The End of Intel: the Beginning of the Computer :: Computer Computers Essays

The End of Intel: the Beginning of the Computer For over thirty years, since the beginning of the computing age, the Gordon Moore's equation for the number of chip transistors doubling every eighteen months has been true (Leyden). However, this equation by its very nature cannot continue on infinitely. Although the size of the transistor has drastically decreased in the past fifty years, it cannot get too much smaller, therefore a computer cannot get much faster. The limits of transistor are becoming more and more apparent within the processor speed of Intel and AMD silicon chips (Moore's Law). One reason that chip speeds now are slower than possible is because of the internal-clock of the computer. The clock organizes all of the operation processing and the memory speeds so the information ends at the same time or the processor completes its task uniformly. The faster a chip can go (Mhz) requires that this clock tick ever and ever faster. With a 1.0 Ghz chip, the clock ticks a billion times a second (Ball). This becomes wasted en ergy and the internal clock limits the processor. These two problems in modern computing will lead to the eventual disproving of Moore's Law. But are there any new areas of chip design engineering beside the normal silicon chip. In fact, two such designs that could revolutionize the computer industry are multi-threading (Copeland) and asynchronous chip design (Old Tricks). The modern silicon processor cannot keep up with the demands that are placed on it today. With the limit of transistor size approaching as well the clock speed bottleneck increasing, these two new chip designs could completely scrap the old computer industry and recreate it completely new. The number of transistors for a Pentium 4 processor is about 42,000,000 transistors per chip, and that was beginning in the year 2000 (Moore's Law). Should Moore's Law continue, the number of transistors on a microprocessor would be approaching 1 billion. Skeptics inquire, "Just how is this possible," presenting a valid point. Transistors work by being on or off and consequentially creating a zero or one in mathematical lines of code when electricity is sent to them. There is a gap of electrical insulation that separates the source, the direction from which the charge is coming, and the drain, the direction the charge should empty into or not, depending if the transistor is on or off. If the transistor gets much smaller it will be made up of only a few molecules and atoms, far to small to effectively conduct electricity or light.

