The Importance of Context  Context-Specific Learning ◦ Facilitates experiential and associative learning  Demonstration, activation, application, taskcentered, and integration principles (Merrill 2002) ◦ Facilitates generalization of principles to other contexts
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Cache Associativity Examples  Sandy Bridge [29]     8-way set associative 8-way set associative varies with cache size POWER4 [12]      L1 data cache: L2 cache: L3 cache: L1 instruction cache: L1 data cache: L2 cache: L3 cache: direct mapped 2-way set associative 8-way set associative 8-way set associative POWER7 [28]     L1 instruction cache: L1 data cache: L2 cache: L3 cache: 4-way set associative 8-way set associative 8-way set associative 8-way set associative Supercomputing in Plain English: Storage Hierarchy Tue Jan 29 2013 53
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Cache Associativity Examples  Core 2 Duo [26]    8-way set associative 8-way set associative POWER4 [12]      L1 data cache: L2 cache: L1 instruction cache: L1 data cache: L2 cache: L3 cache: direct mapped 2-way set associative 8-way set associative 8-way set associative POWER7 [28]     L1 instruction cache: L1 data cache: L2 cache: L3 cache: 4-way set associative 8-way set associative 8-way set associative 8-way set associative NCSI Parallel & Cluster: Storage Hierarchy U Oklahoma, July 29 - Aug 4 2012 37
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•simple (S-R) conditioning (associative learning) Associative learning occurs when an individual’s response to a stimulus, or the meaning of a stimulus, changes as a result of the stimulus being paired with (and therefore related to) a second stimulus. Associative learning is ubiquitous and it takes several forms. In some cases associative learning is mechanistic, habit-like, and non-cognitive. Classical conditioning procedures are used to study associative learning in which stimuli gain the power to automatically elicit responses. Instrumental conditioning procedures are used to study associative learning in which responses are emitted automatically in the presence of certain stimuli. These are the situations that are categorized as simple or S-R conditioning. The behaviors that emerge from S-R conditioning are classified as procedural memory because they are usually acquired gradually and because they are automatic and do not involve the retrieval of information into working memory. In many instances associative learning is more complex, involving the learning of relationships. An individual doesn’t just react to a stimulus or respond because of the presence of a stimulus, but instead learns that the appearance of one stimulus predicts that a second stimulus is likely to follow. The first stimulus sets up an expectation that the second stimulus is likely to occur. How one responds depends on what the expected stimulus is and the personal goal of the individual. Under these circumstances learning is more accurately categorized as declarative memory.
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Experiential Education AP QUALITY JOURNEY: The Experiential Ed/Co-Op Team has defined the current state of experiential education at MCC and completed some analysis of the current situation, including: • Identified credit, non-credit, workforce development, and continuing education/corporate services as four areas of “curriculum” focus for the project • Defined terms related to experiential education, curriculum, co-op, etc. • Produced an inventory of credit courses with co-op, internship, externship, and practicum experiences • Begun to inventory non-credit experiential opportunities and external relationships and sources for experiential ed • Preliminary discussion of an improvement theory, i.e. a need for alignment of co-op and experiential ed opportunities across all divisions and departments • Discussed the need for a “clearinghouse” to match students (credit, non-credit, workforce development, and continuing ed) with opportunities • Researched and acquired institutional membership in Michigan Council for Internships and Cooperative Education.
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EXPERIENTIAL LEARNING VARIABLES & INDICATORS SCALE (ELVIS)  Created as an alternative to narrative-based (qualitative) approaches for assessing practical educational activities and experiential learning  7 Likert-scale questions ranging from 1 (shallow) to 5 (deep)  Developed at the Experiential Science (XSci) Education Research Collaborative of the University of Colorado Center for STEM Learning.  Synthesizes many of the leading evidence-based models for experiential learning abbreviates them down into a practical assessment tool  A description of the seven characteristics of experiential learning featured in the ELVIS is provided on the next slide. Each characteristic can be scored separately or in combination to produce an overall ELVIS score.  Cumulative ELVIS scores below 14 are considered low in experiential learning value, while scores above 28 are considered high. 6
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Associative Entities • It’s an entity – it has attributes • AND it’s a relationship – it links entities together • When should a relationship associative entity? with attributes instead be an – All relationships for the associative entity should be many – The associative entity could have meaning independent of the other entities – The associative entity preferably has a unique identifier, and should also have other attributes – The associative may be participating in other relationships other than the entities of the associated relationship – Ternary relationships should be converted to associative entities
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• Component Interfaces A component interface is a set of application programming interfaces (APIs) that you can use to access and modify PeopleSoft database information programmatically.  Integration Tools • Integration Broker PeopleSoft Integration Broker performs asynchronous and synchronous messaging among internal systems and third-party systems, exposes PeopleSoft business logic as web services to PeopleSoft and third-party systems, and consumes and invoke web services from third-party and PeopleSoft systems. • Integration Broker Administration Integration Broker Administration performs system administration tasks in PeopleSoft Integration Broker such as: • Set up and configure integration system components, such as messaging servers, nodes, integration gateways, listening and target connectors, and so on. • Configure the integration system to handle services, including specifying namespaces, setting up UDDI repositories, and so on. • Secure the integration environment by applying security at the web server, gateway, application server, node and service operation level. • Fine tune integration system performance by employing failover, master/slave processing, load balancing, and so on. • And more. • MultiChannel Framework PeopleSoft MultiChannel Framework (MCF) provides the tools that are required to support multiple channels of communication between customers (users) and agents. Some PeopleSoft applications, such as an email response management system (ERMS) from PeopleSoft CRM, use PeopleSoft MultiChannel Framework or you
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Comparing Cache Policies One-way set associative (direct mapped) Block Tag Data 0 1 2 Two-way set associative Set 3 0 4 1 5 2 6 3 Tag Data Tag Data 7 Four-way set associative Set Tag Data Tag Data Tag Data Tag Data 0 1 Eight-way set associative (fully associative) Tag Data Tag Data Tag Data Tag Data Tag Data Tag Data Tag Data Tag Data Compared to direct mapped, give a series of references that: –results in a lower miss ratio using a 2-way set associative cache –results in a higher miss ratio using a 2-way set associative cache assuming we use the “least recently used” replacement strategy CSE 45432 SUNY New Paltz 15
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DCAF From Executor From Scheduler M&C CMCS Correlation Results CBE Archive Pointers to Correlation Results DCAF Time Metadata Metadata Metadata Integration 1 Integration 2 ... Integration m Integration 1 Integration 2 ... Integration m Integration 1 Integration 2 ... SubScan 1 SubScan 2 Scan 1 SubScan 3 Exec Block 1 Integration m ... ... ... ... Integration 1 Integration 2 ... Metadata SubScan M Scan N Integration m 14 June, 2004 EVLA Overall Design Subsystems II Tom Morgan 21
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INTRODUCTION RIELS Events • • • • Workshops; Conferences; Institutes; Educator exchanges; Cohort programs • Customized programming Programmatic support • Research investigating the experiential learning practices and their impact • Experiential learning and experiential learning science • Research design • Research findings dissemination Consultations • Experiential learning and experiential learning science • Grants • Research • Research collaborations
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