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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. -
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. -
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. -
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. -
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 . -
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. -
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. -
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 -
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 -
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 • -
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/ . -
Early Introduction of Competitive Programming
Olympiads in Informatics, 2008, Vol. 2, 149–162 149 © 2008 Institute of Mathematics and Informatics, Vilnius Early Introduction of Competitive Programming Pedro RIBEIRO Departamento de Ciência de Computadores, Faculdade de Ciências, Universidade do Porto Rua do Campo Alegre, 1021/1055, 4169-007 PORTO, Portugal e-mail: [email protected] Pedro GUERREIRO Universidade do Algarve Gambelas, 8005-139 FARO, Portugal e-mail: [email protected] Abstract. Those who enjoy programming enjoy programming competitions, either as contestants or as coaches. Often coaches are teachers, who, aiming at better results in the future, would like to have more and more students participating, from earlier stages. Learning all the basic algorithms takes some time, of course; on the other hand, competition environments can be introduced right from the beginning as a pedagogical tool. If handled correctly, this can be very effective in helping to reach the goals of the course and, as a side-effect, in bringing larger crowds of students into the programming competition arena. Key words: programming contests, computer science education, automatic evaluation systems, competitive programming, introductory programming, IOI, International Olympiads in Informatics. 1. Introduction The most popular programming competitions are geared to imperative languages and to input-output problems. The automatics judges that handle submissions have been custom- arily designed for that environment. In our own programming courses, at our universities, we are using one such judge as a learning tool. Students submit their programming as- signments to the judge, with the benefit of immediate feedback, more reliable than what could be provided by a teaching assistant. Moreover, the automatic judge publishes a ranking of the students by number of accepted submissions, and this induces a healthy competitive attitude that many students enjoy and that makes them work harder and in a more disciplined way than they would otherwise.