Most arduino projects you'll see will just be very crude prototypes that have the exposed board sitting on a table or mounted to something. Youtube arduino projects to see what I'm talking about. For serious DIY projects youll usually see fully custom enclosures. You can also get basic enclosures like this https://www.sparkfun.com/products/10088
The Big Programming Thread - Page 517
| Forum Index > General Forum |
Thread Rules 1. This is not a "do my homework for me" thread. If you have specific questions, ask, but don't post an assignment or homework problem and expect an exact solution. 2. No recruiting for your cockamamie projects (you won't replace facebook with 3 dudes you found on the internet and $20) 3. If you can't articulate why a language is bad, don't start slinging shit about it. Just remember that nothing is worse than making CSS IE6 compatible. 4. Use [code] tags to format code blocks. | ||
|
scudst0rm
Canada1149 Posts
Most arduino projects you'll see will just be very crude prototypes that have the exposed board sitting on a table or mounted to something. Youtube arduino projects to see what I'm talking about. For serious DIY projects youll usually see fully custom enclosures. You can also get basic enclosures like this https://www.sparkfun.com/products/10088 | ||
|
Shield
Bulgaria4824 Posts
Also C++ seems to have surprisingly many subtleties considering my Java background. Oh well, wish me luck. :D Edit: I'm aware 'extern' solves the issue, but what about a local const? | ||
|
spinesheath
Germany8679 Posts
If you're talking about const instance variables, use a member initializer list in the constructor. If you're talking about a const variable in method scope, well then just initialize it when you declare it. | ||
|
Shield
Bulgaria4824 Posts
On September 07 2014 19:16 spinesheath wrote: If you're talking about a global const, then don't try that. If you're talking about const instance variables, use a member initializer list in the constructor. If you're talking about a const variable in method scope, well then just initialize it when you declare it. I guess what I was asking was the 2nd point. namespace::Class:variable(value) {} does the job. | ||
|
Dav1oN
Ukraine3164 Posts
| ||
|
FFGenerations
7088 Posts
my script goes to a shopping webpage here it looks at category links on the sidebar and clicks the nth (1st) one on the next page it then checks if product details are visible here if they are not then it looks back on the sidebar and clicks the nth (1st) hyperlink to go deeper into the website again it checks if product details are visible here if they are not then it continues to click on the topmost hyperlink, go deeper into the categories, and look for product detail visibility when it finds product details it extracts the information from the page it then goes back to previous mother page and looks for the n+1 hyperlink category and clicks on this for example it goes shops->balls->footballs->chidlrens footballs->product details extraction -> back to footballs then (footballs ->) adults footballs ->product details extraction -> back to footballs once it runs out of side categories it then goes back yet further 1 mother page e.g. to balls it then goes down this page to the n+1 link and enters this one to look for further products to extract e.g. (back to balls) -> tennis balls -> childrends tennis balls -> finds and extracts product details -> back to tennis balls -> down to adult tennis balls -> extracts -> back to tennis balls -> cant find any more categories -> back to balls -> cant find any more categories on balls main page -> back to shops -> next categories/end i have gotten really fucking far with this using loops and re-usable functions (hopefully) but i am currently working on a tricky bit. this is the part where we have gone back and forth in 1 child category successfully and then returned to the mother category. up until now i have been relying on being able to store positional data in a single counter which says "you are at N hyperlink on the page and need to next go to N+1 hyperlink. when you cant find any more hyperlinks , go up one level, reset N to 1 and start going through links again." however when we return to the mother page we cannot reset N back to 1 - we must set N to N+1 because on this motherpage we have already been down the 1st hyperlink and want to go onto the 2nd one. this is fine. but what happens when we finish on this list of categories and go further up 1 motherpage? we can't reset N to 1 and then +1 it to get to the next category (e.g. tennis balls). because we haven't stored our position on this page anywhere. everytime we go back to this page N will need to be +1 each time otherwise we'll keep going back into the same subcategory every time we come back here so what are my options? 