Search Results

Search found 1004 results on 41 pages for 'students'.

Page 8/41 | < Previous Page | 4 5 6 7 8 9 10 11 12 13 14 15  | Next Page >

• pl/sql does not work with %rowtype

  - by Manolo

  I want to do a simple PL/SQL program on the Oracle 10g internet environment. The program is: DECLARE stud_rec students%ROWTYPE; last_name VARCHAR2:='Clinton'; BEGIN SELECT * INTO stud_rec FROM students WHERE student_id=100; END; I have a table called students with data inside of it. The issue is that when I want to run this in the SQL command window I got this message: ORA-06550: line 3, column 11: PLS-00215: String length constraints must be in range (1 .. 32767) I have checked the syntax and I cannot find the error. Any help? Thanks in advance

  Read the article

• How to: Display multiple related classes in an ASP.NET GridView ?

  - by kversch

  I would like to display students and their grades with a GridView and LinqToSQL like this: assignment1 assignment2 Student 1 55 89 Student 2 87 56 Student 3 92 34 I found this topic but it doesn't answer my question: http://forums.asp.net/t/1557987.aspx I have a many-to-many relationship between students and assignments called "grades". The grade for the assignment is stored in that table in a "gradeNumber" column. I would also like to specify which assignments should be displayed in the grid. Btw, my LINQ entities are extended to allow me to write/get studentx.Assignments or assignmentx.Students.

  Read the article

• Grouping data into ranges in R

  - by Maddy

  supposing i have a data frame in R that has names of students in one column and their marks in another column. these marks range from 20 to 100. > mydata id name marks gender 1 a1 56 female 2 a2 37 male i want to divide the student into groups, based on the criteria of obtained marks, so that difference between marks in each group should be more than 10. i tried to use the function table, which gives the number of students in each range from say 20-30, 30-40, but i want it to pick those students that have marks in a given range and put all their information together in a group. any help is appreciated.

  Read the article

• How can I Submit client side answers (to a question) to the server using JAVA?

  - by mdrafi

  How can I Submit client side computer user's answers(to a multiple choice question) to the server using JAVA I have a centralized server and about 1000 client systems. In these 1000 systems students take multiple choice quiz at at time (in some 2 hrs time). Now i've to send all these answers of these questions to the server in an asynchronous threaded queue when the student answer each question (all 1000 students) Also client have to wait if the server connection is a failure, in this case students should be able to continue taking quiz/exam. When I get the connection these answers in queue should be submitted to the server system. How can I solve this problem? Please suggest/help me in this.

