Dynamic adaptation to CPU and memory load in scientific applications

As commodity computers and networking technologies have become faster and more affordable, fairly capable machines have become nearly ubiquitous while the effective distance between them has decreased as network connectivity and capacity has multiplied. There is considerable interest in developing means to readily access such vast amounts of computing power to solve scientific problems, but the complexity of these modern computing environments pose problems for conventional computer codes designed to run on a static, homogeneous set of resources. One source of problems is the heterogeneity that is naturally present in these settings. More problematic is the competition that arises between programs for shared resources in these semi-autonomous environments. Fluctuations in the availability of CPU, memory, and other resources can cripple application performance. Contention for CPU time between jobs may introduce significant load imbalance in parallel applications. Contention for limited memory resources may cause even more severe performance problems, as thrashing may increase execution times by an order of magnitude or more.;Our goal is to develop techniques that enable scientific applications to achieve good performance in non-dedicated environments by monitoring system conditions and adapting their behavior accordingly. We focus on two important shared resources, CPU and memory, and pursue our goal on two distinct but complementary fronts: First, we present some simple algorithmic modifications that can significantly improve load balance in a class of iterative methods that form the computational core of many scientific and engineering applications. Second, we introduce a framework for enabling scientific applications to dynamically adapt their memory usage according to current availability of main memory. An application-specific caching policy is used to keep as much of the data set as possible in main memory, while the remainder of the data are accessed in an out-of-core fashion.;We have developed modular code libraries to facilitate implementation of our techniques, and have deployed them in a variety of scientific application kernels. Experimental evaluation of their performance indicates that our techniques provide some important classes of scientific applications with robust and low-overhead means for mitigating the effects of fluctuations in CPU and memory availability

Aging, analogical transfer, and everyday problem solving.

The current study investigated the relationship between technology (IT) use, aging, and everyday problem solving by examining the presence of analogical transfer from general life experience to the given problem solving tasks. Participants between 18 to 91 years old were surveyed about their daily technology use and then, tested for their ability to find information, plan efficient routes, and solve the tower of Hanoi (TOH) problem. The results suggested that visual-spatial ability in technology use transferred to solve information finding task, while the technology use inhibited the formation of subgoals in TOH. Aging was not associated with lower performances when the amount of technology use was accounted. The implications of the findings are discussed

Tracking theories of self in the world

This thesis explores assumptions regarding the nature of the Self as it relates to the World. The exploration, a hermeneutic investigation initially shaped by the author’s interest in the role of the unconscious in thinking, develops through the emergence of questions which move from the role of the unconscious to the conceptualization of self and reality and finally to the role of language. To answer these questions, the author examines ontological and epistemological assumptions about the nature of the Self and the World by analyzing various “boundaries,” imposed both (a) as spatial metaphors used to speak of subjective experiences and (b) as notions of locality grounded in the classical physics world view. The assumptions of a locally-grounded, boundaried subject create separations between Self, mind, body and the World, and thus are worthy of exploration. Instead of setting out to provide a definitive answer to pre-set questions, the thesis chronicles the evolution of the author’s questions and answers produced through her examination of various texts on metaphor, philosophy of mind, and consciousness studies. Thus, the thesis is written as the author’s search to understand how it is possible to move beyond locally grounded boundaried subjects towards a form of knowing that considers simultaneously the distinctiveness of Self, and the unity of Self with the whole of what is. The metaphor of tracking emphasizes the importance of possessing attentiveness to the specific while not losing sight of the larger context or whole. Ultimately, the author suggests an attitude of speculative tentativeness constantly on the verge of reconfiguring the whole The thesis is presented in multiple formats including essay, multi-voiced essay, poetry, dialogue, and story. These formats capture the continuous interplay of various faces of knowing presented as forms of perception, unconscious appreciation, and conceptualization. In this way, the overall format of the thesis reflects the content of the thesis where the author portrays her experience of tracking how her living interactions in the world are forms of awareness uninhibited by boundaries. In her conclusion, the author recognizes her experience as a form of direct realism in which human knowing is symbolic of the emergent nature of reality

The Evolution of Architectural Pedagogy in the Age of Information: Advancing technologies and their implementation in architectural pedagogies

abstract: The contemporary architectural pedagogy is far removed from its ancestry: the classical Beaux-Arts and polytechnic schools of the 19th century and the Bauhaus and Vkhutemas models of the modern period. Today, the "digital" has invaded the academy and shapes pedagogical practices, epistemologies, and ontologies within it, and this invasion is reflected in teaching practices, principles, and tools. Much of this digital integration goes unremarked and may not even be explicitly taught. In this qualitative research project, interviews with 18 leading architecture lecturers, professors, and deans from programs across the United States were conducted. These interviews focused on advanced practices of digital architecture, such as the use of digital tools, and how these practices are viewed. These interviews yielded a wealth of information about the uses (and abuses) of advanced digital technologies within the architectural academy, and the results were analyzed using the methods of phenomenology and grounded theory. Most schools use digital technologies to some extent, although this extent varies greatly. While some schools have abandoned hand-drawing and other hand-based craft almost entirely, others have retained traditional techniques and use digital technologies sparingly. Reasons for using digital design processes include industry pressure as well as the increased ability to solve problems and the speed with which they could be solved. Despite the prevalence of digital design, most programs did not teach related design software explicitly, if at all, instead requiring students (especially graduate students) to learn to use them outside the design studio. Some of the problems with digital design identified in the interviews include social problems such as alienation as well as issues like understanding scale and embodiment of skill.Dissertation/ThesisPh.D. Design 201

Pattern and Mathematics: Math Enrichment Activities for Gifted Fourth, Fifth and Sixth Grade Children

The purpose of this project is to provide assistance to the elementary math teacher in meeting the needs of the student gifted in the area of math. A collection of activities is provided to use with gifted intermediate students and should serve as an example of the type of activities appropriate for the gifted student. These activities would be most appropriately used with gifted students in grades four through six. The activities would be of greatest benefit if students were grouped in a homogeneous manner with one teacher taking responsibility for their math needs, Homogeneous grouping would allow for faster-paced instruction and stimulating interaction among the students as well as relieving other teachers of this responsibility and providing continuity to the program. The activities encourage use of higher level thinking and exploration with a variety of materials. The student is encouraged to think and work as a mathematician does, dealing with both inductive and deductive reasoning

Visual Information Display Systems. A Survey

Visual information display systems that are computer connected or updated with computer generated informatio