, the exploration of complex issues in an open and collegial manner and the preparation of the next generation of citizens and leaders. In times of trouble, it is especially important that we live up to these expectations.3 The medieval image of the university as an ivory tower, with scholars turned inward in solitary contemplation, immunized from the cares of the day, is an image that has been superseded by the modern university constructed not of ivory, but of a highly porous material, one that allows free diffusion in both directions. The academy is of the world, not apart from it. Its ideals, crafted over many generations, are meant to suffuse the national consciousness. Its scholars and teachers are meant to move in and out of the academy in pursuit of opportunities to use their expertise in public service, in pursuit of creative work that will give us illumination and insight and in pursuit of ways to turn laboratory discoveries into useful things. Our students engage the world with a strong sense of civic responsibility, and when they graduate they become alumni who do the same. This is as it should be.4 The search for new ideas and knowledge is not and cannot be motivated by utilitarian concerns. Rather it depends on the ability to think in new and creative ways. When the Nobel laureate John Nash developed the mathematical concepts underlying non- cooperative game theory8 as a graduate student at Princeton, he could not foresee that those concepts would be used today to analyze election strategies and the causes of war and to make predictions about how people will act. When Professor of Molecular Biology Eric Wieschaus' set out as a young scientist to identify genes that pattern the body plan of the fruit fly embryo, he could not know that he would identify genes that play a central role in the development of human cancer. We have learned that we cannot predict with any accuracy how discoveries and scholarship will influence future generations. We also have learned that it is unwise to search only in predictable places, for new knowledge often depends upon preparing fertile ground in^obscure places where serendipity and good luck, as well as deep intelligence, can sprout. Freedom of inquiry, which is one of our most cherishedorganizing principles, is not just a moral imperative, it is a practical necessity.5 Just as we have an obligation to search widely for knowledge, so we also have an obligation to ensure that the scholarly work of the academy is widely disseminated, so that others can correct it when necessary, or build on it, or use it to make better decisions, develop better products or construct better plans. In the days ahead, I hope that our country's decision-makers will draw on the knowledge that resides on our campuses, on historians who can inform the present through deep understanding of the past, philosophers who can provide frameworks for working through issues of right and wrong, economists whose insights can help to get the economy back on track, engineers who know how to build safer buildings, scientists who can analyze our vulnerabilities to future attack and develop strategies for reducing those vulnerabilities, and scholars in many fields who can help us understand the motivations of those who would commit acts of terrorism here and throughout the world.6 Let me now turn to the third obligation that we have to society: the education of the next generation of citizens and leaders. Princeton's view of what constitutes a liberal arts education was expressed well by Woodrow Wilson, our 13th President, whose eloquent words I read at Opening Exercises:"What we should seek to impart in our colleges, is not so much learning itself as the spirit of learning. It consists in the power to distinguish good reasoning from bad, in the power to digest and interpret evidence, in the habit of catholic observation and a preference for the non-partisan point of view, in an addiction to clear and logical processes of thought and yet an instinctive desire to interpret rather than to stick to the letter of reasoning, in a taste for knowledge and a deep respect for the integrity of the human mind."7 Wilson, and the presidents who followed him, rejected the narrow idea of a liberal arts education as preparation for a profession. While understanding the importance of professional education, they made it clear that at Princeton we should first and foremost cultivate the qualities of thought and discernment in our students in the belief that this will be most conducive to the health of our society. Thus we distinguish between the acquisition of information, something that is essential for professional training, and the development of habits of mind that can be applied in any profession. Consequently we celebrate when the classics scholar goes to medical school, the physicist becomes a member of Congress, or the historian teaches primary school. If we do our job well as educators, each of our students will take from a Princeton education a respect and appreciation for ideas and values, intellectual openness and rigor, practice in civil discourse and a sense of civic responsibility. During these troubled times, our students and our alumni will be called upon to exercise these qualities in their professions, their communities and their daily lives. By so doing, and through their leadership, their vision and their courage, they will help to fulfill Princeton's obligation to society and bring true meaning to our motto, "Princeton in the nation's service and in the service of all nations."。

综合英语第三册Unit9课件

Practice answers
Answer to question 2
Correct answer: C
Explanation: The correct answer is C because the text mentions that the company has a strong commitment to customer service.
The important words and phrases are identified, and their meanings are explained. The context in which these words are used is also considered to understand their precise meaning and significance in the text.
Comprehensive English Volume 3 Unit9 Courseware
目录
• Introduction to the background of the text
• Analysis of Text Content • Analysis of language points in
such as justice, morality, and human nature.
02
Plot
The plot revolves around a series of mysterious murders in a
small town, with a famous detective trying to solve the case.
Author's name: John Smith

