Easter Online Exercises: Fill & Download for Free

There is no best way to learn JavaScript, but I can tell you how I got to where I am today.Years ago, when I was first getting into programming, I started learning on CodeAcademy, and they have a number of wonderful exercises in JavaScript that I truly enjoyed. If you are already familiar with programming these can be kind of boring, but otherwise they are really nice.After finishing CodeAcademy, I had a basic understanding of JavaScript, and I started looking at coding challenges online, and tried to see what I can do. I got pretty good at the syntax and could do a lot of cool calculations at this point, but I had nothing to apply it to, and coding challenges don’t really help with learning DOM manipulation (Document Object Model), which is how you actually interact with a webpage.So I started diving into building simple web pages, seeing what I could create and manipulate. This was about the time that I started my computer science degree, so I got a lot more programming theory knowledge, but that didn’t help me to learn JavaScript any better, because JavaScript is most efficient in Web Development, which doesn’t use complex coding theory as much until you start building really complex pages, and I certainly wasn’t at that point.I was kind of frustrated at my lack of knowledge on how to do anything practical or job worthy, so I started playing around with Node.js and Express. I figured out how to create a web server, and made a few games and a resume page to show off what skills that I did have, and then started applying for jobs as a Web Developer, with this as my portfolio. While I knew that I wasn’t a great Web Developer yet, I knew that I could do some stuff, and I decided to make the leap.I ended up getting a job working in the marketing department at Champlain College, and my official title was web intern. While I knew that my site wasn’t super complex or powerful, it was enough to impress the person doing my interview, and I got the job. When I started working, there was one other developer on the team who had a full time position. He worked for a few weeks before never showing up again. In the time that he was there I was able to ask him questions and gain knowledge from him, however, when he left was when I really started to learn Web Development.The gap left by the other developer was large, but the department needed someone to fill it, so there I was being thrown projects that I was severely under-qualified to do. I started diving into the code that the previous programmer had left behind, reading all of the documentation that I could, and I slowly started creating the things that my superiors were asking for. Looking back now, there are a lot of things that I could have done better, a LOT of things, but I accomplished my goal, and I was making functional web pages for people.At this point I started looking more into efficiency, learning how to make a clean design and UX with as little JS as possible, and I realized that you shouldn’t create everything on a page in JS if you don’t need to. I started playing around with frameworks and transpilers, like jQuery and CoffeeScript, and I slowly started making pages that were fun to use. I got a lot of knowledge on how to follow accessibility standards when programming, and reframing my though process around that.While I have learned a million other things since then, those lessons are the foundation for the knowledge I have today, and now I can build whatever I need to to get the job done (with a little help here and there). Overall, if you are looking for the tl;dr though, I have a few main points:Program things you aren’t qualified forDon’t be afraid to look at documentaionReach out to other developers for help when you need itThis might not be the best path for everyone to take, but it will definitely get you to a point where you are confident in your skills, it just takes some time and hard work.

My guy loves McDonald’s Filet-o-Fish Fridays every year when Lent rolls around. In fact, he looks forward to it.Even though the rest of the year he rarely eats at McDonalds, during Lent he will go out of his way to eat the fish at the closest McDonalds on Friday lunches.A McDonald’s Filet-o-Fish Sandwich - Image Courtesy Of Evan-AmosAlthough he was raised a Catholic and even spent a short amount of time attending the Catholic Seminary, his love of Filet-o-Fish Fridays is related to non-religious reasons.In general, fried fish is one of his favorite meals which is definitely not the best meal for him to eat based on the fact it’s fried and less healthy than baked fish.The Filet-o-Fish Fridays is one of his guilty pleasures along with ice cream and cookies.No he shouldn’t eat them for optimal health, but he does with full awareness he needs to exercise moderation.Every year when Lent begins I ask him why he eats the McDonald’s fish on Fridays.He always tells me the fish is very good, the price is right and it’s a special treat only available between Ash Wednesday and Easter.I personally believe it’s not just the fish tastes good, but that it’s a limited offering and who doesn’t love a special deal you can’t get the rest of the year?Best wishes to all.DISCLAIMER: I neither sell nor promote any companies, their products, nor do I have any online shopping outlet of my own to promote. What I write is based upon my own experience and belief in the techniques I share.

