EGEE: Building a Pan-European Grid Training Organisation
Prof. Dr. Malcolm Atkinson
Dr. David Fergusson
National e-Science Centre
15 South College Street
Edinburgh EH8 9AA
United Kingdom
{mpa,dfmac}@nesc.ac.uk
Dr. Rüdiger Berlich*
Marcus Hardt, Dr. Marcel Kunze
Institute for Scientific Computing
Hermann-von-Helmholtz-Platz 1
76344 Eggenstein-Leopoldshafen
Germany
{berlich, hardt, kunze}@iwr.fzk.de
Abstract
2
As the largest EU Grid project, it is one of the Enabling Grids for E-SciencE initiatives foremost goals
to establish a production quality Grid infrastructure.
Amongst EGEE’s diverse duties the creation of a panEuropean Grid training organisation plays a prominent role. Close to the end of the first project phase,
this paper describes the training organisation in the
context of EGEE’s other duties, discusses the experiences made in building it, lists results and lessons
learned over the course of almost two years of training provision. It is the purpose of this paper to allow
upcoming Grid initiatives to leverage the experiences
made in EGEE training.1
EGEE comprises research activities (“JRA”), service
offers (“SA”) available to existing users, and networking activities2 (“NA”). The NA3 (“user training and
induction”) group forms a core part of what is often referred to as the “Virtuous Cycle” (see figure
1). In this concept, a new scientific community is
established by dissemination and outreach activities
(NA2). Specific requirements of this group’s applications find their way into the EGEE middleware
(JRA1). An established user community is formed
by training the new users in the deployed applications and middleware (NA3). This community can
then in turn help to recruit new communities (NA2).
Training is of particular importance in this concept
due to its ability to actively form a “critical mass” of
users willing and capable of acting in a Grid environment. As Grid Computing still is in the “early
adopter” stage, creating a strong user-community
early on has a direct impact on the adoption rate
of this techology in the “late majority” stage.
1
Introduction: The EGEE Initiative
Grid Computing has, over the past few years, matured sufficiently to make it a viable solution for realworld problems. However, there are many different
toolkits today that allow to build a Grid environment.
And while this wealth of different solutions may offer techniques applicable to the widest possible range
of computational problems, their very availability directly contradicts the inherent promise of the ”World
Wide Grid” to offer a compatible and standardised
computing environment. Similarly, a multitude of different Grid organisations caters only for the requirements of particular projects instead of the whole of
the Grid community.
EGEE (”Enabling Grids for e-SciencE”) (1 ) is
the European Union’s largest Grid initiative. While
the European origin implicates a geographically limited scope, EGEE has today outgrown its European
origins, with many partners being based in nonEuropean countries, such as Israel, Russia or the
United States of America.
It is the goal of the EGEE project to create a production quality Grid infrastructure for user groups as
diverse as High Energy Physics and Bioinformatics.
To achieve this goal, a “best-of-breed” middleware –
gLite – is complemented by a services- and supportinfrastructure. Among other duties, EGEE offers a
Global Grid User Support, runs Regional Operation
Centres and organises training events for interested
parties. EGEE thus tries to overcome the problems
posed by the various technical solutions and diverse
communities.
1
c
Copyright 2006,
Australian Computer Society, Inc. This
paper appeared at Fourth Australasian Workshop on Grid
Computing and e-Research (AusGrid 2006). Conferences in
Research and Practice in Information Technology, Vol. 54.
Rajkumar Buyya and Tianchi Ma, Ed. Reproduction for academic, not-for profit purposes permitted provided this text is
included.
Training and the “Virtuous Cycle”
3
Organisation, Funding and Infrastructure
Training is carried out by 22 of EGEE’s 70 international partners under the leadership of the University
of Edinburgh (UEDIN) in the United Kingdom. A total of 22,19 FTEs (“Full Time Equivalent”) equivalent
to approximately 1 FTE/partner are in part funded
by 4% of EGEE’s 32 Million Euro two-year budget.
