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  • Is it worth to learn Experimental Languages?

    - by Xander Lamkins
    I'm a young programmer who desires to work in the field someday as a programmer. I know Java, VB.NET and C#. I want to learn a new language (as I programmer, I know that it is valuable to extend what I know - to learn languages that make you think differently). I took a look online to see what languages were common. Everybody knows C and C++ (even those muggles who know so little about computers in general), so I thought, maybe I should push for C. C and C++ are nice but they are old. Things like Haskell and Forth (etc. etc. etc.) are old and have lost their popularity. I'm scared of learning C (or even C++) for this same reason. Java is pretty old as well and is slow because it's run by the JVM and not compiled to native code. I've been a Windows developer for quite a while. I recently started using Java - but only because it was more versatile and spreadable to other places. The problem is that it doesn't look like a very usable language for these reasons: It's most used purpose is for web application and cellphone apps (specifically Android) As far as actual products made with it, the only things that come to mind are Netbeans, Eclipse (hurrah for making and IDE with the language the IDE is for - it's like making a webpage for writing HTML/CSS/Javascript), and Minecraft which happens to be fun but laggy and bipolar as far as computer spec. support. Other than that it's used for servers but heck - I don't only want to make/configure servers. The .NET languages are nice, however: People laugh if I even mention VB.NET or C# in a serious conversation. It isn't cross-platform unless you use MONO (which is still in development and has some improvements to be made). Lacks low level stuff because, like Java with the JVM, it is run/managed by the CLR. My first thought was learning something like C and then using it to springboard into C++ (just to make sure I would have a strong understanding/base), but like I said earlier, it's getting older and older by the minute. What I've Looked Into Fantom looks nice. It's like a nice middleman between my two favorite languages and even lets me publish between the two interchangeably, but, unlike what I want, it compiles to the CLR or JVM (depending on what you publish it to) instead of it being a complete compile. D also looks nice. It seems like a very usable language and from multiple sources it appears to actually be better than C/C++. I would jump right with it, but I'm still unsure of its success because it obviously isn't very mainstream at this point. There are a couple others that looked pretty nice that focused on other things such as Opa with web development and Go by GOOGLE. My Question Is it worth learning these "experimental" languages? I've read other questions that say that if you aren't constantly learning languages and open to all languages that you aren't in the right mindset for programming. I understand this and I still might not quite be getting it, but in truth, if a language isn't going to become mainstream, should I spend my time learning something else? I don't want to learn old (or any going to soon be old) programming languages. I know that many people see this as something important, *but would any of you ever actually consider (assuming you didn't already know) FORTRAN? My goal is to stay current to make sure I'm successful in the future. Disclaimer Yes, I am a young programmer, so I probably made a lot of naive statements in my question. Feel free to correct me on ANYTHING! I have to start learning somewhere so I'm sure a lot of my knowledge is sketchy enough to have caused to incorrect statements or flaws in my thinking. Please leave any feelings you have in the comments.

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  • Unexpected performance curve from CPython merge sort

    - by vkazanov
    I have implemented a naive merge sorting algorithm in Python. Algorithm and test code is below: import time import random import matplotlib.pyplot as plt import math from collections import deque def sort(unsorted): if len(unsorted) <= 1: return unsorted to_merge = deque(deque([elem]) for elem in unsorted) while len(to_merge) > 1: left = to_merge.popleft() right = to_merge.popleft() to_merge.append(merge(left, right)) return to_merge.pop() def merge(left, right): result = deque() while left or right: if left and right: elem = left.popleft() if left[0] > right[0] else right.popleft() elif not left and right: elem = right.popleft() elif not right and left: elem = left.popleft() result.append(elem) return result LOOP_COUNT = 100 START_N = 1 END_N = 1000 def test(fun, test_data): start = time.clock() for _ in xrange(LOOP_COUNT): fun(test_data) return time.clock() - start def run_test(): timings, elem_nums = [], [] test_data = random.sample(xrange(100000), END_N) for i in xrange(START_N, END_N): loop_test_data = test_data[:i] elapsed = test(sort, loop_test_data) timings.append(elapsed) elem_nums.append(len(loop_test_data)) print "%f s --- %d elems" % (elapsed, len(loop_test_data)) plt.plot(elem_nums, timings) plt.show() run_test() As much as I can see everything is OK and I should get a nice N*logN curve as a result. But the picture differs a bit: Things I've tried to investigate the issue: PyPy. The curve is ok. Disabled the GC using the gc module. Wrong guess. Debug output showed that it doesn't even run until the end of the test. Memory profiling using meliae - nothing special or suspicious. ` I had another implementation (a recursive one using the same merge function), it acts the similar way. The more full test cycles I create - the more "jumps" there are in the curve. So how can this behaviour be explained and - hopefully - fixed? UPD: changed lists to collections.deque UPD2: added the full test code UPD3: I use Python 2.7.1 on a Ubuntu 11.04 OS, using a quad-core 2Hz notebook. I tried to turn of most of all other processes: the number of spikes went down but at least one of them was still there.

