Chess Playing

The game of chess is the most widely-studied domain in the history of artificial intelligence. The strongest programs are based on a combination of sophisticated search techniques, domain-specific adaptations, and handcrafted evaluation functions that have been refined by human experts over several decades. In contrast, the AlphaGo Zero program recently achieved superhuman performance in the game of Go, by tabula rasa reinforcement learning from games of self-play. In this paper, we generalise this approach into a single AlphaZero algorithm that can achieve, tabula rasa, superhuman performance in many challenging domains. Starting from random play, and given no domain knowledge except the game rules, AlphaZero achieved within 24 hours a superhuman level of play in the games of chess and shogi (Japanese chess) as well as Go, and convincingly defeated a world-champion program in each case.

In this study, a series of novel heterocyclic compounds were synthesized by incorporating pyrazole, pyrimidine, and isoxazole rings onto the 4,7-dichloroquinoline scaffold. The synthesis was carried out using various reactions, including nucleophilic substitution and cyclization, to obtain the desired heterocyclic compounds. Fouriertransform infrared spectroscopy and elemental analysis were employed to characterize synthesized compounds, enabling accurate structural determination and assessment of purity. The elemental analysis data indicated that the compounds were of high purity, with consistent stoichiometric ratios of carbon, hydrogen, nitrogen, and chlorine, which was essential for the confirmation of their molecular structure. The physical properties, such as melting points, solubility, and stability, were also recorded and found to be in line with the expected behavior of these novel heterocycles. The synthesized compounds

This article discusses the pedagogical practices developed in the initial literacy process in Early Childhood Education, highlighting their importance for children's cognitive, social and cultural development. Understanding literacy as a meaningful and contextualized process is fundamental to promoting effective learning that respects the specificities of childhood and values students' linguistic and cultural diversity. This study aims to analyze the pedagogical practices developed in Early Childhood Education in the initial literacy process, highlighting their contributions to the child's integral development and the construction of written language in a meaningful and playful way. Through qualitative and bibliographical research, the study emphasizes the role of the teacher as mediator, who must plan and implement pedagogical strategies that encourage curiosity, experimentation and interaction with written and oral language. The results point to the need for pedagogical practices that value prior knowledge, respect children's stage of development and encourage their active participation in the construction of knowledge.

Lance muito mau -?? Xeque -+ Xeque descoberto --+-desc. Xeque duplo --+-dpl En passant -e.p. Bom lance -! Muito bom lance -!! ótimo lance -!!! 13 PARTIDA DO CENTRO o prematuro desenvolvimento da dama não recomenda esta abertura para as brancas. As negras podem apoderar-se da iniciativa no terceiro lance, contra-atacando a dama branca. Não é recomendada para as brancas. BRANCAS 1.P4R NEGRAS P4R 3.DxP BRANCAS 2.P4D C3BD NEGRAS PxP 1 (Posição após 3... .C3BD) O ganho de tempo capacita as negras a adiantarem-se no desenvolvimento. Um interessante exemplo das dificuldades das brancas, nasce. de: 5. B4B, C4R; 6. B3C, B5C+; 7. P3BD?, B4B !; 8. D3C??, BxP+!! e as negras ganham a dama com um duplo de cavalo. Outro caminho seria 5 B2R; 6. B2D, P4D; 7. PxP, CxP; 8. CxC, DxC e a partida está mais livre para as negras. o-o 7.0-0-0 TIR Após 1l.P3D, B2CD; 12.P4TR, P5B! (impede B5C) as negras têm poderoso ataque pela sua inferioridade material. Assim, se 13. D3B, C5D; 14. D3T, B3TR; 15. B2D, P5R com jogo ganho para as negras.

The purpose of this study is to evaluate physical education students’ current status of chess opening practice skills, thereby selecting solutions to contribute to improving students' chess playing skills in various opening forms. In this study, a pre-, mid-, and post-test design for two experimental and control groups was used. The experimental subjects were 60 students studying chess at the Faculty of Physical Education and Sports Sciences, Hanoi National University of Education 2 (Vietnam) divided into 2 groups (control group and experimental group with na=nb=30). In which the control group learned chess according to the old program (currently consisting of 60 lessons), while the experimental group was instructed and used the Stockfish Chess Engine software for a period of time equivalent to 60 lessons. The parallel comparison method was performed with a paired sample t-test that was used on 3 specialized tests (including Determining opening strategies; Handling opening advantages; Playing 30-minute active chess games). The results showed that the identified opening skills of the control group and the experimental group had a significant difference with a clear advantage belonging to the experimental group (P<0.05). Therefore, it can be concluded that the Stockfish Chess Engine software has shown to be more effective in practicing opening skills than the old training program currently applied. Chess instructors and coaches are encouraged to deploy and use the Stockfish Chess Engine software as a step towards developing physical education students' opening chess playing ability.

