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  • How to run dubug file on another computer

    - by Pazzy
    I have a debug .exe file that i want to run on other machines that don't have MS Visual Studio 2008 installed on them. How can this be done? The release option doesn't work as the application does not function correctly when build in release (not sure why). At the moment I'm getting a message saying "This application has failed to start because the application configuration is incorrect". An ideas? Cheers.

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  • VLAN help on ESX 4/vSphere

    - by user49032
    I setup a new VLAN with ID 153 in vSphere for my ESX4 server. The VLAN is setup for virtual machines and then I added a new NIC to the VM I want to be able to access the VM. The NIC is added to VLAN 153, but yet I am unable to ping the VLAN .1 IP that is setup on our Cisco 3750. The IP is properly setup on the Cisco 3750 because I'm able to ping the interface IP from other machines on the network. I'm guessing there must be an issue with the cabling. Any ideas?

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  • Objective-measures of the expressiveness of programming languages [closed]

    - by Casebash
    I am very interested in the expressiveness of different languages. Everyone who has programmed in multiple languages knows that sometimes a language allows you to express concepts which you can't express in other languages. You can have all kinds of subjective discussion about this, but naturally it would be better to have an objective measure. There do actually exist objective measures. One is Turing-Completeness, which means that a language is capable of generating any output that could be generated by following a sequential set of steps. There are also other lesser levels of expressiveness such as Finite State Automata. Now, except for domain specific languages, pretty much all modern languages are Turing complete. It is therefore natural to ask the following question: Can we can define any other formal measures of expressiveness which are greater than Turing completeness? Now of course we can't define this by considering the output that a program can generate, as Turing machines can already produce the same output that any other program can. But there are definitely different levels in what concepts can be expressed - surely no-one would argue that assembly language is as powerful as a modern object oriented language like Python. You could use your assembly to write a Python interpreter, so clearly any accurate objective measure would have to exclude this possibility. This also causes a problem with trying to define the expressiveness using the minimum number of symbols. How exactly to do so is not clear and indeed appears extremely difficult, but we can't assume that just because we don't know how to solve a problem, that nobody know how to. It is also doesn't really make sense to demand a definition of expressiveness before answering the question - after all the whole point of this question is to obtain such a definition. I think that my explanation will be clear enough for anyone with a strong theoretical background in computer science to understand what I am looking for. If you do have such a background and you disagree, please comment why, but if you don't thats probably why you don't understand the question.

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  • T-SQL Tuesday #34: Help! I Need Somebody!

    - by Most Valuable Yak (Rob Volk)
    Welcome everyone to T-SQL Tuesday Episode 34!  When last we tuned in, Mike Fal (b|t) hosted Trick Shots.  These highlighted techniques or tricks that you figured out on your own which helped you understand SQL Server better. This month, I'm asking you to look back this past week, year, century, or hour...to a time when you COULDN'T figure it out.  When you were stuck on a SQL Server problem and you had to seek help. In the beginning... SQL Server has changed a lot since I started with it.  <Cranky Old Guy> Back in my day, Books Online was neither.  There were no blogs. Google was the third-place search site. There were perhaps two or three community forums where you could ask questions.  (Besides the Microsoft newsgroups...which you had to access with Usenet.  And endure the wrath of...Celko.)  Your "training" was reading a book, made from real dead trees, that you bought from your choice of brick-and-mortar bookstore. And except for your local user groups, there were no conferences, seminars, SQL Saturdays, or any online video hookups where you could interact with a person. You'd have to call Microsoft Support...on the phone...a LANDLINE phone.  And none of this "SQL Family" business!</Cranky Old Guy> Even now, with all these excellent resources available, it's still daunting for a beginner to seek help for SQL Server.  The product is roughly 1247.4523 times larger than it was 15 years ago, and it's simply impossible to know everything about it.*  So whether you are a beginner, or a seasoned pro of over a decade's experience, what do you do when you need help on SQL Server? That's so meta... In the spirit of offering help, here are some suggestions for your topic: Tell us about a person or SQL Server community who have been helpful to you.  It can be about a technical problem, or not, e.g. someone who volunteered for your local SQL Saturday.  Sing their praises!  Let the world know who they are! Do you have any tricks for using Books Online?  Do you use the locally installed product, or are you completely online with BOL/MSDN/Technet, and why? If you've been using SQL Server for over 10 years, how has your help-seeking changed? Are you using Twitter, StackOverflow, MSDN Forums, or another resource that didn't exist when you started? What made you switch? Do you spend more time helping others than seeking help? What motivates you to help, and how do you contribute? Structure your post along the lyrics to The Beatles song Help! Audio or video renditions are particularly welcome! Lyrics must include reference to SQL Server terminology or community, and performances must be in your voice or include you playing an instrument. These are just suggestions, you are free to write whatever you like.  Bonus points if you can incorporate ALL of these into a single post.  (Or you can do multiple posts, we're flexible like that.)  Help us help others by showing how others helped you! Legalese, Your Rights, Yada yada... If you would like to participate in T-SQL Tuesday please be sure to follow the rules below: Your blog post must be published between Tuesday, September 11, 2012 00:00:00 GMT and Wednesday, September 12, 2012 00:00:00 GMT. Include the T-SQL Tuesday logo (above) and hyperlink it back to this post. If you don’t see your post in trackbacks, add the link to the comments below. If you are on Twitter please tweet your blog using the #TSQL2sDay hashtag.  I can be contacted there as @sql_r, in case you have questions or problems with comments/trackback.  I'll have a follow-up post listing all the contributions as soon as I can. Thank you all for participating, and special thanks to Adam Machanic (b|t) for all his help and for continuing this series!

