ScottyE

I felt exactly the same way upon finding the site and so had to share!

Jeff Haden refers to this mindset as a systems-oriented mindset as opposed to a goals-oriented mindset. He's written a great article about it here: http://www.inc.com/jeff-haden/an-nearly-foolproof-way-to-ach...

I'll note that a search of '"learnlayout.com" site:news.ycombinator.com' on Google doesn't bring up any other threads, but searching through the footer of the HN site does.

Hooray for globes

But you can't force an interest in CS down people's throats. Holding "women for CS" events only makes the women in CS feel even more isolated from their male peers and does nothing to promote CS to women who do not know about it.

Like you say, kids are very perceptive. The only way to truly eradicate the stereotype is to create a world in which the stereotype doesn't exist.

And that is done by giving all kids, regardless of gender or race, the __opportunity__ to learn about the value of computer science. The ones that like it will participate, those that don't, won't. And gender will be irrelevant.

I cannot agree more. Too many students find the subjects they are studying "pointless." Who will take the time to learn something they think (quite possibly rightfully so) is pointless.

This is based off general programming knowledge, as I have never used C++, but I think it is referring to a highly-modulated programming style that uses many general functions.

I.e., instead of writing a few quick lines of code to perform bisection search in the middle of logic flow, you create a general bisection search function and implement that.

This leads to high productivity "a statement per function", and makes code cleaner and easier to update, but can substantially increase overhead costs.

I am a high school student who cares about learning. I value the content of my subjects in school. But I am actively discouraged from learning at school.

For example, I have a chemistry teacher whose sole goal is to get us to pass the test. I'll ask something like, "So this ratio applies under a set, standard pressure and temperature?" And she'll reply, "What!? This has nothing to do with pressure or temperature, just multiply this number by this number...."

Other times, I'll ask a question and she'll say, "You don't need to know that for the test." She actively discourages inquiry into the "why" behind the material and instead prefers to teach robots.

I love learning, but I can't stand some classes in school. My learning is literally being shut-down by teachers.