Academics with degrees in software engineering describing how to write code is like a horny virgin describing how to have sex:
They've thought about it an awful lot, have lots of "great" ideas on how to make it better, and maybe have even been nearby a few times when someone else was doing it .
But they have never done it themselves and the thought of actually DOING it scares the crap out of them.
I got an MSCS from the Naval Postgraduate School when Ada was "required" for all DoD projects, so it was the intro programming language then. I haven't touched it since 1993, so I can't comment on current version of it, but there are still several people at NPS who swear by it, and, as another commenter said, it is an Apple level of fanboy-ism. Anyone who doesn't like Ada just doesn't get it and needs to be preached to.
The main argument for Ada is that it contains many mechanism to prevent errors, so that the code produced will be much safer and reliable, and thus should be used in any system where failure causes significant problems, i.e., aircraft, weapons, etc.
There was one faculty member at NPS who would send an e-mail any time a military project was held up by software delays and basically say, "Had they used Ada, this wouldn't have happened." No acceptance of the fact that Ada doesn't protect against logical errors, or that since the libraries are much scarcer than other languages, they probably wouldn't have gotten anywhere near completion had they used Ada. Not to mention needing pretty much EVERY Ada programmer on the planet for any project bigger than "Hello World."
Actually, you want to drive your ship TO the raindrops.
It gets the salt off without having to use any of your own water, which you never have enough of at sea. Tell the boatswain's mates to put on their swim trunks, grab their brooms, and go to it.
I was in the Navy, and after the Shah fell and Iran became a thorn in the side of the U.S., we stopped calling it the Persian Gulf and started calling it the Arabian Gulf. It's still called that by the Navy and U.S. Government to this day.
As it's bordered roughly on half by Arabian countries and half by Persian (Iran), there's a strong case for either.
I looked on Google Maps and there isn't a name now, although I don't know if that was that way prior to Iran's actions.
Where did you got the information that it was in that Federal Court? Several articles I read referred to the judge as a "magistrate judge," which would not be the case if he were a federal judge. Also, the wiki page you link to has a list of its judges, and "Gary Brown" isn't on it.
IANALE (IANAL either), but I think it being a federal judge would have much more effect in setting a precedent. One of the surest ways to get the Supreme Court to hear a case is to have federal district courts come to different conclusions on the same issue, and knowing the RIAA, it won't stop until it's obvious it can't get anywhere with its tactics.
I'm not saying you're wrong, but please provide more info.
Why? Because this is what happens when security Nazi's or bad administration make it impossible for users to actually use their computers.
I work in the military training game area, and people in that area want to deliver content without having to install thick clients (or preferably, not have to install ANY client) on the machine because doing so is almost impossible because of the requirements to get anything approved and installed. Systems like the Navy Marine Corps Internet (NMCI) don't allow users to do much besides e-mail and browse; to get anything else installed generally takes months, and if it's specialty software it's a minimum of years.
I've always said that if the security types had their way, we'd all be working on machines in a locked room without a network connection, as that is the only way to guarantee security. Security is important, but computers are designed to be USED - any policy that makes that impossible leads to people trying to get around it. Thus, policy and security measures need to take both into account - the answer, "Can't do it, sorry." doesn't cut it.
I doubt if any show has ever done medicine worse than MASH in the later years, when Hawkeye would literally climb onto the bed/gurney of a man in cardiac arrest, straddle him, and restart his heart by "CPR." To do this, Hawkeye would grasp both hands together above his head, and bring them down into the man's sterum as rapidly and with as much force as possible.
I was in the Navy and have not seen a Navy film set in an era when I was in that was even close to realistic.
And don't get me started on NCIS. If you were a criminal in the Navy, the only thing better than your crime being investigated by NCIS was having it investigated by the Keystone Kops.
I'm assuming that this is your first time teaching anything (at least officially... we all teach often in our lives) and so my advice will dwell more on that then the technical aspects.
As a teacher, your responsibility is to help them learn. Remember that learning takes place inside the student's head; you can present the information, but if it they don't learn it, it is not a success.