2010年版课程质量标准模板(ACCESS)

附件2：填表说明：1、“课程简介”表的主要面向对象是学生。

所填内容要充分考虑选课学生的需要。

2、表中课程、教研室、院部等名称全部须使用全称。

“开设单位”以教务处所确认的课程归属单位为准。

3、课程名称、代码、开设学期、学时、学分等信息须与2010年版专业培养方案中所列完全一致。

4、开设学期如有跨期情况，需全部列出。

例如：“第一、二学期”。

5、跨学期开设课程的学时、学分，需与开设学期相对应并依照“总数=学期单数+学期单数”的规则进行填写。

例如：“72=36+36”、“5=2+3”。

6、含有部分实验、实践环节的课程，其学时、学分一般只填写总数；也可根据课程的实际进行分列，如：“72=56理论+16实验”。

7、教研室的设置及其负责人的任命，以学校行文正式确认（包括补办了调整手续）的为准。

8、教材指近2年已经采用、或未来2年已有确切信息并将要采用的主要品种（原则上一门课程只能采用一种教材）。

短时期内尽可能相对稳定，不宜更换过频。

9、“教材性质”一栏可依实际情况进行多选，在相应选项前面的方框中打√。

本校教师任主编或副主编的教材方可视为“自编”。

10、“考核形式”一栏需从众多选项中依实际情况选择填写，具体形式一经教研室讨论决定，应该保持相对稳定。

若有“其他”事项需详细写出其内容。

例如：“考试开卷课外练习小测试”。

11、主讲教师指能独立、系统地担任课程各个环节教学工作的专任教师，原则上应具有副高及其以上技术职务或具有硕士研究生学历的中级技术职务。

可根据实际情况增、减行数，最少需1人，最多不超过5人。

“从教时间”指从事高等教育教学工作的起始年份。

12、“课程简介”要根据各课程的实际情况，可从课程属性、类型特征、目的要求、任务标准等角度进行简明扼要的说明与介绍。

13、每门课程填写一页，不跨页。

附件3：数据库技术及应用B课程教学大纲（Access）一、课程的基本信息适应对象：本科，全院非计算机文科各专业课程代码：学时分配：72＝理论36+实验36赋予学分：4先修课程：大学计算机后续课程：多媒体技术、网页制作与网站建设二、课程性质与任务本课程通过实际的数据库管理模型为例，以操作实例为主导，通过实际的操作，使学生能深刻理解数据库的概念、功能和用途，掌握用数据库管理软件进行数据管理和处理，能独立完成小型数据库的管理和处理工作，为学生能用计算机来处理各类实际的问题以及深入学习计算机的其它相关知识打下坚实的基础。

Microsoft Office Professional Plus 2010 VOL简体中文版 + 迷你“KMS ”新版

实践与分享：Microsoft Office Professional Plus 2010 VOL简体中文版 + 迷你“KMS ”新版2010年04月29日星期四 7:58本文提供的是：不少网友期盼的Microsoft Office Professional Plus 2010 VOL 简体中文版。

所谓“VOL”，是Volume Licensing for Organizations的简称，即“批量组织授权许可”。

其实，“VOL版”和“零售版”同属一个内核编码功能完全相同，主要区别是：提供对象不同，激活方式不同。

现提供微软原版光盘镜像 + 迷你“KMS”新版如下——微软原版光盘镜像下载：32位版本：ed2k://|file|SW_DVD5_Office_Professional_Plus_2010_W32_ChnSimp_MLF_X1 6-52528.iso|926285824|3fe784ef02e56648d0920e7d5ca5a9a3|thunder://QUFodHRwOi8vd3d3LmVlbG9hZC5jb20vQ2xpY2svZmNjOGRiODA4OWE5MWE 2Y1pa——源于“微软批量授权中心”，系32位(x86)版本。

——安装许可标注：EULAID:O14_RTM_VL.1_RTM_CN。

——版本号与零售(正式)版一样：14.0.4760.1000。

大小: 926285824 字节MD5: 62123980D01D31ADF53A71D756A746FCSHA1: 8CED13AC8CE7C8DB10337BE922B5E556C36C420FCRC32: C0043D33——安装后，请打开任意一个组件(比如：Word)：主菜单/文件/帮助，查看有关信息。

