Welcome to the Europe region special section

2004

In this paper we describe our joint project, under the European Union's Curriculum Development at Initial/Intermediate level (CDI) initiative, to establish a collaborative Masters level course in Computer Science. The project is proposed by five European institutions: Instituto Superior de Engenharia de Coimbra (Portugal), Hochschule fur Angewandte Wissenschaften Hamburg (Germany), University of Huddersfield (England), Université François Rabelais Tours-Blois (France) and Turku Polytechnic (Finland). This project aims to create a harmonized computer science course between the participating institutions, where the students must study in three different countries, using three different languages, without extending the number of study years. We discuss the philosophy and aims of the project and some implementation details. Each of the participating institutions/countries has its own traditions and management structures, and we describe the problems that arose in coordinating these and the solutions and compromises that we reached.

2016

A new educational imperative is emerging. It's based not on economics, important though that is, but the premise that all children need exposure to Computer Science. We take it for granted that they will have a grounding in the natural sciences. It is a key entitlement, not because they will all become chemists, physicists or biologists but because everyone benefits from a basic understanding of how our world works. The days of superstition and magic are long gone. In ten years' time, the common claim that 'computers are magic' may seem as bizarre as a view today that the world is flat. Our world has been digitised. It needs citizens empowered by an understanding of how it works, not enslaved by technologies they regard as incomprehensible. Teachers in the UK are pioneering new ways to teach Computing. We are not alone; this issue takes a special look at exciting developments taking shape across the world. Computer Science is fast gaining recognition as a discipline in itself and as an 'underpinning' subject for STEM. The message is clear; we are part of an historic educational sea change. No change is smooth. Navigating the way forward constantly presents new challenges, but CAS members can take heart (and pride) from their efforts so far. Your energy, openness and desire to share are moulding a new subject. Equally important, you are providing a model of professional development others wish to follow. The world is watching with interest. The "Computing At School" group (CAS) is a membership association in partnership with BCS, The Chartered Institute for IT and supported by Microsoft, Google and others. It aims to support and promote the teaching of computing in UK schools. p2-4 The launch of CAS TV plus a roundup of activities from the ten new CAS Regional Centres. p4-6 More ideas and novel approaches to develop Computing from CAS Primary teachers. p7-11 A new regular series 'Mathematical Musings' from Mark Thornber plus puzzles, pedagogy, developing maths in projects and tackling the gender divide. p12-15 Simon Peyton-Jones kicks off a special focus examining a global trend and the special role the CAS Community is playing in helping to shape the way it develops.

2020

This Strategic Research Agenda (SRA) is the fourth High Performance Computing (HPC) technology roadmap developed and maintained by ETP4HPC, with the support of the EXDCI-2 project. It continues the tradition of a structured approach to the identification of key research objectives. The main objective of this SRA is to identify the European technology research priorities in the area of HPC and High-Performance Data Analytics (HPDA), which should be used by EuroHPC to build its 2021 – 2024 Work Programme. Over eighty HPC experts associated with member organisations of ETP4HPC created this document in collaboration with external technical leaders representing those areas of technology that together with HPC form what we have come to call <strong>"The Digital Continuum"</strong>. This new concept well reflects the main trend of this SRA – it is not only about developing HPC technology in order to build competitive European HPC systems but also about making our HPC ...

In this course you will develop a critical understanding of the many historical, socio-cultural, political economic, and techno-scientific dimensions of contemporary global computational cultures. Instead of taking a strictly chronological approach, we will traverse the history of computing by crisscrossing the official “timeline” of shrinking sizes or increasing functionalities of computers with non-linear genealogies of human-machine relations. Examining a wide range of “revolutionary” technologies and discourses associated with modern computing from the late 19th century to the present, we will ask: a) what or who has been envisioned and operated as a “computer” at different moments, and how did it/they work? b) why is the study and development of computing (still) largely centered on the modern West? c) how have new computational inventions and innovations emerged alongside various social and political shifts in the world in roughly the last hundred years? d) how can we reimagine the futures of computing in the here and now? Instead of treating computers and society as two separate domains, students will learn how to approach the interdisciplinary and intersectional histories and socio-technical relations of mechanical and electronic computing, colonialism, cybernetics, cold war, software programming, labor, race, caste, gender, climate change, digital media and infrastructure, algorithms, and artificial intelligence.

Archive for Mathematical Logic, 2010

— In posing the question as to challenges to computing, we consider what will sustain it. That is, we ask if or when will computing and computers come to their end of innovative applications. This is not a discussion about bigger and faster machines. Of course, bigger and faster computers can and will push to new limits ordinary and well explored topics. This is ongoing and will continue for centuries. We are entered into a discussion about the use of computers to solve new, even revolutionary, problems of this world. Innovation is necessary for the simple reason that problems are becoming bigger, more complex, even wicked, and some apparently impossible.

Communications of the ACM, 2000

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IEEE Softw., 1993