Fritz 8 BCM Price £37.99 Fritz 8 is largely identical to the one that played Vladimir Kramnik in the Man versus Machine duel in Bahrain in October 2002 which ended in a 4-4 draw. Giant openings book with a very wide repertoire plus a built-in database with half a million top-quality games. Greatly improved playing strength (Bahrain engine, Elo performance 2809); complete introductory chess course for beginners; Interactive openings training. System requirements: Pentium! AMD PC, 32MB RAM, 3D graphics card, Windows 98, ME, XP. 2000_ CHESSBASE 8 a brand new version of the famous database program -and new prices! . .

The chess world faces an existential crisis as suspicions of cheating undermine competitive integrity. Current methods, including engine correlation analysis and statistical outliers, lack robust frameworks to quantify confidence in player legitimacy. This paper proposes a novel multimodal system integrating the Chess Master Cube Test (a dynamic puzzle-solving assessment), the Chess Futures Rating (a probabilistic skill projection model), and hypothesis testing to measure discrepancies between declared skill and observed performance. By synthesizing Vladimir Kramnik's pioneering work on accuracy metrics (centipawn loss) with bias-aware statistical frameworks, we construct a probabilistic model to flag suspicious activity. We demonstrate how this system could be deployed on platforms like Chess.com and Lichess, significantly reducing undetected cheating while acknowledging theoretical limitations rooted in Gödelian undecidability.

On 24. i. d4 Black has the very strong reply 24 ... J:Id4. But now the devastated residence of the white king creates a painful impression. 24 .. Jlh3 25.tbg3 'fid5 26.St.b6 St.e5 13 ... b5 I sensed that it was on the solution to this particu lar problem that if not everything, then a great deal , depended. I thought for almost an hour, and found a refutation ... 14.-tfG! ..tf6 No better is 14 ... gf6 15.f5! b4 16. t2J e2, when Black cannot maintain his pawn at e6. If Black had attempted to repair the basic defect of his position, and had defended his light-squared bishop by 15 ... l:tac8, then White had prepared 16.e5! .!';lfd8 17. 'ii c5!, andif17 ... .i g2, then 18. 'ii gl !

Interview to the artist Haim Steinbach (b. 1944) on the occasion of his solo exhibition at Galleria Lia Rumma, Milan, which opened on December 3rd, 2024 and runs through January 25, 2025. In "The Brooklyn Rail", November 2024 issue. In this conversation, Steinbach discusses, among other things, art as “display,” the object, language, the vernacular, the everyday, architecture, social exchange, the digital, and music. He also questions the curatorial premise of the 2024 Venice Biennale's international exhibition "Foreigners Everywhere.".