64位版本：/file/349807Size: 1009090560 bytesMD5: B3091BC749CE9EF412810193E593769CSHA1: 604AB2B401E0F1EAD8A643CFFAADF0F9023F25EDCRC32: A2BB19BF迷你“KMS”最新版下载：请打开：我的115盘(文件名：mini-KMS_Activator_v1.3_Office2010_VL_ENG.exe)迷你“KMS”具体使用方法，参见《实践与分享：神通广大、卓有奇效的“mini-KMS_Activator_v1.051”（迷你KMS）初现江湖》。

学术英语(第二版)医学教学课件Unit 9

______________________________ ______________________________
Lead-in
Key:
A good physician is usually • motivated, mature, compassionate,
organized, adaptable, stress-resilient; • with high level of integrity and strong
on several occasions
the medical education community
医学教育界
Para. 1 Language focus
medical school _c_u_rr_ic_u_l_u_m_（医学院课程） medical education _c_o_m_m__u_n_ity_（医学教育界）
Unit 9
Medical Education
Contents
• Reading • Viewing • Speaking • Writing • Get ready for Unit 10
Reading
Text A
• Lead-in • Main idea • Language focus • Tasks
… it is not possible to define what it means to be a physician by identifying a body of knowledge and a set of skills that all physicians must possess.
Para. 5
Main idea The goals of medicine: Hastings Center’s project

2010_HKCEE_PressRelease_FULL_chi_publish

新聞稿2010香港中學會考放榜參與2010年香港中學會考的122,387名考生將於明日( 8月4日)收到成績通知書。

今年共有 83,059 ( 67.9% )日校考生及33,246 ( 27.2% )自修生參與會考。

整體考生人數較去年上升5.9%。

考獲符合入讀中六最低成績要求的考生共有58,699人，較去年上升0.7%。

應考最少六科而其中最佳六科成績達14總積點或以上的考生共有26,583人，佔全體考生31.4%，與2009年的比率相若。

今年共有16名考生獲取10A／5*等級，41名考生獲取9A／5*等級的優異成績。

首次應考的日校考生，在英國語文科的成績與去年相若，考獲各個等級的人數比例只有低於1%的輕微變動。

在中國語文科方面，獲取第1等級 (上升0.9%)、第2等級(上升3.2%)及第4等級(上升3.1%)的比率較往年上升，而考獲第3等級 (下跌4.5%)及第5等級 (下跌0.9%) 的比率則較去年下跌，「不予評級」的考生比率亦顯著下降1.4%。

今年共有1,789名( 2.4% )首次應考的日校考生於中國語文科獲取5*等級，約佔第5等級中表現最佳的三分一考生；英國語文科則有1,211名( 1.7% )考生考獲5*，約佔第5等級中表現最佳的五分一。

全體考生於五科(包括中國語文及英國語文科)或以上獲取E級或第2等級以上成績佔 56.1%，比率與去年相同。

香港考試及評核局秘書長張永明博士說︰「2010年是別具歷史意義的一年，今年是我們為學校考生舉辦的最後一屆會考。

一直以來，不論在本地或海外，香港中學會考均得到高度評價。

基於過往舉辦會考及高考的經驗，我們對籌辦2012年的香港中學文憑考試充滿信心。

」為確保有特殊需要的考生可得到合適的評核，考評局今年共設立40個特別試場，並為941名考生提供特別考試安排。

今年共有兩名考生於考試期間作弊，被取消有關科目的成績。

詳細成績統計資料已於附錄中列出。

…/1成績發放的安排︰學校考生須返回所就讀學校領取成績通知書；自修生將透過郵寄方式收到成績通知書。

FEATURES...................................................................................

