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  • Developer Training – 6 Online Courses to Learn SQL Server, MySQL and Technology

    - by Pinal Dave
    Video courses are the next big thing and I am so happy that I have so far authored 6 different video courses with Pluralsight. Here is the list of the courses. I have listed all of my video courses over here. Note: If you click on the courses and it does not open, you need to login to Pluralsight with a valid username and password or sign up for a FREE trial. Please leave a comment with your favorite course in the comment section. Random 10 winners will get surprise gift via email. Bonus: If you list your favorite module from the course site. SQL Server Performance: Introduction to Query Tuning SQL Server performance tuning is an in-depth topic, and an art to master. A key component of overall application performance tuning is query tuning. Writing queries in an efficient manner, and making sure they execute in the most optimal way possible, is always a challenge. The basics revolve around the details of how SQL Server carries out query execution, so the optimizations explored in this course follow along the same lines. Click to View Course SQL Server Performance: Indexing Basics Indexes are the most crucial objects of the database. They are the first stop for any DBA and Developer when it is about performance tuning. There is a good side as well evil side of the indexes. To master the art of performance tuning one has to understand the fundamentals of the indexes and the best practices associated with the same. This course is for every DBA and Developer who deals with performance tuning and wants to use indexes to improve the performance of the server. Click to View Course SQL Server Questions and Answers This course is designed to help you better understand how to use SQL Server effectively. The course presents many of the common misconceptions about SQL Server, and then carefully debunks those misconceptions with clear explanations and short but compelling demos, showing you how SQL Server really works. This course is for anyone working with SQL Server databases who wants to improve her knowledge and understanding of this complex platform. Click to View Course MySQL Fundamentals MySQL is a popular choice of database for use in web applications, and is a central component of the widely used LAMP open source web application software stack. This course covers the fundamentals of MySQL, including how to install MySQL as well as written basic data retrieval and data modification queries. Click to View Course Building a Successful Blog Expressing yourself is the most common behavior of humans. Blogging has made easy to express yourself. Just like a letter or book has a structure and formula, blogging also has structure and formula. In this introductory course on blogging we will go over a few of the basics of blogging and show the way to get started with blogging immediately. If you already have a blog, this course will be even more relevant as this will discuss many of the common questions and issue you face in your blogging routine. Click to View Course Introduction to ColdFusion ColdFusion is rapid web application development platform. In this course you will learn the basics of how to use ColdFusion platform and rapidly develop web sites. The course begins with learning basics of ColdFusion Markup Language and moves to common development language practices. From there we move to frequent database operations and advanced concepts of Forms, Sessions and Cookies. The last module sums up all the concepts covered in the course with sample application. Click to View Course Reference: Pinal Dave (http://blog.sqlauthority.com) Filed under: PostADay, SQL, SQL Authority, SQL Query, SQL Server, SQL Tips and Tricks, SQL Training, T SQL, Technology

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  • Pluralsight Meet the Author Podcast on Structuring JavaScript Code

    - by dwahlin
    I had the opportunity to talk with Fritz Onion from Pluralsight about one of my recent courses titled Structuring JavaScript Code for one of their Meet the Author podcasts. We talked about why JavaScript patterns are important for building more re-useable and maintainable apps, pros and cons of different patterns, and how to go about picking a pattern as a project is started. The course provides a solid walk-through of converting what I call “Function Spaghetti Code” into more modular code that’s easier to maintain, more re-useable, and less susceptible to naming conflicts. Patterns covered in the course include the Prototype Pattern, Revealing Module Pattern, and Revealing Prototype Pattern along with several other tips and techniques that can be used. Meet the Author:  Dan Wahlin on Structuring JavaScript Code   The transcript from the podcast is shown below: [Fritz]  Hello, this is Fritz Onion with another Pluralsight author interview. Today we’re talking with Dan Wahlin about his new course, Structuring JavaScript Code. Hi, Dan, it’s good to have you with us today. [Dan]  Thanks for having me, Fritz. [Fritz]  So, Dan, your new course, which came out in December of 2011 called Structuring JavaScript Code, goes into several patterns of usage in JavaScript as well as ways of organizing your code and what struck me about it was all the different techniques you described for encapsulating your code. I was wondering if you could give us just a little insight into what your motivation was for creating this course and sort of why you decided to write it and record it. [Dan]  Sure. So, I got started with JavaScript back in the mid 90s. In fact, back in the days when browsers that most people haven’t heard of were out and we had JavaScript but it wasn’t great. I was on a project in the late 90s that was heavy, heavy JavaScript and we pretty much did what I call in the course function spaghetti code where you just have function after function, there’s no rhyme or reason to how those functions are structured, they just kind of flow and it’s a little bit hard to do maintenance on it, you really don’t get a lot of reuse as far as from an object perspective. And so coming from an object-oriented background in JAVA and C#, I wanted to put something together that highlighted kind of the new way if you will of writing JavaScript because most people start out just writing functions and there’s nothing with that, it works, but it’s definitely not a real reusable solution. So the course is really all about how to move from just kind of function after function after function to the world of more encapsulated code and more reusable and hopefully better maintenance in the process. [Fritz]  So I am sure a lot of people have had similar experiences with their JavaScript code and will be looking forward to seeing what types of patterns you’ve put forth. Now, a couple I noticed in your course one is you start off with the prototype pattern. Do you want to describe sort of what problem that solves and how you go about using it within JavaScript? [Dan]  Sure. So, the patterns that are covered such as the prototype pattern and the revealing module pattern just as two examples, you know, show these kind of three things that I harp on throughout the course of encapsulation, better maintenance, reuse, those types of things. The prototype pattern specifically though has a couple kind of pros over some of the other patterns and that is the ability to extend your code without touching source code and what I mean by that is let’s say you’re writing a library that you know either other teammates or other people just out there on the Internet in general are going to be using. With the prototype pattern, you can actually write your code in such a way that we’re leveraging the JavaScript property and by doing that now you can extend my code that I wrote without touching my source code script or you can even override my code and perform some new functionality. Again, without touching my code.  And so you get kind of the benefit of the almost like inheritance or overriding in object oriented languages with this prototype pattern and it makes it kind of attractive that way definitely from a maintenance standpoint because, you know, you don’t want to modify a script I wrote because I might roll out version 2 and now you’d have to track where you change things and it gets a little tricky. So with this you just override those pieces or extend them and get that functionality and that’s kind of some of the benefits that that pattern offers out of the box. [Fritz]  And then the revealing module pattern, how does that differ from the prototype pattern and what problem does that solve differently? [Dan]  Yeah, so the prototype pattern and there’s another one that’s kind of really closely lined with revealing module pattern called the revealing prototype pattern and it also uses the prototype key word but it’s very similar to the one you just asked about the revealing module pattern. [Fritz]  Okay. [Dan]  This is a really popular one out there. In fact, we did a project for Microsoft that was very, very heavy JavaScript. It was an HMTL5 jQuery type app and we use this pattern for most of the structure if you will for the JavaScript code and what it does in a nutshell is allows you to get that encapsulation so you have really a single function wrapper that wraps all your other child functions but it gives you the ability to do public versus private members and this is kind of a sort of debate out there on the web. Some people feel that all JavaScript code should just be directly accessible and others kind of like to be able to hide their, truly their private stuff and a lot of people do that. You just put an underscore in front of your field or your variable name or your function name and that kind of is the defacto way to say hey, this is private. With the revealing module pattern you can do the equivalent of what objective oriented languages do and actually have private members that you literally can’t get to as an external consumer of the JavaScript code and then you can expose only those members that you want to be public. Now, you don’t get the benefit though of the prototype feature, which is I can’t easily extend the revealing module pattern type code if you don’t like something I’m doing, chances are you’re probably going to have to tweak my code to fix that because we’re not leveraging prototyping but in situations where you’re writing apps that are very specific to a given target app, you know, it’s not a library, it’s not going to be used in other apps all over the place, it’s a pattern I actually like a lot, it’s very simple to get going and then if you do like that public/private feature, it’s available to you. [Fritz]  Yeah, that’s interesting. So it’s almost, you can either go private by convention just by using a standard naming convention or you can actually enforce it by using the prototype pattern. [Dan]  Yeah, that’s exactly right. [Fritz]  So one of the things that I know I run across in JavaScript and I’m curious to get your take on is we do have all these different techniques of encapsulation and each one is really quite different when you’re using closures versus simply, you know, referencing member variables and adding them to your objects that the syntax changes with each pattern and the usage changes. So what would you recommend for people starting out in a brand new JavaScript project? Should they all sort of decide beforehand on what patterns they’re going to stick to or do you change it based on what part of the library you’re working on? I know that’s one of the points of confusion in this space. [Dan]  Yeah, it’s a great question. In fact, I just had a company ask me about that. So which one do I pick and, of course, there’s not one answer fits all. [Fritz]  Right. [Dan]  So it really depends what you just said is absolutely in my opinion correct, which is I think as a, especially if you’re on a team or even if you’re just an individual a team of one, you should go through and pick out which pattern for this particular project you think is best. Now if it were me, here’s kind of the way I think of it. If I were writing a let’s say base library that several web apps are going to use or even one, but I know that there’s going to be some pieces that I’m not really sure on right now as I’m writing I and I know people might want to hook in that and have some better extension points, then I would look at either the prototype pattern or the revealing prototype. Now, really just a real quick summation between the two the revealing prototype also gives you that public/private stuff like the revealing module pattern does whereas the prototype pattern does not but both of the prototype patterns do give you the benefit of that extension or that hook capability. So, if I were writing a library that I need people to override things or I’m not even sure what I need them to override, I want them to have that option, I’d probably pick a prototype, one of the prototype patterns. If I’m writing some code that is very unique to the app and it’s kind of a one off for this app which is what I think a lot of people are kind of in that mode as writing custom apps for customers, then my personal preference is the revealing module pattern you could always go with the module pattern as well which is very close but I think the revealing module patterns a little bit cleaner and we go through that in the course and explain kind of the syntax there and the differences. [Fritz]  Great, that makes a lot of sense. [Fritz]  I appreciate you taking the time, Dan, and I hope everyone takes a chance to look at your course and sort of make these decisions for themselves in their next JavaScript project. Dan’s course is, Structuring JavaScript Code and it’s available now in the Pluralsight Library. So, thank you very much, Dan. [Dan]  Thanks for having me again.

