18 Pages

cpts121-7-2

Course: CPTS 121, Spring 2009
School: Washington State
Rating:
 
 
 
 
 

Word Count: 1235

Document Preview

121 CptS Fall 09 Lecture 7-2 HK Chapter 6: Modular Programming Lecture Outline I. II. Functions with Output Parameters Scope CptS 121 L7-2 10/7/09 1 Prof. Chris Hundhausen Functions with Output Parameters In many situations, we would like to define functions that compute more than one value Example: Previously, we "sold out" when we defined function get_width, which prompts the user...

Register Now

Unformatted Document Excerpt

Coursehero >> Washington >> Washington State >> CPTS 121

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
121 CptS Fall 09 Lecture 7-2 HK Chapter 6: Modular Programming Lecture Outline I. II. Functions with Output Parameters Scope CptS 121 L7-2 10/7/09 1 Prof. Chris Hundhausen Functions with Output Parameters In many situations, we would like to define functions that compute more than one value Example: Previously, we "sold out" when we defined function get_width, which prompts the user for the width of a room, and returns that width. The function had to make the unrealistic assumption that rooms are always square, because we had no way to return multiple parameters! Wouldn't it be nice if we could define a function get_room_dims that prompts the user for the width and length of a room (both doubles), and returns those dimensions? Ideally, function get_room_dims would be able to return two values: length and width 2 Prof. Chris Hundhausen Is that possible? CptS 121 L7-2 10/7/09 Functions with Output Params (cont.) Yes, it is! Function parameters would appear a promising place to start. But we first need to understand precisely what happens when we call a function with parameters, e.g., void foo (int a, char b, double c); int main (void) { int myint; char mychar; double mydouble; myint = 12; mychar = 'a'; mydouble = 23.45; foo (myint, mychar, mydouble); } void foo (int a, char b, double c) { /* This does random, meaningless stuff */ ++a; b = 'd'; c *= 2; } CptS 121 L7-2 10/7/09 3 Prof. Chris Hundhausen Functions with Output Params (cont.) Remember that each function has a separate area of memory for storing its local variables and parameters. Each data area exists only when the function is active. Before the call to foo, memory might look something like this: Function main data area myint 12 mychar 'a' mydouble 23.45 CptS 121 L7-2 10/7/09 4 Prof. Chris Hundhausen Functions with Output Params (cont.) Then, when function foo is called from main, the foo function's data area becomes active, and the actual parameter values passed to foo are copied to spaces in its memory area: Function main data area myint 12 mychar 'a' mydouble 23.45 Function foo data area a 12 b 'a' c 23.45 copied copied copied CptS 121 L7-2 10/7/09 5 Prof. Chris Hundhausen Functions with Output Params (cont.) Finally, when function foo finishes executing, its memory area disappears, and control returns to the main function. The state of memory is thus as it was prior to the call to foo: Function main data area myint 12 mychar 'a' mydouble 23.45 CptS 121 L7-2 10/7/09 6 Prof. Chris Hundhausen Functions with Output Params (cont.) Since foo's data area goes away after execution, there's no way for foo to communicate with main through its parameter list. What we'd like is a two-way flow, something like this: Function main data area myint 12 mychar 'a' mydouble 23.45 copied copied copied copied copied copied 7 Function foo data area a 12 b 'a' c 23.45 CptS 121 L7-2 10/7/09 Prof. Chris Hundhausen Functions with Output Params (cont.) In C, we can achieve the effect of output parameters by passing memory addresses (pointers) instead of values. Here's how we could modify the previous code to accomplish this: void foo(int* a, char* b, double* c); int main(void) { int myint; char mychar; double mydoubl; myint = 12; mychar = 'a'; mydouble = 23.45; /* pass memory locations of variables, not vars themselves */ foo(&myint, &mychar, &mydouble); } void foo(int *a, char *b, double *c) { ++(*a); /* autoincrement the value at memory pointed to by a */ *b = 'd'; /* assign to memory pointed to by b */ *c *= 2; /* assign to memory pointed to by b */ } CptS 121 L7-2 10/7/09 8 Prof. Chris Hundhausen Functions