\documentstyle[12pt]{article}
\input eepic.sty
\setlength{\textheight}{8.625in}
\setlength{\topmargin}{-1cm}
\setlength{\oddsidemargin}{+1mm}
\setlength{\textwidth}{6.5in}
\newcommand{\mc}{\multicolumn}
\begin{document}

\vspace*{1.5in}
\begin{center}
{\Large\bf Summary \\}
\end{center}
\smallskip
Research Experiences for Undergraduates Site Programs in
High-Performance Computing conducted during the summers of 1992, 1993,
and 1994 by the Northeast Parallel Architectures Center at Syracuse
University are described in this report.  The annual 10-week programs
included two main components: group training in the application of
high-performance computers, and an individual research project.  Each
year, the program involved 15 undergraduate ``Research Apprentices,''
who were drawn from a variety of academic disciplines, including
majors in computer science, engineering, physics, mathematics,
economics, fine arts, and communications.  The training phase of the
program included lectures on numerical methods, computer architecture
and programming techniques.  Apprentices received hands-on experience
with several parallel computers; over the course of the project,
systems used for training included Connection Machine Models CM-2 and
CM-5, IBM SP-1 and SP-2, DECmpp 1200, and Intel iPSC860.  Individual
student projects included topics in dynamical systems, multimedia
applications, computational fluid dynamics, image processing, symbolic
logic, computational physics, and optimization techniques.  As part of
their research experiences, apprentices prepared written research
proposals, gave oral proposal presentations, prepared posters
describing their projects, prepared final written reports, and gave
final oral presentations.  During the 1994 program, students prepared
electronic presentations of their projects suitable for access via
World-Wide Web browsers.  Results produced by the apprentices
demonstrate that the program successfully provided both a formative
research experience and a clear understanding of the application of
high-performance computing in cross-disciplinary projects.
\pagebreak

\section{Introduction}
During the summers of 1992, 1993, and 1994, the Northeast Parallel
Architectures Center (NPAC) at Syracuse University conducted 10-week
Research Experiences for Undergraduates (REU) Site Programs in
High-Performance Computing.  Major funding for the 3-year project
included \$138,000 from the National Science Foundation (NSF
CDA-9200577).\footnote{The title of the NSF grant is ``REU Site:
Undergraduate Research in Computer Science and Computational
Physics.''  The title ``REU Program in High-Performance Computing''
was used throughout the program to provide a unifying context for
cross-disciplinary projects conducted in a variety of fields,
including computer science, physics, engineering, and fine arts.}
This document is a final report describing activities of student
participants during during the entire 3-year program.

NPAC was established in 1987 to foster research and training in
high-performance computing technologies.  Dr.\ Geoffrey C.\ Fox, a
pioneer in the development and application of parallel-architecture
computers, joined NPAC as its Director in 1990.  Dr.\ Fox has
established an ambitious program that includes basic research,
industrial applications, and educational opportunities for
undergraduate and graduate students.  As part of this initiative, NPAC
has conducted a summer REU program annually since 1991.  NPAC operates
a variety of high-performance, parallel-architecture computers;
currently, machines operated by NPAC include a Connection Machine
Model CM-5, a DECmpp 1200, an nCUBE2, an Intel iPSC860, and an IBM
SP-2.  Student participants in the REU Program had ready access to all
NPAC resources.  Additional resources available at Syracuse University
--- including clusters of Sun and IBM workstations and Macintosh
computers --- also were freely available to participants.

Each year, the NPAC REU program was conducted during a 10-week period
in the summer, beginning early in June and ending in mid-August.  The
program had two main components: an intensive training course in
high-performance computing, and an individual research project.  The
training course included lectures on numerical methods, computer
architectures and programming techniques; students also gained
hands-on experience with three different parallel computers.
Requirements for the research project were structured to expose
students to the full range of research activities: the students wrote
research proposals, gave oral proposal presentations, prepared posters
describing their projects and results, wrote full technical papers,
and gave final oral presentations.  In addition to training and
research experiences, the REU program also included weekly seminars,
in which speakers presented applications of high-performance
computing, and periodic social events involving students and their
advisors, which facilitated group interaction.

A total of 15 ``Research Apprentices'' participated in the NPAC REU
program each year during the 3 years covered by this report.  Stipends
for 12 students were provided by the NSF grant.  Funding for the
stipends of an additional three students was provided by other
sources, including a grant from the GE Foundation Faculty of the
Future Program, which specifically requires participants to be women
or members of groups that are under-represented in science and
engineering.  Significant funding also was contributed by Syracuse
University, which provided partial housing and living expenses for
participants, as well as salary support for faculty, staff, and
graduate students who participated in the training program and in the
supervision of the student projects.

Participants were selected each year to create a diverse group, in
terms of academic major, home academic institution, computing
experience, sex, and ethnic/racial background.  Each year, the group
included majors in computer science, engineering, mathematics,
physics, plus two or three students from ``nontraditional''
application areas, such as economics, fine arts, and communications.
Generally, the group each year included several participants had
previous experience with parallel-architecture machines as well as a
few students who had very limited computing experience of any kind.
Of the 12 students supported annually by NSF, at least seven were from
institutions other than Syracuse University.

