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Ask,Learn,Follow-up,andGrow

23MARSHALL GOLDSMITHAsk, Learn, Follow-up, and GrowMarshall Goldsmith is a founding director of Keilty, Goldsmith &Company(KGC), a consulting firm based in San Diego, California; a partner in the GlobalConsulting Alliance; and a member of the board of governors of the DruckerFoundation. His clients have included many of America’s leading corporations,and the leadership feedback processes that KGC has helped to develop have beenused by more than one million people in seventy different organizations around theworld. In 1994 his firm was recognized for being co-designers of one of America’smost innovative leadership development programs. Goldsmith was rated by TheWall Street Journal as one of the top ten consultants in the field of executivedevelopment.In a talk to the Drucker Foundation Advisory Board in 1993, Peter Drucker said, “The leader of the past was a person who knew how to tell. The leader of the future will be a person who knows how to ask.” The traditional hierarchical model of leadership will not work effectively for major organizations in tomorrow’s changing world.In the “old days,” a person was hired into a position, learned the job, and—usually because of some form of functional proficiency— received a promotion into management. Then, as a manager, this same person could tell a few people what to do. Next, if the person was skilled and/or lucky, more promotions followed until he or she eventually became an executive who could tell lots of people what to do.In most cases, the leader of the future won’t know enough to tell people what to do. The world is changing too rapidly. No one person will be smart enough to keep up. As Edgar Schein notes in this volume, leaders will need to effectively involve others and elicit participation “because tasks will be too complex and inform ation too widely distributed for leaders to solve problems on their own.”If leaders will not be able to keep up with the rapidly changing world, detailed policy manuals don’t have a chance! Many organizations have historically operated on the “there is one best way” school of management. A classic example was the old Bell System. The basic philosophy was very clear: “There is one best way to do things. Let’s figure out what it is, put it in a manual, and make sure everyone does it that way.” One former Bell System executive, who later became a high-level executive in a “Baby Bell,” jokingly remarked, “In the old Bell System we had rules, regulations, and guidelines on how to do everything but go to the bathroom—and they probably had a task force assigned to study that!” He went on to note that this regimentation was the philosophy of yesterday, not the philosophy of tomorrow.Did the old Bell System, complete with its shelves of policy manuals, work? Pretty well! It worked in a relatively stable world without aggressive competitors. However, as leaders in the new AT&T now realize, the old command-and-control model of leadership will not encourage the creativity and responsiveness needed to get tomorrow’s job done.A classic example of a new-world organization is AT&T Wireless Services (formerly McCaw Cellular Communications); which AT&T paid twelve billion dollars to acquire. In the changing world of cellular communications, a company can go from state of the art todinosaur in a matter of months. For example, imagine that AT&T Wireless needed to make major changes because of problems in a local market, but before the changes could be made:1.Employees had to “bubble” their concerns through each level in the AT&T system2. A task force had to be assigned3.New policy manuals had to be written4.The new procedures had to be disseminated down the chain of command to thelocal employeesWhat would happen? The local market would be lost, the bright, entrepreneurial employees would leave the company to work for competitors, and AT&T would lose an important part of its twelve-billion-dollar investment. AT&T is a great example of an organi-zation that has realized that success in the past does not guarantee success in the future. In today’s AT&T, leaders are trained to “break the mold,” empower people, and consistently reach out to acquire new insights.How will the leader of tomorrow differ from the leader of yesterday? The thought leaders represented in this book describe a variety of differences; I will describe one key process. The effective leader of the future will consistently and efficiently ask, learn, follow up, and grow. The leader who cannot keep learning and growing will soon become obsolete in tomorrow’s ever-changing world.AskThe effective leader of the future will consistently ask—to receive feedback and to solicit new ideas. Tomorrow’s leader will ask a variety of key stakeholders for ideas, opinions, and feedback. Vital sources of inform ation will include present and potential customers, suppliers, team members, cross-divisional peers, direct reports, managers, other members of the organization, researchers, and thought leaders (see Figure 23.1). The leader will ask in a variety of ways: through leadership inventories, satisfaction surveys, phone calls, voice mail, e-m ail, the Internet, satellite hookups, and in-person dialogue.Figure 23.1. The Challenge: Reaching Out for Input,but Not Drowning in a Sea of Information.The trend toward asking is already very clear. Twenty years ago very few top executives ever asked for feedback. Today the majority of the most highly respected leaders in North America regularly ask for feedback, in companies such as American Express, General Elec-tric, Eastman Kodak, McKinsey & Co., Merck, Motorola, Nortel, and Pfizer. This trend is also growing rapidly throughout the world.One global leader who spends a great deal of his life asking is George Weber, the secretary-general of the international Federation of Red Cross and Red Crescent Societies (IFRC). With a worldwide staff that contains representatives from ninety-five countries and a customer base that spans the globe, George is continuously asking key stakeholders for ideas on how he and his organization can better meet the needs of the world’s most vulnerable people. He believes that the IFRC can only remain viable through consistent internal and external asking.Aside from the obvious benefit of gaining new ideas and insights, asking by top leaders has a secondary benefit that may be even more important. The leader who asks is providing a role model. Sincere asking demonstrates a willingness to learn, a desire to serve, and a humility that can be an inspiration for the entire organization.LearnPeter Senge has written extensively about the future importance of the learning organization. The learning organization will need to be led by people who model continuous learning in their own day-to-day behavior. Two keys to learning are (1) effective listening and (2) reflection after asking for and receiving information. Asking for input and then “shooting the messenger” who delivers the bad news is worse than not asking at all. Leaders will need to provide recognition and support for people who have the courage to tell the hard truth before issues become disasters. Another major challenge for the leader of the future will be prioritization. Leaders will face the danger of drowning in a sea of information (see Figure 23.1). There is more to learn than any human can effectively process. One leader in Sun Microsystems reported that he received approximately two hundred e-mail messages per day. Leaders will need to focus on the vital few areas for change from each important source of information.Although the leader of the future will need to receive input more frequently and from more sources, the time available to process this information may actually be declining. Today leaders exist in a world that is characterized by downsizing and ongoing reengineering. They need to get more work done, get it done faster, and get it done with considerably less support staff. In the private sector, there are no indications that global competition will decrease in the future or that leaders will have more time and more staff. In the social sector, there are no indications that human needs will decrease, or that government will take care of more social problems. Leaders who can ask, process information, and learn in a highly efficient manner will have a tremendous competitive advantage over their slower and less proactive competition.Follow-UpKeilty, Goldsmith & Company recently conducted a study on the impact of asking for feedback and following up with over eight thousand leaders in a Fortune 100 company. Each manager in the company asked for feedback from direct reports, using a Leadership Inventorythat had been designed to reinforce the company’s new values. After receiving a confidential summary feedback report, each manager was asked to:1.Pick one to three key areas for improvement and develop an action plan for desiredchange2.Respond to the co-workers by thanking them for the feedback, discussing the actionplan, and involving them in the change process3.Follow up with co-workers to check on progress and receive further assistanceManagers were asked to spend only five to fifteen minutes responding in a focused two-way dialogue. They also were asked to spend only a few minutes following up by asking for a “progress report” and further suggestions.Approximately eighteen months after initially providing feedback, co-workers were asked to again provide feedback to their managers using the Leadership Inventory. Two additional questions were added to the inventory concerning:1.The manager’s degree of change in leadership effectiveness2.The manager’s degree of follow-upThe findings of the study were dramatic but not surprising. The degree of change in perceived leadership effectiveness was clearly related to the degree of follow-up (see Figure 23.2). Managers who were seen as not following up were perceived as only slightly more effective as a group than they were eighteen months earlier. Although 46 percent were rated as more effective, over half were rated as unchanged or less effective. Managers rated as doing some follow-up experienced a very positive shift in scores, with 89 percent being rated as more effective. Almost half of the leaders in this group (45 percent) were rated in the highest two categories (+2 or +3) and almost none (3 percent) were seen as less effective. Consistent or periodic follow-up had a dramatic, positive impact. Over half the leaders (55 percent) were rated in the highest possible category, with 86 percent rated either +2 or +3.Studies similar to this one are being completed in six other major corporations with leaders from over twenty countries. So far, the results have been remarkably consistent. Studies have also been conducted concerning the impact of asking for feedback and fol-lowing up with team members and external customers. Results point to a very similar pattern: team members and suppliers who ask for feedback, respond in a positive manner, and follow up are seen by their fellow team members and external customers as dramatically increasing in effectiveness.Follow-up will be a key challenge for the leader of the future. For “real-world” leaders, asking and learning will have to be more than an academic exercise. The process will have to produce meaningful, positive change. By learning how to follow up efficiently and effectively in an extremely busy world, leaders will enable key stakeholders to see the positive actions that result from the input they were requested to provide.GrowThe leader of the future will have to change and grow on the job. Can this happen? Definitely, yes! Leaders who reach out, ask for input, learn, respond in a positive manner, involve key stakeholders, and follow up will almost invariably be seen as becoming more effective and as growing over time.Figure 23.2. Findings on the Relationship Between Follow-up and Perceived Leadership Effectiveness.M a n ag ers W h o D id N o Fo llow -U pM a n ag ers W h o R e sp ond ed an d D id S o m e F ollow -U pM an ag ers W h o R e sp onde d an d D id C on sis ten t (P e riod ic) Follow -U p-3-2-10+1+2+3L ess E ffec tiveN o P erceptib le C ha ng eM o re E ffe ctiveC h an g e in L ea d ersh ip E ffe ctive ness-3-2-1+1+2+3L ess E ffec tiveN o P erceptib le C ha ng eM o re E ffe ctiveC h an g e in L ea d ersh ip E ffe ctive ness-3-2-10+1+2+3L ess E ffec tiveN o P erceptib le C ha ng eM o re E ffe ctiveC h an g e in L ea d ersh ip E ffe ctive ness1%2%4%6%7%9%10%12%34%28%44%38%31%55%6%4%1%9%As demands on leaders increase, effective leadership growth and development will become more important than ever. However, the methodology of leadership development may radically change. Historically, leadership development efforts have tended to focus on the “front side” of the development process: impressive training, well-designed forms, clever slogans, and lots of “flash.” They have not focused on the “back side” of the process: the ongoing application of what is being learned. Follow-up studies have validated the obvious. What leaders do back on the job will be more meaningful than what they do in classrooms.Future leadership development will not be like getting in shape. It will be like staying in shape. Recent research has indicated that the “program-of-the-year” approach to leadership development has the same impact as the crash-diet approach to physical fitness. The results don’t last! Many organizations have spent millions of dollars on programs and almost nothing on follow-up. In the future, far more effort will be placed on developing the processes required to ensure positive, ongoing leadership growth. By developing processes that ensure ongoing asking, learning, and follow-up, leaders will grow in a manner that produces a positive, measurable impact.ConclusionThe leader of the future will face different and in many ways more challenging demands than the leader of the past. Global competition will rapidly increase, organizations will continue to downsize and reengineer, leaders will have less support staff, workloads will probably increase, and the pace of change will accelerate. The need for human services will continue to increase at a rate greater than the government’s ability to meet the need. Traditional hierarchies will break down and the number and fluidity of stakeholder rela-tionships will keep growing. The leader who tries to know it all and to tell everyone what to do is doomed to failure. The leader who believes that there is only one best way and attempts to write detailed procedures has no chance.Almost all of the thought leaders represented in this book believe that the leader of the future will need to continuously involve and learn from others. Unfortunately, as this need is increasing, the time available to do it is decreasing. As the amount of inform ation made available to the leader is increasing, the time to process it is decreasing. The leader of the future will need to be able to effectively focus and prioritize, in a period of rapid change, focus and the frequency of interactions may become more critical than the duration of the interactions.Recent research has shown that leaders who ask for input from key stakeholders; learn with a positive, nondefensive attitude; and follow up in a focused, efficient manner will almost invariably grow and develop in term s of increased effectiveness. Learning from input and increasing leadership effectiveness is a lot like getting a physical exam and changing one’s life-style. The doctor usually suggests, “Go on a low-fat diet and work out every other day.” The challenge is not in understanding this advice, but in doing it. As Arnold Schwartzenegger once said, “Nobody ever got muscles by watching me lift weights.”I leave you, the reader, with a final challenge. By reading this book you have already demonstrated one characteristic of the effective leader of the future. You have reached out to get the latest inform ation from a variety of sources. Read the articles with an open mind. Try to see the value of opinions that may differ from your own. After completing this book, develop the profile of the leader of the future that you want to be. Ask for input from your key stakeholders on how your behavior and activity match your vision, learn from what people tell you about yourself and your opportunities for the future, prioritize and focus on a few key areas for change, and follow up to ensure effective implementation. Completing these key steps can help you to grow and become the leader of the future that you want to be.This chapter is take from the book:The Drucker Foundation: The Leader of the Future, Frances Hesselbein, Marshall Goldsmith, Richard Beckhard, 1997, Jossey-Bass, San Francisco, pp. 227-237, ISBN: 0787909351。

