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Open Source

Rise of the ARM Clones 78

Posted by timothy
from the but-it's-a-slow-rise dept.
An anonymous reader writes "Clones of the ARM processor intellectual property are again becoming available for free from the open source hardware community. ARM was rigorous in shutting cloners down in the past but the clones are rising again under codenames Amber, Storm and Atlas, albeit of older instruction set architectures."

Comment: Re:Language is hardly relevant (Score 1) 437

by XDirtypunkX (#42624269) Attached to: Java Vs. C#: Which Performs Better In the 'Real World'?

No, the features are actually completely different. The C# await doesn't block, it creates a continuation that will be called as a callback when the asynchronous task is complete (and the asynchronous task maybe a processing task, or it maybe I/O, or it maybe an event happening later on the same thread). This means that the current thread can continue processing (not block).

Comment: I don't think apprenticeships are it... (Score 2) 233

by XDirtypunkX (#41584523) Attached to: The Case For the Blue Collar Coder

Part of the reason I don't think an apprenticeship model works for teaching programming is that by its nature it is a scholarly profession. I don't mean that in the ivory tower way, I mean that programming is largely research based and requires an active mind. You need meta-skills of the kind that allow you to assess, filter and process a lot of information, but be able to focus in on and find the particular bits that are relevant to you. Doing an university degree often teaches this skill indirectly and some people develop it themselves though natural dedication (autodidacts). I don't think an apprenticeship style of learning gives people the time or inclination to do this. More practical experience and mentoring is definitely valuable, but it shouldn't be the sum total of a programming education.

I also think that there is also a defensive thinking mindset required to properly produce robust software that requires a certain level of formal knowledge as well as practical experience. Degrees at the moment don't necessarily teach this, but you do see a lot of software written without this knowledge and quite often it becomes obvious that it's only going to work *some* of the time and quite a lot of this software comes from people with a weak formal education (but not all of it).

Comment: Re:You Tell Me If You're Too Old; What Is Your Goa (Score 1) 418

by XDirtypunkX (#41575363) Attached to: Ask Slashdot: Am I Too Old To Retrain?

No, my argument would be that those students made a creative contribution to the piece. It's not some sort of zero sum game, it doesn't make Michelangelo's contribution any less creative. Just because other parts of developing software take creativity, it doesn't mean that programming does not.

Comment: Re:You Tell Me If You're Too Old; What Is Your Goa (Score 1) 418

by XDirtypunkX (#41566821) Attached to: Ask Slashdot: Am I Too Old To Retrain?

Saying that about programming is like saying that painting is turning a concept into a picture, through obvious and necessary applications of the brush. The *goal* of programming is to turn requirements into code. Programming itself is the creative process of building that code; it's obviously creative, as my code to achieve a goal will be different to your code to achieve a goal (even if we start with the same design and architecture), because we think differently. Design and architecture are also creative, but they're done at a conceptual level. This isn't just my opinion, programming is legally recognized as a creative work, which is why source code has copyright.

(1) Never draw what you can copy. (2) Never copy what you can trace. (3) Never trace what you can cut out and paste down.

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