Over the last two years Sport in the USSR magazine published a series of 24 lessons introducing chess fans, in simple language, to openings, the most common middle and end games, and other typical situations at all stages of the game. This series of articles forms a 'chess school', taught by Gary Kasparov. B.T.Batsford Ltd. are proud to reproduce these lessons in book form. Gary Kasparov is World Champion. He was born on April 13, 1963 in Baku. He won the world junior championship in 1980. As a member of the USSR team he shared the gold medals at the 1980 and 1982 World Olympiads and the 1980 and 1983 European championships. Gary Kasparov, as the officially qualified challenger, has played two matches for the world championship with the 1975-85 title holder, Anatoly Karpov; the first was aborted after a record 48 games when Gary though trailing 5-3 had the initiative; the second in 1985one of the great encounters in world championship historyhe won 5-3 with 16 draws. He was awarded an Oscar as the world's best chess player for 1982, 1983 and 1985. Gary Kasparov delves into the tactics and strategy in the openings, middle and end game. He gives examples from games of the world's outstanding grandmasters illustrating endings, planning, combinations, and many other aspects of the game. We hope that the recommendations of the famous grandmaster will expand the outlook of chess enthusiasts and improve their understanding. R. G. Wade London, 1986 5 ... d5 Black radically strengthens his position in the centre. The move ... d5, however, has its disadvantages, as it blocks the diagonal for the b7-bishop. 6 cd Qxd5 After 6 ... ed the b7-bishop would have been obstructed 6 Ideas and Techniques by its own pawn and risked remaining immobilised for some time. Although this feature of Black's position alone cannot predetermine White's success, a consistent accumulation of such minor advantages allows an experienced grandmaster to turn the tide in his favour. 7 Wc2 Another micro-conflict on the chess stage develops around the move e4, which would allow White to occupy the centre. In choosing his move White takes into account the fact that after 7 e4? Qxc3 8 bc Axe4 Black has an extra Pawn. 7 ... c5 Black could have destroyed White's plan by 7 ... f5 but at great cost. He would be left with a weak backward e6-pawn. 8 e4 Qxd 9 bc This is a new gain by White. He has achieved a strong pawn centre and is engaged in combat for domination over the fifth rank, i.e., over 'enemy' territory. Chess players call this a 'space advantage'. 9 ... Be7 10 lb5-t Ac6 11 Ad3 In chess a straight line is not always the shortest distance between two points. By moving the Bishop to d3 in two moves White has gained more advantages than he would have by doing it in one move. Black was prevented from replying with the most natural move against the check, because after, 10 &bS+ Qc6 11 Qe5 Pc8 12 %a4 Wc7 13 Wxa7 Ea8? 14 Axc6+ White wins. Black's bishop is unfortunately placed on c6, getting in the way of its own pieces. In such cases chess players refer to bad piece location and poor coordination of forces. 11 ... Qbd7 The bishop occupying c6 has ldeas und Techniques 7 forced the knight to take a passive position instead of the active one on c6 where it would have attacked the White centre. It could be that Black did not want to give the opponent the advantage of two bishops after 11 ... 0-0 12 Qe5, but this would have been the Iesser of two evils in the present situation, as in the actual game the black king remained in the centre. It would be more reasonable for Black to see to the safety of his king by trying to remove it from the centre as soon as possible. 12 0-0 i 1 As Black has delayed 1 placing his king safely in shelter White aims to open up the centre at any cost (to clear the central files of pawns.) For this reason White removes his king from the scene of action vacating the area for his rooks. 12 ... h6-Like 4 a3 which stopped Black's ... Ab4 this is a preventive move. But 12 ..-0-0 would have been more appropriate. An important game component is the accurate timing of an operation. Grandmaster Fforian Gheorghiu chooses an unfortunate moment for preventive measures. 13 ad1 White centralises his rook, foreseeing the opening of the d-file. 13 ... Wc7 10 Material Balance position was'as follows: 33 g4+ *f4 34 Ed4+ &i3 35 Wb3+ 42 Wfl + &e4 43 WxcQ+&f3 44 #tl+ &e4 45 Wxa6 Now the White queen has received a helpera passed pawn on a2. It was this pawn that finally decided the outcome of the battle, but that is a subject for another lesson. 1 e4 e5 2 f4! ef At present, the most popular reply is the counter gambit 2 ... d5 3 ed e4! and the battle for the centre becomes more subtle. 3 Qr3 Wilhelm Steinitz, the first official world champion (1836-1900) liked to play 3 d4, allowing 3. .. Wh4-k 4 *e2. He believed that having an The Importance of the Cenrre 15 advantage in the centre was more important than having good protection for the king. 3. g5 4 Ac4 g4 5 0-O! gf 6 Wxf3 Wf6 7 d3 Ah6 , 8 Qc3 Qe7 9 hxf4 d6. .

In this paper, we investigate experimentally the efficacy of semi-automatically constructed instructions for solving problems that require search. The instructions give advice to the student, in terms of what sub-goals should be attempted next in the process of solving a problem. Our chosen experimental problem domain was the chess endgame of checkmating with bishop and knight, which occasionally presents difficulties even to chess grandmasters. Our subjects, little more than complete beginners, were given the task of learning to win this endgame by studying the instructions. We were interested in two questions: (1) How effective were the goal-oriented instructions as an aid to the student towards mastering this domain? (2) What was the form of the students' "internal representation" of the acquired knowledge? The latter question was studied by our method for automatically identifying so-called procedural chunks from the students' games. Given the simplicity of the chunk detection method, the reconstructed chunks of students' acquired knowledge reflected the goal structure of the instructions amazingly well.

We investigate the question of experts' ability to estimate task difficulty through a case study that asks players to rate tactical chess positions. In an eye tracking experiment, experts' estimations are compared to the statistic-based difficulty ratings of the chesstempo.com website. The subjects' solutions of chess problems and their considered chess variations are analyzed in connection to ChessTempo's solutions. In addition, eye tracking and performance data (time and accuracy) are used as physiological indicators of subjectively perceived difficulty. In the course of our research, we also aim to identify the attributes of tactical positions that induce difficulty. Understanding the connection between players' estimation of difficulty and the properties of the search trees of variations considered is essential for modeling the difficulty of tactical positions.