C How to Program.doc

TOURO COLLEGE COURSE SYLLABUSLANDER COLLEGEDEPARTMENT: Computer ScienceCOURSE TITLE:Data StructuresCOURSE NUMBER: MCO242PREREQUISITES: MCO232CREDIT HOURS: 3DEVELOPER: Miriam PlonczakLAST UPDATE: July 2003COURSE DESCRIPTIONThis course explores the more advanced concepts of the Object Oriented Design and Programming paradigm including operator overloading, inheritance versus composition, polymorphism, run-time versus compile time binding, multiple inheritance, shallow versus deep copying, exception handling, and function templates. In addition, the basic file I/O operationswill be covered. Some basic data structures such as stacks and queues may be introduced as well. Students will develop applications that implement these object-oriented concepts using C++. COURSE/DEPARTMENTAL OBJECTIVESThe students will be able to:Explain when static data members are used and howDifferentiate between class static data members and class data membersGive an example of an overloaded operator and explain how overloaded operators are used to make classes act like built in data types such as int and floatDevelop code that implements a variety of overloaded operators for a particular classUse memory management techniques such as dynamic memory allocation, releasing dynamically allocated memoryManipulate strings in a variety of ways: using characters arrays, using char* pointers, using theC++ string classDifferentiate between the different ways strings can be manipulated and identify the advantages and disadvantages of each techniqueUse C++ library functions to handle C-strings such as strlen(), strcpy(), strcat(),strcmp(), strstr() Explain what is meant by memberwise copy and what problems it might causeExplain how copy constructors solve the problem of memberwise copyDemonstrate when copy constructors are necessaryDifferentiate between a copy constructor and a convert constructorExplain when class destructors are necessaryDifferentiate between a convert constructor and object conversion using the overloadedDefine the following OOP concept: compositionDefine the following OOP concepts: inheritance, polymorphismExplain how the concept of inheritance is implemented using C++Explain how inheritance and composition provides code reusabilityCompare and contrast composition and inheritanceDemonstrate how polymorphism is implemented using inheritance with virtual functions Compare and contrast private versus public inheritanceIdentify the accessibility of data members and member functions that were declared private, public, or protected to class member functions, to inherited class member functions and to outside member functionsExplain the advantage of using protected data members within an inheritance hierarchyIdentify the order in which constructors and destructors are invoked when derived class objects are instantiatedIdentify the pitfalls of multiple inheritance and how they can be addressedExplain how inheritance can be used to specialize or generalize a base classExplain how inheritance can be used to hide data members and/or member functions of a base classList the advantages and disadvantages of dynamic versus static bindingExplain how dynamic binding is implemented in C++ using virtual methodsExplain and demonstrate why virtual destructors might be necessary if dynamic memory allocation takes places within a base and derived classList several reasons that C++ allows us to define friend functionsUse the ifstream and ofstream objects to access, process and store data on disk filesIdentify fstream class member functions and how they are used: open() , is_open(), operator!(), fail(), eof()Explain why it is important to close a file when it is not being usedDifferentiate between text files and binary file formatsDifferentiate between sequential file and random file processingExplain why delimiters are necessary in order to process text files and why blanks can not always be used as delimitersDevelop code that implements exception handling techniques using try, catch and throw Explain why designing a class that throws exceptions may be more preferable than displaying error messages on the screen.Explain how using templates allows us to implement generic classes or generic functions Explain why the implementation of operator overloading is intrinsic to the use of many templates Given specifications of a class, write C++ code necessary to implement a class, including default, copy, and convert constructors, destructors, member functions, overloaded operators, various levels of accessibility (public, private and protected)Demonstrate how C++ implements inheritance by defining based and derived classesGiven a hierarchy of classes, identify which data members and member functions are accessible based on the access-specifier used when the derived class is in inherited from the base class COURSE/INSTITUTIONAL OBJECTIVESThis course is intended to fine-tune the analytical and technical skills students need to function in our increasingly technological society. This course provides students with extensive experience in developing and debugging complex C++ code to solve complicated business and mathematical problems. It serves to prepare the student to pursue a career in the highly competitive fields of computer programming and/or systems analysis.COURSE CONTENTGaddis book: Chapters 7,11,12,13,14,15Deitel book: Chapters 7,9,10,12,13,14,20,21(Section 21.7)ClassesCompare and contrast different types of constructorsExplain the importance and significance of using header initializationget() and set() methods –why are they necessary?inline functions – what advantage do they provide? What are the limitations?Introduce concepts of data hiding and encapsulationExplain how overloaded functions are identified with argument signaturesDemonstrate how to invoke member functions to "send messages" to an instance of a classUse pointers to class objectsExplain when to use static data members and static member functions and how they differ from regular data members and member functionsGive examples of functions and classes that might be declared friends of other classes and explain whyDynamic Memory Allocation and Memory ManagementDiscuss memory management provided by cstring functions. Why is the '\0' so important? Discuss how memory is managed when structs and classes are used. How is a memberwise copy performed? What is the difference between a deep and shallow copy?Dynamic memory allocation -how and why is it used?How and why the copy constructor and overloaded assignment operator are used for classes that perform dynamic memory allocationExplain how to use the this pointerOperator Overloading - Concepts and Implementationoverloading the +, -, ++ (postfix and prefix)overloading relational operatorsoverloading stream insertion and extraction operatorsoverloading the [] operatorconcept of operator stackingobject conversion using convert constructors and overloaded cast operatorcreating a string class that supports overloaded operatorsObject composition - concept and implementationDemonstrate how object composition allows us to reuse codeDemonstrate why the outer object must provide additional methods to allow access to the objects that it contains since their methods and attributes are hidden from outside viewShow how a user interfaces with just the outer class and how that class passes along the messages to the objects it contains.Character Manipulationdata validationcharacter case conversionI/O using character arrays and the cin objectlibrary functions that manipulate "strings"string/numeric conversionusing the C++ string classInheritanceWhat is inheritance, when, how and why it is usedWhat effect does access specification have? public , private, and protectedWhen do we use each type of specification?constructors versus destructors in an inheritance hierarchyFunction overriding versus function overloadingWhat is polymorphism, why and how is it implemented in an inheritance hierarchy? Differentiate between early binding and late binding. Enumerate advantages of each.What is a virtual function, how is it implemented and what purpose does it serveWhat is a purely virtual functionHow is RTTI used with polymorphism to identify types within an inheritance hierarchyHow is dynamic casting used to convert objects within an inheritance hierarchyWhat is an abstract base class, how is it implemented and why might it be used?What are the drawbacks of multiple inheritance, how are they handled in code and why is multiple inheritance usedSequential File ProcessingWhat is a file and how is it accessed?Storing text data on a file: how is data stored and retrievedHow is numeric data stored in a text filecan data within a text file be modified? How is a text file "modified" if data changes?Why must delimiters be used? Is using a blank as a delimiter always a good choice?Why is exception handling especially important when processing files? How do we check for and address file error conditions? What kind of error conditions should we anticipate?How can files be used by class constructors and destructors to implement object persistence? Random File AccessHow does binary data differ from text datausing structs to create fixed length recordsHow is text and numeric data stored differently in random files than in sequential text files? Consider a business case study that implements a business application using random file processinginput/output of objectsException handlingwhat is exception handling and when should it be usedidentifying exception conditionsthrowing exceptions instead of displaying an error messagehandling an exception using the try and catch clausesrethrowing an exceptionusing the library <exception>stack unwindingExamples of exception conditions found in constructors, destructors, and dynamic memory allocationhandling exceptions within inheritance hierarchyTemplatesfunction templates -how they are defined and usedclass templates - how they are defined and usedimportance of overloaded operators within class templatesintroduction to the Stack data structure and Stack template classIntroduction to Standard Template Libraryintroduction to containers, iterators and algorithmsvector containerHARDWARE/SOFTWARE/MATERIALS REQUIREMENTS:SoftwareBorland C++, Microsoft Visual C++Windows 2000 or Windows NTInstructor MaterialsThe book is accompanied by an Instructor’s manual on CD. There is also an optional Multimedia Cyber Classroom CD that can be obtained.Instructors are encouraged to visit the Deitel website for other resources, including lecture notes. COURSE REQUIREMENTSStudent will be expected to complete at least 7 substantial programming assignments.Several written homework assignments and smaller programming assignments may also be assignedStudents who do not complete all programming assignments should receive an incomplete in the course (not more than TF)All students must pass two exams and a final exam in order to pass the courseAttendance is important. Students with poor attendance generally find it difficult to do well in this course.Programming homework assignments should be handed in by the due date. Points may be deducted for lateness since completing programming assignments is an integral part of the learning process of this course.GRADING GUIDELINESSubmitted programming assignments can count for 20% of the final grade. Instructors can deduct points if students submit programming assignments late. Since this course is teaching programming skill as well as OOP concepts, students should not be allowed to pass this course unless they demonstrate that they have sufficiently mastered this skill.Instructors should include constructive and informative comments when they grade student programs and return these graded programs with to students so that they can improve their programming skills.Two exams should be given. Quizzes can also be given. Together this grade can count for 40% of the final grade.A cumulative final should be given. It should contain at least 25 percentage points requiring students to demonstrate their proficiency at programming the OOP concepts covered by this course. This means requiring them to write their own code, not simply parse code that is presented to them. The final can count up to 40% of the grade.METHODOLOGYBoth the Gaddis book and Deitel book cover this course's curriculum. However, even though the Gaddis book might be easier to understand, it does not cover all topics in sufficient depth and is sometimes lacking in properly implementing the OOP paradigm. Therefore, the topics of composition, inheritance and polymorphism must be covered using the Deitel book.We highly recommend instructors to use the Deitel book for other topics as well, including file processing and exception handlingInstructor should emphasize object-oriented concepts of program design and development. C++ should be taught in order to demonstrate how a specific language is used to implement these object-oriented concepts.Using the on-line debugger, the instructor can easily show students how various member functions are invoked, how constructors and destructors are called in succession when classes are inherited, how overloaded functions and various constructors are invoked depending on the number and type of arguments that are being passed.If the course is taught in a lab, the instructor can save program examples on the network drive and allow each student to access the code and run it to better understand the syntax and concepts that are being implementedInstructor should try to develop, run and debug simple classes and class hierarchies together with the students to increase students' understanding.Instructor should use the whiteboard and large screen monitor to demonstrate the book's and his own examples.Instructor can develop mini projects including an assortment of various classes in order to demonstrate how classes collaborate to form an application system.COURSE TEXT(S)Title: C++ How to Program - Third EditionAuthor: Deitel and DeitelPub. Date: 2001Publisher: Prentice HallISBN #: 0-13-089571-7Title: Starting out with C++Author: Tony GaddisPub. Date:Publisher: Scott JonesISBN #: 1-57676-045-6BIBLIOGRAPHYTitle: Object Oriented Programming in C++Author: Johnsonbaugh and KalinPub. Date:Publisher: Prentice HallISBN #: 0-02-360682-7Title: An Introduction to Object-Oriented ProgrammingAuthor: Timothy BuddPub. Date:Publisher: Addison-WesleyISBN #: 0-201-54709-0Title: Object-Oriented ProgrammingAuthor: Peter Coad and Jill NicolaPub. Date:Publisher: Yourdon PressISBN #: 0-13-032616-XRELATED WEB SITES[Click & type/Double-click to paste RELATED WEB SITES]ENTRANCE COMPETENCIESGiven a problem statement, the student should be able to write, test, debug and implement a modular, structured C++ program that produces the required results. The student should be ableto write code that includes decisions and iterations, programmer defined functions and procedures, array processing and pointers. The student should be familiar with the Microsoft and similar integrated development environment and know how to construct a project that consists of one or more header and source code files.COURSE EXPECTATIONSStudents will learn to implement fairly complex classes. Using the object-oriented approach to program design and development, students will develop applications that utilize those classes to solve common business problems. Students will implement classes utilizing the object-oriented programming techniques such as copy constructors, operator overloading, friends of classes, inheritance and polymorphism and run time type identification. Students will learn to retrieve, store and modify data in random files and will utilize more advanced programming techniques such as exception handling and templates.EXIT COMPETENCIESGiven clearly defined user requirements, the student will be able to develop, test, debug and implement a class, hierarchy of classes or classes that contain other classes. Students will also be able to implement an application by using classes that have already been developed. Students must be able to explain the various object-oriented programming and design concepts and demonstrate the ability to implement those concepts using C++.TOURO COLLEGE COURSE OUTLINELANDER COLLEGEDEPARTMENT: Computer ScienceCOURSE TITLE:Data StructuresCOURSE NUMBER: MCO242PREREQUISITES: MCO232CREDIT HOURS: 3SEMESTER : [Click & type/Double-click to paste SEMESTER.]CLASS INFORMATIONCLASS CODE: [Put in FULL CLASS CODE - ex. MCO 140 BB] SCHEDULE: [Put in DAY & TIME class meets:- ex. Tues. 9-12 AM] LOCATION: [Put in SITE & ROOM of class - ex. Ave. J Campus, Rm 301 ] FINAL EXAM DATE:[Put in DATE & TIME of final exam - ex. Jan. 23, 2003 - 9-12 AM ] INSTRUCTOR CONTACT INFORMATIONInstructor Name: [Put in INSTRUCTOR NAME]Email Address: [Put in INSTRUCTOR email.]Contact Phone: [Put in INSTRUCTOR contact/dept phone here.]Office Location/Hours: [Put in INSTRUCTOR office hours.]COURSE DESCRIPTIONThis course explores the more advanced concepts of the Object Oriented Design and Programming paradigm including operator overloading, inheritance versus composition, polymorphism, run-time versus compile time binding, multiple inheritance, shallow versus deep copying, exception handling, and function templates. In addition, the basic file I/O operationswill be covered. Some basic data structures such as stacks and queues may be introduced as well. Students will develop applications that implement these object-oriented concepts using C++. COURSE/DEPARTMENTAL OBJECTIVESThe students will be able to:Explain when static data members are used and howDifferentiate between class static data members and class data membersGive an example of an overloaded operator and explain how overloaded operators are used to make classes act like built in data types such as int and floatDevelop code that implements a variety of overloaded operators for a particular classUse memory management techniques such as dynamic memory allocation, releasing dynamically allocated memoryManipulate strings in a variety of ways: using characters arrays, using char* pointers, using the C++ string classDifferentiate between the different ways strings can be manipulated and identify the advantages and disadvantages of each techniqueUse C++ library functions to handle C-strings such as strlen(), strcpy(), strcat(),strcmp(), strstr() Explain what is meant by memberwise copy and what problems it might causeExplain how copy constructors solve the problem of memberwise copyDemonstrate when copy constructors are necessaryDifferentiate between a copy constructor and a convert constructorExplain when class destructors are necessaryDifferentiate between a convert constructor and object conversion using the overloadedDefine the following OOP concept: compositionDefine the following OOP concepts: inheritance, polymorphismExplain how the concept of inheritance is implemented using C++Explain how inheritance and composition provides code reusabilityCompare and contrast composition and inheritanceDemonstrate how polymorphism is implemented using inheritance with virtual functions Compare and contrast private versus public inheritanceIdentify the accessibility of data members and member functions that were declared private, public, or protected to class member functions, to inherited class member functions and to outside member functionsExplain the advantage of using protected data members within an inheritance hierarchy Identify the order in which constructors and destructors are invoked when derived class objects are instantiatedIdentify the pitfalls of multiple inheritance and how they can be addressedExplain how inheritance can be used to specialize or generalize a base classExplain how inheritance can be used to hide data members and/or member functions of a base classList the advantages and disadvantages of dynamic versus static bindingExplain how dynamic binding is implemented in C++ using virtual methodsExplain and demonstrate why virtual destructors might be necessary if dynamic memory allocation takes places within a base and derived classList several reasons that C++ allows us to define friend functionsUse the ifstream and ofstream objects to access, process and store data on disk filesIdentify fstream class member functions and how they are used: open() , is_open(), operator!(), fail(), eof()Explain why it is important to close a file when it is not being usedDifferentiate between text files and binary file formatsDifferentiate between sequential file and random file processingExplain why delimiters are necessary in order to process text files and why blanks can not always be used as delimitersDevelop code that implements exception handling techniques using try, catch and throw Explain why designing a class that throws exceptions may be more preferable than displaying error messages on the screen.Explain how using templates allows us to implement generic classes or generic functions Explain why the implementation of operator overloading is intrinsic to the use of many templates Given specifications of a class, write C++ code necessary to implement a class, including default, copy, and convert constructors, destructors, member functions, overloaded operators, various levels of accessibility (public, private and protected)Demonstrate how C++ implements inheritance by defining based and derived classesGiven a hierarchy of classes, identify which data members and member functions are accessible based on the access-specifier used when the derived class is in inherited from the base class COURSE REQUIREMENTSStudent will be expected to complete at least 7 substantial programming assignments.Several written homework assignments and smaller programming assignments may also be assignedStudents who do not complete all programming assignments should receive an incomplete in the course (not more than TF)All students must pass two exams and a final exam in order to pass the courseAttendance is important. Students with poor attendance generally find it difficult to do well in this course.Programming homework assignments should be handed in by the due date. Points may be deducted for lateness since completing programming assignments is an integral part of the learning process of this course.GRADING GUIDELINESSubmitted programming assignments can count for 20% of the final grade. Instructors can deduct points if students submit programming assignments late. Since this course is teaching programming skill as well as OOP concepts, students should not be allowed to pass this course unless they demonstrate that they have sufficiently mastered this skill.Instructors should include constructive and informative comments when they grade student programs and return these graded programs with to students so that they can improve their programming skills.Two exams should be given. Quizzes can also be given. Together this grade can count for 40% of the final grade.A cumulative final should be given. It should contain at least 25 percentage points requiring students to demonstrate their proficiency at programming the OOP concepts covered by this course. This means requiring them to write their own code, not simply parse code that is presented to them. The final can count up to 40% of the grade.COURSE TEXT(S)Title: C++ How to Program - Third EditionAuthor: Deitel and DeitelPub. Date: 2001Publisher: Prentice HallISBN #: 0-13-089571-7Title: Starting out with C++Author: Tony GaddisPub. Date:Publisher: Scott JonesISBN #: 1-57676-045-6BIBLIOGRAPHYTitle: Object Oriented Programming in C++ Author: Johnsonbaugh and KalinPub. Date:Publisher: Prentice HallISBN #: 0-02-360682-7Title: An Introduction to Object-Oriented Programming Author: Timothy BuddPub. Date:Publisher: Addison-WesleyISBN #: 0-201-54709-0Title: Object-Oriented ProgrammingAuthor: Peter Coad and Jill NicolaPub. Date:Publisher: Yourdon PressISBN #: 0-13-032616-XRELATED WEB SITES[Click & type/Double-click to paste RELATED WEB SITES] COURSE CONTENTATTENDANCE & MAKE-UP POLICIES[Put in INSTRUCTOR'S ATTENDANCE POLICY.][Put in INSTRUCTOR'S MAKEUP POLICY.]HOMEWORK ASSIGNMENTS[Put in INSTRUCTOR'S REQUIRED HOMEWORK ASSIGNMENTS.]ENTRANCE COMPETENCIESGiven a problem statement, the student should be able to write, test, debug and implement a modular, structured C++ program that produces the required results. The student should be able to write code that includes decisions and iterations, programmer defined functions and procedures, array processing and pointers. The student should be familiar with the Microsoft and similar integrated development environment and know how to construct a project that consists of one or more header and source code files.COURSE EXPECTATIONSStudents will learn to implement fairly complex classes. Using the object-oriented approach to program design and development, students will develop applications that utilize those classes to solve common business problems. Students will implement classes utilizing the object-oriented programming techniques such as copy constructors, operator overloading, friends of classes, inheritance and polymorphism and run time type identification. Students will learn to retrieve, store and modify data in random files and will utilize more advanced programming techniques such as exception handling and templates.EXIT COMPETENCIESGiven clearly defined user requirements, the student will be able to develop, test, debug and implement a class, hierarchy of classes or classes that contain other classes. Students will also be able to implement an application by using classes that have already been developed. Students must be able to explain the various object-oriented programming and design concepts and demonstrate the ability to implement those concepts using C++.。

