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  • Sorting a string array in C++ no matter of A or a and with å, ä ö?

    - by Chris_45
    How do you sort an array of strings in C++ that will make this happen in this order: mr Anka Mr broWn mr Ceaser mR donK mr ålish Mr Ätt mr önD //following not the way to get that order regardeless upper or lowercase and å, ä, ö //in forloop... string handle; point1 = array1[j].find_first_of(' '); string forename1(array1[j].substr(0, (point1))); string aftername1(array1[j].substr(point1 + 1)); point2 = array1[j+1].find_first_of(' '); string forename2(array1[j+1].substr(0, (point2))); string aftername2(array1[j+1].substr(point2 + 1)); if(aftername1 > aftername2){ handle = array1[j]; array1[j] = array1[j+1]; array1[j+1] = handle;//swapping } if(aftername1 == aftername2){ if(forname1 > forname2){ handle = array1[j]; array1[j] = array1[j+1]; array1[j+1] = handle; } }

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  • As a young student aspiring to have a career as a programmer, how should I feel about open source software?

    - by Matt
    Every once in a while on some technology websites a headline like this will pop up: http://www.osor.eu/news/nl-moving-to-open-source-would-save-government-one-to-four-billion My initial thought about government and organizations moving to open source software is that tons of programmers would lose their jobs and the industry would shrink. At the same time the proliferation and use of open source software seems to be greatly encouraged in many programming communities. Is my thinking that the full embrace of open source software everywhere will hurt the software industry a misconception? If it is not, then why do so many programmers love open source software?

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  • I'm a CS student, and honestly I don't understand Knuth's books..

    - by Raymond Ho
    I stumbled this quote from Bill Gates: "You should definitely send me a resume if you can read the whole thing." He was talking about The Art of Programming books.. So I was pretty curious and want to read it all but honestly, I don't understand it at all.. I'm really not that highly intellectual being.. So this should be the reason why I can't understand it, but I am eager to learn.. I'm currently reading volume 1 about fundamental algo.. So is there any books out there that are friendly to novice/slow people like me? So I can build up myself and hopefully in the future I can read Knuth's book at ease..

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  • Is using the student version of 3DS Max and Unity3d legal?

    - by SubZeron
    I am developing an indie game together with my friend using Unity3D engine. I bought "Silo 3D" for modeling two month ago and for texturing I use 3D coat. We plan to sell our game in the future. For the animations I work with 3DS max (only animation part). My question is, can I work with a students license? The license for the original version is too expensive for me. I am still at the university and I can not buy the 3DS Max license which costs 4000 €. As an alternative I have the choice beetween Blender (can´t work with this software and don't have time to invest for learning a new program) and Truespace (can´t export fbx animation and specially with bones) so for me, 3DS Max is the best choice to be effective and quick. Is it possible to prove it when I export my fbx characters from 3DS Max to Unity3D? I mean can they find out that I have used the students license of 3DS Max for the animations after the release of the game? Maybe with help of DRM? Can I solve that problem when I export the fbx from 3DS Max to Blender and after that export the same fbx to Unity3D?

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  • Ideal laptop specs for a Computer Science Masters student? [closed]

    - by Ayush
    I have a HP pavillion core 2 duo 2 GHz and 4 GB RAM, and it is painful to use this machine for any kind of coding. Eclipse (especially Juno) literally takes 5 minutes to load. And even after that, everything is lagy. Apart from school stuff, I also use my computer as a television. I watch Hulu, Netflix, YouTube etc in 720p, and this laptop gets hot as hell and the fans are loud enough to wake somebody up from deep sleep. I DON'T use my laptop for Gaming or Video/Photo Editing. I'm looking to buy a new laptop (in which most widely used IDEs would work smoothly and playing hi-def videos wouldn't be too much for the machine to handle) any suggestions (on hardware specs) would be greatly appreciated. Thanks

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  • Should I expect to know a lot about every language I put on my resume as a college student?

    - by Newbie_code
    If I am asked to program an algorithm, say binary search, in languages other than Java during an interview, I will have a hard time trying to remember the syntax. Is it okay to tell my interviewer that I can only code this in Java, because I have worked with other languages before but have not used them for a while? If not, what suggestions do you have (i.e. what languages and parts of those languages among these should I pick up the syntax of before my interview)?

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  • Trying to access a specific option value to generate a popup window

    - by Isaac
    I am trying to use a click event to generate a popup window based off of the specific value chosen. I am having trouble with the if statement and trying to access each specific option value. Can any of you give me some hints? <select id="offices"> <option value="Choose an Office">Choose an Office</option> <option value="Residential Education (ResEd)" >Residential Education (ResEd)</option> <option value="Dean of Students">Dean of Students</option> <option value="Office of Student Affairs">Office of Student Affairs</option> <option value="Vice-Provost of Student Affairs">Vice-Provost of Student Affairs</option> </select> </div> function display(){ var officearray = [{ Office: "Residential Education (ResEd)", ID: "725-2800", Description: "The Office of Residential Education is responsible for developing the policies, programs, and staffing which support the intellectual, educational, and community-building activities in student residences. Second Floor. " }, { Office: "Dean of Students", ID: "723-7833", Description: "The Dean of Students office is composed of 13 individual administrative units that are concerned with the general welfare of both undergraduate and graduate students, in and out of the classroom. Second floor." }, { Office: "Office of Student Activities (OSA)", ID: "723-2733", Description: "Services for student organizations, student-initiated major events and programs, and fraternities and sororities. Second floor." }, { Office: "Vice-Provost of Student Affairs", ID: "725-0911", Description: "The Vice Provost for Student Affairs is responsible to the Provost for providing services and programs to undergraduate and graduate students in support of the academic mission of the University. Second floor." }] for(var i = 0; i < officearray.length; i++) { var o = document.getElementById("offices") var oString = o.options[o.selectedIndex].value; newwindow2 = window.open('', 'name', 'height=200, width=150') var tmp = newwindow2.document if (oString == officearray[i].Office) { tmp.writeln(officearray[i].Description) } } } document.getElementsByTagName('option').addEventListener("click",display,false)

