Search Results

Search found 347 results on 14 pages for 'academic'.

Page 2/14 | < Previous Page | 1 2 3 4 5 6 7 8 9 10 11 12  | Next Page >

  • As a self-taught programmer, how do I get the academic foundation without attending school again?

    - by hal10001
    I've made a pretty good living as a self-taught programmer, but when I find that I discuss some low-level fundamental topics with my peers who have a CS degree, holes appear in my knowledge. I'm a big picture (architecture) guy, so for a long time this hasn't bothered me, but lately I've wondered if there is an approach I can take that will help me learn these fundamentals without going back to school? Are there books, websites or videos that you can recommend that would give me a ground-up perspective as opposed to a learn it as you need it mentality?

    Read the article

  • Cisco PIX 515 doesn't seem to be passing traffic through according to static route

    - by Liquidkristal
    Ok, so I am having a spot of bother with a Cisco PIX515, I have posted the current running config below, now I am no cisco expert by any means although I can do basic stuff with them, now I am having trouble with traffic sent from the outside to address: 10.75.32.25 it just doesn't appear to be going anywhere. Now this firewall is deep inside a private network, with an upstream firewall that we don't manage. I have spoken to the people that look after that firewall and they say they they have traffic routing to 10.75.32.21 and 10.75.32.25 and thats it (although there is a website that runs from the server 172.16.102.5 which (if my understanding is correct) gets traffic via 10.75.32.23. Any ideas would be greatly appreciated as to me it should all just work, but its not (obviously if the config is all correct then there could be a problem with the web server that we are trying to access on 10.75.32.25, although the users say that they can get to it internally (172.16.102.8) which is even more confusing) PIX Version 6.3(3) interface ethernet0 auto interface ethernet1 auto interface ethernet2 auto nameif ethernet0 outside security0 nameif ethernet1 inside security100 nameif ethernet2 academic security50 fixup protocol dns maximum-length 512 fixup protocol ftp 21 fixup protocol h323 h225 1720 fixup protocol h323 ras 1718-1719 fixup protocol http 80 fixup protocol rsh 514 fixup protocol rtsp 554 fixup protocol sip 5060 fixup protocol sip udp 5060 fixup protocol skinny 2000 fixup protocol smtp 25 fixup protocol sqlnet 1521 fixup protocol tftp 69 names name 195.157.180.168 outsideNET name 195.157.180.170 globalNAT name 195.157.180.174 gateway name 195.157.180.173 Mail-Global name 172.30.31.240 Mail-Local name 10.75.32.20 outsideIF name 82.219.210.17 frogman1 name 212.69.230.79 frogman2 name 78.105.118.9 frogman3 name 172.16.0.0 acadNET name 172.16.100.254 acadIF access-list acl_outside permit icmp any any echo-reply access-list acl_outside permit icmp any any unreachable access-list acl_outside permit icmp any any time-exceeded access-list acl_outside permit tcp any host 10.75.32.22 eq smtp access-list acl_outside permit tcp any host 10.75.32.22 eq 8383 access-list acl_outside permit tcp any host 10.75.32.22 eq 8385 access-list acl_outside permit tcp any host 10.75.32.22 eq 8484 access-list acl_outside permit tcp any host 10.75.32.22 eq 8485 access-list acl_outside permit ip any host 10.75.32.30 access-list acl_outside permit tcp any host 10.75.32.25 