with Output Params (cont.) In order to visualize what the previous code is doing, we'll need to number (arbitrarily) the memory locations at which the variable values are stored: Function main data area &myint myint 100 12 mychar 200 'a' mydouble 300 23.45 &mychar Function foo data area a 100 b 200 c 300 &mydouble Since foo's parameters contain memory locations and not values, foo can use those memory locations to access, and ultimately to change, the original values the in main function. Such changes are called "side effects". CptS 121 L7-2 10/7/09 9 Prof. Chris Hundhausen Functions with Output Params (cont.) Now let's revisit the get_room_dims example we started with: void get_room_dims(double *length, double *width) { double local_len, local_width; printf("Please enter the length of the room: "); scanf("%lf",&local_length); printf("Please enter the width of the room: "); scanf("%lf",&local_width); *length = local_length; /* assign to output parameter */ *width = local_width; /* assign to output parameter */ } CptS 121 L7-2 10/7/09 10 Prof. Chris Hundhausen Functions with Output Params (cont.) Here's a main function that calls upon get_room_dims void get_room_dims(double*,double*); /* prototype */ int main(void) { double len, wid; /* allocate memory to receive output params */ get_room_dims(&len, &wid); /* len and wid now contain data, assuming everything went smoothly with scanf. We could now use those values. */ } CptS 121 L7-2 10/7/09 11 Prof. Chris Hundhausen Aside: The Many Faces of * By now, you might find the multiple meanings of the '*' operator confusing. Let's review them. Meaning one: "multiplication" Meaning two: "pointer to" Meaning three: "follow the pointer" (unary indirection) - e.g., 5 *3 - e.g., char - e.g., *i *c; Each of these meanings is markedly different! CptS 121 L7-2 10/7/09 12 Prof. Chris Hundhausen = 4; You Try It With a partner, design a function divide that accepts four arguments: number: an integer input parameter divisor: an integer input parameter result: an integer output parameter remainder: an integer output parameter The function divides number by divisor. The result is placed into the output parameter result, and the remainder is placed into the output parameter remainder. Also show how a main function would call divide. CptS 121 L7-2 10/7/09 13 Prof. Chris Hundhausen Functions with Output Params (cont.) Recall the get_room_dims example: void get_room_dims(double *length, double *width) { double local_len, local_width; printf("Please enter the length of the room: "); scanf("%lf",&local_length); printf("Please enter the width of the room: "); scanf("%lf",&local_width); *length = local_length; /* assign to output param */ *width = local_width; /* assign to output param */ } It turns out we can simplify this even further by substituting the output parameters directly into the calls to scanf (see next slide) CptS 121 L7-2 10/7/09 14 Prof. Chris Hundhausen Functions with Output Params (cont.) Revised version of get_room_dims: void get_room_dims(double *length, double *width) { printf("Please enter the length of the room: "); scanf("%lf",length); /* Why does this work? */ printf("Please enter the width of the room: "); scanf("%lf",width); /* Why does this work? */ } Explanation: scanf needs the address of the variable into which to place the value it scans. Since length and width are declared as pointers to (addresss of) doubles, they meet that definition, and therefore can be substituted directly into scanf. CptS 121 L7-2 10/7/09 15 Prof. Chris Hundhausen Scope As has been discussed in previous lectures, the scope of an identifier is the region of a program within which the identifier is defined. In general: #define macro definitions have global scope, meaning that they are defined within the entire source file A function is visible to all functions defined below it. However, its local variables are visible only to itself. CptS 121 L7-2 10/7/09 16 Prof. Chris Hundhausen Scope (cont.) Identify the scope of the identifiers in the following example: CptS 121 L7-2 10/7/09 17 Prof. Chris Hundhausen Next Lecture An extended example that includes several functions with input and output parameters Prepare yourself by studying the extended example in Section 6.5 (pp. 303-312) Debugging techniques Common programming errors CptS 121 L7-2 10/7/09 18 Prof. Chris Hundhausen
