Abstract-The technique of module-threading utilizes standard DDR DRAM components to build modified memory modules. These modified modules incorporate one or more additional control signals. The modification permits the module to operate at higher performance levels and at lower power levels than standard modules. The modified modules are also capable of finer granularity transactions while still operating at full bandwidth.Index Terms-CMOS memory integrated circuits, Distributed memory systems, Memory management, Memory architecture, MOS memory integrated circuits, MOSFET memory integrated circuits, Shared memory systems,
The American Assembly of Collegiate Schools of Business (AACSB), the primary accreditation body for School of Business Administration degree programmes, has changed its focus from analysis of curriculum content to the review of continuous improvement processes for curriculum and faculty development [1]. Now AACSB accredited business schools are expected to integrate and document continuous improvement processes within their academic and administrative functions [2]. These new accreditation guidelines are mandatory as of the 1993-1994 academic year [1,2]. Although the phrase total quality management (TQM) does not actually appear in the AACSB guidelines, continuous improvement is one of many practices included within the TQM philosophy (e.g., total quality control, kanban, quality circles, just-intime, total productive maintenance) [3]. In spite of great success in the private sector, TQM and the practice of continuous improvement are not regarded as useful in academe [4][5][6][7].Some view the implementation of effective team-based continuous improvement projects in the academic side of schools as a most difficult task because of the time required by team activities, an unclear understanding of how teams contribute to academic processes, and an aversion to change in the academic culture [4]. Academics maintain that continuous improvement is easily implemented [5] in areas composed of business-like processes (e.g., maintenance, payroll, cafeterias, billing, trash removal, housing). However, team-based activities for improving student satisfaction with their academic experiences are not realistic[6], because 18-year-old students cannot be allowed to set standards for curriculum content and grading when they lack experience in these areas. Further, some believe academe already caters too much to customer satisfaction (i.e. students) and there should be a return to a more demanding, rigorous, directed study [5]. Also, significant barriers to intervention in the classroom exist which are built by professors and caused by scepticism, inertia and a non-collaborative hero culture [7]. All these obstacles may explain why Horine, et al. [7] found less than 25 per cent involvement throughout academic institutions in TQM efforts.However, academe may have to overcome these internal obstacles and objections to TQM practices because as Paul A. Allaire, chairman and chief executive officer of Xerox, says: "Those universities that ignore the quality
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