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birt ean 13

birt ean 13

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Listing 2-7. Appending Text with the SQL*Plus APPEND Command SQL> L1 1* slect eename, bdate SQL> c/slect ee/select e/ 1* select ename, bdate SQL> A , deptno 1* select ename, bdate, deptno SQL> L 1 select ename, bdate, deptno 2* from employees SQL> Note that the SQL*Plus APPEND command does not insert a space by default. In this case, we don t need a space, but otherwise you should specify a second space character after the APPEND command. You can also add one or more additional lines to the SQL buffer with the SQL*Plus INPUT command (abbreviated I), as shown in Listing 2-8. The lines you enter are added below the current line. If the current line is the last line in the buffer, the new lines are added at the end of the statement. This also means you need a special trick to add lines before the first line, as you ll learn in the next section. Notice the line numbering; SQL*Plus automatically generates appropriate line numbers while entering text. You can stop entering additional lines by pressing the Enter key twice, or by entering a semicolon when you are adding lines at the end of the buffer. Listing 2-8. Inserting Text with the SQL*Plus INPUT Command 1 select ename, bdate, deptno 2* from employees SQL> I 3 where ENAME -------ALLEN WARD MARTIN BLAKE TURNER JONES SQL> deptno = 30;

for the past two years, I saw rsthand what was working and what needed improvement In this book, I highlighted more prominently the things you need to know most, expanded on material that needed more explanation, and replaced all of the examples with new and improved versions I have added signi cant new resources and materials to help people get through the most dif cult hurdles in structuring and designing BBP presentations Based on feedback from groups and individuals, I simpli ed the terms used in the key tools and streamlined the process to remove roadblocks to easier understanding and faster implementation People asked for more speci c examples of BBP in action, so 1 describes a headline-making BBP presentation, s 4 through 8 use a new example to demonstrate how to apply BBP step by step, and 9 shows more examples.

sometimes sees code like this code:

if ( x < y ) { swap = x x = y y swap }

BDATE DEPTNO ----------- -------20-FEB-1961 30 22-FEB-1962 30 28-SEP-1956 30 01-NOV-1963 30 28-SEP-1968 30 03-DEC-1969 30

People expect a new phenomenon to resemble similar phenomena they ve seen before. They expect a new control construct to work the same as old constructs; programming-langauge while statements to work the same as real-life while statements; and variable names to be the same as they ve been before. You see what you expect to see and thus overlook differences, like the misspelling of the word language in the previous sentence. What does psychological set have to do with debugging First, it speaks to the importance of good programming practices. Good formatting, commenting, variable names, routine names, and other elements of programming style help structure the programming background so that likely defects appear as variations and stand out.

People asked for more ways to explain to others the why and the how of BBP, so 2 shows why BBP works so well in terms of three research realities, 3 shows step by step how the process will unfold, and 11 on the companion CD shows a quick exercise you can conduct to introduce BBP to your team People asked for a community they could join to learn more about BBP and to collaborate with others, so a new companion Web site at wwwbeyondbulletpointscom now ful lls that need This book focuses on applying BBP with PowerPoint 2007 and using the software s new features to accelerate the graphic design process and eliminate the guesswork for those who are not designers or technical experts As before, this book assumes that you are not a graphic designer and do not know graphics software beyond PowerPoint 2007.

The second impact of psychological set is in selecting parts of the program to examine when an error is found. Research has shown that the programmers who debug most effectively mentally slice away parts of the program that aren t relevant during debugging (Basili, Selby, and Hutchens 1986). In general, the practice allows excellent programmers to narrow their search fields and find defects more quickly. Sometimes, however, the part of the program that contains the defect is mistakenly sliced away. You spend time scouring a section of code for a defect, and you ignore the section that contains the defect. You took a wrong turn at the fork in the road and need to back up before you can go forward again. Some of the suggestions in Section 23.2 s discussion of tips for finding defects are designed to overcome this debugging blindness.