The 1.3 Million Euro budget is in many cases complemented by monetary contributions by the local partners.
UEDIN as well as partners contribute training material, such as PowerPoint or OpenOffice slides to a
common repository available to all partners. Existing course material thus forms the building blocks for
new courses, and undergoes a constant re-engineering
process. The goal is to achieve an evolutionary improvement of material, as trainers rework presentation slides and incorporate changes or fix mistakes.
Where necessary, material is translated into local languages.
Additional support is available to partners
through pre-fabricated registration pages on the
NeSC web server. This offer further reduces the
amount of work going into the preparation of a training event, so partners can use this time for more important work.
As it is impossible for partners to maintain expertise in all possible Grid training areas, trainers
of other partner organisations can participate in the
more important events. This is particularly true for
2
In the sense of “social networking”, not “data transport”
Figure 1: The EGEE virtuous cycle – A new scientific community is established by dissemination and outreach
activities. Specific requirements of this group’s applications find their way into the EGEE middleware. An
established user community is formed by training the new users in the deployed applications and middleware.
This community can then in turn help to recruit new communities.
summer schools, which tend to be international by
design.
Partners can exchange experiences through a mailing list and during regular meetings (usually held in
conjunction with the half-yearly EGEE project conferences).
Events are monitored and reported to the activity leader on a case-by-case basis. As is common in
EU projects, quarterly reports from all partners summarise their activities. These reports then find their
way into “deliverables”, documents that allow the EU
to monitor, whether a given set of mile-stones has
been reached. Deliverables are reviewed internally
by another EGEE workpackage before being officially
submitted to the EU. In addition to the EU audit, the
NA3 group can choose to perform additional quality
checks through an external review, and has done so
in the past.
EGEE and thus the NA3 group is organised in a
matrix type organisation, as is necessary in an environment, where independent research institutions
from all over Europe strive at achieving a common
goal. It is thus necessary for all partners to agree on
a common goal, as only very little disciplinary power
lies in the hand of the activity manager.
Apart from using local channels, advertising for
training events can be done through the EGEE site.
Both the NA2- and NA3-groups advertise events on
their web pages. News- and press-releases can be used
for the most importan events, such as Grid computing
schools.
The technical backbone of EGEE training is
formed by the t-Infrastructure. Courses require a labenvironment, in which participants can experiment
with the new techniques. While this environment was
initially formed solely from local or federation-wide
ressources, NA3 strives at the creation of an activitywide t-infrastructure available across all federations.
This infrastructure may then be complemented by
local computing environments, such as laptops or a
computing lab needed to access the Grid.
The most widely used environment in EGEE training at the moment is the Gilda testbed (3 ), which
is run as a cooperation of the NA3 (“User Training
and Induction”) and NA4 (“Application Identification and Support”) groups. Gilda stands for “Grid
Infn Laboratory for Dissemination Activities”. It
consists of a series of sites, not limited to INFN
and Italy, a Ressource Broker, Information Index,
Data Managers and Monitoring Tools, Computing
Elements at each site and Storage Elements. Currently the testbed runs both the LCG-2 and the gLite
middlewares3 . Through the Genius interface, selftraining is offered even to users not participating in
an organised training. INFN Catania is the main organiser of Gilda.
4
Training Clientele
EGEE’s primary user groups come from the high energy physics and bioinformatics areas. With their
already existing need for Grid techniques, establishing the Grid as part of their core computing infrastructure is at the top of their agenda. Projects
like the upcoming Large Hadron Collider (“LHC”) at
CERN/Geneva will not be able to satisfactorily perform distributed analysis of the estimated 40 petabyte
of data accumulated each year4 without an already
established Grid infrastructure. With Monte Carlo
production for LHC and data challenges already running, preparations for the LHC Computing Grid are
well underway. LHC members need to already have
developed an understanding of Grid technologies to
do their work. A similar situation can be found in
Bioinformatics.
