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  • Is it viable to become a contract programmer straight out of college?

    - by M G
    I have a Bachelor of Science in Computer Science and four months research experience designing and implementing a research project. I realize this is highly dependent on my skill set - which includes C, C++, Java, Python, and SQL. I feel I have an advantage in two ways: I am young and am not afraid to work overtime. I am willing to take lower pay to gather a client base/experience, and work nights/weekends to get a few projects under my belt. This may be cliche, but I feel that I can learn new technologies quicker than most. At the very least, I am not a slow study. With this being said, is it viable for me to become a contract programmer? Or do I need the 10+ year skill set that most contractors bring to the table?

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  • Moving from an IT department to a proper technology company

    - by user2434
    I have been working with Java/web applications in an IT department of a retail company. As much as work goes, there is nothing much to say. Fixing couple of if/else loops, writing some simple business logic etc., is all what I have been doing. Having said that, I feel I have a good technical knowledge, and I am willing to move to companies like Microsoft/Google/Amazon etc., [I want to work in these places, because I feel I am a technical guy, and I am working in a place where most people freak out when the words like 'algorithm' are heard] I can of course prepare algorithms/computer science fundamentals etc.,(I hold a 4 year degree in computer science program) but beyond that, will my experience hold against me ? I doubt I'll even get a call from them seeing my work experience. What kind of questions(apart from the algorithm types) can I expect ?

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  • Career Advice: Freshgrad seeking advice on breaking into software dev. field with issues during undergrad

    - by facebook-1389780026
    I'm a newgrad seeking advice. In may, I will be graduating with a degree in computer science from a top 25 school in the US. My undergrad wasn't the most fun time, I had a low gpa because I spent a lot of it traveling to take care of a girl that I loved who became terminally ill with cancer. My resume details are as follows: 2.5 CS GPA, Graduating with BA. 2.3 Overall Two Summer Research Positions One internship at a fortune 500 company Various TA Work in school I feel like because of my GPA, I won't ever find a job in computer science. Am I damned? What can I do to find jobs who are willing to look at me despite my GPA? Does anyone have any company or site recommendations? Thanks so much A desperate student.

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  • Can Associates Degree graduates in Software Development get jobs?

    - by SteveCode1
    I m a Software Development major in an Associates of Applied Science degree in Software Development and I ll have a 2nd Associates of Applied Science degree in Information Technology. I m 37 ill be 39 when finished. I enjoy coding HTML so far and networking and windows admin. Are people my age finding jobs right away after school or should i just keeping going to the state university in the CS degree? I kinda want to work. I enjoy CISCO and have passed classes but not taken the CCNA yet. I just don t think I m ready. But I enjoy coding aswell. Any suggestions would be helpful. Thank you.

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  • what are best cities for a java developer to live and work in america? [closed]

    - by Shabangu
    hi everyone. I am doing research on the topic as per subject line. I am currently attending BSc Honours Studies in computer science at university of pretoria - south africa, and intend to do masters/PhD either in america or the uk. I am a java programmer, and currently hold a sun scjp certification (intend to study further). as per my findings so far, america seems to be a better option than uk. could you kindly comment on what good universities are there for computer science postgraduate studies in america, especially in california? and what about work thereafter? I also need to sort this out asap, as I need to decide if will doing toefl or ielts. please comment. shabangu

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  • jQuery "Autocomplete" plugin is messing up the order of my data

