By Sun Yat-sen. Translation Of Shih Yeh Chi Hua. Reprint Of The Ed. Published By Putnam, New York.

“如果你有什么愿望,你想要什么?”这位在他面前憔悴、血淋淋的海军陆战队员的摄影记者问道。海军陆战队瞪着面试官。摄影师拍下了他的照片,这张照片成为本书封面上的标志性的朝鲜战争图像。”“给我明天,”他终于说。 经过近四个月在朝鲜战场上的持续和痛苦的战斗,这样一个简单的要求似乎是不可能的。对于许多乔治连的人来说,这是一个无法实现的愿望,因为他们被称为“血腥的乔治”,因为他们被遗忘的战争中,最有荣誉感却没有得到承认。 这是乔治在1950年成立的一个海军陆战队的职责。这一小队人——一个五彩缤纷的角色阵容,包括一个为获得战士荣誉而战的美国土著人,一个来自田纳西州的南部男孩与一个北方蓝血记者发生冲突,变成了海军陆战队队员,在美国前线,一对兄弟情谊的孪生兄弟是为了满足他们的迫切需要。在朝鲜战争最血腥的战斗中,他们会发现自己处于矛尖。 在冲进仁川上岸,在首尔挨家挨户地战斗之后,美国最后一支后备部队之一的乔治连发现自己在朝鲜水库的冰冻苔原上,面对着整个师的中国军队。他们当时并没有意识到这一点,但他们很快就成了这场战斗的关键,现代斯巴达人号召他们推迟10倍于他们人数的战斗。给我明天是他们难忘的勇敢和勇敢的故事。 深入研究,生动地告诉我,明天就是乔治连英雄事迹的最好证明。他们将永远不会被遗忘。

Discussing with different AIs in one chat is now possible thanks to https://cabina.ai/ This platform allows users to engage with multiple AI models in a single conversation, comparing their responses and getting diverse perspectives. Whether you need assistance, creative ideas, or unique insights, Cabina AI enhances discussions by providing various viewpoints. Try it now and experience the future of AI-powered conversations.

<p>Highlights of the book include detailed coverage of:</p><ul><li>The essential theory associated with digital transmission</li><li>Digital leased circuits including PDH, SONET and SDH</li><li>Protocol basics including specification and implementation methods</li><li>Legacy and wireless LANs</li><li>High-speed LANs including 100BaseT and 100 VG AnyLAN</li><li>Transparent and source routing bridges</li><li>Packet switching and frame relay networks and their protocols</li><li>Internetworking architectures, protocols and routing algorithms</li><li>Multiservice broadband networks including ATM LANs and MANs</li><li>The TCP/IP and OSI application protocols including X.400 and X.500</li><li>Data encryption and network security algorithms</li><li>Network management architectures including SNMP and CMIP</li></ul><br><br> <p>Fully revised and updated, the fourth edition includes new chapters on broadband multi-service networks, a revamped chapter with extended and updated coverage of FDDI, and a new section on Fast Ethernet, covering 100BaseT, 100Base X, wireless LANs, and several additional candidate technologies.</p>

Jolt大奖素有“软件业之奥斯卡”的美称,本丛书精选自Jolt历届获奖图书,以植根于开发实践中的独到工程思想与杰出方法论为主要甄选方向。作者使用了超过600个现实的例子来向你展现如何甄别代码的好坏;如何阅读,应当注意什么,以及如何使用这些知识来改进自己的代码。本书在一些现实中的大型实例基础上,论述了代码阅读的策略,并向读者展示了如何将这些代码阅读和代码理解的技艺运用于实践。

Most programmers' fear of user interface (UI) programming comes from their fear of doing UI design. They think that UI design is like graphic design--the mysterious process by which creative, latte-drinking, all-black-wearing people produce cool-looking, artistic pieces. Most programmers see themselves as analytic, logical thinkers instead--strong at reasoning, weak on artistic judgment, and incapable of doing UI design. In this brilliantly readable book, author Joel Spolsky proposes simple, logical rules that can be applied without any artistic talent to improve any user interface, from traditional GUI applications to websites to consumer electronics. Spolsky's primary axiom, the importance of bringing the program model in line with the user model, is both rational and simple. In a fun and entertaining way, Spolky makes user interface design easy for programmers to grasp. After reading User Interface Design for Programmers, you'll know how to design interfaces with the user in mind. You'll learn the important principles that underlie all good UI design, and you'll learn how to perform usability testing that works

1 (p1): 10 Nanomechanism of the Hexagonal-Cubic Phase Transition in Boron Nitride under High Pressure at High Temperature 1 (p1-2): 10.1 Introduction 2 (p1-3): 10.2 Processing Method to Get c-BN 3 (p1-4): 10.3 Characterization Method 4 (p1-5): 10.4 Phase Transition of Boron Nitride 4 (p1-6): 10.4.1 Nanostructure of the Starting Material 6 (p1-7): 10.4.2 Phases and Nanostructures Appearing during the Hexagonal-Cubic Transition 16 (p1-8): 10.5 Mechanism of Hexagonal-Cubic Transition 16 (p1-9): 10.5.1 Model for the Transition Mechanism 19 (p1-10): 10.5.3 Facilitation of Synthesis of c-BN by Mechanochemical Effect 19 (p1-11): 10.5.2 Atomic Movement during the Conversion from w-to c-BN 22 (p1-12): 10.6 Prospect 22 (p1-13): 10.7 Conclusions 24 (p1-14): References 26 (p2): 11 Nanomaterials for Energy Storage:Batteries and Fuel Cells 26 (p2-2): 11.1 General Overview of Batteries and Fuel Cells 26 (p2-3): 11.1.1 Introduction 27 (p2-4): 11.1.2 An Overview of Batteries 29 (p2-5): 11.1.3 An Overview of Fuel Cells 33 (p2-6): 11.1.4 Importance of Nanomaterials in Batteries and Fuel Cells 34 (p2-7): 11.2 Batteries and Nanomaterials 34 (p2-8): 11.2.1 Classifications of Advanced Batteries 37 (p2-9): 11.2.2 Major Components of Batteries 39 (p2-10): 11.2.3 Applications of Nanomaterials in Advanced Batteries 46 (p2-11): 11.2.4 Most Recent Developments 46 (p2-12): 11.3 Fuel Cells and Nanomaterials 46 (p2-13): 11.3.1 Classifications of Fuel Cell Systems 49 (p2-14): 11.3.2 Major Components and Nanomaterials in Fuel Cells 50 (p2-15): 11.3.3 Applications of Nanomaterials in Fuel Cells 60 (p2-16): 11.3.4 Summary 60 (p2-17): 11.4 Conclusions 61 (p2-18): References 69 (p2-19): 12.1 Introduction 69 (p3): 12 Nanocomposites 74 (p3-2): 12.2 General Features of Nanocomposites 74 (p3-3): 12.2.1 Physical Sensitivity:Three Effects of Nanoparticles on Material...