  Read the article

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

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

  Read the article

• Summary of Oracle E-Business Suite Technology Webcasts and Training

  - by BillSawyer

  Last Updated: November 16, 2011We're glad to hear that you've been finding our ATG Live Webcast series to be useful.  If you missed a webcast, you can download the presentation materials and listen to the recordings below. We're collecting other learning-related materials right now.  We'll update this summary with pointers to new training resources on an ongoing basis.  ATG Live Webcast Replays All of the ATG Live Webcasts are hosted by the Oracle University Knowledge Center.  In order to access the replays, you will need a free Oracle.com account. You can register for an Oracle.com account here.If you are a first-time OUKC user, you will have to accept the Terms of Use. Sign-in with your Oracle.com account, or if you don't already have one, use the link provided on the sign-in screen to create an account. After signing in, accept the Terms of Use. Upon completion of these steps, you will be directed to the replay. You only need to accept the Terms of Use once. Your acceptance will be noted on your account for all future OUKC replays and event registrations. 1. E-Business Suite R12 Oracle Application Framework (OAF) Rich User Interface Enhancements (Presentation) Prabodh Ambale (Senior Manager, ATG Development) and Gustavo Jiminez (Development Manager, ATG Development) offer a comprehensive review of the latest user interface enhancements and updates to OA Framework in EBS 12.  The webcast provides a detailed look at new features designed to enhance usability, including new capabilities for personalization and extensions, and features that support the use of dashboards and web services. (January 2011) 2. E-Business Suite R12 Service Oriented Architectures (SOA) Using the E-Business Suite Adapter (Presentation, Viewlet) Neeraj Chauhan (Product Manager, ATG Development) reviews the Service Oriented Architecture (SOA) capabilities within E-Business Suite 12, focussing on using the E-Business Suite Adapter to integrate EBS with third-party applications via web services, and orchestrate services and distributed transactions across disparate applications. (February 2011) 3. Deploying Oracle VM Templates for Oracle E-Business Suite and Oracle PeopleSoft Enterprise Applications Ivo Dujmovic (Director, ATG Development) reviews the latest capabilities for using Oracle VM to deploy virtualized EBS database and application tier instances using prebuilt EBS templates, wire those virtualized instances together using the EBS virtualization kit, and take advantage of live migration of user sessions between failing application tier nodes.  (February 2011) 4. How to Reduce Total Cost of Ownership (TCO) Using Oracle E-Business Suite Management Packs (Presentation) Angelo Rosado (Product Manager, ATG Development) provides an overview of how EBS sysadmins can make their lives easier with the Management Packs for Oracle E-Business Suite Release 12.  This session highlights key features in Application Management Pack (AMP) and Application Change Management Pack) that can automate or streamline system configurations, monitor EBS performance and uptime, keep multiple EBS environments in sync with patches and configurations, and create patches for your own EBS customizations and apply them with Oracle's own patching tools.  (June 2011) 5. Upgrading E-Business Suite 11i Customizations to R12 (Presentation) Sara Woodhull (Principal Product Manager, ATG Development) provides an overview of how E-Business Suite developers can manage and upgrade existing EBS 11i customizations to R12.  Sara covers methods for comparing customizations between Release 11i and 12, managing common customization types, managing deprecated technologies, and more. (July 2011) 6. Tuning All Layers of E-Business Suite (Part 1 of 3) (Presentation) Lester Gutierrez, Senior Architect, and Deepak Bhatnagar, Senior Manager, from the E-Business Suite Application Performance team, lead Tuning All Layers of E-Business Suite (Part 1 of 3). This webcast provides an overview of how Oracle E-Business Suite system administrators, DBAs, developers, and implementers can improve E-Business Suite performance by following a performance tuning framework. Part 1 focuses on the performance triage approach, tuning applications modules, upgrade performance best practices, and tuning the database tier. This ATG Live Webcast is an expansion of the performance sessions at conferences that are perennial favourites with hardcore Apps DBAs. (August 2011)  7. Oracle E-Business Suite Directions: Deployment and System Administration (Presentation) Max Arderius, Manager Applications Technology Group, and Ivo Dujmovic, Director Applications Technology group, lead Oracle E-Business Suite Directions: Deployment and System Administration covering important changes in E-Business Suite R12.2. The changes discussed in this presentation include Oracle E-Business Suite architecture, installation, upgrade, WebLogic Server integration, online patching, and cloning. This webcast provides an overview of how Oracle E-Business Suite system administrators, DBAs, developers, and implementers can prepare themselves for these changes in R12.2 of Oracle E-Business Suite. (October 2011) Oracle University Courses For a general listing of all Oracle University courses related to E-Business Suite Technology, use the Oracle University E-Business Suite Technology course catalog link. Oracle University E-Business Suite Technology Course Catalog 1. R12 Oracle Applications System Administrator Fundamentals In this course students learn concepts and functions that are critical to the System Administrator role in implementing and managing the Oracle E-Business Suite. Topics covered include configuring security and user management, configuring flexfields, managing concurrent processing, and setting up other essential features such as profile options and printing. In addition, configuration and maintenance of an Oracle E-Business Suite through Oracle Applications Manager is discussed. Students also learn the fundamentals of Oracle Workflow including its setup. The System Administrator Fundamentals course provides the foundation needed to effectively control security and ensure smooth operations for an E-Business Suite installation. Demonstrations and hands-on practice reinforce the fundamental concepts of configuring an Oracle E-Business Suite, as well as handling day-to-day system administrator tasks. 2. R12.x Install/Patch/Maintain Oracle E-Business Suite This course will be applicable for customers who have implemented Oracle E-Business Suite Release 12 or Oracle E-Business Suite 12.1. This course explains how to go about installing and maintaining an Oracle E-Business Suite Release 12.x system. Both Standard and Express installation types are covered in detail. Maintenance topics include a detailed examination of the standard tools and utilities, and an in-depth look at patching an Oracle E-Business Suite system. After this course, students will be able to make informed decisions about how to install an Oracle E-Business Suite system that meets their specific requirements, and how to maintain the system afterwards. The extensive hands-on practices include performing an installation on a Linux system, navigating the file system to locate key files, running the standard maintenance tools and utilities, applying patches, and carrying out cloning operations. 3. R12.x Extend Oracle Applications: Building OA Framework Applications This class is a hands-on lab-intensive course that will keep the student busy and active for the duration of the course. While the course covers the fundamentals that support OA Framework-based applications, the course is really an exercise in J2EE programming. Over the duration of the course, the student will create an OA Framework-based application that selects, inserts, updates, and deletes data from a R12 Oracle Applications instance. 4. R12.x Extend Oracle Applications: Customizing OA Framework Applications This course has been significantly changed from the prior version to include additional deployments. The course doesn't teach the specifics of configuration of each product. That is left to the product-specific courses. What the course does cover is the general methods of building, personalizing, and extending OA Framework-based pages within the E-Business Suite. Additionally, the course covers the methods to deploy those types of customizations. The course doesn't include discussion of the Oracle Forms-based pages within the E-Business Suite. 5. R12.x Extend Oracle Applications: OA Framework Personalizations Personalization is the ability within an E-Business Suite instance to make changes to the look and behavior of OA Framework-based pages without programming. And, personalizations are likely to survive patches and upgrades, increasing their utility. This course will systematically walk you through the myriad of personalization options, starting with simple examples and increasing in complexity from there. 6. E-Business Suite: BI Publisher 5.6.3 for Developers Starting with the basic concepts, architecture, and underlying standards of Oracle XML Publisher, this course will lead a student through a progress of exercises building their expertise. By the end of the course, the student should be able to create Oracle XML Publisher RTF templates and data templates. They should also be able to deploy and maintain a BI Publisher report in an E-Business Suite instance. Students will also be introduced to Oracle BI Publisher Enterprise. 7. R12.x Implement Oracle Workflow This course provides an overview of the architecture and features of Oracle Workflow and the benefits of using Oracle Workflow in an e-business environment. You can learn how to design workflow processes to automate and streamline business processes, and how to define event subscriptions to perform processing triggered by business events. Students also learn how to respond to workflow notifications, how to administer and monitor workflow processes, and what setup steps are required for Oracle Workflow. Demonstrations and hands-on practice reinforce the fundamental concepts. 8. R12.x Oracle E-Business Suite Essentials for Implementers Oracle R12.1 E-Business Essentials for Implementers is a course that provides a functional foundation for any E-Business Suite Fundamentals course.

  Read the article

• SQLAuthority News – Technical Review of Learning at Koenig Solutions

  - by pinaldave

  Yesterday I finished my 3 days fast track in person learning of course End to End SQL Server Business Intelligence at Koenig Solutions. You can read my previous article over here regarding why am I learning SQL Server. Yesterday I blogged about my experience of arriving to Training Center and my induction with the center. The Training Days I had enrolled for three days training so my routine each of the three days was very much same. However, the content every day was different as I was learning something new every day. Let me describe a few of the interesting details of my daily routine. A Single Student Batch The best part of my training was that in my training batch, I am single student. Koenig is known to smaller batches and often they have single student batches as well. I was very much delighted to know that I will have dedicated access and attention from my trainer in my batch as I will be single student in my batch. In most of the labs I have observed there are no more than 4 students at any time. Prakash and Pinal 7:30 AM Breakfast Talk We all students gather at 7:30 in breakfast area. The best time of the day. I was the only Indian student in the group. The other students were from USA, Canada, Nigeria, Bhutan, Tanzania, and a few others from other countries. I immediately become the source of information and reference manual. Though the distance between Delhi and Bangalore is 2000+ KM I was considered as a local guy. 8:30 AMHeading to Training Center Every day without fail at 8:30 the van started from our accommodation to the training center. As mentioned in an earlier blog post the distance is about 5 minutes and we were able to reach at the location before 8:45. This gave us some time settle in before our class starts at 9:00 AM. 9:00 AM Order Lunch Food Well it may sound funny that we just had breakfast 30 minutes but the first thing everybody has to do is to order lunch as soon as the class starts. There is an online training portal to order food for the day. Everybody has to place their order early during the day so the food arrives on time during lunch time. Everybody can order whatever they want to order using an online ordering system. The options are plenty and everybody can order what they like. 9:05 AM Learning Starts After deciding the lunch we started the learning. I was very fortunate to have a very experienced trainer - Prakash Chheatry. Though I have never met him before I have heard a lot about Prakash. He is known as the top most SQL Server Trainer in India. His student list contains some of the very well known SQL Server Experts of the world and few of SQL Server “best seller” book authors. Learning continues till 1:00 PM with one tea-coffee break in between. 1:00 PM Lunch The lunch time is again the fun time. We all students get together in the afternoon and tell the stories of the world. Indeed the best part of the day beside learning new stuff. 4:55 PM Ready to Return We stop at 4:55 as at precisely 5:00 PM the van stops by the institute which takes us back to our accommodation. Trust me seriously long long day always but the amount of the learning is the win of the day. 7:30 PM Dinner Time After coming back to the accommodation I study till 7:30 and then rush for dinner. Dinner is world cuisine and deserts are really delicious. After dinner every day I have written a blog and retired early as the next day is always going to be busier than the present day. What did I learn As I mentioned earlier I know SQL Server fairly well. I had expressed the same in my conversation as well. This is the reason I was assigned a fairly senior trainer and we learned everything quite quickly. As I know quite a few things we went pretty fast in many topics. There were a few things, I wanted to learn in detail as well practice on the labs. We slowed down where we wanted and rush through the concepts where I was very comfortable. Here is the list of the things which we covered in action pack three days. Introduction to Business Intelligence (Intro) SQL Server Analysis Service (Theory and Lab) SQL Server Integration Service  (Theory and Lab) SQL Server Reporting Service  (Theory and Lab) SQL Server PowerPivot (Lab) UDM (Theory) SharePoint Concepts (Theory) Power View (Demo) Business Intelligence and Security (Discussion) Well, I was delighted that I was able to refresh lots of concepts during these three days. Thanks to my trainer and my friend who helped me to have a good learning experience. I believe all the learning  will help me in my growth and future career. With this I end my this experience. I am planning to have another online learning experience later this month. I will blog about my experience as I begin it. Reference: Pinal Dave (http://blog.sqlauthority.com) Filed under: PostADay, SQL, SQL Authority, SQL Query, SQL Server, SQL Tips and Tricks, SQL Training, T SQL, Technology

  Read the article

• "/etc/init.d/networking restart" with non-root user

  - by bonchen

  I have a thin client with 112mb RAM which boots ubuntu server 12.04.1 from a usb drive with openbox and it is to be used by students to communicate with cisco equipment. And because of this the students need to be able to reconfigure the network interface and then restart it without a reboot using the only user - cisco. This is what I have so far: adduser cisco usermod -a -G dialout cisco chown root:cisco /etc/network/interfaces chmod 664 /etc/network/interfaces chmod u+s /sbin/shutdown chmod u+s /sbin/reboot chmod u+s /sbin/poweroff chmod u+s /run/network/if* chmod u+s /sbin/ifdown chmod u+s /sbin/ifup And when I run /etc/init.d/networking restart as cisco I get: *Reconfiguring network interfaces... rm: cannot remove `eth0.dhclient': Permission denied Failed to send flush request: Operation not permitted RTNETLINK answers: Operation not permitted Any ideas on how to get this working? Thanks!

  Read the article

• Did You Know? What settings to always change

  - by Kalen Delaney

  A week ago, I taught my SQL Server 2012 Internals class to a great group of very interactive students. Even though a dozen of them were taking the class remotely, there were still lots of really great questions and and lots of discussion. One of the students asked if I could summarize all the settings that I recommended changing from the default, right out of the box. I said I’d try to put a list together by the end of the week, but I didn’t make it. So I said I would put it together and blog it....(read more)

  Read the article

• Oracle India: Become an Oracle Student Ambassador

  - by user769227

   As the new year begins in India for many students, Oracle India is currently looking for bright, energetic students who are interested in becoming Oracle Campus Ambassadors. We have a dedicated team of Campus Recruiters who are regularly on site at selected Engineering Colleges in India - we need your help to spread the Oracle message within the Student Community. This is a great chance to work with one of the global leaders in the IT space and get some exposure to Oracle that many people do not get the chance to experience We are specifically looking for Campus Ambassadors at these colleges:   IIT Kanpur IIT Delhi  IIT  Madras  IIT Kharagpur  IIT Kharagpur  IIT Bombay  IIT Guwahati  IT-BHU  BITS Pilani  BITS Goa  IISc Bangalore  Do you want to find out more? Have a read of the Infographic we have created below that will talk a little about what an 'Oracle Ambassador' actually will do. If you are interested in this fantastic opportunity and meet the eligibility criteria send us your resume at [email protected] We are excited for another great school and we are looking forward to sharing that experience with you.

  Read the article

• Any idea for a master thesis in software engineering

  - by medusa

  Hi! I have to choose a thesis for my master degree. Time is limited to about 6 months. Do you have any idea? Any personal thesis that was successful? After searching around for some time now, i see the most famous topics are related to artificial intelligence, but i don't want something like that, because most of it would be just theory and boring. A lot of students present these kind of studies because those are the most difficult. I would prefer something that does not necessary include that mathematical complexity but which is an everyday-life topic, and gives concrete ideas, hypothesis, or solutions to some actual problems. Hope i gave my whole idea: i am looking for something that is different from the majority of what all students do, and able to impress the audience... :) I would really really appreciate any your suggestion, Thank you!

  Read the article

• Do I need an Ubuntu certification to teach Ubuntu

  - by Luis Alvarado

  I have several students that want a course of Ubuntu. I would like to know the following very important points: Do I need an Ubuntu certification to certified my students afterwards that they know Ubuntu. Can I use the Ubuntu logo, an Ubuntu symbol for the certificate that I would give out? Do I need permissions? Where should I ask for permission? Is this possible? Is there an Ubuntu certificate format available that I could use? Is there a site where I could sign to teach and promote Ubuntu to new users (Become an Ubuntu teacher)? What information and permissions might I need from Ubuntu or Canonical if I wanted to give courses about Ubuntu?

  Read the article

• I prefer C/C++ over Unity and other tools: is it such a big downer for a game developper ?

  - by jokoon

  We have a big game project on Unity at school on which we are 12 to work on. My teacher seems to be convinced it's an important tool to teach students, since it makes students look from the high level to the lower level. I can understand his view, and I'm wondering: Is unity such an important engine in game developping companies ? Are there a lot of companies using it because they can't afford to use something else ? He is talking like Unity is a big player in game making, but I only see it fit small indie game companies who want to do a game as fast as possible. Do you think Unity is that much important in the industry ? Does it endangers the value of C++ skills ? It's not that I don't like Unity, it's just that I don't learn nothing with it, I prefer to achieve little steps with Ogre or SFML instead. Also, we also have C++ practice exercises, but those are just practice with theory, nothing much.

  Read the article

• I prefer C/C++ over Unity and other tools: is it such a big downer for a game developer?

  - by jokoon

  We have a big game project using Unity at school. There are 12 of us working on it. My teacher seems to be convinced it's an important tool to teach students, since it makes students look from the high level to the lower level. I can understand his view, and I'm wondering: Is unity such an important engine in game development companies? Are there a lot of companies using it because they can't afford to use something else? He is talking like Unity is a big player in game making, but I only see it fit small indie game companies who want to do a game as fast as possible. Do you think Unity is of that much importance in the industry? Does it endanger the value of C++ skills? It's not that I don't like Unity, it's just that I don't learn anything with it, I prefer to achieve little steps with Ogre or SFML instead. Also, we also have C++ practice exercises, but those are just practice with theory, nothing much.