eq https access-list acl_outside permit tcp any host 10.75.32.25 eq www access-list acl_outside permit tcp any host 10.75.32.23 eq www access-list acl_outside permit tcp any host 10.75.32.23 eq https access-list acl_outside permit tcp host frogman1 host 10.75.32.23 eq ssh access-list acl_outside permit tcp host frogman2 host 10.75.32.23 eq ssh access-list acl_outside permit tcp host frogman3 host 10.75.32.23 eq ssh access-list acl_outside permit tcp any host 10.75.32.23 eq 2001 access-list acl_outside permit tcp host frogman1 host 10.75.32.24 eq 8441 access-list acl_outside permit tcp host frogman2 host 10.75.32.24 eq 8441 access-list acl_outside permit tcp host frogman3 host 10.75.32.24 eq 8441 access-list acl_outside permit tcp host frogman1 host 10.75.32.24 eq 8442 access-list acl_outside permit tcp host frogman2 host 10.75.32.24 eq 8442 access-list acl_outside permit tcp host frogman3 host 10.75.32.24 eq 8442 access-list acl_outside permit tcp host frogman1 host 10.75.32.24 eq 8443 access-list acl_outside permit tcp host frogman2 host 10.75.32.24 eq 8443 access-list acl_outside permit tcp host frogman3 host 10.75.32.24 eq 8443 access-list acl_outside permit tcp any host 10.75.32.23 eq smtp access-list acl_outside permit tcp any host 10.75.32.23 eq ssh access-list acl_outside permit tcp any host 10.75.32.24 eq ssh access-list acl_acad permit icmp any any echo-reply access-list acl_acad permit icmp any any unreachable access-list acl_acad permit icmp any any time-exceeded access-list acl_acad permit tcp any 10.0.0.0 255.0.0.0 eq www access-list acl_acad deny tcp any any eq www access-list acl_acad permit tcp any 10.0.0.0 255.0.0.0 eq https access-list acl_acad permit tcp any 10.0.0.0 255.0.0.0 eq 8080 access-list acl_acad permit tcp host 172.16.102.5 host 10.64.1.115 eq smtp pager lines 24 logging console debugging mtu outside 1500 mtu inside 1500 mtu academic 1500 ip address outside outsideIF 255.255.252.0 no ip address inside ip address academic acadIF 255.255.0.0 ip audit info action alarm ip audit attack action alarm pdm history enable arp timeout 14400 global (outside) 1 10.75.32.21 nat (academic) 1 acadNET 255.255.0.0 0 0 static (academic,outside) 10.75.32.22 Mail-Local netmask 255.255.255.255 0 0 static (academic,outside) 10.75.32.30 172.30.30.36 netmask 255.255.255.255 0 0 static (academic,outside) 10.75.32.23 172.16.102.5 netmask 255.255.255.255 0 0 static (academic,outside) 10.75.32.24 172.16.102.6 netmask 255.255.255.255 0 0 static (academic,outside) 10.75.32.25 172.16.102.8 netmask 255.255.255.255 0 0 access-group acl_outside in interface outside access-group acl_acad in interface academic route outside 0.0.0.0 0.0.0.0 10.75.32.1 1 timeout xlate 3:00:00 timeout conn 1:00:00 half-closed 0:10:00 udp 0:02:00 rpc 0:10:00 h225 1:00:00 timeout h323 0:05:00 mgcp 0:05:00 sip 0:30:00 sip_media 0:02:00 timeout uauth 0:05:00 absolute aaa-server TACACS+ protocol tacacs+ aaa-server RADIUS protocol radius aaa-server LOCAL protocol local snmp-server host outside 172.31.10.153 snmp-server host outside 172.31.10.154 snmp-server host outside 172.31.10.155 no snmp-server location no snmp-server contact snmp-server community CPQ_HHS no snmp-server enable traps floodguard enable telnet 172.30.31.0 255.255.255.0 academic telnet timeout 5 ssh timeout 5 console timeout 0 terminal width 120 Cryptochecksum:hi2u : end PIX515#

    Read the article

  • What happened to the Journal of Game Development?

