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  • Which points should be covered in basic Bachelors' level C++ course?

    - by Gulshan
    I have a young lecturer friend who is going to take the C++ course for the bachelors' degree in CS. He asked me for some suggestions regarding how the course should be organized. Now I am asking you. I have seen many trends in universities which leads to a nasty experience of C++. So, please suggest from a professional programmer's point of view. For your information, the students going to take the course, have taken course like "Introduction to programming with C" in previous semester.

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  • Which topics should be covered in a basic undergraduate C++ course?

    - by Gulshan
    I have a young lecturer friend who is going to teach the undergraduate C++ course in CS. He asked me for some suggestions regarding how the course should be organized. Now I am asking you. I have seen many trends in universities which leads to a nasty experience of C++. So, please suggest from a professional programmer's point of view. For your information, the students going to take the course, have taken course like "Introduction to programming with C" in previous semester.

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  • SQL -- How to combine three SELECT statements with very tricky requirements

    - by Frederick
    I have a SQL query with three SELECT statements. A picture of the data tables generated by these three select statements is located at www.britestudent.com/pub/1.png. Each of the three data tables have identical columns. I want to combine these three tables into one table such that: (1) All rows in top table (Table1) are always included. (2) Rows in the middle table (Table2) are included only when the values in column1 (UserName) and column4 (CourseName) do not match with any row from Table1. Both columns need to match for the row in Table2 to not be included. (3) Rows in the bottom table (Table3) are included only when the value in column4 (CourseName) is not already in any row of the results from combining Table1 and Table2. I have had success in implementing (1) and (2) with an SQL query like this: SELECT DISTINCT UserName AS UserName, MAX(AmountUsed) AS AmountUsed, MAX(AnsweredCorrectly) AS AnsweredCorrectly, CourseName, MAX(course_code) AS course_code, MAX(NoOfQuestionsInCourse) AS NoOfQuestionsInCourse, MAX(NoOfQuestionSetsInCourse) AS NoOfQuestionSetsInCourse FROM ( "SELECT statement 1" UNION "SELECT statement 2" ) dt_derivedTable_1 GROUP BY CourseName, UserName Where "SELECT statement 1" is the query that generates Table1 and "SELECT statement 2" is the query that generates Table2. A picture of the data table generated by this query is located at www.britestudent.com/pub/2.png. I can get away with using the MAX() function because values in the AmountUsed and AnsweredCorrectly columns in Table1 will always be larger than those in Table2 (and they are identical in the last three columns of both tables). What I fail at is implementing (3). Any suggestions on how to do this will be appreciated. It is tricky because the UserName values in Table3 are null, and because the CourseName values in the combined Table1 and Table2 results are not unique (but they are unique in Table3). After implementing (3), the final table should look like the table in picture 2.png with the addition of the last row from Table3 (the row with the CourseName value starting with "4. Klasse..." I have tried to implement (3) using another derived table using SELECT, MAX() and UNION, but I could not get it to work. Below is my full SQL query with the lines from this failed attempt to implement (3) commented out. Cheers, Frederick PS--I am new to this forum (and new to SQL as well), but I have had more of my previous problems answered by reading other people's posts on this forum than from reading any other forum or Web site. This forum is a great resources. -- SELECT DISTINCT MAX(UserName), MAX(AmountUsed) AS AmountUsed, MAX(AnsweredCorrectly) AS AnsweredCorrectly, CourseName, MAX(course_code) AS