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The data management group at the Nanyang Technological University (dante) was founded in 2009 by the first author when the School of Computer Science and Engineering hired two young faculty members in this area. The group currently consists of three faculty members and more than twenty graduate students, research assistants, and postdocs. Our alumni include faculty members at the Chinese University of Hong Kong, National University of Singapore, University of New South Wales, and several researchers and engineers at Facebook, Google, eBay, Huawei, and other technology companies. The group's major funding is from the Ministry of Education in Singapore, National Research Foundation, and companies such as Huawei.

Since 2011 Thomas Schedel has been working as a research assistant at the Institute of Information Systems (iisys) at Hof University. In 2016 he successfully finished the Ph.D. program "Computer Science and Engineering" (CSE) at Aalborg University in Denmark. In his thesis - supervised by Henrik Legind Larsen (Aalborg University) and Claus Atzenbeck (Institute of Information Systems, Hof University) - he claims that considering temporal aspects in addition to spatial and visual properties in spatial parser design will lead to significant increase in parsing accuracy, detection of richer structures and thus higher parser performance. For the purpose of providing evidence, parsers for recognizing spatial, visual and temporal object relations have been implemented and tested in a series of user surveys. It turned out, that in none of the test cases pure spatial or visual parser could outperform the spatio-temporal parser. Instead, the spatio-temporal parser was able to compensate limitations of conventional parsers. Furthermore, differences in parsing accuracy were successfully tested for statistical significance. The results indicate a non-trivial effect that is recognizable by humans. We have shown that the addition of a temporal parser shifts machine detected structures significantly closer to what knowledge workers intend to express. Due to its significant contributions to the research area of spatial hypermedia the thesis has been awarded with the Informatikpreis 2016 (given by the German Fachbereichstag Informatik, FBTI).

Welcome to the eighth interview profiling a senior AI researcher. This time we will hear from Leslie Kaelbling, Panasonic Professor of Computer Science and Engineering in the Department of Electrical Engineering and Computer Science at MIT.

David Hicks is an Associate Professor with the Institute for Electronic Systems at Aalborg University. Previously he has served as Department Head for the Department of Computer Science and Engineering at Aalborg University's Esbjerg campus. He has also held positions in international research labs in the US as well as Europe, and spent time as a senior researcher in the software industry. He has served in a variety of capacities in the hypertext community including Vice Chair for SIGWEB.

The First Workshop on Personalised Multilingual Hypertext Retrieval (PMHR 2011) was held on the 6th June 2011 in conjunction with the 22nd ACM conference on Hypertext and Hypermedia in Eindhoven, The Netherlands. The aims of PMHR 2011 were to promote collaboration and the exchange of ideas between researchers working on hypertext and adaptive hypertexts, crosslingual information retrieval, personalised search, personalisation for the web and hypertexts, and recommender systems. The workshop had a specific focus on research in user modelling and multilingual personalisation for hypertext retrieval.

The Berkeley Foundation for Opportunities in Information Technology is a decade-old endeavor to expose pre-college young women and underrepresented racial and ethnic minorities to the fields of computer science and engineering, and prepare them for rigorous, university-level study. We have served more than 150 students, and graduated more than 65 seniors who have gone on to attend some of the top institutions in the country. Some of the lessons we have learned include the importance of sustained funding to support a continuing year-round program, world-class leaders and resources, and family and alumni involvement. In this article, we share the inner workings of our program, from its foundation during the dot-com heyday through today, in hopes that our best practices can be useful to others working toward the goal of broadening participation.

Building on research that identifies and addresses issues of women’s underrepresentation in computing, this article describes promising practices in undergraduate research experiences that promote women’s long-term interest in computer science and engineering. Specifically, this article explores whether and how REU programs include programmatic elements designed to promote gender equity and identifies specific mechanisms that are seen as effective in supporting women in REU programs and in encouraging them to persist in computer science and engineering fields. The findings are drawn from a comprehensive study that includes a national survey of REU programs, follow-up interviews with REU program directors from across the country, and an in-depth evaluation of one REU program over four years.

