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- All Subjects: Soft errors (Computer science)
- Creators: Bazzi, Rida
- Creators: VanderStaay, Steven
- Member of: ASU Electronic Theses and Dissertations
Description
Several decades of transistor technology scaling has brought the threat of soft errors to modern embedded processors. Several techniques have been proposed to protect these systems from soft errors. However, their effectiveness in protecting the computation cannot be ascertained without accurate and quantitative estimation of system reliability. Vulnerability -- a metric that defines the probability of system-failure (reliability) through analytical models -- is the most effective mechanism for our current estimation and early design space exploration needs. Previous vulnerability estimation tools are based around the Sim-Alpha simulator which has been to shown to have several limitations. In this thesis, I present gemV: an accurate and comprehensive vulnerability estimation tool based on gem5. Gem5 is a popular cycle-accurate micro-architectural simulator that can model several different processor models in close to real hardware form. GemV can be used for fast and early design space exploration and also evaluate the protection afforded by commodity processors. gemV is comprehensive, since it models almost all sequential components of the processor. gemV is accurate because of fine-grain vulnerability tracking, accurate vulnerability modeling of squashed instructions, and accurate vulnerability modeling of shared data structures in gem5. gemV has been thoroughly validated against extensive fault injection experiments and achieves a 97\% accuracy with 95\% confidence. A micro-architect can use gemV to discover micro-architectural variants of a processor that minimize vulnerability for allowed performance penalty. A software developer can use gemV to explore the performance-vulnerability trade-off by choosing different algorithms and compiler optimizations, while the system designer can use gemV to explore the performance-vulnerability trade-offs of choosing different Insruction Set Architectures (ISA).
ContributorsTanikella, Srinivas Karthik (Author) / Shrivastava, Aviral (Thesis advisor) / Bazzi, Rida (Committee member) / Wu, Carole-Jean (Committee member) / Arizona State University (Publisher)
Created2016
Description
Academic integrity among college students continues to be a problem at colleges and universities. This is particularly important for journalism students where ethical issues in the profession are critical, especially in an era of “fake news” and distrust in the media. While most journalism students study professional ethics, they do not necessarily make the connection between their future careers and their academic career. In fact, at Western Washington University (Western) a recent exploration into academic dishonesty revealed that violations were increasing, and that journalism was one of the top three majors where violations occurred (based on percent of majors). To address this problem of practice, an online academic integrity resource – specific to journalism – was developed to see whether it could increase students’ knowledge as it relates to academic integrity and decrease violations. The mixed methods action research (MMAR) study took place during summer and fall quarter at Western Washington University, a state university located in Bellingham, Washington. Participants included students who were pre-majors, majors, and minors in the three tracks of journalism: news-editorial, public relations, and visual journalism. They were given multiple opportunities to self-enroll in the Resource for Ethical Academic Development (READ) Canvas course for academic integrity. Self-efficacy theory and social learning theory provided a framework for the study. Data was collected through pre- and post-innovation surveys as well as qualitative interviews. Quantitative results suggest that there is work yet to do in order to educate students about academic integrity and potential consequences of behavior. Qualitative results suggest that one avenue may be through an online resource that provides concise and comprehensive information, models behavior relevant to the student’s own discipline, and is easily accessible. It also suggests that a culture change from a systemic emphasis on grades to a focus on growth and individual learning may be beneficial.
ContributorsKeller, Jennifer Margaret (Author) / Henriksen, Danah (Thesis advisor) / Silcock, Bill (Committee member) / VanderStaay, Steven (Committee member) / Arizona State University (Publisher)
Created2021