Search Results

Search found 1498 results on 60 pages for 'continuing education'.

facebook twitter digg google delicious technorati stumbleupon myspace wordpress linkedin gmail igoogle windows live tumblr viadeo yahoo buzz yahoo mail yahoo bookmarks favorites email print

Page 12/60 | < Previous Page | 8 9 10 11 12 13 14 15 16 17 18 19  | Next Page >

  • Does it matter where you get your CS degree

    - by Mark Lubin
    Does going to a less famous University that might not be terribly selective necessarily preclude someone from being considered from the elite software companies, i.e. Google or Microsoft regardless of my actual abilities? Furthermore how often do you find your alumni places a factor when looking for a job? Thanks again for the responses.

    Read the article

  • First Year Computer Science Programming Languages

    - by Jon
    I was reading this article earlier regarding C/C#/PHP being dropped as first languages in Advanced Level (pre-university) Computer Science courses: http://www.theregister.co.uk/2010/05/12/aqa_c_php/ It also goes on to say: Teachers planning to use Java are warned that many universities are considering dropping it from their first year computer science programmes, "as has happened n the US". Does anybody know, what the language predominantly used in US first year Comp Science programs is currently?

    Read the article

  • A programming language for teaching data structures and algorithms with? [closed]

    - by Andreas Grech
    Possible Duplicate: Choice of programming language for learning data structures and algorithms Teachers have different opinions on what programming language they would choose to teach data structures and algorithms with. Some would prefer a lower level language such as C because it allows the student to learn more about what goes on beyond the abstractions in terms of memory allocation and deallocation and pointers and pointer arithmetic. On the other hand, others would say that they would prefer a higher level language like Java because it allows the student to learn more about the concepts of the structures and the algorithm design rather than 'waste time' and fiddle around with memory segmentation faults and all the blunders that come with languages where memory management is manual. What is your take on this issue? And also, please post any references you may know of that also discuss this argument.

    Read the article

  • CS Majors: Hardest concept(s) you learned in school?

    - by Mark Lubin
    For the CS majors out there what were the hardest CS classes or concepts that you learned in your undergraduate schooling? Did you find once you learned the basics,(data structs, OOP fundamentals, discrete math, pointers, recursion, etc) the rest followed naturally or did you hit a wall at any point in your higher classes like OS'es and Compilers? Thanks for the input!

    Read the article

  • Should I go to school and get my degree in computer science?

    - by ryan
    I'll try and keep this short and simple. I've always enjoyed programming and I've been doing it since high school. Right after I graduated from high school (2002), I opted to skip college because I was offered a software engineer position. I quit after a couple of years later to team up on various startup companies. However, most of them did not launch as well as expected. But it honestly did not matter to me because I've learned so much from that experience. So fast forwarding to today, now turned 25, I need a job due to this tough economic climate. Looking on Craigslist, a lot of the listings require computer science degrees. It's evident now that programming is what I want to do because I seem to never get enough of it. But just the thought of having to push 2 years without attending any real computer class for an Associates at age 25 is very, very discouraging. And the thought of having to learn from basic (Hello WOOOOORRLLLD) just does not seem exciting. I guess I have 3 questions to wrap this up: Should I just suck it up and go back to school while working at McDonalds at age 25? Is there a way where I can just skip all the boring stuff and just get tested with what I know? From your experience, how many jobs use computer science degrees as prerequisites? Or am I screwed and better pray that my next startup will be the next big thing?

    Read the article

  • JQuery multiple-choice quiz script: how to ensure the correct answer is available?

