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On 14 July up to 100,000 people attended the annual Durham Miners' Gala. These included a noticeably uncomfortable Ed Miliband, the first Labour Party leader to address the event since 1989.
As Miliband sat on the platform he was obliged to listen and applaud speakers including striking Spanish miners describing their militant battle with the Rajoy government, the labour lawyer John Hendy arguing for the repeal of the anti-trade union laws, and the Public and Commercial Services (PCS) union general secretary Mark Serwotka, who rebuked the Labour leader for his opposition to the pensions dispute.
That Miliband felt he had to attend is a sign that the event has been rejuvenated in recent years, owing in large part to the patient work of the organisers and the support it has received from trade unions other than the National Union of Miners (NUM).
However, we should not take this as a sign that the Labour leadership is more willing to fight for working-class interests. Three days later Miliband sought to "balance" his attendance at the miners' gala with an appearance at a reception in the City of London.
His speech was an attempt to win support from business leaders at FTSE 100 companies. The shadow business secretary Chuka Ummuna went further, calling for more Labour MPs who have "set up and run businesses or worked for businesses."
The bosses already have two major parties to serve their interests without the Labour Party acting as a poor third.
Despite bourgeois press hysteria about "Red Ed" and rumblings from Blairites such as Liam Byrne, the labour movement still has a long way to go to make the Labour Party a vehicle for working-class politics.
On 15 May Ed Miliband appointed Jon Cruddas to replace Liam Byrne as head of Labour's policy review.
No socialist in the Labour Party or the trade unions will be sad to see Byrne, a notorious Blairite, go; and some will draw shreds of hope from what Cruddas has said in the past about the need for Labour to reconnect with its working-class base.
At least three problems remain, though. One: the policy review, whoever heads it, is in effect a move to sidetrack policy-making by Labour's annual conference of delegates from trade unions and local Labour Parties.
Instead of delegates directly debating policy, they are likely at some point to be handed a long text concocted by the "review" and told they can only vote for or against, but not amend it.
Second: the policy review process remains nearly as opaque to Labour and union activists under Cruddas as it was under Byrne.
And the third problem is Cruddas's politics. After spending almost all his adult life in Labour Party backroom jobs, he was a chief fixer for Tony Blair from 1997 to 2001.
After 2001, he shifted, voted against the Blair government on top-up fees, asylum seekers, trust schools, Trident, and other issues, and won some union support for his candidacy for Labour Deputy Leader in 2007.
Then in 2010 he backed the hardline-Blairite David Miliband for Labour leader. He now says (Guardian 16 June): "I made a mistake on that; but also that "he will be knocking on the doors of David Miliband and [another diehard-Blairite] James Purnell" to contribute to the policy review.
Cruddas and Purnell have associated with a trend called Blue Labour. Its best-known advocate is Maurice Glasman, who declared (Daily Telegraph, 18 July 2011) for "stopping immigration virtually completely for a period".
Purnell, however, has declared that "we [New Labour] already had about as 'tough" a policy on immigration as we could have". He says Labour should be bolder about "reform", meaning (for him) "if you want people to have choice in democracy, then why not in health or education too?"
Another Blue Labour ideologue, Jonathan Rutherford, claims: "Labour's future is conservative... Labour needs to develop a politics of belonging and a reform of capitalism that draws on the traditions of the common good and a common life. It must... again become an organising force in the life of our country, from the cities to the market towns and the villages".
All very far from even discussing policies which would enable the labour movement to get to grips with the great crisis of capitalism unfolding around us.


text:
Question NW1177 to the Minister of Justice and Correctional Services
11 May 2018 - NW1177
Horn, Mr W to ask the Minister of Justice and Correctional Services
With regard to his reply to question 2714 on 16 January 2017, (a) what steps will he take to ensure that the correct authority within his department actually carries out the instructions of the court and (b) by what date?
The Judge will only grant an order/deliver judgment after considering the application or evidence, depending on the nature of the proceedings. In Civil Matters, the order will be made available to all parties after it has been granted. It is the responsibility of the party seeking the relief to ensure that the order is enforced.
Therefore, the Office of the Chief Justice is not the correct authority to implement the court order. The reply to question 2714 of 16 January 2017 still stands.

subset: commoncrawl


text: This is an extra card you can add on to the November Stampin' Class for $4.00. It uses the Still Scenes, Tags Tags Tags and Itty Bitty Christmas stamp sets, Snow Globe Scenes, Trio of Tags, Layering Circles and Christmas Layers Dies, Mercury Glass Acetate, Sparkle Glimmer Paper, Silver Foil Sheets, Snow Globe Shaker Domes, Snowflake Sequins, Ice Stampin' Glitter and Swirls & Curls Embossing Folder. Just let me know when you register for class if you want this extra card.


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My project won't load. I spent 50+ hours making a presentation, now it won't load or let me edit
It just keeps spinning it's loading animation. I had zero problems for the past week, now this all of a sudden. It just loads an image, not the actual file. Is this a common problem? Because I won't use this website if it's going to waste my time.
Besides outing your frustration what do you want anyone to say or to help, just speaking of 'it' without specifying version nor device nor anything over whatever file? Going out for jogging is more effective for calming frustrations but if you want a problem to be resolved it's more helpful to provide some info that matters
If your profile page is the same as this user account for the forum, I'm sorry, but there are no public files visible.
If you want to keep your file private, and don't want to share a link here, please write an email with details at firstname.lastname@example.com.
Or, if you want to, share a link here, so we can try to help.
I can see your file. Is it OK to upload the fixed version here, or is it private?
There's a bug when you use a Segment as yMin so I've defined
and used that instead


text:
Public consultations set to begin early this year on a proposed four-storey, 73-unit condominium at 66 to 76 Kippendavie Avenue have been postponed for the time being.
On Tuesday, Jan. 12, Beaches-East York Councillor Sandra Bussin put forward a motion, which passed, at Toronto and East York Community Council, to have the project's developer, Darlon Investment (Worsley Beach Ltd.), revise and redraw its plans for the proposed condo development.
This move was precipitated by several concerns Bussin heard and noted from community members at a meeting she hosted last month.
She said some of the modifications to the proposal would include expanding the site's green space to 50 per cent, enhancing the garbage management plan, relocating the main driveway access from a rear public lane to Kippendavie Ave., all of which Bussin hopes will result in the reduction of the building's units from 73 units to 40 or 50.
"This may help avoid an OMB (Ontario Municipal Board) hearing," Bussin said, noting this project requires a rezoning to move forward, not just a minor variance to the official plan, which can be put through the committee of adjustment.
The date and location of the first public meeting on the development proposal will be announced once the new drawings are reviewed by various city departments.


