Deep Blue vs. Kasparov essays

Deep Blue vs. Kasparov essays Garry Kasparov was born in Baku, the capital of the Russian republic Azerbaidzhan. At a very young age, it was clear that Garry was going to be a world famous champion chess player. Garry became the USSR Junior Champion at age 13, an International Grandmaster at 17, and the second strongest player in the world while still a teenager 19. In November 1985, Kasparov became the youngest World Champion in history. He was 22 years old. For the next 14 years, Kasparov would dominate the game like no other competitor before him. Within that 14-year span, Kasparov wrote many books and promoted the Kasparov Foundation as well as the Kasparov International Chess Academy. It is believed that Kasparovs dominance came from his ability to switch strategies in the middle of a match; critics attribute this skill as being the main reason why Kasparov beat Deep Blue in the first match. However, the rematch between Kasparov and Deep Blue would yield different end results, for the IBM team could study Garys moves and prepare future counter moves. In 1989, IBM hired 5 young programming and computer experts to research and develop a complex computer capable of testing the skills of the best chess players in the world. The result of 8 years of research and development was a processor that was capable of examining and evaluating nearly 3,000 moves per second. These were the capabilities of Deep Blue in the first match with Kasparov. After Kasparov successfully beat Deep Blue in the first meeting, IBMs researchers, led by Murray Campbell went back to the drawing board and greatly improved Deep Blues processing capability. The new Deep Blue that was to challenge Kasparov to a rematch was now capable of calculating 200,000,000 moves per second. To put that number into perspective, Garry Kasparov, can calculate approximately three positions per second. Additionally, to Deep Blues advantage, ...

Glow Stick Experiment - Rate of Chemical Reaction

Glow Stick Experiment - Rate of Chemical Reaction Who doesnt love playing with glow sticks? Grab a pair and use them to examine how temperature affects the rate of chemical reactions. Its good science, plus its helpful information for when you want to make a glow stick last longer or glow more brightly. Glow Stick Experiment Materials 3 Glow sticks (the short ones are idea, but you can use any size)Glass of ice waterGlass of hot water   How To Do the Glow Stick Experiment Yes, you can just activate the glow sticks, put them in the glasses, and see what happens, but that wouldnt be an experiment. Apply the scientific method: Make observations. Activate the three glow sticks by snapping them to break the container inside the tube and allowing the chemicals to mix. Does the temperature of the tube change when it starts to glow? What color is the glow? Its a good idea to write down observations.Make a prediction. Youre going to leave one glow stick at room temperature, place one in a glass of ice water, and place the third in a glass of hot water. What do you think will happen?Conduct the experiment. Note what time it is, in case you want to time how long each glow stick lasts. Place one stick in the cold water, one in the hot water, and leave the other at room temperature. If you like, use a thermometer to record the three temperatures.Take data. Note how brightly each tube glows. Are they all the same brightness? Which tube glows the most brightly? Which is the dimmest? If you have time, see how long each tube glows. Did they all glow the same length of time? Which lasted the longest? Which stopped glowin g first? You can even do math, to see how much longer one tube lasted compared with the other. Once you have completed the experiment, examine the data. You can make a table showing how brightly each stick glowed and how long it lasted. These are your results.Draw a conclusion. What happened? Did the outcome of the experiment support your prediction? Why do you think the glow sticks reacted to temperature the way they did? Glow Sticks and the Rate of Chemical Reaction A glow stick is an example of chemiluminescence. This means luminescence or light is produced as the result of a chemical reaction. Several factors affect the rate of a chemical reaction, including temperature, concentration of reactants, and the presence of other chemicals. Spoiler alert: This section tells you what happened and why. Increasing temperature typically increases the rate of the chemical reaction. Increasing temperature speeds up the motion of molecules, so they are more likely to bump into each other and react. In the case of glow sticks, this means a hotter temperature will make the glow stick glow more brightly. However, a faster reaction means it reaches completion more quickly, so placing a glow stick in a hot environment will shorten how long it lasts. On the other hand, you can slow down the rate of a chemical reaction by lowering the temperature. If you chill a glow stick, it wont glow as brightly, but it will last much longer. You can use this information to help glow sticks last. When you are done with one, put it in the freezer to slow down its reaction. It may last until the next day, while a glow stick at room temperature would stop producing light. Are Glow Sticks Endothermic or Exothermic? Another experiment you can perform is to determine whether or not glow sticks are endothermic or exothermic. In other words, does the chemical reaction in a glow stick absorb heat (endothermic) or release heat (exothermic)? Its also possible the chemical reaction neither absorbs nor releases heat. You might assume that a glow stick releases heat because it releases energy in the form of light. To find out whether this is true, you need a sensitive thermometer. Measure the temperature of a glow stick before activating it. Measure the temperature once you crack the stick to start the chemical reaction. If the temperature increases, the reaction is exothermic. If it decreases, its endothermic. If you cant record a change, then the reaction is essentially neutral as far as thermal energy is concerned.

