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Here, argnum specifies the number of the argument (starting from zero) to display. The minimum width of the field is specified by width, and the format is specified by fmt. The width and fmt are optional. During execution, when a format specifier is encountered in the format string, the corresponding argument, as specified by argnum, is substituted and displayed. Thus, the position of a format specification within the format string determines where its matching data will be displayed. Both width and fmt are optional. Therefore, in its simplest form, a format specifier simply indicates which argument to display. For example, {0} indicates arg0, {1} specifies arg1, and so on. Let s begin with a simple example. The statement
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Size = 10 Original contents: A B C D E F G H I J Size after insert = 20 Contents after insert: A B X X X X X X X X X X C D E F G H I J Size after erase = 10 Contents after erase: A B C D E F G H I J
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appendix is a slightly edited form of the IGDA Education Committee s Curriculum Framework document (February 2003 version). As I explained in 5, you can use it in two ways: to decide what you want to study in college or other training programs for game developers, and to compare academic programs with the recommendations listed here. This isn t what the Education Committee intended it for, but I think it should be useful to you all the same. At press time, this was the latest version of the Curriculum Framework, but it will continue to be revised from time to time. If you want to see if a new edition is available, visit the IGDA web site at From this point on the text is taken directly from the IGDA Education Committee. In some places I have made editorial comments, and that text looks like this paragraph. Ernest
#include <iostream> using namespace std; class myclass { int num; public: myclass(int i) { num = i; } int getnum() { return num; } }; int main() { myclass o(10); cout << o.getnum() << endl; // displays 10 // now, use implicit conversion to assign new value o = 1000; cout << o.getnum() << endl; // displays 1000 return 0; }
2. Suggest that they correlate costs to revenue to see if cost increases resulted in increases in revenue. B. Encourage them to be creative. 1. Announce that no categories are exempt from consideration.
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