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Mega FreeRoam RolePlay [MFR]
A site dedicated to all games Sonic has been in.
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The only forum that states CANDY, FOR BREAKFAST?!?!!?! I NO, RITE???
Aurahallows is a growing community with pokemon forums for those who enjoy battling and trading, whether they are new to pokemon or have played the game for years.
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Your #1 Source for Official Video Game Media!
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Discuss the Mega Man Universe Customizable Card Game, a free fan work.
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As an army united as one, Striving in becoming a mega-cooperation and challenging the super-powers. IMF Are rising Faster then Ever before. Join us and help us lead a revolution.
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Celestial Guild for Fenrir Server on Rappelz
Private roleplaying board. enter with invitation only.
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A forum to talk about Mario, Nintendo, and many other stuffs! :O
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. Mega Mrmište. Free forum. Mega Mrmište
This is the dark future of New World of Darkness. Set in the district of New Babylon. A New frontier within the Mega Cities of 2095. Genre Cyber Punk/Sci-fi Horror.
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Free forum : Forum for the Super Mega Podcast Bros podcast and Blog
RYL2 Forever (High Mega Rated Sever)
Free forum : Commonwealth, the Neutral Zone.
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This is a site dedicated to crashing through the Mega Store
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Duel your way to the top with your DuelMonsters Cards. Do you have what it takes to become the King Of Games?!
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A superhero RP and discussion board for Mature players and posters. Taking place in a unique Multiverse.
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Tempat berhimpunnya owner-owner motor SYM VTS/GTS/EVO/BONUS/SYMPHONY untuk membincangkan hal-hal teknikal dan aktiviti.
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This is the best place for people from Walla Walla to chat about random things.


text: Tom Colligan has worked with Plastilite for nineteen years. He was born and raised in Wisner, Nebraska and attended college at Midland University. In addition to wine tours, outdoor concerts and visiting tropical destinations, Tom follows several sports teams including the Huskers, Creighton, and the Kansas City Royals. He feels that every day at Plastilite offers a new opportunity to make a difference and believes his degrees in Art and History have proven useful in an industry where 3D and analytical thinking are, for him, the fundamental components of developing packaging, shipping, and temperature control solutions.


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Learn self defence in a fun and supportive environment. All our self defence classes and courses are taught by a female instructor with over 25 years in the martial arts industry.
Select mixed adults, children or women's only classes from the options below.
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Our training hall is located in Altona North and our locals live in -
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© Self Defence Hub


text:
Since mankind has evolved and a greater civilized behavior has taken upon us, looking graceful and beautiful has been the desire of each and every being. For a poised lady, her appearance matters a great deal because the first impression people gather of anyone is from their outlook.
At New U Esthetics, we provide you the makeup which crafts your look in an unimaginable way. Makeup, which has been the art for polishing the already very beautiful face according to the event or function is mastered by the professional "artists" at our studio. We promise you unmatched bridal makeup and grooming and various other forms of makeup with utmost perfection and care.
Below are some samples of our "art". People usually call us magicians, check out some of our magic given below.


text:
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Four designs from original embroideries by Caroline Zoob, two of each design: Bringing Home the Tree, Winter Stag, The First Skate of Winter and The Lodge in Winter. The reverse is blank with a very faint print of a mistletoe design by Caroline.
These generously sized tags are printed on good quality card and each has a removable red-and-white bakers' twine tie.
Limited stock….
The price includes postage and packing within the UK. Non-UK customers please see the alternative product line.
Out of stock
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text:
Abana: Anyone Buy Online
Looking for a abana? Not a problem! Guaranteed Worldwide Shipping Discreet Package Low Prices 24/7/365 Customer Support 100% Satisfaction Guaranteed. Visit This Website...
Netflix's Chief Content Officer, Ted Sarandos wanted to Reuter's reporters, '"Being capable of precisely forecast and predict the behavior of the many people on fairly radical change is one area we'll grasp all enough time. The top 10 according on the 2008 ranking are listed below. Today's careers for graduates using a degree in pharmacy can be different than the existing time druggist who not just whipped up cough medicine inside the back room but in addition could whip up a fancy ice cream treat on the counter.
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Companies that tend not to give online online privacy policies could have you getting unsolicited mail and purchases calls from your variety of businesses for months to come. If you are after the financial gains, then Hospital Pharmacy is the place you will discover the financial benefits. Consumers have expressed their approval from the reviews with regards to how fast it will take the online drugstores to mail the packages from country to a different and deliver these phones their customers.


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Sass Panama Jack Dress
Sale price
Regular price
Shipping calculated at checkout.
Whats super cute, feminine, ultra stylish and available in four gorgeous colours? The Sass Panama Jack Dress! With a wrap style, tie waist and trending puff sleeves, this mid-thigh length dress is the easiest to wear style for those warmer months.


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In a recent British Columbia decision, a court ruled that a child living with his mother in the United States would not be permitted to travel to Canada to see his father due to the COVID-19 pandemic; rather, the father would be required to travel to the United States to exercise his parenting time.
What Happened?
The parents have one child together, born in 2008.
In a previous court hearing, the mother made an application for an order permitting her to relocate with the child to North Carolina. Rather than making an order permitting relocation, the judge made an interim order permitting the mother to exercise her parenting time in North Carolina and providing that the father exercise his parenting time in British Columbia, where the parties and the child had been living.
Under the terms of the interim order, the father was to have parenting time for one week during Christmas break, two weeks at spring break and either one eight-week block or two blocks totalling eight weeks during the summer break. The father was also to have four or five consecutive days of parenting time at American Thanksgiving. The judge ordered the matter to be reviewed in one year.
The mother moved to North Carolina and the child began living with her there in January 2020. The father did not exercise his parenting time at spring break, he said, because he had concerns about travel in light of the "new and developing circumstance of COVID-19".
The father lives with his partner in a First Nations territory in British Columbia. As a result of the COVID-19 pandemic, the territory had demanded that non-essential travellers stay away from the territory; it had posted an Information Bulletin on its Facebook page that the territory was closed and that all non-essential travellers were trespassers and that all arrivals must quarantine for 14 days.
At Issue
The mother made an application to vary the interim order to provide that the father's parenting time take place in Pennsylvania or such location on the east coast of the United States as determined by the court or as agreed by the parties.
She also sought orders that the father self-isolate for 14 days in advance of exercising his parenting time and that he abide by all recommendations issued by the United States Centre for Disease Control regarding the prevention of contracting COVID-19.
Positions of the Parties
The mother submitted that it was not in the child's best interests to travel to Canada as that travel would elevate his risk of being exposed to and of contracting COVID-19 and would involve multiple flights. Additionally, the child would be required to self-isolate both upon his arrival to Canada and upon his return to the United States. She submitted that the father, as an American citizen, could travel to the United States and exercise his parenting time there. Finally, the mother was concerned that the father's territory might not allow the father and child to enter because they were under lock down.
The father submitted that any risk to the child of travelling with him to and from the territory was minimal, especially in view of the risk to the child of not having time with him otherwise. The father also proposed a travel plan that would minimize the number of flights the child would be required to take. The father also argued that the COVID-19 crisis did not justify a denial of parenting time or travel to a child's primary residence.
The court began by explaining that any decision involving a child must be made in the child's best interest.
While the father had submitted recent family law decisions addressing access issues during the COVID-19 pandemic that supported his position, the court found that those decisions were distinguishable because they did not involve international travel by a child. The court stated:
"The Canadian government has recently extended the closure of the Canada-U.S. border to June 21st except for essential travel. That, in my view, is an indication that the federal health authorities consider that international travel increases the risk of the spread of the virus. Many provinces in Canada are restricting, or at least discouraging, travel from other Provinces of Canada and many First Nations, including the [the father's territory], are restricting access to their territories to prevent the influx of the virus."
Ultimately, the court found that the risk of travel to the child, given the need for him to fly across the continent twice and travel through three international airports outweighed the concerns that would arise if the father were to exercise his parenting time in the eastern United States. Though the court acknowledged that its decision would result in cost and inconvenience to the father, the court stated that while it was unfortunate, it was unavoidable.
As a result, the court ordered that the father's parenting time during the summer of 2020 would occur in the state of Pennsylvania or such other States along the East Coast of the United States as agreed by the parents. It also ordered that the father would have to comply with all public health directives regarding self-isolation and the prevention of contracting COVID-19 during his parenting time.
Get Advice
Social distancing is here to stay for the medium term, and in response, we have moved our full business online. Our service model may look a little different, but we are continuing to meet all of our clients' legal needs using online technology that is readily available and user-friendly. We would be happy to help you get set up as needed. In most cases, we will send a single link to clients, allowing them to join a meeting with just a click. We can still be reached by leaving a voicemail at 905-828-2247; however our reception is not staffed for safety reasons, so there will be a delay in replies. For faster access, please email your lawyer directly; lawyer contact information is available here. For new inquiries, or if you are unsure who to contact, please email our office at email@example.com.
Separation and divorce are challenging for everyone involved. When dealing with custody or access disputes, matters involving spousal and child support, the division of assets, and other family issues, emotions can be your worst enemy. Having an experienced family lawyer on your side can help you stay focused and resolve disputes as quickly and amicably as possible.
At Campbell Bader LLP our family team has collectively spent more than twenty years advising clients about family disputes, including those involving high net worth individuals or complex matters.
We value and incorporate collaborative family law principles into our practice, but we're smart enough to recognize when that approach won't work for you and we adapt our strategy accordingly. To learn more about how we can help you, contact us online or at 905-828-2247.


