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  • How to determine errors in java

    - by user225269
    I'm just a java beginner. Do you have any tips there on how to determine errors. I'm trying to connect to mysql derby database. I don't know how to determine the error, there is no red line, but there is a message box that shows up when I try to run the program. All I want to do is to display the first record in the database. All I get is this in the output: E:\Users\users.netbeans\6.8\var\cache\executor-snippets\run.xml:45: package Employees; import java.sql.Statement; import javax.swing.JOptionPane; import java.sql.Connection; import java.sql.DriverManager; import java.sql.SQLException; import java.sql.ResultSet; /** * * @author Nrew */ public class Students extends javax.swing.JFrame { Connection con; Statement stmt; ResultSet rs; /** Creates new form Students */ public Students() { initComponents(); DoConnect(); } public void DoConnect(){ try { String host= "jdbc:derby://localhost:1527/YURA"; String uname = "bart"; String pword = "12345"; con = DriverManager.getConnection(host, uname, pword); stmt = con.createStatement( ); String SQL = "SELECT * FROM APP.XROSS"; rs = stmt.executeQuery(SQL); rs.next(); rs.next( ); int ids = rs.getInt("IDNUM"); String idz = Integer.toString(ids); String fname = rs.getString("FNAME"); String lname = rs.getString("LNAME"); String course = rs.getString("COURSE"); String skul = rs.getString("SCHOOL"); String gen = rs.getString("GENDER"); TextIDNUM.setText(idz); TextFNAME.setText(fname); TextLNAME.setText(lname); textCOURSE.setText(course); textSCHOOL.setText(skul); textGENDER.setText(gen); } catch (SQLException err) { JOptionPane.showMessageDialog(Students.this, err.getMessage()); } } /** This method is called from within the constructor to * initialize the form. * WARNING: Do NOT modify this code. The content of this method is * always regenerated by the Form Editor. */ @SuppressWarnings("unchecked") // <editor-fold defaultstate="collapsed" desc="Generated Code"> private void initComponents() { TextIDNUM = new javax.swing.JTextField(); TextFNAME = new javax.swing.JTextField(); TextLNAME = new javax.swing.JTextField(); textCOURSE = new javax.swing.JTextField(); textSCHOOL = new javax.swing.JTextField(); textGENDER = new javax.swing.JTextField(); setDefaultCloseOperation(javax.swing.WindowConstants.EXIT_ON_CLOSE); javax.swing.GroupLayout layout = new javax.swing.GroupLayout(getContentPane()); getContentPane().setLayout(layout); layout.setHorizontalGroup( layout.createParallelGroup(javax.swing.GroupLayout.Alignment.LEADING) .addGroup(layout.createSequentialGroup() .addGap(116, 116, 116) .addGroup(layout.createParallelGroup(javax.swing.GroupLayout.Alignment.TRAILING, false) .addComponent(textGENDER, javax.swing.GroupLayout.Alignment.LEADING) .addComponent(textSCHOOL, javax.swing.GroupLayout.Alignment.LEADING) .addComponent(textCOURSE, javax.swing.GroupLayout.Alignment.LEADING) .addComponent(TextLNAME, javax.swing.GroupLayout.Alignment.LEADING) .addComponent(TextFNAME, javax.swing.GroupLayout.Alignment.LEADING) .addComponent(TextIDNUM, javax.swing.GroupLayout.Alignment.LEADING, javax.swing.GroupLayout.DEFAULT_SIZE, 151, Short.MAX_VALUE)) .addContainerGap(243, Short.MAX_VALUE)) ); layout.setVerticalGroup( layout.createParallelGroup(javax.swing.GroupLayout.Alignment.LEADING) .addGroup(layout.createSequentialGroup() .addGap(37, 37, 37) .addComponent(TextIDNUM, javax.swing.GroupLayout.PREFERRED_SIZE, javax.swing.GroupLayout.DEFAULT_SIZE, javax.swing.GroupLayout.PREFERRED_SIZE) .addGap(18, 18, 18) .addComponent(TextFNAME, javax.swing.GroupLayout.PREFERRED_SIZE, javax.swing.GroupLayout.DEFAULT_SIZE, javax.swing.GroupLayout.PREFERRED_SIZE) .addGap(18, 18, 18) .addComponent(TextLNAME, javax.swing.GroupLayout.PREFERRED_SIZE, javax.swing.GroupLayout.DEFAULT_SIZE, javax.swing.GroupLayout.PREFERRED_SIZE) .addGap(18, 18, 18) .addComponent(textCOURSE, javax.swing.GroupLayout.PREFERRED_SIZE, javax.swing.GroupLayout.DEFAULT_SIZE, javax.swing.GroupLayout.PREFERRED_SIZE) .addPreferredGap(javax.swing.LayoutStyle.ComponentPlacement.UNRELATED) .addComponent(textSCHOOL, javax.swing.GroupLayout.PREFERRED_SIZE, javax.swing.GroupLayout.DEFAULT_SIZE, javax.swing.GroupLayout.PREFERRED_SIZE) .addPreferredGap(javax.swing.LayoutStyle.ComponentPlacement.UNRELATED) .addComponent(textGENDER, javax.swing.GroupLayout.PREFERRED_SIZE, javax.swing.GroupLayout.DEFAULT_SIZE, javax.swing.GroupLayout.PREFERRED_SIZE) .addContainerGap(67, Short.MAX_VALUE)) ); pack(); }// </editor-fold> /** * @param args the command line arguments */ public static void main(String args[]) { java.awt.EventQueue.invokeLater(new Runnable() { public void run() { new Students().setVisible(true); } }); } // Variables declaration - do not modify private javax.swing.JTextField TextFNAME; private javax.swing.JTextField TextIDNUM; private javax.swing.JTextField TextLNAME; private javax.swing.JTextField textCOURSE; private javax.swing.JTextField textGENDER; private javax.swing.JTextField textSCHOOL; // End of variables declaration }