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  • Mapping Hilbert values to 3D points

    - by Alexander Gladysh
    I have a set of Hilbert values (length from the start of the Hilbert curve to the given point). What is the best way to convert these values to 3D points? Original Hilbert curve was not in 3D, so I guess I have to pick by myself the Hilbert curve rank I need. I do have total curve length though (that is, the maximum value in the set). Perhaps there is an existing implementation? Some library that would allow me to work with Hilbert curve / values? Language does not matter much.

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  • Introduction to Lean Software Development and Kanban Systems – Create Knowledge and Amplify Learning

    - by Ben Griswold
    In this post, we’ll continue the series by concentrating on Principle #2: Create Knowledge and Amplify Learning In the next part of the series, we’ll dive into Principle #3: Build Integrity and Quality In. And I am going to be a little obnoxious about listing my Lean and Kanban references with every series post.  The references are great and they deserve this sort of attention.  

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  • Moodle: The free learning platform

    <b>The H Open:</b> "Moodle , the E-learning platform, is one of the most significant and successful projects in open source. Despite its success, with hundreds of thousands of people being taught by courses written in Moodle, as a product it is not well known."

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  • Learning XNA/Xbox Development [closed]

    - by CJ Sculti
    Possible Duplicate: How should I go about learning XNA? so I would like to get into Xbox game development (indie games.) The problem is I cant find ANY documentation or place to get started online. I was hoping someone here could point me in the right direction (tutorials or documentation.) I was also hoping someone could direct me to some kind of online course? (Paid or free.) I appreciate your time, thanks.

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  • SCORM and the Learning Management System (LMS)

    What actually is SCORM? SCORM, Shareable Content Object Reference Model, is a standard for web-based e-learning that has been developed to define communication between client-side content and a runti... [Author: Stuart Campbell - Computers and Internet - October 05, 2009]

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  • Experiences with learning Chinese

