This document discusses the structure of C++ programs and the development environment. It covers:
- C++ programs are made up of source code files with .cpp extensions containing function definitions, and header files with .h extensions containing declarations.
- The main() function is where program execution begins. It can take command line arguments which are passed via the argc and argv parameters.
- Common elements of C++ programs include #include directives to import headers, namespaces like std, and output streams like cout.
- Programs go through preprocessing, compilation, linking, and execution. Development environments help manage these steps and provide tools like debugging.
Object oriented programming 7 first steps in oop using c++Vaibhav Khanna
Advantages of C++
Portability. C++ offers the feature of portability or platform independence which allows the user to run the same program on different operating systems or interfaces at ease. ...
Object-oriented. ...
Multi-paradigm. ...
Low-level Manipulation. ...
Memory Management. ...
Large Community Support. ...
Compatibility with C. ...
Scalability.
Object oriented programming 7 first steps in oop using c++Vaibhav Khanna
Advantages of C++
Portability. C++ offers the feature of portability or platform independence which allows the user to run the same program on different operating systems or interfaces at ease. ...
Object-oriented. ...
Multi-paradigm. ...
Low-level Manipulation. ...
Memory Management. ...
Large Community Support. ...
Compatibility with C. ...
Scalability.
Presentation with a brief history of C, C++ and their ancestors along with an introduction to latest version C++11 and futures such as C++17. The presentation covers applications that use C++, C++11 compilers such as LLVM/Clang, some of the new language features in C++11 and C++17 and examples of modern idioms such as the new form compressions, initializer lists, lambdas, compile time type identification, improved memory management and improved standard library (threads, math, random, chrono, etc). (less == more) || (more == more)
I prepared these slides for the student of FSC BSC BS Computer science.these slides are very easily understanding the concept of programming in C++.All topics are clear with the help of examples easy in reading the topic and understanding the logic.
Presentation with a brief history of C, C++ and their ancestors along with an introduction to latest version C++11 and futures such as C++17. The presentation covers applications that use C++, C++11 compilers such as LLVM/Clang, some of the new language features in C++11 and C++17 and examples of modern idioms such as the new form compressions, initializer lists, lambdas, compile time type identification, improved memory management and improved standard library (threads, math, random, chrono, etc). (less == more) || (more == more)
I prepared these slides for the student of FSC BSC BS Computer science.these slides are very easily understanding the concept of programming in C++.All topics are clear with the help of examples easy in reading the topic and understanding the logic.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. CSE 332: C++ program structure and development environment
C++ Program Structure (and tools)
Today we’ll talk generally about C++
development (plus a few platform specifics)
• We’ll develop, submit, and grade code in Windows
• It’s also helpful to become familiar with Linux
– E.g., on shell.cec.wustl.edu
• For example, running code through two different
compilers can catch a lot more “easy to make” errors
2. CSE 332: C++ program structure and development environment
Writing a C++ Program
C++ source files
(ASCII text) .cpp
Programmer
(you)
emacs
editor
C++ header files
(ASCII text) .h
1 source file
=
1 compilation unit
Makefile
(ASCII text)
Also: .C .cxx .cc
Also: .H .hxx .hpp
readme
(ASCII text)
Eclipse
Visual Studio
3. CSE 332: C++ program structure and development environment
What Goes Into a C++ Program?
• Declarations: data types, function signatures, classes
– Allows the compiler to check for type safety, correct syntax
– Usually kept in “header” (.h) files
– Included as needed by other files (to keep compiler happy)
class Simple { typedef unsigned int UINT32;
public:
Simple (int i); int usage (char * program_name);
void print_i ();
private: struct Point2D {
int i_; double x_;
}; double y_;
};
• Definitions: static variable initialization, function implementation
– The part that turns into an executable program
– Usually kept in “source” (.cpp) files
void Simple::print_i ()
{
cout << “i_ is ” << i_ << endl;
}
• Directives: tell compiler (or precompiler) to do something
– More on this later
4. CSE 332: C++ program structure and development environment
A Very Simple C++ Program
#include <iostream> // precompiler directive
using namespace std; // compiler directive
// definition of function named “main”
int main (int, char *[])
{
cout << “hello, world!” << endl;
return 0;
}
5. CSE 332: C++ program structure and development environment
What is #include <iostream> ?
• #include tells the precompiler to include a file
• Usually, we include header files
– Contain declarations of structs, classes, functions
• Sometimes we include template definitions
– Varies from compiler to compiler
– Advanced topic we’ll cover later in the semester
• <iostream> is the C++ label for a standard
header file for input and output streams
6. CSE 332: C++ program structure and development environment
What is using namespace std; ?