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  • cakePHP: Filter selected list by variable

    - by gonzela2006
    I'm on cakePHP 2. I have a problem and I need your help. Here is some code of my controller(StudentsController.php) specifically "edit" function: $students = $this -> Student -> find('list', array( 'order' => 'Student.name ASC' )); $this -> set('students', $students); How can I filter the list by the current student's class?? so the list will contain all students that has the same student's class I need some code like this $students = $this -> Student -> find('list', array( 'conditions' => array('Student.class_id' => CURRENT-STUDENT'S-CLASS), 'order' => 'Student.name ASC' )); $this -> set('students', $students); Please Advise Thanks, gonzela2006

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  • How to keep a Generic list unmodified when its copy is modified?

    - by user1801934
    When I create a copy of the original list lstStudent in lstCopy and send the lstCopy to modification function, the lstStudent also gets modified. I want to keep this list unmodified. List<Student> lstStudent = new List<Student>(); Student s = new Student(); s.Name = "Akash"; s.ID = "1"; lstStudent.Add(s); List<Student> lstCopy = new List<Student>(lstStudent); Logic.ModifyList(lstCopy); // "Want to use lstStudent(original list) for rest part of the code" public static void ModifyList(List<Student> lstIntegers) { foreach (Student s in lstIntegers) { if (s.ID.Equals("1")) { s.ID = "4"; s.Name = "APS"; } } }

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  • How can I achieve this kind of relationship (inheritance, composition, something else)?

    - by Tim
    I would like to set up a foundation of classes for an application, two of which are person and student. A person may or may not be a student and a student is always a person. The fact that a student “is a” person led me to try inheritance, but I can't see how to make it work in the case where I have a DAO that returns an instance of person and I then want to determine if that person is a student and call student related methods for it. class Person { private $_firstName; public function isStudent() { // figure out if this person is a student return true; // (or false) } } class Student extends Person { private $_gpa; public function getGpa() { // do something to retrieve this student's gpa return 4.0; // (or whatever it is) } } class SomeDaoThatReturnsPersonInstances { public function find() { return new Person(); } } $myPerson = SomeDaoThatReturnsPersonInstances::find(); if($myPerson->isStudent()) { echo 'My person\'s GPA is: ', $myPerson->getGpa(); } This obviously doesn't work, but what is the best way to achieve this effect? Composition doesn't sond right in my mind because a person does not “have a” student. I'm not looking for a solution necessarily but maybe just a term or phrase to search for. Since I'm not really sure what to call what I'm trying to do, I haven't had much luck. Thank you!

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  • How to get the PropertyName of a class?

    - by Mike108
    How to get the PropertyName of a class? For example, How can I get the PropertyName "StudentName" of a Student class instance. public class Student { public string StudentName{get;set;} } Student student = new Student(); //I want to get the PropertyName "StudentName" student.StudentName.GetName();

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  • Feedback Filtration&ndash;Processing Negative Comments for Positive Gains