1) Some people have indicated that the students "should" know certain things. I'm assuming that the class has no pre-requisites, so you shouldn't be assuming that they know anything. Many people who do things like that do so to make themselves feel better; these students are the ultimate newbs, and treat them like you'd like to be treated. Remember that they are not stupid, just uneducated, and they are in your class to correct that.
2) When you give an assignment, make sure you have done it yourself, on a box that has nothing more installed on it than what they will have installed on theirs. Nothing is so frustrating for students and embarrassing for instructors as an assignment that can't be done because something silly wasn't set on their boxes, such as path variables.
3) Remember that things that don't take you very long will take them many times longer, probably 3-5x as long. So if the assignment you give them takes you an hour to do,... You may want to give them that much work, but make sure it's because you planned it, not because you didn't think it would take that long. I would also recommend giving an estimated time, which should be for the average student it class, and tell them that if it is taking them longer, they need to get help somewhere.
4) Read through the assignments carefully, making sure that they are unambiguous. Not just to you, with your great wealth of knowledge, but to someone of the students' level.
5) Plan to spend significantly more time than expected on all this. This includes time in class explaining things that you expected them to know or thought were obvious and outside the class preparing your lectures, labs, etc. Until you've taught a class 2-3 times, there are always time sinks that you didn't anticipate.
Good luck!!!
In my Naval career, I was lucky enough to come across both of these titans of computing’s early age. RADM Hopper gave a lecture to every plebe class at the Naval Academy , including mine in 1984, where she would give each Midshipman a short length of wire of the length that light traveled in a nanosecond. She used these to illustrate stories she told of the early days of computers that were programmed by connecting wires differently. Her speech was the first place I heard “it was easier to beg forgiveness later than get permission before.”
I wasn’t a CS/EE major, so I hadn’t previously heard of Hamming when I went to the Naval Postgraduate School in 1993 to get a master’s in CS. He was teaching there as an adjunct since he retired from Bell Labs and the entire faculty talked about him as if he were God. I really didn’t know his history, and chalked it up to parochialism.
I was lucky enough to have him as my professor for Computer Automata. It was like taking physics from someone who had been a contemporary of Newton, Copernicus, Kepler, and Einstein. His stories about working on the Manhattan Project were fascinating. Whenever we came across any of the big names in early computing theory (with the possible exception of Turing, whom I’m not sure he met – I don’t remember any stories about him), Hamming had a personal story of his interaction with them. I will never get rid of my Automata book, because the margins are filled in with some of these. For example, next to the discussion of Backus-Naur form is the note, “Hamming told Backus not to become a hippie, because if he did, he would never do good work again. Backus didn’t listen, became a hippie, and did no good work again.” It really made what can be an otherwise dry class come alive, and it drove home exactly how young a field CS actually was.
A previous poster added a link to Hamming’s talk upon his retirement at Bell Labs, “You and Your Research”, which I cannot recommend highly enough. (http://paulgraham.com/hamming.html) Even if you’re not a researcher, it is worth reading. My favorite line in it is ”Given two people with exactly the same ability, the one person who manages day in and day out to get in one more hour of thinking will be tremendously more productive over a lifetime.”
Slashdot Mirror
Academics with degrees in software engineering describing how to write code is like a horny virgin describing how to have sex:
They've thought about it an awful lot, have lots of "great" ideas on how to make it better, and maybe have even been nearby a few times when someone else was doing it .
But they have never done it themselves and the thought of actually DOING it scares the crap out of them.
You really shouldn't say that without removing your sunglasses as you do.
It hasn't been Jimmy's fault for a long time... Now it's generally Utley's fault.
And he blew it by focusing on the stupid moral implications in his publications!!!
Someone would have made a analogy of sports stars moving from one team to its hated rival for a pot of $$$.
/., no one thought about sports.
However, being
Her complaint is only relevant if avant cellists were making considerably more money under the previous system.
I'm old enough to remember record stores, even independent ones, and I don't remember an "Avant Cello" section.
