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To: Saturn V who wrote (176805)	2/4/2004 1:03:35 PM
From: The Duke of URL©	Read Replies (1) \| Respond to of 186894

Has this been posted? If so it is still worth repeating, from Alan81 on Motley Fool: I am pretty surprised by the performance and power of the prescott processor. It is clearly "not ready" yet, compared to my expectations. I think it is at a point where the performance is about the same as 130nm, the power is higher than 130nm, and I bet the cost is about the same as 130nm. So why did Intel introduce the thing? I think there are a few answers to this... (1) They promised they would, and they need to keep their promises. This is a pretty weak reason, which is why I think the next one is more important. (2) 90nm is mostly new capacity in new 300mm factories. They needed to free up 130nm for several reasons, the most important of which is the new large die, larger cache Xeon's, which need more fab space. As Itanium ramps it will need more fab space too. They need to move to the new socket T, and grantsdale chipset, which I believe is built on 130nm. Finally, they need to take a factory off-line in order to get it converted to 300mm in time for the 65nm ramp. The trick was making sure that even though 90nm was late and underperforming, it did not result in everything behind it also being delayed. The prescott was "good enough" to set everything in motion.

To: Saturn V who wrote (176805)	2/4/2004 2:58:54 PM
From: AK2004	Read Replies (1) \| Respond to of 186894

if that would be indeed true then how come disproportional number of Japanese and Chinese students are taking science classes?

To: Saturn V who wrote (176805)	2/5/2004 5:36:19 AM
From: Amy J	Respond to of 186894

RE: "Several other educational systems stress memorization skills at the expense of reasoning skills. " Saturn, this is very true. I remember in 3rd grade someone did better than me on a math quiz that was based purely upon memorization. Was sort of shocked, because previously had overheard my Mom say to a relative that competition doesn't really start until a child reaches the 6th grade and that all of the kids (my siblings) flew through grade school at the top with no problems, so my expectation was I'd soar through grade school too. So, this was a bit of a hard landing. So, I had a huge decision to make. Do I spend a lot of time beefing up my memorization skills, but at the risk of time spent on concepts (and outdoor play!)? When I got home from school, I asked my Dad what he thought. He said (and I can still remember his humorous answer - he always answers even serious things with a tone of humor, even now), "Well, that's a big question for someone of your size. Here's how corporations work. If you focus on memorization, your job may be automated by this thing here (and he handed me his calculator). "So if you instead focus on the concepts of mathematics, the job you eventually get, is less likely to be automated." (This was back when we all thought Japan was going to automate all Americans out of jobs!) I challenged my Dad on his answer and said, but will the other kid do better than me? My Dad said, "so what if he does - he might do well on this one quiz, but it won't get him far in life. He's spending his time on the wrong thing. That's my opinion. But it's up to you to decide." I'm not sure if his answer sunk in, but I certainly heard it's okay to focus only on the concepts, which are so fun. Memorization is boring and time consuming. I thought, "Wippie! now I can spend more time outside playing, rather than memorizing!" I can still remember that decision. Looking back, it was a larger decision than what I realized. Yet, my Dad gave me the impression it was an easy and obvious decision for me to make. He left it up to me to decide. Regards, Amy J