The document provides pseudocode for a binary search algorithm. The main pseudocode takes in an array a of sorted integers, the number of elements n, a target number m, and checks if m is in a. It calls the search function, passing a, the array indices 0 and n-1, and m. Search recursively calls itself, narrowing the search range by half each time, until it either finds m or exhausts the search space, in which case it returns false.
A Comprehensive Introduction to Object-Oriented Programming with Java.pdfYasmine Anino
This document provides a summary of a book titled "A Comprehensive Introduction to Object-Oriented Programming with Java". The book introduces object-oriented programming concepts and teaches Java programming. It includes 21 chapters that cover core Java topics, intermediate concepts such as data structures, and advanced topics such as inheritance and polymorphism. The book emphasizes hands-on practice with numerous sample programs.
This document outlines the teaching and evaluation scheme for the 3rd semester Information Technology program for the 2019-20 academic year. It includes:
- A list of 5 theory subjects and their credit hours, internal assessment marks, end semester exam marks, and total marks.
- A list of 4 practical subjects and their lab hours, internal assessment marks, and total marks.
- The total credit hours, internal assessment marks, end semester exam marks, and grand total marks for the semester.
- Minimum passing marks requirements and details on student centered activities.
- An outline of the curriculum for the 3rd semester Diploma in Information Technology program.
eBook PDF textbook - Data Structures and Algorithm Analysis in Java, 3e Mark ...EdwinPolack1
This document provides instructions for purchasing the full file with all chapters of the third edition of "Data Structures and Algorithm Analysis in Java" by Mark Allen Weiss. It includes two intentionally blank pages followed by the table of contents for the book. The book covers topics such as lists, stacks, queues, trees, hashing, priority queues, sorting, graph algorithms, and algorithm design techniques. The preface describes the purpose of the book as teaching data structures, methods for organizing large amounts of data, and algorithm analysis to estimate the running time of algorithms.
The document provides details of the revised syllabus for 7th and 8th semesters of the B.E. Computer Science & Engineering program at Shivaji University, Kolhapur.
It lists the subjects to be taught in each semester along with their course codes, number of lecture hours, tutorials, practical sessions and marks distribution. Elective subjects are also specified for semesters 7 and 8. Guidelines for term work, project work, assignments and assessments are outlined. The syllabus for individual subjects like Advanced Computer Architecture, Distributed Systems and Advanced Database Systems are briefly described in terms of topics to be covered.
eBook Download Data Structures and Algorithm Analysis in Java, 3e Mark A. Wei...ZhangAyuan
This document is the table of contents for the third edition of the textbook "Data Structures and Algorithm Analysis in Java" by Mark Allen Weiss. It lists the titles and page numbers for 12 chapters and their sections that cover topics like algorithm analysis, common data structures, sorting algorithms, graph algorithms, and algorithm design techniques. The full textbook provides implementation details in Java and running time analysis of various algorithms.
Embedded systems are specialized computing systems designed to perform specif...22bcs058
Embedded systems are specialized computing systems designed to perform specific tasks or functions within larger systems. Unlike general-purpose computers, which are designed for a wide range of applications, embedded systems are tailored to perform dedicated functions efficiently and reliably. They are typically embedded within a larger device or system, such as consumer electronics, industrial machinery, automotive systems, medical devices, and more.
The key characteristics of embedded systems include:
Dedicated Functionality: Embedded systems are built to execute specific tasks or functions, such as controlling machinery, processing sensor data, managing communication protocols, etc.
Real-time Operation: Many embedded systems require real-time responsiveness, meaning they must respond to input events within strict timing constraints. Real-time embedded systems often involve processing data and generating output within predefined deadlines.
Resource Constraints: Embedded systems often operate under resource constraints, including limited processing power, memory, and energy. Designing efficient algorithms and optimizing resource usage are critical in embedded system development.
Hardware Integration Hardware Integration: Embedded systems are tightly integrated with hardware components, including microcontrollers, sensors, actuators, and other peripherals. Hardware-software co-design is essential for optimizing system performance and reliability.
Embedded Software: Software plays a crucial role in embedded systems, controlling hardware components, implementing algorithms, and providing the desired functionality. Embedded software is often developed using specialized programming languages, such as C, C++, or assembly language.
Low-power Operation: Many embedded systems are designed to operate in low-power or energy-constrained environments, such as battery-powered devices or portable electronics. Power optimization techniques are employed to maximize battery life and minimize energy consumption.
Communication Interfaces: Embedded systems often require communication interfaces to interact with other devices or systems. This may involve wired interfaces (e.g., UART, SPI, I2C) or wireless protocols (e.g., Wi-Fi, Bluetooth, Zigbee) for data exchange.
Reliability and Safety: Embedded systems are often used in safety-critical applications, where reliability and safety are paramount. Robust design practices, fault-tolerant mechanisms
Software: Software plays a crucial role in embedded systems, controlling hardware components, implementing algorithms, and providing the desired functionality. Embedded software is often developed using specialized programming languages, such as C, C++, or assembly language.
Low-power Operation: Many embedded systems are designed to operate in low-power or energy-constrained environments, such as battery-powered devices or portable electronics. Power optimization techniques are employed to maximize battery life and mi
The document outlines the teaching and evaluation scheme for the 4th semester Information Technology program for the year 2019-20. It includes details of the subjects, periods per week, internal and end semester assessments.
There are 4 theory subjects - Operating System, Data Communication and Computer Networks, Microprocessor & Microcontroller, and Database Management System. There are also 4 practical subjects with labs. The total periods per week are 17 theory and 22 practical. Students will be evaluated through internal assessments, sessional exams, and end semester exams. The minimum pass marks are 35% for theory, 50% for practical, and 40% overall.
This document provides an overview of computers, programming languages like C# and Java, software design concepts like object-oriented programming, and web technologies like HTML, XML and ASP.NET. It discusses computer hardware and software, programming fundamentals, graphical user interfaces, database programming, and web development topics. The document is intended as a comprehensive introduction and reference for computer programming and web technologies.
A Comprehensive Introduction to Object-Oriented Programming with Java.pdfYasmine Anino
This document provides a summary of a book titled "A Comprehensive Introduction to Object-Oriented Programming with Java". The book introduces object-oriented programming concepts and teaches Java programming. It includes 21 chapters that cover core Java topics, intermediate concepts such as data structures, and advanced topics such as inheritance and polymorphism. The book emphasizes hands-on practice with numerous sample programs.
This document outlines the teaching and evaluation scheme for the 3rd semester Information Technology program for the 2019-20 academic year. It includes:
- A list of 5 theory subjects and their credit hours, internal assessment marks, end semester exam marks, and total marks.
- A list of 4 practical subjects and their lab hours, internal assessment marks, and total marks.
- The total credit hours, internal assessment marks, end semester exam marks, and grand total marks for the semester.
- Minimum passing marks requirements and details on student centered activities.
- An outline of the curriculum for the 3rd semester Diploma in Information Technology program.
eBook PDF textbook - Data Structures and Algorithm Analysis in Java, 3e Mark ...EdwinPolack1
This document provides instructions for purchasing the full file with all chapters of the third edition of "Data Structures and Algorithm Analysis in Java" by Mark Allen Weiss. It includes two intentionally blank pages followed by the table of contents for the book. The book covers topics such as lists, stacks, queues, trees, hashing, priority queues, sorting, graph algorithms, and algorithm design techniques. The preface describes the purpose of the book as teaching data structures, methods for organizing large amounts of data, and algorithm analysis to estimate the running time of algorithms.
The document provides details of the revised syllabus for 7th and 8th semesters of the B.E. Computer Science & Engineering program at Shivaji University, Kolhapur.
It lists the subjects to be taught in each semester along with their course codes, number of lecture hours, tutorials, practical sessions and marks distribution. Elective subjects are also specified for semesters 7 and 8. Guidelines for term work, project work, assignments and assessments are outlined. The syllabus for individual subjects like Advanced Computer Architecture, Distributed Systems and Advanced Database Systems are briefly described in terms of topics to be covered.
eBook Download Data Structures and Algorithm Analysis in Java, 3e Mark A. Wei...ZhangAyuan
This document is the table of contents for the third edition of the textbook "Data Structures and Algorithm Analysis in Java" by Mark Allen Weiss. It lists the titles and page numbers for 12 chapters and their sections that cover topics like algorithm analysis, common data structures, sorting algorithms, graph algorithms, and algorithm design techniques. The full textbook provides implementation details in Java and running time analysis of various algorithms.
Embedded systems are specialized computing systems designed to perform specif...22bcs058
Embedded systems are specialized computing systems designed to perform specific tasks or functions within larger systems. Unlike general-purpose computers, which are designed for a wide range of applications, embedded systems are tailored to perform dedicated functions efficiently and reliably. They are typically embedded within a larger device or system, such as consumer electronics, industrial machinery, automotive systems, medical devices, and more.
The key characteristics of embedded systems include:
Dedicated Functionality: Embedded systems are built to execute specific tasks or functions, such as controlling machinery, processing sensor data, managing communication protocols, etc.
Real-time Operation: Many embedded systems require real-time responsiveness, meaning they must respond to input events within strict timing constraints. Real-time embedded systems often involve processing data and generating output within predefined deadlines.
Resource Constraints: Embedded systems often operate under resource constraints, including limited processing power, memory, and energy. Designing efficient algorithms and optimizing resource usage are critical in embedded system development.
Hardware Integration Hardware Integration: Embedded systems are tightly integrated with hardware components, including microcontrollers, sensors, actuators, and other peripherals. Hardware-software co-design is essential for optimizing system performance and reliability.
Embedded Software: Software plays a crucial role in embedded systems, controlling hardware components, implementing algorithms, and providing the desired functionality. Embedded software is often developed using specialized programming languages, such as C, C++, or assembly language.
Low-power Operation: Many embedded systems are designed to operate in low-power or energy-constrained environments, such as battery-powered devices or portable electronics. Power optimization techniques are employed to maximize battery life and minimize energy consumption.
Communication Interfaces: Embedded systems often require communication interfaces to interact with other devices or systems. This may involve wired interfaces (e.g., UART, SPI, I2C) or wireless protocols (e.g., Wi-Fi, Bluetooth, Zigbee) for data exchange.
Reliability and Safety: Embedded systems are often used in safety-critical applications, where reliability and safety are paramount. Robust design practices, fault-tolerant mechanisms
Software: Software plays a crucial role in embedded systems, controlling hardware components, implementing algorithms, and providing the desired functionality. Embedded software is often developed using specialized programming languages, such as C, C++, or assembly language.
Low-power Operation: Many embedded systems are designed to operate in low-power or energy-constrained environments, such as battery-powered devices or portable electronics. Power optimization techniques are employed to maximize battery life and mi
The document outlines the teaching and evaluation scheme for the 4th semester Information Technology program for the year 2019-20. It includes details of the subjects, periods per week, internal and end semester assessments.
There are 4 theory subjects - Operating System, Data Communication and Computer Networks, Microprocessor & Microcontroller, and Database Management System. There are also 4 practical subjects with labs. The total periods per week are 17 theory and 22 practical. Students will be evaluated through internal assessments, sessional exams, and end semester exams. The minimum pass marks are 35% for theory, 50% for practical, and 40% overall.
This document provides an overview of computers, programming languages like C# and Java, software design concepts like object-oriented programming, and web technologies like HTML, XML and ASP.NET. It discusses computer hardware and software, programming fundamentals, graphical user interfaces, database programming, and web development topics. The document is intended as a comprehensive introduction and reference for computer programming and web technologies.
A Practical Introduction To Data Structures And Algorithms Analysis, Java Edi...Laurie Smith
This document provides a summary of a book on data structures and algorithm analysis. The book covers fundamental data structures like lists, stacks, queues, binary trees and graphs. It also covers sorting and searching algorithms, algorithm analysis, advanced data structures and the limits of computation. The book is intended as a teaching text to help readers understand how to select appropriate data structures and analyze algorithms. It emphasizes design principles like understanding costs and benefits, tradeoffs, and applying common design patterns.
