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  • Any good C interpreters?

    - by NoMoreZealots
    I was looking at Ch from SofIntegration and it looks pretty interesting as a possible teaching tool. It would allow the you to let someone learning to program "play" while preparing them to write full fledged C programs. I was wondering if anybody had "good" experiences using a C interpreter or weather it would be a better to go with a language that is typically interpreter to start with?

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  • What features are important in a programming language for young beginners?

    - by NoMoreZealots
    I was talking with some of the mentors in a local robotics competition for 7th and 8th level kids. The robot was using PBASIC and the parallax Basic Stamp. One of the major issues was this was short term project that required building the robot, teaching them to program in PBASIC and having them program the robot. All in only 2 hours or so a week over a couple months. PBASIC is kinda nice in that it has built in features to do everything, but information overload is possible to due this. My thought are simplicity is key. When you have kids struggling to grasp: if X>10 then <DOSOMETHING> There is not much point in throwing "proper" object oriented programming at them. What are the essentials needed to foster an interest in programming?

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  • What features are important in a programming language for beginners?

    - by NoMoreZealots
    I was talking with some of the mentors in a local robotics competition for 7th and 8th level kids. The robot was using PBASIC and the parallax Basic Stamp. One of the major issues was this was short term project that required building the robot, teaching them to program in PBASIC and having them program the robot. All in only 2 hours or so a week over a couple months. PBASIC is kinda nice in that it has built in features to do everything, but information overload is possible to due this. My thought are simplicity is key. When you have kids struggling to grasp: if X10 then There is not much point in throwing "proper" object oriented programming at them. What are the essentials needed to foster an interest in programming?

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  • Most useful Python modules from the standard library?

    - by EOL
    I am teaching a graduate level Python class at the University of Paris, and the students need to be introduced to the standard library. I want to discuss with them about some of the most important standard modules. What modules do you think are absolute musts? Even though responses probably vary depending on your field (web programming, science, etc.), I feel that some modules are commonly needed: math, sys, re, os, os.path, logging,… and maybe: collections, struct,… What modules would you suggest I present, in a 1 or 2 hour slot?

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  • In what order should the Python concepts be explained to absolute beginners?

    - by Tomaž Pisanski
    I am teaching Python to undergraduate math majors. I am interested in the optimal order in which students should be introduced to various Python concepts. In my view, at each stage the students should be able to solve a non-trivial programming problem using only the tools available at that time. Each new tool should enable a simpler solution to a familiar problem. A selection of numerous concepts available in Python is essential in order to keep students focused. They should also motivated and should appreciate each newly mastered tool without too much memorization. Here are some specific questions: For instance, my predecessor introduced lists before strings. I think the opposite is a better solution. Should function definitions be introduced at the very beginning or after mastering basic structured programming ideas, such as decisions (if) and loops (while)? Should sets be introduced before dictionaries? Is it better to introduce reading and writing files early in the course or should one use input and print for most of the course? Any suggestions with explanations are most welcome.

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  • What would you suggest as a high school first language?

    - by ldigas
    Edit by OA: After reading some answers I'll just update the question a little. At first I put it a little bluntly, but some of those gave me some good arguments which have to be taken into consideration while making a stand on this one. (these are mostly picked up from comments and answers below). A few things to take into account: to many pupils this is a first programming language - at this stage most of them have trouble grasping a difference between data types, variable passing, ... and whatnot, less alone pointers and similar 'low level stuff' :) they will all have to pass this to get into next grade (well, big majority of them anyway) not all of them have computers at home, not all of them are willing to learn this, less alone interested in - so the concepts have to be taught on a finite time scale in school hours (as well as practice on computers) free literature is a bonus - the teacher will make some scripts and handaways, but still ... I wouldn't like to bear the parents with the burden of buying expensive literature (also, english is not a native language here ... and although they are all learning it, their ability to read it fluently is somewhat questionable) somebody gave an argument - "a language which does not get in the way of ideas" - good one accessibility on different platforms in not expecially important at this point - although most of the suggested ones are available on win as well as linux - not many macs in this part of europe (their prices are sky high for anything but specialised usage) I will check what are the licencing issues on ms express editions about using it massively in high schools for purposes like this - if someone has any info about this, please, do not be shy with it :) A friend of mine, informatics teacher - in EU it comes as something as junior cs teacher, in a local high school asked me what I thought about what should be the first language pupils should be taught? It is a technical school (a little more oriented towards mathematics than the gymnasium, but not computer oriented totally). So I'm asking you - what do you think should be the first language pupils are exposed to in highschool? They have been teaching Pascal so far, but she's not sure that's a good course. She thought about switching to C (which I resented; considering not all pupils have interests in programming, to start with, and should be taught something higher level since they are just gripping the idea of a loop and such ... for a start), I suggested python or ruby (preferably py since it handles all paradigms). What is your opinion on this one? I looked, but didn't find a similar question on SO, so if there is one, please just point me towards it. Edit: The assumption is that none of the pupils have been exposed to any programming in junior school. See also: What is the best way to teach young kids some basic programming concepts? Best ways to teach a beginner to program How and when do you teach a kid to code What is the easiest language to start with? High School Programming

