1,147 research outputs found
ENHANCING CLOUD SYSTEM RUNTIME TO ADDRESS COMPLEX FAILURES
As the reliance on cloud systems intensifies in our progressively digital world, understanding and reinforcing their reliability becomes more crucial than ever. Despite impressive advancements in augmenting the resilience of cloud systems, the growing incidence of complex failures now poses a substantial challenge to the availability of these systems. With cloud systems continuing to scale and increase in complexity, failures not only become more elusive to detect but can also lead to more catastrophic consequences. Such failures question the foundational premises of conventional fault-tolerance designs, necessitating the creation of novel system designs to counteract them.
This dissertation aims to enhance distributed systemsâ capabilities to detect, localize, and react to complex failures at runtime. To this end, this dissertation makes contributions to address three emerging categories of failures in cloud systems. The first part delves into the investigation of partial failures, introducing OmegaGen, a tool adept at generating tailored checkers for detecting and localizing such failures. The second part grapples with silent semantic failures prevalent in cloud systems, showcasing our study findings, and introducing Oathkeeper, a tool that leverages past failures to infer rules and expose these silent issues. The third part explores solutions to slow failures via RESIN, a framework specifically designed to detect, diagnose, and mitigate memory leaks in cloud-scale infrastructures, developed in collaboration with Microsoft Azure. The dissertation concludes by offering insights into future directions for the construction of reliable cloud systems
NURSING AND MIDWIFERY STUDENTSâ LENS: CONNECTING THEORETICAL KNOWLEDGE WITH CLINICAL PRACTICE: AN INTERPRETATIVE PHENOMENOLOGICAL STUDY
Aim: To explore and critically analyse the strategies employed by final-year BSc pre-registration nursing and midwifery students at an inner London university to connect theoretical knowledge with clinical practice, to promote their learning and professional development. Background: Navigating the theory-practice gap has been a significant challenge for nursing and midwifery students. While there are many perspectives from academics and clinicians, how theoretical knowledge is connected with clinical practice is rarely discussed and studied from the studentsâ perspectives. Design: Interpretative phenomenological analysis was used to understand nursing and midwifery students' experiences in connecting theoretical knowledge with clinical practice. Rather than attempting to establish objective truth, this thesis focused on participantsâ subjective experiences. Method: This study employed a qualitative research design. The data was obtained using semi-structured interviews and analysed using an inductive approach. The study population included (n=12) pre-registration nursing and midwifery students enrolled on a Bachelor of Science programs. Findings: Four themes emerged (1) Complexity of embodied knowledge; (2) Sensing the meaning of personal and professional learning; (3) Demographic attributes and self-understanding; (4) Sense-making of COVID-19. Conclusion: The process by which pre-registration nursing and midwifery students connect theoretical knowledge with clinical practice is complex and multifaceted. It intersects with other factors and cannot be understood in isolation. This interconnectedness necessitates a thorough examination of all the variables involved
A qualitative study exploring whether emotion work conducted by health visitors has an influence on their assessment and identification of children in need of care and protection?
There is an increased understanding that experiencing adversity in childhood can have a significantly negative impact on the long-term developmental wellbeing of children and young people, as well as their families and communities. Political and societal ambition is that such adverse experiences and their consequences are eradicated through preventative and early intervention measures taken by health, education, and social care practitioners on the identification of a child(ren) who requires support.
Professionals working with children have become increasingly proficient in this type of work however no professional is infallible. As a result, many children and young people living with adverse circumstances can go unnoticed. For some this includes experiencing harm which often only comes to light when they have been significantly or fatally injured.
Every child living in the United Kingdom is aligned with the universal health visiting service following birth to school entry. Health visitors play an essential role in âsearching for health needsâ through the âsurveillance and assessment of the populationâs health and wellbeingâ (Nursing & Midwifery Council [NMC] 2004, page 11) . Such universal contact based on these core principles mean that health visitors are ideally positioned to identify children living in challenging situations but, like others, they can find this difficult on occasions.
The purpose of this study is to explore whether health visitors view the emotion work they carry out as part of their role has an influence on their ability to assess, identify, and respond to children in need of care and protection.
STUDY â METHOD:
The study has been progressed qualitatively, using a reflexive ethnographic approach to interviews as the main data collection and analytic method with short periods of office-based observation. 16 health visitors who managed caseloads of between 100-450 pre-school children were observed and interviewed to understand their experiences, values, and beliefs. Geeâs (2014) toolkit was used to critically analyse the discourse shared during the interviews.
