indirections to different types assignment

Types assignment in FreeRTOS

migraichen wrote on Friday, July 20, 2018 :

Hey everyone,

i’m trying to Port FreeRTOS to a 8051 Softcore Controller ( https://github.com/jaruiz/light52 ) but when i compile the File tasks.c ( https://sourceforge.net/p/freertos/code/HEAD/tree/trunk/FreeRTOS/Source/tasks.c#l1011 ) i receive the following error

$ sdcc --debug -o obj/ -D__LIGHT52__ -Isrc/FreeRTOS/include -Isrc/config -I…/include -Isrc/FreeRTOS/portable/SDCC/light52 -c src/FreeRTOS/tasks.c

src/FreeRTOS/tasks.c:1011: error 47: indirections to different types assignment from type ‘struct TaskControlBlock_t generic* fixed’ to type ‘struct TaskControlBlock_t generic* int fixed’

src/FreeRTOS/tasks.c:1954: error 78: incompatible types from type ‘struct TaskControlBlock_t generic* near* fixed’ to type ‘struct TaskControlBlock_t generic* int generic* const fixed’

How do I have to cast these types ?

best regards Michael

rtel wrote on Friday, July 20, 2018 :

In the last release (10.0.1) these types were void *. In the head revision of SVN they are no longer void * but ‘type safe’ - each type is different. Are you using the latest release (downloaded as a zip or exe file) or checking the files out of SVN?

migraichen wrote on Saturday, July 21, 2018 :

Hey Richard,

yes, i cheched out the trunk via SVN.

I can try a different version on monday and see if that’s compiling.

Thanks for your help, have a nice weekend. Michael

rtel wrote on Saturday, July 21, 2018 :

Hmm, the version in SVN has been tested with several compilers with no issues. Could this be an issue with SDCC? I last attempted to use typesafe handles some years back and had to back out the changes due to a debugger issue. I believe the code is all perfectly valid C, and quite old C too, nothing that relies on a later version of the standard.

migraichen wrote on Monday, July 23, 2018 :

I changed to version 10.0.0 today but I’m still getting these errors. So I tried different Versions of SDCC. Last week I had Vesion 3.5.0 from Ubuntu Repository installed. Version 3.6.0 and 3.7.0 gives me additional errors:

src/FreeRTOS/tasks.c:558: error 226: no type specifier for ‘prvInitialiseNewTask parameter 6’ src/FreeRTOS/tasks.c:738: error 226: no type specifier for ‘xTaskCreate parameter 6’ src/FreeRTOS/tasks.c:831: error 226: no type specifier for ‘prvInitialiseNewTask parameter 6’

parameter 6 is always “TaskHandle_t * const pxCreatedTask”

I tried to analyse the TaskHandle_t structure and TCB_t structure but they seem to be equal as far as I can see. I guess I have to see how SDCC interprets them.

What other 8051 compilers did you use ?

Best regards Michael

rtel wrote on Monday, July 23, 2018 :

SDCC is the only one I have used - but it was a VERY long time ago, so no doubt an obsolete version of the compiler. V10.0.0 is very well exercised with many compilers, and uses the void* handles instead of the typesafe handles.

migraichen wrote on Wednesday, July 25, 2018 :

SDCC seems to by complaning about the “const” if I change “TaskHandle_t * const pxCreatedTask” to “TaskHandle_t * pxCreatedTask” for each funktion i get over this point.

Why did you define it as const, since it gets set during the Initialization ?

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•  » Help understanding `indirections to different types assignment` error

#1  2021-06-29 04:00:51

Help understanding `indirections to different types assignment` error.

Hi So Iv'e been a dev for quite a while now on web based technologies. Using very abstracted languages (C#, JS etc). Iv'e been getting frustrated with the amount of magic happening behind the curtains and the fact most people in this domain don't seem to care to know what is happening behind the curtains. So to that effect decided to try and learn something lower level for a fun project, C and Game Boy dev seemed to be a great fit. So onto the question. It is my rudimentary understanding that the following code snippet is perfectly valid C.