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  • Simplifying const Overloading?

    - by templatetypedef
    Hello all- I've been teaching a C++ programming class for many years now and one of the trickiest things to explain to students is const overloading. I commonly use the example of a vector-like class and its operator[] function: template <typename T> class Vector { public: T& operator[] (size_t index); const T& operator[] (size_t index) const; }; I have little to no trouble explaining why it is that two versions of the operator[] function are needed, but in trying to explain how to unify the two implementations together I often find myself wasting a lot of time with language arcana. The problem is that the only good, reliable way that I know how to implement one of these functions in terms of the other is with the const_cast/static_cast trick: template <typename T> const T& Vector<T>::operator[] (size_t index) const { /* ... your implementation here ... */ } template <typename T> T& Vector<T>::operator[] (size_t index) { return const_cast<T&>(static_cast<const Vector&>(*this)[index]); } The problem with this setup is that it's extremely tricky to explain and not at all intuitively obvious. When you explain it as "cast to const, then call the const version, then strip off constness" it's a little easier to understand, but the actual syntax is frightening,. Explaining what const_cast is, why it's appropriate here, and why it's almost universally inappropriate elsewhere usually takes me five to ten minutes of lecture time, and making sense of this whole expression often requires more effort than the difference between const T* and T* const. I feel that students need to know about const-overloading and how to do it without needlessly duplicating the code in the two functions, but this trick seems a bit excessive in an introductory C++ programming course. My question is this - is there a simpler way to implement const-overloaded functions in terms of one another? Or is there a simpler way of explaining this existing trick to students? Thanks so much!

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  • What is the coolest thing you can do in <10 lines of simple code? Help me inspire beginners!

    - by Tom Ritter
    I'm looking for the coolest thing you can do in a few lines of simple code. I'm sure you can write a Mandelbrot set in Haskell in 15 lines but it's difficult to follow. My goal is to inspire students that programming is cool. We know that programming is cool because you can create anything you imagine - it's the ultimate creative outlet. I want to inspire these beginners and get them over as many early-learning humps as I can. Now, my reasons are selfish. I'm teaching an Intro to Computing course to a group of 60 half-engineering, half business majors; all freshmen. They are the students who came from underprivileged High schools. From my past experience, the group is generally split as follows: a few rock-stars, some who try very hard and kind of get it, the few who try very hard and barely get it, and the few who don't care. I want to reach as many of these groups as effectively as I can. Here's an example of how I'd use a computer program to teach: Here's an example of what I'm looking for: a 1-line VBS script to get your computer to talk to you: CreateObject("sapi.spvoice").Speak InputBox("Enter your text","Talk it") I could use this to demonstrate order of operations. I'd show the code, let them play with it, then explain that There's a lot going on in that line, but the computer can make sense of it, because it knows the rules. Then I'd show them something like this: 4(5*5) / 10 + 9(.25 + .75) And you can see that first I need to do is (5*5). Then I can multiply for 4. And now I've created the Object. Dividing by 10 is the same as calling Speak - I can't Speak before I have an object, and I can't divide before I have 100. Then on the other side I first create an InputBox with some instructions for how to display it. When I hit enter on the input box it evaluates or "returns" whatever I entered. (Hint: 'oooooo' makes a funny sound) So when I say Speak, the right side is what to Speak. And I get that from the InputBox. So when you do several things on a line, like: x = 14 + y; You need to be aware of the order of things. First we add 14 and y. Then we put the result (what it evaluates to, or returns) into x. That's my goal, to have a bunch of these cool examples to demonstrate and teach the class while they have fun. I tried this example on my roommate and while I may not use this as the first lesson, she liked it and learned something. Some cool mathematica programs that make beautiful graphs or shapes that are easy to understand would be good ideas and I'm going to look into those. Here are some complicated actionscript examples but that's a bit too advanced and I can't teach flash. What other ideas do you have?

