Modelado en alto nivel con SystemC

El presente proyecto final de carrera titulado “Modelado de alto nivel con SystemC” tiene como objetivo principal el modelado de algunos módulos de un codificador de vídeo MPEG-2 utilizando el lenguaje de descripción de sistemas igitales SystemC con un nivel de abstracción TLM o Transaction Level Modeling. SystemC es un lenguaje de descripción de sistemas digitales basado en C++. En él hay un conjunto de rutinas y librerías que implementan tipos de datos, estructuras y procesos especiales para el modelado de sistemas digitales. Su descripción se puede consultar en [GLMS02] El nivel de abstracción TLM se caracteriza por separar la comunicación entre los módulos de su funcionalidad. Este nivel de abstracción hace un mayor énfasis en la funcionalidad de la comunicación entre los módulos (de donde a donde van datos) que la implementación exacta de la misma. En los documentos [RSPF] y [HG] se describen el TLM y un ejemplo de implementación. La arquitectura del modelo se basa en el codificador MVIP-2 descrito en [Gar04], de dicho modelo, los módulos implementados son: · IVIDEOH: módulo que realiza un filtrado del vídeo de entrada en la dimensión horizontal y guarda en memoria el video filtrado. · IVIDEOV: módulo que lee de la memoria el vídeo filtrado por IVIDEOH, realiza el filtrado en la dimensión horizontal y escribe el video filtrado en memoria. · DCT: módulo que lee el video filtrado por IVIDEOV, hace la transformada discreta del coseno y guarda el vídeo transformado en la memoria. · QUANT: módulo que lee el video transformado por DCT, lo cuantifica y guarda el resultado en la memoria. · IQUANT: módulo que lee el video cuantificado por QUANT, realiza la cuantificación inversa y guarda el resultado en memoria. · IDCT: módulo que lee el video procesado por IQUANT, realiza la transformada inversa del coseno y guarda el resultado en memoria. · IMEM: módulo que hace de interfaz entre los módulos anteriores y la memoria. Gestiona las peticiones simultáneas de acceso a la memoria y asegura el acceso exclusivo a la memoria en cada instante de tiempo. Todos estos módulos aparecen en gris en la siguiente figura en la que se muestra la arquitectura del modelo: Figura 1. Arquitectura del modelo (VER PDF DEL PFC) En figura también aparecen unos módulos en blanco, dichos módulos son de pruebas y se han añadido para realizar simulaciones y probar los módulos del modelo: · CAMARA: módulo que simula una cámara en blanco y negro, lee la luminancia de un fichero de vídeo y lo envía al modelo a través de una FIFO. · FIFO: hace de interfaz entre la cámara y el modelo, guarda los datos que envía la cámara hasta que IVIDEOH los lee. · CONTROL: módulo que se encarga de controlar los módulos que procesan el vídeo, estos le indican cuando terminan de procesar un frame de vídeo y este módulo se encarga de iniciar los módulos que sean necesarios para seguir con la codificación. Este módulo se encarga del correcto secuenciamiento de los módulos procesadores de vídeo. · RAM: módulo que simula una memoria RAM, incluye un retardo programable en el acceso. Para las pruebas también se han generado ficheros de vídeo con el resultado de cada módulo procesador de vídeo, ficheros con mensajes y un fichero de trazas en el que se muestra el secuenciamiento de los procesadores. Como resultado del trabajo en el presente PFC se puede concluir que SystemC permite el modelado de sistemas digitales con bastante sencillez (hace falta conocimientos previos de C++ y programación orientada objetos) y permite la realización de modelos con un nivel de abstracción mayor a RTL, el habitual en Verilog y VHDL, en el caso del presente PFC, el TLM. ABSTRACT This final career project titled “High level modeling with SystemC” have as main objective the modeling of some of the modules of an MPEG-2 video coder using the SystemC digital systems description language at the TLM or Transaction Level Modeling abstraction level. SystemC is a digital systems description language based in C++. It contains routines and libraries that define special data types, structures and process to model digital systems. There is a complete description of the SystemC language in the document [GLMS02]. The main characteristic of TLM abstraction level is that it separates the communication among modules of their functionality. This abstraction level puts a higher emphasis in the functionality of the communication (from where to where the data go) than the exact implementation of it. The TLM and an example are described in the documents [RSPF] and [HG]. The architecture of the model is based in the MVIP-2 video coder (described in the document [Gar04]) The modeled modules are: · IVIDEOH: module that filter the video input in the horizontal dimension. It saves the filtered video in the memory. · IVIDEOV: module that read the IVIDEOH filtered video, filter it in the vertical dimension and save the filtered video in the memory. · DCT: module that read the IVIDEOV filtered video, do the discrete cosine transform and save the transformed video in the memory. · QUANT: module that read the DCT transformed video, quantify it and save the quantified video in the memory. · IQUANT: module that read the QUANT processed video, do the inverse quantification and save the result in the memory. · IDCT: module that read the IQUANT processed video, do the inverse cosine transform and save the result in the memory. · IMEM: this module is the interface between the modules described previously and the memory. It manage the simultaneous accesses to the memory and ensure an unique access at each instant of time All this modules are included in grey in the following figure (SEE PDF OF PFC). This figure shows the architecture of the model: Figure 1. Architecture of the model This figure also includes other modules in white, these modules have been added to the model in order to simulate and prove the modules of the model: · CAMARA: simulates a black and white video camera, it reads the luminance of a video file and sends it to the model through a FIFO. · FIFO: is the interface between the camera and the model, it saves the video data sent by the camera until the IVIDEOH module reads it. · CONTROL: controls the modules that process the video. These modules indicate the CONTROL module when they have finished the processing of a video frame. The CONTROL module, then, init the necessary modules to continue with the video coding. This module is responsible of the right sequence of the video processing modules. · RAM: it simulates a RAM memory; it also simulates a programmable delay in the access to the memory. It has been generated video files, text files and a trace file to check the correct function of the model. The trace file shows the sequence of the video processing modules. As a result of the present final career project, it can be deduced that it is quite easy to model digital systems with SystemC (it is only needed previous knowledge of C++ and object oriented programming) and it also allow the modeling with a level of abstraction higher than the RTL used in Verilog and VHDL, in the case of the present final career project, the TLM.