The State of the Iranian Oil Industry and Its Role in Irans Economy Case Study

The State of the Iranian Oil Industry and Its Role in Irans Economy - Case Study Example This research will begin with the statement that Iran's economic reliance on the oil industry has been stronger than ever as demonstrated by the steady trend in domestic demand and the government’s effort to counter the adverse impact of its economic isolation. An increase in its energy output is seen as the only way to solve the issues it currently faces. This focus has led to several sustainability challenges that require immediate attention if the country is to achieve a viable economy in the long-term. Iran belongs to the top five oil-producing countries in the world. The International Energy Agency reported that in 2013, the country produced 2.5 million barrels per day and about 1.2 million barrels were exported. For this reason, the oil industry remains a backbone of the Iranian economy. It generates revenues that represent at least 18.7 percent of the country's gross domestic product and claim 85 percent of the country's total export and foreign currency earnings. Repor ts indicate that high oil prices in the past decades enabled Iran to accumulate almost $60 billion in foreign exchange reserves. The focus in oil production, however, has led or has aggravated three important sustainability challenges: air pollution; damage to water resources; and the environmental damage stemming from potential conflict. Air pollution remains the leading environmental problem in the country. It is caused by vehicle emissions, refinery operations, and industrial effluents. Particularly, combustion of vehicular traffic dominates pollutants. In Tehran, for example, they contribute to around 80 percent of air pollution.

Why should California's leaders save you and your peers a spot in Essay

Why should California's leaders save you and your peers a spot in college - Essay Example I am no exception in this regard. Many of my peers, handicapped by economic status, have received the same benefits. It is a fact that education is the greatest instrument of change in life. As such, a college education is the greatest gift we can receive from our State. I firmly believe that when California’s leaders elect to save us a place in college, they are choosing to make a long-term investment in the future welfare of our society. Financial assistance for higher education will usher in many social and economic benefits, both to us as individuals, and to society as a whole. On the individual plane, a higher education is obviously linked to better employment, increased salaries, financial assets and a higher quality of life, all of which will be passed on to the next generation. The betterment of the individual is synonymous with the betterment of society. In terms of public benefit, an educated workforce increases productivity and consumption, encourages participation in civic and community activities and will reduce dependence on government financial assistance in the long run. In my attempt to give back to society, I have enthusiastically thrown myself into community service, as a member of the Earth Club’s recycling program, and as a volunteer at the Trinity Lutheran Church’s Food Bank, the Peace Vigil, the LA Marathon and Keep America Beautiful. Here again, I have not been an exception – my peers have shared my enthusiasm to make California a better place, in our own small way. We are deeply aware of the benefits we have received from society and are fully committed towards sharing these benefits with those less fortunate than ourselves. A college education will help us to become true contributors to California and to the

