DOCSLIB.ORG

Olympiads in Informatics14

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

Olympiads Olympiads Olympiads in InformaticsInformatics Volume 14, 14, 2020 2020 A. ALNAHHAS, N. MOURTADA in Informatics Predicting the Performance of Contestants in Competitive Programming Using Machine Learning Techniques 3 Olympiads in Informatics 14 P.T. DO, B.T. PHAM, V.C. THAN Latest Algorithms on Particular Graph Classes 21 M. DOLINSKY, M. DOLINSKAYA The Technology of Differentiated Instruction in Text Programming in Elementary School Based on the Website dl.gsu.by 37 D.I. ESTEVEZ Consensus Algorithms for Highly Efficient, Decentralized, and Secure Blockchains 47 P. FANTOZZI, L. LAURA Recommending Tasks in Online Judges using Autoencoder Neural Networks 61 D. GINAT Operator Utilization and Abstract Conceptions 77 M. JOVANOV, E. STANKOV Introduction of “Honorable Mention” Award at the International Olympiad in Informatics 87 A. LAAKSONEN, T. TALVITIE CSES – Yet Another Online Judge 105 M. LODI Informatical Thinking 113 M. MIRZAYANOV, O. PAVLOVA, P. MAVRIN, R. MELNIKOV, A. PLOTNIKOV, 14, 2020 Volume V. PARFENOV, A. STANKEVICH Codeforces as an Educational Platform for Learning Programming in Digitalization 133 P.S. PANKOV, A.A. KENZHALIEV Pattern Recognition and Related Topics of Olympiad Tasks 143 M.S. TSVETKOVA, V.M. KIRYUKHIN Top 10 Key Skills in Olympiad in Informatics 151 REPORTS A.S. GUTIÉRREZ. Argentine Olympiad in Informatics 169 S. HALIM. Competitive Programming 4: The New Lower Bound of Programming Contests in the 2020s 177 B. KOSTADINOV, M. JOVANOV. IOI Talks: New Initiative for Publishing Presenta- tions, Events, Interviews, Book Recommendations and Videos of Interest to the IOI Community 181 L. NIKHÁZY, L. ZSAKÓ. National Programming Competitions, Team Selection and Training in Hungary 185 Ics IOI In Informat Iad olymp Ional ISSN 1822-7732 Internat ISSN 1822-7732 ISSN 1822-7732 INTERNATIONAL OLYMPIAD IN INFORMATICS VILNIUS UNIVERSITY OLYMPIADS IN INFORMATICS Volume 14 2020 Selected papers of the International Conference joint with the XXXII International Olympiad in Informatics (online) Singapore, 13–19 September, 2020 OLYMPIADS IN INFORMATICS Editor-in-Chief Valentina Dagienė Vilnius University, Lithuania, [email protected] Executive Editor Mile Jovanov Sts. Cyril and Methodius University, Macedonia, [email protected] Technical Editor Tatjana Golubovskaja Vilnius University, Lithuania, [email protected] International Editorial Board Benjamin Burton, University of Queensland, Australia, [email protected] Sébastien Combéfis, Computer Science and IT in Education NPO, Louvain-la-Neuve, Belgium, [email protected] Michal Forišek, Comenius University, Bratislava, Slovakia, [email protected] Gerald Futschek, Vienna University of Technology, Austria, [email protected] Marcin Kubica, Warsaw University, Poland, [email protected] Ville Leppänen, University of Turku, Finland, [email protected] Krassimir Manev, New Bulgarian University, Bulgaria, [email protected] Seiichi Tani, Nihon University, Japan, [email protected] Peter Waker, International Qualification Alliance, South Africa, [email protected] Willem van der Vegt, Windesheim University for Applied Sciences, The Netherlands, [email protected] The journal Olympiads in Informatics is an international open access journal devoted to publishing original research of the highest quality in all aspects of learning and teaching informatics through olympiads and other competitions. https://ioinformatics.org/page/ioi-journal ISSN 1822-7732 (Print) 2335-8955 (Online) © International Olympiad in Informatics, 2020 Vilnius University, 2020 All rights reserved Olympiads in Informatics, 2020 Vol. 14, 1–2 © 2020 IOI, Vilnius University DOI: 10.15388/ioi.2020.00 Foreword IOI, the International Olympiad in Informatics, organized by Singapore from September 13th to 19th, 2020, is held online for the first time in the IOI history, due to the worldwide spread of COVID-19. This is a big challenge for host organizers, as well as IOI commit- tees. A traditional one-day scientific conference is replaced by only virtual presentations of the papers by the authors, and publishing papers in this volume in printed and online version at IOI website. The authors are welcome to make short onsite presentations at next year IOI, which will be hosted by Singapore onsite, 20–27 of June, 2021. The IOI journal is focused on the research and practice of computing professionals who work in the field of teaching informatics to talented secondary and high school stu- dents. The journal is closely connected to the scientific conference annually organized during the IOI. Unfortunately, the conference this year will be held as virtual event with online presentations from the authors. The 14th volume has two tracks: the first section of the journal focuses on