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  • Which order would you teach programming languages in, when teaching a newbie?

    - by blueberryfields
    If you had to design a study program, with a breadth-of-programming-languages requirement, which stated that the student should be exposed to all major concepts and methodologies that can be taught through (at the minimum) 6 programming languages, which programming languages would you choose to teach, and in which order? Breadth-of-programming-languages is based on programming language and theoretical concepts.

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  • How important is self-teaching in the programming field? [closed]

    - by ThePlan
    I'm 16. I started programming about a year ago when I was about to start high-school. I'm going for a career in programming, and I'm doing my best to learn as much as I can. When I first started, I learned the basics of C++ from a book and I started to learn things by myself from there on. Nowadays I'm much more experienced than I was a year ago. I knew I had to study by myself because high-school won't (likely) teach me anything valuable about programming, and I want to be prepared. The question here is: how important is it to study programming by oneself?

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  • TDD Exercise Ideas

    - by Dan
    I am about to give a TDD workshop. I have the theoretical part pretty much sorted out, but I wish to avoid typical Tic-tac-toe, Currency or god forbid Calculator exercise. Any suggestions for a good TDD exercise that can be ideally finished in a couple of hours? Oh, and one exercise per answer if you can!

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  • Should functional programming be taught before imperative programming?

    - by Zifre
    It seems to me that functional programming is a great thing. It eliminates state and makes it much easier to automatically make code run in parallel. Many programmers who were first taught imperative programming styles find it very difficult to learn functional programming, because it is so different. I began to wonder if programmers who were taught functional programming first would find it hard to begin imperative programming. It seems like it would not be as hard as the other way around, so I thought it would be a good thing if more programmers were taught functional programming first. So, my question is, should functional programming be taught in school before imperative, and if so, why is it not more common to start with it?

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  • Illustration of buffer overflows for students (linux, C)

    - by osgx
    Hello My friend is teacher of first-year CS students. We want to show them buffer overflow exploitation. But modern distribs are protected from simples buffer overflows: HOME=`perl -e "print 'A'x269"` one_widely_used_utility_is_here --help on debian (blame it) Caught signal 11, on modern commercial redhat *** buffer overflow detected ***: /usr/bin/one_widely_used_utility_is_here terminated ======= Backtrace: ========= /lib/libc.so.6(__chk_fail+0x41)[0xc321c1] /lib/libc.so.6(__strcpy_chk+0x43)[0xc315e3] /usr/bin/one_widely_used_utility_is_here[0x805xxxc] /usr/bin/one_widely_used_utility_is_here[0x804xxxc] /lib/libc.so.6(__libc_start_main+0xdc)[0xb61e9c] /usr/bin/one_widely_used_utility_is_here[0x804xxx1] ======= Memory map: ======== 00336000-00341000 r-xp 00000000 08:02 2751047 /lib/libgcc_s-4.1.2-20080825.so.1 00341000-00342000 rwxp 0000a000 08:02 2751047 /lib/libgcc_s-4.1.2-20080825.so.1 008f3000-008f4000 r-xp 008f3000 00:00 0 [vdso] The same detector fails for more synthetic examples from the internet. How can we demonstrate buffer overflow with modern non-GPL distribs (there is no debian in classes) How can we DISABLE canary word checking in stack ? DISABLE checking variants of strcpy/strcat ? write an example (in plain C) with working buffer overrun ?

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  • Career Day in kindergarten: how to demonstrate programming in 20 minutes?