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  • What shall I include in a 10 week web technologies course?

    - by Iain
    In September I will be teaching a university module on web technologies. This session will be available to 1st year (freshman) students who don't necessarily have any programming knowledge or know how the web works. In the 2nd semester I will be teaching Flash, which is my specialism, so I know exactly what I am going to teach, but in the 1st semester I will be teaching them web standards technologies - HTML, CSS, JS, jQuery, PHP and MySQL. Where I need advice is how to proportion the emphasis for each part, and which parts of each technology to cover. Another real issue I'm struggling with is how much of the bad old ways should I teach them? Do they need to know about bold as well as strong, etc. UPDATE: based, on your feedback I will only be teaching the latest version of everything - CSS3, HTML5 etc. I'm not sure exactly how long the semester will be but I'm guessing about 10-12 weeks. Each session is a 2 hour lab. Obviously there's only so much I can cover in that time and it will be up to the students to go a research this stuff properly on W3 schools etc. My ideas so far were: Lesson 0 - Course intro and overview of the current tech landscape. What is out there, what will we be learning, what won't we. What is a web server, URL etc. Looking at different example websites and discussing how they work. Lesson 1 - HTML basics (head, body, title, img, table, a, lists, h1, strong etc) Lesson 2 - CSS for styling and layout - fonts, webfonts, float etc Lesson 3 - Intro to programming JS (variables, loops, conditionals, functions) Lesson 4 - more JS programming fundamentals, DOM manipulation Lesson 5 - jQuery - making things fly about and look cool Lesson 6 - XML and Ajax Lesson 7 - PHP basics - syntax, server-side principles Lesson 8 - PHP and MySQL - forms, logins, saving user info Lesson 9 - don't know Lesson 10 - don't know Please let me know if you think this is the right order, what have I missed, how to use any spare sessions etc. Thanks :) UPDATE BASED ON RESPONSES: Thanks for all your responses - some great stuff. To be absolutely clear, this is not a computer science course, it is a practical module on a creative technology course. The emphasis definitely has to be on making cool things work rather than understanding how the backbone of the internet works. That can come later, if the students are interested. At the end of the module I would like the students to be able to produce a web page or pages that does something cool, using some or all of the technologies I cover. Many of these topics are of course far beyond the scope of a 2 hour session, however I do not have the option of reducing the syllabus, I will just have to explain what the technology does and encourage the student to research it in their own time.

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  • A little gem from MPN&ndash;FREE online course on Architectural Guidance for Migrating Applications to Windows Azure Platform

    - by Eric Nelson
    I know a lot of technical people who work in partners (ISVs, System Integrators etc). I know that virtually none of them would think of going to the Microsoft Partner Network (MPN) learning portal to find some deep and high quality technical content. Instead they would head to MSDN, Channel 9, msdev.com etc. I am one of those people :-) Hence imagine my surprise when i stumbled upon this little gem Architectural Guidance for Migrating Applications to Windows Azure Platform (your company and hence your live id need to be a member of MPN – which is free to join). This is first class stuff – and represents about 4 hours which is really 8 if you stop and ponder :) Course Structure The course is divided into eight modules.  Each module explores a different factor that needs to be considered as part of the migration process. Module 1:  Introduction:  This section provides an introduction to the training course, highlighting the values of the Windows Azure Platform for developers. Module 2:  Dynamic Environment: This section goes into detail about the dynamic environment of the Windows Azure Platform. This session will explain the difference between current development states and the Windows Azure Platform environment, detail the functions of roles, and highlight development considerations to be aware of when working with the Windows Azure Platform. Module 3:  Local State: This session details the local state of the Windows Azure Platform. This section details the different types of storage within the Windows Azure Platform (Blobs, Tables, Queues, and SQL Azure). The training will provide technical guidance on local storage usage, how to write to blobs, how to effectively use table storage, and other authorization methods. Module 4:  Latency and Timeouts: This session goes into detail explaining the considerations surrounding latency, timeouts and how to assess an IT portfolio. Module 5:  Transactions and Bandwidth: This session details the performance metrics surrounding transactions and bandwidth in the Windows Azure Platform environment. This session will detail the transactions and bandwidth costs involved with the Windows Azure Platform and mitigation techniques that can be used to properly manage those costs. Module 6:  Authentication and Authorization: This session details authentication and authorization protocols within the Windows Azure Platform. This session will detail information around web methods of authorization, web identification, Access Control Benefits, and a walkthrough of the Windows Identify Foundation. Module 7:  Data Sensitivity: This session details data considerations that users and developers will experience when placing data into the cloud. This section of the training highlights these concerns, and details the strategies that developers can take to increase the security of their data in the cloud. Module 8:  Summary Provides an overall review of the course.

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  • How to detect when a device is heading towards a certain location?

    - by Tiger
    Hi, How can I detect when a device is heading towards a certain location? Lets say I have 2 locations- the devices current location, and a location of some restaurant for example- I would like to detect when the device is heading towards that restaurant. (I asked this before with no answers- I thought maybe if I'll rephrase the question...) Thanks.

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  • How to code for Alternate Course AKA Rainy Day Scenary?