1) multidimensional array to store a webpage url (which im using to control where to return to i.e. a mother page) AND the N value of this page so that i can uniquely control it 2) every time i enter a subcategory from a motherpage i need to store the motherpage's N value in a variable so i can refer to it later 1) sounds good and im looking at it but i honestly finding it VERY VERY difficult to get my head around the use of basic arrays. so far i have this trash as notes which im trying to use to realise how i can manipulate an array using variables that i would alter during my transition functions (e.g. when we enter a page then create a new array entry and give it a counter alongside its url so we can refer to these). this feels correct but i think im going about it the wrong way by using variables instead of just "adding" an array value using array functionality...??? also i cant get my head around it in the first place but ive got plenty of time to figure it out 2) i think this is the same things as 1) but instead i'd be dynamically creating and deleting variables e.g. "enter motherpage -> create new variable for this motherpage to store its counter for how many links we've clicked on so far down the sidebar -> make a new one for each new motherpage we enter and delete them when we go back a page" probably this is exactly the same thing as storing the values in an array but in a way that a newb would think of to use instead of using another technique...?? THANKS FOR READING ps i passed college with good enough grade to make it to university , which i am already here :D doesnt start yet tho. disclaimer: im being paid to code this although not in a formal setting - think "can you do this for me" me: "sure :x" pps: this is vbs using macro software ppps: my trash notes warning this makes no sense and im working on it but i think it gives an idea how retarded im looking at the problem ?? this is just me trying to figure out how an array works if i want to modify it within my functions i think + Show Spoiler + linklist(arrayvalue1,arrayvalue2) = "url/kitchens" ' store url at 0,0) linklist(arrayvalue1, arrayvalue2+1) = 5 ' store 5 at 0,1 newentry arrayvalue1+1 arrayvalue2 linklist(arrayvalue1,arrayvalue1) = "newurl" ' store url at 1,1 linklist(arrayvalue1,arrayvalue2) = 5 ' store 5 at 1,1 newentry arrayvalue1+1 linklist(arrayvalue1,arrayvalue1) = "newurl" ' store url at 2,2 linklist(arrayvalue1,arrayvalue2) = 5 ' store 5 at 1,1 ' when we click a link we want to add a new array entry for a url with a position of 5 ' we can do this by increasing arrayvalue1 and setting url ' we can refer to this entry with above ' when we go down links we want to increase the url position only ' when we come to end of links and click PreviousLink we want to revert to previous array entry ' we do this by changing active array entry ' by setting linklist(linkposition-1,linkurl-1) edit: i think i might want to use a normal array since my script already handles urls ok. so i can just have ReDim controllerArray() Dim pageInTree = 0 controllerArray(pageInTree) = 5 ' note 5 is starting number for inexplicable reason then when i enter a new page i can just create a new pageInTree and utilise the topmost pageInTree in my functions when i leave to motherpage i can just delete the topmost pageInTree and the previous pageInTree will be utilisable with an array functionality wait wont this just overwrite pageInTree? so i need to incrememnt pageInTree when writing to the array omg i think ive already been doing this (for page url saving). but it was like 7 hours ago so i fucking forgot doing it LLOL????? | ||
|
unkkz
Norway2196 Posts
| ||
|
FFGenerations
7088 Posts
| ||
|
Manit0u
Poland17496 Posts
On September 13 2014 00:58 FFGenerations wrote: -- lots of text -- Why won't you just use associative arrays instead of some confounding matrices? 1. Get a hold on hard data:
2. Go from there:
This way you can always go for the categories you haven't checked yet (no need to go back and start from the top). | ||
|
FFGenerations
7088 Posts
On September 13 2014 03:59 Manit0u wrote: Why won't you just use associative arrays instead of some confounding matrices? 1. Get a hold on hard data:
im not sure what you mean right now (been doing this long time now need a quick rest but then im gonna FUCKING KILL IT). right now i am trying to check if an element exists in an array when we click on a page in order to decide whether or not to create a new array entry in which to put the "new" page's data or if it already has had that process done for it. if i interpret "use hard data" as in "pre-write all the categories and hyperlinks and their structure" then that is not the project because 1) there are hundreds of categories 2) categories/products may come and go and i need an automated system. but you probably didnt mean that (if so can you elaborate in plain english very briefly?) edit: will read your edit in a few mins i need a rest | ||