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Solar Orbiter spacecraft built in Stevenage prepares to take closest ever image of the Sun
PUBLISHED: 09:00 21 June 2020
A spacecraft built in Stevenage is set to take the closest ever images of the Sun and uncover the secrets of the fiery orb.
At its closest point, the Solar Orbiter, which was built at Airbus on Gunnels Wood Road and launched from Florida's Cape Canaveral in February, will be closer to the Sun than the planet Mercury, at a distance of 42 million kilometres - nothing has ever been closer with a camera.
The spacecraft is equipped with 10 instruments - including five telescopes - and will take measurements as well as images, studying the Sun and its effects on the solar system in unprecedented detail.
The Sun releases bursts of high-energy particles which can disrupt electrical power distribution systems, cause computers to crash, damage satellites and endanger astronauts. Solar Orbiter will provide scientific data to better understand the mechanisms on the Sun that cause these violent and disruptive outbursts.
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Airbus project manager Ian Walters said: "In 1859, one such episode took down the world's telegraph network. A similar event today would severely disrupt our power grids, mobile phone towers, navigation systems and many other critical technologies. If we could predict it was coming our way, we'd have about two days' notice for emergency government committees to be activated and react, instead of the few minutes' notice we receive today."
Eckard Settelmeyer, Airbus' head of earth observation, navigation and science institutional satellite projects, said: "Solar Orbiter has been one of the most challenging and exciting missions we have ever designed and built at Stevenage.
"Sending it so close to the Sun means that some parts of the spacecraft have to withstand temperatures of more than 500°C, with others in permanent shadow down to a nippy -180°C."
Ian says the most critical heat protection technology is the Stand-off Radiator Assembly – radiators on the spacecraft's side that is always in shadow, enabling them to quickly transfer heat from the instruments into space.
Eckard added: "To ensure the very sensitive instruments can measure the Sun's fields and particles, the spacecraft itself must be totally invisible to its sensors, which has pushed us to the absolute limits of what is technically achievable."
If you value what this story gives you, please consider supporting the Comet. Click the link in the orange box above for details.


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Cyrus Street EC1V • £360pw (£1560pcm) • 1 Bedroom Flat
Flat Description
Black Katz are pleased to offer to the market this very well presented one double bedroom property set within a purpose built block on the second floor. This immaculate property comprises a large lounge with wall mounted flat screen TV, wooden floors throughout, modern integrated separate kitchen with dining space, large bedroom with wall mounted flat screen TV, modern bathroom and private balcony. The rent is inclusive of the gas, electric and water. Cyrus street is centrally located close to the city with its multitude of shops and amenities, while the trendy bars, shops and restaurants of Upper Street, Old Street, Shoreditch, Liverpool Street and Clerkenwell are within a very close proximity.
Property Features
• Wood Floors • Washing Machine • Dishwasher • Fitted Kitchen • Separate kitchen • Close to local amenities • Close to Tube • Fantastic Transport Links • Gas Central Heating • Excellent decorative order • Inclusive gas, water, electricity • Spacious Living Room • Balcony • Tiled bathroom • Small Ex- local authority block • Zone 1 • Beautiful tree lined street • Purpose built development
Places of Interest Locally
- Urban Golf | Smithfield - 0.53 miles
- Nuffield Health Fitness & Wellbeing Gym - 0.75 miles
- Nuffield Health Fitness & Wellbeing Gym - 0.94 miles
- The Grove Nursery & Preschool - 0.97 miles
- City of London School - 0.97 miles
- City Lit - 1.12 miles
- Nuffield Health Fitness & Wellbeing Gym - 1.17 miles
- Guitar London - 1.19 miles
- SAE Institute London - 1.31 miles
- EC London English School and EC London 30+ (Adult English Centre) - 1.33 miles
- Marshall Street Leisure Centre & Spa - 1.79 miles
- North London Music Academy - 1.87 miles
- St George's Cathedral Catholic Primary School - 1.9 miles
- Notre Dame Roman Catholic Girls' School - 1.99 miles
- The Circle Gym and Spa - 2.03 miles
Contact the Islington office on: 020 7713 7337
"Paul, Cristina, Will & Aaron were all extremely helpful when we used them to rent out six of apartments in Muswell Hill. They went the extra mile to which we are very grateful."
All bookings are subject to confirmation
Black Katz makes every reasonable effort to ensure that all the information on this website is accurate. However, no guarantees for the accuracy of information are made and we make no warranties of any kind, whether expressed or implied, in respect of the information supplied. The information contained on this website does not form part of an offer or contract. Before making an offer to rent a property seek independent or professional advice.


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Tires near me in Garden City GAView a list of all locations
Savannah Tire in Garden City stocks popular tire brands.
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Taurus Keynote Theatre at 10:45 – 11:15
Keynote Title: The Culture Gap
About the keynote: It's no secret that an engaged workforce is, by its very definition, a happier more productive one. But what does this mean for you as a business owner of today? We'll focus on the building blocks of workplace culture that inspire employees to actively engage with your business goals; becoming your most loyal supporters and vocal brand ambassadors.
Who is it aimed at: The talk is aimed at all sectors and for any one who wants to engage their workforce and improve their workplace culture.
Claire Smith Head of Business Development for Moneypenny, they employ over 750 staff to handle customer communications for hundreds of thousands of clients across the UK and USA. In 2018 alone we looked after 14 million calls and chats for over 13,000 customers.
Claire Smith
Head of Business Development
As a passionate Brand Ambassador, Claire regularly talks to forward-thinking businesses about workplace culture, sharing Moneypenny's own secrets as to what makes a happy and productive team.


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On April 23, 2015, Ladue Horton Watkins High School (LHWHS) Senior Annie Donnell was awarded the Special School District (SSD) Rosemary Zander Award, the highest recognition given to students who receive services from SSD. The Special Education Foundation, in partnership with Special School District (SSD), recognized 23 students with Rosemary Zander Awards at the annual Commitment to Kids Banquet.
Donnell also received a Special Education Foundation Scholarship at the banquet, as did her classmate and fellow senior, Paul Gada.