    - by Péter Török
    I was invited to the kindergarten group of my elder daughter to talk, and aswer the kids' questions, about my profession. There are 26 kids of age 4-6 in the group (plus 3 teachers who are fairly scared of anything related to programming and IT themselves, but bold enough to learn new tricks). I would have about 20-30 minutes, without projector or anything. (They have an old computer though, which by its look may be a 486, and I am not even sure if it's functioning.) My research turned up excellent earlier threads, with lots of good tips: How would you explain your job to a 5-year old? Career Day: how do I make “computer programmer” sound cool to 8 year olds? What things can I teach a group of children about programming in one day? My situation is different from each of the above though. So any advice on how to teach the kids (and their teachers) in a fun way about programming is appreciated.

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  • Will be self-taught limit me?

    - by Isaiah
    I'm 21 and am pretty efficient in html/css, python, and javascript. I also know my way around lisp languages and enjoy programing in them. My problem is that I'm extremely self-taught and not quite confident that I could land a job programing, but I really need a job soon as I've just become a father. I haven't even created a resume yet because I'm not really sure what to put on it except my lone experience. So I wanted to ask, will being primarily self-taught with some experience on small projects I've done for a few clients limit me too much? I mean I know I need some kind of education so I've enrolled part time in a community college to work on a degree in computer science, but it's years till then. And if it will limit me a lot, what kind of skills would be good to work on to make my chances any better? Thank You

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  • Readability and IF-block brackets: best practice

    - by MasterPeter
    I am preparing a short tutorial for level 1 uni students learning JavaScript basics. The task is to validate a phone number. The number must not contain non-digits and must be 14 digits long or less. The following code excerpt is what I came up with and I would like to make it as readable as possible. if ( //set of rules for invalid phone number phoneNumber.length == 0 //empty || phoneNumber.length > 14 //too long || /\D/.test(phoneNumber) //contains non-digits ) { setMessageText(invalid); } else { setMessageText(valid); } A simple question I can not quite answer myself and would like to hear your opinions on: How to position the surrounding (outermost) brackets? It's hard to see the difference between a normal and a curly bracket. Do you usually put the last ) on the same line as the last condition? Do you keep the first opening ( on a line by itself? Do you wrap each individual sub-condition in brackets too? Do you align horizontally the first ( with the last ), or do you place the last ) in the same column as the if? Do you keep ) { on a separate line or you place the last ) on the same line with the last sub-condition and then place the opening { on a new line? Or do you just put the ) { on the same line as the last sub-condition? Community wiki. EDIT Please only post opinions regarding the usage and placement of brackets. The code needs not be re-factored. This is for people who have only been introduced to JavaScript a couple of weeks ago. I am not asking for opinions how to write the code so it's shorter or performs better. I would only like to know how do you place brackets around IF-conditions.

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  • Best style for Python programs: what do you suggest?

