Careers in Computing & Computational Sciences
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NVIDIA Tesla Personal Supercomputer, Please Visit
NVIDIA TESLA PERSONAL SUPERCOMPUTER TESLA DATASHEET Get your own supercomputer. Experience cluster level computing performance—up to 250 times faster than standard PCs and workstations—right at your desk. The NVIDIA® Tesla™ Personal Supercomputer AccessiBLE to Everyone TESLA C1060 COMPUTING ™ PROCESSORS ARE THE CORE is based on the revolutionary NVIDIA CUDA Available from OEMs and resellers parallel computing architecture and powered OF THE TESLA PERSONAL worldwide, the Tesla Personal Supercomputer SUPERCOMPUTER by up to 960 parallel processing cores. operates quietly and plugs into a standard power strip so you can take advantage YOUR OWN SUPERCOMPUTER of cluster level performance anytime Get nearly 4 teraflops of compute capability you want, right from your desk. and the ability to perform computations 250 times faster than a multi-CPU core PC or workstation. NVIDIA CUDA UnlocKS THE POWER OF GPU parallel COMPUTING The CUDA™ parallel computing architecture enables developers to utilize C programming with NVIDIA GPUs to run the most complex computationally-intensive applications. CUDA is easy to learn and has become widely adopted by thousands of application developers worldwide to accelerate the most performance demanding applications. TESLA PERSONAL SUPERCOMPUTER | DATASHEET | MAR09 | FINAL FEATURES AND BENEFITS Your own Supercomputer Dedicated computing resource for every computational researcher and technical professional. Cluster Performance The performance of a cluster in a desktop system. Four Tesla computing on your DesKtop processors deliver nearly 4 teraflops of performance. DESIGNED for OFFICE USE Plugs into a standard office power socket and quiet enough for use at your desk. Massively Parallel Many Core 240 parallel processor cores per GPU that can execute thousands of GPU Architecture concurrent threads. -
FUNDAMENTALS of COMPUTING (2019-20) COURSE CODE: 5023 502800CH (Grade 7 for ½ High School Credit) 502900CH (Grade 8 for ½ High School Credit)
EXPLORING COMPUTER SCIENCE NEW NAME: FUNDAMENTALS OF COMPUTING (2019-20) COURSE CODE: 5023 502800CH (grade 7 for ½ high school credit) 502900CH (grade 8 for ½ high school credit) COURSE DESCRIPTION: Fundamentals of Computing is designed to introduce students to the field of computer science through an exploration of engaging and accessible topics. Through creativity and innovation, students will use critical thinking and problem solving skills to implement projects that are relevant to students’ lives. They will create a variety of computing artifacts while collaborating in teams. Students will gain a fundamental understanding of the history and operation of computers, programming, and web design. Students will also be introduced to computing careers and will examine societal and ethical issues of computing. OBJECTIVE: Given the necessary equipment, software, supplies, and facilities, the student will be able to successfully complete the following core standards for courses that grant one unit of credit. RECOMMENDED GRADE LEVELS: 9-12 (Preference 9-10) COURSE CREDIT: 1 unit (120 hours) COMPUTER REQUIREMENTS: One computer per student with Internet access RESOURCES: See attached Resource List A. SAFETY Effective professionals know the academic subject matter, including safety as required for proficiency within their area. They will use this knowledge as needed in their role. The following accountability criteria are considered essential for students in any program of study. 1. Review school safety policies and procedures. 2. Review classroom safety rules and procedures. 3. Review safety procedures for using equipment in the classroom. 4. Identify major causes of work-related accidents in office environments. 5. Demonstrate safety skills in an office/work environment. -
Florida Course Code Directory Computer Science Course Information 2019-2020
