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EduPar-23 proceedings editorial and oarganization 

Welcome to the 4 th Workshop on Education for High Performance Computing (EduHiPC 2022). The EduHiPC 2022 workshop, held in conjunction with the IEEE International Conference on High Performance Computing Data & Analytics (HiPC 2022), is devoted to the development and assessment of educational and curricular innovations and resources for undergraduate and graduate education in Parallel and Distributed Computing (PDC) and High Performance Computing (HPC). EduHiPC brings together individuals from academia, industry, and other educational and research institutes to explore new ideas, challenges, and experiences related to PDC pedagogy and curricula. The workshop is designed in coordination with the IEEE TCPP curriculum initiative on parallel and distributed computing ( hitps://tcpp.cs.gsu .edu/curriculum/) for undergraduates majoring in computer science and computer engineering. It is supported by C-DAC, India and the US National Science Foundation (NSF) supported Center for Parallel and Distributed Computing Curriculum Development and Educational Resources (CDER). Details for attending the workshop are available on the HiPC webpage (HiPC). The effect of pandemic on academic and research community seems now to be globally receding as was evident from the enthusiastic in-person participation of conference delegates. Please visit the EduHiPC-22 webpage for the complete online proceedings, including copies of papers and presentation slides: EduHiPC 2022 | NSF/IEEE-TCPP Curriculum Initiative. 

In recent times, geospatial datasets are growing in terms of size, complexity and heterogeneity. High performance systems are needed to analyze such data to produce actionable insights in an efficient manner. For polygonal a.k.a vector datasets, operations such as I/O, data partitioning, communication, and load balancing becomes challenging in a cluster environment. In this work, we present MPI-Vector-IO, a parallel I/O library that we have designed using MPI-IO specifically for partitioning and reading irregular vector data formats such as Well Known Text. It makes MPI aware of spatial data, spatial primitives and provides support for spatial data types embedded within collective computation and communication using MPI message-passing library. These abstractions along with parallel I/O support are useful for parallel Geographic Information System (GIS) application development on HPC platforms. Performance evaluation is done on Lustre and GPFS filesystems. MPI-Vector-IO scales well with MPI processes and file size and achieves bandwidth up to 22 GB/s for common spatial data access patterns. We observed that independent file read functions performed better than collective functions in MPI-IO for contiguous access pattern on Lustre. In general, the I/O is improved by one to two orders of magnitude over real-world datasets using up to 1152 CPU cores. Spatial Join query is used as an exemplar to demonstrate an end-to-end application using MPI-Vector-IO. 

This special issue is devoted to progress in one of the most important challenges facing computing education.The work published here is of relevance to those who teach computing related topics at all levels, with greatest implications for undergraduate education. Parallel and distributed computing (PDC) has become ubiquitous to the extent that even casual users feel their impact. This necessitates that every programmer understands how parallelism and a distributed environment affect problem solving. Thus,teaching only traditional, sequential programming is no longer adequate. For this reason, it is essential to impart a range of PDC and high performance computing (HPC) knowledge and skills at various levels within the educational fabric woven by Computer Science (CS), Computer Engineering (CE), and related computational science and engineering curricula. This special issue sought high quality contributions in the fields of PDC and HPC education. Submissions were on the topics of EduPar2016, Euro-EduPar2016 and EduHPC2016 workshops,but the submission was open to all. This special issue includes 12 paper spanning pedagogical techniques, tools and experiences.