    - by D'Arcy Lussier
    After doing 7 conferences, 5 code camps, and countless user group events, I feel that this is a post I need to write. I actually toyed with other names for this post, however those names would just lend itself to the type of behaviour I want people to avoid – the reactionary, emotional response that speaks to some deeper issue beyond immediate facts and context. Humans are incredibly complex creatures. We’re also emotional, which serves us well in certain situations but can hinder us in others. Those of us in leadership build up a thick skin because we tend to encounter those reactionary, emotional responses more often, and we’re held to a higher standard because of our positions. While we could react with emotion ourselves, as the saying goes – fighting fire with fire just makes a bigger fire. So in this post I’ll share my thought process for dealing with negative feedback/comments and how you can still get value from them. The Thought Process Let’s take a real-world example. This week I held the Prairie IT Pro & Dev Con event. We’ve gotten a lot of session feedback already, most of it overwhelmingly positive. But some not so much – and some to an extreme I rarely see but isn’t entirely surprising to me. So here’s the example from a person we’ll refer to as Mr. Horrible: How was the speaker? Horrible! Worst speaker ever! Did the session meet your expectations? Hard to tell, speaker ruined it. Other Comments: DO NOT bring this speaker back! He was at this conference last year and I hoped enough negative feedback would have taught you to not bring him back...obviously not...I will not return to this conference next year if this speaker is brought back. Now those are very strong words. “Worst speaker ever!” “Speaker ruined it” “I will not return to this conference next year if the speaker is brought back”. The speakers I invite to speak at my conference are not just presenters but friends and colleagues. When I see this, my initial reaction is of course very emotional: I get defensive, I get angry, I get offended. So that’s where the process kicks in. Step 1 – Take a Deep Breath Take a deep breath, calm down, and walk away from the keyboard. I didn’t do that recently during an email convo between some colleagues and it ended up in my reacting emotionally on Twitter – did I mention those colleagues follow my Twitter feed? Yes, I ate some crow. Ok, now that we’re calm, let’s move on to step 2. Step 2 – Strip off the Emotion We need to take off the emotion that people wrap their words in and identify the root issues. For instance, if I see: “I hated this session, the presenter was horrible! He spoke so fast I couldn’t make out what he was saying!” then I drop off the personal emoting (“I hated…”) and the personal attack (“the presenter was horrible”) and focus on the real issue this person had – that the speaker was talking too fast. Now we have a root cause of the displeasure. However, we’re also dealing with humans who are all very different. Before I call up the speaker to talk about his speaking pace, I need to do some other things first. Back to our Mr. Horrible example, I don’t really have much to go on. There’s no details of how the speaker “ruined” the session or why he’s the “worst speaker ever”. In this case, the next step is crucial. Step 3 – Validate the Feedback When I tell people that we really like getting feedback for the sessions, I really really mean it. Not just because we want to hear what individuals have to say but also because we want to know what the group thought. When a piece of negative feedback comes in, I validate it against the group. So with the speaker Mr. Horrible commented on, I go to the feedback and look at other people’s responses: 2 x Excellent 1 x Alright 1 x Not Great 1 x Horrible (our feedback guy) That’s interesting, it’s a bit all over the board. If we look at the comments more we find that the people who rated the speaker excellent liked the presentation style and found the content valuable. The one guy who said “Not Great” even commented that there wasn’t anything really wrong with the presentation, he just wasn’t excited about it. In that light, I can try to make a few assumptions: - Mr. Horrible didn’t like the speakers presentation style - Mr. Horrible was expecting something else that wasn’t communicated properly in the session description - Mr. Horrible, for whatever reason, just didn’t like this presenter Now if the feedback was overwhelmingly negative, there’s a different pattern – one that validates the negative feedback. Regardless, I never take something at face value. Even if I see really good feedback, I never get too happy until I see that there’s a group trend towards the positive. Step 4 – Action Plan Once I’ve validated the feedback, then I need to come up with an action plan around it. Let’s go back to the other example I gave – the one with the speaker going too fast. I went and looked at the feedback and sure enough, other people commented that the speaker had spoken too quickly. Now I can go back to the speaker and let him know so he can get better. But what if nobody else complained about it? I’d still mention it to the speaker, but obviously one person’s opinion needs to be weighed as such. When we did PrDC Winnipeg in 2011, I surveyed the attendees about the food. Everyone raved about it…except one person. Am I going to change the menu next time for that one person while everyone else loved it? Of course not. There’s a saying – A sure way to fail is to try to please everyone. Let’s look at the Mr. Horrible example. What can I communicate to the speaker with such limited information provided in the feedback from Mr. Horrible? Well looking at the groups feedback, I can make a few suggestions: - Ensure that people understand in the session description the style of the talk - Ensure that people understand the level of detail/complexity of the talk and what prerequisite knowledge they should have I’m looking at it as possibly Mr. Horrible assumed a much more advanced talk and was disappointed, while the positive feedback by people who – from their comments – suggested this was all new to them, were thrilled with the session level. Step 5 – Follow Up For some feedback, I follow up personally. Especially with negative or constructive feedback, its important to let the person know you heard them and are making changes because of their comments. Even if their comments were emotionally charged and overtly negative, it’s still important to reach out personally and professionally. When you remove the emotion, negative comments can be the best feedback you get. Also, people have bad days. We’ve all had one of “those days” where we talked more sternly than normal to someone, or got angry at something we’d normally shrug off. We have various stresses in our lives and sometimes they seep out in odd ways. I always try to give some benefit of the doubt, and re-evaluate my view of the person after they’ve responded to my communication. But, there is such a thing as garbage feedback. What Mr. Horrible wrote is garbage. It’s mean spirited. It’s hateful. It provides nothing constructive at all. And a tell-tale sign that feedback is garbage – the person didn’t leave their name even though there was a field for it. Step 6 – Delete It Feedback must be processed in its raw form, and the end products should drive improvements. But once you’ve figured out what those things are, you shouldn’t leave raw feedback lying around. They are snapshots in time that taken alone can be damaging. Also, you should never rest on past praise. In a future blog post, I’m going to talk about how we can provide great feedback that, even when its critical, can still be constructive.

