The development of the GeantV Electromagnetic (EM) physics package has evolved following two necessary paths towards code modernization. A first phase required the revision of the main electromagnetic physics models and their implementation. The main objectives were to improve their accuracy, extend them to the new high-energy frontier posed by the Future Circular Collider (FCC) programme and allow a better adaptation to a multi-particle flow. Most of the EM physics models in GeantV have been reviewed from theoretical perspective and rewritten with vector-friendly implementations, being now available in scalar mode in the alpha release. The second phase consists of a thorough investigation on the possibility to vectorise the most CPU-intensive physics code parts, such as final state sampling. We have shown the feasibility of implementing electromagnetic physics models that take advantage of SIMD/SIMT architectures, thus obtaining gains in performance. After this phase, the time has come for the GeantV project to take a step forward towards the final proof of concept. This takes shape through the testing of the full simulation chain (transport + physics + geometry) running in vectorized mode. In this paper we will present the first benchmark results obtained after vectorizing a full set of electromagnetic physics models.

SIMD acceleration can potentially boost by factors the application throughput. Achieving efficient SIMD vectorization for scalar code with complex data flow and branching logic, goes however way beyond breaking some loop dependencies and relying on the compiler. Since the refactoring effort scales with the number of lines of code, it is important to understand what kind of performance gains can be expected in such complex cases. We started to investigate a couple of years ago a top to bottom vectorization approach to particle transport simulation. Percolating vector data to algorithms was mandatory since not all the components can internally vectorize. Vectorizing low-level algorithms is certainly necessary, but not sufficient to achieve relevant SIMD gains. In addition, the overheads for maintaining the concurrent vector data flow and copy data have to be minimized. In the context of a vectorization R&D for simulation we developed a framework to allow different categories of scalar and vectorized components to co-exist, dealing with data flow management and real-time heuristic optimizations. The paper describes our approach on coordinating SIMD vectorization at framework level, making a detailed quantitative analysis of the SIMD gain versus overheads, with a breakdown by components in terms of geometry, physics and magnetic field propagation. We also present the more general context of this R&D work and goals for 2018.

The article deals with the theoretical and practical aspects of the study of the phenomenon of professional readiness of teachers as a condition of realization of effective inclusive educational practice. The article aims at studying the professional readiness of teachers of educational organizations to inclusive education. The methodological basis of the research was formed by the ideas of the humanistic pedagogy; axiological (value) approach to personality; personaloriented approach to education. Research methods included theoretical (system analysis, analysis of scientific and methodical literature on the problem of forming readiness of teachers to the realization of inclusive educational practice), empirical (resulting experiments; monitoring, expert assessment method), and mathematical processing of experimental data. It was examined the notion of professional readiness of teachers as a condition of realization of effective inclusive educational practice; components of professional readiness of teachers are allocated and substantially proved, according to components methods of diagnostics of professional readiness are picked up and approved. The state of professional readiness of teachers in the Stavropol region is studied. Targeted support of teachers is offered based on the results of the study. The main conclusion is that the professional readiness of teachers is a complex integrative education that requires targeted forms and methods of its formation, based on the needs of teachers in a variety of types of support: educational, psychological and so on.