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  • Graduate Life in Oracle by Ramakrishna Nalabothula

    - by david.talamelli
    Preparation for the BIG interview: I prepared in both technical and logical aspects to face the Oracle Interview. I had to cover almost all main areas in technical and many types of problems in logical areas. We attended mock- interviews and written tests at our college, browsed websites and communities. Having started with such a rigorous preparation before Oracle visited the college; it was possible for me to make it into the list of final selection. I put in a big effort to reach this position and I am very happy to achieve this. Why I chose Oracle: Oracle is one of the best technology providers and has a large customer base. I think it is not an easy job to offer services to that many customers. So, the company needs young and dynamic people and I wanted to be one among them. This gave me spirit and led me to walk into Oracle. I am working on different technologies and learning something new in the field. Having many customers is challenging Oracle and my work is challenging me. I am confident enough that customers to both me and Oracle will never lose their faith. Learning at Oracle: The style of learning is good and never resembles a classroom session in a college. It is always fun to learn here. There is no exam to track the performance. There is enough time until we completely learn it. There is no concept of stiff competition. Peers help through KT (Knowledge Transfers) and there are good resources in the Oracle to learn. People are always there to direct you to those. There are lots of opportunities for Web learning too! My Work Area: My team gives me a great opportunity to offer service to the entire product. There were no situations when I got tense with my work or targets and deliverables. I work with a Global Team and my manager is based in the UK. I have a lot of freedom and flexibility. I use the work from home option in case of any disturbances in the city or due to personal problems. I have a weekly meeting with my manager and use Instant Messenger for status updates. My manager plans very well to give me enough time to complete tasks. I have good coordination from the team towards our deadlines. My work has also brought me close to many people across various technology and product teams. I am glad to make many friends across Oracle. I am enjoying my time and work here. I cover all the major activities in the team. I am thankful to everyone from the Development and Quality Assurance Team to have high confidence in me by assigning such big responsibilities. Primary tasks are maintaining the environments that are very unstable at times. This really requires big time and effort to trace the root causes. I am working and still learning on all these areas. The happiest thing is I got chances to travel to USA & UK for training and for supporting a few customer demo projects. I have got to explore more across two countries and got sponsored to visit the places around due to Oracle's policies. I am very much thankful for these what I have from Oracle and for the cooperation there from other colleagues. Fun at Work: Oracle has a club from Employees to conduct games and events. I had an opportunity to participate in competitions, tournaments inside Oracle and Inter-Corporate for all games. I thank Oracle for providing me all these opportunities and I would like to extend my thanks to Senior Management for their confidence in me. I thank Oracle HR Recruiting Team too for selecting me into Oracle and giving me this opportunity to share my experience and feelings. Ramakrishna Nalabothula

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  • When am I ready for contracting work?

    - by Kirk Broadhurst
    What skills are required to work on a temp / contracting basis, and how does a developer know when they are ready to work in these circumstances? I have some colleagues who are suggesting contracting work is 'the way to go'; the pay is significantly better. It appears that when a permanent position pays (X times $10k) per year, the corresponding contract position pays almost $X per hour - which is close to twice as much. I look forward to doing this type of work as an experienced expert, but worry that by doing so right now I'd be turning away learning and development opportunities. My assumptions about contract work are the following: less / zero money invested on training and development less concern for job satisfaction and learning ("they won't be here in 12 months") possibly less concern about the overall quality of the project ("we won't be here in 12 months") There are similar questions on stack overflow at the moment but what I've really looking for is: What does the developer give up by moving to contract work? Is it preferable to have structured learning in a permanent position rather than seat-of-the-pants learning in a contract position? What skill leve should the contractor have before making the move? Is there still the same kind of growth in contracting that there is in permanent positions? Rightly or wrongly, I see this as a choice between $ (contracting) and learning / development (permanent). Is this fair?