    - by Ricket
    The lengthy mission statement from its website states: The lack of game-specific research has prevented many in the academic community from embracing game development as a serious field of study. The Journal of Game Development (JOGD), however, provides a much-needed, peer-reviewed, medium of communication and the raison d'etre for serious academic research focused solely on game-related issues. The JOGD provides the vehicle for disseminating research and findings indigenous to the game development industry. It is an outlet for peer-reviewed research that will help validate the work and garner acceptance for the study of game development by the academic community. JOGD will serve both the game development industry and academic community by presenting leading-edge, original research, and theoretical underpinnings that detail the most recent findings in related academic disciplines, hardware, software, and technology that will directly affect the way games are conceived, developed, produced, and delivered. The Journal of Game Development was established in 2003. It's hard to find any information about the issues but at four issues per year, I estimate the last issue was distributed sometime in 2005 or 2006. It had a good editorial board of college professors and a founding editor from Ubisoft. The list of articles looks good. The price was reasonable. So what happened to it? Its website recently went down but you can see the last Archive.org version. The editor-in-chief is a professor at my school so I intend to ask him in person in a week or two, but I thought I'd see what you might be able to dig up about it first. Of course I will be sure to add an answer with his official word on the matter at that time.

    Read the article

  • is it legal/ethical to use source code provided in academic papers, or talks given at trade events l

    - by lucid
    so, is it legal to use source code from papers and such: like this paper on perlin noise: [url]http://mrl.nyu.edu/~perlin/paper445.pdf[/url] links to this source code: [url]http://mrl.nyu.edu/~perlin/noise/[/url] and stam's famous talk on fluid dynamics, includes source code throughout, annotated with instructions like "add these macros to the beginning of your code" [url]http://www.dgp.toronto.edu/people/stam/reality/Research/pdf/GDC03.pdf[/url] I'm just not sure if it's legal to copy and paste this to use in your own commercial code. if I were to make my own implementation, it would end up being close to identical, since I'd probably use the source code as a reference. I know very little about copyright law, including how it applies in these situations, and I can never find usage and licensing terms for these. Nor did googling any terms I could think of provide me the specific answer I need. does anyone know for sure what the rules/laws are here, or where I can find the answer?

    Read the article

  • Is there a good reason Uni courses still use "academic" languages like modula2?

    - by Cheeso
    This question prompts me to ask - why do universities still teach in languages like Modula2, when improved modern languages are available for free? Are there uni's that still teach Pascal, for example? I mean, it was good 30 years ago, but... now? Why? Why not Java, C#, Haskell? Related: Is it backwards to still teach LISP? Is this a duplicate question? If not, I think it ought to be a community wiki topic.

    Read the article

  • How can I pull data from a SQL Database that spans an academic year?

    - by Eric Reynolds
    Basically, I want to pull data from August to May for a given set of dates. Using the between operator works as long as I do not cross the year marker (i.e. BETWEEN 8 AND 12 works -- BETWEEN 8 AND 5 does not). Is there any way to pull this data? Here is the SQL Query I wrote: SELECT count(*), MONTH(DateTime) FROM Downloads WHERE YEAR(DateTime) BETWEEN 2009 AND 2010 AND MONTH(DateTime) BETWEEN 8 AND 5 GROUP BY MONTH(DateTime) ORDER BY MONTH(DateTime)" Any help is appreciated. Thanks, Eric R.

    Read the article

  • Training v. Teaching

    - by Chris Gardner
    Originally posted on: http://geekswithblogs.net/freestylecoding/archive/2014/05/28/training-v.-teaching.aspxAs some of you may know, I recently accepted a position to teach an undergraduate course at my alma mater. Yesterday, I had my first day in an academic classroom. I immediately noticed a difference with the interactions between the students. They don't act like students in a professional training or conference talk. I wanted to use this opportunity to enumerate some of those differences. The immediate thing I noticed was the lack of open environment. This is not to say the class was hostile towards me. I am used to entering the room, bantering with audience, loosening everyone a bit, and flowing into the discussion. A purely academic audience does not banter. At least, they do not banter on day one. I think I can attribute this to two factors. This first is a greater perception of authority. In a training or conference environment, I am an equal with the audience. This is true even if I am being a subject matter expert. We're all professionals. We're all there to learn from each other, share our stories, and enjoy the journey. In the academic classroom, there was a distinct class difference. I had forgotten about this distinction; I had the professional familiarity with the staff by the time I completed my masters. This leads to the other distinction. These was an expectation of performance. At conference and professional training, there is generally no (immediate) grading. This may be a preparation for a certification exam, but I'm not the one responsible for delivering the exam. This was not the case in the academic classroom. These students are battling for points, and I am the sole arbiter. These students are less likely to let the material wash over them, applying the material to their past experiences. They were down taking notes. I don't want to leave the impression that there was no interact in the classroom. I spent a good deal of time doing problems with the class on the whiteboard. I tried to get the class to help me work out the steps. This opened up a few of them. After every conference or training class, I always get a few people that will email me afterward to continue the conversation. I am very curious to see if anybody comes to my office hours tomorrow. However, that is a curiosity that will have to wait until tomorrow.