Article taken from an Italian mom who lived in UK. It’s about the first years.Teaching. In my experience, in the Italian school the time devoted to teaching in the classical sense is much greater than in the English school. In this last one we prefer a more practical than notional approach and this is very noticeable in the first few years starting from the teaching of writing. No pages and pages of identical letters to accustom children to write letters in the best possible way as in Italy. Everything happens in a more playful way and in my opinion more reading is preferred than writing. Perhaps also because it is the most difficult part of the English language, a language that cannot be read as one writes as is the case in Italian. They learn songs and nursery rhymes, but it is certainly not much time for children to sit and train their abilities as little scribes. And this is an approach that involves all the teaching a little in the early years. The subjects in common with Italy are literature, mathematics, foreign language, information technology, music and physical education. At least in the early years, history, geography and sciences are not present as individual disciplines even though they are often touched through large projects that are addressed during the year. For example in Year 2, my son's class addressed the topic "We are authors". He learned what it means to express himself through words and drawings by examining some illustrated texts by quoted authors who went physically to school to explain to them how an idea is born and how it turns into a book. As well as illustrators. Then they analyzed the various phases with the teacher to create their own literary work. He was taught to prepare the project, to invent a story, to make illustrations, to load everything into a computer publishing program and to print it. All with an extremely practical and personally experienced approach. And the same was done, for example, with the analysis of great inventions and with the choice of a scientist for each child on whom to do a research and build a manifesto. To then impersonate the character disguising himself like him and answering the questions posed by all parents visiting school. Concluding, in my opinion, the preparation of English children as acquired notions and accuracy is less than that of Italian children and this is perhaps a point in favor of the Italian school. In the English system, however, much importance is given to practical aspects, which are very useful for a future job. Children, for example, are already used to bringing a topic to class each week at the age of 6 and exposing it to their classmates to facilitate dialectics, concepts and safety in speaking in front of others. They are immediately made to work in small groups to prepare them for teamwork. Concepts still heavily penalized in the Italian system. A friend who teaches in a foreign university told me that Italian students are among the most prepared at the level of study, but that those of other nationalities know how to impose themselves more and "sell themselves", exhibit casually, work in groups and be of open mind. As in so many questions, the best system could be the classic middle ground between the English and the Italian system! After this macro vision, I go into the following points in more detail.Writing. In the English school, writing is preferred in capital letters compared to the one in italics and, for children like mine who then reinsert themselves into the Italian school, it is not a recent trauma. As I said in the previous point, handwriting is not much encouraged in English school. In the first place, the notebooks are used to attach photocopies to you with the exercises to be done and the children must therefore only fill them in without losing time writing the exercises and questions. In addition, the use of computers and tablets to do online exercises is soon introduced. All in short to the detriment of manual skill.Mathematics teaching. In the early years the approach to mathematics is very different between the two educational systems. In the English school it teaches to make the head work a lot by developing logic and mental calculation. And this is certainly good. However, it becomes bad when a child is taken back to an Italian school. My son arrived in third grade in Italy thinking he was very good at mathematics, a subject for which he was actually brought having a remarkable mental mathematical calculation speed. Except that his Italian peers already knew how to do at least 3 column operations while he didn't even know what they were because they only reckoned on his mind, maybe breaking the figures down into smaller pieces! And I must say that this was a hurdle to overcome, much more difficult than recovering the first two years of Italian grammar and syntax!Books and educational material. In the early years of English school children do not have books. The work in the classroom is carried out on photocopies delivered by the teacher and then pasted on big notebooks. As well as the homework assigned. The notebooks always remain at school and are sent home only at the end of the year. Pens and pencils are given at school. The backpacks of the English children are therefore practically empty while those of the Italian children of school age are (stra) full of books and notebooks. If on the one hand the back of the English children thanks, on the other hand for the parents at home it is really difficult to follow the educational progress of their children and understand how the topics are treated at school.Homework. Despite the fact that in the years that correspond to our kindergarten the English children are assigned small "homework" at home, like reading booklets or learning to spell some words, in the years corresponding to first and second grade homework becomes a lot limited. Nothing you can't do in 10/20 minutes in the afternoon. In Italy instead, at least in our school, the tasks assigned at home are several and often require even 1/2 hours of afternoon work. In the English school projects and practical chores are often assigned rather than exercises on exercises to do grammar or mathematics that instead are privileged in Italy. And this goes back to the first point of greater English practicality against a more accurate Italian teaching. The tasks are not normally given during the holidays. We only recommend that children read. In Italy, as parents know, vacation homework is often a nightmare!Holidays. Tasks aside, vacation times are also different. The total school days are almost equal, but in the English system the holidays, instead of being concentrated at Christmas and in the very long summer break as in Italy, are divided into several moments. They normally do around 15/20 days at Christmas and Easter and at least a week in October and February. The summer break lasts about a month and a half. For children I think it is better, more breaks during the year make them take off and rest and the summer break is not so long that it completely loses its rhythm.Targets. In both educational systems there are obviously objectives to be achieved at the end of each school year, but the approach of the English system is more individualistic and attentive to the individual child. It is normal everywhere that there are children with different times and attitudes, but I find that in Italy we are less inclined to take them into account. In the English system the class is often divided into several groups according to the level of the children. Each group is assigned different exercises and specific tasks suited to the specific learning stage. More difficult exercises are given to those who are ahead because they do not get bored and are continuously stimulated and simpler exercises for those who are more behind so that they do not become demoralized. It is obvious that we try to reach the end at a level at least similar for all children, but the ways to get there take into account individual differences. In Italy, on the other hand, the class is often divided between good children and not good children, with no particular attention to the latter. In my day, words like nerds and donkeys were still in vogue with a negative note for both. In the English system I felt a more respectful atmosphere of all the children.Votes. In Italy, in my child's primary, numeric grades up to 10 are used. Both for queries and verifications and for report cards. A system that leaves little room for disquisitions and interpretations and is often a condemnation for less able children. In my opinion, it also nurtures competition and mockery among mates. In the English system, on the other hand, in the first few years, encouraging sentences and words are widely used, as well as stickers and smileys. A methodology that is perhaps more incentive and softer. We are also careful that all children are able to reach positive judgments by giving them, as I said above, more goals to their own extent. The numerical votes are used only in the final evaluation tests, but then do not appear in the report card. Instead, for each subject, the various competences that had to be achieved are reported and, next to it, it is signaled by the teacher to what point the student is compared to that competence choosing between: "He is showing awareness", "He is working for", "Reached" and "Superior".Concluding this second long post concerning teaching I would like to say, again on the basis of my experience and other stories, that the Italian school aims at a greater general culture and better educates children who certainly have a greater notional baggage. However, the English school prepares them better from a practical point of view, providing them with a range of skills that can be used more in the workplace.In my opinion there is then to highlight that the most playful and less demanding English system is more likely to encourage children to sympathize with the school while the Italian one often makes it perceive as an imposition and this in my opinion is not a negligible element .