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  • Is a university education really worth it for a good programmer?

    - by Jon Purdy
    The title says it all, but here's the personal side of it: I've been doing design and programming for about as long as I can remember. If there's a programming problem, I can figure it out. (Though admittedly StackOverflow has allowed me to skip the figuring out and get straight to the doing in many instances.) I've made games, esoteric programming languages, and widgets and gizmos galore. I'm currently working on a general-purpose programming language. There's nothing I do better than programming. However, I'm just as passionate about design. Thus when I felt leaving high school that my design skills were lacking, I decided to attend university for New Media Design and Imaging, a digital design-related major. For a year, I diligently studied art and programmed in my free time. As the next year progressed, however, I was obligated to take fewer art and design classes and more technical classes. The trouble was of course that these classes were geared toward non-technical students, and were far beneath my skill level at the time. No amount of petitioning could overcome the institution's reluctance to allow me to test out of such classes, and the major offered no promise for any greater challenge in the future, so I took the extreme route: I switched into the technical equivalent of the major, New Media Interactive Development. A lot of my credits moved over into the new major, but many didn't. It would have been infeasible to switch to a more rigorous technical major such as Computer Science, and having tutored Computer Science students at every level here, I doubt I would be exposed to anything that I haven't already or won't eventually find out on my own, since I'm so involved in the field. I'm now on track to graduate perhaps a year later than I had planned, which puts a significant financial strain on my family and my future self. My schedule continues to be bogged down with classes that are wholly unnecessary for me to take. I'm being re-introduced to subjects that I've covered a thousand times over, simply because I've always been interested in it all. And though I succeed in avoiding the cynical and immature tactic of failing to complete work out of some undeserved sense of superiority, I'm becoming increasingly disillusioned by the lack of intellectual stimulation. Further, my school requires students to complete a number of quarters of co-op work experience proportional to their major. My original major required two quarters, but my current requires three, delaying my graduation even more. To top it all off, college is putting a severe strain on my relationship with my very close partner of a few years, so I've searched diligently for co-op jobs in my area, alas to no avail. I'm now in my third year, and approaching that point past which I can no longer handle this. Either I keep my head down, get a degree no matter what it takes, and try to get a job with a company that will pay me enough to do what I love that I can eventually pay off my loans; or I cut my losses now, move wherever there is work, and in six months start paying off what debt I've accumulated thus far. So the real question is: is a university education really more than just a formality? It's a big decision, and one I can't make lightly. I think this is the appropriate venue for this kind of question, and I hope it sticks around for the sake of others who might someday find themselves in similar situations. My heartfelt thanks for reading, and in advance for your help.

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  • Come see us at JavaU at JavaOne!