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Washington State - CPTS - 121
CptS 121 Fall 09 Lecture 8-1HK Chapter 7.1 7.3: Data Types Lecture Outline I. Representation of numeric and char types II. Enumerated Types III. Quiz (on material covered last week)CptS 121 L8-1 10/12/09 1 Prof. Chris HundhausenInternal Representation
Washington State - CPTS - 121
CptS 121 Fall 09 Lecture 8-2HK Chapter 8: Arrays Lecture Outline I. Introduction to ArraysCptS 121 L8-2 10/14/091Prof. Chris HundhausenDeclaring an Array Arrays are declared in much the same way as variables: int a[6]; declares an array a with 6 cel
Washington State - CPTS - 121
CptS 121 Fall 09 Lecture 9-1HK Chapter 8: Arrays Lecture Outline I. II. Array Sorting Array SearchingC p tS 1 2 1 L9 1 1 0 /1 9 /0 91P ro f.C h ris Hund h a us e nArray Sorting Lots of motivating problems- Print out a class list in alphabetical ord
Washington State - CPTS - 121
CptS 121 Fall 09 Lecture 9-2HK Chapter 8: Arrays Lecture Outline I. Multidimensional ArraysC p tS 1 2 1 L9 1 1 0 /2 3 2 6 /0 91P ro f.C h ris Hund h a us e nMultidimensional Arrays Thus far, we've focused on single dimensional arrays We declare th
UCSD - PHIL - 10
Lecture103:02 Logicthestudyofreasoning,theprocessofgoingfromgivenfacts,information orassumptionstonewinformation. Whylogicisimportant: Reasoninggovernseverythingyoudo Muchhumanreasoningisbad Manygroupsknowhowtomanipulatebadreasoningfortheirownends Sente
CUNY Baruch - BUSI - 107
GettingaMarketingPerspectiveCopyright 2010 Pearson Education, Inc. Publishing as Prentice HallChapter 1- slide 1Q: What are the factors impacting marketing decisions today?Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall1-2Chapter
Universidad del Turabo - FIN - 503
GroupNo.1FINA503Secc.502 Prof.JosPrezImagine getting a bill for $125 billion you did not know you owed. That actuallyhappenedtotheresidents,calledburghers,ofthetownofTicino, Switzerland.AcourtinBrooklyn,NewYork,orderedTicinotopayagroup ofAmericaninvestor
Kaplan University - HU - 245
Course Syllabus - Undergraduate HU245: Ethics TABLE OF CONTENTSCtrl & Click on a link below to view that section in the syllabusCourse Calendar Grading Criteria/Course Evaluation Policies Course Description How to Label Your Work Projects Course Informa
UCSC - PC - 5555
Chapter 1 Computing Before Computers Charles Babbage (1791-1871) 19th-century mathematics professor at Cambridge Difference engine required 25,000 parts, weighed 15 tons Never finished it The Analytical Engine, Lady Lovelace (1843) Mother of all compu
University of Minnesota - BIOLOGY - 4003
Chapter 2 Answers to Homework Problems 4. Questions and Problems, 2.4 Distinguish between the haploid and diploid states. What types of cells are haploid? What types of cells are diploid? Ans: In the haploid state, each chromosome is represented once; in
University of Minnesota - BIOLOGY - 4003
Chapter 3 Answers to Homework Problems1,3,4,5,7,10,12,16,17,19,22,23,24,25,291. Questions and Problems, 3-1 On the basis of Mendels observations, predict the results from the following crosses with peas: (a) a tall (dominant and homozygous) variety cros
University of Minnesota - BIOLOGY - 4003
Answers to Chapter 4 homework problems. 1. Questions and Problems, 4.1 What blood types could be observed in children born to a woman who has blood type M and a man who has blood type MN? Ans: M and MN. 3. Questions and Problems, 4.3 In mice, a series of
FSU - ECON - 2023
PRINCIPLESE SPRING SEMESTER 2011OFMICROECONOMICS2023-01CONOMICSDR. JOE CALHOUN FLORIDA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES AND PUBLIC POLICY DEPARTMENT OF ECONOMICSHCB 101 Tuesday & Thursday; 12:30 - 1:45 pmCOURSE DESCRIPTION & LEARNING GO
University of Minnesota - BIOLOGY - 4003
Chapter 5 Answers to Homework Problems.1. Questions and Problems, 5.1 What are the genetic differences between male- and female-determining sperm in animals with heterogametic males? Ans: The male-determining sperm carries a Y chromosome; the female-dete
University of Minnesota - BIOLOGY - 4003
Chapter 6 Answers to Homework Problems3. Questions and Problems, 6.3 During meiosis, why do some tetraploids behave more regularly than triploids? Ans: In allotetraploids, each member of the different sets of chromosomes can pair with a homologous partne