These books, with of a total of 40 chapters, are a comprehensive and complete introductory text on the synthesis, characterization, and applications of nanomaterials. They are aimed at graduate students and researchers whose background is chemistry, physics, materials science, chemical engineering, electrical engineering, and biomedical science. The first part emphasizes the chemical and physical approaches used for synthesis of nanomaterials. The second part emphasizes the techniques used for characterizing the structure and properties of nanomaterials, aiming at describing the physical mechanism, data interpretation, and detailed applications of the techniques. The final part focuses on systems of different nanostructural materials with novel properties and applications.

<br><h3> Chapter One </h3> PART I. IN THE CLASSROOM <p> <p> PURPOSE <p> <b>1. Helping the student</b>. One of the most important tasks of the teacher is to help his students. This task is not quite easy; it demands time, practice, devotion, and sound principles. <p> The student should acquire as much experience of independent work as possible. But if he is left alone with his problem without any help or with insufficient help, he may make no progress at all. If the teacher helps too much, nothing is left to the student. The teacher should help, but not too much and not too little, so that the student shall have a <i>reasonable share of the work</i>. <p> If the student is not able to do much, the teacher should leave him at least some illusion of independent work. In order to do so, the teacher should help the student discreetly, <i>unobtrusively</i>. <p> The best is, however, to help the student naturally. The teacher should put himself in the student's place, he should see the student's case, he should try to understand what is going on in the student's mind, and ask a question or indicate a step that <i>could have occurred to the student himself</i>. <p> <b>2. Questions, recommendations, mental operations.</b> Trying to help the student effectively but unobtrusively and naturally, the teacher is led to ask the same questions and to indicate the same steps again and again. Thus, in countless problems, we have to ask the question: <i>What is the unknown?</i> We may vary the words, and ask the same thing in many different ways: What is required? What do you want to find? What are you supposed to seek? The aim of these questions is to focus the student's attention upon the unknown. Sometimes, we obtain the same effect more naturally with a suggestion: <i>Look at the unknown!</i> Question and suggestion aim at the same effect; they tend to provoke the same mental operation. <p> It seemed to the author that it might be worth while to collect and to group questions and suggestions which are typically helpful in discussing problems with students. The list we study contains questions and suggestions of this sort, carefully chosen and arranged; they are equally useful to the problem-solver who works by himself. If the reader is sufficiently acquainted with the list and can see, behind the suggestion, the action suggested, he may realize that the list enumerates, indirectly, <i>mental operations typically useful for the solution of problems</i>. These operations are listed in the order in which they are most likely to occur. <p> <b>3. Generality</b> is an important characteristic of the questions and suggestions contained in our list. Take the questions: <i>What is the unknown? What are the data? What is the condition?</i> These questions are generally applicable, we can ask them with good effect dealing with all sorts of problems. Their use is not restricted to any subject-matter. Our problem may be algebraic or geometric, mathematical or nonmathematical, theoretical or practical, a serious problem or a mere puzzle; it makes no difference, the questions make sense and might help us to solve the problem. <p> There is a <b>restriction</b>, in fact, but it has nothing to do with the subject-matter. Certain questions and suggestions of the list are applicable to "problems to find" only, not to "problems to prove." If we have a problem of the latter kind we must use different questions; see PROBLEMS TO FIND, PROBLEMS TO PROVE. <p> <b>4. Common sense.</b> The questions and suggestions of our list are general, but, except for their generality, they are natural, simple, obvious, and proceed from plain common sense. Take the suggestion: <i>Look at the unknown! And try to think of a familiar problem having the same or a similar unknown.</i> This suggestion advises you to do what you would do anyhow, without any advice, if you were seriously concerned with your problem. Are you hungry? You wish to obtain food and you think of familiar ways of obtaining food. Have you a problem of geometric construction? You wish to construct a triangle and you think of familiar ways of constructing a triangle. Have you a problem of any kind? You wish to find a certain unknown, and you think of familiar ways of finding such an unknown, or some similar unknown. If you do so you follow exactly the suggestion we quoted from our list. And you are on the right track, too; the suggestion is a good one, it suggests to you a procedure which is very frequently successful. <p> All the questions and suggestions of our list are natural, simple, obvious, just plain common sense; but they state plain common sense in general terms. They suggest a certain conduct which comes naturally to any person who is seriously concerned with his problem and has some common sense. But the person who behaves the right way usually does not care to express his behavior in clear words and, possibly, he cannot express it so; our list tries to express it so. <p> <b>5. Teacher and student. Imitation and practice.</b> There are two aims which the teacher may have in view when addressing to his students a question or a suggestion of the list: First, to help the student to solve the problem at hand. Second, to develop the student's ability so that he may solve future problems by himself. <p> Experience shows that the questions and suggestions of our list, appropriately used, very frequently help the student. They have two common characteristics, common sense and generality; As they proceed from plain common sense they very often come naturally; they could have occurred to the student himself. As they are general, they help unobtrusively; they just indicate a general direction and leave plenty for the student to do. <p> But the two aims we mentioned before are closely connected; if the student succeeds in solving the problem at hand, he adds a little to his ability to solve problems. Then, we should not forget that our questions are general, applicable in many cases. If the same question is repeatedly helpful, the student will scarcely fail to notice it and he will be induced to ask the question by himself in a similar situation. Asking the question repeatedly, he may succeed once in eliciting the right idea. By such a success, he discovers the right way of using the question, and then he has really assimilated it. <p> The student may absorb a few questions of our list so well that he is finally able to put to himself the right question in the right moment and to perform the corresponding mental operation naturally and vigorously. Such a student has certainly derived the greatest possible profit from our list. What can the teacher do in order to obtain this best possible result? <p> Solving problems is a practical skill like, let us say, swimming. We acquire any practical skill by imitation and practice. Trying to swim, you imitate what other people do with their hands and feet to keep their heads above water, and, finally, you learn to swim by practicing swimming. Trying to solve problems, you have to observe and to imitate what other people do when solving problems and, finally, you learn to do problems by doing them. <p> The teacher who wishes to develop his students' ability to do problems must instill some interest for problems into their minds and give them plenty of opportunity for imitation and practice. If the teacher wishes to develop in his students the mental operations which correspond to the questions and suggestions of our list, he puts these questions and suggestions to the students as often as he can do so naturally. Moreover, when the teacher solves a problem before the class, he should dramatize his ideas a little and he should put to himself the same questions which he uses when helping the students. Thanks to such guidance, the student will eventually discover the right use of these questions and suggestions, and doing so he will acquire something that is more important than the knowledge of any particular mathematical fact. <p> <p> MAIN DIVISIONS, MAIN QUESTIONS <p> <b>6. Four phases.