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mod calculation

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  mod calculation Chad <cdalten@gmail.com> - 2011-11-13 08:20 -0800
    Re: mod calculation Roedy Green <see_website@mindprod.com.invalid> - 2011-11-13 08:56 -0800
      Re: mod calculation Chad <cdalten@gmail.com> - 2011-11-13 09:26 -0800
        Re: mod calculation Steve Sobol <sjsobol@JustThe.net> - 2011-11-13 13:08 -0800
          Re: mod calculation Chad <cdalten@gmail.com> - 2011-11-13 13:12 -0800
            Re: mod calculation Patricia Shanahan <pats@acm.org> - 2011-11-13 13:49 -0800
    Re: mod calculation Patricia Shanahan <pats@acm.org> - 2011-11-13 09:02 -0800
      Re: mod calculation Chad <cdalten@gmail.com> - 2011-11-13 09:09 -0800
        Re: mod calculation Andreas Leitgeb <avl@gamma.logic.tuwien.ac.at> - 2011-11-13 20:20 +0000
        Re: mod calculation Roedy Green <see_website@mindprod.com.invalid> - 2011-11-14 09:55 -0800
          Re: mod calculation Patricia Shanahan <pats@acm.org> - 2011-11-15 13:05 -0800
            Re: mod calculation Gene Wirchenko <genew@ocis.net> - 2011-11-15 14:17 -0800
              Re: mod calculation Roedy Green <see_website@mindprod.com.invalid> - 2011-11-17 07:23 -0800
                Re: mod calculation Peter Duniho <NpOeStPeAdM@NnOwSlPiAnMk.com> - 2011-11-17 07:51 -0800
                Re: mod calculation Lew <lewbloch@gmail.com> - 2011-11-17 09:35 -0800
                Re: mod calculation Gene Wirchenko <genew@ocis.net> - 2011-11-17 10:10 -0800
                  Re: mod calculation Andreas Leitgeb <avl@gamma.logic.tuwien.ac.at> - 2011-11-17 19:09 +0000
                    Re: mod calculation Patricia Shanahan <pats@acm.org> - 2011-11-17 14:17 -0800
                    Re: mod calculation Arne Vajhøj <arne@vajhoej.dk> - 2011-11-19 21:11 -0500
                  Re: mod calculation Roedy Green <see_website@mindprod.com.invalid> - 2011-11-18 20:35 -0800
                    Re: mod calculation Arne Vajhøj <arne@vajhoej.dk> - 2011-11-19 21:13 -0500
                    Re: mod calculation Gene Wirchenko <genew@ocis.net> - 2011-11-19 23:47 -0800
                  Re: mod calculation Roedy Green <see_website@mindprod.com.invalid> - 2011-11-18 20:54 -0800
                    Re: mod calculation Lew <lewbloch@gmail.com> - 2011-11-19 08:34 -0800
                      Re: mod calculation Andreas Leitgeb <avl@gamma.logic.tuwien.ac.at> - 2011-11-19 21:16 +0000
                        Re: mod calculation Lew <lewbloch@gmail.com> - 2011-11-19 16:11 -0800
                          Re: mod calculation Arne Vajhøj <arne@vajhoej.dk> - 2011-11-19 21:13 -0500
                          Re: mod calculation Andreas Leitgeb <avl@gamma.logic.tuwien.ac.at> - 2011-11-20 08:45 +0000
                            Re: mod calculation Lew <lewbloch@gmail.com> - 2011-11-20 08:12 -0800
                              Re: mod calculation Andreas Leitgeb <avl@gamma.logic.tuwien.ac.at> - 2011-11-20 19:42 +0000
                                Re: mod calculation spk <jhic@speak.invalid> - 2011-11-20 23:18 -0400
                                  Re: mod calculation thoolen <th00len@th0lenbot.thorium> - 2011-11-21 02:11 -0500
                      Re: mod calculation Roedy Green <see_website@mindprod.com.invalid> - 2011-11-19 13:40 -0800

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#9911 — mod calculation

I'm working on a school project. Part of the requirement is to read in
the following data file

37259 9819
46363 22666
46161 79934
5693 31416
91459 8272
72792 9493
83603 8372
77842 64629
84792 747
1299 178

And then calculate anyNewArrival and serviceTime based on the
following formulas...

