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• always true rewritecond

  - by Matt

  My university provides a public_html file in each student's Linux directory so tat each student can have a webpage. I want to put all my PHP scripts into that file and place the index in a sub-directory called webroot. I'm trying to work out a way to have an .htaccess file in the public_html that will redirect ALL requests in that folder to be redirected. There's lots of advice on redirecting any file that doesn't exists but I want to redirect regardless of the existence of a file. Can I use something like RewriteCond TRUE?

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• AD Local Admins without password sharing

  - by Cocoabean

  My team is building out an Active Directory environment in a small grad school with support for general computer labs, and staff/faculty machine and account management. We have a team of student consultants that are hired to do general help desk work. As of now we have a local admin account on every machine. It has the same password and all of us know it. I know it's not best practice and I want to avoid this with the new setup. We want to have local admin accounts in case there are network issues that prevent AD authentication, but we do not want this account to be generic with a shared password. Is there a way we can get each machine to cache the necessary information to authenticate a group of local admins so that if AD is somehow inaccessible, student consultants can still login with their AD admin accounts?

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• Triggering GDM login on a remote machine

  - by creator

  I have to briefly describe the situation. We are planning to make a computer classroom with workstations running Ubuntu 10.04. Since making accounts for each student has not been considered reasonable, we decided to make accounts for each student group. We don't want students to share their passwords between groups so the solution would be not to give them passwords at all, but let the teacher log them in instead. Obviously he shouldn't go from one machine to another typing in credentials by hand, so we need some script that will connect to a remote machine by ssh and make GDM (or probably any other login manager if GDM cannot serve this purpose) log in specified user. I couldn't find any solutions, as well as I haven't noticed anybody in similar situation asking for help, so my question will be: can the scheme described be realized and if yes, then how? Thanks in advance.

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• Managing Windows 7 Workstations

  - by ethamoose

  There was a similar thread to this a few years back, but without any solutions. Just wondering if things have moved on since then. I'm primarily an Mac admin working in a college, but I have recently taken over responsibility for about 30 student workstations running Windows 7. For the Macs I have Apple Remote Desktop, where I can logon to machines in a session,check for any nefarious student activity and if necessary, log off or lock users out of machines. Could anyone give me a suggestion for an equivalent Windows system manager where I can do these tasks - e.g. not just a vnc client but one with more management options?

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• PROJECT HELP NEEDED. SOME BASIC CONCEPTS GREAT CONFUSION BECAUSE OF LACK OF PROPER MATERIAL PLEASE H

  - by user287745

  Task ATTENDENCE RECORDER AND MANAGEMENT SYSTEM IN DISTRIBUTED ENVIRONMENT ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Example implementation needed. a main server in each lab where the operator punches in the attendence of the student. =========================================================== scenerio:- a college, 10 departments, all departments have a computer lab with 60-100 computers, the computers within each lab are interconnected and all computers in any department have to dail to a particular number (THE NUMBER GIVEN BY THE COLLEGE INTERNET DEPARTMENT) to get connected to the internet. therefore safe to assume that there is a central location to which all the computers in the college are connected to. there is a 'students attendence portal' which can be accessed using internet explorer, students enter there id and get the particular attendence record regarding to the labs only. a description of the working is like:- 1) the user will select which department, which year has arrived to the lab 2) the selection will give the user a return of all the students name and there roll numbers belonging to that department; 'with a check box to "TICK MARK IF THE STUDENT IS PRESENT" ' 3) A SUBMIT BUTTON when pressed reads the 'id' of the checkbox to determine the "particular count number of the student" from that an id of the student is constructed and that id is inserted with a present. (there is also date and time and much more to normalize the db and to avoid conflicts and keep historic records etc but that you will have to assume) steps taken till this date:- ( please note we are not computer students, we are to select something of some other line as a project!, as you will read in my many post 'i" have designed small websites just out of liking. have never ever done any thing official to implement like this.) * have made the database fully normalized. * have made the website which does the functions required on the database. Testing :- deployed the db and site on a free aspspider server and it worked. tested from several computers. Now the problem please help thank youuuuuuuu a practical demonstration has to be done within the college network. no internet! we have been assigned a lab - 60 computers- to demonstrate. (please dont give replies as 60 computers only! is not a big deal one CPU can manage it. i know that; IT IS A HYPOTHETICAL SITUATION WHERE WE ASSUME THAT 60 IS NOT 60 BUT ITS LIKE 60,000 COMPUTERS) 1a) make a web server, yes iis and put files in www folder and configure server to run aspx files- although a link to a step by step guide will be appreciated)\ ? which version of windows should i ask for xp or win server 2000 something? 2a) make a database server. ( well yes install sql server 2005, okay but then what? just put the database file on a pc share it and append the connection string to the share? ) 3a) make the site accessible from the remaining computers ? http://localhost/sitename ? all users "being operators of the particular lab" have the right to edit, write or delete(in dispute), thereby any "users" who hate our program can make the database inconsistent by accessing te same record and doing different edits and then complaining? so how to prevent this? you know something like when the db table is being written to others can only read but not write.. one big confusion:- IN DISTRIBUTED ENVIRONMENT "how to implement this" where does "distributed environment" come in! meaning :- alright the labs are in different departments but the "database server will be one" the "web server will be one" so whats distributed!?

