The document discusses analyzing the running time of algorithms using Big-O notation. It begins by introducing Big-O notation and how it is used to generalize the running time of algorithms as input size grows. It then provides examples of calculating the Big-O running time of simple programs and algorithms with loops but no subprogram calls or recursion. Key concepts covered include analyzing worst-case and average-case running times, and rules for analyzing the running time of programs with basic operations and loops.
This file contains the contents about dynamic programming, greedy approach, graph algorithm, spanning tree concepts, backtracking and branch and bound approach.
This file contains the contents about dynamic programming, greedy approach, graph algorithm, spanning tree concepts, backtracking and branch and bound approach.
Hi:
This is the first slide of my class on analysis of algorithms based in Cormen's book.
In this slides, we define the following concepts:
1.- What is an algorithm?
2.- What problems are solved by algorithms?
3.- What subjects will be studied in this class?
4.- Cautionary tale about complexities
PPT on Analysis Of Algorithms.
The ppt includes Algorithms,notations,analysis,analysis of algorithms,theta notation, big oh notation, omega notation, notation graphs
Hi:
This is the first slide of my class on analysis of algorithms based in Cormen's book.
In this slides, we define the following concepts:
1.- What is an algorithm?
2.- What problems are solved by algorithms?
3.- What subjects will be studied in this class?
4.- Cautionary tale about complexities
PPT on Analysis Of Algorithms.
The ppt includes Algorithms,notations,analysis,analysis of algorithms,theta notation, big oh notation, omega notation, notation graphs
QUESTION BANK FOR ANNA UNNIVERISTY SYLLABUSJAMBIKA
first of all i am very happy that the only university that keeps its blog updated. the habit of using algorithm analysis to justify design decisions when you write implement new algorithms and to compare the experimental performance .
Big O notation is used in Computer Science to describe the performance or complexity of an algorithm. Big O specifically describes the worst-case scenario, and can be used to describe the execution time required or the space used (e.g. in memory or on disk) by an algorithm.
For further information
https://github.com/ashim888/dataStructureAndAlgorithm
References:
https://www.khanacademy.org/computing/computer-science/algorithms/asymptotic-notation/a/asymptotic-notation
http://web.mit.edu/16.070/www/lecture/big_o.pdf
https://rob-bell.net/2009/06/a-beginners-guide-to-big-o-notation/
https://justin.abrah.ms/computer-science/big-o-notation-explained.html
Gephi Toolkit Developer Tutorial.
The Gephi Toolkit project package essential modules (Graph, Layout, Filters, IO...) in a standard Java library, which any Java project can use for getting things done. The toolkit is just a single JAR that anyone could reuse.
This tutorial introduce the project, show possibilities and code examples to get started.
In this playlist
https://youtube.com/playlist?list=PLT...
I'll illustrate algorithms and data structures course, and implement the data structures using java programming language.
the playlist language is arabic.
The Topics:
--------------------
1- Arrays
2- Linear and Binary search
3- Linked List
4- Recursion
5- Algorithm analysis
6- Stack
7- Queue
8- Binary search tree
9- Selection sort
10- Insertion sort
11- Bubble sort
12- merge sort
13- Quick sort
14- Graphs
15- Hash table
16- Binary Heaps
Reference : Object-Oriented Data Structures Using Java - Third Edition by NELL DALE, DANEIEL T.JOYCE and CHIP WEIMS
Slides is owned by College of Computing & Information Technology
King Abdulaziz University, So thanks alot for these great materials
Basic Computer Engineering Unit II as per RGPV SyllabusNANDINI SHARMA
Algorithm, Flowchart, Categories of Programming Languages, OOPs vs POP, concepts of OOPs, Inheritance, C++ Programming, How to write C++ program as a beginner, Array, Structure, etc
What is an Algorithm
Time Complexity
Space Complexity
Asymptotic Notations
Recursive Analysis
Selection Sort
Insertion Sort
Recurrences
Substitution Method
Master Tree Method
Recursion Tree Method
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Analysis Of Algorithms I
1. Analysis of Algorithms The Non-recursive Case Except as otherwise noted, the content of this presentation is licensed under the Creative Commons Attribution 2.5 License.
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4. Generalizing Running Time Comparing the growth of the running time as the input grows to the growth of known functions. 10 3000 10 12 10 8 10 5 10000 13 1 10000 10 300 10 9 10 6 10 4 1000 10 1 1000 10 30 10 6 10 4 664 100 7 1 100 10³ 10³ 100 33 10 4 1 10 32 125 25 15 5 3 1 5 2ⁿ n³ n² n log n n log n (1) Input Size: n
5. Analyzing Running Time 1. n = read input from user 2. sum = 0 3. i = 0 4. while i < n 5. number = read input from user 6. sum = sum + number 7. i = i + 1 8. mean = sum / n T(n), or the running time of a particular algorithm on input of size n, is taken to be the number of times the instructions in the algorithm are executed. Pseudo code algorithm illustrates the calculation of the mean (average) of a set of n numbers: Statement Number of times executed 1 1 2 1 3 1 4 n+1 5 n 6 n 7 n 8 1 The computing time for this algorithm in terms on input size n is: T(n) = 4n + 5.
