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  • Arch Linux drops me on my school network

    - by Kravlin
    I'm running a Lenovo X61 which i carry around my college for getting on the internet at various points in the day. The network has always been finicky but recently it's gotten worse. I'll connect using iwconfig, get an ip from dhcpcd and log in using vpnc to their system. Sometimes I'll stay connected for hours but most of the time within 30 seconds my network traffic will drop to zero and i'll be unable to do anything. My computer still belives it's connected, however to try again i need to put my wireless interface down, put it back up and try again. It's gotten so bad that i've got a window on my computer pinging yahoo or google constantly in order to know if i'm still able to get online. I know other people who have used Arch Linux that don't have the same problems as well as people who use Ubuntu who haven't had any problems either. It seems like my computer is a special case. Does anyone have any suggestions on how to fix it? dmesg doesn't show anything out of the ordinary going on and i don't know where else to look for errors or other things to try. Edit: this doesn't happen on my home network. It's a problem that only happens at school.

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  • Is a university education really worth it for a good programmer?

    - by Jon Purdy
    The title says it all, but here's the personal side of it: I've been doing design and programming for about as long as I can remember. If there's a programming problem, I can figure it out. (Though admittedly StackOverflow has allowed me to skip the figuring out and get straight to the doing in many instances.) I've made games, esoteric programming languages, and widgets and gizmos galore. I'm currently working on a general-purpose programming language. There's nothing I do better than programming. However, I'm just as passionate about design. Thus when I felt leaving high school that my design skills were lacking, I decided to attend university for New Media Design and Imaging, a digital design-related major. For a year, I diligently studied art and programmed in my free time. As the next year progressed, however, I was obligated to take fewer art and design classes and more technical classes. The trouble was of course that these classes were geared toward non-technical students, and were far beneath my skill level at the time. No amount of petitioning could overcome the institution's reluctance to allow me to test out of such classes, and the major offered no promise for any greater challenge in the future, so I took the extreme route: I switched into the technical equivalent of the major, New Media Interactive Development. A lot of my credits moved over into the new major, but many didn't. It would have been infeasible to switch to a more rigorous technical major such as Computer Science, and having tutored Computer Science students at every level here, I doubt I would be exposed to anything that I haven't already or won't eventually find out on my own, since I'm so involved in the field. I'm now on track to graduate perhaps a year later than I had planned, which puts a significant financial strain on my family and my future self. My schedule continues to be bogged down with classes that are wholly unnecessary for me to take. I'm being re-introduced to subjects that I've covered a thousand times over, simply because I've always been interested in it all. And though I succeed in avoiding the cynical and immature tactic of failing to complete work out of some undeserved sense of superiority, I'm becoming increasingly disillusioned by the lack of intellectual stimulation. Further, my school requires students to complete a number of quarters of co-op work experience proportional to their major. My original major required two quarters, but my current requires three, delaying my graduation even more. To top it all off, college is putting a severe strain on my relationship with my very close partner of a few years, so I've searched diligently for co-op jobs in my area, alas to no avail. I'm now in my third year, and approaching that point past which I can no longer handle this. Either I keep my head down, get a degree no matter what it takes, and try to get a job with a company that will pay me enough to do what I love that I can eventually pay off my loans; or I cut my losses now, move wherever there is work, and in six months start paying off what debt I've accumulated thus far. So the real question is: is a university education really more than just a formality? It's a big decision, and one I can't make lightly. I think this is the appropriate venue for this kind of question, and I hope it sticks around for the sake of others who might someday find themselves in similar situations. My heartfelt thanks for reading, and in advance for your help.

