#qsort

[holmoris]

1000+ points: you should use <Z>. <marketing pitch>

Stack Overflow simulator

Question: "Which is better X or Y?"

500 points: X

450 points: Y

100 points: It depends

2 points: *the actual correct answer that was marked down and hidden by an SO moderator that doesn't know about X or Y*

[osapon]

知識はないが仕様は満たさないといけない、納期はせまるというところに、窮鼠猫を噛むかのように生み出される創造力というのがある。 例えば文字列をソートするためにその名前でファイルを作ってファイル一覧をとってくる、というような、「なぜそれが書けてqsortが呼び出せないんだ！」みたいなことが稀によくある。これは「Windowsプログラミング入門」みたいな本にファイル操作APIは載っているんだけど文字列操作のC標準関数は載ってないみたいなところから発生しがち。

きれいなコードは互いに似通っているが、クソコードはどこもその趣が異なっている - きしだのHatena https://nowokay.hatenablog.com/entry/2023/11/16/203512

[nursingwriter]

¶ … Masters in Nursing for Clinical Teaching The objective of this study is to examine the importance of a Masters in Nursing for the Nurse in Clinical Teaching endeavors. The work of Orton (2007) entitled "Nurses As Clinical Teachers" Variables Affecting Teaching Comfort and Self-Efficacy" reports a descriptive correlations study that examined whether there was a "common understanding of a good clinical teacher among nursing students and faculty." (p.ix) Stated as a secondary purpose was the validation of a tool for development of individual prescriptions for improvement of the clinical teaching of nursing instructors. Common Assumptions A third stated purpose was testing for common assumptions about good teaching: (1) if experience in clinical teaching leads to a better praxis; (2) if educational training (the most common intervention) leads to better teaching; (3) if experience in teaching (other than nursing) leads to better clinical teaching; (4) if the education degree status has an impact on the quality of teaching; and (5) if teaching status (full or part-time) enhances clinical teaching. (Orton, 2007, p.ix) II. Case Study The study involved twenty-five nursing faculty from a junior college and 215 nursing student participants. It is reported as follows: "Nursing faculty completed identical Q-sorts from two different frames of reference, first for their teacher then followed by their ideal teacher. Students also completed identical Qsorts from two different frames of reference, first for their clinical teacher followed by their ideal teacher. Using the clinical teaching Perception Inventory (CTPIAE) tool, faculty and students ranked 28 one-word behaviors along a 7-point continuum of significance, from least likely to most likely. Using the Self-Efficacy Toward Teaching Inventory (SETTI), faculty rated their confidence in their ability to perform 48 teaching skills. Faculty also completed a demographic questionnaire." (Orton, 2007, p.ix) The study states conclusions that include that nursing instructors "…agreed with physicians on most descriptors that identified themselves as clinical teachers, and on 90% of the behaviors of the ideal clinical instructor. Nursing instructors and their students agreed on 80% of the behaviors of these same teachers. Nurses and their students agreed on 1/2 of the perceptions of the ideal clinical instructor. Effective clinical teachers' scores did not correlate with the predictor variables: years teaching nursing, number of educational courses completed, years teaching courses other than nursing, and biological age." (Orton, 2007, p.x) Recommendations made by the study include the following recommendations "A prescription for educating teachers to become more effective clinical instructors includes the implementation of a faculty development program where specific learning needs and faculty readiness are assessed prior to the onset of educating faculty how to teach clinical nursing." (Orton, 2007, p.x) III. AACN Board of Directors Task Force The AACN Board of Directors established a Task Force on Essential Clinical Resources Fro Nursing's Academic Mission in 1997. The task force was charged with the following: "Develop a comprehensive statement on the essential elements of clinical support for the nursing academic mission. This should include a discussion of the clinical access necessary for preparation of a skilled group of professional nurses for basic and advanced nursing practice. In addition, the statement should articulate an understanding of the clinical elements necessary for the entire academic mission, including faculty practice and nursing research activities. The statement should also include a description of the facilitators and barriers to clinical access, particularly focusing on the dynamic nature of the health care delivery system." (Orton, 2007, p.1) The AACN additionally reports "…learning to perform as a "nurse" is predicated on engaging in experiential learning with actual patients/clients. This type of learning opportunity usually is referred to as a "clinical practicum" and represents a field experience. Experiential learning can occur through a number of modalities, including computer and virtual reality simulations, case studies, interactive videos, and hands-on direct patient interactions or