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These are the proceedings of a NATO Advanced Study Institute (ASI) held in Cetraro, Italy during 6-17 June 1983. The title of the ASI was Computer Arehiteetures for SpatiaZZy vistributed Vata, and it brouqht together some 60 participants from Europe and America. Presented ~ere are 21 of the lectures that were delivered. The articles cover a wide spectrum of topics related to computer architecture s specially oriented toward the fast processing of spatial data, and represent an excellent review of the state-of-the-art of this topic. For more than 20 years now researchers in pattern recognition, image processing, meteorology, remote sensing, and computer engineering have been looking toward new forms of computer architectures to speed the processing of data from two- and three-dimensional processes. The work can be said to have commenced with the landmark article by Steve Unger in 1958, and it received a strong forward push with the development of the ILIAC III and IV computers at the University of Illinois during the 1960's. One clear obstacle faced by the computer designers in those days was the limitation of the state-of-the-art of hardware, when the only switching devices available to them were discrete transistors. As aresult parallel processing was generally considered to be imprae tieal, and relatively little progress was made.
"This comprehensive reference work provides immediate, fingertip access to state-of-the-art technology in nearly 700 self-contained articles written by over 900 international authorities. Each article in the Encyclopedia features current developments and trends in computers, software, vendors, and applications...extensive bibliographies of leading figures in the field, such as Samuel Alexander, John von Neumann, and Norbert Wiener...and in-depth analysis of future directions."
Object-oriented database management systems (OODBMSs) have generated significant excitement in the database community in the last decade. This interest stems from a real need for data management support for what are called "advanced application areas" that are not well-served by relational technology. The case for object-oriented technology has been made on three fronts. First is the data modeling requirements of the new applications. Some of the more important shortcomings of the relational systems in meeting the requirements of these applications include: 1. Relational systems deal with a single object type: a relation. A relation is used to model different real-world objects, but the semantics of this association is not part of the database. Furthermore, the attributes of a relation may come only from simple and fixed data type domains (numeric, character, and, sometimes, date types). Advanced applications require explicit storage and manipulation of more abstract types (e.g., images, design documents) and the ability for the users to define their own application-specific types. Therefore, a rich type system supporting user defined abstract types is required. 2. The relational model structures data in a relatively simple and flat manner. Non traditional applications require more complex object structures with nested objects (e.g., a vehicle object containing an engine object).
An autobiographical story, Cobblestones describes the life story of the author from his early days in Germany, his emigration during the Nazi period, his separation from his family and his difficulties in obtaining a visa to come to the United States, resolved finally only through the intercession of Professor Albert Einstein. In his new country he had to learn English and adapt to the new countrys culture in Waterford, NY, a small central New York village, and later Cohoes, NY where he graduated as valedictorian of his high school class. After college and graduate school, he joined industry and within a decade rose to head a department with over 100 persons. This was followed by a move to academia - New York University, then Rensselaer Polytechnic Institute, and finally Rutgers University, from where he retired. In industry he designed one of the early computers (for which he received the IEEE Pioneer Award). He was active in some of the leading computer professional organizations, traveled widely in the US, Europe, Asia, and South America, and received many awards. Just prior to retirement he founded and successfully led a pioneering software company for eight years.
This book contains the edited version of lectures and selected papers presented at the NATO ADVANCED STUDY INSTITUTE ON COMPUTER AIDED OPTIMAL DESIGN: Structural and Mechanical Systems, held in Tr6ia, Portugal, 29th June to 11th July 1986, and organized by CEMUL -Center of Mechanics and Materials of the Technical University of Lisbon. The Institute was attended by 120 participants from 21 countries, including leading scientists and engineers from universities, research institutions and industry, and Ph.D. students. Some participants presented invited and contributed papers during the Institute and almost all participated actively in discussions on scientific aspects during the Institute. The Advanced Study Institute provided a forum for interaction among eminent scientists and engineers from different schools of thought and young reseachers. The Institute addressed the foundations and current state of the art of essential techniques related to computer aided optimal design of structural and mechanical systems, namely: Vari ational and Finite Element Methods in Optimal Design, Numerical Optimization Techniques, Design Sensitivity Analysis, Shape Optimal Design, Adaptive Finite Element Methods in Shape Optimization, CAD Technology, Software Development Techniques, Integrated Computer Aided Design and Knowledge Based Systems. Special topics of growing importance were also pre sented.
Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.
In this volume we present the full proceedings of a NATO Advanced Study Institute (ASI) on the theme of the challenge of advanced computing technology to system design methods. This is in fact the second ASI organised by myself and my colleagues in the field of systems reliability; the first was about Electronic Systems Effectiveness and Life Cycle Costing, and the proceed ings were published by the same publisher in 1983, as "Series F (Computer and System Sciences, No. 3)". The first part of the present proceedings concentrates on the development of low-fault and fault-tolerant software. In organising this session I was greatly helped by Mr. John Musa and Professor V. R. Basili. The latter and Or. R. W. Selby open our text with their interesting approach to the problem of data collection and of observation sampling for statistical analysis of software development, software testing strategies and error analysis. The problem of clean room software development is also considered. Next Professor B. Randell discusses recursively structured fault-tolerant distributed computer systems, and bases his approach on a UNIX system example. His aim is to establish that a distributed system should be functionally equivalent to an individual computing system. Or. L. F. Pau considers knowledge engineering techniques applied to fault detection, test generation and maintenance of software. This is illustrated by a variety of examples, such as electronic failure detection, control system testing, analysis of intermittent failures, false alarm reduction and others. Following this Mr. M.
The Current state of expectations is that Computer Integrated Manufacturing (CIM) will ulti mately determine the industrial growth of world nations within the next few decades. Computer Aided Design (CAD), Computer Aided Manufacturing (CAM), Flexible Manufacturing Systems (FMS), Robotics together with Knowledge and Information Based Systems (KIBS) and Com munication Networks are expected to develop to a mature state to respond effectively to the managerial requirements of the factories of the future that are becoming highly integrated and complex. CIM represents a new production approach which will allow the factories to deliver a high variety of products at a low cost and with short production cycles. The new technologies for CIM are needed to develop manufacturing environments that are smarter, faster, close-cou pled, integrated, optimized, and flexible. Sophistication and a high degree of specialization in materials science, artificial intelligence, communications technology and knowledge-information science techniques are needed among others for the development of realizable and workable CIM systems that are capable of adjusting to volatile markets. CIM factories are to allow the production of a wide variety of similar products in small batches through standard but multi mission oriented designs that accommodate flexibility with specialized software.
This book contains the proceedings of the NATO Advanced Research Workshop held in Maratea (Italy), May 5-9, 1986 on Pyramidal Systems for Image Processing and Computer Vision. We had 40 participants from 11 countries playing an active part in the workshop and all the leaders of groups that have produced a prototype pyramid machine or a design for such a machine were present. Within the wide field of parallel architectures for image processing a new area was recently born and is growing healthily: the area of pyramidally structured multiprocessing systems. Essentially, the processors are arranged in planes (from a base to an apex) each one of which is generally a reduced (usually by a power of two) version of the plane underneath: these processors are horizontally interconnected (within a plane) and vertically connected with "fathers" (on top planes) and "children" on the plane below. This arrangement has a number of interesting features, all of which were amply discussed in our Workshop including the cellular array and hypercube versions of pyramids. A number of projects (in different parts of the world) are reported as well as some interesting applications in computer vision, tactile systems and numerical calculations.
This book should be of value to all those who are considering the use of or have only just begun to use the computer as a learning aid, regardless of the educational level and the discipline being considered. Although the focus is on computer-based instruction in physics and mathematics at the university- and secondary-school levels, the strategies and problems are universally applicable. At the NATO Advanced Study Institute upon which this volume is based, the obstacles encountered by those engaged in such activities were similar in each of the eighteen countries represented. Despite many false starts by those engaged in applying the computer as a learning aid, we believe unequivocally that the computer presents a unique educational tool yet to be exploited adequately. The reasons for slow development may become obvious as one reads this book: the effort required to achieve measurable success is not trivial. Extensive planning and team efforts are often necessary. Unfortunately, many well-intentioned educators discover this too late. We emphasize very early that it is the opportunity to engage students as active participants in the learning process which sets computer-based learning apart from the learning potential of other electronic media.