    - by tmcginn
    In just a little under a month, JavaOne will be in full swing (no pun intended) and thousands of Java developers will gather to hear the latest Java news, immerse themselves in Java technology and learn some new things. This year, I am fortunate enough to be able to attend, along with my Java curriculum development colleagues Matt Heimer and Mike Williams. We start our week at JavaOne teaching a one-day session at JavaU on Sunday morning. If you have never attended a training session through JavaU, you should check it out. There are some terrific sessions this year, and it might help to justify your trip to JavaOne if you can say it was for training! This year I am teaching a one day session on Java SE 7 New Features - a great session for anyone interested in the specific details of what is new in Java SE 7. Matt is teaching a one-day session on Developing Portable Java EE applications with the Enterprise JavaBeans 3.1 API and Java Persistence 2.0 API  EJB, and Mike is doing a one-day session on developing Rich Client applications with Java SE 7 using Java FX 2. I asked Matt and Mike to tell me what developers can expect from their sessions. Matt: "My session will get you up to speed on everything you need to know to create portable Java EE 6 applications using EJB 3.1 and JPA 2. I am going to cover why everyone can benefit from using EJBs (and why developers should relearn them if they haven't looked at them for years). Students who attend my session will see JPA examples showcasing how to use relational databases in an enterprise applications without programming to JDBC and without writing SQL statements. EJB and JPA benefit from being paired together, so I will also show how transaction management is easier in a container. I encourage students to bring a laptop and code as they learn!" Mike: "My session covers how to develop a rich client application using Java FX 2. Starting with the basic concepts of JavaFX, students will see how a JavaFX application is built from its layout, to its controls, to its data structures. In addition, more advanced controls like charts, smart tables, and transitions will be added to the application. Finally, a quick review of JavaFX concurrency and data binding is included. Blended with the core concepts the session will include some of the latest JavaFX technology. This includes using Scene Builder to create a JavaFX UI and connecting your XML UI definition to Java code.  In addition, packaging of the JavaFX application will be covered with some examples of the new native packaging features." As I mentioned, my session covers the changes in the Java for SE 7, including the  language changes that were voted into Java SE 7 from Project Coin. I will also look at how you can take advantage if the the new I/O library (NIO.2) for writing applications that work with files, directories and file systems. We will also look at the changes in Asynchronous I/O that are a part of the changes in NIO/2. We will spend some time looking at the changes to the Java Virtual Machine as well, including support for dynamically typed languages (JSR-292). We will spend some time looking at the Java Concurrency enhancements (JSR-166), including the new Fork/Join framework. And we'll round out the day with a look at changes in Swing, XML and a number of smaller changes in the API's. And, if these topics aren't grabbing your interest, take a look at the other 10 sessions that range from topics on architecture to how to pass the Oracle Certified Programmer I and II exams. See you soon!

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  • College Ratings via the Federal Government

    - by user9147039
    A few weeks back you might remember news about a higher education rating system proposal from the Obama administration. As I've discussed previously, political and stakeholder pressures to improve outcomes and increase transparency are stronger than ever before. The executive branch proposal is intended to make progress in this area. Quoting from the proposal itself, "The ratings will be based upon such measures as: Access, such as percentage of students receiving Pell grants; Affordability, such as average tuition, scholarships, and loan debt; and Outcomes, such as graduation and transfer rates, graduate earnings, and advanced degrees of college graduates.” This is going to be quite complex, to say the least. Most notably, higher ed is not monolithic. From community and other 2-year colleges, to small private 4-year, to professional schools, to large public research institutions…the many walks of higher ed life are, well, many. Designing a ratings system that doesn't wind up with lots of unintended consequences and collateral damage will be difficult. At best you would end up potentially tarnishing the reputation of certain institutions that were actually performing well against the metrics and outcome measures that make sense in their "context" of education. At worst you could spend a lot of time and resources designing a system that would lose credibility with its "customers". A lot of institutions I work with already have in place systems like the one described above. They are tracking completion rates, completion timeframes, transfers to other institutions, job placement, and salary information. As I talk to these institutions there are several constants worth noting: • Deciding on which metrics to measure is complicated. While employment and salary data are relatively easy to track, qualitative measures are more difficult. How do you quantify the benefit to someone who studies in one field that may not compensate him or her as well as another field but that provides huge personal fulfillment and reward is a difficult measure to quantify? • The data is available but the systems to transform the data into actual information that can be used in meaningful ways are not. Too often in higher ed information is siloed. As such, much of the data that need to be a part of a comprehensive system sit in multiple organizations, oftentimes outside the reach of core IT. • Politics and culture are big barriers. One of the areas that my team and I spend a lot of time talking about with higher ed institutions all over the world is the imperative to optimize for student success. This, like the tracking of the students’ achievement after graduation, requires a level or organizational capacity that does not currently exist. The primary barrier is the culture of "data islands" in higher ed, and the need for leadership to drive out the divisions between departments, schools, colleges, etc. and institute academy-wide analytics and data stewardship initiatives that will enable student success. • Data quality is a very big issue. So many disparate systems exist (some on premise, some "in the cloud") that keep data about "persons" using different means to identify them. Establishing a single source of truth about an individual and his or her data is difficult without some type of data quality policy and tools. Good tools actually exist but are seldom leveraged. Don't misunderstand - I think it's a great idea to drive additional transparency and accountability into the system of higher education. And not just at home, but globally. Students and parents need access to key data to make informed, responsible choices. The tools exist to not only enable this kind of information to be shared but to capture the very metrics stakeholders care most about and in a way that makes sense in the context of a given institution's "place" in the overall higher ed panoply.

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  • Storing a digital signature for bookings on a web based system

    - by Duncan
    I have a web based bookings system built for a UK higher education client to allow students to sign out equipment (laptops, camera's etc). It's been in use successfully for a couple of years, in the current workflow equipment is collected and the booking is printed, signed by the student and kept until the equipment is returned. They are emailed a pdf copy of the booking and reminders if equipment is outstanding. Students can login and prebook equipment using their university LDAP credentials, the booking is then authorised by staff for later collection, but can also walk in and have equipment booked out by staff. They would like to remove the signed paper part of the process and replace this with some sort of digital signature. The suggestion was a graphics tablet but with a web based system this would require a local software package and in my view be impractical. My thought is that students would enter their LDAP username and password upon collection of the equipment, verifying their identity and effectively digitally signing the booking. My question is what would be best to store as a signature or whether to simply authenticate the user and use a boolean flag to indicate that this has been done could be deemed sufficient?