Responsibility for the 3-year NPAC REU project 
described in this report was shared by the following individuals:
{\bf
\begin{enumerate}
\item Principal Investigator.  {\rm Dr.\ Geoffrey C.\ Fox was the PI
on the original grant and maintained overall responsibility for
the conduct and content of the program throughout the 3-year project.}
\item Project Leader. {\rm Dr.\ Edward A.\ Bogucz, Jr.\ was NPAC
Project Leader throughout the 3-year project.  This position included
lead responsibility for recruiting and selecting students, securing
additional funding, arranging for weekly seminars, 
and daily supervision of participants and support
staff.  Dr.\ Bogucz is Associate Professor of Mechanical, Aerospace
and Manufacturing Engineering at Syracuse University.}
\item Training Coordinator. {\rm Dr.\ Nancy J.\ McCracken
had lead responsibility for organizing the NPAC REU training program
throughout the 3 years of the project.  Dr.\ McCracken is a Senior 
Research Scientist at NPAC.}
\item Research Coordinator. {\rm During 1992 and 1993, Dr.\ Bogucz
served as NPAC REU research coordinator.  This position involved
soliciting ideas from NPAC research staff and Syracuse University
faculty members, and meeting weekly with students to review the
status of their projects.  In 1994, this position was held by
Dr.\ Paul C. Coddington, an NPAC Senior Research Scientist.}
\item Peer Advisor. {\rm This position was held by an experienced
undergraduate student or a new graduate student, who was available
full-time to facilitate the work of the  REU participants in
a variety of ways.  In 1993 and 1994, the REU Peer Advisor lived
in residence with the REU participants.}
\item Support Staff. {\rm REU participants served as full-time
interns in the NPAC community of research staff and graduate students,
and their efforts were supported by a full complement of support
personnel, including systems administrators, and administrative and
clerical personnel.}
\end{enumerate}
}

The remainder of this report is divided into four additional sections.
Section 2 describes the process used to recruit participants and lists
the students who participated in the program.  The two-week training
program is described in Section 3.  Section 4 describes the research
activities pursued by participants, and an evaluation of the program
is contained in Section 5.
%%%here is the one claim of appendices:
%The report
%has two appendices.  Appendix A contains abstracts from the participants'
%final papers.  Appendix B contains copies of letters received from
%the participants, describing their overall evaluation of the program.


\section{Student Participants}

Consistent with the interdisciplinary nature of the work addressed by 
NPAC researchers, a central objective of the NPAC REU Program was 
the recruiting of a diverse group of well-qualified student participants.  
The program was advertised in six ways:
\begin{enumerate}
\item NPAC mailed a poster, 
information packet, and application materials to engineering, computer 
science, and physics 
departments at 45 schools throughout the northeastern United States. 
\item The NPAC program was advertised through publications of 
the Center for Research
in Parallel Computation (CRPC), an NSF-funded Science and Technology
Center headquartered at Rice University that includes NPAC.
\item Announcements of the program were posted electronically to relevant
bulletin boards and news groups.  
\item Announcements were distributed
at conferences, including meetings such as the annual 
National Conference on Undergraduate
Research,  the annual Supercomputing conference, and the
6th SIAM Conference on Parallel Processing for Scientific Computing.
An announcement for the 1993 program appeared in {\it SIAM News}.
\item NSF distributed a list of REU Sites (beginning, apparently, in 1994).  
Although we did not receive
a copy of this listing, at least 20 inquiries from prospective applicants
in 1994 explicitly cited this source of information concerning the program.
(In previous years, no student who either inquired or applied ever
cited this source of information.) 
\item Information about the program was distributed 
widely within Syracuse University, where  special efforts were made 
to bring the program to the attention of women and members 
of under-represented groups through announcements in the classroom 
and by recruiting well-qualified individual candidates.
\end{enumerate}
As a result of increasing efforts to advertise the program, applications
increased steadily during the 3-year duration of the project, as shown
in Table 1.

\begin{table}[bht]
\begin{center}
\begin{minipage}[t]{4.8in}
\begin{tabular}{ccccc}
&{\bf Number of}&{\bf Number of}&{\bf Number of}&{\bf Number of}\\
{\bf Year}&{\bf Inquiries}\footnote{Approximate number of students who 
requested application information.}&{\bf Applicants}&{\bf Offers}
&{\bf Participants} \vspace{6pt}\\
1992&50&45\footnote{Applicant pool included 23 students who
applied directly to NPAC, and an additional
22 students who applied through CRPC, which in 1992 acted
as a clearinghouse for REU programs at member sites.}&17&15\vspace{6pt}\\
1993&60&52\footnote{All applicants in 1993 and 1994 applied directly 
to NPAC.  Although CPRC did advertise REU opportunities at member
sites during these years, it did not act as a clearinghouse for
applications as was done during 1992.}&17&15\vspace{6pt}\\
1994&130&106$^b$&19&15\\
\end{tabular}
\end{minipage}
\end{center}
\caption{Inquiries, applications, offers and participants for 
the NPAC REU program.}
\end{table}

The quality of the application pool increased significantly with each
year.  In 1994, the more than half of the applicant pool was judged to
be of sufficient quality to merit admission to the program.
Applicants submitted an academic transcript and two letters of
recommendation.  Application materials were reviewed by a committee of
three faculty/research staff members who had major roles in the
Program.  Final decisions regarding each applicant were reached by
consensus of the group.