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Advanced Lookup by Groups is a must-have for group users. It allows you to create contact lookups based on group membership. You may create cross-sections of groups, add groups together, create lookups of contacts belonging to one or more groups but not to other group(s). You may reverse a lookup, create a lookup of groupless contacts, contacts who belong to at least one group more than one group, etc. With its simple drag-and-drop interface, you just have to drag groups to either an Include or an Exclude list and click OK. Convenient preset lookups Advanced Lookup by Groups features preset lookups which quickly allow you to create a lookup of groupless contacts create a lookup of contacts belonging to at least a group create a lookup of contacts belonging to more than one group reverse the current lookup. Time saving report and lookup combined function Advanced Lookup by Groups also features 2 report-lookup functions for: the contacts belonging to a parent group but not to any subgroups of the parent the contacts belonging to a subgroup without belonging to the parent group If you consider that a contact who belongs to a group which has subgroups has to be included in at least one of the subgroups or that a contact who belongs to a subgroup should belong to the parent group of the subgroup, these functions are ideal for you. They will first create a list in notepad giving you the contact information and the relevant group information (like the subgroup it belongs to and the group it should belong to). Then it will conveniently create a lookup of these contacts so that you can fix the situation.
For older versions below v16/17 please contact us and we will ensure you receive the correct version that you require.
Please note that all products are downloadable once payment is received and license keys will be sent to you directly by return.


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Introduction: Paracord Ring
This is a way to make a nice, looking ring out of paracord
Step 1: Items
1. Paracord
2. Scissors
3. Lighter
Step 2: Start
Tie an over hand knot. Tighten until there is about an inch loop.
Step 3: Tie It Off
Make two over hand knots over the first then tighten.
Step 4: Snip Singe and Admire
Snip and singe the ends and wear for all to see
Be the First to Share
2 Discussions
Thank you so much for the nice instructable. I love it.
Cool project! Thanks for sharing this.