    - by janetsmith
    Alternate course is something when user doesn't do what you expected, e.g. key in wrong password, pressing back button, or database error. For any programming project, alternate course accounts for more than 50% of a project timeline. It is important. However, most computer books only focus on Basic Course (when everything goes fine). Basic course is rather simple, compared to Alternate course, because this is normally given by client. Alternate course is what we, as a programmer or Business Analyst needs to take care of. Java has some built-in mechanism (try-catch) to force us to handle those unexpected behavior. The question is, how to handle them? Any pattern to follow? Any guideline or industry practice for handling alternate course?

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  • Oracle pl\sql question for my homework in oracle 11G class [migrated]

    - by Bjolds
    I am new to oracle 11G programming and i have run into a tough situation with pl\sql funtions and automation. I ame unsure how to create the function for the automation of Registration system for a College registration system. Here is what i want to do. I want to automate the registrations system so that it automaticly registers students. Then I want a procedure to automate the grading system. I have included the code that i am written to make most of this assignment work which it does but unsure how to incorporate Pl\SQL automated fuctions for the registrations system, and the grading system. So Any help or Ideas I would greatly appreciate please. set Linesize 250 set pagesize 150 drop table student; drop table faculty; drop table Course; drop table Section; drop table location; DROP TABLE courseInstructor; DROP TABLE Registration; DROP TABLE grade; create table student( studentid number(10), Lastname varchar2(20), Firstname Varchar2(20), MI Char(1), address Varchar2(20), city Varchar2(20), state Char(2), zip Varchar2(10), HomePhone Varchar2(10), Workphone Varchar2(10), DOB Date, Pin VARCHAR2(10), Status Char(1)); ALTER TABLE Student Add Constraint Student_StudentID_pk Primary Key (studentID); Insert into student values (1,'xxxxxxxx','xxxxxxxxxx','x','xxxxxxxxxxxxxxx','Columbus','oh','44159','xxx-xxx-xxxx','xxx-xxx-xxxx','06-Mar-1957','1211','c'); create table faculty( FacultyID Number(10), FirstName Varchar2(20), Lastname Varchar2(20), MI Char(1), workphone Varchar2(10), CellPhone Varchar2(10), Rank Varchar2(20), Experience Varchar2(10), Status Char(1)); ALTER TABLE Faculty ADD Constraint Faculty_facultyId_PK PRIMARY KEY (FacultyID); insert into faculty values (1,'xxx','xxxxxxxxxxxx',xxx-xxx-xxxx','xxx-xxx-xxxx','professor','20','f'); create table Course( CourseId number(10), CourseNumber Varchar2(20), CourseName Varchar(20), Description Varchar(20), CreditHours Number(4), Status Char(1)); ALTER TABLE Course ADD Constraint Course_CourseID_pk PRIMARY KEY(CourseID); insert into course values (1,'cit 100','computer concepts','introduction to PCs','3.0','o'); insert into course values (2,'cit 101','Database Program','Database Programming','4.0','o'); insert into course values (3,'Math 101','Algebra I','Algebra I Concepts','5.0','o'); insert into course values (4,'cit 102a','Pc applications','Aplications 1','3.0','o'); insert into course values (5,'cit 102b','pc applications','applications 2','3.0','o'); insert into course values (6,'cit 102c','pc applications','applications 3','3.0','o'); insert into course values (7,'cit 103','computer concepts','introduction systems','3.0','c'); insert into course values (8,'cit 110','Unified language','UML design','3.0','o'); insert into course values (9,'cit 165','cobol','cobol programming','3.0','o'); insert into course values (10,'cit 167','C++ Programming 1','c++ programming','4.0','o'); insert into course values (11,'cit 231','Expert Excel','spreadsheet apps','3.0','o'); insert into course values (12,'cit 233','expert Access','database devel.','3.0','o'); insert into course values (13,'cit 169','Java Programming I','Java Programming I','3.0','o'); insert into course values (14,'cit 263','Visual Basic','Visual Basic Prog','3.0','o'); insert into course values (15,'cit 275','system analysis 2','System Analysis 2','3.0','o'); create table Section( SectionID Number(10), CourseId Number(10), SectionNumber VarChar2(10), Days Varchar2(10), StartTime Date, EndTime Date, LocationID Number(10), SeatAvailable Number(3), Status Char(1)); ALTER TABLE Section ADD Constraint Section_SectionID_PK PRIMARY KEY(SectionID); insert into section values (1,1,'18977','r','21-Sep-2011','10-Dec-2011','1','89','o'); create table Location( LocationId Number(10), Building Varchar2(20), Room Varchar2(5), Capacity Number(5), Satus Char(1)); ALTER TABLE Location ADD Constraint Location_LocationID_pk PRIMARY KEY (LocationID); insert into Location values (1,'Clevleand Hall','cl209','35','o'); insert into Location values (2,'Toledo Circle','tc211','45','o'); insert into Location values (3,'Akron Square','as154','65','o'); insert into Location values (4,'Cincy Hall','ch100','45','o'); insert into Location values (5,'Springfield Dome','SD','35','o'); insert into Location values (6,'Dayton Dorm','dd225','25','o'); insert into Location values (7,'Columbus Hall','CB354','15','o'); insert into Location values (8,'Cleveland Hall','cl204','85','o'); insert into Location values (9,'Toledo Circle','tc103','75','o'); insert into Location values (10,'Akron Square','as201','46','o'); insert into Location values (11,'Cincy Hall','ch301','73','o'); insert into Location values (12,'Dayton Dorm','dd245','57','o'); insert into Location values (13,'Springfield Dome','SD','65','o'); insert into Location values (14,'Cleveland Hall','cl241','10','o'); insert into Location values (15,'Toledo Circle','tc211','27','o'); insert into Location values (16,'Akron Square','as311','28','o'); insert into Location values (17,'Cincy Hall','ch415','73','o'); insert into Location values (18,'Toledo Circle','tc111','67','o'); insert into Location values (19,'Springfield Dome','SD','69','o'); insert into Location values (20,'Dayton Dorm','dd211','45','o'); Alter Table Student Add Constraint student_Zip_CK Check(Rtrim (Zip,'1234567890-') is null); Alter Table Student ADD Constraint Student_Status_CK Check(Status In('c','t')); Alter Table Student ADD Constraint Student_MI_CK2 Check(RTRIM(MI,'abcdefghijklmnopqrstuvwxyz')is Null); Alter Table Student Modify pin not Null; Alter table Faculty Add Constraint Faculty_Status_CK Check(Status In('f','a','i')); Alter table Faculty ADD Constraint Faculty_Rank_CK Check(Rank In ('professor','doctor','instructor','assistant','tenure')); Alter table Faculty ADD Constraint Faculty_MI_CK2 Check(RTRIM(MI,'abcdefghijklmnopqrstuvwxyz')is Null); Update Section Set Starttime = To_date('09-21-2011 6:00 PM', 'mm-dd-yyyy hh:mi pm'); Update Section Set Endtime = To_date('12-10-2011 9:50 PM', 'mm-dd-yyyy hh:mi pm'); alter table Section Add Constraint StartTime_Status_CK Check (starttime < Endtime); Alter Table Section Add Constraint Section_StartTime_ck check (StartTime < EndTime); Alter Table Section ADD Constraint Section_CourseId_FK FOREIGN KEY (CourseID) References Course(CourseId); Alter Table Section ADD Constraint Section_LocationID_FK FOREIGN KEY (LocationID) References Location (LocationId); Alter Table Section ADD Constraint Section_Days_CK Check(RTRIM(Days,'mtwrfsu')IS Null); update section set seatavailable = '99'; Alter Table Section ADD Constraint Section_SeatsAvailable_CK Check (SeatAvailable < 100); Alter Table Course Add Constraint Course_CreditHours_ck check(CreditHours < = 6.0); update location set capacity = '99'; Alter Table Location Add Constraint Location_Capacity_CK Check(Capacity < 100); Create Table Registration ( StudentID Number(10), SectionID Number(10), Constraint Registration_pk Primary key (studentId, Sectionid)); Insert into registration values (1, 2); Insert into Registration values (2, 3); Insert into registration values (3, 4); Insert into registration values (4, 5); Insert into registration values (5, 6); Insert into registration values (6, 7); Insert into registration values (7, 8); Insert into registration values (8, 9); insert into registration values (9, 10); insert into registration values (10, 11); insert into registration values (9, 12); insert into registration values (8, 13); insert into registration values (7, 14); insert into registration values (6, 15); insert into registration values (5, 17); insert into registration values (4, 18); insert into registration values (3, 19); insert into registration values (2, 20); insert into registration values (1, 21); insert into registration values (2, 22); insert into registration values (3, 23); insert into registration values (4, 24); insert into registration values (5, 25); Insert into registration values (6, 24); insert into registration values (7, 23); insert into registration values (8, 22); insert into registration values (9, 21); insert into registration values (10, 20); insert into registration values (9, 19); insert into registration values (8, 17); Create Table courseInstructor( FacultyID Number(10), SectionID Number(10), Constraint CourseInstructor_pk Primary key (FacultyId, SectionID)); insert into courseInstructor values (1, 1); insert into courseInstructor values (2, 2); insert into courseInstructor values (3, 3); insert into courseInstructor values (4, 4); insert into courseInstructor values (5, 5); insert into courseInstructor values (5, 6); insert into courseInstructor values (4, 7); insert into courseInstructor values (3, 8); insert into courseInstructor values (2, 9); insert into courseInstructor values (1, 10); insert into courseInstructor values (5, 11); insert into courseInstructor values (4, 12); insert into courseInstructor values (3, 13); insert into courseInstructor values (2, 14); insert into courseInstructor values (1, 15); Create table grade( StudentID Number(10), SectionID Number(10), Grade Varchar2(1), Constraint grade_pk Primary key (StudentID, SectionID)); CREATE OR REPLACE TRIGGER TR_CreateGrade AFTER INSERT ON Registration FOR EACH ROW BEGIN INSERT INTO grade (SectionID,StudentID,Grade) VALUES(:New.SectionID,:New.StudentID,NULL); END TR_createGrade; / CREATE OR REPLACE FORCE VIEW V_reg_student_course AS SELECT Registration.StudentID, student.LastName, student.FirstName, course.CourseName, Registration.SectionID, course.CreditHours, section.Days, TO_CHAR(StartTime, 'MM/DD/YYYY') AS StartDate, TO_CHAR(StartTime, 'HH:MI PM') AS StartTime, TO_CHAR(EndTime, 'MM/DD/YYYY') AS EndDate, TO_CHAR(EndTime, 'HH:MI PM') AS EndTime, location.Building, location.Room FROM registration, student, section, course, location WHERE registration.StudentID = student.StudentID AND registration.SectionID = section.SectionID AND section.LocationID = location.LocationID AND section.CourseID = course.CourseID; CREATE OR REPLACE FORCE VIEW V_teacher_to_course AS SELECT courseInstructor.FacultyID, faculty.FirstName, faculty.LastName, courseInstructor.SectionID, section.Days, TO_CHAR(StartTime, 'MM/DD/YYYY') AS StartDate, TO_CHAR(StartTime, 'HH:MI PM') AS StartTime, TO_CHAR(EndTime, 'MM/DD/YYYY') AS EndDate, TO_CHAR(EndTime, 'HH:MI PM') AS EndTime, location.Building, location.Room FROM courseInstructor, faculty, section, course, location WHERE courseInstructor.FacultyID = faculty.FacultyID AND courseInstructor.SectionID = section.SectionID AND section.LocationID = location.LocationID AND section.CourseID = course.CourseID; SELECT * FROM V_reg_student_course; SELECT * FROM V_teacher_to_course;