University of Minnesota - BIOLOGY - 4003
Chapter 7 Answers to Homework Problems1. Questions and Problems, 7.1 Mendel did not know of the existence of chromosomes. Had he known, what change might he have made in his Principle of Independent Assortment? Ans: If Mendel had known of the existence o
Peking Uni. - GSM - 112
C O N TE N TSPrefacexixThe MarketConstructing a Model 1 Optimization and Equilibrium 3 mand Curve 3 The Supply Curve 5 Market Equilibrium parative Statics 9 O ther Ways to Allocate Apartments 11criminating MonopolistThe De 7 ComThe DisWhich Way Is
University of Phoenix - BEH - 225
Attention-Deficit/Hyperactivity1Attention-Deficit/Hyperactivity Disorder Rita Staten Axia College of University of Phoenix January 22, 2011Attention-Deficit/Hyperactivity Attention-Deficit/Hyperactivity Disorder2Attention-deficit/hyperactivity disord
USF - CDA - 4205
CDA 4205 Computer Architecture Fall 2010Homework 2 Due October 05, 2010 (in class before lecture begins)You are expected to work on all homework problems individually and independently. If some needed data is missing you are expected to make an assumpti
USF - CDA - 4205
CDA 4205 Computer Architecture Fall 2010Homework 3 Due October 28, 2010 (in class before lecture begins)You are expected to work on all homework problems individually and independently. If some needed data is missing you are expected to make an assumpti
University of Melbourne - LITR - 163
UCLA - GE CLUSTER - 72a
lecture2review18/01/201123:43:00 BucketScenario ThebucketscenarioisamodelforhowDNAandtheenvironmentare constantlyinteractingandindivisible. DNAisrepresentedbyDaniellewhiletheenvironmentisrepresentedbyEvan andEdgar. Intheexampleusedinlecture,DNAiskeptco
UCLA - GE CLUSTER - 72a
lecture#1 06/01/201115:49:00Gobacktolecture6 Areourtraitsdeterminesbyourdnaorenvironment? GenotypeDNAallgenes PhenotypeTraitsArethesegeneticorinherit inhumanshaircolorisinheritedbutinbirdplumageitisbasedontheenvironment thegenesyouinheritdeterminehowy
University of Phoenix - IT - 210
Application-Level Requirements List 1. The program shall present a series of user screens that prompts the user for specified input. 2. The main user screen shall have an application title. 3. The main user screen should have a short description saying ho
University of Phoenix - IT - 210
Application-Level Requirements List 1. The program shall present a series of user screens that prompts the user for specified input. 2. The main user screen shall have an application title. 3. The main user screen should have a short description saying ho
University of Phoenix - IT - 210
Axia College MaterialAppendix C Input Data and Output ProcessIn the second column, list at least three processes (capabilities) necessary to keep track of your home CD or DVD collection. In the first column, identify the input data required for each of
University of Phoenix - IT - 210
Week 1Discussion Question 1Why do you think the requirements analysis process is so difficult? Describe two things you can do to overcome these difficulties. The requirement analysis process is so difficult because this is the beginning of the process. O
University of Phoenix - IT - 210
Week 1Discussion Question 2When building a house, a structured, modular approach is better than a haphazard approach. Explain how a structured approach relates to developing programs and why using an organized approach is important. We are in a time of c
UCLA - GE CLUSTER - 72a
Lecture#3 11/01/201115:46:00Itmattersonthescaleandwhatcountsasdramaticdifference Youlooktosoohowpeoplevaryifitissmalllikehalfapointorifthereisalarge differencesuchas2 2points tellingthatthediffis2pointsisnotenoughinformation howdiffaremenandwomen stand
Nanyang Technological University - MAS - 111
MAS 111 FOUNDATION OF MATHEMATICSPRACTICE EXERCISES FUNCTIONS Hints1. Does the formula f (x) =1 dene a function f : R R? 2 HInt: No. f ( 2) and f ( 2) are not dened. x22. For each of the following functions, determine whether it is one-to-one and dete
Nanyang Technological University - MAS - 111
MAS 111 FOUNDATION OF MATHEMATICSQUIZ 2 DATE: 07/11/20091. Let A = cfw_1, 2, 3, , 15.(25 marks)(a) How many subsets of A contain all of the odd integers in A? (b) How many 10-element subsets of A contain exactly four odd integers? 2. On the set Z if a