Providing 3D video services: the challenge from 2D to 3DTV quality of experience

Recently, three-dimensional (3D) video has decisively burst onto the entertainment industry scene, and has arrived in households even before the standardization process has been completed. 3D television (3DTV) adoption and deployment can be seen as a major leap in television history, similar to previous transitions from black and white (B&W) to color, from analog to digital television (TV), and from standard definition to high definition. In this paper, we analyze current 3D video technology trends in order to define a taxonomy of the availability and possible introduction of 3D-based services. We also propose an audiovisual network services architecture which provides a smooth transition from two-dimensional (2D) to 3DTV in an Internet Protocol (IP)-based scenario. Based on subjective assessment tests, we also analyze those factors which will influence the quality of experience in those 3D video services, focusing on effects of both coding and transmission errors. In addition, examples of the application of the architecture and results of assessment tests are provided.

Carolyn Atkins

Carolyn Atkins is from St. Louis, where she attended Washington University. While there she received a Master’s Degree in Counseling and Guidance in 1968. She also received a Bachelor’s of Science Degree in Mathematics in 1951 from Morgan State College, Baltimore, Maryland. Carolyn Atkins was the first black and first woman to serve on the Missouri Board of Probation and Parole.

50 Years Ago We Marched: What began on the grounds of Lincoln University, ended on the steps of the Alabama State Capitol

