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  • Reporter seeking comments on computer science education [closed]

    - by user63982
    I'm a reporter doing a story for a tech website on computer science education, the need for software engineers, and the proficiency of new engineer hires. I would love to chat or exchange emails with anyone on this site who has an opinion on cs education and whether it did or did not prepare them for a job, and the pluses and minuses of the theoretical vs. the practical. I saw 1051's post and its comments and would love to connect with the poster and any of the commenters. Or anyone else with an opinion. I look forward to hearing from you. Thank you.

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  • Data Education: Great Classes Coming to a City Near You

    - by Adam Machanic
    In case you haven't noticed, Data Education (the training company I started a couple of years ago) has expanded beyond the US northeast; we're currently offering courses with top trainers in both St. Louis and Chicago , as well as the Boston area. The courses are starting to fill up fast—not surprising when you consider we’re talking about experienced instructors like Kalen Delaney , Rob Farley , and Allan Hirt —but we have still have some room. We’re very excited about bringing the highest quality...(read more)

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  • How can we improve overall Programmer Education & Training?

    - by crosenblum
    Last week, I was just viewing this amazing interview by Kevin Rose of Phillip Rosedale, of Second Life. And they had an amazing discussion about how to find, hire and identify good programmer's, and how hard it is to find good ones. Which has lead me to really think about the way we programmer's learn, are taught. For a majority of us, myself included, we are self-taught. Which is great about being a programmer, anyone can learn and develop skills. But this also means, that there is no real standards of what a good programmer is/are, and what kind of environment's encourage the growth of programming skills. This isn't so much a question, but just a desire in me, to see how we can change the culture of programming, and the manager's of programming, so that education and self-improvement is encouraged. There are a lot of avenue's for continued education, youtube videos, books, conferences, but because of the experiental nature of what we do, it isn't always clear what's important to learn and to master. Let's look at the The Joel 12 Steps. The Joel Test Do you use source control? Can you make a build in one step? Do you make daily builds? Do you have a bug database? Do you fix bugs before writing new code? Do you have an up-to-date schedule? Do you have a spec? Do programmers have quiet working conditions? Do you use the best tools money can buy? Do you have testers? Do new candidates write code during their interview? Do you do hallway usability testing? I think all of these have important value, but because of something I call the Experiential Gap, if a programmer or manager has never experienced any of the negative consequences for not having done items on the list, they will never see the need to do any of them. The Experiental Gap, is my basic theory, that each of us has different jobs and different experiences. So for some of us, that have always worked with dozens of programmer's, source control is a must have. But for people who have always been the only programmer, they can not imagine the need for source control. And it's because of this major flaw in how we learn, that we evaluate people by what best practices they do or not do, and the reason for either can start a flame war. We always evaluate people in our field by what they do, and think "Oh if this guy/gal isn't doing xyz best practice, he/she can't be a good programmer, so let's not waste time or energy talking to them." This is exactly why we have so many programming flame wars, that it becomes, because of the Experiental Gap, we can't imagine people not having made the decisions that we have had to made. So this has lead me to think, that we totally need to rethink how we train, educate and manage programmer's. For example, what percentage of you have had encouragement by your manager's to go to conferences, and even have them pay for it? For me, and a lot of people, this is extremely rare, a lot of us would love to go to conferences, to learn more, but the money ain't there to do that. So the point of this question is really to spark a lot of how can we train, learn and manage better? How can we create a new culture of learning that doesn't insult people for not having the same job experiences. Yes we all have jobs and work to do, but our ability to do our jobs well, depends on our desire, interest and support in improving our mastery of our skills. Right now, I see our culture being rather disorganized, we support the elite, but those tons of us that want to get better, just don't have enough support to learn and improve ourselves. I mean, do we as an industry, want to be perceived as just replaceable cogs? Thank you...

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  • Distance Education in Computer Science - HCI

    - by Rionmonster
    I have been a software engineer / graphic designer for a few years and have recently been considering furthering my education in the field. (It was actually a very generous Christmas present) I would primarily be interested in something like Human Computer Interaction or a similar "creative technology" that involves heavy UI/UX Design, prototyping or Information Architecture. Anyways - I still plan on working full-time and was looking into part-time distance programs and was wondering if anyone had some experience with pursuing a similar degree (either from a distance or in-person) and could share their experiences. Thanks!

