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This review provides a gentle introduction to one-way quantum computing in distributed architectures. One-way quantum computation shows significant promise as a computational model for distributed systems, particularly those architectures which rely on probabilistic entangling operations. We review the theoretical underpinnings of one-way quantum computation and discuss the practical issues related to exploiting the one-way model in distributed architectures.

This review provides a gentle introduction to one-way quantum computing in distributed architectures. One-way quantum computation shows significant promise as a computational model for distributed systems, particularly those architectures which rely on probabilistic entangling operations. We review the theoretical underpinnings of one-way quantum computation and discuss the practical issues related to exploiting the one-way model in distributed architectures.

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

Includes bibliographical references and index

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High-Performance Computing, or HPC, is the procedure of combining computational resources together as a single resource. The combined resources are often referred to as a supercomputer or a compute cluster. The reason this is done is to make it possible to deliver computational intensity and the ability to process complex computational workloads and applications at high speeds and in parallel. Those workloads require computing power and performance that is often beyond the capabilities of a typical desktop computer or a workstation. Our solutions for high-performance computing are available across all clouds and clusters. We offer solutions such as Ubuntu, an open-source OS, that is available for both private clusters and across all public cloud solutions. Canonical also provides Charmed OpenStack, a solution that allows you to easily build your own private cloud. And for those looking for the ultimate experience in bare-metal cluster management, MAAS is a bare metal-provisioning tool, IPAM (IP Address Management), and data centre automation that turns racks of machines into a physical, on-demand compute cloud. So no matter the size of the computation Canonical has the solutions for you. Contact Canonical to find the right solution for you! Read our blog series on the topic: - What is HPC: https://ubuntu.com/blog/what-is-high-performance-computing-hpc-part-1 - HPC Clusters anywhere: https://ubuntu.com/blog/high-performance-computing-hpc-anywhere-part-2 #hpc #supercomputer #supercomputing #maas #ubuntu #openstack Subscribe to Ubuntu on YouTube for more content like this: https://bit.ly/3Sp6PKY And follow our other social accounts: LinkedIn: https://bit.ly/3Jw6jGN Twitter: https://bit.ly/3OXSIJE Facebook: https://bit.ly/3Q15Yyn Instagram: https://bit.ly/3vE7Kxk For more information visit https://www.ubuntu.com and https://www.canonical.com #linux #ubuntu #canonical #opensource

High-Performance Computing, or HPC, is the procedure of combining computational resources together as a single resource. The combined resources are often referred to as a supercomputer or a compute cluster. The reason this is done is to make it possible to deliver computational intensity and the ability to process complex computational workloads and applications at high speeds and in parallel. Those workloads require computing power and performance that is often beyond the capabilities of a typical desktop computer or a workstation. Our solutions for high-performance computing are available across all clouds and clusters. We offer solutions such as Ubuntu, an open-source OS, that is available for both private clusters and across all public cloud solutions. Canonical also provides Charmed OpenStack, a solution that allows you to easily build your own private cloud. And for those looking for the ultimate experience in bare-metal cluster management, MAAS is a bare metal-provisioning tool, IPAM (IP Address Management), and data centre automation that turns racks of machines into a physical, on-demand compute cloud. So no matter the size of the computation Canonical has the solutions for you. Contact Canonical to find the right solution for you! Read our blog series on the topic: - What is HPC: https://ubuntu.com/blog/what-is-high-performance-computing-hpc-part-1 - HPC Clusters anywhere: https://ubuntu.com/blog/high-performance-computing-hpc-anywhere-part-2 #hpc #supercomputer #supercomputing #maas #ubuntu #openstack Subscribe to Ubuntu on YouTube for more content like this: https://bit.ly/3Sp6PKY And follow our other social accounts: LinkedIn: https://bit.ly/3Jw6jGN Twitter: https://bit.ly/3OXSIJE Facebook: https://bit.ly/3Q15Yyn Instagram: https://bit.ly/3vE7Kxk For more information visit https://www.ubuntu.com and https://www.canonical.com #linux #ubuntu #canonical #opensource

High-Performance Computing, or HPC, is the procedure of combining computational resources together as a single resource. The combined resources are often referred to as a supercomputer or a compute cluster. The reason this is done is to make it possible to deliver computational intensity and the ability to process complex computational workloads and applications at high speeds and in parallel. Those workloads require computing power and performance that is often beyond the capabilities of a typical desktop computer or a workstation. Our solutions for high-performance computing are available across all clouds and clusters. We offer solutions such as Ubuntu, an open-source OS, that is available for both private clusters and across all public cloud solutions. Canonical also provides Charmed OpenStack, a solution that allows you to easily build your own private cloud. And for those looking for the ultimate experience in bare-metal cluster management, MAAS is a bare metal-provisioning tool, IPAM (IP Address Management), and data centre automation that turns racks of machines into a physical, on-demand compute cloud. So no matter the size of the computation Canonical has the solutions for you. Contact Canonical to find the right solution for you! Read our blog series on the topic: - What is HPC: https://ubuntu.com/blog/what-is-high-performance-computing-hpc-part-1 - HPC Clusters anywhere: https://ubuntu.com/blog/high-performance-computing-hpc-anywhere-part-2 #hpc #supercomputer #supercomputing #maas #ubuntu #openstack Subscribe to Ubuntu on YouTube for more content like this: https://bit.ly/3Sp6PKY And follow our other social accounts: LinkedIn: https://bit.ly/3Jw6jGN Twitter: https://bit.ly/3OXSIJE Facebook: https://bit.ly/3Q15Yyn Instagram: https://bit.ly/3vE7Kxk For more information visit https://www.ubuntu.com and https://www.canonical.com #linux #ubuntu #canonical #opensource