</b> Trying to find the solution, we may repeatedly change our point of view, our way of looking at the problem. We have to shift our position again and again. Our conception of the problem is likely to be rather incomplete when we start the work; our outlook is different when we have made some progress; it is again different when we have almost obtained the solution. <p> In order to group conveniently the questions and suggestions of our list, we shall distinguish four phases of the work. First, we have to <i>understand</i> the problem; we have to see clearly what is required. Second, we have to see how the various items are connected, how the unknown is linked to the data, in order to obtain the idea of the solution, to make a <i>plan</i>. Third, we <i>carry out</i> our plan. Fourth, we <i>look back</i> at the completed solution, we review and discuss it. <p> Each of these phases has its importance. It may happen that a student hits upon an exceptionally bright idea and jumping all preparations blurts out with the solution. Such lucky ideas, of course, are most desirable, but something very undesirable and unfortunate may result if the student leaves out any of the four phases without having a good idea. The worst may happen if the student embarks upon computations or constructions without having <i>understood</i> the problem. It is generally useless to carry out details without having seen the main connection, or having made a sort of <i>plan</i>. Many mistakes can be avoided if, carrying out his plan, the student <i>checks each step</i>. Some of the best effects may be lost if the student fails to reexamine and to <i>reconsider</i> the completed solution. <p> <b>7. Understanding the problem.</b> It is foolish to answer a question that you do not understand. It is sad to work for an end that you do not desire. Such foolish and sad things often happen, in and out of school, but the teacher should try to prevent them from happening in his class. The student should understand the problem. But he should not only understand it, he should also desire its solution. If the student is lacking in understanding or in interest, it is not always his fault; the problem should be well chosen, not too difficult and not too easy, natural and interesting, and some time should be allowed for natural and interesting presentation. <p> First of all, the verbal statement of the problem must be understood. The teacher can check this, up to a certain extent; he asks the student to repeat the statement, and the student should be able to state the problem fluently. The student should also be able to point out the principal parts of the problem, the unknown, the data, the condition. Hence, the teacher can seldom afford to miss the questions: <i>What is the unknown? What are the data? What is the condition?</i> <p> The student should consider the principal parts of the problem attentively, repeatedly, and from various sides. If there is a figure connected with the problem he should <i>draw a figure</i> and point out on it the unknown and the data. If it is necessary to give names to these objects he should <i>introduce suitable notation</i>; devoting some attention to the appropriate choice of signs, he is obliged to consider the objects for which the signs have to be chosen. There is another question which may be useful in this preparatory stage provided that we do not expect a definitive answer but just a provisional answer, a guess: <i>Is it possible to satisfy the condition?</i> <p> (In the exposition of Part II [p. 33] "Understanding the problem" is subdivided into two stages: "Getting acquainted" and "Working for better understanding.") <p> <b>8. Example</b>. Let us illustrate some of the points explained in the foregoing section. We take the following simple problem: <i>Find the diagonal of a rectangular parallelepiped of which the length, the width, and the height are known.</i> <p> In order to discuss this problem profitably, the students must be familiar with the theorem of Pythagoras, and with some of its applications in plane geometry, but they may have very little systematic knowledge in solid geometry. The teacher may rely here upon the student's unsophisticated familiarity with spatial relations. <p> The teacher can make the problem interesting by making it concrete. The classroom is a rectangular parallelepiped whose dimensions could be measured, and can be estimated; the students have to find, to "measure indirectly," the diagonal of the classroom. The teacher points out the length, the width, and the height of the classroom, indicates the diagonal with a gesture, and enlivens his figure, drawn on the blackboard, by referring repeatedly to the classroom. <p> The dialogue between the teacher and the students may start as follows: <p> <i>"What is the unknown?"</i> <p> "The length of the diagonal of a parallelepiped." <p> <i>"What are the data?"</i> <p> "The length, the width, and the height of the parallelepiped." <p> <i>"Introduce suitable notation.</i> Which letter should denote the unknown?" <p> <i>"x."</i> <p> "Which letters would you choose for the length, the width, and the height?" <p> <i>"a, b, c." <p> "What is the condition</i>, linking <i>a, b, c</i>, and <i>x?" <p> "x</i> is the diagonal of the parallelepiped of which <i>a, b</i>, and <i>c</i> are the length, the width, and the height." <p> "Is it a reasonable problem? I mean, <i>is the condition sufficient to determine the unknown?</i>" <p> "Yes, it is. If we know <i>a, b, c</i>, we know the parallelepiped. If the parallelepiped is determined, the diagonal is determined." <p> <b>9. Devising a plan.</b> We have a plan when we know, or know at least in outline, which calculations, computations, or constructions we have to perform in order to obtain the unknown. The way from understanding the problem to conceiving a plan may be long and tortuous. In fact, the main achievement in the solution of a problem is to conceive the idea of a plan. This idea may emerge gradually. Or, after apparently unsuccessful trials and a period of hesitation, it may occur suddenly, in a flash, as a "bright idea." The best that the teacher can do for the student is to procure for him, by unobtrusive help, a bright idea. The questions and suggestions we are going to discuss tend to provoke such an idea. <p> In order to be able to see the student's position, the teacher should think of his own experience, of his difficulties and successes in solving problems. <p> We know, of course, that it is hard to have a good idea if we have little knowledge of the subject, and impossible to have it if we have no knowledge. Good ideas are based on past experience and formerly acquired knowledge. Mere remembering is not enough for a good idea, but we cannot have any good idea without recollecting some pertinent facts; materials alone are not enough for constructing a house but we cannot construct a house without collecting the necessary materials. The materials necessary for solving a mathematical problem are certain relevant items of our formerly acquired mathematical knowledge, as formerly solved problems, or formerly proved theorems. Thus, it is often appropriate to start the work with the question: <i>Do you know a related problem?</i> <p> The difficulty is that there are usually too many problems which are somewhat related to our present problem, that is, have some point in common with it. How can we choose the one, or the few, which are really useful? There is a suggestion that puts our finger on an essential common point: <i>Look at the unknown! And try to think of a familiar problem having the same or a similar unknown.</i> <p> If we succeed in recalling a formerly solved problem which is closely related to our present problem, we are lucky. We should try to deserve such luck; we may deserve it by exploiting it. <i>Here is a problem related to yours and solved before. Could you use it?</i> <p> <i>(Continues...)</i> <p> <!-- copyright notice --> <br></pre> <blockquote><hr noshade size='1'><font size='-2'> Excerpted from <b>How to Solve It</b> by <b>G. POLYA</b> Copyright © 1985 by Princeton University Press. Excerpted by permission of Princeton University Press. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.<br>Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

