University Finds Windows HPC Server Matches Linux in Validated SPEC Benchmarks

Case study: Indiana University (IU) ran the first published, validated high-performance computing (HPC) benchmarks on Windows HPC Server and Linux, and found the two perform about the same across applications and cluster sizes. But Windows HPC Server opens new possibilities when it comes to market options and use beyond the traditional science uses of HPC. IU is planning to implement Windows HPC Server in its overall HPC strategy

Supporting multiple isolation levels in replicated environments

Replication is used by databases to implement reliability and provide scalability. However, achieving transparent replication is not an easy task. A replicated database is transparent if it can seamlessly replace a standard stand-alone database without requiring any changes to the components of the system. Database replication transparency can be achieved if: (a) replication protocols remain hidden for all other components of the system; and (b) the functionality of a stand-alone database is provided. The ability to simultaneously execute transactions under different isolation levels is a functionality offered by all stand-alone databases but not by their replicated counterparts. Allowing different isolation levels may improve overall system performance. For example, the TPC-C benchmark specification tolerates execution of some transactions at weaker isolation levels in order to increase throughput of committed transactions. In this paper, we show how replication protocols can be extended to enable transactions to be executed under different isolation levels. © 2012 Elsevier B.V. All rights reserved.This work has been supported by the Spanish Ministerio de Ciencia e Innovation (MICINN) and the European Regional Development Fund (ERDF/FEDER) under research grants TIN2009-14460-C03-01 and TIN2010-17193. The translation of this paper was funded by the Universitat Politecnica de Valencia, Spain.Bernabe Gisbert, JM.; Muñoz Escoí, FD. (2012). Supporting multiple isolation levels in replicated environments. Data and Knowledge Engineering. 79-80:1-16. doi:10.1016/j.datak.2012.05.001S11679-8

The effectiveness of classroom vocabulary intervention for adolescents with language disorder

Purpose Phonological-semantic intervention has been shown to be effective in enhancing the vocabulary skills of children with language disorder in small-group or individual settings. Less is known about vocabulary interventions for adolescents with language disorder in whole-class models of delivery. The current study investigated the effectiveness of phonological-semantic vocabulary intervention for adolescents with language disorder, delivered by secondary school teachers within science lessons. Methods Seventy-eight adolescents with language disorder, aged 11 – 13 years, were taught science curriculum words by teachers in class, under two conditions: 1) 10 words taught through usual teaching practice; and 2) 10 matched words taught using an experimental intervention known as Word Discovery, which embedded phonological-semantic activities into the teaching of the syllabus. Ten similar control words received no intervention. Word knowledge was assessed pre-intervention, post-intervention, and follow-up. Results At pre-intervention, measures of depth of word knowledge and expressive word use did not differ between usual teaching practice and experimental words. At post-intervention, depth of knowledge of experimental words was significantly greater than that of usual teaching practice words. This significant advantage was not maintained at follow-up, although depth of knowledge for experimental words remained significantly higher at follow-up than at preintervention. At post-intervention, expressive use of experimental words was significantly greater than that of usual teaching practice words, and this significant difference was maintained at follow-up. There was no change in students’ depth of knowledge or expressive use of no-intervention words over time, confirming that the findings were not due to maturity or practice effects. Conclusion The experimental intervention was more effective than usual teaching practice in increasing the word knowledge of participants. Clinical and teaching implications include the importance of intervening during the adolescent years, with classroom vocabulary intervention being a viable option for collaborative teacher and speech and language therapy/pathology practice

Microsoft SQL server 2005: Enterprise data management

s.l.321 p.: illus.; 29 cm

Microsoft computer dictionary

ix, 637 p.: illus.; 24 cm