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Large-scale computing systems are increasingly using accelerators such as GPUs to enable peta- and exa-scale levels of compute to meet the needs of Machine Learning (ML) and scientific computing applications. Given the widespread and growing use of ML, including in some scientific applications, optimizing these clusters for ML workloads is particularly important. However, recent work has demonstrated that accelerators in these clusters can suffer from performance variability and this variability can lead to resource under-utilization and load imbalance. In this work we focus on how clusters schedulers, which are used to share accelerator-rich clusters across many concurrent ML jobs, can embrace performance variability to mitigate its effects. Our key insight to address this challenge is to characterize which applications are more likely to suffer from performance variability and take that into account while placing jobs on the cluster. We design a novel cluster scheduler, PAL, which uses performance variability measurements and application-specific profiles to improve job performance and resource utilization. PAL also balances performance variability with locality to ensure jobs are spread across as few nodes as possible. Overall, PAL significantly improves GPU-rich cluster scheduling: across traces for six ML workload applications spanning image, language, and vision models with a variety of variability profiles, PAL improves geomean job completion time by 42%, cluster utilization by 28%, and makespan by 47% over existing state-of-the-art schedulers. 

Abstract The plant cuticle is a complex extracellular lipid barrier that has multiple protective functions. This study investigated cuticle deposition by integrating metabolomics and transcriptomics data gathered from six different maize seedling organs of four genotypes, the inbred lines B73 and Mo17, and their reciprocal hybrids. These datasets captured the developmental transition of the seedling from heterotrophic skotomorphogenic growth to autotrophic photomorphogenic growth, a transition that is highly vulnerable to environmental stresses. Statistical interrogation of these data revealed that the predominant determinant of cuticle composition is seedling organ type, whereas the seedling genotype has a smaller effect on this phenotype. Gene-to-metabolite associations assessed by integrated statistical analyses identified three gene networks associated with the deposition of different elements of the cuticle: cuticular waxes; monomers of lipidized cell wall biopolymers, including cutin and suberin; and both of these elements. These gene networks reveal three metabolic programs that appear to support cuticle deposition, including processes of chloroplast biogenesis, lipid metabolism, and molecular regulation (e.g. transcription factors, post-translational regulators, and phytohormones). This study demonstrates the wider physiological metabolic context that can determine cuticle deposition and lays the groundwork for new targets for modulating the properties of this protective barrier. 

Abstract The hydrophobic cuticle is the first line of defense between aerial portions of plants and the external environment. On maize (Zea mays L.) silks, the cuticular cutin matrix is infused with cuticular waxes, consisting of a homologous series of very long-chain fatty acids (VLCFAs), aldehydes, and hydrocarbons. Together with VLC fatty-acyl-CoAs (VLCFA-CoAs), these metabolites serve as precursors, intermediates, and end-products of the cuticular wax biosynthetic pathway. To deconvolute the potentially confounding impacts of the change in silk microenvironment and silk development on this pathway, we profiled cuticular waxes on the silks of the inbreds B73 and Mo17, and their reciprocal hybrids. Multivariate interrogation of these metabolite abundance data demonstrates that VLCFA-CoAs and total free VLCFAs are positively correlated with the cuticular wax metabolome, and this metabolome is primarily affected by changes in the silk microenvironment and plant genotype. Moreover, the genotype effect on the pathway explains the increased accumulation of cuticular hydrocarbons with a concomitant reduction in cuticular VLCFA accumulation on B73 silks, suggesting that the conversion of VLCFA-CoAs to hydrocarbons is more effective in B73 than Mo17. Statistical modeling of the ratios between cuticular hydrocarbons and cuticular VLCFAs reveals a significant role of precursor chain length in determining this ratio. This study establishes the complexity of the product–precursor relationships within the silk cuticular wax-producing network by dissecting both the impact of genotype and the allocation of VLCFA-CoA precursors to different biological processes and demonstrates that longer chain VLCFA-CoAs are preferentially utilized for hydrocarbon biosynthesis. 

Broadening participation in computer science (CS) for primary/elementary students is a growing movement, spurred by computing workforce demands and the need for younger students to develop skills in problem solving and critical/computational thinking. However, offering computer science instruction at this level is directly related to the availability of teachers prepared to teach the subject. Unfortunately, there are relatively few primary/elementary school teachers who have received formal training in computer science, and they often self-report a lack of CS subject matter expertise. Teacher development is a key factor to address these issues, and this paper describes professional development strategies and empirical impacts of a summer institute that included two graduate courses and a series of Saturday workshops during the subsequent academic year. Key elements included teaching a high-level programing language (Python and JavaScript), integrating CS content and pedagogy instruction, and involving both experienced K-12 CS teachers and University faculty as instructors. Empirical results showed that this carefully structured PD that incorporated evidence-based elements of sufficient duration, teacher active learning and collaboration, modeling, practice, and feedback can successfully impact teacher outcomes. Results showed significant gains in teacher CS knowledge (both pedagogy and content), self-efficacy, and perception of CS value. Moderating results - examining possible differential effects depending on teacher gender, years of teaching CS, and geographic locale - showed that the PD was successful with experienced and less experienced teachers, with teachers from both rural and urban locales, and with both males and females.