6. Big-Oh Notation Definition 1 : Let f(n) and g(n) be two functions. We write: f(n) = O(g(n)) or f = O(g) (read "f of n is big oh of g of n" or "f is big oh of g") if there is a positive integer C such that f(n) <= C * g(n) for all positive integers n. The basic idea of big-Oh notation is this: Suppose f and g are both real-valued functions of a real variable x. If, for large values of x, the graph of f lies closer to the horizontal axis than the graph of some multiple of g, then f is of order g, i.e., f(x) = O(g(x)). So, g(x) represents an upper bound on f(x).
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8. Example 2 In the previous timing analysis, we ended up with T(n) = 4n + 5, and we concluded intuitively that T(n) = O(n) because the running time grows linearly as n grows. Now, however, we can prove it mathematically: To show that f(n) = 4n + 5 = O(n), we need to produce a constant C such that: f(n) <= C * n for all n. If we try C = 4, this doesn't work because 4n + 5 is not less than 4n. We need C to be at least 9 to cover all n. If n = 1, C has to be 9, but C can be smaller for greater values of n (if n = 100, C can be 5). Since the chosen C must work for all n, we must use 9: 4n + 5 <= 4n + 5n = 9n Since we have produced a constant C that works for all n, we can conclude:
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10. Example 4 Suppose f(n) = n 2 + 3n - 1. We want to show that f(n) = O(n 2 ). f(n) = n 2 + 3n - 1 < n 2 + 3n (subtraction makes things smaller so drop it) <= n 2 + 3n 2 (since n <= n 2 for all integers n) = 4n 2 Therefore, if C = 4, we have shown that f(n) = O(n 2 ). Notice that all we are doing is finding a simple function that is an upper bound on the original function. Because of this, we could also say that This would be a much weaker description, but it is still valid. f(n) = O(n 3 ) since (n 3 ) is an upper bound on n2
11. Example 5 Show: f(n) = 2n 7 - 6n 5 + 10n 2 – 5 = O(n 7 ) f(n) < 2n 7 + 6n 5 + 10n 2 <= 2n 7 + 6n 7 + 10n 7 = 18n 7 thus, with C = 18 and we have shown that f(n) = O(n 7 ) Any polynomial is big-Oh of its term of highest degree . We are also ignoring constants. Any polynomial (including a general one) can be manipulated to satisfy the big-Oh definition by doing what we did in the last example: take the absolute value of each coefficient (this can only increase the function); Then since we can change the exponents of all the terms to the highest degree (the original function must be less than this too). Finally, we add these terms together to get the largest constant C we need to find a function that is an upper bound on the original one. n j <= n d if j <= d
12. Adjusting the definition of big-Oh: Many algorithms have a rate of growth that matches logarithmic functions. Recall that log2 n is the number of times we have to divide n by 2 to get 1; or alternatively, the number of 2's we must multiply together to get n: n = 2 k log 2 n = k Many "Divide and Conquer" algorithms solve a problem by dividing it into 2 smaller problems. You keep dividing until you get to the point where solving the problem is trivial. This constant division by 2 suggests a logarithmic running time. Definition 2 : Let f(n) and g(n) be two functions. We write: f(n) = O(g(n)) or f = O(g) if there are positive integers C and N such that f(n) <= C * g(n) for all integers n >= N. Using this more general definition for big-Oh, we can now say that if we have f(n) = 1, then f(n) = O(log(n)) since C = 1 and N = 2 will work.
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14. Example 6: Show: f(n) = 3n 3 + 3n - 1 = (n 3 ) As implied by the theorem above, to show this result, we must show two properties: f(n) = O (n 3 ) f(n) = (n 3 ) First, we show (i), using the same techniques we've already seen for big-Oh. We consider N = 1, and thus we only consider n >= 1 to show the big-Oh result. f(n) = 3n 3 + 3n - 1 < 3n 3 + 3n + 1 <= 3n 3 + 3n 3 + 1n 3 = 7n 3 thus, with C = 7 and N = 1 we have shown that f(n) = O(n 3 )
15. Next, we show (ii). Here we must provide a lower bound for f(n). Here, we choose a value for N, such that the highest order term in f(n) will always dominate (be greater than) the lower order terms. We choose N = 2 , since for n >=2 , we have n3 >= 8 . This will allow n 3 to be larger than the remainder of the polynomial (3n - 1) for all n >= 2. So, by subtracting an extra n 3 term, we will form a polynomial that will always be less than f(n) for n >= 2 . f(n) = 3n 3 + 3n - 1 > 3n 3 - n3 since n 3 > 3n - 1 for any n >= 2 = 2n 3 Thus, with C = 2 and N = 2 , we have shown that f(n) = (n 3 ) since f(n) is shown to always be greater than 2n 3 .