I got an MSCS from the Naval Postgraduate School when Ada was "required" for all DoD projects, so it was the intro programming language then. I haven't touched it since 1993, so I can't comment on current version of it, but there are still several people at NPS who swear by it, and, as another commenter said, it is an Apple level of fanboy-ism. Anyone who doesn't like Ada just doesn't get it and needs to be preached to. The main argument for Ada is that it contains many mechanism to prevent errors, so that the code produced will be much safer and reliable, and thus should be used in any system where failure causes significant problems, i.e., aircraft, weapons, etc. There was one faculty member at NPS who would send an e-mail any time a military project was held up by software delays and basically say, "Had they used Ada, this wouldn't have happened." No acceptance of the fact that Ada doesn't protect against logical errors, or that since the libraries are much scarcer than other languages, they probably wouldn't have gotten anywhere near completion had they used Ada. Not to mention needing pretty much EVERY Ada programmer on the planet for any project bigger than "Hello World."
Actually, he'd probably be writing more letters to sell.
Actually, you want to drive your ship TO the raindrops.
It gets the salt off without having to use any of your own water, which you never have enough of at sea. Tell the boatswain's mates to put on their swim trunks, grab their brooms, and go to it.
Read everything you can by Joel Spoelsky.
http://www.joelonsoftware.com/
You're right.
/. is the height of self-enlightenment and a fulfilled life..
Whereas responding with snobby comments on
"Facebook hasn't yet really spent time on monetization. Their primary goal has been quick growth and they have greatly succeeded in that."
Where have I heard that before? Ah, yes, we're back to valuation based upon "eyeballs" or "clicks." How'd that work out last time?
I was in the Navy, and after the Shah fell and Iran became a thorn in the side of the U.S., we stopped calling it the Persian Gulf and started calling it the Arabian Gulf. It's still called that by the Navy and U.S. Government to this day.
As it's bordered roughly on half by Arabian countries and half by Persian (Iran), there's a strong case for either.
I looked on Google Maps and there isn't a name now, although I don't know if that was that way prior to Iran's actions.
Where did you got the information that it was in that Federal Court? Several articles I read referred to the judge as a "magistrate judge," which would not be the case if he were a federal judge. Also, the wiki page you link to has a list of its judges, and "Gary Brown" isn't on it.
IANALE (IANAL either), but I think it being a federal judge would have much more effect in setting a precedent. One of the surest ways to get the Supreme Court to hear a case is to have federal district courts come to different conclusions on the same issue, and knowing the RIAA, it won't stop until it's obvious it can't get anywhere with its tactics.
I'm not saying you're wrong, but please provide more info.
I've got to say, if you don't want kids to see something, I can't think of a better place to put in that in a newspaper.
Probably like most /. readers, he needs the alcohol to get up the nerve to approach the female fly.
One of the nameplates on the boiler said it was "Inexplosible." CHALLENGE ACCEPTED!!!
Somewhere, Navin Johnson, the inventor of 3D glasses is saying,
"I don't need anything...
except this ashtray...
The ashtray, the remote control, the paddle game, and this magazine, and the chair.
was closer on this than Palin was on Paul Revere.
when I made a model of an atom in 7th grade science and used spheres for electrons.
But it didn't look as good as her's: http://jeaninallhonesty.blogspot.com/2009/12/how-lizzy-made-atom-model.html.
Why? Because this is what happens when security Nazi's or bad administration make it impossible for users to actually use their computers.
I work in the military training game area, and people in that area want to deliver content without having to install thick clients (or preferably, not have to install ANY client) on the machine because doing so is almost impossible because of the requirements to get anything approved and installed. Systems like the Navy Marine Corps Internet (NMCI) don't allow users to do much besides e-mail and browse; to get anything else installed generally takes months, and if it's specialty software it's a minimum of years.
I've always said that if the security types had their way, we'd all be working on machines in a locked room without a network connection, as that is the only way to guarantee security. Security is important, but computers are designed to be USED - any policy that makes that impossible leads to people trying to get around it. Thus, policy and security measures need to take both into account - the answer, "Can't do it, sorry." doesn't cut it.
