Just recently I'm in love with python language, not just because it fastens your software development milestone, it only also has brilliant developers who make this language more convenient to use. PyOpenCL and PyCUDA are only some simple examples. ipython is another amazing tool.
Check out the project here
Sunday, April 15, 2012
Fresh graduate
Having been busy throughout the entire senior year of my undergrad, finally I got my bachelor degree of Computer Science. The new journey as a professional programmer has started! Looking forward into any kinds of job waiting ahead.
Thursday, February 10, 2011
SPOJ, FCTRL2, Small Factorials
SPOJ Problem Set (classical)
24. Small factorials
Problem code: FCTRL2
You are asked to calculate factorials of some small positive integers.
Input
An integer t, 1<=t<=100, denoting the number of testcases, followed by t lines, each containing a single integer n, 1<=n<=100.
Output
For each integer n given at input, display a line with the value of n!
Example
Sample input:
4
1
2
5
3
Sample output:
1
2
120
6
24. Small factorials
Problem code: FCTRL2
You are asked to calculate factorials of some small positive integers.
Input
An integer t, 1<=t<=100, denoting the number of testcases, followed by t lines, each containing a single integer n, 1<=n<=100.
Output
For each integer n given at input, display a line with the value of n!
Example
Sample input:
4
1
2
5
3
Sample output:
1
2
120
6
SPOJ, NSTEPS, Number Steps
SPOJ Problem Set (classical)
1112. Number Steps
Problem code: NSTEPS
Starting from point (0,0) on a plane, we have written all non-negative integers 0, 1, 2,... as shown in the figure. For example, 1, 2, and 3 has been written at points (1,1), (2,0), and (3, 1) respectively and this pattern has continued.
You are to write a program that reads the coordinates of a point (x, y), and writes the number (if any) that has been written at that point. (x, y) coordinates in the input are in the range 0...10000.
Input
The first line of the input is N, the number of test cases for this problem. In each of the N following lines, there is x, and y representing the coordinates (x, y) of a point.
Output
For each point in the input, write the number written at that point or write No Number if there is none.
Example
Input:
3
4 2
6 6
3 4
Output:
6
12
No Number
1112. Number Steps
Problem code: NSTEPS
Starting from point (0,0) on a plane, we have written all non-negative integers 0, 1, 2,... as shown in the figure. For example, 1, 2, and 3 has been written at points (1,1), (2,0), and (3, 1) respectively and this pattern has continued.
You are to write a program that reads the coordinates of a point (x, y), and writes the number (if any) that has been written at that point. (x, y) coordinates in the input are in the range 0...10000.
Input
The first line of the input is N, the number of test cases for this problem. In each of the N following lines, there is x, and y representing the coordinates (x, y) of a point.
Output
For each point in the input, write the number written at that point or write No Number if there is none.
Example
Input:
3
4 2
6 6
3 4
Output:
6
12
No Number
SPOJ TOANDFRO, To and Fro
SPOJ Problem Set (classical)
400. To and Fro
Problem code: TOANDFRO
Mo and Larry have devised a way of encrypting messages. They first decide secretly on the number of columns and write the message (letters only) down the columns, padding with extra random letters so as to make a rectangular array of letters. For example, if the message is “There’s no place like home on a snowy night” and there are five columns, Mo would write down
t o i o y
h p k n n
e l e a i
r a h s g
e c o n h
s e m o t
n l e w x
Note that Mo includes only letters and writes them all in lower case. In this example, Mo used the character ‘x’ to pad the message out to make a rectangle, although he could have used any letter. Mo then sends the message to Larry by writing the letters in each row, alternating left-to-right and right-to-left. So, the above would be encrypted as
toioynnkpheleaigshareconhtomesnlewx
Your job is to recover for Larry the original message (along with any extra padding letters) from the encrypted one.
Input
There will be multiple input sets. Input for each set will consist of two lines. The first line will contain an integer in the range 2...20 indicating the number of columns used. The next line is a string of up to 200 lower case letters. The last input set is followed by a line containing a single 0, indicating end of input.