research, and the second section includes reports for sharing national experiences and other news important for the community. In their paper, A. Alnahhas and N. Mourtada study the possibility of using machine learning techniques in order to build a system that will be able to predict the future perfor- mance of contestants in competitive programming contests, based on historical rating lists. They describe an experiment in which they use public data from the Codeforces website and show that machine learning techniques achieve acceptable results for the problem. P.T. Do, B.T. Pham and V.C. Than summarize the latest algorithms for solving some classical NP-hard optimization problems on the particular graph classes. Furthermore, they discuss the application of the α–redundant method in order to obtain linear-time al- gorithms for finding a Maximum Induced Matching on interval and circular-arc graphs. M. Dolinsky and M. Dolinskaya describe a system for teaching text-based program- ming in elementary schools, built on the basis of the website dl.gsu.by, and explain the main advantages of using this technology. The paper of D.I. Estevez introduces theory of blockchain technology, implementa- tion, and applications while focusing on its types of consensus algorithms. The method- ology is linguistic and consists of a comparative analysis of the most popular algorithms. The problems related to blockchain architecture and algorithms could serve as an inspi- ration and a training resource for olympiads because of their potential to be intellectually stimulating and to contribute to our knowledge. In their paper „Recommending Tasks in Online Judges using Autoencoder Neural Networks”, P. Fantozzi, and L. Laura propose the design of a recommender system for tasks in Online Judges. The authors think that their system is a first step to the develop- ment of recommender systems. In his paper “Operator Utilization and Abstract Conceptions”, D. Ginat deals with ab- straction. The abstract perspectives of ignoring details and relating to particular properties of recognizable parts are fundamental in problem solving. The task solutions presented in the paper encapsulated them in computations with repeated utilizations of operators. Two operators are used for sorting and one is used for transforming binary matrix colors. In the paper “Introduction of Honorable Mention award at International Olympiad in Informatics”, M. Jovanov and E. Stankov present analysis of the results at IOI and other Scientific Olympiads in previous years, and present a final solution for the introduction of the fourth level award at IOI. A. Laaksonen and T. Talvitie present the current state and future plans for the CSES (Code Submission Evaluation System) online judge system, which has been used for orga- nization of several online programming courses as well as contests in Finland since 2013. The CSES problem set is an ongoing project whose purpose is to create a high-quality collection of educational algorithm programming problems. At the time of publishing the problem set consists of 200 problems, and the final goal is to reach 1,000 problems. M. Lodi analyses the concept of computational thinking by providing a review of its many definitions and finding that they share a lot of common elements, classified in mental processes, methods, practices, and transversal skills. He concludes that elements of computational thinking should be intended inside Informatics as a discipline, being its “disciplinary way or thinking” – Informatical thinking. A group of authors (M. Mirzayanov, O. Pavlova, P. Mavrin, R. Melnikov, A. Plot- nikov, V. Parfenov, and A. Stankevich) discuss Codeforces as an educational platform for learning programming. They argue that the infrastructure of Codeforces provides a solid open ecosystem for building a programming learning process, and describe all the aspects and relationships of this ecosystem, as well as examples of successful integration into educational processes in the age of digitalization. A paper of P.S. Pankov and A.A. Kenzhaliev deals with tasks on recognition and on restoration of data from a unified viewpoint. M.S. Tsvetkova and V.M. Kiryukhin elaborate top 10 key skills which they have concluded to be most valuable for the success of students at IOI, based on their 30 years long experience on preparation of IOI gold medallist in Russia, as well as on preparation of curriculum of school informatics. Finally, in the second part of the volume, two reports are presented focusing on team selection and training in Hungary, and in Argentine Olympiad in informatics. S. Halim presents the latest edition of his book aimed at all potential IOI contestants around the world, for their preparation for the contest.
Recommended publications
  • Students' Perceptions and Acceptance of Lego Robots in Syria

