[QUOTE=xilman;286932]FWIW, your advice of keeping a correct master code and using it as a standard against which to compare optimized versions is [b]exactly[/b] my approach too.[/QUOTE]

Would now be a good time to introduce "Grasshopper" (:smile:) to the concept of RCSs and regression testing?

As an aside, I have always found that, with strong students, the teacher(s) often benefit as much as the students ("Do I really know as much as I think I know?")....

I am aware of such things, but at this point have no interest in learning how to use/do said things. [strike]I'm focusing on the Chapter 1 exercises of that book.[/strike] I'm trying to figure out what the blasted URL is so I can do my HW. (Someone specifically said it was a link.)

[QUOTE=Dubslow;286972]Hmm, there seem to be non-alphanumeric characters.
---- and .-.-[/QUOTE]

no kiddingh (How many will get the joke?)

As a complete aside, one of my favourite books of all time is [URL="http://en.wikipedia.org/wiki/Cryptonomicon"]Cryptonomicon[/URL] by Neal Stephenson. Morse Code features prominently (not to mention the Enigma machine).

In one of the time-lines of the book (WWII) MC was transmitted and received by humans, and experienced operators could recognize others by their "hand" (read: their particular timing). At one point in the book, one operator has to impersonate another.

It is absolutely amazing what they did at Bletchley Park. (And, in my opinion, it is tragic what happened to Alan Turing after the war. Although this is not covered in the book....)

Many times in Friday's lecture he went on about how, if they wanted to, Computer Scientists can define anything they want. As in, instead of being 6, 110 could be 'banana'. Switching the dashes and dots produces TINYURLCS125HW1, which leads to [url=http://www.cs.uiuc.edu/class/sp12/cs125/CS125-SP12-HW0001.pdf]this PDF[/url], if anyone is still interested. Otherwise I will stop posting about my class.

[QUOTE=Dubslow;286986]As in, instead of being 6, 110 could be 'banana'.[/QUOTE]

You realize, of course, that 6 and 110 are the same number, but under different bases.

And, if interpreted as an index, of course 6 could be 'banana'. And 111 (base 10) (or 0157 (base 8)) (or 0x6F (base 16)) could be 'apple'.

Or whatever you want...

[QUOTE=Dubslow;286986]Switching the dashes and dots produces TINYURLCS125HW1, which leads to [url=http://www.cs.uiuc.edu/class/sp12/cs125/CS125-SP12-HW0001.pdf]this PDF[/url], if anyone is still interested. Otherwise I will stop posting about my class.[/QUOTE]

I don't know about everyone else, but if I had had an instructor as strong as you appear to have I would not have dropped out of University to enter Industry.

Please keep posting about your class.

[QUOTE=chalsall;286988]
Or whatever you want...
[/QUOTE]

Yes, that was rather his point.

The first example, before the fruit business, was that 000000 could represent the integer 17, and that 0000001 would be 13.456, and that 010010 would be pi. And then describe the problems implementing addition, etc., and that's why we use 1=1, 10=2, etc.

(Using base ten to represent the idea of the number, rather than just a different representation of the binary.)

[QUOTE=Dubslow;286986]Many times in Friday's lecture he went on about how, if they wanted to, Computer Scientists can define anything they want. As in, instead of being 6, 110 could be 'banana'. Switching the dashes and dots produces TINYURLCS125HW1, which leads to [url=http://www.cs.uiuc.edu/class/sp12/cs125/CS125-SP12-HW0001.pdf]this PDF[/url], if anyone is still interested. Otherwise I will stop posting about my class.[/QUOTE]

Bingo! I knew the code wasn't too hard...the four dashes gave it away...I strongly suggest you answer every question on that homework.

I'm supposed to be learning some JAVA (even though I'm an inveterate C hacker), so that's not a collective yawn....and this guy, as I said, has a sense of humor...there's a lot of cute stuff in that homework, and I suspect you would do better than most of my professional colleagues.

Well, Google and Wikipedia are fair go, so it couldn't be that hard for them. Also, for, Q10000 , I don't think my instructor is actually the answer; I tried a Google he suggested, and came up with another Prof in the department who got his Ph.D. from Newcastle-upon-Tyne, so pending a correction on our forum, I went with him.

[QUOTE=chalsall;286979]Would now be a good time to introduce "Grasshopper" (:smile:) to the concept of RCSs and regression testing?

As an aside, I have always found that, with strong students, the teacher(s) often benefit as much as the students ("Do I really know as much as I think I know?")....[/QUOTE]

I really gave you the wrong answer the first time.
[quote]Q 11110 Explain the following code repository concepts (if possible use pictures to help your explanation): Commit. Update. Resolving a conflict.[/quote]

[QUOTE=Dubslow;287019]I really gave you the wrong answer the first time.
[quote]Q 11110 Explain the following code repository concepts (if possible use pictures to help your explanation): Commit. Update. Resolving a conflict.[/quote][/QUOTE]

Allow me to attempt an explanation which uses all those [strike]suppository[/strike]repository-related terms in a haiku:

Before you commit your latest
Code updates you must first
Resolve all conflicts, grasshopper.

[Yeah, I know, invoking the old [i]Kung Fu[/i] TV series amounts to a mixed cultural metaphor.]

What happened to 5-7-5?

[QUOTE=ewmayer;287382] invoking the old [i]Kung Fu[/i] TV series [/QUOTE]

Sorry, but that's before my time :P