FLORIDA COURSE CODE DIRECTORY COMPUTER SCIENCE COURSE INFORMATION 2019-2020 Section 1007.2616, Florida Statutes, was amended by the Florida Legislature to include the definition of computer science and a requirement that computer science courses be identified in the Course Code Directory published on the Department of Education’s website. DEFINITION: The study of computers and algorithmic processes, including their principles, hardware and software designs, applications, and their impact on society, and includes computer coding and computer programming. SECONDARY COMPUTER SCIENCE COURSES Middle and high schools in each district, including combination schools in which any of grades 6-12 are taught, must provide an opportunity for students to enroll in a computer science course. If a school district does not offer an identified computer science course the district must provide students access to the course through the Florida Virtual School (FLVS) or through other means. COURSE NUMBER COURSE TITLE 0200000 M/J Computer Science Discoveries 0200010 M/J Computer Science Discoveries 1 0200020 M/J Computer Science Discoveries 2 0200305 Computer Science Discoveries 0200315 Computer Science Principles 0200320 AP Computer Science A 0200325 AP Computer Science A Innovation 0200335 AP Computer Science Principles 0200435 PRE-AICE Computer Studies IGCSE Level 0200480 AICE Computer Science 1 AS Level 0200485 AICE Computer Science 2 A Level 0200490 AICE Information Technology 1 AS Level 0200495 AICE Information Technology 2 A Level 0200800 IB Computer -
Safety and Security Challenge
SAFETY AND SECURITY CHALLENGE TOP SUPERCOMPUTERS IN THE WORLD - FEATURING TWO of DOE’S!! Summary: The U.S. Department of Energy (DOE) plays a very special role in In fields where scientists deal with issues from disaster relief to the keeping you safe. DOE has two supercomputers in the top ten supercomputers in electric grid, simulations provide real-time situational awareness to the whole world. Titan is the name of the supercomputer at the Oak Ridge inform decisions. DOE supercomputers have helped the Federal National Laboratory (ORNL) in Oak Ridge, Tennessee. Sequoia is the name of Bureau of Investigation find criminals, and the Department of the supercomputer at Lawrence Livermore National Laboratory (LLNL) in Defense assess terrorist threats. Currently, ORNL is building a Livermore, California. How do supercomputers keep us safe and what makes computing infrastructure to help the Centers for Medicare and them in the Top Ten in the world? Medicaid Services combat fraud. An important focus lab-wide is managing the tsunamis of data generated by supercomputers and facilities like ORNL’s Spallation Neutron Source. In terms of national security, ORNL plays an important role in national and global security due to its expertise in advanced materials, nuclear science, supercomputing and other scientific specialties. Discovery and innovation in these areas are essential for protecting US citizens and advancing national and global security priorities. Titan Supercomputer at Oak Ridge National Laboratory Background: ORNL is using computing to tackle national challenges such as safe nuclear energy systems and running simulations for lower costs for vehicle Lawrence Livermore's Sequoia ranked No. -
Top 10 Reasons to Major in Computing
Top 10 Reasons to Major in Computing 1. Computing is part of everything we do! Computing and computer technology are part of just about everything that touches our lives from the cars we drive, to the movies we watch, to the ways businesses and governments deal with us. Understanding different dimensions of computing is part of the necessary skill set for an educated person in the 21st century. Whether you want to be a scientist, develop the latest killer application, or just know what it really means when someone says “the computer made a mistake”, studying computing will provide you with valuable knowledge. 2. Expertise in computing enables you to solve complex, challenging problems. Computing is a discipline that offers rewarding and challenging possibilities for a wide range of people regardless of their range of interests. Computing requires and develops capabilities in solving deep, multidimensional problems requiring imagination and sensitivity to a variety of concerns. 3. Computing enables you to make a positive difference in the world. Computing drives innovation in the sciences (human genome project, AIDS vaccine research, environmental monitoring and protection just to mention a few), and also in engineering, business, entertainment and education. If you want to make a positive difference in the world, study computing. 4. Computing offers many types of lucrative careers. Computing jobs are among the highest paid and have the highest job satisfaction. Computing is very often associated with innovation, and developments in computing tend to drive it. This, in turn, is the key to national competitiveness. The possibilities for future developments are expected to be even greater than they have been in the past. -