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Computer science curricula 2013
Computer Science
Curricula 2013
Curriculum Guidelines for
Undergraduate Degree Programs
in Computer Science
December 20, 2013
The Joint Task Force on Computing Curricula
Association for Computing Machinery (ACM)
IEEE Computer Society
A Cooperative Project of
Computer Science
Curricula 2013
Curriculum Guidelines for
Undergraduate Degree Programs
in Computer Science
December 20, 2013
The Joint Task Force on Computing Curricula
Association for Computing Machinery (ACM)
IEEE Computer Society
Computer Science Curricula 2013
Copyright © 2013 by ACM and IEEE.
All rights reserved.
Copyright and Reprint Permissions: Permission is granted to use these curriculum guidelines for the development of educational materials and programs. Other use requires
specific permission. Permission requests should be addressed to: ACM Permissions Dept. at email@example.com or to the IEEE Copyrights Manager at email@example.com.
Web link: http://dx.doi.org/10.1145/2534860
ACM Order Number: 999133
Additional copies may be ordered from:
IEEE Computer Society
Customer Service Center
10662 Los Vaqueros
P.O. Box 3014
Los Alamitos, CA 90720-1314
IEEE Service Center IEEE
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P.O. Box 1331
Piscataway, NJ 08855-1331
Tel: + 1 800 272 6657
Fax: + 1 714 821 4641
Tel: + 1 732 981 0060
Fax: + 1 732 981 9667
IEEE Computer Society
Asia/Pacific Office
Watanabe Bldg., 1-4-2
Minato-ku, Tokyo 107-0062
ACM Order Department
P.O. Box 30777
New York, NY 10087-0777
Tel: + 81 3 3408 3118
Fax: + 81 3 3408 3553
1-212-626-0500 (outside U.S.)
Cover art by Robert Vizzini
Printed in the United States of America
Sponsoring Societies
This report was made possible by
financial support from the following societies:
IEEE Computer Society
The CS2013 Final Report has been endorsed by ACM and the IEEE Computer Society.
Computer Science
Curricula 2013
Final Report
December 2013
The Joint Task Force on Computing Curricula
Association for Computing Machinery
IEEE-Computer Society
CS2013 Steering Committee
ACM Delegation
IEEE-CS Delegation
Mehran Sahami, Chair (Stanford University)
Steve Roach, Chair (Exelis Inc.)
Andrea Danyluk (Williams College)
Ernesto Cuadros-Vargas (Univ. Católica San Pablo)
Sally Fincher (University of Kent)
Ronald Dodge (US Military Academy)
Kathleen Fisher (Tufts University)
Robert France (Colorado State University)
Dan Grossman (University of Washington)
Amruth Kumar (Ramapo Coll. of New Jersey)
Elizabeth Hawthorne (Union County College)
Brian Robinson (ABB Corporation)
Randy Katz (UC Berkeley)
Remzi Seker (Embry-Riddle Aeronautical Univ.)
Rich LeBlanc (Seattle University)
Alfred Thompson (Microsoft, retired)
Dave Reed (Creighton University)
Table of Contents
Chapter 1: Introduction ................................................................................................................. 10
Overview of the CS2013 Process ............................................................................................. 11
Survey Input .............................................................................................................................. 12
High-level Themes .................................................................................................................... 13
Knowledge Areas ...................................................................................................................... 14
Professional Practice ................................................................................................................. 15
Exemplars of Curricula and Courses ........................................................................................ 16
Community Involvement and Website ..................................................................................... 16
Acknowledgments .................................................................................................................... 16
References ................................................................................................................................. 19
Chapter 2: Principles ..................................................................................................................... 20
Chapter 3: Characteristics of Graduates ....................................................................................... 23
Chapter 4: Introduction to the Body of Knowledge...................................................................... 27
Knowledge Areas are Not Necessarily Courses (and Important Examples Thereof)............... 28
Core Tier-1, Core Tier-2, Elective: What These Terms Mean, What is Required ................... 29
Further Considerations in Designing a Curriculum .................................................................. 32
Organization of the Body of Knowledge .................................................................................. 32
Curricular Hours ....................................................................................................................... 32
Courses...................................................................................................................................... 33
Guidance on Learning Outcomes ............................................................................................. 33
Overview of New Knowledge Areas ........................................................................................ 34
Chapter 5: Introductory Courses ................................................................................................... 39
Design Dimensions ................................................................................................................... 39
Mapping to the Body of Knowledge......................................................................................... 45
Chapter 6: Institutional Challenges ............................................................................................... 46
Localizing CS2013 ................................................................................................................... 46
Actively Promoting Computer Science .................................................................................... 46
Broadening Participation .......................................................................................................... 47
Computer Science Across Campus ........................................................................................... 48
Computer Science Minors ........................................................................................................ 48
Mathematics Requirements in Computer Science .................................................................... 49
Computing Resources ............................................................................................................... 51
Maintaining a Flexible and Healthy Faculty............................................................................. 51
Teaching Faculty....................................................................................................................... 52
Undergraduate Teaching Assistants.......................................................................................... 53
Online Education ...................................................................................................................... 53
References ................................................................................................................................. 54
Appendix A: The Body of Knowledge ......................................................................................... 55
Algorithms and Complexity (AL)............................................................................................. 55
Architecture and Organization (AR)......................................................................................... 62
Computational Science (CN) .................................................................................................... 68
Discrete Structures (DS) ........................................................................................................... 76
Graphics and Visualization (GV) ............................................................................................. 82
Human-Computer Interaction (HCI) ........................................................................................ 89
Information Assurance and Security (IAS) .............................................................................. 97
Information Management (IM) ............................................................................................... 112
Intelligent Systems (IS) .......................................................................................................... 121
Networking and Communication (NC)................................................................................... 130
Operating Systems (OS) ......................................................................................................... 135
Platform-Based Development (PBD) ..................................................................................... 142
Parallel and Distributed Computing (PD) ............................................................................... 145
Programming Languages (PL) ................................................................................................ 155
Software Development Fundamentals (SDF) ......................................................................... 167
Software Engineering (SE) ..................................................................................................... 172
Systems Fundamentals (SF).................................................................................................... 186
Social Issues and Professional Practice (SP) .......................................................................... 192
Appendix B: Migrating to CS2013 ............................................................................................. 204
Outcomes ................................................................................................................................ 204
Changes in Knowledge Area Structure ................................................................................... 205
Core Comparison .................................................................................................................... 206
Conclusions ............................................................................................................................. 211
Appendix C: Course Exemplars.................................................................................................. 228
Course Exemplar Template .................................................................................................... 232
CSCI 140: Algorithms, Pomona College ................................................................................ 234
COS 226: Algorithms and Data Structures, Princeton University.......................................... 237
CS 256 Algorithm Design and Analysis, Williams College ................................................... 240
CSE332: Data Abstractions, University of Washington ......................................................... 243
CS/ECE 552: Introduction to Computer Architecture, University of Wisconsin ................... 246
CS150: Digital Components and Design, University of California, Berkeley ....................... 249
CC152: Computer Architecture and Engineering, University of California, Berkeley .......... 251
eScience, University of North Carolina at Charlotte .............................................................. 253
COSC/MATH 201: Modeling and Simulation for the Sciences, Wofford College .............. 258
MAT 267: Discrete Mathematics, Union County College ..................................................... 262
CS103: Mathematical Foundations of Computer Science, Stanford University .................... 265