D O C-0332-010,RE V ECSM12C32 Educational Module for Freescale MC9S12C321CONTENTSCAUTIONARY NOTES (4)FEATURES (5)REFERENCES (6)INTRODUCTION (6)GETTING STARTED (6)OPERATION (7)POWER (7)PWR (7)CONNECTOR J1 (7)PWR_SEL JUMPER (8)RESET SWITCH (8)LOW-VOLTAGE DETECT (8)TIMING (8)COMMUNICATIONS (9)COM CONNECTOR (9)CONNECTOR J1 (9)USER OPTIONS (10)SWITCHES (10)LED’S (10)DEVELOPMENT SUPPORT (11)ASCII MONITOR OPERATION (11)MONITOR COMMANDS (11)MONITOR MEMORY MAP (11)INTERRUPT SUPPORT (12)INTERRUPT VECTOR TABLE (12)SERIAL MONITOR OPERATION (14)SERIAL MONITOR MEMORY MAP (14)BDM_PORT HEADER (14)MECHANICAL DETAILS...............................................ERROR! BOOKMARK NOT DEFINED. APPENDIX A..................................................................ERROR! BOOKMARK NOT DEFINED.BILL OF MATERIALS................................................ERROR! BOOKMARK NOT DEFINED.FIGURESFigure 1: PWR_SEL (8)Figure 2: COM Connector (9)Figure 3: MCU_PORT Connector (10)Figure 4: BDM_PORT (15)TABLESTable 1: Serial COM Signals (9)Table 2: User Option Jumper Settings (10)Table 4: Monitor Commands (11)Table 5: Monitor Memory Map (11)Table 6: MON12 Interrupt Vector Table (12)Table 7: Serial Monitor Memory Map (14)REVISIONFebruary 22, 2005B Update initial releaseApril 7, 2005C Updated monitor information. Differentiated betweenserial monitor and debug monitor. Updated docu-ment format. Removed BOM and Schematic.June 8, 2005D Updated installed monitor information. Added BOMto appendixJune 8, 2006E Removed BOM and Mechanical Dwg. Updated boardpart numberCAUTIONARY NOTES1) Electrostatic Discharge (ESD) prevention measures should be used when handling thisproduct. ESD damage is not a warranty repair item.2) Axiom Manufacturing does not assume any liability arising out of the application or use ofany product or circuit described herein; neither does it convey any license under patent rights or the rights of others.3) EMC Information on the CSM12C32 module:a) This product as shipped from the factory with associated power supplies and cables, hasbeen verified to meet with requirements of CE and the FCC as a CLASS B product.b) This product is designed and intended for use as a development platform for hardwareor software in an educational or professional laboratory.c) In a domestic environment, this product may cause radio interference in which case theuser may be required to take adequate prevention measures.d) Attaching additional wiring to this product or modifying the products operation from thefactory default as shipped may effect its performance and cause interference with nearby electronic equipment. If such interference is detected, suitable mitigating measures should be taken.TERMINOLOGYThis module uses option selection jumpers and cut-traces to setup default configuration. Ter-minology for application of the option jumpers is as follows:Jumper – a plastic shunt that connects 2 terminals electricallyJumper on, in, or installed - jumper is installed such that 2 pins are connected together Jumper off, out, or idle - jumper is installed on 1 pin only. It is recommended that jump-ers be idled by installing on 1 pin so they will not be lost.Cut-Trace – a circuit trace connection between component pads. The circuit trace may be cut using a razor knife to break the default connection. To reconnect the circuit, simply install a suitably sized 0-ohm resistor or attach a wire across the pads.FEATURESThe CSM12C32 is an educational module for the FREESCALE MC9S12C32 microcontroller. The included wall plug, DB9 serial cable, sample software tools, examples, and debug monitor makes application development quick and easy. A background DEBUG port is provided for development tool use and is compatible with HCS12 BDM interface cables and software. A monitor has also been preloaded into MCU Flash to provide the user with a simple develop-ment platform. The monitor is accessible through the COM connector. A 40-pin connector al-lows the CSM12C32 module to be connected to an expanded evaluation environment such as the Axiom Manufacturing, MCU Project Board - 2.Features:♦MC9S12C32 MCU, 48 QFP♦32K Byte Flash EEPROM♦2K Bytes RAM♦31 I/O lines♦ Timer/PWM♦SCI and SPI Communications Ports♦Key Wake-up Port♦BDM DEBUG Port♦CAN 2.0 Module♦ Analog Comparator♦8 MHz Internal Bus Operation Default♦25 MHz Bus Operation