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Class No.05  Data Structures http://ecomputernotes.com
Josephus Problem ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com 
Josephus Problem ,[object Object],http://ecomputernotes.com
Josephus Problem ,[object Object],[object Object],http://ecomputernotes.com
Josephus Problem ,[object Object],[object Object],[object Object],http://ecomputernotes.com
Josephus Problem ,[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Josephus Problem ,[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],[object Object],[object Object],http://ecomputernotes.com
Abstract Data Type ,[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Stacks ,[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack Operations ,[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack Operations push(2) top 2 push(5) top 2 5 push(7) top 2 5 7 push(1) top 2 5 7 1 1  pop() top 2 5 7 push(21) top 2 5 7 21 21  pop() top 2 5 7 7  pop() 2 5 top 5  pop() 2 top http://ecomputernotes.com
Stack Operation ,[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack Implementation: Array  ,[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack using an Array top 2 5 7 1 2 5 7 1 0 1 3 2 4 top = 3 http://ecomputernotes.com
Stack using an Array ,[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack Operations with Array ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack Operations with Array ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://ecomputernotes.com
Stack Using Linked List ,[object Object],[object Object],http://ecomputernotes.com

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Computer notes - Josephus Problem

  • 1. Class No.05 Data Structures http://ecomputernotes.com
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  • 17. Stack Operations push(2) top 2 push(5) top 2 5 push(7) top 2 5 7 push(1) top 2 5 7 1 1 pop() top 2 5 7 push(21) top 2 5 7 21 21 pop() top 2 5 7 7 pop() 2 5 top 5 pop() 2 top http://ecomputernotes.com
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  • 20. Stack using an Array top 2 5 7 1 2 5 7 1 0 1 3 2 4 top = 3 http://ecomputernotes.com
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Editor's Notes

  1. End of lecture 4. The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  2. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  3. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  4. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  5. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  6. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  7. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  8. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  9. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  10. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  11. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  12. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  13. The first goal is a worldview to adopt The second goal is the “nuts and bolts” of the course. The third goal prepares a student for the future.
  14. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  15. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  16. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  17. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  18. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  19. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  20. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  21. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  22. A primary concern for this course is efficiency. You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.
  23. End of lecture 5 You might believe that faster computers make it unnecessary to be concerned with efficiency. However… So we need special training.