本书是一本介绍Python编程的进阶图书,包含了大量关于Python脚本设计的主题。本书共18章,首先带领读者快速复习Python基础知识,然后循序渐进地介绍了一些实用主题,包括Python脚本的调试和分析、编写单元测试、系统管理、处理文件和数据、文件归档以及文本处理等。然后介绍了网络编程、处理电子邮件、远程控制主机、创建图形用户界面、处理日志文件、编写网络爬虫、数据收集和可视化以及操作数据库等更加高阶的主题。本书中每一知识点都结合可以运行的源码讲解,帮助读者更好地掌握Python脚本编程。 本书要求读者具备Python的基础知识,非常适合对Python编程有基本了解并且有兴趣将编程技能扩展到命令行脚本和系统管理的读者阅读。

本书由谷歌翻译软件翻译。党卫军上校约亨·佩珀(Jochen Peiper,1915-1976 年)英俊、聪明、冲动,并且致力于纳粹事业,是二战中最具争议的人物之一。佩佩尔早年自愿加入武装党卫队,在战争初期,他很快成为海因里希·希姆莱的私人副官,声名鹊起。后来派佩尔随可怕的党卫军第一装甲师被派往前线,因其华丽而残酷的战争风格而成为传奇。作为希特勒的最爱之一,他被选为阿登攻势的先锋,后来被称为突出部战役。战后,佩珀成为备受争议的马尔梅迪战争罪审判的中心人物。他被定罪但后来被释放,搬到了法国东部。在那里,他和他的过去被发现,他在一场激烈的枪战中被至今仍不为人所知的杀手杀害。在《希特勒的战士》中,历史学家丹尼·帕克描述了战场上和战场下的派珀,并探讨了他复杂的性格。丰富的叙述得到了多年研究的支持,这些研究发现了以前未发表的档案材料,并通过对派珀同时代人(包括德国退伍军人)的广泛采访而获得的信息得到了加强。这部重要的新历史著作既是希特勒这位最神秘的战士的权威传记,也是对第三帝国道德颠倒世界的独特研究。

序言 1968年1月17日第一部分第一章 高草中的死亡第二章 861高地之战第三章 "站起来,站好你的位置!"第4章 溪山村第5章 肌肉肖尔斯第6章 行尸走肉第7章 "我们应该从溪山撤军吗?"第二部分第8章 "小地方的地狱"第九章 861高地之战 阿尔法第十章 "铁丝网中的坦克"第11章 64号高地之战第12章 "家是你挖掘的地方"第13章 "外面是什么鬼东西?"第14章 "为成为一名海军陆战队员而自豪"第15章 超级大杂烩第三部分第16章 "你为什么要把我们丢在这里等死?"第17章 "这场战争中前所未有的军事挑战"第18章 "我刚从地狱来"第十九章 "苦难与血腥"第20章 "溪山的痛苦"第21章 "我们让他们付出代价"第22章 突围后记笔记资料来源书目索引

"C++ Primer is well known as one of the best books for learning C++ and is useful for C++ programmers of all skill levels. This Fourth Edition not only keeps this tradition alive, it actually improves on it."<br> --<i>Steve Vinoski, Chief Engineer, Product Innovation, IONA Technologies</i> <p>"The Primer really brings this large and complex language down to size."<br> --<i>Justin Shaw, Senior Member of Technical Staff, Electronic Programs Division, The Aerospace Corporation</i></p> <p>"It not only gets novices up and running early, but gets them to do so using good programming practices."<br> --<i>Nevin ":-)" Liber, Senior Principal Engineer (C++ developer since 1988)</i></p> <p>This popular tutorial introduction to standard C++ has been completely updated, reorganized, and rewritten to help programmers learn the language faster and use it in a more modern, effective way.<br> Just as C++ has evolved since the last edition, so has the authors' approach to teaching it. They now introduce the C++ standard library from the beginning, giving readers the means to write useful programs without first having to master every language detail. Highlighting today's best practices, they show how to write programs that are safe, can be built quickly, and yet offer outstanding performance. Examples that take advantage of the library, and explain the features of C++, also show how to make the best use of the language. As in its previous editions, the book's authoritative discussion of fundamental C++ concepts and techniques makes it a valuable resource even for more experienced programmers.</p> <p>Program Faster and More Effectively with This Rewritten Classic</p> <ul> <li>Restructured for quicker learning, using the C++ standard library</li> <li>Updated to teach the most current programming styles and program design techniques</li> <li>Filled with new learning aids that emphasize important points, warn about common pitfalls, suggest good programming practices, and provide general usage tips</li> <li>Complete with exercises that reinforce skills learned</li> <li>Authoritative and comprehensive in its coverage</li> </ul> The source code for the book's extended examples is available on the Web at www.awprofessional.com/cpp_primer. <p><br> This classic and definitive text on the C++ language has been extensively revised and expanded. In its third edition, it is based on the final draft specification of ANSI/ISO Standard. Be forewarned, this is a primer in name only; there is nothing simplistic in its presentation or in its breadth and scope. Knowledge of C is NOT assumed, but knowledge of object-oriented programming and a modern language will make this text more understandable. As the authors point out, "This book is intended as a first book on C++; it is not intended as a first book on programming!" </p>

xi, 260 pages ; 23 cm Translation of Zhongguo zhi ming yun Reprint of the 1st English ed. published by Macmillan, New York Includes index

Hand in hand is intended for Early Childhood Education programs serving children from many different cultures, and for programs where children share the same cultural heritage. Books contain text in English and three other languages

Hand in hand is intended for Early Childhood Education programs serving children from many different cultures, and for programs where children share the same cultural heritage. Books contain text in English and three other languages

Book by Fahlman, Ruth, Graeme, Jocelyn

Hand in hand is intended for Early Childhood Education programs serving children from many different cultures, and for programs where children share the same cultural heritage. Books contain text in English and three other languages

Hand in hand is intended for Early Childhood Education programs serving children from many different cultures, and for programs where children share the same cultural heritage. Books contain text in English and three other languages

James H. Stock, Mark W. Watson. Includes Bibliographical References (p. 651-655) And Index.