A function receives a pointer to a UINT8 value. It get the value at that location and stores it in a local variable. However when compiling it with GBDK-2020 i get the following error

VSCode reports no errors with its intellisense, but that's using the normal C/C++ language service which i assume is more generalized than the tooling that GBDK is using. Which leads me to believe this is something environment specific to low powered embedded devices. Iv'e looked through (as best i can, there's lots of info) the GBDK docs about best practices with C and not seen anything that seems to be related to this. Can anyone shed some light on what is going on here? Especially the `unsigned-char generic* near* auto` bit.

#2  2021-06-29 04:16:26

Re: help understanding `indirections to different types assignment` error.

Well now i feel daft, it would appear i was missing a cast.

I wrongly believed that it knew the type of the value based on the type of the pointer. Nothing like making a good first impression!

Last edited by ste2425 (2021-06-29 04:16:40)

#3  2021-06-29 08:22:27

& operator takes an address of arg itself, so result will point somewhere on stack and has a type of pointer.

Last edited by toxa (2021-06-29 08:30:02)

#4  2021-06-30 21:39:21

toxa is right, of course, but maybe it helps to explain the error message better for future problems: The error message is a bit unclear because of all the keywords in there. What the error message is trying to tell you:

error 47: indirections to different types assignment from type 'unsigned-char  ̶g̶e̶n̶e̶r̶i̶c̶* n̶e̶a̶r̶* a̶u̶t̶o̶'   to type 'unsigned-char a̶u̶t̶o̶'

Or unsigned-char** to type unsigned-char, i.e. you try to convert a pointer to a pointer to unsigned-char directly to unsigned-char. The generic, near and auto keywords are in there to indicate that the pointer is generic, i.e. does not point into a specific memory section, is near, i.e. uses a 16-bit address only, is automatically allocated according to ABI/calling convention (fuzzy on the last point).

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Indirections

Indirections are keyframes that can be replaced remotely when the user sends a specified command to the system.

Indirections are primarily used for switching out pre-programmed content on the fly. They can be used for situations where the user may wish to change objects under certain scenarios such as triggering of an external system or changing playback to match different talent performing on stage.

Indirections are controlled by an Indirection controller, of which there are five types:

Holds a single resource that the Indirection uses. They can be manually controlled via the UI or via the new Indirections  API.

The list controller type holds a list of objects and has an index for which object they refer to. The list can be controlled manually via the UI or via the Indirections  API.

SequencedIndirectionController

The indirection control module allows indirections to be sequenced on the timeline. Users can sequence indirection changes on the timeline. One Indirection control module controls one indirection. This is controlled by keyframes in an IndirectionControl layer.

The OSC controller holds an address, for example - “/d3/indirection/name” and an OSC device. It's controlled by sending a string to Disguise software via OSC in the following format:

Address : /d3/indirection/nameOfIndirectionToControl

Message : sample/george.jpg

The DMX controller holds a channel and a universe. It's controlled by sending a value on that channel/universe that corresponds to a DMX bank & slot.

Warning: OSC and DMX indirection controllers can be set to any object that you've specified or put in a bank/slot which means you must take care to select the correct type of object. If you set a keyframe indirection to an object that does not match the keysequence it is sequenced in (i.e. you set your Indirection to reference a mapping when it expects a videoClip) the indirection will instead switch to holding None.

The UDP controller holds a string-keyed list of objects. It's controlled by sending a raw UDP message with the specified string to select the associated object.

Indirections can also be accessed via a dedicated API, documentation for which can be found at http://localhost/docs/v1/index.html whilst you have Disguise software running.

Warning: UDP sockets can only be bound to one port, this means that a UDP ports can only be used by one indirection controller at a time.

Warning: OSC, DMX and UDP Indirection controllers do not hold their values through restarts of Disguise software .

An Indirection acts somewhat like a "dynamic" keyframe

The dynamic keyframe has a controller attached to it

The controller gets values sent to it

Based on those values the resulting output can be changed temporarily

Manual indirections are extremely useful if you want to make a quick change to a defined resource via the Disguise software user interface. For example, swap out a logo during a corporate event

Open a content layer, such as Video

Open the keyframe editor for the resource you wish to change, i.e. videoClip

Create a new Indirection

Give the Indirection a unique name

In the Indirection create a controller

Choose the manual controller type

In the manual controller, choose a resource to assign to the controller

Once this is done, the resource can be changed and the layer is updated.

List is a useful controller for when you have a small selection of resources you wish to change out or swap between. For example toggling between two pieces of media for when a different performer is covering for someone during a show.