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• Two forms are being called from one view.One encodes the russian text the doesn't.

  - by Daniel

  The menu I want to show to the users changes depending on their rights After user authentication I redirect to my menu action which calls its view access/menu.html.erb <% if admin? %> <%form_for(:user, :url => {:controller => 'admin_users',:name => session[:username]}) do |admin|%> <ul><h2>Administrator: <%=session[:username]%></h2></ul> <%= render(:partial =>'admin_form',:locals => {:admin => admin})%> <%end%> <%else%> <%form_for(:user, :url => {:controller => 'students',:name => session[:username]}) do |student|%> <ul><h2>???????: <%=session[:surname].to_s + " " + session[:name].to_s%></h2></ul> <%= render(:partial =>'student_form',:locals => {:student => student})%> <%end%> <%end%> And the forms look: _student_form: <table> <ul> <li><%=link_to '?????',{:controller => 'students'}%></li> </ul> <ul> <li><%=link_to '?????? ?????????',{:controller => 'students'}%></li> </ul> <ul> <li><%=link_to '???????? ?????? ????',{:controller => 'students'}%></li> </ul> <ul> <li><%=link_to '???????? ??????',{:controller => 'students'}%></li> </ul> <ul> <td>&nbsp;</td> </ul> </table> _admin_form: <table> <ul> <li><%=link_to '?????????? ????????????????',{:controller => 'AdminUsers',:role_id => 1}%></li> </ul> <ul> <li><%=link_to '?????????? ????????',{:controller => 'AdminUsers',:role_id => 2}%></li> </ul> <ul> <li><%=link_to '?????????? ??????????',{:controller => 'AdminUsers',:role_id => 3}%></li> </ul> <ul> <li><%=link_to '?????????? ???????????',:controller => 'subjects'%></li> </ul> <ul> <td>&nbsp;</td> </ul> </table> If a log in as a student I get: But if I log in as an administrator I get How can this be posible??

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• The Most Effective Learning Methods – The Results

  - by BuckWoody

  Yesterday I posted a blank graph and asked where you thought the labels should go for the most effective learning methods, according to a study they read to me and other teachers here at the University of Washington. Here are the labels in the correct order according to that study – and remember, “Teaching” here means one student explaining something to another: It isn’t really that surprising to learn that we comprehend best when we have to teach a subject to someone else, and you can see that the “participation factor” is the key in the learning methods. The real shocker was the retention level at the various learning modes – lecture was down near the single digits! What does this have to do with databases or the DBA? Well, we all need to learn new things – and many of us are asked to teach others a new task. To be a good teacher, we have to know how a student learns best – and of course that makes us better students as well. So next time you’re asked to transfer some knowledge to someone else, take a look at this chart first – and let me know how it affected your knowledge transfer. Share this post: email it! | bookmark it! | digg it! | reddit! | kick it! | live it!

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• Summary of Oracle E-Business Suite Technology Webcasts and Training