experiences. Each of these modalities is an appropriate and useful means of teaching; however, the primary focus of this document is the hands-on direct patient care -- referred to as clinical site-based learning -- experiences necessary for preparing qualified nursing practitioners and researchers. Experiential learning necessary for baccalaureate educational preparation includes the supervised practice of skilled nursing care in a variety of direct practice sites such as hospitals, extended care institutions, clinics, schools, churches, homes, or other community venues. Students receive a variety of experiences across a health/illness continuum, graduating as novice practitioners for general nursing practice." (Orton, 2007, p.1) IV. Required Clinical Resources Significant clinical resources are required at the master's and doctoral level in order to provide quality in the preparation of practitioners. Experiential learning opportunities for master's nursing education are reported to "…encompass a similar breadth of venues as that for baccalaureate education. However, master's students preparing for direct patient care roles receive more focused education and clinical experiences on a particular health/illness point (acute/critical care or primary care) or specific population (family or elders), graduating as advanced practice clinicians. Other master's nursing students preparing for non-direct patient care roles (e.g. administration or community health) receive focused education and clinical experiences that reflect their areas of specialization. Doctoral students must have opportunities not only to practice in their specialty but also must have ample and appropriate research opportunities within their chosen field." (Orton, 2007, p.1) It is reported that in the academic setting the requirements of clinical education are as follows: (1) reconceptualization and redefinition of the faculty role and the educational model that integrates teaching, practice, and research. This calls for a major change in nursing academic culture, including reward structures; (2) incorporation of faculty practice into the work of the faculty; (3) redefinition of the nature of partnership and collaboration with clinical agencies, including mutual goal setting for achievement of the separate and shared missions; (4) faculty commitment to the partnership and to practice; (5) articulation of faculty contributions to the practice setting and mission (e.g., expert consultation, staff development, direct and indirect provision of nursing services, research collaboration, and mentorship); and (6) specification of the educational, research, and practice agendas inherent in faculty practice. (Orton, 2007, p.1) IV. Master's Programs for Nursing Educator Preparation According to the work of Lerner and Ruland (2010) entitled "Master's Programs Preparing Nurse Educator: What is the Current State of Affairs?" The nurse educator master's programs "need to be designed to prepare nurses to function as educators in the hospital setting, community colleges, and nontenure track positions in universities. They should offer a blend of courses that satisfy outcomes of the graduate core suggested by the AACN Essentials document, clinical specialty content, and educational content that will prepare the graduates for the teaching role as well as prepare the graduates for eventual PhD study." (p.1) Lerner and Ruland reports that the Carnegie Foundation recently published the work entitled "Educating Nurses: A Call for Radical Transformation" in which Benner et al. is reported to have "…presented an agenda for transforming nursing education. One item on this agenda was "Include teacher education courses in master's and doctoral programs." (2010, p.1) Although challenging all nursing master's programs to include teacher education content, the authors advise that an important caveat is that programs must also include clinical practice preparation for future teachers. The curriculum design challenge is to balance total credit hours against the essential elements. The curricula reviewed in this study revealed several approaches to this challenge." (2010, p.1) When programs were inclusive of all the elements of the graduate core curriculum and additionally require three advanced practice core courses the range of total credits is reported to fall between 31 and 39 without inclusion of education courses or specialty content." (Lerner and Ruland, 2010, p.1) Lerner and Ruland report that only 92 of the programs or 46% made a requirement of some type of advanced clinical specialty courses, which is stated to fall short "of the suggestion by Benner et al. that all nurse educator preparation programs offer clinical preparation as well as educational preparation." (Lerner and Ruland, 2010, p.1) Findings additionally relate that many of the programs "shared clinical courses with other tracks. This was evident with 12 programs (13%) that share clinical nurse specialist courses and 