Output
Each input set should generate one line of output, giving the original plaintext message, with no spaces.
Example
Input:
5
toioynnkpheleaigshareconhtomesnlewx
3
ttyohhieneesiaabss
0
Output:
theresnoplacelikehomeonasnowynightx
thisistheeasyoneab
400. To and Fro
Problem code: TOANDFRO
Mo and Larry have devised a way of encrypting messages. They first decide secretly on the number of columns and write the message (letters only) down the columns, padding with extra random letters so as to make a rectangular array of letters. For example, if the message is “There’s no place like home on a snowy night” and there are five columns, Mo would write down
t o i o y
h p k n n
e l e a i
r a h s g
e c o n h
s e m o t
n l e w x
Note that Mo includes only letters and writes them all in lower case. In this example, Mo used the character ‘x’ to pad the message out to make a rectangle, although he could have used any letter. Mo then sends the message to Larry by writing the letters in each row, alternating left-to-right and right-to-left. So, the above would be encrypted as
toioynnkpheleaigshareconhtomesnlewx
Your job is to recover for Larry the original message (along with any extra padding letters) from the encrypted one.
Input
There will be multiple input sets. Input for each set will consist of two lines. The first line will contain an integer in the range 2...20 indicating the number of columns used. The next line is a string of up to 200 lower case letters. The last input set is followed by a line containing a single 0, indicating end of input.
Output
Each input set should generate one line of output, giving the original plaintext message, with no spaces.
Example
Input:
5
toioynnkpheleaigshareconhtomesnlewx
3
ttyohhieneesiaabss
0
Output:
theresnoplacelikehomeonasnowynightx
thisistheeasyoneab
SPOJ JULKA, Julka
SPOJ Problem Set (classical)
54. Julka
Problem code: JULKA
Julka surprised her teacher at preschool by solving the following riddle:
Klaudia and Natalia have 10 apples together, but Klaudia has two apples more than Natalia. How many apples does each of he girls have?
Julka said without thinking: Klaudia has 6 apples and Natalia 4 apples. The teacher tried to check if Julka's answer wasn't accidental and repeated the riddle every time increasing the numbers. Every time Julka answered correctly. The surprised teacher wanted to continue questioning Julka, but with big numbers she could't solve the riddle fast enough herself. Help the teacher and write a program which will give her the right answers.
Task
Write a program which
reads from standard input the number of apples the girls have together and how many more apples Klaudia has,
counts the number of apples belonging to Klaudia and the number of apples belonging to Natalia,
writes the outcome to standard output
Input
Ten test cases (given one under another, you have to process all!). Every test case consists of two lines. The first line says how many apples both girls have together. The second line says how many more apples Klaudia has. Both numbers are positive integers. It is known that both girls have no more than 10100 (1 and 100 zeros) apples together. As you can see apples can be very small.
Output
For every test case your program should output two lines. The first line should contain the number of apples belonging to Klaudia. The second line should contain the number of apples belonging to Natalia.
Example
Input:
10
2
[and 9 test cases more]
Output:
6
4
[and 9 test cases more]
54. Julka
Problem code: JULKA
Julka surprised her teacher at preschool by solving the following riddle:
Klaudia and Natalia have 10 apples together, but Klaudia has two apples more than Natalia. How many apples does each of he girls have?
Julka said without thinking: Klaudia has 6 apples and Natalia 4 apples. The teacher tried to check if Julka's answer wasn't accidental and repeated the riddle every time increasing the numbers. Every time Julka answered correctly. The surprised teacher wanted to continue questioning Julka, but with big numbers she could't solve the riddle fast enough herself. Help the teacher and write a program which will give her the right answers.
