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building a curriculum to teach my son computer programming. Just finished the first 10 minutes. Day 1: Introduction to Problem Solving Time Allotted: 10 minutes Step 1: Define a Problem (2 minutes) Start with a question: "What is a problem? Can anyone give me an example?" Guide their responses to simple, relatable problems (e.g., forgetting homework, a broken pencil, or deciding what to eat for lunch). Define a problem: "A problem is something that needs to be solved or fixed. It’s like a puzzle where we have to figure out how to make things work." Step 2: Introduce the Problem-Solving Steps (5 minutes) Write or display these steps on the board: Understand the problem: What is happening? What do we need to fix or achieve? Plan a solution: What steps can we take to solve it? Execute the plan: Try out the solution. Reflect: Did it work? If not, what can we do differently? Explain each step with a relatable example: "Imagine your shoelaces are untied. First, you understand the problem: 'My shoelaces are untied.' Next, you plan: 'I will tie my shoes.' Then, you execute: you tie them! Finally, reflect: 'Did I tie them tight enough, or do I need to redo it?' This is problem-solving in action!" Step 3: Engage the Class with Quick Questions (3 minutes) Ask the students: "What are some problems you face every day?" (Examples: running out of pencils, forgetting to charge a phone, or choosing what to wear.) "How do you solve these problems? What steps do you take?" Encourage them to connect their answers to the steps you just taught. Transition: End with: "Today, we’ll learn how to solve problems in a clear, step-by-step way using something called algorithms—don’t worry, it’s easier than it sounds! Let’s get started with a fun activity."

I would like to believe that folks would adopt resiliency programming because it is so incredibly impactful for students, but I understand that financial considerations are also important. Do you believe that you cannot afford resiliency programming? My research shows that increased retention could cover programming costs and could . . . potentially . . . even result in revenue gains. In a pilot program at a public, four-year university we saw retention revenue results and made positive revenue projections for the impact of continued programming. A 2.8% increase in retention could have significant economic impact to university revenues. If the university retained 2% more of the general population of students, it would increase student revenue. In the pilot, 984 freshman and sophomore level students did not return in the spring semester. If the institution increased retention by 2%, (15,896 X 2%), then an additional 318 students would return. This would have generated additional revenue that is currently lost. If half (159) of the students are out-of-state and half (159) are in-state, then the campus would add significant revenue. In-state revenue (159 X $5,085.00) would increase by about $808,515.00 for the semester, and out-of-state revenue (159 X $12,975.00) would increase by about $2,063,025.00. The increase in revenue for just one semester would total $2,871,540.00. If this income value was sustained for four more semesters, $11,486,160.00 in additional revenue would be collected over two years. This would provide enough income to support a comprehensive resiliency program of non-credit and for credit programming. Still think that resiliency programming is unaffordable? Think again. I can help you run the numbers. Just ask.

Do you know programming? Are you kidding? Nearing completion of my Intermediate education in college in 1983, computers started popping up here and there as an outer space machine. People in Nellore watched it as in the exhibition. One day, my parents and I encountered a man working on a massive computer setup. He charged Rs. 20 to explain its potential, saying, "This is the future; people will earn a lot with this." My father's advice became clear: "Learn about computers and secure your future." Daily reminders followed as I pursued a Business Administration degree in Chennai, despite financial constraints. My mother managed to enroll me in an institution teaching GW BASIC Programming. Day 1 at the institute - Faculty explained: "Input 10 into A, 20 into B, Let C = A + B, Print C. What is the value of C?". I laughed, for getting a result of 30, why we require such a big machine and these classes. The faculty was slightly taken aback. After some days, Faculty in the class: "Input A and B. If A is greater Print A, Else Print B and End. Write the flowchart". I asked - If A is equallent to B then how should I show in the flowchart? Faculty appreciated. Girls around me thought I was sensible, logical, and intelligent in computers. However, reality hit hard when the unit test results were released. I scored a mere 3 out of 100, becoming an example of struggle in the class. By the fifth unit test, my score had only improved to 18 out of 100, and the faculty warned me that I might fail the final exam. The skepticism of my classmates weighed heavily on me. Depression crept in, and I found myself lonely in my rented rooftop house in Chennai. One sleepless night, I contemplated giving up on the institute. That's when my father called me on the landlord's landline phone. My tone was subdued as I explained my predicament. Upon hearing my struggles, my parents encouraged me to go to the market the next day to inquire about a new PC. I bought a SIVA PC, costing a hefty 75K, and started practicing programming day and night. Determination fueled my efforts, and when the final exam arrived, I scored an impressive 98 out of 100. Simultaneously, I continued my graduation and pursued an MBA. I delved into the world of programming, starting with dBase, then progressing to learn and practice FoxBASE, Visual FoxPro, Oracle with Developer 2000. I didn't stop there; I learned Java, Dot Net, and Oracle DBA. Recognizing my management potential, I even ventured into Oracle Apps (ERP). I developed 72K lines of procedural code and created applications for prestigious organizations like TIFR (Government of India) and TVS SUZUKI, along with several mid-sized companies. My journey from a struggling student to a proficient computer engineer is a testament to perseverance and the unwavering support of my parents. Do you resonate with my real story? Please share your thoughts and comments. Thank you for your time, and best wishes on your own journey.