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  • All for one and one for all…the power of partnership in higher education

    - by Student Solutions Team-Oracle
    Normal 0 false false false EN-US X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} Recently, several of our Oracle student solutions team members were in Latin America at a user group conference. Not an Oracle user group—although the conference was about and for higher education customers using Oracle software—but a Higher Education User Group (HEUG) conference. So what’s the difference? First of all, the HEUG is an entirely independent organization from Oracle, incorporated as a 501(c)(3) non-profit corporation governed by a Board of Directors. As a self-governing organization, the more than 23,000 higher education members (and growing!) actively participate in a multitude of initiatives, communications and shared-learning opportunities that benefit each of them and their institutions. For example, one of these programs includes 16 active and effective Product Advisor Groups (PAGs) that interact directly with Oracle management, developers and business partners to provide input into product strategies and improvements. The HEUG also provides a variety of online tools to help its members navigate the world of Oracle applications software. There’s a lot more that this organization does, but you can go to www.heug.org yourself to learn more. We want to get back to our story! Anyway, as we were leaving the HEUG conference in Latin America, one of the guests invited to attend commented: “Do these users realize and appreciate how many people from Oracle come to support them? You have a much larger representation at these types of conferences than any other vendor. It shows the tremendous support you have for your higher education customers.” So that’s it! This is why the partnership between the HEUG and Oracle is so powerful and unique in the software industry. Two distinct, independent organizations come together focused entirely on providing the highest value and mutual benefit to each member, each organization and the larger higher education community. Through open communications and active engagement since the HEUG was formed in 1998, our partnership today is stronger than it has ever been and membership growing globally. Result? Everyone benefits. All for one and one for all—we are in this together. We’ve got a lot going on in the student solutions team and are working closely with customers and the HEUG to move ahead on continued development for PeopleSoft Campus Solutions 9.2 and a new Oracle Student Cloud. Come back here for more stories, news and information! --Oracle Student Solutions Team  

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  • install qutecom cannot find msg722.so file, how to solve the problem?

    - by weixi
    I build the qutecom-3.0 on ubuntu 11.04, during install process, It shows: CMake Error at /home/student/qutecom-3.0/build/qutecom/src/presentation/qt/cmake_install.cmake:122 (FILE): file INSTALL cannot find "/home/student/qutecom-3.0/build/bin/plugins/mediastreamer2/msg722.so". Call Stack (most recent call first): /home/student/qutecom-3.0/build/qutecom/src/cmake_install.cmake:37 (INCLUDE) /home/student/qutecom-3.0/build/qutecom/cmake_install.cmake:38 (INCLUDE) cmake_install.cmake:49 (INCLUDE) make: *** [install] Error 1

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  • Accelerated C++, problem 5-6 (copying values from inside a vector to the front)

    - by Darel
    Hello, I'm working through the exercises in Accelerated C++ and I'm stuck on question 5-6. Here's the problem description: (somewhat abbreviated, I've removed extraneous info.) 5-6. Write the extract_fails function so that it copies the records for the passing students to the beginning of students, and then uses the resize function to remove the extra elements from the end of students. (students is a vector of student structures. student structures contain an individual student's name and grades.) More specifically, I'm having trouble getting the vector.insert function to properly copy the passing student structures to the start of the vector students. Here's the extract_fails function as I have it so far (note it doesn't resize the vector yet, as directed by the problem description; that should be trivial once I get past my current issue.) // Extract the students who failed from the "students" vector. void extract_fails(vector<Student_info>& students) { typedef vector<Student_info>::size_type str_sz; typedef vector<Student_info>::iterator iter; iter it = students.begin(); str_sz i = 0, count = 0; while (it != students.end()) { // fgrade tests wether or not the student failed if (!fgrade(*it)) { // if student passed, copy to front of vector students.insert(students.begin(), it, it); // tracks of the number of passing students(so we can properly resize the array) count++; } cout << it->name << endl; // output to verify that each student is iterated to it++; } } The code compiles and runs, but the students vector isn't adding any student structures to its front. My program's output displays that the students vector is unchanged. Here's my complete source code, followed by a sample input file (I redirect input from the console by typing " < grades" after the compiled program name at the command prompt.) #include <iostream> #include <string> #include <algorithm> // to get the declaration of `sort' #include <stdexcept> // to get the declaration of `domain_error' #include <vector> // to get the declaration of `vector' //driver program for grade partitioning examples using std::cin; using std::cout; using std::endl; using std::string; using std::domain_error; using std::sort; using std::vector; using std::max; using std::istream; struct Student_info { std::string name; double midterm, final; std::vector<double> homework; }; bool compare(const Student_info&, const Student_info&); std::istream& read(std::istream&, Student_info&); std::istream& read_hw(std::istream&, std::vector<double>&); double median(std::vector<double>); double grade(double, double, double); double grade(double, double, const std::vector<double>&); double grade(const Student_info&); bool fgrade(const Student_info&); void extract_fails(vector<Student_info>& v); int main() { vector<Student_info> vs; Student_info s; string::size_type maxlen = 0; while (read(cin, s)) { maxlen = max(maxlen, s.name.size()); vs.push_back(s); } sort(vs.begin(), vs.end(), compare); extract_fails(vs); // display the new, modified vector - it should be larger than // the input vector, due to some student structures being // added to the front of the vector. cout << "count: " << vs.size() << endl << endl; vector<Student_info>::iterator it = vs.begin(); while (it != vs.end()) cout << it++->name << endl; return 0; } // Extract the students who failed from the "students" vector. void extract_fails(vector<Student_info>& students) { typedef vector<Student_info>::size_type str_sz; typedef vector<Student_info>::iterator iter; iter it = students.begin(); str_sz i = 0, count = 0; while (it != students.end()) { // fgrade tests wether or not the student failed if (!fgrade(*it)) { // if student passed, copy to front of vector students.insert(students.begin(), it, it); // tracks of the number of passing students(so we can properly resize the array) count++; } cout << it->name << endl; // output to verify that each student is iterated to it++; } } bool compare(const Student_info& x, const Student_info& y) { return x.name < y.name; } istream& read(istream& is, Student_info& s) { // read and store the student's name and midterm and final exam grades is >> s.name >> s.midterm >> s.final; read_hw(is, s.homework); // read and store all the student's homework grades return is; } // read homework grades from an input stream into a `vector<double>' istream& read_hw(istream& in, vector<double>& hw) { if (in) { // get rid of previous contents hw.clear(); // read homework grades double x; while (in >> x) hw.push_back(x); // clear the stream so that input will work for the next student in.clear(); } return in; } // compute the median of a `vector<double>' // note that calling this function copies the entire argument `vector' double median(vector<double> vec) { typedef vector<double>::size_type vec_sz; vec_sz size = vec.size(); if (size == 0) throw domain_error("median of an empty vector"); sort(vec.begin(), vec.end()); vec_sz mid = size/2; return size % 2 == 0 ? (vec[mid] + vec[mid-1]) / 2 : vec[mid]; } // compute a student's overall grade from midterm and final exam grades and homework grade double grade(double midterm, double final, double homework) { return 0.2 * midterm + 0.4 * final + 0.4 * homework; } // compute a student's overall grade from midterm and final exam grades // and vector of homework grades. // this function does not copy its argument, because `median' does so for us. double grade(double midterm, double final, const vector<double>& hw) { if (hw.size() == 0) throw domain_error("student has done no homework"); return grade(midterm, final, median(hw)); } double grade(const Student_info& s) { return grade(s.midterm, s.final, s.homework); } // predicate to determine whether a student failed bool fgrade(const Student_info& s) { return grade(s) < 60; } Sample input file: Moo 100 100 100 100 100 100 100 100 Fail1 45 55 65 80 90 70 65 60 Moore 75 85 77 59 0 85 75 89 Norman 57 78 73 66 78 70 88 89 Olson 89 86 70 90 55 73 80 84 Peerson 47 70 82 73 50 87 73 71 Baker 67 72 73 40 0 78 55 70 Davis 77 70 82 65 70 77 83 81 Edwards 77 72 73 80 90 93 75 90 Fail2 55 55 65 50 55 60 65 60 Thanks to anyone who takes the time to look at this!