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  • Getting the avg of the top 10 students from each school

    - by dave
    Hi all -- We have a school district with 38 elementary schools. The kids took a test. The averages for the schools are widely dispersed, but I want to compare the averages of JUST THE TOP 10 students from each school. Requirement: use temporary tables only. I have done this in a very work-intensive, error-prone sort of way as follows. (sch_code = e.g., 9043; -- schabbrev = e.g., "Carter"; -- totpct_stu = e.g., 61.3) DROP TEMPORARY TABLE IF EXISTS avg_top10 ; CREATE TEMPORARY TABLE avg_top10 ( sch_code VARCHAR(4), schabbrev VARCHAR(75), totpct_stu DECIMAL(5,1) ); INSERT INTO avg_top10 SELECT sch_code , schabbrev , totpct_stu FROM test_table WHERE sch_code IN ('5489') ORDER BY totpct_stu DESC LIMIT 10; -- I do that last query for EVERY school, so the total -- length of the code is well in excess of 300 lines. -- Then, finally... SELECT schabbrev, ROUND( AVG( totpct_stu ), 1 ) AS top10 FROM avg_top10 GROUP BY schabbrev ORDER BY top10 ; -- OUTPUT: ----------------------------------- schabbrev avg_top10 ---------- --------- Goulding 75.4 Garth 77.7 Sperhead 81.4 Oak_P 83.7 Spring 84.9 -- etc... Question: So this works, but isn't there a lot better way to do it? Thanks! PS -- Looks like homework, but this is, well...real.

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  • Does it help to be core programmer of a product (meant for social good) for getting into a PhD program at a top university?

    - by Maddy.Shik
    Hey i am working upon a product as core developer which will be launched in USA market in few months if successful. Can this factor improve my chances for getting accepted into a PhD program at a top university (say top 20 in US)? Normally good universities like CMU, Standford, MIT, Cornell are more interested in student's profile like research work, undergraduate school, etc. I am now passed out from very good university it's ranked in top 20 of India only. Neither did I do research work till now. But being one of founding member of company and developing product for same, I want to know if this factor can help and to what extent.

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  • How to make people new to programming stop asking me questions and distracting me?

    - by Radek S
    I am at secondary school right now and I'm the only one in my class who is experienced with programming. Because of that, people are constantly distracting me while I'm writing code to ask me to solve a problem. Usually I reply with something like 'I don't know, I never use that' but I don't want to lie to people. Another problem is that I became so well known for this that even students from other classes are asking me questions. I find this damn annoying. Thirdly, if I solve a problem for them they don't learn anything from it. How can I stop people from asking me programming-related questions in a kind way? I really don't like the lessons anymore (I am also punished with the need to use Windows, but that's less of an issue), but just don't visiting them is illegal by law.

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  • Why do employers care so much about GPA?

    - by Recursion
    I went to a pretty good engineering school and did CS. I graduated with a 2.86 gpa and really tried my best. I even took a few graduate classes in place of undergrad courses to challenge myself. I really liked those a lot. But the second question I am always asked is "What was your gpa?", this of course always comes after "How are you today?". Once I tell them either 2.86 or a rounded 2.9 they immediately shut off. I have even had them stop the interview saying the 3.0 is the cut off. Does a tenth of a point really mean that much?

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  • Is Carnegie Mellon (CMU) a Javaschool? Are any prominent universities in the US javaschools? [on hold]

    - by user106149
    I'm guessing CMU would teach C and other unmanaged languages (their course listing shows Principles of Functional Programming as a required course for a BSCS), but it's hard to tell from course listings. I'm looking into applying there, where I have an OK chance of getting in , as well as some other mid-to high tier CS schools. I'm wondering how you can tell if a school mainly teaches Java or goes into C/C++. Everyone says (and I agree, from my current programming knowledge) that learning Java in college exclusively is a bad idea, so I'm hoping to avoid ending up at a 'Javaschool.'