Open Dissertation Draft Revised Final.Pdf
The Pennsylvania State University The Graduate School ICT AND STEM EDUCATION AT THE COLONIAL BORDER: A POSTCOLONIAL COMPUTING PERSPECTIVE OF INDIGENOUS CULTURAL INTEGRATION INTO ICT AND STEM OUTREACH IN BRITISH COLUMBIA A Dissertation in Information Sciences and Technology by Richard Canevez © 2020 Richard Canevez Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2020 ii The dissertation of Richard Canevez was reviewed and approved by the following: Carleen Maitland Associate Professor of Information Sciences and Technology Dissertation Advisor Chair of Committee Daniel Susser Assistant Professor of Information Sciences and Technology and Philosophy Lynette (Kvasny) Yarger Associate Professor of Information Sciences and Technology Craig Campbell Assistant Teaching Professor of Education (Lifelong Learning and Adult Education) Mary Beth Rosson Professor of Information Sciences and Technology Director of Graduate Programs iii ABSTRACT Information and communication technologies (ICTs) have achieved a global reach, particularly in social groups within the ‘Global North,’ such as those within the province of British Columbia (BC), Canada. It has produced the need for a computing workforce, and increasingly, diversity is becoming an integral aspect of that workforce. Today, educational outreach programs with ICT components that are extending education to Indigenous communities in BC are charting a new direction in crossing the cultural barrier in education by tailoring their curricula to distinct Indigenous cultures, commonly within broader science, technology, engineering, and mathematics (STEM) initiatives. These efforts require examination, as they integrate Indigenous cultural material and guidance into what has been a largely Euro-Western-centric domain of education. Postcolonial computing theory provides a lens through which this integration can be investigated, connecting technological development and education disciplines within the parallel goals of cross-cultural, cross-colonial humanitarian development. -
The Sunway Taihulight Supercomputer: System and Applications
SCIENCE CHINA Information Sciences . RESEARCH PAPER . July 2016, Vol. 59 072001:1–072001:16 doi: 10.1007/s11432-016-5588-7 The Sunway TaihuLight supercomputer: system and applications Haohuan FU1,3 , Junfeng LIAO1,2,3 , Jinzhe YANG2, Lanning WANG4 , Zhenya SONG6 , Xiaomeng HUANG1,3 , Chao YANG5, Wei XUE1,2,3 , Fangfang LIU5 , Fangli QIAO6 , Wei ZHAO6 , Xunqiang YIN6 , Chaofeng HOU7 , Chenglong ZHANG7, Wei GE7 , Jian ZHANG8, Yangang WANG8, Chunbo ZHOU8 & Guangwen YANG1,2,3* 1Ministry of Education Key Laboratory for Earth System Modeling, and Center for Earth System Science, Tsinghua University, Beijing 100084, China; 2Department of Computer Science and Technology, Tsinghua University, Beijing 100084, China; 3National Supercomputing Center in Wuxi, Wuxi 214072, China; 4College of Global Change and Earth System Science, Beijing Normal University, Beijing 100875, China; 5Institute of Software, Chinese Academy of Sciences, Beijing 100190, China; 6First Institute of Oceanography, State Oceanic Administration, Qingdao 266061, China; 7Institute of Process Engineering, Chinese Academy of Sciences, Beijing 100190, China; 8Computer Network Information Center, Chinese Academy of Sciences, Beijing 100190, China Received May 27, 2016; accepted June 11, 2016; published online June 21, 2016 Abstract The Sunway TaihuLight supercomputer is the world’s first system with a peak performance greater than 100 PFlops. In this paper, we provide a detailed introduction to the TaihuLight system. In contrast with other existing heterogeneous supercomputers, which include both CPU processors and PCIe-connected many-core accelerators (NVIDIA GPU or Intel Xeon Phi), the computing power of TaihuLight is provided by a homegrown many-core SW26010 CPU that includes both the management processing elements (MPEs) and computing processing elements (CPEs) in one chip. -
<Computer Science, Software Engineering >