    - by DavidR
    I have a function. I pass to it an object with a list of questions and answers. I generate a random number from a range equal to the number of questions in the object. The script check to see if that question has been asked, and if not, it asks it, the correct answer is then passed to a variable correct. I want to give 4 possible answers, each one randomly selected from the list of possible answers. I have this. I just want to know what is the best way to ensure that the correct answer is placed in the list. So far, this is what I have: it puts four answers into four targeted boxes. I want to ensure that the correct answer is in a randomly selected box. function getRandom(limit) { return Math.floor(Math.random() * limit ) } $("#answers > .answer").each(function(i){ r = getRandom(total_questions); $(this).text(answers[r]) });

    Read the article

  • Computer science versus software engineering - which?

    - by Will M
    Something I think Jeff & Joel touched on in an early stackoverflow podcast, though I don’t remember if they reached a conclusion: which curriculum is better preparation for a career as a developer and software entrepreneur, computer science in the liberal arts college, or software engineering in the engineering school? or, put another way, which credential should I look for in someone being added to my team, or to hire for my company (if I had one . . . )? Edit note: initial post mistakenly asked to compare computer science with computer engineering, rather than software engineering, and some answers relate to that question.

    Read the article

  • Should I learn two (or more) programming languages in parallel?

    - by c_maker
    I found entries on this site about learning a new programming language, however, I have not come across anything that talks about the advantages and disadvantages of learning two languages at the same time. Let's say my goal is to learn two new languages in a year. I understand that the definition of learning a new language is different for everyone and you can probably never know everything about a language. I believe in most cases the following things are enough to include the language in your resume and say that you are proficient in it (list is not in any particular order): Know its syntax so you can write a simple program in it Compare its underlying concepts with concepts of other languages Know best practices Know what libraries are available Know in what situations to use it Understand the flow of a more complex program At least know most of what you do not know I would probably look for a good book and pick an open source project for both of these languages to start with. My questions: Is it best to spend 5 months learning language#1 then 5 months learning language#2, or should you mix the two. Mixing them I mean you work on them in parallel. Should you pick two languages that are similar or different? Are there any advantages/disadvantages of let's say learning Lisp in tandem with Ruby? Is it a good idea to pick two languages with similar syntax or would it be too confusing? Please tell me what your experiences are regarding this. Does it make a difference if you are a beginner or a senior programmer?

    Read the article

  • What were the hot languages of 2009?

    - by geowa4
    It is well-accepted that we should all learn something new every six months. But what should should have topped the list for 2009? What new things should we learn have learned this year that appear to have real staying power? (Answers do not have to be limited to languages.)

    Read the article

  • What are the hot languages of 2009?

    - by geowa4
    It is well-accepted that we should all learn something new every six months. But what should top the list for 2009? What new things should we learn this year that appear to have real staying power? (Answers do not have to be limited to languages.)

    Read the article

  • PC to Macbook Pro Transition - Getting (re)started?

    - by Torus Linvald
    I'm in my second computer science course right now. I've enjoyed programming so far, but really have just scraped my way by. I've not done much programming outside of required class work. For similar reasons, I never really invested in downloading/learning software to help me program (IDE's, editors, compilers, etc). I know it sounds tedious, but my current setup is: notepad++ for coding; Filezilla to transfer .cpp & .h files to school's aludra/unix and compiling; unix tells me where my bugs are and I go back to notepad++ to debug; repeat until done. This isn't fun - and I know it could be easier. But I put it off knowing that I was soon going to switch to a Mac. And, tomorrow, I'm switching. So... How should I set up my Macbook for the best programming experience? What IDEs and editors and debuggers and so on should I download? How will Mac programming differ from PC? I'm open to all ideas and comments, even the most basic. (Background - I'm learning/programming in C++ right now. Next semester, my classes switch to Java. I'm also going to take a class in web development, with HTML/CSS/Javascript/PHP. My new laptop will be a late 2009 Macbook Pro with Leopard, or maybe Snow Leopard. Free would be preferrable for all programs.) Thank you all.

    Read the article

  • How long people take to learn a new programming language?