course_code, MAX(NoOfQuestionsInCourse) AS NoOfQuestionsInCourse, MAX(NoOfQuestionSetsInCourse) AS NoOfQuestionSetsInCourse -- FROM ( SELECT DISTINCT UserName AS UserName, MAX(AmountUsed) AS AmountUsed, MAX(AnsweredCorrectly) AS AnsweredCorrectly, CourseName, MAX(course_code) AS course_code, MAX(NoOfQuestionsInCourse) AS NoOfQuestionsInCourse, MAX(NoOfQuestionSetsInCourse) AS NoOfQuestionSetsInCourse FROM ( -- Table 1 - All UserAccount/Course combinations that have had quizzez. SELECT DISTINCT dbo.win_user.user_name AS UserName, cast(dbo.GetAmountUsed(dbo.session_header.win_user_id, dbo.course.course_id, dbo.course.no_of_questionsets_in_course) as nvarchar(10)) AS AmountUsed, Isnull(cast(dbo.GetAnswerCorrectly(dbo.session_header.win_user_id, dbo.course.course_id, dbo.question_set.no_of_questions) as nvarchar(10)),0) AS AnsweredCorrectly, dbo.course.course_name AS CourseName, dbo.course.course_code, dbo.course.no_of_questions_in_course AS NoOfQuestionsInCourse, dbo.course.no_of_questionsets_in_course AS NoOfQuestionSetsInCourse FROM dbo.session_detail INNER JOIN dbo.session_header ON dbo.session_detail.session_header_id = dbo.session_header.session_header_id INNER JOIN dbo.win_user ON dbo.session_header.win_user_id = dbo.win_user.win_user_id INNER JOIN dbo.win_user_course ON dbo.win_user_course.win_user_id = dbo.win_user.win_user_id INNER JOIN dbo.question_set ON dbo.session_header.question_set_id = dbo.question_set.question_set_id RIGHT OUTER JOIN dbo.course ON dbo.win_user_course.course_id = dbo.course.course_id WHERE (dbo.session_detail.no_of_attempts = 1 OR dbo.session_detail.no_of_attempts IS NULL) AND (dbo.session_detail.is_correct = 1 OR dbo.session_detail.is_correct IS NULL) AND (dbo.win_user_course.is_active = 'True') GROUP BY dbo.win_user.user_name, dbo.course.course_name, dbo.question_set.no_of_questions, dbo.course.no_of_questions_in_course, dbo.course.no_of_questionsets_in_course, dbo.session_header.win_user_id, dbo.course.course_id, dbo.course.course_code UNION ALL -- Table 2 - All UserAccount/Course combinations that do or do not have quizzes but where the Course is selected for quizzes for that User Account. SELECT dbo.win_user.user_name AS UserName, -1 AS AmountUsed, -1 AS AnsweredCorrectly, dbo.course.course_name AS CourseName, dbo.course.course_code, dbo.course.no_of_questions_in_course AS NoOfQuestionsInCourse, dbo.course.no_of_questionsets_in_course AS NoOfQuestionSetsInCourse FROM dbo.win_user_course INNER JOIN dbo.win_user ON dbo.win_user_course.win_user_id = dbo.win_user.win_user_id RIGHT OUTER JOIN dbo.course ON dbo.win_user_course.course_id = dbo.course.course_id WHERE (dbo.win_user_course.is_active = 'True') GROUP BY dbo.win_user.user_name, dbo.course.course_name, dbo.course.no_of_questions_in_course, dbo.course.no_of_questionsets_in_course, dbo.course.course_id, dbo.course.course_code ) dt_derivedTable_1 GROUP BY CourseName, UserName -- UNION ALL -- Table 3 - All Courses. -- SELECT DISTINCT null AS UserName, -- -2 AS AmountUsed, -- -2 AS AnsweredCorrectly, -- dbo.course.course_name AS CourseName, -- dbo.course.course_code, -- dbo.course.no_of_questions_in_course AS NoOfQuestionsInCourse, -- dbo.course.no_of_questionsets_in_course AS NoOfQuestionSetsInCourse -- FROM dbo.course -- WHERE is_active = 'True' -- ) dt_derivedTable_2 -- GROUP BY CourseName -- ORDER BY CourseName

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  • Needed inputs for helping hospitals/practices save money on mandatory compliance Policies and Course

    - by Jason Gaya
    Hey, Recently one of my clients came up to me and asked "Is there any way we can save some money on mandatory compliance policies and courses, and I started wondering what can I do? I started creating a calculator to show some savings if they used elearning. I wanted your input to validate that data. How many Policies your practice/hospital need to sign and average number of pages per policy? Also how many employees need to sign these policies? This would be really helpful and once I have this done I will send a copy to you as well...Thank You for all the help and support

