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  • Why should I use List<T> over IEnumerable<T>?

    - by Rowan Freeman
    In my ASP.net MVC4 web application I use IEnumerables, trying to follow the mantra to program to the interface, not the implementation. Return IEnumerable(Of Student) vs Return New List(Of Student) People are telling me to use List and not IEnumerable, because lists force the query to be executed and IEumerable does not. Is this really best practice? Is there any alternative? I feel strange using concrete objects where an interface could be used. Is my strange feeling justified?

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  • Educause Top-Ten IT Issues - the most change in a decade or more

    - by user739873
    The Education IT Issue Panel has released the 2012 top-ten issues facing higher education IT leadership, and instead of the customary reshuffling of the same deck, the issues reflect much of the tumult and dynamism facing higher education generally.  I find it interesting (and encouraging) that at the top of this year's list is "Updating IT Professionals' Skills and Roles to Accommodate Emerging Technologies and Changing IT Management and Service Delivery Models."  This reflects, in my view, the realization that higher education IT must change in order to fully realize the potential for transforming the institution, and therefore it's people must learn new skills, understand and accept new ways of solving problems, and not be tied down by past practices or institutional inertia. What follows in the remaining 9 top issues all speak, in some form or fashion, to the need for dramatic change, but not just in the areas of "funding IT" (code for cost containment or reduction), but rather the need to increase effectiveness and efficiency of the institution through the use of technology—leveraging the wave of BYOD (Bring Your Own Device) to the institution's advantage, rather than viewing it as a threat and a problem to be contained. Although it's #10 of 10, IT Governance (and establishment and implementation of the governance model throughout the institution) is key to effectively acting upon many of the preceding issues in this year's list.  In the majority of cases, technology exists to meet the needs and requirements to effectively address many of the challenges outlined in top-ten issues list. Which brings me to my next point. Although I try not to sound too much like an Oracle commercial in these (all too infrequent) blog posts, I can't help but point out how much confluence there is between several of the top issues this year and what my colleagues and I have been evangelizing for some time. Starting from the bottom of the list up: 1) I'm gratified that research and the IT challenges it presents has made the cut.  Big Data (or Large Data as it's phased in the report) is rapidly going to overwhelm much of what exists today even at our most prepared and well-equipped research universities.  Combine large data with the significantly more stringent requirements around data preservation, archiving, sharing, curation, etc. coming from granting agencies like NSF, and you have the brewing storm that could result in a lot of "one-off" solutions to a problem that could very well be addressed collectively and "at scale."   2) Transformative effects of IT – while I see more and more examples of this, there is still much more that can be achieved. My experience tells me that culture (as the report indicates or at least poses the question) gets in the way more than technology not being up to task.  We spend too much time on "context" and not "core," and get lost in the weeds on the journey to truly transforming the institution with technology. 3) Analytics as a key element in improving various institutional outcomes.  In our work around Student Success, we see predictive "academic" analytics as essential to getting in front of the Student Success issue, regardless of how an institution or collections of institutions defines success.  Analytics must be part of the fabric of the key academic enterprise applications, not a bolt-on.  We will spend a significant amount of time on this topic during our semi-annual Education Industry Strategy Council meeting in Washington, D.C. later this month. 4) Cloud strategy for the broad range of applications in the academic enterprise.  Some of the recent work by Casey Green at the Campus Computing Survey would seem to indicate that there is movement in this area but mostly in what has been termed "below the campus" application areas such as collaboration tools, recruiting, and alumni relations.  It's time to get serious about sourcing elements of mature applications like student information systems, HR, Finance, etc. leveraging a model other than traditional on-campus custom. I've only selected a few areas of the list to highlight, but the unifying theme here (and this is where I run the risk of sounding like an Oracle commercial) is that these lofty goals cry out for partners that can bring economies of scale to bear on the problems married with a deep understanding of the nuances unique to higher education.  In a recent piece in Educause Review on Student Information Systems, the author points out that "best of breed is back". Unfortunately I am compelled to point out that best of breed is a large part of the reason we have made as little progress as we have as an industry in advancing some of the causes outlined above.  Don't confuse "integrated" and "full stack" for vendor lock-in.  The best-of-breed market forces that Ron points to ensure that solutions have to be "integratable" or they don't survive in the marketplace. However, by leveraging the efficiencies afforded by adopting solutions that are pre-integrated (and possibly metered out as a service) allows us to shed unnecessary costs – as difficult as these decisions are to make and to drive throughout the organization. Cole