Ludic has its origin in the Latin word "ludus" which means "game". Playfulness aims to make the teaching/learning process dynamic, pleasurable, spontaneous, happy and attractive, where the student will have the cognitive capacity to develop their own knowledge in a free, enjoyable way, and can stimulate their imagination. The objective of the research is to analyze how playfulness is being used in the teaching/learning process of mathematics in the 1st year of elementary school. The research was carried out in a public school in the city of Itambé - PE, in the urban area. Therefore, we seek to answer the following research question: How is playfulness being used in the teaching and learning process in elementary school?

Distributional analysis of large data-sets of chess games played by humans and those played by computers shows the following differences in preferences and performance: (1) The average error per move scales uniformly higher the more advantage is enjoyed by either side, with the effect much sharper for humans than computers; (2) For almost any degree of advantage or disadvantage, a human player has a significant 2–3% lower scoring expectation if it is his/her turn to move, than when the opponent is to move; the effect is nearly absent for computers. (3) Humans prefer to drive games into positions with fewer reasonable options and earlier resolutions, even when playing as human-computer freestyle tandems. The question of whether the phenomenon (1) owes more to human perception of relative value, akin to phenomena documented by Kahneman and Tversky, or to rational risk-taking in unbalanced situations, is also addressed. Other regularities of human and computer performances are describe...

The integrity of online games has important economic consequences for both the gaming industry and players of all levels, from professionals to amateurs. Where there is a high likelihood of cheating, there is a loss of trust and players will be reluctant to participate d particularly if this is likely to cost them money. Chess is a game that has been established online for around 25 years and is played over the Internet commercially. In that environment, where players are not physically present "over the board" (OTB), chess is one of the most easily exploitable games by those who wish to cheat, because of the widespread availability of very strong chess-playing programs. Allegations of cheating even in OTB games have increased significantly in recent years, and even led to recent changes in the laws of the game that potentially impinge upon players' privacy. In this work, we examine some of the difficulties inherent in identifying the covert use of chess-playing programs purely from an analysis of the moves of a game. Our approach is to deeply examine a large collection of games where there is confidence that cheating has not taken place, and analyse those that could be easily misclassified. We conclude that there is a serious risk of finding numerous "false positives" and that, in general, it is unsafe to use just the moves of a single game as prima facie evidence of cheating. We also demonstrate that it is impossible to compute definitive values of the figures currently employed to measure similarity to a chess-engine for a particular game, as values inevitably vary at different depths and, even under identical conditions, when multi-threading evaluation is used.

Chess, the timeless game of strategy and intellect, has experienced a resurgence in popularity, largely driven by increased accessibility and the growing recognition of its educational benefits. From local community centers to online platforms, chess classes are sprouting up everywhere, providing individuals of all ages with the opportunity to engage in this stimulating and rewarding pastime. This article explores the multifaceted advantages of chess classes, the diverse formats available, and the reasons behind their rising appeal. Cognitive Benefits of Chess • Enhanced Problem-Solving Skills: Chess requires players to think several moves ahead, considering various possible scenarios and outcomes. This forward-thinking approach hones problem-solving abilities and encourages strategic planning. • Improved Memory and Concentration: Remembering complex positions and strategies is a fundamental aspect of chess. Regular practice can enhance both short-term and longterm memory, as well as improve concentration.

Los Pictogramas Lógicos para Jugar con Ajedrez (PILOJA) son el resultado de un año de enseñanza de lógica
a niños de entre 7 a 11 años. Estos pictogramas pretenden ayudar a los jóvenes alumnos a introducirse en los
conocimientos básicos de la lógica proposicional. No obstante, a la medida que los alumnos van desarrollando
sus habilidades en la materia, los pictogramas empiezan a ser más abstractos y/o más complejos, hasta llegar al
uso de la notación algebraica del ajedrez. En cuanto a lo concerniente a la didáctica, los ejercicios se presentan
variada y gradualmente, de tal forma que los alumnos puedan entender y adquirir elementos constitutivos de la
lógica. A su vez, el uso de pictogramas lógicos busca trabajar con ajedreces reales en situaciones reales. La
razón de esto es doble: 1) Los alumnos jóvenes necesitan de múltiples y variados ejemplos reales, concretos y
visualmente analizables y 2) los alumnos necesitan de material palpable, dinámico e interactivo, que pueda
cumplir con sus necesidades motoras. Lo anterior conduce a reconocer al ajedrez (o por lo menos ciertas cosas
del ajedrez) como un medio fiable para la enseñanza introductoria de la lógica, haciendo de los pictogramas
lógicos tan sólo una de las fases constitutivas de la enseñanza de la lógica a través del ajedrez. Finalmente, debe
de señalarse que PILOJA no pretende reemplazar ningún material didáctico de la lógica, sino que, conociendo
sus propios límites, es más bien una herramienta eficaz que se puede agregar dentro del bagaje del docente de
lógica

