High Level Design of adaptive distributed controller for Partial Dynamic reconfiguration in FPGA

International audienceControlling dynamic and partial reconfigurations becomes one of the most important key issues in modern embedded systems design. In fact, in such systems, the reconfiguration controller can significantly affect the system performances. Indeed, the controller has to handle efficiently three major tasks during runtime: observation (monitoring), taking reconfiguration decisions and notify decisions to the rest of the system in order to realize it. We present in this paper a novel high level approach permitting to model, using MARTE UML profile, modular and flexible distributed controllers for dynamic reconfiguration management. This approach permits components/ models reuse and allows systematic code generation. It consequently makes reconfigurable systems design less tedious and reduces time to market

Modeling reconfigurable Systems-on-Chips with UML MARTE profile: an exploratory analysis

International audienceReconfigurable FPGA based Systems-on-Chip (SoC) architectures are increasingly becoming the preferred solution for implementing modern embedded systems, due to their flexible nature. However due to the tremendous amount of hardware resources available in these systems, new design methodologies and tools are required to reduce their design complexity. In this paper we present an exploratory analysis for specification of these systems, while utilizing the UML MARTE (Modeling and Analysis of Real-time and Embedded Systems) profile. Our contributions permit us to model fine grain reconfigurable FPGA based SoC architectures while extending the profile to integrate new features such as Partial Dynamic Reconfiguration supported by these modern systems. Finally we present the current limitations of the MARTE profile and ask some open questions regarding how these high level models can be effectively used as input for commercial FPGA simulation and synthesis tools. Solutions to these questions can help in creating a design flow from high level models to synthesis, placement and execution of these reconfigurable SoCs

A High-level Methodology for Automatically Generating Dynamic Partially Reconfigurable Systems using IP-XACT and the UML MARTE Profile

International audienceDynamic Partial Reconfiguration (DPR) has been introduced in recent years as a method to increase the flexibility of FPGA designs. However, using DPR for building com- plex systems remains a daunting task. Recently, approaches based on Model-Driven Engi- neering (MDE) and UML MARTE standard have emerged which aim to simplify the design of complex SoCs, and in some cases, DPR systems. Nevertheless, many of these approaches lacked a standard intermediate representation to pass from high-levels of descriptions to ex- ecutable models. However, with the recent standardization of the IP-XACT specification, there is an increasing interest to use it in MDE methodologies to ease system integration and to enable design flow automation. In this paper we propose an MARTE/MDE approach which exploits the capabilities of IP-XACT to model and automatically generate DPR SoC designs. We present the MARTE modeling concepts and how these models are mapped to IP-XACT objects; the emphasis is given to the generation of IP cores that can be used in the Xilinx EDK (Embedded Design Kit) environment, since we aim to develop a complete flow around their Dynamic Partial Reconfiguration design flow. Finally, we present a case study integrating the presented concepts, showing the benefits in design efforts compared with a purely VHDL approach and using solely EDK. Experimental results show a reduction of the design efforts required to obtain the netlist required for the DPR design flow from hours required in VHDL and Xilinx EDK, to less the one hour and minutes for IP integration

Which Sweetener Is Best for Yeast? An Inquiry-Based Learning For Conceptual Change

One way to help students understand the scientific inquiry process, and how it applies in investigative research, is to involve them in scientific investigation.  An example of this would be letting them come to their own understanding of how different variables (e.g., starting products) can affect outcomes (e.g., variable quality end products) (e.g., Cherif, Gialams & Siuda, 1998; Puche & Holt, 2012; Hazzard, 2012).  In this inquiry based learning activity, students work logically and systematically to design a scientific study geared to investigate the question of sweetener preference for yeast.  In doing this, they learn to use skills associated with inquiry such as problem solving and communication–--including the scientific practices of hypothesizing, investigating, observing, explaining, and evaluating (e.g., Cherif, 1988; NRC, 2011; Robinson, Nieh, & Goodale, 2012).  They enforce their understanding of learned concepts and skills by communicating what they have learned through the process of writing a scientific paper aimed at publication in a peer reviewed scientific journal.  In doing so, they learn how scientists practice science, learn cross-disciplinary science concepts and core ideas, and discover implications and applications for the results and findings of the investigative inquiry.  In this paper, we also provide the necessary background and information teachers and student-teachers need to help them to feel confident and competent in carrying out the learning activities with their students and be able to answer unanticipated questions. Keywords: Inquiry-based learning, student success, sweeteners, yeast, fermentation, scientific metho

Complications traumatiques et psychosociales des chutes chez le sujet âgé tunisien

