Hybrid Queueing Theory and Scheduling Models for Dynamic Environments with Sequence-Dependent Setup Times
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Bibliographic record
Abstract
Classically, scheduling research in artificial intelligence has concentrated on the combinatorial challenges arising in a large, static domain where the set of jobs, resource capacities, and other problem parameters are known with certainty and do not change. In contrast, queueing theory has focused primarily on the stochastic arrival and resource requirements of new jobs, de-emphasizing the combinatorics. We study a dynamic parallel scheduling problem with sequence-dependent setup times: arriving jobs must be assigned (online) to one of a set of resources. The jobs have different service times on different resources and there exist setup times that are required to elapse between jobs, depending on both the resource used and the job sequence. We investigate four models that hybridize a scheduling model with techniques from queueing theory to address the dynamic problem. We demonstrate that one of the hybrid models can significantly reduce observed mean flow time performance when compared to the pure scheduling and queueing theory methods. More specifically, at high system loads, our hybrid model achieves a 15% to 60% decrease in mean flow time compared to the pure methodologies. This paper illustrates the advantages of integrating techniques from queueing theory and scheduling to improve performance in dynamic problems with complex combinatorics.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it