Cloud Container Placement Policies: A Study and Comparison

2020 ◽  
pp. 513-524
Author(s):  
Piyush Mishra ◽  
Shubham Bhatnagar ◽  
Avita Katal
Keyword(s):  
Placement Policies

scholarly journals CoLocateMe: Aggregation-based, Energy, Performance and Cost Aware VM Placement and Consolidation in Heterogeneous IaaS Clouds

2021 ◽  
Author(s):  
Muhammad Zakarya ◽  
Lee Gillam ◽  
Khaled Salah ◽  
Omer F. Rana ◽  
Santosh Tirunagari ◽  
...  
Keyword(s):  
Energy Consumption ◽  
Empirical Evaluation ◽  
Energy Performance ◽  
Vm Placement ◽  
Placement Decisions ◽  
New Directions ◽  
And Performance ◽  
And Migration ◽  
Placement Policies ◽  
The Impact

In many production clouds, with the notable exception of Google, aggregation-based VM placement policies are used to provision datacenter resources energy and performance efficiently. However, if VMs with similar workloads are placed onto the same machines, they might suffer from contention, particularly, if they are competing for similar resources. High levels of resource contention may degrade VMs performance, and, therefore, could potentially increase users' costs and infrastructure's energy consumption. Furthermore, segregation-based methods result in stranded resources and, therefore, less economics. The recent industrial interest in segregating workloads opens new directions for research. In this paper, we demonstrate how aggregation and segregation-based VM placement policies lead to variabilities in energy efficiency, workload performance, and users' costs. We, then, propose various approaches to aggregation-based placement and migration. We investigate through a number of experiments, using Microsoft Azure and Google's workload traces for more than twelve thousand hosts and a million VMs, the impact of placement decisions on energy, performance, and costs. Our extensive simulations and empirical evaluation demonstrate that, for certain workloads, aggregation-based allocation and consolidation is ~9.61% more energy and ~20.0% more performance efficient than segregation-based policies. Moreover, various aggregation metrics, such as runtimes and workload types, offer variations in energy consumption and performance, therefore, users' costs.<br>

A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools

2021 ◽  
Vol 123 (8) ◽  
pp. 31-58
Author(s):  
Katherine K. Frankel ◽  
Maneka Deanna Brooks ◽  
Julie E. Learned
Keyword(s):  
Qualitative Research ◽  
Secondary Schools ◽  
Reading Intervention ◽  
Test Scores ◽  
Adolescent Literacy ◽  
Research Question ◽  
The United States ◽  
Literacy Interventions ◽  
Placement Policies ◽  
Policies And Practices

Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediates their experiences, which previous adolescent literacy research suggests should be considered alongside other outcomes. Purpose/Objective/Research Question/Focus of Study: This meta-synthesis of qualitative research highlights additional factors that are overlooked when evidence of effectiveness is defined predominantly through assessment outcomes. It contributes insights from two decades of research on reading intervention classes (RICs), which are a long-standing approach to adolescent literacy intervention. We define RICs as compulsory, yearlong courses that supplement content-area classes with the goal of improving adolescents’ reading. Grounded in sociocultural theories of literacy and learning, our research question was: How do students experience and perceive RICs? Research Design: We conducted a qualitative meta-synthesis of 21 studies published between 2000 and 2020 that (1) focused on secondary (grades 6–12) RICs in the United States and (2) included data related to students’ experiences and perspectives. Data Collection and Analysis: We followed best practices in qualitative meta-synthesis, including assembling an author team composed of researchers with expertise in RICs, identifying a research meta-question, conducting a comprehensive search, selecting and appraising relevant studies, and coding and presenting findings using qualitative techniques. Findings/Results: We found that youth’s own diverse understandings of themselves as readers and writers, combined with the extent to which they viewed their RICs as relevant, agentive, and facilitative of relationships, mediated students’ experiences and perceptions of their RICs. In addition, students across studies described placement policies and practices as confusing, frustrating, and embarrassing. Conclusions/Recommendations: By providing a perspective that extends beyond test scores, the findings highlight some of the consequences of intervention placement policies and practices for adolescents. They also address the need for educational stakeholders to expand definitions of what counts as evidence of effectiveness to inform the future development of re-mediated literacy learning opportunities for adolescents that (1) rethink curriculum and instruction to affirm students’ literacy identities, histories, and capacities, and (2) reposition youth as literacy knowers and doers.

scholarly journals P2P storage systems: Study of different placement policies

2013 ◽  
Vol 7 (4) ◽  
pp. 427-443 ◽  
Author(s):  
Stéphane Caron ◽  
Frédéric Giroire ◽  
Dorian Mazauric ◽  
Julian Monteiro ◽  
Stéphane Pérennes
Keyword(s):  
Storage Systems ◽  
P2p Storage ◽  
Placement Policies

Simply the Best?