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  • [NEWVERSION]algorithm || method to write prog[UNSOLVED] [closed]

    - by fatai
    I am one of the computer science student. Everyone solve problem with a different or same method, ( but actually I dont know whether they use method or I dont know whether there are such common method to approach problem.) if there are common method, What is it ? If there are different method, which method are you using ? All teacher give us problem which in simple form sometimes, but they donot introduce any approach or method(s) so that we cannot make a decision to choose the method then apply that one to problem , afterward find solution then write code.No help from teacher , push us to find method to solve homework. Ex: my friend is using no method , he says "I start to construct algorithm while I try to write prog." I have found one method when I failed the course, More accurately, my method: When I counter problem in language , I will get more paper and then ; first, input/ output step ; my prog will take this / these there argument(s) and return namely X , ex : in c, input length is not known and at same type , so I must use pointer desired output is in form of package , so use structure second, execution part ; in that step , I am writing all step which are goes to final output ex : in python ; 1.) [ + , [- , 4 , [ * , 1 , 2 ]], 5] 2.) [ + , [- , 4 , 2 ],5 ] 3.) [ + , 2 , 5] 4.) 7 ==> return 7 third, I will write test code ex : in c++ input : append 3 4 5 6 vector_x remove 0 1 desired output vector_x holds : 5 6 now, my other question is ; What is/are other method(s) which have/has been; used to construct class :::: for c++ , python, java used to communicate classes / computers used for solving embedded system problem ::::: for c by other user? Some programmer uses generalized method without considering prog-language(java , perl .. ), what is this method ? Why I wonder , because I learn if you dont costruct algorithm on paper, you may achieve your goal. Like no money no lunch , I can say no algorithm no prog therefore , feel free when you write your own method , a way which is introduced by someone else but you are using and you find it is so efficient

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  • netlogo programming question - catalyst implementation part 2

    - by user286190
    hi the catalyst speeds up the reaction but remains unchanged after the reaction has taken place i tried the following code breed [catalysts catalyst] breed [chemical-x chemical-x] ;then the forward reaction is sped up by the existence of catalysts to react-forward let num-catalysts count catalysts ;speed up by num-catalysts ;... end and it works fine but I want to make it so that the catalyst can be switched on and off with the 'switch' button ..so one can see the effects with and without the catalyst..i tried putting a switch in but catalyst has already been defined Also i want to make the catalyst visible so one can see it in the actual implementation (in the world) like making it a turtle is there are another way to implement this apart from using breeds i tried making the catalyst a turtle but it doesnt work ; Make catalyst visible in implementation clear-all crt catalysts 100 ask catalysts [ set color white ] show [breed] of one-of catalysts ; prints catalysts any help will be greatly appreciated thank you

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  • Theory of Computation - Showing that a language is regular..

    - by Tony
    I'm reviewing some notes for my course on Theory of Computation and I'm a little bit stuck on showing the following statement and I was hoping somebody could help me out with an explanation :) Let A be a regular language. The language B = {ab | a exists in A and b does not exist in A*} Why is B a regular language? Some points are obvious to me. If b is simply a constant string, this is trivial. Since we know a is in A and b is a string, regular languages are closed under union, so unioning the language that accepts these two strings is obviously regular. I'm not sure that b is constant, however. Maybe it is, and if so, then this isn't really an issue. I'm having a hard time making sense of it. Thanks!

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  • Real world example of Unification in First Order Logic?

    - by Sebi
    I know this is only part of a programming question, but at the moment, I'm doing a little bit of logic programming. One thing I still don't understand correctly is Unification in First Order Logic. I read the Wikipedia article and it is more or less clear that the purpose is searching a term that unifies two sentences... There are also examples in this article but I just don't get the point why this should be useful. Can anyone give an example with real world objects instead of A, B, C,, etc.? I hope this will help me to understand. Thanks

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  • recursion tree and binary tree cost calculation

    - by Tony
    Hi all, I've got the following recursion: T(n) = T(n/3) + T(2n/3) + O(n) The height of the tree would be log3/2 of 2. Now the recursion tree for this recurrence is not a complete binary tree. It has missing nodes lower down. This makes sense to me, however I don't understand how the following small omega notation relates to the cost of all leaves in the tree. "... the total cost of all leaves would then be Theta (n^log3/2 of 2) which, since log3/2 of 2 is a constant strictly greater then 1, is small omega(n lg n)." Can someone please help me understand how the Theta(n^log3/2 of 2) becomes small omega(n lg n)?

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  • What does it mean to do/determine something "programmatically"?

    - by Chris Lutz
    Programmatically. (alt. programmically) I've never used it, but I see it in questions a lot, i.e. "How to programmatically determine [insert task here]". Firefox immediately tells me that neither of these two words are real (at least, it doesn't recognize them). I've also never seen them used anywhere but here. 1) What does it mean to do/determine something "programmatically"? 2) Why do so many people ask how to do/determine something "programmatically"? Isn't it assumed that, if you're asking how to do something on a programming help board, you're asking how to do it "programmatically"? 3) Why is it that I've never seen the word "programmatically" anywhere else?

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  • Fitch Format Proofs - any resources around?

    - by devoured elysium
    I am currently studying Fitch Format first order logic proofs. My lecturer follows closely Language, Proof and Logic by Jon Barwise. I am trying to do some proofs but I am having some trouble getting to understand how to do these proofs. As I have already read what Language Proof and Logic has to offer, I'd like to know if there are any other books or resources around that use the Fitch format for their formal proofs. Plus, having solved exercises would be of great(!) help. Thanks

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  • how do i install a game patch on an external hard drive

    - by shadow
    I have a 2tb external hard drive and I want to install battlefield 1942 on it. i can get the game on the hard drive without problems, and it runs great. the problem is that i have an outdated version, and i need to install a patch. thats when it gets iffy. i get the patch and start the install, and it finishes, but it doesnt install to the game itself. it goes to its own seperate folder, and that does nothing to the game. the patch installer doesnt ask me where the game is, and so im thinking that it cant find the game itself, and then screws up. any help would be great!

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  • need help understanding a function.

    - by Adam McC
    i had previously asked for help writing/improving a function that i need to calculate a premium based on differing values for each month. the premium is split in to 12 months and earned on a percentage for each month. so if the policy start in march and we are in jan we will have earned 10 months worth. so i need to add up the monthly earning to give us the total earned. wach company wil have differeing earnings values for each month. my original code is Here. its ghastly and slow hence the request for help. and i was presented with the following code. the code works but returns stupendously large figures. begin set @begin=datepart(month,@outdate) set @end=datepart(month,@experiencedate) ;with a as ( select *, case calmonth when 'january' then 1 when 'february' then 2 when 'march' then 3 when 'april' then 4 when 'may' then 5 when 'june' then 6 when 'july' then 7 when 'august' then 8 when 'september' then 9 when 'october' then 10 when 'november' then 11 when 'december' then 12 end as Mnth from tblearningpatterns where clientname=@client and earningpattern=@pattern ) , b as ( select earningvalue, Mnth, earningvalue as Ttl from a where Mnth=@begin union all select a.earningvalue, a.Mnth, cast(b.Ttl*a.earningvalue as decimal(15,3)) as Ttl from a inner join b on a.Mnth=b.Mnth+1 where a.Mnth<=@end ) select @earningvalue= Ttl from b inner join ( select max(Mnth) as Mnth from b ) c on b.Mnth=c.Mnth option(maxrecursion 12) SET @earnedpremium = @earningvalue*@premium end can someone please help me out?

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  • EE vs Computer Science: Effect on Developers' Approaches, Styles?

    - by DarenW
    Are there any systematic differences between software developers (sw engineers, architect, whatever job title) with an electronics or other engineering background, compared to those who entered the profession through computer science? By electronics background, I mean an EE degree, or a self-taught electronics tinkerer, other types of engineers and experimental physicists. I'm wondering if coming into the software-making professions from a strong knowledge of flip flops, tristate buffers, clock edge rise times and so forth, usually leads to a distinct approach to problems, mindsets, or superior skills at certain specialties and lack of skills at others, when compared to the computer science types who are full of concepts like abstract data types, object orientation, database normalization, who speak of "closures" in programming languages - things that make little sense to the soldering iron crowd until they learn enough programming. The real world, I'm sure, offers a wild range of individual exceptions, but for the most part, can you say there are overall differences? Would these have hiring implications e.g. (to make up something) "never hire an electron wrangler to do database design"? Could knowing about any differences help job seekers find something appropriate more effectively? Or provide enlightenment or some practical advice for those who find themselves misfits in a particular job role? (Btw, I've never taken any computer science classes; my impression of exactly what they cover is fuzzy. I'm an electronics/physics/art type, myself.)

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  • Python - help on custom wx.Python (pyDev) class

    - by Wallter
    I have been hitting a dead end with this program. I am trying to build a class that will let me control the BIP's of a button when it is in use. so far this is what i have (see following.) It keeps running this weird error TypeError: 'module' object is not callable - I, coming from C++ and C# (for some reason the #include... is so much easier) , have no idea what that means, Google is of no help so... I know I need some real help with sintax and such - anything woudl be helpful. Note: The base code found here was used to create a skeleton for this 'custom button class' Custom Button import wx from wxPython.wx import * class Custom_Button(wx.PyControl): # The BMP's # AM I DOING THIS RIGHT? - I am trying to get empty 'global' # variables within the class Mouse_over_bmp = None #wxEmptyBitmap(1,1,1) # When the mouse is over Norm_bmp = None #wxEmptyBitmap(1,1,1) # The normal BMP Push_bmp = None #wxEmptyBitmap(1,1,1) # The down BMP Pos_bmp = wx.Point(0,0) # The posisition of the button def __init__(self, parent, NORM_BMP, PUSH_BMP, MOUSE_OVER_BMP, pos, size, text="", id=-1, **kwargs): wx.PyControl.__init__(self,parent, id, **kwargs) # The conversions, hereafter, were to solve another but. I don't know if it is # necessary to do this since the source being given to the class (in this case) # is a BMP - is there a better way to prevent an error that i have not # stumbled accost? # Set the BMP's to the ones given in the constructor self.Mouse_over_bmp = wx.Bitmap(wx.Image(MOUSE_OVER_BMP, wx.BITMAP_TYPE_ANY).ConvertToBitmap()) self.Norm_bmp = wx.Bitmap(wx.Image(NORM_BMP, wx.BITMAP_TYPE_ANY).ConvertToBitmap()) self.Push_bmp = wx.Bitmap(wx.Image(PUSH_BMP, wx.BITMAP_TYPE_ANY).ConvertToBitmap()) self.Pos_bmp = self.pos self.Bind(wx.EVT_LEFT_DOWN, self._onMouseDown) self.Bind(wx.EVT_LEFT_UP, self._onMouseUp) self.Bind(wx.EVT_LEAVE_WINDOW, self._onMouseLeave) self.Bind(wx.EVT_ENTER_WINDOW, self._onMouseEnter) self.Bind(wx.EVT_ERASE_BACKGROUND,self._onEraseBackground) self.Bind(wx.EVT_PAINT,self._onPaint) self._mouseIn = self._mouseDown = False def _onMouseEnter(self, event): self._mouseIn = True def _onMouseLeave(self, event): self._mouseIn = False def _onMouseDown(self, event): self._mouseDown = True def _onMouseUp(self, event): self._mouseDown = False self.sendButtonEvent() def sendButtonEvent(self): event = wx.CommandEvent(wx.wxEVT_COMMAND_BUTTON_CLICKED, self.GetId()) event.SetInt(0) event.SetEventObject(self) self.GetEventHandler().ProcessEvent(event) def _onEraseBackground(self,event): # reduce flicker pass def _onPaint(self, event): dc = wx.BufferedPaintDC(self) dc.SetFont(self.GetFont()) dc.SetBackground(wx.Brush(self.GetBackgroundColour())) dc.Clear() dc.DrawBitmap(self.Norm_bmp) # draw whatever you want to draw # draw glossy bitmaps e.g. dc.DrawBitmap if self._mouseIn: # If the Mouse is over the button dc.DrawBitmap(self, self.Mouse_over_bmp, self.Pos_bmp, useMask=False) if self._mouseDown: # If the Mouse clicks the button dc.DrawBitmap(self, self.Push_bmp, self.Pos_bmp, useMask=False) Main.py import wx import Custom_Button from wxPython.wx import * ID_ABOUT = 101 ID_EXIT = 102 class MyFrame(wx.Frame): def __init__(self, parent, ID, title): wxFrame.__init__(self, parent, ID, title, wxDefaultPosition, wxSize(400, 400)) self.CreateStatusBar() self.SetStatusText("Program testing custom button overlays") menu = wxMenu() menu.Append(ID_ABOUT, "&About", "More information about this program") menu.AppendSeparator() menu.Append(ID_EXIT, "E&xit", "Terminate the program") menuBar = wxMenuBar() menuBar.Append(menu, "&File"); self.SetMenuBar(menuBar) self.Button1 = Custom_Button(self, parent, -1, "D:/Documents/Python/Normal.bmp", "D:/Documents/Python/Clicked.bmp", "D:/Documents/Python/Over.bmp", wx.Point(200,200), wx.Size(300,100)) EVT_MENU(self, ID_ABOUT, self.OnAbout) EVT_MENU(self, ID_EXIT, self.TimeToQuit) def OnAbout(self, event): dlg = wxMessageDialog(self, "Testing the functions of custom " "buttons using pyDev and wxPython", "About", wxOK | wxICON_INFORMATION) dlg.ShowModal() dlg.Destroy() def TimeToQuit(self, event): self.Close(true) class MyApp(wx.App): def OnInit(self): frame = MyFrame(NULL, -1, "wxPython | Buttons") frame.Show(true) self.SetTopWindow(frame) return true app = MyApp(0) app.MainLoop() Errors (and traceback) /home/wallter/python/Custom Button overlay/src/Custom_Button.py:8: DeprecationWarning: The wxPython compatibility package is no longer automatically generated or actively maintained. Please switch to the wx package as soon as possible. I have never been able to get this to go away whenever using wxPython any help? from wxPython.wx import * Traceback (most recent call last): File "/home/wallter/python/Custom Button overlay/src/Main.py", line 57, in <module> app = MyApp(0) File "/usr/lib/python2.6/dist-packages/wx-2.8-gtk2-unicode/wx/_core.py", line 7978, in __init__ self._BootstrapApp() File "/usr/lib/python2.6/dist-packages/wx-2.8-gtk2-unicode/wx/_core.py", line 7552, in _BootstrapApp return _core_.PyApp__BootstrapApp(*args, **kwargs) File "/home/wallter/python/Custom Button overlay/src/Main.py", line 52, in OnInit frame = MyFrame(NULL, -1, "wxPython | Buttons") File "/home/wallter/python/Custom Button overlay/src/Main.py", line 32, in __init__ wx.Point(200,200), wx.Size(300,100)) TypeError: 'module' object is not callable I have tried removing the "wx.Point(200,200), wx.Size(300,100))" just to have the error move up to the line above. Have I declared it right? help?

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  • Is the Unix Philosophy still relevant in the Web 2.0 world?

    - by David Titarenco
    Introduction Hello, let me give you some background before I begin. I started programming when I was 5 or 6 on my dad's PSION II (some primitive BASIC-like language), then I learned more and more, eventually inching my way up to C, C++, Java, PHP, JS, etc. I think I'm a pretty decent coder. I think most people would agree. I'm not a complete social recluse, but I do stuff like write a virtual machine for fun. I've never taken a computer course in college because I've been in and out for the past couple of years and have only been taking core classes; never having been particularly amazing at school, perhaps I'm missing some basic tenet that most learn in CS101. I'm currently reading Coders at Work and this question is based on some ideas I read in there. A Brief (Fictionalized) Example So a certain sunny day I get an idea. I hire a designer and hammer away at some C/C++ code for a couple of months, soon thereafter releasing silvr.com, a website that transmutes lead into silver. Yep, I started my very own start-up and even gave it a clever web 2.0 name with a vowel missing. Mom and dad are proud. I come up with some numbers I should be seeing after 1, 2, 3, 6, 9, 12 months and set sail. Obviously, my transmuting server isn't perfect, sometimes it segfaults, sometimes it leaks memory. I fix it and keep truckin'. After all, gdb is my best friend. Eventually, I'm at a position where a very small community of people are happily transmuting lead into silver on a semi-regular basis, but they want to let their friends on MySpace know how many grams of lead they transmuted today. And they want to post images of their lead and silver nuggets on flickr. I'm losing out on potential traffic unless I let them log in with their Yahoo, Google, and Facebook accounts. They want webcam support and live cock fighting, merry-go-rounds and Jabberwockies. All these things seem necessary. The Aftermath Of course, I have to re-write the transmuting server! After all, I've been losing money all these months. I need OAuth libraries and OpenID libraries, JSON support, and the only stable Jabberwocky API is for Java. C++ isn't even an option anymore. I'm just one guy! The Java binary just grows and grows since I need some legacy Apache include for the JSON library, and some antiquated Sun dependency for OAuth support. Then I pick up a book like Coders at Work and read what people like jwz say about complexity... I think to myself.. Keep it simple, stupid. I like simple things. I've always loved the Unix Philosophy but even after trying to keep the new server source modular and sleek, I loathe having to write one more line of code. It feels that I'm just piling crap on top of other crap. Maybe I'm naive thinking every piece of software can be simple and clever. Maybe it's just a phase.. or is the Unix Philosophy basically dead when it comes to the current state of (web) development? I'm just kind of disheartened :(

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  • help with xml parsing using php

    - by fayer
    i've got following example xml: <entity id="1"> <name>computer</name> <type>category</type> <entities> <entity id="2"> <name>mac</name> <type>category</type> </entity> <entity id="3"> <name>linux</name> <type>category</type> <entities> <entity id="4"> <name>ubuntu</name> <type>category</type> </entity> <entity id="5"> <name>redhat</name> <type>category</type> <entities> <entity id="6"> <name>server</name> <type>category</type> </entity> <entity id="7"> <name>desktop</name> <type>category</type> </entity> </entities> </entity> </entities> </entity> </entities> </entity> if i've got an id, lets say 5. is it possible to retrieve the following: the name of the entity with the id=5 (redhat) ALL the child entities and their name and id (server/6 and desktop/7) all the parent entities and their name and id (computer/1, mac/2 and linux/3) im a noob on parsing xml. is this accomplished by xpath only or xquery/xpath? i would appreciate if someone could give me some example code to do this with simplexml. thanks!