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  • Problem setting output flags for ALU in "Nand to Tetris" course

    - by MahlerFive
    Although I tagged this homework, it is actually for a course which I am doing on my own for free. Anyway, the course is called "From Nand to Tetris" and I'm hoping someone here has seen or taken the course so I can get some help. I am at the stage where I am building the ALU with the supplied hdl language. My problem is that I can't get my chip to compile properly. I am getting errors when I try to set the output flags for the ALU. I believe the problem is that I can't subscript any intermediate variable, since when I just try setting the flags to true or false based on some random variable (say an input flag), I do not get the errors. I know the problem is not with the chips I am trying to use since I am using all builtin chips. Here is my ALU chip so far: /** * The ALU. Computes a pre-defined set of functions out = f(x,y) * where x and y are two 16-bit inputs. The function f is selected * by a set of 6 control bits denoted zx, nx, zy, ny, f, no. * The ALU operation can be described using the following pseudocode: * if zx=1 set x = 0 // 16-bit zero constant * if nx=1 set x = !x // Bit-wise negation * if zy=1 set y = 0 // 16-bit zero constant * if ny=1 set y = !y // Bit-wise negation * if f=1 set out = x + y // Integer 2's complement addition * else set out = x & y // Bit-wise And * if no=1 set out = !out // Bit-wise negation * * In addition to computing out, the ALU computes two 1-bit outputs: * if out=0 set zr = 1 else zr = 0 // 16-bit equality comparison * if out<0 set ng = 1 else ng = 0 // 2's complement comparison */ CHIP ALU { IN // 16-bit inputs: x[16], y[16], // Control bits: zx, // Zero the x input nx, // Negate the x input zy, // Zero the y input ny, // Negate the y input f, // Function code: 1 for add, 0 for and no; // Negate the out output OUT // 16-bit output out[16], // ALU output flags zr, // 1 if out=0, 0 otherwise ng; // 1 if out<0, 0 otherwise PARTS: // Zero the x input Mux16( a=x, b=false, sel=zx, out=x2 ); // Zero the y input Mux16( a=y, b=false, sel=zy, out=y2 ); // Negate the x input Not16( in=x, out=notx ); Mux16( a=x, b=notx, sel=nx, out=x3 ); // Negate the y input Not16( in=y, out=noty ); Mux16( a=y, b=noty, sel=ny, out=y3 ); // Perform f Add16( a=x3, b=y3, out=addout ); And16( a=x3, b=y3, out=andout ); Mux16( a=andout, b=addout, sel=f, out=preout ); // Negate the output Not16( in=preout, out=notpreout ); Mux16( a=preout, b=notpreout, sel=no, out=out ); // zr flag Or8way( in=out[0..7], out=zr1 ); // PROBLEM SHOWS UP HERE Or8way( in=out[8..15], out=zr2 ); Or( a=zr1, b=zr2, out=zr ); // ng flag Not( in=out[15], out=ng ); } So the problem shows up when I am trying to send a subscripted version of 'out' to the Or8Way chip. I've tried using a different variable than 'out', but with the same problem. Then I read that you are not able to subscript intermediate variables. I thought maybe if I sent the intermediate variable to some other chip, and that chip subscripted it, it would solve the problem, but it has the same error. Unfortunately I just can't think of a way to set the zr and ng flags without subscripting some intermediate variable, so I'm really stuck! Just so you know, if I replace the problematic lines with the following, it will compile (but not give the right results since I'm just using some random input): // zr flag Not( in=zx, out=zr ); // ng flag Not( in=zx, out=ng ); Anyone have any ideas? Edit: Here is the appendix of the book for the course which specifies how the hdl works. Specifically look at section 5 which talks about buses and says: "An internal pin (like v above) may not be subscripted". Edit: Here is the exact error I get: "Line 68, Can't connect gate's output pin to part". The error message is sort of confusing though, since that does not seem to be the actual problem. If I just replace "Or8way( in=out[0..7], out=zr1 );" with "Or8way( in=false, out=zr1 );" it will not generate this error, which is what lead me to look up in the appendix and find that the out variable, since it was derived as intermediate, could not be subscripted.