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  • Masters vs. PhD - long [closed]

    - by Sterling
    I'm 21 years old and a first year master's computer science student. Whether or not to continue with my PhD has been plaguing me for the past few months. I can't stop thinking about it and am extremely torn on the issue. I have read http://www.cs.unc.edu/~azuma/hitch4.html and many, many other masters vs phd articles on the web. Unfortunately, I have not yet come to a conclusion. I was hoping that I could post my ideas about the issue on here in hopes to 1) get some extra insight on the issue and 2) make sure that I am correct in my assumptions. Hopefully having people who have experience in the respective fields can tell me if I am wrong so I don't make my decision based on false ideas. Okay, to get this topic out of the way - money. Money isn't the most important thing to me, but it is still important. It's always been a goal of mine to make 6 figures, but I realize that will probably take me a long time with either path. According to most online salary calculating sites, the average starting salary for a software engineer is ~60-70k. The PhD program here is 5 years, so that's about 300k I am missing out on by not going into the workforce with a masters. I have only ever had ~1k at one time in my life so 300k is something I can't even really accurately imagine. I know that I wouldn't have at once obviously, but just to know I would be earning that is kinda crazy to me. I feel like I would be living quite comfortably by the time I'm 30 years old (but risk being too content too soon). I would definitely love to have at least a few years of my 20s to spend with that kind of money before I have a family to spend it all on. I haven't grown up very financially stable so it would be so nice to just spend some money…get a nice car, buy a new guitar or two, eat some good food, and just be financially comfortable. I have always felt like I deserved to make good money in my life, even as a kid growing up, and I just want to have it be a reality. I know that either path I take will make good money by the time I'm ~40-45 years old, but I guess I'm just sick of not making money and am getting impatient about it. However, a big idea pushing me towards a PhD is that I feel the masters path would give me a feeling of selling out if I have the capability to solve real questions in the computer science world. (pretty straight-forward - not much to elaborate on, but this is a big deal) Now onto other aspects of the decision. I originally got into computer science because of programming. I started in high school and knew very soon that it was what I wanted to do for a career. I feel like getting a masters and being a software engineer in the industry gives me much more time to program in my career. In research, I feel like I would spend more time reading, writing, trying to get grant money, etc than I would coding. A guy I work with in the lab just recently published a paper. He showed it to me and I was shocked by it. The first two pages was littered with equations and formulas. Then the next page or so was followed by more equations and formulas that he derived from the previous ones. That was his work - breaking down and creating all of these formulas for robotic arm movement. And whenever I read computer science papers, they all seem to follow this pattern. I always pictured myself coding all day long…not proving equations and things of that nature. I know that's only one part of computer science research, but that part bores me. A couple cons on each side - Phd - I don't really enjoy writing or feel like I'm that great at technical writing. Whenever I'm in groups to make something, I'm always the one who does the large majority of the work and then give it to my team members to write up a report. Presenting is different though - I don't mind presenting at all as long as I have a good grasp on what I am presenting. But writing papers seems like such a chore to me. And because of this, the "publish or perish" phrase really turns me off from research. Another bad thing - I feel like if I am doing research, most of it would be done alone. I work best in small groups. I like to have at least one person to bounce ideas off of when I am brainstorming. The idea of being a part of some small elite group to build things sounds ideal to me. So being able to work in small groups for the majority of my career is a definite plus. I don't feel like I can get this doing research. Masters - I read a lot online that most people come in as engineers and eventually move into management positions. As of now, I don't see myself wanting to be a part of management. Lets say my company wanted to make some new product or system - I would get much more pride, enjoyment, and overall satisfaction to say "I made this" rather than "I managed a group of people that made this." I want to be a big part of the development process. I want to make things. I think it would be great to be more specialized than other people. I would rather know everything about something than something about everything. I always have been that way - was a great pitcher during my baseball years, but not so good at everything else, great at certain classes in school, but not so good at others, etc. To think that my career would be the same way sounds okay to me. Getting a PhD would point me in this direction. It would be great to be some guy who is someone that people look towards and come to ask for help because of being such an important contributor to a very specific field, such as artificial neural networks or robotic haptic perception. From what I gather about the software industry, being specialized can be a very bad thing because of the speed of the new technology. I When it comes to being employed, I have pretty conservative views. I don't want to change companies every 5 years. Maybe this is something everyone wishes, but I would love to just be an important person in one company for 10+ (maybe 20-25+ if I'm lucky!) years if the working conditions were acceptable. I feel like that is more possible as a PhD though, being a professor or researcher. The more I read about people in the software industry, the more it seems like most software engineers bounce from company to company at rapid paces. Some even work like a hired gun from project to project which is NOT what I want AT ALL. But finding a place to make great and important software would be great if that actually happens in the real world. I'm a very competitive person. I thrive on competition. I don't really know why, but I have always been that way even as a kid growing up. Competition always gave me a reason to practice that little extra every night, always push my limits, etc. It seems to me like there is no competition in the research world. It seems like everyone is very relaxed as long as research is being conducted. The only competition is if someone is researching the same thing as you and its whoever can finish and publish first (but everyone seems to careful to check that circumstance). The only noticeable competition to me is just with yourself and your own discipline. I like the idea that in the industry, there is real competition between companies to put out the best product or be put out of business. I feel like this would constantly be pushing me to be better at what I do. One thing that is really pushing me towards a PhD is the lifetime of the things you make. I feel like if you make something truly innovative in the industry…just some really great new application or system…there is a shelf-life of about 5-10 years before someone just does it faster and more efficiently. But with research work, you could create an idea or algorithm that last decades. For instance, the A* search algorithm was described in 1968 and is still widely used today. That is amazing to me. In the words of Palahniuk, "The goal isn't to live forever, its to create something that will." Over anything, I just want to do something that matters. I want my work to help and progress society. Seriously, if I'm stuck programming GUIs for the next 40 years…I might shoot myself in the face. But then again, I hate the idea that less than 1% of the population will come into contact with my work and even less understand its importance. So if anything I have said is false then please inform me. If you think I come off as a masters or PhD, inform me. If you want to give me some extra insight or add on to any point I made, please do. Thank you so much to anyone for any help.

