• Title/Summary/Keyword: Independent Instruction Scheduling

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Performance Improvement Through Aggressive Instruction Packing (적극적인 명령어 압축을 통한 성능향상)

  • Ji, Seung-Hyeon;Kim, Seok-Il
    • The KIPS Transactions:PartA
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    • v.9A no.2
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    • pp.231-240
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    • 2002
  • This paper proposes balancing scheduling effort more evenly between the compiler and the processor, by introducing independently scheduled VLIW instructions. Aggressively Packed VLIW (APVLIW) processor is aimed specifically at independent scheduling Very Long Instruction Word(VLIW) instructions with dependency information. The APVLIW processor independently schedules earth instruction within long instructions using functional unit and dynamic scheduler pairs. Every dynamic scheduler dynamically checks far data dependencies and resource collisions while scheduling each instruction. This scheduling is especially effective in applications containing loops. We simulate the architecture and show that the APVLIW processor performs significantly better than the VLIW processor for a wide range of cache sizes and across various numerical benchmark applications.

Proposition and Evaluation of Parallelism-Independent Scheduling Algorithms for DAGs of Tasks with Non-Uniform Execution Time

  • Kirilka Nikolova;Atusi Maeda;Sowa, Masa-Hiro
    • Proceedings of the IEEK Conference
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    • 2000.07a
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    • pp.289-293
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    • 2000
  • We propose two new algorithms for parallelism-independent scheduling. The machine code generated from the compiler using these algorithms in its scheduling phase is parallelism-independent code, executable in minimum time regardless of the number of the processors in the parallel computer. Our new algorithms have the following phases: finding the minimum number of processors on which the program can be executed in minimal time, scheduling by an heuristic algorithm for this predefined number of processors, and serialization of the parallel schedule according to the earliest start time of the tasks. At run time tasks are taken from the serialized schedule and assigned to the processor which allows the earliest start time of the task. The order of the tasks decided at compile time is not changed at run time regardless of the number of the available processors which means there is no out-of-order issue and execution. The scheduling is done predominantly at compile time and dynamic scheduling is minimized and diminished to allocation of the tasks to the processors. We evaluate the proposed algorithms by comparing them in terms of schedule length to the CP/MISF algorithm. For performance evaluation we use both randomly generated DAGs (directed acyclic graphs) and DACs representing real applications. From practical point of view, the algorithms we propose can be successfully used for scheduling programs for in-order superscalar processors and shared memory multiprocessor systems. Superscalar processors with any number of functional units can execute the parallelism-independent code in minimum time without necessity for dynamic scheduling and out-of-order issue hardware. This means that the use of our algorithms will lead to reducing the complexity of the hardware of the processors and the run-time overhead related to the dynamic scheduling.

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A Vectorization Technique at Object Code Level (목적 코드 레벨에서의 벡터화 기법)

  • Lee, Dong-Ho;Kim, Ki-Chang
    • The Transactions of the Korea Information Processing Society
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    • v.5 no.5
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    • pp.1172-1184
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    • 1998
  • ILP(Instruction Level Parallelism) processors use code reordering algorithms to expose parallelism in a given sequential program. When applied to a loop, this algorithm produces a software-pipelined loop. In a software-pipelined loop, each iteration contains a sequence of parallel instructions that are composed of data-independent instructions collected across from several iterations. For vector loops, however the software pipelining technique can not expose the maximum parallelism because it schedules the program based only on data-dependencies. This paper proposes to schedule differently for vector loops. We develop an algorithm to detect vector loops at object code level and suggest a new vector scheduling algorithm for them. Our vector scheduling improves the performance because it can schedule not only based on data-dependencies but on loop structure or iteration conditions at the object code level. We compare the resulting schedules with those by software-pipelining techniques in the aspect of performance.

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A Study on the Effective Independent Study of Nursing Student (간호학생의 효과적인 자율학습을 위한 조사연구)