The Shapes of Human Communities Essay Example for Free

The Shapes of Human Communities Essay 1. In 1500, the world had all different societies, gatherers and hunters to empires, but it was different   2. Paleolithic Persistence a) gathering and hunting societies (Paleolithic peoples) still existed throughout the world but they had changed over time b) b. had new improved technologies and ideas, e.g., outrigger canoes, fish hooks, etc (had not adopted agriculture) c) exchanged goods over hundreds of miles and developed sophisticated sculpture and rock painting and northwest coast of North America developed very differently 3. Agricultural Village Societies a) predominated in much of North America, in Africa south of the equator, in parts of the Amazon River basin and Southeast Asia b) their societies mostly avoided oppressive authority, class inequalities ( forested region in present-day southern Nigeria – 3 political) c) Benin: centralized state ruled by a warrior king ,EwuareP d) Igbo : dense population and trade, and rejected kingship and state building e) Yoruba, Benin, and Igbo peoples traded among themselves and beyond 4. Agricultural village societies went through change in the centuries before 1500 a) population growth, emergence of distinct peoples b) rise of warfare as key to male prestige -creation of the Iroquois confederation c) some European colonists appreciated Iroquois values of social equality and personal freedom (even for women)agriculture,depose officeholders5. 5. Herding Peoples of the a) Turkic warrior Timur tried to restore the Mongol Empire ca. 1400 but ended up devastating Russia, Persia, and India b) his successors kept control of the area between Persia and Afghanistan for a century c) Timur’s conquest was the last great military success of Central Asian nomads d) the steppe nomads’ homeland was swallowed up in expanding Russian and Chinese empire 6. African pastoralists -independent from empires (Fulbe -West Africa’s largest pastoral society) 7. migration after 1000 c.e. ( small communities among agriculturalists) a) adopted Islam b) some moved to towns and became leaders c) jihads -created new states ruled by the Fulbe 2) Civilizations of the Fifteenth Century: Comparing China and Europe a) majority of the world’s population lived within a major civilization. b) China had been badly disrupted by Mongol rule and the plague and recovered under the Ming dynasty (1368–1644) i. Confucian learning 1) Emperor Yongle (r. 1402–1422) summarizing all the wisdom of the past and reestablished the civil service examination system (centralized government) 2) Chinese sailors and traders had become important in the South China Sea and in Southeast Asian ports in the eleventh century d) Emperor Yongle commissioned a massive fleet; launched in 1405 e) Admiral Zheng ried to enroll peoples in the tribute system f) no intention of conquering new territories, establishing Chinese settlements, or spreading culture 3) Chinese government abruptly stopped the voyages in 1433 g) Chinese merchants and craftsmen continued to settle and trade in Japan, Philippines, Taiwan, and Southeast Asia,( without government support) 3) European Comparisons: State Building and Cultural Renewal 1. a similar process of demographic recovery, consolidation etc 2. 2. European population began to rise again ca. 1450 a) state building fragmented -independent and competitive states 3. the Renaissance: reclamation of classical Greek traditions 4. began in the commercial cities of Italy ca. 1350–1500 5. . greater interest in the individual and in accurate depiction of the worl 4) European Comparisons: Maritime Voyaging 1. Portuguese voyages of discovery began in 1415 2. 