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  • C++ vs Matlab vs Python as a main language for Computer Vision Research

    - by Hough
    Hi all, Firstly, sorry for a somewhat long question but I think that many people are in the same situation as me and hopefully they can also gain some benefit from this. I'll be starting my PhD very soon which involves the fields of computer vision, pattern recognition and machine learning. Currently, I'm using opencv (2.1) C++ interface and I especially like its powerful Mat class and the overloaded operations available for matrix and image operations and seamless transformations. I've also tried (and implemented many small vision projects) using opencv python interface (new bindings; opencv 2.1) and I really enjoy python's ability to integrate opencv, numpy, scipy and matplotlib. But recently, I went back to opencv C++ interface because I felt that the official python new bindings were not stable enough and no overloaded operations are available for matrices and images, not to mention the lack of machine learning modules and slow speeds in certain operations. I've also used Matlab extensively in the past and although I've used mex files and other means to speed up the program, I just felt that Matlab's performance was inadequate for real-time vision tasks, be it for fast prototyping or not. When the project becomes larger and larger, many tasks have to be re-written in C and compiled into Mex files increasingly and Matlab becomes nothing more than a glue language. Here comes the sub-questions: For carrying out research in these fields (machine learning, vision, pattern recognition), what is your main or ideal programming language for rapid prototyping of ideas and testing algorithms contained in papers? For computer vision research work, can you list down the pros and cons of using the following languages? C++ (with opencv + gsl + svmlib + other libraries) vs Matlab (with all its toolboxes) vs python (with the imcomplete opencv bindings + numpy + scipy + matplotlib). Are there computer vision PhD/postgrad students here who are using only C++ (with all its availabe libraries including opencv) without even needing to resort to Matlab or python? In other words, given the current existing computer vision or machine learning libraries, is C++ alone sufficient for fast prototyping of ideas? If you're currently using Java or C# for your research, can you list down the reasons why they should be used and how they compare to other languages in terms of available libraries? What is the de facto vision/machine learning programming language and its associated libraries used in your research group? Thanks in advance. Edit: As suggested, I've opened the question to both academic and non-academic computer vision/machine learning/pattern recognition researchers and groups.

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  • Rails learn's confusion

    - by Steve
    This is a beginner's rails learning confusion. When I learn rails, from time to time, I feel frustrated on rails' principle "Convention over Configuration". Rails uses heavily on conventions. A lot of them are just naming conventions. If I forget a convention, I will either use the wrong naming and get unexpected result or get things magically done but don't understand how. Sometimes, I think of configuration. At least configuration lists everything clearly and nothing is in fog. In rails, there seems a hidden, dark contract between you and the machine. If you follow the contract, you communicate well. But a beginner usually forgets items listed on the contract and this usually leads to confusion. That's why when I first pick up rails, I feel like it is somehow difficult to learn. Besides, there are many other things that could be new to a learner, such as using git, using plugins from community, using RESTful routing style, using RSpec. All these are new and come together in learning ruby and rails. This definitely adds up difficulties for a beginner. In contrast, if you learn php, it wouldn't be that bad. You can forget many things and focus on learning php itself. You don't need to learn database handling if you know SQL already(in rails, you need to learn a whole new concept migration), you don't have to learn a new decent unit test(in rails, usually they teach RSpec along the way because rails is agile and you should learn test-driven development in the early learning stage), you don't have to learn a new version control(in rails, you will be taught about git anyway), you don't have to use complicated plugins(in rails, they usually use third-party plugins in textbook examples! what the hell? why not teach how to do a simplified similar thing in rails?), you don't have to worry RESTful style. All in all, when I learn php, I learn it quick and soon I start to write things myself. Learning php is similar to learning C/java. It tastes like those traditional languages. When I learn rails, it is more difficult. And I need to learn ruby as well (I believe many of you learn ruby just because of rails). Does anyone have the similar feeling as I have? How do you overcome it and start to master rails? Hints will be welcomed. Thank you.

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  • Is it a good idea for me to learn Python before C or some other Compiler language?

    - by Dream Lane
    Right now I am going through MIT's introduction to Computer Science course via OpenCourseWare. As a part of this course I am learning the Python Language. I've read a lot of things about the benefits of learning C. Before I dig any deeper into Python I wonder if I will be hindered or helped by learning Python first. Do you think that I will develop any bad habits or anything like that from Python?

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  • Stripes for Java Web Dev, is it worth learning ? Is it easier ? how it compared to Struts ?

    - by cfontes
    I am tired of Java web, and started to learn Ruby on Rails because of that, but I just found this Framework and it looks promessing... But I am not in the mood to study more Java, so I would like to know if this one is worth my time ( that would mean, less configuration and action mapping and so on) Is it better then Struts 2(WebWorks) ??? because those are way better then Struts 1 but still not a RoR. Spring MVC ? I would like a Hands On Opnion, not a specs compare. Thanks !

