Search Results

Search found 2400 results on 96 pages for 'some noob student'.

Page 22/96 | < Previous Page | 18 19 20 21 22 23 24 25 26 27 28 29  | Next Page >

  • Internet Protocol Suite: Transition Control Protocol (TCP) vs. User Datagram Protocol (UDP)

    How do we communicate over the Internet?  How is data transferred from one machine to another? These types of act ivies can only be done by using one of two Internet protocols currently. The collection of Internet Protocol consists of the Transition Control Protocol (TCP) and the User Datagram Protocol (UDP).  Both protocols are used to send data between two network end points, however they both have very distinct ways of transporting data from one endpoint to another. If transmission speed and reliability is the primary concern when trying to transfer data between two network endpoints then TCP is the proper choice. When a device attempts to send data to another endpoint using TCP it creates a direct connection between both devices until the transmission has completed. The direct connection between both devices ensures the reliability of the transmission due to the fact that no intermediate devices are needed to transfer the data. Due to the fact that both devices have to continuously poll the connection until transmission has completed increases the resources needed to perform the transmission. An example of this type of direct communication can be seen when a teacher tells a students to do their homework. The teacher is talking directly to the students in order to communicate that the homework needs to be done.  Students can then ask questions about the assignment to ensure that they have received the proper instructions for the assignment. UDP is a less resource intensive approach to sending data between to network endpoints. When a device uses UDP to send data across a network, the data is broken up and repackaged with the destination address. The sending device then releases the data packages to the network, but cannot ensure when or if the receiving device will actually get the data.  The sending device depends on other devices on the network to forward the data packages to the destination devices in order to complete the transmission. As you can tell this type of transmission is less resource intensive because not connection polling is needed,  but should not be used for transmitting data with speed or reliability requirements. This is due to the fact that the sending device can not ensure that the transmission is received.  An example of this type of communication can be seen when a teacher tells a student that they would like to speak with their parents. The teacher is relying on the student to complete the transmission to the parents, and the teacher has no guarantee that the student will actually inform the parents about the request. Both TCP and UPD are invaluable when attempting to send data across a network, but depending on the situation one protocol may be better than the other. Before deciding on which protocol to use an evaluation for transmission speed, reliability, latency, and overhead must be completed in order to define the best protocol for the situation.  

    Read the article

  • Don't Miss This Week's Webinars!

    - by [email protected]
    Wednesday, April 14th - 11:00 am PT - 12:00 pm PT Oracle User Productivity Kit: Best Practices for Getting the Most out of your Student Information System and ERP. Register now! K-12 organizations cannot afford to risk deploying mission critical applications like student information systems and ERPs without complete confidence they will live up to expectations. Find out how Oracle UPK can ensure success. Wednesday, April 14th - 10:00 am PT - 11:00 am PT Utilizing Oracle UPK for More than Just Training. Register now! HEUG webinar featuring Beth Renstrom, Senior Manager, Oracle UPK Product Management and James Barber, Partner PM with ERP Analysts. Discover how Oracle UPK can be utilized well beyond just training development and delivery. Thursday, April 15th - 10:00 am PT - 11:00 am PT UPK Productive Day One. Register now! Learn how to maximize your applications investment, increase employee productivity, and mitigate risk through all phases of the project lifecycle with Oracle UPK.

    Read the article

  • Web and Flex developer career question [closed]

    - by abhilashm86
    Possible Duplicate: should i concentrate on logical and puzzles part in programming, i want to be a web (flex)developer? I'm a computer science student and have been learning Flex and Actionscript 3.0 for 4 months. I know it's easy to program in MXML, and Actionscript 3.0 is pretty easy with bunch of classes, but when I try to code in C++ or C, I struggle, I feel I'm being inefficient and it scares me. Since I'm a student, I've no experience in developing algorithms and tough program solving? I'd like to be a web developer. Does a web developer need strong fundamentals when it comes to things such as complex algorithms and high end coding?

    Read the article

  • Objective-C Lesson in Class Design

    - by Pota Onasys
    I have the following classes: Teacher Student Class (like a school class) They all extend from KObject that has the following code: - initWithKey - send - processKey Teacher, Student Class all use the functions processKey and initWithKey from KObject parent class. They implement their own version of send. The problem I have is that KObject should not be instantiated ever. It is more like an abstract class, but there is no abstract class concept in objective-c. It is only useful for allowing subclasses to have access to one property and two functions. What can I do so that KObject cannot be instantiated but still allow subclasses to have access to the functions and properties of KObject?