    - by Max Williams
    I'm using Jorn Zaefferer's Autocomplete plugin on a couple of different pages. In both instances, the order of displayed strings is a little bit messed up. Example 1: array of strings: basically they are in alphabetical order except for General Knowledge which has been pushed to the top: General Knowledge,Art and Design,Business Studies,Citizenship,Design and Technology,English,Geography,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Displayed strings: General Knowledge,Geography,Art and Design,Business Studies,Citizenship,Design and Technology,English,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Note that Geography has been pushed to be the second item, after General Knowledge. The rest are all fine. Example 2: array of strings: as above but with Cross-curricular instead of General Knowledge. Cross-curricular,Art and Design,Business Studies,Citizenship,Design and Technology,English,Geography,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Displayed strings: Cross-curricular,Citizenship,Art and Design,Business Studies,Design and Technology,English,Geography,History,ICT,Mathematics,MFL French,MFL German,MFL Spanish,Music,Physical Education,PSHE,Religious Education,Science,Something Else Here, Citizenship has been pushed to the number 2 position. I've experimented a little, and it seems like there's a bug saying "put things that start with the same letter as the first item after the first item and leave the rest alone". Kind of mystifying. I've tried a bit of debugging by triggering alerts inside the autocomplete plugin code but everywhere i can see, it's using the correct order. it seems to be just when its rendered out that it goes wrong. Any ideas anyone? max EDIT - reply to Clint Thanks for pointing me at the relevant bit of code btw. To make diagnosis simpler i changed the array of values to ["carrot", "apple", "cherry"], which autocomplete re-orders to ["carrot", "cherry", "apple"]. Here's the array that it generates for stMatchSets: stMatchSets = ({'':[#1={value:"carrot", data:["carrot"], result:"carrot"}, #3={value:"apple", data:["apple"], result:"apple"}, #2={value:"cherry", data:["cherry"], result:"cherry"}], c:[#1#, #2#], a:[#3#]}) So, it's collecting the first letters together into a map, which makes sense as a first-pass matching strategy. What i'd like it to do though, is to use the given array of values, rather than the map, when it comes to populating the displayed list. I can't quite get my head around what's going on with the cache inside the guts of the code (i'm not very experienced with javascript).

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  • Open Technology: Nanorobots Answer to US Navy

    - by adrianocavalcanti
    Hi Everybody, Just wondering if some has some suggestion about open technology licensing. I have been working on nanotechnology -- here some info: * Nanorobot Technology: What to Expect from Science - A Personal Letter in Answer to United States Navy http://www.linuxquestions.org/questions/general-10/nanorobot-technology-what-to-expect-from-science-814060 and started an initiative towards open nanotechnology since last october. All comments and suggestions are highly appreciated.

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  • How do we, as a community, help encourage programming in public schools? (Or state Schools for the U

    - by NoMoreZealots
    PRIMARY MOTIVATION My office gets involved with the "First Robotics" competitions and one thing that lingers year to year is the students typically have no preparation for doing even simple programming as part of the public schools system. While the science classes provide some basic grasp of mechanical and electrical concepts, by in large computer programming gets no coverage from the curriculum. (This my be different in other areas of the country/world.) What makes it worse is there is only a short period of time you have to prepare the student's and help them design the robot. Talking to some professors from local colleges, it's a problem because you can't assume even the most basic understanding for freshman CS majors. Languages like Python, Lua and BASIC are simple enough for at least high school level students, if not younger. SCOPE So how do you get public schools to support a programming, at least to the level of "Try it in BASIC" examples that used to be at the end of a chapter in my Algebra book? At least enough to prepare them for event's such as the FIRST Robotic competitions. Which the primary objectives are to teach problem solving and team work, and to possible foster an interest in Math, Science and Engineering in general. (Not force feed to them, as some people her seem to be implying.) Edit: Why teach kids: (Since 2000 CS enrollment in US colleges has decreased by 70% while college enrollment has increased, this is a PROBLEM.) Saying there is no value in teaching someone programming in Jr./High school because they might think "they know programming." Is like saying there's no value in teaching High school science and physics, because they might decide they "know physics." Leading to abuse like: "I passed a high school physics class, I'm going to develop a Unified Quantum Gravitational Theory." Better Prepared students are better students. Instead it would allows college programs to raise the bar on the entry level courses, allowing students to be weeded out based on their understanding of more advanced material. Plus people who did poorly in that in topic in High school aren't as likely to say "I think there's money in computer's so I'll computer science." Plus if people take it in high school and decide THEN that it's not for them, it's better than them wasting their money to PAY a college to figure that out. The result is that people who take the degree are more likely to succeed and be there for the RIGHT reasons. (i.e. It's what they REALLY want to do. And that's REALLY the key to being good at anything.) Programming is like anything else, the more practice and genuine interest you have the better you get. If you start them later, they get less practice. The earlier give them the opportunity to start, the more practice they will get. All other things equal, the more practice the better the programmer.

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  • Java - problems with polymorphism

    - by cc0
    I have a book class, then a novel- and a science book class that extend the book class. I made an ArrayList using the book class, then inserted the novels and the science books into that. Now I'm trying to iterate through the ArrayList to count how many novels are there. How can I tell? Would love to see some examples of this! I've been at it for a while.