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  • Learning rails and AJAX. How do I load a div via ajax and then toggle hiding/showing it?

    - by Kevin L.
    I'm doing my first Ruby on Rails project. I am working on a project where the user can add a new message. Then they can add updates to this message like a thread. I've got it all written and now I'm going back and applying some AJAX. I want to show just the main message when the page first loads. Then when I click a link I want an AJAX event to fire that populates a div with all the updates to the message. Then I want this same link to toggle hiding and showing the div. I've made a submit button to fire the ajax and get back the updates using form_remote_tag. I've also created a separate link to toggle the hiding using $(div_id).toggle();. But now I'm stuck on how to combine these two things into one all purpose link. Thanks.

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  • How to learn how the web works? [closed]

    - by Goma
    I was thinking to start learning ASP.NET Web forms and some of my friends told me that I should learn something else such as ASP.NET MVC or PHP because ASP.NET Web Forms does not learn me how the web works and I will get some misunderstanding of the web if I learn ASP.NET Web Forms. To what extent is that ture? and must I change my path of learning towards ASP.NET MVC or PHP or is it OK if I start with Web Forms?

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  • Enhancing, Employing, Engaging SharePoint 2010

    - by Sahil Malik
    SharePoint 2010 Training: more information Recently I completed a recording for the Microsoft Partner Learning Center (PLC) on three topics.The videos are now available for your viewing pleasure, I hope you find them useful.   Enhancing SharePoint 2010 – The development story The various ways to deliver functionality in SharePoint with most of the focus surrounding Visual Studio 2010, and SharePoint Designer 2010 where necessary. Watch Video (https://training.partner.microsoft.com/learning/app/management/LMS_ActDetails.aspx?UserMode=0&ActivityId=732988) Read full article ....

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  • Python and only Python for almost any programming tasks!

    - by Wassim
    Am I wrong if I think that Python is all I need to master, in order to solve most of the common programming tasks? EDIT I'm not OK with learning new programming languages if they don't teach me new concepts of programming and problem solving; hence the idea behind mastering a modern, fast evolving, with a rich set of class libraries, widely used and documented, and of course has a "friendly" learning curve programming language. I think that in the fast evolving tech industry, specialization is key to success.

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  • What stressors do programmers encounter on the job, and how do you deal with them? [closed]

    - by Matthew Rodatus
    Learning to manage stress is vital to staying healthy while working at any job. A necessary subtask is learning to recognize and limit the sources of stress. But, in the midst of the daily grind, it can be difficult to recognize sources of stress (especially for an intense, focused persona such as a programmer). What types of stressors should programmers look out for, and how can they be managed?

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  • What non-programming tools do programmers use?

    - by user828584
    I'm reading code complete with the intention of learning how to better structure my code, but I'm also learning a lot about how many aspects of programming something there are that aren't just writing the code. The book talks a lot about problem definition, determining the requirements, defining the structure, designing the code, etc. What tools are used for these non-writing steps of programming? Is there software that will help me design and plan out what I'm going to write before I do?

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  • Why We Should Learn to Stop Worrying and Love Millennials