Not surprisingly, therefore the main clientele for
Grid trainings in EGEE so far came from these two
environments. Typical participants in Grid trainings
include advanced graduate students, PhD students
and researchers from universities and independent research institutions.
New EGEE communities include Astronomy5 ,
Chemistry, Earth Observation and Geophysics. As
these groups can still perform their research without
the use of Grid technologies, participants from these
groups will join more likely due to personal interest
than due to an immediate need.
There is a large variety of different Grid types.
Industrial usage of Grid technologies is thus not limited to the “global batch submission type” common
in EGEE. Only a limited amount of participants in
EGEE trainings thus come from an industry environment. Likewise, there seems to be close to no commercial participation in running Grid courses.
3
4
5
LCG-2 and gLite are the two middlewares in use EGEE
with about 6000 physicists worldwide trying to access it ...
e.g. the MAGIC project
While the NA3 group has given trainings for members of the EGEE project (such as induction courses
for the NA2 group or installation courses for the technical EGEE community), the majority of participants
in EGEE training courses held by the NA3 group
come from organisations unrelated to EGEE. This
tendency is likely to be upheld for the second project
phase of EGEE scheduled for April 2006.
5
Course Types
As can be expected in an early-adopter environment,
EGEE’s Grid courses can be broadly grouped into one
of the following categories:
localised material would certainly be the ideal situation, lack of ressources and a fast-paced technical environment does not allow for continuous translation
of new material.
It is the intention of the NA3 group to continuously improve the quality of its trainings. Anonymous, standardised feedback forms are thus handed
out to participants after each training, and the numerical evaluation of these forms is then handed back
to the lead organisation that is responsible for quality
assurance.
Usually the following parameters (rated in six
steps from poor to excellent) are measured:
• “Overall evaluation”: How did a participant rate
the entire event ?
• Induction courses – Their purpose is to give participants an initial understanding of Grid technologies. Part of these courses could be an introduction to the command line interface of a
Grid middleware or the usage of a Grid portal
such as Genius. These courses tend to also show
a large overlap with the activities of the NA2
group, as induction courses for a technical audience could as well be perceived as dissemination.
This type of course can be a useful tool for finding
new types of user communities. A general technical interest in Grid technologies can be found
in many areas, not the least due to the fact that
“The Grid” has become a buzz word. A deaper
understanding of Grid computing can however
reveal new, hitherto unexpected use cases.
• Advanced courses – These courses teach advanced topics such as the installation or maintenance of a Grid middleware. They are targeted
at people wishing to administer a Grid environment rather than at (potential) Grid users.
• Application Developer Courses – These courses
teach how to write Grid applications or how to
port an existing application to the Grid. In
EGEE, an introduction to the APIs of EGEE’s
Grid middlewares is usually complemented by an
introduction to the field of Webservices.
• Technical Retreats and Workshops – These are
not courses in the traditional sense, but provide
a means for likeminded, technically astute people
to work on joint solutions for pressing issues.
• Train the trainer – Existing trainers can learn
about new technologies in this type of course
and new trainers can learn about EGEE’s technologies and the established tools and procedures
made available by the EGEE training group.
6
Training Preparation and Training Duties
Training material prepared by individual partners
should follow the general design guidelines prepared
by the NA2 (“Dissemination and Outreach”) group.
PowerPoint templates exist that can be used for the
preparation. Existing material from the training
repository can be used as building blocks for a particular course, although no general rule exists that
enforces this. Changes to the material should however be fed back into the repository.
Partners are under no obligation to localise the
content of the curriculum. It is a common procedure
to use the English version of the training material
while speaking in the native language of the country
where the training is held. While the EU is a multilingual environment and the common availability of
• “Achievement of goal”: This could be similar to
“Learning how to install the gLite middleware”
• “Presentations”: How good or bad were the talks
and presentations ?
• “Event material”: Can the handouts be improved ?
• “Lab exercises”: Were the hands-on components
of the course accepted by the audience ?
• “Facilities”: Was the training room appropriate
?
• “Advertising and Registration”: How easy was it
to find out about this event and to register for it
?