The document provides an introduction to the Objective-C programming language. It discusses objects, classes, messaging between objects, and the Objective-C runtime system. It covers key concepts such as classes, inheritance, protocols, properties, categories and extensions, memory management, and threading. The document is intended for readers interested in programming with Objective-C or learning the basis of the Cocoa frameworks.
This document provides details about a .NET Technologies lab manual, including:
1) An outline of the course contents, objectives, prerequisites, learning outcomes, syllabus, and references.
2) A list of 21 experiments to be conducted in the lab, covering topics like web controls, ASP.NET pages, validation controls, databases, and databinding.
3) Requirements for the experimental setup, including software like Visual Studio 2010 and hardware requirements.
4) Details and sample code for the first two experiments - calculating factorials and performing currency conversions.
Towards better software quality assurance by providing intelligent supportConcordia University
The document discusses research on providing automated suggestions to developers on logging decisions. It summarizes the presenter's background and experiences working in software quality and testing. The research focuses on studying logging statements across seven open source systems to understand logging characteristics and locations. A deep learning model is trained on code block features to suggest logged and non-logged blocks with reasonable accuracy. Evaluation shows syntactic features achieve the best results, and cross-system models can still provide useful suggestions, as different systems may share similar logging guidelines.
The document summarizes a project on developing an ASIP synthesis methodology called ASSIST between IIT Delhi and the University of Dortmund. The objectives were to combine strengths in synthesis and VLSI design from IIT Delhi and code generation and architecture from Dortmund. Work done included evaluating register file size, register windows, and cache vs scratchpad memory. A Leon processor was also synthesized for different configurations to generate an area/clock period database. Future work proposed further case studies and FPGA implementation to validate the methodology.
This document provides an introduction and overview of key concepts related to programming in C++. It discusses the history and evolution of C++, its advantages over C, common applications, compilers, standard library, and programming techniques including object-oriented programming, operator overloading, and inheritance. It also covers fundamental concepts like number systems, bits and bytes, and computer performance that are important for C++ programming. The document aims to equip readers with essential background knowledge for learning C++ programming.
The document discusses Robert Dale Walstrom's master's thesis on system-level design refinement using SystemC, including an overview of SpecC and SystemC modeling languages, models of computation in each language, and a proposed top-down refinement methodology for refining SystemC models through different levels of abstraction. The methodology is demonstrated through implementation of functionally equivalent SpecC and SystemC models of a digital camera system.
This document provides an outline for the optional course IT5304 Computer Systems II. The course is worth 4 credits and builds upon knowledge from Computer Systems I. It aims to help students appreciate new processor technologies, explain operating system concepts, and apply systems programming skills. The course consists of 7 sections that will cover topics such as digital logic, systems architecture, instruction set architecture, instruction pipelining, memory hierarchy, and parallelism. Students will learn through online materials and activities and be assessed through a final written exam. Required reading materials are also listed.
This document contains assignments for various subjects from Sem 1 to Sem 4 of BSCIT summer 2014. It provides the contact details for an online assignment solving service and then lists assignments for subjects like Fundamentals of IT, Mathematics for IT, Logic Design, C Programming, Database Management Systems, OOPS with Java, RDBMS and MySQL, TCP/IP, Multimedia Systems, Website Design, Fundamentals of Algorithms, Software Engineering, Visual Basic, and Server Side Programming, with questions ranging from concepts to problems to programs.
This document contains the syllabus for the 7th semester Computer Technology diploma program. It includes details for the Network Administration and Services course. The course aims to provide knowledge and skills related to network administration, routing protocols, network security, and link redundancy. The theory section covers topics like OSI and TCP/IP models, subnetting, routing protocols like OSPF, EIGRP, RIP, VLANs, NAT, IPv6, and redundancy protocols. The practical section includes tasks to design and simulate networks implementing these protocols and concepts using tools like Packet Tracer.
Differences between method overloading and method overridingPinky Anaya
The document discusses the differences between method overloading and method overriding in C#. Method overloading involves having multiple methods with the same name but different parameters, and can be used with or without inheritance. Method overriding involves having methods with the same name and signature in a base and derived class, requires inheritance, and uses virtual and override keywords. It is an example of runtime polymorphism.
This document provides an overview of the Introduction to Logic Design, Third Edition textbook by Alan Marcovitz. It introduces the topics covered in the textbook, including number systems, combinational logic design, Karnaugh maps, algorithmic minimization techniques, combinational system design, sequential system analysis and design. The textbook emphasizes fundamentals and includes numerous examples, solved problems, exercises and laboratory experiments to help students learn digital logic design.
This document outlines the objectives and topics covered in the course EC8393 - Fundamentals of Data Structures in C. The course aims to teach students about linear and non-linear data structures and their applications using the C programming language. Key topics include implementing various data structure operations in C, choosing appropriate data structures, and modifying existing or designing new data structures for applications. Assessment includes continuous internal assessments, a university exam, and a minimum 80% attendance requirement.
This document describes Robert Kovacsics' diploma project to create a compiler from the Scheme programming language to Java bytecode. The project implements a front-end to parse Scheme code, a middle phase to transform the code, and a back-end to generate Java bytecode. The compiler supports basic language features like macros, Java interoperability, and tail-call optimization. The document outlines the requirements for the compiler and its development. It then describes the implementation process and modular structure. Finally, it evaluates the compiler's functionality and performance.
Data Structures and Algorithm Analysis in C++, 3rd Edition by Dr. Clifford A....thienvo61
This document provides a summary of a textbook on data structures and algorithms. The textbook covers fundamental data structures like lists, stacks, queues, trees, graphs and advanced structures. It also covers searching and sorting algorithms. The textbook is intended as a teaching text to help readers understand the principles of selecting appropriate data structures and assessing their costs and benefits rather than just memorizing implementations.
This document is a textbook on open source programming that covers topics such as HTML, CSS, JavaScript, PHP, MySQL, Linux and more. It is divided into chapters that introduce each topic and provide examples and exercises. The goal is to teach readers about various open source technologies and how to use them for web development and other applications. Key topics include how to set up development environments, build websites with HTML and CSS, add dynamic content with JavaScript and PHP, work with databases using MySQL, and use the Linux operating system. Review questions are provided at the end of each chapter.
Systematic software development using vdm by jones 2nd editionYasir Raza Khan
This document is the preface to the second edition of the book "Systematic Software Development Using VDM". It discusses the importance of using formal methods like VDM for software specification and design. Formal methods allow specifications to be more precise and concise through the use of mathematical notation and abstraction. They also enable verified design through reasoning and proofs. The goal of the book is to teach a systematic approach to software development focusing on specification, design, and implementation using VDM.
Systematic software development using vdm by jones 2nd editionYasir Raza Khan
The chapter introduces propositional logic and proofs. Propositional logic uses operators like negation, conjunction, disjunction and implication to combine simple propositions into more complex ones. A formal proof system is then introduced to prove properties of these propositional combinations in a systematic way. Examples of proofs in this system are then provided to illustrate how one can prove theorems in propositional logic by chaining inference rules.
SADP PPTs of all modules - Shanthi D.L.pdfB.T.L.I.T
The document discusses design patterns and software architecture. It includes an introduction to design patterns, describing what they are and how they solve common design problems. It also provides details on various design patterns organized in a catalog, including creational, structural and behavioral patterns. The document gives an example of using the Model-View-Controller (MVC) pattern in Smalltalk and provides a template for describing design patterns.
Summarizing Software API Usage Examples Using Clustering TechniquesNikos Katirtzis
This document presents CLAMS, an approach for automatically mining API usage examples from client code. It clusters API usage sequences, generates summarized snippets from the top clusters, and selects the most representative snippet from each cluster. The methodology can be easily adapted to new programming languages as it relies on abstract syntax trees and API call sequences rather than detailed semantic analysis. The system is evaluated on datasets from several Java libraries and is shown to produce more concise, readable snippets that better match handwritten examples compared to approaches that output API call sequences or less summarized snippets. The clustering approach that allows similar rather than just identical sequences leads to improved results.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
A Practical Introduction To Data Structures And Algorithms Analysis, Java Edi...Laurie Smith
This document provides a summary of a book on data structures and algorithm analysis. The book covers fundamental data structures like lists, stacks, queues, binary trees and graphs. It also covers sorting and searching algorithms, algorithm analysis, advanced data structures and the limits of computation. The book is intended as a teaching text to help readers understand how to select appropriate data structures and analyze algorithms. It emphasizes design principles like understanding costs and benefits, tradeoffs, and applying common design patterns.
The document provides an introduction to the Objective-C programming language. It discusses objects, classes, messaging between objects, and the Objective-C runtime system. It covers key concepts such as classes, inheritance, protocols, properties, categories and extensions, memory management, and threading. The document is intended for readers interested in programming with Objective-C or learning the basis of the Cocoa frameworks.
This document provides details about a .NET Technologies lab manual, including:
1) An outline of the course contents, objectives, prerequisites, learning outcomes, syllabus, and references.
2) A list of 21 experiments to be conducted in the lab, covering topics like web controls, ASP.NET pages, validation controls, databases, and databinding.
3) Requirements for the experimental setup, including software like Visual Studio 2010 and hardware requirements.
4) Details and sample code for the first two experiments - calculating factorials and performing currency conversions.
Towards better software quality assurance by providing intelligent supportConcordia University
The document discusses research on providing automated suggestions to developers on logging decisions. It summarizes the presenter's background and experiences working in software quality and testing. The research focuses on studying logging statements across seven open source systems to understand logging characteristics and locations. A deep learning model is trained on code block features to suggest logged and non-logged blocks with reasonable accuracy. Evaluation shows syntactic features achieve the best results, and cross-system models can still provide useful suggestions, as different systems may share similar logging guidelines.
The document summarizes a project on developing an ASIP synthesis methodology called ASSIST between IIT Delhi and the University of Dortmund. The objectives were to combine strengths in synthesis and VLSI design from IIT Delhi and code generation and architecture from Dortmund. Work done included evaluating register file size, register windows, and cache vs scratchpad memory. A Leon processor was also synthesized for different configurations to generate an area/clock period database. Future work proposed further case studies and FPGA implementation to validate the methodology.
This document provides an introduction and overview of key concepts related to programming in C++. It discusses the history and evolution of C++, its advantages over C, common applications, compilers, standard library, and programming techniques including object-oriented programming, operator overloading, and inheritance. It also covers fundamental concepts like number systems, bits and bytes, and computer performance that are important for C++ programming. The document aims to equip readers with essential background knowledge for learning C++ programming.
The document discusses Robert Dale Walstrom's master's thesis on system-level design refinement using SystemC, including an overview of SpecC and SystemC modeling languages, models of computation in each language, and a proposed top-down refinement methodology for refining SystemC models through different levels of abstraction. The methodology is demonstrated through implementation of functionally equivalent SpecC and SystemC models of a digital camera system.
This document provides an outline for the optional course IT5304 Computer Systems II. The course is worth 4 credits and builds upon knowledge from Computer Systems I. It aims to help students appreciate new processor technologies, explain operating system concepts, and apply systems programming skills. The course consists of 7 sections that will cover topics such as digital logic, systems architecture, instruction set architecture, instruction pipelining, memory hierarchy, and parallelism. Students will learn through online materials and activities and be assessed through a final written exam. Required reading materials are also listed.
This document contains assignments for various subjects from Sem 1 to Sem 4 of BSCIT summer 2014. It provides the contact details for an online assignment solving service and then lists assignments for subjects like Fundamentals of IT, Mathematics for IT, Logic Design, C Programming, Database Management Systems, OOPS with Java, RDBMS and MySQL, TCP/IP, Multimedia Systems, Website Design, Fundamentals of Algorithms, Software Engineering, Visual Basic, and Server Side Programming, with questions ranging from concepts to problems to programs.
