It’s this  [ keyboard ]  right in front of you ;                                           

 [it’s just] you and it.   If you hit the right keys and produce this  [ make it do this or that, perform this action ],  it’s    powerful.  

                        The Future's already Here!

[Excerpt]

It’s about Design and Reconstruction

…more specifically, how to use computers: Dissecting, establishing connections, diagramming the flow, taking action.

 Come at it from a study of how a written language is constructed.

We can Diagram or utilize a Picture concept:

We need to define The Big or Related Picture, the Coming Together Process in terms of Where I want to go,

with this Direction [The Completeness we’re searching for, defined]. 

We can use more Colors.  They Draw your eye to or blend the whole nicely; consequently, it makes a better presentation of the material.  Make it aesthetically pleasing.  Make sure the overall presentation blends well together.

We can Draw (it out), or, take it apart: like diagraming a sentence [for deeper understanding].   Idea: Here you can add circles or groups of other operations to come up with the desired result within the first define. Make everything [establish its domain, home, description] a circle or big outline.

Diagram          A   Program: 

To better understand, Learn, or to be able to explain [code]… just maybe, we can try coming at it from a study of how a written language is constructed– in terms of how it's made to flow smoothly–

Not the miniscule parts (i.e. letters) but sentence to sentence [the medium stage or arena, so to speak, versus a small or large arena].

Additionally, we can, LIKE A TRANSPARENCY, draw over it [the program]. We need to make the ability to do so. 

We can use circles and arrows, that will show flow from one to another: from idea, concept, or ACTION to another, i.e. a loop, i.e. arguments, call them [like the poker terminology, “I’ll call…you”]; write notes over the program. 

[Excerpt]

We need to build bridges between  a new foundation  and  what exists now. 

We can use a completely new computer language that’s similar to, but different than, those that currently exist. It should incorporate the current functions and basic format, as well as terminology, so after you learn it [and have confidence you can actually program], you can cross over to the existing programs.  You need to be able to relate the new language to the old languages; it’s imperative.  That will be the draw into the field for many.  It will build the absolutely needed confidence for many to try, in the Computer Science field. You will bring that to the table. You would/will already have an understanding but one you have confidence in; so, you’d want to continue, expand your knowledge in what else is out there, see what else you can do, and explore what more you can learn in the field of Computer Science.  This is the way to grab their interest, and keep them learning.  It is what’s missing now and until we have this, the field won’t be all it can be; it won’t draw the talented ones we’re missing now. 

When you see programming language, the sheer brilliance behind it is intriguing, captivating–the ones and zeros– Who thought of that? Must be a cross over, of disciplines among the sciences, the utilizing electricity, switches and what They can do in a physical medium [computer], Forming so many representations/ outputs [words, pictures, apps]…….

Though the ideas behind it, specifically describing what actions to take, the different scenarios,

[if this happens, do this, Or else do this– Conditional logic?]

and the allowing of closing the doors to the different opportunities available, in order to prevent errors,

Is amazing… [Computer Science concepts are great: loops, “if, then” functionality!],

most programming languages,

as they stand now:

impede communication, and

are not logically expressed.

As a result, they [most] cannot: learn it, understand it, use it, or even enjoy [using] it.

English language to Computer Science language…

Equals failing.

how the translation from English to programming language is    

Awkward.

It’s similar to still trying to go by Old English- “thou knowest not; wilt thee…” instead of modern English.

“Thou wilt” vs.   “You will”

Why use “thou wilt” when you can say “you will”?

When one studies languages, one would start with one’s own.

Overlap the terms [your words] to the new language’s [matching] words.

A virtual “This” = “That”

The smoother the transition, the more understandable “that” is,  or

the easier it is to absorb it into your knowledge base,

the easier it is to remember it,

the easier it is to use it. 

    It’s all in the word choice-

not too clumsy, too simple, too complex,

but mid-range vocabulary, just enough.

