Dataflow computing, a radical departure from von Neumann computing, supports multiprocessing on a massive scale and plays a major role in permitting intelligence computing machines to achieve ultrahigh speeds. Intelligence computations consist of large complex numerical and nonnumerical computations. Efficient computing models are necessary to represent intelligence computations. An abstract computing model, a base language specification for the abstract model, high-level and low-level language design to map parallel algorithms to abstract computing model, parallel architecture design to support computing model and design of support software to map computing model to arcTiitecture are steps in constructing computing systems. This paper concentrates on dataflow computing for intelligence computations and presents a comparison of dataflow computing models, languages and dataflow computing machines for numerical and nonnumerical computations. The high level language-graph transformation that must be performed to achieve high performance for numerical and nonnumerical programs when executed in a dataflow computing environment are described using the DCBL transformations and applied to the Lisp language. Some general problems in dataflow computing machines are discussed. Performance evaluation measurements obtained by executing benchmark programs in the ETL's nonnumerical dataflow computing environment, the EM-3, are presented.

Providing security and assurance to information systems and communications is one of the highest national priorities .It is our task to prepare computer information system security professionals with current security and assurance information to achieve this objective. To meet this urgent need, the faculty must have the knowledge and skills to be taught in the classroom. For several semesters, we have been developing information system security curriculum with a computer forensics course for the students. Active participation in real life security problems will be a great opportunity to learn the subject matter. This paper describes one of our positive experiences.

Most computer science and engineering programs have two or more required computer architecture courses but lack suitable interfacing laboratory experience for other upper-level classes. Information assurance and network security tracks have been developed over the recent years without providing necessary and sufficient background knowledge in logic, storages and processor architecture. Integration of real-world applications is always a better approach to not only to excite the passive student body but also to explore the computer architecture subject area. At the intermediate level, architecture knowledge can be extended to provide information and network security experiences to students. Such extensions to the course will provide proper interfacing to networking, operating systems, databases and other senior level security related courses. This paper describes possible integration of security and privacy concepts into computer architecture course sequence with hands-on classroom activities, laboratories and web-based assignments.

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