Batch solution of small PDEs with the OPS DSL

In this paper we discuss the challenges and optimisations opportunities when solving a large number of small, equally sized discretised PDEs on regular grids. We present an extension of the OPS (Oxford Parallel library for Structured meshes) embedded Domain Specific Language, and show how support can be added for solving multiple systems, and how OPS makes it easy to deploy a variety of transformations and optimisations. The new capabilities in OPS allow to automatically apply data structure transformations, as well as execution schedule transformations to deliver high performance on a variety of hardware platforms. We evaluate our work on an industrially representative finance simulation on Intel CPUs, as well as NVIDIA GPUs

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Implicit and explicit learning in ACT-R

A useful way to explain the notions of implicit and explicit learning in ACT-R is to define implicit learning as learning by ACT-R's learning mechanisms, and explicit learning as the results of learning goals. This idea complies with the usual notion of implicit learning as unconscious and always active and explicit learning as intentional and conscious. Two models will be discussed to illustrate this point. First a model of a classical implicit memory task, the SUGARFACTORY scenario by Berry & Broadbent (1984) will be discussed, to show how ACT-R can model implicit learning. The second model is of the so-called Fincham task (Anderson & Fincham, 1994), and exhibits both implicit and explicit learning

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming

Multi-target detection and recognition by UAVs using online POMDPs

This paper tackles high-level decision-making techniques for robotic missions, which involve both active sensing and symbolic goal reaching, under uncertain probabilistic environments and strong time constraints. Our case study is a POMDP model of an online multi-target detection and recognition mission by an autonomous UAV.The POMDP model of the multi-target detection and recognition problem is generated online from a list of areas of interest, which are automatically extracted at the beginning of the flight from a coarse-grained high altitude observation of the scene. The POMDP observation model relies on a statistical abstraction of an image processing algorithm's output used to detect targets. As the POMDP problem cannot be known and thus optimized before the beginning of the flight, our main contribution is an ``optimize-while-execute'' algorithmic framework: it drives a POMDP sub-planner to optimize and execute the POMDP policy in parallel under action duration constraints. We present new results from real outdoor flights and SAIL simulations, which highlight both the benefits of using POMDPs in multi-target detection and recognition missions, and of our`optimize-while-execute'' paradigm