Choose the list controller type

In the list controller, choose resources to assign to the controller

Resources can be re-ordered like other lists in Disguise software . Drag the items up and down to re-order.

The index value cycles through resources, so the ordering of the list is important.

The Index value can have an expression which can be linked to an external device, for example a midi controller.

The OSC indirection is useful if you want to create a more complex front end interface on a device such as an iPad, or apply logic to your Indirections .

Choose the OSC controller type

In the OSC controller, choose values to assign to the controller

Set the OSC device that the controller is receiving data from.

Set the OSC address that the controller is listening to.

DMX is useful for being able to change Indirections via a lighting desk, much in the same way sockpuppet works, but without needing to set up a full sockpuppet programming workflow.

Choose the DMX controller type

In the DMX controller, choose values to assign to the controller

Set the universe & address

Ensure the resources you wish to control are exposed in the bank assignments , much like sockpuppet.

The UDP  Indirection is useful for more complex use cases where an external system is running logic to decide which Indirections are being used.

Choose the UDP controller type

In the UDP controller, choose resources to assign to the controller

Set the key(s) for your resource(s)

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12.3: Indirection Operator

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Indirection Operator in C++

When we pass parameters to functions we usually pass by value; that is the calling function provides several values to the called function as needed. The called function takes these values which have local scope and stores them on the stack using them as needed for whatever processing the functions accomplishes. This is the preferred method when calling user defined specific task functions. The called function passes back a single value as the return item if needed. This has the advantage of a closed communications model with everything being neatly passed in as values and any needed item returned back as a parameter.

By necessity there are two exceptions to this closed communications model:

When we need more than one item of information returned by the function

When a copy of an argument cannot reasonably or correctly be made (example: file stream objects).

These exceptions could be handled by parameter passing by reference instead of passing a value. Although different syntax than parameter passing when using a reference variable ; using a pointer variable and the indirection operator can accomplish the same effect. The indirection operator is the asterisk or the character that we also use for multiplication. The concept of indirection is also known as dereferencing , meaning that we are not interested in the pointer but want the item to which the address is referring or referencing.

Note: The asterisk and must appear in both the prototype and the function definition when defining the pointer variables but it does not appear in the function call when the pointers are passed into the function.

The above example shows the basic mechanics of the indirection operator.

The use of pointers with indirection is often preferred for processing arrays. The array index operator is also known as the array method of dereferencing . The following couts are equivalent:

int ages[] = {47, 45, 18, 11, 9};

cout << ages[3];

cout << *(ages + 3);

The both say, "The name of an array is a pointer; take the pointer and calculate a new address that points to the 3 rd offset by adding the correct number of bytes onto the pointer (integer data type is normally 4 bytes long – 3 offsets times 4 bytes is 12 bytes); then dereference that pointer (since this is an Rvalue context – fetch me the value that you are pointing at) and send it to the standard output device."

You should study the demonstration programs in conjunction with this module.

Definitions

Engine Eject

Engine Eject copies the GBVM game engine that GB Studio uses into a folder in your project, named assets/engine . You can edit these source files to your liking using an IDE to have more control over how your GB Studio game is built. This feature is only recommended for developers familiar with GBDK.

To use Engine Eject, click on Game at the top of the GB Studio window and navigate to the Advanced tab to show the Engine Eject button.

After clicking Eject your project will gain a new folder named /engine with the subfolders /include and /src .

Reverting Files ​

To revert any GBDK file back to its GB Studio default, delete it from the assets/engine folder. Deleting the whole assets/engine folder ensures that all GBDK code reverts back to the GB Studio defaults. You can also do this by pressing Engine Eject again, which will overwrite your assets/engine folder with the GB Studio defaults.

Compile Errors ​

If you have bugged or incompatible files in the /engine folder, GB Studio will not be able to build your game. Error messages can be found in the Build & Run window.

The error message will often explain which files have problems and point you to the line number where the problem was found, for example this error is showing that line 77 of src/core/actor.c is using a variable that has not yet been defined:

These errors will not be caused by missing files. GB Studio refers to its default engine in place of any missing assets/engine files. Fixing or removing the files that caused the error will allow your game to build and run again.