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  • College network - can I point non-domain student computers to our SUS server?

    - by Joel Coel
    Since I started here 3 months ago, one of the things that's really bothered me about the way this network is setup is something that shows up on the daily bandwidth consumption report. I get a list of top-visited sites by hits and by size, and invariably the top site (to the point that it's bigger than all the other top sites combined) is au.download.windowsupdate.com. We're pulling in ~30GB/day in windows updates. This is every day, not just after a patch Tuesday. After a patch day, it jumps closer to 40GB for a couple days. The key here is that almost none if it is by machines that I'm responsible for. My machines are for the most part fully patched, and when they're not they'll pull from a SUS server, so new updates are downloaded only once. It used to be closer to 50GB/day because most of the machines in our computer labs use DeepFreeze and weren't applying updates correctly, but that's fixed now. So the problem is definitely student-owned machines in the dorms, some of which are re-downloading the same updates in background each day, over and over. I'd love to have these machines start pulling from our SUS server. Then, if they don't ever actually install them at least they're not leeching bandwidth from our public internet connection. Any ideas on how to resolve the situation?

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  • iphone dictionary autocorrect [closed]

    - by Raj More
    I have the iPhone 3G with OS 3.1 3.0.1 on it. Every time I type a text message that includes the word "me", it gets auto corrected to "mr". So my friends get a text that says "call mr when you get done" or "jack told mr about it yesterday" how do i change this autocorrect so it stops changing my "me" to a "mr"?

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  • Is it a missing implementation with JPA implementation of hibernate??