11 (12%) that share NP courses. Again, this approach requires faculty vigilance in attention to student needs across specialty tracks. The remaining 69 programs (75%) that have clinical specialty courses appear to have developed them specifically for their nurse educator tracks. These courses vary between 2 and 6 credit hours for theory and may or may not have a clinical component. One creative solution to the clinical practice element seen numerous times was to create a course that focused on learning how to be an effective clinical teacher in a specific area of specialty. This approach supports the recommendation by Benner et al. that faculty must learn how to coach on practical clinical reasoning for their students to develop sound clinical judgment skills." (Leuner and Ruland, 2010, p.1) Lastly, it is reported that the days that teachers learn to teach 'on the job' are gone. The work of Benner et al. is reported to spell out with clarity precisely what the needs are to "transform nursing education, especially in terms of the need to include education coursework and clinical specialty preparation in the graduate education of nursing faculty. Now is the time for the nursing education community to work together to develop curricular standards that can be applied to nurse educator programs. Graduate faculty needs such structure to ensure that their curricular decisions are evidence based and in keeping with national trends. Hopefully, the data in this review will help to inform decisions regarding nurse educator curriculum standards." (Leuner and Ruland, 2010, p.1) The work of the Southern Regional Education Board Council on Collegiate Education for Nursing reports a debate on the "appropriate educational preparation for a nurse educator for many years. Davis et al. (1992) and Krisman-Scott (1998) noted an escalation of the debate in the mid-1980s, when master's programs in nursing began shifting resources to the preparation of advanced-practice nurses. Student demand for advanced clinical preparation -- particularly for nurse practitioner options -- increased as the nursing profession began promoting the advanced practice roles and doctorates for nurse educators. However, the master's in nursing remains the highest degree attained by most nurse educators. The number of graduates from nursing doctoral programs has not kept pace with the demand for nurse educators. Moreover, most doctoral programs in nursing prepare nurse researchers rather than nurse educators; this trend is expected to continue." Additionally stated is the fact that master's and doctoral programs for nurse educators are such that are required to "blend the historical characteristics and developments in professional nursing with those of graduate education. These blended characteristics and developments give direction to the core knowledge, professional values, and competencies that nurse educators in an academic or practice setting must possess and model to others as they perform their roles as teachers, scholars, and collaborators." (2010, p.4) It is reported that the ideology is comprised of 'conceptual theories related to a domain or body of knowledge" and as such provides the nurse educator a framework "to use in teaching the established theory of practice in a specific discipline." (Southern Regional Education Board Council on Collegiate Education for Nursing, 2010, p.5-6) The roles of the nursing educator are greatly diversified and include the roles shown in the following illustration labeled Figure 1. Figure 1 - Roles of the Nursing Educator Source: SREB (2010) Summary and Conclusion It is clear that due to the demands placed on the nursing educator that the attainment of a master's degree is the optimal educational achievement for nurses and specifically those who will fill the role of nursing educator in the clinical setting. Bibliography Benner, P., Sutphen, M., Leonard, V., and Day, L. (2010). Educating nurses: A call for radical transformation. The Carnegie Foundation for the Advancement of Teaching, Jossey-Bass, San Francisco. Davis, D.C., Dearman, K. Schwab, C. & Kitchens, E. (1992). Competencies of novice nurse educators. Journal of Nursing Education, 31(4), 159-164. Krisman-Scott, M.A., Kershbaumer, Sr. R., & Thompson, J.E. (1998). Faculty preparation: a new solution to an old problem. Journal of Nursing Education, 37(7), 318-320. Leuner, JD and Ruland, JP (2010) Master's Programs Preparing Nurse Educators: What is the Current State of Affairs. Nurse Educator. Vol. 35 No. 6. Retrieved from: http://www.nursingcenter.com/lnc/journalarticle?Article_ID=1078569 Orton, VM (2007) Nurses as Clinical Teachers: Variables Affecting Teaching Comfort and Self-Efficacy. Retrieved from: http://digitallibrary.usc.edu/assetserver/controller/item/etd-Orton-20070203.pdf Southern Regional Education Board Council on Collegiate Education for Nursing (2010) Retrieved from: http://publications.sreb.org/2002/02N04_Nurse_Competencies.pdf Read the full article