  - by BillSawyer

  Last Updated: November 16, 2011We're glad to hear that you've been finding our ATG Live Webcast series to be useful.  If you missed a webcast, you can download the presentation materials and listen to the recordings below. We're collecting other learning-related materials right now.  We'll update this summary with pointers to new training resources on an ongoing basis.  ATG Live Webcast Replays All of the ATG Live Webcasts are hosted by the Oracle University Knowledge Center.  In order to access the replays, you will need a free Oracle.com account. You can register for an Oracle.com account here.If you are a first-time OUKC user, you will have to accept the Terms of Use. Sign-in with your Oracle.com account, or if you don't already have one, use the link provided on the sign-in screen to create an account. After signing in, accept the Terms of Use. Upon completion of these steps, you will be directed to the replay. You only need to accept the Terms of Use once. Your acceptance will be noted on your account for all future OUKC replays and event registrations. 1. E-Business Suite R12 Oracle Application Framework (OAF) Rich User Interface Enhancements (Presentation) Prabodh Ambale (Senior Manager, ATG Development) and Gustavo Jiminez (Development Manager, ATG Development) offer a comprehensive review of the latest user interface enhancements and updates to OA Framework in EBS 12.  The webcast provides a detailed look at new features designed to enhance usability, including new capabilities for personalization and extensions, and features that support the use of dashboards and web services. (January 2011) 2. E-Business Suite R12 Service Oriented Architectures (SOA) Using the E-Business Suite Adapter (Presentation, Viewlet) Neeraj Chauhan (Product Manager, ATG Development) reviews the Service Oriented Architecture (SOA) capabilities within E-Business Suite 12, focussing on using the E-Business Suite Adapter to integrate EBS with third-party applications via web services, and orchestrate services and distributed transactions across disparate applications. (February 2011) 3. Deploying Oracle VM Templates for Oracle E-Business Suite and Oracle PeopleSoft Enterprise Applications Ivo Dujmovic (Director, ATG Development) reviews the latest capabilities for using Oracle VM to deploy virtualized EBS database and application tier instances using prebuilt EBS templates, wire those virtualized instances together using the EBS virtualization kit, and take advantage of live migration of user sessions between failing application tier nodes.  (February 2011) 4. How to Reduce Total Cost of Ownership (TCO) Using Oracle E-Business Suite Management Packs (Presentation) Angelo Rosado (Product Manager, ATG Development) provides an overview of how EBS sysadmins can make their lives easier with the Management Packs for Oracle E-Business Suite Release 12.  This session highlights key features in Application Management Pack (AMP) and Application Change Management Pack) that can automate or streamline system configurations, monitor EBS performance and uptime, keep multiple EBS environments in sync with patches and configurations, and create patches for your own EBS customizations and apply them with Oracle's own patching tools.  (June 2011) 5. Upgrading E-Business Suite 11i Customizations to R12 (Presentation) Sara Woodhull (Principal Product Manager, ATG Development) provides an overview of how E-Business Suite developers can manage and upgrade existing EBS 11i customizations to R12.  Sara covers methods for comparing customizations between Release 11i and 12, managing common customization types, managing deprecated technologies, and more. (July 2011) 6. Tuning All Layers of E-Business Suite (Part 1 of 3) (Presentation) Lester Gutierrez, Senior Architect, and Deepak Bhatnagar, Senior Manager, from the E-Business Suite Application Performance team, lead Tuning All Layers of E-Business Suite (Part 1 of 3). This webcast provides an overview of how Oracle E-Business Suite system administrators, DBAs, developers, and implementers can improve E-Business Suite performance by following a performance tuning framework. Part 1 focuses on the performance triage approach, tuning applications modules, upgrade performance best practices, and tuning the database tier. This ATG Live Webcast is an expansion of the performance sessions at conferences that are perennial favourites with hardcore Apps DBAs. (August 2011)  7. Oracle E-Business Suite Directions: Deployment and System Administration (Presentation) Max Arderius, Manager Applications Technology Group, and Ivo Dujmovic, Director Applications Technology group, lead Oracle E-Business Suite Directions: Deployment and System Administration covering important changes in E-Business Suite R12.2. The changes discussed in this presentation include Oracle E-Business Suite architecture, installation, upgrade, WebLogic Server integration, online patching, and cloning. This webcast provides an overview of how Oracle E-Business Suite system administrators, DBAs, developers, and implementers can prepare themselves for these changes in R12.2 of Oracle E-Business Suite. (October 2011) Oracle University Courses For a general listing of all Oracle University courses related to E-Business Suite Technology, use the Oracle University E-Business Suite Technology course catalog link. Oracle University E-Business Suite Technology Course Catalog 1. R12 Oracle Applications System Administrator Fundamentals In this course students learn concepts and functions that are critical to the System Administrator role in implementing and managing the Oracle E-Business Suite. Topics covered include configuring security and user management, configuring flexfields, managing concurrent processing, and setting up other essential features such as profile options and printing. In addition, configuration and maintenance of an Oracle E-Business Suite through Oracle Applications Manager is discussed. Students also learn the fundamentals of Oracle Workflow including its setup. The System Administrator Fundamentals course provides the foundation needed to effectively control security and ensure smooth operations for an E-Business Suite installation. Demonstrations and hands-on practice reinforce the fundamental concepts of configuring an Oracle E-Business Suite, as well as handling day-to-day system administrator tasks. 2. R12.x Install/Patch/Maintain Oracle E-Business Suite This course will be applicable for customers who have implemented Oracle E-Business Suite Release 12 or Oracle E-Business Suite 12.1. This course explains how to go about installing and maintaining an Oracle E-Business Suite Release 12.x system. Both Standard and Express installation types are covered in detail. Maintenance topics include a detailed examination of the standard tools and utilities, and an in-depth look at patching an Oracle E-Business Suite system. After this course, students will be able to make informed decisions about how to install an Oracle E-Business Suite system that meets their specific requirements, and how to maintain the system afterwards. The extensive hands-on practices include performing an installation on a Linux system, navigating the file system to locate key files, running the standard maintenance tools and utilities, applying patches, and carrying out cloning operations. 3. R12.x Extend Oracle Applications: Building OA Framework Applications This class is a hands-on lab-intensive course that will keep the student busy and active for the duration of the course. While the course covers the fundamentals that support OA Framework-based applications, the course is really an exercise in J2EE programming. Over the duration of the course, the student will create an OA Framework-based application that selects, inserts, updates, and deletes data from a R12 Oracle Applications instance. 4. R12.x Extend Oracle Applications: Customizing OA Framework Applications This course has been significantly changed from the prior version to include additional deployments. The course doesn't teach the specifics of configuration of each product. That is left to the product-specific courses. What the course does cover is the general methods of building, personalizing, and extending OA Framework-based pages within the E-Business Suite. Additionally, the course covers the methods to deploy those types of customizations. The course doesn't include discussion of the Oracle Forms-based pages within the E-Business Suite. 5. R12.x Extend Oracle Applications: OA Framework Personalizations Personalization is the ability within an E-Business Suite instance to make changes to the look and behavior of OA Framework-based pages without programming. And, personalizations are likely to survive patches and upgrades, increasing their utility. This course will systematically walk you through the myriad of personalization options, starting with simple examples and increasing in complexity from there. 6. E-Business Suite: BI Publisher 5.6.3 for Developers Starting with the basic concepts, architecture, and underlying standards of Oracle XML Publisher, this course will lead a student through a progress of exercises building their expertise. By the end of the course, the student should be able to create Oracle XML Publisher RTF templates and data templates. They should also be able to deploy and maintain a BI Publisher report in an E-Business Suite instance. Students will also be introduced to Oracle BI Publisher Enterprise. 7. R12.x Implement Oracle Workflow This course provides an overview of the architecture and features of Oracle Workflow and the benefits of using Oracle Workflow in an e-business environment. You can learn how to design workflow processes to automate and streamline business processes, and how to define event subscriptions to perform processing triggered by business events. Students also learn how to respond to workflow notifications, how to administer and monitor workflow processes, and what setup steps are required for Oracle Workflow. Demonstrations and hands-on practice reinforce the fundamental concepts. 8. R12.x Oracle E-Business Suite Essentials for Implementers Oracle R12.1 E-Business Essentials for Implementers is a course that provides a functional foundation for any E-Business Suite Fundamentals course.