  Read the article

• Microsoft Virtual Academy

  Carpe Diem It's been since a while that I could write an article for this blog but alas, I was (and still am) very busy with customer's work. Which is actually good. So, what is this article going to tell you? Well, in general, just what I already tweeted, that life is constant process of learning - especially as software craftsman. Due to an upcoming new customer project in ASP.NET I had to seize the opportunity to get my head deeper into latest available technologies, like Windows Azure and SQL Azure. I know... cloud computing and so on is not a recent development and already available since quite a while but I never any means to get myself into this since roughly two weeks ago. Microsoft Virtual Academy I can't remember exactly what guided me towards the Microsoft Virtual Academy (MVA), oh wait... Yes, it was a posting on Facebook from an old CLIP community friend. He posted a shortened URL with #MVA tag that caught my attention. Thanks for that Thomas Kuberek. After the usual sign in or registration via Live ID I was a little bit surprised that Mauritius is not an available country option... Quick mail exchange with the MVA Decan, and yeah, apologies for the missing entry. So, currently I'm learning about Microsoft products and services, and collecting points under "Not Listed Country" until Mauritius is going to be added. Hopefully soon, as MVA honors your effort with different knowledge ranks that are compared to other students with public profiles. I think it's a nice move to add some game and competition factor into the learning game. The tracks and their different modules are mainly references to publicly available material online, namely on either MSDN, TechNet, Channel9, or other Microsoft based sites. The course material therefore also varies in different media and formats, ranging from simple online articles over downloadable documents (.docx or .pdf) to Silverlight / Windows Media streams with download options. Self-assessment and students ranking Each module in a track can be finished by taking part in a self-assessment. Up to now, the assessment I did (and passed) were limited to 10 minutes available time, and consisted of six to seven questions on the module training material. Nothing too serious but it gives you a glimpse idea how Microsoft certification exams are structured. Conclusion Nothing really new but nicely gathered, assembled and presented to the MVA students. At the moment, I wouldn't dare to compare the richness and quality of those courses with professional training offers, like Pluralsight .NET Training, LearnDevNow, VTC, etc. at all, but I think that MVA has potential. Give it a try, and let me know about your opinions.

  Read the article

• CRM Goes to School, Supports Enrollment Growth

  - by Tony Berk

  At Post University in Waterbury, CT, the focus is on the student. Generally, the first interaction from a potential student is a lead, which can come from a variety of sources. Any delay in following up with the interested student (the lead) affects the conversion success rate, i.e., the likelihood of enrollment. By implementing Oracle CRM On Demand, Post University automated the admissions process so the admissions counselors are in direct contact with the students and eliminated many manual steps. The admissions and marketing teams, as well as the students, benefit from the new streamlined process. Up next, Post University, plans to increase the efficiency of the student retention processes with the expansion of Oracle CRM On Demand. Take a look at the video to learn more about Post University's Oracle CRM On Demand implementation: Congrats to Post University, and Apex IT, their implementation partner, on the successful implementation!

  Read the article

• 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?

  Read the article

• What are the most common stumbling blocks when it comes to learning programming, in order of difficulty?

  - by blueberryfields

  I seem to remember that linked lists, recursion, pointers, and memory management are all good examples of stumbling blocks - places where the aspiring programmer typically ends up spending significant time trying to understand a concept before moving on and improving, and many end up giving up and not improving. I'm looking for a complete/comprehensive list of these types of stumbling blocks, in rough estimated order of difficulty to learn, with the goal of making sure that an educational program for programmers is structured to properly guide students through them Is this information available somewhere? Ideally, the difficulty to learn will be measured in some sort of objective manner (ie, % of students which consistently fail to learn the concept) What sources are most appropriate for obtaining this information?

  Read the article

• AVIO Academy - ADF w/Oracle BPM

  - by BPMWarrior

  Oracle Platinum Partner AVIO Consulting is excited to announce the launch of the industry’s first ADF with Oracle BPM developer training program.  This training program is for any prospects or customers that could benefit from a better understanding of Oracle ADF and Oracle BPM.    Visit the AVIO Academy website for an in-depth description of the new ADF with Oracle BPM Workshop .     What it is: ·         Industry’s first ADF with Oracle BPM training program ·         3-day workshop showcasing application development using ADF with Oracle BPM Suite   Training Purpose: Teaches developers how to use Oracle Application Development Framework (ADF) with the Oracle Business Process Management (BPM) Suite.  The workshop is the only one of its kind on the market today.  During the course, students gain a better understanding of Oracle ADF, and the nuances of making it work with Oracle BPM.   Course Overview This course in AVIO’s BPM series, consists of 11 hands-on lessons designed specifically for developers.   It provides a comprehensive overview of ADF and Oracle BPM concepts, and step-by-step easy to follow instructions for creating and integrating ADF user interfaces with Oracle BPM processes.  Students leave the workshop with the working versions of the projects they build for their future reference.  Rather than just frantically clicking through the lessons, concepts are thoroughly explained and demonstrated.  Students leave understanding the best practices AVIO established during years of developing ADF solutions for Oracle BPM and SOA.   AVIO Academy This new workshop is offered through AVIO Academy, the only program with curriculum specifically developed for the most recent version of the Oracle BPM Suite. The academy specializes in hands-on role based training that uses an organization’s own processes for a more practical learning experience.   Visit the AVIO Academy website for an in-depth description of the new ADF with Oracle BPM Workshop. If you have any questions please contact Brandon Dean at [email protected]

