50,125 research outputs found
Research and Education in Computational Science and Engineering
Over the past two decades the field of computational science and engineering
(CSE) has penetrated both basic and applied research in academia, industry, and
laboratories to advance discovery, optimize systems, support decision-makers,
and educate the scientific and engineering workforce. Informed by centuries of
theory and experiment, CSE performs computational experiments to answer
questions that neither theory nor experiment alone is equipped to answer. CSE
provides scientists and engineers of all persuasions with algorithmic
inventions and software systems that transcend disciplines and scales. Carried
on a wave of digital technology, CSE brings the power of parallelism to bear on
troves of data. Mathematics-based advanced computing has become a prevalent
means of discovery and innovation in essentially all areas of science,
engineering, technology, and society; and the CSE community is at the core of
this transformation. However, a combination of disruptive
developments---including the architectural complexity of extreme-scale
computing, the data revolution that engulfs the planet, and the specialization
required to follow the applications to new frontiers---is redefining the scope
and reach of the CSE endeavor. This report describes the rapid expansion of CSE
and the challenges to sustaining its bold advances. The report also presents
strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie
Lessons Learned from a Decade of Providing Interactive, On-Demand High Performance Computing to Scientists and Engineers
For decades, the use of HPC systems was limited to those in the physical
sciences who had mastered their domain in conjunction with a deep understanding
of HPC architectures and algorithms. During these same decades, consumer
computing device advances produced tablets and smartphones that allow millions
of children to interactively develop and share code projects across the globe.
As the HPC community faces the challenges associated with guiding researchers
from disciplines using high productivity interactive tools to effective use of
HPC systems, it seems appropriate to revisit the assumptions surrounding the
necessary skills required for access to large computational systems. For over a
decade, MIT Lincoln Laboratory has been supporting interactive, on-demand high
performance computing by seamlessly integrating familiar high productivity
tools to provide users with an increased number of design turns, rapid
prototyping capability, and faster time to insight. In this paper, we discuss
the lessons learned while supporting interactive, on-demand high performance
computing from the perspectives of the users and the team supporting the users
and the system. Building on these lessons, we present an overview of current
needs and the technical solutions we are building to lower the barrier to entry
for new users from the humanities, social, and biological sciences.Comment: 15 pages, 3 figures, First Workshop on Interactive High Performance
Computing (WIHPC) 2018 held in conjunction with ISC High Performance 2018 in
Frankfurt, German
Credimus
We believe that economic design and computational complexity---while already
important to each other---should become even more important to each other with
each passing year. But for that to happen, experts in on the one hand such
areas as social choice, economics, and political science and on the other hand
computational complexity will have to better understand each other's
worldviews.
This article, written by two complexity theorists who also work in
computational social choice theory, focuses on one direction of that process by
presenting a brief overview of how most computational complexity theorists view
the world. Although our immediate motivation is to make the lens through which
complexity theorists see the world be better understood by those in the social
sciences, we also feel that even within computer science it is very important
for nontheoreticians to understand how theoreticians think, just as it is
equally important within computer science for theoreticians to understand how
nontheoreticians think
The Case for Improving U.S. Computer Science Education
Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement—computer science
Report on the Third Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE3)
This report records and discusses the Third Workshop on Sustainable Software
for Science: Practice and Experiences (WSSSPE3). The report includes a
description of the keynote presentation of the workshop, which served as an
overview of sustainable scientific software. It also summarizes a set of
lightning talks in which speakers highlighted to-the-point lessons and
challenges pertaining to sustaining scientific software. The final and main
contribution of the report is a summary of the discussions, future steps, and
future organization for a set of self-organized working groups on topics
including developing pathways to funding scientific software; constructing
useful common metrics for crediting software stakeholders; identifying
principles for sustainable software engineering design; reaching out to
research software organizations around the world; and building communities for
software sustainability. For each group, we include a point of contact and a
landing page that can be used by those who want to join that group's future
activities. The main challenge left by the workshop is to see if the groups
will execute these activities that they have scheduled, and how the WSSSPE
community can encourage this to happen
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