Interview preparedness

 1. What is other person looking at?

Techincal rounds - 2

G& L - Leadeship round  Veto round - you need to pass this .. 

1. Dont lie - hypothetical round - project work type - 

2. Always describe coherently with what learnign you learnt - STAR format - any situation - task - actions, result and add the learning ( even if its failure or if success more successful)

Behavioural - what you did when Manager was micromanaging

Hypothetical - imagine if manager is micromanaging 

2nd question - Super performer but very rude 

Delay hua - features cut kareneg

Jeff Sipe - Youtube channel 

Techincal round - 

Ambiguous problem - 

1. Consider all Edge cases , ask question 

2. Basic ones of data str

3. Tree and graphs are most popular 

4. Standard algo - adding node search etc 

5. Solve the problem - even if not optimal . go for brute force

6. performance is a concern - try to give the complexity of the problem. Suggest how will u do. Do u worry about your code

7. Edge case how do u handle 

Designing -

clarify clarify

1. Making the problem solved. Cut down to the feature 

2. Worry about scaling - performance 

3. Resiliency - code nai fate .. 

Design

 30 Blogs to learn 30 System Design Concepts:

1) Content Delivery Network (CDN): https://lnkd.in/gjJrEJeH

2) Caching: https://lnkd.in/gC9piQbJ

3) Distributed Caching: https://lnkd.in/g7WKydNg

4) Latency vs Throughput: https://lnkd.in/g_amhAtN

5) CAP Theorem: https://lnkd.in/g3hmVamx

6) Load Balancing: https://lnkd.in/gQaa8sXK

7) ACID Transactions: https://lnkd.in/gMe2JqaF

8) SQL vs NoSQL: https://lnkd.in/g3WC_yxn

9) Consistent Hashing: https://lnkd.in/gd3eAQKA

10) Database Index: https://lnkd.in/gCeshYVt

11) Rate Limiting: https://lnkd.in/gWsTDR3m

12) Microservices Architecture: https://lnkd.in/gFXUrz_T

13) Strong vs Eventual Consistency: https://lnkd.in/gJ-uXQXZ

14) REST vs RPC: https://lnkd.in/gN__zcAB

15) Batch Processing vs. Stream Processing: https://lnkd.in/g4_MzM4s

16) HeartBeat: https://lnkd.in/g4x7sMrF

17) Circuit Breaker: https://lnkd.in/gCxyFzKm

18) Idempotency: https://lnkd.in/gPm6EtKJ

19) Database Scaling: https://lnkd.in/gAXpSyWQ

20) Data Replication: https://lnkd.in/gVAJxTpS

21) Data Redundancy: https://lnkd.in/gNN7TF7n

22) Database Sharding: https://lnkd.in/gMqqc6x9

23) Proxy Server: https://lnkd.in/gi8KnKS6

24) Domain Name System (DNS): https://lnkd.in/gkMcZW8V

25) Message Queues: https://lnkd.in/gTzY6uk8

26) WebSockets: https://lnkd.in/g76Gv2KQ

27) Consensus Algorithms: https://lnkd.in/ggc3tFbr

28) API Gateway: https://lnkd.in/gnsJGJaM

29) Distributed Locking: https://lnkd.in/gRxNJwWE

30) Checksum: https://lnkd.in/ghNc5pfn

4 Year old gift ideas

 The following are some ideas for Christmas presents that will contribute to your child’s progress. You’ll note that most of them are very inexpensive.

Magnets

Magnifying glass or microscope

Percussion instrument

Puzzles

Books

Classical music

Children’s songs

Card games

Lego

Paints, chalk, crayons and paper

Chalk board (paint one anywhere with chalk paint)

Scissors, hole punch, stapler

Glue and materials for gluing

Lower case letters

Skates, scooter, bike

Manual egg beater and soap

Brush and dustpan, duster, sponges,

Scrub brush, funnel, tweezers, etc.

Cooking apron and utensils

Photo album

Stringing beads

Wooden shapes for patterning

Child’s desk or table and chairs

Teaching clock or watch

Food colouring and containers for

mixing (plastic gloves)

A rope (one of my favourite!)

A membership at the YMCA

Books, books, books

Santa Claus – truth or fiction?

 

 It is important to the well-being of our children for us to understand the difference between fantasy, imagination and creativity. Our confusion of these abilities can be detrimental to their progress: Fantasy: a retreat from the real world through mental conception of unreal images Imagination: a way of mentally visualizing what one has learned of reality Creativity: imagined (real) facts are presented in an original way The exercise of a child’s imagination, expressed in role playing (such as playing house or store or imitating fixing a car) is part of the child’s desire to understand these activities. Once this desire is satisfied (i.e. she really understands how), the role playing will stop. Therefore if you observe your child role playing a situation, you can help by teaching him as much as possible on that subject. Everything your child imagines, he perceives first through the senses; so the better able he is to use his senses, the more he can learn and the greater his imagination. Any activity which helps him increase his discernment by sound, sight, taste, smell or touch enlarges his store of understanding and gives him a greater scope for imagination. This, then, provides the basis for his reorganizing these facts and reproducing them creatively. No one can be truly creative without a basis of facts to organize in a creative way. Piano playing may provide us with an example. A child may sit at a piano and pretend to play good music (role playing). He is given lessons. At first he imitates, then, when he knows enough, he can reorganize what he has learned in an original way and create new music. Fantasy, on the other hand is withdrawal from reality and should not be encouraged. Children between about two and five have an intense curiosity and need to understand the world. They spend a great deal of time trying to sort out fact and fiction, and we should be careful not to confuse them. A child who doesn’t like what she learns of reality will retreat into fantasy. This should be a signal to her guardians that reality needs to become more attractive to her, so she won’t feel the need to escape. As Maria Montessori said, The teacher who tries to focus the child’s attention on something real – by making reality accessible and attractive…speaks with the voice of a trumpet to the vague mind, wandering far from the pathway of its own good. A child who spends a lot of time with cartoon fantasies or screen creations may have trouble distinguishing which of his activities are real and which are not, and he may begin to lose his attraction for reality. A child with a diet of corresponding TV shows and video games may also have trouble keeping his imagination in the real world. Such children, when they first come to school, often do a lot of wandering and have trouble focusing on the classroom materials. During this time they learn less, so their imaginations are ill-equipped for creativity because it has a more limited base on which to build. Eventually most are turned on by the classroom materials. And as much as we hate to admit it, and much as we would like to preserve their illusions, for those who celebrate such occasions, teaching our children that Santa Claus, Elf, the Easter Bunny or witches, dragons and fairies are real, hinders their ability to discern reality and confuses their respect for us. They may all be presented as “stories” and lessons may be learned from them, but we should respect our little ones enough to tell them the truth. After the age of about six, when the child’s concept of reality is clearer, fantastic tales can be enjoyed without fear of confusion, as long as they are well-balanced with stories that help them to understand the real world. (Don’t worry! We’re not going to tell your children there is no Santa Claus. But we would encourage you to play down the fantasy, and to enjoy Santa as a make-believe figure who could teach us about the spirit of Christmas.)

Prisha French

 Comment ca va

numbers to 20,

days of the week 

directions to “levez-vous” or “asseyez-vous” lentement or vite! Christmas song in French