    Read the article

  • What's the best way to manage list item sort order with Drag & Drop UI?

    - by Reddy S R
    I have a list of Students that I should display to user on a web page in tabular format. The items are stored in DB along with SortOrder information. On the web page, user can rearrange the list order by dragging and dropping the items to their desired sort order, similar to this post. Below is a screenshot of my test page. In the above example, each row has sort order info attached to it. When I drop John Doe (Student Id 10) above the Student Id 1 row, the list order should now be: 2, 10, 1, 8, 11. What's the optimistic (less resource hungry) way to store and update Sort Order information? My only idea for now is, for every change in the list's sort order, every object's SortOrder value should be updated, which in my opinion is very resource hungry. Just FYI: I might have at most 25 rows in my table.

    Read the article

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

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

    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

  • Focus on Javascript or Jquery?

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

    Read the article

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

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

    Read the article

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

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

    Read the article

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

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

    Read the article

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

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

    Read the article

  • Change guest username

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

    Read the article

  • How do I set up a server for SSH?

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

    Read the article

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

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

    Read the article

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

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

    Read the article

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

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

    Read the article

  • Campus VLAN Segmentation - By OS?

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

    Read the article

  • VLAN Tagging Traffic on Cisco Switch

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

    Read the article

  • How to translate along Z axis in OpenTK

    - by JeremyJAlpha
    I am playing around with an OpenGL sample application I downloaded for Xamarin-Android. The sample application produces a rotating colored cube I would simply like to edit it so that the rotating cube is translated along the Z axis and disappears into the distance. I modified the code by: adding an cumulative variable to store my Z distance, adding GL.Enable(All.DepthBufferBit) - unsure if I put it in the right place, adding GL.Translate(0.0f, 0.0f, Depth) - before the rotate functions, Result: cube rotates a couple of times then disappears, it seems to be getting clipped out of the frustum. So my question is what is the correct way to use and initialize the Z buffer and get the cube to travel along the Z axis? I am sure I am missing some function calls but am unsure of what they are and where to put them. I apologise in advance as this is very basic stuff but am still learning :P, I would appreciate it if anyone could show me the best way to get the cube to still rotate but to also move along the Z axis. I have commented all my modifications in the code: // This gets called when the drawing surface is ready protected override void OnLoad (EventArgs e) { // this call is optional, and meant to raise delegates // in case any are registered base.OnLoad (e); // UpdateFrame and RenderFrame are called // by the render loop. This is takes effect // when we use 'Run ()', like below UpdateFrame += delegate (object sender, FrameEventArgs args) { // Rotate at a constant speed for (int i = 0; i < 3; i ++) rot [i] += (float) (rateOfRotationPS [i] * args.Time); }; RenderFrame += delegate { RenderCube (); }; GL.Enable(All.DepthBufferBit); //Added by Noob GL.Enable(All.CullFace); GL.ShadeModel(All.Smooth); GL.Hint(All.PerspectiveCorrectionHint, All.Nicest); // Run the render loop Run (30); } void RenderCube () { GL.Viewport(0, 0, viewportWidth, viewportHeight); GL.MatrixMode (All.Projection); GL.LoadIdentity (); if ( viewportWidth > viewportHeight ) { GL.Ortho(-1.5f, 1.5f, 1.0f, -1.0f, -1.0f, 1.0f); } else { GL.Ortho(-1.0f, 1.0f, -1.5f, 1.5f, -1.0f, 1.0f); } GL.MatrixMode (All.Modelview); GL.LoadIdentity (); Depth -= 0.02f; //Added by Noob GL.Translate(0.0f,0.0f,Depth); //Added by Noob GL.Rotate (rot[0], 1.0f, 0.0f, 0.0f); GL.Rotate (rot[1], 0.0f, 1.0f, 0.0f); GL.Rotate (rot[2], 0.0f, 1.0f, 0.0f); GL.ClearColor (0, 0, 0, 1.0f); GL.Clear (ClearBufferMask.ColorBufferBit); GL.VertexPointer(3, All.Float, 0, cube); GL.EnableClientState (All.VertexArray); GL.ColorPointer (4, All.Float, 0, cubeColors); GL.EnableClientState (All.ColorArray); GL.DrawElements(All.Triangles, 36, All.UnsignedByte, triangles); SwapBuffers (); }

    Read the article

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

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

    Read the article

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

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

    Read the article

  • Xml parsing in Objective c

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

    Read the article

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

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

    Read the article

< Previous Page | 18 19 20 21 22 23 24 25 26 27 28 29  | Next Page >