Participants in the 1992-94 NPAC REU Programs are listed in Table 2.
The listing includes each student's academic major, home institution,
and academic year.  The listing is organized by program year; stipends
for the first 12 participants listed for each year were funded by NSF.
As stated in the original proposal for the program, at least seven of
NSF-funded participants came from institutions other than Syracuse
University.  Funding for the final three participants listed for each
year of the program were provided from external sources.  Stipends for
a total of 8 additional participants (3 in 1992, 3 in 1993, 2 in 1994)
were provided by a grant from the GE Foundation Faculty for the Future
Program.  This grant restricted recipients to Syracuse University
undergraduate women or members of under-represented groups.  The total
group of 45 participants in the NPAC REU programs over 3 years
included 16 women and 9 members of under-represented groups.

\begin{table}[bht]
\begin{center}
{\scriptsize
\begin{tabular}{llll}
{\bf Name}&{\bf Home Institution}&{\bf Major}&{\bf Year}\dag\\
\hline
\\
\mc{4}{l}{\bf 1992 NPAC REU Program}\\
\multicolumn{4}{l}{\it Students supported by NSF grant:}\\
Baumann, Daniel&U. of Washington&Computer Science&Senior\\
Harry, Michael&Roch. Inst. of Tech.&Computer Science&Senior\\
Maimon, Ron&Harvard University&Physics&Sophomore\\
Peters, Paul&Syracuse University&Computer Science&Senior\\
Roodin, Neal&U. of Pennsylvania&Finance&Senior\\
Rose, Thomas&Math \&Comp. Sci.&U. Texas/Permian Basin&Senior\\
Rubbo, Jennifer&Syracuse University&Aerospace Engr.&Senior\\
Solt, David G. Jr.& Math&Comp. Sci. \&Syracuse University&Senior\\
Speidel, Pamela K.&Univ. of Missouri&Computer Science&Senior\\
Vitalone, Debra L.&Syracuse University&Aerospace Engr.&Senior\\
Willis, Thomas J.& Math&Physics \&U. of San Francisco&Senior\\
Young, Matthew C.&Syracuse University&Computer Science&Senior\\
\mc{4}{l}{\it Students supported by grant from the GE Foundation:}\\
Cordero, Yvette&Syracuse University&Aerospace Engr.&Senior\\
LaFontaine, Nicole&Syracuse University&Computer Science&Senior\\
White, R. Chris&Syracuse University&Computer Graphics&Senior\\
\\
\mc{4}{l}{\bf 1993 NPAC REU Program}\\
\mc{4}{l}{\it Students supported by NSF grant:}\\
Campuzano, Mario F.&SUNY Buffalo&Mech., Aero. Engr.&Senior\\
Das, Rajat K.&Syracuse University&Computer Engr.&Senior\\
Leonard, James A.&Syracuse University&Visual Arts&Junior\\
Mahoney, William E.&Syracuse University&Computer Engr.&Senior\\
Maimon, Ron&Harvard Univ.&Physics&Junior\\
Martin, Christopher L.&Rice University&Chem., Phys., Math&Senior\\
Shore, Matthew&Florida State Univ.&Computer Science&Senior\\
Sims, J.\ Angela&Auburn University&Computer Engr.&Senior\\
Trickey, Stephen T.&Univ. of Rochester&Mechanical Engr.&Senior\\
Weirich, Stephanie&Rice University&Computer Science&Sophomore\\
Wilkin, Samuel R.&Eckerd College&Economics&Junior\\
Willis, T.J.&Syracuse University&Mathematics&Senior\\
\multicolumn{4}{l}{\it Students supported by grant from the GE Foundation:}\\
Arrington, Marcus G.&Syracuse University&Computer Science&Senior\\
Nagasako, Oren K.&Syracuse University&Bioengineering&Senior\\
Rak, Kimberly J.&Syracuse University&Aerospace Engr.&Senior\\
\\
\mc{4}{l}{\bf 1994 NPAC REU Program}\\
\mc{4}{l}{\it Students supported by NSF grant:}\\
Scott L.\ Alexander&St.\ Bonaventure&Comp.\ Sci.\ \& Math&Senior\\
Patrick J.\ Angeles&Oberlin&Comp.\ Sci.\ \& English&Senior\\
J.\ Daniel Backman&Syracuse&Broadcast Journalism&Junior\\
Susan Fisher&Davidson&Physics&Senior\\
Jay H.\ Hui&Syracuse&Comp.\ Sci.\ \& Math&Senior\\
Marcela C.\ Musgrove&Bryn Mawr&Math (Comp.\ Sci.)&Junior\\
Leland Rechis&Syracuse&Photojournalism&Junior\\
Christopher A.\ Stoner&SUNY Buffalo&Computer Science&Senior\\
Trang T.\ Tran&Univ.\ of San Diego&Math \& Comp.\ Sci.\ &Senior\\
Marshall S.\ Veach&Texas A \& M&Computer Science &Senior\\
Stephanie Weirich&Rice&Computer Science &Junior\\
Michele Williams&St.\ Michaels&Math \& Secondary Ed.\ &Senior\\
\multicolumn{4}{l}{\it GE Foundation ECS Undergraduate Researchers:}\\
Meryem Ispirli&Syracuse&Computer Engr.\ &Senior\\
Rachel Moldover&Syracuse&Mechanical Engr.\ &Junior\\
\multicolumn{4}{l}{\it NPAC Computational Science Intern:}\\
Norazura M.N.\ Nordin&Syracuse&Computer Science&Senior\\
\hline
\multicolumn{4}{l}{\dag Standing during Academic Year beginning in
the Fall following the NPAC REU program.}
\end{tabular}
}
\end{center}
\caption{Participants in the 1992, 1993, and 1994 NPAC REU Programs.}
\end{table}

\clearpage
Participants were selected to represent a range of academic
disciplines and previous computing experience, as would be typical in
practical cross-disciplinary research projects.  The group included
majors in computer science, several engineering disciplines
(aerospace, bioengineering, computer, mechanical), mathematics,
physics, chemistry, economics, and fine arts.  As could be expected,
the computer science majors had fairly extensive computing experience,
including four students who had some previous exposure to programming
techniques for parallel computers.  Among the engineering, physics,
economics and fine arts students, previous computing experience
generally was limited to instruction and application programming in a
single language (FORTRAN-77 or Pascal).