The idea of using web-based technologies in education as a means of interactive learning has been erging for several topics in computer science and engineering. It proves to be more effective in the learning process and hence rapidly expanding. In this paper we introduce an integrated environment for active learning in the information theory course and related fields. Our environment is designed to meet the learning preferences of computer engineering learners. The environment integrates several different materials to support the learners' preferred style. It includes a movie-like welcome component, an animated hyper-text introduction for the basic concepts of information theory, a communication model simulator, and an interactive set of exercises for self assessment. All the components of the environment are integrated into a single interface based on Java2D of Sun Microsysts. Being a Java applet, our environment is portable and web-based enabled, which makes it possible for learners to study at their convenience. An initial study shows that our integrated environment is a useful tool for learners of information theory and related fields.

Since the introduction of inking technology, computer science and engineering education has experienced a flurry of new instructional approaches. Many studies have assessed qualitative improvements over traditional classroom presentation techniques. In this paper, we present quantitative results on the improved student perception of teaching when using Classroom Presenter instead of PowerPoint for classroom presentation. We present an overview on how Classroom Presenter was used in a large undergraduate digital design course and discuss the assessment of results and their analysis. Our data shows with statistical significance that students perceive lectures with Classroom Presenter as more interesting and more adequately paced.

This study focuses on gender issues in terms of participation, achievement and duration of studies at the Tertiary level of education in Computer Science and Engineering (CS&E). For this reason, 1957 degrees earned by Computer Engineers were studied. These diplomas cover a 21 year period of graduation at the Computer Engineering and Informatics Department (CEID), University of Patras, Greece. The analysis of the data shows that: a) male graduate students outnumbered the female ones by three to one, b) in terms of achievement, no significant differences exist between male and female graduate computer engineers, and c) female students complete their studies earlier than their male counterparts.

Service-learning enables computer science and engineering students to apply and refine their technical skills, learn new soft skills, and make a contribution to their community. At the University of South Florida we have organized a group of computer science and engineering students, called the CSE Volunteers, to provide IT support to the Hillsborough County School District. In spring 2005 over 7% of our undergraduate students voluntarily served in this program. While the work is fairly low-level, the experience for the students and school district has been very positive. Future directions include quantitative assessment, tackling projects of greater complexity, seeking corporate funding, and applying this program to help recruit new students to the major.

The intellectual opportunities are huge, the social benefits transforming, yet redesigning a workable funding model for CS&E research will require our collective imagination and collaboration between many IT sectors.

Closed laboratories are becoming an increasingly popular approach to teaching introductory computer science courses. However, as observed in [1], "Considering the prevalence of closed labs and the fact that they have been in place in CS curricula for more than a decade, there is little published evidence assessing their effectiveness." In this paper we report on an integrated approach to designing and implementing laboratories with embedded instructional research design. The activities reported here are part of our department-wide effort to not only improve student learning in Computer Science and Computer Engineering, but also to improve the agility of our Computer Science and Engineering Department in adapting our curriculum to changing technologies, incorporate research, and validate the instructional strategies used. This paper presents the design and implementation of the labs and the results and analysis of student performance. Also described in this paper is how we have employed cooperative learning in our labs and how it impacts student learning.

In this paper, we describe a typical Finnish work experience program in computer science and engineering. The program is compulsory for all students. It is cheap, moderately controlled, and unstructured. The feedback from the program is compared to the feedback from a highly structured and competition-based co-operative education program in the USA, which can be seen as a kind of opposite to the Finnish program. One might expect the feedback from a cheap and unstructured program not to be very good. However, the feedback from both programs was positive.

This paper examines implications of definitions of information technology to women's participation in the industry and in academe. It is exploratory only, based on a review of selected government and industry reports and data related to IT education and the profession. However, it argues that there is evidence to suggest that discourse related to information technology has the effect of excluding women and multi-disciplinary perspectives. On the one hand, there is considerable evidence that the IT industry and skills it demands are multi-disciplinary and that many people working in the industry, particularly women, come from a variety of disciplines. On the other hand, despite the evidence of the multidimensional nature of IT, the impact of convergence, the importance of matching IT solutions to user needs and so on, a very narrow definition of IT dominates the discourse. This definition equates IT and IT professionals with computer science and engineering, disciplines which are predominately male. The result, then of this narrow definition is to marginalize women and their contributions. This is a pattern that has been observed with the development of other disciplines such as medicine. Not only does the narrowing of the definition of Information Technology tend to exclude and devalue the contribution of women but it also results in marginalization of other disciplines that would bring more "neutral" or "critical" perspectives to bear on technology. Thus the exclusion of multiple disciplines and women may contribute to poor technology decision-making at the societal and organizational level.