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  • Trying to run my code and compiler seems to just close after it executes [migrated]

    - by Shane
    I am trying to run a program and the compiler seems to just crash right after it executes ... i have no build errors so i am wondering what the hell is going on ... I am a bit of a novice so all help would be appreciated =). I don't know if you might have time to scan through the code but this is what i have got : using System; using System.Collections.Generic; using System.Linq; using System.Text; using System.Threading.Tasks; namespace ConsoleApplication1 { public class Student { string Fname, Lname, Program ; int Sid ; // Inputting information for students public void InputStudentInfo () { Console.WriteLine ("Please enter your first name") ; Fname = Console.ReadLine() ; Console.WriteLine ("Please enter you last name") ; Lname = Console.ReadLine() ; Console.WriteLine ("Please enter you student ID#") ; Sid = int.Parse(Console.ReadLine()) ; Console.WriteLine ("Enter the Program that you are completeing") ; Program = Console.ReadLine() ; } // Printing information for students public void PrintStudentInfo () { Console.Write (" Your name is " + Fname) ; Console.Write(" " + Lname); Console.WriteLine (" Your student identification number is " + Sid) ; Console.WriteLine (" The program you are registered for is " + Program) ; } /* public void MenuInterface() { Console.WriteLine (" 1. Input Student information" ) ; Console.WriteLine (" 2. Input Course information" ) ; Console.WriteLine (" 3. Input Grade information" ) ; Console.WriteLine (" 4. Print Course information" ) ; Console.WriteLine (" 5. Print Student information" ) ; Console.WriteLine (" 6. Print Grade information" ) ; Console.WriteLine (" 7. Print Student information including Course they are registered in and the grade obtained for that course" ) ; Console.WriteLine (" 8. Print grade info of the course in which student has achieved the highest grade" ) ; Console.WriteLine (" 0. Exit") ; Console.WriteLine (" Please select a choice from 0-8") ; accode = Console.ReadLine(); } */ } public class Course { string course1, course2, course3 ; int Stuid ; // Inputting Course Information public void InputCourseInfo () { Console.WriteLine (" Please re-enter your identification number") ; Stuid = int.Parse(Console.ReadLine()) ; Console.WriteLine (" Enter the name of your first course") ; course1 = Console.ReadLine() ; Console.WriteLine (" Enter the name of your second course") ; course2 = Console.ReadLine() ; Console.WriteLine (" Enter the name of your third course") ; course3 = Console.ReadLine() ; } // Printing Course Information public void PrintCourseInfo () { Console.WriteLine (" Your ID # is " + Stuid) ; Console.Write (" The Courses you selected are " + course1) ; Console.Write("," + course2); Console.Write(" and " + course3); } } public class Grade : Course { int Studentid ; int [] hwgrade ; int [] cwgrade ; int [] midegrade ; int [] finalegrade ; int [] totalgrade ; string coursename ; public Grade ( string cname , int Studentident , int [] homework , int [] classwork , int [] midexam , int [] finalexam) { coursename = cname ; Studentid = Studentident ; hwgrade = homework ; cwgrade = classwork ; midegrade = midexam ; finalegrade = finalexam ; } public string coname { get { return coursename ; } set { coursename = value ; } } public int Studentidenty { get { return Studentid ; } set { Studentid = value ; } } public void InputGradeInfo() { Console.WriteLine (" Please enter your Student ID" ) ; grade.Studentidenty = Console.ReadLine() ; for ( int i = 0; i < 3; i++) { Console.Writeline (" Please enter the Course name" ) ; grade.coname[i] = Console.Readline() ; Console.Writeline (" Please enter your homework grade") ; grade.hwgrade[i] = int.parse(Console.Readline()) ; // ..... } } public void CalcTotalGrade() { for (int i = 0; i < 3; i++) { grade.courseper[i] = (grade.hwgrade[i] + grade.cwgrade[i]) / 2; grade.finalper[i] = (grade.midexam[i] + grade.finalegrade[i]) / 2; grade.totalgrade[i] = (grade.courseper[i] + finalper[i]) / 2; } } public void PrintGradeInfo() { for ( int i = 0; i < 3; i++) { Console.Writeline (" Your homework grade is" + grade.hwgrade[i]) ; // ..... } } static void Main(string[] args) { int accode ; Student student = new Student() ; Course course = new Course() ; Grade grade = new Grade() ; do { Console.WriteLine(" 1. Input Student information"); Console.WriteLine(" 2. Input Course information"); Console.WriteLine(" 3. Input Grade information"); Console.WriteLine(" 4. Print Course information"); Console.WriteLine(" 5. Print Student information"); Console.WriteLine(" 6. Print Grade information"); Console.WriteLine(" 7. Print Student information including Course they are registered in and the grade obtained for that course"); Console.WriteLine(" 8. Print grade info of the course in which student has achieved the highest grade"); Console.WriteLine(" 0. Exit"); Console.WriteLine(" Please select a choice from 0-8"); accode = Console.ReadLine(); switch (accode) { case 1: student.InputStudentInfo(); break; case 2: course.InputCourseInfo(); break; case 3: grade.InputGradeInfo(); break; case 4: course.PrintCourseInfo(); break; case 5: student.PRintStudentInfo(); break; case 6: grade.PrintGradeInfo(); break; case 0: Console.WriteLine(" You have chosen to exit the program have a good day. =)"); break; } } while (accode != 0); Console.ReadKey(); } } }