|
Manit0u
Poland17496 Posts
![]() | ||
|
FFGenerations
7088 Posts
based on that i write a big structure like "try to click on link using macro applcation, if link is not found by macro application then try to do something else, x100" reading your post now yeah i dont have a list of categories or urls, i go through them 1 by 1 using a re-usable looping structure which i got working... the current problem is i have simple array pageInTree(99) that represents how deep into the website i am and stores treeNumber which represents what hyperlink we are on when we are using that pageInTree element. so if i am 2 pages deep into the website i might have pageInTree(treeNumber) = 2 and if i am 4 links down that page then treeNumber = 4 so when we click a hyperlink we use treeNumber to tell the macro application to find the treeNumber link on the page and go pageInTree(treeNumber) = pageInTree(treeNumber)+1 or -1 to move to a different page and different treeNumber the complication right now is that 1) if we click on a link then we want to check if we already have a pageInTree(treeNumber) for that page otherwise we will overwrite the existing element's treeNumber as we are defaulting it to n for all pages clicked on because it is within my looping structure so thats what im doing right now fml | ||
|
FFGenerations
7088 Posts
sounds stupid but im troubleshooting something and id rather be stupid than miss something | ||
|
Manit0u
Poland17496 Posts
On September 13 2014 06:37 FFGenerations wrote: is a vbs Do While Loop evaluated at the point of Loop or does it evaluate the condition say between functions within the loop? sounds stupid but im troubleshooting something and id rather be stupid than miss something Do While Loop is usually a regular while loop with the exception that it will fire off at least once if you put it right in VBS so: (do - stuff - loop while) 1. do stuff in the loop 2. evaluate 3. do stuff in the loop 4. evaluate ... (do while - stuff - loop) 1. evaluate 2. do stuff in the loop 3. evaluate ... On another topic, I've read a really nice thing today: http://symfony.com/blog/push-it-to-the-limits-symfony2-for-high-performance-needs Guys took one of the most bloated frameworks with tons of overhead and performance issues and built a huge, high-performance project on it with great success. 30ms response times are impressive and I'm now wondering if you could cut it down even further if you used Nginx instead of Apache... | ||
|
Nesserev
Belgium2760 Posts
| ||
|
Manit0u
Poland17496 Posts
On September 13 2014 08:27 Nesserev wrote: Every Do While loop evaluates its while statement at the end of every 'cycle' of the block of code it envelopes. If you want certain conditions to be evaluated during the loop to possibly end the loop, use continues and breaks. I don't think that you can "continue" in VBS. You can exit a do-while though. | ||
|
FFGenerations
7088 Posts
i think i got the simply array to work within my structure. the late half of yesterday i was basically working purely trial-by-error which is like way too hard in this scenario this morning i revised it using pseudocode and managed to integrate the array the final bit took ages , i was trying to use logic by putting 12 msgboxes in but also needed trial-by-error to figure out where i was missing something just because my IQ isnt high enough lol. in the end i found i had a variable++ in the right place (hopefully) but needed to also insert that new value into the array at that point in the structure. heres the pseudocode i wrote earlier for fun.... i really dont know if this is "normal" level of coding. would you guys say it is of a high complexity or is it pretty standard for stuff to be this challenging? im curious because im jumping into 3rd year of a degree and next year will be in full time employment. so far my experience is limited to doing this kind of thing (and also very simple application stuff in college). in my college group of ...4...people , one of them was EXTREMELY good at this sort of thing (whilst being 17 year old), he could just look at anything like OOP and grasp it almost instantly, also he cud do like networking convertion shit in his head lol. so im worried its me thats dumb ............ i dont think i am... comment if you can ![]() going to have a break + Show Spoiler +
ps i havent bothered to test it properly yet it just went past the problem i was having and i aborted it lol. quick break time | ||
|
FFGenerations
7088 Posts