    Read the article

  • User intentions analysis

    - by Mark Bramnik
    I'm going to work on some project that would do a user-action recognition based on what he/she does in the system. As far as I understand there are two main parts here: Intercept the user actions (say http traffic in web/ui interaction in thick-client) analysis of user intentions. While the first part is rather technical and therefor easy to implement, the second one is AI related and can be academic. So I was wondering whether someone knows some third-parties/academic projects that would implement the 'action-recognition' stuff?

    Read the article

  • Is it a bad idea to get a Master's and Bachelor's Degree from the same university?

    - by sahhhm
    I'm getting close to graduation and am strongly considering continuing to a Master's Program. My long-term goal for the future is to stay in industry rather than pursuing a Ph.D/Academic career. While communicating these thoughts with some of my peers, I've been told that staying in the same University for both a Bachelor's and Master's degree is ill-advisable. The reasons seem to be based along the lines of lack of exposure to other opportunities, programs, and faculty. My question is, if I intend to pursue a career outside of the Ph.D/Academic spectrum, will staying at the same university for my master's really decrease my value in software related positions? If so (or if not), why?

    Read the article

  • How to run a single test method in simpletest unittest class ?

    - by shikhar
    This is my Unit Test class <? require_once '../simpletest/unit_tester.php'; require_once '../simpletest/reporter.php'; class Academic extends UnitTestCase { function setUp() { } function tearDown() { } function testAc1() { } function testAc4() { } function testAc7() { } } $test = new Academic(); $test->run(new HtmlReporter()); ?> When I run this script all methods viz., testAc1, testAc4, testAc7 etc are run. Is there a way to execute just a single method ? Thanks, Shikhar

    Read the article

  • I’m a Phoenix… and I’m miffed

    - by Stan Spotts
    For personal reasons, almost 30 years ago I left school to enter the workforce. I decided late 2008 to go back to school and finish my degree. After the expected loss of credits for a transfer, from Temple University to University of Phoenix, I'm now about 75% done. The experience has been interesting. Classes are time compressed, only 5 weeks each. Because I have a family and a full time job, I'm taking one at a time. Even so, I've written more papers in these classes than I ever wrote at Temple. My own papers are one thing, but the team papers give me heartburn since I can't completely control what goes into them. Not a big deal except that they make up 30% of our grade. In any case, most of the class facilitators have been great. I had great ones for Accounting, Finance, and frankly most others. I've had a few (4, maybe) cases where I was less than 2 points from an A, and asked the facilitator if I could get any of my work reviewed to see if I could get those extra points. I figured it was worth a shot, and there were no extenuating circumstances to help make my case. I think that only one facilitator decided after a review of one paper that my interpretation was good, just not what he expected, and gave me another point, which gave me an A. So while none are pushovers, they've all been open to discussion, which is as much as I should expect. Overall, good experience. That is, until my last class. On the second week, the day I was due to hand in my personal assignment for the week, I was in an accident. An SUV creamed my little Ford Focus, and totaled it (estimated repair over $11K). I was pretty banged up, especially my left shoulder. I was scheduled for rotator cuff surgery for two weeks later, and getting hit against the door really made it worse. After dealing with the police, the EMT, the tow truck, and the Percocet and Flexeril for the pain, I crashed for the night and didn't get to upload my paper until the next day. The instructor took 30% off for it being late, even after I supplied photos of the car, my arm (huge bruises), and offered to supply the police report number. I figured I'd be okay since that's 2.7 points, and I could lose up to 5 before jeopardizing an A grade. Well, that wasn't the case as we lost more points than I expected on our team paper in Week 5. I ended up with a 94.3. Yes, 7/10 of a point from an A. Of course I asked the instructor to review the issue with the accident and give me just the 0.7 points I needed for the A. That got me a short response of "I have received your emails and review your work over the last five weeks. Your current grade will stand. If you would like to dispute your grade then please feel free to contact your academic advisor. I wish you much success in your professional and academic career." Brrrr….! So I asked my academic advisor to file a dispute. If it wasn't that a pretty bad car accident was the cause, I wouldn't have. Without the grade reduction, I would have had a 97 for the class, so I'll argue that I was performing at the A level throughout the class. Why her purported "review" of my work didn't then warrant such a minor adjustment, I don't know. An A- drops my GPA, and this ticked me off. Now I have to wait and see what the school says about the grade dispute.