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  • Arch Linux drops me on my school network.

    - by Kravlin
    I'm running a Lenovo X61 which i carry around my college for getting on the internet at various points in the day. The network has always been finicky but recently it's gotten worse. I'll connect using iwconfig, get an ip from dhcpcd and log in using vpnc to their system. Sometimes I'll stay connected for hours but most of the time within 30 seconds my network traffic will drop to zero and i'll be unable to do anything. My computer still belives it's connected, however to try again i need to put my wireless interface down, put it back up and try again. It's gotten so bad that i've got a window on my computer pinging yahoo or google constantly in order to know if i'm still able to get online. I know other people who have used Arch Linux that don't have the same problems as well as people who use Ubuntu who haven't had any problems either. It seems like my computer is a special case. Does anyone have any suggestions on how to fix it? dmesg doesn't show anything out of the ordinary going on and i don't know where else to look for errors or other things to try.

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  • How to delete old-school program from windows7?

    - by scythargon
    I just installed Ext2 Installable File System 1.11a, it creates new drive in "My computer" like link to my ext3 partition but further it does not work for me - an error appears when I try to access this drive (this program actually not for Windows 7) and now I want to remove it, but there is no appropriate menu entry in "Remove programms" window. And no folder in "Program files" So, how to remove it?

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  • Building a Student Storage server

    - by DobotJr
    I work for a school district. I've been put in charge of building a storage server for students. A place for them to work off of from school and home. My challenge is getting this to work from home. At school they login, authenticate, and they get a mapped drive to their folder on the server (S:\fileserver\studentname). My question is how can I make this available to students at home? The server is running Windows Server 2003 R1. I've got PHP, Apache, and MySQL working together. My idea is to write a script that will "crawl" through the directory containing all of the student folders, then create an instance of every file and folder in a MySQL DB. Create a login page that will use LDAP for authentication, and once they login to the server from home, they get a page with folders a files tied to their username. Has anyone out there ever put something like this together??