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  • SSAS Maestro Training in July 2012 #ssasmaestro #ssas

    - by Marco Russo (SQLBI)
    A few hours ago Chris Webb blogged about SSAS Maestro and I’d like to propagate the news, adding also some background info. SSAS Maestro is the premier certification on Analysis Services that selects the best experts in Analysis Services around the world. In 2011 Microsoft organized two rounds of training/exams for SSAS Maestros and up to now only 11 people from the first wave have been announced – around 10% of attendees of the course! In the next few days the new Maestros from the second round should be announced and this long process is caused by many factors that I’m going to explain. First, the course is just a step in the process. Before the course you receive a list of topics to study, including the slides of the course. During the course, students receive a lot of information that might not have been included in the slides and the best part of the course is class interaction. Students are expected to bring their experience to the table and comparing case studies, experiences and having long debates is an important part of the learning process. And it is also a part of the evaluation: good questions might be also more important than good answers! Finally, after the course, students have their homework and this may require one or two months to be completed. After that, a long (very long) evaluation process begins, taking into account homework, labs, participation… And for this reason the final evaluation may arrive months later after the course. We are going to improve and shorten this process with the next courses. The first wave of SSAS Maestro had been made by invitation only and now the program is opening, requiring a fee to participate in order to cover the cost of preparation, training and exam. The number of attendees will be limited and candidates will have to send their CV in order to be admitted to the course. Only experienced Analysis Services developers will be able to participate to this challenging program. So why you should do that? Well, only 10% of students passed the exam until now. So if you need 100% guarantee to pass the exam, you need to study a lot, before, during and after the course. But the course by itself is a precious opportunity to share experience, create networking and learn mission-critical enterprise-level best practices that it’s hard to find written on books. Oh, well, many existing white papers are a required reading *before* the course! The course is now 5 days long, and every day can be *very* long. We’ll have lectures and discussions in the morning and labs in the afternoon/evening. Plus some more lectures in one or two afternoons. A heavy part of the course is about performance optimization, capacity planning, monitoring. This edition will introduce also Tabular models, and don’t expect something you might find in the SSAS Tabular Workshop – only performance, scalability monitoring and optimization will be covered, knowing Analysis Services is a requirement just to be accepted! I and Chris Webb will be the teachers for this edition. The course is expensive. Applying for SSAS Maestro will cost around 7000€ plus taxes (reduced to 5000€ for students of a previous SSAS Maestro edition). And you will be locked in a training room for the large part of the week. So why you should do that? Well, as I said, this is a challenging course. You will not find the time to check your email – the content is just too much interesting to think you can be distracted by something else. Another good reason is that this course will take place in Italy. Well, the course will take place in the brand new Microsoft Innovation Campus, but in general we’ll be able to provide you hints to get great food and, if you are willing to attach one week-end to your trip, there are plenty of places to visit (and I’m not talking about the classic Rome-Florence-Venice) – you might really need to relax after such a week! Finally, the marking process after the course will be faster – we’d like to complete the evaluation within three months after the course, considering that 1-2 months might be required to complete the homework. If at this point you are not scared: registration will open in mid-April, but you can already write to [email protected] sending your CV/resume and a short description of your level of SSAS knowledge and experience. The selection process will start early and you may want to put your admission form on top of the FIFO queue!

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  • best approach to learning for an undergrad operating systems course?

    - by rrazd
    what is the best approach to learning for an undergrad operating systems course in order to understand the concepts and get a good grade in the exam? I know that some courses can be mastered through diligently reading the textbook or attending lectures while for others the concepts can only be understood by doing hands on projects. Is there a general studying approach that should be adopted for this type of a course? I know this may be subjective but I am looking for personal experiences/study methods by those who have taken similar courses to see if there is one particular method that worked well for the majority.

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  • Ideas for how to structure a developer class/course? [on hold]

    - by Andy
    Let's say I need to teach a 3-8 week course in programming/development at a technical school (no kids) (regardless of language or technology and the target audience is beginners). I need ideas to make it a awesome class where I : Maximize the students learning and experience Make sure they don't fall a sleep Engage the students Make it exciting! I can always do traditional lecture+exercises and repeat this pattern over and over, but I think this is to old-school. Things I have considered to add to the course are: - Require pair programming - Code-review together with the students I would like suggestions on how to make a modern training class state really awesome?

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  • Are python list comprehensions always a good programming practice?

    - by dln385
    To make the question clear, I'll use a specific example. I have a list of college courses, and each course has a few fields (all of which are strings). The user gives me a string of search terms, and I return a list of courses that match all of the search terms. This can be done in a single list comprehension or a few nested for loops. Here's the implementation. First, the Course class: class Course: def __init__(self, date, title, instructor, ID, description, instructorDescription, *args): self.date = date self.title = title self.instructor = instructor self.ID = ID self.description = description self.instructorDescription = instructorDescription self.misc = args Every field is a string, except misc, which is a list of strings. Here's the search as a single list comprehension. courses is the list of courses, and query is the string of search terms, for example "history project". def searchCourses(courses, query): terms = query.lower().strip().split() return tuple(course for course in courses if all( term in course.date.lower() or term in course.title.lower() or term in course.instructor.lower() or term in course.ID.lower() or term in course.description.lower() or term in course.instructorDescription.lower() or any(term in item.lower() for item in course.misc) for term in terms)) You'll notice that a complex list comprehension is difficult to read. I implemented the same logic as nested for loops, and created this alternative: def searchCourses2(courses, query): terms = query.lower().strip().split() results = [] for course in courses: for term in terms: if (term in course.date.lower() or term in course.title.lower() or term in course.instructor.lower() or term in course.ID.lower() or term in course.description.lower() or term in course.instructorDescription.lower()): break for item in course.misc: if term in item.lower(): break else: continue break else: continue results.append(course) return tuple(results) That logic can be hard to follow too. I have verified that both methods return the correct results. Both methods are nearly equivalent in speed, except in some cases. I ran some tests with timeit, and found that the former is three times faster when the user searches for multiple uncommon terms, while the latter is three times faster when the user searches for multiple common terms. Still, this is not a big enough difference to make me worry. So my question is this: which is better? Are list comprehensions always the way to go, or should complicated statements be handled with nested for loops? Or is there a better solution altogether?

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  • Tricky SQL - Select non-adjacent numbers

    - by Daniel
    Given this data on SQL Server 2005: SectionID Name 1 Dan 2 Dan 4 Dan 5 Dan 2 Tom 7 Tom 9 Tom 10 Tom How would I select records where the sectionID must be +-2 or more from another section for the same name. The result would be: 1 Dan 4 Dan 2 Tom 7 Tom 9 Tom Thanks for reading!