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• Questions, Knowledge Checks and Assessments

  - by ted.henson

  Questions should be used to reinforce concepts throughout the title. You have the option to include questions in the course, in assessments, in Knowledge Checks, or in any combination. Questions are required for creating knowledge checks and assessments. It is important to remember that questions that are not in assessments are not tracked. Be sure to structure your outline so that questions are added to the appropriate assignable unit. I usually recommend that questions appear directly below their relative section. This serves two purposes. First, it helps ensure that the related content and question stay relative to one another. Secondly, it ensures that when the "link to subject" option is used it will relate back to the relative content. Knowledge checks are created using the questions that have been added to the related assignable unit. Use Knowledge Checks to give users an additional opportunity to review what they have learned. Knowledge Check allows users to check their own knowledge without being tracked or scored. Many users like having this self check option, especially if they know they are going to be tested later. Each assignable unit can have its own Knowledge Check. Assessments provide a way to measure knowledge or understanding of the course material. The results of each assessment are scored and tracked. Assessments are created using the questions that have been added to the relative assignable unit(s). Each assignable unit, including the Title AU, can have multiple assessments. Consider how your knowledge paths will be structured when planning your assessments. For instance, you can create a multiple-activity knowledge path, with multiple assessments from the same title or assignable unit. Also remember, in Manager an assessment can be either a pre or post assessment. Pre-assessments allow the student to discover what is already known in a specific topic or subject and important if the personal course feature is being used. Post-assessments allow you test the student knowledge or understanding after completing the material.

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• What could be my path? Networking, programming, or something else?

  - by momong

  Well first and foremost, I would like to give my brief description: I was an aviation student but I didn't pursue that path because I lost my interest. Now I'm an I.T. student and currently stopped schooling because of confusion. I don't know which path I should choose: could it be programming or networking? Someone told me that on networking the money is easy, the job is easy. Others told me that programming is best suited for me because I'm very skilled and excellent at figures. I want to chose networking, but I can't find my passion for it, my mind tells me but my heart doesn't... and on programming, I don't know which language I should pick or if I like it or not. A good mentor, even if only online, would be a very big plus to me, but I don't think if there are many who could spent their time on teaching a nobody... but I'm very eager to learn. My real passion is gaming! I want to work in the gaming industry, I want to be a man behind those games! I've been a gamer freak since birth. But I don't know how to get in to that industry. I don't know what to do. I don't know which path would really suit me. Sorry if some of you find this a pointless question, but please bear with me, this could be the turn of my life.

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• Computer Science Degrees and Real-World Experience

  - by Steven Elliott Jr

  Recently, at a family reunion-type event I was asked by a high school student how important it is to get a computer science degree in order to get a job as a programmer in lieu of actual programming experience. The kid has been working with Python and the Blender project as he's into making games and the like; it sounds like he has some decent programming chops. Now, as someone that has gone through a computer science degree my initial response to this question is to say, "You absolutely MUST get a computer science degree in order to get a job as a programmer!" However, as I thought about this I was unsure as to whether my initial reaction was due in part to my own suffering as a CS student or because I feel that this is actually the case. Now, for me, I can say that I rarely use anything that I learned in college, in terms of the extremely hard math, algorithms, etc, etc. but I did come away with a decent attitude and the willingness to work through tough problems. I just don't know what to tell this kid; I feel like I should tell him to do the CS degree but I have hired so many programmers that majored in things like English, Philosophy, and other liberal arts-type degrees, even some that never went to college. In fact my best developer, falls into this latter category. He got started writing software for his church or something and then it took off into a passion. So, while I know this is one of those juicy potential down vote questions, I am just curious as to what everyone else thinks about this topic. Would you tell a high school kid about this? Perhaps if he/she already knows a good deal of programming and loves it he doesn't need a CS degree and could expand his horizons with a liberal arts degree. I know one of the creators of the Django web framework was a American Literature major and he is obviously a pretty gifted developer. Anyway, thanks for the consideration.