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  • Education path advice

    - by Miroslav Zadravec
    I'm thinking of continuing my education and going for masters degree. I must decide between two programs. One is CS/IT and focuses on algorithms, math, multimedia, web technologies with optional interesting courses like AI and robotics. Second is about business process management, software architecture and project management. I have some experience in business software and I must say, I never though I need deeper understating of algorithms or program language but I always felt that I'm lacking in project planing or management knowledge. On the other side, CS/IT looks more interesting but what are the chances to find a job that require such skills?

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  • Continuing Education as a Part of Your Job [closed]

    - by Mike
    I work as a programmer for a mid-sized company (about 500 employees) in the medical industry. Before that I worked at a custom software development/consulting company. At both companies programmers were never officially given time to continue their education through taking classes, reading books or blogs, or doing research relevant to the job. At the software development company we were offered some money to pay for a class, but not offered any time off of work to take the class. I have been wondering, do most employers of programmers give time off of work to take a class, read a book, or do job related research? By time off of work I just mean some period of time where you can stop development; it does not have to mean leaving the office. I would be grateful to hear about everyone's experience with this.

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  • confusing about the postguaduate education.

    - by user531661
    i'm a junior studying software engineering. i like to do research on computer science but also to code some projects as a developer. i want to work for a famous company as a engineering or researcher after getting my graduate degree. and i expect that after working several years i can do some managerial roles. so which choice is the best for me? PhD in Computer Science, master in Computer science, PhD in software engineering or master in software engineering?

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  • Backtrack My "Education"

    - by perl.j
    About a year or so ago, I decided to start programming. I really, just jumped into a language (Perl) and went from there. What I regret is that I just jumped in: I didn't learn the basics (if you would call them basics). I didn't learn about Computer Science. This issue, I believe, is holding me back. Where should I "restart"? Are there any books, articles, etc. that I should read? Are there any topics an experienced programmer should know? What's your advice? Thanks! Please don't advise me to take a college/high-school class.

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  • I need some career/education advice regarding computer science [on hold]

    - by user2521987
    So I'm a senior mathematics major this fall and I have only taken three CS classes (Java I, Java II, and C++). This summer, I am participating in a mathematics REU (Research Experience for Undergraduates), and I program in C++ about 8 hours a day...and I find that I absolutely love it. I love using programming to solve math problems in my research. I think I want to pursue a career in programming. I have a few options Stay at my university an extra 1-1.5 years (beyond the 4) and do a double major in Math/CS. This will put me in up to around 7-10k in debt (currently I have no debt and am scheduled to graduate debt free). Then apply to a masters in CS. Apply directly to a masters in CS from a math undergraduate degree. I don't like this idea because I likely won't get into a good program or funded with such little background. Go to graduate school, funded, in applied mathematics and try to further my knowledge in computer science while there. Then apply to a masters in CS. I'm not sure if 1 or 3 would be better. My end goal would be to go to a top 20-30 CS graduate program and to get a cool, good job. What would you recommend?

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  • Another Way to Learn SQL Server

    - by RickHeiges
    Since 2004, I have been on the Advisory Board for several continuing education certificate programs for the University of Washington. You might know some of the other Advisory Board Memebrs - check it out. The Advisory Board meets very infrequently and is asked for "advice" (not direction) on various aspects of the program. Generally speaking, courses that are taught for a degree are non-platform specific. Continuing Education courses and certificate programs are more product focused. As you can...(read more)

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  • Higher-kinded Types with C++

    - by Venkat Shiva
    This question is for the people who know both Haskell (or any other functional language that supports Higher-kinded Types) and C++... Is it possible to model higher kinded types using C++ templates? If yes, then how?

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  • Oracle Solutions for Higher Education

    Curtiss Barnes, VP of Product Strategy for Education and Research describes Oracle's best in class offerings for Higher Education institutions, Oracle's tremendous global market presence and the strong partnership Oracle maintains with its education customers to ensure our products meet the needs of the industry today and into the future.

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  • How can I save my university's Computer Science & Engineering department? [closed]

