XinuPi3: Teaching Multicore Concepts Using Embedded Xinu

As computer platforms become more advanced, the need to teach advanced computing concepts grows accordingly. This paper addresses one such need by presenting XinuPi3, a port of the lightweight instructional operating system Embedded Xinu to the Raspberry Pi 3. The Raspberry Pi 3 improves upon previous generations of inexpensive, credit card-sized computers by including a quad-core, ARM-based processor, opening the door for educators to demonstrate essential aspects of modern computing like inter-core communication and genuine concurrency. Embedded Xinu has proven to be an effective teaching tool for demonstrating low-level concepts on single-core platforms, and it is currently used to teach a range of systems courses at multiple universities. As of this writing, no other bare metal educational operating system supports multicore computing. XinuPi3 provides a suitable learning environment for beginners on genuinely concurrent hardware. This paper provides an overview of the key features of the XinuPi3 system, as well as the novel embedded system education experiences it makes possible

Developing High Performance Computing Resources for Teaching Cluster and Grid Computing courses

High-Performance Computing (HPC) and the ability to process large amounts of data are of paramount importance for UK business and economy as outlined by Rt Hon David Willetts MP at the HPC and Big Data conference in February 2014. However there is a shortage of skills and available training in HPC to prepare and expand the workforce for the HPC and Big Data research and development. Currently, HPC skills are acquired mainly by students and staff taking part in HPC-related research projects, MSc courses, and at the dedicated training centres such as Edinburgh University’s EPCC. There are few UK universities teaching the HPC, Clusters and Grid Computing courses at the undergraduate level. To address the issue of skills shortages in the HPC it is essential to provide teaching and training as part of both postgraduate and undergraduate courses. The design and development of such courses is challenging since the technologies and software in the fields of large scale distributed systems such as Cluster, Cloud and Grid computing are undergoing continuous change. The students completing the HPC courses should be proficient in these evolving technologies and equipped with practical and theoretical skills for future jobs in this fast developing area. In this paper we present our experience in developing the HPC, Cluster and Grid modules including a review of existing HPC courses offered at the UK universities. The topics covered in the modules are described, as well as the coursework projects based on practical laboratory work. We conclude with an evaluation based on our experience over the last ten years in developing and delivering the HPC modules on the undergraduate courses, with suggestions for future work

Cross Teaching Parallelism and Ray Tracing: A Project-based Approach to Teaching Applied Parallel Computing

Massively parallel Graphics Processing Unit (GPU) hardware has become increasingly powerful, available and affordable. Software tools have also advanced to the point that programmers can write general purpose parallel programs that take advantage of the large number of compute cores available in the hardware. With literally hundreds of compute cores available on a single device, program performance can increase by orders of magnitude. We believe that introducing students to the concepts of parallel programming for massively parallel hardware is of increasing importance in an undergraduate computer science curriculum. Furthermore, we believe that students learn best when given projects that reflect real problems in computer science. This paper describes the experience of integrating two undergraduate computer science courses to enhance student learning in parallel computing concepts. In this cross teaching experience we structured the integration of the courses such that students studying parallel computing worked with students studying advanced rendering for approximately 30% of the quarter long courses. Working in teams on a joint project, both groups of students were able to see the application of parallelization to an existing software project with both the benefits and complications exposed early in the curriculum of both courses. Motivating projects and performance gains are discussed, as well as student survey data on the effectiveness of the learning outcomes. Both performance and survey data indicate a positive gain from the cross teaching experience

Project Elements: A computational entity-component-system in a scene-graph pythonic framework, for a neural, geometric computer graphics curriculum

We present the Elements project, a computational science and computer graphics (CG) framework, that offers for the first time the advantages of an Entity-Component-System (ECS) along with the rapid prototyping convenience of a Scenegraph-based pythonic framework. This novelty allows advances in the teaching of CG: from heterogeneous directed acyclic graphs and depth-first traversals, to animation, skinning, geometric algebra and shader-based components rendered via unique systems all the way to their representation as graph neural networks for 3D scientific visualization. Taking advantage of the unique ECS in a a Scenegraph underlying system, this project aims to bridge CG curricula and modern game engines, that are based on the same approach but often present these notions in a black-box approach. It is designed to actively utilize software design patterns, under an extensible open-source approach. Although Elements provides a modern, simple to program pythonic approach with Jupyter notebooks and unit-tests, its CG pipeline is not black-box, exposing for teaching for the first time unique challenging scientific, visual and neural computing concepts.Comment: 8 pages, 8 figures, 2 listings, submitted to EuroGraphics 2023 education trac

The CHARME "Advanced Big Data Training School for Life Sciences": an example of good practices for training on current bioinformatics challenges

The CHARME “Advanced Big Data Training School for Life Sciences” took place during 3-7 September 2018, at the Campus Nord of the Technical University of Catalonia (UPC) in Barcelona (ES). The school was organised by the Data Management Group (DAMA) of the UPC in collaboration with EMBnet as a follow-up of the first CHARME-EMBnet “Big Data Training School for Life Sciences”, held in Uppsala, Sweden, in September 2017. The learning objectives of the school were defined and agreed during the CHARME “Think Tank Hackathon” that was held in Ljubljana, Slovenia, in February 2018. This article explains in detail the step forward organisation of the training school, the covered contents and the interaction/relationships that thanks to this school have been established between the trainees, the trainers and the organisers.Peer ReviewedPostprint (published version

Parallelizing a network intrusion detection system using a GPU.

As network speeds continue to increase and attacks get increasingly more complicated, there is need to improved detection algorithms and improved performance of Network Intrusion Detection Systems (NIDS). Recently, several attempts have been made to use the underutilized parallel processing capabilities of GPUs, to offload the costly NIDS pattern matching algorithms. This thesis presents an interface for NIDS Snort that allows porting of the pattern-matching algorithm to run on a GPU. The analysis show that this system can achieve up to four times speedup over the existing Snort implementation and that GPUs can be effectively utilized to perform intensive computational processes like pattern matching