16. Big-Oh Operations Summation Rule Suppose T1(n) = O(f1(n)) and T2(n) = O(f2(n)). Further, suppose that f2 grows no faster than f1, i.e., f2(n) = O(f1(n)). Then, we can conclude that T1(n) + T2(n) = O(f1(n)). More generally, the summation rule tells us O(f1(n) + f2(n)) = O(max(f1(n), f2(n))). Proof : Suppose that C and C' are constants such that T1(n) <= C * f1(n) and T2(n) <= C' * f2(n). Let D = the larger of C and C'. Then, T1(n) + T2(n) <= C * f1(n) + C' * f2(n) <= D * f1(n) + D * f2(n) <= D * (f1(n) + f2(n)) <= O(f1(n) + f2(n))
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18. Example 7 Compute the big-Oh running time of the following C++ code segment: for (i = 2; i < n; i++) { sum += i; } The number of iterations of a for loop is equal to the top index of the loop minus the bottom index, plus one more instruction to account for the final conditional test. Note: if the for loop terminating condition is i <= n , rather than i < n , then the number of times the conditional test is performed is: ((top_index + 1) – bottom_index) + 1) In this case, we have n - 2 + 1 = n - 1 . The assignment in the loop is executed n - 2 times. So, we have (n - 1) + (n - 2) = (2n - 3) instructions executed = O(n).
19. Example 8 Consider the sorting algorithm shown below. Find the number of instructions executed and the complexity of this algorithm. 1) for (i = 1; i < n; i++) { 2) SmallPos = i; 3) Smallest = Array[SmallPos]; 4) for (j = i+1; j <= n; j++) 5) if (Array[j] < Smallest) { 6) SmallPos = j; 7) Smallest = Array[SmallPos] } 8) Array[SmallPos] = Array[i]; 9) Array[i] = Smallest; } The total computing time is: T(n) = (n) + 4(n-1) + n(n+1)/2 – 1 + 3[n(n-1) / 2] = n + 4n - 4 + (n 2 + n)/2 – 1 + (3n 2 - 3n) / 2 = 5n - 5 + (4n 2 - 2n) / 2 = 5n - 5 + 2n 2 - n = 2n 2 + 4n - 5 = O(n 2 )
20. Example 9 What is the complexity of this C++ code? 1) cin >> n; // Same as: n = GetInteger(); 2) for (i = 1; i <= n; i ++) 3) for (j = 1; j <= n; j ++) 4) A[i][j] = 0; 5) for (i = 1; i <= n; i ++) 6) A[i][i] = 1; The following program segment initializes a two-dimensional array A (which has n rows and n columns) to be an n x n identity matrix – that is, a matrix with 1’s on the diagonal and 0’s everywhere else. More formally, if A is an n x n identity matrix, then: A x M = M x A = M, for any n x n matrix M.
21. Example 10 Here is a simple linear search algorithm that returns the index location of a value in an array. /* a is the array of size n we are searching through */ i = 0; while ((i < n) && (x != a[i])) i++; if (i < n) location = i; else location = -1; 1 + 3 + 5 + ... + (2n - 1) / n = (2 (1 + 2 + 3 + ... + n) - n) / n We know that 1 + 2 + 3 + ... + n = n (n + 1) / 2, so the average number of lines executed is: [2[n(n+1)/2] – n]/n =n =O(n) Average number of lines executed equals:
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23. Here is the body of a function: sum = 0; for (i = 1; i <= f(n); i++) sum += i; where f(n) is a function call. Give a big-oh upper bound on this function if the running time of f(n) is O(n), and the value of f(n) is n!:
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27. Polynomial Transformation Informally, if P 1 P 2 , then we can think of a solution to P 1 being obtained from a solution to P 2 in polynomial time. The code below gives some idea of what is implied when we say P 1 P 2 : Convert_To_P2 p1 = ... /* Takes an instance of p1 and converts it to an instance of P2 in polynomial time. */ Solve_P2 p2 = ... /* Solves problem P2 */ Solve_P1 p1 = Solve_P2(Convert_To_P2 p1);
28. Given the above definition of a transformation, these theorems should not be very surprising: If 1 2 then 2 P 1 P If 1 2 then 2 P 1 P These theorems suggest a technique for proving that a given problem is NP-complete. To Prove NP: 1) Find a known NP-complete problem NP 2) Find a transformation such that NP 3) Prove that the transformation is polynomial.
29. The meaning of NP-Completeness A Statement of a Problem: Solving a problem means finding one algorithm that will solve all instances of the problem.