Computer Science Essentials: Selecting the Perfect Coding Companion Choosing the right computer for coding isn't just about the specs; it's about matching your child's computer science journey with the right tool that grows with them. Whether they're just starting or diving deep into software development, the right hardware can significantly enhance their learning experience. Navigating the World of Computers: A Guide for Parents 1. Processor Power: Look for a computer with a capable processor. For beginners, an Intel i5 or AMD Ryzen 5 is a good start. Advanced projects or applications, like game development or machine learning, may require an i7 or Ryzen 7 for smoother performance. 2. Memory Matters: RAM (Random Access Memory) is crucial for coding efficiency. A minimum of 8GB RAM is recommended for beginners, but 16GB or more is preferable for students working on complex projects or using multiple applications simultaneously. 3. Storage Solutions: Solid State Drives (SSD) offer faster boot times and quick access to files, enhancing the coding experience. A 256GB SSD is the bare minimum, but 512GB or more is recommended for students needing extra space for software, projects, and resources. 4. Operating System: The choice between Windows, macOS, and Linux depends on your child's coding preferences and the programming languages they'll focus on. Each has its benefits: Windows for its versatility, macOS for its robust performance, and Linux for its open-source nature and flexibility. 5. Screen Size and Quality: A larger screen (15 inches or more) and high resolution can reduce eye strain and make multitasking easier. If your child prefers a more portable option, consider a 13 or 14-inch laptop and think about adding an external monitor for home use. 6. Battery Life: For students on the go, a laptop with long battery life ensures they can work anywhere without constantly seeking a power outlet. Look for models offering 8 hours or more of battery life. 7. Portability: If your child needs to carry their laptop to classes or study groups, consider the weight and size of the laptop. Lightweight models are more convenient but ensure they still meet the other hardware requirements. Choosing a computer for coding is a balance between current needs and future growth. As your child progresses in their computer science education, their needs may change, so consider flexibility and upgrade options in your decision. P.S. What's your top consideration when choosing a coding computer for your child? Let us know in the comments! Interested in more tips or coding courses for your child? Send a DM to get started. ↧↧↧↧↧↧↧ 💻 Beginners-Friendly Coding Courses: Start Today www.codingdsa.com/courses/ 👉 Book a Trial Session Now: www.codingdsa.com/demo/ 🔄 Repost this post

There is no 'one-size-fits-all' when it comes to homeschool or microschool programming. Unfortunately, if you want a program that allows students to truly thrive, it won't be perfect for all ages all parts of the day (because what a Kindergartener and 4th grader are learning is just not the same!). This can be tricky for our families looking for all-day programing for different-aged kiddos or a daily drop-off for all of their children. We don't do a daily drop-off for all ages (K-4) at the same time because we don't feel that it supports each student's best learning and social fit. Instead, our focus is on. . . → Programming & curriculum that's specifically targeted to certain levels for a best-match. This allows students to thrive right where they are, rather than be pushed too far ahead or held too far back. → Intentionally-designed days/times for each leveled group to grow and move forward. → Creating pockets of time for students of different ages to interact without it being too overwhelming (for younger students) or too frustrating (for older students). → Multi-disciplinary learning throughout a 4-day week that gives students the option to attend for a single day, 2-day, or 3-days due to their schedule, budget, or other family preferences. → Flexible & individualized programming that looks at each child and his/her levels individually and builds around levels rather than solely grouping based on age. Curious about what we do differently? Let's chat! Message us, or email contact@donnellydailyapple.com You can also learn more about our microschool here! ↓ → ✨ https://lnkd.in/gWdEvVki