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  • Emulating old-school sprite flickering (theory and concept)

    - by Jeffrey Kern
    I'm trying to develop an oldschool NES-style video game, with sprite flickering and graphical slowdown. I've been thinking of what type of logic I should use to enable such effects. I have to consider the following restrictions if I want to go old-school NES style: No more than 64 sprites on the screen at a time No more than 8 sprites per scanline, or for each line on the Y axis If there is too much action going on the screen, the system freezes the image for a frame to let the processor catch up with the action From what I've read up, if there were more than 64 sprites on the screen, the developer would only draw high-priority sprites while ignoring low-priority ones. They could also alternate, drawing each even numbered sprite on opposite frames from odd numbered ones. The scanline issue is interesting. From my testing, it is impossible to get good speed on the XBOX 360 XNA framework by drawing sprites pixel-by-pixel, like the NES did. This is why in old-school games, if there were too many sprites on a single line, some would appear if they were cut in half. For all purposes for this project, I'm making scanlines be 8 pixels tall, and grouping the sprites together per scanline by their Y positioning. So, dumbed down I need to come up with a solution that.... 64 sprites on screen at once 8 sprites per 'scanline' Can draw sprites based on priority Can alternate between sprites per frame Emulate slowdown Here is my current theory First and foremost, a fundamental idea I came up with is addressing sprite priority. Assuming values between 0-255 (0 being low), I can assign sprites priority levels, for instance: 0 to 63 being low 63 to 127 being medium 128 to 191 being high 192 to 255 being maximum Within my data files, I can assign each sprite to be a certain priority. When the parent object is created, the sprite would randomly get assigned a number between its designated range. I would then draw sprites in order from high to low, with the end goal of drawing every sprite. Now, when a sprite gets drawn in a frame, I would then randomly generate it a new priority value within its initial priority level. However, if a sprite doesn't get drawn in a frame, I could add 32 to its current priority. For example, if the system can only draw sprites down to a priority level of 135, a sprite with an initial priority of 45 could then be drawn after 3 frames of not being drawn (45+32+32+32=141) This would, in theory, allow sprites to alternate frames, allow priority levels, and limit sprites to 64 per screen. Now, the interesting question is how do I limit sprites to only 8 per scanline? I'm thinking that if I'm sorting the sprites high-priority to low-priority, iterate through the loop until I've hit 64 sprites drawn. However, I shouldn't just take the first 64 sprites in the list. Before drawing each sprite, I could check to see how many sprites were drawn in it's respective scanline via counter variables . For example: Y-values between 0 to 7 belong to Scanline 0, scanlineCount[0] = 0 Y-values between 8 to 15 belong to Scanline 1, scanlineCount[1] = 0 etc. I could reset the values per scanline for every frame drawn. While going down the sprite list, add 1 to the scanline's respective counter if a sprite gets drawn in that scanline. If it equals 8, don't draw that sprite and go to the sprite with the next lowest priority. SLOWDOWN The last thing I need to do is emulate slowdown. My initial idea was that if I'm drawing 64 sprites per frame and there's still more sprites that need to be drawn, I could pause the rendering by 16ms or so. However, in the NES games I've played, sometimes there's slowdown if there's not any sprite flickering going on whereas the game moves beautifully even if there is some sprite flickering. Perhaps give a value to each object that uses sprites on the screen (like the priority values above), and if the combined values of all objects w/ sprites surpass a threshold, introduce the sprite flickering? IN CONCLUSION... Does everything I wrote actually sound legitimate and could work, or is it a pipe dream? What improvements can you all possibly think with this game programming theory of mine?

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  • innovation for technical high school

    - by gnuze
    I work in a high school in Italy. Our goal is forming computer programmers in 5 years. Nowaday, we teach vb.net on Win ( desktop applications using ADO on Access ), C on linux ( process, threads ) , C++ on Linux ( sockets TCP/UDP with UML ), and a bit of ASP.net, flash programming, PHP, Joomla and PIC Microcontrollers. We are looking for something innovative to add in our programs of study, but every teacher have a different point of view: we are debating about python, C#, Arduino, Silverlight and smartphones programming. Any suggestions? Tx in advance.