六年级英语编程入门单选题50题

六年级英语编程入门单选题50题1. In programming, a place to store data is called a _____.A. functionB. variableC. loopD. condition答案：B。

本题考查编程中的常见词汇。

选项A“function”是函数的意思；选项B“variable”是变量，用于存储数据；选项C“loop”是循环的意思；选项D“condition”是条件的意思。

所以正确答案是B。

2. When you want to reuse a block of code, you can use a _____.A. variableB. functionC. commentD. string答案：B。

选项A“variable”是变量；选项B“function”函数可以重复使用一段代码；选项C“comment”是注释；选项D“string”是字符串。

正确答案是B。

3. A _____ is a named block of code that performs a specific task.A. variableB. functionC. loopD. condition答案：B。

选项A“variable”存储数据；选项B“function”是有特定功能的命名代码块；选项C“loop”是循环；选项D“condition”是条件。

答案是B。

4. In programming, you can change the value of a _____ during the execution of a program.A. functionB. variableC. loopD. condition答案：B。

选项A“function”函数不能直接改变值；选项B“variable”变量的值可以在程序执行过程中改变；选项C“loop”循环；选项D“condition”条件。

BNC英语词汇详解系列[七十五]

BNC英语词汇详解系列[七十五]me音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _英[miː] 美[mi]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _pron. 我（宾格）n. 自我；极端自私的人；自我的一部分n. (Me)人名；(日)马(姓)；(朝)袂；(阿拉伯、柬、老)梅短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _About Me:关于我;个人资料;公告;律师介绍Rescue Me:火线救援;救救我;浴火群英;拯救我Follow Me:跟我学;跟我来;跟着我;跟我做Marry Me:嫁给我;等你愿意;最佳配偶;我们结婚吧Release Me:放开我;释放我;肆放我;摊开我Reach Me:书缘寻踪;抓住我;请与我联系;联系我GRIEFSYNDR ME:魔法少女小圆同人游戏;魔法少女小圆;忧郁综合症LET ME:允许我;具俊烨forgive me:原谅我;请原谅我;对不起例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.PRON-SING A speaker or writer uses me to refer to himself or herself. Me is a first person singular pronoun. Me is used as the object of a verb or a preposition. 我(第一人称单数宾格代词) [v PRON, prep PRON]2.the INTERNET DOMAIN NAME for Montenegro 黑山3.N the personality of the speaker or writer or something that expresses it (演讲人或作家说的)自我[非正式]fur音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _英[fɜː] 美[fɜr]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _n. 皮，皮子；毛皮；软毛n. 水垢vt. 用毛皮覆盖；使穿毛皮服装n. (Fur)人名；(法)菲尔；(瑞典)富尔短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _fur clothing:皮草;皮衣;皮毛服装;裘皮服装Fur Dich:为了你;挣不脱的回忆;为你;唱片名Kopenhagen Fur:哥本哈根皮草;哥本哈根皮草协会;哥本哈根毛皮公司;哥本哈根皮草拍卖行fur topcoat:皮上衣;皮大衣fur hat:裘皮帽;皮草帽;毛皮帽子dog fur:狗皮;狗毛皮;狗毛fox fur:狐皮;狐狸毛;狐狸毛皮;九尾的皮fur brush:毛刷designing fur:裘皮例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-MASS Fur is the thick and usually soft hair that grows on the bodies of many mammals. (哺乳动物身上的)毛2.N-MASS Fur is an artificial fabric that looks like fur and is used, for example, to make clothing, soft toys, and seat covers. (用以制造服装、软玩具、座套等的) 人造毛3.N-VAR Fur is the fur-covered skin of an animal that is used to make clothing or small carpets. (动物的) 毛皮4.N-COUNT A fur is a coat made from real or artificial fur, or a piece of fur worn around your neck. 毛皮外套;毛皮围脖expected音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[ɪk’spektɪd] 美[ɪk’spɛktɪd]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ adj. 预期的；预料的v. 预期；盼望（expect的过去分词）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ expected utility:期望效用;预期效用;期望效用值;效用值expected return:语期收益;预期收益;预期回报;预期回报率Expected Product:期望产品;期望性产品Label expected:要求标号expected yield:预期收益率;两人的预期收益;期望收益率;两人的预期损失expected response:期望反应Expected Valued:期望值Than expected:比预期的;超乎预期;比预料的要;比预料的更expected receipts:预期收料;打印期望的接收报告例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T If you expect something to happen, you believe that it will happen. 预料2.V-T If you are expecting something or someone, you believe that they will be delivered to you or come to you soon, often because this has been arranged earlier. (常指因已安排而) 预期[usu cont]3.V-T If you expect something, or expect a person to do something, you believe that it is your right to have that thing, or the person’s duty to do it for you. 期待4.V-T If you tell someone not to expect something, you mean that the thing is unlikely to happen as they have planned or imagined, and they should not hope that it will. 指望[with brd-neg]5.V-T/V-I If you say that a woman is expecting a baby, or that she is expecting , you mean that she is pregnant. 怀上; 怀孕[only cont]6.PHRASE You say " I expect " to suggest that a statement is probably correct, or a natural consequence of the present situation, although you have no definite knowledge. 我想[口语]complied释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ v. 遵照（comply的过去式和过去分词）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ complied with:偿付办法;议付行;照行事complied executing:编译执行They Complied:他们照办Complied simulation:编译仿真Standards Complied:符合标准Complied Signing:答应签约program complied:程序绘图People Complied:人们遵守But Complied:但行事例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-I If someone or something complies with an order or set of rules, they do what is required or expected. 遵从signature音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[’sɪgnətʃə] 美[’sɪgnətʃɚ]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 署名；签名；信号短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ signature :签名Digital Signature:数字签名;数位签章;数码签署;数位签名Electronic Signature:电子签名;电子签署;电子签字signature dishes:招牌菜;餐厅推荐菜;镇店招牌菜;招牌名菜forged signature:假冒的签名;The signature:伪造签字;汇票上的伪造签名;伪造的签字corporate signature:签名;春晖8号;署名;正在翻译Mirage Signature:法团的签名;法人签字EVO Signature:翠微小筑;翠细小筑例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-COUNT Your signature is your name, written in your own characteristic way, often at the end of a document to indicate that you wrote the document or that you agree with what it says. 签名importing释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ v. [贸易] 进口（import的现在分词）；导入短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Importing links:导入功能dynamic importing:动态载入Importing packages:对于进口的包裹importing Supervisor:进口货运操作主管Importing file:输入文件Importing Oxbridge:英式住宿书院与美国大学Importing Geometry:输入几何体importing soybean:进口大豆例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T/V-I To import products or raw materials means to buy them from another country for use in your own country. 进口2.N-UNCOUNT Import is also a noun. 进口[also N in pl]3.importation N-UNCOUNT 进口4.N-COUNT Imports are products or raw materials bought from another country for use in your own country.进口商品5.N-UNCOUNT The import of something is its importance. 重要性[正式]6.V-T If you import files or information into one type of software from another type, you open them in a format that can be used in the new software. 导入[计算机]recommendation音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[,rekəmen’deɪʃ(ə)n] 美[,rɛkəmɛn’deʃən]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 推荐；建议；推荐信短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Special Recommendation:特别推荐;特别介绍;特品推荐;专题推荐Recommendation Form:推荐表;推荐表格;推荐信表格;建议形式Recommendation Rate:推荐程度;推荐比例school recommendation:学校推荐;学校推荐信design recommendation:设计建议service recommendation:服务推荐;服务建议recommendation trust:推荐信任information recommendation:信息推荐;推荐信息例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-VAR The recommendations of a person or a committee are their suggestions or advice on what is the best thing to do. 建议; 劝告2.N-VAR A recommendation of something is the suggestion that someone should have or use it because it is good. 推荐fry音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[fraɪ] 美[fraɪ]附加_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [ 复数fries 过去式fried 过去分词fried 现在分词frying ]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ v. 油炸，油煎；（被阳光）灼伤；（非正式）用电刑处死n. 鱼苗；油炸食品；炒杂烩菜；油炸食品聚餐会；炸薯条n. (Fry) （美）弗赖伊（人名）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Stephen Fry:史蒂芬·弗莱;斯蒂芬·弗雷;斯蒂芬·弗莱;英国演员斯蒂芬·弗雷Pat Fry:帕特·弗莱;帕特;法拉利fry vt:油煎;油炸Elizabeth Fry:伊丽莎白•弗赖伊;伊丽莎白弗赖伊;伊丽莎白·弗莱;伊丽莎白·弗赖伊Fry Oyster:蚝仔酥;蚵仔酥Michael Fry:迈克尔·弗莱;米歇尔·弗莱Shirley Fry:雪莉·弗莱;雪莉弗莱Margery Fry:马杰里·弗莱;弗莱女士fry y:油煎;煎鸡蛋;油炸;用油炸例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T When you fry food, you cook it in a pan that contains hot fat or oil. 炸2.V to kill or be killed by electrocution, esp in the electric chair (用电椅)杀死; (被电椅)杀死[美国英语] [slang]3.N the act of preparing a mixed fried dish or the dish itself 炒杂烩菜[英国英语] [非正式]4.N-PLURAL Fries are the same as . 同French fries5.N-PLURAL the young of various species of fish 鱼苗outbreak音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[’aʊtbreɪk] 美[’aʊtbrek]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. （战争的）爆发；（疾病的）发作vi. 爆发短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ polar outbreak:寒潮;极地寒潮爆发;寒潮爆发periodic outbreak:周期性大发作;周期性猖獗outbreak n:战争;战争的The outbreak:爆发吧;爆发Emotional outbreak:情绪爆发Sporadic outbreak:点状爆发;散发Virus Outbreak:例如在病毒爆发insect outbreak:昆虫的大发生Outbreak Survivalist:劫后馀生例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-COUNT If there is an outbreak of something unpleasant, such as violence or a disease, it suddenly starts to happen. (暴动、疾病等的) 爆发cruelty音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[’krʊəltɪ] 美[’krʊəlti]附加_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [ 复数cruelties ]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 残酷；残忍；残酷的行为短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ mental cruelty:精神虐待;翻译Subconscious Cruelty:下意识的残忍genetic cruelty:基因虐待wanton cruelty:恣意肆虐ruthless cruelty:无情的冷酷;的翻译是冷酷的惨暴youth cruelty:青春残酷Prevent Cruelty:发生虐待Marigold Cruelty:金盏菊残酷Intolerplace Cruelty:难耐的残酷例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1.N-VAR Cruelty is behaviour that deliberately causes pain or distress to people or animals. 残忍expressions释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. [数] 表达式；表情；公式；表示式（expression是复数形式）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ BASIC EXPRESSIONS:基本句型表达;问候基本用语;基本句;基础表情facial expressions:面部表情;大话表情;面部表达;脸部表情Useful Expressions:常用短语;常用表达法;常用语;常用表达Geometry Expressions:交互式符号几何系统;几何公式符号绘制;几何表达式idiomatic expressions:惯用语;习惯表达法;习惯用语;I惯用语Numerical Expressions:数字表达法Situational Expressions:情景表示法;地道情景表达;情景表达Classroom expressions:课堂用语;教室用语;课堂英语;教学用语Related expressions:相关表达方式;相关表达path expressions:路径表达式;径运算式例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-VAR The expression of ideas or feelings is the showing of them through words, actions, or artistic activities.表达2.N-VAR Your expression is the way that your face looks at a particular moment. It shows what you are thinking or feeling. 神情3.N-UNCOUNT Expression is the showing of feeling when you are acting, singing, or playing a musical instrument. (艺术表演中的) 情感表现4.N-COUNT An expression is a word or phrase. 字词; 言辞laughing音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[’lɑːfɪŋ] 美[’læfɪŋ]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ adj. 可笑的；高兴的；带笑的n. 笑；笑声v. 笑；幸运（非正式）；处于有利地位（laugh 的现在分词）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ laughing owl:笑鸮Laughing Gull:笑鸥;笑欧Laughing Times:滑稽时代;滑稽世界;世界Help laughing:哑然失笑Laughing Sir:谢天华;梁笑棠;笑先生;学警狙击对白Laughing Falcon:笑隼Laughing Turtle:会笑架巴西龟Laughing Road:笑着道I laughing:我会开怀大笑;但是我一直在笑例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T/V-I When you laugh , you make a sound with your throat while smiling and show that you are happy or amused. People also sometimes laugh when they feel nervous or are being unfriendly. 笑2.N-COUNT Laugh is also a noun. 笑3.V-I If people laugh at someone or something, they mock them or make jokes about them. 嘲笑4.PHRASE If you do something for a laugh or for laughs , you do it as a joke or for fun. 为了开玩笑5.PHRASE If you describe a situation as a laugh or a good laugh , you think that it is fun and do not take it too seriously. 有趣的事[非正式]ugh one’s head off →see headmoaning释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 悲啼v. 呻吟（moan的ing形式）；抱怨短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Moaning Serenade:悲叹小夜曲monotonous moaning:发出翻译公司声单调;单调的翻译公司Moaning Lisa:蒙娜丽莎Moaning Wind:悲风And Moaning:和呻吟Moaning Murtle:哭泣的桃金娘;抽泣的桃金娘;啜泣的桃金娘;爱哭鬼麦朵Moaning Minnie:呻吟米妮Moaning Myrtle:桃金娘;哭泣的桃金娘;爱哭鬼麦朵;哭泣的淘金娘Moaning Myrtie:哭泣的淘金娘例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T/V-I If you moan , you make a low sound, usually because you are unhappy or in pain. 