CS109: Probability Theory for Computer Scientists, Stanford University ............................ 265
CS 250 - Discrete Structures I, Portland Community College ............................................... 268
CS 251 - Discrete Structures II, Portland Community College .............................................. 271
CS 175 Computer Graphics, Harvard University ................................................................... 274
CS371: Computer Graphics, Williams College ...................................................................... 277
Human Aspects of Computer Science, University of York .................................................... 280
FIT3063 Human Computer Interaction, Monash University.................................................. 282
CO328: Human Computer Interaction, University of Kent .................................................... 285
Human Computer Interaction, University of Cambridge ....................................................... 287
Human-Computer Interaction, Stanford University ............................................................... 289
Human Information Processing (HIP), Open University Netherlands ................................... 291
Software and Interface Design, University of Cambridge ...................................................... 293
Computer Systems Security (CS-475), Lewis-Clark State College ...................................... 295
CS430: Database Systems, Colorado State University........................................................... 298
Technology, Ethics, and Global Society (CSE 262), Miami University ................................ 301
CS 662; Artificial Intelligence Programming, University of San Francisco .......................... 304
Intelligenza Artificiale ( Artificial Intelligence), Politecnico di Milano ................................ 306
CMSC 471, Introduction to Artificial Intelligence, U. of Maryland, Baltimore County ....... 308
Introduction to Artificial Intelligence, Case Western Reserve University ............................. 310
CS188: Artificial Intelligence, University of California Berkeley ......................................... 313
Introduction to Artificial Intelligence, University of Hartford ............................................... 315
Computer Networks I, Case Western Reserve University ...................................................... 318
CS144: Introduction to Computer Networking, Stanford University ..................................... 320
Computer Networks, Williams College .................................................................................. 323
CSCI 432 Operating Systems, Williams College ................................................................... 327
CS 420, Operating Systems, Embry-Riddle Aeronautical University .................................... 330
CPSC 3380 Operating Systems, U. of Arkansas at Little Rock ............................................. 332
582219 Operating Systems, University of Helsinki ............................................................... 334
RU STY1 Operating Systems, Reykjavik University ............................................................. 336
Parallel Programming Principle and Practice, Huazhong U. of Science and Technology ..... 339
Introduction to Parallel Programming, Nizhni Novgorod State University ........................... 342
CS in Parallel (course modules on parallel computing) ......................................................... 344
CS453: Introduction to Compilers, Colorado State University .............................................. 348
Csc 453: Translators and Systems Software, The University of Arizona .............................. 351
CSCI 434T: Compiler Design, Williams College .................................................................. 353
Compilers, Stanford University .............................................................................................. 356
Languages and Compilers, Utrecht University ....................................................................... 359
COMP 412: Topics in Compiler Construction, Rice University ............................................ 361
CSC 131: Principles of Programming Languages, Pomona College...................................... 364
CSCI 1730: Introduction to Programming Languages, Brown University ............................ 367
CSC 2/454: Programming Language Design and Implementation, University of Rochester 369
CSE341: Programming Languages, University of Washington ............................................. 372
CSCI 334: Principles of Programming Languages, Williams College ................................... 374
Programming Languages and Techniques I, University of Pennsylvania .............................. 377
15-312 Principles of Programming Languages, Carnegie Mellon University........................ 380
15-150: Functional Programming, Carnegie Mellon University ............................................ 384
CIS 133J: Java Programming I, Portland Community College .............................................. 388
Introduction to Computer Science, Harvey Mudd College .................................................... 391
CpSc 215: Software Development Foundations, Clemson University ................................... 394
CS1101: Introduction to Program Design, WPI ..................................................................... 397
Data Abstraction and Data Structures, Miami University ...................................................... 400
Software Engineering Practices, Embry Riddle Aeronautical University .............................. 402
CS169: Software Engineering, University of California, Berkeley........................................ 406
SE-2890 Software Engineering Practices, Milwaukee School of Engineering ...................... 409
Software Development, Quinnipiac University ...................................................................... 411
CS2200: Introduction to Systems and Networking, Georgia Institute of Technology ........... 414
CS61C: Great Ideas in Computer Architecture, University of California, Berkeley.............. 418
CSE333: Systems Programming, University of Washington ................................................. 420
Ethics in Technology (IFSM304), University of Maryland ................................................... 423
Technology Consulting in the Community, Carnegie Mellon University .............................. 426
Issues in Computing, Saint Xavier University........................................................................ 430
Ethics & the Information Age (CSI 194), Anne Arundel Community College ..................... 433
Professional Development Seminar, Northwest Missouri State University ........................... 436
The Digital Age, Grinnell College .......................................................................................... 439
COS 126: General Computer Science, Princeton University ................................................. 443
CSCI 0190: Accelerated Introduction to Computer Science, Brown University ................... 447
An Overview of the Two-Course Intro Sequence, Creighton University............................... 449
CSC 221: Introduction to Programming, Creighton University ............................................. 450
CSC 222: Object-Oriented Programming, Creighton University ........................................... 452
An Overview of the Mulit-paradigm Three-course CS Introduction at Grinnell College ...... 454
CSC 151: Functional problem solving, Grinnell College ..................................................... 456
CSC 161: Imperative Problem Solving and Data Structures, Grinnell College ..................... 458
CSC 207: Algorithms and Object-Oriented Design, Grinnell College ................................... 460
Appendix D: Curricular Exemplars ............................................................................................ 463
Bluegrass Community and Technical College (A.S. Degree) ................................................ 465
Bluegrass Community and Technical College (A.A.S. Degree) ............................................ 472
Grinnell College ...................................................................................................................... 480
Stanford University ................................................................................................................. 492
Williams College .................................................................................................................... 503
Chapter 1: Introduction
ACM and IEEE-Computer Society have a long history of sponsoring efforts to establish
international curricular guidelines for undergraduate programs in computing on roughly a tenyear cycle, starting with the publication of Curriculum 68 [1] over 40 years ago. This volume is
the latest in this series of curricular guidelines. As the field of computing has grown and
diversified, so too have the curricular recommendations, and there are now curricular volumes
for Computer Engineering, Information Systems, Information Technology, and Software
Engineering in addition to Computer Science [3]. These volumes are updated regularly with the
aim of keeping computing curricula modern and relevant. The last complete Computer Science
curricular volume was released in 2001 (CC2001) [2], and an interim review effort concluded in
This volume, Computer Science Curricula 2013 (CS2013), represents a comprehensive revision.
The CS2013 guidelines include a redefined body of knowledge, a result of rethinking the
essentials necessary for a Computer Science curriculum. It also seeks to identify exemplars of
actual courses and programs to provide concrete guidance on curricular structure and
development in a variety of institutional contexts.
The development of curricular guidelines for Computer Science has always been challenging
given the rapid evolution and expansion of the field. The growing diversity of topics potentially
relevant to an education in Computer Science and the increasing integration of computing with
other disciplines create particular challenges for this effort. Balancing topical growth with the
need to keep recommendations realistic and implementable in the context of undergraduate
education is particularly difficult. As a result, the CS2013 Steering Committee made
considerable effort to engage the broader computer science education community in a dialog to
better understand new opportunities and local needs, and to identify successful models of
computing curricula – whether established or novel.
The ACM and IEEE-Computer Society chartered the CS2013 effort with the following directive:
To review the Joint ACM and IEEE-CS Computer Science volume of
Computing Curricula 2001 and the accompanying interim review CS 2008, and
develop a revised and enhanced version for the year 2013 that will match the
latest developments in the discipline and have lasting impact.
The CS2013 task force will seek input from a diverse audience with the goal of
broadening participation in computer science. The report will seek to be
international in scope and offer curricular and pedagogical guidance
applicable to a wide range of institutions. The process of producing the final
report will include multiple opportunities for public consultation and scrutiny.
The process by which the volume was produced followed directly from this charter.
Overview of the CS2013 Process
The ACM and IEEE-Computer Society respectively appointed the Steering Committee co-chairs,
who, in turn, recruited the other members of the Steering Committee in the latter half of 2010.
This group received its charter and began work in fall 2010, starting with a survey of Computer
Science department chairs (described below). The Steering Committee met for the first time in
February 2011, beginning work with a focus on revising the Body of Knowledge (BoK). This
initial focus was chosen because both the CS2008 report and the results of the survey of
