Predicting and witnessing data races using CSP

Detecting and debugging data races is a complex task due to the large number of interleavings possible in a parallel program. Most tools can find the data races reliably in an observed execution, but they miss errors in alternative reorderings of events. In this paper we describe an automated approach to generate, from a single program trace, a model in CSP with alternative interleavings. We check for data races patterns and obtain a witness that allows the reproduction of errors. Reproduction reduces the developer effort to correct the error

Predicting Errors in Concurrent Systems

Die Verbreitung von Multikernprozessoren hat die parallele Programmierung allgegenwärtig gemacht. Parallele Programmierung ist schwierig, da sie die Entwicklung auf Grund vielfacher Kontrollflüsse und Nicht-Determinismus fehleranfällig macht. Zusätzlich gibt es neue Arten von Fehlern, wie z.B. Wettläufe, Verklemmungen oder Reihenfolgeverletzung. Diese Fehler sind wegen der großen Anzahl von möglichen Verschränkungen schwer zu finden. Dynamische Analyseansätze führen das Programm aus und untersuchen die beobachtete Ausführung. Dynamische Analyse ist präzise, da sie eine tatsächliche Ausführung mit realen Werten und Zuständen beobachtet. Diese Ansätze erzeugen falsch Negative, wegen nicht erforschter Wege und Verschränkungen. Die unterschiedlichen Verschränkungen treten mit unterschiedlicher Häufigkeit auf, wegen externer Faktoren, wie z.B. Compiler, Prozessor oder Arbeitslast. In dieser Arbeit präsentieren wir einen Ansatz, der Fehler aus einer einzigen Spur eines parallelen Programms vorhersagt. Wir berechnen off-line alternative Verschränkungen, um den Zeitmessungseffekt der beobachteten Ausführung zu reduzieren. Wir bauen ein Modell mit Hilfe einer Prozessalgebra, das die Reihenfolge der Spur verallgemeinert; es extrapoliert mögliche Verschränkungen. Im Modell wird nach verschiedenen Nebenläufigkeitsfehlern gesucht. Ein vorhergesagter Fehler wird von einer Verschränkung begleitet, die in dem Programm erzwungen wird, um den Fehler zu reproduzieren. Der Ansatz wurde für Verklemmungs- und Wettlauferkennung im Vergleich zu anderen dynamischen Ansätzen evaluiert. Die Verringerung von falschen Warnungen bewegt sich im Bereich von 50% bis 86%, mit gleicher oder höherer Präzision. Das vorgestellte Werkzeug und sein Modell sind anpassbar für andere Reihenfolgeverletzungen. Diese Fehler erfordern eine Spezifikation, die die relevanten Ereignisse im Programm definiert und die gültigen oder ungültigen Ordnungen beschreibt. Wir zeigen dieses Vorgehen an sieben Anwendungsbeispielen

The Lived Experience of African American Juvenile Parole and Probation Officers in the Pacific Northwest

The purpose of this phenomenological study was to explore and better understand the lived experiences of African American juvenile parole and probation officers in the Pacific Northwest. I conducted semistructured interviews with four African American juvenile parole and probation officers using a transcendental phenomenological framework. This framework was further supported and guided by social identity theory, critical race theory, and person‒organization fit theory. Through detailed semistructured interviews, field notes, and artifacts; honest and thought-provoking insight was gathered about the experiences of African American juvenile parole and probation officers. Furthermore, interview data was coded and analyzed using ATLAS.ti (2020) and during the analysis process, three themes and six subthemes emerged, capturing the essence of the four coresearchers’ lived experiences. These three themes and subthemes uncovered the desire to better support youth and hold them accountable as essential motivating factors for African American juvenile parole and probation officer career choice. Additionally, experiences of unpredictable schedules, and navigating two social identities—African Americans and the juvenile justice system—were explored. African American juvenile parole and probation officers want cultural representation at the management level, experience discrimination, and want more support—for themselves and African American youth—through more equitable practices, better recruitment strategies, and inclusive work environments

The correlates of computer use and academic achievement among college students from low income backgrounds

The following is a mixed method research study that explores the correlates between computer use and academic achievement among low-income college students at James Madison University. A sample of 42 sophomore, junior and senior students served as participants in this study. All participants were members of the university’s Centennial Scholars Program, an initiative created by the university in 2004 to give high school students from low-income backgrounds the opportunity to go to college on full-tuition scholarship. Using a theoretical framework that incorporated situated cognition theory (Brown, Duguid & Collins, 1989), communities of practice (Wenger, 1998) and the digital divide (Attewell, 2001) the research conducted explored how students from low-income backgrounds engaged with computers for academic and non-academic purposes and how this engagement relates to academic achievement (GPA). Quantitative research returned evidence that a correlation exists between academic achievement and social networking for academic purposes among this population, while qualitative research further explored how this population engaged with computer for academic and non-academic purposes

