Throughout the Grant Life Cycle Joan: Request position # from Budget Office. Budget Office will e-mail position #s to Joan, PI, BUD Joan: Complete course release forms and labor distributions and send to Budget Office to process Joan: Disbursement of faculty and staff supplementals is discussed with the PI Joan or Rebecca: Prepare the redistribution forms. Joan: Check for compliance and send the payroll sheets to Payroll, BUDS, Provost’s Office and Rebecca BUDS: In consultation with Joan & Rebecca, prepare, circulate for approvals and submit the payroll supplemental forms to Joan PIs & BUDS: Monthly expenses need to be monitored to ensure transactions are posting correctly in Banner BUDS: Complete cost transfer forms and budget transfer requests to Rebecca or Joan (with Joan’s or Rebecca’s assistance when needed) Rebecca: Make all necessary adjustments in Banner
End of the Month End of the Month Review that all receiving has been done (if there has been receiving and the expense has not posted to Banner please inform Joan or Rebecca.) Review that all redistributions have been approved and forwarded to Joan or Rebecca (if you have submitted a redistribution and do not see it in Banner, please email the grant team) Review that all stipends, supplemental, course releases have been approved and forwarded to Joan or Rebecca (if you have submitted a redistribution and do not see it in Banner, please email the grant team) Review that all travel reimbursements have been submitted to accounts payable (if there are reimbursements that have not posted to Banner please inform Joan or Rebecca Review that all credit card receipts have been forwarded to accounts payable (if there are any reimbursements that have not posted to Banner please inform Joan or Rebecca) Review the appropriate match fund (if applicable) to ensure items have been posted (if there are expenses that have not posted to Banner please inform Joan or Rebecca) Review that all copier, Chartwell’s, and print shop charges have posted to Banner (if there are expenses that have not posted to Banner please inform Joan or Rebecca) Review that all requested cost transfers have been processed (if there are expenses that have not posted to Banner please inform Joan or Rebecca)
Write-back State Machine-III CPU Read hit • State machine for CPU requests for each cache block and for bus requests for each cache block Write miss for this block Shared CPU Read Invalid (read/only) Place read miss on bus CPU Write Place Write Miss on bus Write miss CPU read miss CPU Read miss for this block Write back block, Place read miss Write Back Place read miss on bus CPU Write Block; (abort on bus Place Write Miss on Bus memory access) Cache Block State CPU read hit CPU write hit 03/24/19 Exclusive (read/write) Read miss for this block Write Back Block; (abort memory access) CPU Write Miss Write back cache block Place write miss on bus 39
Write-back State Machine - All Requests CPU Read hit • State machine for CPU requests for each cache block and for bus requests for each cache block Write miss for this block Shared CPU Read Invalid (read/only) Place read miss on bus CPU Write Place Write Miss on bus Write miss CPU Read miss CPU read miss for this block Place read miss Write Back Write back block, on bus Block; (abort Place read miss CPU Write memory on bus access) Place Write Miss on Bus Read miss Cache Block for this block Write Back States Exclusive Block; (abort (read/write) memory access) CPU read hit CPU Write Miss Write back cache block CPU write hit Place write miss on bus 38 3/24+4/5-7/10 CSE502-S10, Lec 16-18-SMP
What to do on a write-miss? AM LaCASA Write allocate (or fetch on write) The block is loaded on a write-miss, followed by the write-hit actions No-write allocate (or write around) The block is modified in the memory and not loaded into the cache Although either write-miss policy can be used with write through or write back, write back caches generally use write allocate and write through often use no-write allocate 24
What to do on a write-miss? Write allocate (or fetch on write) The block is loaded on a write-miss, followed by the write-hit actions No-write allocate (or write around) The block is modified in the memory and not loaded into the cache Although either write-miss policy can be used with write through or write back, write back caches generally use write allocate and write through often use no-write allocate 14
CPE 631 AM Snoopy-Cache State Machine-III CPU Read hit State machine for CPU requests for each cache block and for bus requests for each cache block Cache State Write miss for this block Shared CPU Read Invalid (read/only) Place read miss on bus CPU Write Place Write Miss on bus Write miss CPU read miss CPU Read miss for this block Write back block, Place read miss Place read miss on bus Write Back CPU Write on bus Block; (abort Place Write Miss on Bus memory access) Block Read miss Write Back for this block Block; (abort Exclusive memory access) (read/write) CPU Write Miss CPU read hit Write back cache block CPU write hit Place write miss on bus 24/03/19 UAH-CPE631 3
Snoopy-Cache State Machine CPU Read hit Cache State Write miss for this block Shared CPU Read Invalid (read/only) Place read miss on bus CPU Write Place Write Miss on bus Write miss CPU read miss CPU Read miss for this block Write back block, Place read miss Place read miss on bus Write Back CPU Write on bus Block; (abort Place Write Miss on Bus memory access) Block Read miss Write Back for this block Block; (abort Exclusive memory access) (read/write) CPU Write Miss CPU read hit Write back cache block CPU write hit Place write miss on bus
Creativity (aka Creative Thinking) Definition? More than 60 different definitions of creativity can be found in the psychological literature. Other terms one often hears associated with creative thinking are: divergent thinking, originality, ingenuity, unusualness. Creative thinking is generally considered to be involved with the creation or generation of ideas, processes, experiences or objects. Critical thinking is concerned with their evaluation. In measuring creativity, we typically use constructed response items looking for one or more of the “creativity” characteristics. The format is similar to that of an essay, the student is given a prompt . . . except now we are looking for divergent thinking, not convergent thinking. 13