    - by Cawas
    In general aspects, this might be a good reference for everyone. Having an idea of how long people take in average for properly learning how to code can give a very good idea on how dense or long is the path. Someone who never programmed should take weeks or months, even years maybe while someone who's already experienced in the area and know at least 2 different languages might take days, hours or even minutes to start coding. But other than being able to write code that runs, there are ways to write the same program, and it's much harder to get deep knowledge on that than actually being able to program. And sometimes languages differ a lot from one to another on that aspect as well. For instance, we should never have to worry with code-injection in JavaScript like we do in C. So, is there any place we can see some good numbers for how long it takes to learn a language, maybe divided into level of knowledge categories, languages and paradigms, etc?

    Read the article

  • VB.Net how to wait for a different form to close before continuing on.

    - by Sean P
    I have a little log in screen that pops up if a user selects a certain item on my main form. How do I get my code to stop executing til my log in form closes? This is what I am doing so far. Basically i want o execute the code after MyLogin closes. BMSSplash.MyLogin.Show() If isLoggedIn Then BMSSplash.MyBuddy.Show() Cursor.Current = Cursors.WaitCursor End If

    Read the article

  • Tagging in Subversion - how do I make the decision about continuing to work on my trunk vs. the new

    - by Howiecamp
    I'm running Tortoise SVN to manage a project. Obviously the principles around tagging apply to any implementation of SVN but in this question I'll be referring to some TortoiseSVN-specific dialog boxes and messages. My working directory and the subversion repository structure both have a Source root directory and the Trunk, Tags and Branches directories underneath. (I couldn't figure out how to do a multilevel indented hierarchy in markdown without using bullets, so if someone could edit and fix this I'd appreciate it.) I'm working out of the Trunk directory in my working copy and it's pointing at the Trunk directory in the repo. I want to apply a Tag "Release1" so I click the "Branch/tag..." menu option and set the repo path as my [repo_path/bla/Source/Tags/Release1" tag. This dialog box gives me the option to "Switch my working copy to new branch/tag". I understand that if this option is left unchecked, the new "Release1" branch under /Tags" will be created but my working copy will remain on the previous "Trunk" path. If I do check this option (or use the Switch command) I understand that my working copy will switch to the new "Release1" branch under "/Tags". Where I'm missing a concept is how to make this decision. It doesn't seem like I want to switch my working directory to the recently created tag since by definition (?) I want that tag to be a snapshot of my code as of a point in time. If I don't switch the working directory, I'll continue working off Trunk and when I'm ready to take another snapshot I'll make another tag. And so on... Am I understanding this right or am I stating something incorrectly in the previous paragraph (e.g. the statement about not wanting to switch to the tag since the tag should represent a point in time snapshot) or otherwise missing something regarding how to make this decision?

    Read the article

  • How do you make the script wait for the status of an Ajax get request before continuing?

    - by codeninja
    Basically what I'm doing is checking for the existence of an object, if it's not found, the script will try to load the source file using getScript. I only want to check this once though then return true or false to the function that calls fetch() fetch:function(obj){ ... isReady = false; $.getScript(obj.srcFile,function(){ isReady=true; warn("was able to load object "+key); }); return isReady; } but return kicks in before the script loads =/ later the script is loaded but the function returned false. This is the beauty of asynchronous I suppose... What's the best way to handle this... Maybe I could check again at some other point if the object exists? Or maybe there's a better way to do this where I dont have to potentially lock the browser?

    Read the article

  • vSphere education - What are the downsides of configuring virtual machines with *too* much RAM?

