DT228-Year 1 Chat [mega-merge]

Razthor

Ah yeah suppose people have to accept. All I know so far is that we go back somewhere on the second week, thats a usual. Try enjoy my summer while it lasts

Cheeky monkey

I got some stuff from DIT but its about the level 6/7 that I haven't accepted......... But it makes it sound like I have to say the least I'm a bit confused!

Razthor

You didn't accept and you got stuff? That's a bit dodgy lol. Ugh im away from home aswell and have no clue when the stuffs gonna come. Guess ill just keep calling home

falipo

Cheeky monkey wrote: »

I got some stuff from DIT but its about the level 6/7 that I haven't accepted......... But it makes it sound like I have to say the least I'm a bit confused!

Maybe there trying to tell you something...

Cheeky monkey

Talking to my cousin and a friend it seems they got the same so I think I'm safe

Razthor

Did anyone else get a letter from the CAO saying there in Kevin Street? All I got so far. No matter, just wait for DIT.

D.Q

im doing this fine course myself! howyis!

anyone any experience in it?

Peadar06

Yes, I am doing the course at the moment, good one, in first year, you will be the following:

Programming: Michael Collins

This module teaches programming, beginning with the very basic fundamentals required to develop a program and progressively introduces more complicated programming techniques. It teaches the students all the main components of a computer program, when and where to use these, and how to use some of the tools to aid a programmer in development of a program. The module assumes no prior knowledge of programming.

Problem Solving: Richard Lawlor

This module is concerned with problem solving skills, with particular reference to using computer science constructs to model and solve problems and puzzles. Consideration is given as to how problem information might be represented in a high level environment or on paper and what problem solving steps or actions may be performed upon the problem representation to arrive at a solution or goal. It also serves as a basis for an introduction to elementary algorithms and algorithm design in which the focus is on the workings of the algorithm rather than their implementation details in an imperative language.

To these ends a high level functional language interpreter will be used to represent the problem information and compute the solution. A functional language, because of its highly expressive and flexible nature, allows one to represent problem information and solution steps in such a way that the focus is on the problem domain rather than the details of language syntax as might be the case with an imperative language such as C. Further, by using an interpreter, all expressions can be immediately evaluated without the usual complexities of repeated compilation and syntax errors. Thus it is especially useful for an introductory course. Hugs which is a Haskell interpreter is one such environment. Problem solutions expressed in this way are quite readable and understandable and thus help the student develop a skill in abstracting problem information and seeing how it might be manipulated to arrive at a solution.

The module is also concerned with exploring a variety of games and puzzles to illustrate basic problem solving strategies and ways of reasoning about puzzles.

Algorithm Design: Richard Lawlor

This module is concerned with the concept of an algorithm and how an algorithm may be arrived at or designed from a problem specification. It relies on concepts and programming techniques introduced in the Problem Solving module. Some elementary sorting and searching algorithms will also be examined in detail. Further use will be made of pseudocode and flowcharts which were also introduced in the Problem Solving module.

The use of top down design and stepwise refinement will be further extended here and made much use of. Modularity and modular design will also be introduced and emphasised.
Since the emphasis in this module is on algorithms and their design, it is intended that the students’ time should not be consumed by algorithm implementation and programming language syntax and debugging issues. However it is important that the students see and experiment with running algorithms in order to develop a more intuitive understanding for them. These two opposing aims can be reconciled by the use of a function language. This is because an algorithm written in a functional language is much simpler, more readable and over five times shorter than the equivalent in an imperative language. It is much easier to see the algorithm which is encoded in a functional program than an equivalent one in C where there is a danger is not “seeing the wood for the trees” so to speak due to complicated syntax and low level expressions . Furthermore, the gap between specifying or describing an algorithm and its implementation is not nearly as drastic in a functional language.

Computer Architecture & Technology: Art Sloan

The aim of this module is to provide the student with the theoretical foundations for other modules on the course. It aims to provide the student with the necessary background knowledge to understand and intuit what is reasonable to expect of modern computers and what is not. It should expose the student to the internals of typical modern computers and provide a general overview of their operation in terms of both hardware and software, particularly the operating system. It provides concrete grounding for programming, system deployment, configuration and troubleshooting, and abstract concepts that support these activities such as number systems and Boolean algebra.

