Why (and How) Networks Should Run Themselves

The proliferation of networked devices, systems, and applications that we depend on every day makes managing networks more important than ever. The increasing security, availability, and performance demands of these applications suggest that these increasingly difficult network management problems be solved in real time, across a complex web of interacting protocols and systems. Alas, just as the importance of network management has increased, the network has grown so complex that it is seemingly unmanageable. In this new era, network management requires a fundamentally new approach. Instead of optimizations based on closed-form analysis of individual protocols, network operators need data-driven, machine-learning-based models of end-to-end and application performance based on high-level policy goals and a holistic view of the underlying components. Instead of anomaly detection algorithms that operate on offline analysis of network traces, operators need classification and detection algorithms that can make real-time, closed-loop decisions. Networks should learn to drive themselves. This paper explores this concept, discussing how we might attain this ambitious goal by more closely coupling measurement with real-time control and by relying on learning for inference and prediction about a networked application or system, as opposed to closed-form analysis of individual protocols

You and I are Past Our Dancing Days

Operating systems have grown in size and functionality. Today's many flavours of Unix provide a multi-user environment with protection, address spaces, and attempts to allocate resources fairly to users competing for them, They provide processes and threads, mechanisms for synchronization and memory sharing, blocking and nonblocking system calls, and a complex file system. Since it was first introduced, Unix has grown more then a factor twenty in size. Several operating systems now consist of a microkernel, surrounded by user-space services [Accetta et al., 1986; Mullender et al., 1990; Rozier et al., 1988]. Together they provide the functionality of the operating system. This operating system structure provides an opportunity to make operating systems even larger. The trend for operating systems to grow more and more baroque was signalled more than a decade ago [Feldman, 1980], but has continued unabated until, today, we have OSF/1, the most baroque Unix system ever. And we have Windows/NT as a demonstration that MS-DOS also needed to be replaced by something much bigger and a little better.\ud In this position paper, I am asking what community we serve with our operating systems research. Should we continue doing this, or can we make ourselves more useful to society and industry by using our experience in operating systems in new environments.\ud I argue that there is very little need for bigger and better operating systems; that, in fact, most cPus will never run an operating system at all; and that our experience in operating systems will be better applied to designing new generations of distributed and ubiquitous applications

Lessons learned from the design of a mobile multimedia system in the Moby Dick project

Recent advances in wireless networking technology and the exponential development of semiconductor technology have engendered a new paradigm of computing, called personal mobile computing or ubiquitous computing. This offers a vision of the future with a much richer and more exciting set of architecture research challenges than extrapolations of the current desktop architectures. In particular, these devices will have limited battery resources, will handle diverse data types, and will operate in environments that are insecure, dynamic and which vary significantly in time and location. The research performed in the MOBY DICK project is about designing such a mobile multimedia system. This paper discusses the approach made in the MOBY DICK project to solve some of these problems, discusses its contributions, and accesses what was learned from the project

Octopus - an energy-efficient architecture for wireless multimedia systems

Multimedia computing and mobile computing are two trends that will lead to a new application domain in the near future. However, the technological challenges to establishing this paradigm of computing are non-trivial. Personal mobile computing offers a vision of the future with a much richer and more exciting set of architecture research challenges than extrapolations of the current desktop architectures. In particular, these devices will have limited battery resources, will handle diverse data types, and will operate in environments that are insecure, dynamic and which vary significantly in time and location. The approach we made to achieve such a system is to use autonomous, adaptable modules, interconnected by a switch rather than by a bus, and to offload as much as work as possible from the CPU to programmable modules that is placed in the data streams. A reconfigurable internal communication network switch called Octopus exploits locality of reference and eliminates wasteful data copies

The Design of a System Architecture for Mobile Multimedia Computers

This chapter discusses the system architecture of a portable computer, called Mobile Digital Companion, which provides support for handling multimedia applications energy efficiently. Because battery life is limited and battery weight is an important factor for the size and the weight of the Mobile Digital Companion, energy management plays a crucial role in the architecture. As the Companion must remain usable in a variety of environments, it has to be flexible and adaptable to various operating conditions. The Mobile Digital Companion has an unconventional architecture that saves energy by using system decomposition at different levels of the architecture and exploits locality of reference with dedicated, optimised modules. The approach is based on dedicated functionality and the extensive use of energy reduction techniques at all levels of system design. The system has an architecture with a general-purpose processor accompanied by a set of heterogeneous autonomous programmable modules, each providing an energy efficient implementation of dedicated tasks. A reconfigurable internal communication network switch exploits locality of reference and eliminates wasteful data copies

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve