DOCSLIB.ORG

OLYMPIADS in INFORMATICS Tasks and Training

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
OLYMPIADS in INFORMATICS Tasks and Training ISSN 1822-7732 INTERNATIONAL OLYMPIAD IN INFORMATICS INSTITUTE OF MATHEMATICS AND INFORMATICS INTERNATIONAL FEDERATION FOR INFORMATION PROCESSING OLYMPIADS IN INFORMATICS Tasks and Training Volume 2 2008 Selected papers of the International Conference joint with the XX International Olympiad in Informatics Cairo, Egypt, August 16–23, 2008 OLYMPIADS IN INFORMATICS Country Experiences and Developments ISSN 1822-7732 Editor Valentina Dagiene˙ Institute of Mathematics and Informatics, Lithuania, [email protected] Co-editors Arturo Cepeda, the Mexican Committee for Informatics, Mexico, [email protected] Richard Forster, British Informatics Olympiad, UK, [email protected] Krassimir Manev, Sofia University, Bulgaria, [email protected]fia.bg Troy Vasiga, University of Waterloo, Canada, [email protected] http://www.mii.lt/olympiads_in_informatics c Institute of Mathematics and Informatics, 2008 Olympiads in Informatics, Volume 2, 2008. 2008.06.25. 13 leidyb. apsk. l. Tirazˇas 160 egz. Uzˇsakymas Nr. 1715. Printed by Printing house “Mokslo aidai”, Gosˇtauto 12, 01108 Vilnius, Lithuania Cover design: Multimedia Center, Arab Academy for Science and Technology, Alexandria, Egypt Olympiads in Informatics, 2008, Vol. 2, 3–4 3 © 2008 Institute of Mathematics and Informatics, Vilnius Foreword OLYMPIADS IN INFORMATICS is a refereed scholarly journal that provides an international forum for presenting research and development in the specific area of teach- ing and learning informatics through competition. The journal is focused on the re- search and practice of professionals who are working in this field. OLYMPIADS IN INFORMATICS is published annually (in summer). Only original high quality research papers are accepted. All submitted papers are peer reviewed. The journal is substantially connected with the conference organized during Interna- tional Olympiads in Informatics (IOI). Papers are requested to be presented during the conference. The main goals of the conference (and journal) are: – to improve the quality of olympiads, – to improve the skills of contestants and educators, and – to discuss developing tasks and topics for olympiads. The first OLYMPIADS IN INFORMATICS conference was organized in Zagreb (2007) and put attention on organizing olympiads at the national level. The papers in this volume are being presented during the IOI in Cairo (2008). The national olympiads do not exist in isolation, and the papers in the inaugural con- ference showed how similar problems arise in different environments, and illustrated some of the solutions that both identify and distinguish the community. This volume concentrates on training and task types, and many of the ideas and experiences are drawn from the national olympiads. There are common trends here and, we hope, useful discus- sions for both the national and international level. Tasks are perennial issue for contests, their most visible aspect and, for many contes- tants, the primary reason for participation. We strive for quality, variety and suitability. We endeavour to make tasks interesting, understandable and accessible. They are used to test contestants and to train them, and perhaps even to capture the imagination of those outside the contest, be they family, sponsors or the media. If tasks seem the main purpose of an Olympiad to the contestants often, from an educator’s perspective, there is equal interest in training the contestants. This is not only a question of how we choose the best, or enable the to show their true ability. We seek to enthuse them with a passion for the subject. Some of the best students in the world participate in our olympiads, nationally and internationally; their interest in the subject is win for everyone. That the national olympiads exist in a wider community is also true of the international olympiads. We are delighted, for this second conference, to have an invited paper by Prof. M. Revilla discussing an international topic outside of the IOI. This is intended to be the start of a trend, both for invited papers and for a widening of the contributors and audience for the conference. 4 Foreword Thanks are due to everyone who has contributed to the IOI conference. In particu- larly, we would like to thank the organizers of this year’s IOI in Egypt – the Ministry of Communications and Information Technology, the Ministry of Education, and the Arab Academy for Science, Technology and Maritime Transport. Many thanks to Prof. Dr. Ekram F. Abdel Gawad, Prof. Dr. Mohamed Aly Youssef, Dr. Salah A. Elewa – without their assistance it would not have been possible to hold this event. Editorial Board Valentina Dagiene˙ Arturo Cepeda Richard Forster Krassimir Manev Troy Vasiga Olympiads in Informatics, 2008, Vol. 2, 5–15 5 © 2008 Institute of Mathematics and Informatics, Vilnius Breaking the Routine: Events to Complement Informatics Olympiad Training Benjamin A. BURTON Department of Mathematics, SMGS, RMIT University GPO Box 2476V, Melbourne, VIC 3001, Australia e-mail: [email protected] Abstract. Like many other countries, Australia holds live-in schools to train and select students for the International Olympiad in Informatics. Here we discuss some of the more interesting events at these schools that complement the usual routine of lectures, problems and exams. In particular we focus on three events: (i) codebreakers, aimed at designing tests and finding counterexamples; (ii) “B-sessions”, aimed at implementation and rigour; and (iii) team events, which use challenges in cryptography and information security to encourage teamwork in a competitive setting. Practical issues are also discussed. Key words: programming contests, training, testing, implementation, teamwork. 1. Introduction Since 1999, Australia has hosted live-in schools to train and select secondary school students for the International Olympiad in Informatics (IOI). Many countries follow a similar pattern; examples are discussed by Anido and Menderico (2007) and Forišek (2007), amongst others. The Australian training schools run for approximately ten days. A typical day consists of lectures and laboratories in the morning (or possibly a programming contest instead), more lectures and laboratories in the afternoon, and then an evening session at a white- board where students present and analyse their solutions to problems. In order to keep the students interested and to help them learn a broader range of skills, a variety of different events are slotted into the programme over the ten days. Some of these events focus on particular skills that are useful in the IOI, and others extend students beyond traditional IOI material. The aim of this paper is to describe some of these additional events that complement the usual routine of lectures, laboratories, contests and problem sessions. In particular, we focus on: • codebreakers, in which students create input files to break incorrect solutions to contest problems; • B-sessions, in which students focus on the implementation of a difficult problem that they already understand in theory; 6 B.A. Burton • team events, in which students work in groups to solve puzzles in cryptography and information security. These three events are described in Sections 2, 3 and 4 respectively. Section 5 dis- cusses practical requirements for running such events, including preparation and sup- porting software, and Section 6 briefly outlines some other events not included in the list above. For further information on the Australian training programme, including written con- tests, programming contests and joint events with other delegations, the reader is referred to (Burton, 2008). The author is grateful to Bernard Blackham for his valuable comments on this paper. 2. Codebreakers Much of the regular teaching programme in Australia focuses on correct solutions to problems. This is largely through necessity; the training schools are short and there is much material to cover. However, it is critical that students be able to identify incorrect algorithms – in a contest, one cannot afford to spend hours coding up a solution only to discover during testing that it gives the wrong answers. This is particularly important for students with weaker mathematical backgrounds, who find it difficult to prove algorithms correct and instead rely heavily on intuition, examples and testing. In order to identify incorrect algorithms, students must be willing to spend time searching for counterexamples, i.e., specific test cases for which an algorithm gives an incorrect answer. This often requires patience and creativity, since examples that are sim- ple or natural are often not rich enough to show why an algorithm is wrong. For these reasons, the codebreaker was created as a training school event in April 2005, and has been a fixture on the programme ever since. The codebreaker aims to help students develop the following skills: • finding counterexamples to algorithms, which is important during the pen-and- paper stage of designing an algorithm; • generating pathological test cases as real input files, which is important during the final stage of testing a solution. 2.1. Codebreaker Structure The codebreaker runs as a live (and sometimes noisy!) competition, with a running score- board at the front of the room and a contest website that evaluates submissions on the fly (illustrated in Fig. 1). The competition is relatively informal, and is structured as follows: • Students are given three or four problems. These are all problems that the students have seen and thought about before (typically exact
Load more

Recommended publications
  • Dc Prf-SPOJ-Classical.Ps
    Archives of the Sphere Online Judge classical problemset Editors: 1 u.swarnaprakash NghiaHemant Nguyen Verma Hoang Blue Mary Andrés Leonardo Rojas LukasŁukasz Mai Kuszner Adrian Kosowski Duarte Stephenbalaji Merriman Adrian Kuegel Brian YashRahul Garg Camilo Andrés Varela León Spooky RobertNeal Zane Rychcicki Jin Bin Paritosh Aggarwal VOJChinh problem Nguyen setters Thanh-Vy Hua Le Đôn Khue ?????Paweł Dobrzycki Roman Sol Csaba Noszaly KonradPatryk Pomykalski Piwakowski Wanderley Guimaraes Analysis Mode (Bogardan ZhangFrank RafaelTaizhi Arteaga Michał Czuczman Hellkite) MauroMiorel PaliiPersano Jelani Nelson (Minilek) Abhilash I P.KasthuriTomek Czajka Rangan• Daniel Gómez Didier Paul Draper SebastianPripoae Toni Kanthak Ngô Minh Đu+’c Bobby Xiao BartłomiejReinier César Kowalski Mujica Neal Wu Darek Dereniowski IvanHdez Alfonso Prasanna Nguye^~n Ha Du+o+ng OlamendyRadu Grigore Piotr Łowiec Nguyen Minh Hieu MartinMark Gordon Bader Robin Nittka Qu Jun dqdLovro Puzar Ahmed Aly Fabio Avellaneda PiotrLordxfastx Piotrowski Adam Dzedzej Hoang Hong Quan TomaszRuslan Sennov Goluch Ajay Somani Nguyen Van Quang Huy Rahulabhijith reddy d Nikola P Borisov Tomas. Bob Diego Satoba Mir Wasi Ahmed Pawel Gawrychowski Luka Kalinovcic Matthew Reeder yandry pérez Rafal clemente Marco Gallotta Tomasz Niedzwiecki Pavel Kuznetsov Andrés Mejía-Posada Robert Gerbicz Andres Galvis Chen Xiaohong Slobodan Simon Gog Alfonso2 Peterssen Kashyap KBR Krzysztof Kluczek John Rizzo Jose Daniel Rdguez Race with time Abel Nieto Rodriguez Michał Małafiejski Bogusław K. Osuch Ivan Metelsky Gogu Marian Phenomenal Le Trong Dao Nguyen Dinh Tu Muntasir Azam Khan 2 Last updated: 2009-10-09 09:00:05 3 Preface This electronic material contains a set of algorithmic problems, forming the archives of the Sphere Online Judge (http://www.spoj.pl/), classical problemset.
    [Show full text]
  • Prolog W Formie Dialogu Pomiędzy Studentem I (Cokolwiek) Sokratycznym Profesorem
    Teksty Drugie 2007, 1-2, s.127-143 Prolog w formie dialogu pomiędzy studentem i (cokolwiek) sokratycznym Profesorem. Bruno Latour Tłumaczenie zbiorowe pod kierunkiem Krzysztofa Abriszewskiego http://rcin.org.pl Bruno UTOUR Prolog w formie dialogu pomiędzy studentem i (cokolwiek) sokratycznym Profesorem^ {Gabinet w London School of Economics, późne wtorkowe popołudnie w lutym, przed pójściem do Beaver na kwartę piwa. Słychać ciche, ale natarc^we pukanie. Student za­ gląda do gabinetu.) Student: - Czy nie przeszkadzam? Profesor: - Nie, to i tak są moje godziny pracy. Proszę wejść i usiąść. S: - Dziękuję. P: - Mniemam, że... czuje się Pan trochę zagubiony? S: - Właściwie tak. Muszę przyznać, iż trudno mi zastosować Teorię Aktora-Sieci w moich badaniach nad organizacjami. P: - Nic dziwnego - nie można zastosować jej do niczego! S: - Ale uczono nas... mam na myśli... wydawało mi się, że to tutaj całkiem gorący towar. Czy mówi Pan, że jest zupełnie bezużyteczna? P: - Mogłaby być użyteczna, ale tylko jeśli nie „stosuje” się do niczego. S: - Przepraszam, ale czy to ma być jakaś sztuczka Zen? Muszę Pana ostrzec, że jestem jedynie doktorantem w badaniach nad organizacjami, więc proszę nie ocze­ kiwać... Nie jestem w temacie, jeśli chodzi o francuską myśl, przeczytałem trochę Mille Plateaux, ale nie bardzo zrozumiałem, o co tam chodzi... 1 Tłumaczenia zbiorowego pod kierunkiem Krzysztofa Abriszewskiego dokonali: Adrian Gahbler, Andrzej Kilanowski, Paweł Mil, Radosław Naworski, Natalia Organista, Dawid Piekło, Robert Szatkowski, Wojciech Wańczyk, Jakub Wolski. ^ http://rcin.org.pl Prezentacje P: - Przepraszam. Nie chciałem się wymądrzać. Chodzi o to, że ANT (skrót od ang. Actor-Network Theory - przyp. tłum.) przede wszystlsim jest negatywnym ro­ zumowaniem.
    [Show full text]
  • Table of Contents 129
    Table of Contents 129 TABLE OF CONTENTS Table of Contents ......................................................................................................................................................129 Science and Checkers (H.J. van den Herik) .............................................................................................................129 Searching Solitaire in Real Time (R. Bjarnason, P. Tadepalli, and A. Fern)........................................................ 131 An Efficient Approach to Solve Mastermind Optimally (L-T. Huang, S-T. Chen, S-Ch. Huang, and S.-S. Lin) ...................................................................................................................................... 143 Note: ................................................................................................................................................................. 150 Gentlemen, Stop your Engines! (G. McC. Haworth).......................................................................... 150 Information for Contributors............................................................................................................................. 157 News, Information, Tournaments, and Reports: ......................................................................................................158 The 12th Computer Olympiad (Continued) (H.J. van den Herik, M.H.M. Winands, and J. Hellemons).158 DAM 2.2 Wins Draughts Tournament (T. Tillemans) ........................................................................158
    [Show full text]
  • World Record Lunch
    World Record Lunch A group of people is trying to beat the world record for the largest number of people having lunch at the same time. In order achieve this goal, they are using the country's largest bridge and they have decided to arrange the tables following the shape of the letter 'S'. The table layout can be described by 4 integers: NH, NV, H and V. The two first integers, NH and NV, represent respectively the number or rows and number of columns in the layout. The last two integers represent respectively the number of tables in each row and column. For a given layout, the tables are numbered consecutively, starting with table #1 in the top-right corner. The following figure illustrates several possible layouts: Thousands of groups of people are expected to come, and the organizers have to define where to seat everyone. Each group needs a certain number of tables and they do not share tables with other groups. Furthermore, a group wants their tables to be together and not split among rows and columns, that is, they want a set of consecutive tables either on the same row or on the same column. If this condition cannot be met, the group prefers to go away and have lunch at another place. The groups also enjoy having some privacy and prefer unoccupied adjacent tables, that is, no one at the table exactly before the first table of the group, and no one at the table exactly after the last table of the group. If this happens, we say that the group found a private place.
    [Show full text]
  • Theoretical and Practical Aspects of Programming Contest Ratings
    Department of Informatics Faculty of Mathematics, Physics and Informatics Comenius University, Bratislava, Slovakia Theoretical and Practical Aspects of Programming Contest Ratings Dizertaèná práca v odbore doktorandského ¹túdia: 11-80-9 teoretická informatika RNDr. Michal Fori¹ek ©koliteľ: prof. RNDr. Branislav Rovan, Ph.D. Bratislava, 2009 iii Acknowledgements First and foremost, I would like to thank my advisor prof. Branislav Rovan for being an exceptional and inspirational teacher and advisor. I'm also grateful to other faculty members { and students { at our university. Thanks to many of them, both studying and teaching here has been a pleasure, and that is one of the factors that significantly influenced my career choices so far. But without any doubt my biggest thanks must go to my fiancée Jana. Without her constant love, support and understanding I would not be able to finish this Thesis. iv Contents Abstract (English) 1 Abstrakt (Slovensky) 3 1 Introduction 5 1.1 Goals of the Thesis . .5 1.2 Outline of this Thesis . .6 1.3 Motivation . .7 2 Background 11 2.1 Programming contests landscape . 11 2.1.1 Important programming contests . 11 2.1.2 Programming contests terminology . 14 2.1.3 Overview of the existing research on competitions . 16 2.2 Rating Systems and Rating Algorithms . 20 2.2.1 Introduction . 21 2.2.2 Overview of the Elo rating system . 22 2.2.3 TopCoder's event format . 23 2.2.4 TrueSkill(TM) rating algorithm . 25 2.2.5 eGenesis rating algorithm . 25 2.3 Item Response Theory . 26 2.3.1 Introduction and motivation .
    [Show full text]
  • PROGRAMMING EXERCISES EVALUATION SYSTEMS an Interoperability Survey
    PROGRAMMING EXERCISES EVALUATION SYSTEMS An Interoperability Survey Ricardo Queirós1 and José Paulo Leal2 1CRACS & INESC-Porto LA & DI-ESEIG/IPP, Porto, Portugal 2CRACS & INESC-Porto LA, Faculty of Sciences, University of Porto, Porto, Portugal Keywords: Learning Objects, Standards, Interoperability, Programming Exercises Evaluation. Abstract: Learning computer programming requires solving programming exercises. In computer programming courses teachers need to assess and give feedback to a large number of exercises. These tasks are time consuming and error-prone since there are many aspects relating to good programming that should be considered. In this context automatic assessment tools can play an important role helping teachers in grading tasks as well to assist students with automatic feedback. In spite of its usefulness, these tools lack integration mechanisms with other eLearning systems such as Learning Management Systems, Learning Objects Repositories or Integrated Development Environments. In this paper we provide a survey on programming evaluation systems. The survey gathers information on interoperability features of these systems, categorizing and comparing them regarding content and communication standardization. This work may prove useful to instructors and computer science educators when they have to choose an assessment system to be integrated in their e-Learning environment. 1 INTRODUCTION These surveys seldom address the PES interoperability features, although they generally One of the main goals in computer programming agree on the importance of the subject, due to the courses is to develop students’ understanding of the comparatively small number of systems that programming principles. The understanding of implement them. This lack of interoperability is felt programming concepts is closely related with the at content and communication levels.
    [Show full text]
  • Mohex 2.0: a Pattern-Based MCTS Hex Player
    MoHex 2.0: a pattern-based MCTS Hex player Shih-Chieh Huang1,2, Broderick Arneson2, Ryan B. Hayward2, Martin M¨uller2, and Jakub Pawlewicz3 1 DeepMind Technologies 2 Computing Science, University of Alberta 3 Institute of Informatics, University of Warsaw Abstract. In recent years the Monte Carlo tree search revolution has spread from computer Go to many areas, including computer Hex. MCTS Hex players now outperform traditional knowledge-based alpha-beta search players, and the reigning Computer Olympiad Hex gold medallist is the MCTS player MoHex. In this paper we show how to strengthen Mo- Hex, and observe that — as in computer Go — using learned patterns in priors and replacing a hand-crafted simulation policy with a softmax pol- icy that uses learned patterns can significantly increase playing strength. The result is MoHex 2.0, about 250 Elo stronger than MoHex on the 11×11 board, and 300 Elo stronger on 13×13. 1 Introduction In the 1940s Piet Hein [22] and independently John Nash [26–28] invented Hex, the classic two-player alternate-turn connection game. The game is easy to im- plement — in the 1950s Claude Shannon and E.F. Moore built an analogue Hex player based on electrical circuits [29] — but difficult to master, and has often been used as a testbed for artificial intelligence research. Around 2006 Monte Carlo tree search appeared in Go Go [11] and soon spread to other domains. The four newest Olympiad Hex competitors — MoHex from 2008 [4], Yopt from 2009 [3], MIMHex from 2010 [5], Panoramex from 2011 [20] — all use MCTS.
