Explicitly parallel instruction computingExplicitly parallel instruction computing (EPIC) is a term coined in 1997 by the HP–Intel alliance to describe a computing paradigm that researchers had been investigating since the early 1980s. This paradigm is also called Independence architectures. It was the basis for Intel and HP development of the Intel Itanium architecture, and HP later asserted that "EPIC" was merely an old term for the Itanium architecture. EPIC permits microprocessors to execute software instructions in parallel by using the compiler, rather than complex on-die circuitry, to control parallel instruction execution.
Instruction set architectureIn computer science, an instruction set architecture (ISA), also called computer architecture, is an abstract model of a computer. A device that executes instructions described by that ISA, such as a central processing unit (CPU), is called an implementation. In general, an ISA defines the supported instructions, data types, registers, the hardware support for managing main memory, fundamental features (such as the memory consistency, addressing modes, virtual memory), and the input/output model of a family of implementations of the ISA.
Very long instruction wordVery long instruction word (VLIW) refers to instruction set architectures designed to exploit instruction level parallelism (ILP). Whereas conventional central processing units (CPU, processor) mostly allow programs to specify instructions to execute in sequence only, a VLIW processor allows programs to explicitly specify instructions to execute in parallel. This design is intended to allow higher performance without the complexity inherent in some other designs.
Instruction-level parallelismInstruction-level parallelism (ILP) is the parallel or simultaneous execution of a sequence of instructions in a computer program. More specifically ILP refers to the average number of instructions run per step of this parallel execution. ILP must not be confused with concurrency. In ILP there is a single specific thread of execution of a process. On the other hand, concurrency involves the assignment of multiple threads to a CPU's core in a strict alternation, or in true parallelism if there are enough CPU cores, ideally one core for each runnable thread.
NP-completenessIn computational complexity theory, a problem is NP-complete when: It is a decision problem, meaning that for any input to the problem, the output is either "yes" or "no". When the answer is "yes", this can be demonstrated through the existence of a short (polynomial length) solution. The correctness of each solution can be verified quickly (namely, in polynomial time) and a brute-force search algorithm can find a solution by trying all possible solutions.
P-completeIn computational complexity theory, a decision problem is P-complete (complete for the complexity class P) if it is in P and every problem in P can be reduced to it by an appropriate reduction. The notion of P-complete decision problems is useful in the analysis of: which problems are difficult to parallelize effectively, which problems are difficult to solve in limited space. specifically when stronger notions of reducibility than polytime-reducibility are considered.
KnowledgeKnowledge is a form of awareness or familiarity. It is often understood as awareness of facts or as practical skills, and may also mean familiarity with objects or situations. Knowledge of facts, also called propositional knowledge, is often defined as true belief that is distinct from opinion or guesswork by virtue of justification. While there is wide agreement among philosophers that propositional knowledge is a form of true belief, many controversies in philosophy focus on justification.
Experiential learningExperiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product. Experiential learning is distinct from rote or didactic learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of active learning such as action learning, adventure learning, free-choice learning, cooperative learning, service-learning, and situated learning.