• Reverting Files
• Compile Errors

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Unable to compile using SDCC #3

adityaxavier commented Sep 16, 2018

cocoOS commented Sep 20, 2018

Sorry, something went wrong.

adityaxavier commented Sep 20, 2018

ZanoZ commented Nov 1, 2018

Cocoos commented nov 2, 2018.

midnight-wonderer commented Nov 3, 2018

Zanoz commented nov 4, 2018.

matteofranceschini commented Feb 25, 2019

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Levels of Indirection???

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Every once in a while, I get this same warning message that causes DOS to crash and I don't know what to do about it. I'll give you the code, and then the warning: Code: #include <stdio.h> char vName[] = "John Smith"; char *const pName = &vName; char vDate[] = "9/10/01"; const char *pDate = &vDate; int main() { printf("Name = %s Date = %s", *pName, *pDate); *pName = "George Washington"; pDate = "6/10/01"; printf("Name = %s Date = %s", *pName, *pDate); return (0); } That's the code. And the warning message is "'const char *' differes in levels of indirection". What exactly would a level of indirection be? Well, this warning is causing the program to crash and it is getting to me. Thanks.

Well there are quite a few broken indirections in your code. Code: char vName[] = "John Smith"; char *const pName = vName; // this is a constant pointer char vDate[] = "9/10/01"; const char *pDate = vDate; // this is a pointer to a constant int main() { printf("Name = %s Date = %s", pName, pDate); pName = "George Washington"; // it's constant, so this assignment is illegal pDate = "6/10/01"; printf("Name = %s Date = %s", pName, pDate); return (0); } > What exactly would a level of indirection be? It's a count of how many *'s you have to go through to get to the real data. > Well, this warning is causing the program to crash and it is getting to me. Fix the code then - this is one of the warnings you shouldn't be ignoring.

If you dance barefoot on the broken glass of undefined behaviour, you've got to expect the occasional cut. If at first you don't succeed, try writing your phone number on the exam paper .

Well, I have just gotten a reply from another C message board and I think you two have different explanations. He said that I was trying set set a string to a pointer. The array of a pointer, he said, is memory so you can't set an array of characters to it. He said that I would have to do the strcopy function to put another string into it. Do you agree? I don't really understand what you are saying. When you say the level of indirection is "a count of how many *'s you have to go through to get to the real data", what do you mean? Thanks.

I think I just realized something. When you say the number of *'s to get to the data, you mean the number of pointers, right? So, where was my error? I read that I can change the pointer to a constant string (for example) and that isn't working with the string, but the constant. Now that I think of it, it doesn't really make sense. Take a look at my first post. So, you're saying if you have: Code: const char *pPointer = &vVar; that I can't change either the pointer (pPointer = 'A') or I can't change what it points to (*pPointer = 'A')? Is there a difference between my two examples (pPointer = 'A' and *pPointer = 'A')? But if I have this: Code: char *const pPointer = &vVar; then I can legally do the changes (pPointer = 'A' and *pPointer = 'A') because the const pointer only means that that pointer can only point to that char address, right? Thanks.

char vName[] = "John Smith"; char *pPointer = &vName; Ignoring the const for a moment, this code has incompatible types. An array name by itself (vName) has the same type as a pointer to any element of the array (&vName[x]), and specifically the same value as a pointer to the first element of the array (&vName[0]). So you would have char vName[] = "John Smith"; char *pPointer = vName; The &vName is a pointer to the whole array, not a pointer to the first element (it's likely to be the same value as a pointer to the first element, but the type is totally different) To make this valid, you need a different type of pointer char hello[] = "hello"; char (*arr)[6] = &hello; Note that this isn't an array of 6 pointers to char, its a pointer (singular) to an array of 6 characters. The const keyword can be used as follows char hello[] = "hello"; char world[] = "world" const char *a = hello; char * const b = hello; a is a pointer to a constant char - this means you can modify a (say a=world), but you can't modify what a points to (say a[0] = 'f' would be illegal). b is a constant pointer to char - this means you cannot change b, but you can change b[0] const char * const c = hello; means you cannot modify c or c[0] > Do you agree? No - what you are trying to do is perfectly valid, once you've sorted out some of the use of & and * in a place or two.