  • 김광주;이향련
    • Journal of Korean Academy of Nursing
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    • v.8 no.1
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    • pp.16-42
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    • 1978
  • This survey was made for a month starting from November 15 to December 15, 1977 covering 711 students taking the junior. (3rd-yea.) and the senior. (4th-year) at nine college of nursing in Seoul concerning their perception and Attitude toward the profession of nursing, motive for the necessity of learning, environment of study, attitude of study and particulars relevant with study performance, particulars of library, references and reading, assignments and particulars of the degree of confidence for the learning achievement. Through the survey of the above Particulars, the following results were obtained by classifying all subject matters and by analysing motive of the selection of their course, awarding or not awarding of scholarships. 1. General characteristics: it was revealed that 406 students (57.1%) were attending at the junior. while 305 students (42.9%) were taking the senior. Thus, the total number was 711 and their average age was 21.4 years. Their dwelling category was; 73.9 percent of them resided at their parent's home, 214 students (30.1%) were awarded with scholarships. The reason to be attracted by nursing science was the possibility of continuing social life after graduation (43.5%). 2. Their perception and attitude toward the profession of nursing: According to the perception of profession by the students of each grade, students of the 4th grade showed comparatively strong conception. Also, students of the 4th grade showed more positive attitude in the purchase and reading of magazines relative with the science of nursing, in the reading of Code for Nurses and in their interest in the activity of nursing field. For the necessity of mission of nurse, 97.7 percent of the entire number of students covered responded to necessity. For the necessity of the particular humanity and particularity in the character of nurses, 95.8 percent of those students responded to necessity. By the each grade, students of the 4th grade showed more response. 3. As to professional field desired after completing the professional course: 57 percent of those students desired for clinician nurse while 55 percents desired for community health-nurse. 4. As to the environment of study: they were mostly satisfied with their present residential environment. However, they complained of inconvenience at their lecture-halls. Students of the 3rd grade showed more complain. As to their attitude toward the adjustment of environment of study, they showed a affirmative response. As to the opinion of factors which interfere with their study, comparatively strong response was showed in their scepticism in the science of nursing, insufficient comprehension in general learning, relation with professors n4 discrepancy in the method of study. According to opinions of students at each grade, students of the 4th grade showed more scepticism. 5. Particulars relative with their attitude and performance of study : As to their knowledge of the objectives of their study of subject, the majority was to study with a partial knowledge of the objectives of their study. As to the plan of study, a low percentage indicated management of routine life under regular scheduling. Students of the 4th grade responded to rather planned life. As to time spent in independent study, response to concentrated study when necessary was stronger than that to regular daily study. Students of the 4th grade showed stronger response to regular study than that of the 3rd grade. As to the contents of their note-taking, 67.4 percents of those students responded to such regulatory procedure performing in the lecture-hall as they listen to lectures. 17.3 percents of those students showed response to adding supplementary informations from references to what was entered in choir note-taking at their lecture-halls. 6. Particulars of library, references and reading books: As to receiving of instruction for the utilization of library and time of receiving such instruction 64.7 percents of those students had received such instruction. 66.7 percents of the those responded received such instruction at orientation conducted for freshmen. As to the convenience of the utilization of library, 49.9 percents of those students responded to convenience. However, students of the 3rd grade showed a much stronger response to inconvenience. As to the time of the utilization of library,92.5 percents of those students showed a response to occasional utilization for particular purpose than regular utilization. 53.2 percents of those students responded to ordinary in quantity that library have references. 34.2 percents of those students responded to insufficient. As to the particular relative with the method and field of reading: 53.5 percents of those students responded to intensive reading and was the majority. As to the reading field, fiction u as the majority. When read any books for their major, they usually rend Korean text-b, oks. 7. Particular relative with giving assignment: All respondents were well aware of the objectives of giving home tasks. As to the attitude toward assignments and performing home tasks, 54.8 percents of those students to making ostentatious study because of an excessive quantity of assignments imposed. For performing assignment, they showed comparatively positive response. Also, 52.2 percents of those students responded that they usually submitted complected assignment with references. 8. As to motive to realize the necessity of study : 55.6 percents of those students responded that they realized such necessity in communication with patients when they were engaged in clinical practice. Also, 8.6, the lowest percents of those students responded that they realized such necessity in the course of conversation with nurses when they were engaged in clinical practice. 9. As to the determination of their confidence in the performance of study relative with clinical experience: They showed a general inclination of having in nursing. The major response was that they came to well comprehend the patients families. the lowest response was that they could apply what was learned at lecture-hall to practice. This response incidentally showed the distance the lecture-hall and practical study. In general items, students of the 4th grade showed more favorable response than students of the 3rd grade and there was a significant difference. 10. As to the perception and attitude toward profession according to the motive of selecting the nursing science : Those who selected the nursing voluntarily showed stronger conception than those who selected the nursing through indirect influence. However, there was no significant difference on this point. Only there was a remarkable difference in the reading of Code for Nurses. 11. Those who showed a stronger conception in the profession of nursing according to the motives of attractive nursing science indicated a strong will and ability to manage stable life and comparatively strong response was shown in the management of good home life because of the good adaptability of the science to their character. This group showed a strong conception of the profession than those who responded that they prefer this profession out of a longing for the work of a hospital and for the easy obtaining of opportunity to immigrate to over seas and for economic cause and for high school grade. There was significant difference between these two groups, 12. As to the conception and attitude toward the profession of nursing according to benefits by scholarships, those who were benefitted by scholarship showed stronger conception of profession than those who did not receive scholarship and there was a remarkable difference between these two categories. However, there was no remarkable difference between these two categories in the extent of interest of the activities of nursing fields and in the reading of Code for Nurses. 13. As activation for study according to the benefits of scholarships, those who were benefitted by scholarships showed stronger response to the motive for study comparing with those who receive. 14. As to tile field of reading according to the benefits by scholarships, those who received scholarships tended to read autobiographies and essayers to a considerable extent. Those who did not receive scholarships tended to read novels. Those who received scholarships more read nursing boots than those who did not receive scholarships. 15. As to the attitude of study and doing of assignment according to benefits of scholarships, those who received scholarships managed a favorable life with schedules for study, More students of receiving scholarship showed a regular study for more than one hour per day. Also, in the method of doing home tasks, more students of receiving scholarship showed reference to relative books frequently for the submission of completed assignments.

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