Additional questions like “What did you like
most/least about this event” and comment sections
for each topic provide fine-grained, quantitative feedback about the audience’s opinion. Analysis of these
results can be done with standard statistical methods. Figure 5 shows a typical evaluation of a course
held in conjunction with GridKa School 2004 at
Forschungszentrum Karlsruhe (Germany).
Getting all attendees of a course to fill out the
forms can be a challenge. An approach common in
industry, to hand out little presents (USB sticks, ...)
in return for the evaluation forms, is not possible in
courses that are offered free of charge. In some cases
it is possible to swap a certificate of attendance for
an evaluation forms. In other cases one has to rely
on good will. It does help to ask each participant in
person to fill out the form, when walking through the
lines to check for questions or to help with problems.
It also helps to hand out feedback forms early in the
course.
Due to the importance of objective feedback to the
constant improvement of trainings provided, the area
of feedback-analysis should not be neglected.
7
Results from the First Project Phase
With the final project conference being held in
Pisa/Italy by the end of October 2005, EGEE nears
the end of the first project phase6 .
Despite the fact that the EGEE training team had
to start from scratch and, in some cases, trainers coming from an academic environment have had little to
no prior exposure to running trainings, the EGEE
NA3 group has had a number of remarkable successes.
Indeed, many of NA3’s targets have already been exceeded, and both internal and external reviews acknowledge the success of the group.
6
It is likely that EGEE-II will take over from EGEE in March
2006
Course Type
Induction
Developer
Advanced
Workshops
Participant Days
1541
436
1522
741
1-year Target
1000
800
250
360
% of 1-Year Target
154
54
609
206
Table 1: Participant days at the end of project month 15 in comparison with the one-year target
Figure 2: Accumulated number of students as a function of time until May 2005.
Figure 4: Photograph of an EGEE introductory
course for the LCG-2 middelware, held in conjunction with GridKa School 2004 at Forschungszentrum
Karlsruhe.
The EGEE Training Progress Report (2 June 2005)
lists many of these results. During the first 15
months7 of the project, a total of 2019 people have
attended 131 single training events equivalent to 4864
participant days. Table 1 lists these figures in comparison with the targets for the first year, separately
for different training categories.
With the exception of Application Developer
courses, thanks to the enthusiasm and hard work of
all members of EGEE, all course types exhibit a significantly higher amount of participant days than the
initial targets. Reasons for the Developer courses’
lower outcome include the higher complexity and
the higher trainer-to-participant ratio required to run
such courses. Still, demand for Developer courses already exceeds supply.
As is shown in figure 2, the overall number of participants in the courses is constantly increasing, albeit
with a declining slope.
Remarkably, as is shown in figure 3, the overall rating of the EGEE NA3 courses is constantly increasing
as well. In the diagramme, “6” stands for “excellent”,
“1” for “poor”.
8
Figure 3: The participant’s ratings of EGEE’s courses
is increasing over time, indicating an increase in quality. This tendency would not be visible without constant monitoring of training quality. Section 6 lists
some of the criteria checked in the evaluation forms
filled out by participants. The plot shows the overall
rating attributed by users to the courses. A rating of
1 corresponds to “poor”, 6 means “excellent”.
Experiences made in the DE/CH federation
Within the German/Swiss (“DE/CH”) EGEE federation, training is handled by Forschungszentrum Karlsruhe (“FZK”). As is common for many other federations, DE/CH has attributed 1 FTE to NA3 of which
50% is funded by the EU, the other half by FZK.
Likewise, NA2 (“dissemination / outreach”), which
is also handled by FZK, is equipped with 1 FTE. For
practical reasons, dissemination/outreach and training are treated as a unity at FZK. One person has the
main responsibility for both workpackages, and work
contributions up to 0.5 FTE in size account for the
remaining 1 FTE.
7
At the time of writing this document, only the results up to
August 2005 are known
Figure 5: Typical evaluation of a course held in conjunction with GridKa School 2004 at Forschungszentrum Karlsruhe.