department chairs pointed to a need for creation of new knowledge areas in the Body of
The Steering Committee met in person roughly every 6 months throughout the process of
producing this volume and had conference call meetings at monthly intervals. Once the set of
areas in the new Body of Knowledge was determined, a subcommittee was appointed to revise or
create each Knowledge Area (KA). Each of these subcommittees was chaired by a member of
the Steering Committee and included at least two additional Steering Committee members as
well as other experts in the area chosen by the subcommittee chairs. As the subcommittees
produced drafts of their Knowledge Areas, others in the community were asked to provide
feedback, both through presentations at conferences and direct review requests. The Steering
Committee also collected community input through an online review and comment process. The
- 11 -
KA subcommittee Chairs (as members of the CS2013 Steering Committee) worked to resolve
conflicts, eliminate redundancies and appropriately categorize and cross-reference topics
between the various KAs. Thus, the computer science community beyond the Steering
Committee played a significant role in shaping the Body of Knowledge throughout the
development of CS2013. This two-year process ultimately converged on the version of the Body
of Knowledge presented here.
Beginning at its summer meeting in 2012, the Steering Committee turned much of its focus to
course and curricular exemplars. In this effort, a broad community engagement was once again a
key component of the process of collecting exemplars for inclusion in the volume. The results of
these efforts are seen in Appendix C which presents these exemplars.
Survey Input
To lay the groundwork for CS2013, the Steering Committee conducted a survey of the use of the
CC2001 and CS2008 volumes. The survey was sent to approximately 1500 Computer Science
(and related discipline) department chairs and directors of undergraduate studies in the United
States and an additional 2000 department chairs internationally. We received 201 responses,
representing a wide range of institutions (self-identified):
Research-oriented universities (55%)
Teaching-oriented universities (17.5%)
Undergraduate-only colleges (22.5%)
Community colleges (5%)
The institutions also varied considerably in size, with the following distribution:
Less than 1,000 students (6.5%)
1,000 to 5,000 students (30%)
5,000 to 10,000 students (19%)
More than 10,000 students (44.5%)
In response to questions about how they used the CC2001/CS2008 reports, survey respondents
reported that the Body of Knowledge (i.e., the outline of topics that should appear in
undergraduate Computer Science curricula) was the most used component of the reports. When
- 12 -
questioned about new topical areas that should be added to the Body of Knowledge, survey
respondents indicated a strong need to add the topics of Security as well as Parallel and
Distributed Computing. Indeed, feedback during the CS2008 review had also indicated the
importance of these two areas, but the CS2008 steering committee had felt that creating new
KAs was beyond their purview and deferred the development of those areas to the next full
curricular report. CS2013 includes these two new KAs (among others): Information Assurance
and Security, and Parallel and Distributed Computing.
High-level Themes
In developing CS2013, several high-level themes provided an overarching guide for the
development of this volume. The followings themes embody and reflect the CS2013 Principles
(described in detail in the next chapter of this volume):
The "Big Tent" view of CS. As CS expands to include more cross-disciplinary work and
new programs of the form "Computational Biology," "Computational Engineering," and
"Computational X" are developed, it is important to embrace an outward-looking view
that sees CS as a discipline actively seeking to work with and integrate into other
Managing the size of the curriculum. Although the field of computer science continues to
rapidly expand, it is not feasible to proportionately expand the size of the curriculum. As
a result, CS2013 seeks to re-evaluate the essential topics in computing to make room for
new topics without requiring more total instructional hours than the CS2008 guidelines.
At the same time, the circumscription of curriculum size promotes more flexible models
for curricula without losing the essence of a rigorous CS education.
Actual course exemplars. CS2001 took on the significant challenge of providing
descriptions of six curriculum models and forty-seven possible course descriptions
variously incorporating the knowledge units as defined in that report. While this effort
was valiant, in retrospect such course guidance did not seem to have much impact on
actual course design. CS2013 takes a different approach: we identify and describe
existing successful courses and curricula to show how relevant knowledge units are
addressed and incorporated in actual programs.
Institutional needs. CS2013 aims to be applicable in a broad range of geographic and
cultural contexts, understanding that curricula exist within specific institutional needs,
goals, and resource constraints. As a result, CS2013 allows for explicit flexibility in
curricular structure through a tiered set of core topics, where a small set of Core-Tier1
topics are considered essential for all CS programs, but individual programs choose their
coverage of Core-Tier2 topics. This tiered structure is described in more detail in
Chapter 4 of this report.
- 13 -
Knowledge Areas
The CS2013 Body of Knowledge is organized into a set of 18 Knowledge Areas (KAs),
corresponding to topical areas of study in computing. The Knowledge Areas are:
AL - Algorithms and Complexity
AR - Architecture and Organization
CN - Computational Science
DS - Discrete Structures
GV - Graphics and Visualization
HCI - Human-Computer Interaction
IAS - Information Assurance and Security
IM - Information Management
IS - Intelligent Systems
NC - Networking and Communications
OS - Operating Systems
PBD - Platform-based Development
PD - Parallel and Distributed Computing
PL - Programming Languages
SDF - Software Development Fundamentals
SE - Software Engineering
SF - Systems Fundamentals
SP - Social Issues and Professional Practice
Many of these Knowledge Areas are derived directly from CC2001/CS2008, but have been
revised—in some cases quite significantly—in CS2013; other KAs are new to CS2013. Some
represent new areas that have grown in significance since CC2001 and are now integral to
studies in computing. For example, the increased importance of computer and network security
in the past decade led to the development of Information Assurance and Security (IAS). Other
new KAs represent a restructuring of knowledge units from CC2001/CS2008, reorganized in a
way to make them more relevant to modern practices. For example, Software Development
Fundamentals (SDF) pulls together basic knowledge and skills related to software development,
- 14 -
including knowledge units that were formerly spread across Programming Fundamentals,
Software Engineering, Programming Languages, and Algorithms and Complexity. Similarly,
Systems Fundamentals (SF) brings together fundamental, cross-cutting systems concepts that can
serve as a foundation for more advanced work in a number of areas.
It is important to recognize that Knowledge Areas are interconnected and that concepts in one
KA may build upon or complement material from other KAs. The reader should take care in
reading the Body of Knowledge as a whole, rather than focusing on any given Knowledge Area
in isolation. Chapter 4 contains a more comprehensive overview of the KAs, including
motivations for the new additions.
Professional Practice
The education that undergraduates in computer science receive must adequately prepare them for
the workforce in a more holistic way than simply conveying technical facts. Indeed, soft skills
(such as teamwork, verbal and written communication, time management, problem solving, and
flexibility) and personal attributes (such as risk tolerance, collegiality, patience, work ethic,
identification of opportunity, sense of social responsibility, and appreciation for diversity) play a
critical role in the workplace. Successfully applying technical knowledge in practice often
requires an ability to tolerate ambiguity and to negotiate and work well with others from
different backgrounds and disciplines. These overarching considerations are important for
promoting successful professional practice in a variety of career paths.
Students will gain some soft skills and personal attributes through the general college experience
(e.g., patience, time management, work ethic, and an appreciation for diversity), and others
through specific curricula. CS2013 includes examples of ways in which an undergraduate
Computer Science program encourages the development of soft skills and personal attributes.
Core hours for teamwork and risk management are covered in the Software Engineering (SE)
Knowledge Area under Project Management. The ability to tolerate ambiguity is also core in
Software Engineering under Requirements Engineering. Written and verbal communications are
also part of the core in the Social Issues and Professional Practice (SP) Knowledge Area under
Professional Communication. The inclusion of core hours in the Social Issues and Professional
Practice KA under the Social Context knowledge unit helps to promote a greater understanding
- 15 -
of the implications of social responsibility among students. The importance of lifelong learning
as well as professional development is described in the preamble of the Social Issues and
Professional Practice Knowledge Area as well as in both Chapter 2 (Principles) and Chapter 3
(Characteristics of Graduates).
Exemplars of Curricula and Courses
The CS2013 report includes examples of actual fielded courses—from a variety of universities
and colleges—to illustrate how topics in the Knowledge Areas may be covered and combined in
diverse ways. The report also offers examples of CS curricula from a handful of institutions to
show different ways in which a larger collection of courses can be put together to form a
complete curriculum. Importantly, we believe that the presentation of exemplar courses and
curricula promotes greater sharing of educational ideas within the computing community. It also
promotes on-going engagement by encouraging educators to share new courses and curricula
from their own institutions (or other institutions with which they may be familiar) with the
broader community.
Community Involvement and Website
The CS2013 report benefitted from a broad engagement of members of the computing
community who reviewed and critiqued successive drafts of this document. Indeed, the
development of this report benefited from the input of more than 100 contributors beyond the
Steering Committee. More information about the CS2013 effort is available at the CS2013
The CS2013 draft reports have benefited from the input of many individuals, including: Alex
Aiken (Stanford University), Jeannie Albrecht (Williams College), Ross Anderson (Cambridge
University), Florence Appel (Saint Xavier University), Helen Armstrong (Curtin University),
Colin Armstrong (Curtin University), Krste Asanovic (UC Berkeley), Radu F. Babiceanu
- 16 -
(University of Arkansas at Little Rock), Duane Bailey (Williams College), Doug Baldwin
(SUNY Geneseo), Mike Barker (Massachusetts Institute of Technology), Michael Barker (Nara
Institute of Science and Technology), Paul Beame (University of Washington), Robert Beck
(Villanova University), Matt Bishop (University of California, Davis), Alan Blackwell
(Cambridge University), Don Blaheta (Longwood University), Olivier Bonaventure (Université
Catholique de Louvain), Roger Boyle (University of Leeds), Clay Breshears (Intel), Bo
Brinkman (Miami University), David Broman (Linkoping University), Dick Brown (St. Olaf
College), Kim Bruce (Pomona College), Jonathan Buss (University of Waterloo), Netiva Caftori