    Read the article

  • xsl defining in xml

    - by aditya parikh
    My first few lines in movies.xml are as follows : <?xml version="1.0" encoding="ISO-8859-1"?> <?xml-stylesheet type="text/xsl" href="movies_style.xsl"?> <movies xmlns="http://www.w3schools.com" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.w3schools.com file:///B:/USC/Academic/DBMS/HWS/no3/movie_sch.xsd"> and first few lines in movies_style.xsl are as follows : <?xml version="1.0" encoding="UTF-8"?> <xsl:stylesheet version="1.0" xmlns:xsl="http://www.w3.org/1999/XSL/Transform" xmlns:fo="http://www.w3.org/1999/XSL/Format"> Problem is if remove schema file linking from movies.xml file and keep tag only as <movies> then proper styled table is shown as output else nothing is displayed in browser and error is displayed in console as: "Unsafe attempt to load URL file:///B:/USC/Academic/DBMS/HWS/no3/movies_style.xsl from frame with URL file:///B:/USC/Academic/DBMS/HWS/no3/movies.xml. Domains, protocols and ports must match." Looks like some namespace mistake. Can anyone point out exactly what ?

    Read the article

  • Campus Network Design - Firewalls

    - by user3081239
    I am designing a campus network, and the design looks like this: LINX is The London Internet Exchange and JANET is Joint Academic Network. My goal is an almost-fully redundant with high availability, because it will have to support about 15k people, including academic staff, administrative staff and students. I have read some documents in the process , but I am still not sure about some aspects. I want to dedicate this one to firewalls: what are the driving factors in deciding to employ a dedicated firewall, instead of an embedded firewall in the border router? From what I can see, an embedded firewall has these advantages: Easier to maintain Better integration One less hop Less space requirement Cheaper Dedicated firewall has the advantage of being modular. Is there anything else? What am I missing?

