--- CLASSICCMP(a)trailing-edge.com wrote:
John B. writes:
> >I have a PDP-11/05... replace the RX01 system with an RX211 and an RX02...
> To get to *real* basics:
>
> The RX11 is a programmed I/O device. The RX211 is (as usually used) a
> DMA device. You'll probably have to remove the NPR continuity wire across
> the slot when you put the RX211 in it, and ensure that this signal is
> continuous up to that far too.
I doubt you are short of double-height grant cards, but I have a wad of
non-DEC ones because SRC used to ship our own with every Unibus COMBOARD.
Let me know if you're interested.
When I get my flatbed scanner back from loan, I'll add both of our designs
to the "field guide".
-ethan
=====
Even though my old e-mail address is no longer going to
vanish, please note my new public address: erd(a)iname.com
The original webpage address is still going away. The
permanent home is: http://penguincentral.com/
See http://ohio.voyager.net/ for details.
__________________________________________________
Do You Yahoo!?
Talk to your friends online with Yahoo! Messenger.
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You're right, of course, Allison, but I love to bitch about the way the
nation's schools are destroying our language and our future.
Dick
-----Original Message-----
From: allisonp(a)world.std.com <allisonp(a)world.std.com>
To: classiccmp(a)classiccmp.org <classiccmp(a)classiccmp.org>
Date: Thursday, March 09, 2000 11:07 AM
Subject: Re: languages
>An aside...
>
>I find this discussion interesting and agree with the demise of modern
>language but, this is a great stretch from discussing classic computers.
>
>Of course if we drift into the structured language debate of the late 70s
>we will all require asbestos/kevlar/ceramic britches. ;)
>
>Allison
>
>
>
>I have a PDP-11/05 here that works fine and boots up RT11 or XXDP on an RX01
>with an RX11. When I replace the RX01 system with an RX211 and an RX02 and
>try and boot RT11 the CPU hangs up at:
>
>173546 , run light on. Requires a full reset to clear.
>
>I have tried other RX211s, RX02s, and cables and the same problem occurs.
To get to *real* basics:
The RX11 is a programmed I/O device. The RX211 is (as usually used) a
DMA device. You'll probably have to remove the NPR continuity wire across
the slot when you put the RX211 in it, and ensure that this signal is
continuous up to that far too.
--
Tim Shoppa Email: shoppa(a)trailing-edge.com
Trailing Edge Technology WWW: http://www.trailing-edge.com/
7328 Bradley Blvd Voice: 301-767-5917
Bethesda, MD, USA 20817 Fax: 301-767-5927
I can't find my book on the M8256 (RX211) so I don't know if the switches
are set right.
I have a PDP-11/05 here that works fine and boots up RT11 or XXDP on an RX01
with an RX11. When I replace the RX01 system with an RX211 and an RX02 and
try and boot RT11 the CPU hangs up at:
173546 , run light on. Requires a full reset to clear.
I have tried other RX211s, RX02s, and cables and the same problem occurs.
The disk is being accessed for a little while (4 or 5 "clicks") and dies....
If anyone here has a quick "config" fix I would appreciate it otherwise I
guess I will dive into the boxes of manuals/fiche later today.
Current 11/05 config:
Main CPU
M9312 w DY rom
RX211 with RX02
8K core
ODT and passes diagnostics.
john
PDP-8 and other rare mini computers
http://www.pdp8.com
<Newbie question----got a bunch of boards from HP terminals [2640 and
<2645A's]
<that I thought had either 8008 or 8080A chips----boards are marked
<"processor" and the socketed processor chip is brown or white ceramic
<with a gold "lid"---only markings are 1820-1701 on one line and I assume
<a serial # on the next [7629P, 7707P, 78126GP, etc]--also has what looks
<to be the AMD logo---up to the right slanting "arrow" shape.
< Some of the identical looking boards do have 8008 or 8080A
<installed---What do I have here??
The same thing with a HP "house number". The older cpus were often
ceramic/gold until later and better plastics or cheaper grey or brown
ceramic started to appear.
Allison
please see embedded comments below.
Dick
-----Original Message-----
From: Jim Strickland <jim(a)calico.litterbox.com>
To: classiccmp(a)classiccmp.org <classiccmp(a)classiccmp.org>
Date: Thursday, March 09, 2000 11:18 AM
Subject: Re: languages
>*snip*
>
>> I think the reason our kids don't learn languages well is because the
tools
>> that should have been taught with English, e.g. organization and
structure
>> in sentences, to underscore basic grammar, and organization in writing,
>> which certainly appears to be a dying art, are lacking, so there's no
point
>> of reference. Try asking a recent high school graduate what a gerund or
an
>> infinitive is. Then ask what the different between a present participle
and
>> a gerund is. Don't even bother to discuss sentence diagrams, since the
>> teacher themselves don't know how to apply such tools. Foreign languages
>> all have their own sentence structure and grammar. If a teacher can't
make
>> reference to a model their pupils must know, there's nowhere for them to
go
>> in order to teach those same characteristics in another language.
>>
>> It's a sad situation.
