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  • Using Traveling Salesman Solver to Decide Hamiltonian Path

    - by Firas Assaad
    This is for a project where I'm asked to implement a heuristic for the traveling salesman optimization problem and also the Hamiltonian path or cycle decision problem. I don't need help with the implementation itself, but have a question on the direction I'm going in. I already have a TSP heuristic based on a genetic algorithm: it assumes a complete graph, starts with a set of random solutions as a population, and works to improve the population for a number of generations. Can I also use it to solve the Hamiltonian path or cycle problems? Instead of optimizing to get the shortest path, I just want to check if there is a path. Now any complete graph will have a Hamiltonian path in it, so the TSP heuristic would have to be extended to any graph. This could be done by setting the edges to some infinity value if there is no path between two cities, and returning the first path that is a valid Hamiltonian path. Is that the right way to approach it? Or should I use a different heuristic for Hamiltonian path? My main concern is whether it's a viable approach since I can be somewhat sure that TSP optimization works (because you start with solutions and improve them) but not if a Hamiltonian path decider would find any path in a fixed number of generations. I assume the best approach would be to test it myself, but I'm constrained by time and thought I'd ask before going down this route... (I could find a different heuristic for Hamiltonian path instead)

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  • Latent Dirichlet Allocation, pitfalls, tips and programs

    - by Gregg Lind
    I'm experimenting with Latent Dirichlet Allocation for topic disambiguation and assignment, and I'm looking for advice. Which program is the "best", where best is some combination of easiest to use, best prior estimation, fast How do I incorporate my intuitions about topicality. Let's say I think I know that some items in the corpus are really in the same category, like all articles by the same author. Can I add that into the analysis? Any unexpected pitfalls or tips I should know before embarking? I'd prefer is there are R or Python front ends for whatever program, but I expect (and accept) that I'll be dealing with C.

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  • How to begin with augmented reality/compvision?

    - by Terri
    I'm currently an undergrad in computer science and I'll be entering my final year next year. Augmented reality is something I find to be a really interesting topic, but I have no idea where to start learning about it. Where do you start learning about this topic and what libraries are available?

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  • Segment register, IP register and memory addressing issue!

    - by Zia ur Rahman
    In the following text I asked two questions and I also described that what I know about these question so that you can understand my thinking. Your precious comments about the below text are required. Below is the Detail of 1ST Question As we know that if we have one mega byte memory then we need 20 bits to address this memory. Another thing is each memory cell has a physical address which is of 20 bits in 1Mb memory. IP register in IAPX88 is of 16 bits. Now my point of view is, we can not access the memory at all by the IP register because the memory need 20 bit address to be addressed but the IP register is of 16 bits. If we have a memory of 64k then IP register can access this memory because this memory needs 16 bits to be addressed. But incase of 1mb memory IP can’t.tell me am i right or not if not why? Suppose physical address of memory is 11000000000000000101 Now how can we access this memory location by 16 bits. Below is the detail of Next Question: My next question is , suppose IP register is pointing to memory location, and the segment register is also pointing to a memory location (start of the segment), the memory is of 1MB, how we can access a memory location by these two 16 bit registers tell me the sequence of steps how the 20 bits addressable memory location is accessed . If your answer is, we take the segment value and we shift it left by 4 bits and then add the IP value into it to get the 20 bits address, then this raises another question that is the address bus (the address bus should be 20 bits wide), the registers both the segment register and the IP register are of 16 bits each , now if address bus is 20 bits wide then this means that the address bus is connected to both these registers. If its not the case then another thing that comes into my mind is that both these registers generate a 20 bit address and there would be a register which can store 20 bits and this register would be connected to both these register and the address bus as well.

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  • What is technically more advanced: Brainf*ck or Assembler?

    - by el ka es
    I wondered which of these languages is more powerful. With powerful I don't mean the readability, assembler would be naturally the winner here, but something resulting from, for example, the following factors: Which of them is more high-level? (Both aren't really but one has to be more) Who would be the possibly fastest in compiled state? (There is no BF compiler out there as far as I know but it wouldn't be hard writing one I suppose) Which of the both has the better code length/code action ratio? What I mean is If you get to distracted by the, compared to Brainf*ck, improved readability of assembler, just think of writing plain binary/machine code as what assembler assembles to. Both languages are so basic that it should be possible to answer the question(s) in a rather objective view, I hope.

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  • TDD vs. Unit testing

    - by Walter
    My company is fairly new to unit testing our code. I've been reading about TDD and unit testing for some time and am convinced of their value. I've attempted to convince our team that TDD is worth the effort of learning and changing our mindsets on how we program but it is a struggle. Which brings me to my question(s). There are many in the TDD community who are very religious about writing the test and then the code (and I'm with them), but for a team that is struggling with TDD does a compromise still bring added benefits? I can probably succeed in getting the team to write unit tests once the code is written (perhaps as a requirement for checking in code) and my assumption is that there is still value in writing those unit tests. What's the best way to bring a struggling team into TDD? And failing that is it still worth writing unit tests even if it is after the code is written? EDIT What I've taken away from this is that it is important for us to start unit testing, somewhere in the coding process. For those in the team who pickup the concept, start to move more towards TDD and testing first. Thanks for everyone's input. FOLLOW UP We recently started a new small project and a small portion of the team used TDD, the rest wrote unit tests after the code. After we wrapped up the coding portion of the project, those writing unit tests after the code were surprised to see the TDD coders already done and with more solid code. It was a good way to win over the skeptics. We still have a lot of growing pains ahead, but the battle of wills appears to be over. Thanks for everyone who offered advice!

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  • Where to ask practical unit-testing questions?

    - by Ian Boyd
    Before i can understand unit testing, i have to see real world examples. Every book, blog, article, or answer i've seen gives hypothetical examples that don't apply to the/my real world. i really don't want to flood StackOverflow with hundreds of questions all titled "How do i unit-test this?" There must be another place i can go to ask for real solutions. Where can i go to get practical answers to unit-testing questions? Note: i would give an example question, but then people would get grumpy when i asked the 200 follow-up questions.

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  • What is the coolest thing you can do in <10 lines of simple code? Help me inspire beginners!

    - by Tom Ritter
    I'm looking for the coolest thing you can do in a few lines of simple code. I'm sure you can write a Mandelbrot set in Haskell in 15 lines but it's difficult to follow. My goal is to inspire students that programming is cool. We know that programming is cool because you can create anything you imagine - it's the ultimate creative outlet. I want to inspire these beginners and get them over as many early-learning humps as I can. Now, my reasons are selfish. I'm teaching an Intro to Computing course to a group of 60 half-engineering, half business majors; all freshmen. They are the students who came from underprivileged High schools. From my past experience, the group is generally split as follows: a few rock-stars, some who try very hard and kind of get it, the few who try very hard and barely get it, and the few who don't care. I want to reach as many of these groups as effectively as I can. Here's an example of how I'd use a computer program to teach: Here's an example of what I'm looking for: a 1-line VBS script to get your computer to talk to you: CreateObject("sapi.spvoice").Speak InputBox("Enter your text","Talk it") I could use this to demonstrate order of operations. I'd show the code, let them play with it, then explain that There's a lot going on in that line, but the computer can make sense of it, because it knows the rules. Then I'd show them something like this: 4(5*5) / 10 + 9(.25 + .75) And you can see that first I need to do is (5*5). Then I can multiply for 4. And now I've created the Object. Dividing by 10 is the same as calling Speak - I can't Speak before I have an object, and I can't divide before I have 100. Then on the other side I first create an InputBox with some instructions for how to display it. When I hit enter on the input box it evaluates or "returns" whatever I entered. (Hint: 'oooooo' makes a funny sound) So when I say Speak, the right side is what to Speak. And I get that from the InputBox. So when you do several things on a line, like: x = 14 + y; You need to be aware of the order of things. First we add 14 and y. Then we put the result (what it evaluates to, or returns) into x. That's my goal, to have a bunch of these cool examples to demonstrate and teach the class while they have fun. I tried this example on my roommate and while I may not use this as the first lesson, she liked it and learned something. Some cool mathematica programs that make beautiful graphs or shapes that are easy to understand would be good ideas and I'm going to look into those. Here are some complicated actionscript examples but that's a bit too advanced and I can't teach flash. What other ideas do you have?

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  • Bubble Breaker Game Solver better than greedy?

    - by Gregory
    For a mental exercise I decided to try and solve the bubble breaker game found on many cell phones as well as an example here:Bubble Break Game The random (N,M,C) board consists N rows x M columns with C colors The goal is to get the highest score by picking the sequence of bubble groups that ultimately leads to the highest score A bubble group is 2 or more bubbles of the same color that are adjacent to each other in either x or y direction. Diagonals do not count When a group is picked, the bubbles disappear, any holes are filled with bubbles from above first, ie shift down, then any holes are filled by shifting right A bubble group score = n * (n - 1) where n is the number of bubbles in the bubble group The first algorithm is a simple exhaustive recursive algorithm which explores going through the board row by row and column by column picking bubble groups. Once the bubble group is picked, we create a new board and try to solve that board, recursively descending down Some of the ideas I am using include normalized memoization. Once a board is solved we store the board and the best score in a memoization table. I create a prototype in python which shows a (2,15,5) board takes 8859 boards to solve in about 3 seconds. A (3,15,5) board takes 12,384,726 boards in 50 minutes on a server. The solver rate is ~3k-4k boards/sec and gradually decreases as the memoization search takes longer. Memoization table grows to 5,692,482 boards, and hits 6,713,566 times. What other approaches could yield high scores besides the exhaustive search? I don't seen any obvious way to divide and conquer. But trending towards larger and larger bubbles groups seems to be one approach Thanks to David Locke for posting the paper link which talks above a window solver which uses a constant-depth lookahead heuristic.

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  • Generating all unique combinations for "drive ya nuts" puzzle

    - by Yuval A
    A while back I wrote a simple python program to brute-force the single solution for the drive ya nuts puzzle. The puzzle consists of 7 hexagons with the numbers 1-6 on them, and all pieces must be aligned so that each number is adjacent to the same number on the next piece. The puzzle has ~1.4G non-unique possibilities: you have 7! options to sort the pieces by order (for example, center=0, top=1, continuing in clockwise order...). After you sorted the pieces, you can rotate each piece in 6 ways (each piece is a hexagon), so you get 6**7 possible rotations for a given permutation of the 7 pieces. Totalling: 7!*(6**7)=~1.4G possibilities. The following python code generates these possible solutions: def rotations(p): for i in range(len(p)): yield p[i:] + p[:i] def permutations(l): if len(l)<=1: yield l else: for perm in permutations(l[1:]): for i in range(len(perm)+1): yield perm[:i] + l[0:1] + perm[i:] def constructs(l): for p in permutations(l): for c in product(*(rotations(x) for x in p)): yield c However, note that the puzzle has only ~0.2G unique possible solutions, as you must divide the total number of possibilities by 6 since each possible solution is equivalent to 5 other solutions (simply rotate the entire puzzle by 1/6 a turn). Is there a better way to generate only the unique possibilities for this puzzle?

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  • The woes of (sometimes) storing "date only" in datetimes

    - by Heinzi
    We have two fields from and to (of type datetime), where the user can store the begin time and the end time of a business trip, e.g.: From: 2010-04-14 09:00 To: 2010-04-16 16:30 So, the duration of the trip is 2 days and 7.5 hours. Often, the exact times are not known in advance, so the user enters the dates without a time: From: 2010-04-14 To: 2010-04-16 Internally, this is stored as 2010-04-14 00:00 and 2010-04-16 00:00, since that's what most modern class libraries (e.g. .net) and databases (e.g. SQL Server) do when you store a "date only" in a datetime structure. Usually, this makes perfect sense. However, when entering 2010-04-16 as the to date, the user clearly did not mean 2010-04-16 00:00. Instead, the user meant 2010-04-16 24:00, i.e., calculating the duration of the trip should output 3 days, not 2 days. I can think of a few (more or less ugly) workarounds for this problem (add "23:59" in the UI layer of the to field if the user did not enter a time component; add a special "dates are full days" Boolean field; store "2010-04-17 00:00" in the DB but display "2010-04-16 24:00" to the user if the time component is "00:00"; ...), all having advantages and disadvantages. Since I assume that this is a fairly common problem, I was wondering: Is there a "standard" best-practice way of solving it? If there isn't, have you experienced a similar requirement, how did you solve it and what were the pros/cons of that solution?

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  • Filter items from a feed using words in a text file, with Yahoo Pipes

    - by pufferfish
    I have a pipe that filters an RSS feed and removes any item that contains "stopwords" that I've chosen. Currently I've manually created a filter for each stopword in the pipe editor, but the more logical way is to read these from a file. I've figured out how to read the stopwords out of the text file, but how do I apply the filter operator to the feed, once for every stopword? The documentation states explicitly that operators can't be applied within the loop construct, but hopefully I'm missing something here.