    - by Blake
    I'm currently pursuing a B.S. in Computer Engineering at the University of Florida, and we're having a bit of a problem right now... The state recently passed a budget plan that cuts funding for higher education in Florida. The dean of UF's College of Engineering decided that the best way for us to absorb the blow is by executing the following plan: All of the Computer Engineering Degree programs, BS, MS and PhD, would be moved from the Computer & Information Science and Engineering Dept. to the Electrical and Computer Engineering Dept. along with most of the advising staff. Roughly half of the faculty would be offered the opportunity to move to Electrical/Computer Eng., Biomedical Eng., or Industrial/Systems Eng. Staff positions in CISE which are currently supporting research and graduate programs would be eliminated. The activities currently covered by TAs would be reassigned to faculty and the TA budget for CISE would be eliminated. Any faculty member who wishes to stay in CISE may do so, but with a revised assignment focused on teaching and advising. In short: our department (at least as we know it) is being decimated. Computer & Information Sciences & Engineering (one of 9 departments in the College of Engineering) is taking more than 50% of the cuts. If you're interested in reading the full proposal, you can access it here. A vast, VAST majority of the students and faculty in the department are vehemently opposed to this plan, however the dean is already taking measures to implement it. This is the only proposal on the table right now, and she has not entertained our requests for alternatives. She sees it as an obvious (albeit drastic) solution to our budget problem, citing that many other universities have combined Computer and Electrical Engineering departments. I'll bet those universities didn't have to eliminate an established department to get there, though. The budget goes into effect July 1, 2012 (this is non-negotiable), and the dean's proposal is currently set to be finalized some time next week. We don't have much time! My question to everyone here is this: Are we overreacting to this plan, or are we justified? And could you explain why or why not? It's obvious that CISE students will resist any cuts to our department, but I'm curious to see what other people in the field have to say. Any feedback is greatly appreciated. I will select the answer that saves our department. Just kidding, I'll pick the one that best explains why this is a good or bad decision for the dean to make. Please note that anything you say can and will be used to further our cause (and we might track you down if you provide a compelling argument against us).

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  • What Level of Education Is Most Useful?

    - by Steve Rowe
    If you were going to hire a programmer to work for/with you, what level of CS education would you prefer them to have and why? This assumes all other things are equal which, of course, they never are in real life. Self taught? Bachelor's? Masters? PHD? The important part of the answer is why, not the level. I'm looking for how important people think a Computer Science education really is and if one can go too far. A little clarification: To make things a little more even, assume you're hiring them without a lot of work experience. Obviously having a higher education is of less value the farther you are from graduation.

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  • Oracle CRM For Public Sector, Commercial Business, Education

    - by michael.seback
    Chongqing Transport Commission Improves Management of Transport Projects The Chongqing Transport Commission is responsible for public passenger, road, and waterway transport in urban and rural areas of Chongqing. The commission administers the region's road and water industry; oversees the construction of transport infrastructure; and manages civil aviation, railroads, roads, waterways, ports, and wharves. "After studying the IT initiatives of other provincial transport commissions, we decided to use Siebel Public Sector to build our integrated transport service system. The Siebel software offers powerful functions that allow us to integrate information and improve the management of our road, rail, and waterway infrastructure projects." - Chen Xiaoming, Vice Director, Information Center, Chongqing Transport Commission. Read more here. Siemens Information Services Increases Productivity by 20% Siemens Information Services Pvt, Ltd. provides back-office account processing services to Siemens' vendors. The company works with Siemens' healthcare, energy, and industry divisions in Europe, the United States, and parts of the Asia-Pacific region. It approves financial services such as processing payroll, accounts data, purchase orders, invoices, and payments, and also creates service catalogs for customers and internal teams. "Oracle CRM ON Demand provides us with a complete view of each customer's data from the moment they log a request to the time we close it. This has eliminated manual requests, and improved the service we offer to our clients across the Asia-Pacific region." -Sunil Zutshi, General Manager, IT, Siemens Information Services Pvt, Ltd. Read more here. China Distance Education Holdings Improves Call Center Productivity by 24% China Distance Education Holdings Limited is a leading provider of online education. The organization offers 174 courses through 16 Web sites, including accounting, healthcare, law, and engineering. In 2010, 215,000 students were enrolled. "Online education is a fast growing sector in China. To maintain our competitiveness, we implemented Oracle Contact Center Anywhere to make it easier and faster for our call center staff to respond to student enquiries. As a result, their productivity increased by 24%." - Qin Songjiang, Chief Technology Officer, China Distance Education Holdings Limited. Read more here.