And it’s in its position relative to other words and symbols [as positioning shown in a sentence]. 

Work on adding better/more descriptive Sequence [or sequence designators/markers]

Note the transitions/ pay close attention to the transitions when drawing a picture, creating an English description of a computer program.   Making sure one is using more descriptive and complex [different] transition words/ phrases, or links.

o Not simple transitions such as  ‘and’ or ‘then’ [‘and this’; ‘then that’].

o Better transitions/transitional phrases such as:   ‘start’  ‘after that’  ‘end up with’

would better delineate the sequence with precision [making the flow easier to understand, quickly].

 ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------

    It should be more like a Picture, a Painting, a Movie, where our eyes take it all in,                                                                                                                       all the separate parts at once                                                                                                                       

                               as separate parts having their own defining characteristics                                                                                    but still  one  [a whole entity functioning together]. 

Chapter Thirty: HOW It Should Look:  The Key Word is Separate   [the action verb: separate]

Of course; notwithstanding, an easier [new] computer language to learn should be a basic program:

o that can fix little things- [it doesn’t have to have complete functionality- that’ll come later]

o that can speak to any computer system/ across languages [using “Include”s?- it’d interpret

                this language to that language, in that one’s terms]

A computer programming screen looks like one condensed mess sometimes, too busy to the eyes to want to learn.

      It has to look better to allow others to learn it [grasp it better, or] more easily.

Have you studied a computer program lately [how it looks]?

      Forget just lines, up and down with indentations.

It should have Columns or Sections:

A   |    B   |    C  

The Columns should be set up to work [function] simultaneously, unless stated otherwise [maybe using a default as “with” to denote the action needs to be simultaneously performed, or a drop down that has “after” to denote “after the previous section,” to require action that’s performed in alphabetical order, “Do” B column “after” column A].  And,

If a>0 |   If a<c     |    Do “this”

…maybe, to Satisfy all your “Do, While” loops or “If, Else” statement conditions on one line-- section them off, box them [package them into separate ideas/actions that still remain connected but are slightly grouped, to better organize the picture of the simultaneous actions, for easier and faster understanding at first glance].

The computer should recognize what it is to group: small parts within each line of code.

Group the first couple of words and symbols, then have 2-3 spaces, the next group, on one line.

Have smaller spaces between the lines in sections that are similar, and maybe group them vertically.

How about the ability to hit a ‘fn’ key [to designate a new ‘paragraph’ so to speak] to group parts [hit a key and it’ll half-space it here- this ‘paragraph’ or section]?

To Differentiate the meaning or action going on “here” from “there”:

It’s paramount to have different Fonts built in- to separate the main actions- from the other actions [‘loops,’ etc. from calculations], and

    make the main action words Bigger than anything else on the page [increase the size]

      Some Main words should be underlined

[*The easier it is to recognize the terms as quickly as possible, the better]

       Utilize Faint text boxes around groups of actions- using rectangles, or even use

      ovals

      Dash lines can be used to connect ideas and closely related actions [“loops’?]

      Different, related-action-words should be different colors [we have many colors

      available to use; why not use more of them, instead of only using two or three

      colors?]

      Allow different colors [with a click] per line or section

      [Have programs] Contain the ability to draw lines [just for appearance, not

      functionality] from one action to another [linking one part to another related part,

      i.e. ‘loops’]

      Allow small square note blocks of comments [similar to a tiny piece of note

      paper] to go over the program [with a click on to show all, and to hide all, notes]

      When you want to pair words [a string] with a calculation, why not box the

      calculation [put the calculation into a box to make it very distinctive for better

      understanding on a first read]?

[Excerpts]

[3=1+2]…             what we’re used to [a+b=c].

