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  • Looking for a very subtle unit testing example

    - by Stéphane Bruckert
    In the context of Continuous Integration, I need to teach unit testing to a 20-people audience of programmers. Everything will be all right, but I am still trying to find the perfect unit testing example. More than writing tests like a robot, I want to show that unit testing can help prevent very subtle errors. I am thinking of the following scenario to happen when doing a live TDD demo: the test cases would already be written, we would have to write methods together, most of us would naturally have forgotten to handle a specific case for a method, everyone would then be surprised, when seeing that all tests don't pass, the failing test would make us think more and realize that we forgot an important case. My question will probably finish as "too broad" or "not clear what you are asking", but we never know, one of you might have a great idea. Your answer can use Java and JUnit, though any other language will be fine since only the idea will matter.

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  • Computer Lab School for Orphans

    - by Brendon
    I am helping out an NGO, called Orphans Found Fund, here in Arusha Tanzania setup a computer lab to teach students about Ubuntu and open source applications. I have installed Ubuntu 10.10 on all the systems. What I'm wondering about is how to tweak the systems so that the kids cannot: Delete or alter system files Alter the system settings Add or remove applications Exceed a time limit (like an Internet Cafe) Also as the administrator I would like to monitor the usage for another system to make sure that abuse of network is not taking place. Any advice is much appreciated. Brendon

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  • Associative array challenges, or examples?

    - by Aerovistae
    I understand well when and how to use an associative array, but I'm trying to teach a friend to program and I'm having some trouble with this particular concept. I need a good set of problems whose solutions are best implemented through the use of maps/hashes/associative arrays/dictionaries. I googled all over and couldn't find any. I was hoping someone might know of some, or perhaps get a community wiki sort of answer. That way I can say, here's our problem, and here's how we could effectively solve it through the use of an associative array... It's one of those cases where when I'm programming and I run into a situation that calls for a dictionary, I recognize it, but I can't seem to make up any such situations to use for a demonstration.

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  • Interesting Topics in Comp. Sci. for New Students?

    - by SoulBeaver
    I hope this is the right forum to ask this question. Last friday I was in a discussion with my professors about the students' lack of motivation and interest in the field of Computer Science. All of the students are enrolled, but through questionnaires and other questions that my professor posed it was revealed that over 90% of all enrolled students are just in it for the reward of getting a job sometime in the future (since it's a growing field with high job potential) I asked my professor for the permission to take over the first couple of lectures and try and motivate, interest and inspire students for the field of Computer Science and programming in particular (this is the Intro to Programming course). This request was granted and I now have a week to come up with a lecture topic for my professor's five groups. My main goal isn't to teach, I just want to get students to be as interested in the field as I am. I want to show them what's possible, what awesome magical things have been done in the field, the future we are heading towards using programming and Comp. Sci. Therefore, I would like to pose this question: I have a few topics, materials and sample projects that I would like to talk about: -- Grace Hopper (It is my hope to interest the female programmers in the class. There are never more than two or three per group and they, more than males, are prone to jumping ship and abandoning Comp. Sci.) -- The Singularity Institute -- Alan Turing -- Robotics -- Programming not as a chore or a must, but the idea that we are, at our core, the nexus to which anything anybody does in the digital world is connected to. We are the problem solvers; we assemble all the parts together and we are the ones that, essentially, make the vision a reality. -- Give them an idea for a programming project which, through the help of the professor, could be significant to every student (I want students to not only feel interested in the topic, but they should feel important, that what they do here makes a difference) Do you have interesting topics worthy of discussion, something I can tell the students which they can get interested about? How would you approach the lecture? If you had 90 minutes worth of time to try and get students interested in the project, what would you do?

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  • Is there a LOGO interpreter that actually has a turtle?

    - by Tim Post
    This is not a repeat of the now infamous "How do I move the turtle in LOGO?" Recently, I had the following conversation with my five year old daughter: Daughter: Daddy, do you write programs? Me: Yes! Daughter: Daddy, what's a program? Me: A program is a set of instructions that a computer follows. Daughter: Daddy, can I write a program too? Me: Sure! This got me scrambling to think of a very basic language that a five year old could get some satisfaction from mastering rather quickly. I'm ashamed to admit that the first thing that came to mind was this: 10 INPUT "Tell me a secret" A$ 20 PRINT "Wow really? :" A$ 30 GOTO 10 That isn't going to hold a five year old's attention for very long and it requires too much of a lecture. However, moving a turtle around and drawing neat pictures might just work. Sadly, my search for a LOGO interpreter yielded noting but ad ridden sites, flight simulators and a whole bunch of other stuff that I really don't want. I'm hoping to find a cross platform (Java / Python) LOGO interpreter (dare I call it simulator?) with the following features: Can save / replay commands (stored programs) Has an actual turtle Sound effects are a plus Have you stumbled across something like this, if so, can you provide a link? I hate to ask a 'shopping' sort of question, but it seemed much better than "Is LOGO appropriate for a five year old?"

