woops, sorry, trying to tune my new spamfilter and failing.

-- 
rgds,

Reinier Battenberg
Director
Mountbatten Ltd.
+256 758 801 749
www.mountbatten.net




On Tuesday 23 March 2010 15:51:18 Reinier Battenberg wrote:
> Congs Daniel! Well done!
> 
> (and be sure we will ask you to present your project at the LUG any of
>  these days :-) )
> 
> > Hi All,
> > I think this was mainly lack of information: few people actually knew of
> >  the code jam in Uganda. Though we have low internet penetration, we
> > still have thousands of developers. Only 2 Ugandans, did the
> > qualification round. Only I qualified. (unless I didn't look through
> > well).
> >
> > Also,
> > Allow me to blame the education system, just for a second. I'll rant
> > about Computer Science at MUK because I think that’s where we'd have most
> > logic programmers from. I love the theory very much, but if it's not
> > geared towards solving real life problems, it's not going to help much,
> > The problems presented at the code jam were problems requiring
> > application of some mathematical principles taught at our good
> > University, but at the time I was studying Gaussian elimination (Last
> > semester, I think), I thought it was just some drill we had to go
> > through, the lecturer didn’t make it any better by giving us application
> > problems, but rather typical matrix problems, mainly reduction to echelon
> > form.
> >
> > I think more emphasis should be put on Maths, Data & programming
> > structures classes, as opposed to every Computer Science semester having
> > atleast one art like  (Research Methodology). And not every semester has
> > a Maths or Data structures class. Programming is also quite lightly
> > taught, not going into depth by sticking to the "Java in 21days"
> > syllabus.
> >
> > Not sure what the Egyptians or south Africans teach their Kids, or if
> > they learn on their own, but in a country where most people learn from
> > class, the syllabus better teach them how to solve some real life
> > problems.
> >
> > Also I think we spend too little time in class:
> > http://online.wsj.com/article/SB10001424052748704207504575130073852829574
> >.h tml?KEYWORDS=chester+e+finn
> >
> > Three hours a day at MUK? That's less than 20% of the time most students
> >  are awake. And that doesn't include weekends. So students spend less
> > than 15% of their time at campus in class. And that's not considering the
> > classes they inevitably miss.
> >
> > Damn, this has been lengthy!
> > Well, maybe this is just my small minded observation so I'll ask to be
> >  corrected.
> >
> > Here's google's analysis:
> > http://code.google.com/codejam/contest/dashboard?c=438101#s=a&a=4
> >
> > Daniel.
> >
> > -----Original Message-----
> > From: [email protected] [mailto:[email protected]] On Behalf
> > Of Jan Oscar Holbo Rasmussen Sent: Tuesday, March 23, 2010 11:53 AM To:
> > Linux Users Group Uganda
> > Subject: Re: [LUG] Egypt, South Africa And Nigeria Account For More Than
> >  80% Of Google Code Jam Africa Qualifying Contestants
> >
> > Hi all!
> >
> > On Tue, 2010-03-23 at 11:01 +0300, McTim wrote:
> > > On Tue, Mar 23, 2010 at 10:53 AM, Richard Ngamita <[email protected]>
> > > wrote:
> > >         Why in your opinion we have only 3 countries accounting for
> > >         more than 80% of the qualifying contestants?
> > >
> > > 3 biggest Internet markets in Africa probably.  Makes perfect sense
> > > that the larger markets have the best coders.  I don't understand all
> > > this nationalism re: the Internt in Africa.  It's a transnational
> > > thing, let's not navel gaze this too much.
> >
> > I completely agree that it is a transnational thing and that nationalism
> > is not the way forward. However, it might be an indicator, that countries
> > like Kenya, Uganda, etc, that should have the connectivity available lag
> > behind in interest and/or skills.
> >
> > The lack of interest in itself may not be a negative marker (apart from
> > the FOSS community) but the lack of skills could be. Skilled/trained
> > labour was what lifted India and the IT/Tech industry there. It has
> > created a local economy from international business (by increased local
> > income spent at local markets, shops, etc, creating secondary and
> > tertiary jobs).
> >
> > If Uganda and the rest of (East) Africa falls short on education, it will
> >  always be "the poor brother". While not being a instant
> > one-size-fits-all solution to Africa's problems, education leads to
> > opportunities, which leads to positive prosperity (one that reflects
> > positively on the surrounding community instead of negative prosperity
> > created from theft, corruption, etc).
> >
> > I went for a one-day conference on development aid in Africa. One of the
> >  points raised was, that Asian and African countries had the same average
> >  income and growth rates in the 1960's.
> >
> > I like the Watoto motto: "Rescue a Child - Raise a Leader - Rebuild a
> >  Nation". Education, but formally and informally is the better part of
> > the 2 last sentences.
> >
> > Jan
> >
> > --
> > Jan Rasmussen
> > ----------------------------------------------------------------------
> > Email: [email protected]              Blogs: http://janholbo.blogspot.com
> > Web: http://www.kaddu.dk                http://janholbodk.blogspot.com
> > Twitter: @JanHolbo                      http://kaddulinux.blogspot.com
> >          (http://twitter.com/JanHolbo)
> > ----------------------------------------------------------------------
> > Views expressed are my own and can not be attributed to anyone else
> >
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