Operating Systems: Michael Glesson

This module will serve as an introduction to Operating Systems. The module provides an overview of the major components of an operating system and their interaction. Students will also learn how and why operating systems have evolved over years. The concepts will be reinforced with practical laboratory exercises in operating system management, using different types of Operating Systems. Practical programming assignments will also be given to develop practical operating systems skills. The module will provide the groundwork for other modules in computer science that assume a general understanding of operating system principles and practice.

Introduction to Databases: Andrea Curley

This module introduces the students to the principles and applications of computer files and databases, including the structures that are used with stored data.

Web Development 1: Andrea Curley

Web languages such as HTML, CSS, JavaScript, XML and others comprise a set of technologies that are at the core of all modern online systems. Despite the fact that much of the code required for static web sites can be easily generated by sophisticated commercial tools, it is crucial that developers of e-commerce applications have the skills necessary to build the front end code from scratch. More advanced server side technologies require a sound foundation in the structure, syntax and capabilities of markup and scripting languages for the client side. This module introduces the student to these technologies and provides the student with the skills necessary to develop web sites with multiple pages, dynamic presentation, style independent from content and state maintenance throughout the site.

Mathematics: Brendan Browne

The aim of this module is to give the student the basic knowledge and competence to deal with mathematical concepts and problems that arise in computer science. It will give the student an understanding of discrete mathematics, and demonstrate the wide application of discrete mathematics to computing. It will present mathematics as an exact science, and train the student to think logically, and express him/herself clearly.

Communications & Personal Development: Leslie Shoemaker

This module is concerned with acquainting students with necessary study skills and preparing them to integrate traditional study skills with third-level content areas. It is, of paramount importance to develop practical and efficient strategies for learning in order to succeed in third-level. This will help students to learn and adopt methods that will enhance their third-level educational experiences and carry over into applications beyond the classroom. The students will benefit from increased confidence and mastery of skills to future successes. The students will be exposed to theories of learning, differences in learning (learning styles) and approaches to learning that work. To this end topics on this module will include time management, textbook studying, note-taking, library usage, using on-line resources, reducing test anxiety, improving concentration, learning memory strategies, and exam and assessment preparation.

Additionally the student will undertake communications studies to allow them to communicate with clarity and conciseness in both written and oral formats and so equip them for both general and work related situations. This part of the module covers both traditional media of communications (such as the writing of business documentation, particularly software specifications, graphical presentations and oral communications) and the use of network communication technologies (such as e-mail, threaded discussion boards and on-line chat), plus appropriate netiquette.

Business (Marketing & Management): Hugh McAtamney

Enterprise systems have a key part to play in an organization success. It is envisaged that students from this course will be involved in the development of systems that have internal and external focus. Hence they will need to be familiar with key entities within the organization such as the internal management structures and the associated end-to-end processes.
We all sell something. Students should be able to position themselves in the mind of their customers and indeed be in position to select profitable customers and deliver their wares so as to satisfy that chosen customer base. By studying marketing the student shall develop the techniques to identify profitable customers and provide the product or service that they require, when required, where required, and at an appropriate price.

This module will present an introductory overview of the principles of management, organizational structure and marketing.

Taken from: http://www.comp.dit.ie/dt228/yr1.html

Just one bit of advice, enjoy the social life, but try not to fall behind in your studies.

Peter

randomcountdown

Peadar06 wrote: »

gigantic badpost

hey how about you just post a link next time instead of a gigantic wall of useless text

thanks

xxasdasdxx

Guys can you help me decide which is better computing or computer science? Computing is my first choice and CS being my second. Do you think they'd still offer me a place in CS if I don't accept the offer in computing?

randomcountdown

xxasdasdxx wrote: »

Guys can you help me decide which is better computing or computer science? Computing is my first choice and CS being my second. Do you think they'd still offer me a place in CS if I don't accept the offer in computing?