    - by Jegan
    Hi all, On my way in understanding the transaction-type attribute of persistence.xml, i came across an issue / discrepency between hibernate-core and JPA-hibernate which looks weird. I am not pretty sure whether it is a missing implementation with JPA of hibernate. Let me post the comparison between the outcome of JPA implementation and the hibernate implementation of the same concept. Environment Eclipse 3.5.1 JSE v1.6.0_05 Hibernate v3.2.3 [for hibernate core] Hibernate-EntityManger v3.4.0 [for JPA] MySQL DB v5.0 Issue 1.Hibernate core package com.expt.hibernate.core; import java.io.Serializable; public final class Student implements Serializable { private int studId; private String studName; private String studEmailId; public Student(final String studName, final String studEmailId) { this.studName = studName; this.studEmailId = studEmailId; } public int getStudId() { return this.studId; } public String getStudName() { return this.studName; } public String getStudEmailId() { return this.studEmailId; } private void setStudId(int studId) { this.studId = studId; } private void setStudName(String studName) { this.studName = stuName; } private void setStudEmailId(int studEmailId) { this.studEmailId = studEmailId; } } 2. JPA implementaion of Hibernate package com.expt.hibernate.jpa; import java.io.Serializable; import javax.persistence.Column; import javax.persistence.Entity; import javax.persistence.GeneratedValue; import javax.persistence.Id; import javax.persistence.Table; @Entity @Table(name = "Student_Info") public final class Student implements Serializable { @Id @GeneratedValue @Column(name = "STUD_ID", length = 5) private int studId; @Column(name = "STUD_NAME", nullable = false, length = 25) private String studName; @Column(name = "STUD_EMAIL", nullable = true, length = 30) private String studEmailId; public Student(final String studName, final String studEmailId) { this.studName = studName; this.studEmailId = studEmailId; } public int getStudId() { return this.studId; } public String getStudName() { return this.studName; } public String getStudEmailId() { return this.studEmailId; } } Also, I have provided the DB configuration properties in the associated hibernate-cfg.xml [in case of hibernate core] and persistence.xml [in case of JPA (hibernate entity manager)]. create a driver and perform add a student and query for the list of students and print their details. Then the issue comes when you run the driver program. Hibernate core - output Exception in thread "main" org.hibernate.InstantiationException: No default constructor for entity: com.expt.hibernate.core.Student at org.hibernate.tuple.PojoInstantiator.instantiate(PojoInstantiator.java:84) at org.hibernate.tuple.PojoInstantiator.instantiate(PojoInstantiator.java:100) at org.hibernate.tuple.entity.AbstractEntityTuplizer.instantiate(AbstractEntityTuplizer.java:351) at org.hibernate.persister.entity.AbstractEntityPersister.instantiate(AbstractEntityPersister.java:3604) .... .... This exception is flashed when the driver is executed for the first time itself. JPA Hibernate - output First execution of the driver on a fresh DB provided the following output. DEBUG SQL:111 - insert into student.Student_Info (STUD_EMAIL, STUD_NAME) values (?, ?) 17:38:24,229 DEBUG SQL:111 - select student0_.STUD_ID as STUD1_0_, student0_.STUD_EMAIL as STUD2_0_, student0_.STUD_NAME as STUD3_0_ from student.Student_Info student0_ student list size == 1 1 || Jegan || [email protected] second execution of the driver provided the following output. DEBUG SQL:111 - insert into student.Student_Info (STUD_EMAIL, STUD_NAME) values (?, ?) 17:40:25,254 DEBUG SQL:111 - select student0_.STUD_ID as STUD1_0_, student0_.STUD_EMAIL as STUD2_0_, student0_.STUD_NAME as STUD3_0_ from student.Student_Info student0_ Exception in thread "main" javax.persistence.PersistenceException: org.hibernate.InstantiationException: No default constructor for entity: com.expt.hibernate.jpa.Student at org.hibernate.ejb.AbstractEntityManagerImpl.throwPersistenceException(AbstractEntityManagerImpl.java:614) at org.hibernate.ejb.QueryImpl.getResultList(QueryImpl.java:76) at driver.StudentDriver.main(StudentDriver.java:43) Caused by: org.hibernate.InstantiationException: No default constructor for entity: com.expt.hibernate.jpa.Student .... .... Could anyone please let me know if you have encountered this sort of inconsistency? Also, could anyone please let me know if the issue is a missing implementation with JPA-Hibernate? ~ Jegan

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  • Java : Storing Data in Array Of Object from JOptionPane Dialog

    - by Bader
    hi guys i need to know how i can insert data inside objects inside an array of objects using my already made Set methods. i need to know how should i do it through user , i mean JOptionPane input dialog [code] student[] s=new student[5]; for (int i=1 ; i <= s.length ;i++) { s[i] = new student(i,"AAA","Ecommerce",0.0); } for (int i=1; i<=s.length;i++) { name = JOptionPane.showInputDialog("Please Write Name for student n " + i); major = JOptionPane.showInputDialog("Please Write Major for student n " + i); gpa =Double.parseDouble(JOptionPane.showInputDialog("Please Write GPA for student n " +i)); s[i]=new student(i,name,major,gpa); } [/code] i tried to do vars here that get data from user by JOptionPane, but it seems that i only use my already made constructor , not the Set methods. i need to use the methods because it has some validation code inside it. any ideas ?

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  • Need help joining tables...

    - by yuudachi
    I am a MySQL newbie, so sorry if this is a dumb question.. These are my tables. student table: SID (primary) student_name advisor (foreign key to faculty.facultyID) requested_advisor (foreign key to faculty.facultyID) faculty table: facultyID (primary key) advisor_name I want to query a table that shows everything in the student table, but I want advisor and requested_advisor to show up as names, not the ID numbers. so like it displays like this on the webpage: Student Name: Jane Smith SID: 860123456 Current Advisor: John Smith Requested advisor: James Smith not like this Student Name: Jane Smith SID: 860123456 Current Advisor: 1 Requested advisor: 2 SELECT student.student_name, SID, student_email, faculty.advisor_name FROM student INNER JOIN faculty ON student.advisor = faculty.facultyID; this comes out close, but I don't know how to get the requested_advisor to show up as a name.

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  • Advanced queries in HBase

    - by Teflon Ted
    Given the following HBase schema scenario (from the official FAQ)... How would you design an Hbase table for many-to-many association between two entities, for example Student and Course? I would define two tables: Student: student id student data (name, address, ...) courses (use course ids as column qualifiers here) Course: course id course data (name, syllabus, ...) students (use student ids as column qualifiers here) This schema gives you fast access to the queries, show all classes for a student (student table, courses family), or all students for a class (courses table, students family). How would you satisfy the request: "Give me all the students that share at least two courses in common"? Can you build a "query" in HBase that will return that set, or do you have to retrieve all the pertinent data and crunch it yourself in code?