[hackernewsrobot]

Out-of-bounds read and write in the glibc's qsort()

https://www.openwall.com/lists/oss-security/2024/01/30/7

[relto]

fixed some errors and got the evaluation stuff to work! now the only thing thats left is figuring out how to parse the input.

[construyendoachispas]

Comprobar lo rápido que ordena Arduino

Comprobar lo rápido que ordena Arduino

Vamos a ver cómo medir lo rápido que es capaz de ordenar Arduino un listado de 400 enteros (con más qsort falla en Arduino UNO). Aprovecharemos esto para ver cómo medir el tiempo que le cuesta ejecutar el código en Arduino. Evitar “interrupciones” Lo primero es quitarnos de “en medio” cualquier molestia a nuestro código en Arduino Procesos asíncronos como la comunicación por Serial o el…

[auxgalops]

https://library.alibris.com/search/books/isbn/9782342153309?invid=16780117963&qauth=Alain+L%27Heureux&noworks=1&browse=1&mtype=B&qsort=&page=&page=1

[myprogrammingsolver]

Sorting numbers Solution

Problem Description   Please sort a given sequence of positive integers in the ascending order. You should implement the randomized quicksort by yourself. For example, do not use the qsort function in the standard C library.         Input Format   The first line is the number of the remaining lines. Each of the next lines contains exactly one positive integer.   Output Format   Please output in…

[felord]

CECS342 Lab1-Sorting in Haskell Solved

CECS342 Lab1-Sorting in Haskell Solved

Remember the sorting algorithms quick sort (Tony Hoare, 1959) and merge sort (John von Neumann, 1945). Write each sorting algorithm in C and in Haskell by implementing the following functions: void qsort2(int *a, int n);   // quick sort array a with n elements in place in C
void msort(int *a, int n);    // merge sort array a with n elements in place in C
 qsort :: Ord a => [a] -> [a]  — quick…

[hackernewsrobot]

qsort.h – Quicksort as a C macro (2019)

https://github.com/svpv/qsort Comments

[relto]

why is pointer stuff so weird!!! i realized out that my program wasnt doing what i wanted it to, so i put a few printfs all over the code to see where its going wrong. and it somehow fucks up the input (???) AND get a ridiculous value for the amount of lines (??????) for some input files so once it attempts to output the lines it obviously runs WAY past the right point and theres a memory leak.

[construyendoachispas]

Como ordenar un array en Arduino

Como ordenar un array en Arduino

A veces tras la librerías oficiales de Arduino nos “tapan” utilidades que tienen las librerías avr-libc del fabricante del controlador. en este caso vamos a usar la función qsort() que implementar el algoritmo quicksort. No entraremos en detalle, simplemente aceptaremos que ordena y lo hace rápido. qsort(void *base, size_t n_memb, size_t size, cmp_t *cmp) En este caso la función qsort()…

[xeppeli]

Linux Full OST Free Download

Track 01 - Dennis and Ken/Kernel Conception

Track 02 - qsort emergency!

Track 03 - Stallman’s Vision

Track 04 -

[programmingsolver]

HW1 – Python 3, qsort, BST, and qselect Solution Need to submit on flip: report.txt, qsort.py, and qselect.py. qselect.py will be automatically graded for correctness (1%).