    - by HCM-Oracle
    By Christine Mellon Much is said and written about the new generations of employees entering our workforce, as though they are a strange specimen, a mysterious life form to be “figured out,” accommodated and engaged – at a safe distance, of course.  At its worst, this talk takes a critical and disapproving tone, with baby boomer employees adamantly refusing to validate this new breed of worker, let alone determine how to help them succeed and achieve their potential.   The irony of our baby-boomer resentments and suspicions is that they belie the fact that we created the very vision that younger employees are striving to achieve.  From our frustrations with empty careers that did not fulfill us, from our opposition to “the man,” from our sharp memories of our parents’ toiling for 30 years just for the right to retire, from the simple desire not to live our lives in a state of invisibility, came the seeds of hope for something better. One characteristic of Millennial workers that grew from these seeds is the desire to experience as much as possible.  They are the “Experiential Employee”, with a passion for growing in diverse ways and expanding personal and professional horizons.  Rather than rooting themselves in a single company for a career, or even in a single career path, these employees are committed to building a broad portfolio of experiences and capabilities that will enable them to make a difference and to leave a mark of significance in the world.  How much richer is the organization that nurtures and leverages this inclination?  Our curmudgeonly ways must be surrendered and our focus redirected toward building the next generation of talent ecosystems, if we are to optimize what future generations have to offer.   Accelerating Professional Development In spite of our Boomer grumblings about Millennials’ “unrealistic” expectations, the truth is that we have a well-matched set of circumstances.  We have executives-in-waiting who want to learn quickly and a concurrent, urgent need to ramp up their development time, based on anticipated high levels of retirement in the next 10+ years.  Since we need to rapidly skill up these heirs to the corporate kingdom, isn’t it a fortunate coincidence that they are hungry to learn, develop and move fluidly throughout our organizations??  So our challenge now is to efficiently operationalize the wisdom we have acquired about effective learning and development.   We have already evolved from classroom-based models to diverse instructional methods.  The next step is to find the best approaches to help younger employees learn quickly and apply new learnings in an impactful way.   Creating temporary or even permanent functional partnerships among Millennial employees is one way to maximize outcomes.  This might take the form of 2 or more employees owning aspects of what once fell under a single role.  While one might argue this would mean duplication of resources, it could be a short term cost while employees come up to speed.  And the potential benefits would be numerous:  leveraging and validating the inherent sense of community of new generations, creating cross-functional skills with broad applicability, yielding additional perspectives and approaches to traditional work outcomes, and accelerating the performance curve for incumbents through Cooperative Learning (Johnson, D. and Johnson R., 1989, 1999).  This well-researched teaching strategy, where students support each other in the absorption and application of new information, has been shown to deliver faster, more efficient learning, and greater retention. Alternately, perhaps short term contracts with exiting retirees, or former retirees, to help facilitate the development of following generations may have merit.  Again, a short term cost, certainly.  However, the gains realized in shortening the learning curve, and strengthening engagement are substantial and lasting. Ultimately, there needs to be creative thinking applied for each organization on how to accelerate the capabilities of our future leaders in unique ways that mesh with current culture. The manner in which performance is evaluated must finally shift as well.  Employees will need to be assessed on how well they have developed key skills and capabilities vs. end-to-end mastery of functional positions they have no interest in keeping for an entire career. As we become more comfortable in placing greater and greater weight on competencies vs. tasks, we will realize increased organizational agility via this new generation of workers, which will be further enhanced by their natural flexibility and appetite for change. Revisiting Succession  For many years, organizations have failed to deliver desired succession planning outcomes.  According to CEB’s 2013 research, only 28% of current leaders were pre-identified in a succession plan. These disappointing results, along with the entrance of the experiential, Millennial employee into the workforce, may just provide the needed impetus for HR to reinvent succession processes.   We have recognized that the best professional development efforts are not always linear, and the time has come to fully adopt this philosophy in regard to succession as well.  Paths to specific organizational roles will not look the same for newer generations who seek out unique learning opportunities, without consideration of a singular career destination.  Rather than charting particular jobs as precursors for key positions, the experiences and skills behind what makes an incumbent successful must become essential in succession mapping.  And the multitude of ways in which those experiences and skills may be acquired must be factored into the process, along with the individual employee’s level of learning agility. While this may seem daunting, it is necessary and long overdue.  We have talked about the criticality of competency-based succession, however, we have not lived up to our own rhetoric.  Many Boomers have experienced the same frustration in our careers; knowing we are capable of shining in a particular role, but being denied the opportunity due to how our career history lined up, on paper, with documented job requirements.  These requirements usually emphasized past jobs/titles and specific tasks, versus capabilities, drive and willingness (let alone determination) to learn new things.  How satisfying would it be for us to leave a legacy where such narrow thinking no longer applies and potential is amplified? Realizing Diversity Another bloom from the seeds we Boomers have tried to plant over the past decades is a completely evolved view of diversity.  Millennial employees assume a diverse workforce, and are startled by anything less.  Their social tolerance, nurtured by wide and diverse networks, is unprecedented.  College graduates expect a similar landscape in the “real world” to what they experienced throughout their lives.  They appreciate and seek out divergent points of view and experiences without needing any persuasion.  The face of our U.S. workforce will likely see dramatic change as Millennials apply their fresh take on hiring and building strong teams, with an inherent sense of inclusion.  This wonderful aspect of the Millennial wave should be celebrated and strongly encouraged, as it is the fulfillment of our own aspirations. Future Perfect The Experiential Employee is operating more as a free agent than a long term player, and their commitment will essentially last as long as meaningful organizational culture and personal/professional opportunities keep their interest.  As Boomers, we have laid the foundation for this new, spirited employment attitude, and we should take pride in knowing that.  Generations to come will challenge organizations to excel in how they identify, manage and nurture talent. Let’s support and revel in the future that we’ve helped invent, rather than lament what we think has been lost.  After all, the future is always connected to the past.  And as so eloquently phrased by Antoine Lavoisier, French nobleman, chemist and politico:  “Nothing is Lost, Nothing is Created, and Everything is Transformed.” Christine has over 25 years of diverse HR experience.  She has held HR consulting and corporate roles, including CHRO positions for Echostar in Denver, a 6,000+ employee global engineering firm, and Aepona, a startup software firm, successfully acquired by Intel. Christine is a resource to Oracle clients, to assist in Human Capital Management strategy development and implementation, compensation practices, talent development initiatives, employee engagement, global HR management, and integrated HR systems and processes that support the full employee lifecycle. 