This document contains the syllabus for the 7th semester Computer Technology diploma program. It includes details for the Network Administration and Services course. The course aims to provide knowledge and skills related to network administration, routing protocols, network security, and link redundancy. The theory section covers topics like OSI and TCP/IP models, subnetting, routing protocols like OSPF, EIGRP, RIP, VLANs, NAT, IPv6, and redundancy protocols. The practical section includes tasks to design and simulate networks implementing these protocols and concepts using tools like Packet Tracer.
Differences between method overloading and method overridingPinky Anaya
The document discusses the differences between method overloading and method overriding in C#. Method overloading involves having multiple methods with the same name but different parameters, and can be used with or without inheritance. Method overriding involves having methods with the same name and signature in a base and derived class, requires inheritance, and uses virtual and override keywords. It is an example of runtime polymorphism.
This document provides an overview of the Introduction to Logic Design, Third Edition textbook by Alan Marcovitz. It introduces the topics covered in the textbook, including number systems, combinational logic design, Karnaugh maps, algorithmic minimization techniques, combinational system design, sequential system analysis and design. The textbook emphasizes fundamentals and includes numerous examples, solved problems, exercises and laboratory experiments to help students learn digital logic design.
This document outlines the objectives and topics covered in the course EC8393 - Fundamentals of Data Structures in C. The course aims to teach students about linear and non-linear data structures and their applications using the C programming language. Key topics include implementing various data structure operations in C, choosing appropriate data structures, and modifying existing or designing new data structures for applications. Assessment includes continuous internal assessments, a university exam, and a minimum 80% attendance requirement.
This document describes Robert Kovacsics' diploma project to create a compiler from the Scheme programming language to Java bytecode. The project implements a front-end to parse Scheme code, a middle phase to transform the code, and a back-end to generate Java bytecode. The compiler supports basic language features like macros, Java interoperability, and tail-call optimization. The document outlines the requirements for the compiler and its development. It then describes the implementation process and modular structure. Finally, it evaluates the compiler's functionality and performance.
Data Structures and Algorithm Analysis in C++, 3rd Edition by Dr. Clifford A....thienvo61
This document provides a summary of a textbook on data structures and algorithms. The textbook covers fundamental data structures like lists, stacks, queues, trees, graphs and advanced structures. It also covers searching and sorting algorithms. The textbook is intended as a teaching text to help readers understand the principles of selecting appropriate data structures and assessing their costs and benefits rather than just memorizing implementations.
This document is a textbook on open source programming that covers topics such as HTML, CSS, JavaScript, PHP, MySQL, Linux and more. It is divided into chapters that introduce each topic and provide examples and exercises. The goal is to teach readers about various open source technologies and how to use them for web development and other applications. Key topics include how to set up development environments, build websites with HTML and CSS, add dynamic content with JavaScript and PHP, work with databases using MySQL, and use the Linux operating system. Review questions are provided at the end of each chapter.
Systematic software development using vdm by jones 2nd editionYasir Raza Khan
This document is the preface to the second edition of the book "Systematic Software Development Using VDM". It discusses the importance of using formal methods like VDM for software specification and design. Formal methods allow specifications to be more precise and concise through the use of mathematical notation and abstraction. They also enable verified design through reasoning and proofs. The goal of the book is to teach a systematic approach to software development focusing on specification, design, and implementation using VDM.
Systematic software development using vdm by jones 2nd editionYasir Raza Khan
The chapter introduces propositional logic and proofs. Propositional logic uses operators like negation, conjunction, disjunction and implication to combine simple propositions into more complex ones. A formal proof system is then introduced to prove properties of these propositional combinations in a systematic way. Examples of proofs in this system are then provided to illustrate how one can prove theorems in propositional logic by chaining inference rules.
SADP PPTs of all modules - Shanthi D.L.pdfB.T.L.I.T
The document discusses design patterns and software architecture. It includes an introduction to design patterns, describing what they are and how they solve common design problems. It also provides details on various design patterns organized in a catalog, including creational, structural and behavioral patterns. The document gives an example of using the Model-View-Controller (MVC) pattern in Smalltalk and provides a template for describing design patterns.
Summarizing Software API Usage Examples Using Clustering TechniquesNikos Katirtzis
This document presents CLAMS, an approach for automatically mining API usage examples from client code. It clusters API usage sequences, generates summarized snippets from the top clusters, and selects the most representative snippet from each cluster. The methodology can be easily adapted to new programming languages as it relies on abstract syntax trees and API call sequences rather than detailed semantic analysis. The system is evaluated on datasets from several Java libraries and is shown to produce more concise, readable snippets that better match handwritten examples compared to approaches that output API call sequences or less summarized snippets. The clustering approach that allows similar rather than just identical sequences leads to improved results.
Similar to Example PseudocodeProblem Given a sorted array a with n elements .docx (20)
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
Explain the role of the community health nurse in partnership with.docxelbanglis
Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.
...
Explain how building partner capacity is the greatest challenge in.docxelbanglis
Explain how building partner capacity is the greatest challenge in Operation INHERENT RESOLVE (OIR) in Iraq with these points:
· Explain how the Department of Defense (DoD) can overcome that challenge through Security Cooperation.
· Explain how the DoD can overcome that challenge through Enhancing U.S. Military Logistics
Summation of how the DoD ought to consider how it could transition to teaching our partners to fish, rather than simply fishing for them.
· APA format.
· 1150 words.
· Six work citations
· must include:
· a Cover Page,
· Abstract,
· Body of the paper, and
· Endnotes
Last name_First_Course(ex AP5510)_Assignment_Title
Assignment Title
By
Name
Course Name
DD MMM YYYY
Instructor: (Instructor’s Name)
College
Distance Learning
JBSA
Effective, purposeful communication is essential in the military profession. Following these instructions will help you properly complete your writing assignment and will improve your chances for success.
This template exemplifies the format for essays. Each essay must include a properly formatted cover page (see above), double-spaced text, Times New Roman 12pt font, 1-inch margins, as well as full endnote-style citations for paraphrasing and quotations in accordance with the Author Guide, Section 5.5. Endnotes are not counted as part of your total word count. The, Appendix A provides examples of endnote formats. Do not include a bibliography in these short essay assignments; however, ensure your full endnotes contain all source information.
Use quotation marks when you quote directly from the work of other writers. This is a relatively short assignment, so use block quotations sparingly to allow your own original thoughts to shine through.
You may notice minor variations between your consolidated lesson readers, which require different endnote formats. Some bundle the readings into a single document with continuous pagination (see example endnote 1 at the end of this document).
Other lesson readers retain each author’s original pagination (see example note 2).
You should use the author’s original pagination wherever it is possible to do so. Remember, cite any material used from the instructional narrative portion of the consolidated lesson reading file with “as the author (see example endnote 3).
The midterm and final essay exams are academic papers; write each in a narrative style, not a bullet/point paper. Refer to the assignment rubric located in your Grade Center for grading criteria. If you have any questions, contact your course instructor.
Much like your next level of leadership, the program requires effective writing founded on critical thinking and communication skills. Each essay you write as you progress toward graduation provides an opportunity for you to hone these abilities. Additionally, these assignments comprise a large portion of your final grade in each course. Therefore, successful course completion is contingent on your writing performance. The most ...
Experience as a Computer ScientistFor this report, the pro.docxelbanglis
Experience as a Computer Scientist
For this report, the professional interviewed is a computer Engineer/ Web Developer who works for Omnivision Technologies Inc., a corporation that designs and develops advanced digital technologies to use in mobile phones, notebooks, security cameras etc. across the United States. Mr. Nagarik Sharma is the technical manager of the organization and works at its headquarter in Santa Clara, California, and has been working in this position for the last five years. He provided very useful information about the computer science profession and highlighted a number of challenges common in the career. Further, he provided some recommendations on how the challenges can be dealt with. From the information provided by the him, it is clear that the computer science profession is full of challenges particularly regarding the fast changing technology. The interview revealed several important topics which require further research.
Methodology
The interview was conducted on a skype video call and lasted for slightly above 30 minutes. Before the interview, the interviewee was made clear to understand that the questions which were to be asked during the interview regards the profession, its concerns and challenges. The phone call was recorded during the entire conversation and the information later transcribed and key points extracted. This report is based only on important points and not everything that the interviewee said.
Essential Background
Computer science is a field of technology that deals with studying processes that interact with data and which can be depicted as data in program form. An expert in computer science has knowledge in computation theory as well as the practice of software systems design. Computer scientists are also popularly known as computer and information scientists and can work in a range of environments. For instance, these professionals work in private software publishers, government agencies, academic institutions, and engineering firms (Page & Smart, 2013). Wherever they work, computer scientists’ general roles include solving computing problems as well as developing new products.
The professional interviewed for this report has in-depth knowledge in computer systems and management. Through his leadership skill, he organizes the successful delivery of effective and efficient technical solutions within the company. He is responsible for planning, designing, developing, production, and testing communication systems.
He is also responsible for supervising:
· Technical and Operations teams
· Landline and Cellular network
· IT Infrastructure
· Service platforms
He works with the chief technical officer (who is an expert in telecommunications engineering) to design and develop software that facilitates landline and cellular networks.
Challenges
· Education: According to the interviewee, the challenges in the field of computer science starts right from education and training. He says that ...
Expansion and Isolationism in Eurasia How did approaches t.docxelbanglis
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
Introduction
In 1279, under the leadership of Kublai Khan, the Mongols ousted the Song dynasty
and completed their conquest of China. As they
took control, they established the Yuan dynasty,
with Kublai Khan serving as emperor. However,
Mongol rule over China was relatively short lived.
Within 100 years, the Yuan dynasty would be
forced out by Chinese rebels.
Under Mongol rule, the Chinese became
increasingly angered by policies that favored
Mongols and foreigners. This anger and resentment
eventually resulted in unrest. Around 1350, small
states in China began to emerge to fight the
Mongols. Chinese leaders turned to military force to
advance their interests and establish regional
power. Some leaders were members of the upper class, and others were religious
leaders or bandits supported by peasants. By the middle of the 1350s, these Chinese
powers were united in their campaign to get rid of Mongol rule.
The years of ongoing warfare spurred military innovation among the Chinese.
Although the Mongols had access to gunpowder weapons, they did not develop new
technologies. In contrast, the first large cannons in China were manufactured by the
Chinese rebels. While the term “Gunpowder Empire” is often associated with the
Ottoman Empire, the Safavid Empire, and the Mughal Empire, the Chinese
advancements in gunpowder weaponry has led some historians to regard Ming China
as the world’s first gunpowder empire.
1
Expansion and Isolationism in Eurasia
How did approaches to cultural interaction shape empires in Eurasia?
In this lesson, you will learn about three countries in Eurasia that used gunpowder
to expand and maintain their control: China, Japan, and Russia. You will consider the
rise and fall of the Ming and Qing dynasties in China. You will examine the unification of
Japan under the Tokugawa. Finally, you will explore the growth of the Russian Empire
during the Romanov dynasty.
Section 1. China Under the Ming and Qing
Between the 14th and the early 20th centuries,
two dynasties governed China: the Ming and the Qing.
Both dynasties took power during times of upheaval.
To restore order, they established strong, centralized
rule and revived traditional Chinese values, including
Confucian ideals.
The Ming Revival By the mid-1300s, China was in
turmoil. The Mongols’ hold on power had became
unstable. Disease and natural disasters had weakened
the Mongol grip. Additionally, feuds broke out within the government, leaving the
countryside unprotected against bandits and rebels.
As life became more dangerous and difficult, Chinese peasants grew increasingly
frustrated with the incompetence of their rulers. Led by Zhu Yuanzhang, a peasant
uprising successfully invaded the city of Nanjing. In 1368, aided by gunpowder
weapons, Zhu and his army capt ...
Experimental PsychologyWriting and PresentingPaper Secti.docxelbanglis
Experimental Psychology
Writing and Presenting
Paper Sections
Title
Introduction
Method
Tables and figures (if applicable)
Results
Tables and figures (if applicable)
Discussion
References
Presentation
Simplify, limit number of words, use color and formatting to highlight important points. Check spelling.