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  • Accessing subclass members from a superclass pointer C++

    - by Dr. Monkey
    I have an array of custom class Student objects. CourseStudent and ResearchStudent both inherit from Student, and all the instances of Student are one or the other of these. I have a function to go through the array, determine the subtype of each Student, then call subtype-specific member functions on them. The problem is, because these functions are not overloaded, they are not found in Student, so the compiler kicks up a fuss. If I have a pointer to Student, is there a way to get a pointer to the subtype of that Student? Would I need to make some sort of fake cast here to get around the compile-time error?

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  • More Fun With Math

    - by PointsToShare
    More Fun with Math   The runaway student – three different ways of solving one problem Here is a problem I read in a Russian site: A student is running away. He is moving at 1 mph. Pursuing him are a lion, a tiger and his math teacher. The lion is 40 miles behind and moving at 6 mph. The tiger is 28 miles behind and moving at 4 mph. His math teacher is 30 miles behind and moving at 5 mph. Who will catch him first? Analysis Obviously we have a set of three problems. They are all basically the same, but the details are different. The problems are of the same class. Here is a little excursion into computer science. One of the things we strive to do is to create solutions for classes of problems rather than individual problems. In your daily routine, you call it re-usability. Not all classes of problems have such solutions. If a class has a general (re-usable) solution, it is called computable. Otherwise it is unsolvable. Within unsolvable classes, we may still solve individual (some but not all) problems, albeit with different approaches to each. Luckily the vast majority of our daily problems are computable, and the 3 problems of our runaway student belong to a computable class. So, let’s solve for the catch-up time by the math teacher, after all she is the most frightening. She might even make the poor runaway solve this very problem – perish the thought! Method 1 – numerical analysis. At 30 miles and 5 mph, it’ll take her 6 hours to come to where the student was to begin with. But by then the student has advanced by 6 miles. 6 miles require 6/5 hours, but by then the student advanced by another 6/5 of a mile as well. And so on and so forth. So what are we to do? One way is to write code and iterate it until we have solved it. But this is an infinite process so we’ll end up with an infinite loop. So what to do? We’ll use the principles of numerical analysis. Any calculator – your computer included – has a limited number of digits. A double floating point number is good for about 14 digits. Nothing can be computed at a greater accuracy than that. This means that we will not iterate ad infinidum, but rather to the point where 2 consecutive iterations yield the same result. When we do financial computations, we don’t even have to go that far. We stop at the 10th of a penny.  It behooves us here to stop at a 10th of a second (100 milliseconds) and this will how we will avoid an infinite loop. Interestingly this alludes to the Zeno paradoxes of motion – in particular “Achilles and the Tortoise”. Zeno says exactly the same. To catch the tortoise, Achilles must always first come to where the tortoise was, but the tortoise keeps moving – hence Achilles will never catch the tortoise and our math teacher (or lion, or tiger) will never catch the student, or the policeman the thief. Here is my resolution to the paradox. The distance and time in each step are smaller and smaller, so the student will be caught. The only thing that is infinite is the iterative solution. The race is a convergent geometric process so the steps are diminishing, but each step in the solution takes the same amount of effort and time so with an infinite number of steps, we’ll spend an eternity solving it.  This BTW is an original thought that I have never seen before. But I digress. Let’s simply write the code to solve the problem. To make sure that it runs everywhere, I’ll do it in JavaScript. function LongCatchUpTime(D, PV, FV) // D is Distance; PV is Pursuers Velocity; FV is Fugitive’ Velocity {     var t = 0;     var T = 0;     var d = parseFloat(D);     var pv = parseFloat (PV);     var fv = parseFloat (FV);     t = d / pv;     while (t > 0.000001) //a 10th of a second is 1/36,000 of an hour, I used 1/100,000     {         T = T + t;         d = t * fv;         t = d / pv;     }     return T;     } By and large, the higher the Pursuer’s velocity relative to the fugitive, the faster the calculation. Solving this with the 10th of a second limit yields: 7.499999232000001 Method 2 – Geometric Series. Each step in the iteration above is smaller than the next. As you saw, we stopped iterating when the last step was small enough, small enough not to really matter.  When we have a sequence of numbers in which the ratio of each number to its predecessor is fixed we call the sequence geometric. When we are looking at the sum of sequence, we call the sequence of sums series.  Now let’s look at our student and teacher. The teacher runs 5 times faster than the student, so with each iteration the distance between them shrinks to a fifth of what it was before. This is a fixed ratio so we deal with a geometric series.  We normally designate this ratio as q and when q is less than 1 (0 < q < 1) the sum of  + … +  is  – 1) / (q – 1). When q is less than 1, it is easier to use ) / (1 - q). Now, the steps are 6 hours then 6/5 hours then 6/5*5 and so on, so q = 1/5. And the whole series is multiplied by 6. Also because q is less than 1 , 1/  diminishes to 0. So the sum is just  / (1 - q). or 1/ (1 – 1/5) = 1 / (4/5) = 5/4. This times 6 yields 7.5 hours. We can now continue with some algebra and take it back to a simpler formula. This is arduous and I am not going to do it here. Instead let’s do some simpler algebra. Method 3 – Simple Algebra. If the time to capture the fugitive is T and the fugitive travels at 1 mph, then by the time the pursuer catches him he travelled additional T miles. Time is distance divided by speed, so…. (D + T)/V = T  thus D + T = VT  and D = VT – T = (V – 1)T  and T = D/(V – 1) This “strangely” coincides with the solution we just got from the geometric sequence. This is simpler ad faster. Here is the corresponding code. function ShortCatchUpTime(D, PV, FV) {     var d = parseFloat(D);     var pv = parseFloat (PV);     var fv = parseFloat (FV);     return d / (pv - fv); } The code above, for both the iterative solution and the algebraic solution are actually for a larger class of problems.  In our original problem the student’s velocity (speed) is 1 mph. In the code it may be anything as long as it is less than the pursuer’s velocity. As long as PV > FV, the pursuer will catch up. Here is the really general formula: T = D / (PV – FV) Finally, let’s run the program for each of the pursuers.  It could not be worse. I know he’d rather be eaten alive than suffering through yet another math lesson. See the code run? Select  “Catch Up Time” in www.mgsltns.com/games.htm The host is running on Unix, so the link is case sensitive. That’s All Folks

