SARA: Self-Aware Resource Allocation for Heterogeneous MPSoCs

In modern heterogeneous MPSoCs, the management of shared memory resources is crucial in delivering end-to-end QoS. Previous frameworks have either focused on singular QoS targets or the allocation of partitionable resources among CPU applications at relatively slow timescales. However, heterogeneous MPSoCs typically require instant response from the memory system where most resources cannot be partitioned. Moreover, the health of different cores in a heterogeneous MPSoC is often measured by diverse performance objectives. In this work, we propose a Self-Aware Resource Allocation (SARA) framework for heterogeneous MPSoCs. Priority-based adaptation allows cores to use different target performance and self-monitor their own intrinsic health. In response, the system allocates non-partitionable resources based on priorities. The proposed framework meets a diverse range of QoS demands from heterogeneous cores.Comment: Accepted by the 55th annual Design Automation Conference 2018 (DAC'18

Representing the learning design of units of learning

In order to capture current educational practices in eLearning courses, more advanced learning design capabilities are needed than are provided by the open eLearning specifications hitherto available. Specifically, these fall short in terms of multi-role workflows, collaborative peer-interaction, personalization and support for learning services. We present a new specification that both extends and integrates current specifications to support the portable representation of units of learning (e.g. lessons, learning events) that have advanced learning designs. This is the Learning Design specification. It enables the creation of a complete, abstract and portable description of the pedagogical approach taken in a course, which can then be realized by a conforming system. It can model multi-role teaching-learning processes and supports personalization of learning routes. The underlying generic pedagogical modelling language has been translated into a specification (a standard developed and agreed upon by domain and industry experts) that was developed in the context of IMS, one of the major bodies involved in the development of interoperability specifications in the field of eLearning. The IMS Learning Design specification is discussed in this article in the context of its current status, its limitations and its future development

Surviving in the BRICS: the struggle of South African business in coping with new partners and investors

The purpose of this paper is to improve our understanding of how South African economic actors react to the gradual entry of non-South African BRICS firms in their established business areas. Throughout the twentieth century, South Africa’s trade and investment activities were conducted overwhelmingly with Western countries. However, the end of apartheid coincided with significant shifts as new players had a wider and growing presence. South Africa entering the BRICS alliance is symbolic of the change. Ease of entry into the South African economy has increased greatly. South African businesses in key subsectors in the mining and capital equipment industry have had to adapt to new players, and find space in new structures, value chains and initiatives. This paper presents the results of this research activity from the perspective of the South African political economy. Practice-oriented research investigated how six local companies forge new partnerships and how well South African firms adapt and cope with an altered and often unstable environment. It assumed that entrepreneurial activity is not autonomous but takes place within a larger organisational framework. Entrepreneurial activity facilitates the effective exploitation of particular niches and relationships with service providers

Institutional Approaches to Curriculum Design: Bolton’s Institutional Story

The JISC Curriculum Design Programme funded 12 projects over a four-year period with the aim of supporting Higher Education Institutions (HEI) to transform their approaches to curriculum design through the innovative use of technologies. This report explains the work of the Coeducate project including the projects achievements, findings, recommendations and what might be valuable to other Higher Education Institutions (HEI’s). The context in which the project operated is explained including the University technical systems

Beyond MOOCs: Sustainable Online Learning in Institutions

This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through scholarly blogs, press releases as well as openly available reports and research papers. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to addres

UNFOLD Deliverable D4. Awareness raising report

This report describes the awareness raising activities carried out by the UNFOLD projec

UNFOLD Deliverable D6.1. Half yearly report 1

Half yearly management report, covering the work carried out during the months of January - June 200

UNFOLD Deliverable D3. Evaluation Plan

A detailed evaluation plan is defined from September to December 200

UNFOLD Deliverable D3. Evaluation Plan.

Three periods of evaluation are established covering the whole project and corresponding to the deliverables defined in the project work plan. A detailed evaluation plan is defined for the first period, covering September to December 2004