\section{Training Program}

Each year, the initial portion of the REU Program was devoted to an intensive
training program in high-performance computing.  In 1992 and 1993, the
training program lasted two weeks.  Based on experiences accumulated
during the first two years of the project, the training program was
revised significantly for the 1994 program, condensing its length to one
week (while simultaneously changing content).  The training program
included lectures, hands-on programming laboratories, demonstrations, and
seminars on typical applications.  In addition, time was set aside for
``independent research activity,'' during which students were encouraged
either to discuss possible research projects that had been suggested by 
participating faculty members, or to continue work on example problems
that had been introduced during the lectures and labs.

Lecture topics during the training program included numerical methods,
data parallel programming techniques, and parallel computer
architectures.  During 1992 and 1993, training lectures emphasized
techniques and techologies critical in large-scale simulations typical
of ``grand challenge'' problems.  In 1994, the emphasis of the
training program was changed to technologies required by ``national
challenge'' problems.  Throughout all three years, lectures on
technical communications also were presented.  Oral presentations were
addressed in one workshop, which included an example presentation
given by a student who had participated in a prior NPAC REU program.
Technical report writing was addressed in a series of sessions
scheduled throughout the duration of the 10-week program each year,
including instruction in the use of the text formatting programs \TeX\
and \LaTeX and workshops on writing technical proposals and papers.

Topics addressed in the lectures on numerical methods included linear
algebra (algorithms for solution of linear matrix problems),
integration schemes (N-body problems involving systems of first-order
ordinary differential equations) and finite difference methods
(ordinary differential equation boundary-value problems, and
hyperbolic, parabolic, and elliptic partial differential equations).
Talks on parallel computer architectures addressed both Single
Instruction, Multiple Data (SIMD) and Multiple Instruction, Multiple
Data (MIMD) machines.  Over the course of the training program,
students received hands-on experience in the use of three machines
operated by NPAC: the Connection Machine Model CM-5, the DECmpp 1200,
and the Intel iPSC860.

The first day of the training program included a brief
refresher/introduction to the Unix operating system, FORTRAN-77
programming, and editing using emacs or vi.  The disparity in the
levels of previous computing experience among REU participants was
addressed directly at the start of the program.  During laboratories,
the participants were encouraged to work in pairs.  ``Lab partners''
were assigned such that a more experienced student was teamed with a
less experienced student.  Students with more experience were given
the responsibility of helping to train the less experienced
participants.


\section{Research Activities}

The primary research experience of the program was an individual
project, conducted under the supervision of a mentor from the Syracuse
University faculty or the NPAC research staff.  Requirements for the
research project were structured to expose participants to the full
range of research activities typical of graduate school: in the fourth
week of the program, participants wrote two-page proposals and gave
15-minute proposal presentations; in the ninth week, students prepared
posters describing their project and results; in the final week,
students submitted full technical papers and gave 30-minute
presentations.  In addition, every week of the program included a
seminar on applications of high-performance computing, presented by a
faculty member, researcher, or external speaker.

Students selected a research project during the two-week training
program.  On the afternoon of the first day of the program, a poster
session was held, during which potential mentors briefly described
their research interests.  This session was followed immediately by a
social event, during which participants and faculty interacted
individually to explore mutual interests.  Throughout the training
program, time for independent research activity was scheduled to allow
participants to discuss project topics with potential mentors in their
offices.  Final decisions regarding project topics were made by mutual
agreement between participants and mentors.

Research topics addressed by REU participants cover the full range of
work underway at NPAC.  Projects included image processing, dynamical
systems, scientific visualization, logic analysis, multimedia
applications, computational fluid dynamics, symbolic processing, and
fine arts.  
%%%another reference to appendix A here:
%Appendix A contains a compilation of abstracts from the
%final papers submitted by the participants.

During the 8-week research portion of the program, the level of
supervision given to each participant was tailored to meet the needs
the individual.  Participants who had previous research experience
were encouraged to work independently, consulting with mentors as
appropriate (typically twice a week).  Other participants initially
needed guidance on a daily basis; these students were encouraged to
work more independently as they gained experience and confidence.  All
students had electronic card keys that enabled them to gain completely
unrestricted access to the Syracuse University Center for Science and
Technology and to a cluster of 16 Sun workstations.

Weekly seminars provided a continuing means for interaction
between students and mentors as a group.  Seminar topics included
multimedia technology, scientific visualization, financial modelling,
neural networks, and high-performance communications.  Each weekly
seminar was followed by a ``Research Update Meeting,'' during which
REU participants reported briefly on the status of their projects.


\section{Program Evaluation}

A variety of information was collected to facilitate evaluation of
the program.  Evaluation forms were distributed to students three times
during the program: at the end of the first week (half-way through the
training program), at the end of the second week, and at the end of the
tenth week.  Participants also were asked to submit a final written
evaluation in the form of a personal letter to Dr.\ Fox.  Faculty mentors
also provided comments about the program.  Additional items used in
the evaluation of the program include materials produced by the 
participants: their proposals, their posters, and their final reports.
Major findings of the evaluation are summarized below.

\medskip

{\bf Content of training program.}  At the end of the second week,
nearly all participants stated enthusiasm for the training program
that had just concluded.  At the end of the tenth week, many participants
recommended that the training program be shortened to allow more time
for independent research work.  Several students stated that much of
the training program was ``not relevant'' to their specific research
project.  Nevertheless, faculty mentors involved in the program believe
that all the content of the training program is relevant to the participants'
overall education and professional development, even if the students
did not recognize it at the end of the program due to the press of
responsibilities associated with their research projects.  In response 
to student comments, a reorganization of the training program is being
considered, in which specialized or advanced material is presented
in optional sessions scheduled regularly throughout the duration of the
10-week program.  This approach is intended to improve the
integration of the training and research phases of the program.

