Thank you and totally agree with you. Notice how I said "learning to be
interested in..."? As with anything, someone has to learn to become
interested. Interest is cultivated and stimulated.
History is the lie most agree upon, but there's nothing wrong with
cultivating an interest in History. PoliSci is just an extention of that.
Well, I assumed that the math and English classes are to be taken care of in
grade and high school. I know they are not, hence my original reply.
There's nothing wrong exposing kids to new things as long as they learn the
three Rs first. That must be my liberal agenda talking. :)
In this connected world, it is actually hard to 'wow' kids. Many scientists,
engineers, researchers, etc were stimilated in some way or fashion by 'soft'
or extra classes. Where are we getting our next generation from?
How many people don't know how to change oil? Keep an eye on fluids? It is
not a bad idea to teach how to do that, IMO.
Regardless, my statement was just regarding a class that enables one to use
a different side of the brain besides math and languages. Working with your
hands in combination with anything technical teaches problem solving
skills - we need people with common sense (there's an oximoronic statement
if I ever heard one, huh :)
Again, see above. C++ or Java, I think. Programming is good because it
enforces trouble shooting skills but 3D design is cool too :)
It does not need to be programming, per se.
I went into science/technology because of being stimilated by loosely formed
school radio club..
Think "problem solving" all the while exposing these kids to something new
and keeping them interested. Nothing wrong with that.
Although I agree with much of your post, I respectfully disagree with the
premise that programming is very language specific. I've only used a few
languages (the old DOS QuickBasic, Visual Basic, Visual C#, and Intel
assembly... I *hate* C and C++) but it's clear the focus of modern high
level languages is structure. Even the pre-.NET VB has strong structure
while being a snap to learn.
If you think about it, everything we plan is a program. Understanding how to
structure and modularize plans (including "exception handling" - dealing
with potential snags) is the key to carrying off any big project. Outlining
provides the same sort of benefit for small projects but doesn't have the
potential for minimizing interactions or handling vagaries of fate that
structured logic does.
I was in a class of about 20 at work, learning about setting up a monitoring
system for our trunking radios. The CPU card had to be programmed in ladder
logic, and the instructor asked how many of us had programming experience. I
was surprised to see every one of us did.
Awww, don't be hating C/C++, Mike - they are like comfy slippers to me :)
After thinking about it some more, you're right: C# is best especially for
kids because it takes little effort to see major results.
Java is good that way too, but clearly C# is the way to go nowadays, with
the now prevalent .NET architecture.
I've been teaching my 15 year old son C++, but - after thinking about it
now - maybe we should switch...
Thanks for the thought.
Yup, I think so too. There's no better teacher than getting utterly
frustrated at a problem, requiring some hair pulling. Besides teaching good
logic thinking skills, it also teaches tenacity.
Oh, yeah! My favorite was a decibel conversion we were trying to incorporate
into a simple baseband monitor. We had a nice SBC that had everything we
needed in a compact and cheap package... but it booted to a version of BASIC
that was limited to 8 bits and had no floating point math. Not ideal for the
task: convert a digitized input to the nearest dB over a 10 dB (a bit more
than a 3:1) range. The formula is <20 log (input)>. Huh. A couple days later
it hit me and the algorithm fit into fewer than a dozen lines of code. The
trick was to choose a seed, initialize a loop counter to 10 (decrementing to
0), and subtract the integer divide by ten from the seed (effectively
multiplying the seed by 0.9) with each pass. When the input value exceeded
the result, the counter was the dB value. One mid-loop correction brought it
within spec. I love it! It should be taught in college! ;-)
I suppose it could have been done with a lookup table, but what's the fun in
Where did you get your education? I'm curious, because when speaking of
oneself, you capilize the letter "I".
Homecoming, is not spelled homecomming.
Organizations, is not spelled organisations.
Competence, is not spelled competance.
Happy, is not spelled hapy.
(off to the Webster's Unabridged Dictionary, 1976)
I'd hypothesize an attempt to lend credibility to Dan Quayle, but a Google
seems to show it *is* a pretty common error, and Dan's screwup too new. Musta
just been a moron teacher. I've had a couple, and know some now. Sadly.
Kids (and their parents) need to challenge stupid/ignorant/misinformed teachers.
But they need to do so in a private, non-confrontational manner. Unless there's
no other way.
On Thu, 29 Sep 2005 04:21:04 +0000, Doug McCrary wrote:
DanQ was suckered into it by a que-card.
It doesn't work. Teachers "know" it all. I had that problem when I was a
kid and my son did too. Idiot teachers are teaching *way* beyond their
skills. ...pretty bad when those skills are supposed to include spelling
(me? no, I'm not a teacher, but was tought to speel by 'em).
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