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  • School Project for final year

    - by pundit
    Hi people, I'm in final year of my degree and it is required that i do a final year project. I have decided to do something on adaptive websites that implements customisation, personalisation and basically adaptation via heat maps and weblogs. So for a prototype i would be designing a website for tertairy level students and see if these technologies improve the usbability of the site. i would model it after my school's website. So here's the question, What would be a better language to use.. i have some knowledge in struts 2 framework and some knowledge in php. could say a newbie at both.. so i was wondering what would be the easier and faster way to go. php or the struts2 framework? thanks.

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  • What are some exciting, fun, and educational Computer Science activities for students?

    - by Nixuz
    I am a volunteer for Let's Talk Science, an organization which places science graduate students into elementary school and high school classrooms to present short, fun, yet educational demonstrations or experiments related to their particular field. Physics, Chemistry, and Biology have an abundance of such demonstrations, however as a computer scientist, I have no good ideas of what I can present to these students which will demonstrate computer programming and computers in an understandable yet inspiring way in only a 1 - 3 hour presentation. So I am turning to SO for suggestions. Thanks. Presentation Requirements Length: 1 - 3 hours. Explainable in a single sitting. Captivates elementary school and high school audiences. Educational. Please Note Computer's are available at the schools. Please, indicate the suitable age range for your suggestion in your answer.

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  • Problems to make programming more interesting for school students [closed]

    - by Jomoos
    I have to teach Java programming to school students and all are around the age of 15. None of them had any previous experience in programming. That is, I have to start from the very basics. I do like to make the sessions more interesting, and to make them love programming. I do need simple problems or puzzles -- not complex ones, simple ones -- that can increase their curiosity, and made them think and love programming. I do like to have problems for all of the concepts (like branching, looping, encapsulation, inheritance, composition, etc.,). Notes: I do have a time-frame of 1 hour for each session. Computers are not available. Maybe I can bring my laptop and show a demo to them. There are 7 students in the class.

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  • Idea for a physics–computer science joint curriculum and textbook

    - by Ami
    (I apologize in advance if this question is off topic or too vague) I want to write (and have starting outlining) a physics textbook which assumes its reader is a competent computer programmer. Normal physics textbooks teach physical formulas and give problems that are solved with pen, paper and calculator. I want to provide a book that emphasizes computational physics, how computers can model physical systems and gives problems of the kind: write a program that can solve a set of physics problems based on user input. Third party open source libraries would be used to handle most of the computation and I want to use a high-level language like Java or C#. Besides the fact I'd enjoy working on this, I think a physics-computer science joint curriculum should be offered in schools and this is part of a large agenda to make this happen. I think physics students (like myself) should be learning how to use and leverage computers to solve abstract problems and sets of problems. I think programming languages should be thought of as a useful medium for engaging in many areas of inquiry. Is this an idea worth pursuing? Is the merger of these two subjects in the form of an undergraduate college curriculum feasible? Are there any specific tools I should be leveraging or pitfalls I should be aware of? Has anyone heard of college courses or otherwise that assume this methodology? Are there any books/textbooks out there like the one I'm describing (for physics or any other subject)?

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  • MUD source code

    - by Tchalvak
    I haven't been able to find a lot of the old, open source mud source codes. I find the way they did things very applicable to text-based/browser based games, and I'd love to be able to skim through parts of 'em for inspiration. For instance, we have this huge list of muds and the relationships between them, but little by way of access to source code. http://en.wikipedia.org/wiki/MUD_trees Often (I'm looking at you, dikumud, http://www.dikumud.com/links.aspx ) the sites of the mud itself doesn't even have a working link to the source. https://github.com/alexmchale/merc-mud has a copy of merc that I found, which certainly contains other works within it's history, but the pickings seems sparse. Does anyone have better resources for gaining access to MUD source code than these?