2019 ◽  
pp. 191-221
Author(s):  
Anit Mukherjee
Keyword(s):  
Historical Evolution ◽  
Promotion Policies ◽  
Senior Officer ◽  
Conceptual Discussion ◽  
Selection Policies ◽  
Military Affair ◽  
Established Democracies ◽  
The Military ◽  
Placement Policies

This chapter examines officer promotion and selection policies in India. It begins with a conceptual discussion of the role of civilians in this process, examining its practice in other democracies. Thereafter it describes the historical evolution in the Indian military’s officer promotion and selection policies. In doing so it makes three broad arguments. First, promotion policies are an almost exclusive military affair, and civilians have little to do with the processes. As in other established democracies, senior officer promotions are subject to the approval of political authorities; but, exceptions apart, there is little evidence that civilians have actively shaped these policies. Second, a lack of civilian guidance exacerbates parochial divisions within the military. Third, military promotion policies would be better served with greater (but informed) civilian oversight. There is a need therefore to create conditions for a dialogue on promotion, selection, and placement policies. Such a measure, however, also needs to create safeguards to prevent politicization of the military.

Demystifying the Placement Policies of the NVIDIA GPU Thread Block Scheduler for Concurrent Kernels

2021 ◽  
Vol 48 (3) ◽  
pp. 81-88
Author(s):  
Guin Gilman ◽  
Samuel S. Ogden ◽  
Tian Guo ◽  
Robert J. Walls
Keyword(s):  
Resource Availability ◽  
Execution Time ◽  
Scheduling Algorithms ◽  
Round Robin ◽  
Performance Degradation ◽  
Thread Block ◽  
Local Resource ◽  
Scheduling Policy ◽  
Nvidia Gpu ◽  
Placement Policies

In this work, we empirically derive the scheduler's behavior under concurrent workloads for NVIDIA's Pascal, Volta, and Turing microarchitectures. In contrast to past studies that suggest the scheduler uses a round-robin policy to assign thread blocks to streaming multiprocessors (SMs), we instead find that the scheduler chooses the next SM based on the SM's local resource availability. We show how this scheduling policy can lead to significant, and seemingly counter-intuitive, performance degradation; for example, a decrease of one thread per block resulted in a 3.58X increase in execution time for one kernel in our experiments. We hope that our work will be useful for improving the accuracy of GPU simulators and aid in the development of novel scheduling algorithms.

scholarly journals Immigrant Political Representation and Local Ethnic Concentration: Evidence from a Swedish Refugee Placement Program

2021 ◽  
pp. 1-16
Author(s):  
Karl-Oskar Lindgren ◽  
Michael D. Nicholson ◽  
Sven Oskarsson
Keyword(s):  
Ethnic Minorities ◽  
Political Representation ◽  
Local Context ◽  
High Concentration ◽  
Ethnic Density ◽  
Ethnic Concentration ◽  
Integration Policies ◽  
Political Office ◽  
Local Integration ◽  
Placement Policies

Abstract This study leverages population registry data from Sweden to examine whether immigrants who live in areas with a high concentration of ethnic minorities are more or less likely to be nominated for political office. It exploits a refugee placement program in place in Sweden during the late 1980s and early 1990s that restricted refugees' opportunities to freely choose their place of residence. The article presents evidence that immigrants who live in areas with a high ethnic density are less likely to be nominated for political office. The findings have important implications for local integration policies as well as refugee placement policies, as many countries consider local context when resettling refugees.

School Placement for Human Immunodeficiency Virus-Infected Children: The Baltimore City Experience

PEDIATRICS ◽  
1992 ◽  
Vol 89 (5) ◽  
pp. 843-848 ◽  
Author(s):  
John S. Santelli ◽  
Anne-Emanuelle Birn ◽  
James Linde
Keyword(s):  
Human Immunodeficiency Virus ◽  
School Health ◽  
Clinical Investigation ◽  
National Guidelines ◽  
School Site ◽  
Baltimore City ◽  
Immunodeficiency Virus ◽  
School Placement ◽  
Placement Policy ◽  
Placement Policies

Over the past 6 years, the city of Baltimore has successfully implemented a school placement policy for human immunodeficiency virus (HIV)-infected children and children with acquired immiunodeficiency syndrome (AIDS). Both policy and specific procedures are based on nationally promulgated guidelines. School placement policy is part of an overall AIDS policy that includes education of students and staff and adoption of universal precautions to prevent transmission of communicable diseases in school. Implementation has been marked by excellent collaboration between the departments of health and education. Important policy components include expedited clinical investigation of each case, an interagency review panel, strict protection of confidentiality, a restricted setting for certain children, a school site visit for each placement, and continued monitoring of the school placement by school nurses. Many HIV-infected students need special educational services and/or school health services. The Baltimore City school placement process has avoided the exaggerated publicity endured by some communities, where media reporting has aggravated community fears and invaded the lives of families with HIV-infected children. Baltimore City has succeeded in ensuring access to education, protecting families' confidentiality, and providing special care for HIV-infected students. Local communities should emphasize national guidelines in designing school placement policies for HIV-infected children. School placement policies work best in the context of a comprehensive policy incorporating AIDS education and care.

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