University of Phoenix - IT - 210
Axia College MaterialAppendix D Software Development Activities and PurposesMatch the activity or purpose on the left with the appropriate description on the right by typing in the corresponding letter under the Answer column. Activity or Purpose Answer
University of Phoenix - IT - 210
Axia College MaterialAppendix F Application-Level RequirementsApplication-Level Requirements List1. The program will present a series of user screens that prompts the user for specified input. 2. The main user screen will have an application title. 3.
University of Phoenix - IT - 210
IT/210Check Point: Chapter 2 Programming ProblemT he manager of the Super Supermarket would like to be able to compute the u nit price for p roducts sold there. To do this, the program should input the name and price of an i tem and i ts weight in pound
UCLA - GE CLUSTER - 72a
Sex differences in diseaseSex differences in brain diseases femalebiasmaleDr. Arnold February 25, 2011What factors cause sex differences?if women get depressed but depression is severe major disorder but then men are protected by a f actor against d
UCLA - GE CLUSTER - 72b
!"!#"!$! Variation ! Variationover time over placeLecture 6 Prof. A. Saguy, PhD UCLA Dept. of Sociology!Variation over time! Sexual harassment coined in 1975 in U.S. ! 1985 in Franceit wasnt called sexual harrasment construction of a social problem
University of Phoenix - IT - 210
Axia College MaterialAppendix G Sequential and Selection Process Control StructureIn the following example, the second line of the table specifies that tax due on a salary of $2000.00 is $225.00 plus 16% of excess salary over $1500.00 (that is, 16% of $
USF - EEL - 6935
INDUCTION MOTOR TESTS (No-Load Test, Blocked Rotor Test) The equivalent circuit parameters for an induction motor can be determined using specific tests on the motor, just as was done for the transformer. No-Load Test Balanced voltages are applied to the
University of Phoenix - IT - 210
Week 3 Discussion Question 1Review the definition of control structure on p. 45 in Extended Prelude to Programming: Concepts and Design (2nd ed.). Then, think about the pseudocode algorithm you would write for a simple task (making a peanut butter sandwi
UCLA - GE CLUSTER - 72a
discussion13/01/201100:00:00Whatisthemeasurethatisusuallyusedtotellusaboutthemagnitudeofasex difference?Howdoyoucalculatethevalueofthismeasurement? Thestandarddeviationmeanmenmeanwomen o Standarddeviation 2.Whatarethecutoffsfor: a. asmallsexdifference?.
University of Phoenix - IT - 210
Week 3 Discussion Question 2How do you use the three basic control structures - sequential, repetition, and selection - in your everyday problem solving? Do you think there are any other control structures that would make your problem-solving skills more
UCLA - GE CLUSTER - 72a
discussionweek319/01/201121:43:00Insteadofputtingthemainpointsaddtheopposingviewpointandthisishow sheprovedherpointhowsheconstructedherargument Someexamples Youcanusereadingsthroughoutthecourse Youhavetokeepinmindwhatwouldbeagoodreadingtochoosesuchas lo
UCLA - GE CLUSTER - 72a
Transsexualism09/11/201016:26:00Transsexualismmedicaltermisgenderidentitydisorder Twonecessarycomponentsfordiagnosis o Evidenceofastrongandpersistentcrossgenderidentification9merely beadesire o evidenceofpersistentdiscomfortaboutonesassignedsexorsenseof
UCLA - GE CLUSTER - 72a
Lecture13saguy04/11/201014:54:00Transsexualfrombirthyouareanormalfemaleormaleandthenlateryouwould liketobetheoppositesex. sexcategoryuncertaintywithlaw. testosteroneispermanenthoweverestrogenarenotpermanentwillgoawayif youstoptreatment. Transgender:umbre
UCLA - GE CLUSTER - 72a
TheMatingPsychologyofGayMenandlesbians 23/11/201015:53:00Preferringtohavesexwiththesamesexwillloweryourreproductivenumbers Causesareductioninfitness Evidencethatgenescausehomosexualityandbiologicalreasons Homosexualitycomesacrosstheanimalkingdom.Thesebir
UCLA - GE CLUSTER - 72a
Thebiologyofsexualorientation 30/11/201015:58:00Sexualdimorphicdiffbtwmalesandfemales Complex Complexgenetictraitsthatareconsideredtobecommon,multigenetic disordersthatareofteninfluencedbytheenvironment Traitisageneticdefinition Relatestospecificchar