Distributional analysis of large data-sets of chess games played by humans and those played by computers shows the following differences in preferences and performance: (1) The average error per move scales uniformly higher the more advantage is enjoyed by either side, with the effect much sharper for humans than computers; (2) For almost any degree of advantage or disadvantage, a human player has a significant 2–3% lower scoring expectation if it is his/her turn to move, than when the opponent is to move; the effect is nearly absent for computers. (3) Humans prefer to drive games into positions with fewer reasonable options and earlier resolutions, even when playing as human-computer freestyle tandems. The question of whether the phenomenon (1) owes more to human perception of relative value, akin to phenomena documented by Kahneman and Tversky, or to rational risk-taking in unbalanced situations, is also addressed. Other regularities of human and computer performances are describe...

CONHECIMENTO É PODER-PADRÕES DE ATAQUE Quem estuda o xadrez regularmente leva grande vantagem sobre adversários que não têm a mesma aplicação. Podemos até não lembrar a sequencia correta de uma defesa ou mesmo de um ataque conhecido, mas o fato de conhecer, o fato de já ter visto alguma vez, com certeza nos ajudará a reconhecer um padrão e ganharemos tempo na análise durante a partida.

palavras-chave crise analogia jogar de negras ataque das minorias xadrez 960 keywords crisis metaphor play with black pieces minority attack chess960 Resumo As últimas décadas foram marcadas por fortes tensões entre os "discursos oficiais historiográficos" e outras formas alternativas de narrar os acontecimentos humanos. No campo da arte esta tensão foi particularmente evidente, levando ao surgimento de diversas estratégias distintas para enfrentar o modelo oficial e/ou para tentar integrar os discursos e contribuições da alteridade. Ao longo deste texto procurar-se-á analisar algumas dessas estratégias que foram usadas neste período de crise, recorrendo para o efeito a um conjunto de conceitos escaquísticos-"jogar de negras", "ataque das minorias", "xadrez 960"-que, funcionando como metáforas, poderão acrescentar valor heurístico para a compreensão dos fenómenos sociais e humanos. Ao optar-se por este tipo de abordagem, pretende-se valorizar um tipo de análise que prolifera atualmente nas ciências sociais e humanas e que procura pensar a complexidade humana a partir de modelos alternativos, baseados em analogias.

palavras-chave crise analogia jogar de negras ataque das minorias xadrez 960 keywords crisis metaphor play with black pieces minority attack chess960 Resumo As últimas décadas foram marcadas por fortes tensões entre os "discursos oficiais historiográficos" e outras formas alternativas de narrar os acontecimentos humanos. No campo da arte esta tensão foi particularmente evidente, levando ao surgimento de diversas estratégias distintas para enfrentar o modelo oficial e/ou para tentar integrar os discursos e contribuições da alteridade. Ao longo deste texto procurar-se-á analisar algumas dessas estratégias que foram usadas neste período de crise, recorrendo para o efeito a um conjunto de conceitos escaquísticos-"jogar de negras", "ataque das minorias", "xadrez 960"-que, funcionando como metáforas, poderão acrescentar valor heurístico para a compreensão dos fenómenos sociais e humanos. Ao optar-se por este tipo de abordagem, pretende-se valorizar um tipo de análise que prolifera atualmente nas ciências sociais e humanas e que procura pensar a complexidade humana a partir de modelos alternativos, baseados em analogias.

O presente trabalho investiga o uso de jogos não-digitais como mídia de aprendizado acadêmico focando o desenvolvimento de conceitos e aprendizagem de processos de construção e design de jogos em alunos de fases iniciais do curso de graduação em Design de Jogos e Entretenimento Digital da Universidade do Vale do Itajaí (Univali). Os projetos propostos foram realizados com o objetivo de apresentar para os alunos, através de atividades projetuais, a importância da organização de um projeto de design em etapas lógicas, assim como estimular a prototipagem no desenvolvimento de jogos. A partir da aplicação prática e do processo de desenvolvimentos dos projetos de jogos com foco em design buscou-se desenvolver jogos originais, de acordo com critérios limitantes, e avaliá-los a partir do uso dos protótipos.