Due to these limited resources, a decision had to be
taken early in the project to initially attribute more
time to training than to dissemination and outreach.
The idea was that by training people to use Grid technologies early, a strong basis of multipliers could be
generated that dissemination/outreach could build on
during the second year of the first project phase. Also,
in an early-adopter environment, training and dissemination share many characteristics.
Under the assumption that the vast majority of
participants in early Grid trainings would understand
English well enough, and in order to free man-power
for giving the actual trainings, a decision was taken
not to translate training material into German language. Trainings were nevertheless given in German
language (but with English slides, hand-outs, etc.) in
those cases, where only participants were present that
spoke German well enough to follow the course.
FZK is home to the largest German scientific computing cluster (“GridKa”), and active in a number of
other EGEE workpackages, as well as other Grid projcets (e.g. D-Grid, CampusGrid, and until recently
also CrossGrid). GridKa itself is a Tier-1 centre in
the LHC Computing Grid. While the training activity is funded relatively low in Germany when taking
into account that Switzerland and Germany combined
cover about a quarter of the EU population, the FZK
NA3 group can benefit from expertise and to some
extent also man-power from other FZK activities.
The infrastructure available at FZK – one of the
largest independent research centres in Germany – in
additon allows to offload some tasks, such as large
print runs or translation work. It should however be
noted that letting people alien to Grid computing do
translations of highly complex technical texts can result in an additional work load due to the need for
quality assurance, and thus has its limits. Using these
services has however proven to be very useful for the
more general dissemination material.
Due to its close involvement in the CERN Alice
Experiment and the fact that early gLite prototypes
were largely based on AliEn, there was also a period of
close training cooperation with Gesellschaft für Schwerionenforschung (Darmstadt/Germany, “GSI”), another EGEE partner, which contributed its considerable expertise in the AliEn area to a number of
trainings.
The University of Karlsruhe has helped with trainings, as have EGEE partners (such as DESY or Fraunhofer SCAI) that have hosted trainings organised by
FZK.
FZK has, at the beginning of the first project
phase in April 2004, purchased 10 laptops for training. Together with a 16 node (32 CPU) cluster this
forms part of the local t-Infrastructure. The laptops
are used as user interfaces or, in some cases (such as
webservices courses), also as a computing platform.
The cluster is used for installation courses and also
serves as a test platform for new technologies. E.g.,
FZK is involved in the creation of a “Grid in a box”,
a virtual Grid environment based on the Xen virtualisation software. In this way, FZK/NA3 also does
Grid research inside of EGEE, albeit with a focus on
facilitating training.
Where technically possible, visiting “customers”
for trainings was considered a better approach than
asking participants to come to FZK. Only 1-2 people
need to travel in this case. The availability of portable
training laptops was of big benefit to this concept.
A total of 13 courses was given by the FZK group
– partially with contributions of man-power and resources by other activities8 – until August 2005 in
Germany. As Switzerland joined only late as an unfunded partner in EGEE-I, no trainings could so far
been given in this area9 .
One of the courses was given in Sydney/Australia,
as a cooperation of FZK, GSI, the Australian Grid
Forum and the Australian Partnership for Advanced
Computing. Three courses were given in cooperation
with the National E-Science Centre, one of them in
Amsterdam as an internal course for the NA2 group.
Internal training of EGEE members in the usage of
the LCG-2 and gLite middlewares accounted for two
trainings10 . Two installation courses for the LCG-2
middleware were given. As these courses required a
very large amount of hardware resources, they were
held at FZK itself.
Of particular importance is the GridKa school, an
annual Grid computing school held at FZK, headed
by the FZK NA2/3 group. As it is the only school of
its kind in Germany, it regularly attracts a large number of postdocs, advanced undergraduate and graduate students. The 2004 school attracted some 94 participants. The majority of topics of the 4-day school
were related to EGEE, including LCG-2 installationand introductory courses. The organisers hope to repeat this success in late September 2005 in GridKa
School 2005. Figures 4 and 5 show a photograph
of the introductory LCG-2 course at GridKa School
2004 and the corresponding user ratings.
