The Oregon Report Computer System Organization: Problems of the 1980's

Soon, system architects will treat all system components– hardware as well as software, user interfaces as well as data bases–as structural or architectural elements.     

Workshop Report Computer Elements for the 80's

Chips and the systems they reside in are becoming increasingly complex, presenting challenges to device designers and manufacturers to produce devices that are both more reliable and more fault-tolerant.     

Computer Science Education in the 1980's

During the 1980's computer professionals will confront complex issues relating to microsystems and personal computing, computers and society, certification and accreditation, the job market, and cooperation among professional societies.     

The Oregon Report Computing in the 1980's

In January 1976 we first discussed the need for a meeting that would stimulate innovative and creative approaches to existing and future problems in computing. The general requirements of such a workshop (or what we call a "report") were to bring together leading experts in several overlapping disciplines of computing in a meeting format conducive to producing in-depth analysis of problems being created for the 1980's by the events of the late 1970's. The meeting, held in Portland in March of this year, took a form dictated by the needs of the participants. To encourage creative interaction, we provided the working groups with long hours of close contact, and some groups met in heated debate late into the evening. We wanted the report to withstand the fire of criticism, so the meeting included observers: both invited technical observers and a limited number of public participants. We invited two trained analysts as critics, and planned for a small public attendance of no more than 100 people. The papers that were presented at the meeting are available from IEEE as a full-length proceedings.     

Computer Science and Engineering Education Introduction and Overview

A question often asked of those closely associated with the affairs of the Computer Society is, "What can the society do for me?" Occasionally I have asked the same question. In these introductory comments, I would like to present one way in which our society, using part of the dues we each pay each year along with a great amount of volunteer effort, has been addressing the current and future needs of society members. The effort has to do with education in computer science and engineering; the results are partly evidenced by the ten solicited articles of this special supplement, which present the results of the Computer Society's Model Curriculum Subcommittee Report, A Curriculum in Computer Science and Engineering (EHOI 19-8).     

The Oregon Report Software Engineering: The Turning Point

In 10 years, the pursuit of software engineering has produced a wealth of good ideas. The time has come to put them to work.     

Workshop Report Computer Science, Engineering and Data Processing Curricula

Colleges and universities seek to respond to the manpower needs of industry, business, and government through continuing reappraisal of computer education. Reappraisal was the unifying theme at the Fourth Joint College Curricula Workshop in Computer Science, Engineering, and Data Processing. Nearly 100 educators considered course content, model curricula, instructional materials and methods, two-and four- year program articulation, and employer needs. The workshop, held February 2-4, 1978, in Orlando, Florida, also provided sessions dealing with the use of microcomputers and top-down programming methodology in community college computer education.     

The Computer Science and Engineering Core Curriculum

The guidelines for developing the CSE model curricula presented in the first paper of this issue were (1) to span the entire spectrum of computer science and engineering and provide the opportunity for in-depth study or specailization in any area of the field; (2) to bridge the traditional gap between hardware and software by emphasizing the interrelationship, common concepts, and inseparability of these two aspects of the field; and (3) to provide a blueprint for specific implementations.     

浅谈计算机科学技术在计算机教育中的应用

在21世纪的今天,电脑在各个领域得到了普及,这是开展计算机教学的一个重要的条件。电脑的网络教学也是现在各阶段教育中的重要环节。本文主要是在讲计算机技术开发在计算机教育领域进行运用的实际操作中的特点,老师和学生都会在这种电脑辅助式教育中得到更多的更先进的信息。     

浅谈计算机科学技术在计算机教育中的应用

随着科学技术的不断进步与社会经济的不断发展,我国的计算机技术得到了快速的发展。在如今这个科技的 时代,计算机网络充斥在各个阶段的教学当中,这也为计算机教学的开展起到了辅助性作用。     

The Challenges of Multidisciplinary Education in Computer Science

Some of the most important problems facing the United States and China, indeed facing our entire planet, require approaches that are fundamentally multidisciplinary in nature. Many of those require skills in computer science (CS), basic understanding of another discipline, and the ability to apply the skills in one discipline to the problems of another. Modern training in computer science needs to prepare students to work in other disciplines or to work on multidisciplinary problems. What do we do to prepare them for a multidisciplinary world when there are already too many things we want to teach them about computer science? This paper describes successful examples of multidisciplinary education at the interface between CS and the biological sciences, as well as other examples involving CS and security, CS and sustainability, and CS and the social and economic sciences. It then discusses general principles for multidisciplinary education of computer scientists.     

The Oregon Report Data-Base Systems

Data-base management is already a mature technology. The 80's will see improvements in DBMS usability, integrity, and efficiency.