Include slides with the following
Title
Introduction
Method
Results
Tables and figures
Discussion
References (provide as a separate slide, but there is no need to discuss or ensure visibility of individual items on this slide.)
...
EXPEDIA VS. PRICELINE -- WHOSE MEDIA PLAN TO BOOK Optim.docxelbanglis
EXPEDIA VS. PRICELINE -- WHOSE
MEDIA PLAN TO BOOK?
Optimedia's Antony Young Analyzes the Media Strategies
Behind Rival Travel Sites
By Antony Young
Published: June 30, 2010
As schools break for summer, some families -- like mine -- are still planning their vacations. So I
took a look at two prominent travel sites, Expedia and Priceline, to see which one's media strategy
is likely to attract more trip planners.
Their media plans are especially important as the travel industry picks up after a tough 2009.
Demand for flights and hotels are rebounding and so, too, are airfares and room rates. With
slimmer margins on airline tickets, hotels have very much become the major battleground for
Expedia and Priceline and this is reflected in the focus of their advertising. Online Travel Agencies
(OTA's) accounted for 34.7% of all U.S. hotel bookings in the first quarter of 2010, up from 27.8% in
2009, Priceline CMO Brett Keller said in a recent speech.
Creative executions
Expedia launched a new branding campaign for 2010. Its tagline, "Where you book matters,"
accompanied a new logo incorporated into its creative messaging. The campaign, which targets
frequent leisure travelers, launched Dec. 26 with commercials featuring a visual metaphor of
building blocks as a way to demonstrate how consumers interact with Expedia. The first spot starts
with upbeat soft-rock music narrated by an unseen woman dictating her specifications for the
perfect "girls' weekend." She talks about having multiple hotel options and the ability to compare
dates for the best savings. Expedia's signature "dot coooom" jingle ends the spot. A spot with a
man's voice and trip goals was launched in February.
http://adage.com/
Priceline has built its position in the market on the opportunity for customers to name their own
price, brought to life through some hilarious spots fronted by pitchman William Shatner. This year,
Shatner introduced his new sidekick "Big Deal," a 520 lb 6'5" character who helps persuade hotels
to take a deal. In February, the Big Deal ads were joined by new creative that featured the
Negotiator's "Evil Twin" (played, of course, by Shatner). Priceline takes a karate chop at
Expedia.com (and Hotels.com), claiming that Priceline can get prices 50% lower.
The strategies of the two companies differed noticeably. Expedia.com attracted 16.7 million unique
visitors in May, 59% more than the 10.5 million who visited Priceline.com, according to ComScore.
And Expedia media seems to reflect this, promoting the site as the generic travel brand for a broad
audience and highlighting its full range of services and travel destinations. Priceline is more single-
mindedly focused on price, and its media appears to target lower down the purchase funnel with an
emphasis on converting transactions.
RATINGS
Outstanding
Highly effective
Good
Disappointing
A disaster
Television strategy
Expedia. ...
Experiments with duckweed–moth systems suggest thatglobal wa.docxelbanglis
Experiments with duckweed–moth systems suggest that
global warming may reduce rather than promote
herbivory
TJISSE VAN DER HEIDE, RUDI M. M. ROIJACKERS, EDWIN T. H. M. PEETERS AND
EGBERT H. VAN NES
Department of Environmental Sciences, Aquatic Ecology and Water Quality Management group, Wageningen University,
Wageningen, The Netherlands
SUMMARY
1. Wilf & Labandeira (1999) suggested that increased temperatures because of global
warming will cause an increase in herbivory by insects. This conclusion was based on the
supposed effect of temperature on herbivores but did not consider an effect of temperature
on plant growth.
2. We studied the effect of temperature on grazing pressure by the small China-mark moth
(Cataclysta lemnata L.) on Lemna minor L. in laboratory experiments.
3. Between temperatures of 15 and 24 �C we found a sigmoidal increase in C. lemnata
grazing rates, and an approximately linear increase in L. minor growth rates. Therefore, an
increase in temperature did not always result in higher grazing pressure by this insect as
the regrowth of Lemna changes also.
4. At temperatures below 18.7 �C, Lemna benefited more than Cataclysta from an increase in
temperature, causing a decrease in grazing pressure.
5. In the context of global warming, we conclude that rising temperatures will not
necessarily increase grazing pressure by herbivorous insects.
Keywords: Cataclysta, grazing, herbivory, Lemna, temperature
Introduction
Duckweeds (Lemnaceae) are often abundant in dit-
ches and ponds (Landolt, 1986). Especially when
nitrogen and phosphorus concentrations in the water
column are high, the surface area can become covered
with dense floating mats of duckweed (Lüönd, 1980,
1983; Portielje & Roijackers, 1995). These mats have
large impacts on freshwater ecosystems, restricting
oxygen supply (Pokorny & Rejmánková, 1983), light
availability of algae and submerged macrophytes
(Wolek, 1974) and temperature fluxes (Dale &
Gillespie, 1976; Landolt, 1986; Goldsborough, 1993).
These changed conditions often have a negative effect
on the biodiversity of the ecosystem (Janse & van
Puijenbroek, 1998). Other free-floating plants such as
red water fern (Azolla filiculoides), water hyacinth
(Eichhornia crassipes) and water lettuce (Pistia stratiotes)
often cause serious problems in tropical and sub-
tropical regions (Mehra et al., 1999; Hill, 2003).
Various species of herbivorous insects consume
free-floating macrophytes. Several species of weevils
(Coleoptera: Curculionidae) are able to consume large
amounts of red water fern, water hyacinth and water
lettuce (Cilliers, 1991; Hill & Cilliers, 1999; Aguilar
et al., 2003), while the larvae of the semi-aquatic Small
China-mark moth (Cataclysta lemnata) are capable of
removing large parts of floating cover of Lemnaceae
covers (Wesenberg-Lund, 1943). Duckweed is not
only used as food source, but also as building material
Correspondence: Rudi M. M. Roijacker ...
EXP4304.521F19: Motivation 1
EXP4304.521F19: Motivation: Further Study Summaries (FSS); Version 1; Last modified August 22, 2019
Overview: Reeve’s textbook provides “readings for further study” at the end of most chapters. Choose readings of
interest throughout the course; then, for five select readings, compose a 1-3 page “further study summary” (FSS). FSS
instructions are posted under “Files” on CANVAS.
Deadline: Each FSS is worth up to 25 points. Final drafts of FSS #1-5 due by Monday, December 9.
Relation of FSS to DRP: Students may choose any “readings for further study” from the textbook for their FSS. Some
students find it helpful to select readings that are relevant to the directed research proposal (DRP; details below).
Questions and Feedback: Please email with any requests for developmental feedback, requests for help with the USF
library, and/or questions about academic honesty. Working drafts of FSS #1-5 may be submitted in advance of the
deadline for developmental feedback and/or for early-grading; working drafts of FSSs are to be emailed to
[email protected] with Request for Feedback in Subject Line.
Instructions/Rubric:
• Please number each summary (FSS #1, #2, #3, #4, and #5) – thank you!
• Please number your responses so that answers directly correspond to the questions provided below
• Per #7 below, FSS must follow the “APA citation basics” from Paiz et al. (2013) – see pages 2-3
• Review (i.e., non-empirical) articles are acceptable for summaries; please adjust instructions as needed
• Sample FSS available – see pages 4-7
1. Article: What is the article? (+2)
a) Title of article
b) Name of journal
c) Name of author(s)
2. Source: What is the source of the article? (+2) This will either be a chapter and page from the textbook (e.g.,
Grand Theories Era of Ch. 2, p. 45) or it will be chapter and slide from my lecture (e.g., Self-Determination
Theory, Ch. 5, slide 2)
3. Summary: What is the study about? (See a-d below) (+4)
a) What are the main research questions?
b) What is the design of the study?
c) What are its results?
d) Were there any ethical concerns?
4. Analysis of Theory and Results: Is the study well-done? (+3) How well does the method test its hypotheses? Is
there something that could be done in the future to improve the study?
5. Motivation and Emotion: What does the study have to do with motivation and emotion? (+3) Why do you
think this reading was identified as worthy of further investigation?
6. Value Added: What are TWO things that you learned from the further reading, relative to the textbook
chapter? (+8) What is the value of the article “above and beyond the chapter” if any?
7. In-text Citations and Reference Page: Follow APA citation-basics (+2) (Paiz et al., 2013;
https://owl.english.purdue.edu/owl/resource/560/02/ -- see next two pages) (+3)
mailto:[email protected]
https://owl.english.purdue.edu/owl/resource/560/ ...
EXPERIMENT 1 OBSERVATION OF MITOSIS IN A PLANT CELLData Table.docxelbanglis
This document summarizes a journal article that examines the concept of self-forgiveness. It begins by noting that while research on interpersonal forgiveness has increased greatly, self-forgiveness has received little attention. The document then provides definitions of self-forgiveness from philosophy and psychology literature. It distinguishes self-forgiveness from interpersonal forgiveness and pseudo self-forgiveness. A theoretical model of the processes involved in self-forgiveness after wrongdoing is outlined. The document discusses emotional, cognitive, and offense-related determinants of self-forgiveness and calls for more research on this important topic.
Exercise Package 2 Systems and its properties (Tip Alwa.docxelbanglis
Exercise Package 2:
Systems and its properties: (Tip: Always use the components symbols, C, RS, KT, etc., in the derivation of
transfer function and only plug in component values at the last step. Show your steps and tell me a complete
story.)
1) Consider a 100mH inductor with v-i relationship in passive device labeling convention:
a. Find transfer function H(s) with current flowing through the inductor as the input, i(t),
and voltage across the inductor as the output, v(t), (in the unit of Ohms).
b. Find the same input-output relationship in the expression of differential equation.
c. Find v1(t) with input i1(t)=2sin(100t) (mA) and v2(t) with input i2(t)=0.4cos(500t) (mA)
respectively.
d. Show time invariant such that v(t)=v1(t−τ) as i(t)=i1(t−τ)=2sin(100t−0.9) (mA).
e. Show linearity using superposition such that v(t)=v1(t)+v2(t) as i(t)=i1(t)+i2(t).
2) Given following, a practical integrator, circuit, where Rf=100KΩ, R1=9.1KΩ, RS=100Ω, C=0.1µF,
and the OpAmp is an ideal operational amplifier:
a. Find the transfer function in between the output VO(t) and input VS(t), VO(t)=H(s){VS(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VO1(t) (sinusoidal steady state response) with input VS1(t)=0.2sin(100t) (V) and VO2(t)
with input VS2(t)=0.4cos(5000t) (V) respectively.
d. Show time invariant such that VO(t)= VO1(t−τ) as VS(t)= VS1(t−τ)=0.2sin(100t−0.9) (V).
e. Show linearity using superposition such that VO(t)= VO1(t)+VO2(t) with VS(t)=VS1(t)+ VS2(t).
3) Here is a typical coupling network in electronics where coupling capacitor, selected, C=0.022µF,
input impedance, Zi=5.7KΩ, and input source resistor, RS=520Ω:
a. Find the transfer function, H(s), Vout(t)=H(s){Vin(t)}.
b. Find the same input-output relationship in the expression of differential equation.
c. Find VOut(t) (sinusoidal steady state response) with input Vin1(t)=2sin(50t+0.4) (V) and
Vin2(t) with input Vin2(t)=4cos(10000t) (V) respectively.
4) Here is a typical bypass network in electronics where bypass capacitor, selected, C=10µF, and
the equivalent (Thevenin) resistor of circuit to be bypassed, Req=376Ω:
Vcc+
Vcc-
Vo
Vs
Rf
R1Rs
C
Vin Vout
CRs
Zi
a. Find the transfer function, H(s), VS(t)=H(s){IS(t)} (note: the unit is ohm).
b. Find the same input-output relationship in the expression of differential equation.
c. Find VS1(t) (sinusoidal steady state response) with input Is1(t)=0.2cos(10t+0.3) (A) and
VS2(t) with input IS2(t)=0.5cos(10000t) (A) respectively.
