I have a datefield in flex with editable="true".
When I type: 20-1-69 and I go to another field, it changes into 20-01-2069. but I don't want it to change into 2069. Is it possible to turn off this automatically change thing?
Thanks,
JSMB
In the past, when bytes where expensive, smart programmers used two digits to store the date. So a 60 was interpreted as an 1960 and all was wel.
Until the dreaded year 2000 was near, people started to panic, because computers would certainly stop to work and we would all die, or at least been cut from the Internet which is possibly worse.
So smart programmers were called to solve the problem.
Real smart programmers extended the number of digits to 4. But programmers that were self proclaimed smart, used the sliding window. 70 to 99 where interpreted as 1970-1999 and 0 to 69 was ineterpreted as 2000 to 2069. This of course solved the Y2K problem. But as you have found out, we have a 2070 problem.
The fun part is that, using this scheme, old guys like me are born in the future. Which makes us feel young again. So they probably did this on purpose.
You need to decide where you want the two-digit date to cut off between 1900 and 2000, and then perform some magic on the input.
Example: Cutoff is the year 1940
(pseudocode)
If twoDigitYear > 40
fourDigitYear = "19" + twoDigitYear
Else
fourDigitYear = "20" + twoDigitYear
This will give you years from 1941 to 2040.
Use a DateValidator to enforce a 4 digit year? If you're going to be entering in old dates, this is pretty much a requirement no matter what SDK you have. Even if you work out some way to make this work, some user will come along and get confused.
Related
I was reviewing some code from a library for Arduino and saw the following if statement in the main loop:
draw_state++;
if ( draw_state >= 14*8 )
draw_state = 0;
draw_state is a uint8_t.
Why is 14*8 written here instead of 112? I initially thought this was done to save space, as 14 and 8 can both be represented by a single byte, but then so can 112.
I can't see why a compiler wouldn't optimize this to 112, since otherwise it would mean a multiplication has to be done every iteration instead of the lookup of a value. This looks to me like there is some form of memory and processing tradeoff.
Does anyone have a suggestion as to why this was done?
Note: I had a hard time coming up with a clear title, so suggestions are welcome.
Probably to explicitly show where the number 112 came from. For example, it could be number of bits in 14 bytes (but of course I don't know the context of the code, so I could be wrong). It would then be more obvious to humans where the value came from, than wiriting just 112.
And as you pointed out, the compiler will probably optimize it, so there will be no multiplication in the machine code.
Not sure if this is best place to ask this, but there are many style guides out there that propose line length limits, many as low as 80 characters. What is the most commonly used line length limit in actual applications? Is going as low as 80 actually feasible?
It all depends on your/your teams preferences. Some of the arguments for the 80 character line are:
You can fit multiple editors side by side with shorter lines.
80 characters forces you to write more concise code so
// Looks to confusing to some people
if ((browser.OS == 'win') && (browser.userAgent == 'IE')) {
// More concise
isIE = (browser.userAgent == 'IE');
isWindows = (browser.OS == 'win');
if (isIE && isWindows) {
Historic reasons (The IBM
punch card had 80 columns, as well as old style terminals.
Arguments for more than 80 characters (I have mine set to 150):
We now have larger monitors, so why bother
Long expressions are grouped together instead of being broken up, easier to read to some people (myself included)
You also have to consider that you code may be reviewed, emailed, debugged and rewritten by people that aren't you. I happen to write code on my own most of the time, but I do have my own standards. As long as you write consistent, readable code, you won't have a problem with line lengths. But whatever you do, please don't write anything longer than 150 (and I'll admit, I'm pushing the limit on that) it's just ugly and can definitely be broken up.
In an answer on StackOverflow en Español, I showed that Perl 6 avoids the calculation errors of many other languages because it keeps track of the numerators and denominators. That is to say, decimal numbers are actually represented as Ratios. However, it does make a small error with very small numbers:
> 0.000000000000000000071.nude.perl
(71, 1000000000000000000000)
> 0.0000000000000000000071.nude.perl
(71, 10000000000000000000000)
> 0.00000000000000000000071.nude.perl
(71, 99999999999999991611392)
Is this something that will be fixed in future versions?