So, how come that my code was invalid? I had right syntax (I think). I had this: Code: char first[10]; const char *ptrfirst = &first; char last[10]; char *const ptrlast = &last; int main() { ptrfirst = "Thomas"; /* Is this legal? I'm changing the pointer, not the object it points to, right? */ *ptrlast = "Jefferson"; /* Is this legal? I'm changing the object that the pointer points to, not the pointer, right? return (0); } Isn't this code right? If not, why? Thanks!

> const char *ptrfirst = &first; Recall my previous post about the difference between first and &first. The levels of indirection are the same, but the pointers are of an incompatible type So &nbsp; const char *ptrfirst = first; > ptrfirst = "Thomas"; Nothing wrong here - ptrfirst is a (variable) pointer to a const char, so assigning the pointer to point to another char is valid. "string" has the type const char * So you have these types in the assignment. &nbsp; const char * = const char * so all is well > *ptrlast = "Jefferson"; I get this - warning: assignment makes integer from pointer without a cast What you're trying to do here is take a pointer (to the string), cast it to an integer and truncate it so it fits inside a single character. You have these types in the assignment. &nbsp; char = const char * a char just being a small integer If you tried this > ptrlast = "Jefferson"; I get this - warning: assignment of read-only variable `ptrlast' Althought the types match, you've said that ptrlast is a constant, so it complains when you try and modify the pointer. To update this, you would need something like &nbsp; strcpy( ptrlast, "Jefferson" );

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4.3: Types of Assignments

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Introduction

As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.

The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, which are common in nursing, education, and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

Different Types of Written Assignments

At university, an essay is a common form of assessment. In the previous chapter Writing Assignments, we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone, and language when writing an essay.

Components of an essay

Essays should use formal but reader-friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (see the chapter Working with Information).

If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.

• An essay requires an introduction, body paragraphs, and a conclusion.
• Generally, an introduction and conclusion are each approximately 10% of the total word count.
• The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
• Use your task and criteria sheet to decide what content needs to be in your plan

An effective essay introduction needs to inform your reader by doing four basic things:

An effective essay body paragraph needs to:

An effective essay conclusion needs to:

Common types of essays

You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine, or explore, then you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify, or assess, then you would be writing an argumentative essay . Regardless of the type of essay, your ability to analyse and think critically is important and common across genres.

Analytical essays

These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.

The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although your position on the topic may be clear in an analytical essay, it is not necessarily a requirement that you explicitly identify this with a thesis statement. In an argumentative essay, however, it is necessary that you explicitly identify your position on the topic with a thesis statement. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.

Argumentative essays

These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.

Case study responses

Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.

Students typically lose marks for not:

• Relating their answer sufficiently to the case details.
• Applying critical thinking.
• Writing with clear structure.
• Using appropriate or sufficient sources.
• Using accurate referencing.

When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure, but include examples and data from the case as additional evidence to support your points (see Figure 68). The colours in the sample paragraph below show the function of each component.

The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.

Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.

Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.

Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences, including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 18.2).

Reflective writing

Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events, or new information to gain a clearer and deeper understanding of your learning.

A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt, and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation.

Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).

The Gibbs’ Reflective Cycle

The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.

The 4 R’s of reflective thinking

This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities, including practice led activities, placements, and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health, and Education.

Annotated bibliography

What is it.

An annotated bibliography is an alphabetical list of appropriate sources (e.g. books, journal articles, or websites) on a topic, accompanied by a brief summary, evaluation, and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment item. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.

How do I know what to include?

When choosing sources for your annotated bibliography, it is important to determine:

• The topic you are investigating and if there is a specific question to answer.
• The type of sources on which you need to focus.
• Whether these sources are reputable and of high quality.

What do I say?

Important considerations include:

• Is the work current?
• Is the work relevant to your topic?
• Is the author credible/reliable?
• Is there any author bias?
• The strength and limitations (this may include an evaluation of research methodology).

Literature reviews

Generally, a literature review requires that you review the scholarly literature and establish the main ideas that have been written about your chosen topic. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 18.10). You may also be expected to identify gaps in the research.

It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 15.4). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.

When conducting a literature review, use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 18.5).

Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education, and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.

• Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
• There are many different types of assignments. Most will require an introduction, body paragraphs, and a conclusion.
• An essay should have a clear and logical structure and use formal but reader-friendly language.
• Breaking your assignment into manageable chunks makes it easier to approach.
• Effective body paragraphs contain a topic sentence.
• A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
• The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
• Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions, or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt, and evaluate the impact of this on future actions.
• Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
• Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University.

Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: A user’s guide . Palgrave Macmillan.

Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. https://doi.org/10.1080/07294360.2012.661704

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• ColecoVision Programming

put_at: too many parameters and won't compile

By Serguei2 February 17, 2019 in ColecoVision Programming

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I can't make put_at to work.

    #include <coleco.h> #include <getput1.h> void nmi(void) {} void testing(void){ put_at(1,3,"TESTING",4); } void main(void) { vdp_out(0,1); vdp_out(0,0x1F85); paper(0xc); screen_mode_2_text(); upload_default_ascii(NORMAL); duplicate_pattern(); cls(); screen_on(); fill_vram(0x2200,0xe1,256); testing(); loop: goto loop; }

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print_at(1,3,"TESTING");

    #include <coleco.h> #include <getput1.h> void print_at (byte x, byte y,char *s) { register unsigned i; disable_nmi (); i = (byte) strlen (s); put_vram (chrtab+y*32+x,s,i); enable_nmi (); } void nmi(void) {} void main(void) { vdp_out(0,1); vdp_out(0,0x1F85); paper(0xc); screen_mode_2_text(); upload_default_ascii(NORMAL); duplicate_pattern(); cls(); screen_on(); fill_vram(0x2200,0xe1,256); print_at(1,3,"TESTING"); loop: goto loop; }

I got this error:

  Try to compile : put_at.c put_at.c:10: warning 112: function 'strlen' implicit declaration C:\robin\ColecoVision\robin>sdcc -mz80 -c --std-c99 --oldralloc put_at.c put_at.c:10: error 101: too many parameters put_at.c:10: error 47: indirections to different types assignment from type 'void' to type 'unsigned-int register' put_at.c:11: error 20: Undefined identifier 'chrtab' put_at.c:17: error 65: function 'nmi' already has body put_at.c:26: warning 112: function 'duplicate_pattern' implicit declaration

Maybe SDCC is defining some default defines that don't play well with the header files. When the compiler starts spitting out nonsense error messages, I always suspect macro issues. Try this:

sdcc -mz80 -E --std-c99 --oldralloc put_at.c > put_at.s

Then look for the put_at in put_at.s and see what the preprocessor REALLY did to it.

print_at is used for printing string. Similar to put_at. Put at don't use the string. Example to use put at,

sample is a pointer address.

Corrected source:

That should print "TEST"

I get this error:

  Try to compile : put_at.c put_at.c:10: warning 112: function 'put_at' implicit declaration C:\robin\ColecoVision\robin>sdcc -mz80 -c --std-c99 --oldralloc put_at.c put_at.c:10: error 101: too many parameters put_at.c:20: warning 112: function 'duplicate_pattern' implicit declaration Try to link project : robin C:\robin\ColecoVision\robin>sdcc -mz80 --code-loc 0x8024 --data-loc 0x7000 --no-std-crt0 ../crtcv.rel ../cvlib.lib ../getput.lib ../comp.lib ?ASlink-Warning-Undefined Global '_main' referenced by module 'crt0' C:\robin\ColecoVision\robin>objcopy --input-target=ihex --output-target=binary crtcv.ihx result.rom ?ASlink-Warning-Undefined Global '_nmi' referenced by module 'crt0'

Did I mess up when copying your code?

    #include <coleco.h> #include <getput1.h> const byte testingstring[] = { 'T','E','S','T','I','N','G' }; void nmi(void) {} void testing(void){ put_at(1,3,testingstring,4); } void main(void) { vdp_out(0,1); vdp_out(0,0x1F85); paper(0xc); screen_mode_2_text(); upload_default_ascii(NORMAL); duplicate_pattern(); cls(); screen_on(); fill_vram(0x2200,0xe1,256); testing(); loop: goto loop; }

If SDCC is that picky, it violates the C standard. You can always pass a "char *" to a function that expects a "void *". Also, C has no concept of "string". Neither does C++, but it now has a standard library with a class called "string". A string literal is just syntactic sugar for an anonymous array of char defined by the given sequence of bytes and a NULL terminator.