    Read the article

  • Modify MDT wizard to automate computer naming

    - by Jeramy
    I originally posted this question to StackOverflow, but upon further consideration it might be more appropriate here. Situation: I am imaging new systems using MDT Lite-Touch. I am trying to customize the wizard to automate the naming of new systems so that they include a prefix "AG-", a department code which is selected from a drop-down box in the wizard page (eg. "COMM"), and finally the serial number of the computer being imaged, so that my result in this case would be "AG-COMM-1234567890" Status: I have banged away at this for a while but my Google searches have not turned up answers, my trial-and-error is not producing useful error messages and I think I am missing some fundamentals of how to get variables from the wizard page into the variables used by the lite-touch wizard. Progress: I first created the HTML page which I will include below and added a script to the page to concatenate the pieces into a variable called OSDComputername which, for testing, I could output in a msgbox and get to display correctly. The problem with this is I don't know how to trigger the script then assign it to the OSDComputername variable that is used throughout the rest of the Light-Touch process. I changed the script to a function and added it to DeployWiz_Initization.vbs then used the Initialization field in WDS to call it. I'll include the function below. The problem with this is I would get "Undefined Variable" for OSDComputername and I am not sure it is pulling the data from the HTML correctly. I tried adding the scripting into the customsettings.ini file after the "OSDComputername=" This resulted in the wizard just outputting my code in text as the computer name. I am now trying adding variables to "Properties=" (eg.DepartmentName) in the customsettings.ini, pulling thier value from the HTML Form and setting that value to the variable in my function in DeployWiz_Initization.vbs and calling them after "OSDComputername=" in the fashion "OSDComputername="AG-" & %DepartmentName%" in customsettings.ini I am rebuilding right now and will see how this goes Any help would be appreciated. The HTML page: <HTML> <H1>Configure the computer name.</H1> <span style="width: 95%;"> <p>Please answer the following questions. Your answers will be used to formulate the computer's name and description.</p> <FORM NAME="TestForm"> <p>Departmental Prefix: <!-- <label class=ErrMsg id=DepartmentalPrefix_Err>* Required (MISSING)</label> --> <SELECT NAME="DepartmentalPrefix_Edit" class=WideEdit> <option value="AADC">AADC</option> <option value="AEM">AEM</option> <option value="AIP">AIP</option> <option value="COM">COM</option> <option value="DO">DO</option> <option value="DSOC">DSOC</option> <option value="EDU">EDU</option> <option value="EPE">EPE</option> <option value="ITN">ITN</option> <option value="LA">LA</option> <option value="OAP">OAP</option> <option value="SML">SML</option> </SELECT> </p> <p><span class="Larger">Client's Net<u class=larger>I</u>D:</span> <INPUT NAME="ClientNetID" TYPE="TEXT" ID="ClientNetID" SIZE="15"></p> <p>Building: <!-- <label class=ErrMsg id=Building_Err>* Required (MISSING)</label> --> <SELECT NAME="Building_Edit" class=WideEdit> <option value="Academic Surge Facility A">Academic Surge Facility A</option> <option value="Academic Surge Facility B">Academic Surge Facility B</option> <option value="Caldwell">Caldwell</option> <option value="Kennedy">Kennedy</option> <option value="Roberts">Roberts</option> <option value="Warren">Warren</option> </SELECT> </p> <p> <span class="Larger">Room <u class=larger>N</u>umber:</span> <input type=text id="RoomNumber" name=RoomNumber size=15 /> </p> </FORM> </span> </HTML> The Function: Function SetComputerName OSDComputerName = "AG-" & oEnvironment.Item("DepartmentalPrefix_Edit") ComputerDescription = oEnvironment.Item("DepartmentalPrefix_Edit") & ", " & oEnvironment.Item("ClientNetID") & ", " & oEnvironment.Item("RoomNumber") & " " & oEnvironment.Item("Building_Edit") End Function

    Read the article

  • What is the correlation between programming language and experience/skills of their users?

    - by Petr Pudlák
    I'm sure there is such a correlation, because experience and skill leads good programmers to picking languages that are better for them, in which they're more productive, and working in a language forms how programmers think and influences their methods and skills. Is there any research or some statistical data of this phenomenon? Perhaps this is not a purely academic question. For example, if someone is starting a new project, it could be worth considering a language (among other criteria of course) for which there is a higher chance of finding or attracting experienced programmers. Update: Please don't fixate on the last paragraph. It's not my intention to choose a language based on this criterion, and I know there are other far more important ones. My interested is mostly academic. It comes from the (subjective) observation and I wonder if someone has researched it a bit. Also, I'm talking about a correlation, not about a rule. Sure there are both great and terrible programmers in every language. Just that in general it seems to me there is a correlation.