I get the same answers using perl6/rakudo-star-2015.09 and perl6/rakudo-star-2015.11
Denominators are supposed to be limited to 64-bit - you need a FatRat to go beyond that.
However, said limit does not appear to be enforced in current Rakudo: If you do so manually, it will happily construct your number via Rat.new(71, 10**23).
My guess would be you have uncovered a bug in the handling of rational literals, but it might only trigger in code that is not future-proof anyway.
edit: It is possible to use angle brackets to get an allomorphic value, and this produces the correct value. In fact, regular rational literals are also specced to fall back to RatStr on overflow.
However, this fallback mechanism does not appear to be implemented in Rakudo.
I was trying to solve Google Code Jam problems and there is one of them that I don't understand. Here is the question (World Finals 2013 - problem C): https://code.google.com/codejam/contest/2437491/dashboard#s=p2&a=2
And here follows the problem analysis: https://code.google.com/codejam/contest/2437491/dashboard#s=a&a=2
I don't understand why we can use binary search. In order to use binary search the elements have to be sorted. In order words: for a given element e, we can't have any element less than e at its right side. But that is not the case in this problem. Let me give you an example:
Suppose we do what the analysis tells us to do: we start with a left bound angle of 90° and a right bound angle of 0°. Our first search will be at angle of 45°. Suppose we find that, for this angle, X < N. In this case, the analysis tells us to make our left bound 45°. At this point, we can have discarded a viable solution (at, let's say, 75°) and at the same time there can be no more solutions between 0° and 45°, leading us to say that there's no solution (wrongly).
I don't think Google's solution is wrong =P. But I can't figure out why we can use a binary search in this case. Anyone knows?
I don't understand why we can use binary search. In order to use
binary search the elements have to be sorted. In order words: for a
given element e, we can't have any element less than e at its right
side. But that is not the case in this problem.
A binary search works in this case because:
the values vary by at most 1
we only need to find one solution, not all of them
the first and last value straddle the desired value (X .. N .. 2N-X)
I don't quite follow your counter-example, but here's an example of a binary search on a sequence with the above constraints. Looking for 3:
1 2 1 1 2 3 2 3 4 5 4 4 3 3 4 5 4 4
[ ]
[ ]
[ ]
[ ]
*
I have read the problem and in the meantime thought about the solution. When I read the solution I have seen that they have mostly done the same as I would have, however, I did not thought about some minor optimizations they were using, as I was still digesting the task.
Solution:
Step1: They choose a median so that each of the line splits the set into half, therefore there will be two provinces having x mines, while the other two provinces will have N - x mines, respectively, because the two lines each split the set into half and
2 * x + 2 * (2 * N - x) = 2 * x + 4 * N - 2 * x = 4 * N.
If x = N, then we were lucky and accidentally found a solution.
Step2: They are taking advantage of the "fact" that no three lines are collinear. I believe they are wrong, as the task did not tell us this is the case and they have taken advantage of this "fact", because they assumed that the task is solvable, however, in the task they were clearly asking us to tell them if the task is impossible with the current input. I believe this part is smelly. However, the task is not necessarily solvable, not to mention the fact that there might be a solution even for the case when three mines are collinear.
Thus, somewhere in between X had to be exactly equal to N!
Not true either, as they have stated in the task that
You should output IMPOSSIBLE instead if there is no good placement of
borders.
Step 3: They are still using the "fact" described as un-true in the previous step.
So let us close the book and think ourselves. Their solution is not bad, but they assume something which is not necessarily true. I believe them that all their inputs contained mines corresponding to their assumption, but this is not necessarily the case, as the task did not clearly state this and I can easily create a solvable input having three collinear mines.
Their idea for median choice is correct, so we must follow this procedure, the problem gets more complicated if we do not do this step. Now, we could search for a solution by modifying the angle until we find a solution or reach the border of the period (this was my idea initially). However, we know which provinces have too much mines and which provinces do not have enough mines. Also, we know that the period is pi/2 or, in other terms 90 degrees, because if we move alpha by pi/2 into either positive (counter-clockwise) or negative (clockwise) direction, then we have the same problem, but each child gets a different province, which is irrelevant from our point of view, they will still be rivals, I guess, but this does not concern us.