LINCOLN UNIVERSITY - On March 25, 1965, a bus loaded with Lincoln University students and staff arrived in Montgomery, Ala. to join the Selma march for racial and voting equality. Although the Civil Rights Act of 1964 was in force, African-Americans continued to feel the effects of segregation. The 1960s was a decade of social unrest and change. In the Deep South, specifically Alabama, racial segregation was a cultural norm resistant to change. Governor George Wallace never concealed his personal viewpoints and political stance of the white majority, declaring “Segregation now, segregation tomorrow, segregation forever.” The march was aimed at obtaining African-Americans their constitutionally protected right to vote. However, Alabama’s deep-rooted culture of racial bias began to be challenged by a shift in American attitudes towards equality. Both black and whites wanted to end discrimination by using passive resistance, a movement utilized by Dr. Martin Luther King Jr. That passive resistance was often met with violence, sometimes at the hands of law enforcement and local citizens. The Selma to Montgomery march was a result of a protest for voting equality. The Student Nonviolent Coordinating Committee (SNCC) and the Southern Christian Leadership Counsel (SCLC) among other students marched along the streets to bring awareness to the voter registration campaign, which was organized to end discrimination in voting based on race. Violent acts of police officers and others were some of the everyday challenges protesters were facing. Forty-one participants from Lincoln University arrived in Montgomery to take part in the 1965 march for equality. Students from Lincoln University’s Journalism 383 class spent part of their 2015 spring semester researching the historical event. Here are their stories: Peter Kellogg “We’ve been watching the television, reading about it in the newspapers,” said Peter Kellogg during a February 2015 telephone interview. “Everyone knew the civil rights movement was going on, and it was important that we give him (Robert Newton) some assistance … and Newton said we needed to get involve and do something,” Kellogg, a lecturer in the 1960s at Lincoln University, discussed how the bus trip originated. “That’s why the bus happened,” Kellogg said. “Because of what he (Newton) did - that’s why Lincoln students went and participated.” “People were excited and the people along the sidewalk were supportive,” Kellogg said. However, the mood flipped from excited to scared and feeling intimidated. “It seems though every office building there was a guy in a blue uniform with binoculars standing in the crowd with troops and police. And if looks could kill me, we could have all been dead.” He says the hatred and intimidation was intense. Kellogg, being white, was an immediate target among many white people. He didn’t realize how dangerous the event in Alabama was until he and the others in the bus heard about the death of Viola Liuzzo. The married mother of five from Detroit was shot and killed by members of the Ku Klux Klan while shuttling activists to the Montgomery airport. “We found out about her death on the ride back,” Kellogg recalled. “Because it was a loss of life, and it shows the violence … we could have been exposed to that danger!” After returning to LU, Kellogg’s outlook on life took a dramatic turn. Kellogg noted King’s belief that a person should be willing to die for important causes. “The idea is that life is about something larger and more important than your own immediate gratification, and career success or personal achievements,” Kellogg said. “The civil rights movement … it made me, it made my life more significant because it was about something important.” The civil rights movement influenced Kellogg to change his career path and to become a black history lecturer. Until this day, he has no regrets and believes that his choices made him as a better individual. The bus ride to Alabama, he says, began with the actions of just one student. Robert Newton Robert Newton was the initiator, recruiter and leader of the Lincoln University movement to join Dr. Martin Luther King’s march in Selma. “In the 60s much of the civil rights activists came out of college,” said Newton during a recent phone interview. Many of the events that involved segregation compelled college students to fight for equality. “We had selected boycotts of merchants, when blacks were not allowed to try on clothes,” Newton said. “You could buy clothes at department stores, but no blacks could work at the department stores as sales people. If you bought clothes there you couldn’t try them on, you had to buy them first and take them home and try them on.” Newton said the students risked their lives to be a part of history and influence change. He not only recognized the historic event of his fellow Lincolnites, but also recognized other college students and historical black colleges and universities who played a vital role in history. “You had the S.N.C.C organization, in terms of voting rights and other things, including a lot of participation and working off the bureau,” Newton said. Other schools and places such as UNT, Greenville and Howard University and other historically black schools had groups that came out as leaders. Newton believes that much has changed from 50 years ago. “I think we’ve certainly come a long way from what I’ve seen from the standpoint of growing up outside of Birmingham, Alabama,” Newton said. He believes that college campuses today are more organized in their approach to social causes. “The campus appears to be some more integrated amongst students in terms of organizations and friendships.” Barbara Flint Dr. Barbara Flint grew up in the southern part of Arkansas and came to Lincoln University in 1961. She describes her experience at Lincoln as “being at Lincoln when the world was changing.