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• I want to sell my software [C# desktop application] but I was Stuck in licencing [closed]

  - by Surendra Soni

  Possible Duplicate: if I use .NET Framework for my application, do I have to pay anything to Microsoft? I have developed a desktop application called "Institute Management System" which has modules like Class manager, Subject manager, Topics manager, Student inquiry manager Student admission manager, Fees manager, Exam manager etc. using C# for the front end and MS Access for the back end. The main problem is that I want to sell it and earn some money but I heard that my application needs to be registered at Microsoft, and I would have to get a license from them for selling, and have to pay them money too. I have spent four months developing it at my own expense, and worked very hard to develop it. So I want some tips, advice, any suggestion for the same. Please also tell me the procedure for all of the required registrations and payment issues. And I also want to ask you if you Can you suggest any other technology where I develop my application and sell it without worrying about licencing and related issues? I am now more confused about that "MS technology is open source or not? "

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• A project idea I've got...

  - by Mr Teeth

  Hi, Next year I will be doing a final year project at Uni. I've already thought of one and was wondering what you guys think of it. I want to create a University Information Search for prospective students who are trying to look for an affordable University to attend. It will depend on the student's family income and the grades they get. They enter in those two parameters (and some more) and it comes up with a list of suitable Unis based on their criteria. This is not about the price of tution fee. It's mostly to do with the cost of living. Stuff like: Rent (if living in a private flat). Student Accomadation. Cost of traveling to your home and back (for holidays). ...and some other stuff stuff I haven't thought about yet. It'll mostly be GUI driven with some textual information. I'm also thinking of using it as a website interface. What do you guys think? Can I program something like this Java? If there's any holes you see in my idea please tell me.

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• Challenge Ends on Friday!

  - by Yolande Poirier

  This is your last chance to win a JavaOne trip. Submit a project video and code for the IoT Developer Challenge by this Friday, May 30.  12 JavaOne trips will be awarded to 3 professional teams and one student team. Members of two student teams will win laptops and certification training vouchers. Ask your last minute questions on the coaching form or the Challenge forum. They will be answered promptly. Your project video should explain how your project works. Any common video format such as mp4, avi, mov is fine. Your project must use Java Embedded - whether it is Java SE Embedded or ME Embedded - with the hardware of your choice, including any devices, boards and IoT technology. The project will be judged based on the project implementation, innovation and business usefulness. More details on the IoT Developer Challenge website  Just for fun! Here is a video of Vinicius Senger giving a tour of his home lab, and showing his boards and gadgets. &lt;span id=&quot;XinhaEditingPostion&quot;&gt;&lt;/span&gt;

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• sharing life experience

  - by gcc

  I am a student of computer engineering. I have never done any programming before, and as you can understand, I don't know how to study it or how to make my own programs. My English is weak [edited for clarity - ed], and so if you don't like the choices I list, please feel free to provide others. How should I study? How should I learn programming languages? Study completely from a book. Don't study from a book, just try writing code. A mix of the two; study from a book, then try writing code. Study half the book, then write the code by hand on paper. Listed to the teacher, then try to solve general problems (those not from any specific chapter). I have send that question to stackoverflow before when I am at first year. Now, I want to construct webpage to guide fresh students by giving advise of yours and mines.Maybe, you wonder Why I want to construct webpage , I just want help the other student. I am giving a link to that question < http://stackoverflow.com/questions/3389465/how-should-i-study-programming-languagess If you have other advice, feel free. EDIT: This web cite, I think , is constructed to share member's life experience and also I know these experiences is valuable . So I have no right to want your opinion, But I want your opinion / experience even if you think it is not so helpful to other

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• How should I approach learning programming languages?

  - by gcc

  I am a student of computer engineering. I have never done any programming before, and as you can understand, I don't know how to study it or how to make my own programs. My English is weak [edited for clarity - ed], and so if you don't like the choices I list, please feel free to provide others. How should I study? How should I learn programming languages? Study completely from a book. Don't study from a book, just try writing code. A mix of the two; study from a book, then try writing code. Study half the book, then write the code by hand on paper. Listed to the teacher, then try to solve general problems (those not from any specific chapter). I have send that question to stackoverflow before when I am at first year. Now, I want to construct webpage to guide fresh students by giving advise of yours and mines.Maybe, you wonder Why I want to construct webpage , I just want help the other student. I am giving a link to that question < http://stackoverflow.com/questions/3389465/how-should-i-study-programming-languagess If you have other advice, feel free. EDIT: This web cite, I think , is constructed to share member's life experience and also I know these experiences is valuable . So I have no right to want your opinion, But I want your opinion / experience even if you think it is not so helpful to other

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• How you choose your first job as a programmer? [on hold]

  - by sliter

  For Brief I am a recently graduated CS student. I am looking for a job these days, but I have no idea what kind of software development jobs I like(embedded system,web development or else...). And I am looking for your advice. Here is a little more While I was a student, I had an one year internship experience as a system engineer in a semi-conductor company where I wrote Linux driver, tuned system performance, etc.. I was happy about this experience as it allowed me to deepen my understanding of the operating system and different low level things. And I thought "Em, I will continue in the embedded area after I graduate". At the end of my study, I am doing an another internship in web development, both front-end and back-end. And I also enjoys a lot the process of learning new things and making it work (Backbone, Node, socketio, etc..). Now, when I am looking for a software development position, I do not know what to apply! All I know is that I want a job which allows me to keep up with the trends instead of repeating. But besides this, I've no idea what specific type of job I want to do. Turn back to embedded system? Continue with web development? Change to other promising areas(data mining)? All these development positions makes no big difference to me. But I think this is not good and I need some criteria at choosing. So I am looking for advice and I would really appreciate if you can share your experience.