Your Personal Matrix: How to Replace Your Subconscious Programming to Meet Your Goals Remember in The Matrix when Neo uploaded a ton of information directly to his brain, just like a computer program? He learned jujitsu in seconds! What if we could do that? As children we took in and learned a lot of information very quickly. Our brains were uploading all kinds of information and programming. From birth to around age 2 children are primarily in a Delta brainwave state, and then up until around age 7 they are primarily in a theta brainwave state. In these slower brainwave states children are very much in a learning state, and are highly suggestible. This is when children form beliefs about themselves and the world around them that become part of their subconscious programming. They are uploading all kinds of information just like Neo did. As adults we continue to do what we were programmed to do as children. Around 95% of our functioning is controlled by our subconscious mind. However as adults our programs don’t always serve us as well as they did when we were kids. And none of our programming was perfect, so we all have some negative programming that keeps us from meeting our goals and living our happiest lives. The good news is that hypnosis allows us to go into the same brainwave patterns that we were in when we were children. We also go into these brainwave states when we fall asleep at night. This natural state of mind allows us to more easily upload new programming, just like we did when we were kids. So in hypnosis we can more easily replace negative subconscious beliefs with new positive beliefs, which leads to positive behaviors and positive results! How do you know if you have negative subconscious beliefs or programming? One sign is that you are not where you want to be in life, you can’t seem to meet a goal, or the same type of issue keeps coming up for you in some area of your life, or in your relationships. You might notice an unwanted pattern, have an undesirable habit, or fear.

Do you really want to learn something? Teach it. But how do you teach it if you don't already know it? Teach it anyway. Here are four ways to learn something really well through teaching others: 1. Find someone who knows less than you and teach them. If a coworker is struggling with something, learn something about it, then help them. The act of helping can be more than just doing; it can be teaching. This was how I started teaching, leading me to do what I do now. 2. Teach free "brown bag" lunch training sessions to your co-workers on topics relevant to your work. I used this approach on-site to teach co-workers newer technologies I wanted to use in my programming work. It deepened my knowledge and made them more accepting of the new programming technologies I wanted to use. To make this even more popular among your co-workers, spend a little money to have the session catered - I promise the experience you will gain will more than pay for the food. 3. Host your own free live webinar. Live is better than a recorded video because people can ask questions, and you have to think on the fly. Thinking on the fly is key to developing mastery. 4. Volunteer to speak at community events. These events are great. You aren't being paid, so there is much less pressure. And people are so thankful to have a speaker everyone will tell you that you did awesome even if you didn't. There is no better way to learn than the pressure of a live audience of people you don't know. I know it sounds scary, but presenting live and answering questions on the fly will accelerate your knowledge growth in ways you cannot even begin to imagine. Learn more 2 live more.

Hello Calgary, Our February Registration is on !!!!!!!! Come Join us for our virtual workshop titled Guardians of the Web on Saturday, February 17th and February 24th, 2024, for girls (ages 8 - 17). Guardians of the Web is a dynamic and forward-thinking educational module. This program is dedicated to empowering a diverse group of learners with crucial skills in cybersecurity and Python programming. Framed within an exciting digital universe, the workshop aims to both inspire and educate its participants. It positions them as cyber superheroes, entrusted with the important task of safeguarding their online environments. This inclusive initiative is tailored to spark curiosity and foster a sense of responsibility among the youth in the digital age. Objective The objective of this module is to provide a foundational understanding of Python programming and cybersecurity. It aims to instil confidence, enhance problem-solving skills, and foster an interest in technology and coding. The module is designed to not only teach technical skills but also to emphasize the importance of digital responsibility and security. Concepts Covered Core Programming Skills: · Basic Syntax of Python: Introduction to the language, focusing on syntax that is beginner friendly. · Control Structures: Emphasis on if-else statements and loops, tailored to the learning pace of young learners. Application in Cybersecurity: · Password Security: Engaging activities to understand and create strong passwords. · Online Safety: Lessons on how to navigate the internet securely and responsibly. Key Achievements · Project-Based Learning: Completion of a Python project, such as a password generator, to apply coding skills in a practical context. · Development of Critical Thinking: The program aims to enhance the analytical and logical skills of the participants. · Awareness of Digital Identity: Educating participants on the importance of maintaining a secure digital identity. For further questions you may have on the day of the workshop, please reach out to Calgary.ExposureWorkshop@blackkidscode.com or connect@blackkidscode.com Register Now, Space Is Limited! https://lnkd.in/gGUGvJYW