    - by Greg Low
    I've had a few friends asking me about learning Chinese and what I've found works and doesn't work. I was answering a question on a mailing list today and I thought I should post this info where it might be useful to many. The question that was initially asked was whether Rosetta Stone was useful but I've provided much more info on learning the language here. I’ve used Rosetta Stone with Chinese but it’s really hard to know whether to recommend it or not. Rosetta Stone works the same way in all languages. They show you photos and then let you both see and hear the target language and get you to work out what they’re talking about. The thinking is that that’s how children learn. However, at first, I found it very frustrating. I’d be staring at photos trying to work out what they were really trying to get at. Sometimes it’s far from obvious. I could not have survived without Google Translate open at the same time. The other weird thing is that the photos are from a mixture of countries. While that’s good in a way, it also means that they are endlessly showing pictures of something that would never happen in the target language and culture. For any language, constant interaction with a speaker of the target language is needed. Rosetta Stone has a “Studio” option. That’s the best part of the program. In my case, it lets me connect around twice a week to a live online class from Beijing. Classes usually have the teacher plus two to four students. You get some Studio access with the initial packages but need to purchase it for ongoing use. I find it very inexpensive. It seems to work out to about $70 (AUD/USD) for six months. That’s a real bargain. The other downside to Rosetta Stone is that they tend to teach very formal language, but as with other languages, that’s not how the locals speak. It might have been correct at one point but no-one actually says that. As an example, Rosetta Stone teach Gonggòng qìche (pronounced roughly like “gong gong chee chure” for bus. Most of my friends from areas like Taiwan would just say Gongche. Google Translate says Zongxiàn (pronounced somewhat like “dzong sheean”) instead. Mind you, the Rosetta Stone option isn't really as bad as "omnibus"; it's more like saying "public bus". If you say the option they provide, people would understand you. I also listen to ChinesePod in the car. They also have SpanishPod. Each podcast is about five minutes of spoken conversation. It is very good for providing current language. Another resource I use is local Meetup groups. Most cities have these and for a variety of languages. It’s way less structured (just standard conversation) but good for getting interaction. The obvious challenge for Asian languages is reading/writing. The input editors for Chinese that are part of Windows are excellent. Many of my Chinese friends speak fluently but cannot read or write. I was determined to learn to do both. For writing, I’m talking about on a computer, not with a pen. (Mind you, I can barely write English with a pen nowadays). When using Rosetta Stone, you can choose to have the Chinese words displayed in pinyin (Wo xihuan xuéxí zhongguó) or in Chinese characters (???????) or both. This year, I’ve been forcing myself to just use the Chinese characters. I use a pinyin input editor in Windows though, as it’s very fast.  (The character recognition input in the iPad is also amazing). Notice from the example that I provided above that the pronunciation of the pinyin isn’t that obvious to us at first either.  Since changing to only using characters, I find I can now read many more Chinese characters fluently. It’s a major challenge though. I can read about 300 now and yet you need around 2,500 to be able to read a newspaper fairly well. Tones are a major issue for some Asian languages. Mandarin has four tones (plus a neutral tone) and there is a major difference in meaning between two words that are spelled the same in pinyin but with different tones. For example, Ma (3rd tone?) is a horse, Ma (1st tone?) is like “mom”, and ma (neutral tone?) is a question mark and so on. Clearly you don’t want to mix these up. As in English, they also have words that do sound the same but mean different things in different contexts. What’s interesting is that even though we see two words that differ only by tone as very similar, to a native speaker, if you say the right words with the wrong tone, you might as well have said a completely different word. My wife’s dialect of Chinese has eight tones. It’s much worse. The reason I’m so keen to learn to read/write Chinese is that even though the different dialects are pronounced so differently that speakers of one dialect often cannot understand another dialect, the writing is generally the same. The only difference is that many years ago, the Chinese government created a simplified set of characters for some of the most commonly used ones. Older Chinese and most Cantonese speakers often struggle with the simplified characters. This is the simplified form of “three apples”: ????   This is the traditional form of the same words: ????  Note that two of the characters are the same but the middle two are quite different. For most languages, the best thing is to watch current movies in the target language but to watch them with the target language as subtitles, not your native language. You want to know what they actually said, not what it roughly means (which is what the English subtitle would give you). The difficulty with Asian languages like Chinese is that you have the added challenge of understanding the subtitles when they are written in the target language. I wish there were Mandarin Chinese movies with pinyin subtitles. For learning to read characters, I also recommend HanCard on the iPad. It is targeted at the HSK language proficiency levels. (I’m intending to take the first HSK exam as soon as I’m ready). Hope that info helps someone get started.  

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  • Learning to implement dynamic language compiler

    - by TriArc
    I'm interested in learning how to create a compiler for a dynamic language. Most compiler books, college courses and articles/tutorials I've come across are specifically for statically typed languages. I've thought of a few ways to do it, but I'd like to know how it's usually done. I know type inferencing is a pretty common strategy, but what about others? Where can I find out more about how to create a dynamically typed language?

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  • Open Source programs for learning C#

    - by dizzytri99er
    I was wondering if there are any good open source programs out there that are basically 'all-skill' encompassing that i could use to develop my skills Im a strong believer in learning by doing so a nice open source program i could load onto my machine to learn C# would be ideal. I have some knowledge with basic C# and a little more advanced techniques so im not a total beginner i realise similar questions have been asked before but i was just trying no see if there is one definitive one rather than lots of little projects hopefully im not asking too much! haha

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  • Learning a New Skill With a Tutorial on Building a Website

    You may want to avail of a tutorial on building a website in order to learn how to make that website all by yourself. Learning how to make a website using your own skills can be satisfying and enjoyable. Not only will you learn a thing or two about website building, you can always be proud that you made your own website with your hard work and your two hands.

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  • The Learning Map

    - by user12652314
    Danny Hillis has always been a favorite since he opened the first Java Day back in 1995. Now it's great to see him talking about the challenge we are just about to address with our new "Learning Exchange" Industry Solution which brings all the power of Oracle technology to the address the challenge for lifelong learners. The current thought is to launch it at the Edu tech event at CES along with a special dinner reception with our content friends at Digital Hollywood. Stay tuned.