5) The following circuit is an active filter (2nd order Butterworth low-pass filter), with the selected
values: R=10KΩ, C=8200pF, Rf=68KΩ, and R1=120KΩ.
a. Derive the transfer function, H(s), Vout(t)=H(s){Vin(t)}. (Tip: the selected R is much greater
than RS such that RS can be ignored in the derivation. Label extraordinary nodes and use
node voltage method. OpAmp is considered ideal.)
b. Show that th ...
Exercises for Chapter 8 Exercises III Reflective ListeningRef.docxelbanglis
Exercises for Chapter 8
Exercises III: Reflective Listening
Reflective Listening I
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “When I was in court, the defense attorney really pounded me. You know, like he thought I was lying or didn’t believe me or thought I was exaggerating.”
FEELING:
EMPATHIC RESPONSE:
2. “Those dirty, lousy creeps! Everything was fine in my life, and they really, really ruined everything! I don’t care if I go on or not. Why live if someone can just take everything away from you in one night?”
FEELING:
EMPATHIC RESPONSE:
3. “I know you said this is temporary housing and all, but I never had a place like this place. I can’t stand to think I have to move again sometime, and God knows where I’ll go.”
FEELING:
EMPATHIC RESPONSE:
4. “This whole setup is the pits. He gets to stay in the house after beating me half to death, and I have to go to this cramped little room. Does that make sense?”
FEELING:
EMPATHIC RESPONSE:
Instructions Part II: Now go back and respond to the content in each of these vignettes.
Reflective Listening II
Instructions: People communicate words and ideas, and sometimes it seems appropriate to respond to the content of what someone has just said. Behind the words, however, lie the feelings. Often it is most helpful to respond to the feelings.
Following are statements made by people with problems. For each statement, first identify the feeling; write down the word you think best describes how the person might be feeling. Next, write a brief empathic response—a short sentence that includes the feeling. Refer to the sample openers provided in Chapter 7 under the heading “Useful Responses.”
1. “Sometimes it kind of makes me sick to think of all the stuff I did when I was drinking. I’d like to go and take it all back, but how do you ever do that?”
FEELING:
EMPATHIC RESPONSE:
2. “I just can’t go out in the car. All I hear is the screech of tires and the awful thud and scrape of metal. I thought I was dying. I can see it all before me as if it was yesterday.”
FEELING:
EMPATHIC RESPONSE:
3. “We have a neighborhood problem here! Yes we do! A real big idiot lives in that house. A real nut! He trimmed my own yard with a string trimmer and threw stones all over my car. Ruined the paint!”
FEELING:
EMPATHIC RESPONSE:
4. “I never meant to get pregnant. I know everyone says that, but I didn’t! I can’t think straight. What about my job and school and all ...
Exercise 9-08On July 1, 2019, Sheridan Company purchased new equ.docxelbanglis
Exercise 9-08
On July 1, 2019, Sheridan Company purchased new equipment for $80,000. Its estimated useful life was 8 years with a $12,000 salvage value. On December 31, 2022, the company estimated that the equipment’s remaining useful life was 10 years, with a revised salvage value of $5,000.
Prepare the journal entry to record depreciation on December 31, 2019. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Prepare the journal entry to record depreciation on December 31, 2020. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the revised annual depreciation on December 31, 2022.
Revised annual depreciation
$
Prepare the journal entry to record depreciation on December 31, 2022. (Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Account Titles and Explanation
Debit
Credit
enter an account title
enter a debit amount
enter a credit amount
enter an account title
enter a debit amount
enter a credit amount
Compute the balance in Accumulated Depreciation—Equipment for this equipment after depreciation expense has been recorded on December 31, 2022.
Accumulated Depreciation—Equipment
$
Problem 9-03A
Ivanhoe Company had the following assets on January 1, 2022.
Item
Cost
Purchase Date
Useful Life
(in years)
Salvage Value
Machinery
$73,000
Jan. 1, 2012
10
$ 0
Forklift
32,000
Jan. 1, 2019
5
0
Truck
38,400
Jan. 1, 2017
8
3,000
During 2022, each of the assets was removed from service. The machinery was retired on January 1. The forklift was sold on June 30 for $12,200. The truck was discarded on December 31.
Journalize all entries required on the above dates, including entries to update depreciation, where applicable, on disposed assets. The company uses straight-line depreciation. All depreciation was up to date as of December 31, 2021. (Credit account titles are automatically indented when the amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts.)
Date
Account Titles and Explanation
Debit
Credit
choose a transaction date
enter an account title
enter a debit amount
enter a credit amount
enter an ac ...
ExemplaryVery GoodProficientOpportunity for ImprovementU.docxelbanglis
Exemplary
Very Good
Proficient
Opportunity for Improvement
Unacceptable
Element 1a: Content of Executive Summary: Responding to the Questions
6.5 (5%)
Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.
6.04 (4.65%)
Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.
5.53 (4.25%)
Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.
4.88 (3.75%)
Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course
6.5 (5%)
Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
6.04 (4.65%)
Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.
5.53 (4.25%)
Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.
4.88 (3.75%)
Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.
0 (0%)
Not submitted or little to no evidence of addressing the criterion.
Element 1c: Format of Executive Summary: Beginning
6.5 (5%)
Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.
6.04 (4.65%)
Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on ...
Exercise Question #1 Highlight your table in Excel. Copy the ta.docxelbanglis
Exercise Question #1
Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture.
Discussion: Your Discussion should be double spaced and fill the rest of the page.
Exercise Question #2
Discussion:
1064
435
323
243
134
Project A
Project B
Project C
Project D
Weighted
& Total
Score
Project\
Criteria &
Weight
Criteria 1Criteria 2Criteria 3
1073
134
353
543
231
Project D
Project\
Criteria &
Weight
Project B
Criteria 2Criteria 3
Weighted
& Total
Score
Project A
Criteria 1
Project C
C9-1
CASE STUDY 9
ST. LUKE'S HEALTH CARE SYSTEM
Hospitals have been some of the earliest adopters of wireless local area
networks (WLANs). The clinician user population is typically mobile and
spread out across a number of buildings, with a need to enter and access
data in real time. St. Luke's Episcopal Health System in Houston, Texas
(www.stlukestexas.com) is a good example of a hospital that has made
effective use wireless technologies to streamline clinical work processes.
Their wireless network is distributed throughout several hospital buildings
and is used in many different applications. The majority of the St. Luke’s
staff uses wireless devices to access data in real-time, 24 hours a day.
Examples include the following:
• Diagnosing patients and charting their progress: Doctors and
nurses use wireless laptops and tablet PCs to track and chart patient
care data.
• Prescriptions: Medications are dispensed from a cart that is wheeled
from room to room. Clinician uses a wireless scanner to scan the
patient's ID bracelet. If a prescription order has been changed or
cancelled, the clinician will know immediately because the mobile device
displays current patient data.
http://www.stlukestexas.com/
C9-2
• Critical care units: These areas use the WLAN because running hard
wires would mean moving ceiling panels. The dust and microbes that
such work stirs up would pose a threat to patients.
• Case management: The case managers in the Utilization Management
Department use the WLAN to document patient reviews, insurance
calls/authorization information, and denial information. The wireless
session enables real time access to information that ensures the correct
level of care for a patient and/or timely discharge.
• Blood management: Blood management is a complex process that
involves monitoring both patients and blood products during all stages of
a treatment process. To ensure that blood products and patients are
matched correctly, St. Luke’s uses a wireless bar code scanning process
that involves scanning both patient and blood product bar codes during
the infusion process. This enables clinicians to confirm patient and blood
product identification before proceeding with t ...
Executive SummaryXYZ Development, LLC has requested ASU Geotechn.docxelbanglis
Executive Summary
XYZ Development, LLC has requested ASU Geotechnical, Inc. to organize a geotechnical evaluation with recommendations regarding foundation for three planned structures. XYZ Development, LLC has planned to construct a three-story medical tower, a one-story office building, and a multi-story parking garage on a 10-acre property that is in West Memphis, AR. In addition, an 18-feet high retaining wall is planned to be constructed on the north side of the parking garage.
ASU Geotechnical, Inc. was provided with soil data included a log of a borehole that extended to a depth of 100 feet. Has recommended a 6’ x 6’ shallow foundation for the one- story building at depth of 5 feet. The expected settlement under the foundation for the parking garage was calculated to be 1.09 inches, and the expected settlement for the medical tower was calculated to be 0.78 inch. Also, ASU Geotechnical, Inc. has recommended a drilled shaft deep foundation design to be used for the three-story medical tower. Furthermore, for the 3-story medical tower the pile should have a diameter of 48 inches and reach a depth of 40 feet below the ground surface with a total of 2 piles required per column. For the multi-story parking garage, a drilled shaft should have a diameter of 48 inches and reach a depth of 70 feet below the ground surface with a total of 2 piles required per column.
The expected total differential settlement for the parking garage was calculated to be 0.31 inches, and the total differential settlement for the tower was calculated to be 0.23 inch. The recommended dimensions for the retaining wall include a 12-foot-wide footing base with 1.5-foot thickness. The entire retaining wall should have a total height of 20 feet, with only 18 feet above the ground surface. The 0.5 foot of soil above the toe was placed to adjust the effects of sliding of the wall. The base of the stem wall should have a thickness of 1.5-foot, and the top of the stem wall should have a thickness of 8 inches. Also, the factor of safety for sliding was calculated to be 1.59, the factor of safety for the bearing capacity was calculated to be 2.78
Introduction
XYZ Development, LLC in planning to construct residential and commercial facilities on a 10-acre property that is in West Memphis, AR the largest city in Crittenden County. The property will include a one-story office building, a three-story medical tower, and a multi-story parking garage with an 18-feet high retaining wall on the north side of the parking garage. The expected maximum column load for the one- story office building would be 50 kips, 350 kips for the three-story medical tower, and 900 kips for the parking garage. The dead load was expected to be 65 % of the maximum column load with column spacing at 35 feet. ABC Engineering, Inc. has requested ASU geotechnical Inc. to submit a geotechnical report that included: shallow foundation recommendations, total and different settlements under the maximum column ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Example PseudocodeProblem Given a sorted array a with n elements .docx
1. Example Pseudocode
Problem: Given a sorted array a with n elements (i.e., a[0] <=
a[1] <= … a[n-1]) and a number m, find if m is in the array.
1. Main pseudo code
data
given data
n: the number of integers given
a[0], …, a[n-1]: the given integers
m: given integer (to check if it is in a)
unknown data: N.A.
intermediate data:
found: indicating if m is found from a
plan
// get array a, n from user input (numbers in a must be ordered).
n = getseries(a)
// find if m is in array a from index 0 to n-1
found = search(a, 0 , n-1, m)
if found print m is found in a.
Otherwise print m is not found in a.
(Pseudo code for all functions used in the main pseudocode)
2. Pseudo code for search function
Function name: search
input:
a: an array of numbers
bottom, top: bottom and top index
m: the number to search from a[bottom] to a[top]
output:
b: 1 if m is in a a[bottom] to a[top], 0 otherwise
Data
mid: middle index of the array
plan:
if (bottom > top) b = 0 and stop.
2. find the mid point mid of the array between bottom and top
if (a[mid] == m) b = 1
else if (m > a[mid])
P2.1 // find if m is in a from mid+1 to top:
b = search(a, mid+1, top, m)
else P2.2 // find if m is in a from bottom to mid-1
b = search(a, bottom, mid-1,m)
3. Pseudo code for getSeries function
omitted here
Programming Language Pragmatics
FOURTH EDITION
Michael L. Scott
Department of Computer Science
University of Rochester
Morgan Kaufmann is an imprint of Elsevier
225 Wyman Street,Waltham, MA 02451, USA
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British
Library
Library of Congress Cataloging-in-Publication Data
A catalog record for this book is available from the Library of
Congress
For information on all MK publications
4. Union of Concerned Scientists, and the American Association of
University Pro-
fessors. The author of more than 150 refereed publications, he
served as General
Chair of the 2003 ACM Symposium on Operating Systems
Principles (SOSP) and
as Program Chair of the 2007 ACM SIGPLAN Workshop on
Transactional Com-
puting (TRANSACT), the 2008 ACM SIGPLAN Symposium on
Principles and
Practice of Parallel Programming (PPoPP), and the 2012
International Confer-
ence on Architectural Support for Programming Languages and
Operating Sys-
tems (ASPLOS). In 2001 he received the University of
Rochester’s Robert and
Pamela Goergen Award for Distinguished Achievement and
Artistry in Under-
graduate Teaching.