//read data1 and data2 from the file
anyNewArrival = (((data1%100)+1) <=50);
serviceTime = (data2%5)+1);

where data1 and data2 are read from the file

I get the following by calculating anyNewArrival

37259 ----> 60 false
46363 -----> 64 false
46161 -----> 62 false
5693 ------>94 false
91459 ----> 60 false
72792 ----->93 false
83603 ----->04 true
77842 ----->43 true
84792 ----->93 false
1299 178 ----> 1000 false

That means the only two arrivals should be

83603 ----->04 true
77842 ----->43 true


However, according to the output he gave us in the class, the number
of arrivals are 4. Ideas?

Chad

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#9912

On Sun, 13 Nov 2011 08:20:12 -0800 (PST), Chad <cdalten@gmail.com>
wrote, quoted or indirectly quoted someone who said :

>//read data1 and data2 from the file
>anyNewArrival = (((data1%100)+1) <=50);
>serviceTime = (data2%5)+1);

For the usual mod gotchas, see http://mindprod.com/jgloss/modulus.html

Most of the trouble comes when there are negative numbers involved.
You also might like to brush up on precedence.

http://mindprod.com/jgloss/precedence.html

The question I would ask myself is, "Which results do I agree with, my
prof's or my program's?".  If "my program's",  consider the
possibility you could have misunderstood the question, heard the prof
incorrectly or failed to take accurate notes during the class.

-- 
Roedy Green Canadian Mind Products
http://mindprod.com
I can't come to bed just yet. Somebody is wrong on the Internet. 

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#9922

On Nov 13, 8:56 am, Roedy Green <see_webs...@mindprod.com.invalid>
wrote:
> On Sun, 13 Nov 2011 08:20:12 -0800 (PST), Chad <cdal...@gmail.com>
> wrote, quoted or indirectly quoted someone who said :
>
> >//read data1 and data2 from the file
> >anyNewArrival = (((data1%100)+1) <=50);
> >serviceTime = (data2%5)+1);
>
> For the usual mod gotchas, seehttp://mindprod.com/jgloss/modulus.html
>
> Most of the trouble comes when there are negative numbers involved.
> You also might like to brush up on precedence.
>
> http://mindprod.com/jgloss/precedence.html
>
> The question I would ask myself is, "Which results do I agree with, my
> prof's or my program's?".  If "my program's",  consider the
> possibility you could have misunderstood the question, heard the prof
> incorrectly or failed to take accurate notes during the class.
>

Would it help if I took a picture of the handouts and then post a url
with these images to this group?

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#9938

In article <3e57b4fa-fa05-42a5-af9f-fbeb93190590
@i4g2000prd.googlegroups.com>, Chad says...


> Would it help if I took a picture of the handouts and then post a url
> with these images to this group?

Why are you asking us to do your homework for you?


-- 
Steve Sobol - Programming/WebDev/IT Support
sjsobol@JustThe.net

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#9939

On Nov 13, 1:08 pm, Steve Sobol <sjso...@JustThe.net> wrote:
> In article <3e57b4fa-fa05-42a5-af9f-fbeb93190590
> @i4g2000prd.googlegroups.com>, Chad says...
>
> > Would it help if I took a picture of the handouts and then post a url
> > with these images to this group?
>
> Why are you asking us to do your homework for you?
>

Because I made a reasonable attempt at a solution? Besides, my
solution doesn't match the professor's.