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• XNA Notes 007

  - by George Clingerman

  Every week I keep wondering if there’s going to be enough activity in the community to keep doing these notes on a weekly basis and every week I’m reminded of just how awesome and active the XNA community is. There’s engines being made, tutorials being created, games being crafted. There’s information being shared, questions being answered and then there’s another whole community around the Xbox LIVE Indie Games themselves. It’s really incredibly to just watch all that’s going on and I’m glad I’m playing a small part in all of this. So here’s what I noticed happening in the XNA community last week. If there’s things I’m missing, always feel free to let me know. I love learning about new corners of the XNA community that I wasn’t aware of or just have been missing! XNA Developers: Uditha Bandara held an XNA Game Development Workshops at Singapore Universities http://uditha.wordpress.com/2011/02/18/xna-game-development-workshops-at-singapore-universities-event-update/ Binary Tweed gives his talks about Indie City and gives his opinion on the false promise of digital distribution http://www.develop-online.net/news/37053/OPINION-The-false-promise-of-digital-distribution Kris Steele posts his Trivia or Die postmortem http://www.krissteele.net/blogdetails.aspx?id=246 @MadNinjaSkills (James Johnston) posts his feelings on testing for XBLIG http://www.ezmuze.co.uk/101 Simon (@DDReaper) posts hints and tips for XNA developers to help get the size of their projects down http://twitter.com/#!/DDReaper/status/38279440924545024 http://xna-uk.net/blogs/darkgenesis/archive/2011/02/17/look-at-the-size-of-that-thing.aspx Michael B. McLaughlin proving why he should be an XNA MVP posts the list of commonly used value types in XNA games http://geekswithblogs.net/mikebmcl/archive/2011/02/17/list-of-commonly-used-value-types-in-xna-games.aspx http://twitter.com/#!/mikebmcl/status/38166541354811392 Paul Powell (@ITSligoPaul) posts about a common sprite batch as a game service http://itspaulsblog.blogspot.com/2011/02/xna-common-sprite-batch-as-game-service.html @SigilXNA (John Defenbaugh) posts his new level editor video for the sequel to Opac’s Journey http://twitter.com/SigilXNA/statuses/36548174373982209 http://twitter.com/#!/SigilXNA/status/36548174373982209 http://youtu.be/QHbmxB_2AW8 @jwatte updates kW Animation for XNA 4.0 http://www.enchantedage.com/xna-animation @DSebJ posts Blender to SunBurn http://twitter.com/#!/DSebJ/status/36564920224976896 http://dsebj.evolvingsoftware.com/?p=187 Ads and WP7 Games - @mechaghost shares his revenue data for his ad based games http://www.occasionalgamer.com/2011/02/09/ads-and-wp7-games/ Xbox LIVE Indie Games (XBLIG): Steven Hurdle posts day 100 of his quest to find a fantastic XBLIG purchase every day http://writingsofmassdeduction.com/2011/02/17/day-100-radiangames-ballistic/ Xbox 360 Indie Game Buying Guide - 12 games for $60 including several Xbox LIVE Indie games! (although if the XNA community was asked we could have recommended 60 games for $60...) http://www.indiegamemag.com/xbox360-indie-games-buying-guide/ The best selling Xbox LIVE Indie games of 2010 http://www.1up.com/news/xbox-live-most-popular-games I’d buy that for a dollar! - the California Literary Review points out a few gems on the XBLIG marketplace (and other places) where you can game on the cheap. http://calitreview.com/14125 Armless Octopus Episode 39 - The Indie Gem Octocast http://www.armlessoctopus.com/2011/02/17/armless-octocast-episode-39-the-indie-gem-octocast/ Ska Studios posts a plethora of updates http://www.ska-studios.com/2011/02/11/good-morning-gato-49/ http://www.ska-studios.com/2011/02/14/vampire-smile-valentines/ http://www.ska-studios.com/2011/02/16/the-dishwasher-vs-finds-a-home/ Kotaku posts about the Xbox LIVE Indie Game that makes you go Pew Pew Pew Pew Pew Pew http://kotaku.com/#!5760632/the-game-that-makes-you-go-pew-pew-pew-pew-pew-pew-pew GameMarx continues to be active and doing a ton for the XBLIG community reviews and Top 5 indie games of the week 2/4-2/10 http://www.gamemarx.com/video/the-show/22/ep-9-february-11-2010.aspx a new podcast Xbox Indie New Releases http://twitter.com/#!/gamemarx/status/36888849107910656 http://www.gamemarx.com/news/2011/02/13/a-new-podcast-xbox-indie-new-releases.aspx @MasterBlud uploads Indocalypse XBLIG Collections #2 http://www.youtube.com/watch?v=uzCZSv075mc&feature=youtu.be&a http://twitter.com/#!/MasterBlud/status/37100029697064960 Just Press Start interviews Michael Hicks from MichaelArts, 18 year old creator of Honor in Vengeance http://justpressstart.net/?p=465 Achievement Locked interviews Kris Steele of FunInfused Games http://xboxindies.wordpress.com/2011/02/11/interview-fun-infused-games/ XNA Game Development: XNA -UK launches their XAP test service to help the XNA community http://xna-uk.net/blogs/news/archive/2011/02/18/xna-uk-xap-test-service-now-live.aspx Transmute shows off a video of the standard character editor http://www.youtube.com/watch?v=qqH6gErG948&feature=youtu.be Microsoft Tech Student introduces their first tech student of the month.  Meet Daniel Van Tassel from the University of Utah and learn how he created an Xbox LIVE Indie Game using XNA Studio http://blogs.msdn.com/b/techstudent/archive/2010/12/22/introducing-our-first-tech-student-of-the-month-daniel-van-tassel.aspx XNA for Silverlight Developers Part 3 - Animation (transforms) http://www.silverlightshow.net/items/XNA-for-Silverlight-developers-Part-3-Animation-transforms.aspx XNA for Silverlight Developers Part 4 - Animation (frame based) http://www.silverlightshow.net/items/XNA-for-Silverlight-developers-Part-4-Animation-frame-based.aspx @suhinini tweets about an XNA Sprite Font generation tool http://twitter.com/#!/suhinini/status/36841370131890176 http://www.nubik.com/SpriteFont/ XNATouch 1.5 is out and in it’s words is faster, simpler, more reliable and has the XNA 4.0 API http://monogame.codeplex.com/releases/view/60815 IndieCity is hosting marketing workshops for Indie Developers (UK and US) http://forums.create.msdn.com/forums/p/75197/457654.aspx#457654 New York Students - Learn XNA and Silverlight for Xbox 360 and Windows Phone 7 http://forums.create.msdn.com/forums/p/72753/456964.aspx#456964 http://blogs.msdn.com/b/andrewparsons/archive/2011/01/13/learn-to-build-your-own-games-for-xbox-360-and-windows-phone-7.aspx http://blogs.msdn.com/b/andrewparsons/archive/2011/01/13/build-a-game-in-48-hours-win-a-kinect-or-windows-phone-7.aspx Extra Credits: Videogame Music http://www.escapistmagazine.com/videos/view/extra-credits/2019-Videogame-Music Steve Pavlina posts an article with useful information for all XNA/XBLIG developers http://www.stevepavlina.com/blog/2011/02/completion-vs-perfection/