I doubt if any show has ever done medicine worse than MASH in the later years, when Hawkeye would literally climb onto the bed/gurney of a man in cardiac arrest, straddle him, and restart his heart by "CPR." To do this, Hawkeye would grasp both hands together above his head, and bring them down into the man's sterum as rapidly and with as much force as possible.
It showed how much he cared, I guess.
I was in the Navy and have not seen a Navy film set in an era when I was in that was even close to realistic. And don't get me started on NCIS. If you were a criminal in the Navy, the only thing better than your crime being investigated by NCIS was having it investigated by the Keystone Kops.
I'm assuming that this is your first time teaching anything (at least officially... we all teach often in our lives) and so my advice will dwell more on that then the technical aspects.
As a teacher, your responsibility is to help them learn. Remember that learning takes place inside the student's head; you can present the information, but if it they don't learn it, it is not a success.
1) Some people have indicated that the students "should" know certain things. I'm assuming that the class has no pre-requisites, so you shouldn't be assuming that they know anything. Many people who do things like that do so to make themselves feel better; these students are the ultimate newbs, and treat them like you'd like to be treated. Remember that they are not stupid, just uneducated, and they are in your class to correct that.
2) When you give an assignment, make sure you have done it yourself, on a box that has nothing more installed on it than what they will have installed on theirs. Nothing is so frustrating for students and embarrassing for instructors as an assignment that can't be done because something silly wasn't set on their boxes, such as path variables.
3) Remember that things that don't take you very long will take them many times longer, probably 3-5x as long. So if the assignment you give them takes you an hour to do,... You may want to give them that much work, but make sure it's because you planned it, not because you didn't think it would take that long. I would also recommend giving an estimated time, which should be for the average student it class, and tell them that if it is taking them longer, they need to get help somewhere.
4) Read through the assignments carefully, making sure that they are unambiguous. Not just to you, with your great wealth of knowledge, but to someone of the students' level.
5) Plan to spend significantly more time than expected on all this. This includes time in class explaining things that you expected them to know or thought were obvious and outside the class preparing your lectures, labs, etc. Until you've taught a class 2-3 times, there are always time sinks that you didn't anticipate.
Good luck!!!
In my Naval career, I was lucky enough to come across both of these titans of computing’s early age. RADM Hopper gave a lecture to every plebe class at the Naval Academy , including mine in 1984, where she would give each Midshipman a short length of wire of the length that light traveled in a nanosecond. She used these to illustrate stories she told of the early days of computers that were programmed by connecting wires differently. Her speech was the first place I heard “it was easier to beg forgiveness later than get permission before.”
I wasn’t a CS/EE major, so I hadn’t previously heard of Hamming when I went to the Naval Postgraduate School in 1993 to get a master’s in CS. He was teaching there as an adjunct since he retired from Bell Labs and the entire faculty talked about him as if he were God. I really didn’t know his history, and chalked it up to parochialism.
I was lucky enough to have him as my professor for Computer Automata. It was like taking physics from someone who had been a contemporary of Newton, Copernicus, Kepler, and Einstein. His stories about working on the Manhattan Project were fascinating. Whenever we came across any of the big names in early computing theory (with the possible exception of Turing, whom I’m not sure he met – I don’t remember any stories about him), Hamming had a personal story of his interaction with them. I will never get rid of my Automata book, because the margins are filled in with some of these. For example, next to the discussion of Backus-Naur form is the note, “Hamming told Backus not to become a hippie, because if he did, he would never do good work again. Backus didn’t listen, became a hippie, and did no good work again.” It really made what can be an otherwise dry class come alive, and it drove home exactly how young a field CS actually was.
A previous poster added a link to Hamming’s talk upon his retirement at Bell Labs, “You and Your Research”, which I cannot recommend highly enough. (http://paulgraham.com/hamming.html) Even if you’re not a researcher, it is worth reading. My favorite line in it is ”Given two people with exactly the same ability, the one person who manages day in and day out to get in one more hour of thinking will be tremendously more productive over a lifetime.”