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  • I want to create an e-learning website [closed]

    - by Viswa
    I want to create an e-learning website and host it. (Maybe after some time I want to add forms.) These are the things I know: java, jsp, servlet, html (not guru, almost beginner). I don't have experience in creating websites, I did my college project using jsp,servlet and jdbc. What are the things or technology I need to know before creating website. Is it possible to create a website by one person?

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  • Learning PHP from beginner to advanced

    - by Liam
    I've dabbled with PHP for a few years now and I'm capable of most of the basic things, building login forms etc but from my time on here I've noticed there's so much more I need to learn, like best practices, security issues etc and so I want to learn everything from the very basics. In the past I've used forums and browsed the web for snippets of code only I think this has led to my bad practices, can anybody recommend books or Valid, recommended learning sources? Thanks in advance!

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  • Learning PHP from beginner to advanced [closed]

    - by Liam
    I've dabbled with PHP for a few years now and I'm capable of most of the basic things, building login forms etc but from my time on here I've noticed there's so much more I need to learn, like best practices, security issues etc and so I want to learn everything from the very basics. In the past I've used forums and browsed the web for snippets of code only I think this has led to my bad practices, can anybody recommend books or Valid, recommended learning sources? Thanks in advance!

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  • Does anyone really understand how HFSC scheduling in Linux/BSD works?

    - by Mecki
    I read the original SIGCOMM '97 PostScript paper about HFSC, it is very technically, but I understand the basic concept. Instead of giving a linear service curve (as with pretty much every other scheduling algorithm), you can specify a convex or concave service curve and thus it is possible to decouple bandwidth and delay. However, even though this paper mentions to kind of scheduling algorithms being used (real-time and link-share), it always only mentions ONE curve per scheduling class (the decoupling is done by specifying this curve, only one curve is needed for that). Now HFSC has been implemented for BSD (OpenBSD, FreeBSD, etc.) using the ALTQ scheduling framework and it has been implemented Linux using the TC scheduling framework (part of iproute2). Both implementations added two additional service curves, that were NOT in the original paper! A real-time service curve and an upper-limit service curve. Again, please note that the original paper mentions two scheduling algorithms (real-time and link-share), but in that paper both work with one single service curve. There never have been two independent service curves for either one as you currently find in BSD and Linux. Even worse, some version of ALTQ seems to add an additional queue priority to HSFC (there is no such thing as priority in the original paper either). I found several BSD HowTo's mentioning this priority setting (even though the man page of the latest ALTQ release knows no such parameter for HSFC, so officially it does not even exist). This all makes the HFSC scheduling even more complex than the algorithm described in the original paper and there are tons of tutorials on the Internet that often contradict each other, one claiming the opposite of the other one. This is probably the main reason why nobody really seems to understand how HFSC scheduling really works. Before I can ask my questions, we need a sample setup of some kind. I'll use a very simple one as seen in the image below: Here are some questions I cannot answer because the tutorials contradict each other: What for do I need a real-time curve at all? Assuming A1, A2, B1, B2 are all 128 kbit/s link-share (no real-time curve for either one), then each of those will get 128 kbit/s if the root has 512 kbit/s to distribute (and A and B are both 256 kbit/s of course), right? Why would I additionally give A1 and B1 a real-time curve with 128 kbit/s? What would this be good for? To give those two a higher priority? According to original paper I can give