Parallel algorithms for simulating continuous time Markov chains

We have previously shown that the mathematical technique of uniformization can serve as the basis of synchronization for the parallel simulation of continuous-time Markov chains. This paper reviews the basic method and compares five different methods based on uniformization, evaluating their strengths and weaknesses as a function of problem characteristics. The methods vary in their use of optimism, logical aggregation, communication management, and adaptivity. Performance evaluation is conducted on the Intel Touchstone Delta multiprocessor, using up to 256 processors

A Wait-free Multi-word Atomic (1,N) Register for Large-scale Data Sharing on Multi-core Machines

We present a multi-word atomic (1,N) register for multi-core machines exploiting Read-Modify-Write (RMW) instructions to coordinate the writer and the readers in a wait-free manner. Our proposal, called Anonymous Readers Counting (ARC), enables large-scale data sharing by admitting up to $2^{32}-2$ concurrent readers on off-the-shelf 64-bits machines, as opposed to the most advanced RMW-based approach which is limited to 58 readers. Further, ARC avoids multiple copies of the register content when accessing it---this affects classical register's algorithms based on atomic read/write operations on single words. Thus it allows for higher scalability with respect to the register size. Moreover, ARC explicitly reduces improves performance via a proper limitation of RMW instructions in case of read operations, and by supporting constant time for read operations and amortized constant time for write operations. A proof of correctness of our register algorithm is also provided, together with experimental data for a comparison with literature proposals. Beyond assessing ARC on physical platforms, we carry out as well an experimentation on virtualized infrastructures, which shows the resilience of wait-free synchronization as provided by ARC with respect to CPU-steal times, proper of more modern paradigms such as cloud computing.Comment: non

Minimum entropy restoration using FPGAs and high-level techniques

One of the greatest perceived barriers to the widespread use of FPGAs in image processing is the difficulty for application specialists of developing algorithms on reconfigurable hardware. Minimum entropy deconvolution (MED) techniques have been shown to be effective in the restoration of star-field images. This paper reports on an attempt to implement a MED algorithm using simulated annealing, first on a microprocessor, then on an FPGA. The FPGA implementation uses DIME-C, a C-to-gates compiler, coupled with a low-level core library to simplify the design task. Analysis of the C code and output from the DIME-C compiler guided the code optimisation. The paper reports on the design effort that this entailed and the resultant performance improvements

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 programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming