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• Learning Java for electrical engineering [closed]

  - by MohdAziz

  I'm an electrical engineering student ( Power, control & instrumentation). 2 months ago I started learning C, and I found programming something really enjoyable and I'd like to continue learning C and few other programming languages along with my electrical engineering degree. So my university is offering an extensive Java Oracle course for 7 days (like 5-6 hours a day) for a really decent price, do you think as an electrical engineer this would help me in my future career? What are the benefits of learning Java for an electrical engineer of my specialization? Do you think it's a good idea for someone in my case to take such an extensive course? I'm hardworker and I really enjoy these things, so I don't think that would be a problem for me.

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• Instructor Insight: Using the Container Database in Oracle Database 12 c

  - by Breanne Cooley

  The first time I examined the Oracle Database 12c architecture, I wasn’t quite sure what I thought about the Container Database (CDB). In the current release of the Oracle RDBMS, the administrator now has a choice of whether or not to employ a CDB. Bundling Databases Inside One Container In today’s IT industry, consolidation is a common challenge. With potentially hundreds of databases to manage and maintain, an administrator will require a great deal of time and resources to upgrade and patch software. Why not consider deploying a container database to streamline this activity? By “bundling” several databases together inside one container, in the form of a pluggable database, we can save on overhead process resources and CPU time. Furthermore, we can reduce the human effort required for periodically patching and maintaining the software. Minimizing Storage Most IT professionals understand the concept of storage, as in solid state or non-rotating. Let’s take one-to-many databases and “plug” them into ONE designated container database. We can minimize many redundant pieces that would otherwise require separate storage and architecture, as was the case in previous releases of the Oracle RDBMS. The data dictionary can be housed and shared in one CDB, with individual metadata content for each pluggable database. We also won’t need as many background processes either, thus reducing the overhead cost of the CPU resource. Improve Security Levels within Each Pluggable Database  We can now segregate the CDB-administrator role from that of the pluggable-database administrator as well, achieving improved security levels within each pluggable database and within the CDB. And if the administrator chooses to use the non-CDB architecture, everything is backwards compatible, too.  The bottom line: it's a good idea to at least consider using a CDB. -Christopher Andrews, Senior Principal Instructor, Oracle University

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• A new mission statement for my school's algorithms class

  - by Eric Fode

  The teacher at Eastern Washington University that is now teaching the algorithms course is new to eastern and as a result the course has changed drastically mostly in the right direction. That being said I feel that the class could use a more specific, and industry oriented (since that is where most students will go, though suggestions for an academia oriented class are also welcome) direction, having only worked in industry for 2 years I would like the community's (a wider and much more collectively experienced and in the end plausibly more credible) opinion on the quality of this as a statement for the purpose an algorithms class, and if I am completely off target your suggestion for the purpose of a required Jr. level Algorithms class that is standalone (so no other classes focusing specifically on algorithms are required). The statement is as follows: The purpose of the algorithms class is to do three things: Primarily, to teach how to learn, do basic analysis, and implement a given algorithm found outside of the class. Secondly, to teach the student how to model a problem in their mind so that they can find a an existing algorithm or have a direction to start the development of a new algorithm. Third, to overview a variety of algorithms that exist and to deeply understand and analyze one algorithm in each of the basic algorithmic design strategies: Divide and Conquer, Reduce and Conquer, Transform and Conquer, Greedy, Brute Force, Iterative Improvement and Dynamic Programming. The Question in short is: do you agree with this statement of the purpose of an algorithms course, so that it would be useful in the real world, if not what would you suggest?

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• School vs Self-Taught [duplicate]

  - by Joan Venge

  This question already has an answer here: Do I need a degree in Computer Science to get a junior Programming job? [closed] 8 answers Do you think university is a good learning environment or is it better to be autodidact? [closed] 3 answers Do you think formal education is necessary to gain strong programming skills? There are a lot of jobs that aren't programming but involves programming, such as tech artists in games, fx tds in film for example. I see similar patterns in the people I work where the best ones I have seen were self-taught, because of being artists primarily. But I also see that while the software, programming knowledge is varied and deep, hardware knowledge is very basic, including me, again due to lack of formal education. But I also work with a lot of programmers who possess both skills in general (software and hardware). Do you think it's necessary to have a formal education to have great programming skills? Would you think less of someone if he didn't have a degree in computer science, or software engineering, etc in terms of job opportunities? Would you trust him to do a software engineering job, i.e. writing a complex tool? Basically I feel the self-taught programmer doesn't know a lot of things, i.e. not knowing a particular pattern or a particular language, etc. But I find that the ability to think outside the box much more powerful. As "pure" programmers what's your take on it?

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• Instructor Insight: Dealing with Columns in Oracle JD Edwards Enterprise One Tools Release 9.1

  - by Breanne Cooley

  Oracle JD Edwards Enterprise One Tools Release  9.1 has many new features that will help end users be more efficient in their daily jobs. For example, hiding grid columns is now as easy as a left-mouse click. In earlier releases, users could click on the ‘Customize Grid’ link but still had to do several more clicks to hide or show a column . The following example shows how easy this new feature is to use. First, right-mouse click on the column you want to hide; for example the ‘Long Address’ column. The column is now hidden. Second, right-mouse over on any of the columns to show the ‘Unhide’ option. After you select ‘Unhide’, the hidden column is shown. You can then select the column to show, or unhide, the column. This new feature and others are covered in the JD Edwards EnterpriseOne System Administration Rel 9.x course, which has been updated to reflect the new release. Hope to see you in class! -Randy Richeson, Senior Principal Instructor, Oracle University

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• Why is math taught "backwards"? [closed]

  - by Yorirou

  A friend of mine showed me a pretty practical Java example. It was a riddle. I got excited and quickly solved the problem. After it, he showed me the mathematical explanation of my solution (he proved why is it good), and it was completely clear for me. This seems like natural approach for me: solve problems, and generalize. This is very familiar to me, I do it all the time when I am programming: I write a function. When I have to write a similar function, I generalize the problem, grab the generic parts, and refactor them to a function, and solve the original problems as a specialization of the general function. At the university (or at least where I study), things work backwards. The professors shows just the highest possible level of the solutions ("cryptic" mathematical formulas). My problem is that this is too abstract for me. There is no connection of my previous knowledge (== reality in my sense), so even if I can understand it, I can't really learn it properly. Others are learning these formulas word-by-word, and get good grades, since they can write exactly the same to the test, but this is not an option for me. I am a curious person, I can learn interesting things, but I can't learn just text. My brain is for storing toughts, not strings. There are proofs for the theories, but they are also really hard to understand because of this, and in most of the cases they are omitted. What is the reason for this? I don't understand why is it a good idea to show the really high level of abstraction and then leave the practical connections (or some important ideas / practical motivations) out?

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• What shall I include in a 10 week web technologies course?

  - by Iain

  In September I will be teaching a university module on web technologies. This session will be available to 1st year (freshman) students who don't necessarily have any programming knowledge or know how the web works. In the 2nd semester I will be teaching Flash, which is my specialism, so I know exactly what I am going to teach, but in the 1st semester I will be teaching them web standards technologies - HTML, CSS, JS, jQuery, PHP and MySQL. Where I need advice is how to proportion the emphasis for each part, and which parts of each technology to cover. Another real issue I'm struggling with is how much of the bad old ways should I teach them? Do they need to know about bold as well as strong, etc. UPDATE: based, on your feedback I will only be teaching the latest version of everything - CSS3, HTML5 etc. I'm not sure exactly how long the semester will be but I'm guessing about 10-12 weeks. Each session is a 2 hour lab. Obviously there's only so much I can cover in that time and it will be up to the students to go a research this stuff properly on W3 schools etc. My ideas so far were: Lesson 0 - Course intro and overview of the current tech landscape. What is out there, what will we be learning, what won't we. What is a web server, URL etc. Looking at different example websites and discussing how they work. Lesson 1 - HTML basics (head, body, title, img, table, a, lists, h1, strong etc) Lesson 2 - CSS for styling and layout - fonts, webfonts, float etc Lesson 3 - Intro to programming JS (variables, loops, conditionals, functions) Lesson 4 - more JS programming fundamentals, DOM manipulation Lesson 5 - jQuery - making things fly about and look cool Lesson 6 - XML and Ajax Lesson 7 - PHP basics - syntax, server-side principles Lesson 8 - PHP and MySQL - forms, logins, saving user info Lesson 9 - don't know Lesson 10 - don't know Please let me know if you think this is the right order, what have I missed, how to use any spare sessions etc. Thanks :) UPDATE BASED ON RESPONSES: Thanks for all your responses - some great stuff. To be absolutely clear, this is not a computer science course, it is a practical module on a creative technology course. The emphasis definitely has to be on making cool things work rather than understanding how the backbone of the internet works. That can come later, if the students are interested. At the end of the module I would like the students to be able to produce a web page or pages that does something cool, using some or all of the technologies I cover. Many of these topics are of course far beyond the scope of a 2 hour session, however I do not have the option of reducing the syllabus, I will just have to explain what the technology does and encourage the student to research it in their own time.

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• Keep Learning After Your Oracle Training Class is Over - Save 50%!

  - by KJones

  Written by Amit Kumar, Senior Director Oracle University Digital Training        Every training class you take about the latest Oracle application or technology moves you closer to developing the skills you need to succeed. But after class is over, how do you keep up with today’s accelerating pace of innovation? To   To keep with the very latest technological advances, you need an ongoing and flexible training solution.       One that lets you learn during your own downtime.       Knowledge that’s easy to access.       Interactive lessons where you connect with experts.       A simple way to increase your knowledge, on your own time and at your own pace. The new Oracle Learning Streams is the flexible training solution you're looking for. Continuously Learn with Oracle Learning Streams Over time, Oracle Learning Streams help you develop the depth and breadth of knowledge that will give you the tools to become an expert in your field. By taking advantage of comprehensive and frequently updated information, you can keep learning continuously, at your own pace, when it's convenient for you. Sign up today and get 12 months of unlimited access to: •    Hundreds of videos delivered by Oracle experts for fresh and continuous product learning•    Live connections with Oracle's top instructors•    Robust video search capability to find exactly what you’re looking for•    Features that allow you to build your own custom learning queue and request new content Oracle Learning Streams are now available for Oracle Database and Oracle Middleware. Take a moment to preview the content now.  For a Limited Time - Save 50% For a limited time, save 50% when you order Oracle Learning Streams with any other Oracle Classroom, Live Virtual Class or Training On Demand course. Now there is no reason for learning to stop when class is over!

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• OPN Oracle ECM 10g R3 Implementation Boot Camp - (12-14/Abr/10)

  - by Claudia Costa

  É com entusiasmo que lhe anunciamos o bootcamp de Oracle ECM 10g R3 Implementation que irá realizar nos dias 12-14 de Abril  que abordará os tópicos abaixo descritos. Com o objectivo de ajudar os parceiros a desenvolver competências, a Oracle University e a Oracle Alliances&Channel, desenharam este bootcamp, compactando os conteúdos e reduzindo assim os custos. Preço por participante (3 dias) - 1.250 Eur + Iva  Oracle offers the most unified, usable enterprise content management platform in today's market. With centralized control across single or multiple repositories, common core functionality, and easily scalable content management capabilities, Oracle provides content management solutions for many content types and users-wherever they work in the enterprise.   The Oracle Enterprise Content Management (ECM) Implementation Boot Camp examines the fundamental concepts, techniques, and architecture of Oracle's ECM technologies. Join this training to learn how you can manage and maintain unstructured content   Target Audience:  The Oracle ECM Implementation Boot Camp is designed for architects, technical consultants, team/project leaders and functional consultants of our system integrator partners who want to ramp-up on ECM technology.   Contents:  The ECM Implementation Boot Camp is a three-day hands-on workshop, designed for Oracle Partners who are new to ECM, and will provide implementation instruction on the ECM technology offered by Oracle. The boot camp will: • Provide hands-on experience in implementing Oracle's truly unified, open and standard base ECM technology • Provide the strategic direction about Oracle's Fusion Middleware/Enterprise 2.0 and its role in composite application development • Expose broad set of Oracle's ECM technologies.   Objectives: The Oracle ECM Implementation Boot Camp is primarily focused on the Oracle's ECM offering to manage and maintain unstructured content and covers Universal Content Management (UCM), Image and Process Management (IPM), Universal Records Management (URM), and Information Rights Management (IRM):   Topics Covered • Introduction to Oracle UCM o UCM Overview o UCM Architecture Overview • Content Server and Document Management basics o Installation and Administration Skills § User and Security Admin § Configuration (metadata, DCLs, profiles, rules, etc.) § Workflow Admin § System Properties and Component Manager § Managing Subscriptions o Contributing Content § Browser form § WebDAV folder § Desktop Integration o Searching • Web Content Management o Site Studio • Universal Records Management • Information Right Management (IRM) • Image & Process Management (IPM) • Oracle Document Capture • Oracle eMail Archive Service. Labs • Content Server Installation • Use and Administration of Content Server • Introduction to Site Studio • Use and Administration of Records Manager Demo: The R&D Group and the New Patent Focus: Information Rights Management, Knowledge Management, Accounts Payable Image Automation, Imaging and Process Management Case Study Use Case 1: Enable City of Xalco to streamline internal processes by empowering city employees to quickly and efficiently manage and publish information on their employee intranet and eventually public Web site. Use Case 2: Help Acme & Co in archiving its goal is to become "paperless" by managing all of their company's business content in a central, Web-based repository. Acme's business content ranges from policies and procedures to Employee listings and marketing materials.   Agenda: Day 1 ·         ECM Overview & Content Server ·         ECM Overview ·         ECM Architecture and Installation ·         UCM and Digital Asset Management DEMO ·         Lab 1 - Content Server Installation ·         Lab 2 - Use and Administration of Content Server   Day 2 ·         Web Content Management ·         Lab 2 - Use and Administration of Content ·         Server (continued) ·         Introduction to Web Content Management ·         Lab 3 - Site Studio   Day 3 ·         URM/IRM/IPM ·         Introduction to Universal Records Management ·         Lab 4 - URM ·         Introduction to Information Rights Management ·         Information Rights Management DEMO ·         Introduction to Image and Process Management ·         Image and Process Management Demo ·         Oracle Document Capture ·         Oracle eMail Archive   Material needed for Bootcamp: This Boot camp requires attendees to provide their own laptops for this class. Attendee laptops must meet the following minimum hardware/software requirements: Hardware • RAM: 2GB RM minimum (1 GB RAM is not enough) • HDD: 15 GB free HDD space   Pre requistes: To ensure a valuable learning experience, participation in this boot camp requires completing the prerequisite courses and successfully passing the prerequisite assessment test that is mapped into the Oracle Enterprise Content Management Implementation Boot Camp guided learning path. At a minimum, participants with equivalent skills and background should review the guided learning path and successfully pass the prerequisite assessment test to ensure they possess the background necessary to benefit from participation in the boot Camp.   ---------------------------------------------------------------------   Para mais informações/inscrições, contacte: Mónica Pires  21 423 51 44 Horário e Local 9:30h - 12:30h e 14:00h - 17:00 ( 6 horas/dia )Oracle, Porto Salvo - Oeiras.

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• installing a linux iso from within a university network

  - by pepperdreamteam

  In order to install gentoo, I need to connect to a university wireless internet network. It requires a username and password login/authentication. I'm wondering if anyone has any advice in terms of how to configure the internet connection. The Gentoo installation documentation recommends the use of net-setup, pppoe, pptp, dhcp and iwconfig. I can't figure out how to configure this connection, as the only way I understand is to select the network from a list and enter in authentication data from within a browser.

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• iOS App Ideas for a graduation project

  - by kramer

  I'm a CS student (BSc. degree) and it's my senior year so I'll need to do a mandatory graduation project. A friend and I just realized we are about to miss the project proposal submission deadline so we went out there researching... One of the professors (our future-project-supervisor) recommended us to team up and submit a single project with strong roots, as our only chance to fit-in this semester's quota. (we were already pretty late to consult him and most supervisors are almost at their full-quota). Anyway, his research area mainly focuses on image processing, virtual reality, computer vision/graphics so he went ahead and recommended us to find some project ideas that would work as an iPhone app. Thing is, we have no development experience on Macs but have plenty of Java, C#, C and Ruby experience... I am looking for interesting iPhone app ideas that would be appropriate as a graduation project. Go ahead and fire away your ideas and comments, they are much appreciated.

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• Should universities put more emphasis on teaching their students about design patterns?

  - by gablin

  While I've heard about design patterns being mentioned in a few courses at uni, I know of only a single course which actually teaches design patterns. In almost all other areas (algorithms, parallelism, architecture, dynamic languages, paradigms, etc), there are several, often a basic course and an advanced course. Should universities put more emphasis about teaching their students about design patterns and provide more courses in design patters? Are lack of knowledge about design patterns common in just-graduated junior developers?

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• Getting It Right The First Time

  - by andyleonard

  Introduction This post is the seventeenth part of a ramble-rant about the software business. The current posts in this series are: Goodwill, Negative and Positive Visions, Quests, Missions Right, Wrong, and Style Follow Me Balance, Part 1 Balance, Part 2 Definition of a Great Team The 15-Minute Meeting Metaproblems: Drama The Right Question Software is Organic, Part 1 Metaproblem: Terror I Don't Work On My Car A Turning Point Human Doings Everything Changes This post is about getting software right...(read more)

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• What's the best license for my website?

  - by John Maxim

  I have developed a unique website but do not have a lot of fund to protect it with trademark or patents. I'm looking for suggestions so that when my supervisor gets my codes, some laws restrict anyone from copying it and claim their work. I'm in the middle of thinking, making the application a commercial one or never allowing it to be copied at all. What kind of steps am I required to take in order to make full measurements so my applications are fully-protected? I've come across a few, one under my consideration is MIT license. Some say we can have a mixture of both commercial and MIT. I would also like to be able to distribute some functions so it can be modified by others but I'd still retain the ownership. Last but not least, it's confusing when I think of protecting the whole website, and protecting codes by codes in division. How should we go about this? Thanks. N.B I have to pass it over to the supervisor as this is a Uni project. I need this to be done within 2 weeks. So time to get my App protected is a factor here.

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• Specialized course in Web programming or Generalized course in Computer Science?

  - by Sugan

  I am planning to do my masters in Computer Science in UK. I am interested in Web programming. What should I opt for. A general course in Computer Science or in some specialized course in Web Programming. If web programming, are there a lot of colleges offering these courses. Are there a lot of job offers there in UK. I am not sure whether I can ask this question here. If not point me where I can ask this question.

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• Breaking down CS courses for freshmen

  - by Avinash

  I'm a student putting together a slide geared towards freshmen level students who are trying to understand what the importance of various classes in the CS curriculum are. Would it be safe to say that this list is fairly accurate? Data structures: how to store stuff in programs Discrete math: how to think logically Bits & bytes: how to ‘speak’ the machine’s language Advanced data structures: how to store stuff in more ways Algorithms: how to compute things efficiently Operating systems: how to do manage different processes/threads Thanks!

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• Life and Career guidance

  - by Andrei TheGiant Haxtor

  Hello programmers. I have a current dilemma I'm pondering over. I will be graduating from high school with ~60 credits worth of community college work (pre-engineering courses), and I am wondering what would experienced programmers suggest I do with my time since I have all of the bull courses out of the way. Should I start taking computer science/engineering courses or should I take some other courses that interest me?(psych, math) The reason I am asking this is, well , I like doing a lot of self studying, especially relating to software and tech. I don't like to have the pressure of hard classes on me, so I could make up for the time lost doing the CC courses and dive deep in programming and books. I've started getting into programming recently unfortunately, since I didn't have much time b/c of my course load. Right now I am doing Java and messing around with android. I would like to get involved in web&mobile development, operating systems, and finance software. If any of you experienced people could please give me some guidance and words of wisdom, I would greatly appreciated. Sorry that this isn't necessarily related to programming. All the best.

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• How to teach computer science ?

  - by proferikson

  I am just starting to teach computer science. It's just the basic level. I'm finding that I sometimes don't know how to approach topics in a way that lets students easily understand. I've found that the best thing is to use analogies. A terrible one, that worked well, was presenting recursion by using the process of eating a burger. (You eat one bite, then you eat the rest). Interesting real world examples do wonders here. I'd like to know the techniques you have used for teaching, or teachers you've had have used that proved particularly effective. I'd also like to know your best analogies and examples for topics in CS101, especially for those harder to grasp topics. I'm teaching the class in Java (as required).

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• Happy New Year! Back to school :)

  - by Jim Wang

  A brand new year is upon us and it’s time to get cracking with WebMatrix again…and go back to school :).  Last year we ran a successful product walkthrough for WebMatrix Beta 2 with our students from around the world, gathering awesome feedback for the final version of WebMatrix which is coming soon!  I’d like to take this chance to thank all the students who participated in this effort…you have really helped make the final product much better than it would have been otherwise. In 2011, we’re looking, as always, at bigger and better things.  One of the ideas that has been floating around is the concept of a WebMatrix college course that you could take for actual credit.  Of course, this is going to require coordination with college educators, but we think we’re up to the challenge :) If your school is still using an antiquated language to teach their web development 101 course, and you’d like to switch to WebMatrix, we’d like to hear your voice – better yet if you have contacts from your school and would like to be one of the first to give the program a try!  Comment on this post or email wptsdrext at microsoft.com.  We look forward to partnering with you guys ^^.

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• Need help identifing what resources (eg. In MIT OpenCourseWare) can help me prepare for a test [closed]

  - by jiewmeng

  I am entering uni soon. I can sit for a placement test to see if I elegible for exemptions. The details are http://www.comp.nus.edu.sg/undergraduates/TestScope11_12.html Or CS2100 Computer Organisation (please click title) The objective of this module is to familiarise students with the fundamentals of computing devices. Through this module students will understand the basics of data representation, and how the various parts of a computer work, separately and with each other. This allows students to understand the issues in computing devices, and how these issues affect the implementation of solutions. Topics covered include data representation systems, combinational and sequential circuit design techniques, assembly language, processor execution cycles, pipelining, memory hierarchy and input/output systems. Recommended Textbooks Digital Design: Principles and Practices [DDPP] by John F. Wakerly, Prentice-Hall. ISBN 0-13-324500-4. Computer Organizations and Design (The hardware/software interface) by David A. Patterson and John L. Hennessy. CS2105 Introduction to Computer Networks (please click title) This course aims to provide a broad introduction to computer networks and some appreciations of network application programming. It covers a range of topics including basic data communication and computer network concepts, protocols, networked computing concepts and principles, network applications development and network security. The emphasis of teaching is on the working principles and application of computer networks. As an integral part of the course, tutorials and practical assignments enforcing learning will also be given. These assignments provide an early exposure in network application programming and they should be able to complete by using personal computers and school's network facilities. Topics included: An overview of computer networks and the Internet Basic data communications Application layer Transport layer Network layer and routing Link layer and local area networks Recommended Textbook James F. Kurose & Keith W. Ross, Computer networking: A top-down approach featuring internet, Addison Wesley, 2001 I am wondering what resources eg. MIT OpenCourseWare or other universities resources are available to help he perpare for these particular modubles. I am thinking does the Networking one look like CCNA? The computer oragization. Its like electronics, assembly etc? I learnt some electronics in Poly but looking at the sample papers, uni looks very different... I have about 1 month to prepare if I want any chance of exempting from these modules :) any help?