‘new a= a + b’ … a+b=new a 

[‘a’] LATEST_TOTAL_NUMBER_OF_FISH = 100

[‘b’] AFTER_WE_CATCH_THIS_NUMBER_OF_FISH = 20

  [then]

[‘a’] LATEST_TOTAL_NUMBER_OF_FISH =

[‘a’] LATEST_TOTAL_NUMBER_OF_FISH  +   [plus] [‘b’] AFTER_WE CATCH_THIS_NUMBER_OF_FISH

Why can’t this be reversed, as in math equations [or in the progression of stories written in English], as follows:

[‘a’] LATEST_TOTAL_NUMBER_OF_FISH = 100

[‘b’] AFTER_WE_CATCH_THIS_NUMBER_OF_FISH = 20

[then]

[‘a’] LATEST_TOTAL_NUMBER_OF_FISH + [plus]

[‘b’] AFTER_WE CATCH_THIS_NUMBER

_OF_FISH =

[‘a’] LATEST_TOTAL_NUMBER_OF_FISH [new total]

OR [Else]:

Why not make a computer program look at the line with the equal sign first (when it’s enclosed in a mathematical equation [distinguish there are 2 separate parts connected by a +,-,*, or / symbol--- set it to recognize that situation]; that is, as compared to an assignment, as with a string) OR

flip it later [via programming instruction]- 

write the equation as I did  [‘a+b=new a’] 

but later move the ‘=’ [what it equals] to the front of the line [‘new a=a+b’] 

to promote easier understanding for a beginner

[and give an exact English description, a word per section   in the order displayed].

They’re not giving it an order by assigning a variable/ [by just] naming it [the variable/giving the variable a ‘title’ i.e. ‘LATEST_TOTAL_NUMBER_OF_FISH’], just stating a location of a value.

Sure you can understand the names [what the assignments mean; you can see that it’s the “latest total number of fish” and understand the English meaning/words], but you’re losing in the sequence [we’re used to ‘a+b=c (or new a)’].

To say again: The flow   [in the names/assignments]

is lacking an order we’re already used to seeing [a+b=c].  1+2=3    ‘a+b=new a’  

Order is easy to see in what we’ve already learned for years…English, math equations, etc.

It’s a misplaced order too [3=1+2], according to what we’re used to [a+b=c].

It’s not as easy to retain when it’s form is like that…so, it lowers your retention [of it/makes the knowledge harder to recall and use].

...

annual rainfall +=  july rainfall

[say it in English]

This    plus to equal    that     also [included with or in]

This    plus    equals that [exact English description, a word per section in the order displayed]

This    plus    that

This    plus    that     makes a new total of ‘this’    [now including ‘that’]

------------------------------------------

[Excerpt from:]

Chapter Forty: No Verbal Pauses in Technology Please. We Can’t Afford it

And, how do we break the terminology down?

Additionally, why should we break it down?

It will allow a greater number of people to grasp an understanding of the terms they need to easily access [in their minds] in order to use the concepts in programming.  Think, quick and easy.  Not too easy, but easy for us to access and use- make the turnaround time quick, in terms of reading the word and knowing what it means immediately, so you can immediately use it [no drag time, no lagging, no pausing to think ‘now what does this mean again?’].  It needs to be like reading English.  [As adults,] we don’t need to pause on most of the words we read in a book.

Why is that? 

Our basis for understanding, our foundation vocabulary, was built upon methodically in our years of study [in school].  We are no longer intimidated by words.  We relate and match words up with other words we already know- say again- we relate and match up words [terms] with words we already know.  That is an important key to foster the ability to learn Computer Science on a greater scale.  It’s what the technologically brilliant developers of computer languages left out.  They defined the terminology on the level they were on [way up here-- just think of translating 1s and 0s to action= brilliant minds] and not on a level most educated individuals would easily understand, to be able to use without pausing to have to think and define the terms [or to think they could use them without intimidation].  They failed to fully utilize the ‘word association’ approach to developing the terminology.  Just because you can define something in a complex manner doesn’t mean you should.  In other words, just because you understand it [using complex vocabulary], doesn’t mean others will [without being intimidated by the lack of smooth transitioning from our known language of English to the more intimidating programming language].  It can still be brilliant, and slightly complex, with the intimidating edge taken off it, as to be more welcoming, inviting:  a  ‘come, learn what you can do through me [programming]’  message. 