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  • Learning the basics

    - by Kevin
    I am a Linux server administrator first and foremost... Having said that, I have been asked by a former high school teacher of mine to teach students a bit about programming. Like any Linux administrator, I know my fair share of Python and Bash. The problem is that I know NOTHING about the lower level stuff like "machine code" and compilation. The main purpose of this series is to teach programming, not computer science, so I don't need a graduate degree's level of knowledge for this, they will be learning Python first and foremost. However, I would like to learn enough to at least broach the subject with them, any ideas where I can learn that kind of stuff relatively quickly?

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  • Where can I learn image processing? [on hold]

    - by Little Child
    I am learning image processing on my own and I have managed to teach myself a fair few things like: Making images grayscale using 3 different methods Applying a 'pixellate' filter Applying a 'pointillize' filter Make images out of lines Now, I want to take my knowledge further but I do not know how. Adding more information: I am interested in making software like Photoshop or Gimp (although it won't be half as powerful as these 2). So, I want to learn to apply various creative effects to an image. Can someone please suggest resources for this??

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  • Why is math taught "backwards"? [closed]

    - by Yorirou
    A friend of mine showed me a pretty practical Java example. It was a riddle. I got excited and quickly solved the problem. After it, he showed me the mathematical explanation of my solution (he proved why is it good), and it was completely clear for me. This seems like natural approach for me: solve problems, and generalize. This is very familiar to me, I do it all the time when I am programming: I write a function. When I have to write a similar function, I generalize the problem, grab the generic parts, and refactor them to a function, and solve the original problems as a specialization of the general function. At the university (or at least where I study), things work backwards. The professors shows just the highest possible level of the solutions ("cryptic" mathematical formulas). My problem is that this is too abstract for me. There is no connection of my previous knowledge (== reality in my sense), so even if I can understand it, I can't really learn it properly. Others are learning these formulas word-by-word, and get good grades, since they can write exactly the same to the test, but this is not an option for me. I am a curious person, I can learn interesting things, but I can't learn just text. My brain is for storing toughts, not strings. There are proofs for the theories, but they are also really hard to understand because of this, and in most of the cases they are omitted. What is the reason for this? I don't understand why is it a good idea to show the really high level of abstraction and then leave the practical connections (or some important ideas / practical motivations) out?

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  • How to market R at your institute?

    - by ran2
    Okay, I admit there are lots of threads R vs. something. The strengths of R are obvious to most people here. Still though advertising R in an environment that has been preferring various kinds of other software for quite some time is not easy. Moreover, even in the limited time I´ve been dealing with R, it improved so dramatically that I would mention things among its strengths that I would not have listed when I started my personal R-evolution. So, what I am trying to do here is to collect the most recent and striking arguments that can be put in nutshell and be presented easily. What I got on my list so far is: the Springer useR series ggplot2 and its documentation open source CRAN Rapache rcpp rsocket What can you add to this list? SO threads are also very welcome as answers. EDIT: so far, though indeed very helpful, most answers are arguments (pros) why one would want to use R. Do you have some specific hints that I could include in some kind of overview presentation? EDIT2: I wanted to add this link about R's future to the list...

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  • Who are the most influential computer scientists today? [closed]

    - by Banana
    Possible Duplicate: Which individuals are having the greatest impact on software developers today? Computer science has changed dramatically during the last decades, and new fields that recently arose in the scientific community are completely different with respect to classical cs related topics (for example, social network analysis). I'd like to have an overview of the most influential computer scientists in activity, or at least, who have been working during the last 10/15 years, possibly listed according to their specific field of study.

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  • Why Java as a First Language?

    - by dsimcha
    Why is Java so popular as a first language to teach beginners? To me it seems like a terrible choice: It's statically typed. Static typing isn't useful unless you care a lot about either performance or scaling to large projects. It requires tons of boilerplate to get the simplest code up and running. Try explaining "Hello, world" to someone who's never programmed before. It only handles the middle levels of abstraction well and is single-paradigm, thus leaving out a lot of important concepts. You can't program at a very low level (pointers, manual memory management) or a very high level, (metaprogramming, macros) in it. In general, Java's biggest strength (i.e. the reason people use it despite the shortcomings of the language per se) is its libraries and tool support, which is probably the least important attribute for a beginner language. In fact, while useful in the real world these may negatives from a pedagogical perspective as they can discourage learning to write code from scratch.