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  • Approaches to a week long camp programming course (tips & projects)

    - by Good Person
    I will be teaching a week long programming course to kids between the ages of 11-18. Most of the kids have no programming experience. I'm looking for two things 1) General tips for teaching a camp class (how to make it fun when explaining the difference between int and float) 2) Interesting projects that the kids will be able to complete by the end of the week. Unfortunately the language I'll be required to use is either c++ or Java which means that I'll need to spend more time on itty bitty details than I'd like in a week long course. I feel more competent in c++ than in Java. However if someone can show me that Java is much easier to learn I'll probably teach that instead. My initial idea is to try something like "a game a day" with games like hangman, tic-tac-toe, guess-a-number, wheel-of-fortune, etc. I'll try and update the question text as answers come in to offer more details While there are other questions about teaching programming around I'm looking for advice and tasks that are useful for specifically a week long camp

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  • Compiler Construction course

    - by donpal
    I'm looking for a course (preferably video, much preferably) like MIT's video courses on Compiler Construction. Can someone point me to some decent resources or help material (preferably video)?

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  • NoSql Crash Course/Tutorial

    - by Chris Thompson
    Hi all, I've seen NoSQL pop up quite a bit on SO and I have a solid understanding of why you would use it (from here, Wikipedia, etc). This could be due to the lack of concrete and uniform definition of what it is (more of a paradigm than concrete implementation), but I'm struggling to wrap my head around how I would go about designing a system that would use it or how I would implement it in my system. I'm really stuck in a relational-db mindset thinking of things in terms of tables and joins... At any rate, does anybody know of a crash course/tutorial on a system that would use it (kind of a "hello world" for a NoSQL-based system) or a tutorial that takes an existing "Hello World" app based on SQL and converts it to NoSQL (not necessarily in code, but just a high-level explanation). I see this having one solid answer, but if you guys feel like it should be community wiki, I'll be happy to change it. Thanks! Chris

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  • Looking for a good course/book/resource on modern databases

    - by spanky
    This is slightly embarrassing. I'm a professional developer working at one of the big tech companies and I've never used a database. I've got an idea for a website I want to build as a learning experience and possibly as a business, but I don't have the faintest idea what database to use, let alone how to fix/debug the database when I run into problems. I'm looking for a course, a website, a book, etc., that will give me an overview of modern database technology (SQL vs. NOSQL vs. relational vs. non-relational (I only have a vague idea what these even mean)). I'm starting by googling/wikipediaing all of these terms, but if there are better, comprehensive resources available that I should be aware of, I'd love to hear about them.

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  • Most valuable course in the CS degree.

    - by danielrutledge
    I was a math major and I took OOP and Algorithms & Data Structures from the CS department while in school, but didn't continue to any upper-division courses. What were the most valuable courses to your programming career (Operating systems, Compiler Design, Computer architecture, etc) in your CS degree? Alternatively, if you're like me and don't have one, are there any courses you wish you had taken? What would be the best way to fill in the gaps in my knowledge outside of school?

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  • Need a refresher course on property access...

    - by Code Sherpa
    Hi. I need help with accessing class properties within a given class. For example, take the below class: public partial class Account { private Profile _profile; private Email _email; private HostInfo _hostInfo; public Profile Profile { get { return _profile; } set { _profile = value; } } public Email Email { get { return _email; } set { _email = value; } } public HostInfo HostInfo { get { return _hostInfo; } set { _hostInfo = value; } } In the class "Account" exists a bunch of class properties such as Email or Profile. Now, when I want to access those properties at run-time, I do something like this (for Email): _accountRepository = ObjectFactory.GetInstance<IAccountRepository>(); string username = Cryptography.Decrypt(_webContext.UserNameToVerify, "verify"); Account account = _accountRepository.GetAccountByUserName(username); if(account != null) { account.Email.IsConfirmed = true; But, I get "Object reference not set..." for account.Email... Why is that? How do I access Account such that account.Email, account.Profile, and so on returns the correct data for a given AccountId or UserName. Here is a method that returns Account: public Account GetAccountByUserName(string userName) { Account account = null; using (MyDataContext dc = _conn.GetContext()) { try { account = (from a in dc.Accounts where a.UserName == userName select a).FirstOrDefault(); } catch { //oops } } return account; } The above works but when I try: account = (from a in dc.Accounts join em in dc.Emails on a.AccountId equals em.AccountId join p in dc.Profiles on em.AccountId equals p.AccountId where a.UserName == userName select a).FirstOrDefault(); I am still getting object reference exceptions for my Email and Profile properties. Is this simply a SQL problem or is there something else I need to be doing to be able to fully access all the properties within my Account class? Thanks!