using internal PLL♦+3.3VDC to +5VDC operation♦40 pin connector provides access to most MCU I/O signals♦Power Input Selection Jumper♦On-board, regulated +5V power supply♦Optional power input from Connector J1♦Optional power output through Connector J1♦16 MHz Ceramic Resonator♦RS-232 Serial Port w/ DB9 Connector♦8-Ch, 10-bit, Analog Comparator with full rail-to-rail operation andexternal trigger capability♦8-Channel, 16-bit Timer with Input Capture, Output Compare,and PWM capabilities♦User Components Provided♦ 3 Push Button Switches: 2 User, RESET♦ 3 LED Indicators: 2 User, VDD♦ Jumpers♦Disable User Functions♦ Power Select♦ Connectors♦40-pin MCU I/O Connector♦ 2.0mm Barrel Connector Power Input♦DEBUG BDM Connector♦DB9 Communications Connector♦Supplied with DB9 Serial Cable, Documentation (CD), Manual, and Wall plug type power supply. Specifications:Module Size 2.2” x 1.6”Power Input: +9VDC @ 200 mA typical, +6 to +16VDC rangeREFERENCESReference documents are provided on the support CD in Acrobat Reader format. More infor-mation can be found in the Application Notes section of the Freescale Web site.CSM12C32_SCH_B.pdf CSM12C32 Module Schematic Rev BCSM12C32_UG_C.pdf CSM12C32 User Guide, Rev C (this document)9S12C32DGV1.pdf MC9S12C32 Device User Guide9S12C32_ZIP.zip Zip file containing Device Block User GuidesModule_QuickStart.pdf Educational Module Quick Start GuideAN2548.pdf Serial Monitor Program for HCS12 MCU’s INTRODUCTIONBefore using this module, the user should be familiar with the hardware and software operation of the target MCU. Refer to the MC9S12C32 User Manual and MC9S12C32 Reference Man-ual for details on MCU operation. The module’s purpose is to promote the features of the MC9S12C32 and to assist the user in quickly developing an application in a known working environment. Users should be familiar with memory mapping, memory types, and embedded software design for quick, successful, application development.The CSM12C32 Educational Module is a fully assembled, fully functional module supporting Freescale MC9S12C32 microcontroller. The module comes with a serial cable, power supply, and an embedded monitor for stand-alone operation. Support software for this module is pro-vided for Windows 95/98/NT/2000/XP operating systems.Application development may be performed by using the embedded monitor, or any compati-ble BDM cable with supporting host software. The embedded monitor provides an effective, low cost, debug method. Note that when a BDM cable is used for debugging, the BDM pod should be powered from an external supply.GETTING STARTEDPlease refer to the Educational Module Quick Start Guide to quickly setup the hardware and install the AxIDE terminal interface.OPERATIONThe CSM12C32 module provides input and output features designed to assist embedded ap-plication development. Access to MCU port signals is available through module the connector J1. This connector may also be used to input power to the module or to output power to at-tached modules. RS-232 communications signals may also be input through connector J1. Care must be exercised when using the J1 to power the module, as only regulated voltage in the range of +3.3V to +5V should be supplied to this connection. The on-board regulator pro-vides a fixed +5V voltage to the module.Five option jumpers and 3 cut-traces control module operation. Enabling a jumper option re-quires installing a shunt across the associated header pins. Removing the shunt disables the associated option. An option enabled by a cut-trace can be disabled by removing the circuit trace between the cut-trace component pads. Use a sharp knife to cut the embedded circuit trace. Be careful not to damage adjacent circuitry. To re-enable the option, simply install a 1206 sized 0-ohm resistor or piece of wire across the cut-trace component pads.PowerPower is supplied to the module through a 2.0mm barrel connector at location PWR for stand-alone operation. The module may also be powered through connector J1 when connected to the MCU Project Board. Power may be sourced off-module through connector J1 to external circuitry. Power routing on the module is determined by the PWR_SEL jumper.PWRThe PWR connector accepts a 2.1mm, center-positive, barrel plug that allows the module to be powered from a wall-plug transformer or from a