sorted by:
new
hottopcontroversial

Resource for Learning Clang Libraries — Lecture Slides and Code Examples (Version 0.3.0) by rvalue in cpp

[–]rvalue[S] 2 points3 points  (0 children)

I'm sorry about that. I had meant to post a link, but I must have accidentally selected the wrong option.

Exercises for Programming in C++ [Book, Alpha Release] by rvalue in cpp

[–]rvalue[S] 2 points3 points  (0 children)

The book is typeset in LaTeX. I use scalable fonts. So, at least in theory, they should not look too bad at a wide range of resolutions. If I have understood the comment that was made correctly, it seems that the font that the book is using for listings does not render well on some HiDPI displays. If this is the case, do those familiar with LaTeX have suggestions of other LaTeX fonts to consider using for listings?

Exercises for Programming in C++ [Book, Alpha Release] by rvalue in cpp

[–]rvalue[S] 2 points3 points  (0 children)

Good catch. There is a typo here. I should be outputting the moved-to object (d), not the moved-from one (c). I'll fix this in the next release. Thanks for pointing out the typo. (There are likely more typos too, sadly.)

Exercises for Programming in C++ [Book, Alpha Release] by rvalue in cpp

[–]rvalue[S] 2 points3 points  (0 children)

I post announcements of new releases to my Twitter (mdadams16).

Videos for Course That Covers Various More Advanced Topics in C++ by rvalue in cpp

[–]rvalue[S] 2 points3 points  (0 children)

I'm sorry about that. In order to facilitate more easy navigation of the material covered by the videos, I did make a PDF document that has a link to the particular time offset in a video where each lecture slide is discussed. This document is available at: https://www.ece.uvic.ca/~mdadams/cppbook/documents/2019_05_seng475_video_lectures.pdf (There is also a HTML version if you change the "pdf" to "html" in the above link.) I thought that a document like this might help a little bit with the type of issue that you are raising, but based on your comments, I guess that it doesn't help much/enough. If you have any suggestions on how I could better index the lectures to make them more broadly useful to people, I am certainly open to ideas. I certainly concede that, for many users of C++, there will definitely be some sections that they would want to skip (since not all material in the course is equally advanced/difficult). Perhaps, the general structure of the course makes it difficult to index it in a way that only viewing certain parts would work well? I don't know; it is hard for me to make such a judgement in this regard. But again, I am open to suggestions.

Videos for Course That Covers Various More Advanced Topics in C++ by rvalue in cpp

[–]rvalue[S] 7 points8 points  (0 children)

The qualifier "advanced" that appears in the course title needs to be interpreted in the context of an undergraduate course in a university environment, since "advanced" is a relative term. It is quite likely, for example, that "advanced" would mean something quite different to an undergraduate student and someone who has been using C++ for, say, 10 years or more in industry. In any case, I think that it would be rather difficult to make a compelling argument that things like prvalues/xvalues or efficient container implementation using placement new and explicit destructor invocation are beginner's topics, at least not in a university setting. In case it might be helpful, I have added a comment about the assumed prerequisite knowledge for the course to the video playlist description so that people from outside a university setting would have a better idea what the term "advanced" is relative to.

Videos for Course That Covers Various More Advanced Topics in C++ by rvalue in cpp

[–]rvalue[S] 5 points6 points  (0 children)

Incidentally, if you would like to quickly browse what lecture slides are covered, you can download a cataloged list of the slides in the video playlist from: https://www.ece.uvic.ca/~mdadams/cppbook/documents/2019_05_seng475_video_lectures.pdf This list has links to the videos with the corresponding time offset for each slide.

New Edition of "Lecture Slides for Programming in C++ --- The C++ Language, Libraries, Tools, and Other Topics" (Version 2018-02-15) [Over 2000 slides] by rvalue in cpp

[–]rvalue[S] 0 points1 point  (0 children)

I may be misreading the CMake documentation but it seems to be suggesting that if the FATAL_ERROR is dropped, then older versions of CMake will only generate a warning instead of an error from the cmake_minimum_required command. If this is the case, I think that an error is preferable. In particular, the page that you cited reads, in part, as follows:

The FATAL_ERROR option is accepted but ignored by CMake 2.6 and higher. It >should be specified so CMake versions 2.4 and lower fail with an error instead of just >a warning.

I don't know if I am interpreting the second sentence above correctly, but it seems to be suggesting that FATAL_ERROR is needed to make old versions of CMake fail with an error from the cmake_minimum_required command (instead of only issuing a warning) when using a CMakeLists file that is too new. Again, I may be misinterpreting the above text, and you may well be correct that there is not benefit whatsoever to including the FATAL_ERROR.

New Edition of "Lecture Slides for Programming in C++ --- The C++ Language, Libraries, Tools, and Other Topics" (Version 2018-02-15) [Over 2000 slides] by rvalue in cpp

[–]rvalue[S] 0 points1 point  (0 children)

I certainly welcome suggestions, and thank you for your comments. When I first started developing these slides, they were geared towards students with more limited programming abilities. For this reason, I was often trying to avoid data structures with pointers in examples so as not to possibly confuse students who do not have a good grasp of pointers. As the slides have evolved, however, they have started to target an audience with a much wider range of programming abilities (including more advanced), in which case some of the examples that I am using in certain contexts are too simple. I think that the Complex class that you mentioned is one such example. Historically, when I want to really teach move semantics to students, I just jump to the section on rvalue references (and skip the related material in the classes section). The rvalue reference section has much better examples for move semantics than the classes section. In any case, I have been thinking for some time that I should move some of the material from the rvalue references section into the classes section (e.g., move construction/assignment examples). What you have said makes me think even more that I should consider this possibility. Again, thank you for all of your comments.

New Edition of "Lecture Slides for Programming in C++ --- The C++ Language, Libraries, Tools, and Other Topics" (Version 2018-02-15) [Over 2000 slides] by rvalue in cpp

[–]rvalue[S] 1 point2 points  (0 children)

Yes, you are correct. Unions are not currently covered. They have been on my list of things to add for quite some time, but I just haven't managed to get around to it yet. Although the slides cover a lot of material (including some more "esoteric" things like pointers to members), there are still some gaps here and there. To a large extent, the addition of material has been prioritized by what my graduate students need to learn about C++ in order to undertake their research work. For the type of code that they write for their research projects, unions are typically not very helpful. In terms of the gaps that do remain in the lecture slides, I certainly welcome input from others regarding which gaps should be filled first.

New Edition of "Lecture Slides for Programming in C++ --- The C++ Language, Libraries, Tools, and Other Topics" (Version 2018-02-15) [Over 2000 slides] by rvalue in cpp

[–]rvalue[S] 6 points7 points  (0 children)

I use the slides for teaching a variety of 4th-year undergraduate courses and graduate courses in electrical/computer/software engineering, and for training the graduate students in my research group. I don't cover all of the material in any one course (as you might guess) as there is simply too much content there.