FINDINGS:
The emergent findings demonstrate that health visitors can be conceptualised as âapplied clinical anthropologistsâ in the way they develop relationships with families to gain access to their home environments. The approach taken is to gather information to the depth required for a social, bioecological assessment (Bronfenbrenner 2005) of a child in the context of their family and community system. Health visitors are welcomed by most families and are often successful in assessing and responding to child need. However, at times, the level of engagement necessary can be overwhelming for both the health visitor and parent/carer. This influences the level of child centred assessment obtained.
The study has demonstrated that the influences on the work of the health visitor can be interpreted through a complex interplay of theoretical concepts. Firstly, Bourdieuâs âtheory of practiceâ (Bourdieu & Wacquant 1992, page 4) provides the basis on which to understand why challenges and barriers arise during the relational work of the health visitor with the child and family. Secondly, Grossâ (2014) Emotion Regulation Framework and Hochschildâs (1983) theory of Emotional Labour, are utilised to consider how health visitors and families respond emotionally to these challenges. The study then goes on to demonstrate what impact these responses can have on the assessment of children.
RECOMMENDATIONS:
Implications for practice are that health visitors require increased rates of supervision. This should include an observational element. Educational programmes for health visitors, require a focus on promoting professional wellbeing with learning sessions on unconscious bias. Research and learning developments are suggested to influence assessment and decision-making practice. Research with other professional groups and children & families is recommended to build on the findings of this study in order to influence future safeguarding policy and practice to protect children
Tradition and Innovation in Construction Project Management
This book is a reprint of the Special Issue 'Tradition and Innovation in Construction Project Management' that was published in the journal Buildings
Navigating Conflict During Periods of Change in Higher Education: Deconstructing Academic Leadersâ Construction of Meaning
Navigating departmental and organizational conflict is an essential function and responsibility of an academic unit leader (dean, associate dean, director, or chair) in higher education institutions (HEIs). During periods of organizational change, conflict tends to increase in complexity and difficultyâin part due to resistance to changeâmaking it more difficult to manage in a constructive manner (Marcus, 2014). Much of the literature that looks at the academic unit leader and conflict focuses on personal conflict styles (or modes), types of conflicts encountered, and training on techniques and skills for conflict resolution and management. Missing from the literature is research that examines academic leadersâ constructive-developmental mindsets (i.e., meaning-making structures) when dealing with and navigating conflict within their division (or institution) and the relationship between oneâs developmental mindset and their approach to engaging and navigating complex conflict. This study examines how nine academic unit leaders construct meaning when experiencing and navigating conflict situations amid organizational change (which HEIs experienced at an unprecedented level in 2020 and 2021). Additionally, it examines the relationship between how one constructs meaning and their capacity for constructive engagement and navigation of conflict. The primary finding from this study supports the hypothesis that academic leaders who demonstrate complex developmental mindsets hold a greater capacity to engage and navigate complex conflict situations in more deliberate and potentially constructive ways. Additionally, data from the research supports the notion that as an individual develops an increasingly more complex developmental mindset, their capacity for cognitive empathy (i.e., perspective-taking) increases. The study employed a multimethod approach, incorporating multiple case studies and a modified critical incident technique. Data were collected through the Subject-Object Interview (Lahey et al., 2011), a modified critical incident interview, and a loosely-structured closing interview. Each of the nine leaders participated fully in all three interviews in this order. This exploratory study contributes to the continued scholarly discussion on leaders navigating conflict and change in HEIs. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu)
Health Leadership and Management Practices That Support Accountability for Results
Although leaders are expected to nurture and sustain a culture of accountability for results, little is known about how health leaders in developing countries perceive, interpret, demonstrate, and promote accountability in their day-to-day practices. The purpose of this generic qualitative study was to explore the management and leadership practices that leaders of public and non-profit health support organizations in Uganda utilize to embody and support accountability for key stakeholdersâ results. Data from in-depths interviews with 13 participants at the governance, senior management, and middle management levels were analysed using thematic data analysis. Riggio\u27s conceptualization of using multiple perspectives and disciplines to understand leadership guided the study. The findings indicate that the combination of management and leadership practices that promote accountability results are motivated and sustained by the leadersâ ethical and moral values, character and soft skills; majorly driven by task, relations, change, and externally-oriented leadership behavior; aligned with the leadersâ perceived primary management and leadership roles and responsibilities; and focus on enabling others to identify the right problem to address, recognize and navigate the eclectic ecosystem-wide interests, and mandates. These findings add to knowledge on managing and leading accountability in low-income settings. Implications for positive social change included understanding how to identify, select, develop, promote, and retain managers and staff with the relevant skills, enduring positive intrapersonal accountability motives and practices; this results in building effective organization systems that shape, strengthen, and sustain a culture of accountability for results