Chapter Forty-Four   The Complicated Beauty of Python

I love what it tells me it can do, is able to do, how it works, but…

Why is this so hard?

There’s something not right here…something about it.

Something makes it harder to learn.

Why…when it can be changed to not be so difficult: to see how this ____ Means that ____?

‘This’ will do ‘that.’

                                                                               Givens

It’s in the:                                                                  |

things that                keys put together            that will perform this action

can be changed,

revamped                  in this order

messed with                     [form]

                                  Using these words,

    Fun                            Phrases, symbols

                                  Combination thereof

The example of changing

Tweaking things

To foster a wider appeal

  My computer understands every key on my keyboard

- it’s there - right there.

My computer can perform so many functions.

How do I use my keyboard to better communicate with it?

Tap into that propensity to change things for the better.

This is the New Frontier- similar to when the West was settled.

A New frontier to conquer/with Growth [potential].

There’s ‘gold [$ opportunity] in them there hills’, doing this    bridging

So, Go Get it [them] and profit.

Bridging [to]  what’s there     

                           old                                    new

                   Established                    

                   Functioning

                   computer languages              for them- [with average intelligence]

$ opportunity in

                                                 old          <---    new

                           Established                    

                           Functioning

                           computer languages      for them- [with average intelligence]

 $ opportunity in

Start with thinking about them [their characteristics, needs], and work your way backwards to connect the computer language to them.

Chapter Thirty-Four: Explain it Better [Find a Way to Teach It Better- Teach with More Effectiveness]

The ‘story’ is poorly told [and who wants to listen to a poorly told story-

hence, the rejection of Computer Science by females, their refusal to listen]

Technology: ones and zeros to electrical impulses converted to language that makes the computer do something…Brilliant!  But…

It’s the way it’s ‘talked about’:

So…Explain it better.

Ø the definitions [that describe the actions]

Ø the reasons

Ø the functions [describing, or the mini storytelling of/about how it works]

Relate it to what we’ve already been taught.

Make it more like English [the subject taught in school]:

o The paragraphs [the way of grouping that’s pleasing to the eyes, as well as logical]

o Essay sections [Beginning, Body, End]-

·  the parts,  

·  separate parts contained

Structure a new and improved programming language [that encompasses the functionality of Python9 or C,10 more like HTML]11:

            <Beginning>

                   <Body>

            <End>   where the “<” “>” symbols ‘contain’ or group a pretty little package [together]                            -more logical to females ?  

This part                    This part

            This part                    This part

=More flowing, attractive, good looking,

                   easier- in how it’s designed

                   easier on the eyes

[Excerpt from]   Chapter Forty-Six: A Specific Example of How to Reach [a Specific Target Audience]…What I’d Say to ‘Stacey’:

I hold an Image or memory of how her fingers would fly over that keyboard…

And… How could she possess the intelligence to, and the desire to, figure out all her computer system could do?

[The] H.S. educated?  How could they [I’ve seen many] come up with system improvement ideas when given an open forum and encouragement to do so? THEY CAN DO IT.

Yes, we are greatly overlooking the inventiveness-capability of those in our midst [hidden in our corporate world- only lacking the encouragement and opportunity].

She was interested in it [in computers] when it was ugly  [ unrefined ].

How much more…

How much Better will it be when she…

[is a part of it,  a contributor to the progression of Computer Science].

 She has an inventive mind,

extreme levels of potential,

not given the chance (yet),

…only not afforded the opportunity as of yet…

What am I selling her?

• an idea?

• a motivating factor?