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  • Summary of Oracle E-Business Suite Technology Webcasts and Training

    - by BillSawyer
    Last Updated: November 16, 2011We're glad to hear that you've been finding our ATG Live Webcast series to be useful.  If you missed a webcast, you can download the presentation materials and listen to the recordings below. We're collecting other learning-related materials right now.  We'll update this summary with pointers to new training resources on an ongoing basis.  ATG Live Webcast Replays All of the ATG Live Webcasts are hosted by the Oracle University Knowledge Center.  In order to access the replays, you will need a free Oracle.com account. You can register for an Oracle.com account here.If you are a first-time OUKC user, you will have to accept the Terms of Use. Sign-in with your Oracle.com account, or if you don't already have one, use the link provided on the sign-in screen to create an account. After signing in, accept the Terms of Use. Upon completion of these steps, you will be directed to the replay. You only need to accept the Terms of Use once. Your acceptance will be noted on your account for all future OUKC replays and event registrations. 1. E-Business Suite R12 Oracle Application Framework (OAF) Rich User Interface Enhancements (Presentation) Prabodh Ambale (Senior Manager, ATG Development) and Gustavo Jiminez (Development Manager, ATG Development) offer a comprehensive review of the latest user interface enhancements and updates to OA Framework in EBS 12.  The webcast provides a detailed look at new features designed to enhance usability, including new capabilities for personalization and extensions, and features that support the use of dashboards and web services. (January 2011) 2. E-Business Suite R12 Service Oriented Architectures (SOA) Using the E-Business Suite Adapter (Presentation, Viewlet) Neeraj Chauhan (Product Manager, ATG Development) reviews the Service Oriented Architecture (SOA) capabilities within E-Business Suite 12, focussing on using the E-Business Suite Adapter to integrate EBS with third-party applications via web services, and orchestrate services and distributed transactions across disparate applications. (February 2011) 3. Deploying Oracle VM Templates for Oracle E-Business Suite and Oracle PeopleSoft Enterprise Applications Ivo Dujmovic (Director, ATG Development) reviews the latest capabilities for using Oracle VM to deploy virtualized EBS database and application tier instances using prebuilt EBS templates, wire those virtualized instances together using the EBS virtualization kit, and take advantage of live migration of user sessions between failing application tier nodes.  (February 2011) 4. How to Reduce Total Cost of Ownership (TCO) Using Oracle E-Business Suite Management Packs (Presentation) Angelo Rosado (Product Manager, ATG Development) provides an overview of how EBS sysadmins can make their lives easier with the Management Packs for Oracle E-Business Suite Release 12.  This session highlights key features in Application Management Pack (AMP) and Application Change Management Pack) that can automate or streamline system configurations, monitor EBS performance and uptime, keep multiple EBS environments in sync with patches and configurations, and create patches for your own EBS customizations and apply them with Oracle's own patching tools.  (June 2011) 5. Upgrading E-Business Suite 11i Customizations to R12 (Presentation) Sara Woodhull (Principal Product Manager, ATG Development) provides an overview of how E-Business Suite developers can manage and upgrade existing EBS 11i customizations to R12.  Sara covers methods for comparing customizations between Release 11i and 12, managing common customization types, managing deprecated technologies, and more. (July 2011) 6. Tuning All Layers of E-Business Suite (Part 1 of 3) (Presentation) Lester Gutierrez, Senior Architect, and Deepak Bhatnagar, Senior Manager, from the E-Business Suite Application Performance team, lead Tuning All Layers of E-Business Suite (Part 1 of 3). This webcast provides an overview of how Oracle E-Business Suite system administrators, DBAs, developers, and implementers can improve E-Business Suite performance by following a performance tuning framework. Part 1 focuses on the performance triage approach, tuning applications modules, upgrade performance best practices, and tuning the database tier. This ATG Live Webcast is an expansion of the performance sessions at conferences that are perennial favourites with hardcore Apps DBAs. (August 2011)  7. Oracle E-Business Suite Directions: Deployment and System Administration (Presentation) Max Arderius, Manager Applications Technology Group, and Ivo Dujmovic, Director Applications Technology group, lead Oracle E-Business Suite Directions: Deployment and System Administration covering important changes in E-Business Suite R12.2. The changes discussed in this presentation include Oracle E-Business Suite architecture, installation, upgrade, WebLogic Server integration, online patching, and cloning. This webcast provides an overview of how Oracle E-Business Suite system administrators, DBAs, developers, and implementers can prepare themselves for these changes in R12.2 of Oracle E-Business Suite. (October 2011) Oracle University Courses For a general listing of all Oracle University courses related to E-Business Suite Technology, use the Oracle University E-Business Suite Technology course catalog link. Oracle University E-Business Suite Technology Course Catalog 1. R12 Oracle Applications System Administrator Fundamentals In this course students learn concepts and functions that are critical to the System Administrator role in implementing and managing the Oracle E-Business Suite. Topics covered include configuring security and user management, configuring flexfields, managing concurrent processing, and setting up other essential features such as profile options and printing. In addition, configuration and maintenance of an Oracle E-Business Suite through Oracle Applications Manager is discussed. Students also learn the fundamentals of Oracle Workflow including its setup. The System Administrator Fundamentals course provides the foundation needed to effectively control security and ensure smooth operations for an E-Business Suite installation. Demonstrations and hands-on practice reinforce the fundamental concepts of configuring an Oracle E-Business Suite, as well as handling day-to-day system administrator tasks. 2. R12.x Install/Patch/Maintain Oracle E-Business Suite This course will be applicable for customers who have implemented Oracle E-Business Suite Release 12 or Oracle E-Business Suite 12.1. This course explains how to go about installing and maintaining an Oracle E-Business Suite Release 12.x system. Both Standard and Express installation types are covered in detail. Maintenance topics include a detailed examination of the standard tools and utilities, and an in-depth look at patching an Oracle E-Business Suite system. After this course, students will be able to make informed decisions about how to install an Oracle E-Business Suite system that meets their specific requirements, and how to maintain the system afterwards. The extensive hands-on practices include performing an installation on a Linux system, navigating the file system to locate key files, running the standard maintenance tools and utilities, applying patches, and carrying out cloning operations. 3. R12.x Extend Oracle Applications: Building OA Framework Applications This class is a hands-on lab-intensive course that will keep the student busy and active for the duration of the course. While the course covers the fundamentals that support OA Framework-based applications, the course is really an exercise in J2EE programming. Over the duration of the course, the student will create an OA Framework-based application that selects, inserts, updates, and deletes data from a R12 Oracle Applications instance. 4. R12.x Extend Oracle Applications: Customizing OA Framework Applications This course has been significantly changed from the prior version to include additional deployments. The course doesn't teach the specifics of configuration of each product. That is left to the product-specific courses. What the course does cover is the general methods of building, personalizing, and extending OA Framework-based pages within the E-Business Suite. Additionally, the course covers the methods to deploy those types of customizations. The course doesn't include discussion of the Oracle Forms-based pages within the E-Business Suite. 5. R12.x Extend Oracle Applications: OA Framework Personalizations Personalization is the ability within an E-Business Suite instance to make changes to the look and behavior of OA Framework-based pages without programming. And, personalizations are likely to survive patches and upgrades, increasing their utility. This course will systematically walk you through the myriad of personalization options, starting with simple examples and increasing in complexity from there. 6. E-Business Suite: BI Publisher 5.6.3 for Developers Starting with the basic concepts, architecture, and underlying standards of Oracle XML Publisher, this course will lead a student through a progress of exercises building their expertise. By the end of the course, the student should be able to create Oracle XML Publisher RTF templates and data templates. They should also be able to deploy and maintain a BI Publisher report in an E-Business Suite instance. Students will also be introduced to Oracle BI Publisher Enterprise. 7. R12.x Implement Oracle Workflow This course provides an overview of the architecture and features of Oracle Workflow and the benefits of using Oracle Workflow in an e-business environment. You can learn how to design workflow processes to automate and streamline business processes, and how to define event subscriptions to perform processing triggered by business events. Students also learn how to respond to workflow notifications, how to administer and monitor workflow processes, and what setup steps are required for Oracle Workflow. Demonstrations and hands-on practice reinforce the fundamental concepts. 8. R12.x Oracle E-Business Suite Essentials for Implementers Oracle R12.1 E-Business Essentials for Implementers is a course that provides a functional foundation for any E-Business Suite Fundamentals course.