<Computer Science, Software Engineering > The following is a hypothetical schedule, based on the 2018-2019 catalog. It assumes no transferred credits, no requirements waived by placement tests, and no courses taken in the summer. UW-Eau Claire cannot guarantee all courses will be offered as shown, but will provide a range of courses that will enable prepared students to fulfill their requirements in a timely period. This is just a guide. Please consult your advisor, the catalog, and your degree audit for specific requirements. FIRST YEAR FIRST SEMESTER SECOND SEMESTER Subj/Area/Course Title Crs Subj/Area/Course Title Crs CS 145 Intro to OO Prog 4 CS 245 Adv. Prog. Data Structures 4 CS 146 Big Picture in CS 1 WRIT 114/116 Blugold Seminar 5 MATH 112 or Precalculus 4 MATH 114 Calculus I 4 MATH 109 & 113 College Algebra and Trig (Winterim) (MATH 113 – prereq or concurrent enrollment for CS 245 LE Core Electives 6 LE Core Electives 3 TOTAL 15 TOTAL 16 SECOND YEAR FIRST SEMESTER SECOND SEMESTER Subj/Area/Course Title Crs Subj/Area/Course Title Crs CS 260 Database Systems (prereq for CS355) 4 CS 252 Intro. Computer Systems (prereq for CS 4 CS352, 452) MINOR Courses for Minor/Certificate 6 CS 268 Web Systems 3 LE Core Electives 6 LE Core Electives 3-6 MINOR Courses for Minor/Certificate 3 TOTAL 16 TOTAL 15 THIRD YEAR FIRST SEMESTER – Apply for Admission to Major SECOND SEMESTER Subj/Area/Course Title Crs Subj/Area/Course Title Crs CS 335 Algorithms (prereq for CS 452) 3 CS 355 Software Engineering I 3 (Fall only) (Spring only) CS 352 ComputeOrg. -
Scheduling Many-Task Workloads on Supercomputers: Dealing with Trailing Tasks
Scheduling Many-Task Workloads on Supercomputers: Dealing with Trailing Tasks Timothy G. Armstrong, Zhao Zhang Daniel S. Katz, Michael Wilde, Ian T. Foster Department of Computer Science Computation Institute University of Chicago University of Chicago & Argonne National Laboratory [email protected], [email protected] [email protected], [email protected], [email protected] Abstract—In order for many-task applications to be attrac- as a worker and allocate one task per node. If tasks are tive candidates for running on high-end supercomputers, they single-threaded, each core or virtual thread can be treated must be able to benefit from the additional compute, I/O, as a worker. and communication performance provided by high-end HPC hardware relative to clusters, grids, or clouds. Typically this The second feature of many-task applications is an empha- means that the application should use the HPC resource in sis on high performance. The many tasks that make up the such a way that it can reduce time to solution beyond what application effectively collaborate to produce some result, is possible otherwise. Furthermore, it is necessary to make and in many cases it is important to get the results quickly. efficient use of the computational resources, achieving high This feature motivates the development of techniques to levels of utilization. Satisfying these twin goals is not trivial, because while the efficiently run many-task applications on HPC hardware. It parallelism in many task computations can vary over time, allows people to design and develop performance-critical on many large machines the allocation policy requires that applications in a many-task style and enables the scaling worker CPUs be provisioned and also relinquished in large up of existing many-task applications to run on much larger blocks rather than individually. -
From Ethnomathematics to Ethnocomputing
1 Bill Babbitt, Dan Lyles, and Ron Eglash. “From Ethnomathematics to Ethnocomputing: indigenous algorithms in traditional context and contemporary simulation.” 205-220 in Alternative forms of knowing in mathematics: Celebrations of Diversity of Mathematical Practices, ed Swapna Mukhopadhyay and Wolff- Michael Roth, Rotterdam: Sense Publishers 2012. From Ethnomathematics to Ethnocomputing: indigenous algorithms in traditional context and contemporary simulation 1. Introduction Ethnomathematics faces two challenges: first, it must investigate the mathematical ideas in cultural practices that are often assumed to be unrelated to math. Second, even if we are successful in finding this previously unrecognized mathematics, applying this to children’s education may be difficult. In this essay, we will describe the use of computational media to help address both of these challenges. We refer to this approach as “ethnocomputing.” As noted by Rosa and Orey (2010), modeling is an essential tool for ethnomathematics. But when we create a model for a cultural artifact or practice, it is hard to know if we are capturing the right aspects; whether the model is accurately reflecting the mathematical ideas or practices of the artisan who made it, or imposing mathematical content external to the indigenous cognitive repertoire. If I find a village in which there is a chain hanging from posts, I can model that chain as a catenary curve. But I cannot attribute the knowledge of the catenary equation to the people who live in the village, just on the basis of that chain. Computational models are useful not only because they can simulate patterns, but also because they can provide insight into this crucial question of epistemological status. -