Typically, participants in trainings came from a
research environment, although an attempt was made
in a course held in cooperation with the NA4 group to
“market” the EGEE Grid technologies to participants
from industry. Finding new user groups can be an uphill battle, but should be considered one of the most
prominent duties of the German/Swiss NA3 group in
the second project phase of EGEE.
An approximate 220 people could be trained in or
by the German/Swiss EGEE federation until August
2005. The willingness of other activities and EGEE
partners to cooperate and to contribute both manpower and resources to training activities was a key
to this success.
9
Experiences made in the UK federation
As the lead partner for training within EGEE the
National eScience Centre (NeSC) at the University
of Edinburgh has had a particular set of tasks and
requirements. Not only does it have to provide
training for the UK federation of EGEE but also to
provide support and leadership within the activity
as a whole. It therefore has a larger resource than
is common among the other partners. The NeSC
training team was formed in April 2004 at the start
8
SA1, NA4, NA3 groups from other federations
with the exception of CERN itself, which is not considered part
of DE/CH and handles training seperately
10
A few external visitors participated as well
9
of the EGEE project. The first training course
aimed at developing an initial set of material and
bringing trainers together from across Europe to
help stimulate a corporate spirit within the training
activity was held in Edinburgh in April 2005. Over
the next year the Edinburgh team has been involved
in running 17 events in the UK (390 attendees) and
a further 16 elsewhere in Europe (355 attendees).
These have ranged from introductory events for
those with no prior experience of grids to advanced
courses, workshops and summer schools catering for
those at the cutting edge of grid technologies. To
give a flavour of the achievment this represents each
course averages about 2 days, generally requires at
least 2 trainers and when travel and set-up time is
factored in requires about 4 days. From the earlier
figures it can be seen that the team averages about
2 courses per month. This means that at least 50%
the available time is spent in actually presenting
courses. A complicating factor in the UK, from the
view point of providing EGEE training, is that while
there is a particle physics grid in the UK running
EGEE middleware (LCG) called GridPP, the UK
National Grid Service (NGS) has not yet fully
adopted the EGEE middleware stack. Thus, to a
degree, UK grid training material has to be localised
to be relevant to those working in a UK context.
The University of Edinburgh is also tasked with
providing a web site (http://www.egee.nesc.ac.uk/)
for the EGEE training activity.
This provides
a central source for advertising training events,
providing registration support services, quality
assurance materials and monitoring. The web site
also provides access to the EGEE training materials
archive. This is an open source/access repository for
all training material created in the EGEE project
(http://www.egee.nesc.ac.uk/trgmat/index.html).
This now contains in excess of 1000 presentations
and greater than 2000 files.
The repository is
now being used as the basis for developing a more
comprehensive eLearning framework for the EGEE
project which will allow the training activity to
deal effciently and effectively with the challenges of
scaling with the rapid increase in the size of EGEE,
both geographically and in terms of subject domains.
10
Conclusion and Lessons Learned
Both the user feedback and the various performance
reviews indicate that the work done by the NA3 group
is successful. Thus there is no need for radical changes
in the design and setup of the group structure in the
second project phase. A few moot points remain,
however.
• The NA3 group had to rely on investments of
its partners for the t-infratructure, as it was not
assigned dedicated funds for building this environment. A more focussed approach would be
possible, if NA3 would posses funds for buying
computer hardware.
• Some training types, such as the Application Developer courses, suffer from a lack of training personnel. It must be stressed that this is due to
principal reasons and not due to a lack of enthusiasm or dedication on the side of the NA3
group.
• On a related issue, the Grid environment represents a very fast moving target. With an overall of 22 FTEs working in Grid training inside
EGEE during the first project phase and thanks
to the high demand for training courses, is can
be a difficult task to keep the training repository
up-to-date. Also, not all training material is fed
back into the repository.