    Students' Perceptions and Acceptance of Lego Robots in Syria

    the journal of interrupted studies 1 (2018) 26-33 brill.com/tjis Students’ Perceptions and Acceptance of lego Robots in Syria Ghaith Mqawass Department of Mechatronics, Tishreen University Lattakia [email protected] Abstract An important recent trend in education has been the integration of different technolo- gies such as digital games, online courses, and educational robots. The development of educational robots such as lego Mindstorms nxt allows students to learn to build their own robots. This paper describes the human-robot interaction (hri) focusing especially on the model lego Mindstorms nxt. A questionnaire among 250 Syrian school and university students was conducted to investigate the different perceptions about lego robots in 2016. The informants were grouped based on their age; partici- pants in the first group were aged between 11 and 18 years while participants in the second between 19 and 24. The current study also focuses on the factors leading to the acceptance of lego robots. Another questionnaire was conducted to highlight what factors determine the degree of acceptance of lego robots by the studied groups. Sig- nificant age and gender effects were found. The results show a noticeable difference between the two age groups, with the younger group tending to accept lego robots more. Furthermore, it was found that male respondents show more positive reactions towards lego robots than females. Keywords lego – Robots – human-robot interaction – Syrian education system i Introduction Because Syria is considered a developing country, the integration of educa- tion and technology is still in its infancy. However, there are some existing © MQAWASS, 2018 | doi 10.1163/25430149-00101005 This is an open access article distributed under the terms of the prevailing cc-by-nc license at the time of publication.
  • Annual Report 2019

    Annual Report 2019

    WORLD ROBOT OLYMPIAD™ ANNUAL REPORT 2019 Premium Partners The amazing adventures of WRO 2019 World Robot Olympiad™ has a mission: to cultivate a love for science, technology, engineering and math – using robotics as a fun and challenging way to get there. Taking part in WRO® can be life-changing. Former participants go on to become engineers, designers, programmers, and scientists, so there is a good chance that the inventors and builders of tomorrow discovered their love for STEM in a WRO competition. If you are new to World Robot Olympiad, the 2019 annual report will show you why our work is important. If you are already a part of WRO, sit back and enjoy some of the highlights from the past year. From ME & MY ROBOT to a new, low-cost virtual introduction to robotics. And the biggest of them all: the international final in Hungary, a blast of an event with government support, more than 3,000 visitors, and 400 teams from 70 countries. We also unveil a bit of what’s to come in 2020, including three invitationals. We look forward to seeing you out there at the game tables and open category booths! 2 Contents 4 A truly global competition 5 WRO statistics 2019 6 The categories and how the competition works 7 #WRO2019 in Hungary 8 Meet four teams 10 Coaches see the kids’ potential 11 A judge is like a mentor 12 Message from the organizing Committee, WRO2019 13 2019 and onwards 14 Successful Friendship Invitational held in Denmark 14 China, Italy and the US all to host friendship tournaments in 2020 15 After pilot: Virtual WRO ready to fly 16
  • Lecture Notes, CSE 232, Fall 2014 Semester

