Debugging the Computer Programmer

1973 ◽  
Vol 18 (1) ◽  
pp. 27-27
Author(s):  
RICHARD B. MILLWARD
Keyword(s):  
Computer Programmer

Assessing the cost of incompetence: A computer programmer example

2009 ◽  
Author(s):  
Rodger W. Griffeth ◽  
L. A. Witt ◽  
Carlos Polk ◽  
Rebecca Thacker ◽  
Nicole Gullekson ◽  
...  
Keyword(s):  
The Cost ◽  
Computer Programmer

Hypothenar Hammer Syndrome in a Computer Programmer: CTA Diagnosis and Surgical and Endovascular Treatment

2009 ◽  
Vol 43 (5) ◽  
pp. 509-512 ◽  
Author(s):  
Ehab A. Abdel-Gawad ◽  
Hugo Bonatti ◽  
Ahmed M. Housseini ◽  
Ismaeel M. Maged ◽  
Raymond F. Morgan ◽  
...  
Keyword(s):  
Endovascular Treatment ◽  
Hypothenar Hammer Syndrome ◽  
Computer Programmer

scholarly journals Computer Programming and Agricultural Economists—Bridging the Gap

1976 ◽  
Vol 8 (1) ◽  
pp. 193-197
Author(s):  
Marilyn G. Kletke ◽  
Darrel D. Kletke
Keyword(s):  
Computer Programming ◽  
Agricultural Economics ◽  
State University ◽  
Oklahoma State University ◽  
Paper Briefly ◽  
Ongoing Research ◽  
Advantages And Disadvantages ◽  
Economics Department ◽  
Computer Programmer

Most ongoing research in the agricultural economics department at Oklahoma State University uses the computer at some time during its development. This is also true nationwide. It has become apparent that efforts need to be made to improve communications between economist and computer. This paper briefly presents alternatives available to the economist and advantages and disadvantages associated with each. Based on experiences of the agricultural economics department at Oklahoma State University, a method for improving communication between economist and computer programmer will be developed.

Coding Across the Curriculum

2020 ◽  
pp. 214-227
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Computer Science ◽  
21St Century ◽  
Teacher Educators ◽  
Computational Thinking ◽  
Boolean Logic ◽  
Content Areas ◽  
Do So ◽  
Computer Programmer

This chapter explores why teacher educators should teach teachers how to integrate coding across content areas and how to do so by applying concepts of computational thinking such as using algorithms, flowcharts, and Boolean logic to all fields. Teaching teachers how to teach coding across the content areas offers opportunities to diversify people in a field where intimidation, discrimination, and lack of opportunities has effectively kept the field of programming largely white or Asian and male. In addition, as our lives become more and more infused with technology, Rushkoff warns that we either learn how to program or become programmed. This means that not everyone needs to become a computer programmer, but everyone needs to understand how programming computers works. In other words, coding across content areas would help prepare all students, not just those pursuing the field of computer science, for the 21st century.

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