The REQUIRED modules are: ADVANCED SOFTWARE ENGINEERING + Show Spoiler + The aim of the unit is to build on students existing knowledge by covering advanced aspects of Software Engineering, including management of large software projects, capability maturity models, applying cost and effort estimation models, software quality control and assurance, OO software design and design patterns and mapping design with code. Students are encouraged to reflect on their experiences of software development, both academically and, where appropriate, professionally. Syllabus Outline 1 Managing Software Development. People Management, Team Organization and coordination mechanisms 2 Object Oriented SE, modeling with UML. Software engineering design patterns. 3 Management of Large Software Projects. Project Organization and Communication 4 Management of Large Software Projects. Project Manager¿s concepts and activities. Controlling the financial status of a project. Risk management 5 Standards for developing Software life cycle processes 6 Capability Maturity Models - structure and key process areas and practices 7 Software effort and cost estimation models. Software size metrics. Applying COCOMO and COCOMO II models, economies and diseconomies of scale. 8 Software quality control and models. Types of Software metrics. 9 OO Software Development ¿ mapping models with code. 10 Software engineering issues in Real-time and Security-critical systems. Formative assessment will be provided in practicals and the courseworks will assess all the learning outcomes. The strategy is based upon the notion of a student's embedding the knowledge and understanding attained during the unit delivery. 1. Coursework 40%. Individual presentation critically reviewing Advanced Software Engineering issues in an application domain. This is designed to cover all learning outcomes for a sample domain. About 15 mins duration with 10 mins Q&A 2. Examination 60%. Closed-book, of 2 hours duration. The examination is designed to cover all learning outcomes. RELIABLE AND SECURE SYSTEMS + Show Spoiler + Students on this unit will study processes and techniques to support the development of systems that have exceptionally high reliability and/or security requirements (e.g. safety critical systems). Formal specification is used to specify and verify security protocols. Syllabus Outline 1 Introduction to security properties 2 Authentication 3 Authorisation 4 Access control models 5 Security Policies & XACML 6 Network Security 7 Threat analysis 8 Formal data modelling and operation specification 9 Using proof for validation 10 Tool support for formal specification Formative assessment will be provided in practicals and the courseworks will assess all the learning outcomes. 1 Coursework 50%. Individual portfolio of tasks assessing learning outcomes 1 and 2. 2 Coursework 50%. An individual coursework assessing learning outcomes 3 and 4. The OPTIONAL modules (i must have 2) are: APPLIED COMPUTER GRAPHICS AND VISION + Show Spoiler + This unit introduces the emerging technology of 3D computer graphics for embedded and web-based applications and lays down the foundations for advanced graphics approaches and applications. The emergence of 3D graphics APIs for web- and mobile device-based applications and their implementations in the latest browser technology (Mozilla Firefox, Apple Safari and Google Chrome) make it possible to author, distribute and browse 3D web content without using special 3D graphics tools and plug-ins. Meanwhile, the advances in hardware and computer vision technologies have made it feasible for graphics developers to practice the more advanced techniques such as 3D scenes reconstruction, image-based modelling and rendering, motion capture and analysis, and augmented reality. In line with these developments, the unit will studies the principles and techniques 3D graphics and their implementations in the latest API technology (WebGL) and introduces the essential computer vision techniques for implementing specialised graphics and vision approaches using image processing and vision packages (Matlab Image Processing and Vision Toolboxes). Syllabus Outline 1 Graphics pipeline, scene structure analysis and WebGL programming. 2 3D drawing, geometric primitives, polygon and polygon strips, drawing functions in WebGL API 3 Shading and rendering: Phong lighting model, interpolation shading, vertex and fragment shaders 4 Scenes animation, event handling and user interaction 5 Transparency and blending, performance optimizations 6 Image representation and operations: image formats, filtering, and morphing 7 Feature extraction: thresholding, edge detection, line and other geometric shape detection methods, Hough transform 8 Image-based modelling: multiple view geometry, stereopsis, structure-from-X 9 Motion and tracking: motion from image sequence, image flow, object tracking 10 Topics of application and research. The understanding of the basic concepts, theories and the principles underlying various methods and techniques is gained through lectures and will be assessed by a closed book exam. The practical skills attained through the practical sessions will be assessed by a coursework. 