• The relatively small number of FTEs assigned to
NA3 means that working in the NA3 group can
result in very high pressure. It must be stressed
that this pressure has not resulted in a lower
number of courses given by NA3.
• Finding a fair share of FTEs to be assigned to
partners can be difficult. Apart from the size
of the “training market” in a particular federation, the demand for trainings has to be taken
into account. Availability of qualified personnel
and synergies have to be taken into account, and
strategic considerations are important. In addition the cost per FTE can be very different even
for different partners of the same federation.
• In an EU project of the size of EGEE, with 70
different partners from all over Europe, political
issues will arise and have arisen over the course
of the first 15 months. Still, this is the normal
environment partners must act in, and it is part
of everyday work to deal with these issues.
Despite any problems that might have arisen during
the first project phase, NA3 has surpassed its targets and can be considered one of the most successful
groups of the EGEE project. It should be stressed
that support by other EGEE activities was a core factor in this success. It would be desirable for such cooperation to be extended in the second project phase
of EGEE.
It should be noted that, while there are other organisations in the Grid space that do provide training, an attempt to build a Grid training organisation on this geographic scale, almost entirely based
on academic man-power and resources, has not been
attempted before.
EGEE is also taking over the role of training
provider for other Grid-related initiatives. E.g., as
LCG-2 has been the first Grid middleware to be used
in the EGEE Grid, EGEE has also played a major
role in Grid-training provision for LHC-based particle
physics. The training schedule (12) also lists Globus
trainings and Web services as topics. As early versions of gLite included components of the AliEn middleware, initial trainings in the DE/CH federation of
EGEE also covered AliEn in addition to LCG-211 .
It is not unlikely that EGEE-II, the successor
project to EGEE, will, on a smaller scale, also play a
role in UNICORE Grid training (13), due to plans to
build bridges to this Grid initiative. As a deployment
project, EGEE has to focus as much on interoperability as it does on standards. Training thus has to cover
topics beyond the core technical scope of the project.
11
The Authors
Dr. Rüdiger Berlich and Marcus Hardt run the training workpackage of the German/Swiss EGEE federation. Dr. Marcel Kunze is the federation representative.
Prof. Dr. Malcolm Atkinson is the director of the
National e-Science Centre in Edinburgh, Dr. David
Fergusson is the EGEE NA3 activity manager.
12
Acknowledgement
The authors would like to thank the members of the
EGEE federation. All successes presented in this document were the result of the cooperation of many
11
LCG-2 was then the other building block of gLite, and is today
still one of its major roots
individual people! Likewise, we would like to thank
Forschungszentrum Karlsruhe, the German Federal
Ministry of Education and Research (BMBF) and the
UK National E-Science Initiative for their continuous
interest and support.
References
(1) Members of the EGEE Collaboration
EGEE – Enabling Grids for E-sciencE
URL http://www.eu-egee.org
(2) Members of the EGEE Collaboration
EGEE Training Progress Report Month 15
URL
https://edms.cern.ch/document/
533762
(3) INFN Italy
The Gilda Testbed
URL https://gilda.ct.infn.it
(4) Forschungszentrum Karlsruhe
URL http://www.fzk.de
(5) National e-Science Centre Edinburgh
URL http://www.nesc.ac.uk
(6) The EGEE NA3 Group
Training in EGEE
URL http://www.egee.nesc.ac.uk
(7) Forschungszentrum Kalrsruhe
GridKa School 2005
URL http://www.fzk.de/gks05
(8) Members of the EGEE Collaboration
The gLite Middleware
URL http://glite.web.cern.ch/glite
(9) The EGEE JRA1 group
The EGEE Middleware Architecture
URL http://edms.cern.ch/document/476451
(10) The D-Grid-Initiative
URL http://www.d-grid.de
(11) The German Ministry of Education and Research
URL http://www.bmbf.de
(12) EGEE course schedule
URL http://www.egee.nesc.ac.uk/schedreg
(13) The UNICORE Grid
URL http://www.unicore.org