    [Show full text]
  • Rules for the 17Th World Computer-Chess
    Rules for the 17 th World Computer-Chess Championship 1 RULES FOR THE 17 th WORLD COMPUTER-CHESS CHAMPIONSHIP Pamplona, Spain May 11-18, 2009 The Board of ICGA The 17 th World Computer-Chess Championship will take place from May 11-18, 2009 in Pamplona, Spain. Here we recall that the Maastricht Triennial Meeting in 2002, i.e., the ICGA meeting, decided that the WCCC should be held annually without distinguishing any type of machines. The observation was clear: all kinds of differences between microcomputers, personal computers, “normal” computers, and supercomputers were in some sense obsolete and the classification thus was considered artificial. So was the division into the classes of single processors and multiprocessors. For 2009 we are introducing a new rule on a somewhat experimental basis. For this year’s WCCC a limit is being placed on the number of cores that a computer system may use for the tournament. The longer-term future of this rule is currently under discussion in various computer chess forums and will be debated by the contestants during this year’s World Championship, which might lead to changes for future years. Another division considered obsolete since 2002 is that between amateur and professional. Is not the real amateur a professional? Or the other way round? For organizational matters we have kept this difference, since for amateurs the cost of travelling and housing is already expensive. Being treated as a professional may be agreeable, but if you have to pay for it then it might be less agreeable. As in previous years we have maintained three groups here, viz.
    [Show full text]
  • Computer Chinese Chess
    Computer Chinese Chess Tsan-sheng Hsu [email protected] http://www.iis.sinica.edu.tw/~tshsu 1 Abstract An introduction to research problems and opportunities in Computer Games. • Using Computer Chinese chess (aaaËËË) as examples. • Show how theoretical research can help in solving the problems. Data-intensive computing: tradeoff between computing on the spot and using pre-stored knowledge. Phases of games • Open game ( 開開開@@@): database • Middle game (---@@@): Search • End game (殘殘殘@@@): knowledge Topics: • Introduction • Construction of a huge knowledge base that is consistent • Playing rules for repetition of positions • Construction of huge endgame databases • Benchmark TCG: Computer Chinese Chess, 20141224, Tsan-sheng Hsu c 2 Introduction Why study Computer Games: • Intelligence requires knowledge. • Games hold an inexplicable fascination for many people, and the notion that computers might play games has existed at least as long as computers. • Reasons why games appeared to be a good domain in which to explore machine intelligence. They provide a structured task in which it is very easy to measure success or failure. They did not obviously require large amount of knowledge. A course on teaching computers to play games was introduced at NTU in 2007. TCG: Computer Chinese Chess, 20141224, Tsan-sheng Hsu c 3 Predictions for 2010 { Status My personal opinion about the status of Prediction-2010 [van den Herik 2002] at October, 2010, right after the Computer Olympiad held in Kanazawa, Japan. solved over champion world champion grand master amateur Awari Chess Go (9 ∗ 9) Bridge Go (19 ∗ 19) Othello Draughts (10 ∗ 10) Chinese chess Shogi Checkers (8 ∗ 8) Scrabble Hex Backgammon Amazons Lines of Action .
    [Show full text]
  • Spoj, Topcoder, Github Í Experience May 2014 – Software Engineering Intern, Google, New York
    2609 Orchard Ave Los Angeles, CA-90007 Krishna Bharadwaj H +1 310-691-4078 B [email protected] Spoj, TopCoder, Github Í www.krishnabharadwaj.info Experience May 2014 – Software Engineering Intern, Google, New York. Present Worked on the inline browse data computation for git repositories Sep 2012 – Co-founder & Technology Lead, SMERGERS, Bangalore. Jul 2013 SMERGERS is a SME focused Mergers & Acquisitions Platform. Aug 2011 – Full stack Web Developer, BlockBeacon, PricePoint, Bangalore. Aug 2012 Worked remotely with startups in Santa Monica and San Francisco as an independent consultant. Aug 2011 – Founder & Developer, Refer a Geek, Bangalore. Sep 2012 Refer a Geek aimed at bringing the Referral model of recruting beyond any one