Portrayingthe behavior of parallel programs can be done in a variety of ways. One way is to generate a graphical display related to the program's behavior so that a user can visualize what happens during the program's execution.As an alternative to visualization, auralization can also be used to portray the behavior of parallel programs.This paper explores how sound can be used to depict different events that take place during a parallel program's execution.In particular, the discussion is focused on dis@ibuted-memory parallel programs.Three mappings of execution behavior to sound were studied. The first mapping is related to process communication in a distributed-memory parallel program. The second mapping tracks the load balance of the processors of a system, In the third mapping, the flows-ofcontrol of the parallel processes are mapped to related sounds.
Portraying the behavior of parallel programs is useful in pro8ram debuming and performance tuning. For the most part, researchers have focused on finding ways to visualize what happens during a program's execution. As an alternative to visualization, auralization can also be used to portray the behavior of parallel programs. This paper investigates whether or not sound can be used effectively to depict dzferent events that take place during a parallel proBram's execution. In particular, we focus this discussion on distributedmemory parallel programs. Three mappings of execution behavior to sound were studied. ?'he first mapping tracks the load balance of the processors of a system.In the second mapping, the jlows-of-control of the parallel processes are mapped to related sounds. The third mapping is related to process communication in a distributed-memory parallel program.
In the first version, the student begins by choosing a n agent, either Edith Piaf or Charles Degaulle . Then, for each of a set of `critical situations' in the story the agent offers to use one of a number of arguments consonant wit h the agent's character. The student selects the one argument she thinks will be most effective in the given situation an d then types, in French, an explanation of her choice . The student then receives two kinds of feedback : After explaining her choice, the story continues and so she gets immediate feedback as she sees the effect of her argument on the situation ; Additionally, her explanation is sent to a n instructor for grading, providing her with delayed bu t detailed feedback on her analysis and writing skills . ABSTRACTOffice principles often have multiple ways to complete typical tasks . For example, scheduling can be done on a paper calendar, electronically, by phone store-and-forward, etc . Each of the ways has unique user-interface characteristics and limitations, as well as a set of economic costs an d benefits . We recently completed a study where 18 user s compared traditional screen-based, phone-based, and voiceactivated interfaces to calendar facilities . The voiceactivated and phone-based user interfaces showed th e SIGCHI Bulletin
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