Now, we try and see what happens if we rotate the lines by pi/4. We will see that some mines might have changed borders. We have either not reached a solution yet, or have gone too far and poor provinces became rich and rich provinces became poor. In either case we know in which half the solution should be, so we rotate back/forward by pi/8. Then, with the same logic, by pi/16, until we have found a solution or there is no solution.
Back to the question, we cannot arrive into the situation described by you, because if there was a valid solution at 75 degrees, then we would see that we have not rotated the lines enough by rotating only 45 degrees, because then based on the number of mines which have changed borders we would be able to determine the right angle-interval. Remember, that we have two rich provinces and two poor provinces. Each rich provinces have two poor bordering provinces and vice-versa. So, the poor provinces should gain mines and the rich provinces should lose mines. If, when rotating by 45 degrees we see that the poor provinces did not get enough mines, then we will choose to rotate more until we see they have gained enough mines. If they have gained too many mines, then we change direction.
I'm teaching/helping a student to program.
I remember the following process always helped me when I started; It looks pretty intuitive and I wonder if someone else have had a similar approach.
Read the problem and understand it ( of course ) .
Identify possible "functions" and variables.
Write how would I do it step by step ( algorithm )
Translate it into code, if there is something you cannot do, create a function that does it for you and keep moving.
With the time and practice I seem to have forgotten how hard it was to pass from problem description to a coding solution, but, by applying this method I managed to learn how to program.
So for a project description like:
A system has to calculate the price of an Item based on the following rules ( a description of the rules... client, discounts, availability etc.. etc.etc. )
I first step is to understand what the problem is.
Then identify the item, the rules the variables etc.
pseudo code something like:
function getPrice( itemPrice, quantity , clientAge, hourOfDay ) : int
if( hourOfDay > 18 ) then
discount = 5%
if( quantity > 10 ) then
discount = 5%
if( clientAge > 60 or < 18 ) then
discount = 5%
return item_price - discounts...
end
And then pass it to the programming language..
public class Problem1{
public int getPrice( int itemPrice, int quantity,hourOdDay ) {
int discount = 0;
if( hourOfDay > 10 ) {
// uh uh.. U don't know how to calculate percentage...
// create a function and move on.
discount += percentOf( 5, itemPriece );
.
.
.
you get the idea..
}
}
public int percentOf( int percent, int i ) {
// ....
}
}
Did you went on a similar approach?.. Did some one teach you a similar approach or did you discovered your self ( as I did :( )
I go via the test-driven approach.
1. I write down (on paper or plain text editor) a list of tests or specification that would satisfy the needs of the problem.
- simple calculations (no discounts and concessions) with:
- single item
- two items
- maximum number of items that doesn't have a discount
- calculate for discounts based on number of items
- buying 10 items gives you a 5% discount
- buying 15 items gives you a 7% discount
- etc.
- calculate based on hourly rates
- calculate morning rates
- calculate afternoon rates
- calculate evening rates
- calculate midnight rates
- calculate based on buyer's age
- children
- adults
- seniors
- calculate based on combinations
- buying 10 items in the afternoon
2. Look for the items that I think would be the easiest to implement and write a test for it. E.g single items looks easy
The sample using Nunit and C#.
[Test] public void SingleItems()
{
Assert.AreEqual(5, GetPrice(5, 1));
}
Implement that using:
public decimal GetPrice(decimal amount, int quantity)
{
return amount * quantity; // easy!
}
Then move on to the two items.
[Test]
public void TwoItemsItems()
{
Assert.AreEqual(10, GetPrice(5, 2));
}
The implementation still passes the test so move on to the next test.
3. Be always on the lookout for duplication and remove it. You are done when all the tests pass and you can no longer think of any test.
This doesn't guarantee that you will create the most efficient algorithm, but as long as you know what to test for and it all passes, it will guarantee that you are getting the right answers.
the old-school OO way:
write down a description of the problem and its solution
circle the nouns, these are candidate objects
draw boxes around the verbs, these are candidate messages
group the verbs with the nouns that would 'do' the action; list any other nouns that would be required to help
see if you can restate the solution using the form noun.verb(other nouns)
code it
[this method preceeds CRC cards, but its been so long (over 20 years) that I don't remember where i learned it]
when learning programming I don't think TDD is helpful. TDD is good later on when you have some concept of what programming is about, but for starters, having an environment where you write code and see the results in the quickest possible turn around time is the most important thing.