1 Examination. 1.5-hour duration in closed book form. Assesses learning outcome 1 and 2. 2 Coursework. An individual project (2500 words, equivalent) in which the students will apply their knowledge and practical skills to solve real-world problems. This activity will be unsupervised and assessed by the tutor and covers learning outcomes 3 and 4. DATA WAREHOUSING AND MINING + Show Spoiler + The unit will teach the students how to effectively use databases for decision support. The unit has two main components. First, the students will learn how to design a data warehouse. This will provide hands-on experience on modelling and implementing a data warehouse. Second, the students will learn data mining techniques; how they work and how to use them. Also the students will have hands-on experience using data mining toolkits, including how to visualise and interpret the results. Syllabus Outline 1 Introduction to data warehouses and star schema 2 Data warehouse modelling and implementation 3 Extraction, transformation and loading 4 Data mining concepts and related areas 5 Data classification techniques 6 Data clustering techniques 7 Association rule mining 8 Time series analysis 9 Mining data streams 10 Emerging topics in data mining The students will be given a structured coursework that will be delivered at different stages over the course. This will include presentations of their work in weeks 11 and 12 to give the students the necessary feedback for improvement and greater understanding. The students will be delivering practical outcomes as well as literature review of emerging topics in data mining and warehousing. It is expected that students will make final presentations in weeks 23 and 24 of the teaching period. In the practical part of the assessment, students will demonstrate their ability of designing and implementing a data warehouse using MySQL, and their ability of using data mining techniques and interpreting their results. Detailed report of the practical outcome will be delivered with an artefact. The literature review will be guided by some seminal papers in recent/emerging topics in the area. Students will be expected to do a search and write a 2,000 words literature review. Overall word limit for the coursework is 4000 wds max. DISTRIBUTED AND MOBILE SYSTEMS + Show Spoiler + Investigate the components that make up a distributed computing environment. In this unit we examine the fundamental design issues required by distributed systems. In particular we investigate those current and emerging hardware and software technologies that are used to support a range of distributed applications. The unit also includes a number of case studies where existing and emerging technologies are examined. Syllabus Outline 1 Examination of current mobile technologies and development of applications 2 Mobile Web Development: Mobile Markups and Scripting Language (HTML5, CSS3, JavaScript) and APIs (Geolocation and Map), Distribution and Mobile Web 2.0 Applications 3 Native Mobile Application Development using Open source frameworks collective communication, data parallel programming, one-sided communication. 4 Analysis the Ethical and social applications within mobile systems 5 Design goals, issues and characterisation of distributed systems 6 The technological components that make up a distributed environment, including: communication protocols; Naming services; concurrency and consistency; Distributed file systems and caching; Security and authorisation; Time services; Resource management and scheduling; Distributed shared memory 7 General issues: Evolutionary trends in hardware operating systems, tools, programming languages and applications; Current research - reliability, portability, formal validity, security trade-offs, communications models, expressing parallelism, distribution and openness For coursework 2 (50%) students will build a mobile application and include supporting documentation (50%) which demonstrates their learning of mobile systems development with an equivalence of 1500 words; this will assess learning outcomes 1, and 2. Formative feedback will be provided throughout the practical sessions where students will also gain development experience in the mobile domain. To allow students to demonstrate the knowledge gained through research and practice on case studies of distributed systems, coursework 1 (50%), which will be an individual report covering learning outcomes 3 and 4. The aim of this will be to encourage students to research and utilize problem solving skills within the area of distributed systems. The research report will be developed with accompanying supporting seminars. Formative feedback will be provided via a preliminary abstract submission together with continuous feedback during seminar activities. DISTRIBUTED SYSTEMS AND PARALLEL PROGRAMMING + Show Spoiler + Investigate the components that make up a distributed computing environment. In this unit we examine the fundamental design issues required by distributed systems. In particular we investigate those current and emerging hardware and software technologies that are used to support a range of distributed applications. The unit also includes a number of case studies where existing and emerging technologies are examined. 1 Parallel computer architectures - context, the emerging dominance of multicore processors, SIMD/MIMD etc, symmetric multiprocessors and cache coherency, "cluster" architectures and high-performance interconnects, GPUs. 2 Programming and performance models for parallel computing - task-parallel, divide and conquer, data parallel, SPMD, NUMA and NUMA languages, PRAMs and BSP (possibly), cost models, benchmarking protocols. 3 Parallel programming environments - shared memory programming and threads, OpenMP, MPI programming, collective communication, data parallel programming, one-sided communication. 4 Parallel algorithms and applications - may include relaxation/multigrid, dense matrix arithmetic, FFT, sorting, data compression, and full-scale applications like gravitational solvers and FEM codes. 5 Special topics in parallel programming - may include transactional memory, Fortress, Cilk, Threaded Building Blocks, Data Parallel Haskell, or others. 6 Design goals, issues and characterisation of distributed systems 7 The technological components that make up a distributed environment, including: communication protocols; Naming services; concurrency and consistency; Distributed file systems and caching; Security and authorisation; Time services; Resource management and scheduling; Distributed shared memory. 8 General issues: Evolutionary trends in hardware operating systems, tools, programming languages and applications; Current research - reliability, portability, formal validity, security trade-offs, communications models, expressing parallelism, distribution and openness 9 Case studies: which may include Cluster computing; Web services; Java technologies such as Jini and the Grid Students will build up a lab book (50%) which demonstrates their learning of parallel programming, this will assess learning outcomes 1, 2 and 3. To allow students to demonstrate the knowledge gained through research and practice on case studies of distributed systems, a coursework (50%), which will be an individual report covering learning outcomes 4 and 5, is undertaken. The aim of this will be to encourage students to research and utilize problem solving skills within the area of distributed systems. FUZZY LOGIC - THEORY AND APPLICATIONS + Show Spoiler + This unit introduces the theoretical aspects of fuzzy logic and its applications in fuzzy rule based systems and networks. Syllabus Outline 1 Sets and relations for fuzzy rule based systems. 2 Fuzzification, inference and defuzzification in fuzzy rule based systems. 3 Mamdani, Sugeno and Tsukamoto fuzzy rule based systems. 4 Modelling, simulation and control of fuzzy rule based systems. 5 Formal models for fuzzy rule based networks. 6 Basic and advanced operations in fuzzy rule based networks. 7 Feedforward and feedback fuzzy rule based networks. 8 Performance evaluation of fuzzy rule based networks. Students sit an individual exam with several compulsory sections of questions. This activity will be of 1.5 hours duration, in closed-book format, supervised and marked by the unit lecturer. It will assess learning outcomes 1-2. Students also write individual coursework in the form of a research paper. This activity will be of 6 weeks duration, in open-book format, supervised and marked by the unit lecturer. It will assess learning outcome 3 and be equivalent to a maximum of 2,500 words. NEURAL NETWORKS AND GENETIC ALORGITHMS + Show Spoiler + By studying this unit, students will gain an understanding of two of the principal components of 'soft' artificial intelligence, namely Artificial Neural Networks (NN) and Genetic Algorithms (GA). NN attempt to capture the essential processing mechanism, which underlies the human brain, by manipulating a network of interconnected nodes, each with fairly simple processing capabilities. ANN have been used successfully for many applications, varying from medical diagnosis to speech recognition, and from robotics and machine vision to