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  • Can a NodeJS webserver handle multiple hostnames on the same IP?

    - by Matthew Patrick Cashatt
    I have just begun learning NodeJS and LOVE it so far. I have set up a Linux box to run it and, in learning to use the event-driven model, I am curious if I can use a common IP for multiple domain names. Could I point, for example, www.websiteA.com, www.websiteB.com, and www.websiteC.com all to the same IP (node webserver) and then route to the appropriate source files based on the request? Would this cause certain doom when it came to scaling to any reasonable size?

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  • Certification Notes: 70-583 Designing and Developing Windows Azure Applications

    - by BuckWoody
    Last Updated: 02/01/2011 It’s time for another certification, and we’ve just release the 70-583 exam on Windows Azure. I’ve blogged my “study plans” here before on other certifications, so I thought I would do the same for this one. I’ll also need to take exam 70-513 and 70-516; but I’ll post my notes on those separately. None of these are “brain dumps” or any questions from the actual tests - just the books, links and notes I have from my studies. I’ll update these references as I’m studying, so bookmark this site and watch my Twitter and Facebook posts for when I’ll update them, or just subscribe to the RSS feed. A “Green” color on the check-block means I’ve done that part so far, red means I haven’t. First, I need to refresh my memory on some basic coding, so along with the Azure-specific information I’m reading the following general programming books: Introducing Microsoft .NET (Pro-Developer): link   Head First C#, 2E: A Learner's Guide to Real-World Programming with Visual C# and .NET: link Microsoft Visual C# 2008 Step by Step: link  c The first place to start is at the official site for the certification. link c On that page you’ll find several resources, and the first you should follow is the “Save to my learning” so you have a place to track everything. Then click the “Related Learning Plans” link and follow the videos and read the documentation in each of those bullets. There are six areas on the learning plan that you should focus on - make sure you open the learning plan to drill into the specifics. c Designing Data Storage Architecture (18%) Books I’m Reading: Links: My Notes: c Optimizing Data Access and Messaging (17%) Books I’m Reading: Links: My Notes: c Designing the Application Architecture (19%) Books I’m Reading: Applied Architecture Patterns on the Microsoft Platform: link Links: My Notes: c Preparing for Application and Service Deployment (15%) Books I’m Reading: Links: My Notes: c Investigating and Analyzing Applications (16%) Books I’m Reading: Links: My Notes: c Designing Integrated Solutions (15%) Books I’m Reading: Applied Architecture Patterns on the Microsoft Platform (2nd mention) Links: My Notes:

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  • Training of SEO - Open to All

    SEO is a very important subject matter nowadays and the SEO courses could be acquired through distance learning. Distance learning is basically a field of education which focuses upon giving education to students who are not physically present in a traditional classroom of a college or university.

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  • Programming Language most relevant to the Financial sector?

    - by NoviceCoding
    I am a freshman in college and doing a software engineering/ finance double major. I've been learning programming on my own and have a good bit of familiarity with php by now. I was wondering what you guys think the most relevant programming language is for financial/investment banking use? I have read this thread: Books on developing software for financial markets/investment banks I want to start learning/reading up on a language (the basics not financial/quant stuff) to set a foundation for the future financial/quant stuff.

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  • Is DreamWeaver a good tool to write PHP code? [closed]

    - by Akito
    I have started learning PHP. I have Windows XP installed. I use DreamWeaver to write PHP code and XAMP to run it. I love using DreamWeaver as I can handle, HTML, CSS, PHP, JavaScript using DreamWeaver. While learning online, I have seen many other configurations like using Eclipse and other tools. I wanted to ask if using Dreamweaver to write PHP code a good practice or it can be made better using any other code writing tool?

