> 2) Aren’t we supposed to check for SQL-injection?
No, the course has nothing to do with security.

via tugraz Newsgroup.

<IMHO>I agree, that you should not mix up course contents. But I disagree that good practice should not be taught. So: Disagree.</IMHO>

1. You explain your kids the clock using the word “modulo”
2. If you terminate all your sentences with a NULL byte\0
3. If you extend your 101-keys-keyboard for 42 more keys
4. If you answer infinity calculations in math courses with “BufferOverflow”
5. If you have to andl $-16, %esp your priority queue if your boss assigns you a new task
6. If you think you know more about inheritance than biologists
7. If execution, command and kill are harmless words for you
8. If you think that 2 spaces are missing in the source code, but you cannot explain the why to someone else.
9. If (0.1 + 0.7) * 10 is anything else than 8 for you
10. You expected a list with 10₂ elements here

based on spikedmath:456.

Just some short notes/comparisons about watching the CS 75 course of Harvard university (you can download it at cs75.tv):

• There is more interaction between students and professors than here. Students here prefer not to question lecture content and questions to the audience have higher response times than in Harvard. I think one of the major reasons include the missing reaction to problems (“XY at slide Z is incorrect” will be ignored even though the lecturer agreed at the lecture).
• The professor is well prepared and has a specific topic to finish in one lecture. Whereas the second is true in most cases here, the first one cannot be satisfied by slides of previous years and out-dated course websites
• Specifically about this topic: The first OOP source code of PHP you will see here is out-dated PHP 4. Even though there are more lectures, topics like scalability are not part of the course here.

Liked it

“Ich wäre gern ein Löwe! Bumsen, Fressen, Geile Frisur”

via Roman, thx

Am 02.04.11, schrieb zensierter Name:

Ist aber extrem gefährliches Halbwissen das den Studierenden als richtig suggeriert wird, jedoch grundlegend falsch ist….. und damit hier eigentlich nichts verloren hat.

Danke, aber die Entscheidungen, was “hier” etwas verloren hat oder nicht treffen wir gerne selbst. Da es sich um eine *einführende* Lehrveranstaltung handelt (die für Anfänger aufgrund des Themas ohnehin schon mehr als komplex ist) ist hier eine sehr “naive” und grundlegende Herangehensweise durchaus angebracht, wobei auch hier in keinster Weise behauptet wurde, dass dies die “richtige” sei, sondern dass sie innerhalb unseres Gesamtkonzeptes akzeptabel ist.

via tu-graz Newsgroup

ToDo List summer11 Item #1: 20 times biking around the Wörthersee ☑. Last Friday was my last ride and I finished my first ToDo Item Spontaneous pics following:

The distance is about 54 km from my home place. It’s about 45 kilometers around the lake. My approximate average speed was between 18 and 21 kmh^-1; well, most of the time I was tired after work. 20 times means twice a week. In the middle, I incremented the number to 3 to end earlier and have some space for other projects. 2/3 times I rode my bike in the rain.

One time I saw a free rabbit in the lawn. I have also met some strange chicken next to road 2 times.

I checked out 5 ice cream shops next to the roads, I was riding along. 2 are expensive. One of those did not manage to give me the correct flavor (banana and vanilla have similar, but not equal colors) and it did not taste very good. I have to admit that “Aqua” in Velden had the most delicious cream (not watery and not viscous), the best cone and the price was average (2€ for 2 scoops of ice cream). Actually it’s the ice cream shop where a old school mate served me some ice cream 3 times. Recommendation.

And again: please stop telling me that driving in the dark or in the rain cannot be beautiful.

A pizza delivery man is handing me in some “Pizza San Daniele” instead of the requested “Pizza Primavera”. He excuses himself by telling me, that I did not have to pay the price of the first pizza (which is a few cents more expensive). Well… but I am vegetarian?!

A ice cream boy handed me in banana instead of vanilla. Well… almost the same color.

In the bakery I was asking for some Poppy Seed Snail (Mohnschnecke [DE]). They gave me some Snail with nuts (Nussschnecke [DE]).

What’s up with the gastronomy industry?

Heute habe ich einmal den Hochstuhl bestiegen. Ich hatte erstmalig ein Geschirr beim Klettersteig ausprobiert (an manchen unguten Stellen kann eine Sicherung sehr vorteilhaft sein ). Der Aufstieg über den Klettersteig war das schönste. Am Gipfel war es höllisch stürmisch und der Abstieg dauerte verdammt lang. Am Ende konnte ich aber keine ausgeprägten Blasen an den Füßen bemerken. Anbei finden sich die Photos:

Just a small rant about bad work at university.

In this course all materials we had to learn was transcribed in the slides itself. Learning got really annoying. Sometimes we did not even know what the author intended to express with some word as far as it is used in a different context in difference to eg. Wikipedia. Yes, I attended all (except one) lectures and yes, I did not recognize that this word on the slide will raise some question in future times. However, the thing I am most annoyed at: The only thing the professors have to care about are the slides and they still suck. In conclusion, there were 10 lectures with 617 slides. Following is a list of errors excluding errors with capitalization and “BE vs AE”:

• “the ability of employees to use their knoweldge for actions”
• “Fore each Knowledge Area:”
• “How much of this in Internet?”
• “Needs of the Information Scociety”
• “Effect of data errors? sensitiv / insensitiv”
• “Knowledge spaces represent common characteristis of a set…”
• “Models based on Set Theory: Boolian Retrieval”
• “Formulation of a the need for information”
• “struktur, layout, content”
• “Imput with a microphone”
• “Intuitiv & easy to understand”
• “Transitivity? Assymetrie?”
• “… better enbaling computers and people to work in cooperations”
• “Publikation of data together with underlying structures”
• “Bottom-up approch”
• “What are the differences Tags and Semantic Annotations?”
• “Semantic Web für Social Software”
• “How do organizational sturctures fit together?”
• “Properties/Capabilities of particular von learners and goals.”
• “Learning methods to achieve the goald”
• “Core of adaptiven systems”
• “implicit wiht log-data only”
• “about the design of adaptiven learning systems”
• “Work-integrated larning is part of knowledge management”
• “Web-bases learning environments”
• “administration of examiniation tools”
• “Is learning itself really in the forground?”
• “Resource that can be used”
• “Spectrum of properties (e.g. file formats, color sprectrum)”
• “requires access to a wider range of ongoing activitiey”

</rant> Sorry.