Hand in hand is intended for Early Childhood Education programs serving children from many different cultures, and for programs where children share the same cultural heritage. Books contain text in English and three other languages

Xinbian Maoyi Zhigou Daquan 6688Encyclopedia of New sweater woven hook (Вязание спицами и крючком) ХОББИ и РАЗВЛЕЧЕНИЯ, ХОББИ и РЕМЕСЛА Название:«Xinbian Maoyi Zhigou Daquan 6688» Автор:Коллектив Год издания:2007 Язык:КитайскийСтраниц: 110+64 Формат:djvu в архиве rar Размер: 59.0 Мб (1 часть - модели: 32.0 Мб + 2 часть – схемы: 27.1 Мб)Энциклопедическое издание, где собраны 1600 самых популярных женских, мужских, детских моделей и аксессуаров, связанные крючком и спицами. В книге даны подробнейшие схемы и описания условных обозначений, применяемых в вязании спицами и крючком, с пошаговыми наглядными инструкциями-иллюстрациями по технологии вывязывания того или иного элемента. Залито в формате djvu и разделено на две части отдельно - модели и схемы.Скачать c : 6688.2007.part1.rar 6688.2007.part2.rarСкачать c ifolder:6688.2007.part1.rar6688.2007.part2.rar 85

<p>This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skills - the skills needed to solve complex problems, to evaluate horrendous sums, and to discover subtle patterns in data. It is an indispensable text and reference not only for computer scientists - the authors themselves rely heavily on it! - but for serious users of mathematics in virtually every discipline.</p> <p>Concrete Mathematics is a blending of CONtinuous and disCRETE mathematics. "More concretely," the authors explain, "it is the controlled manipulation of mathematical formulas, using a collection of techniques for solving problems." The subject matter is primarily an expansion of the Mathematical Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply. Several new topics have been added, and the most significant ideas have been traced to their historical roots. The book includes more than 500 exercises, divided into six categories. Complete answers are provided for all exercises, except research problems, making the book particularly valuable for self-study.</p> <p>Major topics include:</p> <ul> <li>Sums</li> <li>Recurrences</li> <li>Integer functions</li> <li>Elementary number theory</li> <li>Binomial coefficients</li> <li>Generating functions</li> <li>Discrete probability</li> <li>Asymptotic methods</li> </ul> <p>This second edition includes important new material about mechanical summation. In response to the widespread use of the first edition as a reference book, the bibliography and index have also been expanded, and additional nontrivial improvements can be found on almost every page. Readers will appreciate the informal style of Concrete Mathematics. Particularly enjoyable are the marginal graffiti contributed by students who have taken courses based on this material. The authors want to convey not only the importance of the techniques presented, but some of the fun in learning and using them.</p> <p>0201558025B04062001</p> <p>This book, updated and improved, introduces the mathematics that support advanced computer programming and the analysis of algorithms. The book's primary aim is to provide a solid and relevant base of mathematical skills. It is an indispensable text and reference for computer scientists and serious programmers in virtually every discipline. </p>

Hand in hand is intended for Early Childhood Education programs serving children from many different cultures, and for programs where children share the same cultural heritage. Books contain text in English and three other languages

<p>The Ultimate Business Dictionary provides the most comprehensive and up-to-date coverage of key business terminology and concepts available. Containing definitions of more than six thousand entries, The Ultimate Business Dictionary reflects the globalization of English as the lingua franca of business, and offers several unique features, including translations of all terms into Chinese, Japanese, French, German, and Spanish (Castilian and Latin American); abbreviations, acronyms, and slang; concise biographical profiles of key business thinkers and leaders; listings of international stock exchanges and trade organizations; and a section on finance and accounting terms and ratios.</p>

<p><P>In An Introduction to Object-Oriented Programming, Timothy Budd provides a language-independent presentation of object-oriented principles, such as objects, methods, inheritance (including multiple inheritance) and polymorphism. Examples are drawn from several different languages, including (among others) C++, C#, Java, CLOS, Delphi, Eiffel, Objective-C and Smalltalk. By examining many languages, the reader is better able to appreciate the general principles that lie beyond the syntax of the individual languages.<p>This new edition presents examples drawn from a wider range of languages, including Eiffel, CLOS, and Python in addition to the mainstream languages, as well as extensive comparisons between C++, C# and Java. Case studies explore the application of polymorphism in the STL in C++ and the AWT in Java. UML notation and diagrams are integrated and utilized throughout. The book also features advanced sections on design patterns, reflection and introspection, network programming, and the implementation of object-oriented languages.<p>This book is appropriate for programmers looking to read about the theory behind and functionality of a variety of object-oriented programming languages. It is also useful as a reference.</p> <h3>Booknews</h3> <p>Introduces basic concepts of object-oriented programming and design, using examples from C++, Delphi, Java, Objective-C, and Smalltalk. Contains case studies in Java highlighting the differences between languages, and includes chapter critical thinking and programming exercises and source code appendices. This second edition reflects changes in the field since 1988. For advanced undergraduates and graduates familiar with a conventional programing language. Annotation c. Book News, Inc., Portland, OR (booknews.com)</p>

<p>This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skills - the skills needed to solve complex problems, to evaluate horrendous sums, and to discover subtle patterns in data. It is an indispensable text and reference not only for computer scientists - the authors themselves rely heavily on it! - but for serious users of mathematics in virtually every discipline.</p> <p>Concrete Mathematics is a blending of CONtinuous and disCRETE mathematics. "More concretely," the authors explain, "it is the controlled manipulation of mathematical formulas, using a collection of techniques for solving problems." The subject matter is primarily an expansion of the Mathematical Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply. Several new topics have been added, and the most significant ideas have been traced to their historical roots. The book includes more than 500 exercises, divided into six categories. Complete answers are provided for all exercises, except research problems, making the book particularly valuable for self-study.</p> <p>Major topics include:</p> <ul> <li>Sums</li> <li>Recurrences</li> <li>Integer functions</li> <li>Elementary number theory</li> <li>Binomial coefficients</li> <li>Generating functions</li> <li>Discrete probability</li> <li>Asymptotic methods</li> </ul> <p>This second edition includes important new material about mechanical summation. In response to the widespread use of the first edition as a reference book, the bibliography and index have also been expanded, and additional nontrivial improvements can be found on almost every page. Readers will appreciate the informal style of Concrete Mathematics. Particularly enjoyable are the marginal graffiti contributed by students who have taken courses based on this material. The authors want to convey not only the importance of the techniques presented, but some of the fun in learning and using them.</p> <p>0201558025B04062001</p> <p>This book, updated and improved, introduces the mathematics that support advanced computer programming and the analysis of algorithms. The book's primary aim is to provide a solid and relevant base of mathematical skills. It is an indispensable text and reference for computer scientists and serious programmers in virtually every discipline. </p>