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  • Needed inputs for helping hospitals/practices save money on mandatory compliance Policies and Course

    - by user363414
    Recently one of my clients came up to me and asked "Is there any way we can save some money on mandatory compliance policies and courses, and I started wondering what can I do? I started creating a calculator to show some savings if they used elearning. I wanted your input to validate that data. How many Policies your practice/hospital need to sign and average number of pages per policy? Also how many employees need to sign these policies? This would be really helpful and once I have this done I will send a copy to you as well.

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  • php class crash course

    - by rabidmachine9
    Hello people, I'm sorry for this question but I'm getting crazy trying to write my first php clash, it is supposed to connect me to server and to a database but I'm always getting this error: Parse error: syntax error, unexpected ',', expecting T_PAAMAYIM_NEKUDOTAYIM in /Applications/XAMPP/xamppfiles/htdocs/classTest/test.php on line 9 thanks in advance, here is the code: <?php // include 'DBConnect.php'; class DBConnect { function connection($hostname = "localhost", $myname = "root", $pass = ''){ mysql_connect(&hostname, &myname, &pass) or die("Could not connect!"); //Connect to mysql } function choose($dbnam){ mysql_select_db(&dbnam) or die("Couldn't find database!"); //fnd specific db } } $a = new DBConnect(); $connect = $a->connection("localhost", "root"); $a->choose('mydb'); ?>

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  • overload == (and != , of course) operator, can I bypass == to determine whether the object is null

    - by LLS
    Hello, when I try to overload operator == and != in C#, and override Equal as recommended, I found I have no way to distinguish a normal object and null. For example, I defined a class Complex. public static bool operator ==(Complex lhs, Complex rhs) { return lhs.Equals(rhs); } public static bool operator !=(Complex lhs, Complex rhs) { return !lhs.Equals(rhs); } public override bool Equals(object obj) { if (obj is Complex) { return (((Complex)obj).Real == this.Real && ((Complex)obj).Imaginary == this.Imaginary); } else { return false; } } But when I want to use if (temp == null) When temp is really null, some exception happens. And I can't use == to determine whether the lhs is null, which will cause infinite loop. What should I do in this situation. One way I can think of is to us some thing like Class.Equal(object, object) (if it exists) to bypass the == when I do the check. What is the normal way to solve the problem?

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  • Professional Scrum Developer (.NET) Training in London