(Northeastern Illinois University, Chicago), Paul Cairns (University of York), Alison Clear
(Christchurch Polytechnic Institute of Technology), Curt Clifton (Rose-Hulman and The Omni
Group), Yvonne Cody (University of Victoria), Steve Cooper (Stanford University), Tony
Cowling (University of Sheffield), Joyce Currie-Little (Towson University), Ron Cytron
(Washington University in St. Louis), Melissa Dark (Purdue University), Janet Davis (Grinnell
College), Marie DesJardins (University of Maryland, Baltimore County), Zachary Dodds
(Harvey Mudd College), Paul Dourish (University of California, Irvine), Lynette Drevin (NorthWest Universit), Scot Drysdale (Dartmouth College), Kathi Fisler (Worcester Polytechnic
Institute), Susan Fox (Macalester College), Edward Fox (Virginia Tech), Eric Freudenthal
(University of Texas El Paso), Stephen Freund (Williams College), Lynn Futcher (Nelson
Mandela Metropolitan University), Greg Gagne (Wesminister College), Dan Garcia (University
of California, Berkeley), Judy Gersting (Indiana University-Purdue University Indianapolis),
Yolanda Gil (University of Southern California), Michael Gleicher (University of Wisconsin,
Madison), Frances Grodzinsky (Sacred Heart University), Anshul Gupta (IBM), Mark Guzdial
(Georgia Tech), Brian Hay (University of Alaska, Fairbanks), Brent Heeringa (Williams
College), Peter Henderson (Butler University), Brian Henderson-Sellers (University of
Technology, Sydney), Matthew Hertz (Canisius College), Tom Hilburn (Embry-Riddle
Aeronautical University), Tony Hosking (Purdue University), Johan Jeuring (Utrecht
University), Yiming Ji (University of South Carolina Beaufort), Maggie Johnson (Google), Matt
Jones (Swansea University), Frans Kaashoek (Massachusetts Institute of Technology), Lisa
Kaczmarczyk (ACM Education Council), Jennifer Kay (Rowan University), Scott Klemmer
(Stanford University), Jim Kurose (University of Massachusetts, Amherst), Doug Lea (SUNY
Oswego), Terry Linkletter (Central Washington University), David Lubke (NVIDIA), Bill
- 17 -
Manaris (College of Charleston), Samuel Mann (Otago Polytechnic), C. Diane Martin (George
Washington University), Dorian McClenahan (IEEE-CS), Andrew McGettrick (University of
Strathclyde), Morgan McGuire (Williams College), Keith Miller (University of Illinois at
Springfield), Tom Murtagh (Williams College), Narayan Murthy (Pace University), Kara Nance
(University of Alaska, Fairbanks), Todd Neller (Gettysburg College), Reece Newman (Sinclair
Community College), Christine Nickell (Information Assurance Center for Computer Network
Operations, CyberSecurity, and Information Assurance), James Noble (Victoria University of
Wellington), Peter Norvig (Google), Joseph O'Rourke (Smith College), Jens Palsberg (UCLA),
Robert Panoff (Shodor.org), Sushil Prasad (Georgia State University), Michael Quinn (Seattle
University), Matt Ratto (University of Toronto), Samuel A. Rebelsky (Grinnell College), Penny
Rheingans (University of Maryland, Baltimore County), Carols Rieder (Lucerne University of
Applied Sciences), Eric Roberts (Stanford University), Arny Rosenberg (Northeastern and
Colorado State University), Ingrid Russell (University of Hartford), Dino Schweitzer (United
States Air Force Academy), Michael Scott (University of Rochester), Robert Sedgewick
(Princeton University), Helen Sharp (Open University), Robert Sloan (University of Illinois,
Chicago), Ann Sobel (Miami University), Carol Spradling (Northwest Missouri State
University), John Stone (Grinnell College), Michelle Strout (Colorado State University), Alan
Sussman (University of Maryland, College Park), Blair Taylor (Towson University), Simon
Thompson (University of Kent), Yan Timanovsky (ACM), Cindy Tucker (Bluegrass Community
and Technical College), Ian Utting (University of Kent), Gerrit van der Veer (Open University
Netherlands), Johan Vanniekerk (Nelson Mandela Metropolitan University), Christoph von
Praun (Georg-Simon-Ohm Hochschule Nürnberg), Rossouw Von Solms (Nelson Mandela
Metropolitan University), Henry Walker (Grinnell College), John Wawrzynek (University of
California, Berkeley), Charles Weems (University of Massachusetts, Amherst), Jerod Weinman
(Grinnell College), David Wetherall (University of Washington), Melanie Williamson
(Bluegrass Community and Technical College), Michael Wrinn (Intel) and Julie Zelenski
(Stanford University).
Additionally, review of various portions of draft CS2013 report took place in several venues,
including: the 42nd ACM Technical Symposium of the Special Interest Group on Computer
Science Education (SIGCSE-11); the 24th IEEE-CS Conference on Software Engineering
Education and Training (CSEET-11); the 2011 IEEE Frontiers in Education Conference (FIE- 18 -
11); the 2011 Federated Computing Research Conference (FCRC-11); the 2nd Symposium on
Educational Advances in Artificial Intelligence (EAAI-11); the Conference of ACM Special
Interest Group on Data Communication 2011 (SIGCOMM-11); the 2011 IEEE International
Joint Conference on Computer, Information, and Systems Sciences and Engineering (CISSE-11);
the 2011 Systems, Programming, Languages and Applications: Software for Humanity
Conference (SPLASH-11); the 15th Colloquium for Information Systems Security Education;
the 2011 National Centers of Academic Excellence in IA Education (CAE/IAE) Principles
meeting; the 7th IFIP TC 11.8 World Conference on Information Security Education (WISE); the
43rd ACM Technical Symposium of the Special Interest Group on Computer Science Education
(SIGCSE-12); the Special Session of the Special Interest Group on Computers and Society at
SIGCSE-12; the Computer Research Association Snowbird Conference 2012; and the 2012
IEEE Frontiers in Education Conference (FIE-12), among others.
A number of organizations and working groups also provided valuable feedback to the CS2013
effort, including: the ACM Education Board and Council; the IEEE-CS Educational Activities
Board; the ACM Practitioners Board; the ACM SIGPLAN Education Board; the ACM Special
Interest Group Computers and Society; the SIGCHI executive committee; the Liberal Arts
Computer Science Consortium (LACS); the NSF/IEEE-TCPP Curriculum Initiative on Parallel
and Distributed Computing Committee; the Intel/NSF sponsored workshop on Security; and the
NSF sponsored project on Curricular Guidelines for Cybersecurity. We are also indebted to all
the authors of course and curricular exemplars.
ACM Curriculum Committee on Computer Science. 1968. Curriculum 68:
Recommendations for Academic Programs in Computer Science. Comm. ACM 11, 3
(Mar. 1968), 151-197.
ACM/IEEE-CS Joint Task Force on Computing Curricula. 2001. ACM/IEEE Computing
Curricula 2001 Final Report. http://www.acm.org/sigcse/cc2001.
ACM/IEEE-CS Joint Task Force for Computer Curricula 2005. Computing Curricula
2005: An Overview Report. http://www.acm.org/education/curric_vols/CC2005March06Final.pdf
ACM/IEEE-CS Joint Interim Review Task Force. 2008. Computer Science Curriculum
2008: An Interim Revision of CS 2001, Report from the Interim Review Task Force.
- 19 -
Chapter 2: Principles
Early in its work, the 2013 Steering Committee agreed on a set of principles to guide the
development of this volume. The principles adopted for CS2013 overlap significantly with the
principles adopted for previous curricular efforts, most notably CC2001 and CS2008. As with
previous ACM/IEEE curricula volumes, there are a variety of constituencies for CS2013,
including individual faculty members and instructors at a wide range of colleges, universities,
and technical schools on any of six continents; CS programs and the departments, colleges, and
institutions housing them; accreditation and certification boards; authors; and researchers. Other
constituencies include pre-college preparatory schools and advanced placement curricula as well
as graduate programs in computer science. These principles were developed in consideration of
these constituencies, as well as consideration of issues related to student outcomes, development
of curricula, and the review process. The order of presentation is not intended to imply relative
1. Computer science curricula should be designed to provide students with the flexibility to
work across many disciplines. Computing is a broad field that connects to and draws from
many disciplines, including mathematics, electrical engineering, psychology, statistics, fine
arts, linguistics, and physical and life sciences. Computer Science students should develop
the flexibility to work across disciplines.
2. Computer science curricula should be designed to prepare graduates for a variety of
professions, attracting the full range of talent to the field. Computer science impacts nearly
every modern endeavor. CS2013 takes a broad view of the field that includes topics such as
"computational-x" (e.g., computational finance or computational chemistry) and "xinformatics" (e.g., eco-informatics or bio-informatics). Well-rounded CS graduates will have
a balance of theory and application, as described in Chapter 3: Characteristics of Graduates.
3. CS2013 should provide guidance for the expected level of mastery of topics by graduates. It
should suggest outcomes indicating the intended level of mastery and provide exemplars of
instantiated courses and curricula that cover topics in the Body of Knowledge.
4. CS2013 must provide realistic, adoptable recommendations that provide guidance and
flexibility, allowing curricular designs that are innovative and track recent developments in
the field. The guidelines are intended to provide clear, implementable goals, while also
providing the flexibility that programs need in order to respond to a rapidly changing field.
CS2013 is intended as guidance, not as a minimal standard against which to evaluate a
5. The CS2013 guidelines must be relevant to a variety of institutions. Given the wide range of
institutions and programs (including 2-year, 3-year, and 4-year programs; liberal arts,
technological, and research institutions; and institutions of every size), it is neither possible
nor desirable for these guidelines to dictate curricula for computing. Individual programs will
need to evaluate their constraints and environments to construct curricula.
6. The size of the essential knowledge must be managed. While the range of relevant topics has
expanded, the size of undergraduate education has not. Thus, CS2013 must carefully choose
among topics and recommend the essential elements.
7. Computer science curricula should be designed to prepare graduates to succeed in a rapidly
changing field. Computer Science is rapidly changing and will continue to change for the
foreseeable future. Curricula must prepare students for lifelong learning and must include
professional practice (e.g., communication skills, teamwork, ethics) as components of the
undergraduate experience. Computer science students must learn to integrate theory and
practice, to recognize the importance of abstraction, and to appreciate the value of good
engineering design.
8. CS2013 should identify the fundamental skills and knowledge that all computer science
graduates should possess while providing the greatest flexibility in selecting topics. To this
end, we have introduced three levels of knowledge description: Tier-1 Core, Tier-2 Core, and
Elective. For a full discussion of Tier-1 Core, Tier-2 Core, and Elective, see Chapter 4:
Introduction to the Body of Knowledge.
9. CS2013 should provide the greatest flexibility in organizing topics into courses and
curricula. Knowledge areas are not intended to describe specific courses. There are many
- 21 -
novel, interesting, and effective ways to combine topics from the Body of Knowledge into
10. The development and review of CS2013 must be broadly based. The CS2013 effort must
include participation from many different constituencies including industry, government, and
the full range of higher education institutions involved in computer science education. It must
take into account relevant feedback from these constituencies.
- 22 -
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