That said, the error message is about too many args, which makes no sense. The second message seems to be their way of saying "type mismatch" but it is completely ignorant of the fact that both types are pointers.

So again, I am pretty sure there is a problem with either the header files or the default defines in SDCC.

Maybe SDCC is defining some default defines that don't play well with the header files. When the compiler starts spitting out nonsense error messages, I always suspect macro issues. Try this:   sdcc -mz80 -E --std-c99 --oldralloc put_at.c > put_at.s   Then look for the put_at in put_at.s and see what the preprocessor REALLY did to it.

I tried it with ChildOfCv's code I use.

Here I get:

    # 1 "test.c" # 1 "<built-in>" # 1 "<command line>" # 1 "test.c" # 1 "C:/Program Files/SDCC/bin/../include/coleco.h" 1 3 4 # 34 "C:/Program Files/SDCC/bin/../include/coleco.h" 3 4 typedef unsigned char byte; extern byte no_nmi; extern byte vdp_status; extern byte spinner_1,spinner_2; extern byte joypad_1,joypad_2,keypad_1,keypad_2; extern byte nmi_flag; void os7 (unsigned addr,...); void vdp_out (byte reg,byte val); void put_vram (unsigned offset,void *ptr,unsigned count); void get_vram (unsigned offset,void *ptr,unsigned count); void fill_vram (unsigned offset,byte value,unsigned count); void put_vram_ex (unsigned offset,void *ptr,unsigned count, byte and_mask,byte xor_mask); void put_vram_pattern (unsigned offset,void *pattern, byte psize,unsigned count); void set_default_name_table (unsigned offset); void enable_nmi (void); void disable_nmi (void); void screen_on (void); void screen_off (void); void delay (unsigned count); void update_sound (void); void *start_sound (void *data,byte priority); void stop_sound (void *channel); void sound_on (void); void sound_off (void); typedef struct { byte y; byte x; byte pattern; byte colour; } sprite_t; extern sprite_t sprites[64]; void update_sprites (byte numsprites,unsigned sprtab); byte check_collision (sprite_t *sprite1,sprite_t *sprite2, unsigned sprite1_size_hor,unsigned sprite1_size_vert, unsigned sprite2_size_hor,unsigned sprite2_size_vert); void utoa (unsigned value,void *buffer,byte null_character); void *rle2ram (void *rledata,void *dest); void *rle2vram (void *rledata,unsigned dest); byte get_random (void); void memcpyb (void *dest,void *src,unsigned n); void memcpyf (void *dest,void *src,unsigned n); void upload_ascii (byte first,byte count,unsigned offset,byte flags); # 2 "test.c" 2 # 1 "C:/Program Files/SDCC/bin/../include/getput1.h" 1 3 4 # 9 "C:/Program Files/SDCC/bin/../include/getput1.h" 3 4 char get_char (byte x,byte y); void put_char (byte x,byte y,char s); void center_string (byte l,char *s); void cls(void); void pause (void); void pause_delay(unsigned i); void print_at (byte x, byte y,char *s); # 36 "C:/Program Files/SDCC/bin/../include/getput1.h" 3 4 unsigned rnd(unsigned min, unsigned max); byte rnd_byte(byte min, byte max); char *str(unsigned value); void show_picture(void *picture); void screen_mode_2_bitmap(void); void screen_mode_2_text(void); void upload_default_ascii(byte flags); void paper(byte color); void load_color(byte *color); void load_namerle(byte *namerle); void load_patternrle(byte *patternrle); void load_spatternrle(byte *spatternrle); void change_pattern(byte c, byte *pattern, byte l); void change_spattern(byte s, byte *pattern, byte N); void change_color(byte c, byte *color, byte l); void fill_color(byte c, byte color, byte n); void change_multicolor(byte c, byte *color); void change_multicolor_pattern(byte c, byte *color, byte n); byte choice_keypad_1(byte min, byte max); byte choice_keypad_2(byte min, byte max); void updatesprites(byte first, byte count); void sprites_simple(void); void sprites_double(void); void sprites_8x8(void); void sprites_16x16(void); # 138 "C:/Program Files/SDCC/bin/../include/getput1.h" 3 4 void wipe_off_down(void); void wipe_off_up(void); # 3 "test.c" 2 void print_at (byte x, byte y,char *s) { register unsigned i; disable_nmi (); i = (byte) strlen (s); put_vram (chrtab+y*32+x,s,i); enable_nmi (); } void nmi(void) {} void main(void) { vdp_out(0,1); vdp_out(0,0x1F85); paper(0xc); screen_mode_2_text(); upload_default_ascii(0); duplicate_pattern(); cls(); screen_on(); fill_vram(0x2200,0xe1,256); print_at(1,3,"TESTING"); loop: goto loop; }