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  • Principles of Big Data By Jules J Berman, O&rsquo;Reilly Media Book Review

    - by Compudicted
    Originally posted on: http://geekswithblogs.net/Compudicted/archive/2013/11/04/principles-of-big-data-by-jules-j-berman-orsquoreilly-media.aspx A fantastic book! Must be part, if not yet, of the fundamentals of the Big Data as a field of science. Highly recommend to those who are into the Big Data practice. Yet, I confess this book is one of my best reads this year and for a number of reasons: The book is full of wisdom, intimate insight, historical facts and real life examples to how Big Data projects get conceived, operate and sadly, yes, sometimes die. But not only that, the book is most importantly is filled with valuable advice, accurate and even overwhelming amount of reference (from the positive side), and the author does not event stop there: there are numerous technical excerpts, links and examples allowing to quickly accomplish many daunting tasks or make you aware of what one needs to perform as a data practitioner (excuse my use of the word practitioner, I just did not find a better substitute to it to trying to reference all who face Big Data). Be aware that Jules Berman’s background is in medicine, naturally, this book discusses this subject a lot as it is very dear to the author’s heart I believe, this does not make this book any less significant however, quite the opposite, I trust if there is an area in science or practice where the biggest benefits can be ripped from Big Data projects it is indeed the medical science, let’s make Cancer history! On a personal note, for me as a database, BI professional it has helped to understand better the motives behind Big Data initiatives, their underwater rivers and high altitude winds that divert or propel them forward. Additionally, I was impressed by the depth and number of mining algorithms covered in it. I must tell this made me very curious and tempting to find out more about these indispensable attributes of Big Data so sure I will be trying stretching my wallet to acquire several books that go more in depth on several most popular of them. My favorite parts of the book, well, all of them actually, but especially chapter 9: Analysis, it is just very close to my heart. But the real reason is it let me see what I do with data from a different angle. And then the next - “Special Considerations”, they are just two logical parts. The writing language is of this book is very acceptable for all levels, I had no technical problem reading it in ebook format on my 8” tablet or a large screen monitor. If I would be asked to say at least something negative I have to state I had a feeling initially that the book’s first part reads like an academic material relaxing the reader as the book progresses forward. I admit I am impressed with Jules’ abilities to use several programming languages and OSS tools, bravo! And I agree, it is not too, too hard to grasp at least the principals of a modern programming language, which seems becomes a defacto knowledge standard item for any modern human being. So grab a copy of this book, read it end to end and make yourself shielded from making mistakes at any stage of your Big Data initiative, by the way this book also helps build better future Big Data projects. Disclaimer: I received a free electronic copy of this book as part of the O'Reilly Blogger Program.

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  • iPad Impressions

    - by Aaron Lazenby
    So, I spent some quality time with my new iPad on Saturday. Here are things I like/don't like: -- Don't like that it has to sync with iTunes before you use it: I was traveling and left my laptop at home thinking I'd use this iPad thing instead. But the first thing it asked me to do is connect it to a laptop. Ugh. Had to borrow my mother-in-law's MacBook Pro just to get the iPad rolling. -- Like that magazines and newspapers are forever changed: And I think for the better...it's why I bought this thing in the first place. I spent significant time with The New York Times, The Wall Street Journal, Time Magazine and Popular Science on the iPad. Sliding stories around, jumping from section to section, enlarging images = all excellent experiences. Actually prefer iPad magazine to print, which will require a major shift in editorial strategy, summed up by Popular Science's Mark Jannot in his editor's note "What defines a magazine? Curated expertise--not paper." -- Don't like the screwy human factors: I actually enjoy the virtual keyboard (although I think I'm in the minority), but you have to hunch over to look down at what you're typing. Bad technology ergonomics have already jacked my body in various ways. The iPad just introduced a new one.-- Like the multitouch: In fact, it's awesome. Hands down. Probably will have the most lasting impact on the personal computing industry as a whole.   -- Don't like that it's heavy: If you plan to read in bed, you'd better double up on the creatine and curls. Holding this thing up on your own gets pretty uncomfortable. -- Like the Netfilx app: I wanted to watch "The Big Lebowski," so I did. That is all. -- Don't like that people feel 3G is necessary: For $30 a month? Please. I'm already accustomed to limiting my laptop internet use to readily available free wi-fi. Why do I expect anything different with the iPad? Most anyplace I have time to sit and read/use a computer (cafe, airport, you house, library, etc.) has free wi-fi. I can live without web surfing in your car. That's what the iPhone is for. -- Don't like that not everyone was ready in day one: I'm looking at you Facebook. No iPad app for launch? Lame. iPhone apps scaled-up to work on the iPad look grainy and cheap. Not a quality befitting this beautiful $700 piece of glass.Verdict: I'm bringing it to COLLABORATE 08 and seeing if I can go the whole week using only the iPad. If I can trade this thing for my laptop, I know it's a winner. For now, I'm enjoying Popular Science.