Contents
Foreword xxiii
Preface xxv
I FOUNDATIONS 3
1 Introduction 5
1.1 The Art of Language Design 7
1.2 The Programming Language Spectrum 11
1.3 Why Study Programming Languages? 14
5. 1.4 Compilation and Interpretation 17
1.5 Programming Environments 24
1.6 An Overview of Compilation 26
1.6.1 Lexical and Syntax Analysis 28
1.6.2 Semantic Analysis and Intermediate Code Generation 32
1.6.3 Target Code Generation 34
1.6.4 Code Improvement 36
1.7 Summary and Concluding Remarks 37
1.8 Exercises 38
1.9 Explorations 39
1.10 Bibliographic Notes 40
2 Programming Language Syntax 43
2.1 Specifying Syntax: Regular Expressions and Context-Free
Grammars 44
2.1.1 Tokens and Regular Expressions 45
2.1.2 Context-Free Grammars 48
2.1.3 Derivations and Parse Trees 50
2.2 Scanning 54
2.2.1 Generating a Finite Automaton 56
2.2.2 Scanner Code 61
2.2.3 Table-Driven Scanning 65
2.2.4 Lexical Errors 65
2.2.5 Pragmas 67
6. 2.3 Parsing 69
2.3.1 Recursive Descent 73
2.3.2 Writing an LL(1) Grammar 79
2.3.3 Table-Driven Top-Down Parsing 82
2.3.4 Bottom-Up Parsing 89
2.3.5 Syntax Errors C 1 . 102
2.4 Theoretical Foundations C 13 . 103
2.4.1 Finite Automata C 13
2.4.2 Push-Down Automata C 18
2.4.3 Grammar and Language Classes C 19
2.5 Summary and Concluding Remarks 104
2.6 Exercises 105
2.7 Explorations 112
2.8 Bibliographic Notes 112
3 Names, Scopes, and Bindings 115
3.1 The Notion of Binding Time 116
3.2 Object Lifetime and Storage Management 118
3.2.1 Static Allocation 119
3.2.2 Stack-Based Allocation 120
3.2.3 Heap-Based Allocation 122
3.2.4 Garbage Collection 124
3.3 Scope Rules 125
3.3.1 Static Scoping 126
3.3.2 Nested Subroutines 127
3.3.3 Declaration Order 130
3.3.4 Modules 135
3.3.5 Module Types and Classes 139
7. 3.3.6 Dynamic Scoping 142
3.4 Implementing Scope C 26 . 144
3.4.1 Symbol Tables C 26
3.4.2 Association Lists and Central Reference Tables C 31
3.5 The Meaning of Names within a Scope 145
3.5.1 Aliases 145
3.5.2 Overloading 147
3.6 The Binding of Referencing Environments 152
3.6.1 Subroutine Closures 153
3.6.2 First-Class Values and Unlimited Extent 155
3.6.3 Object Closures 157
3.6.4 Lambda Expressions 159
3.7 Macro Expansion 162
3.8 Separate Compilation C 36 . 165
3.8.1 Separate Compilation in C C 37
3.8.2 Packages and Automatic Header Inference C 40
3.8.3 Module Hierarchies C 41
3.9 Summary and Concluding Remarks 165
3.10 Exercises 167
3.11 Explorations 175
3.12 Bibliographic Notes 177
4 Semantic Analysis 179
4.1 The Role of the Semantic Analyzer 180
8. 4.2 Attribute Grammars 184
4.3 Evaluating Attributes 187
4.4 Action Routines 195
4.5 Space Management for Attributes C 45 . 200
4.5.1 Bottom-Up Evaluation C 45
4.5.2 Top-Down Evaluation C 50
4.6 Tree Grammars and Syntax Tree Decoration 201
4.7 Summary and Concluding Remarks 208
4.8 Exercises 209
4.9 Explorations 214
4.10 Bibliographic Notes 215
5 Target Machine Architecture C 60 . 217
5.1 The Memory Hierarchy C 61
5.2 Data Representation C 63
5.2.1 Integer Arithmetic C 65
5.2.2 Floating-Point Arithmetic C 67
5.3 Instruction Set Architecture (ISA) C 70
5.3.1 Addressing Modes C 71
5.3.2 Conditions and Branches C 72
5.4 Architecture and Implementation C 75
9. 5.4.1 Microprogramming C 76
5.4.2 Microprocessors C 77
5.4.3 RISC C 77
5.4.4 Multithreading and Multicore C 78
5.4.5 Two Example Architectures: The x86 and ARM C 80
5.5 Compiling for Modern Processors C 88
5.5.1 Keeping the Pipeline Full C 89
5.5.2 Register Allocation C 93
5.6 Summary and Concluding Remarks C 98
5.7 Exercises C 100
5.8 Explorations C 104
5.9 Bibliographic Notes C 105
II CORE ISSUES IN LANGUAGE DESIGN 221
6 Control Flow 223
6.1 Expression Evaluation 224
6.1.1 Precedence and Associativity 226
6.1.2 Assignments 229
6.1.3 Initialization 238
6.1.4 Ordering within Expressions 240
6.1.5 Short-Circuit Evaluation 243
6.2 Structured and Unstructured Flow 246
6.2.1 Structured Alternatives to goto 247
6.2.2 Continuations 250
6.3 Sequencing 252
6.4 Selection 253
6.4.1 Short-Circuited Conditions 254
10. 6.4.2 Case/Switch Statements 256
6.5 Iteration 261
6.5.1 Enumeration-Controlled Loops 262
6.5.2 Combination Loops 266
6.5.3 Iterators 268
6.5.4 Generators in Icon C 107 . 274
6.5.5 Logically Controlled Loops 275
6.6 Recursion 277
6.6.1 Iteration and Recursion 277
6.6.2 Applicative- and Normal-Order Evaluation 282
6.7 Nondeterminacy C 110 . 283
6.8 Summary and Concluding Remarks 284
6.9 Exercises 286
6.10 Explorations 292
6.11 Bibliographic Notes 294
7 Type Systems 297
7.1 Overview 298
7.1.1 The Meaning of “Type” 300
7.1.2 Polymorphism 302
7.1.3 Orthogonality 302
7.1.4 Classification of Types 305
7.2 Type Checking 312
7.2.1 Type Equivalence 313
7.2.2 Type Compatibility 320
11. 7.2.3 Type Inference 324
7.2.4 Type Checking in ML 326
7.3 Parametric Polymorphism 331
7.3.1 Generic Subroutines and Classes 333
7.3.2 Generics in C++, Java, and C# C 119 . 339
7.4 Equality Testing and Assignment 340
7.5 Summary and Concluding Remarks 342
7.6 Exercises 344
7.7 Explorations 347
7.8 Bibliographic Notes 348
8 Composite Types 351
8.1 Records (Structures) 351
8.1.1 Syntax and Operations 352
8.1.2 Memory Layout and Its Impact 353
8.1.3 Variant Records (Unions) C 136 . 357
8.2 Arrays 359
8.2.1 Syntax and Operations 359
8.2.2 Dimensions, Bounds, and Allocation 363
8.2.3 Memory Layout 368
8.3 Strings 375
8.4 Sets 376
12. 8.5 Pointers and Recursive Types 377
8.5.1 Syntax and Operations 378
8.5.2 Dangling References C 144 . 388
8.5.3 Garbage Collection 389
8.6 Lists 398
8.7 Files and Input/Output C 148 . 401
8.7.1 Interactive I/O C 148
8.7.2 File-Based I/O C 149
8.7.3 Text I/O C 151
8.8 Summary and Concluding Remarks 402
8.9 Exercises 404
8.10 Explorations 409
8.11 Bibliographic Notes 410
9 Subroutines and Control Abstraction 411
9.1 Review of Stack Layout 412
9.2 Calling Sequences 414
9.2.1 Displays C 163 . 417
9.2.2 Stack Case Studies: LLVM on ARM; gcc on x86 C 167 .
417
9.2.3 Register Windows C 177 . 419
9.2.4 In-Line Expansion 419
9.3 Parameter Passing 422
9.3.1 Parameter Modes 423
9.3.2 Call by Name C 180 . 433
9.3.3 Special-Purpose Parameters 433
9.3.4 Function Returns 438
14. 10.2.4 Type Extensions 491
10.2.5 Extending without Inheritance 494
10.3 Initialization and Finalization 495
10.3.1 Choosing a Constructor 496
10.3.2 References and Values 498
10.3.3 Execution Order 502
10.3.4 Garbage Collection 504
10.4 Dynamic Method Binding 505
10.4.1 Virtual and Nonvirtual Methods 508
10.4.2 Abstract Classes 508
10.4.3 Member Lookup 509
10.4.4 Object Closures 513
10.5 Mix-In Inheritance 516
10.5.1 Implementation 517
10.5.2 Extensions 519
10.6 True Multiple Inheritance C 194 . 521
10.6.1 Semantic Ambiguities C 196
10.6.2 Replicated Inheritance C 200
10.6.3 Shared Inheritance C 201
10.7 Object-Oriented Programming Revisited 522
10.7.1 The Object Model of Smalltalk C 204 . 523
10.8 Summary and Concluding Remarks 524
10.9 Exercises 525
10.10 Explorations 528
10.11 Bibliographic Notes 529
15. III ALTERNATIVE PROGRAMMING MODELS 533
11 Functional Languages 535
11.1 Historical Origins 536
11.2 Functional Programming Concepts 537
11.3 A Bit of Scheme 539
11.3.1 Bindings 542
11.3.2 Lists and Numbers 543
11.3.3 Equality Testing and Searching 544
11.3.4 Control Flow and Assignment 545
11.3.5 Programs as Lists 547
11.3.6 Extended Example: DFA Simulation in Scheme 548
11.4 A Bit of OCaml 550
11.4.1 Equality and Ordering 553
11.4.2 Bindings and Lambda Expressions 554
11.4.3 Type Constructors 555
11.4.4 Pattern Matching 559
11.4.5 Control Flow and Side Effects 563
11.4.6 Extended Example: DFA Simulation in OCaml 565
11.5 Evaluation Order Revisited 567
11.5.1 Strictness and Lazy Evaluation 569
11.5.2 I/O: Streams and Monads 571
11.6 Higher-Order Functions 576
11.7 Theoretical Foundations C 212 . 580
11.7.1 Lambda Calculus C 214
11.7.2 Control Flow C 217
16. 11.7.3 Structures C 219
11.8 Functional Programming in Perspective 581
11.9 Summary and Concluding Remarks 583
11.10 Exercises 584
11.11 Explorations 589
11.12 Bibliographic Notes 590
12 Logic Languages 591
12.1 Logic Programming Concepts 592
12.2 Prolog 593
12.2.1 Resolution and Unification 595
12.2.2 Lists 596
12.2.3 Arithmetic 597
12.2.4 Search/Execution Order 598
12.2.5 Extended Example: Tic-Tac-Toe 600
12.2.6 Imperative Control Flow 604
12.2.7 Database Manipulation 607
12.3 Theoretical Foundations C 226 . 612
12.3.1 Clausal Form C 227
12.3.2 Limitations C 228
12.3.3 Skolemization C 230
12.4 Logic Programming in Perspective 613
12.4.1 Parts of Logic Not Covered 613
12.4.2 Execution Order 613
12.4.3 Negation and the “Closed World” Assumption 615
12.5 Summary and Concluding Remarks 616
17. 12.6 Exercises 618
12.7 Explorations 620
12.8 Bibliographic Notes 620
13 Concurrency 623
13.1 Background and Motivation 624
13.1.1 The Case for Multithreaded Programs 627
13.1.2 Multiprocessor Architecture 631
13.2 Concurrent Programming Fundamentals 635
13.2.1 Communication and Synchronization 635
13.2.2 Languages and Libraries 637
13.2.3 Thread Creation Syntax 638
13.2.4 Implementation of Threads 647
13.3 Implementing Synchronization 652
13.3.1 Busy-Wait Synchronization 653
13.3.2 Nonblocking Algorithms 657
13.3.3 Memory Consistency 659
13.3.4 Scheduler Implementation 663
13.3.5 Semaphores 667
13.4 Language-Level Constructs 669
13.4.1 Monitors 669
13.4.2 Conditional Critical Regions 674
13.4.3 Synchronization in Java 676
13.4.4 Transactional Memory 679
13.4.5 Implicit Synchronization 683
18. 13.5 Message Passing C 235 . 687
13.5.1 Naming Communication Partners C 235
13.5.2 Sending C 239
13.5.3 Receiving C 244
13.5.4 Remote Procedure Call C 249
13.6 Summary and Concluding Remarks 688
13.7 Exercises 690
13.8 Explorations 695
13.9 Bibliographic Notes 697
14 Scripting Languages 699
14.1 What Is a Scripting Language? 700
14.1.1 Common Characteristics 701
14.2 Problem Domains 704
14.2.1 Shell (Command) Languages 705
14.2.2 Text Processing and Report Generation 712
14.2.3 Mathematics and Statistics 717
14.2.4 “Glue” Languages and General-Purpose Scripting 718
14.2.5 Extension Languages 724
14.3 Scripting the World Wide Web 727
14.3.1 CGI Scripts 728
14.3.2 Embedded Server-Side Scripts 729
14.3.3 Client-Side Scripts 734
14.3.4 Java Applets and Other Embedded Elements 734
14.3.5 XSLT C 258 . 736
19. 14.4 Innovative Features 738
14.4.1 Names and Scopes 739
14.4.2 String and Pattern Manipulation 743
14.4.3 Data Types 751
14.4.4 Object Orientation 757
14.5 Summary and Concluding Remarks 764
14.6 Exercises 765
14.7 Explorations 769
14.8 Bibliographic Notes 771
IV A CLOSER LOOK AT IMPLEMENTATION 773
15 Building a Runnable Program 775
15.1 Back-End Compiler Structure 775
15.1.1 A Plausible Set of Phases 776
15.1.2 Phases and Passes 780
15.2 Intermediate Forms 780
15.2.1 GIMPLE and RTL C 273 . 782
15.2.2 Stack-Based Intermediate Forms 782
15.3 Code Generation 784
15.3.1 An Attribute Grammar Example 785