The organization of pedagogical practice with or without educational technologies, in Early Childhood Education, covers different dimensions and presents peculiarities in relation to the other educational stages, leading to a curricular experience in which the curriculum is understood as a living process, in constant movement, constituting itself as a way of materializing innovative pedagogical practice. Aiming to raise children's awareness of the Sustainable Development Goals (SDGs), enabling them to exercise their perceptual, imaginative or fantasy potential, in addition to exploring the possibilities of body movement; to express ideas and feelings; stimulate the expansion of symbolic representation; pay attention to the other person’s speech; develop fundamental movement skills, nursery rhymes, visual stimuli and auditory stimuli, through challenging environments, previously organized with tatami mats, mattresses, tires, elastic bands, rope, various toys, among others. It is important to note that the role of the teacher focuses on mediating the development of recreational activities in the educational process, avoiding the excessive use of media convergence.

Language and Experience FROM a childhood in city suburbs, I went at the age of fourteen to live on the outskirts of a town. I could walk into the country. On Saturdays we did, my brother and I. As we explored the area we drew a map of this precious bit of countryside, and I can recall one name on it-there was a long winding lane called Hobbleythick Lane. With the name comes a picture of a tall, ragged hawthorn hedge: one only, though I suppose there may have been a hedge on the other side also. George Kelly, an American psychologist who died recently, has put forward a general theory of human behaviour which is consistent with what I have been saying, and with much that is yet to be said about the workings of language. Kelly suggests that all men behave in what is essentially the way a scientist behaves. He tells us how he arrived at this view: One of my tasks in the 19305 was to direct graduate studies' leading to the Master's Degree. A typical afternoon might find me talking to a graduate student, doing all those familiar things that thesis directors have to do-encouraging the student to pinpoint the issues, to observe, to become intimate with the problem, to form hypotheses either inductively or deductively, to make some preliminary test runs, to relate his data to his predictions, to control his experiments so that he will know what led to what, to generalize cautiously and to revise his thinking in the light of experience. At two o'clock I might have an appointment with a client. During this interview I would not be taking the role of scientist but rather helping the distressed person work out some solutions to his life's problems. So what would I do? Why, I would try to get him to pinpoint the issues, to observe, to become intimate with the problem, to form hypotheses, to make test runs, to relate outcomes to anticipations, to control his ventures so that he will know what led to what, to generalize cautiously and to revise his dogma in the light of experience. (Kelly, 1969, pp. 60-61) The scientist's method of inquiry is to formulate hypotheses, or make predictions about the way things are, and then to put these to the test of what actually happens, and reframe his hypotheses in the light of what docs happen. Kelly suggests that we look upon this as typical of human behaviour in general. This is a very different view from that of the popular legend about Newton-that truth hit him on the head with the apple. It stresses the active nature of man's approach to experience. To enlarge on it in Kelly's own words: Man looks at his world through transparent patterns or templates which he creates and then attempts to fit over the realities of which the world is composed. The fit is not always very good. Yet without such patterns the world appears to be such an undifferentiated homogeneity that man is unable to make any sense out of it. Even a poor fit is more helpful to him than nothing at all. (Kelly, 1963) I skipped as slow as I could over water I danced as slow as I could over sea All the silly birds in the air couldn't catch me. ALISON: I've gone shopping. Could you have any spouts today? CLARE: What? ALISON: Could you have any spouts today? CLARE: Spouts? You mean sprouts.. ALISON: No, spouts. CLARE: Of teapots and things? ALISON: Yes. CLARE: Well, did you know that I have? ALISON: No. CLARE: Well I have. ALISON: Where? CLARE: In the kitchen. ALISON: Dad, will you open the door-I want to find the teapots. CLARE: No, spouts. Teapots and spouts's the same thing. ALISON: Open the door, Daddy! (But she is persuaded to stay.) I'm just going shopping for a minute. I'm going to get Henry. (Henry, a stuffed toy dog, is on the fable.) CLARE: Well get him. ALISON: Can't.., heavy. You ... (Clare rakes her basket for her.) CLARE: Surely you can! ALISON: Can't. ALISON: Put one foot on one, and one on ... and get him. Only put one foot on. ALISON: Can't. CLARE: Well have your heavy things, then, and I'll get it. (Does so.) Didn't try hard enough, did you? If you want to fall down just put both feet on the doll's house.. .. Don't suppose you want to. ALISON: I'm going to school. Going to leave my things. You-"have him (gives Teddy to Father). You have him (gives Henry to Clare). Goodbye. CLARE: Goodbye. ALISON: See you soon. CLARE: See you soon. ALISON: Goodbye. Just going to school. Goodbye .