呻吟2.N-COUNT Moan is also a noun. 呻吟3.V-I To moan means to complain or speak in a way which shows that you are very unhappy. 抱怨[表不满]4.N-COUNT A moan is a complaint. 抱怨[非正式]hooded音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[’hʊdɪd] 美[’hʊdɪd]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ adj. 有（或戴）兜帽的；眼皮耷拉（而状似半睁半闭）的；兜帽状的；（动物）头部颜色明显与身体不同的，有头冠的，脖子上有可延展开的皮肤短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ hooded seal:冠海豹;冠海豹属hooded crane:白头鹤;英文名Hooded Grebe:阿根廷䴙䴘hooded anode:有罩阳极;上罩阳极;翻译Hooded Jacket:风雪衣hooded crow:埃及的羽冠乌鸦;冠鸦hooded yellowthroat:纳逊氏黄喉地莺;纳氏黄喉地莺例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.ADJ A hooded piece of clothing or furniture has a hood. (衣服) 带有风帽的; (家具) 有罩的2.ADJ A hooded person is wearing a hood or a piece of clothing pulled down over their face, so they are difficult to recognize. 戴头罩的; 蒙面的[ADJ n]platforms释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. [计][矿业] 平台；[家具] 讲台；铁路站台；政党等的党纲宣言（platform的复数）v. 把…放在台上；在台上演讲（platform的第三人称单数）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Platforms Unlimited:无尽仆街;无限平台Firing platforms:发射平台work platforms:工作平台;工作台Application Platforms:应用平台NANOSATELLITE PLATFORMS:纳米卫星平台;开发平台;纳型卫星热控平台Server Platforms:服务器平台Clayzy Platforms:粘土小子的平台sequencing platforms:翁樱谚Suspended platforms:悬挂平台例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-COUNT A platform is a flat raised structure, usually made of wood, that people stand on when they make speeches or give a performance. 讲台; 舞台2.N-COUNT A platform is a flat raised structure or area, usually one that something can stand on or land on. (用于放置物品或着陆的) 平台3.N-COUNT A platform is a structure built for people to work and live on when drilling for oil or gas at sea, or when extracting it. (在海上为钻探石油或天然气而建的) 平台4.N-COUNT A platform in a train or subway station is the area beside the tracks where you wait for or get off a train. (火车或地铁站的) 站台5.N-COUNT The platform of a political party is what they say they will do if they are elected. (政党的) 施政纲领6.N-COUNT If someone has a platform , they have an opportunity to tell people what they think or want. 发表意见的机会bounced释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 空头支票v. 反弹；弹跳（bounce的过去分词）；跳起；开空头支票短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Bounced Flash:再论跳灯bounced beans:跳豆prices bounced:价格反弹Bounced Check:空头支票;跳票bounced off:弹开bounced spam:退信攻击Bounced Light:反射光Bounced cheque:空头支票;退票;一诺千金bounced landing:弹跳落地例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T/V-I When an object such as a ball bounces or when you bounce it, it moves upward from a surface or away from it immediately after hitting it. 使…弹起; 弹起2.N-COUNT Bounce is also a noun. 弹3.V-T/V-I If sound or light bounces off a surface or is bounced off it, it reaches the surface and is reflected back.使…反射; 反射4.V-T/V-I If something bounces or if something bounces it, it swings or moves up and down. 使…跳动; 跳动5.V-I If you bounce on a soft surface, you jump up and down on it repeatedly. 蹦跳6.V-I If someone bounces somewhere, they move there in an energetic way, because they are feeling happy. (因为开心) 蹦跳着走7.V-T If you bounce your ideas off someone, you tell them to that person, in order to find out what they think about them. 征求别人的看法8.V-T/V-I If a cheque bounces or if someone bounces it, the bank refuses to accept it and pay out the money, because the person who wrote it does not have enough money in their account. 拒付(支票)9.V-I If an e-mail or other electronic message bounces , it is returned to the person who sent it because the address was wrong or because of a problem with one of the computers involved in sending it. 退回[计算机]ottoman附加_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ [ 复数ottomans ]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. （无扶手或靠背）软垫凳；粗横棱纹织物短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ottoman iconography:传统奥图曼图像;奥图曼图像OTTOMAN FABRIC:奥斯曼布;土耳其布ottoman threat:奥斯曼威胁Ottoman sultan:奥斯曼帝国苏丹列表Ottoman cord:粗直棱织物ottoman Fantasy:圆机布缎染Ottoman Turkish:奥斯曼土耳其例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-COUNT An ottoman is a low, padded seat similar to a couch but without a back or arms. (无靠背、无扶手的)长软椅2.N-COUNT An ottoman is a low, padded stool that you can rest your feet on when you are sitting in a chair. 软垫搁脚凳accepts释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 合格品；良浆v. 接受；承认（accept的三单形式）；同意短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ s accepts:超前消费She Accepts:她就会接受only accepts:只接受;正在翻译accepts challenges:接受挑战Accepts Shocks:接受冲击Also accepts:还纳Accepts shadows:接受阴影Society Accepts:社会买进例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-T/V-I If you accept something that you have been offered, you say yes to it or agree to take it. 接受2.V-T If you accept an idea, statement, or fact, you believe that it is true or valid. 相信3.V-T If you accept a plan or an intended action, you agree to it and allow it to happen. 接受4.V-T If you accept an unpleasant fact or situation, you get used to it or recognize that it is necessary or cannot be changed. 容忍5.V-T If a person, company, or organization accepts something such as a document, they recognize that it is genuine, correct, or satisfactory and agree to consider it or handle it. 接受6.V-T If an organization or person accepts you, you are allowed to join the organization or use the services that are offered. 接纳7.V-T If a person or a group of people accepts you, they begin to be friendly toward you and are happy with who you are or what you do. 接纳8.V-T If you accept the responsibility or blame for something, you recognize that you are responsible for it. 承担(责任等)9.V-T If you accept someone’s advice or suggestion, you agree to do what they say. 接受10.V-T If a machine accepts a particular kind of thing, it is designed to take it and deal with it or process it.接受11.→ see also acceptedwhere音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[weə] 美[hweə(r); hwɛr]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ adv. 在哪里pron. 哪里conj. 在…的地方n. 地点短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ where else:别的什么地方;其它的地方;甚么其他地方;别的啥地点Where From:由何处来;来自地点;始发地Where love:爱在何方;爱人在哪;爱在哪;爱在哪里Where Feasible:可能的话Where he:他在那里;他在哪里;他在哪;他从哪来what where:什么哪里;什么什么地方;请问到哪里去matter where:无论身在何处;不管在哪里;无论身在何方;无论哪里where coming:在未来;其中未来;凡来where a:上面指定的表别名;去哪里了;天使不敢驻足的地方例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.QUEST You use where to ask questions about the place something is in, or is coming from or going to. 哪里(用于就地点提问)2.CONJ You use where after certain words, especially verbs and adjectives, to introduce a clause in which you mention the place in which something is situated or happens. 哪里(用于某些词特别是动词和形容词后，引导从句表示某物所处或发生的地点)3.PRON-REL Where is also a relative pronoun. …的地方(用作关系代词)4.QUEST You use where to ask questions about a situation, a stage in something, or an aspect of something. 哪里(在疑问句中，就某一情况、某事所处的阶段或方面等提问)5.CONJ You use where after certain words, especially verbs and adjectives, to introduce a clause in which you mention a situation, a stage in something, or an aspect of something. 哪里(用于某些词特别是动词和形容词后，引导从句表示某一情况、某事所处的阶段或方面等)6.PRON-REL Where is also a relative pronoun. 用作关系代词brands释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 品牌；烙印（brand的复数）v. 加商标于；铭刻于（brand的第三人称单数）n. (Brands)人名；(德)布兰茨；(英)布兰兹短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Constellation Brands:星座集团;星座公司;星座品牌公司;美国星座集团Local brands:本土品牌All Brands:诚信品牌;全部品牌;所有品牌;化妆护肤品牌Global Brands:国际品牌;全球品牌;全球品牌馆;利标品牌Chinese brands:中国品牌;中文品牌;中国的品牌;品牌资产的利益Best Brands:最佳品牌Weak Brands:弱势品牌brands pricipal:烙记校长;品牌缺失的根源;品牌的主要;本公司品牌Commonwealth Brands:共和品牌烟草公司;品牌公司;共和品牌例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.N-COUNT A brand of a product is the version of it that is made by one particular manufacturer. 品牌2.N-COUNT A brand of something such as a way of thinking or behaving is a particular kind of it. (思维或行为方式等的) 独特类型3.V-T If someone is branded as something bad, people think they are that thing. 归为(不好的事物)4.V-T When you brand an animal, you put a permanent mark on its skin in order to show who it belongs to, usually by burning a mark onto its skin. 给…打上烙印5.N-COUNT Brand is also a noun. 烙印scientifically释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ adv. 系统地；合乎科学地；学问上短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ SCIENTIFICALLY SPEAKING:科技英语会话more scientifically:更加科学地scientifically measure:科学地测量plan scientifically:科学地计划;科学规划plate scientifically:科学地镀clean scientifically:有条理地打扫discover scientifically:科学上发现construct scientifically:科学地建成inject scientifically:科学地注入tail scientifically:科学地跟踪medicines释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ n. 药品；药物；医药（medicine的复数形式）v. 给…服药；用药治病（medicine的第三人称单数）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Buying Medicines:买药;药买好了吗ready medicines:备好药物;设备Medicines Australia:澳洲药品协会traditional medicines:传统药;传统医学;传统药物Family Medicines:家庭用药Registered Medicines:注册类药Personal medicines:个人药品;个人医学Make medicines:做成药品Fake medicines:假药例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1.N-UNCOUNT Medicine is the treatment of illness and injuries by doctors and nurses. 医疗2.N-MASS Medicine is a substance that you drink or swallow in order to cure an illness. 药depend音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[dɪ’pend] 美[dɪ’pɛnd]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ vi. 依赖，依靠；取决于；相信，信赖短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ depend d:依靠;依赖;相信;取决于depend entirely:完全地依靠depend utterly:完全地依靠Depend Work:踏踏实实工作Applications Depend:应用依赖depend vi:依靠depend to:取决于depend on:依赖;信赖;依附;决定于例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.V-I If you say that one thing depends on another, you mean that the first thing will be affected or determined by the second. 根据…而定2.V-I If you depend on someone or something, you need them in order to be able to survive physically, financially, or emotionally. 依靠3.V-I If you can depend on a person, organization, or law, you know that they will support you or help you when you need them. 信任4.V-I You use depend in expressions such as it depends to indicate that you cannot give a clear answer to a question because the answer will be affected or determined by other factors. 视情况而定5.PHRASE You use depending on when you are saying that something varies according to the circumstances mentioned. 根据…而定those音标_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 英[ðəʊz] 美[ðoz]释义_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ det. 那些（that 的复数）pron. 那些（that 的复数）短语_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Those Flowers:那些花儿those present:翻译;的中文释义those are:蛋糕Popular those:热门美图Those people:那些人;那些人们;兽面人心Those past:那些过往;那些过去those foreigners:那些外国人;这些外国人Those times:这些时代;这些时间例句_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _1.DET You use those to refer to people or things which have already been mentioned. 那些(指已提及的人或物)2.PRON Those is also a pronoun. 那些3.DET You use those when you are referring to people or things that are a distance away from you in position or time, especially when you indicate or point to them. 那些(指在空间或时间上离说话者稍远的人或物)4.PRON Those is also a pronoun. 那些5.DET You use those to refer to someone or something when you are going to give details or information about them. 那些(指将要详细谈到的人或物) [正式]6.PRON You use those to introduce more information about something already mentioned, instead of repeating the noun which refers to it. 那些(对已提及事物作补充说明以免重复) [正式]7.PRON You use those to mean "people." 人们8.DET You use those when you refer to things that you expect the person you are talking to to know about or when you are checking that you are both thinking of the same people or things. 那些(指双方均了解的人或事物)。