desktop power supply. Input voltage should be limited to between +7V and +20V. Input voltage of +9VDC is typical. This input supplies the on-board +5V regulator that powers the module.Connector J1Power may be supplied to the module through the pins J1-1 and J1-2. Use of this option re-quires a regulated voltage input limited to the range of +3.3VDC to +5VDC. This input is con-nected directly to the module power and ground planes. Care should be exercised not to over-drive this input. Use of connector J1 to supply +3.3V to the module requires disabling the volt-age supervisor (LV1) by opening cut-trace CT-1. See the Low-Voltage Detect section below. To re-enable the low-voltage supervisor, install a 1206 sized 0-ohm resistor at CT1. Connector J1 may also be used to source +5V power from the on-board regulator to external modules attached to connector J1. The PWR_SEL option header determines how power is routed to the module.PWR_SEL JumperThe PWR_SEL jumper is a 4-position option header that configures power routing on the CSM12C32 module. The module may be powered by an external transformer connected to the PWR connector or through connector J1. The module may also source power to auxiliary modules connected to the connector J1. Damage may occur if the J1 power input pins are over-driven. Refer to the Table 3 below to determine correct PWR_SEL jumper setting. Figure 1: PWR_SEL12Source power input from barrel connector PWR.12Source power input from connector J1.1 2Source power from barrel connector PWR and supply power to external cir-cuitry connected to J1.Reset SwitchThe RESET switch provides an asynchronous reset input to the MCU. Pressing the RESET switch produces a low-voltage level on the RESET input to the MCU. The low-voltage supervi-sor (LV1) holds the RESET line low for approximately 150 ms after the pushbutton is released.Low-Voltage DetectA DS1813 (LV1) provides POR, low-voltage detect, and pushbutton reset services for the module. At power-on, LV1 holds the MCU in reset for 150 ms after V CC reaches approximately 4.35V. During normal operation, LV1 asserts RESET when V CC falls below 4.35V and holds RESET true for 150 ms after VCC returns to normal. The push-button operation is described in the paragraph above. Use of connector J1 to supply +3.3V to the module requires disabling LV1.LV1 may be disabled by opening the cut-trace CT1. Simply remove the circuit trace between the cut-trace pads to open the circuit. To restore the circuit functionality, install a 1206 size, 0-ohm, resistor or a short piece of wire across the cut-trace pads.TimingA ceramic resonator (Y1) provides a 16.0 MHz base operating frequency to the MCU. This supports a default 8.0 MHz internal operating frequency. Higher frequencies are possible us-ing the embedded PLL. The resonator output is routed to the MCU only and is not available at the MCU Port connector (J1). The MCU ECLK output is available to the user at connector J1 if enabled.CommunicationsThe CSM12C32 module provides a single RS-232 communications port. An RS-232 trans-ceiver (U2) provides RS-232 signal level to TTL/CMOS logic level translation. RS232 signals TXD and RXD are routed between the transceiver and the MCU. These signals are also routed to connector J1. RS-232 communication signals input on J1 must be TTL/CMOS logic levels; no translation support is provided through this path. The transceiver output may also be driven off-module if the signals are suitably buffered. As added development support, hardware flow control signals RTS and CTS are available on the logic side of U2. These sig-nals are routed to vias located near the transceiver (U2). RTS has been biased properly to support 2-wire RS-232 communications.Use of the J1 connector to input RS-232 signals requires disabling the on-board RS-232 trans-ceiver. Otherwise, signal corruption may occur. Disabling the on-board transceiver is accom-plished by opening cut-traces CT1, and CT2. Simply remove the circuit trace between the cut-trace pads to open the circuit. To restore the circuit functionality, install a 1206 size, 0-ohm, resistor or a short piece of wire across the cut-trace pads.Table 1: Serial COM SignalsCOM Signal MCU Port Connector DisableTXD PS1/TXD J1-5CT5RXD PS0/RXD J1-7CT4COM ConnectorA standard 9-pin Dsub connector provides external connections