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  • Knowing your user is key--Part 1: Motivation

    - by erikanollwebb
    I was thinking where the best place to start in this blog would be and finally came back to a theme that I think is pretty critical--successful gamification in the enterprise comes down to knowing your user.  Lots of folks will say that gamification is about understanding that everyone is a gamer.  But at least in my org, that argument won't play for a lot of people.  Pun intentional.  It's not that I don't see the attraction to the idea--really, very few people play no games at all.  If they don't play video games, they might play solitaire on their computer.  They may play card games, or some type of sport.  Mario Herger has some great facts on how much game playing there is going on at his Enterprise-Gamification.com website. But at the end of the day, I can't sell that into my organization well.  We are Oracle.  We make big, serious software designed run your whole business.  We don't make Angry Birds out of your financial reporting tools.  So I stick with the argument that works better.  Gamification techniques are really just good principals of user experience packaged a little differently.  Feedback?  We already know feedback is important when using software.  Progress indicators?  Got that too.  Game mechanics may package things in a more explicit way but it's not really "new".  To know how to use game mechanics, and what a user experience team is important for, is totally understanding who our users are and what they are motivated by. For several years, I taught college psychology courses, including Motivation.  Motivation is generally broken down into intrinsic and extrinsic motivation.  There's intrinsic, which comes from within the individual.  And there's extrinsic, which comes from outside the individual.  Intrinsic motivation is that motivation that comes from just a general sense of pleasure in the doing of something.  For example, I like to cook.  I like to cook a lot.  The kind of cooking I think is just fun makes other people--people who don't like to cook--cringe.  Like the cake I made this week--the star-spangled rhapsody from The Cake Bible: two layers of meringue, two layers of genoise flavored with a raspberry eau de vie syrup, whipped cream with berries and a mousseline buttercream, also flavored with raspberry liqueur and topped with fresh raspberries and blueberries. I love cooking--I ask for cooking tools for my birthday and Christmas, I take classes like sushi making and knife skills for fun.  I like reading about you can make an emulsion of egg yolks, melted butter and lemon, cook slowly and transform them into a sauce hollandaise (my use of all the egg yolks that didn't go into the aforementioned cake).  And while it's nice when people like what I cook, I don't do it for that.  I do it because I think it's fun.  My former boss, Ultan Ó Broin, loves to fish in the sea off the coast of Ireland.  Not because he gets prizes for it, or awards, but because it's fun.  To quote a note he sent me today when I asked if having been recently ill kept him from the beginning of mackerel season, he told me he had already been out and said "I can fish when on a deathbed" (read more of Ultan's work, see his blogs on User Assistance and Translation.). That's not the kind of intensity you get about something you don't like to do.  I'm sure you can think of something you do just because you like it. So how does that relate to gamification?  Gamification in the enterprise space is about uncovering the game within work.  Gamification is about tapping into things people already find motivating.  But to do that, you need to know what that user is motivated by. Customer Relationship Management (CRM) is one of those areas where over-the-top gamification seems to work (not to plug a competitor in this space, but you can search on what Bunchball* has done with a company just a little north of us on 101 for the CRM crowd).  Sales people are naturally competitive and thrive on that plus recognition of their sales work.  You can use lots of game mechanics like leaderboards and challenges and scorecards with this type of user and they love it.  Show my whole org I'm leading in sales for the quarter?  Bring it on!  However, take the average accountant and show how much general ledger activity they have done in the last week and expose it to their whole org on a leaderboard and I think you'd see a lot of people looking for a new job.  Why?  Because in general, accountants aren't extraverts who thrive on competition in their work.  That doesn't mean there aren't game mechanics that would work for them, but they won't be the same game mechanics that work for sales people.  It's a different type of user and they are motivated by different things. To break this up, I'll stop here and post now.  I'll pick this thread up in the next post. Thoughts? Questions? *Disclosure: To my knowledge, Oracle has no relationship with Bunchball at this point in time.

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  • Focus on Javascript or Jquery?

    - by daxflame
    Hello, I am a student in college, and I notice that a lot of companies look for people who have experience with Javascript. Does this include Javascript's libraries, like JQuery? Or, are they looking for Javascript people only? It probably depends on the company, but what is the general advice for a student wanting to do some front end work? Is Javascript more powerful than JQuery? I know Jquery is a library and simplifies many tasks, but is there some reason why you would use Javascript over Jquery?