1492: Columbus reached the Americas 3. 1497–1498: Vasco da Gama sailed around Africa to India 4. European voyages -small compared to Chinese ones a) unlike the Chinese voyages, Europeans were seeking wealth in Crusades against Islam 7. Chinese voyages ended; European ones kept escalating a. no political authority in Europe to end the voyages b.   rivalry between states = more exploration c. China had everything it needed; Europeans wanted the greater riches of the East 5) Civilizations of the Fifteenth Century: The Islamic World 1. Islamic world +four major states or empires. Took process of within and beyond new states 2. In the Islamic Heartland: The Ottoman and Safavid Empires 3. Ottoman Empire lasted from fourteenth to early twentieth century (huge territory) A .sultans claimed the title â€Å"caliph† and the legacy of the Abbasids (effort to bring new unity to the Islamic world 4. Ottoman aggression toward Christian (fall of Constantinople in 145 -1529 siege of Vienna) Europeans feared Turkish expansion 5. Safavid Empire emerged in Persia from a Sufi religious order -empire was established shortly after 1500 6. Sunni Ottoman Empire and Shia Safavid Empire fought between 1534 and 1639 1) On the Frontiers of Islam: The Songhay and Mughal Empires 1. 1. Songhay Empire rose in West Africa in the second half of the fifteenth century a. Islam was limited largely to urban elites. b. Sonni Ali (r. 1465–1492) followed Muslim practices, but was also regarded as a magician with an invisibility charm ( center of Islamic learning/trade) 2. Mughal Empire in India was created by Turkic group that invaded India in 1526 b. over the sixteenth century, Mughals gained control of most of India. 3. The age of these four great Muslim empires is sometimes called a â€Å"second flowering of Islam. new age of energy, prosperity, and cultural brilliance 4. spread of Islam to new areas, such as Southeast Asia 2) spread by traveling merchants, supported by Sufi holy men 6) rise of Malacca as a sign of the times—became a major Muslim port city in the fifteenth centuryMalaccan Islam blended with Hindu/Buddhist traditions (Islamic learning) Civilizations of the Fifteenth Century: The America a) Both the Aztec and the Inca empires were established by once-marginal peoples who took over and absorbed older cultures .(Both empires were destroyed by the Spaniards) b) The Aztec Empire a seminomadic people who migrated southward from northern Mexico c) Aztec Empire was a loosely structured, unstable conquest state ( population of 5–6 million d. local and long-distance trade on a vast scale (included slaves) 1) professional merchants (pochteca) became rich a. human sacrifice much more prominent in Aztec Empire than in earlier Mesoamerica 2) b. Tlacaelel is credited with the of state giving human sacrifice such importance Aztec Empire’s purpose is to maintain the cosmic order by supplying blood for the gods ocean trade in the west Atlantic/Indian Ocean picked up VII. A Preview of Coming Attractions: Looking Ahead to the Modern Era (1500–2000) A. No fifteenth-century connections were truly global. 1. those came only with European expansion in the sixteenth century 2. 1500–2000: inextricable linking of the worlds of Afro-Eurasia, the Americas, and Pacific Oceania B. â€Å"Modern† human society emerged first in Europe in the nineteenth century and then throughout the world. 1. core feature: industrialization 2. accompanied by massive population increase C. The prominence of European peoples on the global stage grew 1. , Western Europe became the most innovative, 2. spread of European languages and Christian religion throughout the world