“ She was an active member of Lincoln’s History Club, which focused on current events and issues and influenced her decision to join the Selma march. “The first idea was to raise some money and then we started talking about ‘why can’t we go?’ I very much wanted to be a living witness in history.” Reflecting on the march and journey to Montgomery, Flint describes it as being filled with tension. “We were very conscious of the fact that once we got on the road past Tennessee we didn’t know what was going to happen,” said Flint during a February 2015 phone interview. “Many of the students had not been beyond Missouri, so they didn’t have that sense of what happens in the South. Having lived there you knew the balance as well as what is likely to happen and what is not likely to happen. As my father use to say, ‘you have to know how to stay on that line of balance.’” Upon arriving in Alabama she remembers the feeling of excitement and relief from everyone on the bus. “We were tired and very happy to be there and we were trying to figure out where we were going to join and get into the march,” Flint said. “There were so many people coming in and then we were also trying to stay together; that was one of the things that really stuck out for me, not just for us but the people who were coming in. You didn’t want to lose sight of the people you came with.” Flint says she was keenly aware of her surroundings. For her, it was more than just marching forward. “I can still hear those helicopters now,” Flint recalled. “Every time the helicopters would come over the sound would make people jump and look up - I think that demonstrated the extent of the tenseness that was there at the time because the helicopters kept coming over every few minutes.” She said that the marchers sang “we are not afraid,” but that fear remained with every step. “Just having been there and being a witness and marching you realize that I’m one of those drops that’s going to make up this flood and with this flood things will move,” said Flint. As a student at Lincoln in 1965, Flint says the Selma experience undoubtedly changed her life. “You can’t expect to do exactly what you came to Lincoln to do,” Flint says. “That march - along with all the other marchers and the action that was taking place - directly changed the paths that I and many other people at Lincoln would take.” She says current students and new generations need to reflect on their personal role in society. “Decide what needs to be done and ask yourself ‘how can I best contribute to it?’” Flint said. She notes technology and social media can be used to reach audiences in ways unavailable to her generation in 1965. “So you don’t always have to wait for someone else to step out there and say ‘let’s march,’ you can express your vision and your views and you have the means to do so (so) others can follow you. Jaci Newsom Jaci Newsom came to Lincoln in 1965 from Atlanta. She came to Lincoln to major in sociology and being in Jefferson City was largely different from what she had grown up with. “To be able to come into a restaurant, sit down and be served a nice meal was eye-opening to me,” said Newsom during a recent interview. She eventually became accustomed to the relaxed attitude of Missouri and was shocked by the situation she encountered on an out-of-town trip. “I took a bus trip from Atlanta to Pensacola and I encountered the worse racism that I have ever seen. I was at bus stop, I went in to be served and they would not serve me. There was a policeman sitting there at the table and he told me that privately owned places could select not to serve you.” Newsom describes her experience of marching in Montgomery as being one with a purpose. “We felt as though we achieved something - we felt a sense of unity,” Newsom said. “We were very excited (because) we were going to hear from Martin Luther King. To actually be in the presence of him and the other civil rights workers there was just such enthusiasm and excitement yet there was also some apprehension of what we might encounter.” Many of the marchers showed their inspiration and determination while pressing forward towards the grounds of the Alabama Capitol building. Newsom recalled that the marchers were singing the lyrics “ain’t gonna let nobody turn me around” and “we shall overcome.” “ I started seeing people just like me,” Newsom said. “I don’t recall any of the scowling, the hitting, the things I would see on TV later. I just saw a sea of humanity marching towards the Capitol. I don’t remember what Martin Luther King said but it was always the same message: keep the faith; we’re going to get where we’re going and let us remember what our purpose is.” Newsom offers advice on what individuals can do to make their society a more productive and peaceful place. “We have come a long way and we have ways to change things that we did not have before,” Newsom said. “You need to work in positive ways to change.” Referencing the recent unrest in Ferguson, Mo., she believes that people become destructive as a way to show and vent anger. Her generation, she says, was raised to react in lawful ways – and believe in hope. “We have faith to do things in a way that was lawful and it makes me sad what people do when they feel without hope, and there is hope,” Newsom says. “Non-violence does work - we need to include everyone to make this world a better place.” Newsom graduated from Lincoln in 1969 and describes her experience at Lincoln as, “I grew up and did more growing at Lincoln than I think I did for the rest of my life.”