This talk is an introductory look at how the rise of distributed and edge computing has enhanced computer vision and sensor fusion workloads. We’ll take a look at some typical system architecture design choices, discuss their advantages and disadvantages, and have a look at some practical examples of deploying perception solutions to edge devices using ROS2 on an ifm O3D303 time-of-flight depth camera.

Includes bibliographies

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social. Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts? This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy. More Information: http://nylug.org/blog/2011/05/13/cameron-l-fadjo-on-scratch/ About Cameron L. Fadjo: Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.

Quantum technologies hold the promise of not only faster algorithmic processing of data, via quantum computation, but also of more secure communications, in the form of quantum cryptography. In recent years, a number of protocols have emerged which seek to marry these concepts for the purpose of securing computation rather than communication. These protocols address the task of securely delegating quantum computation to an untrusted device while maintaining the privacy, and in some instances the integrity, of the computation. We present a review of the progress to date in this emerging area.

Quantum technologies hold the promise of not only faster algorithmic processing of data, via quantum computation, but also of more secure communications, in the form of quantum cryptography. In recent years, a number of protocols have emerged which seek to marry these concepts for the purpose of securing computation rather than communication. These protocols address the task of securely delegating quantum computation to an untrusted device while maintaining the privacy, and in some instances the integrity, of the computation. We present a review of the progress to date in this emerging area.

Quantum technologies hold the promise of not only faster algorithmic processing of data, via quantum computation, but also of more secure communications, in the form of quantum cryptography. In recent years, a number of protocols have emerged which seek to marry these concepts for the purpose of securing computation rather than communication. These protocols address the task of securely delegating quantum computation to an untrusted device while maintaining the privacy, and in some instances the integrity, of the computation. We present a review of the progress to date in this emerging area.

In this paper we provide a basic introduction of the core ideas and theories surrounding fault-tolerant quantum computation. These concepts underly the theoretical framework of large-scale quantum computation and communications and are the driving force for many recent experimental efforts to construct small to medium sized arrays of controllable quantum bits. We examine the basic principals of redundant quantum encoding, required to protect quantum bits from errors generated from both imprecise control and environmental interactions and then examine the principals of fault-tolerance from largely a classical framework. As quantum fault-tolerance essentially is avoiding the uncontrollable cascade of errors caused by the interaction of quantum-bits, these concepts can be directly mapped to quantum information.

Quantum Computing is a new and exciting field at the intersection of mathematics, computer science and physics. It concerns a utilization of quantum mechanics to improve the efficiency of computation. Here we present a gentle introduction to some of the ideas in quantum computing. The paper begins by motivating the central ideas of quantum mechanics and quantum computation with simple toy models. From there we move on to a formal presentation of the small fraction of (finite dimensional) quantum mechanics that we will need for basic quantum computation. Central notions of quantum architecture (qubits and quantum gates) are described. The paper ends with a presentation of one of the simplest quantum algorithms: Deutsch's algorithm. Our presentation demands neither advanced mathematics nor advanced physics.

Quantum Computing is a new and exciting field at the intersection of mathematics, computer science and physics. It concerns a utilization of quantum mechanics to improve the efficiency of computation. Here we present a gentle introduction to some of the ideas in quantum computing. The paper begins by motivating the central ideas of quantum mechanics and quantum computation with simple toy models. From there we move on to a formal presentation of the small fraction of (finite dimensional) quantum mechanics that we will need for basic quantum computation. Central notions of quantum architecture (qubits and quantum gates) are described. The paper ends with a presentation of one of the simplest quantum algorithms: Deutsch's algorithm. Our presentation demands neither advanced mathematics nor advanced physics.

Quantum Computing is a new and exciting field at the intersection of mathematics, computer science and physics. It concerns a utilization of quantum mechanics to improve the efficiency of computation. Here we present a gentle introduction to some of the ideas in quantum computing. The paper begins by motivating the central ideas of quantum mechanics and quantum computation with simple toy models. From there we move on to a formal presentation of the small fraction of (finite dimensional) quantum mechanics that we will need for basic quantum computation. Central notions of quantum architecture (qubits and quantum gates) are described. The paper ends with a presentation of one of the simplest quantum algorithms: Deutsch's algorithm. Our presentation demands neither advanced mathematics nor advanced physics.