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  • Tricky SQL query involving consecutive values

    - by Gabriel
    I need to perform a relatively easy to explain but (given my somewhat limited skills) hard to write SQL query. Assume we have a table similar to this one: exam_no | name | surname | result | date ---------+------+---------+--------+------------ 1 | John | Doe | PASS | 2012-01-01 1 | Ryan | Smith | FAIL | 2012-01-02 <-- 1 | Ann | Evans | PASS | 2012-01-03 1 | Mary | Lee | FAIL | 2012-01-04 ... | ... | ... | ... | ... 2 | John | Doe | FAIL | 2012-02-01 <-- 2 | Ryan | Smith | FAIL | 2012-02-02 2 | Ann | Evans | FAIL | 2012-02-03 2 | Mary | Lee | PASS | 2012-02-04 ... | ... | ... | ... | ... 3 | John | Doe | FAIL | 2012-03-01 3 | Ryan | Smith | FAIL | 2012-03-02 3 | Ann | Evans | PASS | 2012-03-03 3 | Mary | Lee | FAIL | 2012-03-04 <-- Note that exam_no and date aren't necessarily related as one might expect from the kind of example I chose. Now, the query that I need to do is as follows: From the latest exam (exam_no = 3) find all the students that have failed (John Doe, Ryan Smith and Mary Lee). For each of these students find the date of the first of the batch of consecutively failing exams. Another way to put it would be: for each of these students find the date of the first failing exam that comes after their last passing exam. (Look at the arrows in the table). The resulting table should be something like this: name | surname | date_since_failing ------+---------+-------------------- John | Doe | 2012-02-01 Ryan | Smith | 2012-01-02 Mary | Lee | 2012-01-04 Ann | Evans | 2012-02-03 How can I perform such a query? Thank you for your time.

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  • Login URL using authentication information in Django

    - by fuSi0N
    I'm working on a platform for online labs registration for my university. Login View [project views.py] from django.http import HttpResponse, HttpResponseRedirect, Http404 from django.shortcuts import render_to_response from django.template import RequestContext from django.contrib import auth def index(request): return render_to_response('index.html', {}, context_instance = RequestContext(request)) def login(request): if request.method == "POST": post = request.POST.copy() if post.has_key('username') and post.has_key('password'): usr = post['username'] pwd = post['password'] user = auth.authenticate(username=usr, password=pwd) if user is not None and user.is_active: auth.login(request, user) if user.get_profile().is_teacher: return HttpResponseRedirect('/teachers/'+user.username+'/') else: return HttpResponseRedirect('/students/'+user.username+'/') else: return render_to_response('index.html', {'msg': 'You don\'t belong here.'}, context_instance = RequestContext(request) return render_to_response('login.html', {}, context_instance = RequestContext(request)) def logout(request): auth.logout(request) return render_to_response('index.html', {}, context_instance = RequestContext(request)) URLS #========== PROJECT URLS ==========# urlpatterns = patterns('', (r'^media/(?P<path>.*)$', 'django.views.static.serve', {'document_root': settings.MEDIA_ROOT }), (r'^admin/', include(admin.site.urls)), (r'^teachers/', include('diogenis.teachers.urls')), (r'^students/', include('diogenis.students.urls')), (r'^login/', login), (r'^logout/', logout), (r'^$', index), ) #========== TEACHERS APP URLS ==========# urlpatterns = patterns('', (r'^(?P<username>\w{0,50})/', labs), ) The login view basically checks whether the logged in user is_teacher [UserProfile attribute via get_profile()] and redirects the user to his profile. Labs View [teachers app views.py] from django.http import HttpResponse, HttpResponseRedirect, Http404 from django.shortcuts import render_to_response from django.template import RequestContext from django.contrib.auth.decorators import user_passes_test from django.contrib.auth.models import User from accounts.models import * from labs.models import * def user_is_teacher(user): return user.is_authenticated() and user.get_profile().is_teacher @user_passes_test(user_is_teacher, login_url="/login/") def labs(request, username): q1 = User.objects.get(username=username) q2 = u'%s %s' % (q1.last_name, q1.first_name) q2 = Teacher.objects.get(name=q2) results = TeacherToLab.objects.filter(teacher=q2) return render_to_response('teachers/labs.html', {'results': results}, context_instance = RequestContext(request)) I'm using @user_passes_test decorator for checking whether the authenticated user has the permission to use this view [labs view]. The problem I'm having with the current logic is that once Django authenticates a teacher user he has access to all teachers profiles basically by typing the teachers username in the url. Once a teacher finds a co-worker's username he has direct access to his data. Any suggestions would be much appreciated.