Task
Write a program which
reads from standard input the number of apples the girls have together and how many more apples Klaudia has,
counts the number of apples belonging to Klaudia and the number of apples belonging to Natalia,
writes the outcome to standard output
Input
Ten test cases (given one under another, you have to process all!). Every test case consists of two lines. The first line says how many apples both girls have together. The second line says how many more apples Klaudia has. Both numbers are positive integers. It is known that both girls have no more than 10100 (1 and 100 zeros) apples together. As you can see apples can be very small.
Output
For every test case your program should output two lines. The first line should contain the number of apples belonging to Klaudia. The second line should contain the number of apples belonging to Natalia.
Example
Input:
10
2
[and 9 test cases more]
Output:
6
4
[and 9 test cases more]
SPOJ FCTRL, Factorial
SPOJ Problem Set (classical)
11. Factorial
Problem code: FCTRL
The most important part of a GSM network is so called Base Transceiver Station (BTS). These transceivers form the areas called cells (this term gave the name to the cellular phone) and every phone connects to the BTS with the strongest signal (in a little simplified view). Of course, BTSes need some attention and technicians need to check their function periodically.
ACM technicians faced a very interesting problem recently. Given a set of BTSes to visit, they needed to find the shortest path to visit all of the given points and return back to the central company building. Programmers have spent several months studying this problem but with no results. They were unable to find the solution fast enough. After a long time, one of the programmers found this problem in a conference article. Unfortunately, he found that the problem is so called "Travelling Salesman Problem" and it is very hard to solve. If we have N BTSes to be visited, we can visit them in any order, giving us N! possibilities to examine. The function expressing that number is called factorial and can be computed as a product 1.2.3.4....N. The number is very high even for a relatively small N.
The programmers understood they had no chance to solve the problem. But because they have already received the research grant from the government, they needed to continue with their studies and produce at least some results. So they started to study behaviour of the factorial function.
For example, they defined the function Z. For any positive integer N, Z(N) is the number of zeros at the end of the decimal form of number N!. They noticed that this function never decreases. If we have two numbers N1
Input
There is a single positive integer T on the first line of input (equal to about 100000). It stands for the number of numbers to follow. Then there are T lines, each containing exactly one positive integer number N, 1 <= N <= 1000000000.
Output
For every number N, output a single line containing the single non-negative integer Z(N).
Example
Sample Input:
6
3
60
100
1024
23456
8735373
Sample Output:
0
14
24
253
5861
2183837
11. Factorial
Problem code: FCTRL
The most important part of a GSM network is so called Base Transceiver Station (BTS). These transceivers form the areas called cells (this term gave the name to the cellular phone) and every phone connects to the BTS with the strongest signal (in a little simplified view). Of course, BTSes need some attention and technicians need to check their function periodically.
ACM technicians faced a very interesting problem recently. Given a set of BTSes to visit, they needed to find the shortest path to visit all of the given points and return back to the central company building. Programmers have spent several months studying this problem but with no results. They were unable to find the solution fast enough. After a long time, one of the programmers found this problem in a conference article. Unfortunately, he found that the problem is so called "Travelling Salesman Problem" and it is very hard to solve. If we have N BTSes to be visited, we can visit them in any order, giving us N! possibilities to examine. The function expressing that number is called factorial and can be computed as a product 1.2.3.4....N. The number is very high even for a relatively small N.
The programmers understood they had no chance to solve the problem. But because they have already received the research grant from the government, they needed to continue with their studies and produce at least some results. So they started to study behaviour of the factorial function.
For example, they defined the function Z. For any positive integer N, Z(N) is the number of zeros at the end of the decimal form of number N!. They noticed that this function never decreases. If we have two numbers N1
Input
There is a single positive integer T on the first line of input (equal to about 100000). It stands for the number of numbers to follow. Then there are T lines, each containing exactly one positive integer number N, 1 <= N <= 1000000000.
Output
For every number N, output a single line containing the single non-negative integer Z(N).
Example
Sample Input:
6
3
60
100
1024
23456
8735373
Sample Output:
0
14
24
253
5861
2183837
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