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  • Problem B: Fun House
    way lower case x s mark the walls the mirrors are given by the forward and backward slash characters and open spaces with no visual obstructions are marked by periods and the desired placement of the exit is marked with an ampersand In the input diagram there is an x in place of the since the exit has not yet been located You need to alter the input diagram by replacing the proper x with an to identify the exit Note that entrances and exits can appear on any of the walls although never a corner and that it is physically impossible for the exit to be the same as the entrance You don t need to understand why this is so although it may be fun to think about xxxxxxxxxxx x x x x x x x xxxxxx xxxx Input Each room will be preceded by two integers W and L where 5 W 20 is the width of the room including the border walls and 5 L 20 is the length of the room including the border walls Following the specification of W and L are L additional lines containing the room diagram with each line having W characters from the alphabet x The perimeter will always be comprised of walls except for one asterisk which marks the entrance the exit is not yet marked A line with two zeros indicates the end of input data Output For each test case the first line will contain the word HOUSE followed by a space and then an integer that identifies the given fun house sequentially Following that should be a room diagram which includes the proper placement of the exit door as marked by an ampersand Note In both Java and C the backslash character has special meaning as

    Original URL path: http://campus.murraystate.edu/academic/faculty/wlyle/345/FunHouse.html (2016-01-26)
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  • Problem G: Reverse Rot
    1990 s and into the early 2000 s It has been decided by Insecure Inc to develop a product that improves upon this scheme by first reversing the entire string and then rotating it As an example if we apply this scheme to string ABCD with a reversal and rotation of 1 after the reversal we would have DCBA and then after rotating that by 1 position we have the result EDCB Your task is to implement this encoding scheme for strings that contain only capital letters underscores and periods Rotations are to be performed using the alphabet order ABCDEFGHIJKLMNOPQRSTUVWXYZ Note that underscore follows Z and the period follows the underscore Thus a forward rotation of 1 means A is shifted to B that is A B B C Z and A Likewise a rotation of 3 means A D B E C Input Each input line will consist of an integer N followed by a string N is the amount of forward rotation such that 1 N 27 The string is the message to be encrypted and will consist of 1 to 40 characters using only capital letters underscores and periods The end of the input will be denoted

    Original URL path: http://campus.murraystate.edu/academic/faculty/wlyle/345/ReverseRot.html (2016-01-26)
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  • f display Testing the function EQUALSIMP newline display list1 display list1 newline display list2 display list2 newline display Is list1 list2 display EQUALSIMP list1 list2 newline display list3 display list3 newline display Is list1 list3 display EQUALSIMP list1 list3 newline Now let s define the function EQUAL define EQUAL lis1 lis2 cond not list lis1 eq lis1 lis2 not list lis2 F null lis1 null lis2 null lis2 F EQUAL

    Original URL path: http://campus.murraystate.edu/academic/faculty/wlyle/415/sample.scm.txt (2016-01-26)
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  • Git Tasks
    a repository Clone a repository Track a file Stage a file Check the status of a file Check file differences Commit changes to a repository Remove a file Rename Move a file View the commit history Unmodify a file Work

    Original URL path: http://campus.murraystate.edu/academic/faculty/wlyle/430/GitTasks.htm (2016-01-26)
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  • Murray State University Universi
    s schedule Thus it offers a semester of study at a German university to students with little or no prior knowledge of the German language Offered every fall semester it combines German language instruction at the introductory and intermediate levels with courses in various disciplines taught in English by Murray State faculty Students from Universität Regensburg attend Murray State University as part of the program This page offers videos and

    Original URL path: http://campus.murraystate.edu/sir/ (2016-01-26)
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  • in a strict scientific sense What they were stating then is that they believed what they were about to say was true fact in a moral sense and that as far as they were concerned its truth needed no proof that is it was self evident The truth they believed was that all people are created by God in His image and that as a result all people share an equal and inherent worth that sets them apart from other living things This is purely and simply a statement of religious faith and back in 1776 that meant something Stemming from their divine creation and special status people possess certain unalienable rights which may not rightfully be taken away and among these are life liberty and the pursuit of Happiness This clearly says there are other rights not listed there and in the same paragraph the authors later add a fourth the right to rebel against a despotic government It is interesting to note that this right is then elevated to a duty They continue that governments exist to preserve and protect these rights deriving their just powers from the consent of the governed Notice the adjective just here governments derive only their just powers not all their powers from the consent of those governed This requires belief or faith in a standard of right and wrong Let us return to the idea that people have a right and a duty to resist tyranny What our patriot forefathers said is that people have this right and duty when they themselves are victims of tyranny but when people themselves are not victims of tyranny do they have the right and the duty to free or help to free others who are Does this depend on whether the victims are aware of and are dissatisfied with their condition Does this depend on the extent or the barbarity of the tyranny Does this depend on who the tyrants and victims are Thus the Declaration of Independence raises interesting questions that go beyond 1776 When many of these same patriot forefathers added the Bill of Rights to the Constitution in 1791 they reverted to the Lockean trio of natural rights that is life liberty and property in the Fifth Amendment To them property and pursuit of happiness were basically the same thing that is one could not pursue happiness without property Another question arises here however and that question is are these and other natural rights equal among themselves or are they ranked In other words is one s right to life superior to one s right to liberty and is one s right to liberty greater than one s right to property or the pursuit of happiness With the adoption of the Constitution in 1789 our nation s attention shifted for a time away from the Declaration of Independence to the interpretation and implementation of the Constitution itself This is understandable but as the slavery issue became more and more controversial there were