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• What Counts For a DBA: Ego

  - by Louis Davidson

  Leaving aside, for a second, Freud’s psychoanalytical definitions, the term “ego” generally refers to a person’s sense of self, and their self-esteem. In casual usage, however, it usually appears in the adjectival form, “egotistical” (most often followed by “jerk”). You don’t need to be a jerk to be a DBA; humility is important. However, ego is important too. A good DBA needs a certain degree of self-esteem…a belief and pride in what he or she can do better than anyone else can. The ideal DBA needs to be humble enough to admit when they are wrong but egotistical enough to know when they are right, and to stand up for that knowledge and make their voice heard. In most organizations, the DBA team is seriously outnumbered by headstrong developers and clock driven managers, and “great” DBAs will often be outnumbered by…well…the not so great. In order to be heard in this environment, a DBA will not only need to be very skilled, but will also need a healthy dose of ego. As Freud might have put it, the unconscious desire of the DBA (the id) is for iron-fist control over their databases, and code that runs in them. However, the ego moderates this desire, seeking to “satisfy the id in realistic ways that, in the long term, bring benefit rather than grief“. In other words, the ego understands the need to exert a measure of control and self-belief, but also to tolerate and play nicely with developers and other DBAs. The trick, naturally, is learning how to be heard when it is important, but also to make everyone around you welcome that input, even when you have to be bold to make the “I know what I am talking about, and you…well…not so much” decisions. Consider a baseball team, bottom of the ninth inning of the championship game, man on first and down one run. Almost anyone on that team will have the ability to hit a home run, but only one or two will have the iron belief that they can pull it off in this critical, end-game situation. The player you need in this situation is the one who has passionately gone the extra mile preparing for just this moment, is bursting at the seams with self-confidence, and can look the coach in the eye and state, boldly, “Put me in, I am your best bet“. Likewise, on those occasions when high customer demand coincides with copious system errors, and panic is bubbling just beneath the surface, you don’t need the minimally qualified support person, armed with the “reboot and hope” technique (though that sometimes works!). You need the DBA who steps up and says, “Put me in” and has the skill and tenacity to back up those words and to fix the pinpoint and fix the problem, whatever it takes, while keeping customers and managers happy. Of course, the egotistical DBA will happily spend hours telling you how great they are at their job, and how brilliantly they put out a previous fire, and this is no guarantee that they can deliver. However, if an otherwise-humble DBA looks you in the eye and says, “I can do it”, then hear them out. Sometimes, this burst of ego will be exactly what’s required.

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• IIS 7.5 website application pool with full administrator permissions hackable?