3 (p0-1): 目录3 (p0-2): 前言3 (p0-3): 序言3 (p0-4): 绪 言3 (p0-5): 第1章什么是时间触发的嵌入式系统3 (p0-6): 1.1 引言3 (p0-7): 1.2 息系统5 (p0-8): 1.3桌面系统5 (p0-9): 1.4 实时系统7 (p0-10): 1.5嵌入式系统8 (p0-11): 1.6事件触发系统10 (p0-12): 1.7时间触发系统11 (p0-13): 1.8 小结12 (p0-14): 第2章使用模式来设计嵌入式系统12 (p0-15): 2.1 引言14 (p0-16): 2.2现有软件设计技术的局限17 (p0-17): 2.3模式20 (p0-18): 2.4时间触发嵌入式系统模式20 (p0-19): 2.5 小结25 (p0-20): 第1篇硬件基础25 (p0-21): 第3章8051系列微控制器25 (p0-22): 引言25 (p0-23): 标准805134 (p0-24): 精简805138 (p0-25): 扩展805144 (p0-26): 晶体振荡器44 (p0-27): 引言44 (p0-28): 第4章振荡器硬件52 (p0-29): 陶瓷谐振器55 (p0-30): 第5章硬件复位55 (p0-31): 引言55 (p0-32): 阻容复位62 (p0-33): 可靠的复位66 (p0-34): 第6章存储器问题66 (p0-35): 引言66 (p0-36): 片内存储器75 (p0-37): 片外数据存储器81 (p0-38): 片外程序存储器88 (p0-39): 直接LED驱动88 (p0-40): 引言88 (p0-41): 第7章直流负载驱动93 (p0-42): 直接负载驱动95 (p0-43): IC缓冲放大器100 (p0-44): BJT(双极结型三极管)驱动器109 (p0-45): IC驱动器113 (p0-46): MOSFET驱动器117 (p0-47): 固态继电器驱动(直流)121 (p0-48): 第8章交流负载驱动121 (p0-49): 引言121 (p0-50): 电磁继电器驱动127 (p0-51): 固态继电器驱动(交流)133 (p0-52): 超级循环133 (p0-53): 引言133 (p0-54): 第9章基本的软件体系结构133 (p0-55): 第2篇软件基础138 (p0-56): 项目头文件142 (p0-57): 第10章使用端口142 (p0-58): 引言142 (p0-59): 端口输入/输出150 (p0-60): 端口头文件158 (p0-61): 第11章延迟158 (p0-62): 引言158 (p0-63): 硬件延迟167 (p0-64): 软件延迟175 (p0-65): 引言175 (p0-66): 第12章看门狗176 (p0-67): 硬件看门狗187 (p0-68): 第3篇单处理器系统的时间触发结构187 (p0-69): 第13章调度器的介绍187 (p0-70): 13.1 引言187 (p0-71): 13.2桌面操作系统188 (p0-72): 13.3对超级循环结构的评价190 (p0-73): 13.4更好的解决方案194 (p0-74): 13.5例子:闪烁LED196 (p0-75): 13.6在不同的时间间隔执行多个任务198 (p0-76): 13.7什么是调度器199 (p0-77): 13.8合作式调度和抢占式调度202 (p0-78): 13.9抢占式调度器详解204 (p0-79): 13.11进阶阅读204 (p0-80): 13.10小结206 (p0-81): 第14章合作式调度器206 (p0-82): 引言206 (p0-83): 合作式调度器240 (p0-84): 第15章学会以合作的方式思考240 (p0-85): 引言240 (p0-86): 循环超时245 (p0-87): 硬件超时255 (p0-88): 第16章 面向任务的设计255 (p0-89): 引言255 (p0-90): 多级任务259 (p0-91): 多状态任务267 (p0-92): 混合式调度器267 (p0-93): 第17章混合式调度器267 (p0-94): 引言289 (p0-95): 第4篇用户界面289 (p0-96): 第18章通过RS-232与PC通信289 (p0-97): 引言289...

A practical guide to developing higher levels of performance in large organizations through changes in strategy, organization design, and culture. This guide presents detailed descriptions of ways in which individuals intervened in their organizations, how they arrived at their plans, and how it resulted in improved effectiveness and better business results for the organization.

<p>This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skills - the skills needed to solve complex problems, to evaluate horrendous sums, and to discover subtle patterns in data. It is an indispensable text and reference not only for computer scientists - the authors themselves rely heavily on it! - but for serious users of mathematics in virtually every discipline.</p> <p>Concrete Mathematics is a blending of CONtinuous and disCRETE mathematics. "More concretely," the authors explain, "it is the controlled manipulation of mathematical formulas, using a collection of techniques for solving problems." The subject matter is primarily an expansion of the Mathematical Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply. Several new topics have been added, and the most significant ideas have been traced to their historical roots. The book includes more than 500 exercises, divided into six categories. Complete answers are provided for all exercises, except research problems, making the book particularly valuable for self-study.</p> <p>Major topics include:</p> <ul> <li>Sums</li> <li>Recurrences</li> <li>Integer functions</li> <li>Elementary number theory</li> <li>Binomial coefficients</li> <li>Generating functions</li> <li>Discrete probability</li> <li>Asymptotic methods</li> </ul> <p>This second edition includes important new material about mechanical summation. In response to the widespread use of the first edition as a reference book, the bibliography and index have also been expanded, and additional nontrivial improvements can be found on almost every page. Readers will appreciate the informal style of Concrete Mathematics. Particularly enjoyable are the marginal graffiti contributed by students who have taken courses based on this material. The authors want to convey not only the importance of the techniques presented, but some of the fun in learning and using them.</p> <p>0201558025B04062001</p> <p>This book, updated and improved, introduces the mathematics that support advanced computer programming and the analysis of algorithms. The book's primary aim is to provide a solid and relevant base of mathematical skills. It is an indispensable text and reference for computer scientists and serious programmers in virtually every discipline. </p>

A practical guide to developing higher levels of performance in large organizations through changes in strategy, organization design, and culture. This guide presents detailed descriptions of ways in which individuals intervened in their organizations, how they arrived at their plans, and how it resulted in improved effectiveness and better business results for the organization.

A member of the AWL OD Series! Power and Organization Development argues that OD and power can and should be reconciled and integrated in the implementation of change. This book provides the reader with a solid grounding in the role of power and politics in organizations, with a specific focus on how managers use power bases and strategies to get things done, as well as provides the reader with strategies and intervention techniques for bringing about change in an organization.

A practical guide to developing higher levels of performance in large organizations through changes in strategy, organization design, and culture. This guide presents detailed descriptions of ways in which individuals intervened in their organizations, how they arrived at their plans, and how it resulted in improved effectiveness and better business results for the organization.