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  • Should I concentrate on writing code for money or my studies while in college?

    - by A-Cube
    I am college student of Software Engineering. My worries are that while I am concentrating on my studies, my peers are getting down with the code (e.g. HTML, ASP, PHP, etc) to earn money. Should I be worried that I am not doing coding like them? I was asked to be Microsoft Student Partner but I refused because the person what was doing before me told it was just arranging events. Nothing as such like getting with Microsoft and coding. Should I be writing code and earning money as I still am in 4th semester? I only have C++ as learning language in college. Will my job count on these projects that I do, or should I concentrate on studies for now to get maximum benefit?

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  • How to create an auto-grader in and for Python

    - by recluze
    I'm trying to create an auto-grader for one of my beginning programming courses for python. From my online search, I've come to know that it is effectively a unit test framework that tests the student's code rather than production code but I'm not really sure how to structure the flow of the program. Can anyone please provide a strategy for submission of code by students and automating the whole process of marking? For instance, how would the student code be submitted and then stored/structured on disk, how would the grades be stored/reported? I'm only looking for a broad strategy and will try on my own to fill in the blanks. (I asked this on stockoverflow.com initially but it's considered as off-topic and I was suggested to ask here.)

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  • Advice Required Regarding Creating a Self Learning, Self Organizing Programming Team....

    - by tGilani
    Hello I'm a senior student at my university and chairperson of IEEE Student Branch there. Recently I was thinking of some idea to acquaint students with the professional environment, how software is produced in the industry and get a practical experience.. Obviously trips to software houses are not enough and we cannot provide this many internships. So the idea of simulating a software house within the university popped in. Resources at my disposal are students with their own laptops, university UPS and lan network with internet access, and a reasonably sized room with a whiteboard and three hours free time daily.. :) However, I have absolutely no idea where to begin with. Milestones or whatever it may be called, are Requirements Document generation, sharing of resources, delegation of tasks, version controlling etc... I'd really appreciate some advice, programming tools (for JAVA), communication tools etc and other things used in a decent software house... Technologies to be targeted shall be random possibly starting with J2EE Spring Hibernate and Later Visual Programming in .NET C# and ASP.NET MVC as well as Android or iPhone development....

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  • Should I concentrate on writing code for money or my studies while in college?

    - by A-Cube
    I am college student of Software Engineering. My worries are that while I am concentrating on my studies, my peers are getting down with the code (e.g. HTML, ASP, PHP, etc) to earn money. Should I be worried that I am not doing coding like them? I was asked to be Microsoft Student Partner but I refused because the person what was doing before me told it was just arranging events. Nothing as such like getting with Microsoft and coding. Should I be writing code and earning money as I still am in 4th semester? I only have C++ as learning language in college. Will my job count on these projects that I do, or should I concentrate on studies for now to get maximum benefit?

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  • Change guest username

    - by Eelviny
    Now, looking around on Google shows me some ways in which to customise the settings of the Guest session. But, I would love a way to change the name of the Guest account. Basically, I'm planning to take some laptops out to a school in Africa and want to rename the "Guest" account in 14.04 to "Student" so the students use that. They tend to store stuff on USB sticks and they're using the Guest account so they can't break anything. EDIT: I'll expand on this slightly. They're using the guest account simply for the reason it doesn't save anything after logoff. This was a specific thing the teachers have asked for. I don't mind if the actual username remains guest behind the scenes, but as long as it shows up as Student to on Unity. Any way of going about this?

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  • How do I set up a server for SSH?

    - by Rob S.
    At my workplace (a university) we have two Ubuntu servers. One is a teacher server and the other is a student server. I am currently setting up a new server to replace the existing teacher server. The new server is currently online and I am trying to get it setup so I can SSH into it from my home. Right now, I can SSH into the existing teacher or student server and then SSH into the new server. However, I can not SSH directly into the new server. What must I do so that I can SSH directly into the new server? Thank you very much in advance for your time.

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  • What is the biggest weakness of students graduating with degrees in Computer Science?