    Lecture Notes, CSE 232, Fall 2014 Semester

    Lecture Notes, CSE 232, Fall 2014 Semester Dr. Brett Olsen Week 1 - Introduction to Competitive Programming Syllabus First, I've handed out along with the syllabus a short pre-questionnaire intended to give us some idea of where you're coming from and what you're hoping to get out of this class. Please fill it out and turn it in at the end of the class. Let me briefly cover the material in the syllabus. This class is CSE 232, Programming Skills Workshop, and we're going to focus on practical programming skills and preparation for programming competitions and similar events. We'll particularly be paying attention to the 2014 Midwest Regional ICPC, which will be November 1st, and I encourage anyone interested to participate. I've been working closely with the local chapter of the ACM, and you should talk to them if you're interesting in joining an ICPC team. My name is Dr. Brett Olsen, and I'm a computational biologist on the Medical School campus. I was invited to teach this course after being contacted by the ACM due to my performance in the Google Code Jam, where I've been consistently performing in the top 5-10%, so I do have some practical experience in these types of contests that I hope can help you improve your performance as well. Assisting me will be TA Joey Woodson, who is also affiliated with the ACM, and would be a good person to contact about the ICPC this fall. Our weekly hour and a half meetings will be split into roughly half lecture and half practical lab work, where I'll provide some sample problems to work on under our guidance.
  • World Robot Olympiad Development in Romania

    World Robot Olympiad Development in Romania

    THE ANNALS OF “DUNĂREA DE JOS” UNIVERSITY OF GALAŢI FASCICLE V, TECHNOLOGIES IN MACHINE BUILDING, ISSN 1221- 4566, 2014 WORLD ROBOT OLYMPIADTM DEVELOPMENT IN ROMANIA Carmen Cătălina RUSU, Luigi Renato MISTODIE Department of Manufacturing Engineering, “Dunarea de Jos” University of Galati, Romania [email protected] ABSTRACT The paper presents the development of the World Robot OlympiadTM (WROTM) in Romania, highlighting the steps and the progress of the competition. The WROTM is an international event dedicated to science, technology and education, which brings together young people from all over the world, in order to design, construct and program educational robots. The competition started in 2012, when a team of professors from Mechatronics program of study, offered by the Manufacturing Engineering Department – Faculty of Engineering, “Dunărea de Jos” University of Galaţi, organised in Galaţi the first regional pilot competition - RobotiCompetition 2012. In 2103, after the first national pilot competition, evaluated by the international organisation, Romania became WROTM organizer. KEYWORDS: educational robotics, creativity, innovation, competition, WROTM 1. INTRODUCTION science and technology; to improve students’ learning efficiency and to The World Robot OlympiadTM (WROTM) is an encourage the youth to be future engineers, international educational robotic competition and an scientists and inventors. event dedicated to science, technology and education The WROTM competition uses Lego® and brings together young people, all over the world, Mindstorms® educational sets, manufactured by in order to develop creativity and problem solving LEGO Education [6]. The first competition was held skills. The schools and universities participate with in 2004 in Singapore and it nowadays attracts over teams, from one to three students, which should 1000 participants from more than 50 countries [3].
  • Capacity Building in Space Science and Technology: Achievements of Arcsste-E

    Capacity Building in Space Science and Technology: Achievements of Arcsste-E

    CAPACITY BUILDING IN SPACE SCIENCE AND TECHNOLOGY: ACHIEVEMENTS OF ARCSSTE-E By Joseph O. Akinyede (Executive Director) African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E), Obafemi Awolowo University Campus, Ile-Ife, Nigeria Paper Presented at the COMMITTEE ON THE PEACEFUL USES OF OUTER SPACE Scientific and Technical Subcommittee , Forty-ninth session Vienna, Austria 6 - 17 February, 2012 Presentation Outline • Introduction • Postgraduate Diploma (PGD) Programme • Research and Development (R & D ) Activities • Space Education Outreach Programme • Benefits/Spin Offs From The Capacity Building Programme • Conclusions 2 1. Introduction • Benefits of space science and technology (SST) are quite tangible and cannot be over-emphasized. • Space science and technology development and applications have grown rapidly and become the key to the prosperity and security of nations. • Rapid achievement of sustainable economic and social development now depends on sound education and research in the development and/or applications of SST • To assist the developing countries to benefit from the emerging and fast growing technology, the second United Nations Conference on Exploration and Peaceful Uses of Outer Space (UNISPACE II), held in 1982 in Vienna, Austria, recommended that the United Nations Office for Outer Space Affairs (UNOOSA), through its Programme on Space Applications, should focus its attention, inter alia, on the building of indigenous capacities for the development and utilization of SST. • Consequently, this recommendation was endorsed by the United Nations General Assembly (GA) in its resolution 37/90 of 10th December 1982. 3 Introduction continued The United Nations General Assembly, in its resolution 45/72 of 11 December 1990 endorsed the recommendation of the Committee on the Peaceful Uses of Outer Space that "..
  • ICT and Innovation a Step Forward to a Global Society PROCEEDINGS of the 13TH ANNUAL CONFERENCE of ITAIS