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  • Where do you earn more money (Autonomous Systems vs Distributed Systems)? [closed]

    - by Puckl
    I am interested in both topics and I can choose between them for my computer science master. I think the distributed systems master focuses more on software technologies and the autononmous systems master is focused on robotics and machine learning. Do you get good jobs in the fild of machine learning without a Ph.D.? I guess there are more jobs available in the Software-Tech world, is this right? Where do you earn more money? (It is not the only criteria, but it matters)

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  • Is a startup revolving around a web app still viable?

    - by NRUTA
    I have an idea for a startup that revolves around a web app. I plan to incorporate a mobile app in the future but, unlike something like instagram, users will be more likely to access with a desktop computer. I am learning Ruby On Rails currently but wonder if, starting in the 4th quarter of 2012, I am focusing on a technology (web development) that is becoming obsolete. Should I dump the idea for something that revolves around mobile technologies and spend my time learning something like iOS development instead?

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  • what are the problems in game development that requires scientific research? [on hold]

    - by Anmar
    I been into Game Development for approximately 2 years for now mostly prototype development and testing ideas. Im in a point of my carrier where I am in a need to publish a research paper I would love to start doing research about game development however my lack of experience in actual game development in a commercial set of environment brings me into Game development in stackexchange My question is for the experience game developers out there What are the problems related to software engineering that you have faced or your team faced while developing games? Example Problems ? The lack of a strong technique for Fun detection in a game in an early stage of development A strong tailored Software Development Life Cycle for game development Agile methodology as a game development methodology Narrowing the goals gap between team members (Editors, Story Designers, Programmers, 3D artists, 2D Artists) - Community Suggestions Indie game marketing requirements for success by Yakyb Any problems you could define it I would be more than happy to take it into consideration for future research. My experience and work mostly involve process related basically SDLC (Waterfall, Spiral, Agile, RUP .Etc) Thank you for any input.

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  • Professional Scrum Developer (.NET) Training in London