    - by akobre01
    This question is directed more toward employers and graduate student advisors/professors but all opinions are welcome. What do you find is a common weakness of new hires and/or new grad students? Is it entirely variable dependent on the student and his or her university? Is there a particular skill or skillset that you wish new hires/researchers had expertise in and how can we remedey this deficiency? I realize that this question is general and really encapsulates two questions, one more about the weaknesses of new software engineers and one about the weaknesses of new researchers. However, both types of people tend to come from similar courses of study so I'm wondering if there is any overlap. Note: I am not a professor but I'm interested in how best to revise the undergraduate curriculum in CS.

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  • Windows 7 DHCP Default Gateway not Overridden by manual Default Gateway

    - by dgwilson
    We have recently installed Windows 7 for student computers. All student computers must be routed through our content filter which is located at 192.168.0.63. This was done in WinXP by adding a Default Gateway in the network adapter settings TCP/IP Properties Advanced Default Gateway. All teacher computers are routed through the DHCP assigned Default Gateway of 192.168.0.1. In WinXP the dhcp default gateway was correctly overridden by this manual setting. In Win7 it appears that the dhcp default gateway is retained and the manual one is added to the list so that there are two with the dhcp one having the primary metric. I have tried several ways to remove the dhcp default gateway such as, running the "route delete 0.0.0.0 192.168.0.1" command. Doing this from an administrator command prompt works but it just resets upon reboot. I've tried adding this command to the registry's Run section but it seems to run as a non-administrator and therefore will not complete successfully. Is there any way to prevent this and force the manual default gateway to override the dhcp one? Or to remove the dhcp assigned one automatically on boot/login? HELP! We CANNOT allow student computers to connect to the internet without going through the content filter.

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  • Windows 7 DHCP Default Gateway not Overridden by manual Default Gateway

    - by dgwilson
    We have recently installed Windows 7 for student computers. All student computers must be routed through our content filter which is located at 192.168.0.63. This was done in WinXP by adding a Default Gateway in the network adapter settings TCP/IP Properties Advanced Default Gateway. All teacher computers are routed through the DHCP assigned Default Gateway of 192.168.0.1. In WinXP the dhcp default gateway was correctly overridden by this manual setting. In Win7 it appears that the dhcp default gateway is retained and the manual one is added to the list so that there are two with the dhcp one having the primary metric. I have tried several ways to remove the dhcp default gateway such as, running the "route delete 0.0.0.0 192.168.0.1" command. Doing this from an administrator command prompt works but it just resets upon reboot. I've tried adding this command to the registry's Run section but it seems to run as a non-administrator and therefore will not complete successfully. Is there any way to prevent this and force the manual default gateway to override the dhcp one? Or to remove the dhcp assigned one automatically on boot/login? HELP! We CANNOT allow student computers to connect to the internet without going through the content filter.

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  • Campus VLAN Segmentation - By OS?

    - by Moduspwnens
    We've been thinking through re-arranging our network and VLAN configuration. Here's the situation. We already have our servers, VoIP phones, and printers on their own VLANs, but our problem lies with end user devices. There are just too many to lump on the same VLAN without being hammered with broadcasts! Our current segmentation strategy has them split into VLANs like this: Student iPads Staff iPads Student Macbooks Staff Macbooks Gaming devices Staff (Other) Student (Other) *Note that our network has many more iPads and MacBooks than most. Since the primary reason we're splitting them is just to put them in smaller groups, this has been working for us (for the most part). However, this required our staff to maintain access control lists (MAC addresses) of all devices belonging in these groups. It also has the unfortunate side effect of illogically grouping broadcast traffic. For example, using this setup, students on opposite ends of campus using iPads will share broadcasts, but two devices belonging to the same user (in the same room) will likely be on completely separate VLANs. I feel like there must be a better way of doing this. I've done a lot of research and I'm having trouble finding instances of this kind of segmentation being recommended. The feedback on the most relevant SO question seems to point toward VLAN segmentation by building/physical location. I feel like that makes sense because logically, at least among miscellaneous end users, broadcasts will typically be intended for nearby devices. Are there other campuses/large-scale networks out there segmenting VLANs based on end-system OS? Is this a typical configuration? Would VLAN segmentation based on physical location (or some other criteria) be more effective? EDIT: I've been told that we will soon be able to dynamically determine device OS without maintaining access lists, although I'm not sure how much that affects the answers to the questions.

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  • VLAN Tagging Traffic on Cisco Switch

    - by David W
    I have a situation where I'm setting up multiple VLANS on a pfSense firewall on the same physical interface for a client. So in pfSense, I now have VLAN 100 (employees) and VLAN 200 (students - student computer lab). Downstream from pfSense, I have a Cisco SG200 switch, and coming off of the SG200 is the student lab (running on a Catalyst 2950. Yes, that's old, but it works, and this is a poor nonprofit we're talking about). What I'd like to do is tag everything on the network as VLAN 100, except for the student computer lab. Earlier today when I was on-site with the client, I went into to the old Catalyst 2950, and assigned all of its ports to access VLAN 200 (switchport mode access vlan 200) without setting up a trunk on the Catalyst or on the SG200. Looking back on it, I now understand why internet in the lab broke. I reverted the lab back to the default VLAN1 (we're still running on a different firewall - we haven't deployed pfSense -, and the traffic is still separated physically). So my question is, what do I need to do in order to properly deploy this scenario? I believe the correct answer is: Ensure VLANs 100 and 200 are setup in pfSense, and that DHCP is operating correctly (on separate subnets) Setup a trunkport VLAN that allows both 100 & 200 traffic, and plug that port directly into pfSense. Setup a VLAN 200 trunkport on the SG200 (It's not running iOS, but if it were, the command would be switchport trunk native vlan 200), which will then plug into the Catalyst 2950. Setup a VLAN 200 trunkport on the Catalyst 2950 (that is plugged into the SG200 VLAN200 port with the same command - switchport trunk native vlan 200) Setup the rest of the ports on the old Catalyst 2950 in the lab to be access ports on VLAN200. Is there anything that I'm missing, or do I need to tweak any of these steps, in order to properly segment the network traffic?

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  • Extract words from sentence(s) using TSQL(SQL SERVER 2005) [ SET BASED SOLUTION]

    - by Newbie
    I have the following input. INPUT: TableA ID Sentences --- ---------- 1 I am a student 2 Have a nice time guys! What I need to do is to extract the words from the sentence(s) and insert each individual word in another table OUTPUT: SentenceID WordOccurance Word ---------- ------------ ----- 1 1 I 1 2 am 1 3 a 1 4 student 2 1 Have 2 2 a 2 3 nice 2 4 time 2 5 guys! I am using SQL SERVER 2005. I am looking for a set based solution. Thanks

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  • How to construct a flowchart/storyboard in a Func Spec

    - by PeterQ
    Hey I'm a bit embarrassed to write a post on this topic, but I would appreciate the help. At my school, the CS kids (myself included) have created a nice, little program that is built for incoming Chem/Bio students. It consists of several modules that reviews topics they should have a firm grasp on before they start their classes. It's a nice tool since it cuts down on reviewing the material in class but also allows the students to do a quick diagnostic to fix any problems. Now, I'm in charge of constructing a simple interface that reports on the progress of the group and individual students. The interface is pretty simple. It's just a window that pops up, and it has three tabs: the first tab is a "cumulative" report of all of students. The secnod tab has a drop down box that lists the students and once a student is selected, a report for him/her comes up. And the third tab is simply a description of all of the terms used in the 1st and 2nd tabs. Now, I'm trying to be a good CS student and write a func. spec for my interface. My problem comes with the fact that I'd like to insert a little flowchart using Visio. Problem is, and I'm quite embarrassed to admit this, I don't know how to construct the flowchart/storyboard. For instance, I know I start with a "Start/Click Icon" in a rectangle. Then where do I go? Do I draw three arrrows (one going to each tab) and then describing what goes on? In tab one, the only thing that happens is that the user will select a "sort" method in the drop down box. This will sort the list. The End. Similarly, if the user selects the second tab, then he will go to a drop down box with the student names. Selecting a name will bring up student info. And the third tab is just a list of unfamiliar terms coming from the first or second tab. I wanted to storyboard/flowchart what I'm doing, but I'm unclear how to go about it. Any help would be appreciated! (Just to clarify, I'm not having trouble with using Visio, but I don't know how one goes about construct a storyboard or determining the procedure for constructing one)

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  • Tricks to avoid losing motivation?

