Learning Parallel Computations with ParaLab

In this paper, we present the ParaLab teachware system, which can be used for learning the parallel computation methods. ParaLab provides the tools for simulating the multiprocessor computational systems with various network topologies, for carrying out the computational experiments in the simulation mode, and for evaluating the efficiency of the parallel computation methods. The visual presentation of the parallel computations taking place in the computational experiments is the key feature of the system. ParaLab can be used for the laboratory training within various teaching courses in the field of parallel, distributed, and supercomputer computations

Teaching Parallel Programming Using Java

This paper presents an overview of the "Applied Parallel Computing" course taught to final year Software Engineering undergraduate students in Spring 2014 at NUST, Pakistan. The main objective of the course was to introduce practical parallel programming tools and techniques for shared and distributed memory concurrent systems. A unique aspect of the course was that Java was used as the principle programming language. The course was divided into three sections. The first section covered parallel programming techniques for shared memory systems that include multicore and Symmetric Multi-Processor (SMP) systems. In this section, Java threads was taught as a viable programming API for such systems. The second section was dedicated to parallel programming tools meant for distributed memory systems including clusters and network of computers. We used MPJ Express-a Java MPI library-for conducting programming assignments and lab work for this section. The third and the final section covered advanced topics including the MapReduce programming model using Hadoop and the General Purpose Computing on Graphics Processing Units (GPGPU).Comment: 8 Pages, 6 figures, MPJ Express, MPI Java, Teaching Parallel Programmin

Teaching Parallel Structure to the Eighth Year Students Through Recount Texts

The objective of this research was to prove that the use of recount texts were effective in teaching parallel structure. This research used true-experimental research design which involved experimental group (VIIIA) and control group (VIII B). The researcher employed cluster sampling and adopted one group pre-test and post-test design. The result of data analysis showed that there was a significant difference between pre-test and post-test. Based on hypothesis testing done, by using 0.05 level of significance and 78 degree of freedom (df), the researcher found that t-counted (6.75) was higher than t-table (0.006). It means that the hypothesis was accepted. In other words, the use of recount texts can be effective in teaching parallel structure to the eight year students at SMP Negeri 15 Palu

The hidden costs of ethnic conflict - decomposing trends in educational outcomes of young Kosovars

The authors examine the impact of ethnic segmentation in education on educational outcomes. Between 1991 and the late 1990s, the Albanian Kosovar population received education services in an informal system parallel to the official one. Using the 2000 Kosovo LSMS Survey data, the authors exploit cohort differences in exposure to the parallel system to estimate its effects among Albanian youth. The first (untreated) cohort includes individuals who entered secondary education before 1991 when the"parallel"education system was initiated. The second (treated) cohort includes individuals who entered secondary school in the last ten years under the ethnically segmented education system. To disentangle the effects of the changing system and economic environment, and the changes in the characteristics of the population, a Oaxaca-type decomposition is used. The results suggest that the past decade of ethnic tension has claimed a substantial toll on the educational outcomes of young male Albanian Kosovars. In addition to declines in enrollment rates in secondary education, those who are enrolled are expected to complete one less year of education. However, secondary school enrollment for girls increased during the parallel system, but with a sharp decline in the expected number of years completed.Primary Education,Public Health Promotion,Teaching and Learning,Curriculum&Instruction,Health Monitoring&Evaluation,Primary Education,Curriculum&Instruction,Gender and Education,Teaching and Learning,Health Monitoring&Evaluation

MY LIFE AS TUTOR: Reflections on Two Recent Experiences

In this final report, I briefly reflect on two parallel teaching experiences as tutor. Besides, I briefly view such experiences in interaction with my research work, private life and new teaching position. In harmony with my conception of teaching, I avoid the standard formal style of reports and try an interactive dialogue with the reader.Comment: 9 pages (tex

Measurements of Student and Teacher Perceptions of Co-teaching Models

Co-teaching is an accepted teaching model for inclusive classrooms. This study measured the perceptions of both students and teachers regarding the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Additionally, this study compared student responses to teacher responses to ascertain the presence of both main effects and interactions. It was found that while main effects existed regarding student and teacher perceptions, an interaction did not exist in any category. This study suggests that students perceive positive benefits when teachers implement certain co-teaching models (i.e., Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching)

Exploring the Changing Teaching Practices and Needs of Business Faculty at Santa Clara University

This report will present the findings and recommendations of a study designed to explore Santa Clara University (SCU) business faculty’s current and emerging undergraduate teaching practices. The study was led locally by researchers in the SCU Library, with parallel studies conducted at fourteen other institutions of higher education in the United States during the 2018-19 academic year. These studies were coordinated at the national level by Ithaka S&R, a not-for-profit research and consulting service that helps academic and cultural communities serve the public good and navigate economic, technological, and demographic change. Ithaka will publish a capstone report of major themes across all fourteen institutions in Winter 2020 and will include recommendations that libraries, universities, and business schools can use to support the changing teaching practices of their business faculty

Management of International Cooperation of Japanese and German Universities – Historical Background and Actual Experiences –

Cooperation of universities is increasingly needed in order to educate productive and team-oriented young scholars at Western and Far Eastern Universities. The article refers to the historical background of international university-cooperation in Japan and Germany. The tendency from lagging or parallel research to research cooperation on the university level is pointed out by practical cases. Additionally experiences by research-networks of cooperating universities are pointed out, esp. as for economic research. Concerning teaching the reintegration of research and teaching in cooperating universities is exposed. The conclusions emphasize the actual problem and refer to experiences from university cooperation in Japan and Germany.Meiji Restoration; transformation process-phases of university research; effects of international university cooperation; reintegration of academic research and teaching.

A Multimedia Interactive Environment Using Program Archetypes: Divide-and-Conquer

As networks and distributed systems that can exploit parallel computing become more widespread, the need for ways to teach parallel programming effectively grows as well. Even though many colleges and universities provide courses on parallel programming [1], most of those courses are reserved for graduate students and advanced undergraduates. There is a demand for ways to teach fundamental parallel programming concepts to people with just a working knowledge of programming. By using the idea of a software archetype, and providing a learning environment that teaches both concept and coding, we hope to satisfy this need. This paper presents an overview of the multimedia approach we took in teaching parallel programming and offers Divide-and-Conquer as an example of its use