<p><P>Before and After magazine's focus on clarity and simplicity and its insistence on approaching design not as mere decoration but as an essential form of communication have won it legions of fans. If you're among them, you'll welcome the first book from B and A's founder and publisher. John McWade walks his own talk, bringing you a beautifully clear, cohesive, and elegant primer on page design. You'll learn by example how to design single-page and multi-page publications, brochures, and advertisements, applying the principles design professionals live by. You'll also learn how to choose the right font for your project, why one typeface works better than another, and lots more. Best of all, you'll discover how to think visually&#151;transforming the images in your head into documents that communicate effectively on the page.</p>

A practical guide to developing higher levels of performance in large organizations through changes in strategy, organization design, and culture. This guide presents detailed descriptions of ways in which individuals intervened in their organizations, how they arrived at their plans, and how it resulted in improved effectiveness and better business results for the organization.

<p><P>This new introductory text to computer graphics is an adaptation of Computer Graphics&#58; Principles and Practice, Second Edition, which remains the most comprehensive and authoritative work in the field. While retaining the currency and accuracy of the larger book, this abbreviated version focuses on topics essential for all beginners in computer graphics and provides expanded explanations for readers with little or no technical background. Worked examples have been added to illustrate important concepts and techniques, and program code has been written in the C language to enhance the book's usefulness. In addition, the book contains an extensive illustration program, with more than 50 full-color images. <P>Topic coverage includes basic graphics programming, hardware, and applications. Important algorithms are included to facilitate implementation of both 2D and 3D graphics. A separate chapter covers SPHIGS&#151;a simplified dialect of the PHIGS 3D standard&#151;and coincides with the availability of an updated version of the software. Chapter 9 and presents a concise overview of interaction issues and techniques. Advanced material from the larger book has been condensed, and the mathematics needed for it has been explained carefully . <P>The result is an accessible introduction to computer graphics, crafted to provide a solid foundation for further work in this exciting field. Features <ul> <li>Adaptation of the definitive computer graphics book in the field&#151;half the length. <li>Presents key concepts geared toward students with minimal technical background. <li>Provides worked examples in C. <li>Retains the high level of teaching standards of the parent graphics text. </ul></p> <h3>Booknews</h3> <p>An abridged and modified adaptation of Computer Graphics: Principles and Practice, 2nd ed. (Addison-Wesley, 1990), featuring new material and, in some cases, a different approach to exposition--designed to be used in a one- to two-semester college or university course in computer graphics and, assuming only a small amount of mathematical preparation, for a one-semester course in community colleges or other two-year institutions. The computer language used throughout is modern ANSI C rather than Pascal as in CGPP. Annotation c. Book News, Inc., Portland, OR (booknews.com)</p>

<p>This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skills - the skills needed to solve complex problems, to evaluate horrendous sums, and to discover subtle patterns in data. It is an indispensable text and reference not only for computer scientists - the authors themselves rely heavily on it! - but for serious users of mathematics in virtually every discipline.</p> <p>Concrete Mathematics is a blending of CONtinuous and disCRETE mathematics. "More concretely," the authors explain, "it is the controlled manipulation of mathematical formulas, using a collection of techniques for solving problems." The subject matter is primarily an expansion of the Mathematical Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply. Several new topics have been added, and the most significant ideas have been traced to their historical roots. The book includes more than 500 exercises, divided into six categories. Complete answers are provided for all exercises, except research problems, making the book particularly valuable for self-study.</p> <p>Major topics include:</p> <ul> <li>Sums</li> <li>Recurrences</li> <li>Integer functions</li> <li>Elementary number theory</li> <li>Binomial coefficients</li> <li>Generating functions</li> <li>Discrete probability</li> <li>Asymptotic methods</li> </ul> <p>This second edition includes important new material about mechanical summation. In response to the widespread use of the first edition as a reference book, the bibliography and index have also been expanded, and additional nontrivial improvements can be found on almost every page. Readers will appreciate the informal style of Concrete Mathematics. Particularly enjoyable are the marginal graffiti contributed by students who have taken courses based on this material. The authors want to convey not only the importance of the techniques presented, but some of the fun in learning and using them.</p> <p>0201558025B04062001</p> <p>This book, updated and improved, introduces the mathematics that support advanced computer programming and the analysis of algorithms. The book's primary aim is to provide a solid and relevant base of mathematical skills. It is an indispensable text and reference for computer scientists and serious programmers in virtually every discipline. </p>

<p><P>Before and After magazine's focus on clarity and simplicity and its insistence on approaching design not as mere decoration but as an essential form of communication have won it legions of fans. If you're among them, you'll welcome the first book from B and A's founder and publisher. John McWade walks his own talk, bringing you a beautifully clear, cohesive, and elegant primer on page design. You'll learn by example how to design single-page and multi-page publications, brochures, and advertisements, applying the principles design professionals live by. You'll also learn how to choose the right font for your project, why one typeface works better than another, and lots more. Best of all, you'll discover how to think visually&#151;transforming the images in your head into documents that communicate effectively on the page.</p>

A practical guide to developing higher levels of performance in large organizations through changes in strategy, organization design, and culture. This guide presents detailed descriptions of ways in which individuals intervened in their organizations, how they arrived at their plans, and how it resulted in improved effectiveness and better business results for the organization.

<p>This book introduces the mathematics that supports advanced computer programming and the analysis of algorithms. The primary aim of its well-known authors is to provide a solid and relevant base of mathematical skills - the skills needed to solve complex problems, to evaluate horrendous sums, and to discover subtle patterns in data. It is an indispensable text and reference not only for computer scientists - the authors themselves rely heavily on it! - but for serious users of mathematics in virtually every discipline.</p> <p>Concrete Mathematics is a blending of CONtinuous and disCRETE mathematics. "More concretely," the authors explain, "it is the controlled manipulation of mathematical formulas, using a collection of techniques for solving problems." The subject matter is primarily an expansion of the Mathematical Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply. Several new topics have been added, and the most significant ideas have been traced to their historical roots. The book includes more than 500 exercises, divided into six categories. Complete answers are provided for all exercises, except research problems, making the book particularly valuable for self-study.</p> <p>Major topics include:</p> <ul> <li>Sums</li> <li>Recurrences</li> <li>Integer functions</li> <li>Elementary number theory</li> <li>Binomial coefficients</li> <li>Generating functions</li> <li>Discrete probability</li> <li>Asymptotic methods</li> </ul> <p>This second edition includes important new material about mechanical summation. In response to the widespread use of the first edition as a reference book, the bibliography and index have also been expanded, and additional nontrivial improvements can be found on almost every page. Readers will appreciate the informal style of Concrete Mathematics. Particularly enjoyable are the marginal graffiti contributed by students who have taken courses based on this material. The authors want to convey not only the importance of the techniques presented, but some of the fun in learning and using them.</p> <p>0201558025B04062001</p> <p>This book, updated and improved, introduces the mathematics that support advanced computer programming and the analysis of algorithms. The book's primary aim is to provide a solid and relevant base of mathematical skills. It is an indispensable text and reference for computer scientists and serious programmers in virtually every discipline. </p>

A practical guide to developing higher levels of performance in large organizations through changes in strategy, organization design, and culture. This guide presents detailed descriptions of ways in which individuals intervened in their organizations, how they arrived at their plans, and how it resulted in improved effectiveness and better business results for the organization.