Considering that chess is a game of perspective, which develops logical thinking, imagination, anticipation capacity, and vision in space, the purpose of this paper is to teach students to move chess pieces correctly, to think of two or more consecutive moves, to develop a more detailed overview of the pieces in the game. Although chess is static, with no motorsport, we will try to change this game into a dynamic one, turning children into chess pieces. They will perform, on a surface drawn on the ground in the form of a chessboard, the movement corresponding to the piece they represent in the respective move by different variants of jumping from the initial position to the final position, respecting the rules of the game of chess. Thus, we turn the game of chess into a dynamic and funny game, played on teams.

Historically, constructs developed at the heart of neuroscience have contributed to the education of thousands of students, especially in mathematics by providing relevant data for understanding the limitations and expansions delimited to teaching-learning. The present study has as its central objective the importance and benefits of transdisciplinarity in education, analyzing its practical application and its potential to promote more meaningful and contextualized learning. The methodology used consists of the analysis and synthesis of relevant studies and theories on the topic, in order to understand the importance of integrating these elements in the educational context, specifically using the bibliographic review that explored the relationship between neuroscience, transdisciplinarity and the teaching of mathematics. in Youth and Adult Education (EJA). The research seeks to provide theoretical and practical support for EJA educators, aiming to improve the teaching of mathematics, promote more meaningful learning and improve the quality of education in this modality.

Letramento, Gamebook, Autonomia O presente artigo pretende discutir as características do letramento presentes no universo do Gamebook-Guardiões da floresta e suas implicações na motivação e autonomia do jogador. Para isso, analisaremos os dados construídos em parceria com os sujeitos da pesquisa, crianças do 3º e 4º anos de uma Escola Municipal de Salvador, em interação com o Gamebook Guardiões da Floresta-GB. Esta mídia visa estimular as funções executivas das crianças. Os resultados da pesquisa indicam que este grupo de crianças ainda em processo de alfabetização tem dificuldade em atribuir significado aos diferentes elementos que compõem o universo do GB, isto é, indo além dos textos. Portanto, apresentando dificuldades para avançar nos desafios e concluir as missões. No entanto, a mediação dos outros pares mobiliza esses leitores-jogadores para adotar práticas de interação com mais autonomia. Literacy, Gamebook, Autonomy The present article intends to discuss the characteristics of literacy present in the universe of the Gamebook-Guardians of the forest and its implications in the motivation and autonomy of the player. For this, we will analyze the data constructed in partnership with the research subjects, children of the 3º and 4º grades a Municipal School of Salvador, in interaction with the Gamebook-Guardians of the forest-GB. This media aims to stimulate the executive functions of children. The results of the research indicate that this group of children still in the process of literacy has difficulty in assigning meaning to the different elements that compose the GB universe, that is, going beyond the texts. Therefore, presenting difficulties to advance the challenges and complete the missions. However, the mediation of the other peers mobilizes these player-readers to adopt practices of interaction with more autonomy.