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  • Higher order function « filter » in C++

    - by Red Hyena
    Hi all. I wanted to write a higher order function filter with C++. The code I have come up with so far is as follows: #include <iostream> #include <string> #include <functional> #include <algorithm> #include <vector> #include <list> #include <iterator> using namespace std; bool isOdd(int const i) { return i % 2 != 0; } template < template <class, class> class Container, class Predicate, class Allocator, class A > Container<A, Allocator> filter(Container<A, Allocator> const & container, Predicate const & pred) { Container<A, Allocator> filtered(container); container.erase(remove_if(filtered.begin(), filtered.end(), pred), filtered.end()); return filtered; } int main() { int const a[] = {23, 12, 78, 21, 97, 64}; vector<int const> const v(a, a + 6); vector<int const> const filtered = filter(v, isOdd); copy(filtered.begin(), filtered.end(), ostream_iterator<int const>(cout, " ")); } However on compiling this code, I get the following error messages that I am unable to understand and hence get rid of: /usr/include/c++/4.3/ext/new_allocator.h: In instantiation of ‘__gnu_cxx::new_allocator<const int>’: /usr/include/c++/4.3/bits/allocator.h:84: instantiated from ‘std::allocator<const int>’ /usr/include/c++/4.3/bits/stl_vector.h:75: instantiated from ‘std::_Vector_base<const int, std::allocator<const int> >’ /usr/include/c++/4.3/bits/stl_vector.h:176: instantiated from ‘std::vector<const int, std::allocator<const int> >’ Filter.cpp:29: instantiated from here /usr/include/c++/4.3/ext/new_allocator.h:82: error: ‘const _Tp* __gnu_cxx::new_allocator<_Tp>::address(const _Tp&) const [with _Tp = const int]’ cannot be overloaded /usr/include/c++/4.3/ext/new_allocator.h:79: error: with ‘_Tp* __gnu_cxx::new_allocator<_Tp>::address(_Tp&) const [with _Tp = const int]’ Filter.cpp: In function ‘Container<A, Allocator> filter(const Container<A, Allocator>&, const Predicate&) [with Container = std::vector, Predicate = bool ()(int), Allocator = std::allocator<const int>, A = const int]’: Filter.cpp:30: instantiated from here Filter.cpp:23: error: passing ‘const std::vector<const int, std::allocator<const int> >’ as ‘this’ argument of ‘__gnu_cxx::__normal_iterator<typename std::_Vector_base<_Tp, _Alloc>::_Tp_alloc_type::pointer, std::vector<_Tp, _Alloc> > std::vector<_Tp, _Alloc>::erase(__gnu_cxx::__normal_iterator<typename std::_Vector_base<_Tp, _Alloc>::_Tp_alloc_type::pointer, std::vector<_Tp, _Alloc> >, __gnu_cxx::__normal_iterator<typename std::_Vector_base<_Tp, _Alloc>::_Tp_alloc_type::pointer, std::vector<_Tp, _Alloc> >) [with _Tp = const int, _Alloc = std::allocator<const int>]’ discards qualifiers /usr/include/c++/4.3/bits/stl_algo.h: In function ‘_FIter std::remove_if(_FIter, _FIter, _Predicate) [with _FIter = __gnu_cxx::__normal_iterator<const int*, std::vector<const int, std::allocator<const int> > >, _Predicate = bool (*)(int)]’: Filter.cpp:23: instantiated from ‘Container<A, Allocator> filter(const Container<A, Allocator>&, const Predicate&) [with Container = std::vector, Predicate = bool ()(int), Allocator = std::allocator<const int>, A = const int]’ Filter.cpp:30: instantiated from here /usr/include/c++/4.3/bits/stl_algo.h:821: error: assignment of read-only location ‘__result.__gnu_cxx::__normal_iterator<_Iterator, _Container>::operator* [with _Iterator = const int*, _Container = std::vector<const int, std::allocator<const int> >]()’ /usr/include/c++/4.3/ext/new_allocator.h: In member function ‘void __gnu_cxx::new_allocator<_Tp>::deallocate(_Tp*, size_t) [with _Tp = const int]’: /usr/include/c++/4.3/bits/stl_vector.h:150: instantiated from ‘void std::_Vector_base<_Tp, _Alloc>::_M_deallocate(_Tp*, size_t) [with _Tp = const int, _Alloc = std::allocator<const int>]’ /usr/include/c++/4.3/bits/stl_vector.h:136: instantiated from ‘std::_Vector_base<_Tp, _Alloc>::~_Vector_base() [with _Tp = const int, _Alloc = std::allocator<const int>]’ /usr/include/c++/4.3/bits/stl_vector.h:286: instantiated from ‘std::vector<_Tp, _Alloc>::vector(_InputIterator, _InputIterator, const _Alloc&) [with _InputIterator = const int*, _Tp = const int, _Alloc = std::allocator<const int>]’ Filter.cpp:29: instantiated from here /usr/include/c++/4.3/ext/new_allocator.h:98: error: invalid conversion from ‘const void*’ to ‘void*’ /usr/include/c++/4.3/ext/new_allocator.h:98: error: initializing argument 1 of ‘void operator delete(void*)’ /usr/include/c++/4.3/bits/stl_algobase.h: In function ‘_OI std::__copy_move_a(_II, _II, _OI) [with bool _IsMove = false, _II = const int*, _OI = const int*]’: /usr/include/c++/4.3/bits/stl_algobase.h:435: instantiated from ‘_OI std::__copy_move_a2(_II, _II, _OI) [with bool _IsMove = false, _II = __gnu_cxx::__normal_iterator<const int*, std::vector<const int, std::allocator<const int> > >, _OI = __gnu_cxx::__normal_iterator<const int*, std::vector<const int, std::allocator<const int> > >]’ /usr/include/c++/4.3/bits/stl_algobase.h:466: instantiated from ‘_OI std::copy(_II, _II, _OI) [with _II = __gnu_cxx::__normal_iterator<const int*, std::vector<const int, std::allocator<const int> > >, _OI = __gnu_cxx::__normal_iterator<const int*, std::vector<const int, std::allocator<const int> > >]’ /usr/include/c++/4.3/bits/vector.tcc:136: instantiated from ‘__gnu_cxx::__normal_iterator<typename std::_Vector_base<_Tp, _Alloc>::_Tp_alloc_type::pointer, std::vector<_Tp, _Alloc> > std::vector<_Tp, _Alloc>::erase(__gnu_cxx::__normal_iterator<typename std::_Vector_base<_Tp, _Alloc>::_Tp_alloc_type::pointer, std::vector<_Tp, _Alloc> >, __gnu_cxx::__normal_iterator<typename std::_Vector_base<_Tp, _Alloc>::_Tp_alloc_type::pointer, std::vector<_Tp, _Alloc> >) [with _Tp = const int, _Alloc = std::allocator<const int>]’ Filter.cpp:23: instantiated from ‘Container<A, Allocator> filter(const Container<A, Allocator>&, const Predicate&) [with Container = std::vector, Predicate = bool ()(int), Allocator = std::allocator<const int>, A = const int]’ Filter.cpp:30: instantiated from here /usr/include/c++/4.3/bits/stl_algobase.h:396: error: no matching function for call to ‘std::__copy_move<false, true, std::random_access_iterator_tag>::__copy_m(const int*&, const int*&, const int*&)’ Please tell me what I am doing wrong here and what is the correct way to achieve the kind of higher order polymorphism I want. Thanks.