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  • XML generation with java, trying to copy the whole node

    - by Pawel Mysior
    I've got an xml document that filled with people (parent node is "students", and there are 25+ "student" nodes). Each student looks like this: <student> <name></name> <surname></surname> <grades> <subject name=""> <small_grades></small_grades> <final_grade></final_grade> </subject> <subject name=""> <small_grades></small_grades> <final_grade></final_grade> </subject> </grades> <average></average> </student> Basically, what I want to do ('ve been asked to do) is to make a program that would get 3 students with the best average. While parsing the document and getting three best students isn't too difficult, the XML generation is a pain in the ass. Right now, what I'm doing is getting every single node from student and recreating it to a new file. Is there a way to copy the whole student node with everything that's in it? Regards, Paul

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  • CharField values disappearing after save (readonly field)

    - by jamida
    I'm implementing simple "grade book" application where the teacher would be able to update the grades w/o being allowed to change the students' names (at least not on the update grade page). To do this I'm using one of the read-only tricks, the simplest one. The problem is that after the SUBMIT the view is re-displayed with 'blank' values for the students. I'd like the students' names to re-appear. Below is the simplest example that exhibits this problem. (This is poor DB design, I know, I've extracted just the relevant parts of the code to showcase the problem. In the real example, student is in its own table but the problem still exists there.) models.py class Grade1(models.Model): student = models.CharField(max_length=50, unique=True) finalGrade = models.CharField(max_length=3) class Grade1OForm(ModelForm): student = forms.CharField(max_length=50, required=False) def __init__(self, *args, **kwargs): super(Grade1OForm,self).__init__(*args, **kwargs) instance = getattr(self, 'instance', None) if instance and instance.id: self.fields['student'].widget.attrs['readonly'] = True self.fields['student'].widget.attrs['disabled'] = 'disabled' def clean_student(self): instance = getattr(self,'instance',None) if instance: return instance.student else: return self.cleaned_data.get('student',None) class Meta: model=Grade1 views.py from django.forms.models import modelformset_factory def modifyAllGrades1(request): gradeFormSetFactory = modelformset_factory(Grade1, form=Grade1OForm, extra=0) studentQueryset = Grade1.objects.all() if request.method=='POST': myGradeFormSet = gradeFormSetFactory(request.POST, queryset=studentQueryset) if myGradeFormSet.is_valid(): myGradeFormSet.save() info = "successfully modified" else: myGradeFormSet = gradeFormSetFactory(queryset=studentQueryset) return render_to_response('grades/modifyAllGrades.html',locals()) template <p>{{ info }}</p> <form method="POST" action=""> <table> {{ myGradeFormSet.management_form }} {% for myform in myGradeFormSet.forms %} {# myform.as_table #} <tr> {% for field in myform %} <td> {{ field }} {{ field.errors }} </td> {% endfor %} </tr> {% endfor %} </table> <input type="submit" value="Submit"> </form>

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  • Can someone copyright an SQL query?

    - by Samutz
    I work for a school district. Every year we have to export a list of students from our student management system and send it to a company that handles our online exams. So to do this export, we had to hire someone who knew the inner workings of our student management system. He wrote an sql (Adaptive Sybase SQL Anywhere) query to export the students to a csv file like we needed. This was before I started working for the district, so for a while I assumed this was an actually application, until it came time for me to do the export myself. And every year he charges us $500 to update this query to export the students for the current year. So when I discovered it was only a query (.bat file and .sql file), my thought was "I can update this myself". All I have to do is change the years in the query (eg. 2009 to 2010). The query (.sql file) itself has this comment at the top: // This code was writtend by [the guy] // and is the property of [his company]...Copyright 2005,2006,2008,2009 // This code MAY NOT BE USED without the expressed written consent of // [his company]. (Yes, it really does says "writtend".) So now my boss is worried that we're violating the copyright. And that the guy is gonna find out that I updated the query myself because we haven't asked him to update it this year and take legal action. So back to the subject's question: Can he really copyright this query? And if so, is modifying it ourselves a copyright violation? In my mind, a single query isn't program code. It's more a command line command. But I don't know what it's considered legally.

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  • xmlEncoder not writing in netBeans

    - by Greg
    Hi, I am trying to use the xmlEncoder to write to xml file in net-beans but it doesnt work. Here is the call to the writing function: dbManipulator.writeStudents(deps); where deps = new Hashtable<String, Department>(); dbManipulator = new DataBaseManipulator(); Department is an class-object I made, and here is writeStudents method which is located in the DataBaseManipulator class: public void writeStudents(Hashtable<Integer, Student> students) { XMLEncoder encoder = null; try { encoder = new XMLEncoder(new FileOutputStream(".\\test\\Students.xml")); } catch(Exception e){} encoder.writeObject(students); encoder.close(); }//end of function writeStudents() Any ideas why it isnt working? I tried changing the hashtable to vector but still the xml file looks like that after the writing: <?xml version="1.0" encoding="UTF-8"?> <java version="1.6.0_18" class="java.beans.XMLDecoder"> <object class="java.util.Hashtable"/> </java> Thanks in advance, Greg

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  • KODO: how set up fetch plan for bidirectional relationships?