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  • given two bits in a set of four, fine position of two other bits

    - by aaa
    hello I am working on a simple combinatorics part, and found that I need to recover position of two bits given position of other two bits in 4-bits srring. for example, (0,1) maps to (2,3), (0,2) to (1,3), etc. for a total of six combinations. My solution is to test bits using four nested ternary operators: ab is a four bit string, with two bits set. c = ((((ab & 1) ? (((ab & 2) ? ... ))) : 0) abc = ab | c recover the last bit in the same fashion from abc. can you think of a better way/more clever way? thanks

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  • What happens if two COM classes each without a threading model are implemented in one in-proc COM se

    - by sharptooth
    Consider a situation. I have an in-proc COM server that contains two COM classes. Both classes are marked as "no threading model" in the registry - the "ThreadingModel" value is just absent. Both classes read/write the same set of global variable without any synchronization. As far as I know "no threading model" will enforce COM to disallow concurrent access to the same or different instances of the same class by different threads. Will COM prevent concurrent access to instances of the two abovementioned different classes? Do I need synchronization when accessing the global variables from two different COM classes in this situation?

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  • How do you mock a Sealed class?

    - by Brett Veenstra
    Mocking sealed classes can be quite a pain. I currently favor an Adapter pattern to handle this, but something about just keeps feels weird. So, What is the best way you mock sealed classes? Java answers are more than welcome. In fact, I would anticipate that the Java community has been dealing with this longer and has a great deal to offer. But here are some of the .NET opinions: Why Duck Typing Matters for C# Develoepers Creating wrappers for sealed and other types for mocking Unit tests for WCF (and Moq)

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  • How to make concept representation with the help of bag of words

    - by agazerboy
    Hi All, Thanks for stoping to read my question :) this is very sweet place full of GREAT peoples ! I have a question about "creating sentences with words". NO NO it is not about english grammar :) Let me explain, If I have bag of words like "person apple apple person person a eat person will apple eat hungry apple hungry" and it can generate some kind of following sentence "hungry person eat apple" I don't in which field this topic will relate. Where should I try to find an answer. I tried to search google but I only found english grammar stuff :) Any body there who can tell me which algo can work in this problem? or any program Thanks P.S: It is not an assignment :) if it would be i would ask for source code ! I don't even know in which field I should look for :)

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  • GData for my own API?

    - by Malax
    Hi StackOverflow! Im currently planning to build an API for my service. I want to use GData because it fits the application scheme and there are libraries for many programming languages available. The first question that rose: Am I allowed to do that? I mean, Google put lots of work into the GData specification and have some sort of copyright. Does anyone know anything about this issue or did that before? You could extend the case if you want to specifically mimic an API which uses GData like the YouTube API to have my API 100% compliant. This is not my case, but I was wondering about that too. :-) Thank you for any input, Malax Edit: Note that i want to use it for my own service. So, I am implementing an API using the GData protocol, not using one of the Google APIs.

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  • Why can I access private/protected methods using Object#send in Ruby?

    - by smotchkkiss
    The class class A private def foo puts :foo end public def bar puts :bar end private def zim puts :zim end protected def dib puts :dib end end instance of A a = A.new test a.foo rescue puts :fail a.bar rescue puts :fail a.zim rescue puts :fail a.dib rescue puts :fail a.gaz rescue puts :fail test output fail bar fail fail fail .send test [:foo, :bar, :zim, :dib, :gaz].each { |m| a.send(m) rescue puts :fail } .send output foo bar zim dib fail The question The section labeled "Test Output" is the expected result. So why can I access private/protected method by simply Object#send? Perhaps more important: What is the difference between public/private/protected in Ruby? When to use each? Can someone provide real world examples for private and protected usage?

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  • How to work with this turing machine?

    - by Lazer
    This is a screenshot of the applet LogiCell 1.0, link to which I found here. As the bottom left corner shows, this is doing sum 0+1 and the result is 01b (bottom right hand side). I am not able to link what is displayed to what the inputs ans outputs are. For example in this case - seeing the snapshot, how do you determine that the inputs are 0 and 1 and the output is 01?

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  • Pair programming: How should the pairs be chosen?

    - by Jon Seigel
    This topic has been covered peripherally in bits and pieces in some of the other pair-programming questions, but I want to (a) consolidate this knowledge into a separate question, and, most importantly, (b) go into much more depth on the subject. From the perspective of being an effective manager, how should pairs be arranged for pair programming to maximize both the happiness and productivity of the overall team? Some ideas to get started: Should two people never be paired (because of personalities, for example)? How much overlap in skillsets is needed? How much disconnect in skillsets is too much to overcome? (No two people will overlap 100%, and a disconnect in skills can be very beneficial to both people.) Should everyone pair with everyone else on a fixed/rotating basis? Should certain pairs be arranged to accomplish specific tasks? How important a role does HR play when growing or reorganizing the team?

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