Gender, Crime and Justice

I​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​t is sometimes assumed that violence against women will decrease over time as young people’s attitudes to the violence change. H​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ow does the evidence cited in the VicHealth report support or contradict that idea?

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Gender, Crime and Justice

A​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ccording to Olsen & Lovett and Barnes & Donovan, why is knowledge about domestic and family violence against Aboriginal and Torres Strait Islander and LGBT people limited? What reasons are shared across Aboriginal and Torres ​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​Strait Islander and LGBT people’s under-reporting of domestic and family violence? Use specific examples from the assigned readings to support your argument Articles attached – 1st article only pages 10-22 400 words in total ple​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ase

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Personal Legend

Examine the main characters of all three novels you have read in this course: Janie from Their Eyes Were Watching God,
Jane from Jane Eyre, and Santiago from The Alchemist. As you examine and discuss each character, answer each of the following questions:
What is this character’s personal legend?
What is this character’s treasure? Is it a physical treasure? Is it a treasure of knowledge or wisdom about self or the world?
What does this character overcome to follow his or her personal legend and to find his or her treasure?
What can we learn from this character’s journey?
Discuss each character in 1–2 paragraphs. As you discuss each character and the answers to these questions, avoid simply stating the answers to the
questions. Artfully and elegantly discuss the character, his or her legend and treasure, and lessons learned. Incorporate at least two quotes from the novels
for each character you discuss in your essays. Use these quotes to strengthen your discussions.
Before you conclude your essay with a strong conclusion, include a 1–2 paragraph discussion of your own personal legend and treasure. What is your
personal legend? What treasure do you seek (in this essay, focus on the treasures of knowledge and intangible things rather than actual treasure such as
money or fame)?

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How to test your CPU

Provide an opportunity to improve the knowledge of the VHDL language and, more importantly, to design a digital “system”. You will be expected to learn to: a) implement digital system design in VHDL code; b) synthesise and download it to the target hardware;which would be simulated since there is no physical basys 3 fpga hardware. c) test, debug, and verify that the design meets the specifications; d) report about your design.
You are required to design code for your target hardware (a Digilent Basys3 board with a Xilinx Artix 7 FPGA) in order to implement a design that meets the specifications (below). Your design will be varied by testbenches in Vivado simulator. You are required to submit working and correct code and you are strongly encouraged to use a modular coding style (allowing for greater flexibility, maintainability, modularity, and reusability). To show that you master all aspects of the language, your code should prevalently use concurrent statements for combinatorial circuits and sequential code for sequential circuits. Additionally, the use of non-standard packages (e.g. STD_LOGIC_ARITH, STD_LOGIC_UNSIGNED, STD_LOGIC_SIGNED) and BUFFER ports is forbidden, while the use of INOUT ports is accepted only when strictly necessary.
You are supposed to gain familiarity with VHDL coding during the supporting CE869 lectures videos and through self-study hours, also with the help of the recommended textbooks or any other book about VHDL. You are expected to work on this assignment mostly during your own hours. Your design project should be stored under the revision control repository that was assigned to you at the beginning of the course. You are supposed to commit often and describe your progress in the commit messages. In order to promote a learning scheme that values the learning process in addition to the submitted final design, your weekly progress (as traced back by the commit logs) will contribute to your assignment mark.

Design specifications
Your task for this assignment is to implement a 16 bit CPU. To make the assignment feasible within the time frame available for this module, the type of CPU will be fairly simple. In particular, the “program sequencing/control flow instruction” datapath can be modelled after the one on the left of Figure 1, while the “arithmetic/logic instruction” datapath can follow a structure like the one on the right in the same figure. Please notice that when RAE and/or RBE are low, the corresponding output(s) will simply match the input “I” to the register file. The opcodes for the instructions that the CPU is required to implement are given in Table 1. You are also required to implement a decode unit in control unit to interpret the ‘Affects’ and control signals from the output of each instruction.
To test your CPU, you will design a main entity that instantiates the CPU and connects it to the Basys3 peripherals. The sixteen switches of the Basys3 board will represent the input to the CPU while its output will be shown as hexadecimal number in the four digits of the 7-segment display. The central button will be used as reset signal to the CPU.
To test the CPU you will be asked to code two programs in the assembly and machine languages of the CPU, implementing the following tasks (A VHDL testbench should be used to test the functions of the CPU.):
A. Given a nonzero number N as input, output the sum of the natural numbers less than N ;
B. Given a number N as input, output “N modulo 13” (i.e. the remainder of the integer division between N and 13);
These design specifications should be interpreted as guidelines and should not constrain you from improving the CPU by doing modifications that you think would result in a better “product”. The test programs above, though, should be implemented using only the instructions in Table 1. You are welcome to implement more elaborated programs to test the capabilities and the limitations of the CPU.

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