    - by Martin Hinshelwood
    On the 26th - 30th July in Microsoft’s offices in London Adam Cogan from SSW will be presenting the first Professional Scrum Developer course in the UK. I will be teaching this course along side Adam and it is a fantastic experience. You are split into teams and go head-to-head to deliver units of potentially shippable work in four two hour sprints. The Professional Scrum Developer course is the only course endorsed by both Microsoft and Ken Schwaber and they have worked together very effectively in brining this course to fruition. This course is the brain child of Richard Hundhausen, a Microsoft Regional Director, and both Adam and I attending the Trainer Prep in Sydney when he was there earlier this year. He is a fantastic trainer and no matter where you do this course you can be safe in the knowledge that he has trained and vetted all of the teachers. A tools version of Ken if you will Find a course and register Download this syllabus Download the Scrum Guide What is the Professional Scrum Developer course all about? Professional Scrum Developer course is a unique and intensive five-day experience for software developers. The course guides teams on how to turn product requirements into potentially shippable increments of software using the Scrum framework, Visual Studio 2010, and modern software engineering practices. Attendees will work in self-organizing, self-managing teams using a common instance of Team Foundation Server 2010. Who should attend this course? This course is suitable for any member of a software development team – architect, programmer, database developer, tester, etc. Entire teams are encouraged to attend and experience the course together, but individuals are welcome too. Attendees will self-organize to form cross-functional Scrum teams. These teams require an aggregate of skills specific to the selected case study. Please see the last page of this document for specific details. Product Owners, ScrumMasters, and other stakeholders are welcome too, but keep in mind that everyone who attends will be expected to commit to work and pull their weight on a Scrum team. What should you know by the end of the course? Scrum will be experienced through a combination of lecture, demonstration, discussion, and hands-on exercises. Attendees will learn how to do Scrum correctly while being coached and critiqued by the instructor, in the following topic areas: Form effective teams Explore and understand legacy “Brownfield” architecture Define quality attributes, acceptance criteria, and “done” Create automated builds How to handle software hotfixes Verify that bugs are identified and eliminated Plan releases and sprints Estimate product backlog items Create and manage a sprint backlog Hold an effective sprint review Improve your process by using retrospectives Use emergent architecture to avoid technical debt Use Test Driven Development as a design tool Setup and leverage continuous integration Use Test Impact Analysis to decrease testing times Manage SQL Server development in an Agile way Use .NET and T-SQL refactoring effectively Build, deploy, and test SQL Server databases Create and manage test plans and cases Create, run, record, and play back manual tests Setup a branching strategy and branch code Write more maintainable code Identify and eliminate people and process dysfunctions Inspect and improve your team’s software development process What does the week look like? This course is a mix of lecture, demonstration, group discussion, simulation, and hands-on software development. The bulk of the course will be spent working as a team on a case study application delivering increments of new functionality in mini-sprints. Here is the week at a glance: Monday morning and most of the day Friday will be spent with the computers powered off, so you can focus on sharpening your game of Scrum and avoiding the common pitfalls when implementing it. The Sprints Timeboxing is a critical concept in Scrum as well as in this course. We expect each team and student to understand and obey all of the timeboxes. The timebox duration will always be clearly displayed during each activity. Expect the instructor to enforce it. Each of the ½ day sprints will roughly follow this schedule: Component Description Minutes Instruction Presentation and demonstration of new and relevant tools & practices 60 Sprint planning meeting Product owner presents backlog; each team commits to delivering functionality 10 Sprint planning meeting Each team determines how to build the functionality 10 The Sprint The team self-organizes and self-manages to complete their tasks 120 Sprint Review meeting Each team will present their increment of functionality to the other teams = 30 Sprint Retrospective A group retrospective meeting will be held to inspect and adapt 10 Each team is expected to self-organize and manage their own work during the sprint. Pairing is highly encouraged. The instructor/product owner will be available if there are questions or impediments, but will be hands-off by default. You should be prepared to communicate and work with your team members in order to achieve your sprint goal. If you have development-related questions or get stuck, your partner or team should be your first level of support. Module 1: INTRODUCTION This module provides a chance for the attendees to get to know the instructors as well as each other. The Professional Scrum Developer program, as well as the day by day agenda, will be explained. Finally, the Scrum team will be selected and assembled so that the forming, storming, norming, and performing can begin. Trainer and student introductions Professional Scrum Developer program Agenda Logistics Team formation Retrospective Module 2: SCRUMDAMENTALS This module provides a level-setting understanding of the Scrum framework including the roles, timeboxes, and artifacts. The team will then experience Scrum firsthand by simulating a multi-day sprint of product development, including planning, review, and retrospective meetings. Scrum overview Scrum roles Scrum timeboxes (ceremonies) Scrum artifacts Simulation Retrospective It’s required that you read Ken Schwaber’s Scrum Guide in preparation for this module and course. MODULE 3: IMPLEMENTING SCRUM IN VISUAL STUDIO 2010 This module demonstrates how to implement Scrum in Visual Studio 2010 using a Scrum process template*. The team will learn the mapping between the Scrum concepts and how they are implemented in the tool. After connecting to the shared Team Foundation Server, the team members will then return to the simulation – this time using Visual Studio to manage their product development. Mapping Scrum to Visual Studio 2010 User Story work items Task work items Bug work items Demonstration Simulation Retrospective Module 4: THE CASE STUDY In this module the team is introduced to their problem domain for the week. A kickoff meeting by the Product Owner (the instructor) will set the stage for the