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  • F# Higher-order property accessors

    - by Nathan Sanders
    I just upgraded my prototyping tuple to a record. Someday it may become a real class. In the meantime, I want to translate code like this: type Example = int * int let examples = [(1,2); (3,4); (5,6)] let field1s = Seq.map (fst >> printfn "%d") examples to this: type Example = { Field1 : int Field2 : int Description : string } let examples = [{Field1 = 1; Field2 = 2; Description = "foo"} {Field1 = 3; Field2 = 4; Description = "bar"} {Field1 = 5; Field2 = 6; Description = "baz"}] let field1s = Seq.map Description examples The problem is that I expected to get a function Description : Example -> string when I declared the Example record, but I don't. I've poked around a little and tried properties on classes, but that doesn't work either. Am I just missing something in the documentation or will I have to write higher-order accessors manually? (That's the workaround I'm using now.)

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  • All for one and one for all…the power of partnership in higher education

    - by Student Solutions Team-Oracle
    Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Recently, several of our Oracle student solutions team members were in Latin America at a user group conference. Not an Oracle user group—although the conference was about and for higher education customers using Oracle software—but a Higher Education User Group (HEUG) conference. So what’s the difference? First of all, the HEUG is an entirely independent organization from Oracle, incorporated as a 501(c)(3) non-profit corporation governed by a Board of Directors. As a self-governing organization, the more than 23,000 higher education members (and growing!) actively participate in a multitude of initiatives, communications and shared-learning opportunities that benefit each of them and their institutions. For example, one of these programs includes 16 active and effective Product Advisor Groups (PAGs) that interact directly with Oracle management, developers and business partners to provide input into product strategies and improvements. The HEUG also provides a variety of online tools to help its members navigate the world of Oracle applications software. There’s a lot more that this organization does, but you can go to www.heug.org yourself to learn more. We want to get back to our story! Anyway, as we were leaving the HEUG conference in Latin America, one of the guests invited to attend commented: “Do these users realize and appreciate how many people from Oracle come to support them? You have a much larger representation at these types of conferences than any other vendor. It shows the tremendous support you have for your higher education customers.” So that’s it! This is why the partnership between the HEUG and Oracle is so powerful and unique in the software industry. Two distinct, independent organizations come together focused entirely on providing the highest value and mutual benefit to each member, each organization and the larger higher education community. Through open communications and active engagement since the HEUG was formed in 1998, our partnership today is stronger than it has ever been and membership growing globally. Result? Everyone benefits. All for one and one for all—we are in this together. We’ve got a lot going on in the student solutions team and are working closely with customers and the HEUG to move ahead on continued development for PeopleSoft Campus Solutions 9.2 and a new Oracle Student Cloud. Come back here for more stories, news and information! --Oracle Student Solutions Team  

