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Like many other procedural languages, C++ provides different forms of statements for different purposes. Declaration statements are used for defining variables. Assignment-like statements are used for simple, algebraic computations. Branching statements are used for specifying alternate paths of execution, depending on the outcome of a logical condition. Loop statements are used for specifying computations which need to be repeated until a certain logical condition is satisfied. Flow control statements are used to divert the execution path to another part of the program. We will discuss these in turn.
Like many other procedural languages, C++ provides different forms of statements for different purposes. Declaration statements are used for defining variables. Assignment-like statements are used for simple, algebraic computations. Branching statements are used for specifying alternate paths of execution, depending on the outcome of a logical condition. Loop statements are used for specifying computations which need to be repeated until a certain logical condition is satisfied. Flow control statements are used to divert the execution path to another part of the program. We will discuss these in turn.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Lecture04(control structure part i)
1. Lecture04(Control Structure PART-I)
June 22, 2010
Today's Outline
Decision making statements in C
• Simple if statement
• if_else statement
• else_if ladder
• nested if_else statement
• switch statement
• goto statement
Md. Mahbub Alam Structured Programming Language 1
(CSE-1121)
2. Simple if Statement
Format:
If ( test condition )
statements;
scanf( “ %f “ , &marks );
if( marks >= 80 )
printf( "Yes, the student get A+“ );
Md. Mahbub Alam Structured Programming Language 2
(CSE-1121)
3. if_else Statement
Format:
if ( test condition )
statements;
else
statements;
if( num % 2 == 0 )
printf( “Even number“ );
else
printf( “Odd number” );
Md. Mahbub Alam Structured Programming Language 3
(CSE-1121)
4. else_if ladder Statement
Format:
if(condition 1) if( marks > 79 )
statements; printf( " Honours “ );
else if(condition 2) else if( marks > 59 )
statements; printf( " First Division “ );
else if(condition) else if( marks > 49 )
statements; printf( " Second Division “ );
.............. .. else if( marks > 39 )
.............. .. printf( " Third Division “ );
else if(condition n) else
statements; printf(" Fail ");
else
default statement;
Md. Mahbub Alam Structured Programming Language 4
(CSE-1121)
5. nested if_else Statement
Format:
if ( condition ) if(a>b)
if ( condition ) {
if(a>c)
statement1; printf("a is the largest:%d",a);
else else
statement2; printf("c is the largest:%d",c) ;
else }
statement3 else
{
if(c>b)
printf("c is the largest:%d",c);
else
printf("b is the largest:%d",b) ;
}
Md. Mahbub Alam Structured Programming Language 5
(CSE-1121)
6. switch Statement
index=marks/10;
Format: switch (index)
{
Switch ( expression ) case 10:
case 9:
{
case 8:
case constant1: printf(" Honours ");
statements; break;
break; case 7:
case 6:
case constant2:
printf(“ First Division ");
statements; break;
break; case 5:
............... printf(“ Second Division ");
break;
...............
case 4:
default: printf(“ Third Division ");
statements; break;
break; default:
} printf( “ Fail ");
break;
}
Md. Mahbub Alam Structured Programming Language 6
(CSE-1121)