\medskip

{\bf Peer advisor.}  In the original NSF proposal, staffing of the REU
program was to have included a graduate research assistant, who was to
serve as an advisor and facilitator to the participants.  During
summer 1993, this position was changed somewhat in that it was filled
by an undergraduate student who had served on the NPAC research staff
during academic year 1992-93.  Thomas J.\ Willis, who had been a
participant in the 1992 NPAC REU program, has significant professional
experience in high-performance computing, including work experience
with nCUBE.  Mr.\ Willis is completing studies for an undergraduate
degree in Mathematics at Syracuse University.  He participated in the
1993 NPAC REU program in four distinct capacities: as an undergraduate
REU participant (who completed all aspects of an individual research
project); as an instructor in the training program; as peer advisor
living in residence with the participants; and as a liaison between
participants and NPAC and Syracuse University staff.  In compensation
for his increased responsibilities, Mr.\ Willis received an augmented
stipend, as well as full room and board.  Mr.\ Willis served
exceptionally well in all capacities.  In particular, comments from
other participants are unanimous in praise for Mr.\ Willis's role in
their REU experiences.  In future years, NPAC will attempt to find
similar individuals to live in residence with participants.

\medskip

{\bf Research results.}  In terms of research productivity, the
students' performance was outstanding.  Written proposals\footnote{A
compilation of research proposals is available: ``Proposals for
Projects in the 1993 Research Experiences for Undergraduates Program
in High-Performance Computing,'' edited by E.A.\ Bogucz and E.V.\
Weinman, NPAC Technical Report SCCS-500, June 1993.} produced after
three weeks in the program were of very high quality. Final posters
and technical papers\footnote{Final papers are contained in {\it
Journal of Undergraduate Research in High-Performance Computing},
edited by E.A.\ Bogucz and E.V.\ Weinman, NPAC Technical Report
SCCS-567, November 1993.} were prepared to high professional
standards.  Participants were encouraged strongly to present the
results of their work at professional conferences.  Two students
presented results of the program at Supercomputing '93, held November
1993 in Portland, OR.


\medskip

{\bf Professional development.}  Based on participants' comments, it
appears clear that the program contributed significantly to the
students' professional development.  At least ten of the participants
intend to pursue a graduate degree.  As indicated in Table 1, 11
participants responded to the request to submit an overall evaluation
in the form of a personal letter to Dr.\ Fox; copies of letters
%%% perhaps just eliminate this reference to appendix b here
received appear in Appendix B.  Student comments concerning the effect
of the program include:

\begin{quotation}
\small

\noindent
``My experience at Syracuse was incredible.  The training sessions in
parallel computing, the different talks and seminars presented, my project
and the close interaction with my advisors have influenced my career path.
\ldots Because of my experience at the Northeast Parallel Architectures
Center, I (have) decided to attend graduate school and focus on parallel
computational fluid dynamics.''  (Mario Campuzano)

\medskip
\noindent
``I find it hard to hold nothing but praise for the program.  I believe
it to be one (of) the more important elements of my education.  It has
helped me solidify my academic goals and opened up new opportunities
and possibilities for my future relationship with both the arts and
the sciences.''  (James Leonard)

\medskip
\noindent
``I found that this project and the extensive training program provided
a firm and working foundation in parallel computing and the general
skills needed in the realm of the scientist.  This project solidified
my interests in continuing towards more advanced degrees in the sciences.''
(Christopher Martin)

\medskip
\noindent
``\ldots I will continue work on the research project at FSU during
the coming year which will result in an honors thesis.  Next, my
general knowledge of supercomputing has increased dramatically, especially
in an area where I was lacking experience -- applications.  I am, moreover,
quite determined to pursue a graduate degree in computational science.''
(Matthew Shore)

\medskip
\noindent 
``\ldots NPAC has changed my studies here at Rice.  I am hoping to incorporate
parallel processing into a project this semester I am working on for
my computational linguistics class.''  (Stephanie Weirich)

\medskip
\noindent
``\ldots one of the most unique aspects of the program was the ability
to live and work with a group of students that seem brighter and
more energetic than the typical student body at any university.
For a mathematician, it's very valuable to discuss a mathematical
problem, say, in terms of fluid dynamics with an engineer, and then
to walk down the hall and discuss the concept in terms of quantum
field theory with a physicist.  Of course, when I sat down to write
the code, I could peek over the cubicle divider and discuss the theory
of parse-trees and hash tables with a computer scientist.  Even if you
disregard the project advisors, the NPAC REU qualifies, in my book,
as a high-calibre think tank.''  (Thomas Willis)

\end{quotation}


Overall, the participants, faculty and staff involved in 
the 1993 NPAC REU Program regard it as an outstanding success.
Participants were well satisfied with their experiences.
Their papers and comments demonstrate that they have a clear understanding
of the use of high-performance computing in basic and applied research.
Faculty mentors found the experience rewarding and productive, and
they look forward to interacting with new groups of energetic 
undergraduates in future years.

\newpage
\begin{center}
{\Large\bf Appendix A\\
\vspace{12pt}
REU Project Abstracts}\\
\vspace{24pt}
\end{center}

\noindent This appendix contains abstracts describing projects
completed by each participant in the 1993 NPAC REU program.