    - by BestPractices
    Running KODO 4.2 and having an issue inefficient queries being generated by KODO. This happens when fetching an object that contains a collection where that collection has a bidrectional relationship back to the first object. Class Classroom { List<Student> _students; } Class Student { Classroom _classroom; } If we create a fetch plan to get a list of Classrooms and their corresponding Students by setting up the following fetch plan: fetchPlan.addField(Classroom.class,”_students”); This will result in two queries (get the classrooms and then get all students that are in those classrooms), which is what we would expect. However, if we include the reference back to the classroom in our fetch plan in order for the _classroom field to get populated by doing fetchPlan.addField(Student.class, “_classroom”), this will result in X number of additional queries where X is the number of students in each classroom. Can anyone explain how to fix this? KODO already has the original Classroom objects at the point that it's executing the queries to retrieve the Classroom objects and set them in each Student object's _classroom field. So I would expect KODO to simply set those objects in the _classroom field on each Student object accordingly and not go back to the database. Once again, the documentation is sorely lacking with Kodo/JDO/OpenJPA but from what I've read it should be able to do this more efficiently. Note-- EAGER_FETCH.PARALLEL is turned on and I have tried this with caching (query and data caches) turned on and off and there is no difference in the resultant queries.

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  • Help with SQL query (Calculate a ratio between two entitiess)

    - by Mestika
    Hi, I’m going to calculate a ratio between two entities but are having some trouble with the query. The principal is the same to, say a forum, where you say: A user gets points for every new thread. Then, calculate the ratio of points for the number of threads. Example: User A has 300 points. User A has started 6 thread. The point ratio is: 50:6 My schemas look as following: student(studentid, name, class, major) course(courseid, coursename, department) courseoffering(courseid, semester, year, instructor) faculty(name, office, salary) gradereport(studentid, courseid, semester, year, grade) The relations is a following: Faculity(name) = courseoffering(instructor) Student(studentid) = gradereport (studentid) Courseoffering(courseid) = course(courseid) Gradereport(courseid) = courseoffering(courseid) I have this query to select the faculty names there is teaching one or more students: SELECT COUNT(faculty.name) FROM faculty, courseoffering, gradereport, student WHERE faculty.name = courseoffering.instructor AND courseoffering.courseid = gradereport.courseid AND gradereport.studentid = student.studentid My problem is to find the ratio between the faculty members salary in regarding to the number of students they are teaching. Say, a teacher get 10.000 in salary and teaches 5 students, then his ratio should be 1:5. I hope that someone has an answer to my problem and understand what I'm having trouble with. Thanks Mestika

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  • In what order should the Python concepts be explained to absolute beginners?

    - by Tomaž Pisanski
    I am teaching Python to undergraduate math majors. I am interested in the optimal order in which students should be introduced to various Python concepts. In my view, at each stage the students should be able to solve a non-trivial programming problem using only the tools available at that time. Each new tool should enable a simpler solution to a familiar problem. A selection of numerous concepts available in Python is essential in order to keep students focused. They should also motivated and should appreciate each newly mastered tool without too much memorization. Here are some specific questions: For instance, my predecessor introduced lists before strings. I think the opposite is a better solution. Should function definitions be introduced at the very beginning or after mastering basic structured programming ideas, such as decisions (if) and loops (while)? Should sets be introduced before dictionaries? Is it better to introduce reading and writing files early in the course or should one use input and print for most of the course? Any suggestions with explanations are most welcome.

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  • many to many relationship mysql select

    - by zeina
    Let's consider 2 tables "schools" and "students". Now a student may belong to different schools in his life, and a school have many students. So this is a many to many example. A third table "links" specify the relation between student and school. Now to query this I do the following: Select sc.sid , -- stands for school id st.uid, -- stands for student id sc.sname, -- stands for school name st.uname, -- stands for student name -- select more data about the student joining other tables for that from students s left join links l on l.uid=st.uid -- l.uid stands for the student id on the links table left join schools sc on sc.sid=l.sid -- l.sid is the id of the school in the links table where st.uid=3 -- 3 is an example this query will return duplicate data for the user id if he has more than one school, so to fix this I added group by st.uid, yet I also need the list of school name related to the same user. Is there a way to do it with fixing the query I wrote instead of having 2 queries? So as example I want to have Luci of schools ( X, Y, Z, R, ...) etc

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  • @ManyToMany Duplicate Entry Exception

    - by zp26
    I have mapped a bidirectional many-to-many exception between the entities Course and Trainee in the following manner: Course { ... private Collection<Trainee> students; ... @ManyToMany(targetEntity = lesson.domain.Trainee.class, cascade = {CascadeType.All}, fetch = {FetchType.EAGER}) @Jointable(name="COURSE_TRAINEE", joincolumns = @JoinColumn(name="COURSE_ID"), inverseJoinColumns = @JoinColumn(name = "TRAINEE_ID")) @CollectionOfElements public Collection<Trainee> getStudents() { return students; } ... } Trainee { ... private Collection<Course> authCourses; ... @ManyToMany(cascade = {CascadeType.All}, fetch = {FetchType.EAGER}, mappedBy = "students", targetEntity = lesson.domain.Course.class) @CollectionOfElements public Collection<Course> getAuthCourses() { return authCourses; } ... } Instead of creating a table where the Primary Key is made of the two foreign keys (imported from the table of the related two entities), the system generates the table "COURSE_TRAINEE" with the following schema: I am working on MySQL 5.1 and my App. Server is JBoss 5.1. Does anyone guess why?