(完整word版)C++编程思想答案第十一章其他章节点击用户名找 thinking in C+

[ Viewing Hints ] [ Book Home Page ] [ Free Newsletter ][ Seminars ] [ Seminars on CD ROM ] [ Consulting ]Annotated Solution GuideRevision 1.0for Thinking in C++, 2nd edition, Volume 1by Chuck Allison©2001 MindView, Inc. All Rights Reserved.[ Previous Chapter ] [ Table of Contents ] [ Next Chapter ] Chapter 1111-1Turn the “bird & rock” code fragment at the beginning of this chapter into a C program (using struct s for the data types), and show that it compiles. Now try to compile it with the C++ compiler and see what happens.(Left to the reader)11-2Take the code fragments in the beginning of the section titled “References in C++” and put them into a main( ). Add statements to print output so that you can prove to yourself that references are like pointers that are automatically dereferenced.(Left to the reader)11-3Write a program in which you try to (1) Create a reference that is not initialized when it is created.(2) Change a reference to refer to another object after it is initialized. (3) Create a NULL reference.(Left to the reader)11-4Write a function that takes a pointer argument, modifies what the pointer points to, and then returns the destination of the pointer as a reference.(Left to the reader)11-5Create a class with some member functions, and make that the object that is pointed to by the argument of Exercise 4. Make the pointer a const and make some of the member functions const and prove that you can only call the const member functions inside your function. Make the argument to your function a reference instead of a pointer.(Left to the reader)11-6Take the code fragments at the beginning of the section titled “Pointer references” and turn them into a program.(Left to the reader)11-7Create a function that takes an argument of a reference to a pointer to a pointer and modifies that argument. In main( ), call the function.(Left to the reader)11-8Create a function that takes a char& argument and modifies that argument. In main( ), print out a char variable, call your function for that variable, and print it out again to prove to yourself that it has been changed. How does this affect program readability?Solution://: S11:CallByRef.cpp#include <iostream>void nextc(char& c) {static char letter = 'a';c = letter++;}int main() {using namespace std;char c = 'z';cout << "c == " << c << endl;nextc(c);cout << "c == " << c << endl;nextc(c);cout << "c == " << c << endl; }/* Output:c == zc == ac == b*////:~A C programmer will find it very strange indeed that c is changed in main( ), since a pointer wasn’t passed. Pass-by-reference semantics have side effects and should be used sparingly. A good example is istream::get(char&c). Since stream functions return a reference to the stream itself so you can immediately test it for end-of-file, the character extracted from the input stream is stored via the reference argument c.11-9Write a class that has a const member function and a non-const member function. Write three functions that take an object of that class as an argument; the first takes it by value, the second by reference, and the third by const reference. Inside the functions, try to call both member functions of your class and explain the results.(Left to the reader)11-10(Somewhat challenging) Write a simple function that takes an int as an argument, increments the value, and returns it. In main( ), call your function. Now discover how your compiler generates assembly code and trace through the assembly statements so that you understand how arguments are passed and returned, and how local variables are indexed off the stack.(Left to the reader)11-11Write a function that takes as its arguments a char, int, float, and double. Generate assembly code with your compiler and find the statements that push the arguments on the stack before a function call.(Left to the reader)11-12Write a function that returns a double. Generate assembly code and determine how the value is returned.(Left to the reader)11-13Produce assembly code for PassingBigStructures.cpp. Trace through and demystify the way your compiler generates code to pass and return large structures.(Left to the reader)11-14Write a simple recursive function that decrements its argument and returns zero if the argument becomes zero, otherwise it calls itself. Generate assembly code for this function and explain how the way that the assembly code is created by the compiler supports recursion.(Left to the reader)11-15Write code to prove that the compiler automatically synthesizes a copy-constructor if you don’t create one yourself. Prove that the synthesized copy-constructor performs a bitcopy of primitive types and calls the copy-constructor of user-defined types.Solution://: S11:AutoCopy.cpp#include <iostream>using namespace std;class Inner {double x;public:Inner(double x) {this->x = x;}Inner(const Inner& i2) {x = i2.x;cout << "Inner::Inner(const Inner&)\n";}double getX() const {return x;}};class Outer {Inner m;int n;public:Outer(double x, int i) : m(x), n(i) {}void print() {cout << '(' << m.getX() << ',' << n << ")\n";}};int main() {Outer o1(10.0, 20);o1.print();Outer o2(o1);o2.print();}/* Output:(10,20)Inner::Inner(const Inner&)(10,20)*////:~Class Outer contains an instance of class Inner and an int, but it has no copy constructor, so the compiler will build one for us. Class Inner has a copy constructor that announces itself so you can see that it executes, and the subsequent call to Outer::print( ) also reveals that the int member was copied correctly.11-16Write a class with a copy-constructor that announces itself to cout. Now create a function that passes an object of your new class in by value and another one that creates a local object of your new class and returns it by value. Call these functions to prove to yourself that thecopy-constructor is indeed quietly called when passing and returning objects by value. Solution://: S11:TraceCopies.cpp#include <iostream>using namespace std;class Trace {int n;public:Trace(int n) {cout << "Trace::Trace(" << n << ")\n";this->n = n;}Trace(const Trace& t) {cout << "Trace::Trace(const Trace&)\n";n = t.n;}int getN() const {return n;}};void f(Trace t) {cout << "f(" << t.getN() << ")\n";}Trace g() {Trace t(2);return t;}Trace h(int n) {return n;}int main() {Trace t1 = 1;f(t1);Trace t2 = g();Trace t3 = h(3); }/* Output:* Compiler A: Trace::Trace(1)Trace::Trace(const Trace&)f(1)Trace::Trace(2)Trace::Trace(const Trace&)Trace::Trace(const Trace&)Trace::Trace(3)Trace::Trace(const Trace&)* Compiler B:Trace::Trace(1)Trace::Trace(const Trace&)f(1)Trace::Trace(2)Trace::Trace(const Trace&)Trace::Trace(3)*////:~Simply define a copy constructor that announces itself. Remember that if you define any constructor at all (including a copy constructor), the compiler will not synthesize a default constructor for you, so I needed to define some constructor other than the copy constructor so I can create Trace objects. I chose to take an int argument so I can better trace through the hidden operations.Compiler A performs no optimizations so you can see all the possible operations. The first line is the creation of t1, and the next two are the call that passes t1 to f( ). The call to g( ) invokes two calls to the copy constructor: one to create the return value, and another to initialize t2 with that value. Notice that h( ) returns a Trace object by value, but instead of using the copy constructor ituses the single-arg constructor that takes an int. That’s because we’re asking the compiler to create a Trace object from an int. The bottom line is, whenever an object is created, some constructor is called; which one depends on the context.Compiler B is a lot smarter than Compiler A when it comes to creating copies.11-17Create a class that contains a double*. The constructor initializes the double* by calling new double and assigning a value to the resulting storage from the constructor argument. The destructor prints the value that’s po inted to, assigns that value to -1, calls delete for the storage, and then sets the pointer to zero. Now create a function that takes an object of your class by value, and call this function in main( ). What happens? Fix the problem by writing a copy-constructor.Solution://: S11:ShallowCopy.cpp#include <iostream>using namespace std;class HasPointer {double* p;public:HasPointer(double x) {p = new double(x);}~HasPointer() {cout << "~HasPointer()\n";delete p;void print() {cout << *p << endl;}};void f(HasPointer hp){hp.print();}int main() {HasPointer hp(5);f(hp);}/* Output:5~HasPointer()~HasPointer()<access violation error...> */(As a side note, notice that you can use constructor syntax to initialize built-in types in new expressions, as in the constructor for HasPointer.)When you call f(hp), a copy of hp is passed to f( ), the destructor of which executes when that copy is no longer needed. Problem is, the destructor deletes p, so when the destructor runs again to destroy hp as main( ) completes, it tries to delete p a second time! The solution is to have the compiler perform a deep copy of HasPointer objects via an appropriate copy constructor, such as:HasPointer(const HasPointer& rhs) {p = new double(*rhs.p);}As a rule, a class with a pointer member probably needs a copy constructor (and as you’ll see in the next chapter, an appropriate assignment operator too).11-18Create a class with a constructor that looks like a copy-constructor, but that has an extra argument with a default value. Show that this is still used as the copy-constructor.Solution://: S11:ExtraArgs.cpp#include <iostream>using namespace std;class HasPointer {double* p;public:HasPointer(double x) {p = new double(x);}HasPointer(const HasPointer& rhs, bool b = true) { p = new double(*rhs.p);if (b)cout << "copied a " << *p << endl;}~HasPointer() {cout << "~HasPointer()\n";delete p;}void print() {cout << *p << endl;}};void f(HasPointer hp){hp.print();}int main() {HasPointer hp1(5);f(hp1);HasPointer hp2(hp1, false);}/* Output:copied a 55~HasPointer()~HasPointer()~HasPointer()*////:~This is just the previous exercise modified to take an optional second argument in its copy constructor. Notice that I don’t get a trace for hp2, since I explicitly passed a false to the copy constructor.11-19Create a class with a copy-constructor that announces itself. Make a second class containing a member object of the first class, but do not create a copy-constructor. Show that the synthesized copy-constructor in the second class automatically calls the copy-constructor of the first class.Solution:This was already illustrated in Exercise 15.11-20Create a very simple class, and a function that returns an object of that class by value. Create a second function that takes a reference to an object of your class. Call the first function as the argument of the second function, and demonstrate that the second function must use a const reference as its argument.Solution://: S11:RefToTemp.cpp//=********************************#include <iostream>class Simple {int i;public:Simple() : i(1) {}int getI() const {return i;}void setI(int n) {i = n;}};Simple f() {return Simple();}void g(Simple& s) {using namespace std;cout << "before: " << s.getI() << endl;s.setI(2);cout << "after: " << s.getI() << endl;}int main() {g(f());}///:~This should fail to compile unless you define the signature of g as g(const Simple& ). The reason is that a non-const reference may alter the contents of its argument, so it needs writable storage connected to it. A temporary like the return from f( ) is destroyed as soon as it is no longer needed (i.e., at the end of its containing expression), hence trying to write to such temporary storage is a mistake. Some compilers still allow this, unfortunately.11-21Create a simple class without a copy-constructor, and a simple function that takes an object of that class by value. Now change your class by adding a private declaration (only) for thecopy-constructor. Explain what happens when your function is compiled.(Left to the reader)11-22This exercise creates an alternative to using the copy-constructor. Create a class X and declare (but don’t define) a private copy-constructor. Make a public clone( ) function as a const member function that returns a copy of the object that is created using new. Now write a function that takes as an argument a const X& and clones a local copy that can be modified. The drawback to this approach is that you are responsible for explicitly destroying the cloned object (using delete) when you’re done with it.(Left to the reader)11-23Explain what’s wrong with both Mem.cpp and MemTest.cpp from Chapter 7. Fix the problem.(Left to the reader)11-24Create a class containing a double and a print( ) function that prints the double. In main( ), create pointers to members for both the data member and the function in your class. Create an object of your class and a pointer to that object, and manipulate both class elements via your pointers to members, using both the object and the pointer to the object.Solution://: S11:MemPtr.cpp#include <iostream>using namespace std;class HasDouble {public:double x;HasDouble(double x) {this->x = x;}void print() {using namespace std;cout << x << endl;}};int main() {HasDouble h(3);HasDouble* hp = &h;// Define pointers-to-members:double HasDouble::* px = &HasDouble::x;void (HasDouble::*pmf)() = &HasDouble::print;// Call via object:cout << h.*px << endl;(h.*pmf)();// Call via pointer-to-object:cout << hp->*px << endl;(hp->*pmf)();}/* Output:3333*////:~Things to remember:•Wherever you would normally put a * in a regular pointer declaration, use C::* instead, where C is your class name.•Wherever you would normally use & to get a pointer, use &C:: instead.•Use parentheses around the pointer-to-member function expression, both in the call as well as in the declaration.11-25Create a class containing an array of int. Can you index through this array using a pointer to member?Yes, you can. The declaration of the pointer is a little tricky, though. It has to do with the fact that pointers to arrays are different than pointers to objects. In the following example, pa is apointer-to-member that refers to an array of 5 int s.Solution://: S11:PointerToMemArray.cpp#include <iostream>class HasArray {public:enum {LEN = 5};int a[LEN];HasArray() {for (int i = 0; i < LEN; ++i)a[i] = i;}};int main() {using namespace std;HasArray h;int (HasArray::* pa)[5] = &HasArray::a;for (int i = 0; i < HasArray::LEN; ++i)cout << (h.*pa)[i] << ' ';cout << endl;}/* Output:0 1 2 3 4///:~If I had defined a as an int* and allocated its space dynamically in the HasArray constructor, then the program would look like the following://: S11:PointerToMemArray.cpp#include <iostream>#include <cstddef> // For size_tclass HasArray {size_t siz;public:int* a;HasArray(size_t siz) {a = new int[siz];for (size_t i = 0; i < siz; ++i)a[i] = i;this->siz = siz;}~HasArray() {delete a;}size_t size() const {return siz;}};int main() {using namespace std;HasArray h(5);int* HasArray::* pa = &HasArray::a;for (size_t i = 0; i < h.size(); ++i)cout << (h.*pa)[i] << ' ';cout << endl;}/* Output:0 1 2 3 4*////:~11-26Modify PmemFunDefinition.cpp by adding an overloaded member function f( ) (you can determine the argument list that causes the overload). Now make a second pointer to member, assign it to the overloaded version of f( ), and call the function through that pointer. How does the overload resolution happen in this case?(Left to the reader)11-27Start with FunctionTable.cpp from Chapter 3. Create a class that contains a vector of pointers to functions, with add( ) and remove( ) member functions to add and remove pointers to functions. Add a run( ) function that moves through the vector and calls all of the functions.(Left to the reader)11-28Modify the above Exercise 27 so that it works with pointers to member functions instead.(Left to the reader)[ Previous Chapter ] [ Table of Contents ] [ Next Chapter ]Last Update:06/27/2002。

