A comparison of some dynamic load-balancing algorithms for a parallel adaptive flow solver

In this paper we contrast the performance of a number of different parallel dynamic load-balancing algorithms when used in conjunction with a particular parallel, adaptive, time-dependent, 3D flow solver. An overview of this solver is given along with a description of the dynamic load-balancing problem that results from its use. Two recently published parallel dynamic load-balancing software tools are then briefly described and a number of recursive parallel dynamic load-balancing techniques are also outlined. The effectiveness of each of these algorithms is then assessed when they are coupled with the parallel adaptive solver and used to tackle a model 3D flow problem

Efficient parallel generation of partitioned, unstructured meshes

In this paper we introduce a method for generating unstructured meshes in parallel which are partitioned in a ‘good’ way. When solving a partial differential equation on a parallel distributed memory machine, the mesh should be decomposed so that the communication requirement of the numerical solver is minimised and also the amount of work to be performed on each processor is approximately equal. Most previous work in this area has concentrated on partitioning a mesh that has already been generated. We introduce a method which actually generates the partitioned mesh in parallel whilst producing a good quality decomposition and compare this method with other approaches

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Set in Ontario, which is the most diverse province in Canada, this study (N = 76) examined Internationally Educated Teachers’ (IETs) and non-Internationally Educated Teachers’ (non-IETs) sense of self-efficacy for providing linguistically and culturally inclusive pedagogy in K-12 classrooms. Theories of self-efficacy and culturally responsive pedagogy frame this research. This study employed a quantitative 40-item survey to compare teachers’ self-efficacy perceptions of general pedagogy and culturally responsive pedagogy. Results show that while both groups were equally consistent in their self-efficacy perceptions for providing general pedagogy, IETs reported significantly higher self-efficacy for providing culturally responsive pedagogy. Réalisée en Ontario, la province la plus diversifiée du Canada, auprès d’enseignantes et enseignants formés à l’étranger (IETs) et d’enseignantes et enseignants formés ailleurs qu’à l’étranger (non-IETs), cette étude rend compte de la mesure dans laquelle ces professeurs se sentent personnellement capables d’offrir efficacement une pédagogie linguistiquement et culturellement inclusive dans les salles de classe de la maternelle à la douzième année. Éclairée par des recherches dans les domaines de l’auto-efficacité et de la pédagogie adaptée aux réalités culturelles, cette enquête quantitative basée sur la réponse à 40 questions a permis de comparer les perceptions d’auto-efficacité des enseignantes et enseignants à l’égard de la pédagogie en général et de la pédagogie adaptée aux réalités culturelles. Les résultats de l’enquête indiquent que, alors que les sentiments d’auto-efficacité des membres des deux groupes étaient uniformes quant à la pédagogie en général, les enseignantes et enseignants formés à l’étranger se sentent considérablement plus à même d’offrir une pédagogie adaptée aux réalités culturelles

Indigenous peoples and accounting: A systematic literature review

The purpose of this systematic literature review on ‘indigenous peoples and accounting’ is to identify major themes and derive insights to guide future research and policy agendas. We also investigate whether accounting has been used by the indigenous peoples for emancipation. Seventy-one peer-reviewed journal articles are categorised into three clusters (imperialism, accounting profession and need for emancipation) and analysed. This review positions accounting not as a mere neutral, benign, technical practice but as a racist and ethnocentric tool through the context in which it has been practised. Accounting was an integral part of imperial rule, inheriting colonial structures and separating and reducing indigenous peoples from their own cultures and structures. Indigenous accountants remain severely under-represented; indigenous autonomy, voice and participation are vital for transforming the ethnocentric systems that have led to the devaluation of indigenous peoples. For effecting change we identify a need to focus on forward-looking solutions and how indigenous cultural values can contribute to a more enabling accounting

THE EFFECT OF A NAVIGATIONAL AID ON TRAINING OF A MINIMALLY INVASIVE SURGERY CAMERA TASK

Minimally Invasive Surgery (MIS) differs from Open Surgery as surgeons view the surgical site indirectly on a monitor. The view shown is typically from an angled endoscope off to one side of the surgery (i.e., uncollocated with the view of the hands). This makes camera navigation a challenging ability to learn. MIS thus requires longer training periods, more practice and mental effort to achieve proficiency. Current training setups and Operating Room (OR) environments lack appropriate real-time visual cues for navigation and other perception related information that could help with learning and performance in the OR. The purpose of this research was to design and develop graphical aids for improving understanding of camera navigation and depth perception in a trainer box necessary for enhancing surgeon’s skills to perform endoscopic surgery. For the former, two alternate training methods: 1) using no graphics (control group) and 2) using three different types of graphics conveying different information, were considered for this study. The effectiveness of the training was evaluated by a comparative analysis of different performance measures across all the groups. It was observed that training using graphics did improve the performance of participants in performing a minimally invasive surgery training task. For the latter, the use of a proximity sensor was explored

Mitotic Regulators Govern Progress through Steps in the Centrosome Duplication Cycle

Centrosome duplication is marked by discrete changes in centriole structure that occur in lockstep with cell cycle transitions. We show that mitotic regulators govern steps in centriole replication in Drosophila embryos. Cdc25string, the expression of which initiates mitosis, is required for completion of daughter centriole assembly. Cdc20fizzy, which is required for the metaphase-anaphase transition, is required for timely disengagement of mother and daughter centrioles. Stabilization of mitotic cyclins, which prevents exit from mitosis, blocks assembly of new daughter centrioles. Common regulation of the nuclear and centrosome cycles by mitotic regulators may ensure precise duplication of the centrosome