I'd go from problem statement to code instantly. Hack it around. Help the student see different ways of composing software / structuring algorithms. Teach the student to change their minds and rework the code. Try and teach a little bit about code aesthetics.
Once they can hack around code.... then introduce the idea of formal restructuring in terms of refactoring. Then introduce the idea of TDD as a way to make the process a bit more robust. But only once they are feeling comfortable in manipulating code to do what they want. Being able to specify tests is then somewhat easier at that stage. The reason is that TDD is about Design. When learning you don't really care so much about design but about what you can do, what toys do you have to play with, how do they work, how do you combine them together. Once you have a sense of that, then you want to think about design and thats when TDD really kicks in.
From there I'd start introducing micro patterns leading into design patterns
I did something similar.
Figure out the rules/logic.
Figure out the math.
Then try and code it.
After doing that for a couple of months it just gets internalized. You don't realize your doing it until you come up against a complex problem that requires you to break it down.
I start at the top and work my way down. Basically, I'll start by writing a high level procedure, sketch out the details inside of it, and then start filling in the details.
Say I had this problem (yoinked from project euler)
The sum of the squares of the first
ten natural numbers is, 1^2 + 2^2 +
... + 10^2 = 385
The square of the sum of the first ten
natural numbers is, (1 + 2 + ... +
10)^2 = 55^2 = 3025
Hence the difference between the sum
of the squares of the first ten
natural numbers and the square of the
sum is 3025 385 = 2640.
Find the difference between the sum of
the squares of the first one hundred
natural numbers and the square of the
sum.
So I start like this:
(display (- (sum-of-squares (list-to 10))
(square-of-sums (list-to 10))))
Now, in Scheme, there is no sum-of-squares, square-of-sums or list-to functions. So the next step would be to build each of those. In building each of those functions, I may find I need to abstract out more. I try to keep things simple so that each function only really does one thing. When I build some piece of functionality that is testable, I write a unit test for it. When I start noticing a logical grouping for some data, and the functions that act on them, I may push it into an object.
I've enjoyed TDD every since it was introduced to me. Helps me plan out my code, and it just puts me at ease having all my tests return with "success" every time I modify my code, letting me know I'm going home on time today!
Wishful thinking is probably the most important tool to solve complex problems. When in doubt, assume that a function exists to solve your problem (create a stub, at first). You'll come back to it later to expand it.
A good book for beginners looking for a process: Test Driven Development: By Example
My dad had a bunch of flow chart stencils that he used to make me use when he was first teaching me about programming. to this day I draw squares and diamonds to build out a logical process of how to analyze a problem.
I think there are about a dozen different heuristics I know of when it comes to programming and so I tend to go through the list at times with what I'm trying to do. At the start, it is important to know what is the desired end result and then try to work backwards to find it.
I remember an Algorithms class covering some of these ways like:
Reduce it to a known problem or trivial problem
Divide and conquer (MergeSort being a classic example here)
Use Data Structures that have the right functions (HeapSort being an example here)
Recursion (Knowing trivial solutions and being able to reduce to those)
Dynamic programming
Organizing a solution as well as testing it for odd situations, e.g. if someone thinks L should be a number, are what I'd usually use to test out the idea in pseudo code before writing it up.
Design patterns can be a handy set of tools to use for specific cases like where an Adapter is needed or organizing things into a state or strategy solution.
Yes.. well TDD did't existed ( or was not that popular ) when I began. Would be TDD the way to go to pass from problem description to code?... Is not that a little bit advanced? I mean, when a "future" developer hardly understand what a programming language is, wouldn't it be counterproductive?
What about hamcrest the make the transition from algorithm to code.
I think there's a better way to state your problem.
Instead of defining it as 'a system,' define what is expected in terms of user inputs and outputs.
"On a window, a user should select an item from a list, and a box should show him how much it costs."
Then, you can give him some of the factors determining the costs, including sample items and what their costs should end up being.
(this is also very much a TDD-like idea)
Keep in mind, if you get 5% off then another 5% off, you don't get 10% off. Rather, you pay 95% of 95%, which is 90.25%, or 9.75% off. So, you shouldn't add the percentage.