• a way (out/or in)?  ​a [promising] future

• future              […what?]- think

• Talent

• Occupation?

• way to feel productive/fulfilled/good/capable

• …

u have good ideas- r u maybe an inventor?

(a closet inventor /hidden thus far?)

                                                                                                 …How to reach them?

Why don’t we ASK THEM?    Find them   [those to ask-   the hidden ‘naturals’].

--Not a novel idea:  get some focus groups,  

if you want to find out what is broken,       what will work,              what they want.

 To acquire needed, beneficial, all-important, information: drastically define the Problem

to enable them to use their knowledge through/by asking them:

“what have you learned thus far?” [special things, new ideas/ thoughts you have about…],

“what’s your ‘wish list’ for work?”-   “what can be improved?”     and taking that further to

“what would you do to fix it?”

                                         “What do you know?          Tell me what you know.”

A Specific Example of How to Reach [a Specific Target Audience]…What I’d Say to ‘Stacey’:

Ms. Computer Science natural, I have a great opportunity for you.

How would you like to:

Learn how to use your computer to actually change the system you work on?  It really is possible.  You have good ideas and have demonstrated an interest in learning all your system is capable of doing, even ways to do things better than how they’re done now.  You know the frustration you face when you want to get to a screen more easily, or use a [better way] keyboard shortcut/key to pull some information up quickly.  You know how sometimes it takes 5 steps to get to a screen you need, when it should only take 1 or 2 steps.  Let that motivate you. 

I really believe you can do it, that you were made to do it, because I’ve seen you work.  You explore your system to see its capabilities already [expresses interest], you find new ways to do things based on remembering what key does what and transferring that information with new information you come across through trial and error [expresses your talent for this], and you want to do things better as demonstrated in your “why can’t we [do this]” ideas you vocalize [expresses you want to learn (ways to, wish you had a means, i.e. tools to be able to change it)].   If you can get over your fear of failure, or fear of trying something new, you’d have whole new doors of opportunity opened to you, and you’d enjoy it [because you’d be good at it]. You can actually enjoy your work, always pressing forward using your very own ideas [your own thoughts about this and that] and actually putting them into action.  Anything you think, you can now do.  The Computer Science field is changing to make it easier for you to learn it.  The teachers want to give you tools to take back to where you work and use them there.  You can get an overview and learn some tools you can really make use of to make your job easier, or make the system run better for you [and your teammates]. 

Why stay sitting at a dead end job when you, instead, could be tinkering around and come up with a new invention?

[Excerpt from Chapter Forty-Seven: Another Example of How to Reach a Specific Target Audience…What I’d Say to Christine.                                 

  [If I were a ‘Christine’…]                                                                                                                                                                                                                            

      Ms. Master’s Degree recipient, I have a great opportunity for you…

How would you like to:

Be able to learn how to use your computer to do the things you always wished it could do, implement your ideas or new ways of thinking?  Though you expressed a desire and an interest in programming, you were a bit intimidated or turned off by the major technical set up of programming.  What if I told you that the field is now more ‘user friendly’ to students of it.  The powers that be are breaking down the process of how we learn, as we speak, to use it to re-format the presentation of Computer Science.  Why sell yourself short? Why not learn a new area that could help you do all you ever wanted to do in your current field of expertise?  You only need a working knowledge or a foundation, a base of tools from which to spring off from.  How much could you do if you could do those things you always asked yourself, i.e. “why can’t I [do this]” or “why can’t this computer [do this]?”  You can make it “do this” or “do that” with a little knowledge.  In this field, a little knowledge goes a long way.  Give Computer Science a second look. Don’t miss out on all you can do, are capable of, of all you can change (for the better) in your field.  Try it, or you’ll never know. You are well able, have a proven track record of being able to learn new things and learn them well.  We need you to apply that aptitude to the Computer Science field in order to take back what you’ve learned and show the world what we can do, only haven’t tried to thus far.  We need your talent applied to the Computer Science field to begin to change the world as we know it.  You can think of things no one’s thought of before, and use technology to actually bring about those changes.  And, the others that see you doing all you can do with technology will forever be influenced in a positive way.  The list goes on and on of the positive effects of learning a few tools here and there.  Do you have the time to be all that you can be, using technology to take you to new heights, to develop new ways of doing things [new processes, functions, ways to put ideas into action]?