    - by AareP
    Motivation is a tricky thing to upkeep. Once I thought that ambitious projects will keep programmer motivated, and too simple tasks will hinder his motivation. Now I have plenty of experience with small and large projects, desktop/web/database programming, c++/c#/java/php languages, oop/non-oop paradigms, day-job/free-time programming.. but I still can't answer the question of motivation. Which programming tasks I like, and which don't? It seems to depend on too many variables. One thing remains constant though. It's that starting everything from scratch is always more motivating than extending some existing system. Unfortunately it's hard to use this trick in productive programming. :) So my question is, what tricks programmer can use to stay motivated? For example should we use pen and paper as much as possible, in order not to get fed up with monitor and keyboard?

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  • Xml parsing in Objective c

    - by Raju
    NSString *myxml=@"<students> <student><name>Raju</name><age>25</age><address>abcd</address> </student></students>"; in iPhone programming how to parse this XML by each node. ....

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  • Could you help me write a proper query in rails for accessing the following information?

    - by aditi-syal
    @workname = [] @recos = [] @bas = [] if current_user.recommendations.size != 0 current_user.recommendations.each do |r| if r.work_type == 'J' @job = Job.find_by_id(r.work_id) @workname.push "#{@job.title} at #{@job.company.name}" else @qualification = Qualification.find_by_id(r.work_id) @workname.push "Student at #{@qualification.school_name}" end @recommender = User.find_by_id(r.recommender_id) if r.recommender_work_type == 'J' @job = Job.find_by_id(r.recommender_work_id) @recos.push "#{@recommender.first_name} #{@recommender.last_name}" @bas.push "#{r.basis.gsub("You","#{@job.title} at #{@job.company.name}")}" else @qualification = Qualification.find_by_id(r.recommender_work_id) @recos.push "#{@recommender.first_name} #{@recommender.last_name} as " @bas.push "#{r.basis.gsub("You","Student at #{@qualification.school_name}")}" end end end

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  • Which MySQL Frontend shows foreign rows?

    - by Jeremy Rudd
    I once came across a MySQL Frontend app that displayed foreign linked rows within the parent row, if for instance the Events table has a foreign key to the Students table: Student ID Name DOB -- ---- --------- [+] 22 Bob 25-1-1984 [-] 21 Jane 25-1-1982 Event ID Student-ID Name Time -- ---------- ---- --------- 1 21 Event A 05:50 1 21 Event B 17:20 [+] 20 Jack 25-1-1980

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  • Rails Multiple Checkboxes with Javascript Dynamic Select

    - by Jack
    Hi, I have followed the Railscast episode 88 to implement a set of dependant drop down menus. In the students-new view, when the student's year is selected, the javascript figures out which courses are available to that year and offers the selection in a new drop down menu. My javascript erb file is here: var courses = new Array(); <% for course in @courses -%> <%for year in course.years -%> courses.push(new Array(<%= year.year_id%>, '<%=h course.title%>', <%= course.id%>)); <%end -%> <% end -%> function yearSelected() { year_id = $('student_year_id').getValue(); options = $('student_course_ids').options; options.length = 1; courses.each(function(course) { if (course[0] == year_id) { options[options.length] = new Option(course[1], course[2]); } }); if (options.length == 1) { $('course_field').hide(); } else { $('course_field').show(); } } document.observe('dom:loaded', function() { yearSelected(); $('student_year_id').observe('change', yearSelected); }); Any my view is as follows: <% form_for(@student) do |f| %> <%= f.error_messages %> <p> <%= f.label :name %><br /> <%= f.text_field :name %> </p> <p> <%= f.label :cid, "CID" %><br /> <%= f.text_field :cid %> </p> <p> <label for="student_year_id">Year:</label> <%= collection_select(:student, :year_id, Year.all, :id, :title, {:prompt => true})%> </p> <p id="course_field"> <label for="student_course_ids">Course:</label> <%= collection_select(:student, :course_ids, Course.find(:all), :id, :title, {:prompt => true}, {:multiple => true})%> </p> <p> <%= f.submit 'Save' %> </p> <% end %> What I would like to do is to add checkboxes instead of the drop down menu. Any suggestions? I previously was using this method, but was not able to get it to work with the new javascript. Cheers

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  • Java : Sorting unsorted array in descending order

    - by Bader
    hi guys i had an array of objects , i need to know how should i sort my unsorted array in descending order according to the highest value inside objects i need this using for loops not the easy way. i had done this but it seems there is a problem code student[] temp=new student[s.length]; for (int i=0;i s[i + 1].GetGpa()) { temp[i] = s[i]; } } how should i do it using for loops

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