    Read the article

  • 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

    Read the article

  • University teaches DOS-style C++, how to deal with it

    - by gaidal
    Half a year ago I had a look at available programming educations. I chose this one because unlike most of the choices: The majority of the courses seemed to be about something concrete and useful; the languages used are C++ and Java which are platform-independent; later courses include developing for mobile devices and a course on Android development, which seemed modern and relevant. Now after two introductory courses we're just starting with C++, and my programming professor seems a bit weird. He's tested us on things like "why should you use constants" and "why are globals bad" in a kind of mechanical way, without much context, before teaching actual programming. His handouts use system("pause"), system("cls"), and getch() from some conio.h that seems ancient according to what I've read. I just did a task that was about printing the "ASCII letters from 32 to 255" (huh?), with an example picture showing a table with Windows' Extended ASCII - of course I got other results for 128-255 on my Arch Linux that uses Unicode, and this isn't mentioned at all. I don't know, it just doesn't seem right... As if he is teaching programming because he has to, perhaps? Should I bring such things up? Hmm. I was looking forward to learning from someone who really knows stuff, and in an academic, rigorous way, like SICP or something. Aren't professors in programming supposed to be like that? I studied math for a while and every teacher and assistant there were really precise about what they said, but this is my second programming teacher that is sort of disappointing. Oh well. Now, question: Is this what to expect from universities or Not OK, and how do I deal with it? I have never touched the language C++ (or C) until now, and am not the right person to jump up and say "This is So Wrong!", so if I google something and find 10 people who say "xxx is blasphemy", how do I skillfully communicate this? I do think it would be better for those classmates who are total beginners not to learn bad habits (such as these vibes of total ignorance of other platforms!) during the upcoming courses, but don't want to disrespect the teacher. I don't know if it's reasonable or just cocky to bring up things like "what about other platforms?" or "but what about this article or stackoverflow answer that I read that said..." for every assignment? Or, if he keeps ignoring non-Windows-programming, should I give up and focus on my own projects or somehow argue that this really isn't OK nowadays? Are there any programming teachers out there, what do you think? By the way these are web-based courses, all interaction between teachers and students takes place in a forum. EDIT: A few answers seem to be making some incorrect assumptions, so maybe I should add a few things. I have been doing programming for fun on and off for 10 years, am pretty comfortable in 3 languages and read programming blogs et c regularly. Also, I feel kind of done being a student, having a degree in another field. I just need another, relevant diploma to work as a programmer, so I'm going back for that. Studying computer science for 5 years is not for me anymore, even though I enjoy learning and solving problems in my free time. Second, let me highlight that I don't expect it to be like the industry at all, quite the contrary. I expect it to be academic, dry and unnecessarily correct. No, it's not just math. Every professor I have had in math, or Japanese (major) or Chinese (minor) have been very very academic, discussing subtle points for hours with passion. But the courses I'm taking now and a previous one in programming don't seem serious. They neither resemble industry NOR academia. That is the problem. And it's not because I can't learn programming anyway. Third, I don't necessarily want to learn C++ or Android development, and I know I could teach myself those and anything else if I wanted to. But I am going back to school anyway, and those platform-independent languages and mobile stuff made me think that maybe they're serious about teaching something relevant here. Seems like I got this wrong, but we'll see.

    Read the article

  • Discrete and Continuous Classifier on Sparse Data

    - by Chris S
    I'm trying to classify an example, which contains discrete and continuous features. Also, the example represents sparse data, so even though the system may have been trained on 100 features, the example may only have 12. What would be the best classifier algorithm to use to accomplish this? I've been looking at Bayes, Maxent, Decision Tree, and KNN, but I'm not sure any fit the bill exactly. The biggest sticking point I've found is that most implementations don't support sparse data sets and both discrete and continuous features. Can anyone recommend an algorithm and implementation (preferably in Python) that fits these criteria? Libraries I've looked at so far include: Orange (Mostly academic. Implementations not terribly efficient or practical.) NLTK (Also academic, although has a good Maxent implementation, but doesn't handle continuous features.) Weka (Still researching this. Seems to support a broad range of algorithms, but has poor documentation, so it's unclear what each implementation supports.)