[weusegadgets]

Three Beautiful Quicksorts https://t.co/kFvnMC1bgc #algorithm #partition #douglasmcilroy #jonbentley #code #quicksort #programming #lecture #qsort #video

[procedural-generation]

Nethack Level Generation, Part 2: Making Rooms

NetHack's maps are based around rooms and corridors. In gameplay, rooms are open areas that are usually lit, which makes them visible at a distance, while corridors are the connecting paths that are dark, which means that by default you can only see monsters that are one tile away. This creates a tradeoff between the bottlenecked corridors that are prone to ambushes and the more open spaces where you can see threats before they attack you. Doors are placed where corridors connect to the rooms, and have a chance to be secret doors. More than one player has gone down the stairs only to find themselves in a room that has no visible exits.

To create the rooms, makelevel() starts by calling two functions: makerooms() and sort_rooms().

The core of makerooms() is a while loop that runs until it reaches the maximum number of rooms (which is defined as 40) [] or runs out of places to put new rooms.

Each time it goes through the loop, it first check to see if it can try to place a vault. If it isn't placing a vault, instead it creates an ordinary room with -1 for all of the optional arguments. If it fails to place this room, it stops trying to place any more rooms, returning out of makerooms().

To place a vault requires the number of rooms to be at least one-sixth of the maximum (with the default max of 40 and C's truncation towards zero, this is usually 6). It also requires that no vault has previously been tried, plus a 50% random chance. It then calls create_vault(), which is a preprocessor macro for create_room() with a different set of arguments: (-1, -1, 2, 2, -1, -1, VAULT, TRUE). This creates a vault with a fixed size of 2 and guaranteed to be lit.

Either way, the bulk of the work is done in create_room(). Since this is also used by the special level system, it has some flexibility for specifying more kinds of rooms than the basic generator uses. It takes eight arguments: the x position, the y position, the width, the height, xal, yal, the room type, and whether it is lit.

The first step in creating a room is to check the requested light value; if it is -1, the lighting state is randomly set based on how deep the level is; once the player reaches level 10, there's an increasing chance that the room will be dark. (There's also a 1-in-77 chance that it will be lit, no matter the result of the first random check.)

Similarly, if any of the other arguments are -1, they will be generated randomly.

Way back in clear_level_structures(), the game built an array of rectangles in the level. This started as one large rectangle that covers the entire level. In create_room() it now grabs a random rectangle from this array. If this is our first room, there's only one rectangle to grab.

Rectangles are a struct with four variables: the low x and y coordinates, and the high x and y coordinates. (The terminology seems to date back at least to the early days of Hack, if not earlier.)

It picks some random coordinates based on the rectangle it grabbed:

The result of all of this is a set of coordinates (absolute upper left corner x position, room x width, absolute y position, room y height) that define where it wants the room placed. 

Using these values, it checks to see if a room will fit in that spot, shrinking it if necessary. If it fails, it starts over. If it fails more than 100 times, it gives up and returns with whatever rooms have already been created.

Assuming that a spot to place a room has been found, it splits the rectangle the new room is going to be in into smaller rectangles. It then adds the room to the array of rooms and writes the walls and floors onto the level map.

The next time through, create_room() will grab one of the smaller rectangles and attempt to put a room in it. If it fails completely, no more empty rectangles can be found, or MAXNROFROOMS is reached, then room creation is over and makerooms() returns.

Once makerooms() is done, sort_rooms() takes the array of rooms and runs a qsort on them, ordering them in the array according to their position on the map from left to right by their low x value.

(Unless you're compiling on Unix System V or DG/UX, in which case it uses a slightly different qsort call that passes the number of rooms as an unsigned variable. Same behavior, but demonstrates the lengths the code goes through for portability.)

The order of the rooms is going to be important for the corridors connecting the rooms, because it first tries to connect each room to the next one in the array. With a few more complications, which we'll get to next time in Part 3.