>>
>> Dick
>
>I agree with the fundamental premise of this post, but I have to disagree
with
>the example of grammar. See, classical grammer, what most of us DID learn
in
>high school, was actually lifted from latin grammar. It never fit English
very
>well. In the last 20 years or so there have arisen new systems of grammar
>which understand a word order language like English far better than Latin
>grammar, which was designed for a word-ending language where word order is
>irrelevant, ever could. Of course, THESE grammars are not well taught
either,
>but the fact that a modern high school student doesn't know gerunds and
present
>participles may well be because that whole system of grammar is no longer
>taught. It never was that useful to begin with.
>
First of all, you must consider that, unlike French and Spanish, English is
not a Latin-derived language, but rather a Germaic language. It's true that
English is a language that has developed over the centuries into one which
does allow word order to effect sentence meaning, unlike most other modern
languages. However, having seen MANY sentences written by college graduates
to be lacking in subject or verb, or grossly misusing predicate nominatives
or adjectives, I have to say that the BASIC STRUCTURE that was taught by
simple tools like sentence diagrams (remember them?) tended to teach people
who were taught that structure to write complete sentences. Along the way,
it was taught that one shouldn't split infinitives, end sentences with
prepositions, and so on. The lack of that basic structure is "out there"
in the newspapers, magazines and, even worse, in the common speech
observable in radio and television programs every day.
I have to disagree with the notion that it's not important to know whether a
word is a gerund or a participle. Knowing that they exist means knowing
that there's a difference, hence, serves as an aid in using them correctly.
>
>Jim Strickland
>jim(a)DIESPAMMERSCUMcalico.litterbox.com
>-----------------------------------------------------------------------
> BeOS Powered!
>-----------------------------------------------------------------------
Actually, I've observed the same thing here in Colorado, though the
financial penalty for sub-par students hasn't caught on yet.
I've tried to figure out whether there isn't a cultural bias among our
seemingly increasing Hispanic population, comprising 43% of our student
population. Hispanics are culturally biased not exactly against education,
but perhaps against getting an education when you can be getting money
instead. There's some hint of that, but it's certainly not going to be
studied in these days of political-correctness, so it probably won't be
fixed if it is a causal influence. Perhaps that's a factor in California as
well.
Dick
-----Original Message-----
From: Chris Kennedy <chris(a)mainecoon.com>
To: classiccmp(a)classiccmp.org <classiccmp(a)classiccmp.org>
Date: Thursday, March 09, 2000 11:14 AM
Subject: Re: languages
>Richard Erlacher wrote:
>
>[Stuff deleted]
>
>> I think the reason our kids don't learn languages well is because the
tools
>> that should have been taught with English,
>
>[more stuff deleted]
>
>I recently had the sad task of judging science fair projects from three
local
>high schools. It was pathetic. Since this thread is about language skills
>I'll ignore for the moment the more or less complete lack of understanding
>of the scientific method and the extensive use of crayons in constructing
>the presentations and focus on the stellar language skills that were almost
>uniformly present across all of the entries.
>
>The short form summary is that if I'd written in the fashion of these high
>school students when I was in second grade I'd have been taken out and
shot.
>Certainly there were large collections of words, some of them polysyllabic,
>but in general they were not arranged into anything that was parsable as
>an english sentence. Written materials depended on spelling correctors
>to eliminate spelling errors, sometimes with frightening yet amusing
>consequences ("...our science fairy teacher...").
>
>There were a few entries which were clever, well constructed, well executed
>and innovative. Talking with the instructors I learned that these were
>from the bright but bored students who twiddle their thumbs while their
>neanderthal classmates struggled with basic coursework (in California the
>instructional system is geared to address the needs of the lowest common
>denominator; resources are generally not available for exceptional
>students). The entry judged Best of Show was constructed by one such
>student in a few hours on the day immediately preceding the judging.
>
>> It's a sad situation.
>
>It's beyond sad. It's criminal.
>
>FWIW, California is now going to start imposing financial penalties upon
>high schools whose students do not perform at some minimal level. The
>problem, of course, is that the students are already lacking fundamental
>skills that they should have received at the elementary level, thus
>penalizing the high schools is not going to fix the problem. Rather, it
>will cause even more resources to be diverted to already unsalvageable
>students while penalizing those who actually have a chance to do something
>useful with their lives.
>
>*Grumble*,
>Chris
>--
>Chris Kennedy
>chris(a)mainecoon.com
>http://www.mainecoon.com
>PGP fingerprint: 4E99 10B6 7253 B048 6685 6CBC 55E1 20A3 108D AB97
Interesting dialog on languages . . . .
I myself have barely mastered English, american style. Somewhere along the
way I took three years of French in High School, the result being that my
English grades shot through the roof. Seems learning a foreign language
helps one master English grammar. Maybe the problem is that one can't
speak correct English in the first place.
As for the Morse code, I've talked to many people who's answer was "I don't
think I can learn the code." It isn't a matter of skill -- five year old
kids have learned Morse code. I call it a case of 'wanna'. If you wanna
you can learn anything. But since the FCC deregulated the Amateur licencing
structure, getting 5 wpm is fairly easy, if you wanna.
Gary Hildebrand WA7KKP