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  • In the absense of a CS degree, how can I "fill in the gaps" so to speak?

    - by Richard DesLonde
    The problem here is that "I don't know what I don't know". How can I fill in those gaps? What is it that a computer science degreed person will know that I don't? Note: This isn't a personal question. I'm not asking you to read my mind so you can tell me where my knowledge is lacking. I'm really asking "Where/how can I get the knowledge a computer science degree would give me, without getting one?" Example: I don't know anything about compilers, but I understand that comp sci majors often are required to write some sort of compiler. This seems like something that would be useful to know. Etc.

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  • How can I deal with the cargo-cult programming attitude?

    - by Aivar
    I have some computer science students in a compulsory introductory programming course who see programming language as a set of magic spells, which must be cast in order to achieve some effect (instead of seeing it as a flexible medium for expressing their idea of solution). They tend to copy-paste code from previous, similar-looking assignments without considering the essence of the problem. Can anyone recommend some exercises or analogies to make these students more confident that they can, and should, understand the structure and meaning of each piece of code they write?

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  • Recommended readings for a sofware construction mini-course [on hold]

    - by Aivar
    I'm going to organize a mini-course for CS students who have completed CS1 (Python) and CS2 (Java). I'd like to show them more principled approach to programming practice and design, something along the lines of McConnel's Code Complete. If I had enough copies of Code Complete, I would assign some readings from that book. Can you recommend some freely available material (books, blog posts, articles, essays) for such a course? (I'd prefer to avoid topics specific to OOP and focus on more universal principles.)

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  • If you had to teach professional development to students that just graduated school, what would be the topics?

    - by user2567
    The idea is to give them more chances to be efficient in a professional environment. Most students are good with theory, most of them are smart, but they have to learn how to solve common technical problems. They will be better programmers as they practice, but maybe we can help them with some introduction training. Which topics you would select for a two weeks full time training? It's an open question, I don't want to suggest things that will reduce the answers to a particular field.

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  • How to find a programming mentor?

    - by Dvole
    I decided to learn programming. I've been reading SO for few days, and I think I will start with C++, as I read some articles. I am aware of loops, arrays, program logic and objects a little and I need someone to look me over and help me with small questions I get when doing my first projects. So here is the question - where do I find such guy? I don't got any friends who program and all. EDIT: 2 years later, I am still looking for mentor. I did not actively code just started 3 months again. I work on Objective-C and iOS programming and game programming with Cocos2d. If you want to become my mentor, drop me a or comment.

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  • What language should an 11-year old start with to learn game programming?

    - by emsr
    I have a 11-year old son who wants to do game programming. I've started him on C++ (C++11) and he's learned iostreams, looping, functions, logic and flow control. I'm using the standard library and no memory management at all. But I would like to ask: What language would you suggest for a pre-teen (Python, ...)? What books would you suggest? We looked at one book that was just for console ASCII games. I liked the C++ that it taught but I think he'll get bored without some graphics at some point.

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  • Getting my younger brother started on programming

    - by SmartLemon
    My younger brother is 13 years old, I started programming when I started to develop Android applications when I was 15, last year my brother gained an interest in it and he would always pestering me about letting him make something himself, so I wrote him a few tutorials and he built himself a small application that had a few buttons that did something, I think you put in your dob and it would tell you what day you were born on, he took a couple of days building up to his final application, maybe even a week, learning everything he needed. Since then he hasn't really done much more because I have been engulfed in work and such where I have my own programming problems to sort out. I told him that when he was my age (I am 17) that he should be better then me, he was a bit sceptical about this however. I dont think he has as much logical reasoning as I would think he needs to solve more complex problems, but shouldnt that just develop over time as it did with me? He has been pestering me for the past week or something to write him more tutorials, but I didn't have time. All I had with me was a playlist I had downloaded from the new boston from youtube for C++, it's about 73 videos. He is currently about 20-30 videos in, he has come to ask me a few questions about it and thats it. Should I have really properly started him with C++? Should I stop him now and start him again on python or ruby? I know that C++ shouldn't really be a beginners language, especially for someone who is only 13, by the time this question is answered will probably be up to learning about inheritance or something. Some people may see this as not a real question, but it is, and should be used as a reference for others. I want to know, should I start him on a different language whch is more easy? What language then? And would it be better for me to teach him myself (I would make time) or just continue him with the new boston? There are a few more questions throughout this question but these are the main ones. Part of the question people seem to be neglecting is me asking whether I should change what language he is learning to another, or since he is already pretty far through the tutorials should I just leave him with C++ and he can learn the other languages freely by himself?