In September of 2000, the 3rd Grace Hopper Celebration of Women in Computing was held in Cape Cod, Massachusetts. Along with a colleague from a nearby university, we accompanied seven of our female undergraduate students to this conference. This paper reports on how the conference experience immediately affected these students --- what impressed them, what scared them, what it clarified for them. It also reports on how the context in which these students currently evaluate their ability, potential and opportunity in computer science is different now from what it was before the conference. Hopefully, by understanding their experience, we can gain some insight into things we can do for all of our undergraduate female students to better support their computer science and engineering education.

T his document is the report of a workshop that convened a group of experts to discuss the recruitment and retention of women in Computer Science and Engineering (CSE) Graduate Programs. (1) Participants included long-time members of the CSE academic and research communities, social scientists engaged in relevant research, and directors of successful retention efforts. (2) The report is a compendium of the experience and expertise of workshop participants, rather than the result of a full-scale, scholarly study into the range of issues. Its goal is to provide departments with practical advice on recruitment and retention in the form of a set of specific recommendations. Women are significantly underrepresented in CSE academic departments [5][40]. As computing technology becomes increasingly pervasive, this underrepresentation translates into a loss of opportunity for individuals, a loss of talent to the workforce, and a loss of creativity in shaping the future of society. While there are many causes of this underrepresentation some rooted in early socialization and primary educational experiences academic departments at the university level nevertheless can have an effect [6][7]. In particular, an improvement at the graduate level in recruitment and retention (and thus in graduation rates) would enable more women to move into visible and influential positions in the CSE community. The increasing presence of these women would provide positive role models and mentors. In order to treat all students fairly, educators must pay attention to gender-based traits. Although in characterizing behaviors one must be careful to acknowledge the existence of individual differences and to avoid stereotyping, there is a large body of information on gender traits. There is strong evidence, for example, that women, even though they perform at the same levels, have less confidence in their abilities and individual accomplishments than men [2][17][36][39][43]. Women are often less aggressive than male students in promoting themselves, attempting new or challenging activities, and pursuing awards or fellowships. There is evidence that females come to computing as only one interest among many, and are thus less single-minded than their male counterparts [27]. Often women report feeling "out of place" in the male-dominated, hacker culture [3] [22] [28]. In light of such differences, some of our recommendations are gender-specific. Most, however, are not. The adoption of our recommendations would improve the educational environment for all students. The recommendations are given in two sections, the first

For over a decade the National Science Foundation (NSF) has been supporting projects designed to improve opportunities for women in computing. From an initial emphasis on increasing the number of women in graduate school studying computer science and engineering, NSF's current emphasis has broadened to include research studies examining the underlying reasons why women are underrepresented in the information technology (IT) workforce. This paper describes the recent history of NSF's activities in this area and the subsequent emergence of a research portfolio addressing the underrepresentation issue.

The course "Introduction to Computer Systems" at Carnegie Mellon University presents the underlying principles by which programs are executed on a computer. It provides broad coverage of processor operation, compilers, operating systems, and networking. Whereas most systems courses present material from the perspective of one who designs or implements part of the system, our course presents the view visible to application programmers. Students learn that, by understanding aspects of the underlying system, they can make their programs faster and more reliable. This approach provides immediate benefits for all computer science and engineering students and also prepares them for more advanced systems courses. We have taught our course for five semesters with enthusiastic responses by the students, the instructors, and the instructors of subsequent systems courses.

In recent years, agent technology has been used increasingly in information management and distributed computing. A CSE curriculum that cultivates the knowledge of agent technology will increase the likelihood that the next generation of IT professionals have the background needed to design and develop software systems that are scalable, reliable, adaptable, and secure. In this paper, we present the rationale and our practice in incorporating agent technology into the CSE curriculum. We develop agent-based teaching materials and software modules and apply them to existing CSE courses including artificial intelligence, parallel and distributed processing, networking, and software engineering. Promising results have been obtained in teaching two graduate level courses using agent components.

The authors promote the transformation of the Internet and the World Wide Web into a powerful tool for advancing computer science and engineering, which they call the 'Grid.'