This compiles. I had the void nmi(void) at the wrong spot. Should be at below main()

Check in C:\Program Files\SDCC\include

See if getput1.h and coleco.h is in this folder. If not, copy and paste from your homebrew kit. The batchall file doesn't work in Window 7 and up due to security setting if you're using external program to write in the program files. I usually refer to this video if I'm installing sdcc on a new machine.

That error also happens if you misspelled your function name like I do some of the times.

In that latest snippet, I guess you're using the print_at function that one of the other posters offered instead. SDCC does indeed seem to be amazingly obstinate about following the C standard.

First, you didn't include the proper header to get strlen() defined. SDCC seems to make the default return type 'void' rather than 'int'. That violates the C standard. However, you should be able to add "#include <string.h>" at the top in order to get a definition for strlen anyway.

But all of that seems to be moot though, for this reason: getput1.h defines 'print_at' for you (but I don't see put_at...). That likely means that the library has an implementation already, and you don't need to create your own. I bet SDCC gives you its own incompatible version of getput1.h, as the original was made to use with Hi-Tech C. In fact, I just noticed the warning that put_at was implicitly defined.

Would it be a possibility he might have an older getput.h.? This one have put_at...

I attached the .zip that contains getput.lib, put in same folder as cci3 And getput1.h in the C:/Program Files/sdcc/include folder. I've wondered if I can put up newcoleco homebrew kit on this forum and we can put a sticky thread? It is getting more scarce to find his homebrew kit. I have the higher resolution of cv programming.pdf too. I think I'll start posting tutorial once I finish up this game I been making for the past 3 weeks. I do want to help people get started programming in C for the Colecovision.

Would it be a possibility he might have an older getput.h.? This one have put_at...     /* gpputat.as */ void put_at (char x, char y, void *s, unsigned size); I attached the .zip that contains getput.lib, put in same folder as cci3   And getput1.h in the C:/Program Files/sdcc/include folder.   I've wondered if I can put up newcoleco homebrew kit on this forum and we can put a sticky thread? It is getting more scarce to find his homebrew kit. I have the higher resolution of cv programming.pdf too. I think I'll start posting tutorial once I finish up this game I been making for the past 3 weeks. I do want to help people get started programming in C for the Colecovision.

Thanks it works. I still get warnings, but at least, it compiled.

  Thanks it works. I still get warnings, but at least, it compiled.

No problem. Just curious, what was the warning. I think it may be " warning 230: label without statement". I got that and I think that was new in the latest sdcc, you can ignore that one.

The same as usual.

  put_at.c:20: warning 112: function 'duplicate_pattern' implicit declaration C:\robin\ColecoVision\robin>sdcc -mz80 -c --std-c99 --oldralloc put_at.c put_at.c:20: warning 84: 'auto' variable 'duplicate_pattern' may be used before initialization put_at.c:20: warning 84: 'auto' variable 'duplicate_pattern' may be used before initialization

I always get this when I compile my stuff.

Oh wait, just read. Duplicate pattern that one was new too.

Here's the updated coleco.h: coleco.zip

put in the sdcc/include folder

Sample from my beach clean up of the usage of this function. Notice that the disable_nmi(); and enable_nmi(); when doing mass vram write, this prevent nmi from interrupting the routine. It probably won't interrupt rle2vram, but will interrupt pletter decompression.

When using screen_mode_2_text();, this will set the vdp to 3 pattern table, and 1 color table mode. The old version used 1 pattern table and 1 color table. There's a bug on the real hardware affecting sprite 8-31, so it been changed to 3 pattern and 1 color table. So that work out for me because I can use the other 2 color table for something else like additional name tables and sprite tables to switch to. screen_mode_2_text(); also uses the screen_off(); to hide the graphic loading so makes sure to use screen_on(); to turn on the screen.

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