15.3.2 Register Allocation 787
15.4 Address Space Organization 790
15.5 Assembly 792
15.5.1 Emitting Instructions 794
15.5.2 Assigning Addresses to Names 796
15.6 Linking 797
20. 15.6.1 Relocation and Name Resolution 798
15.6.2 Type Checking 799
15.7 Dynamic Linking C 279 . 800
15.7.1 Position-Independent Code C 280
15.7.2 Fully Dynamic (Lazy) Linking C 282
15.8 Summary and Concluding Remarks 802
15.9 Exercises 803
15.10 Explorations 805
15.11 Bibliographic Notes 806
16 Run-Time Program Management 807
16.1 Virtual Machines 810
16.1.1 The Java Virtual Machine 812
16.1.2 The Common Language Infrastructure C 286 . 820
16.2 Late Binding of Machine Code 822
16.2.1 Just-in-Time and Dynamic Compilation 822
16.2.2 Binary Translation 828
16.2.3 Binary Rewriting 833
16.2.4 Mobile Code and Sandboxing 835
16.3 Inspection/Introspection 837
16.3.1 Reflection 837
16.3.2 Symbolic Debugging 845
16.3.3 Performance Analysis 848
16.4 Summary and Concluding Remarks 850
21. 16.5 Exercises 851
16.6 Explorations 853
16.7 Bibliographic Notes 854
17 Code Improvement C 297 . 857
17.1 Phases of Code Improvement C 299
17.2 Peephole Optimization C 301
17.3 Redundancy Elimination in Basic Blocks C 304
17.3.1 A Running Example C 305
17.3.2 Value Numbering C 307
17.4 Global Redundancy and Data Flow Analysis C 312
17.4.1 SSA Form and Global Value Numbering C 312
17.4.2 Global Common Subexpression Elimination C 315
17.5 Loop Improvement I C 323
17.5.1 Loop Invariants C 323
17.5.2 Induction Variables C 325
17.6 Instruction Scheduling C 328
17.7 Loop Improvement II C 332
17.7.1 Loop Unrolling and Software Pipelining C 332
17.7.2 Loop Reordering C 337
17.8 Register Allocation C 344
17.9 Summary and Concluding Remarks C 348
17.10 Exercises C 349
22. 17.11 Explorations C 353
17.12 Bibliographic Notes C 354
A Programming Languages Mentioned 859
B Language Design and Language Implementation 871
C Numbered Examples 877
Bibliography 891
Index 911
Foreword
Programming languages are universally accepted as one of the
core subjects that
every computer scientist must master. The reason is clear: these
languages are
the main notation we use for developing products and for
communicating new
ideas. They have influenced the field by enabling the
development of those
multimillion-line programs that shaped the information age.
Their success is
owed to the long-standing effort of the computer science
community in the cre-
ation of new languages and in the development of strategies for
their implemen-
tation. The large number of computer scientists mentioned in
the footnotes and
bibliographic notes in this book by Michael Scott is a clear
23. manifestation of the
magnitude of this effort as is the sheer number and diversity of
topics it contains.
Over 75 programming languages are discussed. They represent
the best and
most influential contributions in language design across time,
paradigms, and ap-
plication domains. They are the outcome of decades of work
that led initially to
Fortran and Lisp in the 1950s, to numerous languages in the
years that followed,
and, in our times, to the popular dynamic languages used to
program the Web.
The 75 plus languages span numerous paradigms including
imperative, func-
tional, logic, static, dynamic, sequential, shared-memory
parallel, distributed-
memory parallel, dataflow, high-level, and intermediate
languages. They include
languages for scientific computing, for symbolic manipulations,
and for accessing
databases. This rich diversity of languages is crucial for
programmer productivity
and is one of the great assets of the discipline of computing.
Cutting across languages, this book presents a detailed
discussion of control
flow, types, and abstraction mechanisms. These are the
representations needed
to develop programs that are well organized, modular, easy to
understand, and
easy to maintain. Knowledge of these core features and of their
incarnation in to-
day’s languages is a basic foundation to be an effective
programmer and to better
24. understand computer science today.
Strategies to implement programming languages must be studied
together
with the design paradigms. A reason is that success of a
language depends on
the quality of its implementation. Also, the capabilities of these
strategies some-
times constraint the design of languages. The implementation of
a language starts
with parsing and lexical scanning needed to compute the
syntactic structure of
programs. Today’s parsing techniques, described in Part I, are
among the most
beautiful algorithms ever developed and are a great example of
the use of mathe-
matical objects to create practical instruments. They are
worthwhile studying just
as an intellectual achievement. They are of course of great
practical value, and a
good way to appreciate the greatness of these strategies is to go
back to the first
Fortran compiler and study the ad hoc, albeit highly ingenious,
strategy used to
implement precedence of operators by the pioneers that built
that compiler.
The other usual component of implementation are the compiler
components
that carry out the translation from the high-level language
representation to a
lower level form suitable for execution by real or virtual
machines. The transla-
25. tion can be done ahead of time, during execution (just in time),
or both. The
book discusses these approaches and implementation strategies
including the
elegant mechanisms of translation driven by parsing. To
produce highly effi-
cient code, translation routines apply strategies to avoid
redundant computations,
make efficient use of the memory hierarchy, and take advantage
of intra-processor
parallelism. These, sometimes conflicting goals, are undertaken
by the optimiza-
tion components of compilers. Although this topic is typically
outside the scope
of a first course on compilers, the book gives the reader access
to a good overview
of program optimization in Part IV.
An important recent development in computing is the
popularization of paral-
lelism and the expectation that, in the foreseeable future,
performance gains will
mainly be the result of effectively exploiting this parallelism.
The book responds
to this development by presenting the reader with a range of
topics in concurrent
programming including mechanisms for synchronization,
communication, and
coordination across threads. This information will become
increasingly impor-
tant as parallelism consolidates as the norm in computing.
Programming languages are the bridge between programmers
and machines.
It is in them that algorithms must be represented for execution.
The study of pro-
26. gramming languages design and implementation offers great
educational value
by requiring an understanding of the strategies used to connect
the different as-
pects of computing. By presenting such an extensive treatment
of the subject,
Michael Scott’s Programming Language Pragmatics, is a great
contribution to the
literature and a valuable source of information for computer
scientists.
David Padua
Siebel Center for Computer Science
University of Illinois at Urbana-Champaign
Preface
A course in computer programming provides the typical
student’s first ex-
posure to the field of computer science. Most students in such a
course will have
used computers all their lives, for social networking, email,
games, web brows-
ing, word processing, and a host of other tasks, but it is not
until they write their
first programs that they begin to appreciate how applications
work. After gaining
a certain level of facility as programmers (presumably with the
help of a good
course in data structures and algorithms), the natural next step
is to wonder how
programming languages work. This book provides an
explanation. It aims, quite
27. simply, to be the most comprehensive and accurate languages
text available, in a
style that is engaging and accessible to the typical
undergraduate. This aim re-
flects my conviction that students will understand more, and
enjoy the material
more, if we explain what is really going on.
In the conventional “systems” curriculum, the material beyond
data struc-
tures (and possibly computer organization) tends to be
compartmentalized into a
host of separate subjects, including programming languages,
compiler construc-
tion, computer architecture, operating systems, networks,
parallel and distributed
computing, database management systems, and possibly
software engineering,
object-oriented design, graphics, or user interface systems. One
problem with
this compartmentalization is that the list of subjects keeps
growing, but the num-
ber of semesters in a Bachelor’s program does not. More
important, perhaps,
many of the most interesting discoveries in computer science
occur at the bound-
aries between subjects. Computer architecture and compiler
construction, for
example, have inspired each other for over 50 years, through
generations of su-
percomputers, pipelined microprocessors, multicore chips, and
modern GPUs.
Over the past decade, advances in virtualization have blurred
boundaries among
the hardware, operating system, compiler, and language run-
time system, and
28. have spurred the explosion in cloud computing. Programming
language tech-
nology is now routinely embedded in everything from dynamic
web content, to
gaming and entertainment, to security and finance.
Increasingly, both educators and practitioners have come to
emphasize these
sorts of interactions. Within higher education in particular,
there is a growing
trend toward integration in the core curriculum. Rather than
give the typical stu-
dent an in-depth look at two or three narrow subjects, leaving
holes in all the
others, many schools have revised the programming languages
and computer or-
ganization courses to cover a wider range of topics, with
follow-on electives in
various specializations. This trend is very much in keeping with
the ACM/IEEE-
CS Computer Science Curricula 2013 guidelines [SR13], which
emphasize the need
to manage the size of the curriculum and to cultivate both a
“system-level per-
spective” and an appreciation of the interplay between theory
and practice. In
particular, the authors write,
Graduates of a computer science program need to think at
multiple levels of detail and
abstraction. This understanding should transcend the
implementation details of the
various components to encompass an appreciation for the
29. structure of computer systems
and the processes involved in their construction and analysis [p.
24].
On the specific subject of this text, they write
Programming languages are the medium through which
programmers precisely describe
concepts, formulate algorithms, and reason about solutions. In
the course of a career,
a computer scientist will work with many different languages,
separately or together.