    Read the article

  • Left Join Returning Extra Rows T-SQL?

    - by davemackey
    I have the following query: select * from ACADEMIC a left join RESIDENCY r on a.PEOPLE_CODE_ID = r.PEOPLE_CODE_ID where a.ACADEMIC_TERM='Fall' and r.ACADEMIC_TERM='Fall' and a.ACADEMIC_SESSION='' and a.ACADEMIC_YEAR = (Select Year(GetDate())) and r.ACADEMIC_YEAR = (Select Year(GetDate())) and (CLASS_LEVEL LIKE 'FR%' OR a.CLASS_LEVEL LIKE 'SO' OR a.CLASS_LEVEL LIKE 'JR' OR a.CLASS_LEVEL LIKE 'SR%') and r.RESIDENT_COMMUTER='R' For each person in the database it returns two rows with identical information. Yet, when I do the same query without the left join: select * from ACADEMIC a where a.ACADEMIC_TERM='Fall' and a.ACADEMIC_SESSION='' and a.ACADEMIC_YEAR = (Select Year(GetDate())) and (CLASS_LEVEL LIKE 'FR%' OR a.CLASS_LEVEL LIKE 'SO' OR a.CLASS_LEVEL LIKE 'JR' OR a.CLASS_LEVEL LIKE 'SR%') ORDER BY PEOPLE_ID It returns only one row for each person. I'm doing a left join - why is it adding an extra row? Shouldn't it only do that if I add a right join?

    Read the article

  • Learning how to program real things.

    - by Sean
    How would you guys recommend I actually learn to program real things? I mean, I know how to do basic academic things. I can implement a templated stack/queue/map/etc. data structure in C++ or Java or whatever. I can make a text-based hangman game or whatever. Etc etc. But how can I learn to program something real, something useful? I've done project Euler up to question 100 or so, and I feel like that's given me more mathematical maturity but not programming maturity. Should I buy a book and follow exercises, struggle through interesting projects, etc, ? In short, how did you guys transition from academic exercises to real, fun and/or useful programs?

    Read the article

  • concurrent doubly-linked list (1 writer, n-readers)

    - by Arne
    Hi guys, I am back in the field of programming for my Diploma-thesis now and stumbled over the following issue: I need to implement a thread-safe doubly-linked list for one thread writing the list at any position (delete, insert, mutate node data) and one to many threads traversing and reading the list. I am well aware that mutexes can be used to serialize access to the list, still I presume that a naive lock around any write operation will be less than optimal. I am wondering whether there are better variants. (I am well aware that 'optimal' has not much of a practical meaning as long as no exact measure/profiling are available but this is an academic thesis after all..) I am very gratefull for code-samples as well as references to academic granted these have at least a tiny bit of practical relevance. Thanks at lot

    Read the article

  • Writing/discussions about the aesthetics of code?

    - by dilettante.coder
    I'm looking for considerations of the questions "Can code be beautiful?" and "What makes code beautiful?" Examples would include: This academic paper: Obfuscation, Weird Languages, and Code Aesthetics This blog post: Hamon or the Skin Deep Beauty of Code Please note that I'm not trying to start a discussion here, or asking for opinions about what makes code beautiful, or for code you think is beautiful; I'm trying to find stuff that has already been published. Thanks for your help.

    Read the article

  • Maryland Institute College of Art - The Art of Efficient ERP

    - by jay.richey
    Talent Management Magazine has published an article on the Maryland Institute College of Art's (MICA) upgrade to PeopleSoft Enterprise HCM 9.0. Ted Simpson, director of administrative systems at MICA, illustrates how ERP software has helped revolutionize the way academic instituitions do business and lower costs. http://bit.ly/arFRFN

    Read the article

< Previous Page | 1 2 3 4 5 6 7 8 9 10 11 12  | Next Page >