why and what that will take during the upcoming sprints. The team will then define the quality attributes of the project and their definition of “done.” The legacy application code will be downloaded, built, and explored, so that any bugs can be discovered and reported. Introduction to the case study Download the source code, build, and explore the application Define the quality attributes for the project Define “done” How to file effective bugs in Visual Studio 2010 Retrospective Module 5: HOTFIX This module drops the team directly into a Brownfield (legacy) experience by forcing them to analyze the existing application’s architecture and code in order to locate and fix the Product Owner’s high-priority bug(s). The team will learn best practices around finding, testing, fixing, validating, and closing a bug. How to use Architecture Explorer to visualize and explore Create a unit test to validate the existence of a bug Find and fix the bug Validate and close the bug Retrospective Module 6: PLANNING This short module introduces the team to release and sprint planning within Visual Studio 2010. The team will define and capture their goals as well as other important planning information. Release vs. Sprint planning Release planning and the Product Backlog Product Backlog prioritization Acceptance criteria and tests Sprint planning and the Sprint Backlog Creating and linking Sprint tasks Retrospective At this point the team will have the knowledge of Scrum, Visual Studio 2010, and the case study application to begin developing increments of potentially shippable functionality that meet their definition of done. Module 7: EMERGENT ARCHITECTURE This module introduces the architectural practices and tools a team can use to develop a valid design on which to develop new functionality. The teams will learn how Scrum supports good architecture and design practices. After the discussion, the teams will be presented with the product owner’s prioritized backlog so that they may select and commit to the functionality they can deliver in this sprint. Architecture and Scrum Emergent architecture Principles, patterns, and practices Visual Studio 2010 modeling tools UML and layer diagrams SPRINT 1 Retrospective Module 8: TEST DRIVEN DEVELOPMENT This module introduces Test Driven Development as a design tool and how to implement it using Visual Studio 2010. To maximize productivity and quality, a Scrum team should setup Continuous Integration to regularly build every team member’s code changes and run regression tests. Refactoring will also be defined and demonstrated in combination with Visual Studio’s Test Impact Analysis to efficiently re-run just those tests which were impacted by refactoring. Continuous integration Team Foundation Build Test Driven Development (TDD) Refactoring Test Impact Analysis SPRINT 2 Retrospective Module 9: AGILE DATABASE DEVELOPMENT This module lets the SQL Server database developers in on a little secret – they can be agile too. By using the database projects in Visual Studio 2010, the database developers can join the rest of the team. The students will see how to apply Agile database techniques within Visual Studio to support the SQL Server 2005/2008/2008R2 development lifecycle. Agile database development Visual Studio database projects Importing schema and scripts Building and deploying Generating data Unit testing SPRINT 3 Retrospective Module 10: SHIP IT Teams need to know that just because they like the functionality doesn’t mean the Product Owner will. This module revisits acceptance criteria as it pertains to acceptance testing. By refining acceptance criteria into manual test steps, team members can execute the tests, recording the results and reporting bugs in a number of ways. Manual tests will be defined and executed using the Microsoft Test Manager tool. As the Sprint completes and an increment of functionality is delivered, the team will also learn why and when they should create a branch of the codeline. Acceptance criteria Testing in Visual Studio 2010 Microsoft Test Manager Writing and running manual tests Branching SPRINT 4 Retrospective Module 11: OVERCOMING DYSFUNCTION This module introduces the many types of people, process, and tool dysfunctions that teams face in the real world. Many dysfunctions and scenarios will be identified, along with ideas and discussion for how a team might mitigate them. This module will enable you and your team to move toward independence and improve your game of Scrum when you depart class. Scrum-butts and flaccid Scrum Best practices working as a team Team challenges ScrumMaster challenges Product Owner challenges Stakeholder challenges Course Retrospective What will be expected of you and you team? This is a unique course in that it’s technically-focused, team-based, and employs timeboxes. It demands that the members of the teams self-organize and self-manage their own work to collaboratively develop increments of software. All attendees must commit to: Pay attention to all lectures and demonstrations Participate in team and group discussions Work collaboratively with other team members Obey the timebox for each activity Commit to work and do your best to deliver All teams should have these skills: Understanding of Scrum Familiarity with Visual Studio 201 C#, .NET 4.0 & ASP.NET 4.0 experience*  SQL Server 2008 development experience Software testing experience * Check with the instructor ahead of time for the exact technologies Self-organising teams Another unique attribute of this course is that it’s a technical training class being delivered to teams of developers, not pairs, and not individuals. Ideally, your actual software development team will attend the training to ensure that all necessary skills are covered. However, if you wish to attend an open enrolment course alone or with just a couple of colleagues, realize that you may be placed on a team with other attendees. The instructor will do his or her best to ensure that each team is cross-functional to tackle the case study, but there are no guarantees. You may be required to try a new role, learn a new skill, or pair with somebody unfamiliar to you. This is just good Scrum! Who should NOT take this course? Because of the nature of this course, as explained above, certain types of people should probably not attend this course: Students requiring command and control style instruction – there are no prescriptive/step-by-step (think traditional Microsoft Learning) labs in this course Students who are unwilling to work within a timebox Students who are unwilling to work collaboratively on a team Students who don’t have any skill in any of the software development disciplines Students who are unable to commit fully to their team – not only will this diminish the student’s learning experience, but it will also impact their team’s learning experience Find a course and register Download this syllabus Download the Scrum Guide Technorati Tags: Scrum,SSW,Pro Scrum Dev