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  • Algorithm for querying linearly through a non-linear list of questions

    - by JoshLeaves
    For a multiplayers trivia game, I need to supply my users with a new quizz in a desired subject (Science, Maths, Litt. and such) at the start of every game. I've generated about 5K quizzes for each subject and filled my database with them. So my 'Quizzes' database looks like this: |ID |Subject |Question +-----+------------+---------------------------------- | 23 |Science | What's water? | 42 |Maths | What's 2+2? | 99 |Litt. | Who wrote "Pride and Prejudice"? | 123 |Litt. | Who wrote "On The Road"? | 146 |Maths | What's 2*2? | 599 |Science | You know what's cool? |1042 |Maths | What's the Fibonacci Sequence? |1056 |Maths | What's 42? And so on... (Much more detailed/complex but I'll keep the exemple simple) As you can see, due to technical constraints (MongoDB), my IDs are not linear but I can use them as an increasing suite. So far, my algorithm to ensure two users get a new quizz when they play together is the following: // Take the last played quizzes by P1 and P2 var q_one = player_one.getLastPlayedQuizz('Maths'); var q_two = player_two.getLastPlayedQuizz('Maths'); // If both of them never played in the subject, return first quizz in the list if ((q_one == NULL) && (q_two == NULL)) return QuizzDB.findOne({subject: 'Maths'}); // If one of them never played, play the next quizz for the other player // This quizz is found by asking for the first quizz in the desired subject where // the ID is greater than the last played quizz's ID (if the last played quizz ID // is 42, this will return 146 following the above example database) if (q_one == NULL) return QuizzDB.findOne({subject: 'Maths', ID > q_two}); if (q_two == NULL) return QuizzDB.findOne({subject: 'Maths', ID > q_one}); // And if both of them have a lastPlayedQuizz, we return the next quizz for the // player whose lastPlayedQuizz got the higher ID if (q_one > q_two) return QuizzDB.findOne({subject: 'Maths', ID > q_one}); else return QuizzDB.findOne({subject: 'Maths', ID > q_two}); Now here comes the real problem: Once I get to the end of my database (let's say, P1's last played quizz in 'Maths' is 1056, P2's is 146 and P3 is 1042), following my algorithm, P1's ID is the highest so I ask for the next question in 'Maths' where ID is superior to 1056. There is nothing, so I roll back to the beginning of my quizz list (with a random skipper to avoid having the first question always show up). P1 and P2's last played will then be 42 and they will start fresh from the beginning of the list. However, if P1 (42) plays against P3 (1042), the resulting ID will be 1056...which P1 already played two games ago. Basically, players who just "rolled back" to the beginning of the list will be brought back to the end of the list by players who still haven't rolled back. The rollback WILL happen in the end, but it'll take time and there'll be a "bottleneck" at the beginning and at the end. Thus my question: What would be the best algorith to avoid this bottleneck and ensure players don't get stuck endlessly on the same quizzes? Also bear in mind that I've got some technical constraints: I can't get a random question in a subject (ie: no "QuizzDB.findOne({subject: 'Maths'}).skip(random());"). It's cool to skip on one to twenty records, but the MongoDB documentation warns against skipping too many documents. I would like to avoid building an array of every quizz played by each player and find the next non-played in the database with a $nin. Thanks for your help

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  • Programming activities for high school kids who have no idea what CS or programming is

    - by pointdxt
    I work at a small high school that's in a very high poverty area. There are only a handful of seniors that are thinking about applying to be an engineer of some sort in college and only 1 kid that applied for Computer Science (he has a couple acceptances so far!). He's been talking to me a lot as I majored in Computer Science as well and he is very excited about it. Unfortunately, our school doesn't have a Computer Science course of any kind so he asks me a lot of stuff. I want to help him out since he's really excited about majoring in CS but I don't know where to begin. I could say put Linux on a computer, go online and go research stuff like I did but this kid needs some direction and he doesn't even know what Linux is let alone have a free computer around for that sort of thing. He doesn't know much about CS but is keenly interested in having a computer do all sorts of things but I don't know how to help him in a meaningful way. Any advice? I'm not a teacher at the school so I'm not a great educator, I do IT at the school.

