Call for Code (2020) Accept the 2020 Call for Code Global Challenge. Retrieved from:https://callforcode.org/challenge/?utm_content=buffere99fc&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

Perkel. J. M., (2020). Challenge to scientists: does your ten-year-old code still run? Nature. Retrieved from: https://www.nature.com/articles/d41586-020-02462-7?utm_source=twt_nnc&utm_medium=social&utm_campaign=naturenews&sf237106326=1

I was going through my Firefox bookmarks and I found article. I had read this article two years back and had commented that I found it to be useful. I read it back in May 2018. As of now, November 2020, my programming skills are still novice-level. I haven't implemented the ideas or followed suggestions given here.

It has been 2 years and 5 months since I found this article to be relevant and it baffles me that I haven't taken action by making use of the knowledge given in this article. Two long years flew by. I guess reviewing my bookmarks is something that I will do more often.

The article was posted on May 23, 2018 and I had stumbled on it the next day itself, i.e., May 24, 2018. This gets me thinking that we could finds solutions for problems(latest ones in this case) once we identify it, articulate it, hit the search button and just read stuff. I could presume that what happened next was that I misunderstood "finding a solution" to "realizing the solution", and perhaps became complacent or maybe there were more problems that didn't come to my awareness to identify and further find solutions. I'm not quite sure. Should I have identified my problems and googled more so that I could have learned C and C++ sooner?

I wonder what held me back from taking action to accomplish and master something that usually takes not more that 5-6 months maximum.

On learning programming

• Master one first programming language first, before moving to the next.
• Learn at a slow for the first two programming languages. This is important for beginners
• Practising coding is more important than watching tutorials or reading books. You learn more by practising than by reading or watching videos.
• Apart from tutorials, immitating open source projects is very important
• Read others code and immitate it. You'll be surprised at how fast you're learning.
• Make use of StackOverflow, Quora and programming subreddits.Ask questions there. Interact more.
• Practice more. Write code from time to time. Debugging skills imporove with more coding practice.
• Test your skills with quizzes, challenges and competitive programming

Practice programming challenges with HackerEarth and then move to TopCoder.

Project Euler emphasises on programming challenges that involve problem solving and critical thinking skills.

You'll learn more when you read others' code and immitate it. CodeChef provides you access to learn from others' code.

What is Mercurial?

what are scalar values in JavaScript?

It would be great to have a bi-directional link here to a reputable source.

That brings up the questions of how you define reputation...

I digress.

The process of coding is transparent and detailed. The explanations for the first coding dimension of observation, rewrite, rewrite with explanation, the second dimension as content versus mechanics, and the third as the length of the comment (more than or less than 10 words)

Codecheckers/covid-uk. (2020). [R]. CODECHECK. https://github.com/codecheckers/covid-uk (Original work published 2020)

r/BehSciMeta—Comment by u/nick_chater on ”Programming errors and their implications”. (n.d.). Reddit. Retrieved June 1, 2020, from https://www.reddit.com/r/BehSciMeta/comments/gsowog/programming_errors_and_their_implications/fsi76l7

r/BehSciMeta—No appeasement of bad faith actors. (n.d.). Reddit. Retrieved June 2, 2020, from https://www.reddit.com/r/BehSciMeta/comments/gv0y99/no_appeasement_of_bad_faith_actors/

So these pseudopopulations were random agglomerates of single neurons that were recorded, so many fits for random groups, and the best were kept?

Essentially this is kind of like constructing dissimilarity matrices over large groups of voxels?

Bull, P. (2020, May 10). Why you can ignore reviews of scientific code by commercial software developers. Lumps “n” Bumps. https://philbull.wordpress.com/2020/05/10/why-you-can-ignore-reviews-of-scientific-code-by-commercial-software-developers/

Is the “science” behind the lockdown any good? (n.d.). Financial Times. Retrieved June 2, 2020, from http://ftalphaville.ft.com/2020/05/21/1590091709000/It-s-all-very-well--following-the-science---but-is-the-science-any-good--/

🔥Kareem Carr🔥 on Twitter: “I want to talk about bugs in statistical analyses. I think many data analysts worry unnecessarily about this. I do think it’s important to put a good faith effort into avoiding bugs, but I know data analysts that live in terror of hearing there’s a bug in published work. 1/6” / Twitter. (n.d.). Twitter. Retrieved May 30, 2020, from https://twitter.com/kareem_carr/status/1266029701392412673

Online Coding Challenges for Better Programming Skills

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This made me chuckle--both because I am living in a pseudocoding space myself, so I identify with the self-deprecating humor, and because of the riff on "I, Robot"

A compiler: source code to object code

A high-level code processor - interpreter

The programming skill

The definition of an algorithm

The importance of problem solving for CSs

Computer scientists combine features of mathematicians, engineers and natural scientists

This is like a coding schema!

The setup of a website is important to understand. It helps to make the content more approachable and understandable.

I'm not really sure I agree with this. Regardless of whether Singularity eventually comes around or not, software will evolve. We have seen whole languages fall out of usage in the past, including Fortran, COBOL, ALGOL, etc. Developers will always be looking to get more efficient, and our current languages will either get abandoned or improved. New languages will come up and become the new standard. If anything, the future seems to be far more bleak for programmers/developers in the years after Singularity, rather than in the years leading upto it - after all, with the prevalence of docile, conscious machines,most of the work programmers do, everything from bug-fixing to data-analytics, would be done more quickly, cheaply and efficiently by the machines. In other words, in the world of singularity, programmers as we know them would no longer exist.

Rasberry Pi y otros sistemas de Live Coding, introducirían nuevas maneras de hacer música.

Tanto Leo como Grafoscopio tienen limitaciones (y propósitos distintos). Sin embargo, en el caso de Grafoscopio, siento que puedo englobar y superar dichas limitaciones más fácilmente, no tanto porque lo hice desde el comienzo, sino por el entorno de live coding que me permite explorar y modificar el entorno en caliente.

Area 2 of educational focus

Time taken to code for scoping study

Time taken to code records

Step 2: Grabs the data from the URL...

Step 1: Creates a URL to be looked at by another fuction/method

I don't get it. Is this all I need to put into a Jupyter Notebook?

Is this specific to an annotation? Yes, I guess.

Thank you!

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

There’s a lot of ambivalence about recent projects which seek to involve coding in a broader educational context. There’s probably a lot of backlash to come against the STEM focus of many of these programs. At the same time, though, coding has become the de facto power tool in “our world”, for better or worse. Which is part of the reason it’s so interesting to trace, as Fred Turner famously did, the roots of “cyberculture” in the 1960s “counterculture”. In both cases, the “culture” part is rooted in a certain part of the United States which links two Bays (San Francisco and Massachusetts). Even the discourse on empowerment is part neoliberal, part anti-establishment.

Cue the “teach someone to code” discourse.

This is a thoughtful, eloquent article. My main takeaway is that perfection is delusional, but good teamwork will overcome flaws and help everyone improve continually. All of these points are forms of feedback, or prerequisites to good feedback.

• treat coworkers with respect
• clear, open, honest communication
• 3 code reviews before release
• style guidelines
• pair programming
• unit tests
• manual testing
• user experience surveys
• user experience analytics

Una muestra de "live coding" (vía objetos) versus "static code" (vía archivos).

An examples of "live coding" (via objects) versus "static code" (via files).

coding programs

Tools and tutorials for making HTML5 games

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Coding skills are a plus but not necessary. Accessibility!...

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