• The using directive tells the compiler to include
code from libraries that have separate namespaces
– Similar idea to “packages” in other languages
• C++ provides a namespace for its standard library
– Called the “standard namespace” (written as std)
– cout, cin, and cerr standard iostreams, and much more
• Namespaces reduce collisions between symbols
– Rely on the :: scoping operator to match symbols to them
– If another library with namespace mylib defined cout we
could say std::cout vs. mylib::cout
• Can also apply using more selectively:
– E.g., just using std::cout
7. CSE 332: C++ program structure and development environment
What is int main (int, char*[]) { ... } ?
• Defines the main function of any C++ program
• Who calls main?
– The runtime environment, specifically a function often called
something like crt0 or crtexe
• What about the stuff in parentheses?
– A list of types of the input arguments to function main
– With the function name, makes up its signature
– Since this version of main ignores any inputs, we leave off
names of the input variables, and only give their types
• What about the stuff in braces?
– It’s the body of function main, its definition
8. CSE 332: C++ program structure and development environment
What’s cout << “hello, world!” << endl; ?
• Uses the standard output iostream, named cout
– For standard input, use cin
– For standard error, use cerr
• << is an operator for inserting into the stream
– A member operator of the ostream class
– Returns a reference to stream on which its called
– Can be applied repeatedly to references left-to-right
• “hello, world!” is a C-style string
– A 14-postion character array terminated by ‘0’
• endl is an iostream manipulator
– Ends the line, by inserting end-of-line character(s)
– Also flushes the stream
9. CSE 332: C++ program structure and development environment
What about return 0; ?
• The main function should return an integer
– By convention it should return 0 for success
– And a non-zero value to indicate failure
• The program should not exit any other way
– Letting an exception propagate uncaught
– Dividing by zero
– Dereferencing a null pointer
– Accessing memory not owned by the program
• Indexing an array “out of range” can do this
• Dereferencing a “stray” pointer can do this
10. CSE 332: C++ program structure and development environment
A Slightly Bigger C++ Program
#include <iostream>
using namespace std;
int main (int argc, char * argv[])
{
for (int i = 0; i < argc; ++i)
{
cout << argv[i] << endl;
}
return 0;
}
11. CSE 332: C++ program structure and development environment
int argc, char * argv[]
• A way to affect the program’s behavior
– Carry parameters with which program was called
– Passed as parameters to main from crt0
– Passed by value (we’ll discuss what that means)
• argc
– An integer with the number of parameters (>=1)
• argv
– An array of pointers to C-style character strings
– Its array-length is the value stored in argc
– The name of the program is kept in argv[0]
12. CSE 332: C++ program structure and development environment
for (int i = 0; i < argc; ++i)
• Standard (basic) C++ for loop syntax
– Initialization statement done once at start of loop
– Test expression done before running each time
– Expression to increment after running each time
• int i = 0
– Declares integer i (scope is the loop itself)
– Initializes i to hold value 0 (not an assignment!)
• i < argc
– Tests whether or not we’re still inside the array!
– Reading/writing memory we don’t own can crash the
program (if we’re really lucky!)
• ++i
– increments the array position (why prefix?)
13. CSE 332: C++ program structure and development environment
{cout << argv[i] << endl;}
• Body of the for loop
• I strongly prefer to use braces with for, if,
while, etc., even w/ single-statement body
– Avoids maintenance errors when
adding/modifying code
– Ensures semantics/indentation say same thing
• argv[i]
– An example of array indexing
– Specifies ith position from start of argv
14. CSE 332: C++ program structure and development environment
Lifecycle of a C++ Program
C++
source code
Makefile
Programmer
(you)
object code
(binary, one per compilation unit) .o
make
“make” utility
xterm
console/terminal/window
Runtime/utility
libraries
(binary) .lib .a .dll .so
gcc, etc.
compiler
link
linker
E-mail
executable
program
Eclipse
debugger
precompiler
compiler
turnin/checkin
An “IDE”
WebCAT
Visual Studio
window
15. CSE 332: C++ program structure and development environment
Development Environment Studio
• We’ll follow a similar format most days in the course
– Around 30 minutes of lecture and discussion
– Then about 60 minutes of studio time
– Except for open studio/lab days, reviews before the
midterm and final, and the day of the midterm itself
• In the studios, please work in groups of 2 or 3
– Exercises are posted on the course web page
– Record your answers to the exercises, and e-mail your
answers to the course account when you’re done
– We’ll migrate throughout the studio to answer questions
• Use studio time to develop skills and understanding
– A good chance to explore ideas you can use for the labs
– Exams will test understanding of the studio material
– You’re encouraged to try variations beyond the exercises