University of Cyprus

About: University of Cyprus is a education organization based out in Nicosia, Cyprus. It is known for research contribution in the topics: Large Hadron Collider & Context (language use). The organization has 3624 authors who have published 15157 publications receiving 412135 citations.

Design tradeoffs for the alpha EV8 conditional branch predictor

Abstract: This paper presents the Alpha EV8 conditional branch predictor The Alpha EV8 microprocessor project, canceled in June 2001 in a late phase of development, envisioned an aggressive 8-wide issue out-of-order superscalar microarchitecture featuring a very deep pipeline and simultaneous multithreading. Performance of such a processor is highly dependent on the accuracy of its branch predictor and consequently a very large silicon area was devoted to branch prediction on EV8. The Alpha EV8 branch predictor relies on global history and features a total of 352 Kbits.The focus of this paper is on the different trade-offs performed to overcome various implementation constraints for the EV8 branch predictor. One such instance is the pipelining of the predictor on two cycles to facilitate the prediction of up to 16 branches per cycle from any two dynamically successive, 8 instruction fetch blocks. This resulted in the use of three fetch-block old compressed branch history information for accesing the predictor. Implementation constraints also restricted the composition of the index functions for the predictor and forced the usage of only single-ported memory cells.Nevertheless, we show that the Alpha EV8 branch predictor achieves prediction accuracy in the same range as the state-of-the-art academic global history branch predictors that do not consider implementation constraints in great detail.

A Comprehensive Study of Natural Gamma Radioactivity Levels and Associated Dose Rates from Surface Soils in Cyprus

Abstract: A survey was carried out to determine activity concentration levels and associated dose rates from the naturally occurring radionuclides Th-232, U-238, and K-40, in the various geological formations appearing throughout the geographically accessible area of Cyprus, by means of high-resolution gamma-ray spectrometry. A total number of 115 representative soil samples were collected from all over the bedrock surface of the island, based on the different lithological units of the study area, sieved through a fine mesh, sealed in 1000-mL plastic Marinelli beakers, and measured in the laboratory with respect to their gamma radioactivity for a counting time of 18 hours each. From the measured spectra, activity concentrations were determined for Th-232 (range from 1.0x10^-2 to 39.8 Bq/kg), U-238 (from 1.0x10^-2 to 39.3 Bq/kg) and K-40 (from 4.0x10^-2 to 565.8 Bq/kg). Gamma absorbed dose rates in air outdoors were calculated to be in the range of 1.1x10^-2 - 51.3 nGy/h, depending on the geological features, with an overall mean value of 8.7 nGy/h and a standard deviation of 8.4 nGy/h. This value is by a factor of about 7 below the corresponding population-weighted world-averaged value of 60 nGy/h reported by UNSCEAR (2000), and one of the lowest that has been reported from similar investigations worldwide. Assuming a 20% occupancy factor, the corresponding effective dose rates outdoors equivalent to the population were calculated to be between 1.3x10^-2 and 62.9 micro Sv/y, with an arithmetic mean value of 10.7 micro Sv/y and a standard deviation of 10.3 micro Sv/y.

Modeling-Based Learning in Science Education: Cognitive, Metacognitive, Social, Material and Epistemological Contributions.

Abstract: Models and modeling are considered integral parts of scientific literacy, reflecting educators’ efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in science. Over the years research has developed a considerable amount of knowledge concerning MbL. Our purpose in this paper was to review this research in order to systematize the knowledge accumulated and to provide an overview of what needs to be investigated further. We also took into account and describe the role of the teacher as part of the review. Our review shows that MbL has made cognitive, metacognitive, social, material and epistemological contributions in science education. Furthermore, it reveals that important information is still missing in order to ensure effective implementations of MbL. Future research needs to focus on investigating the learning processes which take place during MbL which result in improvements in student conceptual and epistemological understanding and...

The relation between board size and firm performance in firms with a history of poor operating performance

Abstract: Focusing on a sample of smaller firms with a history of poor operating performance, this paper posits that increases in board size will be associated with better share price performance. Notably, board sizes studied here are, on average, much smaller than those typically studied by prior research. Mostly consistent with predictions, board size is found to be positively correlated with firm value in between-firms tests, and changes in board size are found to be positively associated with annual stock returns. Last, event study results suggest that the market responds favorably to board size increases and unfavorably to large board size decreases. Together, these results identify a setting in which larger board sizes appear to be positively related to shareholder value.

Teachers' Concerns Regarding the Adoption of a New Mathematics Curriculum: An Application of CBAM.

Abstract: The main purpose of the present study was to identify and examine the concerns of primary school teachers in Cyprus in relation to the recent implementation of a new mathematics curriculum and the use of new mathematics textbooks. An adaptation of the Stages of Concern Questionnaire (SoCQ) based on the Concerns-Based Adoption Model (CBAM) was administered to a representative sample of teachers. According to the findings, the concerns of teachers largely focused on the task stage of the CBAM model. Furthermore, there were significant differences in the concerns of teachers across years of teaching experience but not across years of implementation.