[Excerpt from]

Chapter Eighteen:  Why Computer Science Doesn’t Attract Females into the Field and Why It Needs to. The Importance of Attracting Females into Computer Science

I’m saying the “Emperor has no Clothes.”4 It’s time to acknowledge it.  There is a glass ceiling for females here.  You can easily look through it and get them to see that the sky’s the limit, until they bump their heads against…; what are we bumping our heads against?

It is incredibly hard to drum up interest and keep females interested in Computer Science to take the time to actually learn [about] it.  Therefore, they miss out on all the opportunities to create [their own stuff] and to employ their ideas using technology...  The small percentage of females that fought through to acquire the skills in Computer Science that are needed to be successful are to be commended.  But they aren’t the norm; why? 

I assert that it will never work (as it stands); the field will never attract females in the numbers they should [tap into the hidden talent, and talented, in this country]. It’s likened to trying to make a train, a car. We’re using the wrong [or a] broken vehicle, or vessel to carry (ideas, specifically Computer Science programming languages) to them. We need to tailor, to them, concepts that would be more easily understood by them based on their general makeup, characteristics, tendencies, similar experiences based on societal norms directing them. They are different but equal.  They are worth addressing in a more suitable, effective manner.  

I’m addressing a new way to teach Computer Science, a new way to define the terminology used, a new way to present it [both theoretically and aesthetically]; we need a new way to sell it to those with the ability, as well as accompanying interest, that need to be directed toward a profession and a calling that’s been waiting for them for so long it’s not funny.

They need a New mold, not to be conformed to the existing mold. Or is the talk about attracting females into the sciences (specifically Computer Science) nice sounding but useless rhetoric only aimed to assuage the consciences of those who are in positions to change the way it’s done?

We need to stop trying to shove a round peg in a square hole and question why it doesn’t like being forced to fit in. 

We just are not reaching them in any real numbers.  Did you ever ask why? 

They are a big enough target market to be worth reaching- and the rewards will be exponential for our society. 

Can you see what I see? Are you willing to help, add what you can to this effort? 

​If we keep on doing the same old thing, we’ll be getting the same old results and that’s unacceptable in this day and age.  This is a long time coming and this should be in practice already, given the brilliant minds and resources that are at our fingertips even now. They are uniquely different and can use some help in others recognizing it. They need a voice in the Computer Science field.  We treat them as if they should just fit into the mold that’s set by the overwhelming male powers that be in the Computer Science field. We need some molding of it to conform to their needs, wants.  They are not exactly the same.                                           

Can’t you see the benefit of admitting a new breed of able, sharp thinking minds to the mix and the arising discussions that would ensue?                                                      …men and women,                     each with their own viewpoints,  coming together to see what all humankind is capable of creating, establishing, doing with technology. 

We need a yin and yang, feng shui kind of balance. Help it along.  Make it better. 

[Excerpt]

The educational hierarchy [or those with business connections,] should do it [provide/encourage this skill set]…

With all due respect to the IT Dept. [we will always need those well versed in technology and programming], wouldn’t it be better if we give our employees    a  skill set     [in basic programming]    so they could easily and skillfully make the simple changes on the very systems they work on, to foster major efficiency gains [And time saving benefits for all who use that system]?

I can go back in time in my mind and with my simple understanding of basic computer programming skills, develop a plan or blueprint to fix the simple issues I came across every day.                                                                                                                                                                      For example:                A simple ’ if, then’ loop could automate the system to choose, to go on this screen, rather than manually taking five steps… Now, times that: one minute times 10,000 per day equals...[cost savings].