    - by Noctis Skytower
    A friend of mine wanted help learning to program, so he gave me all the programs that he wrote for his previous classes. The last program that he wrote was an encryption program, and after rewriting all his programs in Python, this is how his encryption program turned out (after adding my own requirements). #! /usr/bin/env python ################################################################################ """\ CLASS INFORMATION ----------------- Program Name: Program 11 Programmer: Stephen Chappell Instructor: Stephen Chappell for CS 999-0, Python Due Date: 17 May 2010 DOCUMENTATION ------------- This is a simple encryption program that can encode and decode messages.""" ################################################################################ import sys KEY_FILE = 'Key.txt' BACKUP = '''\ !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNO\ PQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ _@/6-UC'GzaV0%5Mo9g+yNh8b">Bi=<Lx [sQn#^R.D2Xc(\ Jm!4e${lAEWud&t7]H\`}pvPw)FY,Z~?qK|3SOfk*:1;jTrI''' ################################################################################ def main(): "Run the program: loads key, runs processing loop, and saves key." encode_map, decode_map = load_key(KEY_FILE) try: run_interface_loop(encode_map, decode_map) except SystemExit: pass save_key(KEY_FILE, encode_map) def run_interface_loop(encode_map, decode_map): "Shows the menu and runs the appropriate command." print('This program handles encryption via a customizable key.') while True: print('''\ MENU ==== (1) Encode (2) Decode (3) Custom (4) Finish''') switch = get_character('Select: ', tuple('1234')) FUNC[switch](encode_map, decode_map) def get_character(prompt, choices): "Gets a valid menu option and returns it." while True: sys.stdout.write(prompt) sys.stdout.flush() line = sys.stdin.readline()[:-1] if not line: sys.exit() if line in choices: return line print(repr(line), 'is not a valid choice.') ################################################################################ def load_key(filename): "Gets the key file data and returns encoding/decoding dictionaries." plain, cypher = open_file(filename) return dict(zip(plain, cypher)), dict(zip(cypher, plain)) def open_file(filename): "Load the keys and tries to create it when not available." while True: try: with open(filename) as file: plain, cypher = file.read().split('\n') return plain, cypher except: with open(filename, 'w') as file: file.write(BACKUP) def save_key(filename, encode_map): "Dumps the map into two buffers and saves them to the key file." plain = cypher = str() for p, c in encode_map.items(): plain += p cypher += c with open(filename, 'w') as file: file.write(plain + '\n' + cypher) ################################################################################ def encode(encode_map, decode_map): "Encodes message for the user." print('Enter your message to encode (EOF when finished).') message = get_message() for char in message: sys.stdout.write(encode_map[char] if char in encode_map else char) def decode(encode_map, decode_map): "Decodes message for the user." print('Enter your message to decode (EOF when finished).') message = get_message() for char in message: sys.stdout.write(decode_map[char] if char in decode_map else char) def custom(encode_map, decode_map): "Allows user to edit the encoding/decoding dictionaries." plain, cypher = get_new_mapping() for p, c in zip(plain, cypher): encode_map[p] = c decode_map[c] = p ################################################################################ def get_message(): "Gets and returns text entered by the user (until EOF)." buffer = [] while True: line = sys.stdin.readline() if line: buffer.append(line) else: return ''.join(buffer) def get_new_mapping(): "Prompts for strings to edit encoding/decoding maps." while True: plain = get_unique_chars('What do you want to encode from?') cypher = get_unique_chars('What do you want to encode to?') if len(plain) == len(cypher): return plain, cypher print('Both lines should have the same length.') def get_unique_chars(prompt): "Gets strings that only contain unique characters." print(prompt) while True: line = input() if len(line) == len(set(line)): return line print('There were duplicate characters: please try again.') ################################################################################ # This map is used for dispatching commands in the interface loop. FUNC = {'1': encode, '2': decode, '3': custom, '4': lambda a, b: sys.exit()} ################################################################################ if __name__ == '__main__': main() For all those Python programmers out there, your help is being requested. How should the formatting (not necessarily the coding by altered to fit Python's style guide? My friend does not need to be learning things that are not correct. If you have suggestions on the code, feel free to post them to this wiki as well.

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  • How did you learn to program?

    - by Agusti-N
    I would like to know how you learned to program in order to teach future programmers. Could recommend some books to teach programming,or some helpful tips? Edit : How to motivate students to continue learning?

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  • Differing styles in Python program: what do you suggest?