    ICT and Innovation a Step Forward to a Global Society PROCEEDINGS of the 13TH ANNUAL CONFERENCE of ITAIS

    ICT and Innovation A Step Forward to a Global Society PROCEEDINGS OF THE 13TH ANNUAL CONFERENCE OF ITAIS Edited by Alessandro Zardini Francesco Virili Stefano Za © 2017 LUISS University Press - Pola Srl 978-88-6856-102-4 LUISS University Press – Pola s.r.l. Viale Pola, 12 00198 Roma Tel. 06 85225485 www.luissuniversitypress.it e-mail [email protected] Questo libro è stato stampato presso Prontostampa Via Praga 1, 24040 Verdellino Zingonia (BG) Prima edizione ottobre 2017 Table of Contents The Italian Association on Information Systems and this conference Alessandro Zardini, Francesco Virili and Stefano Za…………………………………………… “ 5 Implementing Enterprise System in Large State-owned utilities: A case study Zafar Alvi and Misbah Mehboob Awan ………………… “ 7 Pharmacist Resistance to PBM System in a Developing Country Mary Ann Barbour El Rassi and Nancy Souaiby………… “ 19 Domestic hospitality: an IT based approach Matteo Bassoli and Lucia Oggioni…………………… “ 29 What Are You Talking About? Investigating Online Information Disclosure in Italian IRCCSs Paola Briganti, Luisa Varriale, Rocco Agrifoglio, Mauro Romanelli, and Maria Ferrara…………………… “ 43 Towards a Smart Town Centre: an Integrated Approach of Real and Digital Worlds Federica Caboni, Angela Dettori, Ernestina Giudici and GianRaffaele Loddo…………………………… “ 61 The role of the mobile application in the public transport systems Celio Alberto……………………………………… “ 73 Are social media an opportunity for women entrepreneurs? A literature review Francesca Maria, Paola Demartini and Paola Paoloni………………………………….
  • Ashot Mkrtchyan

    Ashot Mkrtchyan

    www.ayb.am www.foundation.ayb.am TABLE OF CONTENTS 4 8 10 12 14 16 Year 2016 The Year in Deeds What is Ayb? Ayb Club Board Ayb Club Members Ayb Foundation at a Glance Davit Pakhchanian, Chairman Idea and Mission Board of Trustees of Board of Trustees of Ayb Educational Foundation behind Ayb 18 18 24 28 31 37 In the Focus Ayb Learning Hub Ayb School Fab Lab National Program School Contests of 2016 for Educational Excellence Araratian Baccalaureate 40 42 48 50 54 62 Dilijan Central Financial Report We are Grateful Why Join Ayb Benefactors of Ayb Milestones School the Ayb Foundation 2006-2016 2 3 2016 ։ Annual report Ayb Educational Foundation Year 2016 at a Glance Araratian Baccalaureate - a new Armenian-language educational program created by Ayb Educational Foundation was recognized by top international organizations and approved in Armenia as state general educational program. The process of RA schools joining Araratian Baccalaureate was launched. Ayb School students took the first ever Araratian Baccalaureate international exams in Armenian and got their internationally recognized certificates equivalent to UK GCE A Level and American Advanced Placement. The Ayb Foundation introduced another popular international school contest in Armenia, the World Robot Olympiad. This is the 5th school contest organized by Ayb in Armenia and Artsakh. 86,000 participants from Armenia and Artsakh in Ayb’s five school contests – Kangaroo, Meghu, Russian Bear Cub, All-Armenian Tournament of Young Chemists, World Robot Olympiad (only in 2016). 4 5 2016 ։ Annual report Ayb Educational Foundation The Ayb Foundation allocated In 2016, 8 USD 4,139,954 students from Armenia for educational programs in and the Diaspora Armenia and Artsakh got scholarships from the Ayb (only in 2016).
  • Robotics As an Educational Tool: Impact of Lego Mindstorms