them a higher priority by using a curve, that's what HFSC is all about after all. By giving both classes a curve of [256kbit/s 20ms 128kbit/s] both have twice the priority than A2 and B2 automatically (still only getting 128 kbit/s on average) Does the real-time bandwidth count towards the link-share bandwidth? E.g. if A1 and B1 both only have 64kbit/s real-time and 64kbit/s link-share bandwidth, does that mean once they are served 64kbit/s via real-time, their link-share requirement is satisfied as well (they might get excess bandwidth, but lets ignore that for a second) or does that mean they get another 64 kbit/s via link-share? So does each class has a bandwidth "requirement" of real-time plus link-share? Or does a class only have a higher requirement than the real-time curve if the link-share curve is higher than the real-time curve (current link-share requirement equals specified link-share requirement minus real-time bandwidth already provided to this class)? Is upper limit curve applied to real-time as well, only to link-share, or maybe to both? Some tutorials say one way, some say the other way. Some even claim upper-limit is the maximum for real-time bandwidth + link-share bandwidth? What is the truth? Assuming A2 and B2 are both 128 kbit/s, does it make any difference if A1 and B1 are 128 kbit/s link-share only, or 64 kbit/s real-time and 128 kbit/s link-share, and if so, what difference? If I use the seperate real-time curve to increase priorities of classes, why would I need "curves" at all? Why is not real-time a flat value and link-share also a flat value? Why are both curves? The need for curves is clear in the original paper, because there is only one attribute of that kind per class. But now, having three attributes (real-time, link-share, and upper-limit) what for do I still need curves on each one? Why would I want the curves shape (not average bandwidth, but their slopes) to be different for real-time and link-share traffic? According to the little documentation available, real-time curve values are totally ignored for inner classes (class A and B), they are only applied to leaf classes (A1, A2, B1, B2). If that is true, why does the ALTQ HFSC sample configuration (search for 3.3 Sample configuration) set real-time curves on inner classes and claims that those set the guaranteed rate of those inner classes? Isn't that completely pointless? (note: pshare sets the link-share curve in ALTQ and grate the real-time curve; you can see this in the paragraph above the sample configuration). Some tutorials say the sum of all real-time curves may not be higher than 80% of the line speed, others say it must not be higher than 70% of the line speed. Which one is right or are they maybe both wrong? One tutorial said you shall forget all the theory. No matter how things really work (schedulers and bandwidth distribution), imagine the three curves according to the following "simplified mind model": real-time is the guaranteed bandwidth that this class will always get. link-share is the bandwidth that this class wants to become fully satisfied, but satisfaction cannot be guaranteed. In case there is excess bandwidth, the class might even get offered more bandwidth than necessary to become satisfied, but it may never use more than upper-limit says. For all this to work, the sum of all real-time bandwidths may not be above xx% of the line speed (see question above, the percentage varies). Question: Is this more or less accurate or a total misunderstanding of HSFC? And if assumption above is really accurate, where is prioritization in that model? E.g. every class might have a real-time bandwidth (guaranteed), a link-share bandwidth (not guaranteed) and an maybe an upper-limit, but still some classes have higher priority needs than other classes. In that case I must still prioritize somehow, even among real-time traffic of those classes. Would I prioritize by the slope of the curves? And if so, which curve? The real-time curve? The link-share curve? The upper-limit curve? All of them? Would I give all of them the same slope or each a different one and how to find out the right slope? I still haven't lost hope that there exists at least a hand full of people in this world that really understood HFSC and are able to answer all these questions accurately. And doing so without contradicting each other in the answers would be really nice ;-)