\vspace{108pt}

\begin{center}
{\large\bf Development of a Graphical User Interface to the \\Geographical
Information System GRASS }\\
\bigskip  
{\bf Marcus G. Arrington}\\
GE Foundation Undergraduate Researcher,
 1993 NPAC REU Program\\
Computer Science Major, Syracuse University\\
\medskip 
{\bf Kim Mills}\\
Project Leader, NPAC, Syracuse University
\end{center}

\smallskip

This project addresses the development of a graphical user interface
to the Geographical Resources Analysis Support System (GRASS),
a geographical information system.
The Application Visualization System (AVS) is used for the user interface.
In addition to providing visualization capabilities, AVS also provides
an software environment for applications that require distributed
execution on a heterogeneous computer network.  The intent of this
project is to demonstrate how AVS can be used to access GRASS.


%\bigskip
%\vspace{.3in}

\newpage
\begin{center}
{\large\bf Visualization of Unsteady Viscous Flows}\\
\bigskip  
{\bf Mario F.~Campuzano}\\
Research Apprentice, 1993 NPAC REU Program\\  
Dual Major in Mechanical Engineering and Aerospace Engineering, SUNY Buffalo\\
\medskip 
{\bf  Thong Q.~Dang}\\
Associate Professor\\
Depart. Mech., Aero. and Manufact. Engr., Syracuse University\\ \medskip
{\bf  Edward A.~Bogucz}\\
Associate Professor\\
Depart. Mech., Aero. and Manufact. Engr., Syracuse University\\ \medskip
{\bf  Gang Cheng }\\
Junior Research Scientist, NPAC, Syracuse University\\
\end{center}

\smallskip

This project demonstrates the use of the commercial software package
AVS to animate the results of an unsteady viscous flow computation.
The physical problem considered is the flow induced by a two-dimensional
flat plate that is impulsively started in motion in a direction normal
to its length in an otherwise quiescent fluid.  The unsteady flow is
calculated using a vorticity-streamfunction formulation that is
approximated using a finite-volume technique.  Computed results for 
individual time
steps are stored as separate files for subsequent processing by AVS.
The animation shows development of large-scale vortex structures in the
wake of the plate.

\vspace{.6in}

\begin{center}
{\large\bf A Laser Disk Closed-Caption Interface\\ \medskip
for Multimedia DataBase Management Systems }\\ \medskip 
{\bf Rajat  K.~Das} \\
Research Apprentice, 1993 NPAC REU Program\\    
Computer Science Major, Syracuse University\\  
\medskip  
{\bf C.-Y.~Roger Chen}\\
Associate Professor\\
Department of Electrical
 and Computer Engineering, Syracuse University\\
\end{center}

\smallskip

The development of software for an element of
Multimedia Database Management Systems (DBMS)
is addressed in this work.
The present contribution concentrates on the design of software to
control   a laser disk player.
 Once the laser disk player is controlled, each frame of the laser disk will
 be interfaced with a closed caption, and a search will be performed
on the basis of the closed caption.
 Some applications of the work are found in areas of criminal
identification, graphic art design, sports statistics and
records, and the movie/video industry.

\vspace{.6in}

\begin{center}
{\large\bf Exploring Virtual Reality as an Art Form}\\
\medskip
{\bf James A.~Leonard}\\
Research Apprentice, 1993 NPAC REU Program\\   
Visual Arts Major, Syracuse University\\   \medskip  
{\bf Wojtek Furmanski}\\
Research Professor of Physics\\
Associate Director, NPAC, Syracuse University\\ \medskip
{\bf Diglio A.~Simoni}\\
Graduate Research Assistant, NPAC, Syracuse University\\
\end{center}

\smallskip

The intent of this project was to explore the artistic potential
of current virtual reality technologies.  This involved
achieving access to appropriate hardware, exploring
an existing software package (Minimal Reality Toolkit), designing
a virtual environment, and executing the environment.  The desired
outcome was a working minimal environment.  Many unforeseen complications
involving both the hardware and software arose, preventing the realization
of this minimal environment.  Alternatively, this project explored other
existing (non-virtual reality) software (Application Visualization System
and Aldus Superpaint), along with some current multi-user networks
 (Multi-User Dimensions)
 found on the internet.  Experiences with these resources
and exposure to some of the existing virtual reality technologies led to
the conclusion that a more versatile interface for designing
virtual environments needs to be developed for artists.

%\pagebreak
\vspace{.6in}

\begin{center}
{\large\bf Evaluating Parallel Random Number Generators}\\
\medskip 
{\bf William E.~Mahoney }\\
Research Apprentice, 1993 NPAC REU Program\\    
Computer Engineering Major, Syracuse University\\  
\medskip  
{\bf  Paul D.~Coddington}\\
Project Leader, NPAC, Syracuse University\\
\end{center}

\smallskip

Parallel random number generators are studied and tested on a
variety of parallel computers.  The performance of each random
number generator is evaluated using parallel Monte Carlo
simulations.  A model with known results is used to enable a
more precise analysis of each random number generator.
The results of these parallel simulations are similar to those achieved
with sequential simulations.

\pagebreak
%\vspace{.45in}

\begin{center}
{\large\bf Quantum Field Theory on the Connection Machine}\\
\medskip  
{\bf Ron Maimon}\\
Research Apprentice, 1993 NPAC REU Program\\   
Physics Major, Harvard University\\
\medskip  
{\bf Mark J.~Bowick}\\
Associate Professor, Physics Department, Syracuse University\\
\end{center}
\medskip

The $\lambda\phi^3$ theory is investigated in order to determine whether
direct simulation of Quantum Field Theory is a reasonable alternative to
 currently existing methods.
Advantages and disadvantages of direct simulation are discussed. A new
approach
to perturbation theory similar in spirit to the direct simulation method is
introduced, and the applications of this theoretical structure to large
coupling constant field theoretic conditions are investigated, both
numerically and analytically.