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  • RoR ActiveRecord f.select nil method error

    - by sellis6688
    Whenever I use an f.select statement to determine assignment_id(or student_id), and I should get a validation error, I get this error instead of the validation message: You have a nil object when you didn't expect it! You might have expected an instance of Array. The error occurred while evaluating nil.collect Extracted source (around line #11): 8: </p> 9: <p> 10: <%= f.label 'Assignment:' %><br /> 11: <%= f.select(:assignment_id, @assignments.collect {|p| [p.ass_num, p.id]})%> 12: </p> 13: <p> 14: <%= f.label 'First Student:' %><br /> My grades model: class Grade < ActiveRecord::Base has_and_belongs_to_many :students belongs_to :assignment validates_presence_of :score, :assignment_id, :student_id validates_numericality_of :score, :greater_than_or_equal_to => 0, :less_than_or_equal_to => 100, :allow_nil => true validates_uniqueness_of :student_id, :scope => :assignment_id end If I use a text_field, I don't get the error... but there's far too many students for that. Neither @assignments nor @students are nil. Any suggestions?

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  • Looking for MSSQL Table Design Sanity Check for Profile Tables with Dynamic Columns.

    - by Code Sherpa
    I just want a general sanity check regarding database design. We are building a web system that has both Teachers and Students. Both have accounts in the system. Both have profiles in the system. My question is about the table design of those Profile tables. The Teacher profile is pretty static regarding the metadata associated with it. Each teacher has a set number of fields that exposes information about that individual (schools, degrees, etc). The students, however, are a different case. We are using a windows service to pull varying data about the students from an endless stream of excel spreadsheets. The data gets moved into our database and then the fields appear in association with the student's profile. Accordingly, each and every student may have very different fields in their profile. I originally started with the concept of three tables: Accounts ---------- AccountID TeacherProfiles ---------- TeacherProfileID AccountID SecondarySchool University YearsTeaching Etc... StudentProfiles ---------- StudentProfileID AccountID Header Value The StudentProfiles table would hold the name of the column headers from the excel spreadsheets and the associated values. I have since evolved the design a little to treat Profiles more generically per the attached ERD image. The Teacher and Student "Headers" are stored in a table called "ProfileAttributeTypes" and responses (either from the excel document or via input fields on the web form) are put in a ProfileAttributes table. This way both Student and Teacher profiles can be associated with a dynamic flow of profile fields. The "Permissions" table tells us whether we are dealing with a Student or a Teacher. Since this system is likely to grow quickly, I want to make sure the foundation is solid. Can you please provide feedback about this design and let me know if it seems sound or if you could see problems it might create and, if so, what might be a better approach? Thanks in advance.

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  • What is better for a student programming in C++ to learn for writing GUI: C# vs QT?

    - by flashnik
    I'm a teacher(instructor) of CS in the university. The course is based on Cormen and Knuth and students program algorithms in C++. But sometimes it is good to show how an algorithm works or just a result of task through GUI. Also in my opinion it's very imporant to be able to write full programs. They will have courses concerning GUI but a three years, later, in fact, before graduatuion. I think that they should be able to write simple GUI applications earlier. So I want to teach them it. How do you think, what is more useful for them to learn: programming GUI with QT or writing GUI in C# and calling unmanaged C++ library? Update. For developing C++ applications students use MS Visual studio, so C# is already installed. But QT AFAIK also can be integrated into VS. I have following pros of C# (some were suggested there in answers): The need to make an additional layer. It's more work, but it forces you explicitly specify contract between GUI and processing data. The border between GUI and algorithms becomes very clear. It's more popular among employers. At least, in Russia where we live. It's rather common to write performance-critical algorithms in C++ and PInvoke them from well-looking C# application/ASP.Net website. Maybe it is not so widespread in the rest of the world but in Russia Windows is very popular, especially in companies and corporations due to some reasons, so most of b2b applications are Windows applications. Rapid development. It's much quicker to code in .Net then in C++ due to many reasons. And the con is that it's a new language with own specific for students. And the mess with invoking calls to library.