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  • Nervous about the "real" world

    - by Randy
    I am currently majoring in Computer Science and minoring in mathematics (the minor is embedded in the major). The program has a strong C++ curriculum. We have done some UNIX and assembly language (not fun) and there is C and Java on the way in future classes that I must take. The program I am in did not use the STL, but rather a STL-ish design that was created from the ground up for the program. From what I have read on, the STL and what I have taken are very similar but what I used seemed more user friendly. Some of the programs that I had to write in C++ for assignments include: a password server that utilized hashing of the passwords for security purposes, a router simulator that used a hash table and maps, a maze solver that used depth first search, a tree traveler program that traversed a tree using levelorder, postorder, inorder, selection sort, insertion sort, bit sort, radix sort, merge sort, heap sort, quick sort, topological sort, stacks, queues, priority queues, and my least favorite, red-black trees. All of this was done in three semesters which was just enough time to code them up and turn them in. That being said, if I was told to use a stack to convert an equation to infix notation or something, I would be lost for a few hours. My main concern in writing this is when I graduate and land an interview, what are some of the questions posed to assess my skills? What are some of the most important areas of computer science that are prevalent in the field? I am currently trying to get some ideas of programs I can write in C++ that interest and challenge me to keep learning the language. A sodoku solver came to mind but am lost as to where to start. I apologize for the rant, but I'm just a wee bit nervous about the future. Any tips are appreciated.

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  • Computer Science: Arts or Science?

    - by sunpech
    Various colleges and universities may offer a degree in Computer Science either as an Arts or a Science. What differences are there between the two? Would recruiters and those who conduct interviews favor one over the other? (Bachelor of Arts vs Bachelor of Sciences etc...) Update - Just wanted to add this link to Joel Spolsky's site to give a better frame of reference: BA or BS in Computer Science

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  • Should certain math classes be required for a Computer Science degree?

    - by sunpech
    For a Computer Science (CS) degree at many colleges and universities, certain math courses are required: Calculus, Linear Algebra, and Discrete Mathematics are few examples. However, since I've started working in the real world as a software developer, I have yet to truly use some the knowledge I had at once acquired from taking those classes. Discrete Math might be the only exception. My questions: Should these math classes be required to obtain a computer science degree? Or would they be better served as electives? I'm challenging even that the certain math classes even help with required CS classes. For example, I never used linear algebra outside of the math class itself. I hear it's used in Computer Graphics, but I never took those classes-- yet linear algebra was required for a CS degree. I personally think it could be better served as an elective rather than requirement because it's more specific to a branch of CS rather than general CS. From a Slashdot post CS Profs Debate Role of Math In CS Education: 'For too long, we have taught computer science as an academic discipline (as though all of our students will go on to get PhDs and then become CS faculty members) even though for most of us, our students are overwhelmingly seeking careers in which they apply computer science.'

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  • MS Grad Student Project

    - by Bernie Perez
    I'm a computer science grad student at UCLA specializing in security and/or mobile devices. I'm looking for ideas for my M.S. Project. Something with research and experimenting or testing. I have a few in mind, just wondering if the community has some good thoughts. I'm currently working on a project that deals with offload security related operations to a grid-powered/cloud server to improve battery life on phones or tablets, aka Security-Aware software on mobile devices. I might be able to expand on this for my project... but I'm open to any new types of ideas. I have another idea about secure communications with a peer-2-peer ad-hoc network, but its seems a little dull. Hope this questions is not off topic for this StackExchange. I look forward to hearing your thoughts and ideas.

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  • Should companies require developers to credit code they didn't write?

    - by sunpech
    In academia, it's considered cheating if a student copies code/work from someone/somewhere else without giving credit, and tries to pass it off as his/her own. Should companies make it a requirement for developers to properly credit all non-trivial code and work that they did not produce themselves? Is it useful to do so, or is it simply overkill? I understand there are various free licenses out there, but if I find stuff I like and actually use, I really feel compelled to give credit via comment in code even if it's not required by the license (or lack thereof one).

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  • How to prepare for the GRE Computer Science Subject Test?

    - by Maddy.Shik
    How do I prepare for the GRE Computer Science subject test? Are there any standard text books I should follow? I want to score as competitively as possible. What are some good references? Is there anything that top schools like CMU, MIT, and Standford would expect? For example, Cormen et al is considered very good for algorithms. Please tell me standard text books for each subject covered by the test, like Computer Architecture, Database Design, Operating Systems, Discrete Maths etc.

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