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• SQLU Professional Development Week: The Difference Between Your Business and Community Presence

  - by andyleonard

  Introduction Proto-earth , dinosaurs , and the days when your personal and business profiles were separate and distinct. What do these things all have in common? They are all in the past. Background Checks Corporate background checks now routinely include a search for social media profiles, forum posts, and blogs. As professionals are learning, the things you say and do in your "off-work hours" can and will be used against you - even after you're hired and have been doing the job awhile . One point?...(read more)

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• Big-name School for Undergrad Students

  - by itaiferber

  As a soon-to-be graduating high school senior in the U.S., I'm going to be facing a tough decision in a few months: which college should I go to? Will it be worth it to go to Cornell or Stanford or Carnegie Mellon (assuming I get in, of course) to get a big-name computer science degree, internships, and connections with professors, while taking on massive debt; or am I better off going to SUNY Binghamton (probably the best state school in New York) and still get a pretty decent education while saving myself from over a hundred-thousand dollars worth of debt? Yes, I know questions like this has been asked before (namely here and here), but please bear with me because I haven't found an answer that fits my particular situation. I've read the two linked questions above in depth, but they haven't answered what I want to know: Yes, I understand that going to a big-name college can potentially get me connected with some wonderful professors and leaders in the field, but on average, how does that translate financially? I mean, will good connections pay off so well that I'd be easily getting rid of over a hundred-thousand dollars of debt? And how does the fact that I can get a fifth-years master's degree at Carnegie Mellon play into the equation? Will the higher degree right off the bat help me get a better-paying job just out of college, or will the extra year only put me further into debt? Not having to go to graduate school to get a comparable degree will, of course, be a great financial relief, but will getting it so early give it any greater worth? And if I go to SUNY Binghamton, which is far lesser-known than what I've considered (although if there are any alumni out there who want to share their experience, I would greatly appreciate it), would I be closing off doors that would potentially offset my short-term economic gain with long-term benefits? Essentially, is the short-term benefit overweighed by a potential long-term loss? The answers to these questions all tie in to my final college decision (again, permitting I make it to these schools), so I hope that asking the skilled and knowledgeable people of the field will help me make the right choice (if there is such a thing). Also, please note: I'm in a rather peculiar situation where I can't pay for college without taking out a bunch of loans, but will be getting little to no financial aid (likely federal or otherwise). I don't want to elaborate on this too much (so take it at face value), but this is mainly the reason I'm asking the question. Thanks a lot! It means a lot to me.

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• i'm confused what skill shall i learn at my internship

  - by iyad al aqel

  i'm a software Engineering student having my internship this summer. the company asked me to choose one or two skills that i want to master and they will coordinate me and give me small tasks to medium projects to master it . Now , i'm confused shall i continue with web development and learn .NET given that i've been working with PHP for 2 years OR entering the mobile development world and learn Android. any advice guys ?

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• Applying for MS CS with an un-related Bachelor's Degree [closed]

  - by yeenow123

  I received a BA in Economics and went to work and started developing a passion for programming while on the job. This lead to learning more and more about computer science in general. I want to go for a Masters in Computer Science. I'm taking courses at the local college to get some of the undergrad CS courses out of the way (Data Structures etc.). However I'm not sure what to focus on for my application. Should I take the GRE for CS? A lot of college application procedures recommend it if you didn't go to undergrad for CS. Should I try to improve my GRE general test? I took it a month after college ended and got mediocre scores, so I could definitely study a bit harder and improve my scores. Anything else that's necessary? My current job is not exactly in a related field, but I do get to do some programming/coding.

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• Finding Internship Opportunities

  - by mbreedlove

  I am a senior in high school majoring in Computer Science next fall. This summer, I would like to intern at a company relevant to my interests of investment banking and software engineering. What would be some possible ways to find openings? How should I contact them? (E-mail, phone, etc.) Should I prepare and submit a CV? I feel it might be a little dull as it would have no experience or references. After contacting someone about an internship, should I follow up, or just wait for them to contact me? Is there anything else I should do or be aware of?

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