    Original URL path: http://campus.murraystate.edu/academic/faculty/wrose/selfevident.htm (2016-01-26)
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  • Presidential Paradigms Past and Present
    a four year term powers and compensation Tatalovich and Engeman describe the Hamiltonian paradigm as envisioning a strong Presidency in a strong but limited national government meaning that the President should provide effective leadership to a government that guarded its prerogatives and exercised its enumerated powers vigorously while not intruding on the powers reserved to the states Jefferson and his followers were obsessed with the fictitious notion that Washington Hamilton and John Adams were intent on reestablishing an hereditary monarchy in the United States and making sure this did not happen was the purpose of Jefferson s successful campaign for the presidency in 1800 Having come to power and aided by the convenient deaths of Washington and Hamilton they did much in the ensuing years to dismantle the successful executive foundations laid by their predecessors Their vision was a weak presidency in a weak national government meaning that what national leadership there was should come from Congress not the President and that the primary centers of government should be the sovereign states The President was to be a sort of national executive secretary or chief clerk and with the major exception of Lincoln and a few minor exceptions here and there this view of the Presidency dominated the 19 th century They favored a weak military and interpreted the Constitution very narrowly opposing a national bank and Henry Clay s American Plan for internal improvements The last third of the 19 th century was a time of great change and the city of Washington thought a major earthquake had been followed by a terrible hurricane after Theodore Roosevelt had been in office for a while The New York cowboy was in the White House and things never were the same Severe economic and social problems of national scope had developed due to industrialization and immigration and Teddy vigorously led the Congress and the country in addressing them thereby becoming the first modern president He also was the first President to play a role in international politics and won the Nobel Peace Prize for his efforts in ending the Russo Japanese War His presidency went beyond Hamiltonianism because it provided the transition to the Progressive or Rooseveltian paradigm a strong presidency in an unlimited national government This process was aided by Woodrow Wilson and World War I but then the country lapsed back into the Jeffersonian mode under Harding Coolidge and Hoover Herbert Hoover was a good and intelligent man who was blindsided by bad luck with which he could not cope but with 25 of the labor force unemployed in 1932 prosperity is just around the corner was not good enough FDR whose image of the Presidency was himself in office defined the Rooseveltian paradigm and redefined the Presidency for 50 years The national or federal government was the primary government and the chief executive was the primary force in that government with Congress and the states decidedly secondary This view was dominant among the intelligentsia and media elites and

    Original URL path: http://campus.murraystate.edu/academic/faculty/wrose/presidential%20paradigms%20past%20and%20present.htm (2016-01-26)
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  • Help
    pertinent information on the class The Menu for this section has buttons to expand all the classes to perform a new search and to view your current Virtual Schedule Also it has other notes and message you need to be aware of Refer to the menu every time you visit this site as there may be new announcements III The Virtual Schedule IIIa General The Virtual Schedule is a planning tool for student to lay out their schedule It allows the student to quickly add and delete classes from an online note pad This procedure requires that your browser be able to process JavaScript Almost all new browsers support JavaScript if your browser is a version 4 browser ex Internet Explore 4 Netscape Navigator 4 or above you should be fine To test your browser click here If a window did not pop up then you need to turn off the Virtual Schedule option The first time you add a class to the Virtual Schedule it will create a pop up window that will contain your class information If you close your class schedule window don t worry the information is still there the next time you add a class or press the View Virtual Schedule button on the Menu section of the results page your schedule will pop back up IIIb Layout The Virtual Schedule is laid out into three sections The first section is just a list of the class you have added Here you can view the fully expanded entry of the class and also delete classes you don t want anymore Some classes have required labs theses two entries will be locked to each other You won t be able to delete the lab you have to delete the class and the lab will go with

    Original URL path: http://campus.murraystate.edu/classes/help.cfm?cfid=6801&cftoken=e3d53e6868b20f6e-EF4C02AD-5056-9122-DA3DA7DF473D5DB0 (2016-01-26)
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