Well, lets start the usual friam whining.  Hey, you left out foobar++!  But to 
be fair, I'd be fine if you replaced java with c/c++.

The point, obviously, is to give a span of languages that hit the main points.

    -- Owen


On Jul 31, 2010, at 5:15 PM, Douglas Roberts wrote:

> I guess you're not interested in teaching languages appropriate to HPC 
> implementations, Owen.  C++ and MPI...
> 
> --Doug
> 
> On Sat, Jul 31, 2010 at 4:47 PM, Owen Densmore <o...@backspaces.net> wrote:
> Given the constraints and goals, my approach would be to teach that there are 
> many languages in different environments, but that they share many features 
> (loops, conditionals, types, ...).
> 
> Then I'd pick the following areas:
> Command-line programming: Bash & Python
>       File/Text manipulation, ssh login, regular expressions, commands
> System Programming: Java
>       objects, GUI, Applets, types
> Web Server Programming: PHP
>       client - server networking architecture, http requests, how it won over 
> java
> Web Client Programming: Javascript
>       DOM, AJAX, html, css
> 
> That may look like a lot, but it covers most programming environments and 
> goals.  And the design issues would pop out when discussing the environments 
> in which these languages excel.
> 
> I would NOT go into a lot of detail (clearly!).  Instead I'd generalize what 
> they have in common, and possibly use cheat-sheets which have 80% of the 
> important syntax.
> 
> The bash/python initial work would also have a lot of pragmatic elements: how 
> to login and use a remote unix box (bash), and the historic evolution of awk, 
> perl, and now for many, python.  I'd note that python does not have a native 
> gui (but is considered the best "pseudo-code" by theoreticians -- see 
> sagemath.org)  thus the transition to java would have even more meaning.  The 
> two web languages would clarify the tcp/ip world we live in and most do not 
> understand.
> 
> The goal is to leave the students with a language framework from which they 
> can choose how to proceed in future work.
> 
>     -- Owen

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