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  • Is it possible to make an online registration process for a course in Google Docs with a cap on registrations?

    - by user61551
    I am trying to build an online registration form for an institute I intern at that is running a training programme with multiple courses and hundreds of applicants. I've done registration forms with Google Docs Forms before, but the tricky spot this time round is that I'm trying to put a registration cap on each of the courses. Every person needs to register for one course in every timeslot, and there are seven or so timeslots. However, as seating space in every venue is limited, we would like to cap registrations per course (venue) to 200 per course, after which either a) the applicant will be informed that they need to register for another course in that timeslot if they apply to a full course, or b) ideal case scenario, the option will be greyed out. Is this possible using Google Docs Forms at all? If not, is there a free alternative that might do the job properly?

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  • Sendmail not working from local PHP when headers not specified

    - by Dan
    Hi. I'm having trouble getting my local XAMPP server to send emails via my remote SMTP server. In PHP, if I put: $headers = "From: [email protected]\r\n"; mail('[email protected]', 'test', '', $headers); Then this works. However, if I don't specify the header, ie.: mail('[email protected]', 'test', ''); Then this fails. The sendmail.log file says: smtpstatus=554 smtpmsg='554 Message refused.' errormsg='the server did not accept the mail' exitcode=EX_UNAVAILABLE I've tried changing my sendmail command in my php.ini to: sendmail_path = "C:/xampp/sendmail/sendmail.exe -t -f [email protected]" but this doesn't work either. Thanks for any help with this, Dan. ps. this is on windows.

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  • Where can I find crash course in Java eclipse in Vancouver?

    - by user3604
    I am not satisfied with what I learned in Java 101 in University. I feel like, lot of time is spent on trying to figure out how to write something in Java properly. I feel like, my lack of knowledge of Java and eclipse is slowing me down. I would like to pay for a detailed and intensive course in Java & Eclipse. I can read a book and read tutorials, but it seems harder to discipline myself. Where can I find such crash courses outside of university courses? I find lot of CS courses just show tip of the iceberg and not too much focused on actual application. I want to learn the latest industry skills and etc. I live in BC, Canada. I am thinking of BCIT, but not sure what they offer.

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  • Am I making the right decision to take Information technology/system as my course in college?

    - by 123rainfan
    I am a student who just ended my high school last year. I will be entering college any time between march to August. And.. I am thinking of studying Information technology/System as my course in college. The problem is, I am unsure if this is the right path for me. I don't know if this is what I really want for my future later on! Yes, I do love learning more about computers (prefer software to hardware). But what if I don't find them interesting later on when studying? I'm worried about that as I don't wanna regret later on. To add to that, my knowledge of programming and other software development is actually quite low. Can someone advise me on what should I do? Or tell me more about Information technology (what will I study later on in college and the career path)?

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  • Does a 77 Year Old Person Like To Use iPhone Siri? Of course!

    - by Gopinath
    When Apple releases any product, they just work irrespective of age, capability and ability of the users. It’s in the DNA of Steve Jobs and his colleagues at Apple to build products that just work with out any learning curve. The recent iPhone is loaded with Siri, an intelligent personal assistant. But can a 77 year old person quickly learn to use Siri for his day to day activities? Lets hear from a son who trained his 77 year old dad to use Siri on iPhone He caught on much faster than I thought he might. I was feeling proud of him and believed Siri would be a real productivity help in his life — seeing that, at 77, my dad still works full time as a realtor. I was encouraged that he really liked and would use his new personal assistant. Or at least I was until my mom called later that night. "Your father and I were just practicing with his new phone," Sigh. Well Siri will be great for my dad…if and when he remembers how to find her. Apple products are not for just techies like Android mobiles, they are for everyone. You can read the full story over here This article titled,Does a 77 Year Old Person Like To Use iPhone Siri? Of course!, was originally published at Tech Dreams. Grab our rss feed or fan us on Facebook to get updates from us.

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  • Can anyone suggest me a good online course for Masters degree in Computer Science?

    - by petershine
    I am a developer looking for an opportunity to get a graduate degree. Since I don't have problem with English, I would like to find an online course available remotely to an international student like myself. As long as I can use my English, I don't have strict preference to US institute over other places. Can anyone suggest me a good course or a portal-like place where I can find good information?

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  • What was your most useful/inspiring computer science course?

    - by MPelletier
    I'm currently taking one course per semester, remotely, in a short 5 year program. My aim is to get better at my trade (programming and analysis, not surprisingly). However, I find that I'm not inspired by my choice of classes for next semester. Maybe I'm being too judgmental. I'd like to know what positive experience was gained from a course in particular. Have ou had a course that turned out to be an idea catalyst?

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  • Pluralsight Meet the Author Podcast on HTML5 Canvas Programming