  - by Caroline Beltran

  Although I would never do this, I would like to know how a static html website with the permission mentioned in the title could be compromised. In my humble opinion, I would guess that this would pose no threat since a web visitor has no way to upload/edit/delete anything. What if the site was a simple PHP website that simply displayed ‘hello world’? What if this PHP site had a contact us form that was properly sanitized? Thank you

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• the sizeof why ??!!

  - by hiba salem

  hi I hve this code struct Student { char name[48]; float grade; int marks[10,5]; char gender; }; Student s; Now I have to get the sizeof s so i added printf("%d",sizeof(s)); now when I hit compile the result showing is 256 and its wrong because it shoud be 253 as because the size of char name[48]; ---- 48 and float grade; ----- 4 and int marks[10,5]; ------ 200 and char gender; -------1 so 48+4+200+1 = 253 so why its telling me 256 ??

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• python variable scope

  - by Oscar Reyes

  I'm teaching my self python and I was translating some sample class Student: def __init__( self, name, a,b,c ): self.name = name self.a = a self.b = b self.c = c def average(self): return ( a+b+c ) / 3.0 Which is pretty much my intended class definition Later in the main method I create an instance and call it a if __name__ == "__main__" : a = Student( "Oscar", 10, 10, 10 ) That's how I find out that the variable a declared in main is available to the method average and that to make that method work , I have to type self.a + self.b + self.c instead What's the rationale of this? I found related questions, but I don't really know if they are about the same

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• Dynamic find methods Vs conditional statements

  - by piemesons

  Student.find(:all, :conditions => [‘name = ? and status = ?’ ‘mohit’, 1]) Vs Student.find_all_by_name_and_status(‘mohit’, 1) Both the queries will result the same set of row but first one is preferable cause in the second way there will be exception generated method_missing and then rails will try to relate it as dynamic method. if fine then result set to returned. Can any body explain me this in a good manner. What exactly is happening behind the screen. Please correct me if i am wrong.

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• WPF MVVM Pattern, ViewModel DataContext question

  - by orangecl4now

  I used this side to create my demo application http://windowsclient.net/learn/video.aspx?v=314683 The site was very useful in getting my started and in their example, they created a file called EmployeeRepository.cs which appears to be the source for the data. In their example, the data was hard-wired in code. So I'm trying to learn how to get the data from a data source (like a DB). In my specific case, I want to get the data from a Microsoft Access DB. (READ ONLY, So I'll only use SELECT commands). using System.Collections.Generic; using Telephone_Directory_2010.Model; namespace Telephone_Directory_2010.DataAccess { public class EmployeeRepository { readonly List<Employee> _employees; public EmployeeRepository() { if (_employees == null) { _employees = new List<Employee>(); } _employees.Add(Employee.CreateEmployee("Student One", "IT201", "Information Technology", "IT4207", "Building1", "Room650")); _employees.Add(Employee.CreateEmployee("Student Two", "IT201", "Information Technology", "IT4207", "Building1", "Room650")); _employees.Add(Employee.CreateEmployee("Student Three", "IT201", "Information Technology", "IT4207", "Building1", "Room650")); } public List<Employee> GetEmployees() { return new List<Employee>(_employees); } } } I found another example where an Access DB is used but it doesn't comply with MVVM. So I was trying to figure out how to add the DB file to the project, how to wire it up and bind it to a listbox (i'm not that far yet). Below is my modified file using System.Collections.Generic; using Telephone_Directory_2010.Model; // integrating new code with working code using Telephone_Directory_2010.telephone2010DataSetTableAdapters; using System.Windows.Data; namespace Telephone_Directory_2010.DataAccess { public class EmployeeRepository { readonly List<Employee> _employees; // start // integrating new code with working code private telephone2010DataSet.telephone2010DataTable employeeTable; private CollectionView dataView; internal CollectionView DataView { get { if (dataView == null) { dataView = (CollectionView) CollectionViewSource.GetDefaultView(this.DataContext); } return dataView; } } public EmployeeRepository() { if (_employees == null) { _employees = new List<Employee>(); } telephone2010TableAdapter employeeTableAdapter = new telephone2010TableAdapter(); employeeTable = employeeTableAdapter.GetData(); this.DataContext = employeeTable; } public List<Employee> GetEmployees() { return new List<Employee>(_employees); } } } I get the following error messages when building Error 1 'Telephone_Directory_2010.DataAccess.EmployeeRepository' does not contain a definition for 'DataContext' and no extension method 'DataContext' accepting a first argument of type 'Telephone_Directory_2010.DataAccess.EmployeeRepository' could be found (are you missing a using directive or an assembly reference?) C:\Projects\VS2010\Telephone Directory 2010\Telephone Directory 2010\DataAccess\EmployeeRepository.cs 23 90 Telephone Directory 2010

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• How to do this Unidirectional NHibernate one-to-one mapping?

  - by JMSA

  This is a problem of unidirectional one-to-one mapping in NHibernate. Student.cs public class Student { public int ID { get; set; } public int Roll { get; set; } public int RegNo { get; set; } public string Name { get; set; } public StudentDetail StudentDetail { get; set; } } StudentDetail.cs public class StudentDetail { public int ID { get; set; } public string Father { get; set; } public string Mother { get; set; } } How can I map these classes (how do the hbm mapping files look like) to the following case of one-to-one relationship? Please have a look at the classes very carefully.

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