This collaborative learning pilot project was in support of a major revision of computer information science (CIS)-oriented curricula. The entire CIS project, sponsored by the National Science Foundation (NSF), will develop detailed curriculum guidelines, supporting laboratory material, original learning and teaching paradigms, and methodology for dealing with complex information systems. The pilot project addressed many of the issues in the latter two areas: new paradigms for teaching and learning and dealing with complex information systems.Specifically, the many aspects of having CIS students gain experience with large information systems problems in industry environment are addressed. This pilot project was developed and supported by Boeing Information & Support Services and the University of Washington Department of Computer Science and Engineering (UWCSE).

Computer science and engineering needs an intellectually rigorous, analytical, teachable design process to ensure development of systems we all can live with.

This report describes the results of a survey of the Forsythe list of computing Departments1, completed in December, 1989. The survey concerns the production and employment of Ph.D.s that graduated in 1988-892 and the faculty of Ph.D.-granting computing departments during the academic year 1989-90. All 129 Computer Science (CS) departments (117 U.S. and 12 Canadian) participated. In addition, 29 of 32 departments offering the Ph.D. in Computer Engineering (CE) were included3. Throughout this report, CE statistics are reported separately so that comparisons with previous years can be made for CS, but the intention is to merge all statistics for CS and CE in a few more years. Some highlights from the survey are:The 129 CS departments produced 625 Ph.D.s, an increase of 8 percent over the previous year; 336 were Americans, 35 Canadians, and 248 (40 percent) foreign (6 were unknown). Of the 625, 309 (49 percent) stayed in academia, 181 (29 percent) went to industry, 24 (4 percent) to government, and 56 (9 percent) overseas; 7 were self-employed; and 9 were unemployed (39 were unknown).A total of 1,215 students passed their Ph.D. qualifying exam in CS departments, an increase of 9 percent over 1987-88.No Afro-Americans, 6 Hispanics, and 87 women (14 percent) received Ph.D.s this year.The 129 CS departments have 2,550 faculty members, an increase of 123, or almost 1 per department. There are 938 assistant, 718 associate, and 894 full professors. The increase came entirely in the associate professor range.The 129 CS departments reported hiring 204 faculty and losing 161 (to retirement, death, other universities, graduate school, and non-academic positions).Only 9 assistant professors in the 158 CS and CE departments are Afro-American, 24 Hispanic, and 103 (9 percent) female. Only 2 associate professors are Afro-American, 8 Hispanic, and 74 (8 percent) are female. Only 5 full professors are Afro-American, 8 Hispanic, and 33 (3 percent) female.The growth in Ph.D. production to 625 is less than what was expected (650-700). Still, a growth of almost 50 Ph.D.s is substantial, and it will mean an easier time for departments that are trying to hire and a harder time for the new Ph.D.s. There is still a large market. The new Ph.D.s. however, cannot all expect to be placed in the older, established departments, and more will take positions in the newer departments and in the non-Ph.D.-granting departments.Growth of Ph.D. production seems to have slowed enough so that over production does not seem to be a problem in the near future. There will not be enough retirements, however, to offset new Ph.D. production for ten years. (In the 158 departments, 22 faculty members died or retired last year.) We believe that many of the new Ph.D.s would benefit from a year or two as a postdoc, and perhaps it is time for the NSF to institute such a program in computer science and engineering.The percentage of CS Ph.D.s given to foreign students remained about the same at 40 percent. In CE, the percentage was much higher, at 65 percent.The field continues to be far too young, a problem that only time is solving. CS continues to have more assistant professors than full professors, which puts an added burden on the older people, but there was substantial growth this year in the number of associate professors (as assistant professors were promoted). But the ratio of assistant to full professors in CS has not changed appreciably in four years. As we have mentioned in previous Taulbee Reports, no other field, as far as we know, has this problem. In fact, most scientific fields are 80 to 90 percent tenured in many universities. In CS, this problem is more severe in the newer and lower-ranked departments. In fact, the top 24 departments now have 223 assistant, 176 associate, and 290 full professors. The CE departments have far more full professors than assistant professors, mainly because many are older EE departments offering CE degrees.As we have indicated, Afro-Americans and Hispanics simply are not entering computer science and engineering. It is high time that we did something about it, and we hope the CRB will take the lead in introducing programs to encourage more participation from these minorities.There was a slight growth in the percentage of female Ph.D.s in CS, from 10 to 14 percent. Still, there are far too few women in our field, and our record of retention of women in the faculty is abysmal. There are only 33 female full professors in the 158 CS and CE Ph.D.-granting departments! Again, we hope the CRB will help introduce programs to encourage more women to enter computing and to remain in academia over the years. The signs are that the NSF is interested in this problem as well.

Brian J. Rosmaita (Moderator) Department of Computer Science Hamilton College 198 College Hill Road Clinton, NY, USA 13323 brosmait@hamilton.edu Katherine Deibel Dept. of Computer Science and Engineering University of Washington Box 352350 Seattle, WA, USA 98195 deibel@cs.washington.edu Robert F. Cohen Department of Computer Science University of Massachusetts Boston 100 Morrissey Boulevard Boston, MA, USA 02125 rfc@cs.umb.edu Mary Anne L. Egan Department of Computer Science Siena College 515 Loudon Road Loudonville, NY, USA 12211 maegan@siena.edu

The 2010 ACM SIGSPATIAL GIS Conference hosted the Third International Workshop on Computational Transportation Science which was held on 2 November 2010, only seven months after a Dagstuhl Seminar (indeed it has been a busy year for the CTS Community!). CTS is an emerging discipline which aims to combine computer science and engineering with the modelling, planning, and economic aspects of transportation. It is hoped to hold a Fourth Workshop in 2011.

Susan Eggers, a Professor of Computer Science and Engineering at the University of Washington, joined her department in 1989. She received a B.A. in 1965 from Connecticut College and a Ph.D. in 1989 from the University of California, Berkeley. Her research interests are in computer architecture and back-end compiler optimization, with an emphasis on experimental performance analysis. With her colleague Hank Levy and their students, she developed the first commercially viable multithreaded architecture, Simultaneous Multithreading, adopted by Intel (as Hyperthreading), IBM, Sun and others. Her current research is in the areas of distributed dataflow machines, FPGAs and chip multiprocessors. In 1989 Professor Eggers was awarded an IBM Faculty Development Award, in 1990 an NSF Presidential Young Investigator Award, in 1994 the Microsoft Professorship in Computer Science and Engineering, and in 2009 the ACM-W Athena Lecturer. She is a Fellow of the ACM and IEEE, a Fellow of the AAAS, and a member of the National Academy of Engineering.

This paper describes a novel method of assessment, which is being tested in the subject "Basic Computer Science". This subject is given in the fist year of the Computer Science and Engineering course, at the University of Alicante. This method consists in including the students in the assessment process of their own work, through crossed reviews where the students identify possible improvements in their classmate's work that can be performed in the successive deliveries of the same work.

This panel will discuss major issues and challenges in computer science education across a wide range of institutions. It originates from a report developed by the Education Working Group of the Strategic Directions in Computing Research (SDCR) Workshop. That report appears in its entirety in the ACM Computing Surveys issue [Wegner96] which is distributed to all attendees to this SIGCSE 97 conference.) In this panel, we will discuss the general aims and accomplishments of the SDCR conference, highlighting the specific recommendations of the Education Working Group. We will outline ideas for improving the quality and effectiveness of computer science programs at the undergraduate, graduate, and K-12 levels. We will also argue for the creation of a Resource Center for developing and distributing computer science and engineering curricular materials, including the idea of developing a "Virtual Computing University."

Computer graphics is a rapidly expanding field of science and technology, and education in this area is increasingly important. Development in computer graphics and the requirements of different applications have led to an explosion of subdisciplines.These share many fundamental principles, but each has a specialized orientation, with its own techniques and approaches to computer graphics. The basic disciplines, such as geometric modeling of single objects and 2D and 3D scenes, need efficient algorithms that involve computational geometry and knowledge of parallel computation. Other disciplines are oriented toward realistic visualization, and the enhancement of human/machine interaction leads to developing fields such as user interfaces, interactive modeling, multimedia and hypermedia and visual languages. A strong link is also required with related disciplines such as computer vision and image processing.Many of these subjects integrate knowledge derived from different sciences such as mathematics, physics, computer science and engineering, into a variety of applications. In Italy, computer graphics courses are taught in a number of curricula of traditional disciplines such as computer science, mathematics, physics, architecture and engineering. The choice was not to establish specific departments on computer graphics, but to give each discipline an overall sense of computer graphics as a subject into which they can fit their own specialities.This has led a number of universities to propose courses in computer graphics at both fundamental and advanced levels, especially in scientific departments. The variety of topics in computer graphics is so wide that they cannot be easily compressed in one course or a series of courses, but must be split according to the application requirements. A typical feature of computer graphics courses is that they are not usually intended for a single department's students, but they are of broad interest.