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  • Special Education Online - SEO Training

    Education is very essential to all mankind, either a small knowledge or not, still we need to learn by study and research. SEO training provides special education online course that will help strengthen the website or web page of your business.

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  • Does AdSense serve higher CPC ads to a website that has higher number of visits?

    - by Silver Moon
    For the same niche and same set of keyword, does Google AdSense serve higher CPC ads to a website that has higher number of visits? I have observed that for similar niches 1 website (with 3K daily uniques) makes around $100 a month, and another website (with 10k daily uniques) makes around $700-800 a month It seems that the earning curve is not linearly dependent on visit count and somewhat increases at a rate faster than the growth of visits, this leads me to think if the Google AdSense algorithm serves higher CPC ads once a website starts getting a large number of visits.

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  • Higher Ranking is Not Enough

    Higher ranking is not enough for your website or your business. Higher ranking is only a tiny fraction of what an effective search engine optimization should lead toward and higher ranking by itself is an ineffective online business goal. Effective Search Engine Optimization must be goal oriented.

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  • How can an amateur programmer become professional without formal education (college) outside the US

    - by AlexRednic
    What is the path? Do I get certified (Microsoft,Sun,etc)? How do I build reputation? How do I make myself valuable without a college degree? How do I make others recognize my value? These are just a few questions but all point in the same direction. Are any of you in the same situation? What paths did you follow to become a successful programmer without the need of formal education?

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  • Web-Frameworks for Education Management Systems?

    - by Indebi
    So, I'm working on an idea and I'll go into a brief overview of that but my question is, What are some good web frameworks for this situation? I have some experience in the following languages: C# Python I have considerably more experience in C# than Python, however I am expecting to learn new things. My idea is this, a completely web-based community-oriented Education Management System that focuses on making students and teachers day-to-day lives easier. For students it will provide a centralized place for them to do homework, study for tests, and reinforce concepts learned previously in class. For teachers it will give them a centralized place to handle assignments, attendance, homework, tests, and all other major parts of classroom management. All of that, but in a community-oriented fashion. Everything a teacher does is shared and open to constructive criticism, allowing other teachers to use their assignments/tests and for students or other teachers to comment, rate and criticize their assignments. This encourages an environment of openness that will allow teacher's to focus on teaching and student's to focus on learning. And that community wouldn't be limited to one school or school-district, this system would be completely school-independent. Please note that I have no problem with hearing constructive criticism on this idea, however I would prefer if this post was more focused on my question. I have somewhat explored about the following options: Django ASP.NET Ruby on Rails Silverlight (1) I have Django installed and I played with it for a little bit, I really like how easy setting up databases are and how it handles the database completely for you. I don't really know how to use it very well and I don't quite understand the Model-View-Controller paradigm(?) for it yet but I haven't thought about it much. I also like the fact that it uses Python. (2) I don't really like Visual Studio for developing in ASP.NET, I hate the way the web-designer works and it just feels clunky and old. I like the server-side development part though. I don't like how expensive ASP.NET and overall Visual Studio is, even if I do get it for free for now using DreamSpark (3) I haven't been able to explore much with this, I could not get Rails (or maybe Ruby) properly installed. I first installed it within RadRails and that didn't work so I uninstalled RadRails and then installed the latest version of Ruby off the official Windows Installer and then installed Ruby on Rails through gem and even after all that it still didn't work, so I installed Netbeans and attempted to use it there but it still did not work (4) I like Silverlight in some extents, I've played with this one the most, it's very similar to WPF (which I've used the most) in a lot of ways but I don't like how database connectivity works, at least in comparison to Django. I also dislike how expensive everything with Microsoft is, even if I get it for free for now with DreamSpark. I would like to hear some suggestions from experienced web-developers as to what I should use and why, or at least what some good options are for my scenario Your help would be very appreciated

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