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  • NEW 2-Day Instructor Led Course on Oracle Data Mining Now Available!

    - by chberger
    A NEW 2-Day Instructor Led Course on Oracle Data Mining has been developed for customers and anyone wanting to learn more about data mining, predictive analytics and knowledge discovery inside the Oracle Database.  Course Objectives: Explain basic data mining concepts and describe the benefits of predictive analysis Understand primary data mining tasks, and describe the key steps of a data mining process Use the Oracle Data Miner to build,evaluate, and apply multiple data mining models Use Oracle Data Mining's predictions and insights to address many kinds of business problems, including: Predict individual behavior, Predict values, Find co-occurring events Learn how to deploy data mining results for real-time access by end-users Five reasons why you should attend this 2 day Oracle Data Mining Oracle University course. With Oracle Data Mining, a component of the Oracle Advanced Analytics Option, you will learn to gain insight and foresight to: Go beyond simple BI and dashboards about the past. This course will teach you about "data mining" and "predictive analytics", analytical techniques that can provide huge competitive advantage Take advantage of your data and investment in Oracle technology Leverage all the data in your data warehouse, customer data, service data, sales data, customer comments and other unstructured data, point of sale (POS) data, to build and deploy predictive models throughout the enterprise. Learn how to explore and understand your data and find patterns and relationships that were previously hidden Focus on solving strategic challenges to the business, for example, targeting "best customers" with the right offer, identifying product bundles, detecting anomalies and potential fraud, finding natural customer segments and gaining customer insight.

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  • Free course on Java Embedded on the Raspberry Pi?

    - by A Tael
    Oracle is developing a free, on-line course on developing Oracle Java Embedded applications using a Raspberry Pi as the development platform. The course teaches experienced Java SE developers how to design and develop applications using Java ME Embedded 8 EA on a Raspberry Pi with physical devices, including: switches and Light Emitting Diodes (LED); temperature/barometric pressure sensors; Global Positioning System (GPS) sensors; and system interrupt timers. Additional modules include logging, threads, network I/O, file I/O, record management service, push registry, application management services and best practices for headless embedded devices.Sounds like great fun doesn't it? Read more about the course and give us your feedback in this short survey. <<Andy>>

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