More…

Ultimately, voice recognition computer programming: “Do this” [of course, in more technical terms], by voicing commands.  Take an old school example: “start, line 10,” “go to line 20” and “write out [command specific; to perform on that line] ‘this loop’ there.”

Employ more voice recognition software for commands that will instruct the computer to do something.

Also, voice recognition can be used to receive answers after asking people questions. The computer will ask me, I’ll answer it, and the computer will then perform the actions described. 

Or, use more voice recognition [questions from the computer, and answers by the person] to describe what the person wants the computer to do; then, take that written document to a programmer to program it. 

Voice recognition can be used to ask children questions to encourage them to ‘tell a story’ to the computer [using friendly images that ‘talk’ to them].

… transcribe their stories using voice recognition software that will in essence, ‘write it out.’

Virtual Reality- minus the goggles: to point the virtual reality [enabling] equipment at a spot, like a camera, could make a virtual office (for those that work from home). 

To enable females to participate more where they now feel uneasy about participating online-

[For security purposes:] like dots together [similar to the image of old printouts using a collection of dots to make a picture], or an image in a ‘film’ [filmy consistency], or fog; a cloudy Picture-Filter for females:  enough to tell it’s them but not too clear to prevent anyone copying and pasting the picture [used for unrestricted purposes].  It would be a likeness, not vivid picture of...[a female]. 

[The following was added to e-book version:]

Technology System Liaison [a go between] or Technology Advisor: Birth of a new position,

       a liaison [likened to a consultant; can be part time- part of one’s duties at work]. 

       If a [system] issue comes up, refer it to them. 

They would:   

·        Be an expert with the system [they’re working on that has the problem/glitch]: knows what it can do and its limitations. 

·        Know what computers can do- have a basic knowledge of Computer Science, even if they can’t fully program an answer they can speak with the proper vernacular/enough tech. vocabulary [if, else loop…] to explain to more technically skilled persons exactly what needs to happen [be done] here.

Speak pseudocode,45 have programming skills- enough to start the solution; then, be able to work with the Tech. dept. on the solution.

·        Be able to talk about it to management and the Tech. dept.- Know enough of BOTH WORLDS. 

Again, they Must have:

Experience, a working knowledge of the system they are using at work [not an “I’ll sit with you and see what you do” experience level; rather, years of experience with the system]. 

Speak Pseudocode [describe in English what one wants to later write in code]: have a working knowledge of programming concepts [and basic skills] to know what a [any] computer can do [be programmed to do]. 

[must be] Skilled to be able to communicate clearly and precisely system issues/problems and their specific solutions in writing and speaking [be able to talk about it].

They need to have the ability [programming knowledge]  to propose a solution in great detail, along with possessing excellent communication skills to deliver their proposition/solution.

 “Give me and if, else loop- If ‘this’ condition is met [describe the condition], then do ‘this’-  If not, do ‘this’…”

For example [one vision, written circa 2015]:

Get a vision: From online learning to … online working :         University-Educ.    to     University-Employ.       (Employment   initiator  platform)

The same type of technology that Universities use for their online courses could be used for employers/employees everywhere.                                                        Universities can set companies up with the technology to employee the ultimate, efficient workforce  of the future.

What?    Use your resources to bring companies together with the employees of tomorrow

 Why? Anything we can do  on our computer at work  can be programmed for us to do at home                                                                                                                                                                                                        Why all the wasted time and cost traveling, renting office space, When we can do so much on a computer????