Bill Gates Essay -- Biography Biographies Computers Essays

Bill Gates William Henry Gates, III was born October 28, 1955 in Seattle, Washington. He was the middle child of three born to William and Mary Gates. ATrey,@ as he was called because of the III, was sent to a private school by his father, a lawyer, and mother, a former teacher now on several prestigous boards (Moritz, 238). At age 13, Bill had completely taught himself programming after taking a computer studies class. After scoring a perfect 800 on the mathematics half of the SAT, he graduated from Lakeside school and enrolled at Harvard University as a prelaw major. As a student Gates was a wonder. He received an A in an economics class without attending and cramming the night before the final exam. In June 1975, Bill Gates dropped out of Harvard to pursue a career in computers full time. Later that year after dropping out of Harvard he moved to New Mexico. There he and Allen Kay established Microsoft to produce their Basic for the MITS. Eighteen months later they were a few hundred thousand dollars richer and were hired by Tandy to develop software for its radio shack computers. Gates and Allen then moved their headquarters to Seattle, Washington. In Seattle, Gates re-wrote an operating system and called it MS-DOS, which stands for Microsoft Disk Operating System. Microsoft would eventually sell the rights of MS-DOS to IBM, making it a major computer corporation. Other computer companies wanted Microsoft to produce software for their computers, including Steve Jobs and Steve Wozniak of Apple computers. With the operating system established, Gates and Microsoft set out to create applications software, for tasks such as financial analysis or word processing. Microsoft has continued being successful through the years and will be in the future as long as ! it keeps innov ating new and exciting computer software. Bill Gates has his eye on the future. He sees the world in a Apowerful, high-speed network-both within companies and across the so called Information Superhighway@ (Brandt, 57). He hopes to be on top of the Transformation from Personal Computers to nets. Gates predicts that an explosion of low-cost, high-capacity, networks will radically alter how we use technology in the upcoming decade. Now before Bill Gates came onto the scene in the early seventies, the main focus in the computer world was hardware. Chips, circuit boards, capacitors... ...hedgehog called Sonic, is the industry=s hottest property.@ In addition to Sega, AMr. Gates has also been talking to Time Warner and TCI about forming a venture, to be known as CableSoft, that should set standards for interactive TV.@(The Economist, 73) Bill Gates and his company Microsoft have been at the head of the rapidly changing computer industry for much of its existence. If profit margins and stock prices continue to grow and Microsoft products continue to be household names, the duo will remain in this position will into the future. Bibliography 1. Manes, Stephen; Andrews, Paul; Gates - How Microsoft=s Mogul Reinvented An Industry - And Made Himself The Richest Man In America. Doubleday 1993 2. AA Trojan hedgehog@, The Economist. January 22, 1994, p.73-74 3. AHigh noon for Billy the Kid?@, The Economist. June 24, 1995, P.59-60 4. Bitter, Gary G. AWillian H. Gates.@ Macmillan Encyclopedia of Computers. Macmillan Publishing: New York, NY, 1992, P.409-410. 5. Brandt, Richard. ABill Gate=s Vision.@ Business Week. June 27, 1994, P.56-62. 6. Moritz, Charles. AWilliam Gates.@ Current Biography. H.W. Wilson Company: New York, NY, 1991, P.237-241.

Save the Ailing Earth from Vehicular Pollution

Delhi Metro (Hindi: Dilli Me? ro) is a rapid transit system serving Delhi, Gurgaon and Noida in the National Capital Region of India. The network consists of five lines with a total length of 125. 67Â  kilometres (78. 09Â  mi). The metro has 107 stations of which 17 are underground. It has a combination of elevated, at-grade and underground lines and uses both broad gauge and standard gauge rolling stock. Delhi Metro is being built and operated by the Delhi Metro Rail Corporation Limited (DMRC).As of April 2010, DMRC operates more than 100 trains daily between 6:00 — 23:00 with a frequency of 3 to 4. 5 minutes. [5] The trains have four to six coaches[6] and the power output is supplied by 25-kilo volt, 50 Hz AC through overhead catenary. The metro has an average daily ridership of over a million commuters,[3] and has carried over a billion commuters in seven years since its inception. The concept of a mass rapid transit for Delhi first emerged from a traffic and travel cha racteristics study carried out in the city in 1969. 8] Over the next several years, many official committees by a variety of government departments were commissioned to examine issues related to technology, route alignment and governmental jurisdiction.In 1984, the Delhi Development Authority and the Urban Arts Commission came up with a proposal for developing a multi-modal transport system, which would consist of constructing three underground mass rapid transit corridors as well augmenting the city's existing suburban railway and road transport networks. 10] While extensive technical studies and search for financing the project were in progress, the city expanded significantly resulting in a two-fold rise in population and a fivefold rise in the number of vehicles between 1981 and 1998. [10] Consequently, traffic congestion and pollution soared, as an increasing number of commuters took to private vehicles with the existing bus system unable to bear the load. 8] An attempt at priv atising the bus transport system in 1992 merely compounded the problem, with inexperienced operators plying poorly maintained, noisy and polluting buses on lengthy routes, resulting in long waiting times, unreliable service, extreme overcrowding, unqualified drivers, speeding and reckless driving. [11] To rectify the situation, the Government of India and the Government of Delhi jointly set up a company called the Delhi Metro Rail Corporation (DMRC) on March 5, 1995 with E. Sreedharan as the managing director. [12