    Robotics As an Educational Tool: Impact of Lego Mindstorms

    International Journal of Information and Education Technology, Vol. 7, No. 6, June 2017 Robotics as an Educational Tool: Impact of Lego Mindstorms E. Afari and M. S. Khine acquisition or ‗construction‘ of knowledge through Abstract—It is increasingly important that next generation of observation of the effects of one‘s actions on the world [12]. students must acquire problem solving, critical thinking and The constructivist approach promotes a kind of learning in collaborative skills to succeed in their career aspirations in the which the educator does not transfer information, but is rather 21st century. Technology plays a crucial role in assimilation of a facilitator of learning, leading the working group, and so the these skills. Among flourishing arrays of technologies, robotics provides challenges and opportunities to the learners in learner enhances his/her knowledge through the manipulation developing innovative ideas, disruptive thinking and higher and construction of physical objects [13]. order learning skills. In recognizing these potentials, educational Numerous researchers have endorsed Robotics as an authorities in the United Arab Emirates (UAE) undertook an educational tool [14]-[17], with a number of literature important step in distributing Lego Mindstorms kits to schools devoted solely to using the Lego MindStorms kit [18], [19], at to encourage teachers to use in their teaching. This paper explores the educational use of robotics in schools and how levels ranging from primary school to University [20]-[22]. teachers can integrate this new technology into the curriculum. According to [23], there are reports of improved performance The paper also suggests the effective strategies in using robotics in Mathematics, Physics, and Engineering courses resulting as an educational tool and how it will impact students’ interests from educational Robotics projects, although most of the in STEM related subjects.
  • Declaratively Solving Tricky Google Code Jam Problems with Prolog-Based Eclipse CLP System

    Declaratively Solving Tricky Google Code Jam Problems with Prolog-Based Eclipse CLP System

    Declaratively solving tricky Google Code Jam problems with Prolog-based ECLiPSe CLP system Sergii Dymchenko Mariia Mykhailova Independent Researcher Independent Researcher [email protected] [email protected] ABSTRACT produces correct answers for all given test cases within a In this paper we demonstrate several examples of solving certain time limit (4 minutes for the \small" input and 8 challenging algorithmic problems from the Google Code Jam minutes for the \large" one). programming contest with the Prolog-based ECLiPSe sys- tem using declarative techniques: constraint logic program- GCJ competitors can use any freely available programming ming and linear (integer) programming. These problems language or system (including the ECLiPSe2 system de- were designed to be solved by inventing clever algorithms scribed in this paper). Most other competitions restrict par- and efficiently implementing them in a conventional imper- ticipants to a limited set of popular programming languages ative programming language, but we present relatively sim- (typically C++, Java, C#, Python). Many contestants par- ple declarative programs in ECLiPSe that are fast enough ticipate not only in GCJ, but also in other contests, and to find answers within the time limit imposed by the con- use the same language across all competitions. When the test rules. We claim that declarative programming with GCJ problem setters design the problems and evaluate their ECLiPSe is better suited for solving certain common kinds complexity, they keep in mind mostly this crowd of seasoned of programming problems offered in Google Code Jam than algorithmists. imperative programming. We show this by comparing the mental steps required to come up with both kinds of solu- We show that some GCJ problems that should be challeng- tions.
  • World Robot Olympiad