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  • How to progress far enough in a year [on hold]

    - by xCasper
    So I came to a realization the other day, I graduate in a year. I will have completed my four year degree in about two and a half (I went to a school that goes full time year round). Anyway, I want to get a job, as a programmer, when I graduate. The problem is, I feel like I am no where near ready. In the last year I cant say I have made any spectacular projects. I know that my advanced programming courses are coming up, but by the time I take them, I will be graduating in 6 months. Not nearly enough time to really take what I learn, apply it, and create something to show for myself. I want to push myself ahead of the game; mainly because my major is Computer Information Systems, so the focus is not programming. In fact, I only get, 4 programming classes. Before anyone says anything, CIS is the closest to a programming major at my school that I am able to do. So the questions come down to this: 1) What can I do to really step up the speed at which I progress (on my own) 2) Should I be aiming for a certain amount of projects in my "Portfolio." 2a) Should they be big projects? P.S: The language we have used in school in c++, I do take a Java class in the spring, and .net over Summer; if any of that matters for anything.

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  • Qwidget window disappears [migrated]

    - by user3716006
    Okay... This has been bugging me for hours. I have a qtmainwindow with a menubar. I've managed to connect an action in tje menubar to an independent Qwidget. But as soon as the Qwidget appears it disappears. I'm using the latest version of pyqt. Here's the code: Import sys from PyQt4 import QtGui, QtCore Class Main(QtGui.QtMainWindow) : def __init__(self) : QtGui.QtMainWindow.__init__(self) self.setGeometry(300,300,240,320) self.show() menubar = self. menuBar() filemenu = menubar. addMenu('&File') new = QtGui.QAction(QtGui.QIcon('new.png'), 'New', self) new.triggered.connect(self.pop) filemenu.addAction(new) def pop(self) : pop = Pop() class Pop(QtGui.QWidget) : def __init__(self) : QtGui.QWidget.__init__(self) self.setGeometry(300,300,240,320> self.setWindowTitle('Pop up') self.show()

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  • What should a self-taught programmer with no degree learn/read?

    - by sjbotha
    I am a self-taught programmer and I do do not have any degrees. I started pretty young and I've got about 7 years of actual programming work experience. I believe I'm a pretty good programmer, but I admit that I have not played much with algorithms or delved into any really low-level aspects of programming such as how compilers work. I have worked with other programmers with and without degrees. Some were good and some not; having a degree didn't seem to make any difference as to which pot they fell into. Since then I've come to realize that it does depend on the school where the degree is obtained. Some people suggest that you really should get a degree; that there are things you'll learn in the process that you won't learn in the real world. Of course there is personal growth and discipline learned from completing a task of that magnitude, but let's just concentrate on the technical knowledge. What would I have been taught in a GOOD CS course that would aid me today and what can I read to fill the gap? I've heard the book "Algorithms" mentioned and I plan on reading that. What other books would you recommend? Edit: Clarification on 'actual work experience': Have worked for 2 small companies on teams with fewer than 5 people. About 2 years experience with Perl, Python, PHP, C, C++. About 5 years experience in Java, Applets, RMI, T-SQL, PL/SQL, VB6. 7 years experience in HTML, Javascript, bash, SQL. Most recently in Java designed and helped build an N-tier Java app with web frontend and RMI.

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  • EF 4 Self Tracking Entities does not work as expected.

    - by ashraf
    I am using EF4 Self Tracking Entities (VS2010 Beta 2 CTP 2 plus new T4 generator). But when I try to update entity information it does not update to database as expected. I setup 2 service calls. one for GetResource(int id) which return a resource object. the second call is SaveResource(Resource res); here is the code. public Resource GetResource(int id) { using (var dc = new MyEntities()) { return dc.Resources.Where(d => d.ResourceId == id).SingleOrDefault(); } } public void SaveResource(Resource res) { using (var dc = new MyEntities()) { dc.Resources.ApplyChanges(res); dc.SaveChanges(); // Nothing save to database. } } //Windows Console Client Calls var res = service.GetResource(1); res.Description = "New Change"; // Not updating... service.SaveResource(res); // does not change anything. It seems to me that ChangeTracker.State is always show as "Unchanged". anything wrong in this code?

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  • Where can a self-teacher learn general good programming habits and conventions?