for the COM port. The COM port is configured as a DCE device. Component U2 provides RS-232 translation services. The figure below shows the DB9 connector.Figure 2: COM Connector16TXD27RTS RXD38CTS49NC GND5Female DB9 connector that interfaces to the DCE serial port via anRS232 transceiver. It provides simple 2-wire asynchronous serial com-munications without flow control. A straight-through serial cable may be connected to a DTE device such a PCPins 1, 4, and 6 are connected together.Connector J1Connector J1 provides access to CSM12C32 I/O port signals.Figure 3: MCU_PORT ConnectorV x12PE1/IRQ*Default Signal AssignmentsGND34RESET*MCU PORT Signal Disable PS1/TXD56MODC/BKGDPS0/RXD78NC PS1/TXD COM1 TXD CT-5PP5/KWP5910NC PS0/RXD COM1 RXD CT-4PE0/XIRQ*1112NC PE1/IRQ*SW1User1 PT0/PW0/IOC01314NC PP5/KWP5SW2User2PT1/PW1/IOC11516NC PA0LED1User3 PM4/MOSI1718PAD00/AN00PB4LED2User4PM2/MISO1920PAD01/AN01PM5/SCK2122PB4PM3/SS*2324PA0PE4/ELCK2526PM1/TXCAN Note: Default signal assignment should be disabled to use the signal at connector J1PE7/XCLKS2728PM0/RXCANPAD02/AN022930PT2/PW2/IOC2PAD03/AN033132PT3/PW3/IOC3PAD04/AN043334PT4/PW04/IOC4PAD05/AN053536PT5/IOC5PAD06/AN063738PT6/IOC6PAD07/AN073940PT7/IOC7User OptionsUser options include 2 LED’s, and 2 pushbutton switches. Each user option may be enabled individually using the USER option header. When the appropriate USER option jumper is in-stalled, the associated user option is enabled. Removing a jumper disables the associated user option.Table 2: User Option Jumper SettingsJumper On Off MCU SignalUser 1Enable SW1Disable SW1PE0/XIRQ*User 2Enable SW2Disable SW2PP5 /KWP5User 3Enable LED1Disable LED1PA0User 4Enable LED2Disable LED2PB4SwitchesTwo push button switches provide momentary, active low, input to the MCU for user applica-tions. Pressing a switch provides a momentary low logic level input tot the MCU. SW1 and SW2 provide input to MCUI/O ports PE0 and PP5 respectively.LED’sTwo LED’s provide active-low, visual output for user applications. A low voltage level driven out on the appropriate MCU port causes the LED to light. MCU ports PA0 and PB4 drive LED1 and LED2 respectively.DEVELOPMENT SUPPORTThe CSM12C32 ships from the factory with a serial monitor installed in FLASH. An ASCII monitor is also installed to provide quick and easy debug access to the user. The text monitor is available out of RESET. The serial monitor is available by pressing and holding SW1 as the module exits RESET. In the discussion below, the terms text and ASCII are used inter-changeably.ASCII Monitor OperationThe debug monitor provides a simple application development platform for developing applica-tion code. The debug monitor allows the user to quickly and easily develop and debug RAM based application code.The debug monitor is accessible through the COM port using an ASCII terminal program such as HyperTerminal or AxIDE. The terminal should be configured for 9600, 8, N, 1 with no flow-control. The monitor relocates the hardware interrupt vector table from 0xFF8A:0xFFFF to 0X0F8A:0x0FFF(see Table 3 below). The vectors remain in the same order as the default hardware table. The Reset vector is reserved; user should use autostart to start applications from reset.ASCII Monitor Memory MapTable 3: Monitor Memory Map$0000 -$03FFRegisters1K bytesReserved$0800 -$0DFFInternal RAM. 1.5K bytes$0E00 -$0F8BMonitor Reserved$0F8A -$0FFF Relocated Interrupt Vector Table512 bytes Reserved$8000 -$BFFFUser Program Memory16K bytes$C000 -$FFFFProtected Monitor Space16K bytesMonitor CommandsTable 4: Monitor CommandsBF <StartAddress> <EndAddress> [<data>]Block Fill memory range with data BR [<Address>]Set/Display user breakpoints CALL [<Address>]Call user subroutine at <Address>GO [<Address>]Begin/continue execution of user codeHELP Display the Mon12 command summaryLOAD [P]Load S-Records into memory, P = Paged S2 MD <StartAddress> [<EndAddress>]Memory Display BytesMM <Address>Modify Memory Bytes (8 bit values)MW <Address>Modify memory Words (16 bit values)MOVE <StartAddress> <EndAddress><DestAddress>Move a block of memoryRD Display all CPU registersOFFSET – [arg]Offset for downloadProceed Continue program executionRM Modify CPU Register ContentsSTOPAT <Address>Trace until addressT [<count>]Trace <count> instructionsNOTE: Items in Italics are not implemented at this