    - by dwahlin
      In the latest installment of Pluralsight’s Meet the Author podcast series, Fritz Onion and I talk about my new course, HTML5 Canvas Fundamentals.  In the interview I describe different canvas technologies covered throughout the course and a sample application at the end of the course that covers how to build a custom business chart from start to finish. Meet the Author:  Dan Wahlin on HTML5 Canvas Fundamentals   Transcript [Fritz] Hi. This is Fritz Onion. I’m here today with Dan Wahlin to talk about his new course HTML5 Canvas Fundamentals. Dan founded the Wahlin Group, which you can find at thewahlingroup.com, which specializes in ASP.NET, jQuery, Silverlight, and SharePoint consulting. He’s a Microsoft Regional Director and has been awarded Microsoft’s MVP for ASP.NET, Connected Systems, and Silverlight. Dan is on the INETA Bureau’s — Speaker’s Bureau, speaks at conferences and user groups around the world, and has written several books on .NET. Thanks for talking to me today, Dan. [Dan] Always good to talk with you, Fritz. [Fritz] So this new course of yours, HTML5 Canvas Fundamentals, I have to say that most of the really snazzy demos I’ve seen with HTML5 have involved Canvas, so I thought it would be a good starting point to chat with you about why we decided to create a course dedicated just to Canvas. If you want to kind of give us that perspective. [Dan] Sure. So, you know, there’s quite a bit of material out there on HTML5 in general, and as people that have done a lot with HTML5 are probably aware, a lot of HTML5 is actually JavaScript centric. You know, a lot of people when they first learn it, think it’s tags, but most of it’s actually JavaScript, and it just so happens that the HTML5 Canvas is one of those things. And so it’s not just, you know, a tag you add and it just magically draws all these things. You mentioned there’s a lot of cool things you can do from games to there’s some really cool multimedia applications out there where they integrate video and audio and all kinds of things into the Canvas, to more business scenarios such as charting and things along those lines. So the reason we made a course specifically on it is, a lot of the material out there touches on it but the Canvas is actually a pretty deep topic. You can do some pretty advanced stuff or easy stuff depending on what your application requirements are, and the API itself, you know, there’s over 30 functions just in the Canvas API and then a whole set of properties that actually go with that as well. So it’s a pretty big topic, and that’s why we created a course specifically tailored towards just the Canvas. [Fritz] Right. And let’s — let me just review the outline briefly here for everyone. So you start off with an introduction to getting started with Canvas, drawing with the HTML5 Canvas, then you talk about manipulating pixels, and you finish up with building a custom data chart. So I really like your example flow here. I think it will appeal to even business developers, right. Even if you’re not into HTML5 for the games or the media capabilities, there’s still something here for everyone I think working with the Canvas. Which leads me to another question, which is, where do you see the Canvas fitting in to kind of your day-to-day developer, people that are working business applications and maybe vanilla websites that aren’t doing kind of cutting edge stuff with interactivity with users? Is there a still a place for the Canvas in those scenarios? [Dan] Yeah, definitely. I think a lot of us — and I include myself here — over the last few years, the focus has generally been, especially if you’re, let’s say, a PHP or ASP.NET or Java type of developer, we’re kind of accustomed to working on the server side, and, you know, we kind of relied on Flash or Silverlight or these other plug-ins for the client side stuff when it was kind of fancy, like charts and graphs and things along those lines. With the what I call massive shift of applications, you know, mainly because of mobile, to more of client side, one of the big benefits I think from a maybe corporate standard way of thinking of things, since we do a lot of work with different corporations, is that, number one, rather than having to have the plug-in, which of course isn’t going to work on iPad and some of these other devices out there that are pretty popular, you can now use a built-in technology that all the modern browsers support, and that includes things like Safari on the iPad and iPhone and the Android tablets and things like that with their browsers, and actually render some really sophisticated charts. Whether you do it by scratch or from scratch or, you know, get a third party type of library involved, it’s just JavaScript. So it downloads fast so it’s good from a performance perspective; and when it comes to what you can render, it’s extremely robust. You can do everything from, you know, your basic circles to polygons or polylines to really advanced gradients as well and even provide some interactivity and animations, and that’s some of the stuff I touch upon in the class. In fact, you mentioned the last part of the outline there is building a custom data chart and that’s kind of gears towards more of the, what I’d call enterprise or corporate type developer. [Fritz] Yeah, that makes sense. And it’s, you know, a lot of the demos I’ve seen with HTML5 focus on more the interactivity and kind of game side of things, but the Canvas is such a diverse element within HTML5 that I can see it being applicable pretty much anywhere. So why don’t we talk a little bit about some of the specifics of what you cover? You talk about drawing and then manipulating pixels. You want to kind of give us the different ways of working with the Canvas and what some of those APIs provide for you? [Dan] Sure. So going all the way back to the start of the outline, we actually started off by showing different demonstrations of the Canvas in action, and we show some fun stuff — multimedia apps and games and things like that — and then also some more business scenarios; and then once you see that, hopefully it kinds of piques your interest and you go, oh, wow, this is actually pretty phenomenal what you can do. So then we start you off with, so how to you actually draw things. Now, there are some libraries out there that will draw things like graphs, but if you want to customize those or just build something you have from scratch, you need to know the basics, such as, you know, how do you draw circles and lines and arcs and Bezier curves and all those fancy types of shapes that a given chart may have on it or that a game may have in it for that matter. So we start off by covering what I call the core API functions; how do you, for instance, fill a rectangle or convert that to a square by setting the height and the width; how do you draw arcs or different types of curves and there’s different types supported such as I mentioned Bezier curves or quadratic curves; and then we also talk about how do you integrate text into it. You might have some images already that are just regular bitmap type images that you want to integrate, you can do that with a Canvas. And you can even sync video into the Canvas, which actually opens up some pretty interesting possibilities for both business and I think just general multimedia apps. Once you kind of get those core functions down for the basic shapes that you need to be able to draw on any type of Canvas, then we go a little deeper into what are the pixels that are there to manipulate. And that’s one of the important things to understand about the HTML5 Canvas, scalable vector graphics is another thing you can use now in the modern browsers; it’s vector based. Canvas is pixel based. And so we talk about how to do gradients, how can you do transforms, you know, how do you scale things or rotate things, which is extremely useful for charts ’cause you might have text that, you know, flips up on its side for a y-axis or something like that. And you can even do direct pixel manipulation. So it’s really, really powerful. If you want to get down to the RGBA level, you can do that, and I show how to do that in the course, and then kind of wrap that section up with some animation fundamentals. [Fritz] Great. Yeah, that’s really powerful stuff for programmatically rendering data to clients and responding to user inputs. Look forward to seeing what everyone’s going to come up with building this stuff. So great. That’s — that’s HTML5 Canvas Fundamentals with Dan Wahlin. Thanks very much, Dan. [Dan] Thanks again. I appreciate it.

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  • Cannot get realtek8188ee to work in 14.04

    - by dang42
    I have a Toshiba Satellite C55-A5300 laptop. When I run lspci -nn it shows 02:00.0 Network controller [0280]: Realtek Semiconductor Co., Ltd. RTL8188EE Wireless Network Adapter [10ec:8179] (rev 01) It has always had the common problem others have asked about here (and many, many other places on the web) where it would connect, then drop the connection at random intervals. I tried every solution I could find, here & elsewhere, and they always caused errors after running "make" (more details below), but as I could still connect to networks I just dealt with it. I upgraded to 14.04 a few days ago and now it won't connect at all - I need help getting this to work. I originally followed the instructions posted by chili555 found here: Wireless not working on Toshiba Satellite C55-A5281, but I get the following errors when running "make": /home/dan/backports-3.11-rc3-1/net/wireless/sysfs.c:151:2: error: unknown field ‘dev_attrs’ specified in initializer .dev_attrs = ieee80211_dev_attrs, ^ /home/dan/backports-3.11-rc3-1/net/wireless/sysfs.c:151:2: warning: initialization from incompatible pointer type [enabled by default] /home/dan/backports-3.11-rc3-1/net/wireless/sysfs.c:151:2: warning: (near initialization for ‘ieee80211_class.suspend’) [enabled by default] make[6]: * [/home/dan/backports-3.11-rc3-1/net/wireless/sysfs.o] Error 1 make[5]: [/home/dan/backports-3.11-rc3-1/net/wireless] Error 2 make[4]: [module/home/dan/backports-3.11-rc3-1] Error 2 make[3]: [modules] Error 2 make2: [modules] Error 2 make1: * [modules] Error 2 make: * [default] Error 2 I have no clue how to diagnose the problem or how to proceed from here. I also don't know what information one might need from me in order to move forward. I'll be happy to share anything you'd like to know if it results in this thing (finally!) working properly. Thanks in advance for any / all help. ETA: I did see this post - Realtek 8188ee wireless driver SOLVED - and it looks like it is discussing the same problem I'm having, but I cannot for the life of me figure out what I had to add the testing repository to my /etc/apt/sources.list means, so I am still stuck.

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  • Course/Points to include in a educational session on Asp.net MVC 4 to be given to office colleagues

    - by bhuvin
    I am planning to take a educational session on ASP.NET MVC , now in this i am confused what all to include. Actually in office there are very less people who know about it, and are sort of closed to it. So want to take a session over it to give them a "Tip of the Iceberg". Now I want some suggestions to include into the session.And its just a 1 hour session. Dont wanna go about loading nitty gritty details. Just want to make them curious. So want some such content which amazes them. For eg : Catering same code for different devices like for mobiles.

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  • Feeling a bit... under-challenged in my university course

    - by Corey
    I'm currently a sophomore at my university, majoring in Computer Science. Obviously, there are some programming courses as part of my curriculum. However, I'm feeling very underwhelmed by its progress. I've self-taught myself a lot and like to code in my spare time as a hobby. I'm currently in Computer Science II. I never took CS 1 because it seemed rather basic -- I asked someone in the department if they would override my CS 1 requirement if I passed their final (which I did with flying colors). Anyway, the class is going by quite slowly. It seems like the rest of the class has a hard time understanding some basic concepts, which the professor needs to keep going over to help them understand. Is this normal? Looking at the class schedule, I seem to know everything except for one or two things near the very end of the semester. Is there a different perspective I can look at this through so it doesn't seem so boring?

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