Survey and Analysis of Production Distributed Computing Infrastructures

This report has two objectives. First, we describe a set of the production distributed infrastructures currently available, so that the reader has a basic understanding of them. This includes explaining why each infrastructure was created and made available and how it has succeeded and failed. The set is not complete, but we believe it is representative. Second, we describe the infrastructures in terms of their use, which is a combination of how they were designed to be used and how users have found ways to use them. Applications are often designed and created with specific infrastructures in mind, with both an appreciation of the existing capabilities provided by those infrastructures and an anticipation of their future capabilities. Here, the infrastructures we discuss were often designed and created with specific applications in mind, or at least specific types of applications. The reader should understand how the interplay between the infrastructure providers and the users leads to such usages, which we call usage modalities. These usage modalities are really abstractions that exist between the infrastructures and the applications; they influence the infrastructures by representing the applications, and they influence the ap- plications by representing the infrastructures

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

The evolution of P2P networks for file exchange: the interaction between social controversy and technical change

Since the irruption of Napster in 1999, Peer-to-Peer computer networks for file exchange have been at the heart of a heated debate that has eventually evolved into a wide social controversy across the world, involving legal, economical, and even political issues. This essay analyzes the effects of this controversy on the technical innovations that have shaped the evolution of those systems. It argues that the usual image of a single two-sided conflict does not account for most of the technical changes involved. P2P entrepreneurs and creators show a wide range of motivations and business strategies -if any- and users are not a monolithic group with a common set of goals and values. As a result, the actual historical evolution of those networks does not follow a simple linear path but a more complex and multidirectional development

Statistical Modelling of Information Sharing: Community, Membership and Content

File-sharing systems, like many online and traditional information sharing communities (e.g. newsgroups, BBS, forums, interest clubs), are dynamical systems in nature. As peers get in and out of the system, the information content made available by the prevailing membership varies continually in amount as well as composition, which in turn affects all peers' join/leave decisions. As a result, the dynamics of membership and information content are strongly coupled, suggesting interesting issues about growth, sustenance and stability. In this paper, we propose to study such communities with a simple statistical model of an information sharing club. Carrying their private payloads of information goods as potential supply to the club, peers join or leave on the basis of whether the information they demand is currently available. Information goods are chunked and typed, as in a file sharing system where peers contribute different files, or a forum where messages are grouped by topics or threads. Peers' demand and supply are then characterized by statistical distributions over the type domain. This model reveals interesting critical behaviour with multiple equilibria. A sharp growth threshold is derived: the club may grow towards a sustainable equilibrium only if the value of an order parameter is above the threshold, or shrink to emptiness otherwise. The order parameter is composite and comprises the peer population size, the level of their contributed supply, the club's efficiency in information search, the spread of supply and demand over the type domain, as well as the goodness of match between them.Comment: accepted in International Symposium on Computer Performance, Modeling, Measurements and Evaluation, Juan-les-Pins, France, October-200

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning