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Professor Brown combines deep technical expertise in parallelism methodologies and techniques with an artistic vision and that puts him at the forefront of both computer science and the arts. This discussion will revolve around the intersection of computer arts and computer science and it implications for the teaching of computer and computational sciences.
David Patterson, Pardee Professor of Computer Science at the University of California at Berkeley.
Professor Patterson's book, "Computer Organization and Design" is arguably the most used text for the computer architecture course taught in every CS curricula. The new addition, with its increased focus on parallelism, as well as the content on GPUs and multithreaded multiprocessors for visual computing and other uses,will bring important changes to teaching and the introduction of parallelism. Join us for a discussion on this topic.
Professor Rubin Landau, Professor Emeritus of Physics, Oregon State University.
Computer architecture has moved to many cores, the problem sets Scientist are forced to deal with are growing more complex yet the disconnect between computer science and other computational domains in the academy is growing. What can we do to ameliorate this situation? Professor Landau will discuss curriculum based solutions to move towards coherency.
This talk will revolve around a small set of "common strategies" (tricks) that practitioners use to achieve regular patterns: tiling, data structure padding, data transposition, data binning, locality based layout, hierarchical data structures, and loop transformations.
These tricks manifest themselves differently in different types of applications and different types of hardware architectures. These strategies complement the "dwarfs" view of the world.
The tricks often conflict with software engineering practice. I currently cannot see an elegant way of injecting the course into the mainstream undergraduate CS curriculum.
However, I have a feeling that these tricks cannot be ignored by mainstream CS education for much longer since they are the reality of effective parallel programming.
Broadcast of the conversation Anwar Ghuloum, Mike McCool and Stefanus Du Toit had at Intel Developer Forum regarding Data parallelism using RapidMind and Ct
The Physical Universe does everything to mimic the Spiritual Universe. Water and fire must never cross paths. When they do, the fire will pay the price. Wind will run parallel to water, which is why boats with sails will glide on the surface of the oceans. The Snake also builds tension by coiling as it moves. The coils form Waves. The peaks and troughs of the Waves form parallels. The snake will uncoil into serial form to move. Again parallels will not meet with serials. Similarly, Spirit will not meet with soul, but will live side by side with each other. Therefore rituals are not Spiritual. Ask Credo Mutwa.
My message is: Keep the parallelism in Spirit, while letting your soul express the serialism (surrealism = the concept of juxtaposing elements of contradiction) and cubism. All serial functions are dichotomic. They contradict, and that’s what Credo Mutwa proved.
The Physical Universe does everything to mimic the Spiritual Universe. Water and fire must never cross paths. When they do, the fire will pay the price. Wind will run parallel to water, which is why boats with sails will glide on the surface of the oceans.
The Snake also builds tension by coiling as it moves. The coils form Waves. The peaks and troughs of the Waves form parallels. The snake will uncoil into serial form to move. Again parallels will not meet with serials.
Similarly, Spirit will not meet with soul, but will live side by side with each other. Therefore rituals are not Spiritual. Ask Credo Mutwa.
The Dohgon message is: Keep the parallelism in Spirit, while letting your soul express the serialism (surrealism = the concept of juxtaposing elements of contradiction) and cubism. All serial functions are dichotomic. They contradict, and that’s what Credo Mutwa proved.
Kay Wanous, Recent graduate, Earlham College
Instructor, SuperComputing Education
Ms. Wanous is a principle instructor with the Supercomputing Faculty Workshops teaching paralellism and concurrency to university faculty worldwide. Our discussion with Kay will focus on her insights and experiences teaching, her thoughts as to the state of acceptance and understanding of parallelism today, as well as her suggestions for next steps for faculty interested in bringing parallelism into their curriculum.
Join the discussion Live.
Just returned from Brooklyn, Intel will share insights on the program to introduce parallelism into the high School curriculum and their take on next steps for industry and academia.
Intel brought together 15 top notch technical high school students and 6 faculty members from technical high schools in New York City for a 3-day bootcamp to teach parallel programming through real-life experiences and Intel software development tools.
Scott Apeland, Director, Intel Software Network. & Robert Chesebrough, Course Architect, Intel Innovative Software Education.
The State of the Game - Professor Daniel Ernst, University of Wisconsin Eau Claire. Professor Ernst has successfully introduced parallelism throughout the undergraduate curriculum at UWEC. His approach is to give students practice with the concepts behind parallel programming early and often by integrating them into existing course work. Join the discussion on this topic
UC Berkley Lecturer Dan Garcia talks with Paul Steinberg and Tom Murphy about parallelism, the undergraduate curriculum and the way to bring passion, beauty , awe and joy back to Computer Science.
Dr. Tim Mattson, Intel Principal Engineer, has been an early (and vocal) proponent of thinking parallel both in industry and academia. His past work as creator of OpenMP, as well as his present research on abstractions that bridge across parallel system design, parallel programming environments, and application software give him a unique perspective on the topic of teaching parallelism. Please join us for this conversation.
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