  Read the article

• Adsense ads are not a good fit for my site

  - by Ryan Grush

  I run an academic network for college students to communicate at particular universities and we run Google Adsense. The site pulls in a decent amount for a side project but our CTR is horrible <0.2% and our RPM is equally low. The problem lies in the fact that Google pegs us as an education site (which we are) but shows our users ads for U of Phoenix, Devry U and other for-profit universities. All of our users are students of the more higher-caliber institutions and therefore have no use for these ads. I've known about this problem for some time but I don't know what to do to show more relevant ads instead (i.e. Spring Break, school apparel, poker, sports, etc). What would be the best way to change this?

  Read the article

• What are the most effective learning methods?

  - by BuckWoody

  After I got done speaking at the SQL Server 2008 R2 Launch Event yesterday I came back to the hotel room for a web-meeting with some of the other teachers at the University of Washington. As teachers we are always looking to improve the knowledge transfer to our students – and the Program Director found an interesting study that I thought I might share here. Below is an un-labeled chart showing the effectiveness of learning methods according to a recent study. At the top are the labels. (“Teaching” here means students teaching each other). Try the experiment we did: place the labels where you think they’ll go. I’ll post the completed chart tomorrow. Share this post: email it! | bookmark it! | digg it! | reddit! | kick it! | live it!

  Read the article

• How should I practice web server administration?

  - by Astyanax

  Security students can practice their skills with software like OWASP's webgoat or something similar to "hackthissite". Students interested in Operating Systems can study MINIX and PintOS, write shell scripts or study POSIX system calls. What would be the best course of action in order to practice Server Administration? Is there any such software/resource available, teaching you such skills with small lessons, or it is totally up to you? I've practiced live FreeBSD server administration and management of VMs (CentOS, Gentoo, Debian) under VirtualBox, but I always feel that this isn't enough and I must push myself harder. So, what would you recommend? What has worked for you?

  Read the article

• Programming curricula

  - by davidk01

  There are a lot of schools that teach Java and C++ but whenever I see the syllabus for one of these classes it's almost always some cut and dry OO stuff with possibly some boring end of class project. With all the little gadgets and emulators for those gadgets why aren't more schools re-purposing those classes so that the students work their way up to building android or meego applications? That way students get to experience first hand what it takes to engineer/build a piece of software instead of doing finger exercises with syntax. Practically every self-taught programmer that I know started programming because they wanted to make their gadgets do things for them. They didn't learn a programming language with an abstract conception of using it on some far distant project so I don't understand why schools don't emulate this style of teaching.

  Read the article

• Will adsense 'use' comments between the adsense opening and closing tags for ad targeting?

  - by SuperSpy

  I've got a simple website on which students of my school can see their timetable. I setup adsense three weeks ago and everything is working fine. But I would like to help adsense. Since only a timetable and a few instructions are shown, there is scarcely content to which ads can relate. Idea: <!- google_ad_section_start –> <!-- Students like clothing ... and bargains, etc.--> <!– google_ad_section_end –> Will this work? Or are there other ways to help adsense?

  Read the article

• My very first serious project and I'm concerned about security.

  - by ilhan

  I'm making a small social networking web site for a specific university's students (where I study) and I'm concerned about security (access to the database). What should I do? What I have to check for last time until I went online? (Yeah, Facebook Facebook. Facebook don't have that community sense. You cannot find all your department mates on Facebook. You cannot see all foreign students on Facebook. You cannot hide your identity on Facebook while commenting, etc etc. Just please don't compare it with Facebook, we had a great local social network until it went public . * ))

  Read the article

< Previous Page | 4 5 6 7 8 9 10 11 12 13 14 15  | Next Page >