    - by Noctis Skytower
    A friend of mine wanted help learning to program, so he gave me all the programs that he wrote for his previous classes. The last program that he wrote was an encryption program, and after rewriting all his programs in Python, this is how his encryption program turned out (after adding my own requirements). #! /usr/bin/env python ################################################################################ """\ CLASS INFORMATION ----------------- Program Name: Program 11 Programmer: Stephen Chappell Instructor: Stephen Chappell for CS 999-0, Python Due Date: 17 May 2010 DOCUMENTATION ------------- This is a simple encryption program that can encode and decode messages.""" ################################################################################ import sys KEY_FILE = 'Key.txt' BACKUP = '''\ !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNO\ PQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ _@/6-UC'GzaV0%5Mo9g+yNh8b">Bi=<Lx [sQn#^R.D2Xc(\ Jm!4e${lAEWud&t7]H\`}pvPw)FY,Z~?qK|3SOfk*:1;jTrI''' ################################################################################ def main(): "Run the program: loads key, runs processing loop, and saves key." encode_map, decode_map = load_key(KEY_FILE) try: run_interface_loop(encode_map, decode_map) except SystemExit: pass save_key(KEY_FILE, encode_map) def run_interface_loop(encode_map, decode_map): "Shows the menu and runs the appropriate command." print('This program handles encryption via a customizable key.') while True: print('''\ MENU ==== (1) Encode (2) Decode (3) Custom (4) Finish''') switch = get_character('Select: ', tuple('1234')) FUNC[switch](encode_map, decode_map) def get_character(prompt, choices): "Gets a valid menu option and returns it." while True: sys.stdout.write(prompt) sys.stdout.flush() line = sys.stdin.readline()[:-1] if not line: sys.exit() if line in choices: return line print(repr(line), 'is not a valid choice.') ################################################################################ def load_key(filename): "Gets the key file data and returns encoding/decoding dictionaries." plain, cypher = open_file(filename) return dict(zip(plain, cypher)), dict(zip(cypher, plain)) def open_file(filename): "Load the keys and tries to create it when not available." while True: try: with open(filename) as file: plain, cypher = file.read().split('\n') return plain, cypher except: with open(filename, 'w') as file: file.write(BACKUP) def save_key(filename, encode_map): "Dumps the map into two buffers and saves them to the key file." plain = cypher = str() for p, c in encode_map.items(): plain += p cypher += c with open(filename, 'w') as file: file.write(plain + '\n' + cypher) ################################################################################ def encode(encode_map, decode_map): "Encodes message for the user." print('Enter your message to encode (EOF when finished).') message = get_message() for char in message: sys.stdout.write(encode_map[char] if char in encode_map else char) def decode(encode_map, decode_map): "Decodes message for the user." print('Enter your message to decode (EOF when finished).') message = get_message() for char in message: sys.stdout.write(decode_map[char] if char in decode_map else char) def custom(encode_map, decode_map): "Allows user to edit the encoding/decoding dictionaries." plain, cypher = get_new_mapping() for p, c in zip(plain, cypher): encode_map[p] = c decode_map[c] = p ################################################################################ def get_message(): "Gets and returns text entered by the user (until EOF)." buffer = [] while True: line = sys.stdin.readline() if line: buffer.append(line) else: return ''.join(buffer) def get_new_mapping(): "Prompts for strings to edit encoding/decoding maps." while True: plain = get_unique_chars('What do you want to encode from?') cypher = get_unique_chars('What do you want to encode to?') if len(plain) == len(cypher): return plain, cypher print('Both lines should have the same length.') def get_unique_chars(prompt): "Gets strings that only contain unique characters." print(prompt) while True: line = input() if len(line) == len(set(line)): return line print('There were duplicate characters: please try again.') ################################################################################ # This map is used for dispatching commands in the interface loop. FUNC = {'1': encode, '2': decode, '3': custom, '4': lambda a, b: sys.exit()} ################################################################################ if __name__ == '__main__': main() For all those Python programmers out there, your help is being requested. How should the formatting (not necessarily the coding by altered to fit Python's style guide? My friend does not need to be learning things that are not correct. If you have suggestions on the code, feel free to post them to this wiki as well.

    Read the article

  • Will being self-taught limit me?

    - by Isaiah
    I'm 21 and am pretty efficient in html/css, python, and javascript. I also know my way around lisp languages and enjoy programing in them. My problem is that I'm extremely self-taught and not quite confident that I could land a job programing, but I really need a job soon as I've just become a father. I haven't even created a resume yet because I'm not really sure what to put on it except my lone experience. So I wanted to ask, will being primarily self-taught with some experience on small projects I've done for a few clients limit me too much? I mean I know I need some kind of education so I've enrolled part time in a community college to work on a degree in computer science, but it's years till then. And if it will limit me a lot, what kind of skills would be good to work on to make my chances any better? Thank You

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  • Step by step help and guidance

    - by ChrisC
    Is there such a thing as a paid (or free would be GREAT, but unlikely I'm thinking) resource that could help a newbie with guidance and help as I create my first app (C# with SQLite db)? Stackoverflow is great, but a one-on-one person who was familiar with exactly what I'm doing would be even better.

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  • Explaining NULL and Empty to your 6-year old?

    - by Atomiton
    I'm thinking in terms of Objects here. I think it's important to simplify ideas. If you can explain this to a 6-year old, you can teach new programmers the difference. I'm thinking that a cookie object would be apropos: public class Cookie { public string flavor {get; set; } public int numberOfCrumbs { get; set; } }

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