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#9941

On 11/13/2011 1:12 PM, Chad wrote:
> On Nov 13, 1:08 pm, Steve Sobol<sjso...@JustThe.net>  wrote:
>> In article<3e57b4fa-fa05-42a5-af9f-fbeb93190590
>> @i4g2000prd.googlegroups.com>, Chad says...
>>
>>> Would it help if I took a picture of the handouts and then post a url
>>> with these images to this group?
>>
>> Why are you asking us to do your homework for you?
>>
>
> Because I made a reasonable attempt at a solution? Besides, my
> solution doesn't match the professor's.

That is something you need to discuss with the professor. Maybe the
sample output is just to show format, not the results for the data set
you are testing with. Maybe there is some error in the assignment.

Patricia

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#9913

On 11/13/2011 8:20 AM, Chad wrote:
> I'm working on a school project. Part of the requirement is to read in
> the following data file
>
> 37259 9819
> 46363 22666
> 46161 79934
> 5693 31416
> 91459 8272
> 72792 9493
> 83603 8372
> 77842 64629
> 84792 747
> 1299 178
>
> And then calculate anyNewArrival and serviceTime based on the
> following formulas...
>
> //read data1 and data2 from the file
> anyNewArrival = (((data1%100)+1)<=50);
> serviceTime = (data2%5)+1);
>
> where data1 and data2 are read from the file
>
> I get the following by calculating anyNewArrival
>
> 37259 ---->  60 false
> 46363 ----->  64 false
> 46161 ----->  62 false
> 5693 ------>94 false
> 91459 ---->  60 false
> 72792 ----->93 false
> 83603 ----->04 true
> 77842 ----->43 true
> 84792 ----->93 false
> 1299 178 ---->  1000 false
>
> That means the only two arrivals should be
>
> 83603 ----->04 true
> 77842 ----->43 true
>
>
> However, according to the output he gave us in the class, the number
> of arrivals are 4. Ideas?

This is the sort of thing you really need to discuss with your
instructor or TA. You may be misunderstanding something in the
assignment, or have the wrong data file, or ...

There is something wrong with the last line of your output.
((data1%100)+1) is not 1000, regardless of the value of data1.

Patricia

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#9914

On Nov 13, 9:02 am, Patricia Shanahan <p...@acm.org> wrote:
> On 11/13/2011 8:20 AM, Chad wrote:
>
>
>
>
>
> > I'm working on a school project. Part of the requirement is to read in
> > the following data file
>
> > 37259 9819
> > 46363 22666
> > 46161 79934
> > 5693 31416
> > 91459 8272
> > 72792 9493
> > 83603 8372
> > 77842 64629
> > 84792 747
> > 1299 178
>
> > And then calculate anyNewArrival and serviceTime based on the
> > following formulas...
>
> > //read data1 and data2 from the file
> > anyNewArrival = (((data1%100)+1)<=50);
> > serviceTime = (data2%5)+1);
>
> > where data1 and data2 are read from the file
>
> > I get the following by calculating anyNewArrival
>
> > 37259 ---->  60 false
> > 46363 ----->  64 false
> > 46161 ----->  62 false
> > 5693 ------>94 false
> > 91459 ---->  60 false
> > 72792 ----->93 false
> > 83603 ----->04 true
> > 77842 ----->43 true
> > 84792 ----->93 false
> > 1299 178 ---->  1000 false
>
> > That means the only two arrivals should be
>
> > 83603 ----->04 true
> > 77842 ----->43 true
>
> > However, according to the output he gave us in the class, the number
> > of arrivals are 4. Ideas?
>
> This is the sort of thing you really need to discuss with your
> instructor or TA. You may be misunderstanding something in the
> assignment, or have the wrong data file, or ...
>

I thought I had the wrong data file, so I downloaded again. However,
the numbers are the same.

