Multicore education through simulation

Cataloged from PDF version of article.A project-oriented course for advanced undergraduate and graduate students is described for simulating multiple processor cores. Simics, a free simulator for academia, was utilized to enable students to explore computer architecture, operating systems, and hardware/software cosimulation. Motivation for including this course in the curriculum is provided along with a detailed syllabus and an assessment demonstrating its successful impact on the students. © 2011 IEEE

Multicore education through simulation

A project-oriented course for advanced undergraduate and graduate students is described for simulating multiple processor cores. Simics, a free simulator for academia, was utilized to enable students to explore computer architecture, operating systems, and hardware/software cosimulation. Motivation for including this course in the curriculum is provided along with a detailed syllabus and an assessment demonstrating its successful impact on the students. © 2011 IEEE

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Turku Centre for Computer Science – Annual Report 2013

Due to a major reform of organization and responsibilities of TUCS, its role, activities, and even structures have been under reconsideration in 2013. The traditional pillar of collaboration at TUCS, doctoral training, was reorganized due to changes at both universities according to the renewed national system for doctoral education. Computer Science and Engineering and Information Systems Science are now accompanied by Mathematics and Statistics in newly established doctoral programs at both University of Turku and &Aring;bo Akademi University. Moreover, both universities granted sufficient resources to their respective programmes for doctoral training in these fields, so that joint activities at TUCS can continue. The outcome of this reorganization has the potential of proving out to be a success in terms of scientific profile as well as the quality and quantity of scientific and educational results.&nbsp; International activities that have been characteristic to TUCS since its inception continue strong. TUCS&rsquo; participation in European collaboration through EIT ICT Labs Master&rsquo;s and Doctoral School is now more active than ever. The new double degree programs at MSc and PhD level between University of Turku and Fudan University in Shaghai, P.R.China were succesfully set up and are&nbsp; now running for their first year. The joint students will add to the already international athmosphere of the ICT House.&nbsp; The four new thematic reseach programmes set up acccording to the decision by the TUCS Board have now established themselves, and a number of events and other activities saw the light in 2013. The TUCS Distinguished Lecture Series managed to gather a large audience with its several prominent speakers. The development of these and other research centre activities continue, and&nbsp; new practices and structures will be initiated to support the tradition of close academic collaboration.&nbsp; The TUCS&rsquo; slogan Where Academic Tradition Meets the Exciting Future has proven true throughout these changes. Despite of the dark clouds on the national and European economic sky, science and higher education in the field have managed to retain all the key ingredients for success. Indeed, the future of ICT and Mathematics in Turku seems exciting.</p

Proceedings, MSVSCC 2015

The Virginia Modeling, Analysis and Simulation Center (VMASC) of Old Dominion University hosted the 2015 Modeling, Simulation, & Visualization Student capstone Conference on April 16th. The Capstone Conference features students in Modeling and Simulation, undergraduates and graduate degree programs, and fields from many colleges and/or universities. Students present their research to an audience of fellow students, faculty, judges, and other distinguished guests. For the students, these presentations afford them the opportunity to impart their innovative research to members of the M&S community from academic, industry, and government backgrounds. Also participating in the conference are faculty and judges who have volunteered their time to impart direct support to their students’ research, facilitate the various conference tracks, serve as judges for each of the tracks, and provide overall assistance to this conference. 2015 marks the ninth year of the VMASC Capstone Conference for Modeling, Simulation and Visualization. This year our conference attracted a number of fine student written papers and presentations, resulting in a total of 51 research works that were presented. This year’s conference had record attendance thanks to the support from the various different departments at Old Dominion University, other local Universities, and the United States Military Academy, at West Point. We greatly appreciated all of the work and energy that has gone into this year’s conference, it truly was a highly collaborative effort that has resulted in a very successful symposium for the M&S community and all of those involved. Below you will find a brief summary of the best papers and best presentations with some simple statistics of the overall conference contribution. Followed by that is a table of contents that breaks down by conference track category with a copy of each included body of work. Thank you again for your time and your contribution as this conference is designed to continuously evolve and adapt to better suit the authors and M&S supporters. Dr.Yuzhong Shen Graduate Program Director, MSVE Capstone Conference Chair John ShullGraduate Student, MSVE Capstone Conference Student Chai

Corporate influence and the academic computer science discipline. [4: CMU]

Prosopographical work on the four major centers for computer research in the United States has now been conducted, resulting in big questions about the independence of, so called, computer science

Identifying tools, materials and adhesive methods used in the primary school and factors influencing the opportunities to use them

The focus of this study was to identify when tools, materials and adhesive methods were introduced into the primary school and to explore the links to the development of fine motor and manipulative skills. A significant phase in child development is located in primary school, which in Queensland schools begins in the prep year and progresses through to year six (ages five to twelve). The formalisation of the curriculum and growing independence of children’s movements means greater access to a wider variety of ideas, understandings, skills, tools and materials as the children progress through the primary school years. It is a child’s right to learn about and access new tools, materials and adhesive methods. There are expectations that cognitive and creative skills inherent in the STEAM discipline areas will become critical in formal education as part of the skills for the twenty-first century. Paralleling the growth in discipline knowledge is the continued growth of curiosity and wonder, critical and creative thinking, collaboration and communication as well as the physical development of the child, including greater control and competence in fine and gross motor skills. Teachers are responsible for providing learning experiences and opportunities that enable the child to develop the strength, dexterity and competence in the use of tools to engage with materials in safe and novel ways. This study investigated the specific tools and materials accessed throughout primary school via a quantitative survey phase, then followed by a qualitative phase using semi-structured interviews. The survey was completed by one hundred and seventy-two individual teachers (N=172). An initial analysis of this data provided questions for the targeted interviews (N=12). This study calls into question the experiences and opportunities offered to children in the primary school to learn and grow with the use of tools, materials and adhesive methods as an avenue to explore and develop their curiosity and create new and innovative products for their satisfaction and future employability opportunities. It found that the identified range of tools and materials do not match with current trends in skills and knowledge required for the twenty-first century. Teachers identified limited funding, time, professional skill development and narrowing of the curriculum as major reasons for reduction in the provision of experiences in hands-on activity. The narrowing focus of educational experiences does not reflect the spirit of the Convention on the Rights of the Child, especially article 29 UNICEF (1989), in physical development nor the practical experiences needed to enhance learning in the science, technology, arts or mathematical fields touted as the disciplines critical for the twenty- first century. The failure of education authorities to ensure effective learning opportunities are enacted has led to the inability of children to effectively develop competencies and strength in fine motor control to use tools, both traditional and modern, and that severely limits their future learning and therefore employability skills. The ability to construct, deconstruct and problem solve new products in the twenty-first century are dependent upon the ability to manipulate and use tool and materials established in primary school