Computer Science Essentials: Navigating the Digital Seas with Bash Commands If you’re new to programming, mastering the command line might seem daunting—like learning to navigate a ship in open waters. Yet, understanding the command line, especially Bash (Bourne Again SHell), is like discovering a powerful tool that can accelerate your journey in the vast world of coding. What is the Command Line? The command line, or terminal, is a text-based interface used to run programs, manage computer files, and interact with the system. While graphical user interfaces (GUIs) are visually intuitive, command-line interfaces (CLIs) offer more direct control of your operating system’s functions. Why Learn Bash Commands? Bash is the most common shell used in Unix-based systems, including Linux and macOS. It allows you to quickly perform tasks that might take multiple steps using a GUI. Whether it's automating repetitive tasks, managing software installations, or accessing remote computers, Bash commands can make your workflows more efficient and productive. Common Bash Commands 1. ls: Lists all files and directories in your current directory. It's like looking inside a folder. 2. cd: Stands for "change directory." This command helps you navigate to different folders. 3. mkdir: Short for "make directory." It allows you to create a new folder. 4. rm: Stands for "remove." It's used to delete files or directories. 5. touch: Creates a new empty file or updates the timestamp on an existing file. 6. cp: Stands for "copy." It copies files or directories from one place to another. 7. mv: Stands for "move." It moves files to different locations or renames them. Learning these commands is just the beginning. As you grow more comfortable with the command line, you’ll find that many tasks can be completed more quickly than through a GUI, offering you a significant advantage in speed and versatility. The command line is a gateway to deeply understanding how your computer operates. Embracing it can demystify much of what happens behind the scenes in software development. P.S. What task would you like to learn to perform using the command line? 💻 Beginners-Friendly Coding Courses: Start Today www.codingdsa.com/courses/ 👉 Book a Trial Session Now: www.codingdsa.com/demo/ 🔄 Repost this post

Computer Science Essentials: Navigating the Digital Seas with Bash Commands If you’re new to programming, mastering the command line might seem daunting—like learning to navigate a ship in open waters. Yet, understanding the command line, especially Bash (Bourne Again SHell), is like discovering a powerful tool that can accelerate your journey in the vast world of coding. What is the Command Line? The command line, or terminal, is a text-based interface used to run programs, manage computer files, and interact with the system. While graphical user interfaces (GUIs) are visually intuitive, command-line interfaces (CLIs) offer more direct control of your operating system’s functions. Why Learn Bash Commands? Bash is the most common shell used in Unix-based systems, including Linux and macOS. It allows you to quickly perform tasks that might take multiple steps using a GUI. Whether it's automating repetitive tasks, managing software installations, or accessing remote computers, Bash commands can make your workflows more efficient and productive. Common Bash Commands 1. ls: Lists all files and directories in your current directory. It's like looking inside a folder. 2. cd: Stands for "change directory." This command helps you navigate to different folders. 3. mkdir: Short for "make directory." It allows you to create a new folder. 4. rm: Stands for "remove." It's used to delete files or directories. 5. touch: Creates a new empty file or updates the timestamp on an existing file. 6. cp: Stands for "copy." It copies files or directories from one place to another. 7. mv: Stands for "move." It moves files to different locations or renames them. Learning these commands is just the beginning. As you grow more comfortable with the command line, you’ll find that many tasks can be completed more quickly than through a GUI, offering you a significant advantage in speed and versatility. The command line is a gateway to deeply understanding how your computer operates. Embracing it can demystify much of what happens behind the scenes in software development. P.S. What task would you like to learn to perform using the command line? 💻 Beginners-Friendly Coding Courses: Start Today www.codingdsa.com/courses/ 👉 Book a Trial Session Now: www.codingdsa.com/demo/ 🔄 Repost this post