Software developers must understand the programming models
underlying different
languages and make informed design choices in languages
supporting multiple com-
plementary approaches. Computer scientists will often need to
learn new languages
and programming constructs, and must understand the principles
underlying how pro-
gramming language features are defined, composed, and
implemented. The effective
use of programming languages, and appreciation of their
limitations, also requires a ba-
sic knowledge of programming language translation and static
program analysis, as well
as run-time components such as memory management [p. 155].
The first three editions of Programming Language Pragmatics
(PLP) had the
good fortune of riding the trend toward integrated
understanding. This fourth
edition continues and strengthens the “systems perspective”
while preserving the
central focus on programming language design.
30. At its core, PLP is a book about how programming languages
work. Rather
than enumerate the details of many different languages, it
focuses on concepts
that underlie all the languages the student is likely to encounter,
illustrating those
concepts with a variety of concrete examples, and exploring the
tradeoffs that ex-
plain why different languages were designed in different ways.
Similarly, rather
than explain how to build a compiler or interpreter (a task few
programmers will
undertake in its entirety), PLP focuses on what a compiler does
to an input pro-
gram, and why. Language design and implementation are thus
explored together,
with an emphasis on the ways in which they interact.
Changes in the Fourth Edition
In comparison to the third edition, PLP-4e includes
1. New chapters devoted to type systems and composite types,
in place of the
older single chapter on types
2. Updated treatment of functional programming, with extensive
coverage of
OCaml
3. Numerous other reflections of changes in the field
4. Improvements inspired by instructor feedback or a fresh
consideration of fa-
31. miliar topics
Item 1 in this list is perhaps the most visible change. Chapter 7
was the longest
in previous editions, and there is a natural split in the subject
material. Reorgani-
zation of this material for PLP-4e afforded an opportunity to
devote more explicit
attention to the subject of type inference, and of its role in ML-
family languages
in particular. It also facilitated an update and reorganization of
the material on
parametric polymorphism, which was previously scattered
across several differ-
ent chapters and sections.
Item 2 reflects the increasing adoption of functional techniques
into main-
stream imperative languages, as well as the increasing
prominence of SML,
OCaml, and Haskell in both education and industry. Throughout
the text,
OCaml is now co-equal with Scheme as a source of functional
programming
examples. As noted in the previous paragraph, there is an
expanded section
(7.2.4) on the ML type system, and Section 11.4 includes an
OCaml overview,
with coverage of equality and ordering, bindings and lambda
expressions, type
constructors, pattern matching, and control flow and side
effects. The choice of
OCaml, rather than Haskell, as the ML-family exemplar reflects
its prominence in
industry, together with classroom experience suggesting that—
at least for many
32. students—the initial exposure to functional thinking is easier in
the context of
eager evaluation. To colleagues who wish I’d chosen Haskell,
my apologies!
Other new material (Item 3) appears throughout the text.
Wherever appro-
priate, reference has been made to features of the latest
languages and standards,
including C & C++11, Java 8, C# 5, Scala, Go, Swift, Python 3,
and HTML 5.
Section 3.6.4 pulls together previously scattered coverage of
lambda expressions,
and shows how these have been added to various imperative
languages. Com-
plementary coverage of object closures, including C++11’s
std::function and
std::bind, appears in Section 10.4.4. Section c-5.4.5 introduces
the x86-64 and
ARM architectures in place of the x86-32 and MIPS used in
previous editions. Ex-
amples using these same two architectures subsequently appear
in the sections on
calling sequences (9.2) and linking (15.6). Coverage of the x86
calling sequence
continues to rely on gcc; the ARM case study uses LLVM.
Section 8.5.3 intro-
duces smart pointers. R-value references appear in Section
9.3.1. JavaFX replaces
Swing in the graphics examples of Section 9.6.2. Appendix A
has new entries for
Go, Lua, Rust, Scala, and Swift.
Finally, Item 4 encompasses improvements to almost every
section of the
text. Among the more heavily updated topics are FOLLOW and
33. PREDICT sets
(Section 2.3.3); Wirth’s error recovery algorithm for recursive
descent (Sec-
tion c-2.3.5); overloading (Section 3.5.2); modules (Section
3.3.4); duck typing
(Section 7.3); records and variants (Section 8.1); intrusive lists
(removed from
the running example of Chapter 10); static fields and methods
(Section 10.2.2);
mix-in inheritance (moved from the companion site back into
the main text,
and updated to cover Scala traits and Java 8 default methods);
multicore proces-
sors (pervasive changes to Chapter 13); phasers (Section
13.3.1); memory models
(Section 13.3.3); semaphores (Section 13.3.5); futures (Section
13.4.5); GIMPLE
and RTL (Section c-15.2.1); QEMU (Section 16.2.2); DWARF
(Section 16.3.2);
and language genealogy (Figure A.1).
To accommodate new material, coverage of some topics has
been condensed
or even removed. Examples include modules (Chapters 3 and
10), variant
records and with statements (Chapter 8), and metacircular
interpretation (Chap-
ter 11). Additional material—the Common Language
Infrastructure (CLI) in
particular—has moved to the companion site. Throughout the
text, examples
drawn from languages no longer in widespread use have been
replaced with more
34. recent equivalents wherever appropriate. Almost all remaining
references to Pas-
cal and Modula are merely historical. Most coverage of Occam
and Tcl has also
been dropped.
Overall, the printed text has grown by roughly 40 pages. There
are 5 more
“Design & Implementation” sidebars, 35 more numbered
examples, and about
25 new end-of-chapter exercises and explorations. Considerable
effort has been
invested in creating a consistent and comprehensive index. As
in earlier editions,
Morgan Kaufmann has maintained its commitment to providing
definitive texts
at reasonable cost: PLP-4e is far less expensive than competing
alternatives, but
larger and more comprehensive.
The Companion Site
To minimize the physical size of the text, make way for new
material, and al-
low students to focus on the fundamentals when browsing, over
350 pages of
more advanced or peripheral material can be found on a
companion web site:
booksite.elsevier.com/web/9780124104099. Each companion-
site (CS) section is
represented in the main text by a brief introduction to the
subject and an “In
More Depth” paragraph that summarizes the elided material.
Note that placement of material on the companion site does not
constitute a
35. judgment about its technical importance. It simply reflects the
fact that there is
more material worth covering than will fit in a single volume or
a single-semester
course. Since preferences and syllabi vary, most instructors will
probably want to
assign reading from the CS, and most will refrain from
assigning certain sections
of the printed text. My intent has been to retain in print the
material that is likely
to be covered in the largest number of courses.
Also included on the CS are pointers to on-line resources and
compilable
copies of all significant code fragments found in the text (in
more than two dozen
languages).
Design & Implementation Sidebars
Like its predecessors, PLP-4e places heavy emphasis on the
ways in which
language design constrains implementation options, and the
ways in which antic-
ipated implementations have influenced language design. Many
of these connec-
tions and interactions are highlighted in some 140 “Design &
Implementation”
sidebars. A more detailed introduction appears in Sidebar 1.1. A
numbered list
appears in Appendix B.
Numbered and Titled Examples
36. Examples in PLP-4e are intimately woven into the flow of the
presentation. To
make it easier to find specific examples, to remember their
content, and to refer
to them in other contexts, a number and a title for each is
displayed in a marginal
note. There are over 1000 such examples across the main text
and the CS. A
detailed list appears in Appendix C.
Exercise Plan
Review questions appear throughout the text at roughly 10-page
intervals, at the
ends of major sections. These are based directly on the
preceding material, and
have short, straightforward answers.
More detailed questions appear at the end of each chapter.
These are divided
into Exercises and Explorations. The former are generally more
challenging than
the per-section review questions, and should be suitable for
homework or brief
projects. The latter are more open-ended, requiring web or
library research, sub-
stantial time commitment, or the development of subjective
opinion.
Solution
s
to many of the exercises (but not the explorations) are available
37. to registered in-
structors from a password-protected web site: visit
textbooks.elsevier.com/web/
9780124104099.
How to Use the Book
Programming Language Pragmatics covers almost all of the
material in the PL
“knowledge units” of the Computing Curricula 2013 report
[SR13]. The languages
course at the University of Rochester, for which this book was
designed, is in fact
one of the featured “course exemplars” in the report (pp. 369–
371). Figure 1 il-
lustrates several possible paths through the text.
For self-study, or for a full-year course (track F in Figure 1), I
recommend
working through the book from start to finish, turning to the
companion site
as each “In More Depth” section is encountered. The one-
semester course at
Rochester (track R) also covers most of the book, but leaves out
most of the CS
45. The one-semester Rochester plan
The traditional Programming Languages plan;
would also de-emphasize implementation material
throughout the chapters shown
The compiler plan; would also de-emphasize design material
throughout the chapters shown
The 1+2 quarter plan: an overview quarter and two independent,
optional
follow-on quarters, one language-oriented, the other compiler-
oriented
Companion site (CS) section
To be skimmed by students
in need of review
F:
R:
P:
C:
Q:
Figure 1 Paths through the text. Darker shaded regions indicate
46. supplemental “In More Depth” sections on the companion
site. Section numbers are shown for breaks that do not
correspond to supplemental material.
sections, as well as bottom-up parsing (2.3.4), logic languages
(Chapter 12), and
the second halves of Chapters 15 (Building a Runnable
Program) and 16 (Run-
time Program Management). Note that the material on
functional programming
(Chapter 11 in particular) can be taught in either OCaml or
Scheme.
Some chapters (2, 4, 5, 15, 16, 17) have a heavier emphasis than
others on im-
plementation issues. These can be reordered to a certain extent
with respect to the
more design-oriented chapters. Many students will already be
familiar with much
of the material in Chapter 5, most likely from a course on
computer organization;
hence the placement of the chapter on the companion site. Some
students may
also be familiar with some of the material in Chapter 2, perhaps
from a course on
47. automata theory. Much of this chapter can then be read quickly
as well, pausing
perhaps to dwell on such practical issues as recovery from
syntax errors, or the
ways in which a scanner differs from a classical finite
automaton.
A traditional programming languages course (track P in Figure
1) might leave
out all of scanning and parsing, plus all of Chapter 4. It would
also de-emphasize
the more implementation-oriented material throughout. In place
of these, it
could add such design-oriented CS sections as multiple
inheritance (10.6), Small-
talk (10.7.1), lambda calculus (11.7), and predicate calculus
(12.3).
PLP has also been used at some schools for an introductory
compiler course
(track C in Figure 1). The typical syllabus leaves out most of
Part III (Chapters 11
through 14), and de-emphasizes the more design-oriented
48. material throughout.
In place of these, it includes all of scanning and parsing,
Chapters 15 through 17,
and a slightly different mix of other CS sections.
For a school on the quarter system, an appealing option is to
offer an introduc-
tory one-quarter course and two optional follow-on courses
(track Q in Figure 1).
The introductory quarter might cover the main (non-CS)
sections of Chapters 1,
3, 6, 7, and 8, plus the first halves of Chapters 2 and 9. A
language-oriented follow-
on quarter might cover the rest of Chapter 9, all of Part III, CS
sections from
Chapters 6 through 9, and possibly supplemental material on
formal semantics,
type theory, or other related topics. A compiler-oriented follow-
on quarter might
cover the rest of Chapter 2; Chapters 4–5 and 15–17, CS
sections from Chapters 3
and 9–10, and possibly supplemental material on automatic code
generation, ag-
gressive code improvement, programming tools, and so on.
49. Whatever the path through the text, I assume that the typical
reader has already
acquired significant experience with at least one imperative
language. Exactly
which language it is shouldn’t matter. Examples are drawn from
a wide variety of
languages, but always with enough comments and other
discussion that readers
without prior experience should be able to understand easily.
Single-paragraph
introductions to more than 60 different languages appear in
Appendix A. Algo-
rithms, when needed, are presented in an informal pseudocode
that should be
self-explanatory. Real programming language code is set in
"typewriter" font.
Pseudocode is set in a sans-serif font.
Supplemental Materials
In addition to supplemental sections, the companion site
contains complete
source code for all nontrivial examples, and a list of all known
errors in the
book. Additional resources are available on-line at