Black has many possible replies to 1 e4, but only two of these both gain a foothold in the centre and dissuade White from carrying out his 'threat'. These two choices are 1...e5 (symmetrical king's pawn) and 1...c5 (the Sicilian). It's no coincidence that these are the two most popular defences to 1 e4, but what is interesting is that the Sicilian occurs twice as often as 1...e5. Let's take a look at the position after 1...c5 (Diagram 2). Black has taken control of the crucial d4-square and is ready to answer d2-d4 with ...cxd4, thus eliminating one of White's central pawns and lessening White's control of the centre. The 'advantage' the Sicilian has over, say, 1...e5 is that Black is able to unbalance the position with an asymmetrical pawn structure from a very early stage. This allows both sides the opportunity to play for a win from the very start. White is less likely to acquire a 'risk free' edge because the position will always contain some imbalance. Pawn Structures Two-thirds of this book deals with 'Open Sicilian' positions, in which White plays 2 Nf3 followed by 3 d4. This is by far the most common way for White to meet the Sicilian. White opens more lines of development and attempts to exploit the fact that he will be ahead on development. Let's take a look at the possible opening moves 1 e4 c5 2 Nf3 d6 3 d4 cxd4 4 Nxd4 (Diagram 3) Diagram 3 An Open Sicilian White is ahead in development and can develop more freely. Black, however, has a structural advantage in that he has an extra central pawn, which gives him long-term chances of taking control of the centre. A typical imbalance has arisen. The onus is on White to use his development advantage in order to secure an early initiative. If White Starting Out: The Sicilian Attacking the bishop with 6...Ng4?? is a bad mistake as the reply 7 Bb5+! wins material after either 7...Nc6 8 Nxc6 bxc6 9 Bxc6+ Bd7 10 Bxa8 or 7...Bd7 8 Qxg4 (the bishop on d7 is pinned). 7£3 Preventing the annoying possibility of ...Ng4 and thus preparing Qd2 and 0-0-0. 7...0-0 8 Qd2 NeG 9 Be4 Another major possibility for White is the immediate 9 0-0-0, not expending time with the manoeuvre Bc4-b3. This can give White extra time to conduct his attack. However, this also gives Black the extra option of an immediate strike in the centre with 9...d5!? (see Game 3). 9...Bd7 10 0-0-0 (Diagram 2) Diagram 2 A normal starting position in the Yugoslav Attack Strategies White plans the following: 1) Prise open the h-file with h2-h4-•h5, perhaps supported by g2-g4. 2) Exchange off Black's main defenders on the kingside. The Dragon bishop on g7 can be exchanged with Be3-h6. The defensive knight on f6 can be exchange or eliminated in a number of ways, including Nd5 and g4-g5. Put another way, in the words of Bobby Fischer, 'pry open the h-file, sac, sac ... mate!' Black plans to gain counterplay on the queenside with moves such as ...Ra8-c8, ...Ne5-c4, ...b7-b5 and ...Qd8-a5. Sometimes Black sacrifices a rook for knight with ...Rc8xc3, disrupting the pawn structure around the white king. Defensively, Black can consider halting the advance of White's h-pawn with ...h7-h5. Although this allows White to continue an attack with g2-g4, this is sometimes more difficult to

Palavras-chave: desenho técnico, tecnologia aplicada no ensino, prototipagem rápida Com o constante avanço tecnológico nas áreas de engenharia, arquitetura e design, o mercado de trabalho tornou-se ainda mais exigente com as aptidões requisitadas e, como suporte ao uso de muitas destas tecnologias, o desenho técnico é pleiteado como conhecimento estrutural. Os saberes em desenho técnico requerem constantes habilidades de visualização tridimensional e noções espaciais para lidar com o artefato projetado, porém há constantes dificuldades vivenciadas pelos alunos em sala de aula, seja pelo curto período de tempo à serem dedicados a estes estudos ou mesmo pelo distanciamento propiciado entre o maquinário industrial e as escolas de design, sem que haja aplicação efetiva do conhecimento adquirido. Baseado em pesquisas de recursos já utilizados, esta pesquisa apresenta uma proposta que visa otimizar o ensino do desenho técnico através do auxílio da tecnologia de prototipagem rápida, presente e acessível no FabLab da Escola de Design, da Universidade do Estado de Minas Gerais.

Rapid chess provides an unparalleled laboratory to understand decision making in a natural environment. In a chess game, players choose consecutively around 40 moves in a finite time budget. The goodness of each choice can be determined quantitatively since current chess algorithms estimate precisely the value of a position. Web-based chess produces vast amounts of data, millions of decisions per day, incommensurable with traditional psychological experiments. We generated a database of response times (RTs) and position value in rapid chess games. We measured robust emergent statistical observables: (1) RT distributions are long-tailed and show qualitatively distinct forms at different stages of the game, (2) RT of successive moves are highly correlated both for intra-and inter-player moves. These findings have theoretical implications since they deny two basic assumptions of sequential decision making algorithms: RTs are not stationary and can not be generated by a state-function. Our results also have practical implications. First, we characterized the capacity of blunders and score fluctuations to predict a player strength, which is yet an open problem in chess softwares. Second, we show that the winning likelihood can be reliably estimated from a weighted combination of remaining times and position evaluation.

Durante losúltimos años, se han realizado grandes avances en el desarrollo de manipuladores robóticos. Distintos métodos han sido utilizados para diseñarlos, permitiéndolos dividir en dos grupos, pinzas robóticas y manos artificiales antropomorfas. En este artículo se utilizan un conjunto de métricas de calidad, ampliamente utilizadas en robótica, para analizar agarres, con el objetivo no sólo de comparar estos dos conceptos de diseño, sino también las limitaciones de las métricas a la hora de evaluarlos. Distintos manipuladores de ambos estilos de diseño y varios objetos son utilizados en un entorno de simulación donde las capacidades para coger son analizadas. Los análisis estadísticos sobre estos resultados permitirán estableces la dependencia de las métricas en el tipo de manipulador, pero también realizar evaluaciones comparativas en ambos métodos de diseño, proporcionando una evaluación que de como resultado un mejor rendimiento para realizar agarres.