What do you mean but I think yes the user location is usually a city
Answer:
PROGRAM QuadraticEquation
Solver
IMPLICIT NONE
REAL :: a, b, c
;
REA :: d
;
REAL :: root1, root2
;
//read in the coefficients a, b and c
READ(*,*) a, b, c
WRITE(*,*) 'a = ', a
WRITE(*,*) 'b = ', b
WRITE(*,*) 'c = ', c
WRITE(*,*)
// computing the square root of discriminant d
d = b*b - 4.0*a*c
IF (d >= 0.0) THEN //checking if it is solvable?
d = SQRT(d)
root1 = (-b + d)/(2.0*a) // first root
root2 = (-b - d)/(2.0*a) // second root
WRITE(*,*) 'Roots are ', root1, ' and ', root2
ELSE //complex roots
WRITE(*,*) 'There is no real roots!'
WRITE(*,*) 'Discriminant = ', d
END IF
END PROGRAM QuadraticEquationSolver
Hi!
I have a slight understanding of excel, it depends on what you need.
It’s C vinyl records permit magnetic fields
No need to woory abt age !!! In today's competitive grant world, this phenomenon is exacerbated. It is dangerous to one's funding to go against the trend, and if there is a lab to support and mouths to feed, the disincentives are great. This phenomenon stifles creativity, perhaps far more than biological age does.
<span>While it is not frequently acknowledged either in the popular press or in scientific literature, a significant fraction of scientific discovery is the result of serendipity (or to put it more bluntly, luck). From the discovery of penicillin by Fleming to the discovery of new ionization techniques such as MALDI that power modern mass-spectrometry based proteomic research, luck has frequently played a big role. Such discoveries are generally attributed to hard work and genius, rather than to luck. Doing so gives the “genius” too much credit and luck too little.
</span><span>Risk taking is where most of the big discoveries in science lie. so takerisks.
</span>enjoy always specially when you r working and learn to say no
Learning to say “no” is particularly important for young faculty, who find themselves barraged with such requests, and who can easily get sucked into full-time committee duties. It is wise to step back frequently and ask, “overall, is this work I am doing fun?” If the answer is no, perhaps it is time to revisit and consider diving into a new area.
<span>Note the distinction in this guideline from: “learn to write and present well.”
</span><span>Understanding and conveying the big picture for one's work is perhaps the greatest challenge facing young scientists
</span>That's all I can give.