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  • Allocation algorithm help, using Python.

    - by Az
    Hi there, I've been working on this general allocation algorithm for students. The pseudocode for it (a Python implementation) is: for a student in a dictionary of students: for student's preference in a set of preferences (ordered from 1 to 10): let temp_project be the first preferred project check if temp_project is available if so, allocate it to them and make the project UNavailable to others Quite simply this will try to allocate projects by starting from their most preferred. The way it works, out of a set of say 100 projects, you list 10 you would want to do. So the 10th project wouldn't be the "least preferred overall" but rather the least preferred in their chosen set, which isn't so bad. Obviously if it can't allocate a project, a student just reverts to the base case which is an allocation of None, with a rank of 11. What I'm doing is calculating the allocation "quality" based on a weighted sum of the ranks. So the lower the numbers (i.e. more highly preferred projects), the better the allocation quality (i.e. more students have highly preferred projects). That's basically what I've currently got. Simple and it works. Now I'm working on this algorithm that tries to minimise the allocation weight locally (this pseudocode is a bit messy, sorry). The only reason this will probably work is because my "search space" as it is, isn't particularly large (just a very general, anecdotal observation, mind you). Since the project is only specific to my Department, we have their own limits imposed. So the number of students can't exceed 100 and the number of preferences won't exceed 10. for student in a dictionary/list/whatever of students: where i = 0 take the (i)st student, (i+1)nd student for their ranks: allocate the projects and set local_weighting to be sum(student_i.alloc_proj_rank, student_i+1.alloc_proj_rank) these are the cases: if local_weighting is 2 (i.e. both ranks are 1): then i += 1 and and continue above if local weighting is = N>2 (i.e. one or more ranks are greater than 1): let temp_local_weighting be N: pick student with lowest rank and then move him to his next rank and pick the other student and reallocate his project after this if temp_local_weighting is < N: then allocate those projects to the students move student with lowest rank to the next rank and reallocate other if temp_local_weighting < previous_temp_allocation: let these be the new allocated projects try moving for the lowest rank and reallocate other else: if this weighting => previous_weighting let these be the allocated projects i += 1 and move on for the rest of the students So, questions: This is sort of a modification of simulated annealing, but any sort of comments on this would be appreciated. How would I keep track of which student is (i) and which student is (i+1) If my overall list of students is 100, then the thing would mess up on (i+1) = 101 since there is none. How can I circumvent that? Any immediate flaws that can be spotted? Extra info: My students dictionary is designed as such: students[student_id] = Student(student_id, student_name, alloc_proj, alloc_proj_rank, preferences) where preferences is in the form of a dictionary such that preferences[rank] = {project_id}

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  • How to design database for tests in online test application

    - by Kien Thanh
    I'm building an online test application, the purpose of app is, it can allow teacher create courses, topics of course, and questions (every question has mark), and they can create tests for students and students can do tests online. To create tests of any courses for students, first teacher need to create a test pattern for that course, test pattern actually is a general test includes the number of questions teacher want it has, then from that test pattern, teacher will generate number of tests corresponding with number of students will take tests of that course, and every test for student will has different number of questions, although the max mark of test in every test are the same. Example if teacher generate tests for two students, the max mark of test will be 20, like this: Student A take test with 20 questions, student B take test only has 10 questions, it means maybe every question in test of student A only has mark is 1, but questions in student B has mark is 2. So 20 = 10 x 2, sorry for my bad English but I don't know how to explain it better. I have designed tables for: - User (include students and teachers account) - Course - Topic - Question - Answer But I don't know how to define associations between user and test pattern, test, question. Currently I only can think these: Test pattern table: name, description, dateStart, dateFinish, numberOfMinutes, maxMarkOfTest Test table: test_pattern_id And when user (is Student) take tests, I think i will have one more table: Result: user_id, test_id, mark but I can't set up associations among test pattern and test and question. How to define associations?

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