CS is a higher degree Computing isn't IIRC.
so CS.

xxasdasdxx

Isn't computing now an honours/lvl 8 course? Im afraid of not getting an offer for my 2nd choice(com sci) if I don't accept this one. What do you think? btw I'm not really good at computers, but I'm really intersted, that's why I'm taking either computing or com sci.

randomcountdown

xxasdasdxx wrote: »

Isn't computing now an honours/lvl 8 course? Im afraid of not getting an offer for my 2nd choice(com sci) if I don't accept this one. What do you think? btw I'm not really good at computers, but I'm really intersted, that's why I'm taking either computing or com sci.

Oh, maybe it is then, I don't know. It wasn't when I started in 2007.
It's not something you should be asking my opinion on, I've only done CS, so I don't know how it is in comparison to Computing.
I like CS though.

xxasdasdxx

randomcountdown wrote: »

Oh, maybe it is then, I don't know. It wasn't when I started in 2007.
It's not something you should be asking my opinion on, I've only done CS, so I don't know how it is in comparison to Computing.
I like CS though.

You think I'd still have a place in Com sci? If I don't then Im screwed.

Cheeky monkey

I doubt they've filled all 80 places tbh

bsj

If computing was your first choice on cao and you got offered that in round one, you won't get offered your second choice in round 2 I'm afraid. It all depends on your preferences on your CAO. I'm open to correction, but thats my understanding.

FreeOSCAR

xxasdasdxx wrote: »

Guys can you help me decide which is better computing or computer science? Computing is my first choice and CS being my second. Do you think they'd still offer me a place in CS if I don't accept the offer in computing?

Computing has exit points.

Comp Science doesnt.

Bare that in mind.

Naikon

randomcountdown wrote: »

CS is a higher degree Computing isn't IIRC.
so CS.

Computer Science -> level 8 , Computing -> level 8

You are misinformed. Could you please explain your reasoning
behind this?

Regards,
-3rd year Computing student.

Naikon

randomcountdown wrote: »

Oh, maybe it is then, I don't know. It wasn't when I started in 2007.
It's not something you should be asking my opinion on, I've only done CS, so I don't know how it is in comparison to Computing.
I like CS though.

:rolleyes:

Naikon

xxasdasdxx wrote: »

You think I'd still have a place in Com sci? If I don't then Im screwed.

There really is very little difference between the two courses. I would go with 211 because of the 2 year internship.
Might help you alot if you secure a place, especially in these uncertain times.

You might not like DT211 if you want to take the fluffy 'games
development' route. Do NOT pick the gaming route...

BaRcOe

DieselQueen wrote: »

im doing this fine course myself! howyis!

anyone any experience in it?

Keep up with the Programming excersises!
Problem Solving is an ***hole!
Databases same as programming, just try and keep up with it.

Like any course if you fall behind you will struggle, but with comp sci you really will struggle, so keep up.
I'm back in 1st year again. Doing a Van Wilder on it

Oh I forgot to say, Prepare to have to Kill 4 Hours on Thursdays in Dublin and 3 hrs on Wednesdays( could be tuesdays i cant remember)..
The Breaks in between lectures/labs are ridiculous on those days but what can ya do.:rolleyes:

falipo

Naikon wrote: »

There really is very little difference between the two courses. I would go with 211 because of the 2 year internship.
Might help you alot if you secure a place, especially in these uncertain times.

You might not like DT211 if you want to take the fluffy 'games
development' route. Do NOT pick the gaming route...

Why not pick games?

Naikon

falipo wrote: »

Why not pick games?

Let me just say it requires exceptional talent to do well in.
It'š too specialised for a general Computer Science education.

Plus there is the pollution of MIcrosoft interests.
Trust me, it'š not a industry you will want to aspire too.

Don't expect a comprehensive treatment of what is required by the gaming
industry. Each to their own though...

BaRcOe

Naikon wrote: »

Let me just say it requires exceptional talent to do well in.
It'š too specialised for a general Computer Science education.

Plus there is the pollution of MIcrosoft interests.
Trust me, it'š not a industry you will want to aspire too.

Don't expect a comprehensive treatment of what is required by the gaming
industry. Each to their own though...

Woah, see ya later Games Programming Module year 4!

falipo

Naikon wrote: »

Let me just say it requires exceptional talent to do well in.
It'š too specialised for a general Computer Science education.

Plus there is the pollution of MIcrosoft interests.
Trust me, it'š not a industry you will want to aspire too.