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  • CS 50- Pset 1 Mario Program

    - by boametaphysica
    the problem set asks us to create a half pyramid using hashes. Here is a link to an image of how it should look- I get the idea and have written the program until printing the spaces (which I have replaced by "_" just so that I can test the first half of it. However, when I try to run my program, it doesn't go beyond the do-while loop. In other words, it keeps asking me for the height of the pyramid and does not seem to run the for loop at all. I've tried multiple approaches but this problem seems to persist. Any help would be appreciated! Below is my code- # include <cs50.h> # include <stdio.h> int main(void) { int height; do { printf("Enter the height of the pyramid: "); height = GetInt(); } while (height > 0 || height < 24); for (int rows = 1; rows <= height, rows++) { for (int spaces = height - rows; spaces > 0; spaces--) { printf("_"); } } return 0; } Running this program yields the following output- Enter the height of the pyramid: 11 Enter the height of the pyramid: 1231 Enter the height of the pyramid: aawfaf Retry: 12 Enter the height of the pyramid:

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  • Generating All Permutations of Character Combinations when # of arrays and length of each array are

    - by Jay
    Hi everyone, I'm not sure how to ask my question in a succinct way, so I'll start with examples and expand from there. I am working with VBA, but I think this problem is non language specific and would only require a bright mind that can provide a pseudo code framework. Thanks in advance for the help! Example: I have 3 Character Arrays Like So: Arr_1 = [X,Y,Z] Arr_2 = [A,B] Arr_3 = [1,2,3,4] I would like to generate ALL possible permutations of the character arrays like so: XA1 XA2 XA3 XA4 XB1 XB2 XB3 XB4 YA1 YA2 . . . ZB3 ZB4 This can be easily solved using 3 while loops or for loops. My question is how do I solve for this if the # of arrays is unknown and the length of each array is unknown? So as an example with 4 character arrays: Arr_1 = [X,Y,Z] Arr_2 = [A,B] Arr_3 = [1,2,3,4] Arr_4 = [a,b] I would need to generate: XA1a XA1b XA2a XA2b XA3a XA3b XA4a XA4b . . . ZB4a ZB4b So the Generalized Example would be: Arr_1 = [...] Arr_2 = [...] Arr_3 = [...] . . . Arr_x = [...] Is there a way to structure a function that will generate an unknown number of loops and loop through the length of each array to generate the permutations? Or maybe there's a better way to think about the problem? Thanks Everyone!

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  • Core principles, rules, and habits for CS students

    - by Asad Butt
    No doubt there is a lot to read on blogs, in books, and on Stack Overflow, but can we identify some guidelines for CS students to use while studying? For me these are: Finish your course books early and read 4-5 times more material relative to your course work. Programming is the one of the fastest evolving professions. Follow the blogs on a daily basis for the latest updates, news, and technologies. Instead of relying on assignments and exams, do at least one extra, non-graded, small to medium-sized project for every programming course. Fight hard for internships or work placements even if they are unpaid, since 3 months of work 1 year at college. Practice everything, every possible and impossible way. Try doing every bit of your assignments project yourself; i.e. fight for every inch. Rely on documentation as the first source for help and samples, Google, and online forums as the last source. Participate often in online communities and forums to learn the best possible approach for every solution to your problem. (After doing your bit.) Make testing one of your habits as it is getting more important everyday in programming. Make writing one of your habits. Write something productive once or twice a week and publish it.

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  • When does an ARM7 processor increase its PC register?

    - by Summer_More_More_Tea
    Hi everyone: I'm thinking about this question for a time: when does an ARM7(with 3 pipelines) processor increase its PC register. I originally thought that after an instruction has been executed, the processor first check is there any exception in the last execution, then increase PC by 2 or 4 depending on current state. If an exception occur, ARM7 will change its running mode, store PC in the LR of current mode and begin to process current exception without modifying the PC register. But it make no sense when analyzing returning instructions. I can not work out why PC will be assigned LR when returning from an undefined-instruction-exception while LR-4 from prefetch-abort-exception, don't both of these exceptions happened at the decoding state? What's more, according to my textbook, PC will always be assigned LR-4 when returning from prefetch-abort-exception no matter what state the processor is(ARM or Thumb) before exception occurs. However, I think PC should be assigned LR-2 if the original state is Thumb, since a Thumb-instruction is 2 bytes long instead of 4 bytes which an ARM-instruction holds, and we just wanna roll-back an instruction in current state. Is there any flaws in my reasoning or something wrong with the textbook. Seems a long question. I really hope anyone can help me get the right answer. Thanks in advance.

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