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  • Consecutive absences in MySQL

    - by pepersview
    Hi, I have 2 tables in my db: students and absences. In students: id_student, s_name; and in absences: id_student, date, day(the day of the week as number-it's not so important); I would like to get the students that were absent for more than 2 days consecutive and the dates. At the moment I have the next query: /*To control when the days are in the same week*/ SELECT id_student, date, dayname(date),date_add(date, INTERVAL 1 DAY) AS a, dayname(date_add(date, INTERVAL 1 DAY)) AS an, date_add(date, INTERVAL 2 DAY) AS b, dayname(date_add(date, INTERVAL 2 DAY)) AS bn FROM absences AS a WHERE id_student IN (SELECT id_student FROM absences WHERE id_student = a.id_student AND date = date_add(a.date, INTERVAL 1 DAY) ) AND id_student IN (SELECT id_student FROM absences WHERE id_student = a.id_student AND date = date_add(a.date,INTERVAL 2 DAY) ) UNION /*To control when the days jump to the next week*/ SELECT id_student, date, dayname(date),date_add(date, INTERVAL 3 DAY) AS a, dayname(date_add(date, INTERVAL 3 DAY)) AS an, date_add(date, INTERVAL 4 DAY) AS b, dayname(date_add(date, INTERVAL 4 DAY)) AS bn FROM absences AS a WHERE id_student IN (SELECT id_student FROM absences WHERE id_student = a.id_student AND date = date_add(a.date, INTERVAL 3 DAY) ) AND id_student IN (SELECT id_student FROM absences WHERE id_student = a.id_student AND date = date_add(a.date,INTERVAL 4 DAY) ) /* To avoid the case (Monday-Thursday-Friday) to be consider as consecutive days*/ AND WEEKDAY(date) !=0 Thanks

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  • Should I be worried if I don't get any internships by 3rd year's end?

    - by karamba
    I am in some mediocre college in some corner of India. Am about to complete 3rd year C.S. in a month and a half. I have no idea how to go about "finding an internship" as everyone seems to put it. Looking at online advice, I find that a primary way is to "use your contacts". I am sad to say that I don't have many friends(those I have, I am trying to get help from them for all it's worth), and my family can't help me as they have no idea about the software industry. My college has no official facility for aiding students in this, and the few faculty members who had contacts in "whatever" part of the industry have favoured some students that they have personally come to know. (Though I hear that the "internships" they got involve them stocking equipment in some small companies.... still it's something?) I'm getting nervous. I am considering just spending the coming summer refining my skills in C++ and begin learning MySQL and C#, both of which I have zero experience in. Maybe work on my own project... like a library management system. Relative to those in my college, I think I am among the best programmers there, but that isn't saying much as a lot of students can barely write basic code. I have experience in teaching myself C++, and DirectX9 having created a Tetris clone, some basic 3D apps (bouncing balls), and a basic console-based, text-file-database-using library management system (which I plan to improve this summer). Is it alright if I spend my summer so? Will I be able to get a job later on? I know I have to improve my social skills to get anywhere in life, and I will try, but say I am stuck like this till 4th year's end... will such self studying, online learning help me in landing a decent job? Perhaps after I have learned a bit more, joining some open source project?

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  • can I bundle multiple installs for Mac OSX and do them as a single script?

    - by Dov
    I have a lot of open source software to be installed for a course. We currently run on PCs that we provide. If we allow students to use their own Macs in Mac-centric schools, that means we have to load the software on those Macs. Rathern than have to load individual software, is there any way I can create a single file, mount it and run a script to install all packages? We are willing to simplify the installs by standardizing the locations to store the applications, since the students will have identical machines.

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  • Hide notification area GPO not applying

    - by Richard
    I have created a GPO to hide the notification area on Windows XP SP3. The GPO must apply to all students but only in certain rooms so I've also enabled loopback processing on the GPO and linked to the OUs the computers are in. I've then added a group to the security filter that contains all student accounts. This is not applying. It doesn't even show up in gpresult. I have also tried linking it in the Students OU which contains all student accounts and applying a security filter with a group of the computers I want it to apply to. This didn't work either. It's possible I'm missing something straightforward. Would a WMI filter do the job, and if so how would I go about writing one so that it'll only apply to computers whose name begins with XX-RT for example.

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  • Best Practices: How can admin deploy software to 100s of PC ?

    - by Gopal
    Hi ... The Environment: I am working for a college. We have a couple of labs (about 100 PCs) for students. At the end of the semester, the PCs will be full of viruses, corrupt system files, all sorts of illegal downloads etc. (everything you can expect from a student environment). At the end of the semester, we would like to wipe out all the systems and do a clean install (WindowsXP + a set of application suites) to get ready for the next batch of students. Question: Is there any free software that will enable an admin to deploy a clean disk image to all the PCs in one go?

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  • g++ in Knoppix 6 LiveCD

    - by HazyBlueDot
    To avoid the inevitable, let me put this in context. I am instructing an Intro to Unix course this semester and the students are using Knoppix 6.4.3 off the LiveCD. They are not required to install the system to their hard drive, and I would like to not require them to, however they do have use of a USB flash drive. This version of Knoppix seems to include gcc, but NOT g++. The course curriculum requires compiling C++ programs. I know I can run: sudo apt-get update sudo apt-get install build-essential to install (among other things) g++, but of course this only makes sense on a system installed to a hard drive. So my question is, can I write a script that calls gcc with appropriate options and flags to compile a C++ program that students could use in place of g++?

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