A HISTÓRIA DE UM SILÊNCIO: UM ESTUDO DE CASO SOBRE QUESTÕES DA NEGRITUDE EM UMA COMUNIDADE BATISTA DA PERIFERIA DA CIDADE DE SÃO PAULO

O objetivo deste trabalho foi analisar práticas microbianas , singulares e plurais, relativas ao tema da negritude, no cotidiano da comunidade batista Maranata, como estudo de caso de um grupo religioso no distrito Grajaú, periferia da cidade de São Paulo. Fazendo uso da História Oral, produzimos nossas fontes de analise documental dando voz a um grupo de pessoas dessa comunidade evangélica, que se auto declararam pretas e pardas. Detectamos em seu discurso a percepção que têm em relação à temática da negritude brasileira, sobre as políticas de ações afirmativas, sobre a presença do preconceito e discriminação racial na atual sociedade, bem como a posição da comunidade diante dessa temática. A pergunta pelo papel da mentalidade religiosa no enfrentamento desta problemática foi o foco orientador destes diferentes eixos de observação. Por ser um tema muito delicado e pouco discutido entre os evangélicos, percebemos que a comunidade não se sentiu muito à vontade para discuti-lo. O discurso de nossos interlocutores, que aparentemente se mostrava ambíguo e por vezes incoerente, pois ora admitia-se o preconceito racial, e ora ele era negado, foi uma forma encontrada por estes consumidores para encobrir os mecanismos de descriminação e exclusão que também percebem existir dentro de sua comunidade de fé e para, desse modo, sentirem-se aceitos na comunidade, criando assim táticas de sobrevivência e espaços de pertencimento em meio às estratégias impostas pela denominação religiosa.(AU)

A HISTÓRIA DE UM SILÊNCIO: UM ESTUDO DE CASO SOBRE QUESTÕES DA NEGRITUDE EM UMA COMUNIDADE BATISTA DA PERIFERIA DA CIDADE DE SÃO PAULO

O objetivo deste trabalho foi analisar práticas microbianas , singulares e plurais, relativas ao tema da negritude, no cotidiano da comunidade batista Maranata, como estudo de caso de um grupo religioso no distrito Grajaú, periferia da cidade de São Paulo. Fazendo uso da História Oral, produzimos nossas fontes de analise documental dando voz a um grupo de pessoas dessa comunidade evangélica, que se auto declararam pretas e pardas. Detectamos em seu discurso a percepção que têm em relação à temática da negritude brasileira, sobre as políticas de ações afirmativas, sobre a presença do preconceito e discriminação racial na atual sociedade, bem como a posição da comunidade diante dessa temática. A pergunta pelo papel da mentalidade religiosa no enfrentamento desta problemática foi o foco orientador destes diferentes eixos de observação. Por ser um tema muito delicado e pouco discutido entre os evangélicos, percebemos que a comunidade não se sentiu muito à vontade para discuti-lo. O discurso de nossos interlocutores, que aparentemente se mostrava ambíguo e por vezes incoerente, pois ora admitia-se o preconceito racial, e ora ele era negado, foi uma forma encontrada por estes consumidores para encobrir os mecanismos de descriminação e exclusão que também percebem existir dentro de sua comunidade de fé e para, desse modo, sentirem-se aceitos na comunidade, criando assim táticas de sobrevivência e espaços de pertencimento em meio às estratégias impostas pela denominação religiosa.(AU)