Artificial Intelligence Program 1
Artificial Intelligence Program 1 Artificial Intelligence Program Reid Simmons, Director of the BSAI program (NSH 3213) 15-122 Principles of Imperative Computation 10 (students without credit or a waiver for 15-112, Jean Harpley, Program Coordinator (NSH 1517) Fundamentals of Programming and Computer www.cs.cmu.edu/bs-in-artificial-intelligence (http://www.cs.cmu.edu/bs-in- Science, must take 15-112 before 15-122) artificial-intelligence/) 15-150 Principles of Functional Programming 10 15-210 Parallel and Sequential Data Structures and 12 Overview Algorithms 15-213 Introduction to Computer Systems 12 Carnegie Mellon University has led the world in artificial intelligence 15-251 Great Ideas in Theoretical Computer Science 12 education and innovation since the field was created. It's only natural, then, that the School of Computer Science would offer the nation's first bachelor's degree in Artificial Intelligence, which started in Fall 2018. Artificial Intelligence The new BSAI program gives students the in-depth knowledge needed to transform large amounts of data into actionable decisions. The program All of the following three AI core courses: Units and its curriculum focus on how complex inputs — such as vision, language 07-180 Concepts in Artificial Intelligence 5 and huge databases — can be used to make decisions or enhance human 15-281 Artificial Intelligence: Representation and 12 capabilities. The curriculum includes coursework in computer science, Problem Solving math, statistics, computational modeling, machine learning and symbolic computation. Because Carnegie Mellon is devoted to AI for social good, 10-315 Introduction to Machine Learning (SCS Majors) 12 students will also take courses in ethics and social responsibility, with the plus one of the following AI core courses: option to participate in independent study projects that change the world for 16-385 Computer Vision 12 the better — in areas like healthcare, transportation and education. -
E-Commerce Marketplace
E-COMMERCE MARKETPLACE NIMBIS, AWESIM “Nimbis is providing, essentially, the e-commerce infrastructure that allows suppliers and OEMs DEVELOP COLLABORATIVE together, to connect together in a collaborative HPC ENVIRONMENT form … AweSim represents a big, giant step forward in that direction.” Nimbis, founded in 2008, acts as a clearinghouse for buyers and sellers of technical computing — Bob Graybill, Nimbis president and CEO services and provides pre-negotiated access to high performance computing services, software, and expertise from the leading compute time vendors, independent software vendors, and domain experts. Partnering with the leading computing service companies, Nimbis provides users with a choice growing menu of pre-qualified, pre-negotiated services from HPC cycle providers, independent software vendors, domain experts, and regional solution providers, delivered on a “pay-as-you- go” basis. Nimbis makes it easier and more affordable for desktop users to exploit technical computing for faster results and superior products and solutions. VIRTUAL DESIGNS. REAL BENEFITS. Nimbis Services Inc., a founding associate of the AweSim industrial engagement initiative led by the Ohio Supercomputer Center, has been delving into access complexities and producing, through innovative e-commerce solutions, an easy approach to modeling and simulation resources for small and medium-sized businesses. INFORMATION TECHNOLOGY INFORMATION TECHNOLOGY 2016 THE CHALLENGE Nimbis and the AweSim program, along with its predecessor program Blue Collar Computing, have identified several obstacles that impede widespread adoption of modeling and simulation powered by high performance computing: expensive hardware, complex software and extensive training. In response, the public/private partnership is developing and promoting use of customized applications (apps) linked to OSC’s powerful supercomputer systems.