<p>C++ supports programming-in-the-large, allowing relationships between different parts of a program to be expressed. The scope of C++ programming style therefore goes beyond traditional in-the-small issues which relate to the details of line-by-line coding. This book examines the use of the in-the-large language features of C++, which sometimes confuse even experienced programmers. The author demonstrates that unwarranted use of the more powerful language features may lead to cluttered programs which are harder to comprehend and sometimes less efficient than more straightforward alternatives. Cargill rewrites several programs, using techniques that range from improving consistency to removing redundant inheritance. The presentation simulates a code review, in which readers may independently evaluate and criticize alternative approaches to programming problems, and then compare their analyses with those of the author.</p> <p>Design and coding style rules are distilled from the examples. Understanding and following these rules will help professional programmers design and write better C++ programs.</p> <p>A chapter is devoted to each of the following topics:</p> <ul> <li>abstractions</li> <li>operator overloading</li> <li>consistency</li> <li>wrappers</li> <li>unnecessary inheritance</li> <li>efficiency</li> <li>virtual functions</li> </ul> Building on the programming rules introduced in the first seven chapters, Cargill presents a case study in which a single program undergoes repeated transformations that improve its overall quality while reducing its size. The book concludes with a chapter on multiple inheritance. <p>0201563657B04062001</p> <p>Today's languages have new capabilities, creating new questions on how the components should fit together. Using a learn-by-example approach, Cargill presents code from published sources--each example representing a common error made by C++ programmers--and shows readers how to critically examine and rewrite it. </p>

s/t: The Official Technical Reference to MS-DOS: Covers Through Version 6

本书介绍了计算机的数学基础,内容涉及求和、取整函数、数论、二项式系数、特殊数、母函数(发生函数)、离散概率、渐近等等,面向从事计算机科学、计算数学、计算技术诸方面工作的人员,以及高等院校相关专业的师生。

<p>By using examples extensively Designing and Coding Reusable C++ presents the tradeoffs of various techniques for writing reusable C++ code. It presents advantages and disadvantages of alternatives, allowing designers and programmers to make informed decisions. Novices and experienced professionals alike will improve the ability to produce reusable C++.</p> <h3>Booknews</h3> <p>The authors use extensive examples to present the trade offs of various techniques for writing reusable C++ code, allowing novice and experienced designers and programmers to make informed decisions. They explain class design, detail obstacles to extensibility, and show how to increase compatibility and detect and handle errors. Includes chapter summaries and exercises, and a section on miscellaneous topics such as the static localization problem and class coupling. Annotation c. Book News, Inc., Portland, OR (booknews.com)</p>

本书是C++的设计者Bjarne Stroustrup关于C++ 语言的最主要著作之一(另一本是《C++程序设计语言》)。在这本书中,作者全面论述了C++ 的历史和发展,C++中各种重要机制的本质、意义和设计背景,这些机制的基本用途和使用方法,讨论了C++ 所适合的应用领域和未来发展前景。本书在帮助人们深入理解C++ 语言方面的地位无可替代,值得每个关心、学习和使用C++ 语言的专业工作者、科研人员、教师和学生阅读。在这本书中,作者还从实践的角度出发,讨论了许多与程序设计语言、系统程序设计、面向对象的技术和方法、软件系统的设计和实现技术等有关的问题,值得每一个关心这些领域及相关问题的计算机工作者和学生们阅读参考。

<p>By using examples extensively Designing and Coding Reusable C++ presents the tradeoffs of various techniques for writing reusable C++ code. It presents advantages and disadvantages of alternatives, allowing designers and programmers to make informed decisions. Novices and experienced professionals alike will improve the ability to produce reusable C++.</p> <h3>Booknews</h3> <p>The authors use extensive examples to present the trade offs of various techniques for writing reusable C++ code, allowing novice and experienced designers and programmers to make informed decisions. They explain class design, detail obstacles to extensibility, and show how to increase compatibility and detect and handle errors. Includes chapter summaries and exercises, and a section on miscellaneous topics such as the static localization problem and class coupling. Annotation c. Book News, Inc., Portland, OR (booknews.com)</p>

Once again, Robert Sedgewick provides a current and comprehensive introduction to important algorithms. The focus this time is on graph algorithms, which are increasingly critical for a wide range of applications, such as network connectivity, circuit design, scheduling, transaction processing, and resource allocation. In this book, Sedgewick offers the same successful blend of theory and practice with concise implementations that can be tested on real applications, which has made his work popular with programmers for many years. Algorithms in C, Third Edition, Part 5: Graph Algorithms is the second book in Sedgewick's thoroughly revised and rewritten series. The first book, Parts 1-4 , addresses fundamental algorithms, data structures, sorting, and searching. A forthcoming third book will focus on strings, geometry, and a range of advanced algorithms. Each book's expanded coverage features new algorithms and implementations, enhanced descriptions and diagrams, and a wealth of new exercises for polishing skills. A focus on abstract data types makes the programs more broadly useful and relevant for the modern object-oriented programming environment. Coverage The Web site for this book ( ) provides additional source code for programmers along with numerous support materials for educators. A landmark revision, Algorithms in C, Third Edition, Part 5 provides a complete tool set for programmers to implement, debug, and use graph algorithms across a wide range of computer applications.

Once again, Robert Sedgewick provides a current and comprehensive introduction to important algorithms. The focus this time is on graph algorithms, which are increasingly critical for a wide range of applications, such as network connectivity, circuit design, scheduling, transaction processing, and resource allocation. In this book, Sedgewick offers the same successful blend of theory and practice with concise implementations that can be tested on real applications, which has made his work popular with programmers for many years. Algorithms in C, Third Edition, Part 5: Graph Algorithms is the second book in Sedgewick's thoroughly revised and rewritten series. The first book, Parts 1-4 , addresses fundamental algorithms, data structures, sorting, and searching. A forthcoming third book will focus on strings, geometry, and a range of advanced algorithms. Each book's expanded coverage features new algorithms and implementations, enhanced descriptions and diagrams, and a wealth of new exercises for polishing skills. A focus on abstract data types makes the programs more broadly useful and relevant for the modern object-oriented programming environment. Coverage The Web site for this book ( ) provides additional source code for programmers along with numerous support materials for educators. A landmark revision, Algorithms in C, Third Edition, Part 5 provides a complete tool set for programmers to implement, debug, and use graph algorithms across a wide range of computer applications.