    - by lucid
    A few mistakes and general childishness in early adulthood have left me in a situation where I work a menial job, with no possibility (in the near future) of attending school. I aspire to one day work in the programming field (gaming specifically), after proving myself on the indie end of things. I've gotten very confident in C++, java, and python, and I find I'm able to solve any problem I want either from previous experience, or from scouring the web for help. The solutions work, and with each attempt they become more readable, maintainable, and extensible. But this is because I'm learning from mistakes and bad programming and design habits I feel I might have avoided with actual schooling. General tips like: "if it's hard to read or getting long, or you're writing it twice, it should be in one or more functions." or "design all your classes before you start coding, so you don't have to rewrite classes later when you discover an unforeseen dependency" Is there a good book or website for learning general good programming practices and design habits? Also, naming and format conventions. I realize sometimes development houses have their own conventions, but things like "Classes in python usually have the first letter of each word capitalized". I'd like to be able to show some source code to a potential employer, and be prepared when for what's expected on a team. Is there some central database of naming and formatting conventions somewhere? Also, feel free to give any thoughts on whether or not the self-teach, garner some indie sales, use them as your resume' route is realistic

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  • JSP/Struts2/Hibernate: loop through a self-referencing table.

    - by TBW
    Hello everyone, Let's say we have a self-referencing table called PERSON, with the following columns: ID, PARENT, where PARENT is a foreign key to the ID column of another element in the PERSON table. Of course, many persons can have the same parent. I use Hibernate 3 in lazy fetching mode to deal with the database. Hibernate fetches a person element from the database, which is then put in the ValueStack by the Struts2 action, to be used on the result JSP page. Now the question is : In JSP, how can I do to display all the child (and the child's child, and so on, like a family tree) of this person element? Of course, for the n+1 children I can use the < s:iterator tag over the person.person. I can also nest another < s:iterator tag over person.person.person to get the n+2 children. But what if I want to do this in an automated manner, up to the last n+p child, displaying in the process all the children of all the n+1..n+p elements? I hope I have been clear enough. Thank you all for your time. -- TBW.

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  • [Gray Hat Python] Simple debugger, want work ??

    - by Rami Jarrar
    hi, i'm reading the Gray Hat Python,, i reach for this :: class debugger(): def __init__(self): self.h_process = None self.pid = None self.debugger_active = False def load(self,path_to_exe): creation_flags = DEBUG_PROCESS startupinfo = STARTUPINFO() process_information = PROCESS_INFORMATION() startupinfo.dwFlags = 0x1 startupinfo.wShowWindows = 0x0 startupinfo.cb = sizeof(startupinfo) if kernel32.CreateProcessA(path_to_exe, None, None, None, None, creation_flags, None, None, byref(startupinfo), byref(process_information)): print "[*] We have successfully launched the process!" print "[*] PID: %d"%(process_information.dwProcessId) self.h_process = self.open_process(process_information.dwProcessId) else: print "[*] Error: 0x%08x."%(kernel32.GetLastError()) def open_process(self,pid): h_process = self.open_process(pid) if kernel32.DebugActiveProcess(pid): self.debugger_active = True self.pid = int(pid) self.run() else: print "[*] Unable to attach to the process." def run(self): while self.debugger_active == True: self.get_debug_event() def get_debug_event(self): debug_event = DEBUG_EVENT() continue_status = DBG_CONTINUE if kernel32.WaitForDebugEvent(byref(debug_event), INFINITE): raw_input("Press a Key to continue...") self.debugger_active = False kernel32.ContinueDebugEvent( \ debug_event.dwProcessId, \ debug_event.dwThreadId, \ continue_status ) def detach(self): if kernel32.DebugActiveProcessStop(self.pid): print "[*] Finished debugging. Exiting..." return True else: print "There was an error" return False when run my_test.py :: import my_dbg debugger = my_dbg.debugger() pid = raw_input('Enter the PID of the process to attach to: ') debugger.open_process(int(pid)) debugger.detach() i get this error :: Traceback (most recent call last): File "C:/Python26/dbgpy/my_test.py", line 5, in <module> debugger.attach(int(pid)) File "C:/Python26/dbgpy\my_dbg.py", line 37, in attach h_process = self.attach(pid) ........... ........... ........... File "C:/Python26/dbgpy\my_dbg.py", line 37, in attach h_process = self.attach(pid) File "C:/Python26/dbgpy\my_dbg.py", line 37, in attach h_process = self.attach(pid) RuntimeError: maximum recursion depth exceeded its because the loop and something else, but what it is ?? I'm running on Windows using Python2.6.4.. :) Update:: i remove h_process = self.open_process(pid), but i get the same error for the next instruction if kernel32.DebugActiveProcess(pid) , so the problem i think in the loop while,, but what it is ???

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