banking and manufacturing. The nature-inspired GA use the principle of natural selection to 'evolve' artificially a population of candidate solutions through simulated reproduction. GA have been used successfully for engineering optimisation tasks (e.g. Satellite structure design for NASA), game playing, solving combinatorial optimisation problems as scheduling and transportation, adaptive control and others. This unit will provide students with an appreciation of theoretical issues and practical applications of variety of ANN architectures and learning methodologies, including basic back-propagation, self-organising maps and radial basis function networks, and knowledge of the GA, including data representation, genetic operators and properties of GA. It will also discuss different selection strategies, such as, fitness proportional selection, elitism, rank and tournament based selection. Both GA and ANN will be studied with practical laboratory sessions. MATLAB NN and GA Toolboxes will be used for the design, training and simulation of the ANN, and for the representation, coding and simulation of GA. 1 Introduction to AI. Search Methods; 2 ANN. Single-Layer Perceptions. ADALINE. Perception Learning; 3 Multi-Layer Feed Forward NN; 4 Supervised Learning and Backpropagation; 5 Unsupervised and Competitive Learning (ART NN). Kohonen's Self Organising Maps (SOM); 6 Intro to Genetic Algorithms. Representation. GA Terminology and Operators (crossover, mutation, inversion); 7 Basic theory of GA, Schema properties. Implicit Parallelism; 8 Selection, Replacement and Reproduction Strategies ('roulette wheel', elitism, rang and tournament based selection); 9 Premature convergence. Coding and Scaling; 10 GA - advantages, disadvantages and applications. Evolving NN with GA. The strategy will ensure that students can demonstrate an understanding of the theoretical concepts. This will be achieved by confronting students with a set of reflective questions within a given scenario allowing them to explore, critically analyse, discuss, resolve and demonstrate the ability to apply learned methodologies and techniques for solving practical problems and this offers ample opportunity for formative feedback. 1 Examination 60%. Two hour, closed book exam covering topics 1-10 and assessing Learning Outcomes 1 and 2. 2 Coursework 40%. Will include designing, training, critical evaluation and implement of ANN for solving classification/recognition problem (using MATLAB NN Toolbox and UCI repository datasets), and analysis, design, and implementation of GA for solving optimisation problem (using MATLAB GA Toolbox) and assessing Learning outcomes 3 and 4, equivalent to 2,000 words. PROFESSIONAL AND ACADEMIC RESEARCH DEVELOPMENT + Show Spoiler + The unit encompasses professional and academic research development so as to equip students with the necessary skills to successfully undertake the development of computer based projects both in an academic and professional environment. Syllabus Outline 1 Define and differentiate various research and study approaches relevant to computer-based research and development. 2 Research project planning management and study - incorporating management and prioritisation, and data collection management. 3 Identify and evaluate issues of research design, sampling, data collection, reliability and validity, and ethics in research work. 4 Investigate professional bodies and standards within the computing discipline. 5 Analyse theories and models for professional development. 6 Comparisons of educational and professional practices in the UK and elsewhere. The assessment strategy is to develop a portfolio evidencing professional, ethical and academic research skill and fulfilling all learning outcomes. . In doing so the students will produce 3 artefacts during the unit evidencing the learning outcomes. In semester 1, students will focus on academic research skills. In semester 2, the focus will be on professional bodies and ethics. During the consolidation period, the emphasis will be on employability. Formative assessment will encompass in-class exercises throughout the year. Second Attempt Assessment: Portfolio WEB RESEARCH + Show Spoiler + Internet-scale computing is constantly evolving. The web started as a collection of static hyperlinked documents in a client/server architecture. It has expanded and diversified to a point where varied devices may produce and consume content as peers, on behalf of their users. This evolution is provoking a shift in the design of all applications, data and user interfaces. This unit enables students to acquire application development skills for this dynamic web using the ubiquitous approach of standards-based web development, data design and storage. Out of necessity the unit will track the research interests of its lecturers and therefore cover emerging technologies and draft standards in order to introduce the volatile nature of the subject matter and prepare students for evaluating such technologies in future academic or professional roles. 