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  • I have two choices of Master's classes this fall. Which is the most useful?

    - by ahplummer
    (For background purposes and context): I am a Software Engineer, and manage other Software Engineers currently. I kind of wear two hats right now: one of a programmer, and one as a 'team lead'. In this regard, I've started going back to school to get my Master's degree with an emphasis in Computer Science. I already have a Bachelor's in Computer Science, and have been working in the field for about 13 years. Our primary development environment is a Windows environment, writing in .NET, Delphi, and SQL Server. Choice #1: CST 798 DATA VISUALIZATION Course Description: Basically, this is a course on the "Processing" language: http://processing.org/ Choice #2: CST 711 INFORMATICS Course Description: (From catalog): Informatics is the science of the use and processing of data, information, and knowledge. This course covers a variety of applied issues from information technology, information management at a variety of levels, ranging from simple data entry, to the creation, design and implementation of new information systems, to the development of models. Topics include basic information representation, processing, searching, and organization, evaluation and analysis of information, Internet-based information access tools, ethics and economics of information sharing.

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  • Java Spotlight Episode 150: James Gosling on Java

    - by Roger Brinkley
    Interview with James Gosling, father of Java and Java Champion, on the history of Java, his work at Liquid Robotics, Netbeans, the future of Java and what he sees as the next revolutionary trend in the computer industry. Right-click or Control-click to download this MP3 file. You can also subscribe to the Java Spotlight Podcast Feed to get the latest podcast automatically. If you use iTunes you can open iTunes and subscribe with this link: Java Spotlight Podcast in iTunes. Show Notes Feature Interview James Gosling received a BSc in Computer Science from the University of Calgary, Canada in 1977. He received a PhD in Computer Science from Carnegie-Mellon University in 1983. The title of his thesis was "The Algebraic Manipulation of Constraints". He spent many years as a VP & Fellow at Sun Microsystems. He has built satellite data acquisition systems, a multiprocessor version of Unix, several compilers, mail systems and window managers. He has also built a WYSIWYG text editor, a constraint based drawing editor and a text editor called `Emacs' for Unix systems. At Sun his early activity was as lead engineer of the NeWS window system. He did the original design of the Java programming language and implemented its original compiler and virtual machine. He has been a contributor to the Real-Time Specification for Java, and a researcher at Sun labs where his primary interest was software development tools.     He then was the Chief Technology Officer of Sun's Developer Products Group and the CTO of Sun's Client Software Group. He briefly worked for Oracle after the acquisition of Sun. After a year off, he spent some time at Google and is now the chief software architect at Liquid Robotics where he spends his time writing software for the Waveglider, an autonomous ocean-going robot.

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  • Mission 26 Captures Endeavour’s Last Trip in Stop Motion

    - by Jason Fitzpatrick
    On September 21, 2012 the Space Shuttle Endeavour was delivered to the Los Angeles International Airport and spent the next three days being slowly transported 12 miles to the California Science Center. One dedicated team of photographers captured the whole thing. Lead by Matthew Givot, the group followed the shuttle for three straight days, photographing it around the clock. The Endeavor started on Thursday night and went on until Sunday night, with very little sleep to no sleep. The only thing that kept us going was pure love of the art and adrenaline. One thing that stood out the most for me, while I was shooting, was the people of Los Angeles. It was so powerful to see the excitement on peoples faces and the pride of their home town. No matter how many times I would see the Shuttle it would never get old. This has been an amazing experience that I will never forget. My hope is that this film will show you the amount of dedicated people and teamwork that it took to get the Endeavour to its new home. Enjoy. The end result of their labor is the above video, a beautiful time-lapse video of Endeavour’s journey from the airport to its hanger at the California Science Center. Can Dust Actually Damage My Computer? What To Do If You Get a Virus on Your Computer Why Enabling “Do Not Track” Doesn’t Stop You From Being Tracked

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  • Programming concepts taken from the arts and humanities