The Professional Development and Coaching of School Teachers: Real-Time Feedback

Teachers face many problems which directly impact student achievement. Some of these problems include lack of resources, high teacher attrition, and an overwhelming ratio of below grade level students. This study examines in-the-moment feedback as a form of professional development and coaching. The study seeks to understand if teachers deem this form of coaching and development as beneficial and high leverage in regard to positively affecting student achievement. Exploratory case study was used as the research design for this study. The population of this study was school teachers in urban school settings. The sample population entailed 11 school teachers currently working at an urban charter school district. An inductive analysis approach was employed using the nine steps of inductive analysis as identified and described by Hatch (2002). The findings revealed that, according to teachers, real-time feedback may positively impact student achievement when considering ten key tenets as outlined in this paper. Implications of this study suggest that real-time coaching and feedback—when received and implemented effectively—can and should be used to improve teachers’ instructional practices and have a positive impact on student outcomes. It is also implied that a shift in practice by teachers and leaders away from traditional coaching and feedback, to real-time coaching, could improve possibly improve teacher practices and student outcomes noticeably faster

In the eye of all trade : Maritime revolution and the transformation of Bermudian society, 1612-1800

This study examines the settlement of the British colony of Bermuda in 1612 and its development to 1800. Drawing heavily on primary sources, it is the first social and economic history of the island and an exploration of trade and migration within a pan-colonial network. The purpose of this dissertation is to bring Bermuda\u27s history to the attention of colonial historians and to map connections between Europe\u27s colonies within the Atlantic world.;Part I examines Bermuda\u27s initial settlement and its development under the Somers Island Company. The first English colony to successfully cultivate tobacco and to import slave labor, Bermudian society was demographically successful, Puritan in character, agrarian in focus, and economically self-sufficient. During the English Civil War, the colony enjoyed considerable autonomy, and trade with the Caribbean grew to rival tobacco in economic importance. Tensions between Bermudian planters and London investors led to the abolition of the company\u27s charter in 1684.;Parts II and III document Bermuda\u27s maritime revolution, the rapid and pervasive economic shift from tobacco agriculture to shipbuilding and commerce which prompted a radical restructuring of the island\u27s landscape and society. Bermuda\u27s multi-faceted maritime economy flexibly drew upon shipbuilding, transoceanic commerce, smuggling, privateering, salt raking, and wrecking throughout the Atlantic and Caribbean. Slaves built and sailed the island\u27s merchant fleet, laboring in racially integrated workplaces that altered earlier, agrarian slave-master relationships. Bermudian women raised families, ran farms, and supervised businesses while their husbands were away at sea. Within the Atlantic world, Bermuda was transformed from an isolated company enclave to an entrepot at the crossroads between two continents, through which information, material goods, and a variety of cultural influences flowed.;Part IV addressed Bermuda and American Revolution, during which the island\u27s fleet actively aided the American cause through smuggling. After the war, the British military garrisoned and fortified the island, which became a vital link between Canada and the British West Indies for the Royal Navy. This work raises larger questions about the relationships between economic activity and social structure, and the malleability of gender roles and the institution of slavery

A Qualitative Phenomenological Study of First-Generation Caucasian Student Perceptions

This dissertation about first-generation Caucasian students’ (FGCS’) experiences is an original independent research project that will contribute to educators’ knowledge regarding issues faced by FGCS when preparing for, deciding to attend, or persisting in college. This intent of this phenomenological research is to create awareness within the education community about the specialized needs of FGCS. Although FGCS appear to form the majority of those attending college, they do not experience privileged based on their race. FGCS often face significant issues in college because their parents have not attended college. Grit provided a significant contribution to the FGCS success in college. For purposes of this research, semistructured interviews were used, and five male and five female participants were recruited to respond to three research questions. Although the participants did not believe race significantly impacted their decisions and experiences toward college, through their responses it was indicated that the level of family sup-port determined whether they attended college as traditional FGCS or nontraditional FGCS. This study suggests that family involvement in education creates the momentum necessary for FGCS to attend college and complete it as traditional students, despite the unforeseeable challenges during the process

The Relationship between College Students\u27 Use of Facebook and their Feelings of Alienation from their Institution

Today\u27s college students are digital natives who have grown up using technology, such as social network systems (SNSs). SNS use, and specific behavior patterns, have been linked to a variety of psychological and social outcomes. The sense of disconnection from a student\u27s institution, known as alienation, is one significant factor that can be detrimental to students\u27 social and academic experience and performance in college (Gordon, 1998; Loo & Rolison, 1986; Suen, 1983). This study explores the association between Facebook relationship maintenance behaviors (FRMB; Ellison, Vitak, Gray, & Lampe, 2014) and alienation from their university, and whether FRMBs and alienation are affected by demographic factors of gender and year in school among undergraduate students (N = 151) at a regional comprehensive university. The results found that the prevalence of Facebook interactions with university peers was associated with a decreased sense of social estrangement (r = -.305, P = .005). Meanwhile, no significant associations were found between FRMBs and the alienation dimensions of powerlessness, meaninglessness, and social estrangement measured by the University Alienation Scale (Burbach, 1972). These findings suggest that higher education needs to be more proactive in harnessing the potential of technology to engage undergraduate students

Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector