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  • What is the most important thing you weren't taught in school?

    - by Alexandre Brisebois
    What is the most important thing you weren't taught in school? What topics are missing from the CS/IS education? Posted so far How to sell an idea Principles: Often, good enough is better than perfect. Making mistakes is actually a Good Thing™ -- as long as they're new mistakes. If a user can break your code they will. In the Real World™ they're all open-book exams Self confidence is way more important in getting ahead than intelligence. Always prefer simplicity over complexity. The best code is the code that you don't write. You never know when you'll meet someone again ... or where. It's always worthwhile to treat people with respect and kindness. Be aware of what you don't know and don't be afraid to ask questions when you need to Missing knowledge: How to communicate effectively. Lack of source control Lack of Softskills experience How to productize code How to write secure code How to formulate problems How to self-measurement. To evaluate ones true competences and market worth. How to debug code How important is backup How to read code on a large scale (being able to adapt and build upon existing projects) Good Regular expressions comprehension How to teach others effectively TDD/Unit testing Critical thinking How to integrate different skills and languages in a single project

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  • Getting started and learning programming?

    - by Blagersdeath
    Hello, I am looking to get started in programming. I am young and know some html as I am taking a Web Design class at my school now. I am planning to apply to Full Sail University when I graduate High School, but I would like to get started now so that I am ahead of the game if I get accepted. I want to learn any and all programing language's. I would appreciate it if anyone can help me out by telling me where I can learn. By in a book, web site, articles, blog, or whatever you can help me in I would appreciate it. Thanks.

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  • Do I need to go to a big-name university?

    - by itaiferber
    As a soon-to-be graduating high school senior in the U.S., I'm going to be facing a tough decision in a few months: which college should I go to? Will it be worth it to go to Cornell or Stanford or Carnegie Mellon (assuming I get in, of course) to get a big-name computer science degree, internships, and connections with professors, while taking on massive debt; or am I better off going to SUNY Binghamton (probably the best state school in New York) and still get a pretty decent education while saving myself from over a hundred-thousand dollars worth of debt? Yes, I know questions like this has been asked before (namely here and here), but please bear with me because I haven't found an answer that fits my particular situation. I've read the two linked questions above in depth, but they haven't answered what I want to know: Yes, I understand that going to a big-name college can potentially get me connected with some wonderful professors and leaders in the field, but on average, how does that translate financially? I mean, will good connections pay off so well that I'd be easily getting rid of over a hundred-thousand dollars of debt? And how does the fact that I can get a fifth-years master's degree at Carnegie Mellon play into the equation? Will the higher degree right off the bat help me get a better-paying job just out of college, or will the extra year only put me further into debt? Not having to go to graduate school to get a comparable degree will, of course, be a great financial relief, but will getting it so early give it any greater worth? And if I go to SUNY Binghamton, which is far lesser-known than what I've considered (although if there are any alumni out there who want to share their experience, I would greatly appreciate it), would I be closing off doors that would potentially offset my short-term economic gain with long-term benefits? Essentially, is the short-term benefit overweighed by a potential long-term loss? The answers to these questions all tie in to my final college decision (again, permitting I make it to these schools), so I hope that asking the skilled and knowledgeable people of the field will help me make the right choice (if there is such a thing). Also, please note: I'm in a rather peculiar situation where I can't pay for college without taking out a bunch of loans, but will be getting little to no financial aid (likely federal or otherwise). I don't want to elaborate on this too much (so take it at face value), but this is mainly the reason I'm asking the question. Thanks a lot! It means a lot to me.

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  • convert the output into an list

    - by prince23
    using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Linq.Expressions; using System.Xml.XPath; using System.Xml.Linq; namespace SampleProgram1 { class Program { static void Main(string[] args) { string xml = @"<people> <person><name>kumar</name><school>fes</school><parent>All</parent></person> <person><name>manju</name><school>fes</school><parent>kumar</parent></person> <person><name>anu</name><school>frank</school><parent>kumar</parent></person> <person><name>anitha</name><school>jss</school><parent>All</parent></person> <person><name>rohit</name><school>frank</school><parent>manju</parent></person> <person><name>anill</name><school>vijaya</school><parent>manju</parent></person> <person><name>vani</name><school>jss</school><parent>kumar</parent></person> <person><name>soumya</name><school>jss</school><parent>kumar</parent></person> <person><name>madhu</name><school>jss</school><parent>rohit</parent></person> <person><name>shiva</name><school>jss</school><parent>rohit</parent></person> <person><name>vanitha</name><school>jss</school><parent>anitha</parent></person> <person><name>anu</name><school>jss</school><parent>anitha</parent></person> </people>"; XDocument document = XDocument.Parse(xml); var people = (from person in document.Descendants("person") select new Person { Name = (string)person.Element("name"), School = (string)person.Element("school"), Parent = (string)person.Element("parent") }).ToList(); var parents = people.Where(p => p.Parent == "All"); Action<Person> findChildren = null; findChildren = person => { List<Person> children = people.Where(p => p.Parent == person.Name).ToList(); person.Children = children; foreach (Person p in children) findChildren(p); }; foreach (Person parent in parents) { findChildren(parent); } Action<Person, int> showChildren = null; showChildren = (person, tabs) => { //Console.WriteLine(new string('\t', tabs) + person.Name); if (person.Children != null) { foreach (Person p in person.Children) showChildren(p, tabs + 1); } }; foreach (Person parent in parents) { showChildren(parent, 0); } // Console.Read(); } } class Person { public string Name { get; set; } public string School { get; set; } public string Parent { get; set; } public List<Person> Children { get; set; } } } this my program where i need to put the output into a list an dthen bind the lsit into gridview can any one help me out in syntax achiveing this one. i am using c# 3.5

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  • Can't connect my school laptop to my homegroup

    - by Sebastian R
    Well I've been trying quite a lot of things, it worked to connect through my other laptop which is not given by my school so there's nothing wrong with the homegroup itself. But I need a way to connect this "domain owned laptop" into my homegroup. It has IPv6 working, all the services are started and I've also deleted idstore.sst without success. EDIT: The error that comes up is "Windows cannot set up homegroup on this computer" Checking through this: http://technet.microsoft.com/en-us/library/ee617166(v=ws.10).aspx

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  • Programming activities for high school kids who have no idea what CS or programming is

    - by pointdxt
    I work at a small high school that's in a very high poverty area. There are only a handful of seniors that are thinking about applying to be an engineer of some sort in college and only 1 kid that applied for Computer Science (he has a couple acceptances so far!). He's been talking to me a lot as I majored in Computer Science as well and he is very excited about it. Unfortunately, our school doesn't have a Computer Science course of any kind so he asks me a lot of stuff. I want to help him out since he's really excited about majoring in CS but I don't know where to begin. I could say put Linux on a computer, go online and go research stuff like I did but this kid needs some direction and he doesn't even know what Linux is let alone have a free computer around for that sort of thing. He doesn't know much about CS but is keenly interested in having a computer do all sorts of things but I don't know how to help him in a meaningful way. Any advice? I'm not a teacher at the school so I'm not a great educator, I do IT at the school.

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  • Rendering 8 bit graphics

    - by Matjaz Muhic
    I have a strong programming background just not from game development. I only made some pong and snake in high school and I did some OpenGL in college. I want to make my own game engine. Nothing fancy just a simple 2D game engine. But because I'm kinda old school and feeling retro. I want graphics to look like old 8 bit games (megaman, contra, super mario, ...). So how were the old games made back then? I want the simplest approach. Were they also using assets (images) like newer engines now do? How do you achieve this kind of rendering using OpenGL? Keep in mind. Simplest solution. I want to know how it was made back then and how I can replicate that. Doesn't even have to be OpenGL. I can draw on window canvas. I do want to make it from scratch basically.

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  • Education After High School

    - by Travis O.
    I know this isn't specifically a programming question, but please bear with me. I'm currently a high-school junior. I have no idea what to look for in a college: what degree, what school, etc. I've searched all around the internet but can't really find anything that relevant. I know I need a degree, but I don't know which or what to specialize in. My grades are good and I am in the top 15 percent of my class. I scored about a 1800 on the SAT and have not yet taken the ACT. I'd like to go to a 4 year school that doesn't cost too much. What do I need to be looking for and what is important to colleges accepting CS students and the business after college?

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  • A Good Final High School AP Computer Science Programming Project?

    - by user297663
    Hey guys this question might seem very specific but I am in need of some ideas for a project to do for my last month or so in my AP Computer Science class. I've been looking at some college final ideas and a lot of them just seem plain boring. At first I thought about writing a IRC client in JAVA but I wouldn't really be learning anything "new" that would help me in the future. Then I thought about doing IPhone/touch apps (I don't have an adroid phone and I can easily get my hands on an itouch) but I would need ideas to make apps for that. I want to do something that is going to feel trivial and need some explanation but will also help me in the long run learning new concepts in computer science. If you guys could help out I would greatly appreciate it. I really only have a month to do this project so try to keep the project inside of that range. Also, I don't mind learning new languages. Thanks :)

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  • Arch Linux drops me on my school network

    - by Kravlin
    I'm running a Lenovo X61 which i carry around my college for getting on the internet at various points in the day. The network has always been finicky but recently it's gotten worse. I'll connect using iwconfig, get an ip from dhcpcd and log in using vpnc to their system. Sometimes I'll stay connected for hours but most of the time within 30 seconds my network traffic will drop to zero and i'll be unable to do anything. My computer still belives it's connected, however to try again i need to put my wireless interface down, put it back up and try again. It's gotten so bad that i've got a window on my computer pinging yahoo or google constantly in order to know if i'm still able to get online. I know other people who have used Arch Linux that don't have the same problems as well as people who use Ubuntu who haven't had any problems either. It seems like my computer is a special case. Does anyone have any suggestions on how to fix it? dmesg doesn't show anything out of the ordinary going on and i don't know where else to look for errors or other things to try. Edit: this doesn't happen on my home network. It's a problem that only happens at school.

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  • Is a university education really worth it for a good programmer?

    - by Jon Purdy
    The title says it all, but here's the personal side of it: I've been doing design and programming for about as long as I can remember. If there's a programming problem, I can figure it out. (Though admittedly StackOverflow has allowed me to skip the figuring out and get straight to the doing in many instances.) I've made games, esoteric programming languages, and widgets and gizmos galore. I'm currently working on a general-purpose programming language. There's nothing I do better than programming. However, I'm just as passionate about design. Thus when I felt leaving high school that my design skills were lacking, I decided to attend university for New Media Design and Imaging, a digital design-related major. For a year, I diligently studied art and programmed in my free time. As the next year progressed, however, I was obligated to take fewer art and design classes and more technical classes. The trouble was of course that these classes were geared toward non-technical students, and were far beneath my skill level at the time. No amount of petitioning could overcome the institution's reluctance to allow me to test out of such classes, and the major offered no promise for any greater challenge in the future, so I took the extreme route: I switched into the technical equivalent of the major, New Media Interactive Development. A lot of my credits moved over into the new major, but many didn't. It would have been infeasible to switch to a more rigorous technical major such as Computer Science, and having tutored Computer Science students at every level here, I doubt I would be exposed to anything that I haven't already or won't eventually find out on my own, since I'm so involved in the field. I'm now on track to graduate perhaps a year later than I had planned, which puts a significant financial strain on my family and my future self. My schedule continues to be bogged down with classes that are wholly unnecessary for me to take. I'm being re-introduced to subjects that I've covered a thousand times over, simply because I've always been interested in it all. And though I succeed in avoiding the cynical and immature tactic of failing to complete work out of some undeserved sense of superiority, I'm becoming increasingly disillusioned by the lack of intellectual stimulation. Further, my school requires students to complete a number of quarters of co-op work experience proportional to their major. My original major required two quarters, but my current requires three, delaying my graduation even more. To top it all off, college is putting a severe strain on my relationship with my very close partner of a few years, so I've searched diligently for co-op jobs in my area, alas to no avail. I'm now in my third year, and approaching that point past which I can no longer handle this. Either I keep my head down, get a degree no matter what it takes, and try to get a job with a company that will pay me enough to do what I love that I can eventually pay off my loans; or I cut my losses now, move wherever there is work, and in six months start paying off what debt I've accumulated thus far. So the real question is: is a university education really more than just a formality? It's a big decision, and one I can't make lightly. I think this is the appropriate venue for this kind of question, and I hope it sticks around for the sake of others who might someday find themselves in similar situations. My heartfelt thanks for reading, and in advance for your help.

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  • Getting the avg of the top 10 students from each school

    - by dave
    Hi all -- We have a school district with 38 elementary schools. The kids took a test. The averages for the schools are widely dispersed, but I want to compare the averages of JUST THE TOP 10 students from each school. Requirement: use temporary tables only. I have done this in a very work-intensive, error-prone sort of way as follows. (sch_code = e.g., 9043; -- schabbrev = e.g., "Carter"; -- totpct_stu = e.g., 61.3) DROP TEMPORARY TABLE IF EXISTS avg_top10 ; CREATE TEMPORARY TABLE avg_top10 ( sch_code VARCHAR(4), schabbrev VARCHAR(75), totpct_stu DECIMAL(5,1) ); INSERT INTO avg_top10 SELECT sch_code , schabbrev , totpct_stu FROM test_table WHERE sch_code IN ('5489') ORDER BY totpct_stu DESC LIMIT 10; -- I do that last query for EVERY school, so the total -- length of the code is well in excess of 300 lines. -- Then, finally... SELECT schabbrev, ROUND( AVG( totpct_stu ), 1 ) AS top10 FROM avg_top10 GROUP BY schabbrev ORDER BY top10 ; -- OUTPUT: ----------------------------------- schabbrev avg_top10 ---------- --------- Goulding 75.4 Garth 77.7 Sperhead 81.4 Oak_P 83.7 Spring 84.9 -- etc... Question: So this works, but isn't there a lot better way to do it? Thanks! PS -- Looks like homework, but this is, well...real.

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  • Simplex Noise Help

    - by Alex Larsen
    Im Making A Minecraft Like Gae In XNA C# And I Need To Generate Land With Caves This Is The Code For Simplex I Have /// <summary> /// 1D simplex noise /// </summary> /// <param name="x"></param> /// <returns></returns> public static float Generate(float x) { int i0 = FastFloor(x); int i1 = i0 + 1; float x0 = x - i0; float x1 = x0 - 1.0f; float n0, n1; float t0 = 1.0f - x0 * x0; t0 *= t0; n0 = t0 * t0 * grad(perm[i0 & 0xff], x0); float t1 = 1.0f - x1 * x1; t1 *= t1; n1 = t1 * t1 * grad(perm[i1 & 0xff], x1); // The maximum value of this noise is 8*(3/4)^4 = 2.53125 // A factor of 0.395 scales to fit exactly within [-1,1] return 0.395f * (n0 + n1); } /// <summary> /// 2D simplex noise /// </summary> /// <param name="x"></param> /// <param name="y"></param> /// <returns></returns> public static float Generate(float x, float y) { const float F2 = 0.366025403f; // F2 = 0.5*(sqrt(3.0)-1.0) const float G2 = 0.211324865f; // G2 = (3.0-Math.sqrt(3.0))/6.0 float n0, n1, n2; // Noise contributions from the three corners // Skew the input space to determine which simplex cell we're in float s = (x + y) * F2; // Hairy factor for 2D float xs = x + s; float ys = y + s; int i = FastFloor(xs); int j = FastFloor(ys); float t = (float)(i + j) * G2; float X0 = i - t; // Unskew the cell origin back to (x,y) space float Y0 = j - t; float x0 = x - X0; // The x,y distances from the cell origin float y0 = y - Y0; // For the 2D case, the simplex shape is an equilateral triangle. // Determine which simplex we are in. int i1, j1; // Offsets for second (middle) corner of simplex in (i,j) coords if (x0 > y0) { i1 = 1; j1 = 0; } // lower triangle, XY order: (0,0)->(1,0)->(1,1) else { i1 = 0; j1 = 1; } // upper triangle, YX order: (0,0)->(0,1)->(1,1) // A step of (1,0) in (i,j) means a step of (1-c,-c) in (x,y), and // a step of (0,1) in (i,j) means a step of (-c,1-c) in (x,y), where // c = (3-sqrt(3))/6 float x1 = x0 - i1 + G2; // Offsets for middle corner in (x,y) unskewed coords float y1 = y0 - j1 + G2; float x2 = x0 - 1.0f + 2.0f * G2; // Offsets for last corner in (x,y) unskewed coords float y2 = y0 - 1.0f + 2.0f * G2; // Wrap the integer indices at 256, to avoid indexing perm[] out of bounds int ii = i % 256; int jj = j % 256; // Calculate the contribution from the three corners float t0 = 0.5f - x0 * x0 - y0 * y0; if (t0 < 0.0f) n0 = 0.0f; else { t0 *= t0; n0 = t0 * t0 * grad(perm[ii + perm[jj]], x0, y0); } float t1 = 0.5f - x1 * x1 - y1 * y1; if (t1 < 0.0f) n1 = 0.0f; else { t1 *= t1; n1 = t1 * t1 * grad(perm[ii + i1 + perm[jj + j1]], x1, y1); } float t2 = 0.5f - x2 * x2 - y2 * y2; if (t2 < 0.0f) n2 = 0.0f; else { t2 *= t2; n2 = t2 * t2 * grad(perm[ii + 1 + perm[jj + 1]], x2, y2); } // Add contributions from each corner to get the final noise value. // The result is scaled to return values in the interval [-1,1]. return 40.0f * (n0 + n1 + n2); // TODO: The scale factor is preliminary! } public static float Generate(float x, float y, float z) { // Simple skewing factors for the 3D case const float F3 = 0.333333333f; const float G3 = 0.166666667f; float n0, n1, n2, n3; // Noise contributions from the four corners // Skew the input space to determine which simplex cell we're in float s = (x + y + z) * F3; // Very nice and simple skew factor for 3D float xs = x + s; float ys = y + s; float zs = z + s; int i = FastFloor(xs); int j = FastFloor(ys); int k = FastFloor(zs); float t = (float)(i + j + k) * G3; float X0 = i - t; // Unskew the cell origin back to (x,y,z) space float Y0 = j - t; float Z0 = k - t; float x0 = x - X0; // The x,y,z distances from the cell origin float y0 = y - Y0; float z0 = z - Z0; // For the 3D case, the simplex shape is a slightly irregular tetrahedron. // Determine which simplex we are in. int i1, j1, k1; // Offsets for second corner of simplex in (i,j,k) coords int i2, j2, k2; // Offsets for third corner of simplex in (i,j,k) coords /* This code would benefit from a backport from the GLSL version! */ if (x0 >= y0) { if (y0 >= z0) { i1 = 1; j1 = 0; k1 = 0; i2 = 1; j2 = 1; k2 = 0; } // X Y Z order else if (x0 >= z0) { i1 = 1; j1 = 0; k1 = 0; i2 = 1; j2 = 0; k2 = 1; } // X Z Y order else { i1 = 0; j1 = 0; k1 = 1; i2 = 1; j2 = 0; k2 = 1; } // Z X Y order } else { // x0<y0 if (y0 < z0) { i1 = 0; j1 = 0; k1 = 1; i2 = 0; j2 = 1; k2 = 1; } // Z Y X order else if (x0 < z0) { i1 = 0; j1 = 1; k1 = 0; i2 = 0; j2 = 1; k2 = 1; } // Y Z X order else { i1 = 0; j1 = 1; k1 = 0; i2 = 1; j2 = 1; k2 = 0; } // Y X Z order } // A step of (1,0,0) in (i,j,k) means a step of (1-c,-c,-c) in (x,y,z), // a step of (0,1,0) in (i,j,k) means a step of (-c,1-c,-c) in (x,y,z), and // a step of (0,0,1) in (i,j,k) means a step of (-c,-c,1-c) in (x,y,z), where // c = 1/6. float x1 = x0 - i1 + G3; // Offsets for second corner in (x,y,z) coords float y1 = y0 - j1 + G3; float z1 = z0 - k1 + G3; float x2 = x0 - i2 + 2.0f * G3; // Offsets for third corner in (x,y,z) coords float y2 = y0 - j2 + 2.0f * G3; float z2 = z0 - k2 + 2.0f * G3; float x3 = x0 - 1.0f + 3.0f * G3; // Offsets for last corner in (x,y,z) coords float y3 = y0 - 1.0f + 3.0f * G3; float z3 = z0 - 1.0f + 3.0f * G3; // Wrap the integer indices at 256, to avoid indexing perm[] out of bounds int ii = i % 256; int jj = j % 256; int kk = k % 256; // Calculate the contribution from the four corners float t0 = 0.6f - x0 * x0 - y0 * y0 - z0 * z0; if (t0 < 0.0f) n0 = 0.0f; else { t0 *= t0; n0 = t0 * t0 * grad(perm[ii + perm[jj + perm[kk]]], x0, y0, z0); } float t1 = 0.6f - x1 * x1 - y1 * y1 - z1 * z1; if (t1 < 0.0f) n1 = 0.0f; else { t1 *= t1; n1 = t1 * t1 * grad(perm[ii + i1 + perm[jj + j1 + perm[kk + k1]]], x1, y1, z1); } float t2 = 0.6f - x2 * x2 - y2 * y2 - z2 * z2; if (t2 < 0.0f) n2 = 0.0f; else { t2 *= t2; n2 = t2 * t2 * grad(perm[ii + i2 + perm[jj + j2 + perm[kk + k2]]], x2, y2, z2); } float t3 = 0.6f - x3 * x3 - y3 * y3 - z3 * z3; if (t3 < 0.0f) n3 = 0.0f; else { t3 *= t3; n3 = t3 * t3 * grad(perm[ii + 1 + perm[jj + 1 + perm[kk + 1]]], x3, y3, z3); } // Add contributions from each corner to get the final noise value. // The result is scaled to stay just inside [-1,1] return 32.0f * (n0 + n1 + n2 + n3); // TODO: The scale factor is preliminary! } private static byte[] perm = new byte[512] { 151,160,137,91,90,15, 131,13,201,95,96,53,194,233,7,225,140,36,103,30,69,142,8,99,37,240,21,10,23, 190, 6,148,247,120,234,75,0,26,197,62,94,252,219,203,117,35,11,32,57,177,33, 88,237,149,56,87,174,20,125,136,171,168, 68,175,74,165,71,134,139,48,27,166, 77,146,158,231,83,111,229,122,60,211,133,230,220,105,92,41,55,46,245,40,244, 102,143,54, 65,25,63,161, 1,216,80,73,209,76,132,187,208, 89,18,169,200,196, 135,130,116,188,159,86,164,100,109,198,173,186, 3,64,52,217,226,250,124,123, 5,202,38,147,118,126,255,82,85,212,207,206,59,227,47,16,58,17,182,189,28,42, 223,183,170,213,119,248,152, 2,44,154,163, 70,221,153,101,155,167, 43,172,9, 129,22,39,253, 19,98,108,110,79,113,224,232,178,185, 112,104,218,246,97,228, 251,34,242,193,238,210,144,12,191,179,162,241, 81,51,145,235,249,14,239,107, 49,192,214, 31,181,199,106,157,184, 84,204,176,115,121,50,45,127, 4,150,254, 138,236,205,93,222,114,67,29,24,72,243,141,128,195,78,66,215,61,156,180, 151,160,137,91,90,15, 131,13,201,95,96,53,194,233,7,225,140,36,103,30,69,142,8,99,37,240,21,10,23, 190, 6,148,247,120,234,75,0,26,197,62,94,252,219,203,117,35,11,32,57,177,33, 88,237,149,56,87,174,20,125,136,171,168, 68,175,74,165,71,134,139,48,27,166, 77,146,158,231,83,111,229,122,60,211,133,230,220,105,92,41,55,46,245,40,244, 102,143,54, 65,25,63,161, 1,216,80,73,209,76,132,187,208, 89,18,169,200,196, 135,130,116,188,159,86,164,100,109,198,173,186, 3,64,52,217,226,250,124,123, 5,202,38,147,118,126,255,82,85,212,207,206,59,227,47,16,58,17,182,189,28,42, 223,183,170,213,119,248,152, 2,44,154,163, 70,221,153,101,155,167, 43,172,9, 129,22,39,253, 19,98,108,110,79,113,224,232,178,185, 112,104,218,246,97,228, 251,34,242,193,238,210,144,12,191,179,162,241, 81,51,145,235,249,14,239,107, 49,192,214, 31,181,199,106,157,184, 84,204,176,115,121,50,45,127, 4,150,254, 138,236,205,93,222,114,67,29,24,72,243,141,128,195,78,66,215,61,156,180 }; private static int FastFloor(float x) { return (x > 0) ? ((int)x) : (((int)x) - 1); } private static float grad(int hash, float x) { int h = hash & 15; float grad = 1.0f + (h & 7); // Gradient value 1.0, 2.0, ..., 8.0 if ((h & 8) != 0) grad = -grad; // Set a random sign for the gradient return (grad * x); // Multiply the gradient with the distance } private static float grad(int hash, float x, float y) { int h = hash & 7; // Convert low 3 bits of hash code float u = h < 4 ? x : y; // into 8 simple gradient directions, float v = h < 4 ? y : x; // and compute the dot product with (x,y). return ((h & 1) != 0 ? -u : u) + ((h & 2) != 0 ? -2.0f * v : 2.0f * v); } private static float grad(int hash, float x, float y, float z) { int h = hash & 15; // Convert low 4 bits of hash code into 12 simple float u = h < 8 ? x : y; // gradient directions, and compute dot product. float v = h < 4 ? y : h == 12 || h == 14 ? x : z; // Fix repeats at h = 12 to 15 return ((h & 1) != 0 ? -u : u) + ((h & 2) != 0 ? -v : v); } private static float grad(int hash, float x, float y, float z, float t) { int h = hash & 31; // Convert low 5 bits of hash code into 32 simple float u = h < 24 ? x : y; // gradient directions, and compute dot product. float v = h < 16 ? y : z; float w = h < 8 ? z : t; return ((h & 1) != 0 ? -u : u) + ((h & 2) != 0 ? -v : v) + ((h & 4) != 0 ? -w : w); } This Is My World Generation Code Block[,] BlocksInMap = new Block[1024, 256]; public bool IsWorldGenerated = false; Random r = new Random(); private void RunThread() { for (int BH = 0; BH <= 256; BH++) { for (int BW = 0; BW <= 1024; BW++) { Block b = new Block(); if (BH >= 192) { } BlocksInMap[BW, BH] = b; } } IsWorldGenerated = true; } public void GenWorld() { new Thread(new ThreadStart(RunThread)).Start(); } And This Is A Example Of How I Set Blocks Block b = new Block(); b.BlockType = = Block.BlockTypes.Air; This Is A Example Of How I Set Models foreach (Block b in MyWorld) { switch(b.BlockType) { case Block.BlockTypes.Dirt: b.Model = DirtModel; break; ect. } } How Would I Use These To Generate To World (The Block Array) And If Possible Thread It More? btw It's 1024 Wide And 256 Tall

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  • How to make people new to programming stop asking me questions and distracting me?

    - by Radek S
    I am at secondary school right now and I'm the only one in my class who is experienced with programming. Because of that, people are constantly distracting me while I'm writing code to ask me to solve a problem. Usually I reply with something like 'I don't know, I never use that' but I don't want to lie to people. Another problem is that I became so well known for this that even students from other classes are asking me questions. I find this damn annoying. Thirdly, if I solve a problem for them they don't learn anything from it. How can I stop people from asking me programming-related questions in a kind way? I really don't like the lessons anymore (I am also punished with the need to use Windows, but that's less of an issue), but just don't visiting them is illegal by law.

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  • Why do employers care so much about GPA?

    - by Recursion
    I went to a pretty good engineering school and did CS. I graduated with a 2.86 gpa and really tried my best. I even took a few graduate classes in place of undergrad courses to challenge myself. I really liked those a lot. But the second question I am always asked is "What was your gpa?", this of course always comes after "How are you today?". Once I tell them either 2.86 or a rounded 2.9 they immediately shut off. I have even had them stop the interview saying the 3.0 is the cut off. Does a tenth of a point really mean that much?

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  • Is Carnegie Mellon (CMU) a Javaschool? Are any prominent universities in the US javaschools? [on hold]

    - by user106149
    I'm guessing CMU would teach C and other unmanaged languages (their course listing shows Principles of Functional Programming as a required course for a BSCS), but it's hard to tell from course listings. I'm looking into applying there, where I have an OK chance of getting in , as well as some other mid-to high tier CS schools. I'm wondering how you can tell if a school mainly teaches Java or goes into C/C++. Everyone says (and I agree, from my current programming knowledge) that learning Java in college exclusively is a bad idea, so I'm hoping to avoid ending up at a 'Javaschool.'

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  • Arch Linux drops me on my school network.

    - by Kravlin
    I'm running a Lenovo X61 which i carry around my college for getting on the internet at various points in the day. The network has always been finicky but recently it's gotten worse. I'll connect using iwconfig, get an ip from dhcpcd and log in using vpnc to their system. Sometimes I'll stay connected for hours but most of the time within 30 seconds my network traffic will drop to zero and i'll be unable to do anything. My computer still belives it's connected, however to try again i need to put my wireless interface down, put it back up and try again. It's gotten so bad that i've got a window on my computer pinging yahoo or google constantly in order to know if i'm still able to get online. I know other people who have used Arch Linux that don't have the same problems as well as people who use Ubuntu who haven't had any problems either. It seems like my computer is a special case. Does anyone have any suggestions on how to fix it? dmesg doesn't show anything out of the ordinary going on and i don't know where else to look for errors or other things to try.

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  • How to delete old-school program from windows7?

    - by scythargon
    I just installed Ext2 Installable File System 1.11a, it creates new drive in "My computer" like link to my ext3 partition but further it does not work for me - an error appears when I try to access this drive (this program actually not for Windows 7) and now I want to remove it, but there is no appropriate menu entry in "Remove programms" window. And no folder in "Program files" So, how to remove it?

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  • Building a Student Storage server

    - by DobotJr
    I work for a school district. I've been put in charge of building a storage server for students. A place for them to work off of from school and home. My challenge is getting this to work from home. At school they login, authenticate, and they get a mapped drive to their folder on the server (S:\fileserver\studentname). My question is how can I make this available to students at home? The server is running Windows Server 2003 R1. I've got PHP, Apache, and MySQL working together. My idea is to write a script that will "crawl" through the directory containing all of the student folders, then create an instance of every file and folder in a MySQL DB. Create a login page that will use LDAP for authentication, and once they login to the server from home, they get a page with folders a files tied to their username. Has anyone out there ever put something like this together??

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  • Emulating old-school sprite flickering (theory and concept)

    - by Jeffrey Kern
    I'm trying to develop an oldschool NES-style video game, with sprite flickering and graphical slowdown. I've been thinking of what type of logic I should use to enable such effects. I have to consider the following restrictions if I want to go old-school NES style: No more than 64 sprites on the screen at a time No more than 8 sprites per scanline, or for each line on the Y axis If there is too much action going on the screen, the system freezes the image for a frame to let the processor catch up with the action From what I've read up, if there were more than 64 sprites on the screen, the developer would only draw high-priority sprites while ignoring low-priority ones. They could also alternate, drawing each even numbered sprite on opposite frames from odd numbered ones. The scanline issue is interesting. From my testing, it is impossible to get good speed on the XBOX 360 XNA framework by drawing sprites pixel-by-pixel, like the NES did. This is why in old-school games, if there were too many sprites on a single line, some would appear if they were cut in half. For all purposes for this project, I'm making scanlines be 8 pixels tall, and grouping the sprites together per scanline by their Y positioning. So, dumbed down I need to come up with a solution that.... 64 sprites on screen at once 8 sprites per 'scanline' Can draw sprites based on priority Can alternate between sprites per frame Emulate slowdown Here is my current theory First and foremost, a fundamental idea I came up with is addressing sprite priority. Assuming values between 0-255 (0 being low), I can assign sprites priority levels, for instance: 0 to 63 being low 63 to 127 being medium 128 to 191 being high 192 to 255 being maximum Within my data files, I can assign each sprite to be a certain priority. When the parent object is created, the sprite would randomly get assigned a number between its designated range. I would then draw sprites in order from high to low, with the end goal of drawing every sprite. Now, when a sprite gets drawn in a frame, I would then randomly generate it a new priority value within its initial priority level. However, if a sprite doesn't get drawn in a frame, I could add 32 to its current priority. For example, if the system can only draw sprites down to a priority level of 135, a sprite with an initial priority of 45 could then be drawn after 3 frames of not being drawn (45+32+32+32=141) This would, in theory, allow sprites to alternate frames, allow priority levels, and limit sprites to 64 per screen. Now, the interesting question is how do I limit sprites to only 8 per scanline? I'm thinking that if I'm sorting the sprites high-priority to low-priority, iterate through the loop until I've hit 64 sprites drawn. However, I shouldn't just take the first 64 sprites in the list. Before drawing each sprite, I could check to see how many sprites were drawn in it's respective scanline via counter variables . For example: Y-values between 0 to 7 belong to Scanline 0, scanlineCount[0] = 0 Y-values between 8 to 15 belong to Scanline 1, scanlineCount[1] = 0 etc. I could reset the values per scanline for every frame drawn. While going down the sprite list, add 1 to the scanline's respective counter if a sprite gets drawn in that scanline. If it equals 8, don't draw that sprite and go to the sprite with the next lowest priority. SLOWDOWN The last thing I need to do is emulate slowdown. My initial idea was that if I'm drawing 64 sprites per frame and there's still more sprites that need to be drawn, I could pause the rendering by 16ms or so. However, in the NES games I've played, sometimes there's slowdown if there's not any sprite flickering going on whereas the game moves beautifully even if there is some sprite flickering. Perhaps give a value to each object that uses sprites on the screen (like the priority values above), and if the combined values of all objects w/ sprites surpass a threshold, introduce the sprite flickering? IN CONCLUSION... Does everything I wrote actually sound legitimate and could work, or is it a pipe dream? What improvements can you all possibly think with this game programming theory of mine?

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  • innovation for technical high school

    - by gnuze
    I work in a high school in Italy. Our goal is forming computer programmers in 5 years. Nowaday, we teach vb.net on Win ( desktop applications using ADO on Access ), C on linux ( process, threads ) , C++ on Linux ( sockets TCP/UDP with UML ), and a bit of ASP.net, flash programming, PHP, Joomla and PIC Microcontrollers. We are looking for something innovative to add in our programs of study, but every teacher have a different point of view: we are debating about python, C#, Arduino, Silverlight and smartphones programming. Any suggestions? Tx in advance.

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  • School Project for final year

    - by pundit
    Hi people, I'm in final year of my degree and it is required that i do a final year project. I have decided to do something on adaptive websites that implements customisation, personalisation and basically adaptation via heat maps and weblogs. So for a prototype i would be designing a website for tertairy level students and see if these technologies improve the usbability of the site. i would model it after my school's website. So here's the question, What would be a better language to use.. i have some knowledge in struts 2 framework and some knowledge in php. could say a newbie at both.. so i was wondering what would be the easier and faster way to go. php or the struts2 framework? thanks.

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  • What are some exciting, fun, and educational Computer Science activities for students?

    - by Nixuz
    I am a volunteer for Let's Talk Science, an organization which places science graduate students into elementary school and high school classrooms to present short, fun, yet educational demonstrations or experiments related to their particular field. Physics, Chemistry, and Biology have an abundance of such demonstrations, however as a computer scientist, I have no good ideas of what I can present to these students which will demonstrate computer programming and computers in an understandable yet inspiring way in only a 1 - 3 hour presentation. So I am turning to SO for suggestions. Thanks. Presentation Requirements Length: 1 - 3 hours. Explainable in a single sitting. Captivates elementary school and high school audiences. Educational. Please Note Computer's are available at the schools. Please, indicate the suitable age range for your suggestion in your answer.

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  • Problems to make programming more interesting for school students [closed]

    - by Jomoos
    I have to teach Java programming to school students and all are around the age of 15. None of them had any previous experience in programming. That is, I have to start from the very basics. I do like to make the sessions more interesting, and to make them love programming. I do need simple problems or puzzles -- not complex ones, simple ones -- that can increase their curiosity, and made them think and love programming. I do like to have problems for all of the concepts (like branching, looping, encapsulation, inheritance, composition, etc.,). Notes: I do have a time-frame of 1 hour for each session. Computers are not available. Maybe I can bring my laptop and show a demo to them. There are 7 students in the class.

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