company. Jul 2009 – Software Engineer, National Instruments India R&D, Bangalore. Jun 2011 Designed and developed physical layer algorithms for WCDMA/HSPA+ in LabVIEW. Education Fall 2013 – Masters in Computer Science, University of Southern California, Los Angeles. Present Student Programmer, Information Sciences Institute(USC) - Working with Dr. Mehdi Yahyanejad June 2009 BE, Information Science, B. M. S. College of Engineering, Bangalore. Microsoft Student Partner, Placement Coordinator & BMS Linux Users Group. Technical Skills & Interests Programming C/C++, Python, LabVIEW, PHP, Javascript Expertise Data Structures & Algorithms – Spoj, TopCoder, Github Databases MySQL, Oracle, MongoDB Web Dev HTML, CSS, jQuery, Django, CodeIgniter OS Windows & Linux system administraton A Others Qt, NumPy, Matplotlib, LTEX
    [Show full text]
  • INTRODUCTION to PROGRAMMING Dr
    INTRODUCTION TO PROGRAMMING Dr. Dipanjan Roy IIIT, Lucknow 2 Dr. Dipanjan Roy, IIIT, Lucknow A warm welcome to all of you! 3 Dr. Dipanjan Roy, IIIT, Lucknow Why are you here? 4 Dr. Dipanjan Roy, IIIT, Lucknow What is your expectation from this class? 5 Dr. Dipanjan Roy, IIIT, Lucknow Is programming important for your career? Why? 6 Dr. Dipanjan Roy, IIIT, Lucknow What is Programming? . It is the process of creating a set of instructions that tell a computer how to perform a task. It is sequence of instruction along with data for a computer. Programming can be done using a variety of programming "languages," such as SQL, Java, Python, C++, etc. 7 Dr. Dipanjan Roy, IIIT, Lucknow Hierarchy of Computer Languages High Assembly Machine Computer Level Language Language Hardware Language 8 Dr. Dipanjan Roy, IIIT, Lucknow Programming Languages . C . C++ . Java . Python . JavaScript . R . Ruby . SCALA . C# 9 Dr. Dipanjan Roy, IIIT, Lucknow Types of Programming 1. Web Development Programming 2. Desktop Application Programming 3. Distributed Application Programming 4. Core Programming 5. System Programming 6. Programming Scientist https://www.wikihow.com/Become-a-Programmer 10 Dr. Dipanjan Roy, IIIT, Lucknow How to become a programmer? WRITE CODE OPTIMIZE/ COMPILE IMPROVE DEBUG EXECUTE 11 Dr. Dipanjan Roy, IIIT, Lucknow Important Tips and Links . Resources: . https://www.geeksforgeeks.org . https://www.tutorialspoint.com/index.htm . https://stackoverflow.com/ 12 Dr. Dipanjan Roy, IIIT, Lucknow Important Tips and Links . Online Coding Platform: . https://www.topcoder.com . https://www.coderbyte.com/ . https://www.hackerrank.com/dashboard . https://www.codechef.com/ . https://www.spoj.com/ .
    [Show full text]
  • If I Am Not Good at Solving the Problems on the Competitive Programming Sites Like Codechef Or Hackerrank, Where Am I Lagging? - Quora
    9/28/2014 If I am not good at solving the problems on the competitive programming sites like CodeChef or Hackerrank, where am I lagging? - Quora QUESTION TOPICS If I am not good at solving the problems on the RELATED QUESTIONS competitive programming sites like CodeChef or HackerRank CodeChef: I am in my third year of Hackerrank, where am I lagging? university now. What should be my Codeforces strategy so that I am comfortable with I am a second year undergrad at one of the IITs and very decent with my CPI Sphere Online Judge solving problems of gene... (continue) (SPOJ) as of now. I have tried quite a few times to start with the likes of above mentioned sites but even the basic level questions take a long time for me to Computer Programming: Why am I CodeChef unable to concentrate in problem solving, get completed? If I know the programming language, if I understand the coding, reading, poor at math? TopCoder questions, where is the fallacy on my part that is preventing me from getting Competitive over them(solving questions) quickly and efficiently? I am quite motivated towards Programming programming, but there is a phase when I am unable to solve most of the problems. Software Follow Question 190 Comment Share 2 Downvote How do I ge... (continue) Programming Languages I am new to competitive programming, just joined CodeChef 10 days back. I am Indian Institutes of Sumit Saurabh finding the easy level questions very Technology (IITs) Edit Bio • Make Anonymous difficu... (continue) Computer Science Write your answer, or answer later.
    [Show full text]