Don't expect a comprehensive treatment of what is required by the gaming
industry. Each to their own though...

Is that not a bit of a flaw with all the streams then? I would see the games one as a place to get a taste for a post grad? I may be talking sh1te tho..

Are the optional modules in 4th related to your choice of stream?

There's a few I would really like to do like digital audio, just wondering what the story is there...

randomcountdown

Naikon wrote: »

Could you please explain your reasoning
behind this?

I'm misinformed thanks!

randomcountdown

Naikon wrote: »

Let me just say it requires exceptional talent to do well in.
It'š too specialised for a general Computer Science education.

Plus there is the pollution of MIcrosoft interests.
Trust me, it'š not a industry you will want to aspire too.

Don't expect a comprehensive treatment of what is required by the gaming
industry. Each to their own though...

someones a bit mad that they're a completely ****ing terrible programmer and a lazy ****
"exceptional talent" in your case really means "the ability to do some work", computer science isn't a course where you can just attend lectures pass exams get a degree and walk into a job, it is such a wide ranging subject that unless you go off and actively work on projects yourself, be they any of the tons of competitions you can enter or personal projects, you will never get anywhere. A lot of courses are like this.

The most important thing in this course is to have passion. If you don't seriously want to work in computers or be using computers 90% of your waking hours (and a lot of those are ones you should be using for sleep too), then computers aren't the career for you. It's pretty hard to get a 9-5 "forget about it and walk away at the end of the day" job from what I've seen. The only real advantage to it if you're thinking about money is that right now it's in high demand and it will never become obsolete, it is basically THE industry and everything encompasses it. People get jobs in the games industry just because they're massively passionate about it (A kid won the irish Havok competition and spent all his prize money on going to GDC so they gave him a job in QA), and if you go for an interview all your pieces of paper are completely ****ing worthless and all those space filling languages on your CV mean **** all, as they're going to say "what have you done" and expect to see a game, or some art, or SOMETHING.

Basically, if you want money, go do something else. If you want a course you can walk away from once you've done the required work/attended the lectures, do another course. I'm not saying you won't pass as passing isn't hard at all, especially in Ireland, but you won't do well.

The only thing right that this guy said is that there is a pretty strong Microsoft connection as they sponsor the majority of CS competitions. However unless you're a stupid money hating Linux fanboy hippie you won't give a **** that a company is throwing money at you.

falipo wrote: »

There's a few I would really like to do like digital audio, just wondering what the story is there...

I sat in on a lot of the digital audio labs because the lecturer is bang on sound and knows a fair bit. While I'd like to say it's a good thing to do, everything I ever saw him teach (and this was near the end part of the year) was all stuff I knew all too well from doing it as a hobbyist.

Naikon

randomcountdown wrote: »

someones a bit mad that they're a completely ****ing terrible programmer and a lazy ****
"exceptional talent" in your case really means "the ability to do some work",

The only thing right that this guy said is that there is a pretty strong Microsoft connection as they sponsor the majority of CS competitions. However unless you're a stupid money hating Linux fanboy hippie you won't give a **** that a company is throwing money at you.

I can assure you I know how to program;)
And no, you need more than 'the ability to do some work' in that industry.

And besides, you would want to be averaging around 60% minimum
across the board if you want to be taken seriously. Passing is not enough.

Also, your stereotype Linux user is horribly out of date.
Most serious mission critical code is running under a Linux platform.

Plenty of money to be made with applications under Linux.
You need to have more than programming ability to survive in games.

All I am saying is, it is a better use of your time to invest in programming ventures
other than gaming. The games industry is not all it'š cracked up to be.

Do anything other than gaming unless you have exceptional talent
and drive. Otherwise you wil probably end up as a games tester.

delz0r

Yeh its a fun nice course. If you put in a bit of effort and attend every day its easy to pass. Bit daunting at the start but when you get in the swing of it its grand.

Just avoid the nerds and Sociopaths. ^^

Joebits

delz0r wrote: »

Yeh its a fun nice course. If you put in a bit of effort and attend every day its easy to pass. Bit daunting at the start but when you get in the swing of it its grand.

Just avoid the nerds and Sociopaths. ^^

Boom