    World Robot Olympiad

    World Robot Olympiad WRO Magyarország – EDUTUS Főiskola 13 th International WRO FINAL India New Delhi november 25-27. 2016 INDIA EXPOSITION MART LTD. KNOWLEDGE PARK II, GREATER NOIDA Az 58 hektáron elhelyezkedő kiállítási központ 51 országból 463 csapatot, 2500 résztvevőt fogadott. Forrás: http://www.wroboto.org/ INDIA EXPOSITION MART LTD. A VERSENYT VÁRVA DÍSZBE ÖLTÖZÖTTEN • http://indiaexpomart.com/ WRO ANNUAL REPORT 2015 • Regular – Elementary (max.12 ) – Junior High (13-15) – Senior High (16-19) • Open – Elementary – Junior High – Senior High • Football (10-19) • Advanced Robotics (17-25) http://www.wroboto.org/about-wro/welcome-wro/wro-numbers-0 • http://www.wroboto.org/sites/default/files/webfm/Annual%20Reports/WRO%20Annual%20Report_2015_low.pdf A VERSENY TÖRTÉNETE SZÁMOKBAN, DÖNTŐT RENDEZŐ ORSZÁGOK • 2016 New Delhi, India • 2015 Doha, Qatar • 2014 Sochi, Russia • 2013 Jakarta, Indonesia • 2012 Kuala Lumpur, Malaysia • 2011 Abu Dhabi, UAE • 2010 Manilla, Philippines • 2009 Pohang, Korea • 2008 Yokohama, Japan • 2007 Taipei • 2004-2006 Singapore • Forrás: http://www.wroboto.org/sites/default/files/webfm/Annual%20Reports/WRO%20Annual%20Report_2015_low.pdf KVALIFIKÁCIÓS KVÓTÁK A NEMZETKÖZI DÖNTŐBEN • Forrás: http://www.wroboto.org/about-wro/competitions/table-eligibility WRO HUNGARY 2016 REGULAR CATEGORY NEMZETI FORDULÓ – Regisztrált csapatok száma: 45 – A verseny szervezője Edutus Főiskola, Tatabánya – Helyszín: Tatabánya, A Vértes Agorája Forrás: WRO Hungary Annual Report 2016 WRO MAGYARORSZÁGI NEMZETI FORDULÓ 2016. JÚNIUS 3-4. TATABÁNYA,
  • Competitive Programming

    Competitive Programming

    Competitive Programming Frank Takes LIACS, Leiden University https://liacs.leidenuniv.nl/~takesfw/CP Lecture 1 | Introduction to Competitive Programming Frank Takes | CP | Lecture 1 | Introduction to Competitive Programming 1 / 30 : problem solving, algorithm selection, algorithm design, data structure optimization, complexity analysis, . in a competitive context, i.e., with limited CPU time limited memory consumption a fixed amount of problem solving time (optional) others competing with you (more optional) This is not software engineering, but algorithmic problem solving. About this course Competitive Programming Frank Takes | CP | Lecture 1 | Introduction to Competitive Programming 2 / 30 . in a competitive context, i.e., with limited CPU time limited memory consumption a fixed amount of problem solving time (optional) others competing with you (more optional) This is not software engineering, but algorithmic problem solving. About this course Competitive Programming: problem solving, algorithm selection, algorithm design, data structure optimization, complexity analysis, . Frank Takes | CP | Lecture 1 | Introduction to Competitive Programming 2 / 30 , i.e., with limited CPU time limited memory consumption a fixed amount of problem solving time (optional) others competing with you (more optional) This is not software engineering, but algorithmic problem solving. About this course Competitive Programming: problem solving, algorithm selection, algorithm design, data structure optimization, complexity analysis, . in a competitive context
  • Model Answer

    Model Answer

    Competitive Programming and Big-O Notation Anson Ho Flow 1. Introduction to competitive programming 2. Skills and advices for competitive programming 3. Big-O Notation Programming • Algorithm – idea, outline – flowchart • Program – codes in specific programming languages • Target – problem solving Competitive Programming • Usually for competitions • More limits on – runtime – memory – resources • time • software • hardware – available programming languages Online judge • HKOI online judge • Codeforces • Codechef • TopCoder • POJ • HDU online judge • AtCoder • May have contests regularly Contest • Annual contest – IOI – NOI – APIO – ACM ICPC – CCC • Open contest – Facebook Hacker Cup – Google Code Jam Contest structure • Individual/ team • Length • Full feedback? • Pretest? • Partial score (subtask)? • Batch score/ score per test • Time penalty? • Hack? Programming languages • Common – C, C++, Java, Pascal, Python, … • HKOI (16/17) – C, C++, Pascal Programming languages • IOI 16 – C++, Pascal, Java – C and Pascal will be removed – Python will be added • NOI 16 – C, C++, Pascal – C and Pascal will be removed in 2020 Environment • Onsite/ online • Operating system • Compiler • IDE/ text editor • Beware of the differences between the computer for coding and the computer for judging Topics • Basic Problem type • Input and output • Interactive • Output only • (Other) Common verdict (HKOI) Verdict (HKOI) • Accepted • Compilation Error • Wrong Answer • Time Limit Exceeded • Runtime Error • Partial Score Verdict (other) • Wrong Output Format •