UCLA - GE CLUSTER - 72a
03/12/201017:32:00 Lecture2 Sociologyfocusonempiricaldatabasedondatathatcanbefalsified Firstwaveonfeministvotingincludingworkplaceandreproductive ifthereisamixacrossmaleandfemalecharacteristicscanbecharacterized asintersex Lecture3 Axiomistakentobetruewi
UCLA - GE CLUSTER - 72a
Lecture12haseltonSexualSelection 02/11/201014:51:00Generalhypothesislikethebodythemindcontainsspecializedadaptations Adaptationsareoftencalledmoduleorpsychologicalmechanisms. Mechanismscanbedistributed.Organsinthebrain,whicharedesignedby selectiontosol
UCLA - GE CLUSTER - 72a
Lecture820:57Optionsforchoosingtohavesurgeryrightaway Doitrightawayandletitbeasubjectofmedicinescience allowthesurgeryandletthesexcategorymatchthebiology notallowitbecausetheconsentofthechildwasnotinvolvedandthe potentialharmthatitcouldcausesociological
UCLA - GE CLUSTER - 72a
Lecture 5 October 7 Estrogen is bringing her into lordosis behavior, however the male has to be t here to stimulate. A would be estrogen and B would be lordosis I n order to decrease estrogen level remove the ovaries and to increase estrogen inject with e
UCLA - GE CLUSTER - 72a
Lecture 4 October 5 Fundamental things tht differentiate males and females Sry is a gene that is tu rned on during the development of the gonad. I t has not yet tu rned in to testes or ovaries. Sry is the signal that initiates testes or ovaries in a tissu
UCLA - GE CLUSTER - 72a
Intersexualitiespart1 12/10/201015:02:00Leydigcellslookliketriangles AlsosecreteAMH 46xxfemale 46xymale mosaicsmixtureofxxandxycellsmaleorfemale parmshortarm qarmlongarm mostcellsarediplidonefromourparents haploidcellsarehalfcellssuchasspermandeggcells
UCLA - GE CLUSTER - 72a
23:28 FromtheprogramsIhaveseenonthissubject,manyinvolvingpeoplewhohave grownupafterthese"corrections",Iwouldbegreatlytemptedtoleavethechild alone.Theyareoftenunabletoexperienceanysexualgratificationina"normal" way(erectiletissuehasbeenremoved)andmanydon't
UCLA - GE CLUSTER - 72a
18/11/201016:00:00 Averagegaypersonhadearlyindicationsofattractiontothesamesex Consciousquestioning Tentativeexploration Adoptionofidentity IntegrationGenderdifferences WomenTimingoftheirsexualdevelopmentgavediffrespnsesthanmen Somewomendidntsaysomewere
Memorial University - ECON - 1111
GOOD PRACTICE PAPER ON ICTS FOR ECONOMIC GROWTH AND POVERTY REDUCTIONPart II Good Practice Paper on ICTs for Economic Growth and Poverty ReductionAbstract. This report aims to give an overview of what DAC members currently know about how Information and
University of Phoenix - IT - 210
IT/210Currency Conversion Design AssignmentApplication-Level Requirements List 1) 2) 3) 4) Get input from the user. Enter the amount of foreign currency that is to be converted. Select the type of foreign currency that is to be converted to U.S dollars.
University of Phoenix - IT - 210
IT/210Iteration Control Structure CheckpointDesignaprogramthatmodelsthewormsbehaviorinthefollowingscenario: Awormismovingtowardanapple.Eachtimeitmovesthewormcutsthedistance betweenitselfandtheapplebyitsownbodylengthuntilthewormiscloseenoughto entertheap
Memorial University - ECON - 1111
American Economic AssociationEconomic Growth and Income Inequality Author(s): Simon Kuznets Source: The American Economic Review, Vol. 45, No. 1 (Mar., 1955), pp. 1-28 Published by: American Economic Association Stable URL: http:/www.jstor.org/stable/181
Memorial University - ECON - 1111
A N EW DEVELOPMENT DATA BASEThe following article is the first in an occasional series introducing new data bases. The series intends to make new development data bases more widely available and to contribute to discussion and further research on economi
University of Phoenix - IT - 210
IT/210CheckPoint: Simple Array ProcessChapter 6 / Exercise 3Input a list of employee names and salaries, and determine the mean (average) salary as well as the number of salaries above and below the mean.Define n to store number of employees Output En
Memorial University - ECON - 1111
Grameen Telecoms Village Phone Programme in Rural Bangladesh: a Multi-Media Case Study Final ReportMarch 17, 2000Prepared byDr. Don Richardson, Ricardo Ramirez, Moinul Haq TeleCommons Development Group(TDG) 512 Woolwich St., Suite 200, Guelph Ontario,