Introduction: les chutes chez le sujet âgé constituent un problème de santé majeur de par les complications traumatiques et psychosociales qui peuvent entrainer une perte de l'autonomie et un état de dépendance. L'objectif de notre travail est d'étudier les circonstances et les conséquences traumatiques et psychosociales des chutes chez les sujets âgés. Méthodes: nous avons mené une étude rétrospective réalisée entre septembre 2014 et janvier 2016 incluant 40 patients âgés de 65 ans et plus ayant fait au moins une chute l'année précédente recrutés parmi les patients hospitalisés ou suivis à la consultation externe du service de Médecine Interne B de l'hôpital Charles Nicolle. Les circonstances et les conséquences des chutes ont été recueillies par l'interrogatoire rétrospectif des patients et de leur entourage à distance de la chute. Résultats: l'âge moyen des patients chuteurs était de 75,7 ans avec une prédominance féminine nette (30F/10H). Des facteurs précipitants étaient retrouvés chez 38 patients. Ils étaient de type extrinsèque dans 78,9% des cas et intrinsèques dans 50% des cas. Un séjour prolongé au sol était noté dans 10% des cas. Les fractures étaient plus fréquentes chez les femmes (12F/1H) intéressant surtout les membres supérieurs (61,5%). Les conséquences psychosociales ont été plus fréquentes chez les femmes. Un syndrome post chutes a été noté chez 5 patients. Conclusion: la correction des facteurs précipitants intrinsèques et extrinsèques des chutes et l'apprentissage du relever du sol en post chutes permettra de prévenir le risque de chute ainsi que ses conséquences graves

4-Acetamido­anilinium nitrate monohydrate

In the title hydrated salt, C8H11N2O+·NO3 −·H2O, the N—C bond distances [1.349 (2) and 1.413 (2) Å] along with the sum of the angles (359.88°) around the acetamide N atom clearly indicate that the heteroatom has an sp 2 character. The ammonium group is involved in a total of three N—H⋯O hydrogen bonds, two of these are with a water mol­ecule, which forms two O—H⋯O hydrogen bonds. All these hydrogen bonds link the ionic units and the water mol­ecule into infinite planar layers parallel to (100). The remaining two N—H⋯O inter­actions in which the ammoniun group is involved link these layers into an infinite three-dimensional network

Where Have the Beans Been? Student-Driven Laboratory Learning Activities with Legumes for Conceptual Change

Accessible, familiar, relevant, effective and expansive teaching and learning resources is the dream of every teacher and educator throughout all types of educational systems. Furthermore, engaging students in meaningful scientific investigations using familiar objects inspire students to make the needed connection with the science concept being introduced.  Actively engaging in solving problems, and arriving at empirically based conclusions, leads to a lasting effect on students’ learning; what is more, a deep appreciation of science and the real understanding of the scientific process is fostered.  In this paper, we provide a set of laboratory-based activities using a variety of edible legumes (beans, peas, lentils, etc.) to introduce students to various STEM concepts in integrated, empirical investigations.  Legumes have been grown throughout the world, and have been cultivated since ancient times for more than 11,000 years.  The seeds of legumes come in a wide variety of shapes, sizes, colors, and are known for their differing nutritional values based on their content. But most of all, they are accessible, familiar, real and relevant, and are limitless in terms of locales where they can be found.  It is precisely these reason that make them an effective teaching and learning resource in the laboratory classroom settings.  Throughout all these laboratory learning activities, students engage in hands-on experiments, conducting research, engage in productive discussion, write scientific papers, and present their findings within a scientific framework.  Through these set of inquiry activities, teachers and students will never look at beans in the same way again.  Perhaps in fact, teachers may even consider them as one of their best teaching and learning resources. Finally, the appendix section offers more ideas that support the teachers whom is introducing these scientific concepts with the use of legumes.  We include additional ideas, information, activities, and questions (complete with answers) that we feel students may ask during the learning process. In doing so, we aim to save time and energy for those teachers who wish to use and/or adapt the suggested laboratory learning activities as a means of introducing conceptual changes. Keywords: Legumes, Science Inquiry, Laboratory experiments, Learning science, Effective learning resources.

Efficacy of Natural and Synthetic Biofilm Inhibitors Associated with Antibiotics in Eradicating Biofilms Formed by Multidrug-Resistant Bacteria

Biofilms formed by multidrug resistant (MDR) bacteria like methicillin-resistant Staphylococcus aureus (MRSA) and others are the main causes of infections that represent a serious public health issue. Persistent MDR infections are mostly derived from biofilm formation which in turn leads to resistance to conventional antimicrobial therapy. Inhibition of bacterial surface attachment is the new alternative strategy without affecting the bacterial growth. Thus, the discovery of compounds that interfere with biofilm production, virulence factors release and quorum sensing (QS) detection in pathogens is a promising processus. Among these compounds, natural and synthetic molecules are a compelling alternative to attenuate pathogenicity. The combination of these compounds with antibiotics makes the bacteria more vulnerable to the later, once used alone. This combination can restore antibiotic effectiveness against MDR bacteria. Among these molecules, 3-phenylpropan-1-amine (3-PPA) has been found to inhibit Serratia marcescens biofilm formation, PAβN has been proven to inhibit biofilm prodcution in A. baumannii, while brominated Furanone C-30 has been reported to be a potent inhibitor of the QS system and P. aeruginosa biofilm. Therefore, the combination between biofilm-inhibitors and antibiotics represents a promising strategy to mitigate antibiotic resistance in MDR pathogens, which has become a major threat to public healthcare around the globe