Health Leadership and Management Practices That Support Accountability for Results
Although leaders are expected to nurture and sustain a culture of accountability for results, little is known about how health leaders in developing countries perceive, interpret, demonstrate, and promote accountability in their day-to-day practices. The purpose of this generic qualitative study was to explore the management and leadership practices that leaders of public and non-profit health support organizations in Uganda utilize to embody and support accountability for key stakeholdersâ results. Data from in-depths interviews with 13 participants at the governance, senior management, and middle management levels were analysed using thematic data analysis. Riggio\u27s conceptualization of using multiple perspectives and disciplines to understand leadership guided the study. The findings indicate that the combination of management and leadership practices that promote accountability results are motivated and sustained by the leadersâ ethical and moral values, character and soft skills; majorly driven by task, relations, change, and externally-oriented leadership behavior; aligned with the leadersâ perceived primary management and leadership roles and responsibilities; and focus on enabling others to identify the right problem to address, recognize and navigate the eclectic ecosystem-wide interests, and mandates. These findings add to knowledge on managing and leading accountability in low-income settings. Implications for positive social change included understanding how to identify, select, develop, promote, and retain managers and staff with the relevant skills, enduring positive intrapersonal accountability motives and practices; this results in building effective organization systems that shape, strengthen, and sustain a culture of accountability for results
SuperCDMS HVeV Run 2 Low-Mass Dark Matter Search, Highly Multiplexed Phonon-Mediated Particle Detector with Kinetic Inductance Detector, and the Blackbody Radiation in Cryogenic Experiments
There is ample evidence of dark matter (DM), a phenomenon responsible for â 85% of the matter content of the Universe that cannot be explained by the Standard Model (SM). One of the most compelling hypotheses is that DM consists of beyond-SM particle(s) that are nonluminous and nonbaryonic. So far, numerous efforts have been made to search for particle DM, and yet none has yielded an unambiguous observation of DM particles.
We present in Chapter 2 the SuperCDMS HVeV Run 2 experiment, where we search for DM in the mass ranges of 0.5--10â´ MeV/c² for the electron-recoil DM and 1.2--50 eV/c² for the dark photon and the Axion-like particle (ALP). SuperCDMS utilizes cryogenic crystals as detectors to search for DM interaction with the crystal atoms. The interaction is detected in the form of recoil energy mediated by phonons. In the HVeV project, we look for electron recoil, where we enhance the signal by the Neganov-Trofimov-Luke effect under high-voltage biases. The technique enabled us to detect quantized eâťhâş creation at a 3% ionization energy resolution. Our work is the first DM search analysis considering charge trapping and impact ionization effects for solid-state detectors. We report our results as upper limits for the assumed particle models as functions of DM mass. Our results exclude the DM-electron scattering cross section, the dark photon kinetic mixing parameter, and the ALP axioelectric coupling above 8.4 x 10âťÂłâ´ cm², 3.3 x 10âťÂšâ´, and 1.0 x 10âťâš, respectively.
Currently every SuperCDMS detector is equipped with a few phonon sensors based on the transition-edge sensor (TES) technology. In order to improve phonon-mediated particle detectors' background rejection performance, we are developing highly multiplexed detectors utilizing kinetic inductance detectors (KIDs) as phonon sensors. This work is detailed in chapter 3 and chapter 4. We have improved our previous KID and readout line designs, which enabled us to produce our first ø3" detector with 80 phonon sensors. The detector yielded a frequency placement accuracy of 0.07%, indicating our capability of implementing hundreds of phonon sensors in a typical SuperCDMS-style detector. We detail our fabrication technique for simultaneously employing Al and Nb for the KID circuit. We explain our signal model that includes extracting the RF signal, calibrating the RF signal into pair-breaking energy, and then the pulse detection. We summarize our noise condition and develop models for different noise sources. We combine the signal and the noise models to be an energy resolution model for KID-based phonon-mediated detectors. From this model, we propose strategies to further improve future detectors' energy resolution and introduce our ongoing implementations.
Blackbody (BB) radiation is one of the plausible background sources responsible for the low-energy background currently preventing low-threshold DM experiments to search for lower DM mass ranges. In Chapter 5, we present our study for such background for cryogenic experiments. We have developed physical models and, based on the models, simulation tools for BB radiation propagation as photons or waves. We have also developed a theoretical model for BB photons' interaction with semiconductor impurities, which is one of the possible channels for generating the leakage current background in SuperCDMS-style detectors. We have planned for an experiment to calibrate our simulation and leakage current generation model. For the experiment, we have developed a specialized ``mesh TES'' photon detector inspired by cosmic microwave background experiments. We present its sensitivity model, the radiation source developed for the calibration, and the general plan of the experiment.</p
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