This talk will present a systems-centric view of the opportunities, effectiveness, and challenges of applying specialization techniques to operating systems. The first part of the talk will focus on our experiences using manual and then tool-assisted specialization in the systematic optimization of legacy operating systems software. These experiences were gained in the Synthetix project which explored the use of static, dynamic and incremental optimistic specialization in a variety of operating system contexts, including file system calls in HP-UX, Linux signal delivery, Berkeley packet filter processing, and Sun RPC. The second part of the talk will focus on the lessons learned in Synthetix, the implications for systems, and the key opportunities and challenges for future research. Jonathan Walpole is a Professor in the Computer Science and Engineering Department at Oregon Graduate Institute. His research interests are in the area of adaptive systems software and its application in distributed, mobile, multimedia computing environments. His work has focused on quality of service specification, adaptive resource management and dynamic specialization for enhanced performance, survivability and evolvability of large software systems.

The author argues that systems performance evaluation, in the first twenty years of its existence, has developed in substantial isolation with respect to such disciplines as computer architecture, system organization, operating systems, and software engineering. The possible causes for this phenomenon, which seems to be unique in the history of engineering, are explored. Its positive and negative effects on computer science and technology, as well as on performance evaluation itself, are discussed. In the author's opinion, the drawbacks of isolated development outweigh its advantages. Thus, the author proposes instructional and research initiatives to foster the rapid integration of the performance evaluation viewpoint into the main stream of computer science and engineering.

Recently the authors responded to a request from Professor Anthony Ralston of the State University of New York at Buffalo to participate in the review of a proposed Taxonomy of Computer Science and Engineering which is being prepared under the auspices of AFIPS, with funding provided by a number of U.S. government agencies. To quote from Professor Ralston's letter:"The main purpose of this project is to provide a document which will enable those outside of CS&E to see what this discipline - or a part of it - is concerned with. Among the other uses to which such a taxonomy might be put are to influence the categories of Computing Reviews or job classifications in the federal government and elsewhere."

This report on research in numerical computation is part of the Computer Science and Engineering Research Study (COSERS) which is aimed at technically educated people outside the Computer Science field. This goal led the panel to face many difficult choices between precise, but excessively technical, descriptions and looser, but more accessible expositions. The panel hopes that all readers will keep this in mind.

The Computing Research Board's latest survey on the production and employment of Ph.D.'s and faculty in computer science and engineering depicts a young, optimistic discipline where supply may not always meet demand.

Presented here is the Computer Science Board's survey on the production and employment of Ph.D.'s and faculty in computer science and engineering.

The Computing Research Board's 1986-87 Taulbee Survey includes the latest statistics on production and employment of Ph.D.'s and faculty in computer science and engineering. For the first time, departments offering Ph.D.'s in computer engineering are also included.

The Computer Science and Engineering Research Study (COSERS) is briefly described. The motivation, organization, and schedule for this NSF supported study are given. For possible further reference, the subject area panel chairmen and the members of the Steering Committee are identified.

The Computing Research Board's 1987-1988 Taulbee Survey includes the latest statistics on production and employment of Ph.D.'s and faculty in computer science and engineering. Included also are departments offering Ph.D.'s in computer engineering.

The role of the computer in engineering practice is ever increasing. The computer performs such tasks as: simple calculations; on line data recording and synthesis; acting as a control unit providing feedback; statistical analysis of large data sets; information retrieval and storage; and the simulation of large complex systems. It is imperative that all engineering students be taught to use the computer as a tool to aid in their present and future endeavors. Their education must be such that they can build on this foundation and continue to function effectively in future environments of computer technology taking full advantage of its capabilities. Universities must provide guidance and a curriculum making the achievement of this goal possible for students. An up-to-date laboratory facility to support such a program is also a necessity. A continuing education program is the responsibility of institutions of higher learning.

What Can be Automated is a massive tome that reports on the Computer Science and Engineering Research Study (COSERS). In about 1K pages, it presents a record of research in computer science with some evaluation of the past results and projections of the future directions for research. The title comes from the fact that most of Computer Science is concerned with the problems of automating various manual tasks, be it numerical computations, database management, weather forecasting, industrial processes, or language understanding.