Furthermore, the inclusion of implicit and one-sided communication in GAS models renders many of the analyses performed by existing tools irrelevant. Due to the differences between these models, existing tools with support for messagepassing models cannot be easily extended to support these GAS programming models. While many tools support the analysis of message-passing programs, no tool exists that fully supports programs written in programming models that present a global address space (GAS) to the programmer, such as UPC and SHMEM.
Given the complexity of parallel programs, developers often must rely on performance analysis tool to help them improve the performance of their code.
To explore workload characteristic analysis in computer architecture design, we propose using PIN, a binary instrumentation tool for computer architecture research and education projects. Computer architecture education must include experience in analyzing program behavior and workload characteristics using effective tools. Likewise, understanding program behavior is necessary to effective programming, comprehension of architecture bottlenecks, and hardware design. Overall, to effectively understand modern architectures, it is simply essential to experiment the characteristics of real application workloads. Likewise as the development of simulation models such as caches, branch predictors, and pipelines aid student understanding of architecture components, such models have limitations in the workloads that can be examined because of issues with execution time and environment. Visualization tools allow students to interactively explore basic concepts in computer architecture but are limited in their ability to engage students in research and design concepts.
#College application wizard software#
Computer architecture is commonly taught using simple piecewise methods of explaining how the hardware performs a given task, rather than characterizing the interaction of software and hardware. Computer architecture embraces a tremendous number of ever-changing inter-connected concepts and information, yet computer architecture education is very often static, seemingly motionless.
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