Has the Time Come to Start a Dialogue About the Role of Nutrition and Our Inner Microbiomes In Education? Teacher and Faculty Perspectives

The purpose of this study is to determine if educational professionals at the high school and college levels believe that their students should be required to complete a Health and Nutrition and/or a Microbiology course for graduation. The study used both a descriptive survey and a questionnaire as data collection instruments. The study population was comprised of 655 teachers and instructors from high schools, colleges and universities across the U.S.A.   Quantitative analysis was conducted using descriptive statistics. Qualitative analysis of open ended responses was organized into multiple themes. While all the participants strongly agreed that our nation (U.S.A.) is facing critical challenges in overcoming the new trends in obesity, diabetes, infectious diseases and other related epidemics, as well as on the role of education in solving the matters, they differ on what to do and how to prepare the current and future generations. At the college level, while over half of all the participants (61.22%) preferred to see Microbiology as a part of the graduation requirement from college, only 41.22% of the same participants felt comfortable in making Nutrition a part of the graduation requirement.  At the high school level, while 42.59% of all the participants saw no problem in including Nutrition as a part of the graduation requirement from high school, only 10.53% of the same participants felt comfortable including Microbiology as a graduation requirement from high school.  More detailed outcomes are presented in this paper. However, more participating college instructors compared to high school teachers did not think either of the topics should be mandated for graduation from high school or college; the only exception would be if these two fields of study were part of their selected academic program. Instead, this group of participants suggested making changes to existing course design and content (such as the required “health” or Biology classes), which would offer valuable additions to the existing curriculum and prepare students in health and nutrition. Finally, almost all of the participants provided various reasons and justifications for their perspectives on the matter.  The study also shows a significant role for administrators and academic leaders in this requirement process (decision making process for the curricula). Recommendations based on the findings are provided and discussed below. Keywords: General education, Nutrition, Microbiology, Human Microbiomes, Obesity, Diabetes, Illness prevention, Infectious diseases, Education, burden of disease, educational reform

Aqueous extracts from tunisian diplotaxis: phenol content, antioxidant and anti-acetylcholinesterase activities, and impact of exposure to simulated gastrointestinal fluids

Antioxidants have been considered essential for preventing cell damage by scavenging deleterious free radicals. The consumption of antioxidant-rich plants is associated with a reduced risk of some chronic diseases. This study evaluates the antioxidant and acetylcholinesterase inhibition activities of aqueous extracts obtained from different parts of Diplotaxis simplex and Diplotaxis harra from Tunisia. The study also aimed to investigate the action of simulated gastrointestinal juice on antioxidant activities of both extracts. The total phenolic, flavone and flavonol, and flavanone and dihydroflavonol contents were determined by Folin-Ciocalteau, aluminum chloride and 2,4-dinitrophenylhydrazine colorimetric methods, respectively. The metal ion chelating activity, acetylcholinesterase inhibition capacity, and free radical scavenging potential of the extracts towards ABTS (2,2-azinobis-(3-ethylbenzothiazoline-6-sulfonic acid), DPPH (2,2-diphenyl-1-picrylhydrazyl), hydroxyl, superoxide and nitric oxide were also evaluated. The action of simulated gastro-intestinal fluids on the flavone and flavonol content and total antioxidant activity of the flower extracts was surveyed. Extracts from the seeds and flowers of D. simplex and D. harra displayed the highest amounts of phenols (2691.7 and 2694.5 mg Caffeic Acid Equivalent (CAE)/100 mg; 3433.4 and 2647.2 mg CAE/100 mg, respectively) and flavonols/flavones (2144.4 and 2061.1 mg Rutin Equivalent (RE)/100 g; 1922.6 and 1461.1 mg RE/100 g, respectively). The flower and seed extracts exhibited the highest rates of antioxidant and acetylcholinesterase inhibition activities. A decrease in the flavonoid content and antioxidant activity was observed after extract exposure to simulated saliva. Antioxidant and acetylcholinesterase inhibition activities were noted to depend on plant species and plant parts. In vitro gastrointestinal digestion is useful in assessing the bio-accessibility of compounds with biological activities from food. The simulated gastrointestinal fluids influenced the flavonoid concentration and antioxidant activity