Critical Issue Analysis

University of Phoenix Material Critical Issue Analysis After reading the selected critical issue, use the following questions to analyze the issue. Issue 3 – Is Psychological Debriefing a Harmful Intervention for Survivors of Trauma? 1. What are at least two facts presented by each side of the critical issue? Devilly & Cotton who represent the con side of the agreement present many different facts. Two that stand out is: that psychological debriefing â€Å". . . more of a â€Å"moral maintenance† intervention qua gesture of employer support, rather than a clinical intervention influencing distress and clinical symptomatolgy. Halgin, 2009, p. 68. ) Devilliy & Cotton also point to the fact it is a company’s way to protect again unwanted litigation. By providing employees with psychological debriefing it keeps them from later having an employee suing the company for damages from the traumatic event. Mitchell points out that crisis intervention is a support system f or those who have suffered trauma. Also note that for a fact that Critical Incident Stress Management â€Å". . . program includes many tactics and techniques, but it is not limited to. . . Crisis assessment services and strategic planning programs Family support services Individual, peer-provided crisis intervention services. Pre-crisis education programs Large group crisis interventions The provision of food and fluids to work crews Rotation and resting of work crews Advice to command staff and supervisors Small group crisis interventions Follow up services and referral services Post-crisis education And many other services. (Halgin, 2009, p. 77). 2. What are at least two opinions presented by each side of the critical issue? Con: 1.They claim that â€Å"During times of organizational upheaval and personal and interpersonal crisis, organization frequently access the services of psychologist to help mitigate the long-term consequences of these occurrences. † Halgin, 2009, p . 61) 2. The claim that CISD and CISM may be one in the same; or may or may not have a definite procedure detailing it. . These seem to be just claims and there is no evidence supporting the claims. Pro: 1. That Mitchell claims CISM to be psychological debriefing, but then state â€Å"crisis intervention is a support service, not psychotherapy or a substitute for psychotherapy. (Halgin, 2009, p. 78). This claim to me states it is not psychological debriefing. 2. Mitchell’s opinion that â€Å". . . negative outcome studies represent a hodgepodge of different types of intervention which do not equate the actual CISD but which loosely use the terminology â€Å"CISD†Ã¢â‚¬ . (p. 81). This seems like a personal opinion in that it the CISD did not work due to the ones using it not following the proper protocol. I would like to see how these other programs that did not work which he calls hodgepodge to see if they did use it correctly or if he was maybe offended by it not w orking. 3.What are some of the strengths associated with the Pro side of the issue? What are some of the weaknesses? Mitchell strengths would be that he seems to be the leader in the Critical Incident Stress Debriefing, as he first wrote about it in 1983. (Halgin, 2009, p. 78). Mitchell’s response to Davilly & Cotton is what their weakness was. They response to their statements, rather than spend the time to show how critical Incident stress debriefing or critical incident stress management works in practice. I think that would have been a better response to Davilly & Cotton, so layout how it works, show examples and give some test study data. . What are some of the strengths associated with the Con side of the issue? What are some of the weaknesses? I believe the strength of Davilly and & Cotton was that they took the time to define and try to show the differences between Critical Incident Stress Debriefing and Critical Incident Stress Management. As well as defining what ps ychology debriefing entails. Their weakness would be it was how to read, it did not flow easy for the readers and somewhat confusing. Also another weakness which was pointed out by Mitchell was that they did not seem to do much deep research for other papers written on the topic. 5.How credible were the authors of each argument? Explain your answer. Davilly & Cotton when to detail on what psychological debriefing was and how there are many different forms of it with: Critical Incident Stress Debriefing and Critical Incident Stress Management. Also how these two really kind of play hand in hand and might be the same thing. Therefore it is hard to tell the difference between the two. They tried to break down how these two systems work and the outcomes of such programs. Mitchell was credible in from the first paragraph notes that â€Å"In 1983 I wrote the first article ever written on Critical Incident Stress Debriefing. . â€Å" (Halgin, 2009, p. 78). Uses the programs during an eve nt rather than after. 6. Based on the statements presented in this critical issue, which author do you agree with? Why? While both sides had concrete evidence supporting their claims; I think I would have to agree with Davilly & Cotton. But can see how both work so I do not think one is better than the other. They provided more studies and data in comparison to Mitchell who just mentioned them. I might be swayed the other way if I went and did my own research.Also Mitchell noted that they call it â€Å"Crisis intervention is a support service, not psychotherapy or substitute for psychotherapy. † (Halgin, 2009, p. 78) That sentence literally stuck with me while I read the rest of their response to Davilly and Cotton. With that statement to me it does not seem that are really using psychological debriefing. I feel that Mitchell is using a type of assessment to see who then needs to move forward with psychology debriefing. Also that critical incident stress management is a proce ss which is used doing an ongoing traumatic event such as natural disaster.Without doing my own research on the matter on the article he mentioned I cannot say he clearly defended themselves. With Mitchell’s claims on critical incident stress management provides help during an traumatic event could be helpful, but I would like to see more studies on how it has worked or hasn’t. Therefore I side with Davilly and Cotton more than Mitchell. While I do not feel psychological debriefing would work for everyone I am interested in the topic and feel more research is need to learn more about it. 7.Which side of this critical issue does contemporary research support? Please provide specific examples in your response. In my personal opinion I would think that contemporary research would support Mitchell’s claim that psychological debriefing is indeed a good thing. I think this to be true because of the being on hand during the event to help those who are facing the experi ence firsthand and how it will relay to the aftermath and how and if treatment is provide for those victims and first responders after wards.

Jean Piaget s Theory Of Psychology - 744 Words

Justin Waite The Study of Jean Piaget 11/16/2015 Born on August 9, 1986 in Neuchatel, Switzerland, Jean Piaget was one of the most influential theorist in the field of early childhood development and psychology that ever existed. His input towards human intelligence is second to none. Piaget learned the value of hard work from his father who was a medieval history writer. His mother was also very intelligent. Although she was a very bright and energetic individual, she was also mentally ill and that has some very troublesome effects on the everyday family life for them. These mental issues are what encouraged Piaget to study psychology in the first place. At such a young age, Piaget became very interested in many things such as†¦show more content†¦Being one of the most influential researchers in childhood development, Jean Piaget considered himself to be a â€Å"genetic epistemologist.† He began his track originally studying biology and philosophy. He was heavily interested in the biological influ ences on how we come to know. The believed that the main thing that makes us different from other animals is the human’s ability to do Abstract Symbolic Reasoning. His views and thoughts on this were often compared and thought of with those of Lev Vygotsky. Piaget, along with Jerome Bruner, John Dewey, Lev Vygotsky and Ulrick Neisser, was able to put together an instruction manual or construction guide to the theory of human learning and mental thought. Piaget was credited with coming up the the 4 thought processes of human beings: †¢ Sensorimotor – Birth through ages 18-24 months. †¢ Preoperational – 18-24 months through age seven. †¢ Concrete operational – Ages seven to twelve. †¢ Formal operational – Adolescence through adulthood. There were many criticisms on Piaget’s work. Many questioned were the stages even real. Vygotsky and Bruner didn’t even speak about the stages in their writings and study of human development. There are even some studies that show and prove that there is no guarantee that humans will make it to the formal operating stage. Piaget mainly concentrated on the