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  • Does anyone really understand how HFSC scheduling in Linux/BSD works?

    - by Mecki
    I read the original SIGCOMM '97 PostScript paper about HFSC, it is very technically, but I understand the basic concept. Instead of giving a linear service curve (as with pretty much every other scheduling algorithm), you can specify a convex or concave service curve and thus it is possible to decouple bandwidth and delay. However, even though this paper mentions to kind of scheduling algorithms being used (real-time and link-share), it always only mentions ONE curve per scheduling class (the decoupling is done by specifying this curve, only one curve is needed for that). Now HFSC has been implemented for BSD (OpenBSD, FreeBSD, etc.) using the ALTQ scheduling framework and it has been implemented Linux using the TC scheduling framework (part of iproute2). Both implementations added two additional service curves, that were NOT in the original paper! A real-time service curve and an upper-limit service curve. Again, please note that the original paper mentions two scheduling algorithms (real-time and link-share), but in that paper both work with one single service curve. There never have been two independent service curves for either one as you currently find in BSD and Linux. Even worse, some version of ALTQ seems to add an additional queue priority to HSFC (there is no such thing as priority in the original paper either). I found several BSD HowTo's mentioning this priority setting (even though the man page of the latest ALTQ release knows no such parameter for HSFC, so officially it does not even exist). This all makes the HFSC scheduling even more complex than the algorithm described in the original paper and there are tons of tutorials on the Internet that often contradict each other, one claiming the opposite of the other one. This is probably the main reason why nobody really seems to understand how HFSC scheduling really works. Before I can ask my questions, we need a sample setup of some kind. I'll use a very simple one as seen in the image below: Here are some questions I cannot answer because the tutorials contradict each other: What for do I need a real-time curve at all? Assuming A1, A2, B1, B2 are all 128 kbit/s link-share (no real-time curve for either one), then each of those will get 128 kbit/s if the root has 512 kbit/s to distribute (and A and B are both 256 kbit/s of course), right? Why would I additionally give A1 and B1 a real-time curve with 128 kbit/s? What would this be good for? To give those two a higher priority? According to original paper I can give them a higher priority by using a curve, that's what HFSC is all about after all. By giving both classes a curve of [256kbit/s 20ms 128kbit/s] both have twice the priority than A2 and B2 automatically (still only getting 128 kbit/s on average) Does the real-time bandwidth count towards the link-share bandwidth? E.g. if A1 and B1 both only have 64kbit/s real-time and 64kbit/s link-share bandwidth, does that mean once they are served 64kbit/s via real-time, their link-share requirement is satisfied as well (they might get excess bandwidth, but lets ignore that for a second) or does that mean they get another 64 kbit/s via link-share? So does each class has a bandwidth "requirement" of real-time plus link-share? Or does a class only have a higher requirement than the real-time curve if the link-share curve is higher than the real-time curve (current link-share requirement equals specified link-share requirement minus real-time bandwidth already provided to this class)? Is upper limit curve applied to real-time as well, only to link-share, or maybe to both? Some tutorials say one way, some say the other way. Some even claim upper-limit is the maximum for real-time bandwidth + link-share bandwidth? What is the truth? Assuming A2 and B2 are both 128 kbit/s, does it make any difference if A1 and B1 are 128 kbit/s link-share only, or 64 kbit/s real-time and 128 kbit/s link-share, and if so, what difference? If I use the seperate real-time curve to increase priorities of classes, why would I need "curves" at all? Why is not real-time a flat value and link-share also a flat value? Why are both curves? The need for curves is clear in the original paper, because there is only one attribute of that kind per class. But now, having three attributes (real-time, link-share, and upper-limit) what for do I still need curves on each one? Why would I want the curves shape (not average bandwidth, but their slopes) to be different for real-time and link-share traffic? According to the little documentation available, real-time curve values are totally ignored for inner classes (class A and B), they are only applied to leaf classes (A1, A2, B1, B2). If that is true, why does the ALTQ HFSC sample configuration (search for 3.3 Sample configuration) set real-time curves on inner classes and claims that those set the guaranteed rate of those inner classes? Isn't that completely pointless? (note: pshare sets the link-share curve in ALTQ and grate the real-time curve; you can see this in the paragraph above the sample configuration). Some tutorials say the sum of all real-time curves may not be higher than 80% of the line speed, others say it must not be higher than 70% of the line speed. Which one is right or are they maybe both wrong? One tutorial said you shall forget all the theory. No matter how things really work (schedulers and bandwidth distribution), imagine the three curves according to the following "simplified mind model": real-time is the guaranteed bandwidth that this class will always get. link-share is the bandwidth that this class wants to become fully satisfied, but satisfaction cannot be guaranteed. In case there is excess bandwidth, the class might even get offered more bandwidth than necessary to become satisfied, but it may never use more than upper-limit says. For all this to work, the sum of all real-time bandwidths may not be above xx% of the line speed (see question above, the percentage varies). Question: Is this more or less accurate or a total misunderstanding of HSFC? And if assumption above is really accurate, where is prioritization in that model? E.g. every class might have a real-time bandwidth (guaranteed), a link-share bandwidth (not guaranteed) and an maybe an upper-limit, but still some classes have higher priority needs than other classes. In that case I must still prioritize somehow, even among real-time traffic of those classes. Would I prioritize by the slope of the curves? And if so, which curve? The real-time curve? The link-share curve? The upper-limit curve? All of them? Would I give all of them the same slope or each a different one and how to find out the right slope? I still haven't lost hope that there exists at least a hand full of people in this world that really understood HFSC and are able to answer all these questions accurately. And doing so without contradicting each other in the answers would be really nice ;-)

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  • SQLAuthority News – Advantages of Distance Learning