    - by Joey Adams
    After reading Paul Graham's essay Hackers and Painters and Joel Spolsky's Advice for Computer Science College Students, I think I've finally gotten it through my thick skull that I should not be loath to work hard in academic courses that aren't "programming" or "computer science" courses. To quote the former: I've found that the best sources of ideas are not the other fields that have the word "computer" in their names, but the other fields inhabited by makers. Painting has been a much richer source of ideas than the theory of computation. — Paul Graham, "Hackers and Painters" There are certainly other, much stronger reasons to work hard in the "boring" classes. However, it'd also be neat to know that these classes may someday inspire me in programming. My question is: what are some specific examples where ideas from literature, art, humanities, philosophy, and other fields made their way into programming? In particular, ideas that weren't obviously applied the way they were meant to (like most math and domain-specific knowledge), but instead gave utterance or inspiration to a program's design and choice of names. Good examples: The term endian comes from Gulliver's Travels by Tom Swift (see here), where it refers to the trivial matter of which side people crack open their eggs. The terms journal and transaction refer to nearly identical concepts in both filesystem design and double-entry bookkeeping (financial accounting). mkfs.ext2 even says: Writing superblocks and filesystem accounting information: done Off-topic: Learning to write English well is important, as it enables a programmer to document and evangelize his/her software, as well as appear competent to other programmers online. Trigonometry is used in 2D and 3D games to implement rotation and direction aspects. Knowing finance will come in handy if you want to write an accounting package. Knowing XYZ will come in handy if you want to write an XYZ package. Arguably on-topic: The Monad class in Haskell is based on a concept by the same name from category theory. Actually, Monads in Haskell are monads in the category of Haskell types and functions. Whatever that means...

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  • Common mistakes which lead to corrupted invariants

    - by Dave B.
    My main source of income is web development and through this I have come to enjoy the wonders of programming as my knowledge of different languages has increased over the years through work and personal play. At some point I reached a decision that my college education was not enough and that I wanted to go back to school to get a university degree in either computer science or software engineering. I have tried a number of things in my life and it took me a while before I found something that I feel is a passion and this is it. There is one aspect of this area of study that I find throws me off though. I find the formal methods of proving program correctness a challenge. It is not that I have trouble writing code correctly, I can look at an algorithm and see how it is correct or flawed but I struggle sometimes to translate this into formal definitions. I have gotten perfect or near perfect marks on every programming assignment I have done at the college level but I recently got a swath of textbooks from a guy from univeristy of waterloo and found that I have had trouble when it comes to a few of the formalisms. Well at this point its really just one thing specifically, It would really help me if some of you could provide to me some good examples of common mistakes which lead to corrupted invariants, especially in loops. I have a few software engineering and computer science textbooks but they only show how things should be. I would like to know how things go wrong so that it is easier to recognize when it happens. Its almost embarrassing to broach this subject because formalisms are really basic foundations upon which matters of substance are built. I want to overcome this now so that it does not hinder me later.

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  • Oracle Big Data Learning Library - Click on LEARN BY PRODUCT to Open Page

    - by chberger
    Oracle Big Data Learning Library... Learn about Oracle Big Data, Data Science, Learning Analytics, Oracle NoSQL Database, and more! Oracle Big Data Essentials Attend this Oracle University Course! Using Oracle NoSQL Database Attend this Oracle University class! Oracle and Big Data on OTN See the latest resource on OTN. Search Welcome Get Started Learn by Role Learn by Product Latest Additions Additional Resources Oracle Big Data Appliance Oracle Big Data and Data Science Basics Meeting the Challenge of Big Data Oracle Big Data Tutorial Video Series Oracle MoviePlex - a Big Data End-to-End Series of Demonstrations Oracle Big Data Overview Oracle Big Data Essentials Data Mining Oracle NoSQL Database Tutorial Videos Oracle NoSQL Database Tutorial Series Oracle NoSQL Database Release 2 New Features Using Oracle NoSQL Database Exalytics Enterprise Manager 12c R3: Manage Exalytics Setting Up and Running Summary Advisor on an E s Oracle R Enterprise Oracle R Enterprise Tutorial Series Oracle Big Data Connectors Integrate All Your Data with Oracle Big Data Connectors Using Oracle Direct Connector for HDFS to Read the Data from HDSF Using Oracle R Connector for Hadoop to Analyze Data Oracle NoSQL Database Oracle NoSQL Database Tutorial Videos Oracle NoSQL Database Tutorial Series Oracle NoSQL Database Release 2 New Features  Using Oracle NoSQL Database eries Oracle Business Intelligence Enterprise Edition Oracle Business Intelligence Oracle BI 11g R1: Create Analyses and Dashboards - 4 day class Oracle BI Publisher 11g R1: Fundamentals - 3 day class Oracle BI 11g R1: Build Repositories - 5 day class

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