浙江省四校联考2024-2025学年高一上学期10月月考英语试题

浙江省四校联考2024-2025学年高一上学期10月月考英语试题一、听力选择题1．What did Jenny do recently?A．She bought some clothes.B．She stopped exercising.C．She changed her diet.2．Why hasn’t the man taken a photo of the temple?A．The fog is thick.B．The camera is broken.C．The temple is too far. 3．What is the man?A．An architect.B．A fireman.C．A policeman.4．What are the speakers doing?A．Making a schedule.B．Planning for a meeting.C．Waiting for a train. 5．What are the speakers talking about?A．A hotel.B．A hospital.C．An airport.听下面一段较长对话，回答以下小题。

6．Why does the woman call the man?A．To tell him about an email.B．To change the time to meet.C．To invite him to attend a lecture.7．When does the conversation take place?A．On Thursday.B．On Wednesday.C．On Tuesday.听下面一段较长对话，回答以下小题。

8．What does the woman think of developing a web page?A．Difficult.B．Boring.C．Annoying.9．What will the man do tonight?A．Get all the information online.B．Have pizza with the woman.C．Make a phone call to his cousin.听下面一段较长对话，回答以下小题。

中考英语计算机编程单选题50题

中考英语计算机编程单选题50题1.There are many programming languages. Java is a kind of _____.A.programming languageputer gameC.math subjectD.history book答案：A。

本题考查对编程相关术语的理解。

选项A“programming language”意为“编程语言”，Java 确实是一种编程语言；选项B“computer game”是“电脑游戏”；选项C“math subject”是“数学科目”；选项D“history book”是“历史书”。

2.In programming, a bug means _____.A.an insectB.a mistakeC.a flowerD.a book答案：B。

“bug”在编程中是“错误”的意思。

选项A“an insect”是“一只昆虫”；选项C“a flower”是“一朵花”；选项D“a book”是“一本书”。

3.A variable in programming can hold _____.A.numbers onlyB.letters onlyC.numbers and lettersD.just symbols答案：C。

变量在编程中可以存储数字和字母。

选项A 只说数字；选项B 只说字母；选项D 说只存储符号不准确。

4.When we write code, we use a(n) _____ to save and run it.A.textbookB.editorC.pencilD.eraser答案：B。

编写代码时，我们使用编辑器来保存和运行代码。

选项A“textbook”是“教科书”；选项C“pencil”是“铅笔”；选项D“eraser”是“橡皮”。

5.In programming, an algorithm is a set of _____.A.stepsB.picturesC.soundsD.colors答案：A。

用十年来学编程_中英对照

C++:In 3 days you might be able to learn some of the syntax of C++ (if you already know another language), but you couldn't learn much about how to use the language. In short, if you were, say, a Basic programmer, you could learn to write programs in the style of Basic using C++ syntax, but you couldn't learn what C++ is actually good (and bad) for. So what's the point?Alan Perlisonce said: "A language that doesn't affect the way you think about programming, is not worth knowing". One possible point is that you have to learn a tiny bit of C++ (or more likely, something like JavaScript or Flash's Flex) because you need to interface with an existing tool to accomplish a specific task. But then you're not learning how to program; you're learning to accomplish that task.