time.Interrupt SupportAll interrupt services under are provided through the relocated vector table, see Table 5 below. Each location in the table is initialized to a value of $0000 to cause the trap of an unscheduled interrupt. Any nonzero value will allow the interrupt to proceed to the user's service routine that should be located at the address indicated. The interrupt service delay is +21 cycles over the standard interrupt service.To use vectors specified in the table, the user must insert the address of the interrupt service routine during software initialization into the ram interrupt table. For an example, for the IRQ vector, the following is performed:Example:IRQ Service routine label = IRQ_SRVRam Vector Table address is defined in table below, IRQ vector definition:VIRQ EQU $0FF2; define ram table vector locationPlace IRQ service routine address in the table:MOVW#IRQ_SRV,VIRQThis vector initialization will remain in effect until a RESET is invoked.Interrupt Vector TableTable 5: MON12 Interrupt Vector TableRam Interrupt Vector Address MCU Interrupt VectorAddressTRAP code VectorSource0F8A FF8A02LVI0F8C FF8C04PWME 0F8E FF8E06PTPI 0F90FF9008C4TX0F92FF920A C4RX0F94FF940C C4ERR0F96FF960E C4WU0F98FF9810C3TX0F9A FF9A12C3RX0F9C FF9C14C3ERR0F9E FF9E16C3WU0FA0FFA018C2TX0FA2FFA21A C2RX0FA4FFA41C C2ERR0FA6FFA61E C2WU0FA8FFA820C1TX0FAA FFAA22C1RX0FAC FFAC24C1ERR0FAE FFAE26C1WU0FB0FFB028C0TX0FB2FFB22A C0RX0FB4FFB42C C0ERR0FB6FFB62E C0WU0FB8FFB830FEPRG0FBA FFBA32EEPRG0FBC FFBC34SPI20FBE FFBE36SPI10FC0FFC038I2C0FC2FFC23A BDLC0FC4FFC43C CRGC0FC6FFC63E CRGL0FC8FFC840PACBO0FCA FFCA42MCNT0FCC FFCC44PTHI0FCE FFCE46PTJI0FD0FFD048ADC10FD2FFD24A ADC00FD4FFD44C SCI10FD6FFD64E SCI00FD8FFD850SPI00FDA FFDA52PACAI0FDC FFDC54PACAO0FDE FFDE56TOF0FE0FFE058TC70FE2FFE25A TC60FE4FFE45C TC50FE6FFE65E TC40FE8FFE860TC30FEA FFEA62TC20FEC FFEC64TC10FEE FFEE66TC00FF0FFF068RTI0FF2FFF26A IRQ0FF4FFF46C XIRQ0FF6FFF66E SWI0FF8FFF870TRAP0FFA FFFA72COP0FFC FFFC74CLM0FFE FFFE76RESERVEDSerial Monitor OperationA serial binary monitor is loaded in the MCU internal flash memory. Press and hold SW1 while pressing the RESET button or applying power. This section provides a brief description of this serial monitor operation. Refer to application note AN2548 for complete details on the serial monitor operation. This application note may be found on the Support CD received with the module or from the Freescale web site.Serial Monitor Memory MapTable 6: Serial Monitor Memory Map0x0000 –0x03FFRegisters1K bytesReserved0x3800 –0x3FFF Internal RAM(Relocated)2K bytes Reserved0x8000 –0xBFFF Fixed Flash EEPROM Block 1(visible at RESET)16K bytes0xC000 –0xF77F Fixed Flash EEPROM Block 213.8K bytes0xF780 –0xF7FF User Vectors (Relocated) User Reset Vector F7FE:F7FF0xF800 –0xFFFF Vectors (Protected)2.12K bytesNOTE: Although the monitor does not support external memory, the user can enable externalmemory accesses in the unfilled areas of the memory map.The 2K-byte serial monitor program provides an RS-232 serial interface to a host PC. Serial data rate is 115.2K bps. The monitor is compatible with Metrowerks CodeWarrior Develop-ment Studio and other serial monitor interface IDE’s. The serial monitor is not compatible with ASCII interface programs such as HyperTerm or AxIDE. The monitor supports 23 primitive commands to control the target MCU. To allow a user to specify the address of each interrupt service routine, this monitor redirects interrupt vectors to an unprotected portion of FLASH.To boot to the serial monitor, the user simply pressed and holds SW1 while pressing the RESET switch or applying power. The status of SW1 is read only during the rising edge of RESET. To load user application on start-up, the user is responsible for programming the pseudo-reset vector (0xF7FE:0xF7FF). Pressing SW1 after the MCU exits reset will not ac-cess the serial monitor. After exiting reset, pressing SW1 has effect as defined in the user ap-plication.BDM_PORT HeaderBDM access is gained through the BDM_PORT header. This is a 6-pin header that allows connection of a compatible HCS12 BDM cable. Refer to the documentation for the specificBDM cable used for details on its use. The figure below shows the pin-out for the DEBUG header.Figure 4: BDM_PORTMODC/BKGD12GND34RESET*56VDD See the HC12 Reference Manual for complete DEBUG documentation。