    - by ewwhite
    VMware memory management seems to be a tricky balancing act. With cluster RAM, Resource Pools, VMware's management techniques (TPS, ballooning, host swapping), in-guest RAM utilization, swapping, reservations, shares and limits, there are a lot of variables. I'm in a situation where clients are using dedicated vSphere cluster resources. However, they are configuring the virtual machines as though they were on physical hardware. In turn, this means a standard VM build may have 4 vCPUs and 16GB or more of RAM. I come from the school of starting small (1 vCPU, minimal RAM), checking real-world use and adjusting up as necessary. Some examples from a "problem" cluster. Resource pool summary - Looks almost 4:1 overcommitted. Note the high amount of ballooned RAM. Resource allocation - The Worst Case Allocation column shows that these VMs would have access to less than 50% of their configured RAM under constrained conditions. The real-time memory utilization graph of the top VM in the listing above. 4 vCPU and 64GB RAM allocated. It averages under 9GB use. Summary of the same VM What are the downsides of overcommitting and overconfiguring resources (specifically RAM) in vSphere environments? Assuming that the VMs can run in less RAM, is it fair to say that there's overhead to configuring virtual machines with more RAM than they need? What is the counter-argument to: "if a VM has 16GB of RAM allocated, but only uses 4GB, what's the problem??"? E.g. do customers need to be educated? What specific metric should be used to meter RAM usage. Tracking the peaks of "Active" versus time?

    Read the article

  • PeopleSoft at Alliance 2012 Executive Forum

    - by John Webb
    Guest Posting From Rebekah Jackson This week I jointed over 4,800 Higher Ed and Public Sector customers and partners in Nashville at our annual Alliance conference.   I got lost easily in the hallways of the sprawling Gaylord Opryland Hotel. I carried the resort map with me, and I would still stand for several minutes at a very confusing junction, studying the map and the signage on the walls. Hallways led off in many directions, some with elevators going down here and stairs going up there. When I took a wrong turn I would instantly feel stuck, lose my bearings, and occasionally even have to send out a call for help.    It strikes me that the theme for the Executive Forum this year outlines a less tangible but equally disorienting set of challenges that our higher education customer’s CIOs are facing: Making Decisions at the Intersection of Business Value, Strategic Investment, and Enterprise Technology. The forces acting upon higher education institutions today are not neat, straight-forward decision points, where one can glance to the right, glance to the left, and then quickly choose the best course of action. The operational, technological, and strategic factors that must be considered are complex, interrelated, messy…and the stakes are high. Michael Horn, co-author of “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns”, set the tone for the day. He introduced the model of disruptive innovation, which grew out of the research he and his colleagues have done on ‘Why Successful Organizations Fail’. Highly simplified, the pattern he shared is that things start out decentralized, take a leap to extreme centralization, and then experience progressive decentralization. Using computers as an example, we started with a slide rule, then developed the computer which centralized in the form of mainframes, and gradually decentralized to mini-computers, desktop computers, laptops, and now mobile devices. According to Michael, you have more computing power in your cell phone than existed on the planet 60 years ago, or was on the first rocket that went to the moon. Applying this pattern to Higher Education means the introduction of expensive and prestigious private universities, followed by the advent of state schools, then by community colleges, and now online education. Michael shared statistics that indicate 50% of students will be taking at least one on line course by 2014…and by some measures, that’s already the case today. The implication is that technology moves from being the backbone of the campus, the IT department’s domain, and pushes into the academic core of the institution. Innovative programs are underway at many schools like Bellevue and BYU Idaho, joined by startups and disruptive new players like the Khan Academy.   This presents both threat and opportunity for higher education institutions, and means that IT decisions cannot afford to be disconnected from the institution’s strategic plan. Subsequent sessions explored this theme.    Theo Bosnak, from Attain, discussed the model they use for assessing the complete picture of an institution’s financial health. Compounding the issue are the dramatic trends occurring in technology and the vendors that provide it. Ovum analyst Nicole Engelbert, shared her insights next and suggested that incremental changes are no longer an option, instead fundamental changes are affecting the landscape of enterprise technology in higher ed.    Nicole closed with her recommendation that institutions focus on the trends in higher education with an eye towards the strategic requirements and business value first. Technology then is the enabler.   The last presentation of the day was from Tom Fisher, Sr. Vice President of Cloud Services at Oracle. Tom runs the delivery arm of the Cloud Services group, and shared his thoughts candidly about his experiences with cloud deployments as well as key issues around managing costs and security in cloud deployments. Okay, we’ve covered a lot of ground at this point, from financials planning, business strategy, and cloud computing, with the possibility that half of the institutions in the US might not be around in their current form 10 years from now. Did I forget to mention that was raised in the morning session? Seems a little hard to believe, and yet Michael Horn made a compelling point. Apparently 100 years ago, 8 of the top 10 education institutions in the world were German. Today, the leading German school is ranked somewhere in the 40’s or 50’s. What will the landscape be 100 years from now? Will there be an institution from China, India, or Brazil in the top 10? As Nicole suggested, maybe US parents will be sending their children to schools overseas much sooner, faced with the ever-increasing costs of a US based education. Will corporations begin to view skill-based certification from an online provider as a viable alternative to a 4 year degree from an accredited institution, fundamentally altering the education industry as we know it?