> There is something wrong with the last line of your output.
> ((data1%100)+1) is not 1000, regardless of the value of data1.
>
>

I was copying the results from the paper. that last line should be
100 false

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#9934

Chad <cdalten@gmail.com> wrote:
> On Nov 13, 9:02 am, Patricia Shanahan <p...@acm.org> wrote:
>> On 11/13/2011 8:20 AM, Chad wrote:
>> > 37259 9819
>> > 46363 22666
>> > 46161 79934
>> > 5693 31416
>> > 91459 8272
>> > 72792 9493
>> > 83603 8372
>> > 77842 64629
>> > 84792 747
>> > 1299 178
>> > And then calculate anyNewArrival and serviceTime based on the
>> > following formulas...
>> > //read data1 and data2 from the file
>> > anyNewArrival = (((data1%100)+1)<=50);
>> > serviceTime = (data2%5)+1);

If you got your assignment on paper, have another close look on
the paper, whether the "50" could have been really "60".  If that's
the case, that might explain it.

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#9958

On Sun, 13 Nov 2011 09:09:23 -0800 (PST), Chad <cdalten@gmail.com>
wrote, quoted or indirectly quoted someone who said :

>I thought I had the wrong data file, so I downloaded again. However,
>the numbers are the same.

I repeat. You have to PARTITION the problem. 

Is your program giving you wrong answers relative to what you expect
or  are you in agreement the program and you both disagree with the
instructor?  To answer that question you must manually solve the
problem using your understanding of what the question is.

If the latter, then nothing you do to the program will help (except
perhaps an evolutionary algorithm to see the profs results).

The problem is in your understanding of the problem.  That has nothing
to do with the computer or the computer program. You will have to
solve it with social means, e.g. my asking fellow student, or the TA
how they interpreted the problem, or tell them what you thought and
wait for the irresistible urge to overtake them to correct you.

I know as I student I would have sooner cut off my arm than visit a
prof or TA to ask a favour, so try a fellow student.
-- 
Roedy Green Canadian Mind Products
http://mindprod.com
I can't come to bed just yet. Somebody is wrong on the Internet. 

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#9966

On 11/14/2011 9:55 AM, Roedy Green wrote:
...
> I know as I student I would have sooner cut off my arm than visit a
> prof or TA to ask a favour, so try a fellow student.

Answering course-relevant questions from students is not a favor (or
favour) on the part of a professor or TA. It is part of their job.

One odd effect I noticed when I was a TA was that often the students who
were doing quite well on the course would ask questions, and the
students who were in trouble would not.

I don't know whether it was cause-and-effect, and if so in which
direction. However, there is at least a possibility that willingness to
ask the professor and/or TA causes good results.

As a result, I strongly advise asking them questions, even for things
that other people might be able to resolve.

In this particular case, if there is a mismatch between the results the
student thinks should be produced given the input, and the sample
output, I don't see how anyone other than the professor or TA can
resolve it reliably.

Patricia

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#9967

On Tue, 15 Nov 2011 13:05:32 -0800, Patricia Shanahan <pats@acm.org>
wrote:

>On 11/14/2011 9:55 AM, Roedy Green wrote:
>...
>> I know as I student I would have sooner cut off my arm than visit a
>> prof or TA to ask a favour, so try a fellow student.

     Why?  Often, the fellow student does not know either.

>Answering course-relevant questions from students is not a favor (or
>favour) on the part of a professor or TA. It is part of their job.
>
>One odd effect I noticed when I was a TA was that often the students who
>were doing quite well on the course would ask questions, and the
>students who were in trouble would not.

     I have seen this, too.  I graduated at the top of my class.  I
frequently spoke with my instructors.

>I don't know whether it was cause-and-effect, and if so in which
>direction. However, there is at least a possibility that willingness to
>ask the professor and/or TA causes good results.

     It is also an opportunity to do something about it.  Sometimes,
instructors make mistakes in assignments.  Bringing something
suspicious to an instructor's attention may result in a correction to
the assignment.