 How? The talent at Universities can partner with the business community to do this by:

 1.    Selling the idea to companies: Cost savings (vs.  renting desk space 365 days/yr.;  security through cameras/encoding)

 2.    Seeing what they need the computer to do: Computers can be programmed to adapt, to use  from anywhere

 3.    Programming It:      Using University talent/ resources

 IF A University CLASS CAN BE OFFERED ONLINE TO    ANYONE, ANYWHERE,

                               WE    CAN  DO   ANYTHING     ONLINE

 Companies need to see this

 Universities should - be the ones to      - do it

 We have an entrepreneurial spirit  in this country that can change     the  world

 There’s a vast untapped market out there, in desperate need of opportunities,

=====    Just w  a  i t  i  n  g   =====

To be productive    To solve      To brainstorm       To see ideas change processes To connect  To collaborate To accomplish.

 What is possible .  .  .        

This WEBPAGE was composed by  the author of                             Containing Excerpts from:

Creating More Interest in Computer Science Will Take

 Revolutionary Thinking…aRe  yoU  READY ?           ©2019  J.H.  1st edition     

Rough Draft:

Confidence is paramount-- and secondarily, “Wait a minute”s    [when learning]

Build up your confidence [to attempt…].  Note those 'Verbal Pauses' you encounter, analyze them, describe them [specifically]; ie problem solve, solve a problem, solve your problem [with it] so you can proceed. 

You have to ‘go in’ with confidence [with a capital ‘C’ running towards it- you have to be ready- prepared=prepare]. 

You have to be able to stop and say, “Wait a minute.” 

Def celsius_conversion(fahrnht):

    ‘ ‘ ‘(number) -> number    etc [will get back to this: /float, number, examples of calculations/ later]

            Return (fahrnht – 32) *5/9

Celsius_conversion(32)

***[Note that:] I don’t like calling [is it ‘calling’ here? I have to go back and check the definition] Celsius_conversion. 

I define what I want, whatever I’m doing, by naming it something- okay.

I ask for what I want to be returned to me and go on to describe the formula the computer must use to do that [return something to me].

But now- gets a little confusing: instead of asking for fahrnht, I’m asking for celsius_conversion.  Important for instant-understanding [stumbled]. I’m not returning fahrnht.  It looks like I’m typing ‘return fahrnht’ but I’m asking the computer to return the formula I’m about to give it.  I’m returning how you figure celsius out, starting with a fahrnht numerical value, then doing more to that value [subtracting first, note the () for ordering of operations, then multiplying].  Okay.  Then, I ask for the celsius_conversion of the following number I’m going to give the computer.  ****[Note that:] I don’t ask the computer to Return the celsius_conversion of the number 32.                                            If I could, I’d put a colon after ‘fahrnht’ then (-32)*5/9 [immediately describing what the formula I want to use for fahrnht is], then return ‘fahrnht’ on the next line.  Or, even better, Return what I named the whole thing, return celsius_conversion using fahrnht- now how would one do that: “using”…[‘using’ fahrnht]?  I’m just thinking out loud here.  I’ll go back over this again, later [try to answer my own questions].   

 Concluding thoughts:

What I need, and maybe what one needs, is Confidence.  Plain and simple. 

Recently, I felt the need to encourage myself- I looked for inspiration- so I could obtain the confidence to pour into programming material again.  It’s intimidating [confidence will fend off that pesky intimidation].  I have to go in there thinking I can do it.  I have to be ready to not-feel-smart, to mentally prepare to get hung up on something- to be okay with tripping, stumbling over something, and saying, “Wait a minute!!!…go back… go back...[I need to go over this again, so I understand what’s happening here].”  It’s not for the faint of heart [those who are afraid of failing at something, even in/at the least little thing- - - to fail, ahhh, never a welcome prospect].   

Most importantly,  with an understanding of what’s happening to you [in your mind]:

A

  “This does not seem logical to me because I’m expecting something else [to happen here, right now]= I’m solving this problem in my head another way- so this is  interfering with my mental processing” 

process/exercise.

Then, point out exactly where it breaks up and why you think it doesn’t fit [for better understanding of where you are, in this learning process].    [This part is]  Full of “Can I…[do this]?”  and “What if…’s”