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跟我学编程系列（Follow me to learn the programming series）Follow me to learn the programming seriesOriginal black and white new memory fragments post! Posted up for everyone to learn!!!Most black and white friends are not programming, this is not a good thing, so this time I wrote a simple tutorial about VBScript. programming, mainly for the rookie, who understands programming friends, don't waste time, if you want to contact the following VBScript can also, but since the basic programming recommended to find some reference the book to read, will be faster.What is the VBScript? VBScript Microsoft Visual Basic Script full name is: Editon. (visual BASIC script version of Microsoft Corp). As its literal information revealed, VBS (abbreviated VBScript Visual further) is an Basic based scripting language.I further explain that Microsoft Visual Basic is a Microsoft Corp produced a set of visual programming tool. Based on the syntax of the Basic. scripting language, is not compiled into binary files directly from the host (host) to explain the source code and execution, is the simple point that you don't need to write the program compiled into.Exe, but directly to the user to send the.Vbs source program, the user can perform.I know rookie now most concerned about is what tools to use VBS development program, the answer is: Notepad (Notepad). I'm not kidding, in fact, any text editor can be used to develop VBS development, only by the system comes with Notepad, it is easy to find. However, I suggest you go download a professional texteditor, because these tools can provide syntax highlighting and other functions, more convenient development, which one as you like, I love Edit Plus (2.10).OK, let's write a VBScript program to warm up firstREM enter and return your nameUsing InputBox and Msgbox functionsDim, name, MSGMsg= "please enter your name.":"Name=Inputbox (MSG, name)Msgbox (name)The program list input to the Notepad inside, and then save the.Vbs file name extension ("save type" select all files "). And then double-click operation, observe the results. Note: Please enter your own list of procedures, do not copy, paste!Let me explain this program, at the beginning of the first and second lines are "REM" and "statement", these two things are the same role, said the bank is a comment, that is the two for what is not dry, is used to illustrate the function of this program, the copyright information and so on.. the comment line is one of the most important part of the program, although it is not necessary, but for other people to read the source code, as well as their own analysis of the source code is very good.Good habits are necessary in place with clear, concise notes.Dim is used to declare a variable in VBS, the variable type is not so important, is that VBS will help you to automatically identify the type variables, and variables before use is not necessarily the first statement, the program will dynamically allocate variables in VBS space. You do not have to consider the name store is an integer or a decimal (named "floating point"), do not have to consider is not a string (a string of characters, such as: "Hello World"), VBS will automatically help you fix. So the third line can be removed, the effect will not change, but I strongly disagreed, the basic principle of a variable is the first statement, after use the variable name. In a letter, you can use the underscore, digital, but cannot use the VBS has defined the word, such as dim, nor is pure digital.The next line is called "assignment", "=" is the assignment symbol, not mathematics in equal numbers, although look the same. This is the orthodox understanding, you have to understand what can not be equal to no assignment. On the left is a variable, the right is to be assigned to the variable value after the assignment, MSG, the variable equal in the program to "please enter your name:" this string, but when the MSG is copied again,The original value will disappear. No light string, any other variables are so assigned, for example: a=2, b=12.222 and so on.Then, Inputbox and Msgbox is a function of the built-in VBS,a function is equivalent to a "black box" input (parameters) and the output (return value), you can not understand the function of how, as long as the understanding of what this function on the line, we can also define their own function, but that will have to wait until later. Now, as long as we understand, a function can return a value or not, there can be no parameter can also be. For example, Inputbox is a function return value, we use the left-hand side of an assignment of variables to the return value of InputBox live -- is what you entered. On the right of the InputBox in parentheses is the parameter list, each parameter "," separated, each parameter has a different effect, such as the first parameter will be displayed on the tip, we put the MSG variable as the first parameter to Inputbox The msg= function, "please enter your name:" so we see "please enter your name in the dialog box prompts will be:" the second parameter is the title of the dialog, we use direct volume (called "constants", here is the "string") passed to a function, you can also transfer variables. There are many parameters such as Inputbox, you in the "name" followed by a "," and then enter a string of characters (just a string of characters string in double quotes "wrapped" called string) and then run, look at the results. You will find for the input text box has the default value. This is the third parameters.The Msgbox function is used to output the output function, no special function in VBS (BASIC print, C printf), so we can only use the dialog box to observe the output, the necessary parameters of Msgbox only one, is to output the contents, in this case, we do not need to return a value to msgbox about Msgbox and Inputbox. We'll discuss in today, just to warm up,so far.Main points:1) a comment (beginning with REM or ') does not work in a program, but it makes it easier for others to read your program2) a variable is like a box, or a code name that can represent what you want to represent. Variable assignment uses' ='"3) the characters wrapped up are called stringsA total of third articles (six articles):First of all, let me take a few questions from my last courseFirst, that remainder question, 16 / 5 = 3... 1, is because I changed the front part, and the back forgot to change, sorrySecond, please look at the program list:1)Dim, a, B, CA=inputbox ("a is:", "enter radius")B=Inputbox ("B is:", "enter radius")C=a*2+b*2Msgbox (c)This input is 6 at 1 and 22)Dim, a, B, CA=inputbox ("a is:", "enter radius")B=Inputbox ("B is:", "enter radius")C= (a+b) *2Msgbox (c)This input is 24 at 1 and 2为什么会不一样呢? 在数学上c=(a+b)*2 和 c=a*2+b*2是等价的, 在VBS中也是如此. 问题出在"+"上, 在VBS中, +不仅仅是加号的意思还表示把两个字符串连接起来, 例如"Hello"+"World"="HelloWorld" have you understood? 你还记得InoutBox函数的返回值吗? 是字符串! 这就看出问题了吧, 在编程中"1"不等于(<>)1, "1"是一个字符, 而1是一个数, 所以a,b都是字符串变量, "1"+"2"="12", 这就好像我们小时跟伙伴开玩笑问他们1+1=?一样, 我们总是笑着说"错啦,应该是11".但为什么, a可以*2却不发生错误呢? 这时VBS比较智能的一个表现, 如果这个字符串的内容是一个数且对他进行数学运算, 则把字符串强制转换成数参 And arithmetic, if the string represents a number,But not in math, but in string operations (merger) as stringprocessing, so you see the a+b=12, then the results of a+b (12) is a string, when it is multiplied by 2 will be forced into the number 12, so I got 24. resultsHow do you modify this program? We need another built-in function: int. The function of the int function is to translate input values into integer values, so we can modify them:C= (int (a) +int (b)) *2This means that the A as a parameter to the int function, the int function returns the integer (your input value), and then let the return value in operation, so that you get the correct answer. So, later if you are using the InputBox function, the best use of the int statement with a c=int (such as: c c) 'is your own variablesWe think that this course is not a bit boring, huh, some variables and operators do, but a lot of practice is good, this time, we write the real fun things: a control flow statement. This part is the real programming.First, the structure of judgment is introducedPrior to this, we first introduce a simple variable type: Boolean value (Boolean), only two of these variables: True, Flase, the value of true or false. This variable is useful in some cases (such as the "switch"). We define a bool variable and other variables. The assignment is the same, for example:Dim, a, BA=trueB=falseNote that true and true are different. True is a string, and true is Boolean. Never confuseBack to the if statement, let's take a look at the simplified version of the if statement: the if judgment then statement body. Let's look at an example:Dim, a, BA=12B=13If, b>a, then, msgbox ("B is greater than A")We just look at the last line of the a>b formula (expression) return a value, bool. Because of this fact only two possibilities: B is greater than a, b less than a, so this formula is only two possibilities, which is true or false. The if statement to determine the return value of this expression is true or false, if it is true (true) will execute the statement following the then, if it is false, is not executed, you put the a value to 14 will see a pop-up dialog box?What should we do when we want to execute multiline statements after the judgment? We need to use the sentence chunks to solvethe problem. Here we can call block ifDim, a, BA=12B=13If a<b thenMsgbox ("A is less than B")Msgbox ("B is greater than A")End ifTwo msgbox function is sandwiched between the if and the end if, this is part of the statement block, please vacate 4--8 before each statement in the block (a <Tab>) case, this is not required, but it is a good habit to see clearly the structure of the program. So we can run more than one the statement, please note that the if... Then... End if the three key components of OK. I don't drop, a problem, enter a number, if less than 100 on the output of "mistakes", if more than 100 on the output of the "correct", I have here two version of the program:Dim aA=inputbox (enter a number greater than 100), pleaseA=int (a) InputBox returns a string, and we turn him into aninteger:If, a>100, then, msgbox ("correct")If a<100 then msgbox ("error")There's a simpler oneDim aA=inputbox (enter a number greater than 100), pleaseA=int (a) InputBox returns a string, and we turn him into an integerIf a>100 thenMsgbox ("correct")ElseMsgbox ("error")End ifYou see an extra else, and the function of else is to execute when the expression to be judged is false, so that the program can handle two different situations. Don't forget to end with end ifHey, I'm a pervert,Now I want you to deal with three things, <100, =100, >100, and also in a if structure. What do you do? I'll give you the answer:Dim aA=inputbox (enter a number greater than 100), pleaseA=int (a) InputBox returns a string, and we turn him into an integerIf a>100 thenMsgbox ("correct")Elseif a=100 thenMsgbox (boss, you're kidding me?)ElseMsgbox ("error")End ifThis time, enter 100 to see what it isA total of four articles (six articles):Hello, I had a day off yesterday, so today I write the fourth chapter: cycle structureLet's take a look at the problem: shopping malls for daily settlement, asking for an increase in today's turnover, and entering a number each time, this question is actually very simple, but as we study nowIt's rather difficult to finish this question. Let's analyze. First of all, we need to know the number of times we buy and sell so that we can control the number of inputs, but this settingThe plan is very inefficient, and you need to redesign the program every day. If you have 5 transactions today, the following is the source code:Dim sum'sum=0' initializes variablesSum=sum + int (InputBox (enter transaction amount))'sum=sum+x' is a form that takes out its own value, performs an operation, and puts it back into itself, which is useful"Here, nested functions are used, and the return value of InputBox is passed directly to the int function and converted into integersSum=sum + int (InputBox (enter transaction amount))Sum=sum + int (InputBox (enter transaction amount))Sum=sum + int (InputBox (enter transaction amount))Sum=sum + int (InputBox (enter transaction amount))Msgbox (sum)See, I've designed the program by copying it 5 times, which can be used in places where the car exchanges are less frequent, ifDon't you have to copy and paste thousands of times at the supermarket? What we are talking about today can overcome this flaw. First of all, let's talk about the following Do... Loop statementsDo... The structure of loop looks very simple, that is: do... Loop, that's all. The structure keeps executing the statements Between do and loop (learn the name: loop body),Never stop. For example:Do"Msgbox" (this message will continue to appear repeatedly, to stop the program. Please use the task manager (Ctrl+Alt+Del) to abort the Wscript process)LoopRun this program. When