\vspace{.45in}

\begin{center}
{\large\bf Coloring of Triangulated Random Surfaces}\\
\medskip  
{\bf Christopher L.~Martin }\\
Research Apprentice, 1993 NPAC REU Program\\   
Physics, Chemical Physics, and Mathematics Major, Rice University\\
\medskip 
{\bf Paul D.~Coddington}\\
Project Leader, NPAC, Syracuse University\\ \medskip
{\bf James R.~Allwright}\\
Visiting Assistant Professor\\School of Computer and Information Science,
Syracuse University\\
\end{center}

\smallskip

A system for modeling random surfaces that can evolve with time,
specifically for computer simulations of String Theory, requires
a fast and efficient means for coloring the sites to ensure
that adjacent sites are not updated simultaneously.
Effective coloring algorithms
are implemented on two different parallel architectures
and tested for efficiency.

\pagebreak
%\vspace{.5in}

\begin{center}
{\large\bf A Model to Predict Photoreceptor Electrical Output\\
 Based on Natural Light Input}\\
\medskip  
{\bf Oren K.~Nagasako}\\
GE Foundation Undergraduate Researcher, 1993 NPAC Program\\
Bioengineering and Biology Major, Syracuse University\\
\medskip  
{\bf  Gustav A.~Engbretson}\\
Associate Professor\\ Department of Bioengineering and Neuroscience,
Syracuse University\\ \medskip
{\bf  Ernest E.~Sibert }\\
Professor\\School of Computer and Information Science, Syracuse University\\
\end{center}

\smallskip

Engbretson and Solessio developed a model for the reptilian parietal eye
that predicts the intensity response relationship of the parietal eye of
the lizard {\it Xantusia vigilis} to sunlight with a reasonable degree of
accuracy.  The program SOLRAD is used to predict the intensity of
natural light.  When the model is implemented on the CM-5 to analyze the data
from SOLRAD, a response that suggests a possible function of the parietal eye
is generated.  The function proposed is a mechanism that is able to detect
``dimness" in sunlight, and in doing so, able to determine when the sun is
rising or setting.

\vspace{.6in}

\begin{center}
{\large\bf Visualization Of Flow Field Structures In Jet Engine Exhaust}\\
\medskip  
{\bf Kimberly J.~Rak }\\
GE Foundation Undergraduate Researcher, 1993 NPAC REU Program\\
Aerospace Engineering Major, Syracuse University\\ \medskip  
{\bf  Eric F.~Spina}\\
Associate Professor\\Depart. of Mech., Aero. and Manufact. Engr., Syracuse Univ.\\ \medskip
\end{center}

\smallskip

A procedure was developed for entering jet velocity data into a
visualization
package called AVS.  Images of density gradients produced by the schlieren
method and three-dimensional total pressure data were converted into AVS
readable formats.  These images will be used to investigate flow field
structures in heated supersonic flow.

\pagebreak
%\vspace{.6in}

\begin{center}
{\large
\bf A New Automatic Simulated Annealing-Type \\ Global Organization Scheme}\\
\medskip  
{\bf Matthew  Shore}\\
Undergraduate Researcher, 1993 NPAC REU Program\\   
Computer Science, Music, Florida State University\\ \medskip  
{\bf  Paul D.~Coddington }\\
Project Leader, Northeast Parallel Architectures Center\\
Syracuse University\\ \medskip
{\bf  Geoffrey C.~Fox }\\
Director, NPAC, Syracuse, NY\\
Professor, Physics and Computer Science\\
Syracuse University\\ \medskip
{\bf  Enzo Marinari}\\
Associate Director, NPAC, Syracuse, NY\\
Professor of Physics, Syracuse University\\
Professor of Physics, Universit\`{a} di Roma {\em Tor Vergata}\\
 Rome, Italy\\ \medskip
{\bf C. H. Wu}\\
Graduate Assistant, School of Computer and Information Science\\
Syracuse University\\ 
\end{center}

\smallskip

A study of global optimization schemes is presented.  Simulated
annealing, a general and proven technique for minimizing functions
with many coexisting states, is used as a foundation for the
development of a new, more automatic approach, called simulated
tempering.  This novel method upholds the eminent attribute of
simulated annealing---the probabilistic guarantee of convergence upon
a global minimum.  It is unique, however, in that system equilibrium
is never disturbed.  Although simulated tempering is in its infancy,
it is promising indeed, as the preliminary results suggest.  The
two-dimensional Ising Spin Glass Model, an NP-complete optimization
problem, is used as the test case.  Its theoretical formulation is
briefly addressed.

\pagebreak
%\vspace{.6in}

\begin{center}
{\large\bf The Ideal Psychometric Procedure}\\
\medskip  
{\bf J.~Angela Sims}\\
Research Apprentice, 1993 NPAC REU Program\\   
Computer Engineering Major, Auburn University\\
\medskip  
{\bf  Denis G.~Pelli}\\
Professor, Department of Bioengineering and Neuroscience\\
Syracuse University\\
\end{center}

\smallskip

{\em QUEST-2} uses ideal sequential estimation procedures to minimize the
expected variance of a threshold estimate after a series of tests.  The
ideal psychometric procedure incorporates {\em QUEST} and the ``lookahead''
factor
into finding the minimal effective threshold in a series of trials.  Since
the minimization techniques involve expensive computations, a parallel
implementation of {\em QUEST-2} was developed in an attempt to increase
its speed and computational power and to allow a greater lookahead factor.
The effectiveness of the sequential and parallel versions are examined.