Quantum Computing is a new and exciting field at the intersection of mathematics, computer science and physics. It concerns a utilization of quantum mechanics to improve the efficiency of computation. Here we present a gentle introduction to some of the ideas in quantum computing. The paper begins by motivating the central ideas of quantum mechanics and quantum computation with simple toy models. From there we move on to a formal presentation of the small fraction of (finite dimensional) quantum mechanics that we will need for basic quantum computation. Central notions of quantum architecture (qubits and quantum gates) are described. The paper ends with a presentation of one of the simplest quantum algorithms: Deutsch's algorithm. Our presentation demands neither advanced mathematics nor advanced physics.

Quantum Computing is a new and exciting field at the intersection of mathematics, computer science and physics. It concerns a utilization of quantum mechanics to improve the efficiency of computation. Here we present a gentle introduction to some of the ideas in quantum computing. The paper begins by motivating the central ideas of quantum mechanics and quantum computation with simple toy models. From there we move on to a formal presentation of the small fraction of (finite dimensional) quantum mechanics that we will need for basic quantum computation. Central notions of quantum architecture (qubits and quantum gates) are described. The paper ends with a presentation of one of the simplest quantum algorithms: Deutsch's algorithm. Our presentation demands neither advanced mathematics nor advanced physics.

Quantum Computing is a new and exciting field at the intersection of mathematics, computer science and physics. It concerns a utilization of quantum mechanics to improve the efficiency of computation. Here we present a gentle introduction to some of the ideas in quantum computing. The paper begins by motivating the central ideas of quantum mechanics and quantum computation with simple toy models. From there we move on to a formal presentation of the small fraction of (finite dimensional) quantum mechanics that we will need for basic quantum computation. Central notions of quantum architecture (qubits and quantum gates) are described. The paper ends with a presentation of one of the simplest quantum algorithms: Deutsch's algorithm. Our presentation demands neither advanced mathematics nor advanced physics.

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OpenStack Tutorial for Beginners, An Introduction to Cloud Computing and OpenStack by Manuj Aggarwal. Check out full tutorial video source: https://www.youtube.com/watch?v=YRz09su3fnU

Pascal-SC (Pascal for Scientific Computation) is an extension of the popular computer language Pascal. Pascal-SC greatly facilitates scientific, engineering, and statistical calculations on microcomputers. The most important of the additional capabilities of Pascal-SC are accurate floating-point arithmetic for real, complex, and interval numbers, vectors, and matrices and user-defined operators to allow the manipulation of data of various nonstandard types by expressions written in essentially ordinary mathematical notation, instead of the sequences of calls to functions and procedures required in ordinary Pascal. Brief descriptions of these useful features of Pascal-SC are given, together with illustrative examples. Some familiarity with ordinary Pascal is assumed.

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Richard Feynman's observation that quantum mechanical effects could not be simulated efficiently on a computer led to speculation that computation in general could be done more efficiently if it used quantum effects. This speculation appeared justified when Peter Shor described a polynomial time quantum algorithm for factoring integers. In quantum systems, the computational space increases exponentially with the size of the system which enables exponential parallelism. This parallelism could lead to exponentially faster quantum algorithms than possible classically. The catch is that accessing the results, which requires measurement, proves tricky and requires new non-traditional programming techniques. The aim of this paper is to guide computer scientists and other non-physicists through the conceptual and notational barriers that separate quantum computing from conventional computing. We introduce basic principles of quantum mechanics to explain where the power of quantum computers comes from and why it is difficult to harness. We describe quantum cryptography, teleportation, and dense coding. Various approaches to harnessing the power of quantum parallelism are explained, including Shor's algorithm, Grover's algorithm, and Hogg's algorithms. We conclude with a discussion of quantum error correction.

Richard Feynman's observation that quantum mechanical effects could not be simulated efficiently on a computer led to speculation that computation in general could be done more efficiently if it used quantum effects. This speculation appeared justified when Peter Shor described a polynomial time quantum algorithm for factoring integers. In quantum systems, the computational space increases exponentially with the size of the system which enables exponential parallelism. This parallelism could lead to exponentially faster quantum algorithms than possible classically. The catch is that accessing the results, which requires measurement, proves tricky and requires new non-traditional programming techniques. The aim of this paper is to guide computer scientists and other non-physicists through the conceptual and notational barriers that separate quantum computing from conventional computing. We introduce basic principles of quantum mechanics to explain where the power of quantum computers comes from and why it is difficult to harness. We describe quantum cryptography, teleportation, and dense coding. Various approaches to harnessing the power of quantum parallelism are explained, including Shor's algorithm, Grover's algorithm, and Hogg's algorithms. We conclude with a discussion of quantum error correction.