you click it, a dialog box will come outright away. The other one, you can never finish it. There will always be the next one. Who will run such a program, unless it is given to you?Others make trouble (I did that), so there is another sentence in the do..Loop structure: exit do, which terminates the loop and jumps to the statement after loopExecution. For example:Dim a note: constants do not need to be declared in dim, or they will cause errorsConst pass= "123456". This is a string. Please wrap it up. Set the password as a constant and cannot be changedDoA=inputbox (enter password)If a=pass thenMsgbox (password verification successful)Exit doEnd ifLoopThis program will always ask you the password, knowing that youentered the correct password. (if can be nested in another if, or nested in the loopSo be sure to use the indentation to clear the various parts of the program. This program is very classic, early procedures are doing so. But we are Hacker, soWe understand the security of the system. This kind of infinite authentication program is easily broken out. We want to limit the number of authenticationDim, a, CTRCtr=0 'sets the counterConst pass=, "pas123_" is the weak password above, this time a little strongerDoIf ctr=3 thenMsgbox (has reached the certification limit, the certification process closed)Exit doElseA=inputbox (enter password)If a=pass thenMsgbox (authentication success)Msgbox ("you can add a bit of success here)."Exit doElse'ctr=ctr+1' adds an error authentication count if the password goes wrongMsgbox (authentication error, please check password)End ifEnd ifLoopTry running this program. When you make a 3 error, you stop asking for the password again, closing the program. The telnet authentication program is used to limit the number of timesThe same. Note that nested if statements, clear carefully read the program, may be more difficult, please try to design your own program similar.In fact, in do / loop plus verification function, not necessarily with if, we can directly use do., I'll introducethe while keyword, while can putAfter do or loop, and then an expression, when the value of the expression is true (the expression is established), we run the loop body. Let's look at the modifiedProgram"Dim, a, CTRCtr=0Const pass= "pas123_""Do while ctr<3A=inputbox (enter password)If a=pass thenMsgbox (authentication success)Msgbox ("you can add a bit of success here)."Exit doElse'ctr=ctr+1' adds an error authentication count if the password goes wrongMsgbox (authentication error, please check password)End ifLoopThe functionality of this implementation is exactly the same as in the previous example. Let's look at putting while behind loop:Dim, a, CTRCtr=0Const pass= "pas123_""DoA=inputbox (enter password)If a=pass thenMsgbox (authentication success)Msgbox ("you can add a bit of success here)."Exit doElse'ctr=ctr+1' adds an error authentication count if the passwordgoes wrongMsgbox (authentication error, please check password)End ifLoop while ctr<3The function is the same. Why should I put it on loop?A total of fifth articles (six articles):Please allow me to describe my county environment: temperature up to 37 degrees Celsius, and I forgot to open the door of the library, but also stand for an hour here, wrapped in tropical plants, all kinds of strange insects swarming around me. But I am pleased that finally wrote five, there are two classes of our "basic" will come to an end.Today, we come to the final topic of the language itself: arraysTo understand the concept of "array", I think another translation is more likely to learn to say: "yes, array, array is an array, an array of data. A simple example is the database system, if you want to store 20 students in English, if you are not stored in an array. To create 20 different variables. The array is the same type of death (important!) a set of data (or n), used to store related content, the array is the simplest one-dimensional array, we start to learn it.What is a one-dimensional array? In the 3 dimension, you canunderstand the "dimension" by using the concept of geometric knowledge, the equivalent of a one-dimensional line, 2D is a rectangle 3D is a cuboid. I know this is very abstract, we first give an example of a one-dimensional array is easy to understand."Dim a (9)" starts from scratchFor i=0 to 9A (I) =i 'fills each array elementMsgbox (a (I)) 'output array elementsNextWe can see that the method of defining an array is no different from defining a variable, and also using the dim statement. The method for defining a one-dimensional array is as follows:Dim array name (number of elements), we should pay attention to this point,It defines the number of elements is always less than you should be a starting point, because an array of data is 0 instead of 1, so we must be careful: you need 10 data, the definition of "9", 100 definition 99, and so on. The elements of the array can be seen as a independent variables, you can use them as independent variables. The array elements may be irrelevant, such as the first element of the array to store your age, second children in an ASR system storage? The south? But this approachis not encouraged, even is not accepted, don't be so this dry, please define independent variables. The for statement in the array is remember for display skills to the full,? It accumulated a variable, we can divide the variables used in the array is used to read or fill in accordance with the order of the number of components In the above, is one such example. The array is actually very simple things (BASIC language), the array is difficult how these crunching cycle, let them run according to your requirements. The wait for thetwo-dimensional array. Besides, we'll take a look at how to manually fill the array.If you can't think of it, you're really learning it:Dim name (7), STR, a total of eight students, the str variable is used to store them as a string for outputFor i=0 to 7Name (I) =inputbox ("enter first & i+1 & student's name")Str=str & "name" (I)NextMsgbox (STR)So we have a small database, and their data array can be treated like this:Name (0), name (1), name (2) (7)You see, so I say we can see it as a "one line", until we learned the file operations, can send their output to a file to a one-dimensional array. There are many useful, we look at a complex example. We want to store 3 each student's name, height, performance these three kinds of data, because the name is a string, while the height may be (floating point number with a decimal point), results may be integer, so we can not put them in a storage array (don't forget, the number of organizations can only store similar data), so we need to build 3 array, the following is routine:Dim name (2), high (2), mark (2) defines three arrays, storing 3 people's names, height and score, respectivelyDim CTR counterFor ctr=0 to 2Name (CTR) =inputbox ("enter first & ctr+1 & student's name")High (CTR) =inputbox ("enter first" & "ctr+1" & "the height of a student")Mark (CTR) =inputbox (enter enter & ctr+1 & a student's score)NextOK, we've packed the data. Now our little database can only be entered in sequence. We want to make it look like it. Let's design the query function for him:Go ahead with the program aboveDim, CNAME, temp, the name to query, and a temporary variable used to store the data locationCname=inputbox (enter the name you want to query:)For ctr=0 to 2 'walks through all the members of the name array, looking for the name to queryIf name (CTR) =cname then"Temp=ctr" records data locations"Exit for" exits the loop, just like the exit do"End if" don't forget end ifNextMsgbox (Name: & name (Temp) & "" & "height:" & "high (Temp) &" & "score:" (mark (Temp))Hey, it is interesting, in fact, inside the program, the temp variable is not necessary, just in order to explain more clearly. Because when the exit for value of the CTR variable will not change, just the position corresponding to the data stored in the array, the temp variable is written in order to take care of later to learn C++'s friend C++ (in a for statement can declare a new variable, only in the for structure effectively,So it can not be accessed outside. That is to say, it can be simplified as follows:Dim CNAMECname=inputbox (enter the name you want to query:)For ctr=0 to 2"If name (CTR) =cname then exit for", because only exit for does not need a block ifNextMsgbox (Name: & name (CTR) & & high, (CTR) &Last article:The new home is nice, MM is happy, and I'm happy with it:) today we learn the last part of the basics: custom functions and processesThe number of transactions, InputBox () is the function, msgbox () is the function, int () is also the function... These functions are built in the system, we can only use, can not change. Today, I amTeach yourself how to make a functionFirst of all, we should understand why the function is used,we use the "instance" to speak, first look at an example: give two numbers, the output of the larger oneDim, A1, A2, B1, B2, C1, C2A1=2:a2=4 ':' allows you to write multiple statements on a single lineB1=32:b2=67C1=12:c2=898If a1>a2 thenMsgbox (A1)Elseif a1<a2 thenMsgbox (A2)End ifIf b1>b2 thenMsgbox (B1)Elseif b1<b2 thenMsgbox (B2)End ifIf c1>c2 thenMsgbox (C1)Elseif c1<c2 thenMsgbox (C2)End ifWhat a bother! We copied the same comparison process several times. When the early language was not structured (no process and function), the programmers didYes, they were copied (Copy), and there was no clipboard at that time. It was said that everyone was re entering the code. Then the work was simplified:Dim, A1, A2, B1, B2, C1, C2A1=2:a2=4B1=32:b2=67C1=12:c2=898Msgbox (CO (A1, A2))Msgbox (CO (B1, B2))Msgbox (CO (C1, C2))Function CO (T1, T2) ', we define a new function using functionIf t1>t2 thenCo=t1 returns the result by means of the function name = expressionElseif t2>t1 thenCo=t2End ifEnd functionHere we use a new keyword: funciton, which represents a new function, beginning with formatting:The funciton function name (parameter 1, parameter 2, parameter n) the list can be empty, but parentheses cannot be omitted, and the arguments are separated by "" "" "...Exit funciton 'end function is not required...End functionA function is a module that runs only when you call it; that is, when you write a function and do not call it in the program, then this functionNever run. Generally speaking, we write programs according to:main program...Function 1..Function 2..Explain in detail: the most important thing in the function is the parameter and the return value. The parameter is defined in the following name of the function and is separated by "," and we also use the parameterWith "divide", here I think of a thing, yesterday, a friend sent me a message asking me:Msgbox (name1, Name2, name3)What's wrong with this? Why can't you display three variables at the same time? That's because you used the "," which indicates the amount of three you enter as three different parametersPass to the msgbox () function, and the msgbox () function only shows the first parameter, and the second parameter appears in the title bar, so you should use "+" or "+"Connect the three string variables, passed as the first parameter to the msgbox () function. Often said the "parameters" when said parameters, "argument" such "",Let me explain. "Formal parameter" is the abbreviation of formal parameter,The argument is the abbreviation of the actual parameter. The argument is the amount that you pass to the function when you call the functionMake variables or constants (direct quantities), for example, the 12,24 in CO (12,24) is the argument. The parameter is the variable that you define when the function is defined. These variables are used to "catch" the passThe quantity to come, such as function, CO (T1, T2), T1, and T2, is the parameterIn VBScript, parameter passing is a value passing rather than address (don't understand, it doesn't matter, learning the pointer of the C language) you understand, so what we do isNumber passing is actually a variable assignment, for example, we call CO (A1, A2), and in practice the program will do the same step: t1=a1, t2=a2, and so onThe reason for value transfer, VBScript can only return a value, we first look at what is called "return". When a process calls another process (for example, the main program callsA function) the control is in the calling process, and when the process has been completed, it will go back to where it was called and continue to execute. This is called "return" and returnsYou can bring a value called "return value" (this is "popular" understanding). When VBS inherits the tradition of basic, it returns "function name = return value",This "return value" is an expression (in programming, anything is an expression, such as variables a, constants 0, Hello, c=1+2, etc., these are expressions)There is a function that is HT, and the method returned is: ht=. The value you want to return. Note that after the return, the following statement will no longer be executed。