1 An overview of the capabilities of mobile and embeddable technologies, including smart phones, PDAs, and other devices 2 Technical and usability considerations of mobile technologies and applications. 3 Using and evaluating browsers and SDKs for development of mobile applications. 4 The modelling and use of structured and semantic data, including ontology design (e.g. RDF, OWL) 5 Tools & techniques for managing, transforming and analysing large scale data sets on the Internet (e.g. MapReduce) 6 Client and server methods for communicating and managing data (e.g. XMLHttpRequest, WebSockets) Coursework (100%) Individual assessment. Students are given the opportunity to demonstrate their understanding of the material delivered by designing and implementing a portfolio of solutions to a range of programming problems, equivalent to 3000 words. Tutor marked. This will assess all learning outcomes. | ||
|
spinesheath
Germany8679 Posts
On September 14 2014 03:55 FFGenerations wrote: Courses Just going by the titles, the only ones that sound like you'll acquire some actual knowledge are fuzzy logic and neural networks. You might have higher quality courses than I had, but at least from my experience the other courses sound like it's a lot of talk about obvious stuff. | ||
|
FFGenerations
7088 Posts
i have written some initial thoughts on each optional unit here: + Show Spoiler + APPLIED COMPUTER GRAPHICS AND VISION this sounds pretty good. the 1.5hr exam assessment sounds daunting (putting your entire university grade on the line in 1 exam paper sounds pretty dumb to me).....? DATA WAREHOUSING AND MINING i done some phpmyadmin and sql in my college course. it sounds like itd be a good module to solidify this but also sounds a bit dull. i should look up the terms used here like Data clustering techniques to see what they actually mean.... this unit is recommended by the letterwriter who said the teacher is helpful and its easy since we've done a lot of it before. DISTRIBUTED AND MOBILE SYSTEMS this sounds good and bad. the bad side is ive never had any interest in mobile gaming and still have a £10 phone thats biggest feature is it can store 100 messages and 10 notes. the other "bad" side is half the coursework is writing about mobile phone ethics and design which is also a dull as shit assignment but i would ace it. the "good" side is 50% is coursework at developing your own application which sounds brilliant although i might have to buy a phone. DISTRIBUTED SYSTEMS AND PARALLEL PROGRAMMING this is core to the Computer Science degree which means its pretty gritty right? i have absolutely zero fucking clue what any of the words here mean. on the very very plus side, its all coursework including staged coursework which means you "do and document" which i love doing.... FUZZY LOGIC - THEORY AND APPLICATIONS no idea what this is... will look it all up it is also closed book exam which sounds like a big risk. NEURAL NETWORKS AND GENETIC ALORGITHMS again no idea what this is all about. sounds hard. on one hand i seem to enjoy challenging structural problems, on the other hand i have literally 0 math. exam here too which is a risk. PROFESSIONAL AND ACADEMIC RESEARCH DEVELOPMENT ezmode , letterwriter said "everyone got over 70%" downside: boring and pointless? WEB RESEARCH this is core for BSC (HONS) web technologies it sounds like it is 50% writing crap but 50% probably looking at web technologies which is not that interesting to me the assessment style looks pretty easy .... also posted this at my TL blog http://www.teamliquid.net/blogs/466957-software-engineering-university-choices obviously im going to google these syllabuses a bit since i have no idea, for example, what a fuzzy logic is ps: i got my vbs macro structure working with the arrays, i put it to a test and it ran for 60 minutes scrolling through the website links while i waited for it to need to go "up" an extra level to see if that functionality continued to work, when after 60 fucking minutes the website in question went down for maintenance i dont have the IQ to figure out how to "preset" my code to put it into a testmode that doesnt take 60+ minutes.... it has to run down each link until it hits a particular standard stop word and then moves on from there.... i cant give it an "easier" stop word to look for since the stop word is only a certain place on the website. perhaps i could add a counter variable and say when counter=3 then isStopword=1... yeah that might work....?????!!! | ||
| ||