\vspace{.6in}
\begin{center}
{\large\bf Controlling Extended Chaotic Systems}\\
\medskip  
{\bf Stephen  T.~Trickey}\\
Research Apprentice, 1993 NPAC REU Program\\    
Mechanical Engineering Major, University of Rochester\\
\medskip  
{\bf  Michael J.~Vinson}\\
Research Associate, NPAC and Physics Department\\
Syracuse University\\
\end{center}

\smallskip

A method for controlling extended chaotic systems, chaotic systems with
many degrees of freedom, by applying existing
techniques is examined.  Background is given about the control techniques
of
Ott, Grebogi, and Yorke, as well as those of Pyragas.
The significance of the use of a coupled map lattice for modeling a system
is explained.  The results of applying the Pyragas control method to a
zero-dimensional case, as well as to a coupled map lattice, are discussed.

\pagebreak
%\vspace{.6in}

\begin{center}
{\large\bf Say it Ain't So or Proof by Contradiction for Parallel\\
Genetic Algorithms for Automated Reasoning}\\
\medskip 
{\bf Stephanie  Weirich}\\
Research Apprentice, 1993 NPAC REU Program\\  
Computer Science Major, Rice University\\
\medskip 
{\bf  Chilukuri K.~Mohan}\\
Associate Professor, School of Computer and Information Science\\
Syracuse University\\
\end{center}

\smallskip

This paper addresses the development of parallel algorithms for
automated theorem-proving of propositional logic.  Current
sequential theorem-prover implementations
 are not used extensively in practice, as they are slow to run.
Parallel algorithms have been shown to  drastically decrease search times
over the sequential code. Unfortunately, parallel algorithms can fall into
the same traps of greedy sequential algorithms and not be able to find the
contradiction. However, an existing sequential code motivated by the
 methodology of  genetic algorithms has already achieved significant
progress in speeding up the process sequentially. A parallelization
of this code is explored.

\vspace{.6in}
\bigskip
\begin{center}
{\large\bf Nonlinear Prediction and Forecasting of Chaos}\\
\medskip  
{\bf Samuel R.~Wilkin}\\
Research Apprentice, 1993 NPAC REU Program\\  
Economics Major, Eckerd College\\
\medskip 
{\bf  Michael J.~Vinson}\\
Research Associate, NPAC and Physics Department\\
Syracuse University\\
\end{center}

\smallskip

Farmer and Sidorowich proposed a nonlinear prediction algorithm that could
successfully predict chaotic systems in the short term.  We make this
algorithm more accurate, test its effectiveness when confronted by error,
optimize its controlling parameters for several data sets, adjust it so
that it predicts future direction instead of future values, and modify it
to utilize data from several concurrent time series simultaneously.  We then
join this improved algorithm with a method for determining whether or
not a time series is chaotic or merely random.

\pagebreak
%\vspace{.6in}

\begin{center}
{\large\bf Knotica: A Symbolic Workbench for Combinatoric Knot Theory}\\
\medskip 
{\bf Thomas J.~Willis}\\
Senior Research Apprentice, 1993 NPAC REU Program\\ 
Graduate Assistant, Department of Mathematics\\
\medskip  
{\bf  Edward A.~Bogucz}\\
Associate Professor\\
 Department of Mechanical, Aerospace and Manufacturing Engineering\\
Syracuse University\\
\end{center}

\smallskip

{\it Knotica}, a high-level interactive system for manipulating
and performing calculations on mathematical knots is introduced.
{\it Knotica} is based on the commercial symbolic algebra system,
{\it Mathematica}, and can be used to calculate various topological
properties of knots, as well as providing a set of ``building-block''
routines that can be incorporated into custom {\it Mathematica}-based
knot theory programs.

\newpage
\begin{center}
{\Large\bf Appendix B\\
\vspace{12pt}
Letters from Participants}\\
\vspace{24pt}
\end{center}

\noindent This appendix contains letters from participants
describing their experiences in the 1993 NPAC REU program.
Letters were received from the following individuals:


\begin{center}
\begin{tabular}{r@{\hspace{4pt}}llll@{\hspace{2pt}}}
\hline
&{Name}&{Major}&{Home Institution}
               &{\begin{tabular}{l}{Grad.}\\{Date}\end{tabular}} \\
\hline
\\
&\multicolumn{4}{@{\hspace{-1pt}}l}{\it Students supported by NSF grant:}\\
&Campuzano, Mario F.&Mech., Aero. Engr.&SUNY Buffalo&May 1994\\
&Leonard, James A.&Visual Arts&Syracuse University&May 1995\\
&Mahoney, William E.&Computer Engr.&Syracuse University&Dec.\ 1994\\
&Martin, Christopher L.&Chem., Phys., Math&Rice University&May 1994\\
&Shore, Matthew&Computer Science&Florida State Univ.&Dec.\ 1993\\
&Sims, J.\ Angela&Computer Engr.&Auburn University&Mar.\ 1994\\
&Trickey, Stephen T.&Mechanical Engr.&Univ. of Rochester&May 1994\\
&Weirich, Stephanie&Computer Science&Rice University&May 1996\\
&Willis, T.J.&Mathematics&Syracuse University&May 1994\\
\\
&\multicolumn{4}{@{\hspace{-1pt}}l}{\it Students supported by grant from the GE Foundation:}\\
&Nagasako, Oren K.&Bioengineering&Syracuse University&May 1994\\
&Rak, Kimberly J.&Aerospace Engr.&Syracuse University&May 1994\\
\\
\hline
\end{tabular}
\end{center}


\end{document}