    - by Martin Hinshelwood
    On the 26th - 30th July in Microsoft’s offices in London Adam Cogan from SSW will be presenting the first Professional Scrum Developer course in the UK. I will be teaching this course along side Adam and it is a fantastic experience. You are split into teams and go head-to-head to deliver units of potentially shippable work in four two hour sprints. The Professional Scrum Developer course is the only course endorsed by both Microsoft and Ken Schwaber and they have worked together very effectively in brining this course to fruition. This course is the brain child of Richard Hundhausen, a Microsoft Regional Director, and both Adam and I attending the Trainer Prep in Sydney when he was there earlier this year. He is a fantastic trainer and no matter where you do this course you can be safe in the knowledge that he has trained and vetted all of the teachers. A tools version of Ken if you will Find a course and register Download this syllabus Download the Scrum Guide What is the Professional Scrum Developer course all about? Professional Scrum Developer course is a unique and intensive five-day experience for software developers. The course guides teams on how to turn product requirements into potentially shippable increments of software using the Scrum framework, Visual Studio 2010, and modern software engineering practices. Attendees will work in self-organizing, self-managing teams using a common instance of Team Foundation Server 2010. Who should attend this course? This course is suitable for any member of a software development team – architect, programmer, database developer, tester, etc. Entire teams are encouraged to attend and experience the course together, but individuals are welcome too. Attendees will self-organize to form cross-functional Scrum teams. These teams require an aggregate of skills specific to the selected case study. Please see the last page of this document for specific details. Product Owners, ScrumMasters, and other stakeholders are welcome too, but keep in mind that everyone who attends will be expected to commit to work and pull their weight on a Scrum team. What should you know by the end of the course? Scrum will be experienced through a combination of lecture, demonstration, discussion, and hands-on exercises. Attendees will learn how to do Scrum correctly while being coached and critiqued by the instructor, in the following topic areas: Form effective teams Explore and understand legacy “Brownfield” architecture Define quality attributes, acceptance criteria, and “done” Create automated builds How to handle software hotfixes Verify that bugs are identified and eliminated Plan releases and sprints Estimate product backlog items Create and manage a sprint backlog Hold an effective sprint review Improve your process by using retrospectives Use emergent architecture to avoid technical debt Use Test Driven Development as a design tool Setup and leverage continuous integration Use Test Impact Analysis to decrease testing times Manage SQL Server development in an Agile way Use .NET and T-SQL refactoring effectively Build, deploy, and test SQL Server databases Create and manage test plans and cases Create, run, record, and play back manual tests Setup a branching strategy and branch code Write more maintainable code Identify and eliminate people and process dysfunctions Inspect and improve your team’s software development process What does the week look like? This course is a mix of lecture, demonstration, group discussion, simulation, and hands-on software development. The bulk of the course will be spent working as a team on a case study application delivering increments of new functionality in mini-sprints. Here is the week at a glance: Monday morning and most of the day Friday will be spent with the computers powered off, so you can focus on sharpening your game of Scrum and avoiding the common pitfalls when implementing it. The Sprints Timeboxing is a critical concept in Scrum as well as in this course. We expect each team and student to understand and obey all of the timeboxes. The timebox duration will always be clearly displayed during each activity. Expect the instructor to enforce it. Each of the ½ day sprints will roughly follow this schedule: Component Description Minutes Instruction Presentation and demonstration of new and relevant tools & practices 60 Sprint planning meeting Product owner presents backlog; each team commits to delivering functionality 10 Sprint planning meeting Each team determines how to build the functionality 10 The Sprint The team self-organizes and self-manages to complete their tasks 120 Sprint Review meeting Each team will present their increment of functionality to the other teams = 30 Sprint Retrospective A group retrospective meeting will be held to inspect and adapt 10 Each team is expected to self-organize and manage their own work during the sprint. Pairing is highly encouraged. The instructor/product owner will be available if there are questions or impediments, but will be hands-off by default. You should be prepared to communicate and work with your team members in order to achieve your sprint goal. If you have development-related questions or get stuck, your partner or team should be your first level of support. Module 1: INTRODUCTION This module provides a chance for the attendees to get to know the instructors as well as each other. The Professional Scrum Developer program, as well as the day by day agenda, will be explained. Finally, the Scrum team will be selected and assembled so that the forming, storming, norming, and performing can begin. Trainer and student introductions Professional Scrum Developer program Agenda Logistics Team formation Retrospective Module 2: SCRUMDAMENTALS This module provides a level-setting understanding of the Scrum framework including the roles, timeboxes, and artifacts. The team will then experience Scrum firsthand by simulating a multi-day sprint of product development, including planning, review, and retrospective meetings. Scrum overview Scrum roles Scrum timeboxes (ceremonies) Scrum artifacts Simulation Retrospective It’s required that you read Ken Schwaber’s Scrum Guide in preparation for this module and course. MODULE 3: IMPLEMENTING SCRUM IN VISUAL STUDIO 2010 This module demonstrates how to implement Scrum in Visual Studio 2010 using a Scrum process template*. The team will learn the mapping between the Scrum concepts and how they are implemented in the tool. After connecting to the shared Team Foundation Server, the team members will then return to the simulation – this time using Visual Studio to manage their product development. Mapping Scrum to Visual Studio 2010 User Story work items Task work items Bug work items Demonstration Simulation Retrospective Module 4: THE CASE STUDY In this module the team is introduced to their problem domain for the week. A kickoff meeting by the Product Owner (the instructor) will set the stage for the why and what that will take during the upcoming sprints. The team will then define the quality attributes of the project and their definition of “done.” The legacy application code will be downloaded, built, and explored, so that any bugs can be discovered and reported. Introduction to the case study Download the source code, build, and explore the application Define the quality attributes for the project Define “done” How to file effective bugs in Visual Studio 2010 Retrospective Module 5: HOTFIX This module drops the team directly into a Brownfield (legacy) experience by forcing them to analyze the existing application’s architecture and code in order to locate and fix the Product Owner’s high-priority bug(s). The team will learn best practices around finding, testing, fixing, validating, and closing a bug. How to use Architecture Explorer to visualize and explore Create a unit test to validate the existence of a bug Find and fix the bug Validate and close the bug Retrospective Module 6: PLANNING This short module introduces the team to release and sprint planning within Visual Studio 2010. The team will define and capture their goals as well as other important planning information. Release vs. Sprint planning Release planning and the Product Backlog Product Backlog prioritization Acceptance criteria and tests Sprint planning and the Sprint Backlog Creating and linking Sprint tasks Retrospective At this point the team will have the knowledge of Scrum, Visual Studio 2010, and the case study application to begin developing increments of potentially shippable functionality that meet their definition of done. Module 7: EMERGENT ARCHITECTURE This module introduces the architectural practices and tools a team can use to develop a valid design on which to develop new functionality. The teams will learn how Scrum supports good architecture and design practices. After the discussion, the teams will be presented with the product owner’s prioritized backlog so that they may select and commit to the functionality they can deliver in this sprint. Architecture and Scrum Emergent architecture Principles, patterns, and practices Visual Studio 2010 modeling tools UML and layer diagrams SPRINT 1 Retrospective Module 8: TEST DRIVEN DEVELOPMENT This module introduces Test Driven Development as a design tool and how to implement it using Visual Studio 2010. To maximize productivity and quality, a Scrum team should setup Continuous Integration to regularly build every team member’s code changes and run regression tests. Refactoring will also be defined and demonstrated in combination with Visual Studio’s Test Impact Analysis to efficiently re-run just those tests which were impacted by refactoring. Continuous integration Team Foundation Build Test Driven Development (TDD) Refactoring Test Impact Analysis SPRINT 2 Retrospective Module 9: AGILE DATABASE DEVELOPMENT This module lets the SQL Server database developers in on a little secret – they can be agile too. By using the database projects in Visual Studio 2010, the database developers can join the rest of the team. The students will see how to apply Agile database techniques within Visual Studio to support the SQL Server 2005/2008/2008R2 development lifecycle. Agile database development Visual Studio database projects Importing schema and scripts Building and deploying Generating data Unit testing SPRINT 3 Retrospective Module 10: SHIP IT Teams need to know that just because they like the functionality doesn’t mean the Product Owner will. This module revisits acceptance criteria as it pertains to acceptance testing. By refining acceptance criteria into manual test steps, team members can execute the tests, recording the results and reporting bugs in a number of ways. Manual tests will be defined and executed using the Microsoft Test Manager tool. As the Sprint completes and an increment of functionality is delivered, the team will also learn why and when they should create a branch of the codeline. Acceptance criteria Testing in Visual Studio 2010 Microsoft Test Manager Writing and running manual tests Branching SPRINT 4 Retrospective Module 11: OVERCOMING DYSFUNCTION This module introduces the many types of people, process, and tool dysfunctions that teams face in the real world. Many dysfunctions and scenarios will be identified, along with ideas and discussion for how a team might mitigate them. This module will enable you and your team to move toward independence and improve your game of Scrum when you depart class. Scrum-butts and flaccid Scrum Best practices working as a team Team challenges ScrumMaster challenges Product Owner challenges Stakeholder challenges Course Retrospective What will be expected of you and you team? This is a unique course in that it’s technically-focused, team-based, and employs timeboxes. It demands that the members of the teams self-organize and self-manage their own work to collaboratively develop increments of software. All attendees must commit to: Pay attention to all lectures and demonstrations Participate in team and group discussions Work collaboratively with other team members Obey the timebox for each activity Commit to work and do your best to deliver All teams should have these skills: Understanding of Scrum Familiarity with Visual Studio 201 C#, .NET 4.0 & ASP.NET 4.0 experience*  SQL Server 2008 development experience Software testing experience * Check with the instructor ahead of time for the exact technologies Self-organising teams Another unique attribute of this course is that it’s a technical training class being delivered to teams of developers, not pairs, and not individuals. Ideally, your actual software development team will attend the training to ensure that all necessary skills are covered. However, if you wish to attend an open enrolment course alone or with just a couple of colleagues, realize that you may be placed on a team with other attendees. The instructor will do his or her best to ensure that each team is cross-functional to tackle the case study, but there are no guarantees. You may be required to try a new role, learn a new skill, or pair with somebody unfamiliar to you. This is just good Scrum! Who should NOT take this course? Because of the nature of this course, as explained above, certain types of people should probably not attend this course: Students requiring command and control style instruction – there are no prescriptive/step-by-step (think traditional Microsoft Learning) labs in this course Students who are unwilling to work within a timebox Students who are unwilling to work collaboratively on a team Students who don’t have any skill in any of the software development disciplines Students who are unable to commit fully to their team – not only will this diminish the student’s learning experience, but it will also impact their team’s learning experience Find a course and register Download this syllabus Download the Scrum Guide Technorati Tags: Scrum,SSW,Pro Scrum Dev

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