    - by Pinal Dave
    Distance education is extremely popular – almost overnight, it seems.  Almost everyone has taken an online course, or knows someone who has, or is considering joining an online school.  There are many advantages and disadvantages to attending an online school – but the same can be said of attending a physical school!  Let’s take a look at the top reasons to use distance education. 1) Flexibility.  Physical universities are usually willing to make some concessions to student – like night classes, study hours, and online networks.  However, nothing is going to beat the flexibility of distance education.  You can attend classes and take notes anytime, anywhere, wearing anything you’d like! 2) Affordability.  We don’t need to get into hard numbers to understand how an expensive university can be.  Students are taking on more and more debt just to get an education.  Many of these fees pay for room, board, and facilities.   Distance education cuts out all these costs, and makes attending school much more affordable for the average student. 3) Try before you buy.  Did you know that the average college student changes his or her major 10 times before they graduate?  You can imagine that this kind of indecision plays a huge part in WHEN you graduate – not being able to make up your mind can cost you big bucks if you have to stay in school for extra years!  Distance education allows you to take different classes from a wide range of disciplines.  Do you want to study forensic science or English literature?  Now you don’t have to pay for classes you can’t afford just to find out. 4) Pace yourself.  Some students struggle in a traditional classroom setting – classes can be taught too fast, too slow, or there are too many distractions.  Distance education allows mature students to set the pace themselves.  They can rewatch lectures they didn’t catch the first time, or go through classes quickly if they are already familiar with the material – cutting out the chance of burning out or getting bored. 5) Lifelong learning.  Maybe you already have a degree, but would like to learn more about your field, or a related field, or maybe even about something completely unrelated – just because you are curious!  Distance education allows you to learn whatever you want ,whenever you want (and yes, wearing anything you’d like!). 6) Attend whatever college you want.  Because of the popularity of distance education, physical campuses are getting in on the game by offering online courses – often just uploaded versions of classes already taught at their campus.  Ever wanted to attend Harvard, but knew you couldn’t get in?  Take a class online!  Of course, you probably should not attempt to lie and say you have a Harvard degree, but Ivy League colleges are prestigious because they are the best in their field – take advantage of the best by taking an online course! I am a big believer in continuing education, whether it is online courses, returning to school, or even take informal classes online.  Distance education can be a great way to accomplish these goals and become a lifelong learner. My friends at provides training through virtual classrooms for students who want to avoid travelling. Distance learning course allows IT aspirants to connect with trainers using the internet.  I encourage everyone to check it out! 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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  • Best way of learning Python + GUI when coming from .NET

    - by Oscar Mederos
    I've been developing applications in C# / VB.NET for about 3-4 years (.NET Framework v2.0, 3.5, 4). I have also developed some command-line applications or scripts in C, and Python under Linux. Sometimes I need to develop my applications in another languages, like Python, but the problem thing is that lots of those applications require a GUI. Maybe not a too complex one, but it does require some windows with buttons, text boxes, list boxes,... What books/tips/tutorials do you suggest me to start working with that language and be able to deploy my deliverables not only in .NET? Note: Learning python is not the big deal here, because I already know the basic of it. I just want to focus on the GUI. Maybe this question should be on UI instead of here? If so, please, migrate it :)

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  • Finding a problem in some task [closed]

    - by nagisa
    Recently I competed in nation wide programming contest finals. Not unexpectedly all problems were algorithmic. I lost (40 points out of 600. Winner got ~300). I know why I lost very well - I don't know how to find actual problem in those obfuscated tasks which are life-blood of every competition. I think that being self-taught and not well versed in algorithms got me too. As side effect of learning things myself I know how to search for information, however all I could find are couple questions about learning algorithms. For now I put Python Algorithms: Mastering Basic Algorithms in the Python Language and Analysis of Algorithms which I found in those questions to my "to read" list. That leaves my first problem of not knowing how to find a problem unsolved. Will that ability come with learning algorithms? Or does it need some special attention? Any suggestions are welcomed.

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  • Is Haskell worth learning?

    - by Jason K
    I am looking at this question primarily from a career point of view, so I hope you answer it accordingly. I am fairly proficient with Python, can write C++ and I am a final year student of computer science engineering I am looking to learn Haskell because I have heard a lot about it. My question is: apart from learning it because of all the good I have heard about it, is it any good for my career? Is it used in the industry? I am curious to learn it but unless it helps me somehow in my career, I am not willing to make that change at this stage. Looking for some personal experiences here. Thanks!

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