>As a result, I strongly advise asking them questions, even for things
>that other people might be able to resolve.
>
>In this particular case, if there is a mismatch between the results the
>student thinks should be produced given the input, and the sample
>output, I don't see how anyone other than the professor or TA can
>resolve it reliably.

     Quite.

Sincerely,

Gene Wirchenko

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#10003

On Tue, 15 Nov 2011 14:17:17 -0800, Gene Wirchenko <genew@ocis.net>
wrote, quoted or indirectly quoted someone who said :

>     Why?  Often, the fellow student does not know either.

True, but if he has a mental block against visiting a TA as I did,
what else can he do?  There is apparently something stopping him from
asking the TA.

Children who have been abused, as I was, will take extreme measures to
avoid asking permission or approaching authority figures, even when
they know that logically the odds of something horrible happening as a
result are low.

Both those activities are dangerous for the child, and the child
hardwires in avoidance.
-- 
Roedy Green Canadian Mind Products
http://mindprod.com
I can't come to bed just yet. Somebody is wrong on the Internet. 

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#10004

On 11/17/11 7:23 AM, Roedy Green wrote:
> On Tue, 15 Nov 2011 14:17:17 -0800, Gene Wirchenko<genew@ocis.net>
> wrote, quoted or indirectly quoted someone who said :
>
>>      Why?  Often, the fellow student does not know either.
>
> True, but if he has a mental block against visiting a TA as I did,
> what else can he do?

He can get over it.  Or forget about studying at a university.

> [...]
> Children who have been abused, as I was, will take extreme measures to
> avoid asking permission or approaching authority figures, even when
> they know that logically the odds of something horrible happening as a
> result are low.
>
> Both those activities are dangerous for the child, and the child
> hardwires in avoidance.

And as an adult, has the option of seeking treatment.

I have no idea why you would immediately jump to the conclusion that 
this particular person is an emotionally damaged child abuse victim, but 
the fact is that even in that extreme example, no one here would be 
doing them any favors by enabling their counter-productive behavior.

Pete

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#10006

On Thursday, November 17, 2011 7:23:41 AM UTC-8, Roedy Green wrote:
> On Tue, 15 Nov 2011 14:17:17 -0800, Gene Wirchenko <ge...@ocis.net>
> wrote, quoted or indirectly quoted someone who said :
> 
> >     Why?  Often, the fellow student does not know either.
> 
> True, but if he has a mental block against visiting a TA as I did,
> what else can he do?  There is apparently something stopping him from
> asking the TA.
> 
> Children who have been abused, as I was, will take extreme measures to
> avoid asking permission or approaching authority figures, even when
> they know that logically the odds of something horrible happening as a
> result are low.

The converse doesn't follow.  Not everyone too foolish to ask the appropriate persons can claim it's because of a bad childhood.  And not everyone who was abused as a child hesitates to ask a T.A. for help with a school assignment.

Rationality is a hallmark of engineering behavior.  Sometimes the rational act is to go to a person with the answers and ask your question.  If you can't stand the heat, get out of the kitchen.

> Both those activities are dangerous for the child, and the child
> hardwires in avoidance.

If you want to succeed in life, you cannot live as a prisoner of your past.  When a syndrome, obsession, addiction or phobia interferes with your ability to function, get professional help.  The good news is that you can achieve satisfaction and happiness even with such handicaps.

I care, Roedy.  

-- 
Lew

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#10011

On Thu, 17 Nov 2011 07:23:41 -0800, Roedy Green
<see_website@mindprod.com.invalid> wrote:

>On Tue, 15 Nov 2011 14:17:17 -0800, Gene Wirchenko <genew@ocis.net>
>wrote, quoted or indirectly quoted someone who said :
>
>>     Why?  Often, the fellow student does not know either.
>
>True, but if he has a mental block against visiting a TA as I did,
>what else can he do?  There is apparently something stopping him from
>asking the TA.

     Get over the block.  And that is what he ought to do.