Interaction of Coatomer with Aminoglycoside Antibiotics: Evidence That Coatomer Has at Least Two Dilysine Binding Sites

Coatomer is the soluble precursor of the COPI coat (coat protein I) involved in traffic among membranes of the endoplasmic reticulum and the Golgi apparatus. We report herein that neomycin precipitates coatomer from cell extracts and from purified coatomer preparations. Precipitation first increased and then decreased as the neomycin concentration increased, analogous to the precipitation of a polyvalent antigen by divalent antibodies. This suggested that neomycin cross-linked coatomer into large aggregates and implies that coatomer has two or more binding sites for neomycin. A variety of other aminoglycoside antibiotics precipitated coatomer, or if they did not precipitate, they interfered with the ability of neomycin to precipitate. Coatomer is known to interact with a motif (KKXX) containing adjacent lysine residues at the carboxyl terminus of the cytoplasmic domains of some membrane proteins resident in the endoplasmic reticulum. All of the antibiotics that interacted with coatomer contain at least two close amino groups, suggesting that the antibiotics might be interacting with the di-lysine binding site of coatomer. Consistent with this idea, di-lysine itself blocked the interaction of antibiotics with coatomer. Moreover, di-lysine and antibiotics each blocked the coating of Golgi membranes by coatomer. These data suggest that certain aminoglycoside antibiotics interact with di-lysine binding sites on coatomer and that coatomer contains at least two of these di-lysine binding sites.

Whole genome amplification using a degenerate oligonucleotide primer allows hundreds of genotypes to be performed on less than one nanogram of genomic DNA

Genetic analysis of limiting quantities of genomic DNA play an important role in DNA forensics, paleoarcheology, genetic disease diagnosis, genetic linkage analysis, and genetic diversity studies. We have tested the ability of degenerate oligonucleotide primed polymerase chain reaction (DOP-PCR) to amplify picogram quantities of human genomic DNA for the purpose of increasing the amount of template for genotyping with microsatellite repeat markers. DNA was uniformly amplified at a large number of typable loci throughout the human genome with starting template DNAs from as little as 15 pg to as much as 400 ng. A much greater-fold enrichment was seen for the smaller genomic DOP-PCRs. All markers tested were amplified from starting genomic DNAs in the range of 0.6–40 ng with amplifications of 200- to 600-fold. The DOP-PCR-amplified genomic DNA was an excellent and reliable template for genotyping with microsatellites, which give distinct bands with no increase in stutter artifact on di-, tri-, and tetranucleotide repeats. There appears to be equal amplification of genomic DNA from 55 of 55 tested discrete microsatellites implying near complete coverage of the human genome. Thus, DOP-PCR appears to allow unbiased, hundreds-fold whole genome amplification of human genomic DNA for genotypic analysis.

Characterization of a Granule-Bound Starch Synthase Isoform Found in the Pericarp of Wheat1

Waxy wheat (Triticum aestivum L.) lacks the waxy protein, which is also known as granule-bound starch synthase I (GBSSI). The starch granules of waxy wheat endosperm and pollen do not contain amylose and therefore stain red-brown with iodine. However, we observed that starch from pericarp tissue of waxy wheat stained blue-black and contained amylose. Significantly higher starch synthase activity was detected in pericarp starch granules than in endosperm starch granules. A granule-bound protein that differed from GBSSI in molecular mass and isoelectric point was detected in the pericarp starch granules but not in granules from endosperm. This protein was designated GBSSII. The N-terminal amino acid sequence of GBSSII, although not identical to wheat GBSSI, showed strong homology to waxy proteins or GBSSIs of cereals and potato, and contained the motif KTGGL, which is the putative substrate-binding site of GBSSI of plants and of glycogen synthase of Escherichia coli. GBSSII cross-reacted specifically with antisera raised against potato and maize GBSSI. This study indicates that GBSSI and GBSSII are expressed in a tissue-specific manner in different organs, with GBSSII having an important function in amylose synthesis in the pericarp.