    Read the article

  • jQuery "Autcomplete" plugin is messing up the order of my data

    - by Max Williams
    I'm using Jorn Zaefferer's Autocomplete plugin on a couple of different pages. In both instances, the order of displayed strings is a little bit messed up. Example 1: array of strings: basically they are in alphabetical order except for General Knowledge which has been pushed to the top: General Knowledge,Art and Design,Business Studies,Citizenship,Design and Technology,English,Geography,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Displayed strings: General Knowledge,Geography,Art and Design,Business Studies,Citizenship,Design and Technology,English,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Note that Geography has been pushed to be the second item, after General Knowledge. The rest are all fine. Example 2: array of strings: as above but with Cross-curricular instead of General Knowledge. Cross-curricular,Art and Design,Business Studies,Citizenship,Design and Technology,English,Geography,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Displayed strings: Cross-curricular,Citizenship,Art and Design,Business Studies,Design and Technology,English,Geography,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Here, Citizenship has been pushed to the number 2 position. I've experimented a little, and it seems like there's a bug saying "put things that start with the same letter as the first item after the first item and leave the rest alone". Kind of mystifying. I've tried a bit of debugging by triggering alerts inside the autocomplete plugin code but everywhere i can see, it's using the correct order. it seems to be just when its rendered out that it goes wrong. Any ideas anyone? max

    Read the article

  • mysql subquery strangely slow

    - by aviv
    I have a query to select from another sub-query select. While the two queries look almost the same the second query (in this sample) runs much slower: SELECT user.id ,user.first_name -- user.* FROM user WHERE user.id IN (SELECT ref_id FROM education WHERE ref_type='user' AND education.institute_id='58' AND education.institute_type='1' ); This query takes 1.2s Explain on this query results: id select_type table type possible_keys key key_len ref rows Extra 1 PRIMARY user index first_name 152 141192 Using where; Using index 2 DEPENDENT SUBQUERY education index_subquery ref_type,ref_id,institute_id,institute_type,ref_type_2 ref_id 4 func 1 Using where The second query: SELECT -- user.id -- user.first_name user.* FROM user WHERE user.id IN (SELECT ref_id FROM education WHERE ref_type='user' AND education.institute_id='58' AND education.institute_type='1' ); Takes 45sec to run, with explain: id select_type table type possible_keys key key_len ref rows Extra 1 PRIMARY user ALL 141192 Using where 2 DEPENDENT SUBQUERY education index_subquery ref_type,ref_id,institute_id,institute_type,ref_type_2 ref_id 4 func 1 Using where Why is it slower if i query only by index fields? Why both queries scans the full length of the user table? Any ideas how to improve? Thanks.

    Read the article

facebook twitter digg google delicious technorati stumbleupon myspace wordpress linkedin gmail igoogle windows live tumblr viadeo yahoo buzz yahoo mail yahoo bookmarks favorites email print

< Previous Page | 8 9 10 11 12 13 14 15 16 17 18 19  | Next Page >