     I have seen many a student try to bull his way through.  Such
will bash his head into a wall.  Ask him if he needs help, and chances
are, you will be told no, even though it is obvious he is foundering.

     Scared of being thought to be ignorant?  That seems to be a big
one.  However, if you enrolled in a course, the general case if that
you effectively said, "I am ignorant, at least somewhat, in the
material of this course."  We already know that you are ignorant.  The
idea of taking the course was to relieve this ignorance, no?  So quit
sabotaging yourself.

>Children who have been abused, as I was, will take extreme measures to
>avoid asking permission or approaching authority figures, even when
>they know that logically the odds of something horrible happening as a
>result are low.

     An exceptional case being taken as a norm.

>Both those activities are dangerous for the child, and the child
>hardwires in avoidance.

     Not hardwired.  People can change.

Sincerely,

Gene Wirchenko

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#10015

> On Thu, 17 Nov 2011 07:23:41 -0800, Roedy Green wrote:
>> True, but if he has a mental block against visiting a TA as I did,

Iirc, the OP (Chad) did explain it some time ago, in a previous thread,
that his "block" has mostly to do with his own work-hours completely
colliding with the teacher's (and probably the TA's, if there is one)
office-hours.
Also, that mailing the teacher about some problem typically got him
an "invitation to come by at office-hours" as reply.

I don't expect others to have read that other thread, or memorize
any particular tidbid of it.  I happened to remember, and now I
posted the gist of it. I hope this will take the topic away from
speculations about what might keep Chad from asking his teacher.

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#10021

On 11/17/2011 11:09 AM, Andreas Leitgeb wrote:
>> On Thu, 17 Nov 2011 07:23:41 -0800, Roedy Green wrote:
>>> True, but if he has a mental block against visiting a TA as I did,
>
> Iirc, the OP (Chad) did explain it some time ago, in a previous thread,
> that his "block" has mostly to do with his own work-hours completely
> colliding with the teacher's (and probably the TA's, if there is one)
> office-hours.
> Also, that mailing the teacher about some problem typically got him
> an "invitation to come by at office-hours" as reply.
>
> I don't expect others to have read that other thread, or memorize
> any particular tidbid of it.  I happened to remember, and now I
> posted the gist of it. I hope this will take the topic away from
> speculations about what might keep Chad from asking his teacher.
>

In that case, his best bet may indeed be to try to team up with another
student who can get to office hours.

Patricia

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#10078

On 11/17/2011 2:09 PM, Andreas Leitgeb wrote:
>> On Thu, 17 Nov 2011 07:23:41 -0800, Roedy Green wrote:
>>> True, but if he has a mental block against visiting a TA as I did,
>
> Iirc, the OP (Chad) did explain it some time ago, in a previous thread,
> that his "block" has mostly to do with his own work-hours completely
> colliding with the teacher's (and probably the TA's, if there is one)
> office-hours.
> Also, that mailing the teacher about some problem typically got him
> an "invitation to come by at office-hours" as reply.
>
> I don't expect others to have read that other thread, or memorize
> any particular tidbid of it.  I happened to remember, and now I
> posted the gist of it. I hope this will take the topic away from
> speculations about what might keep Chad from asking his teacher.

But now you spoil the opportunity for people to make wild
speculations about OP's childhood.

Well done!!

:-)

Arne

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#10062

On Thu, 17 Nov 2011 10:10:28 -0800, Gene Wirchenko <genew@ocis.net>
wrote, quoted or indirectly quoted someone who said :

>     Get over the block.  And that is what he ought to do.

Easier said that done. Have you ever been to workshops where people
work on such problems? Just because something is easy for you does not
mean it is easy for others.

If you are not an alcoholic you might say, "Well you idiot. Just stop
drinking. What could be easier than that?"
-- 
Roedy Green Canadian Mind Products
http://mindprod.com
I can't come to bed just yet. Somebody is wrong on the Internet. 

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