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Fast and effective memory management is crucial for many applications, including web servers, database managers, and scientific codes. However, current memory managers do not provide adequate support for these applications on modern architectures, severely limiting their performance, scalability, and robustness. In this talk, I describe how to design memory managers that support high-performance applications. I first address the software engineering challenges of building efficient memory managers. I then show how current general-purpose memory managers do not scale on multiprocessors, cause false sharing of heap objects, and systematically leak memory. I describe a fast, provably scalable general-purpose memory manager called Hoard (available at www.hoard.org) that solves these problems, improving performance by up to a factor of 60.
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Mehran University Newsletter is a Quarterly Publication from Public Relations Office
Mehran University Newsletter Vol-X, Issue-I, 2024
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ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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Advanced Views - Calendar View in Odoo 17
led
1.
Emerson said…
2.
Society…
3.
Cultivated…
4.
.
5.
Sun is hid…
6.
Withdraw their shining
7.
8.
Kindled by their
ray
9.
10.
Dawn.
11.
12.
Not to drill
13.
create
14.
15.
16.
set
17.
18.
Bloom
19.
Emerson
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